Selecting and Surviving a Doctoral Program in Counseling · Selecting and Surviving a Doctoral...

Selecting and Surviving a Doctoral Program in Counseling

Strategies for Success and Completion

Edited By J. Fidel Turner, Jr., Ph.D., Lead Editor

Rhonda Jeter-Twilley, Ph.D. and Ljubica Malinajdovska, Ph.D., Co-Editors

Copyright © 2010 by J. Fidel Turner, Jr., Ph.D. All rights reserved. No part of this publication may be reprinted, reproduced, transmitted, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfi lm-ing, and recording, or in any information retrieval system without the written permission of University Readers, Inc.

First published in the United States of America in 2010 by University Readers, Inc.

Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifi cation and explana-tion without intent to infringe.

15 14 13 12 11 1 2 3 4 5

Printed in the United States of America

ISBN: 978-1-609279-69-1

Th is book is dedicated to the memory and life of Matthew “Mattie” Brown, the son of Peter and Dr. Victoria Sardi-Brown (co-author).

Th e Mattie Miracle Cancer Foundation (MMCF) foundation was created in honor of Mattie. Th e MMCF is a 501(c)(3) non-profi t and tax exempt charitable organization dedicated to fi nding better treat-ments and a cure for Osteosarcoma and Pediatric Cancers. Please visit

the website at:

http://www.mattiemiracle.com/

Th ank you to our families and loved ones for their support, encouragement and prayers as we completed our doctoral

studies and this book.

We love you!!

Dedication

About the Authors vii

Preface xiii

1. Considerations in Selecting a Doctoral Program in CounselingBy Sophia A. Kosh, M.A. & Arber Winn, Jr., M.Ed. 1

2. Th e Admissions Process—What Can I expect? By Ljubica Malinajdovska, Ph.D. 13

3. Are a Doctoral Program and Masters Program in Counseling Really Diff erent?By Sophia A. Kosh, M.A. & Arber Winn, Jr., M.Ed. 27

4. Th e Impact of Doctoral Studies on Personal and Family LifeBy Rhonda Jeter-Twilley, Ph.D. & Victoria Sardi-Brown, Ph.D. 33

5. Mentoring … Do I Really Need a Mentor?By J. Fidel Turner, Jr., Ph.D. 43

6. Identifying a Dissertation Topic and Research Focus By Rhonda Jeter-Twilley, Ph.D. 51

Contents

7. Selecting a Dissertation Chairperson and Dissertation Committee By Ljubica Malinajdovska, Ph.D. 65

8. Strategies for Successfully Completing the DissertationBy J. Fidel Turner, Jr., Ph.D. & Victoria Sardi-Brown, Ph.D. 77

9. Professional Counselor Credentials and the Counseling Doctoral StudentBy J. Fidel Turner, Jr., Ph.D. 89

10. Resources for Doctoral Counseling StudentsBy J. Fidel Turner, Jr., Ph.D. & Victoria Sardi-Brown, Ph.D. 95

11. Final Th oughts and Words of Wisdom from the Book’s Authors 123

RHONDA JETERTWILLEY, PH.D.

Dr. Rhonda Jeter-Twilley is currently an Associate Professor and Chair of the Department of Counseling at Bowie State University. She earned her Bachelor of Science degree in Communications and Th eatre Arts with a minor in English at Taylor University. Dr. Jeter-Twilley taught for three years at the junior high and high school levels in Philadelphia. She earned a Master’s degree in Family and Community Development specializing in Family Th erapy at the University of Maryland-College Park in 1984. Subsequently she received her Ph.D. in Professional and Scientifi c Psychology from the University of Pennsylvania in 1995. Dr. Jeter-Twilley taught at the University of Maryland Eastern Shore for ten years in the Master’s Program in Guidance and Counseling. Four of those years she served as the Coordinator of that program. During the 1998–1999 academic year, she was a Visiting Assistant Professor at Th e George Washington University. Dr. Jeter-Twilley conducts research and has presented nationally, regionally, and locally on current topics in the counseling fi eld. Some of her areas of expertise include: counselor supervision, relationship issues, confl ict resolution, mentoring, women’s issues, group process, racial socialization, racial identity, and dissertation completion. Dr. Jeter-Twilley is credentialed as a Certifi ed Secondary School Teacher, National Certifi ed Counselor, National Certifi ed Psychologist, and a Licensed Certifi ed Professional Counselor.

