scholarly journals Social Work Doctoral Student Well-Being During the COVID-19 Pandemic: A Descriptive Study

10.28945/4840 ◽  
2021 ◽  
Vol 16 ◽  
pp. 569-592
Author(s):  
Kylie E Evans ◽  
Megan R Holmes ◽  
Dana M Prince ◽  
Victor Groza
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Degree Completion ◽  
Sexual Minority ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Well Being ◽  
Descriptive Study ◽  
Emotional Connection ◽  
Work Related

Aim/Purpose: This descriptive study examines indicators of well-being and sources of emotional connection for social work doctoral students at American institutions during the COVID-19 pandemic, including symptoms of depression, anxiety, work-related burnout, emotional connection to others, and changes in child care among parent respondents. This study also explores if particular groups of doctoral students experience heightened risks to well-being during the pandemic. Background: Social isolation strategies associated with the COVID-19 pandemic present challenges for doctoral student well-being, mental health, professional relationships, and degree persistence. Of particular concern is the potentially disproportionate impact the pandemic may have on the well-being of students who already face additional barriers to degree completion, such as parents and caregivers, as well as those who face obstacles associated with structural oppression, including persons of color, women, and sexual minority (SM) students. Methodology: Baseline data was used from a longitudinal survey study conducted by the authors on social work doctoral student well-being during the COVID-19 pandemic. Participants (N = 297) were recruited through the Group for the Advancement of Doctoral Education in Social Work’s (GADE’s) publicly available list of 89 member institutions in the United States. The majority of respondents identified as women (80.1%), 35% of the sample identified as a person of color and/or non-White race, 30% identified as a sexual minority, and 32% were parents of children under 18 years of age. Contribution: This study contributes to the larger body of literature on factors associated with risk, resilience, and well-being among doctoral students, and it offers a specific exploration of these factors within the context of the COVID-19 pandemic. This study deepens our understanding of social work doctoral students in particular, who have higher rates of doctoral enrollment by women and persons of color than many other academic disciplines. Findings: Emotional connection to loved ones was significantly correlated with lower levels of depressive symptoms, anxiety symptoms, and work-related burnout. Outcomes varied by race, with Black and Asian respondents indicating higher levels of emotional connection to loved ones as compared to White respondents, and Black respondents indicating lower levels of anxiety and depression compared to White respondents. SM respondents indicated significantly lower levels of emotional connection and higher levels of depression and anxiety, as compared to heterosexual respondents. Parents reported receiving substantially less child care assistance than they were before the pandemic, but also reported lower levels of anxiety, depression, and work-related burnout compared to childless respondents. Recommendations for Practitioners: Recommendations for doctoral program directors and chairs include implementing a purposive communication strategy, faculty modeling self-care and boundaries, creating opportunities for connection, scheduling value-added activities driven by student interest and needs, approaching student needs and plans of study with flexibility, and creating virtual affinity groups to help students connect with those facing similar challenges. Recommendation for Researchers: Outcome evaluation studies of doctoral program initiatives and policies to promote student well-being--both during and in the aftermath of the COVID-19 pandemic-- is warranted. Impact on Society: The COVID-19 pandemic presents complex financial, interpersonal, and programmatic challenges for doctoral faculty and program directors, many of which affect the well-being and mental health of their students. Findings and recommendations from this study may be used to address the needs of doctoral students and support their path to doctoral degree completion. Future Research: Future studies should include measures that tap a broader range of indicators of depression, anxiety, and emotional connection, and additional domains of well-being. Multivariate analyses would permit predictive conclusions, and follow-up qualitative analyses would offer deeper insights into doctoral students’ well-being, coping skills, and experiences within the context of the COVID-19 pandemic.

The Importance of Tough-Love Mentoring to Doctoral Student Success: Instruments to Measure the Doctoral Student/Proteges’ Perspective

10.28945/4630 ◽  
2020 ◽  
Vol 15 ◽  
pp. 485-516
Author(s):  
Laura Roberts
Keyword(s):  
Doctoral Students ◽  
Graduation Rates ◽  
Validation Study ◽  
Doctoral Student ◽  
Doctoral Program ◽  
The United States ◽  
Assessment Tools ◽  
Unique Contribution ◽  
Program Administrators ◽  
High Standards

