Job Attrition in Mental Health

Paper Summary:

In this article, the writer discusses that concerns over the ability of mental health graduates to make a successful transition into the workforce have sparked a number of evaluations to try to determine what factors are responsible for attrition rates in the mental health field. The writer claims that there is a growing concern that if current trends continue there will not be a sufficient number of mental health workers to meet the needs of future generations. This essay explores available literature on the subject in this field of growing concern. This paper also explores several model programs to evaluate the success of programs by students once they enter the clinical setting. The writer also researches why new clinical psychologists leave the profession soon after they start. Further, the writer discusses the topic of stress and looks at how it affects the ability to retain students in psychology and other related professional fields.

Outline:
Literature Review: Mental Health Graduate Year
Model Evaluation Programs
Stress and Job Prospects
Factors in Enrollment
Works Cited

From the Paper:

"Results from the Utah state university program indicate that in general, students are satisfied with their job roles. However, there was some dissatisfaction expressed as a result of salaries obtained by graduates. Other concerns were frustration over the amount of paperwork required by managed care systems and frustration over a lack of training in the business aspects of professional practice. None of the evaluations indicated a lack of knowledge as far as the program was concerned. Students had a high degree of success attaining state licenses. Utah State University began conducting the survey five years ago. This program represents one of the most extensive and proactive evaluation systems found among universities.
Rackham Graduate School began a program as recently as October of 2006 to help retain graduate students and to help them achieve greater success after they graduate. This program focuses on reducing stress in teaching students through management skills designed to deal with the pressures of graduate school."

Sample of Sources Used:

• Abedi, J., and Benkin, E. (1987). The effects of students' academic, financial, and demographic variables on time to doctorate. Research in Higher Education, 27(1): 3-14.
• Bentley, L. (2005). Prisoners of the Ivory Tower. Berkely Science Review. http://sciencereview.berkeley.edu/articles.php?issue=8&article=phds
• Bowen, H. R., & Schuster, J. H. (1986). American professors: A national resource imperiled. New York: Oxford University Press.
• Bureau of Labor Statistics, U.S. Department of Labor (2006) Occupational Outlook Handbook, 2006-07 Edition, Counselors. Retrieved November 5, 2006 from http://stats.bls.gov/oco/ocos067.htm.
• Burgess, D. (1997). Barriers to graduate school for minority group students. Chronicle of Higher Education, B7-8.

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