About the Authors

viii About the Authors

SOPHIA ANNTIONETTE KOSH, M.A.COUNSELING DOCTORAL STUDENT

Ms. Sophia A. Kosh is currently pursuing her third year as a doctoral student in the Counseling Psychology Program (with a concentration in Counselor Education and Supervision) at Argosy University-Washington, D.C. She received her Master of Arts in Christian Counseling from Capital Bible Seminary and her Bachelor of Science in Psychology (with a concentration in Mental Health) and a minor in Religion from High Point University. Ms. Kosh completed an internship with the National Institute of Mental Health where she worked with patients with a childhood onset of Obesessive Compulsive Disorder and Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptoccocal Infections (P.A.N.D.A.S.). She has presented at local and national conferences on the following topics: Black Women’s Success and the Role of Father Involvement, Rates of Rheumatic Fever in the Families of Patients with P.A.N.D.A.S., Sydenham’s chorea and Transitioning from a Master’s to a Doctoral Counseling Program. Ms. Kosh is currently employed as an Adjunct Psychology Professor at Prince George’s Community College as well as a Counseling Associate at Christian Counseling Associates, Inc. She is a member of the American Counseling Association, American Association of Behavioral and Social Sciences and Chi Sigma Iota National Counseling Honor Society.

LJUBICA MALINAJDOVSKA, PH.D.

Dr. Ljubica Malinajdovska is an assistant professor and associate Counseling department chairperson at Argosy University-Atlanta campus. She is a licensed professional counselor in the state of Georgia. She earned her doctorate in Counselor Education and Supervision, in 2006, from Kent State University. Her clinical experiences include individual, group and family therapy with severely mentally disabled individuals. She has spent two years as a clinician at a university coun-seling center. Dr. Malinajdovska’s research and areas of interests and

About the Authors ix

expertise include counseling immigrants, international teaching, and racial/ethnic identity development. She currently mentors and super-vises LAPC’s in the metropolitan Atlanta area. Dr. Malinajdovska is an invited speaker at local, regional and national counseling conferences.

VICTORIA SARDIBROWN, PH.D.

Dr. Victoria Sardi-Brown obtained her Ph.D. in counseling from Th e George Washington University, where she is an Associate Professorial Lecturer for Counseling and Human Services. She has over 18 years of teaching experience at the undergraduate and graduate levels. Dr. Sardi-Brown helped secure a U.S. Department of Education grant to create the Graduate Certifi cate Programs in Counseling Culturally and Linguistically Diverse Persons within the Department of Counseling/Human and Organizational Studies at the University, of which she is the Project Coordinator. In 2003, her eff orts and dedication in creat-ing these counseling certifi cate programs were recognized by American Counseling Association when she received the Courtland C. Lee Multicultural Excellence Scholarship Award. Her areas of specialization are in gerontological counseling, adult development, and organizational development. She has extensive experience presenting at local and na-tional conferences. She has published numerous professional association newsletter articles, peer-review articles, and has two textbooks in press. She has thirteen years of clinical experience in personal and career counseling within the federal government and University settings. Dr. Sardi-Brown was appointed and served as the Co-Chair of the American Counseling Association Public Policy and Legislation Committee, is a Past President of the American Mental Health Counselors Association, and was appointed by Mayor Anthony Williams as the Chair of the DC Board of Professional Counseling, which is responsible for granting professional licenses and presiding over ethical hearings of all licensed professional counselors in the District of Columbia. Dr. Sardi-Brown is the co-founder of a non-profi t organization, Th e Mattie Miracle Cancer

x About the Authors

Foundation, dedicated to educational awareness, advocacy, and support of children with cancer and their families.

J. FIDEL TURNER, JR., PH.D.

Dr. J. Fidel Turner, Jr. received his doctorate in Counseling Education at Clark Atlanta University. He has a master’s degree in Rehabilitation Counseling and undergraduate degree in Psychology from the University of South Carolina. He is currently an adjunct pro-fessor of Counseling at Bowie State University and Argosy University/American School of Professional Psychology. He has served as a coun-seling faculty member at Th e George Washington University, Wright State University, University of South Carolina – School of Medicine and as the counseling Department Chair at Argosy University-Atlanta campus and Clark Atlanta University. He has been an invited lecturer and/or a visiting professor at University of the District of Columbia, Troy State University, Central State University and Trinity University. Dr. Turner provides Employee and Career Development Services for the United States House of Representatives – Offi ce of Chief Administrative Offi cer. Dr. Turner is an expert on topics relative to diversity, mentoring, wellness, counseling services, disability service coordination, employee assistance programs and career development. He presents and conducts trainings in local, regional, national and international settings. Dr. Turner is credentialed as a Certifi ed Rehabilitation Counselor, National Certifi ed Counselor, National Certifi ed Psychologist, Certifi ed School Counselor and Licensed Professional Counselor.

