Content, Methodology, and Design Selections in Counselor Education Dissertations

Richards, Judith; Dykeman, Cass; Bender, Sara

doi:10.1080/2326716x.2017.1402392

Cited by 8 publications

(15 citation statements)

References 68 publications

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“…Research methods and scale development contributions were related to developing evaluation and research capacity for counselor education and supervision. Richards, Dykeman, and Bender (2018) presented a content analysis of dissertation topics and methodology in the counseling field. Others provided guidance for interpretative phenomenological analysis (R. M. Miller, Chan, & Farmer, 2018) and a mixed-methods study regarding credible phenomenological research (Flynn & Korcuska, 2018).…”

Section: Professional Issuesmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.

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Section: Professional Issuesmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

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“…The most consistent requirement across doctoral counseling programs is the dissertation, which is the culminating experience of doctoral students' training (Borders, Wester, Fickling, & Adamson, 2015). Previous inquiries on doctoral students' research mostly focused on doctoral dissertations (Borders et al, 2015;Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012;Richards, Dykeman, & Bender, 2018). According to Richards et al (2018), the most frequently covered dissertation topics in counselor education included a) counselor education (20.6%), b) school counseling (14.4%), or c) multiculturalism/ diversity/ multicultural counseling (13.8%).…”

Section: Doctoral Students' Dissertationmentioning

confidence: 99%

Section: Doctoral Students' Dissertationmentioning

confidence: 99%

“…Quantitative research designs were more frequently used than qualitative designs (Borders et al, 2015;Richards et al, 2018). Particularly, the vast majority of dissertations adopted correlational/cross-sectional design (Richards et al, 2018). Moreover, most counselor educators in the study of Borders et al (2015) expressed concerns about the rigor of their students' dissertations, and often encouraged their students to gain more research experience before beginning their dissertations.…”

Section: Doctoral Students' Dissertationmentioning

confidence: 99%

“…Also, they wished their students had had more research experiences before they wrote their dissertations. Richards et al (2018) provided more details about content, methodology, and design selections in 160 dissertations completed during the 2013 calendar year, from 39 CACREPaccredited doctoral programs. The most frequently covered topics included a) counselor education (20.6%), school counseling (14.4%), and multiculturalism/ diversity/ multicultural counseling (13.8%).…”

Section: Dissertationmentioning

confidence: 99%

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Publication and editorial feedback experiences of doctoral students in counselor education

Lee¹

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Preparing doctoral students to be well-rounded researchers who are capable of conducting research and publishing articles in refereed journals is one of the most critical objectives of counselor education programs. Despite this, the lack of scholarly productivity among counseling scholars, including counselor educators and doctoral students, continues to be a problem in the profession. Also, research on doctoral students' research and publication has been scarce in counseling literature. Moreover, the current literature largely fails to communicate the perspectives of doctoral students, as it reflects only the counselor educators' perspectives on research training. This phenomenological study investigated the shared experiences of twelve doctoral students in CACREP-accredited programs, regarding research and publication, including the editorial feedback process. The research question that informed and guided this study was: What are the lived experiences of doctoral students in counselor education programs during the publication and editorial feedback process? This study specifically aimed to examine doctoral student researchers' challenges, the support they received, critical incidents that occurred, as well as their meaning-making of those experiences during the entire process of research and publication. Data collection included two rounds of semi-structured interviews, two online focus groups, and written responses to two open-ended questions. Data analysis followed the procedures of phenomenological data reduction, including open-coding and horizonalization. Through individual case summaries and the seven themes that were derived from the twelve participants' stories, this study illustrated how doctoral students made meaning of their experience with regard to the publication and editorial feedback process. The findings that vi emerged included the research climate/culture of both the counselor education profession and counselor education programs, as well as the support and resources that doctoral students received or needed. The findings also indicated doctoral students' motivations to conduct research, and their learning experiences that contributed to their development as independent researchers. Finally, the meaning making of being a doctoral student researcher was described. Based upon these research findings, implications were provided for doctoral students, counselor educators, counselor education programs, journal editorial boards, and future research.

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