Improving Doctoral Training by Learning from CCPTP Graduate

Student Award Winners and Their Mentors

Marty Heesacker11:30am – 12:15pm

Learning ObjectivesA. List factors research has shown to be related to

research success in graduate training.

B. Analyze your doctoral training program regarding the degree to which it possesses or lacks features related to graduate student research success.

C. Critique curricular, administrative, and climate features of your training program with regard to their likely impact on student research and professional development.

Learning Objectives (2 of 2)

D. Apply empirical findings from relevant literature to the experiences of award recipients and their mentors.

E. Compare practices in your doctoral training program with best practices as outlined in the empirical literature, in survey responses of award winners and their mentors, and in discussion with mentors of award winners.

Variables Related to Trainee Research Success

• Investigative personality• Research self efficacy• Training environment

emphasizing research in developmentally appropriate ways

Variables Related to Trainee Research Success

• Expressed interest in research• Curriculum that develops

research competencies• Publications during graduate

school•Mentoring and collaboration

The Panel of Mentors• Overestimate of a conditional probability–Mentors, who are current DCTs, and attending

the Midwinter Meeting cell had only one occupant—me

• Virtual Panelists! –Asked all 8 other mentors the 7 questions I

would have asked them here.–100% response rate–Compiled their responses and selected quotes

7 Survey Questions1. How did you identify such a stellar student during the admissions process?2. How did you recruit your award winner to work with you?3. What did you and the program do that was distinctive to train and nurture your award winner toward an exemplary early career?4. Describe what if anything you did with your award winner to instill counseling psychology’s core values and especially the core value featured in this year’s CCPTP mid-winter meeting, which is: Training for Community Engagement and Prevention…

7 Survey Questions (2 of 2)

5. What if any mistakes do you think you made along the way in mentoring your award winner?6. What have you learned in mentoring your award winner that would be useful in working with other students?7. What else might be important for you to share as we reflect on your successful mentoring and try to glean and apply important lessons from your experiences to others?

Clockwise from upper left: Puncky Heppner, Aaron Rochlen, Mary Heppner, Lisa Spanierman,

Clockwise from upper left: John Romano, Lisa Goodman, Bruce Wampold, Mark Cummings

Best Practices Gleaned from Mentors

• Identify top students by recs from respected colleagues, though identification practices varied widely

• Recruitment was not done actively• Mentees were frequently described as likeable• Training consistently included early and intense

research collaboration with the mentor

Best Practices Gleaned from Mentors (2 of 3)

• Training for Community Engagement and Prevention came from– Students pre-existing values and experiences– Experiences in the lab and/or program

• Avoid big mistakes in mentoring• Provide lots of experiences and opportunities• Actively adapt to the individual mentee’s

interests and strengths

Best Practices Gleaned from Mentors (3 of 3)

• Mentors frequently described the relationship as mutually mentoring

• Mentors often downplayed their role in mentee success, whereas mentees upplayed* it

*yes, I made up “upplayed,” because if you can downplay, you ought to be able to upplay.

Binocular Vision: Surveying Award Winners

• Surveyed all 9 CCPTP Grad Student Awardees since 2002• 100% Response Rate• 7 Questions paralleling mentor

questions• Compiled their responses and

selected quotes

Clockwise from upper left: Arunya Tuicomepee, Lauren Papp, Yu-Wei Wang, Meghan Davidson

Clockwise from upper left: Joel Wong, Paul Poteat, Paul Perrin

Not pictured: Zac Imel, Margret Bell

Best Practices Gleaned from Award Winners

• Great students may not have many offers• Interpersonal fit is very important to award

winners• Offer early admission and display program

effectiveness• Program and mentor identification of awardee

strengths is important• Mentor time investment is very important to

awardees

Best Practices Gleaned from Award Winners (2 of 3)

• Early and frequent research opportunities were very important to awardees

• Core counseling psych values are both taught and lived by mentors and programs

• Awardees identified few if any mistakes by mentors

• Mentor-mentee match is very important to awardees

Best Practices Gleaned from Award Winners (3 of 3)

• Awardees exhibited high levels of personal responsibility

• Awardees valued getting along with others• Awardees exhibited a strong work ethic• There was surprising correspondence

between mentors and award winners

Thanks to the Award Winners and Mentors.

…and to each of you!