ARBER WINN, JR., M.ED. COUNSELING DOCTORAL STUDENT

Mr. Arber Winn is a third year doctoral student in the Counselor Education and Supervision Program at Argosy University-Washington, DC. He received his Master of Education in Guidance and Counseling from Bowie State University. He also received his Bachelor of Science

About the Authors xi

in Rehabilitation Services from Virginia Commonwealth University. He is a Coordinator of Student Support Services with the Art Institute of Washington, DC. He is also a Program Coordinator for a behavioral health care agency which serves adults with severe and persistent mental illness. He is a graduate teaching assistant at Bowie State University. Mr. Winn is a member of the American School Counselor Association, American Counseling Association, American Association of Behavioral and Social Sciences and Chi Sigma Iota National Counseling Honor Society.

CONTRIBUTORS

Th e authors acknowledge and thank the following students from the Bowie State University Masters’ Counseling program for their as-sistance with research for this publication:

Christinia AkinbobolaTiff anie CoatesHubainata HaganJanine LuckettJuliann LorditchKrystal WaitersBoladale Wuraola

Th e authors acknowledge and thank the following Doctoral students from the Argosy University – Atlanta Campus Counseling program for their assistance and contributions to this publication:

LaShonda AkinsOnaje M. Salim

Th e authors acknowledge and thank the following individuals for their assistance with editing and/or research for this publication:

Dr. Priscilla Jeter-IlesDr. Joanne Frederick-Jeff erson

This book is a by-product of years of discussion and refl ection among the authors regarding our individual and collective ex-periences as doctoral students, mentors, mentees, Counselor

educators, academic advisors, dissertation committee members/chairpersons and Counseling department administrators. Th e au-thors of this book have presented at numerous local, state, regional and national Counseling conferences on the subject of Selecting and Surviving a Doctoral Program in Counseling. Our sessions have been crowded with masters Counseling students and others that were interested in advancing their careers to the doctoral level. On many occasions, many of the attendees have asked us, “When is your book coming out?” Confronted with this encouragement and challenge from our audiences, we moved into action to develop this useful and reader friendly guide.

Th is book is intended to assist potential or current doctoral Counseling students or those who may be contemplating pursuing a doctoral degree in Counseling, Counseling Education, Counseling Psychology or related fi elds. Our major purpose in writing this book was to help students and to demystify the process of working on a doctoral degree. Many potential students have many questions and anxieties regarding selecting a university, navigating the admissions process, completing the course work and balancing work and family while completing their studies and dissertation research.

Preface

xiv Preface

Th is book provides practical and useful information for any indi-vidual that is considering pursuing a doctoral degree in Counseling or a related fi eld of study.

Th e book begins with Chapter 1. Considerations in Selecting a Doctoral Program in Counseling which examines the typical reasons that students consider working on a doctoral degree. It will help you focus on your professional, educational, personal and career goals. It provides concrete information on types of degrees, the types of uni-versities and program requirements. It ends by focusing on personal attributes that may facilitate your successful matriculation in a doc-toral program. It also discusses the vast resources that are available at universities to assist you in completing your doctoral degree.

Chapter 2. Th e Admissions Process—What can I expect? Th is chapter focuses on the admission process from start to fi nish. It walks you through submitting the application, deadlines, academic criteria used by admission’s committees, and the nonacademic standards that can be used to highlight your professional accomplishments that dis-tinguish you from other candidates. Th is chapter ends by discussing the importance of letters of recommendation and preparation before, during and after the admission’s interview.

Chapter 3. Is a Doctoral Program and Masters Program in Counseling Really Diff erent? When students are transitioning be-tween levels of degree programs, it is hard for them to distinguish what makes a bachelor’s degree diff erent from a master’s degree. Students have many of the same questions as they consider transitioning from a master’s to a doctoral program. Th is chapter compares the two degree statuses and highlights the diff erences and the similarities so that you know what is diff erent or unique at the next level.

