Examining perceived stress and support in school psychology graduate programs

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Hannah L. Anderson (Creator)
Institution
Western Carolina University (WCU )
Web Site: http://library.wcu.edu/
Advisor
Lori Unruh

Abstract: There is a major shortage of school psychologists in the U.S. and to improve this, schoolpsychology graduate programs need to graduate more students (Walcott, Hyson, & Loe, 2017).One consideration for school psychology programs is to recognize the impact that stress has onprogram completion and to understand how programs can improve the stress levels of their students in order to help them be more successful (Grant-Vallone & Ensher, 2000; Rummell, 2015; Tompkins, Brecht, Tucker, Neander, & Swift, 2016). Studies have been conducted on the importance of support for moderating the impacts of stress for medical students, clinical psychology students, and nursing students (Laschinger, Borgogni, Consiglio, & Read, 2015) but no research has been completed on school psychology graduate students specifically. School psychology is unique in that it is an underrepresented field in psychology. The current study examined the relationship between the perceived stress of school psychology graduate students and the amount of support that their programs offer. This study aimed to determine whether the presence of program provided support system is correlated with perceived level of stress among school psychology graduate students. Furthermore, this study broke down types of program support as they relate to perceived stress. Findings of this study provide direction to school psychology programs attempting to improve the supports that they provide.

Additional Information

Publication
Thesis
Language: English
Date: 2020
Keywords
support, stress, school psychology

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