Trainee wellness: self-critical perfectionism, self-compassion, depression, and burnout among doctoral trainees in psychology

Richardson, Clarissa M. E.; Trusty, Wilson T.; George, Kylie A.

doi:10.1080/09515070.2018.1509839

Cited by 56 publications

(50 citation statements)

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“…Ultimately, 32 articles describing the findings of 29 unique studies were identified and included in the review 16 , 32 – 48 , 50 – 62 (Table 1 ). Overall, 26 studies measured depression, 19 studies measured anxiety, and six studies measured suicidal ideation.…”

Section: Resultsmentioning

confidence: 99%

“…Several studies identified correlates of mental health problems including: project- and supervisor-related issues, stress about productivity, and self-doubt 53 , 62 ; uncertain career prospects, poor living conditions, financial stressors, lack of sleep, feeling devalued, social isolation, and advisor relationships 61 ; financial challenges 38 ; difficulties with work-life balance 58 ; and feelings of isolation and loneliness 52 . Despite these challenges, help-seeking appeared to be limited, with only about one-quarter of Ph.D. students reporting mental health problems also reporting that they were receiving treatment 40 , 52 .…”

Section: Resultsmentioning

confidence: 99%

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Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students

Satinsky

Kimura²,

Kiang

et al. 2021

Sci Rep

124

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University administrators and mental health clinicians have raised concerns about depression and anxiety among Ph.D. students, yet no study has systematically synthesized the available evidence in this area. After searching the literature for studies reporting on depression, anxiety, and/or suicidal ideation among Ph.D. students, we included 32 articles. Among 16 studies reporting the prevalence of clinically significant symptoms of depression across 23,469 Ph.D. students, the pooled estimate of the proportion of students with depression was 0.24 (95% confidence interval [CI], 0.18–0.31; I2 = 98.75%). In a meta-analysis of the nine studies reporting the prevalence of clinically significant symptoms of anxiety across 15,626 students, the estimated proportion of students with anxiety was 0.17 (95% CI, 0.12–0.23; I2 = 98.05%). We conclude that depression and anxiety are highly prevalent among Ph.D. students. Data limitations precluded our ability to obtain a pooled estimate of suicidal ideation prevalence. Programs that systematically monitor and promote the mental health of Ph.D. students are urgently needed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students

Satinsky

Kimura²,

Kiang

et al. 2021

Sci Rep

124

View full text Add to dashboard Cite

show abstract

“…The long list of organizational, contextual and personal factors that research has related to these two problems (Litalien & Guay, 2015;Smith et al, 2006;Sverdlik et al, 2018;Wollast et al, 2018) paints a bleak picture for prospective PhD students, who may have little agency over many of these variables. Correlates over which students may have more direct influence include (Bauer, 2016;Byrom et al, 2020;Marais et al, 2018;Myers et al, 2012;Richardson et al, 2020): everyday healthy habits like sleep schedule or exercise, perfectionist behaviors, mindful acceptance or cognitive reappraisal. Yet, the relative importance and relationships among these factors are still unclear.…”

Section: Related Work Dropout and Emotional Wellbeing In Doctoral Studiesmentioning

confidence: 99%

Progress-Oriented Workshops for Doctoral Wellbeing: Evidence from a Two-Country Design-Based Research

