preprints.org > social sciences > education studies > doi: 10.20944/preprints202101.0631.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 29 January 2021 / Approved: 29 January 2021 / Online: 29 January 2021 (15:20:29 CET)

Before COVID-19, post-secondary learning was dominated by in-person, institution-organized meetings. With the March 12, 2020 lockdown, learning became virtual, largely dependent on commercial online platforms. Already more likely to experience anxiety and depression in re-lation to their research work, perhaps no students have endured more regarding the limitations imposed by COVID-19 on their mentorship and supervision than graduate students. The in-crease in mental health issues facing graduate students has come to the attention of their post-secondary institutions. Programs have been devised with the aim of reducing these chal-lenges. However, the additional attention and funds to combat depression and anxiety have not shown anticipated results. A new approach to mitigate anxiety and depression in graduate students through mentorship and supervision is warranted. Offered here is an award-winning model featuring self-directed learning in a community based on consensus decision-making where consensus represents the adding together of different points of view rather than agreement. The approach is non-hierarchical in structure, based in narrative research. The proposed model and approach are presented and limitations considered. This model and approach are offered as a likely solution to ebb the increase in anxiety and depression in graduate stu-dents—particularly in response to COVID-19.

COVID-19; graduate students; anxiety; depression; mentorship; supervision; narrative research

SOCIAL SCIENCES, Education Studies