Aim/Purpose: The purpose of this study is to examine tough-love mentoring theory (TLM) as a potential way to address the problem of low graduation rates among doctoral students. Background: In order to address this purpose, the researcher presents the following: a) a validation study for assessment tools pertaining to TLM and b) a validation study of TLM theory and its two sub-theories: mentor integrity and trustworthiness sub-theory (MIT) and the mentor high standards sub-theory (MHS). Methodology: The researcher tested the validity of the mentor integrity and trustworthiness scale from the protégés’ perspective (MIT-P), the mentor high standards scale from the protégés’ perspective (MHS-P) and the protégés’ perceptions of their own independence (PPI) scale. The sample consisted of 31 doctoral protégés recruited with multi-phase sampling at four education-related doctoral programs in the eastern part of the United States. Contribution: The study provides evidence to support TLM as a strategy to address the problem of low graduation rates among doctoral students. In addition, the study contributes validation of assessment tools that can be used to measure doctoral protégés’ perceptions of their mentors. Findings: For each scale, the data show acceptable levels of internal consistency and evidence of content validity. The data are consistent with the TLM theory and its two sub-theories. The unique contribution of the current study is that it draws from the protégés’ perspective. Recommendations for Practitioners: The researcher presents a) strategies protégés can use to find trustworthy mentors with high standards and b) strategies program administrators can use for professional development of doctoral mentors. The researcher also provides the Right Angle Research Alignment (RARA) table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: It is recommended that researchers use experimental methods to test TLM theory and the sub-theories, MIT and MHS. Impact on Society: This theory may be useful in business and in the arts and in other teaching relationships such as coaching and tutoring. The researcher encourages scholars to test TLM theory in these other contexts. Future Research: Further research questions that arise from this study are as follows: How can protégés find mentors who have high standards and who are trustworthy? What can doctoral program administrators do to help mentors develop high standards and trustworthiness?

Not just a phase: Exploring the role of program stage on well-being and motivation in doctoral students

2019 ◽  
Vol 26 (1) ◽  
pp. 97-124 ◽  
Author(s):  
Anna Sverdlik ◽  
Nathan C Hall
Keyword(s):  
Doctoral Students ◽  
Large Scale ◽  
Doctoral Program ◽  
Well Being ◽  
Structural Features ◽  
Academic Experiences ◽  
Program Satisfaction ◽  
Comprehensive Examination ◽  
Practical Implications

Doctoral students’ well-being and motivation are important factors that are both shaped by, and shape students’ academic experiences in their programs. Existing literature consistently highlights the concerning well-being and maladaptive motivational patterns in doctoral students, but no research to date attempted to explore some of the structural features associated with these wellness and achievement factors in a large-scale study. The present study examined whether doctoral program phase (i.e. coursework, comprehensive examination, or dissertation phase had an effect on 3004 doctoral students’ well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results revealed doctoral students to report the highest well-being and internal motivation during the coursework phase, while the comprehensive examination phase was found to be the most challenging for most students as indicated by the lowest wellness and motivation scores. A discussion of the present results and their theoretical and practical implications ensues.

scholarly journals Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion

2019 ◽  
Vol 31 (1) ◽  
pp. 36-44
Author(s):  
Lilian H. Hill ◽  
Simone C. O. Conceição
Keyword(s):  
Instructional Strategies ◽  
Doctoral Students ◽  
Degree Completion ◽  
Doctoral Education ◽  
Doctoral Student ◽  
Instructional Support ◽  
Adult Educators ◽  
Student Progress ◽  
Significant Time ◽  
Support Strategies

Doctoral education demands significant time, energy, financial, and emotional commitments. Depending on the characteristics of the doctoral student, barriers to completion and challenges with the doctoral process can require unique types of support. The purpose of this article is to examine perspectives expressed in the literature of varied disciplines regarding program and instructional support strategies that lead to doctoral student progress to degree completion. The article concludes with program and instructional support implications for adult educators.

Social work doctoral education: Are doctoral students being prepared to teach?

2016 ◽  
Vol 17 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Brandy R Maynard ◽  
Elizabeth M Labuzienski ◽  
Kristina S Lind ◽  
Andrew H Berglund ◽  
David L Albright
Keyword(s):  
Social Work ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
The United States ◽  
Social Work Practice ◽  
Assessment Methods ◽  
Course Content ◽  
Social Work Practitioners

Summary Longstanding tensions exist around the purpose of social work doctoral programs, particularly around the extent to which doctoral program should prepare their students to teach. Indeed, social work programs in the United States have been criticized for failing to prepare graduates for teaching; however, it has been a number of years since doctoral curricula have been reviewed. The purpose of this study was to examine the extent to which US social work doctoral programs are training their students to teach by assessing the extent to which pedagogical training is explicitly integrated into doctoral curricula and examining the scope and content of required doctoral courses on teaching. Content analysis of social work doctoral program curricula ( n = 72) and teaching and learning related course syllabi ( n = 24) was conducted by two coders. Syllabi were coded and analyzed to produce a profile of course objectives, readings, teaching strategies, assessment methods, and course content. Findings Of the 72 PhD programs, 90% included a goal related to the preparation of their students for teaching; however, only 37 (51%) required a course on teaching. Course content, teaching, and assessment methods were found to vary across courses. Applications Training the next generation of social work practitioners to engage in effective social work practice is critical to the profession; however, the preparation of doctoral students to provide quality education to future social work practitioners seems to be largely neglected. Implications for doctoral education are discussed.

scholarly journals Análisis Del Estrés Laboral Y Su Repercusión En La Salud Física Y Mental En Operadores De Tracto Camión

2018 ◽  
Vol 14 (11) ◽  
pp. 10
Author(s):  
Homero Janai López-Trejo ◽  
Claudia Olivia Carrera-Salazar ◽  
María Isela Eurrieta-Ortiz ◽  
Luz del Carmen García-Arroyo ◽  
Montserrat Gómez-Márquez ◽  
...  
Keyword(s):  
Job Stress ◽  
Pearson Correlation ◽  
Signs And Symptoms ◽  
Well Being ◽  
Descriptive Study ◽  
Chi Square ◽  
Cross Sectional ◽  
Work Related ◽  
Multivariate Dependence ◽  
Research Questions

