Fighting Imposter Syndrome

Taking the Lead: Lessons Learned by a Resident President.

To undertake a narrative literature review of imposter syndrome (IS) in doctors beyond training. Twelve studies met inclusion criteria from a systematised search of three databases. There is a paucity of literature on IS, although it has been observed across a diverse range of specialties. IS appears to be more common in female doctors but is also seen amongst male doctors. IS impacts career progression, leadership and mental health. IS causes professional and personal detriment. Solutions must include institutional changes to foster safer workplaces and to address systemic barriers to help-seeking and peer support. Systemic interventions are the only solution to the systemic drivers of IS.

We are three women who have all helped each other in our university careers. We are from different backgrounds, have varying educational experiences and have different roles. All three of us are neurodiverse and champion inclusive learning, teaching, and assessment in our professional roles and from personal experiences. Developmental mentoring and coaching brought us together to address feelings of discomfort in work situations where we second guess our own abilities. We have felt the effects of ‘imposter syndrome’ (Clance & Imes, 1978) but through mentoring we recognize our successes are justified. In this article we question the notion of ‘imposter syndrome’ and ask why this might be disproportionally applied to women (Tulshyan & Burey, 2021). We also offer an affirmation model of disability (Swain & French, 2000) as a framework, asking how this can be applied in a broader intersectional context. Recognising our abilities and not having a tragic view of disabilities has enabled us to challenge attitudes towards inclusive learning and teaching. We can all demonstrate our abilities but some of us would like to do this differently than in a Higher Education traditional environment. We give a theoretical, personal, and professional context and appraise two different mentoring models - sponsorship and development (Megginson, Clutterbuck, Garvey, Stokes and Garret-Harris, 2006), reflecting on how developmental mentoring and coaching can be used for academic and professional development related to inclusive learning and teaching.

Achieving competence has been an ongoing focus of research in music therapy as it relates to supervision in music therapy education and training (Bruscia, 1986; Bruscia, et al., 1981; Crowe & Rio, 2004; Dileo, 2001; Farnan, 2001; Forinash, 2001; Croene, 2004; Jackson, 2008; Knight, 2008; Madsen & Kaiser, 1999; McClain, 2001; Murphy & Wheeler, 2005; Tanguay, 2008; Wheeler, 2002). Forinash (2001) edited the first 'Music Therapy Supervision' book to help clinicians and scholars gain knowledge in various aspects of supervision in relation to meeting the appropriate competence requirements in music therapy practice. McClain (2001) noted that competency is viewed as a continuum of development, while Farnan (2001) suggested a timeline for the attainment of competencies. In 2007, the American Music Therapy Association appointed a task force to develop competencies for the advanced level of music therapy practice, which resulted in four domains: (a) professional growth, (b) musical development, (c) personal growth and development, and (d) integrative clinical experience (AMTA, 2007).Developing competencies at the pre-professional level, which is defined in this study as the period prior to the completion of internship, differs from that at the professional level. The focus of competence development at this preprofessional level includes developing academic and clinical competencies while identifying one's personal strengths and limitations early in training (Alley, 1978; Braswell, et al., 1980; Brookins, 1984; Decuir & Jacobs, 1990; Forinash, 2001; Furman, et al., 1992; Greenfield, 1978; Taylor, 1987). Research has recognized the importance of understanding various aspects of the student's clinical training, including technical, behavioral, ethical, multicultural, and emotional areas (Alley, 1980; Darrow, et al., 2001; Dileo, 2001; Estrella, 2001; Grant & McCarty, 1990; Madsen & Kaiser, 1999; Maranto, 1987). For example, Grant and McCarty (1990) analyzed personal and professional changes in the emotions of music therapy interns, while Madsen and Kaiser (1999) surveyed music therapy/music education majors regarding their pre-internship fears and found that students felt the most fear in the areas of general preparation/being prepared, followed by failure/not cut out for therapy, and supervisor/placement. Knight (2008) conducted a comparative analysis of questionnaires between music therapy internship supervisors and pre-internship students, in which music therapy interns reported less need for assistance compared to supervisors in the areas of Communicating with facility staff and Maintaining client confidence. Findings from these studies imply that students need specific guidance in their professional and personal development. Due to the unique and wide range of studies that music therapy education involves, it is imperative for educators and supervisors to understand the personal and professional development of student music therapists to help them meet the required competencies in both aspects of the profession.While traditional music therapy research has focused on different areas of competence, there is growing recognition of the need for more research in relation to student development (Luce, 2008; Milgram-Luterman, 1997) and students' perspectives of competence development (Wheeler, 2002) to understand students' process of their development from both students' and supervisors' perspectives and provide more effective supervision. Milgram-Luterman (1997) presented a developmental theory of music therapy undergraduate education as a reflective practice and suggested that there are five developmental phases that undergraduate music therapy students go through: novice, immersion through observation, experience, reflection, and integration phase. The five developmental phases share common characteristics of counselors as suggested by Hogan (1964) and Stoltenberg (1981). Stoltenberg presented a counselor complexity model in which the counselor characteristics were categorized according to four levels of suggested development: Dependent level, Dependency-autonomy conflict, conditional dependency, and master counselor. …