Chapter 4. Th e Impact of Doctoral Studies on Personal and Family Life. Chapter 4 discusses the myths and realities of the how a

Preface xv

doctoral program impacts your personal and family life. Many people focus on choosing a school, preparing the application, and being ad-mitted in the program. However, much of the success of completing a doctoral degree comes from considering its impact on your personal and family life.

Chapter 5. Mentoring … Do I really need a Mentor? In this chap-ter the importance of being in a mentoring relationship is highlighted. Ideas for fi nding and maintaining an eff ective mentor/mentee relation-ship are discussed.

Chapter 6. Identifying a Dissertation Topic and Research Focus. Th is chapter, which is in a question and answer format, seeks to ad-dress some of the salient questions related to the identifi cation of a research focus and ultimately the selection of a viable dissertation topic. Barriers and challenges to this process are discussed and possible solutions are advanced.

Chapter 7. Selecting a Dissertation Chair and Dissertation Committee. Th is chapter emphasizes the critical nature of selecting a dissertation chair and a dissertation committee. Th e selection process is often overlooked and undervalued because students do not understand this aspect of the dissertation process. Concrete strategies are discussed for completing this process successfully.

Chapter 8. Strategies for Successfully Completing the Dissertation. Within this chapter you will fi nd strategies, tips, and techniques for completing your dissertation. Knowing and applying the information in this chapter will assist you in negotiating and successfully complet-ing your dissertation.

Chapter 9. Professional Counselor Credentials and the Doctoral Student. Th is chapter provides concrete information regarding, certi-fi cation, licensure, accreditation, professional organizations and other

xvi Preface

resources that will assist you with gaining advanced standing and the required credentials in the fi eld of Counseling.

Chapter 10. Resources for Doctoral Students. Th is chapter gives a plethora of resources for anyone in the beginning, middle or end of the doctoral process. Th e resources included in this chapter range from fi nancial assistance resources to career development. Th is exhaustive resource list will provide you with many options as you complete and pursue a degree in the fi eld of Counseling.

Chapter 11. Final Th oughts and Words of Wisdom from the Authors. Th is unique chapter gives insight and advice from the authors who contributed to this book. Th is insider information will give you practical bits of wisdom that illuminate the process and will help you eff ectively navigate your doctoral studies, survive the doctoral process and thrive as a professional.

We hope this book will provide useful information on beginning and completing your doctoral degree. We hope that our answers make a diff erence in your doctoral journey!

Disclaimer

Th e information provided in this book was gathered during 2009 and 2010. You may fi nd that information relative to professional coun-selor licensure and certifi cation may have changed subsequent to the publication date of this book. Please check with your state professional licensure board for the most recent licensure and certifi cation informa-tion in your state. Universities or colleges will provide information rela-tive to the admissions process, matriculation/graduation expectations and requirements, comprehensive exams, dissertation requirements, etc. Please review this information carefully at each individual univer-

Preface xvii

sity or college and/or consult with the admissions staff or academic department at the respective university or college.

1

Chapter 1

Considerations in Selecting a Doctoral Program in Counseling

By Sophia A. Kosh, M.A. and Arber Winn, Jr., M.Ed.

So, you’re considering applying to a doctoral counseling pro-gram? Wow! What an enormous decision. I can remember feel-ing overwhelmed, anxious, and having no sense of direction.

My thoughts were “there had to be a better way of acquiring the resources to help me in making this decision.” Yes, there are resources and information to assist you in making an informed decision. “Th e main purpose of doctoral training is to prepare students for a lifetime of intellectual inquiry that manifests itself in creative scholarship and research (Lovitts, 2008).” Th is chapter will focus on things you may want to consider during the initial process.

RESEARCH

In the past three decades, the number of students in doctoral pro-grams in clinical, counseling, and school psychology has doubled and is expected to impact the number of doctoral recipients (Kim, Knauss & Graham, 2008). Doctoral program attrition rates vary by institu-tions and disciplines (Ku et al., 2008). Current research indicates that

2 Selecting and Surviving a Doctoral Program in Counseling

only forty to fi fty percent of students have matriculated through a doctoral program over the past twenty years (Ku et al., 2008). A doc-toral program is a rigorous professional training program that can take four to seven years to complete. Students in a doctoral program have been shown to experience feelings of insecurity, decreased self-esteem, anxiety, and high levels of stress (Ku, Lahman, Yeh & Cheng, 2008). Th is is all the more reason why one should be equipped to choose the program that is best for them. Th ere are many factors which infl u-ence one’s decision such as: research and clinical experience, personal motivation, work ethic, professional interests, and the fi nancial means to matriculate (Zimak, Edwards, Johnson & Suhr, 2008). Th ese factors infl uence reasons for pursuing the doctoral degree and may impact your matriculation.

