Relationship Between Psychological Well-Being and Perceived Wellness in Online Graduate Counselor Education Students

Merryman, W. David; Martin, Mark A.; Martin, Drew

doi:10.7729/71.1073

Cited by 8 publications

(5 citation statements)

References 59 publications

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“…Few empirical studies exist that center the wellness of online graduate students. However, to date, the scant literature that focuses on online graduate students provided evidence that overall mental-health had the biggest impact on students' perceived wellness (Merryman et al, 2015). Unfortunately, this single study only focused on online graduate students within a counselor preparation program, and therefore, their results may not generalize to the greater population.…”

Section: Wellness and Distance Learnersmentioning

confidence: 99%

My wellness is

Lynch

Perry

Googe

et al. 2020

SGPE

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Purpose As online education proliferates, little attention has been given to understanding non-cognitive success factors, such as wellness, in online graduate student success. To begin to address this gap in understanding, this paper aims to explore the experiences of doctoral student wellness within the context of online distance education. Doctoral students, and their instructor, in an advanced qualitative research course sought to use collective autoethnography to address the following questions: How do the authors perceive the wellness as doctoral students engaged in distance education, and how do the authors understand the influence of the doctoral program cultures on the perceptions of the own wellness? Design/methodology/approach This paper emerged from a 12 week advanced qualitative research course where students opted to engage in a poetic arts-based collective autoethnography to reflect on and analyze their experience of wellness as doctoral students taking online courses. Data collection included the use of reflective journaling, creation of “My Wellness Is” poetry, and weekly group debriefing. Journals and poems were analyzed individually, then collectively. First and second cycle coding techniques were used, with the first cycle including process and descriptive coding and second round coding involving pattern coding. Findings Through first and second round coding, three primary themes emerged: positionality as an element of wellness, the role of community in maintaining wellness and awareness and action regarding wellness. Research limitations/implications Due to the inherent nature of qualitative research, and specifically autoethnographic methods, the findings of this study may be difficult to generalize to the broader online graduate student population. Future research on this topic may use the experiences explored in this study as a basis for the development of future quantitative studies to measure the extent of these findings in the broader population. Practical implications This paper includes implications for the development of interventions that may support wellness in graduate students in online environments including support interventions from faculty advisors, leveraging academic curriculum to promote wellness, and suggestions for building community among online graduate students. Social implications As technology advances, online education is quickly becoming a leading mechanism for obtaining a graduate education. Scholarship in this discipline has primarily focused on academic outcomes of online students and has largely focused on undergraduate populations. This paper broadens the conversation about online education by illustrating a non-cognitive dimension of the student experience, i.e. wellness, through the perspective of graduate students. Originality/value This paper addresses a gap in the current understanding of online graduate student experiences and outcomes using methods that provide vivid illustrations of the nuanced experience of online doctoral students.

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Section: Wellness and Distance Learnersmentioning

confidence: 99%

My wellness is

Lynch

Perry

Googe

et al. 2020

SGPE

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“…Accordingly, students who have a sense of agency and are engaged display self-awareness (Wilson et al, 2020). Self-awareness illustrates the students' ability to self-reflect (Wilson et al, 2020) and is acknowledged as a critical factor to grow (Merryman W. et al, 2015), while self-acceptance relates to their ability to maintain a positive mindset toward themselves (Ryff, 1989). Self-awareness and self-acceptance combined with creativity help design responses to adapt to our current situation (Greening, 1992).…”

Section: Self-awareness Self-acceptance and Selfactualisationmentioning

confidence: 99%

“…Nevertheless, experience has proven that self-awareness alone might not be sufficient, and students may lack the will to act towards their well-being or do not feel entitled to act (Bolumole, 2020;Lynch et al, 2020). Although the literature describes self-awareness as an intrapersonal process, social distancing has prevented students from developing social relations and self-awareness in various online environments, according to Merryman W. et al (2015). Thus, self-awareness would not only be intrapersonal but potentially related to sensemaking: a social process, an attempt to collectively rationalise our subjective thoughts and perspectives by interpreting symbols and cues from the environment (Maitlis & Christianson, 2014;Weick et al, 2005).…”

Section: Self-awareness Self-acceptance and Selfactualisationmentioning

confidence: 99%

The student experience in higher education reshaped by the pandemic: The autoethnographic perspective of a business school staff member

Maurice¹

2022

Studies in Technology Enhanced Learning

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“…This finding reinforces that counselors need to be given training and wellness strategy courses to ensure they are able to perform services effectively and withstand any stress. In addition, psychological well-being can contribute to the well-being perceptions of the counselor (Martin et al, 2013;Merryman et al, 2015). The study of Meeryman et al (2015) looked at the relationship between psychological well-being and well-being perceptions of 100 undergraduate counselors through training programs in the United States.…”

Section: Psychological Well-being Of Counseling and Guidance Teachersmentioning

confidence: 99%

The Psychological Well-Being and Self-Compassion on Malaysian Teachers of Counseling and Guidance

Bakar¹,

Ifdil²

2020

ach

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The national development and government initiatives in realizing educational transformation has made the profession of school counseling and guidance teachers facing a challenging and vulnerable role with stress that affects their well-being. The psychological well-being of school counseling and guidance teachers need to be explored and understood to ensure their services in schools are implemented effectively. The study intends to seek contribution of self-compassion to psychological well-being among school counseling and guidance teachers. The results of previous studies have got that; (a) self-compassion contribute to the psychological well-being of school counseling and guidance teachers; and (b) good psychological well-being of school counseling and guidance teachers can promote the quality of counseling services. The implication of this study explains the demand to develop psychological well-being among Malaysian school counseling and guidance teachers. Proposed follow-up recommendations need to be performed by focusing on quantitative studies focused at further interpretation of this issues.

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Relationship Between Psychological Well-Being and Perceived Wellness in Online Graduate Counselor Education Students

Cited by 8 publications

References 59 publications

My wellness is

My wellness is

The student experience in higher education reshaped by the pandemic: The autoethnographic perspective of a business school staff member

The Psychological Well-Being and Self-Compassion on Malaysian Teachers of Counseling and Guidance

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