The Experts below are selected from a list of 27654 Experts worldwide ranked by ideXlab platform

Clara E Hill - One of the best experts on this subject based on the ideXlab platform.

  • deliberate practice for the skill of immediacy a multiple case study of Doctoral Student therapists and clients
    Psychotherapy, 2020
    Co-Authors: Clara E Hill, Martin D Kivlighan, Tony Rousmaniere, Dennis M Kivlighan, Judith A Gerstenblith, Justin W Hillman
    Abstract:

    We examined the effects of deliberate practice training focused on immediacy (Im) for 7 Doctoral Student trainees. Training included an 8-hr workshop, 4 individual 50-min sessions, and 4 individual 30-min homework sessions. Qualitative results indicated that trainees found the deliberate practice training to be effective, especially in helping them become aware of and manage emotions and countertransference, which had inhibited them from using Im. In addition, there was a moderate and significant effect of training on the trainee's self-efficacy for using Im, a small and significant effect on therapist-rated working alliance, and no significant effect for client-rated working alliance. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

  • feeling offended by clients the experiences of Doctoral Student therapists
    Journal of Counseling Psychology, 2020
    Co-Authors: Lydia Harim Ahn, Stephanie E Yee, Katherine Morales Dixon, Colleen A Kase, Rajni Sharma, Clara E Hill
    Abstract:

    Ten Doctoral Student therapists (8 White, 5 female) in 1 counseling psychology Doctoral program located in the Mid-Atlantic United States were interviewed for approximately 1 hour each about their experiences of feeling offended by a client during an individual psychotherapy session. Interview data were analyzed with consensual qualitative research (CQR). Trainee therapists typically felt offended related to their sociocultural identities (e.g., being a woman, LGBTQ+, racial-ethnic minority), felt frozen after the events and uncertain about how to respond, wished they had handled the events differently, and struggled when clients expressed opinions or beliefs that ran counter to their own values. Trainees had difficulty maintaining an empathic, nonjudgmental therapeutic stance where they could both value the client and maintain their own sense of integrity and beliefs about social justice and multiculturalism. Implications for training, practice, and research are provided. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Lynn Mcalpine - One of the best experts on this subject based on the ideXlab platform.

  • tracking the Doctoral Student experience over time cultivating agency in diverse spaces
    2011
    Co-Authors: Marian Jazvacmartek, Shuhua Chen, Lynn Mcalpine
    Abstract:

    This chapter outlines some of the broad results from a three-year longitudinal study examining day-to-day Doctoral Student experiences of over 40 Students in two Faculties of Education in Canada. The resulting collection of responses from interviews and questionnaires that were administered monthly highlight the highly varied activities and interactions participants engaged in over time, as well as the difficulties they encountered and how these were addressed. Findings point to Students actively negotiating their intentions in forms of negotiated agency that include: the active creation of networks both within and beyond their immediate academic context, negotiating a range of different supports from directive to supportive with a wide array of individuals beyond their primary supervisory relationship, and engaging in tasks beyond what many may assume to be the main activities of Doctoral Students. All are crucial activities for progress that often go unnoticed.

  • Doctoral Student experience in education activities and difficulties influencing identity development
    International Journal for Researcher Development, 2009
    Co-Authors: Lynn Mcalpine, Marian Jazvacmartek, Nick Hopwood
    Abstract:

    This paper explores variation in the events or activities Education Doctoral Students describe as contributing to their feeling of being an academic or belonging to an academic community as well as difficulties they experience. The results (drawing principally on Students in a Canadian research‐intensive university though with some in a UK university) demonstrate a rich variation in multiple formative activities that are experienced as contributing to a developing identity as an academic, with many lying outside formal and semi‐formal aspects of the doctorate. Yet, at the same time Students report tensions in the very sorts of activities they often find significant and positive in the development of their identity. We see this analysis as offering much‐needed insights into the formative role of cumulative day‐to‐day activities in the development of academic identity.

Nick Hopwood - One of the best experts on this subject based on the ideXlab platform.

  • Doctoral Student experience in education activities and difficulties influencing identity development
    International Journal for Researcher Development, 2009
    Co-Authors: Lynn Mcalpine, Marian Jazvacmartek, Nick Hopwood
    Abstract:

    This paper explores variation in the events or activities Education Doctoral Students describe as contributing to their feeling of being an academic or belonging to an academic community as well as difficulties they experience. The results (drawing principally on Students in a Canadian research‐intensive university though with some in a UK university) demonstrate a rich variation in multiple formative activities that are experienced as contributing to a developing identity as an academic, with many lying outside formal and semi‐formal aspects of the doctorate. Yet, at the same time Students report tensions in the very sorts of activities they often find significant and positive in the development of their identity. We see this analysis as offering much‐needed insights into the formative role of cumulative day‐to‐day activities in the development of academic identity.