REASONS FOR PURSUING THE DOCTORAL DEGREE

Th ere are several reasons for pursuing a doctoral degree. Th ey may include, but are not limited to: professional development, personal gain, fi nancial gain, status, living up to others expectations, and/or personal development. Th ese are considered the most common reasons for pursuing a doctoral degree. However, there are an array of other reasons that are unique to each individual.

PROFESSIONAL DEVELOPMENT

In this chapter, professional development is defi ned as growing in one’s area of expertise, refi ning skills, and actively pursuing more knowledge. Professional development can be attained by and for the following reasons: continuing education, increased expertise, leadership skills, job promotion, professorship, consultation, and competence in conducting research. Continuing education includes increasing your current knowledge during doctoral studies and building upon your prior knowledge. One’s expertise can develop through a doctoral

Considerations in Selecting a Doctoral Program in Counseling 3

program. Presentations, research papers, and group classroom activities during your matriculation can help refi ne your leadership skills. Some employers require a doctoral degree for promotions. Although one may have the skills to perform the job functions, a doctoral degree may still be required. Th ere are many college professors with a Master’s degree at some institutions of higher learning. A doctoral degree may open the door for additional opportunities for promotion and advancement within higher education and other work settings. Many with a doctoral degree chose to become consultants in their areas of expertise. Th e doctoral program provides specialized training that enhances your pro-fessional development in many areas. During the development of one’s dissertation you will be expected to conduct independent research in your area of expertise. Counseling doctoral programs are multi-faceted and off er many opportunities for professional development.

PERSONAL GAIN

Personal gain is unique to the individual regarding their expecta-tions and aspirations for doctoral program completion. A reward of pursuing a doctoral degree can lead to a personal sense of accomplish-ment. A sense of accomplishment can be materialized through one’s determination, motivation, confi dence, perseverance, willpower, which is refl ected through one’s ability. Additional personal gain can include giving back to students. Th is can be done by being a mentor, advisor, professor, trainer, consultant/collaborator to prepare students to reach their highest potential. Finally, giving back to the commu-nity can off er a sense of personal gain. Community can encompass one’s neighborhood, ethnic group, professional organizations and socio-cultural communities to name a few. Ways of giving back to one’s community are pro-bono services such as: workshops, trainings, seminars, mentoring, and volunteering. In the pursuit of doctoral studies there are continuous and multiple opportunities for personal gain.


FINANCIAL GAIN

Financial gain is a highly motivating factor. It is assumed that after receiving your doctoral degree that you would be in a higher fi nancial bracket. It is a possibility, but not a guarantee that your salary will signifi cantly increase after receiving a doctorate. With a doctoral degree in Counseling, there are many options for generating multiple income streams to include university teaching, consultation, private practice, adjunct teaching opportunities and employment within the private and public sector.

STATUS

Status is defi ned as a position, rank or hierarchy in relation to others (Mish, 1999). A doctoral degree can be associated with a higher level of status. Keep in mind that status does not always equate to success. Some may pursue a doctoral degree due to the status associated with being called doctor. In many work environments all employees are viewed as equals and no emphasis is placed on one’s academic status and/or degree. Status can be a plus, but shouldn’t be the determining factor for pursuing a doctoral degree in Counseling.

LIVING UP TO OTHERS EXPECTATIONS

Living up to other’s expectations can be diffi cult. It may stem from family members, signifi cant others, employers, community, and men-tors. Even though, they may have good intentions, the question is “Whose expectations are you going to live up to?” Th e fi nal decision is yours.

CAREER STUDENT

Th e term “career student” can hold positive and negative connota-tions. Th e positives include: being enthusiastic about learning, wanting


to keep up with current trends, and continuing to get more training and degrees. Negatives include: avoiding putting their knowledge into practice, being afraid of reality, trying to live up to others expectations, and shying away from daily life responsibilities. Although, being a ca-reer student has positive and negative attributes, the individual should know his/her reasons or goals for pursuing a doctoral counseling degree.