The Work stress (WS) is one of the leading causes of deterioration of physical and psychological well-being within organizations. In this research the multivariate dependence of some signs and symptoms of work-related illness was analyzed and calculated. A cross-sectional and descriptive study of a base of logistic operations of fleet dedicated to the transportation of beer in the center of the state of Veracruz was carried out. The population studied was 230 operators. Only male operators, active within the company, were included and operators who at the time of the study were under medical and vacation disability were excluded. The multivariate Pearson correlation was used to validate the research questions and chi-square to calculate the dependence of variables. As a result, we obtained five variables taken from two in two that were dependent on each other. We conclude that there is a healthy relationship between the observed variables, which are listed in order of pathological impact and their physiological reexaminations in the organism. The pressure within work caused by job stress represents a potent source of mental illness such as depression.

scholarly journals The Big Paper Network Supporting Doctoral Students to Degree Completion

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Joyce M. Lieberman ◽  
Nina G. Dorsch
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Support System ◽  
Doctoral Program ◽  
Strong Support ◽  
Completion Rates ◽  
Curriculum Leadership ◽  
Doctoral Completion ◽  
Proposal Writing ◽  
The Creation

Doctoral completion rates are a concern across disciplines.  This paper describes the way in which Curriculum Leadership faculty redesigned their doctoral program from coursework through completion to include a strong support system, intellectually and emotionally.  This culminated in the creation of the “Big Paper Network,” designed to support candidates from proposal writing through defense.

scholarly journals Preparing Doctoral Students for the Professoriate through a Formal Preparatory Course

10.28945/4174 ◽  
2019 ◽  
Vol 14 ◽  
pp. 033-067
Author(s):  
Mohammed S Alkathiri ◽  
Myrna R Olson
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Well Being ◽  
Student Experiences ◽  
Future Research ◽  
Study Approach ◽  
Graduate Preparation ◽  
Multiple Data ◽  
The Impact

Aim/Purpose: This study aimed to investigate doctoral student preparation for the professoriate through a formal course entitled “The Professoriate.” Background: Many studies addressed the need for improved graduate preparation, however, the study of doctoral student experiences in preparation courses, designed as part of the doctoral academic programs, has received less attention. Methodology: Eleven doctoral students (one withdrew from the study) were enrolled in a formal course that was designed to prepare them for the professoriate. The study was conducted using an ethnographic case study approach with multiple data collection methods that included observation, interviews, member checking, and examination of related documents. Contribution: Acquainted with critical realist ontology, the researchers argued that it was necessary to investigate the concerns and preparation of doctoral students in order to better clarify the complex experiences that underlie their practices of making meaning and maintaining balance and well-being in the professoriate. Findings: Three prominent themes emerged that pointed out the experience of doctoral students with regard to their preparation for the professoriate: (1) Perceived concerns with regard to working in the professoriate; (2) Students’ preparatory practices and preparatory opportunities available to them; and (3) Students’ perspectives about “The Professoriate” course and its value. Recommendations for Practitioners: The findings highlighted that educators in doctoral programs need to address and evaluate students’ concerns and preparatory activities in order to make adjustments for students that enhance their success in the program as well as in the professoriate in future. Recommendation for Researchers: The findings suggest further research into the formal preparatory opportunities available for students within doctoral programs and the barriers affecting students’ ability to participate in informal preparatory activities. Impact on Society: The findings supported the importance of providing formal preparatory courses as part of doctoral programs. Formal courses within doctoral programs allow students to devote their time for preparation which will help them to better understand the professoriate and plan for their careers. Future Research: Future research may continue the study of formal opportunities to prepare for the professoriate that are available for doctoral students from different disciplines, the experiences of doctoral students taking part in such opportunities, and the impact on doctoral student readiness for the professoriate.

scholarly journals Factors Associated With Student Attrition And Retention In An Educational Leadership Doctoral Program

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Michelle Nadine Stallone
Keyword(s):  
Educational Leadership ◽  
Human Factors ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Student Attrition ◽  
Program Completion ◽  
Factors Associated

The purpose of the study was to examine the factors behind doctoral student attrition.  Findings indicated that doctoral students perceive human factors to be the most significant for program completion.

Doctoral student persistence and progression: a program assessment

2020 ◽  
Vol 12 (4) ◽  
pp. 753-765
Author(s):  
Shawn C. Boone ◽  
Linda De Charon ◽  
Marcia (Marty) Hill ◽  
Amy Preiss ◽  
Debbie Ritter-Williams ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Interpersonal Relationships ◽  
Student Persistence ◽  
Program Effectiveness ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Program Assessment ◽  
Faculty Members ◽  
First Year ◽  
Content Type

PurposeGlobally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.Design/methodology/approachThis qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.FindingsThe resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.Originality/valueImplications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

Sign in / Sign up

Export Citation Format

Share Document