Wake up psychology! Postgraduate psychology students need more sleep and insomnia education

Objective Poor sleep can significantly impact mental health. Despite this, sleep education is absent from the curriculum of many psychology training programs. The current study examined the amount of sleep education delivered within postgraduate psychology programs in Australia. It also developed a new survey tool to capture postgraduate psychology students' experience of sleep education. Method Two cross-sectional sleep education surveys were emailed to postgraduate psychology programs across Australia via the Heads of Department and Schools of Psychology Association. The first survey explored sleep education from postgraduate psychology program coordinators' perspectives (n = 35; survey response rate = 73%), while the second custom-designed survey examined postgraduate psychology students' perspectives (n = 152). Results Program coordinators reported a median of 2.00 hours (range 0-9) of didactic sleep education delivered within postgraduate psychology programs. Postgraduate students, however, reported receiving a median of only 1.00 hour (range 0-40) of sleep education, with 47% of students reporting no sleep education. Most students acknowledged already working with clients experiencing sleep disturbances (68%), yet they disclosed low confidence and self-efficacy to manage sleep disturbances in psychology practice. Despite delivering minimal sleep education, thematic analysis indicated that program coordinators viewed sleep education as an important topic for trainee psychologists. Program coordinators preferred sleep education to supplement the postgraduate curriculum, preferably online (63%), whereas students chose clinical supervision (61%). Conclusions Postgraduate psychology training programs deliver minimal sleep education to trainee psychologists in Australia. Enhanced integration of sleep education within the postgraduate psychology curriculum is required to improve mental health outcomes. What is already known about this topic: (1) Sleep disturbances commonly co-occur with mental health conditions, often with a bidirectional relationship. (2) Trainee clinical psychologists in the US receive limited sleep education, which may impact their ability to manage the sleep disturbances in clinical practice. (3) There are currently no Australian Psychology Accreditation Council training requirements in sleep and sleep disorders for postgraduate psychology programs, despite the bidirectional relationship between sleep and mental health. What this topic adds: (1) This is the first study to examine sleep education within postgraduate psychology programs in Australia. (2) We show that (1) a median of only two hours of didactic sleep education is delivered within postgraduate psychology programs, (2) almost half (47%) of postgraduate students received no sleep education during their training, (3) sleep issues were a common presenting complaint for postgraduate students to address on placement, and (4) overall, graduate students reported low levels of confidence and self-efficacy to manage sleep disturbances in clinical practice. (3) Postgraduate psychology students in Australia need more sleep and insomnia education disturbances that commonly co-occur with mental health conditions.

Automated summary

Postgraduate psychology programs in Australia deliver minimal sleep education, with many students reporting no sleep education and low confidence in managing sleep disturbances. Enhanced integration of sleep education is needed to improve mental health outcomes for postgraduate psychology students.