TYPES OF DEGREES

Th ere are three main doctoral degrees that can be pursued by those who wish to work in the Counseling and Psychology fi elds. Th e most common is the Doctor of Philosophy (Ph.D.). Th is degree has a heavy research focus and can be obtained in many disciplines. Th e Doctor of Education (Ed.D.) focuses on preparing scholarly educators in various disciplines. Th e Doctor of Psychology (Psy.D.) is a clinical degree with a focus on applied aspects of Psychology. All three doctoral degrees typically require a dissertation or advanced independent study, are research-based, and may range from four to seven years to complete. Th e type of degree one elects to pursue is typically based upon one’s individual needs, career interests, aspirations and choices.

LEARNING STYLE AND SCHOOL PHILOSOPHY

One’s learning style and the school’s philosophy are vital in selecting a doctoral counseling program. Assignments in a graduate program refl ect the program pedagogy (Barratt, 2009). Th ere are three diff erent types of learning styles, which include: visual, auditory, and kines-thetic. A visual learner is one that learns by watching, reading, and observing (Corey & Corey, 2006). An auditory learner grasps concepts by hearing and listening (Corey & Corey, 2006). A kinesthetic learner is one who learns by doing, interacting, and being involved (Corey & Corey, 2006). Th erefore, knowing your learning style is important in choosing a doctoral counseling program that best fi ts your style


of learning. After identifying your learning style, you should choose courses that best fi t your way of learning. Th ere are diff erent types of course off erings in a doctoral program. Th ey include: online, class-room (face-to-face), blended (combination of online and classroom), distance (online/virtual), weekday (Monday–Friday), and weekend (Friday–Sunday). When choosing a doctoral counseling program one’s learning style and the course off erings should be evaluated to determine the best fi t.

It’s important to be familiar with the school’s philosophy to deter-mine if it’s in sync with your own. Th ere are two main types of learning emphasis: teacher-centered and learner/student-centered which drive the school’s philosophy. A teacher-centered school can be described as the instructor maintaining full control of the classroom with little input from students, mostly lecture, and little collaboration with students. A learner-centered school can be described as the instructor focusing on the students’ needs and learning styles, collaborating with students, receiving student feedback, and is fl exible. In conclusion, the school’s philosophy can impact your matriculation and attrition in the doctoral counseling program.

TYPES OF SCHOOLS

Knowing what the school has to off er is crucial in identifying the type of doctoral counseling program that meets your needs. Th ere are distinctions that make each school unique. Some include: location, school classifi cation, size, demographics, traditional vs. non-tradition-al, grading system, degree off erings/credentials, requirements, rigor, history of the college/university, and accreditation. Th ere are a broad range of locations which include: city, urban, rural, and suburban. Schools are categorized in four classifi cations: Ivy League, Private, State/Public, Historically Black College or University (HBCU). Th e choice of college or university is based upon the individual’s prefer-ence. Each individual should decide if the demographic makeup of the


school is an aspect to be considered before attending. Demographics may include race, sex, gender, ability, social class, and religion (McEwen, 2003). Diversity among students in a graduate program is important because students will be able to share experiences with diverse groups (McEwen, 2003). A traditional school is composed of a campus with administrative buildings, classroom buildings, dining halls, an athletic department, and usually off ers a wide-range of ma-jors. A non-traditional school can be online, virtual or may be located in a urban or suburban location.

ADDITIONAL FACTORS TO CONSIDER

Th ere are two types of grading systems: traditional (letter grades of A, B, C, D, E, F) and the plus-minus system (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F). Other grades may include pass, fail, incomplete/Q (quit), withdraw, and audit. As mentioned earlier, after selecting the type of degree/credentials you would like to pursue you should determine if that degree is off ered at the school of interest. Th e require-ments may vary from school to school; therefore, you should inquire about the specifi c requirements of the program. You’ll fi nd out more information about admission requirements in Chapter two. If you recall, earlier in the research section it discussed the rigor of doctoral programs. Depending on how rigorous the program, one may need to juggle multiple tasks such as school, work, family, social, and the unforeseen. It can also aff ect your overall wellness. Th e history of the school should be considered with regards to: the retention rates, gradu-ation rates, continuous accreditation, conferring of degrees, funding, and etcetera. In reviewing the types of schools, you want to make sure that the selected program is accredited and fi nd out who awards the accreditation. If it’s not accredited you should inquire for more infor-mation. As you can see, selecting the type of school that best fi ts your needs and style is a multifaceted task.


