Predoctoral Training in Quantitative Cell & Molecular Biology

摘要： 研究生面临着进入就业市场的压力过渡，全国性的心理健康危机，而且还在继续 种族和性别偏见。CSU研究生院(CSU-GS)和QCMB项目特别 关注研究生幸福感下降和心理健康问题增加的问题，这 只会在频率和严重程度上因新冠肺炎而恶化。CSU最近分析的国家 2019年秋季的大学健康评估调查(NCHAS)以及最近的一名CSU研究生 从2020年秋季开始的体验调查(CSU-GSE)表明，在新冠肺炎启动后，对 针对南加州大学研究生的幸福感和心理健康干预。一些学生进入研究生 存在现有心理健康问题的学校，而许多人有可能经历一种新的心理健康 他们在毕业生涯中遇到了危机。围绕建立韧性和心理健康的积极干预- 具备技能将使所有这些学生受益，而且还能减少对咨询的需求。 密歇根州立大学为研究生提供了许多积极的心理健康和幸福资源，但 由于参与的时间有限，它们的影响是有限的。这导致了我们的结论 任何干预措施都需要整合到研究生的常规要求中，以增加 参与和吸收信息。因此，我们建议的干预措施是培养一名幸福技能建设者 虚拟授课模块，与CSU使用的在线课程授课系统兼容。这口井- 将开发成为技能构建者模块，以便它可以与其他课程一起包含在常规课程外壳中 课程材料或单独使用。它将是异步的和自助式的，因此教职员工实现 模块不需要特定的心理健康专业知识。参与者将完成短期的成长思维，并 自我效能感活动。然后，学生将选择另外三个组件来完成。自我保护的能力 选择要培养的相关技能将给学生提供代理，尽管活动的性质是必需的，并将 允许学生根据自己的需求进行技能发展。关于咨询途径的明确信息将是 在本模块中为认识到这些服务需求的学生提供。该模块的目标是 主动培养幸福感技能，并鼓励与幸福感和幸福感进行有意义的互动和使用 在学生的职业生涯中根据需要提供心理健康资源。模块组件将包括：1)自 功效和成长心态，2)保持有效沟通，3)协调预期，4)冲突 解决方案和5)多样性、包容性和归属感，以及以下组件 Silver Cloud已由CSU出资使用：1)弹性空间，2)压力空间，3)空间 身体形象，4)社交焦虑空间，5)睡眠空间，6)抑郁空间，7)空间 焦虑。

Abstract: Graduate students face a stressful transition to the job market, a national mental health crisis, and ongoing racial and gender bias. The CSU Graduate School (CSU-GS) and the qCMB program are particularly concerned with decreased well-being and increased mental health issues among graduate students, which have only worsened in both frequency and severity with COVID-19. CSU's most recently analyzed National College Health Assessment Survey (NCHAS) from Fall 2019 along with a more recent CSU Graduate Student Experience Survey (CSU-GSES) from Fall 2020, after the start of COVID-19, indicated a broad need for interventions around well-being and mental health for CSU graduate students. Some students enter graduate school with existing mental health issues, while many have the potential to experience a new mental health crisis during their graduate career. Proactive intervention around building resilience and psychological well- being skills will benefit all of these students and has the added benefit of reducing the need for counseling. CSU has a number of proactive mental health and well-being resources available to graduate students but their impact is limited due to constraints on the availability of time to participate. This resulted in our conclusion that any intervention needs to be integrated within the regular requirements of graduate students to increase participation and uptake of information. Thus, our proposed intervention is to develop a well-being skills builder module for virtual delivery that is compatible with the online course delivery system used at CSU. This well- being skills builder module will be developed such that it can be included in a regular course shell with other course materials or used on its own. It will be asynchronous and self-facilitated so faculty implementing the module do not need specific mental health expertise. Participants will complete a short growth mindset and self-efficacy activity. Students will then choose an additional three components to complete. The ability to self- select relevant skills to develop will give students agency, despite the required nature of the activity, and will allow students to tailor skill development to their needs. Clear information on counseling access will be provided within the module for students who recognize a need for these services. The goals of the module are to build well-being skills proactively and encourage meaningful interaction with, and use of well-being and mental health resources as needed during the student's career. Module components will include: 1) Self- efficacy and Growth Mindset, 2) Maintaining effective communication, 3) Aligning expectations, 4) Conflict resolution, and 5) Diversity, inclusion, and belonging, along with the following components are available on Silver Cloud and already funded for use by CSU: 1) Space for Resilience, 2) Space from Stress, 3) Space for Body Image, 4) Space for Social Anxiety, 5) Space for Sleep, 6) Space from Depression, and 7) Space from Anxiety.