The Silent Mental Health and Well-Being Crisis of Early Career Researchers in Aquatic Sciences
The Silent Mental Health and Well-Being Crisis of Early Career Researchers in Aquatic Sciences
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水产科学早期职业研究人员的无声心理健康和福祉危机
DOI：
10.1002/lob.10539
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发表时间：
2023
影响因子：
--
通讯作者：
M.
中科院分区：
文献类型：
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作者：
Gushulak;C.;Bodmer;P.;Rosa de Carvalho;C.;Gladstone-Gallagher;R.;Lee;Y.P.;Lowman;H.;Oguguah;N.;Meinikmann;K.;Rii;Y.;Rodriguez-Cardona;B.;and Bizic;M.
学术界潜伏着严重的心理健康危机。所有职业阶段的学者（例如，学生，博士后，教师）都表达了高水平的压力，焦虑，抑郁和其他负面的心理健康结果，由于他们的职业生涯（伍尔斯顿2020;尼科尔斯等人。包括工作和经济不安全、对高生产力和表现的期望、工作与生活平衡差、极端竞争、有毒权力动态和缺乏支持在内的因素已被证明是学者心理健康状况不佳的主要来源（图1;伍尔斯顿2020;尼科尔斯等人2022）。临时博士后职位加剧了这些情况，并导致许多早期职业研究人员严重的精神困扰（ECR;伍尔斯顿2020）。在水产科学中，ECR和学生也面临着与远程和孤立的实地工作活动有关的心理健康挑战，特别是在研究船上（图1; Gewin 2022）。除了这些外部和系统性因素外，内部压力源，如“冒名顶替综合征”（对自己的技能和成就的内在怀疑）和“生产力内疚”（与未完成任务或工作不够努力相关的负面情绪），可能会对学者的心理健康产生负面影响，特别是ECR（图1;伍尔斯顿2020; Nicholls et al. 2022）。此外，最近因COVID-19大流行而导致的焦虑和恐惧增加，加上对“迎头赶上”的预期高于正常水平（Gewin 2021; Nicholls et al. 2022）。尽管普遍存在，但学术界的心理健康状况不佳往往没有得到缓解，因为机构和研究文化重视复原力，学者们预计会毫无怨言地接受高水平的压力，竞争，不安全感和拒绝（Nicholls et al. 2022）。研究发现，尽管许多学者需要心理健康支持，但由于时间限制和担心损害他们的声誉，很少有人寻求心理健康支持（Nicholls等人，2022）。然而，积极的幸福感是一种持续的技能实践，使个人能够适当地与环境互动并对环境做出反应（Nicholls et al. 2022）。因此，为了为水产科学家，特别是ECR提供心理健康支持，ASLO早期职业委员会（ECC）将于2023年3月推出季度网络研讨会系列“水产科学中的心理健康和福祉之声”。这些互动式网络研讨会将鼓励全球水产科学界在不同文化和职业阶段讨论心理健康，幸福和自我保健。有关网络研讨会系列的更多信息可在本文末尾找到。
A severe mental health crisis lurks in academia. Academics at all career stages (eg, students, postdocs, faculty) have expressed high levels of stress, anxiety, depression, and other negative mental health outcomes due to their careers (Woolston 2020; Nicholls et al. 2022). Factors including job and financial insecurity, expectations of high productivity and performance, poor work-life balance, extreme competition, toxic power dynamics, and lack of support have been shown to be the main sources of poor mental health among academics (Fig. 1; Woolston 2020; Nicholls et al. 2022). Temporary postdoctoral positions exacerbate these situations and result in severe mental distress in many early career researchers (ECRs; Woolston 2020). In the aquatic sciences, ECRs and students also face mental health challenges related to remote and isolated field work campaigns, particularly on research vessels (Fig. 1; Gewin 2022). Alongside these external and systemic factors, internal stressors such as “imposter syndrome”(the internalized doubt over one’s skills and accomplishments) and “productivity guilt”(the negative feeling associated with not completing tasks or working hard enough) can compound to negatively impact the mental health of academics, particularly ECRs (Fig. 1; Woolston 2020; Nicholls et al. 2022). Furthermore, recent increases in anxiety and dread due to the COVID-19 pandemic are now coupled with higher-than-normal expectations of “catching up”(Gewin 2021; Nicholls et al. 2022). Despite its prevalence, poor mental health in academia is often left unmitigated as institutional and research cultures value resilience, and academics are expected to accept the high levels of stress, competition, insecurity, and rejection without complaint (Nicholls et al. 2022). It has been found that though many academics require mental health support, few seek it due to time constraints and fear of harming their reputations (Nicholls et al. 2022). However, positive well-being is a continued practice of skills that allow an individual to appropriately interact with and react to their environment (Nicholls et al. 2022). Therefore, to provide mental health support for aquatic scientists, particularly ECRs, the ASLO Early Career Committee (ECC) will launch the quarterly webinar series “Voices in Mental Health and Well-Being in Aquatic Sciences” in March, 2023. These interactive webinars will encourage discussion about mental health, well-being, and self-care across different cultures and career stages among the global aquatic science community. More information regarding the webinar series is found at the end of this article.