Each year, approximately 200,000 service members transition from military to civilian employment, facing numerous personal, professional, and cultural challenges. Among these, impostor syndrome—a pervasive sense of self-doubt despite evidence of competence—emerges as a significant psychological barrier that can hinder successful reintegration into civilian roles. Veterans often encounter difficulties in translating military skills into civilian terms, navigating workplace cultures, and combating stereotypes, which may contribute to feelings of inadequacy and undervaluation. This article explores impostor syndrome within the context of veteran transitions, reviewing existing literature on its causes, workforce implications, and mental health outcomes. It introduces the Hunter Model, a human resource development (HRD)-oriented framework designed to empower veterans in overcoming impostor syndrome during career transitions. The model emphasizes the critical role of HRD professionals in creating supportive environments, translating military competencies into civilian-recognized qualifications, and implementing targeted interventions that address both organizational structures and individual veteran needs. This work contributes to the limited body of research on impostor syndrome among veterans and provides actionable insights for HRD practitioners committed to fostering inclusive and affirming workplaces.

Goodman, K. D. (201 1 ). therapy and training: From theory to practice. Springfield, IL: Charles C. Thomas. 324 pages. ISBN 978-0-398-08609-1. $69.95Goodman's text represents an ambitious undertaking and will serve as a timely, valuable resource for music therapy educators. With recent advances in science, research, and data collection techniques that have transformed clinical practice, the time is right to examine educational practices in music therapy, thus ensuring the best possible preparation of future generations of clinicians. Goodman's approach consists of examining what students learn in the classroom (i.e., theory, skills, etc.) and considering ways to help students transfer that information to the clinical setting. Overall, she provides a broad overview of music therapy and training, with an impressive amount of detail in certain areas.In the first chapter, Music Therapy Education and Training in the United States, Goodman offers a comprehensive historical review of and in music therapy, including university programs, curricula, and professional organizations as well as guidelines for university program approval and a detailed discussion of levels of professional practice. This information will serve as a helpful guide for the newly-hired assistant professor or a rich resource for anyone wishing to pursue research on music therapy education. The details included here would also play a vital role in the establishment of a new music therapy program at a university or even as part of accreditation reviews (i.e., the Joint Commission on Accreditation of Healthcare Organizations) when questions arise as to the of clinicians. The content reflects a depth of knowledge that can only be gleaned from years of teaching experience and first-hand knowledge of music therapy governing bodies (i.e., American Therapy Association [AMTA], National Association for Schools of [NASM]), as well as the peculiarities of academia.The chapter provides a clear presentation of factual information with little analysis or interpretation. Questions that appear to remain unanswered in this chapter include: which universities offer both undergraduate and graduate music therapy education? What are the philosophical positions of these programs? Additionally, the chapter does not explore the status of the educational competencies for the doctoral degree and gives no information on the Registered Therapist credential.Chapter 2, Competency-Based Education and Training, details the development of professional music therapy competencies and offers considerations for how to address the competencies in education. Goodman clarifies the difference between education (i.e., the initial introduction of skills and knowledge in the classroom) and training (i.e., application of skills and knowledge in the clinical realm) and places a strong emphasis on the value of the competencies and their relevance to clinical practice, specifically for music foundations, clinical foundations, and music therapy. Furthermore, Goodman draws in and reflects upon research that has been done on the competencies; an effort that very much strengthens and deepens the material. Once again, this chapter would be of significant benefit to any educator looking to establish a music therapy program or revise a curriculum.Chapter 3, Preprofessional Clinical Training, presents an overview of practicum and internship, with discussion of appropriate degrees of structure, support, and supervision in both areas. Goodman explores additional competencies such as client assessment, treatment planning, therapy implementation, therapy evaluation, documentation, termination/ discharge planning, professional ethics, interdisciplinary collaboration, supervision, and administration. She integrates findings of previous research on the identified competencies when this information is available. …

Imposter syndrome: An opportunity to positively influence mentees

BackgroundLiterature confirms that Music Therapy can support the physical, behavioral and social well being of those diagnosed with HD in all stages. Treatment goals include facilitation of emotional expression and...

Effect of virtual reality and music therapy on physiological parameters, pain and anxiety during nursing procedures in ICU patients: A randomized controlled trail.

