Associations between self-care practices and psychological adjustment of mental health professionals: a two-wave cross-lagged analysis
Bibliographic record
Abstract
Cultivation of self-care is believed to foster more well-being and to mitigate the psychological difficulties that mental health professionals experience. However, how the well-being and psychological distress of these professionals impact their personal self-care practice is rarely discussed. In fact, studies have yet to investigate whether the use of self-care improves mental health, or whether being in a better place psychologically makes professionals more prone to using self-care (or both). The present study aims to clarify the longitudinal associations between self-care practices and five indicators of psychological adjustment (well-being, posttraumatic growth, anxiety, depression, and compassion fatigue). A sample of 358 mental health professionals were assessed twice (within a 10-month interval). A cross-lagged model tested all associations between self-care and psychological adjustment indicators. Results showed that self-care at T1 predicted increases in well-being and in post-traumatic growth, and a reduction in anxiety and depression at T2. However, only anxiety at T1 significantly predicted greater self-care at T2. No significant cross-lagged associations were found between self-care and compassion fatigue. Overall, findings suggest that implementing self-care is a good way for mental health workers to "take care of themselves." However, more research is needed to understand what leads these workers to use self-care.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".