The purpose of this qualitative study was to explore how six counselor education doctoral students perceive recovery. The objective of the study was to understand counselors-in-training view of recovery. Findings revealed five themes: mind, feelings, body, support, and spirituality, all interconnected with a holistic center. Based on the findings, counselor educators should encourage doctoral students to reflect on their perspectives of recovery.

The development of a community environment and strong mentoring relationships is integral in helping doctoral students complete their degrees. Of the stages comprising a student's academic career, effective conceptualization and writing of the dissertation proves the most challenging and may result in failure to complete a doctoral degree. The researchers developed and used their Research Mentoring Model (RMM) to help doctoral students identify research topics, move into a researcher identity, and develop a sense community. This hermeneutic phenomenological sought to understand the experience of the five first year doctoral students participants. All were enrolled in a CACREP accredited Counselor Education and Supervision program of a western university. Each student was the Focus Person during participated in a structured, 90-minute mentoring to explore the possible directions of dissertation research. The sessions were attended by faculty and advanced doctoral students who provide feedback and discuss possible research. The five first year students were then interviewed about their experiences with the RMM. The themes that emerged from the individual interviews included: experiencing a sense of community, developing a researcher identity, increasing confidence, self-efficacy and motivation, as well as finding support from peers and faculty. The Article concludes with limitations, reflections and directions for future research. Earning a doctoral degree is a complex process that involves the crossing of several thresholds leading to successful graduation (Kiley, 2010; McAlpine & Lucas, 2011;Protivnak & Foss, 2009). Across disciplines, the doctoral dissertation is historically the final requirement between a doctoral candidate and the completion of a doctoral degree (Aitchison, Catterall, Ross, & Burgin, 2011;Pillay & Kritzinger, 2007). Of the stages that comprise a student's academic career, the dissertation process often prove the most challenging and may result in degree noncompletion (Carter, 2011;Gardner, 2010;Kiley & Wisker, 2009) Despite the tolerable completion rates in Counselor Education, there remain serious consequences for institutions and their students who do not graduate. Energy, time, and financial resources seem wasted for students who discontinue their academic path. What can be done?Building a community of faculty and doctoral student researchers may minimize the attrition rate, support doctoral students to move into a research identity, and enhance motivation toward graduation (Griffiths, Thompson, & Hryniewicz, 2010). Thus, the purpose of this study was to investigate the creation of a research community and collateral activities meant to support doctoral students through the dissertation process.For the current research study, the community of researchers is defined as a group of university faculty, especially dissertation advisors, and doctoral students at various stages in their doctoral work. Community members provide support and feedback, as well as ensure accountability, whi...

The authors analyzed the narrative writings of four counselors-in-training in practicum using directed content analysis. Developmental themes corresponded to current theories of counselor development. Narratives and supervisor responses are sequentially provided to aid new counselors and supervisors in understanding the complexities of counselor developmental and counselor supervision.