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2018
Volume 71, Issue 3
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Through surveys and interviews of 433 doctoral faculty and students, we explore professional self-care practices and related issues of academic guilt, imposter syndrome, and burnout. We argue that self-care should be included as a professional practice, taught and modeled, to prepare doctoral students for careers as functional and healthy faculty.

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/content/journals/10.58680/ccc202030503
2020-02-01
2024-03-03
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  • Article Type: Research Article
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