| The purpose of this study was to investigate graduate students' decisions regarding whether to enter personal psychotherapy. Despite evidence that psychotherapy is beneficial, limited research has focused on the importance of psychotherapy for this population. Participants included a nationwide sample of 262 graduate students in Clinical and Counseling Psychology programs. Participants completed the Graduate Student Survey (GSS), the Attitudes Towards Seeking Professional Psychological Help (ATSPPH; Fischer & Farina, 1995), the Self-Consciousness Scale (SCS; Scheier & Carver, 1985), the Test of Self-Conscious Affect, Short Form (TOSCA-S; Tangney, Dearing, Wagner, & Gramzow, 2000), and the Stages of Change Questionnaire (SCQ; McConnaughy, Prochaska, & Velicier, 1983).; Forty-seven percent of students engaged in personal therapy during graduate school. There was a significant correlation between attitude and help-seeking during graduate school (r = .32, p < .001). Belief about the value of personal therapy to enhance training was correlated with help-seeking during graduate school (r = .44, p < .001). There was a modest relationship between Private Self-Consciousness and participation in personal psychotherapy ( r = .14, p < .05). Perceived faculty attitude about therapy was also significantly correlated with student help-seeking (r = .19, p < .01). Female graduate students had a more positive view of therapy than did males, and were more likely to engage in therapy (chi2 = 4.50, p < .05). There was no relationship between shame-proneness and help-seeking behavior. The GSS included a scale of logistical factors and specific cognitions thought to interfere with help-seeking behavior. Score on this scale was positively correlated with help-seeking during graduate school (r = .20, p < .01). On the Stages of Change measure, individuals who had been in personal therapy scored higher on the Contemplation, Action, and Maintenance stages, whereas non-help-seekers scored higher on Pre-Contemplation.; The findings suggest that attitude is not a sufficient measure of help-seeking behavior, and that help-seeking behavior depends upon a complex combination of personality and demographic factors, as well as logistical concerns and specific cognitions. Further, for psychology graduate students, the value of therapy for training and perceived faculty attitudes are important considerations. |
