Graduate students in doctoral programs may be especially vulnerable to burnout, as this population faces a number of unique stressors that may adversely impact mental health, including: (1) financial stress ( Furr, et al., 2001), (2) pressures related to conducting research, completing dissertations and finding employment ( Kluever, 1997), and (3) stress from the often ambiguous expectations of advisors ( Hyun et al., 2006). Previous research on burnout in educational contexts has shown similar relationships with depression ( Salmela-Aro, et al., 2009) and increased risk of dropout from training programs ( Bask & Salmela-Aro, 2013 Turner & Berry, 2000 Wilson, et al., 1997). Burnout has been most widely investigated in the context of the workplace, and this body of research has found that burnout is associated with increased use of sick leave and absenteeism, as well as increased mental health problems ( Leiter & Maslach, 2000). These findings suggest that this approach intervention is an effective treatment for school burnout for doctoral students that can be delivered remotely through phone and web technology.īurnout is a syndrome characterized by emotional exhaustion, cynicism, depersonalization, and reduced professional efficacy ( Maslach, et al., 2001 Schaufeli, et al., 2002) that can have widespread negative consequences. Results also suggested that students in the approach intervention also reported higher well-being compared to students in the control condition. Results indicated that doctoral students treated with the approach intervention reported significantly lower burnout compared to participants in the control condition immediately after the intervention and at a one-week follow-up. Sixty-six doctoral students demonstrating current high burnout were randomly assigned to one of three intervention conditions: 1) Reward: increasing pleasant, rewarding behaviors, 2) Approach: approaching important goals that they have been avoiding, or 3) Control: monitoring only. This pilot study tested the efficacy of two brief, phone-administered, behavioral interventions derived from behavioral activation (BA) in reducing burnout among doctoral students.

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