Nathan Pruitt

Influences on Women Counseling Psychology Associate Professors’ Decisions Regarding Pursuit of Full Professorship

Twelve women tenured as associate professors in American Psychological Association—accredited counseling psychology doctoral programs were interviewed regarding their pursuit of promotion to full professor. Interview data were analyzed using a modified version of consensual qualitative research. Most participants indicated a strong desire to be promoted and stated that they would not change their minds about achieving this goal. Participants reported that their universities’ guidelines for promotion emphasized a strong publication record and evidence of a national reputation, but participants often described these criteria as vague. Pursuit of full professorship was encouraged by having a current mentor, receiving supportive feedback about applying for promotion, and publishing noteworthy research. Pursuit of full professorship was discouraged by negative prior promotion experiences, feelings that colleagues did not value the participant’s research, and conflicts between career and family obligations. Results are discussed within the context of Super’s theory of career development and social cognitive career theory.

An Exploration of First-Generation College Students’ Career Development Beliefs and Experiences

First-generation college students (FGCS) represent a large proportion of individuals seeking higher education in the United States; yet this population does not perform as well academically as, and persist to graduation at lower rates than, their peers who have more familial context for the college-going experience. Completing a college degree is clearly tied to employability and mental wellness, which makes FGCS’s plight an important issue. Although there is a significant body of research about FGCS’s academic performance and experiences, there is little research about this population’s beliefs and experiences along their career path. Using an exploratory qualitative approach (Consensual Qualitative Research) and a well-researched model of career development (Social Cognitive Career Theory), we asked 15 FGCS about external influences on, and internal beliefs about, their career development process. Three major domains emerged from the data—external influences on the career development process, understanding of the career development process, and self-concept. These results provide a foundation for future research, as well as implications for practice with this population.

Positive and problematic dissertation experiences: The faculty perspective

We interviewed 14 clinical and counseling psychology faculty regarding their experiences chairing positive and problematic dissertations. Data were analyzed using consensual qualitative research (CQR). Participants reported that advisors’ roles involved guiding/facilitating dissertations and helping students shape research ideas; students’ roles included taking responsibility, working independently, and maintaining good relationships with the chair/committee. With positive dissertation experiences, chairs and students collaborated before the dissertation, worked together well during the dissertation, and students began the dissertation feeling competent and motivated; such dissertations positively affected participants. Problematic dissertation experiences evinced difficult relationships between chair and student, and students’ low research capability; such dissertations negatively affected participants.

Can boundary crossings in clinical supervision be beneficial

Published studies have addressed boundary violations by clinical supervisors, but boundary crossings, particularly those deemed positive by supervisees, have not received much attention. Eleven trainees in APA-accredited doctoral programs in clinical and counseling psychology were interviewed regarding positive boundary crossings (PBCs) they experienced with clinical supervisors. Interview data were analyzed using Consensual Qualitative Research. Examples of PBCs included socializing with supervisors outside the office, sharing car rides, and supervisor self-disclosure. Typically, supervisees did not discuss the PBC with their supervisors because they were uncomfortable doing so, felt that the PBC was normal, or felt that processing such issues was not part of the supervisor’s style. Most supervisees viewed the PBCs as enhancing the supervisory relationship and their clinical training; however, some participants reported that the PBCs created role confusion. The results suggest that there are legitimate reasons for supervisors to be scrupulous about their boundaries with supervisees; however, supervisors who hold rigid boundaries can deprive supervisees of deeper mentoring relationships or a more authentic emotional relationship that can be valuable to supervisees learning how to provide psychotherapy.

Crying in psychotherapy: The perspective of therapists and clients.

Eighteen U.S.-based doctoral students in counseling or clinical psychology were interviewed by phone regarding experiences of crying in therapy. Specifically, they described crying as therapists with their clients, as clients with their therapists, and experiences when their therapists cried in the participants’ therapy. Data were analyzed using consensual qualitative research. When crying with their clients, therapists expressed concern about the appropriateness/impact of crying, cried only briefly and because they felt an empathic connection with their clients, thought that the crying strengthened the relationship, discussed the event with their supervisor, and wished they had discussed the event more fully with clients. Crying as clients was triggered by discussing distressing personal events, was accompanied by a mixture of emotions regarding the tears, consisted of substantial crying to express pain or sadness, and led to multiple benefits (enhanced therapy relationship, deeper therapy, and insight). When their therapists cried, the crying was brief, was triggered by discussions of termination, arose from therapists’ empathic connection with participants, and strengthened the therapy relationship. Implications for research, training, and practice are presented.