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.
Primary substance use prevention programs for children and youth: A systematic review
An updated synthesis of research on substance abuse prevention programs can promote enhanced uptake of programs with proven effectiveness, particularly when paired with information relevant to practitioners and policy makers.To assess the strength of the scientific evidence for psychoactive substance abuse prevention programs for school-aged children and youth.A systematic review was conducted of studies published…