Imposter syndrome (IS) is a psychological pattern in which individuals doubt their accomplishments and fear being exposed as frauds, even when they are objectively competent. While extensively studied in early-career professionals and high-achievers, IS among senior leaders—those responsible for strategic decisions and shaping organizational culture—remains underexplored. This Research Question Review (RQR) investigates how IS impacts senior leader performance and decision-making. A systematic literature review using databases such as ABI-Inform and Google Scholar reveals that IS in leadership can have mixed effects. Some leaders report increased humility and receptiveness to feedback, while others experience risk aversion, decision paralysis, overcompensation, and burnout. However, research directly addressing senior leaders is limited, indicating a critical gap in both scholarly inquiry and managerial practice. From a business standpoint, recognizing and addressing IS among senior leaders offers a strategic advantage. Understanding this phenomenon can inform targeted interventions—such as executive coaching, leadership development programs, and peer support systems—that not only improve performance and decision-making but also reduce isolation among leaders. By normalizing the experience of IS, organizations can foster a healthier leadership dialogue, reduce stigma, and create more psychologically safe cultures. This review encourages both further research and open conversations that support leadership effectiveness and organizational resilience.

Introduction. Human resources policy issues in medicine have always played a significant role in ensuring quality medical care for the population. Young specialists face high labor market demands and constant management pressure, without having ready adaptation strategies. The beginning of a success story is always challenging, and sometimes the impostor syndrome can have its influence. Persistent self-doubt leads to emotional exhaustion and the development of a cynical attitude towards others, which can further transform into burnout syndrome. THE AIM: To analyze the prevalence of the impostor phenomenon among young doctors in the field of “General Practice – Family Medicine” and explore potential correlations with burnout syndrome. MATERIALS AND METHODS. We conducted an anonymous cross-sectional survey of 27 young family doctors using The Clance Impostor Phenomenon Scale and Maslach Burnout Inventory Human Services Survey for Medical Personnel. The research procedure adhered to accepted moral norms, rights, interests, and personal dignity of the participants, in line with the principles of bioethics outlined in the Helsinki Declaration “Ethical Principles for Medical Research Involving Human Subjects” and the “Universal Declaration on Bioethics and Human Rights (UNESCO)”. RESULTS. All respondents demonstrated a certain level of impostor syndrome severity, which might be related to a shift in professional role – the transition from intern to independent practitioner – a family doctor. Every fourth intern already showed signs of emotional exhaustion and depersonalization, with 7% having developed burnout syndrome. It is not excluded that these changes are linked to working conditions and military actions on the territory of Ukraine. CONCLUSIONS. Nearly half of the respondents were categorized under intermediate burnout syndrome profiles (Overloaded, Ineffective, Detached), which can be corrected with timely identification and effective management. Without exception, all respondents exhibited various degrees of the impostor phenomenon. The impostor syndrome is closely related to emotional exhaustion (p=0.002) and depersonalization (p=0.000214) within the structure of burnout syndrome, allowing for the development of new correction approaches and optimization of burnout prevention strategies.

The purpose of this study was to understand how early career Women of Color (WOC) in school-based mental health fields experienced a structured, group-based approach to help them navigate the imposter syndrome. The researchers employed a case study design to examine the women’s experiences. Findings revealed that participants developed critical consciousness about imposter syndrome, recognizing the systemic and oppressive underpinnings of the construct, and acquired helpful strategies for dismantling their experiences of imposter syndrome (e.g., gaining support from other women) in their professional lives. The authors conclude this paper with implications for future research among WOC in professional careers.

Effect of Virtual Reality and Music Therapy on the Physiologic Parameters of Pregnant Women and Fetuses and on Anxiety Levels: A Randomized Controlled Trial.

Emerging managers often face impostor syndrome, a pervasive psychological pattern characterized by self-doubt and fear of being exposed as a fraud despite evident competence. This study explores psychological strategies to help these individuals overcome impostor syndrome and enhance their leadership potential. Strategies such as cognitive restructuring, mindfulness practices, mentorship, and emotional intelligence development are discussed in depth. By addressing the unique challenges of new managerial roles, this research contributes to the understanding of impostor syndrome's impact on professional growth and offers actionable solutions for fostering resilience and self-confidence in emerging leaders.

<p>Abstract This study is submitted in part fulfilment of a Master of Music Therapy degree through Victoria University of Wellington (VUW). Group and individual music therapy sessions were undertaken within a rest home and hospital environment in response to the rest home managers request to bring residents out of isolation and increase socialisation. Facility notes, plans and observations, meeting notes, and reflective and reflexive journaling were written during a six-month period from February to July 2019. This clinical data was then used, with informed consent, to investigate how music therapy was used to foster connections between residents, and between residents and others within the rest home and hospital environment. Findings from Secondary Analysis of the data showed the overarching category of rapport led to the interplay of four main themes: interdisciplinary collaboration and teamwork, therapeutic approaches, physical and musical resources, and environmental conditions. The Community Music Therapy (CoMT) ethos supported the flexible work within the context to achieve the manager’s goals resulting in increased connection between residents, and residents and others. The use of reflexivity enabled the development of richer therapeutic relationships and helped align the researcher’s community musician skills to those of a community music therapist. Further studies which focus on rapport, connection and relationships, in music therapy with older people, are needed.</p>