Journal article
Training Future Psychologists to Be Competent in Self-Care: A Systematic Review
Training and education in professional psychology, v 15(2)
01 May 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This systematic review explored ways in which doctoral-level clinical and counseling psychology graduate students are trained to build competency in self-care. The study aimed to examine which research methodologies have been utilized to examine self-care training, techniques and content of self-care training, and outcomes and effectiveness of self-care training methods. Twenty-one self-care competency training articles were identified. Results from the systematic review revealed most studies to date are quantitative (47.62%), followed by nonempirical (23.81%), mixed methods (14.29%), and qualitative (14.29%). Among quantitative studies, cross-sectional designs were most common (50%). Five themes of self-care training content were identified: culture of self-care, personal therapy, intervention, workbook/training tool, and mentorship/supervision. Five true outcome studies were identified and included outcomes such as frequency of use of self-care behaviors, self-care competency, wellness, stress, and mindfulness. Preliminary foundational evidence for effectiveness of self-care training methods is discussed. Recommendations are made for future research as well as suggestions at the policy level that incorporate several methods to train the self-care competency across training programs. Trainees and clinicians who practice self-care may then be able to avoid common pitfalls such as burnout, stress, and distress, and thereby function better in their roles as psychologists.
Metrics
Details
- Title
- Training Future Psychologists to Be Competent in Self-Care: A Systematic Review
- Creators
- Stephanie Callan - University of Colorado DenverJennifer Schwartz - Drexel UniversityAhtish Arputhan - Drexel University
- Publication Details
- Training and education in professional psychology, v 15(2)
- Publisher
- Educational Publishing Foundation-American Psychological Assoc
- Number of pages
- 9
- Grant note
- Psychopathology Research Unit and Center for Cognitive Therapy at the University of Pennsylvania
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology)
- Web of Science ID
- WOS:000648524100004
- Scopus ID
- 2-s2.0-85089145345
- Other Identifier
- 991019168226804721
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InCites Highlights
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Educational