Dissertation Support Group

Inman, Arpana G.; Silverstein, Michael E.

doi:10.1300/j035v17n03_05

Cited by 14 publications

(29 citation statements)

References 4 publications

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“…Given that procrastination is significantly more common in students whose dissertations are delayed, it would also be useful to examine if interventions and incentives earlier on in doctoral training would help students move along, both before and during internship (Krieshok et al, 2000; Muszynski & Akamatsu, 1991). Students have reported finding dissertation support groups helpful (Inman & Silverstein, 2003; Pauley, 2004). Recently, the Chicago School of Professional Psychology developed a doctoral dissertation support center (Glazek, Adu, & McFeeters, 2018).…”

Section: Discussionmentioning

confidence: 99%

A systematic review of research on dissertations in health service psychology programs.

Vidair

Kobernick

Rosenfield

et al. 2019

Training and Education in Professional Psychology

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Completing a dissertation is typically the final step in attaining a doctoral degree in psychology. Health service psychology doctoral programs accredited by the American Psychological Association’s (APA) Commission on Accreditation usually require a dissertation as part of students’ training in partial fulfillment of APA’s competency in research. It should follow that faculty use evidence-based strategies to mentor students through the dissertation process while students search for empirically supported guidance on how to successfully complete this milestone. No review of research on the doctoral dissertation, however, has been conducted. The purpose of this review was to systematically assess research on the psychology doctoral dissertation, particularly in the health service fields of clinical, counseling, and school psychology. A comprehensive literature search focused on the doctoral dissertation in psychology. The search yielded 18 articles that were then sorted into 6 categories: dissertation development in the field, dissertation mentorship, dissertation method, students’ dissertation experiences, dissertation authorship credit, and postdissertation research activity. Based on the empirical literature, we provide directions for future research that could help facilitate evidence-based recommendations for the dissertation process.

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Section: Discussionmentioning

confidence: 99%

A systematic review of research on dissertations in health service psychology programs.

Vidair

Kobernick

Rosenfield

et al. 2019

Training and Education in Professional Psychology

View full text Add to dashboard Cite

show abstract

“…This does not mean the experiences of those further along are not important, or help to demystify the PhD process (Ferguson, 2009), but that each member's suggestions and expertise should be recognised and encouraged. There is a different power dynamic between peers than students and supervisors which means the process of advice is less hierarchical or linear (Inman & Silverstein, 2003). Nonetheless, it can still be tricky to manage but if done successfully then the richness of advice is amplified.…”

Section: Advicementioning

confidence: 99%

“…For example, I had discounted a concept linked to my wider topic and this was challenged by a person who had used it with an explanation as to why they found it helpful and a resource which explained the link in a new way. Sometimes more formal challenges are focused on the content of the work/idea, negating the TOR FROM SCEPTIC TO TRUE BELIEVER emotions experienced when received (Inman & Silverstein, 2003). The more informal relationships in my group help offer a more balanced way of delivering these challenges, which makes them easier to digest.…”

Section: Advicementioning

confidence: 99%

“…The more formal relationships with supervisors can make students feel wary of appearing uncertain. There can also be tensions between different positions, expectations and priorities as well as time restrictions (Inman & Silverstein, 2003). I feel lucky to have supervisors who are supportive, which I know is not always the case for everyone (Nasiri & Mafakhen, 2015), but I still want to go to them with more fully formed ideas and make the most of the time we have.…”

Section: Reassurancementioning

confidence: 99%

“…This then leads to a shared session approach of updating each other, bringing problems, and offering advice. Inman and Silverstein (2003) suggest that an unstructured approach is best for groups but that they should be 'process' focused. I would also advocate for this, as in previous groups I have felt that a lack of shared approach has meant that sessions have meandered aimlessly making them a frustrating time 'cost'.…”

Section: Pitfallsmentioning

confidence: 99%

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Fatigue is a common experience for adults with chronic health conditions. Less is understood about the prevalence of fatigue in the paediatric population. This review aimed to synthesise what is known about the point prevalence of fatigue across chronic health conditions within children and young people. Three databases were searched, from January 2000 to July 2021, to identify studies reporting prevalence rates in chronic health conditions in under 18s. Methodological quality was assessed with a modified version of the Newcastle-Ottawa Scale for Cross-Sectional Studies. Twenty-five studies were included. Variations in the assessment of fatigue, across a range of conditions, and heterogenous reporting of prevalence precluded meaningful meta-analysis and so narrative synthesis was completed. Discrepancies in prevalence reports were noted within and across conditions and between child and parent reports but showed fatigue to be more prevalent in those with chronic health conditions compared to healthy peers. Despite discrepancy in prevalence rates of fatigue, some level of fatigue is present across chronic health conditions and tends to be higher in this population compared to healthy peers. Limitations alongside clinical implications and recommendations for future research are discussed. Funding InformationNone.

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In today's dominant modes of pedagogy, questions about issues of race, class, gender, sexuality, colonialism, religion, and other social dynamics are rarely asked. Questions about the social spaces where pedagogy takes place -in schools, media, and corporate think tanks -are not raised. And they need to be.The Explorations of Educational Purpose book series can help establish a renewed interest in such questions and their centrality in the larger study of education and the preparation of teachers and other educational professionals. The editors of this series feel that education matters and that the world is in need of a rethinking of education and educational purpose.Coming from a critical pedagogical orientation, Explorations of Educational Purpose aims to have the study of education transcend the trivialization that often degrades it. Rather than be content with the frivolous, scholarly lax forms of teacher education and weak teaching prevailing in the world today, we should work towards education that truly takes the unattained potential of human beings as its starting point. The series will present studies of all dimensions of education and offer alternatives. The ultimate aim of the series is to create new possibilities for people around the world who suffer under the current design of socio-political and educational institutions.For other titles published in this series, go to

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Dissertation Support Group

Cited by 14 publications

References 4 publications

A systematic review of research on dissertations in health service psychology programs.

A systematic review of research on dissertations in health service psychology programs.

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Learning Communities In Practice

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