Getting to the Point: Using Research Meetings and the Inverted Triangle Visual to Develop a Dissertation Research Question

Fernando, Delini M.; Hulse‐Killacky, Diana

doi:10.1002/j.1556-6978.2006.tb00016.x

Cited by 6 publications

(6 citation statements)

References 24 publications

(28 reference statements)

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“…The 2016 Standards (CACREP, 2016) include a learning outcome related to the role of mentoring in counselor education, but practice of mentoring for the doctoral student is not mentioned. Borders et al (2012) discussed the mentoring guidelines for research set forth by the Association for Counselor Education and Supervision after Fernando and Hulse-Killacky (2006) and Atieno Okech et al (2006) evidenced the benefits of such mentoring. The graduate student committee of ACA established a mentoring program but does not currently accept new applications from potential mentees (American Counseling Association, 2016, n.p.).…”

Section: Discussionmentioning

confidence: 99%

“…However, sporadic manifestations of benefits of mentoring are present. Mentoring has supported minority students in their unique struggles in counselor education (Haizlip, 2012) and effectively supported the conduct of research during and post-graduation from counselor education programs (Fernando and Hulse-Killacky, 2006). Further, doctoral student mentoring was noted by Del Rio and Mieling (2012) to contribute to higher completion rates of dissertations and by Boice (2000) to reduced feelings of emotional overpowering during proposal and dissertation defenses.…”

Section: Implications For Counselor Education Programsmentioning

confidence: 99%

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Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Perera-Diltz

Sauerheber

2017

IJMCE

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Purpose Counselor educators graduating from accredited doctoral programs complete training in counseling, supervision, teaching, research, scholarship, leadership, and advocacy. The purpose of this paper is to investigate the valued components of doctoral degree training in counselor education among new graduates. Design/methodology/approach Recent graduates in full-time counselor education positions were surveyed using the Delphi method to determine which aspects of their doctoral training best prepared them for their current positions. Findings The participants valued or desired training in teaching, research, supervision, and potential mentorship. Research limitations/implications A serendipitous finding of the research was that mentorship, which was not a deliberate training feature, was highly valued by new counselor educators. Further research on which mentorship styles are best suited for counselor educator training is necessary. Continued training in teaching, research, and supervision is also necessary. Practical implications Some form of mentoring is desirable in counselor educator training programs to facilitate transition from year to year of doctoral study, as well as to assist transition from the role of student to faculty. Originality/value A desire to be mentored by faculty, specifically for students in counselor education doctoral programs, is revealed.

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Section: Discussionmentioning

confidence: 99%

Section: Implications For Counselor Education Programsmentioning

confidence: 99%

Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Perera-Diltz

Sauerheber

2017

IJMCE

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“…The sense of feeling stuck without experiencing support can lead to a decrease in self-efficacy and self-esteem (Myer & Land, 2005). Formal and informal studentfaculty research meetings can help reduce feelings of inadequacy and frustration, clarify use of resources, and specify tasks and operationalize ideas for research (Fernando & Hulse-Killacky, 2006;Powers & Swick, 2012). Consistent support and mentoring from faculty members and other doctoral students can assist students in handling the anxiety of meeting the expectations set out by programmatic and accreditation requirements (Gardner, 2010).…”

Section: Socialization Into Academic and Professional Rolesmentioning

confidence: 99%

“…Drawing upon the literature (Chang, 2010;Fernando & Hulse-Killacky, 2006;Gardner, 2010;Kiley & Wisker, 2009), the conference presentation of Ross, Rosenau, and Hakes (1999), and our professional experiences, we developed and implemented the model as part of a doctoral seminar course required for all first and second year doctoral students in the department.…”