Susan K. Gardner - One of the best experts on this subject based on the ideXlab platform.

  • The Part-Time Doctoral Student Experience
    International Journal of Doctoral Studies, 2012
    Co-Authors: Susan K. Gardner, Bryan Gopaul
    Abstract:

    Although scholarly interest in Doctoral education has increased dramatically over the last two decades, much of this attention has focused on the experiences of Doctoral Students who are enrolled full-time in their programs. This study explored the experiences of 10 part-time Doctoral Students in different disciplines. Through semi-structured interviews with these Students, we found that many of the issues surrounding these part-time Doctoral Students involved concerns related to balance, support, and fitting the mold of a “traditional” Doctoral Student. Importantly, while some of these issues are consistent with the experiences of full-time Doctoral Students, the experiences of part-time Doctoral Students are more complicated and required sustained and flexible efforts to adequately address. We conclude by suggesting both institutional and empirical efforts to better understand the complicated experiences of part-time Doctoral Students as well as to develop multi-faceted initiatives to support the experiences of this growing Doctoral Student population.

  • interdisciplinary Doctoral Student socialization
    International Journal of Doctoral Studies, 2012
    Co-Authors: Susan K. Gardner, Jessica S Jansujwicz, Karen Hutchins, Brittany B Cline, Vanessa R Levesque
    Abstract:

    Interdisciplinary research and education are a growing emphasis in United States institutions of higher education but relatively little is known about the Doctoral Students engaged in these atypical programs. The purpose of this study was to understand the socialization process of 18 Students involved in a large-scale, federally funded, interdisciplinary research project focused on sustainability at one university. Using Weidman, Twale, and Stein’s framework of graduate Student socialization, themes emerged related to (a) their distinctive characteristics and cultures, (b) the learning process, (c) balance, (d) uncertainty, and (d) support. Recommendations for policy and practice are included.

  • faculty perspectives on Doctoral Student socialization in five disciplines
    International Journal of Doctoral Studies, 2010
    Co-Authors: Susan K. Gardner
    Abstract:

    Socialization has become a common framework through which to view the Doctoral Student experience. A growing body of literature has examined the Student perspective of this socialization experience but the perspective of the faculty member has been relatively absent in these discussions, despite the vital role they play in the process. Sixteen Doctoral faculty members in the disciplines of engineering, oceanography, psychology, history, and a self-designed interdisciplinary program at one institution were interviewed to determine their perspectives on the Doctoral Student socialization process and their role in it. Using Bragg’s (1976) and Weidman, Twale, and Stein’s (2001) framework of socialization to analyze these interviews, findings emerged regarding faculty perspectives often on programmatic and structural components but rarely on the role of peers or their own informal role in the socialization process. Implications for policy, practice, and future research are included.

  • Doctoral Student attrition in the stem fields an exploratory event history analysis
    Journal of College Student Retention: Research Theory and Practice, 2009
    Co-Authors: Joe Lott, Susan K. Gardner, Daniel A Powers
    Abstract:

    The STEM fields, otherwise known as the Sciences, Technology, Engineering, and Mathematics areas, have become the focus of multiple studies and funding initiatives in recent years. Despite these efforts, lingering concerns exist about who enters, who is retained, and who completes the doctorate in STEM fields. This study utilizes discrete-time event history analysis to model Doctoral attrition for 10,088 individuals, in 56 STEM departments, at one research-extensive institution, located in the South, over a 20-year period. Results show that the odds of attrition are the greatest in the first year. Additionally, the odds of attrition are greater for females, Asians, and for those who belong to a hard-applied science major (versus a hard-pure major). The odds of attrition are lower for married Students and for those who have higher relative GRE scores than their peers in the same program. The findings of this study provide a deeper understanding of the relationship between particular characteristics of doct...

  • Student and faculty attributions of attrition in high and low completing Doctoral programs in the united states
    Higher Education, 2009
    Co-Authors: Susan K. Gardner
    Abstract:

    Sixty Doctoral Students and 34 faculty members were interviewed in departments identified as having high and low Doctoral Student completion rates at one institution in the United States in order to examine the cultural contexts and structures that facilitate or hinder Doctoral Student completion. This paper outlines the differences in understandings of Doctoral Student attrition by role and by department using attribution theory. Implications for policy, practice, and further research are included.

Fred Capps - One of the best experts on this subject based on the ideXlab platform.

  • becoming a supervisor Doctoral Student perceptions of the training experience
    Counselor Education and Supervision, 2006
    Co-Authors: Kaye W Nelson, Marvarene Oliver, Fred Capps
    Abstract:

    Thirteen Doctoral Students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow-up study with 5 different Doctoral Students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors-in-training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together.