PROGRAM REQUIREMENTS

Th e requirements for a doctoral counseling program may vary de-pending on the university and the area of study. Some schools require standardized tests such as the Graduate Record Examination (GRE) and the Miller Analogy Test (MAT). Your tests results may be consid-ered in conjunction with other requirements such as your cumulative grade point average (GPA), your essay, interview, and previous work experience. Some schools require recommendations from those who are familiar with your skills and abilities. Th erefore, you should iden-tify individuals who would give you favorable recommendations before applying to the program. It’s the responsibility of the applicant to thor-oughly review the program requirements, so they can be fully aware of the expectations in order to make a competent decision. Additional information regarding the admissions process will be highlighted in Chapter Two.

WHAT YOU BRING TO THE PROGRAM

Oftentimes applicants are so focused in fulfi lling the requirements for the applications that they lose sight of the unique attributes that they bring to the program. Some of those attributes may include: strong writing skills, time-management skills, organizational skills, good oral communication skills, study skills, people skills, and prob-lem solving skills. Students who possess those attributes are likely to develop professional relationships with faculty and colleagues. Additionally, they are able to articulate their views, adequately pre-pare for examinations, are able to multi-task and prioritize, and are able to think critically. One suggestion is to take time out to refl ect upon your attributes in order to determine what you bring to the program.


DETERMINING IF THE SELECTED DOCTORAL COUNSELING PROGRAM IS A GOOD FIT

Th ere are some questions one may ask to determine compatibility with a particular doctoral counseling program. Th ey include: Is the program located in a place where you could live for three to seven years? Does the program support diff erent lifestyles? If you are from a cultural ethnic group that is not the majority at the institution is there a way for you to have community? Is it (the program or institution) a rapidly changing environment? Does the program have a good reputa-tion? Is there a cohort group of doctoral students? Is having a cohort group important to you? Are the faculty/practitioners going to be able to help you make the connections you will need upon graduation? Are students given a “voice” in shaping the program and program activi-ties? (Barratt, 2009). Th ese questions will provide you with a gauge to determine the most appropriate doctoral counseling program for you.

BE AWARE OF RESOURCES

Colleges and universities usually have a wealth of student resources. However, it is the student’s responsibility to seek out and utilize the resources. Such resources may include: writing labs, fi nancial aid, counseling services, student support groups, honor societies, advising, disability services, mentors, tutoring, student services, professional development seminars, teaching assistantships, practicum and intern-ships, career services, scholarships and grants, etc. Th ese resources may vary depending on the specifi c college/university. Applicants should review the resources to determine if they meet their needs. Chapter ten will provide information regarding key counseling career development related resources.


CONCLUSION

Considering all of the factors that we have discussed in chapter one, we hope that you will make an informed decision in selecting a doc-toral counseling program. “Although obtaining a graduate degree can be unbelievably daunting, if you enter graduate school with the right attitude, preparation, and information you will fi nd that it is nowhere near as hard as you thought it would be (Dick, 2009).” Th erefore, use this information as you see fi t and most of all best wishes as you take on the demands of a doctoral counseling program.

SUGGESTIONS

Here are a few websites that you can utilized to assist you in prepar-ing for standardized graduate school exams and to determine learning styles.

1. www.gmat.org2. www.gre.org3. www.people.blsd.edu/~bwjames/tut/learning-style

REFERENCES

Barratt, W. ( 2009). Selecting a student aff airs graduate program. (4th Ed.) SanFrancisco: Jossey-Bass.

Corey, G., Corey, M.S. (2006). Invitation to personal learning and growth. I never knew I had a choice: Explorations in personal growth (pp. 28–31). California: Brooks/Cole.

Dick, C. (2009). Tips for making the transition to graduate school. Helium Inc. Retrieved May 6, 2009, from http://www.helium.com.

Kim, Y., Knauss, C. & Graham, J., (2008). Predictors of student success in clinical,counseling, and school psychology. American Psychological Association Convention Presentation.


Ku, H., Lahman, M.K.E., Yeh, H. & Cheng, Y. (2008). Into the academy: preparing and mentoring international doctoral students. Education Tech Research Develop-ment, 56, 365–377.

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