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confidence: 99%

Building a Community of Researchers Using the Research Mentoring Model

Nolte¹,

Bruce²,

Becker³

2015

JCPS

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The development of a community environment and strong mentoring relationships is integral in helping doctoral students complete their degrees. Of the stages comprising a student's academic career, effective conceptualization and writing of the dissertation proves the most challenging and may result in failure to complete a doctoral degree. The researchers developed and used their Research Mentoring Model (RMM) to help doctoral students identify research topics, move into a researcher identity, and develop a sense community. This hermeneutic phenomenological sought to understand the experience of the five first year doctoral students participants. All were enrolled in a CACREP accredited Counselor Education and Supervision program of a western university. Each student was the Focus Person during participated in a structured, 90-minute mentoring to explore the possible directions of dissertation research. The sessions were attended by faculty and advanced doctoral students who provide feedback and discuss possible research. The five first year students were then interviewed about their experiences with the RMM. The themes that emerged from the individual interviews included: experiencing a sense of community, developing a researcher identity, increasing confidence, self-efficacy and motivation, as well as finding support from peers and faculty. The Article concludes with limitations, reflections and directions for future research. Earning a doctoral degree is a complex process that involves the crossing of several thresholds leading to successful graduation (Kiley, 2010; McAlpine & Lucas, 2011;Protivnak & Foss, 2009). Across disciplines, the doctoral dissertation is historically the final requirement between a doctoral candidate and the completion of a doctoral degree (Aitchison, Catterall, Ross, & Burgin, 2011;Pillay & Kritzinger, 2007). Of the stages that comprise a student's academic career, the dissertation process often prove the most challenging and may result in degree noncompletion (Carter, 2011;Gardner, 2010;Kiley & Wisker, 2009) Despite the tolerable completion rates in Counselor Education, there remain serious consequences for institutions and their students who do not graduate. Energy, time, and financial resources seem wasted for students who discontinue their academic path. What can be done?Building a community of faculty and doctoral student researchers may minimize the attrition rate, support doctoral students to move into a research identity, and enhance motivation toward graduation (Griffiths, Thompson, & Hryniewicz, 2010). Thus, the purpose of this study was to investigate the creation of a research community and collateral activities meant to support doctoral students through the dissertation process.For the current research study, the community of researchers is defined as a group of university faculty, especially dissertation advisors, and doctoral students at various stages in their doctoral work. Community members provide support and feedback, as well as ensure accountability, whi...

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“…In spite of the purported centrality of research within the counseling profession, anecdotal evidence suggests that many master's‐level counseling students do not perceive research as a core clinical competency, and concerns have been raised about deficiencies in research training across program types (Gerig, ; Huber & Savage, ). There are numerous conceptual and empirical articles concerning research training among counseling students at the doctoral level (e.g., Fernando & Hulse‐Killacky, ; Gelso, ; Hollingsworth & Fassinger, ; Kahn & Miller, ; Kahn & Schlosser, ; Okech, Astramovich, Johnson, Hoskins, & Rubel, ; Shivy, Worthington, Birtel‐Wallis, & Hogan, ; Szymanski, Ozegovic, Phillips, & Briggs‐Phillips, ). In particular, previous research has explored how several variables, such as the research training environment and research self‐efficacy, influence the development of doctoral students' attitudes toward research (Gelso, Mallinckrodt, & Judge, ; Kahn, ; Lambie & Vaccaro, ).…”

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confidence: 99%

Quantitative Research Attitudes and Research Training Perceptions Among Master's‐Level Students

Steele

Rawls

2015

Couns Edu & Supervision

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This study explored master's-level counseling students' (N = 804) perceptions of training in the Council for Accreditation of Counseling and Related Educational Programs (2009) Research and Program Evaluation standard, and their attitudes toward quantitative research. Training perceptions and quantitative research attitudes were low to moderate, with no statistical differences across program accreditation or specialty area. Implications and possibilities for future research are discussed.

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Getting to the Point: Using Research Meetings and the Inverted Triangle Visual to Develop a Dissertation Research Question

Cited by 6 publications

References 24 publications

Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Mentoring and other valued components of counselor educator doctoral training: a Delphi study

Building a Community of Researchers Using the Research Mentoring Model

Quantitative Research Attitudes and Research Training Perceptions Among Master's‐Level Students

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