Prieto¹,

Odriozola-González²,

Rodríguez‐Triana³

et al. 2021

Preprint

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Aim/Purpose. Doctoral education still suffers from two severe overlapping problems: high dropout rates and low emotional wellbeing experienced by many doctoral candidates (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population.Background. Among structural, psychosocial and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress. Methodology. This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students’ everyday practice. We gathered mixed data over four iterations, with a total of N=82 doctoral students from multiple disciplines in Spain and Estonia.Contribution. An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences and indicators of progress, as well as self-tracking, analysis and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional wellbeing and dropout ideation in two new contexts. Finally, the paper also distils design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions and researchers.Findings. Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students’ positive psychological capital after the workshops (Cohen’s d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits.Recommendations for Practitioners. Intervention design guidelines for doctoral trainers include: focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection.Recommendations for Researchers. The construct of progress, its components and its relationships with both emotional wellbeing and doctoral dropout, need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries).Impact on Society. The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional wellbeing and dropout challenges facing hundreds of thousands of doctoral students worldwide, ultimately helping increase the research and innovation potential of society as a whole.Future Research. More rigorous evaluative studies of the proposed approach need to be conducted, with larger samples and in other countries/contexts. Aside from the proposed one-shot training events, complementary longitudinal interventions focusing on supporting everyday progress and reflection throughout the doctoral process should be trialed.

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“…Prior literature speaks to the importance of compassion in supervision to temper the effects of indirect trauma ( Knight, 2013 ), and the potential of self-compassion to produce positive outcomes related to provider depression and burnout, especially as a mediator in the relationship between these outcomes and self-critical perfectionism ( Richardson et al, 2018 ). Additionally, Beaumont & Hollins Martin (2016) propose that Compassionate Mind Training might improve student therapists’ well-being, reduce burnout and compassion fatigue, and promote resilience.…”

Section: Development and Application Of Corementioning

confidence: 99%

CORE: Compassion Oriented Reflection and Engagement to Guide Academic-Community Partnership

Chou

Frazier

2020

Journal of Participatory Research Methods

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Estimates in dissemination, implementation, and services (DIS) research continue to present a 17-year lag for implementation of only 14% of evidence-based clinical services and technologies in practice (Chambers, 2018)-especially troubling for communities characterized by disproportionately high rates of poverty, crime and mental health need (Yoshikawa, Aber, & Beardslee, 2012). Academic-community partnerships offer pathways by which to speed the transport of evidence-based innovations; however, a range of challenges can disrupt implementation and adoption (Damschroder et al., 2009). This manuscript presents Compassion-Oriented Reflection and Engagement (CORE), a framework to inform academic collaborators' perspectives and practices towards building flexible, responsive partnerships with youth-serving community-based organizations. core: compassion oriented reflection and engagement to guide academic-community partnership Recent decades have seen a rapid expansion in dissemination, implementation, and services (DIS) efforts in healthcare; however, current literature continues to estimate a 17-year lag for implementation, and only 14 percent overall adoption of evidence-based clinical tools and technologies in practice (see Chambers, 2018 for a review). While investigators know less about rates of penetration for science specific to families impacted by resource scarcity, a robust body of work documents barriers to crucial evidence-based practices (EBP) in communities characterized by high rates of poverty (Yoshikawa et al., 2012). Youth in economically disadvantaged urban city centers continue to attend underfunded, understaffed schools (Cappella et al., 2008), face higher rates of domestic and community violence exposure (Foster & Brooks-Gunn, 2009), and contend with geographic barriers (Baker et al., 2006) that altogether interfere with meeting basic physical, educational, and mental health needs. To address this gap, DIS scientists have increasingly leveraged a wide variety of academic-community partnerships (ACP) to transport EBPs to socioeconomically vulnerable communities (e.g., Fagan et al., 2012). Systematic cultivation of ACPs has yielded a robust body of work describing conceptual models to maximize the success of EBP implementation in community-based organizations (CBOs) (see Consolidated Framework for Implementation Research, Damschroder et al., 2009), and investigators have presented frontline challenges and examples of problem solving, "lessons learned," and recommendations for the procedures of ACP (

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Trainee wellness: self-critical perfectionism, self-compassion, depression, and burnout among doctoral trainees in psychology

Cited by 56 publications

References 49 publications

Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students

Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students

Progress-Oriented Workshops for Doctoral Wellbeing: Evidence from a Two-Country Design-Based Research

CORE: Compassion Oriented Reflection and Engagement to Guide Academic-Community Partnership

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