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Implementation science and graduate student mental health
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Maier, William Wesley. Implementation science and graduate student mental health. Retrieved from https://doi.org/doi:10.7282/t3-y2jd-k485

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TitleImplementation science and graduate student mental health
NameMaier, William Wesley (author); Diaz-Martinez, Angelica (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-10 (degree)
SubjectClinical psychology, Dissemination, Graduate mental health, Implementation, Psychologists -- Education
Extent1 online resource (vii, 94 pages)
DescriptionGraduate mental health has become an increasingly highlighted concern in populations ranging from PhD students (Nature, 2019), to medical students (Rummell, 2015). Clinical psychology students are also at risk; with little attention paid to their mental health needs in the United States. Specifically, one study found that in a review of psychology doctoral program handbooks, only one in three clinical programs mentioned self-care, compared to 94% of programs in the United Kingdom. This dissertation aims to address some of the gaps in care by proposing an implementation program design to reduce mental health burdens for graduate psychology programs using a mindfulness intervention example. This proposal uses the Ottowa Model of Research Use, (OMRU) a well-established model for implementation and dissemination research. Additionally, Community-Based Participative Research (CBPR) frameworks are used to frame the intervention. CBPR approaches are crucial in addressing power disparities, equity concerns, and are an important facet of linking interventions tightly to community identified needs, thus improving sustainability and efficacy of the chose intervention The implementation process is broken down into three steps, Assessment, Monitoring and Evaluation, which follow the AME guideline of OMRU. Detailed guides are provided for each step including overviews and applications of focus groups and needs assessments, adaptation of evidence-based interventions, and common barriers and strategies of the proposed intervention. The scope of graduate student mental health concerns are described as well as a detailed guide to implementation of a low-cost, low-impact, evidence-based mindfulness intervention. Feasibility, sustainability, obstacles and significance of findings are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-y2jd-k485
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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