scholarly journals What opportunities do early career psychiatrists have in Europe and beyond?

2020 ◽  
Vol 17 (4) ◽  
pp. 95-96
Author(s):  
Mariana Pinto da Costa ◽  
Ozge Kilic ◽  
Jamila Ismayilova ◽  
Tove Mogren ◽  
Daria Smirnova ◽  
...  
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Early Career ◽  
Educational Materials ◽  
Task Forces ◽  
Research Activities ◽  
Main Association ◽  
Research Initiatives

The European Psychiatric Association (EPA), the main association in the field of mental health in Europe, has long been supporting the development of early career psychiatrists. The EPA Early Career Psychiatrists Committee (ECPC) and its core task forces promote research activities among young psychiatrists, contribute to their professional development through organising courses and other educational events, prepare online educational materials and publications, and actively collaborate with other organisations. The EPA ECPC is always open to fostering cooperation on new professional, educational or research initiatives with early career psychiatrists from different countries.

scholarly journals Positioning for success: building capacity in academic competencies for early-career researchers in sub-Saharan Africa

2019 ◽  
Vol 6 ◽  
Author(s):  
C. Merritt ◽  
H. Jack ◽  
W. Mangezi ◽  
D. Chibanda ◽  
M. Abas
Keyword(s):  
Mental Health ◽  
Capacity Building ◽  
Low Cost ◽  
Early Career ◽  
Sub Saharan Africa ◽  
Training Experience ◽  
African Countries ◽  
Early Career Researchers ◽  
Academic Competencies ◽  
Sub Saharan

Background. Capacity building is essential in low- and middle-income countries (LMICs) to address the gap in skills to conduct and implement research. Capacity building must not only include scientific and technical knowledge, but also broader competencies, such as writing, disseminating research and achieving work–life balance. These skills are thought to promote long-term career success for researchers in high-income countries (HICs) but the availability of such training is limited in LMICs. Methods. This paper presents the contextualisation and implementation of the Academic Competencies Series (ACES). ACES is an early-career researcher development programme adapted from a UK university. Through consultation between HIC and LMIC partners, an innovative series of 10 workshops was designed covering themes of self-development, engagement and writing skills. ACES formed part of the African Mental Health Research Initiative (AMARI), a multi-national LMIC-led consortium to recruit, train, support and network early-career mental health researchers from four sub-Saharan African countries. Results. Of the 10 ACES modules, three were HIC-LMIC co-led, four led by HIC facilitators with LMIC training experience and three led by external consultants from HICs. Six workshops were delivered face to face and four by webinar. Course attendance was over 90% and the delivery cost was approximately US$4500 per researcher trained. Challenges of adaptation, attendance and technical issues are described for the first round of workshops. Conclusions. This paper indicates that a skills development series for early-career researchers can be contextualised and implemented in LMIC settings, and is feasible for co-delivery with local partners at relatively low cost.

Asking the Hard Questions: Psychologists’ Discomfort With Inquiring About Sexual Abuse Histories

2021 ◽  
pp. 107780122110145
Author(s):  
Belinda Nixon ◽  
Elly Quinlan
Keyword(s):  
Mental Health ◽  
Sexual Abuse ◽  
Mental Health Professionals ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Early Career ◽  
Evidence Based ◽  
Structured Interviews ◽  
Early Career Psychologists ◽  
University Training

The literature on sexual abuse indicates low rates of inquiry by mental health professionals. This study explores early career psychologists’ experiences of inquiry into their clients’ sexual abuse histories. Twelve Australian psychologists participated in semi-structured interviews with transcripts analyzed using thematic analysis. The vast majority of participants reported that they did not routinely inquire about sexual abuse with barriers including not knowing what to do, discomfort, stigma, and fear of negative outcomes. Participants asserted that their university training in sexual abuse inquiry was inadequate. Findings emphasize the need for the development of an evidence-based framework for sexual abuse training.

Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory

Work ◽  
2021 ◽  
pp. 1-15
Author(s):  
Xiao Liang ◽  
Oscar O. Bautista
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Science Teachers ◽  
Liberal Arts ◽  
Organizational Factors ◽  
Expectancy Theory ◽  
College Teachers ◽  
The Difference ◽  
Intermediate Teachers ◽  
Development Pressure

BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P <  0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P <  0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P <  0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P <  0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.

scholarly journals Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar49 ◽  
Author(s):  
Cara Margherio ◽  
M. Claire Horner-Devine ◽  
Sheri J. Y. Mizumori ◽  
Joyce W. Yen
Keyword(s):  
Professional Development ◽  
Sense Of Belonging ◽  
Development Program ◽  
Weak Sense ◽  
Early Career ◽  
Mentoring Relationships ◽  
Informal Networks ◽  
Career Trajectory ◽  
Early Results ◽  
Long Term Impact

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.

scholarly journals Post-Graduate Training and Professional Development: Exploring the Nexus Between Self Compassion and Compassion Fatigue Among Mental Health Clinicians Working With Trauma Survivors

2018 ◽  
Vol 3 (4) ◽  
pp. 41
Author(s):  
Nicole L. Arkadie ◽  
Allen E. Lipscomb
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Compassion Fatigue ◽  
Southern California ◽  
Research Training ◽  
Professional Service ◽  
Primary Data ◽  
Mental Health Clinicians ◽  
Convenience Sample ◽  
Self Compassion

Mental health clinicians who work with clients who have experienced severe trauma are at greater risk of developing compassion fatigue. Limited prior research investigated the relationship between self-compassion and compassion fatigue. The purpose of this quantitative correlational study was to assess the relationships of self-compassion and duration of professional service to compassion fatigue among licensed mental health clinicians who worked with clients that have experienced trauma in southern California. Two research questions asked whether self-compassion and duration of professional service were significantly related to compassion fatigue. The researcher collected primary data for the variables of interest via an online survey using two validated instruments, SCS-SF and ProQOL-Version 5. The study was conducted with a convenience sample of (n = 67) licensed mental health clinicians who resided in southern California. The results of non-parametric Kendall’s tau-b correlations revealed a significant inverse correlation between self-compassion and compassion fatigue, τb = -0.273, p = .002. The correlation between duration of professional service and compassion fatigue was nonsignificant, τb = -0.104, p = .299. These results are vital and relevant to the field as they justify further research, training and professional development in this area, leading to the development of clinical interventions that are needed to mitigate compassion fatigue symptoms among this population.

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