Digital Commons Network^™

Social Predictors Of Doctoral Student Mental Health And Well-Being, Feng Zhang, Kaylee Litson, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Graduate students' mental health and well-being is a prominent concern across various disciplines. However, early predictors of mental health and well-being in graduate education, specifically doctoral education, have rarely been studied. The present study evaluated both the underlying latent classification of individuals' mental well-being and predictors of those classifications. Results estimated two latent classes of students' mental health and well-being: one class with generally high levels of mental well-being and one with lower levels of mental well-being. Regression analyses showed that mentoring in the second year of doctoral study, certainty of choice in the thrid year, and both academic development …

Broaching Race And Race-Related Issues: Phenomenological Inquiry Of Doctoral Student Supervisors Of Counselor Trainees, Judith Wambui Preston

Counseling & Human Services Theses & Dissertations

Clinical supervision is a central building block in counseling that ensures client welfare, fosters supervisees’ professional development, and facilities the gatekeeping process of those entering the profession (Bernard & Goodyear, 2019). In addition to gatekeeping, the American Counseling Association (ACA; 2014) Code of Ethics mandates clinical supervisors to be aware of and address multiculturalism’s role in the supervisory relationship. Because of this mandate, doctoral student supervisors of counselor trainees in CACREP-accredited programs are responsible for integrating multicultural considerations through broaching to ensure racially and culturally responsive counseling to clients from diverse backgrounds (Bayne & Branco, 2018; Jones et al., 2019). …

Multicultural And Social Justice Training In Doctoral Counseling Programs: A Phenomenological Study, Alexander Hilert, Natoya Haskins, Shuhui Fan, Charles Smith, Leila Warraich, David Gosling

Journal of Counselor Preparation and Supervision

Multicultural and social justice are central values of the counseling profession. However, it is unclear how doctoral training advances counselor education students' multicultural and social justice competence and what deficits might exist. The researchers addressed this gap by conducting a phenomenological study of multicultural and social justice training experiences with ten doctoral counselor education students. The researchers identified three themes: limited multicultural integration, methods of compensation, and experiencing growth. The researchers also identified subthemes that explained how doctoral students prepared themselves to be multicultural and social justice competent through self-study, collaborative learning, and role-taking experiences despite often perceiving gaps in …

Factors In Graduate Student Resilience And Intention To Persist During Doctoral Study, Amber Mosley

Dissertations

Attrition is a major problem for the doctoral education system and in particular for underrepresented groups. Research has proposed several reasons for students dropping out that include both personal and programmatic variables. A review of the literature identified several factors that overlap in the research on attrition, resilience, and intention to persist however, there have also been varied results across studies and very few studies focused specifically on doctoral students. Doctoral education can be considered in three phases of the education process, each with its own stresses and challenges. Factors and variables that could be the most helpful for universities …

Perceived Levels Of Teaching Self-Efficacy Among Advanced Ces Doctoral Students Engaging In External Pedagogical Experiences, Erika Williams

Electronic Theses and Dissertations

This quantitative study examined factors of internal preparation practices (i.e., coursework in college teaching, fieldwork in college teaching, and frequency of supervision) and external pedagogical experiences (i.e., holding a bachelor’s or master’s degree in teaching and adjunct faculty experiences in higher education) and their potential effects on teaching self-efficacy among counselor education and supervision doctoral students. This study identified both significant and non-significant relationships between the stated variables. Contrary to previous research (Suddeath et al., 2020), internal preparation practices did not significantly predict scores of teaching self-efficacy among this population. However, the findings suggest that participants holding a bachelor’s or …

Mentoring Doctoral Students In Counselor Education For Research Competence: A Developmental Perspective, Nayoung Kim, Eunae Han

Journal of Counselor Preparation and Supervision

Doctoral students in counselor education should develop varying competencies in the degree program including research capabilities. However, there is a dearth of research addressing different characteristics of the students based on their research competence development. This article aims to provide a detailed guideline using a developmental approach that counselor educators may use in research mentorship and doctoral students can refer to in understanding their development and validating their struggles. Specifically, the authors used three themes including (a) tasks, (b) self-efficacy, and (c) researcher identity in the comprehensive framework for counselor educators-in-training researcher development (CFCRD). Implications for counselor educators and counselor …

New Professional Doctorate Program Offers New Opportunities For Embedded Librarianship With Policy Practitioners, Susie Skarl

Transforming Libraries for Graduate Students

As doctoral programs frequently evolve in large urban universities, how can liaison librarians best position themselves for outreach activities, teaching faculty/librarian partnerships, student engagement, information literacy instruction, and more?

At the University of Nevada, Las Vegas (UNLV), the School of Public Policy and Leadership has developed a professional doctorate degree, Doctor of Public Policy (DPP), which is designed for individuals interested in developing skills in policymaking and policy implementation at all levels of government. “Completion of this degree will prepare students to conduct policy analysis, advocate for public policies and community-based solutions, or serve in decision-making positions.” (UNLV DPP Program, …

Multilevel Analysis Of Factors Predicting International Doctoral Students’ Time-To-Degree Completion, Osasohan Agbonlahor

Journal of Graduate Education Research

Time-to-doctoral degree has consistently increased in American universities since the 1960s. The elongated time-to-degree has cost implications, not only for the degree granting institutions, but for doctoral recipients, particularly their international counterparts. This paper examined the effect of various factors, including financial aid, demographic characteristics, and home country economic conditions on international doctoral students’ time-to-degree completion. The Push-Pull Model and human capital theory formed the conceptual framework for this study. Utilizing multiple regression and multilevel analysis on a set of student demographic characteristics, country-level economic factors, financial aid packages, and institutional level variables, the study finds that that foreign government …

Perspectives Of Power: Phenomenological Inquiry Exploring The Manifestation Of Power In Doctoral Programs, Sharazazi Dyson

Graduate Research Theses & Dissertations

The research questions guiding this study include: How do doctoral-level students or recent graduates of color within counselor education and supervision programs describe the manifestations of power in the context of their program and university? What experiences with power do counselor educators in training (CEITs) cite as memorable in their counseling program? A phenomenological-based approach was chosen to understand the experiences with power. Using purposive and criterion sampling methods, three participants were recruited and selected. Rich descriptions of participants’ experiences with power were obtained by conducting semi-structured interviews composed of open-ended questions. Using the modified Stevick-Colaizzi-Keen method as described by …