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Date of Award


Degree Type

Dissertation (On-Campus Access Only)

Degree Name

Doctor of Psychology (PsyD)

Committee Chair

Christiane Brems, PhD, ABPP

Second Advisor

Jon Frew, PhD, ABPP


Members of the field of psychology are at increased risk of burnout and practicing ineffective therapy when stressed; (Smith & Moss, 2009; Iliceto et al., 2013) students of clinical psychology are at risk of high levels of stress than the general population (Pica, 1998). Several researchers have recommended self-care as an antidote to the stress experienced by those practicing in the field of psychology (e.g., Killian, 2008). Despite a high endorsement of valuation of self-care, many people in the field endorse having an insufficient practice of self-care (Bober & Regehr, 2006). The purpose of this study is to understand if and how psychology students and faculty value self-care, integrate it into their professional identities, and how the psychology program supports the practice of self-care through infrastructure and organizational culture. A total of 111 students and 11 faculty were interviewed within eight focus groups. After qualitative data analysis, seven large themes emerged; Definition, Valuation, Barriers, Facilitators, Practices, Culture, and Recommendations. Each of these themes contains a number of subthemes that help to identify the level of support, understanding, and valuation of self-care within the graduate program. Recommendations are provided to support the organization in developing a culture and structure that support its member’s practices of self-care.

Available for download on Sunday, September 09, 2018