A Qualitative Inquiry of the Counseling Dissertation Process

Autor/inn/en	Flynn, Stephen V.; Chasek, Christine L.; Harper, Irene F.; Murphy, Katherine M.; Jorgensen, Maribeth F.
Titel	A Qualitative Inquiry of the Counseling Dissertation Process
Quelle	In: Counselor Education and Supervision, 51 (2012) 4, S.242-255 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-0035
DOI	10.1002/j.1556-6978.2012.00018.x
Schlagwörter	Personality Traits; Counseling; Qualitative Research; Doctoral Dissertations; Inquiry; Student Experience; Educational Environment; Environmental Influences; Barriers; Performance Factors; Counseling Psychology; Counselor Training; Graduate Surveys; Data Analysis; Supervisor Supervisee Relationship; Educational Practices + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Counselling; Beratung; Qualitative Forschung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Leistungsindikator; Counselling psychology; Beratungspsychologie; Auswertung; Bildungspraxis
Abstract	The authors in this consensual qualitative research study explored the dissertation experiences of 42 graduates (27 counselor educators, 13 counselors, 2 administrators) from 4 midwestern states. Identified domains included impact of environment, competing influences, personality traits, chair influence, committee function, and barriers to completion. An emergent theory reflected the interconnectedness of the dissertation process across internal, relational, and professional factors. Implications related to motivation, personal traits, and identification of barriers in the dissertation process are provided. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10