A Qualitative Examination of Graduate Advising Relationships: The Advisor Perspective

Nineteen counseling psychology faculty members were interviewed regarding their advising relationships with doctoral students. Advisors informally learned to advise from their experiences with their advisor and their advisees and defined their role as supporting and advocating for advisees as they navigated their doctoral program. Advisors identified personal satisfaction as a benefit and time demands as a cost of advising. Good advising relationships were facilitated by advisees’ positive personal or professional characteristics, mutual respect, open communication, similarity in career path between advisor and advisee, and lack of conflict. Difficult relationships were affected by advisees’ negative personal or professional characteristics, lack of respect, research struggles, communication problems, advisors feeling ineffective working with advisees, disruption or rupture of the relationship, and conflict avoidance. Implications for research and training are discussed

Becoming Psychotherapists: Experiences of Novice Trainees in a Beginning Graduate Class

The authors investigated the experiences related to becoming psychotherapists for 5 counseling psychology doctoral trainees in their first prepracticum course. Qualitative analyses of weekly journals indicated that trainees discussed challenges related to becoming psychotherapists (e.g., being self-critical, having troubling reactions to clients, learning to use helping skills), gains made during the semester related to becoming psychotherapists (e.g., using helping skills more effectively, becoming less self-critical, being able to connect with clients), as well as experiences in supervision and activities that helped them cope with their anxieties. Results are discussed in 5 broad areas: feelings about self in role of psychotherapist, awareness of reactions to clients, learning and using helping skills, reactions to supervision, and experiences that fostered growth. Implications for training and research are provided

Addressing Religion and Spirituality in Psychotherapy: Clients\u27 Perspectives

Twelve adult clients described the role of religion and spirituality in their lives and in therapy as a whole, as well as their specific experiences of discussing religious-spiritual topics in individual outpatient psychotherapy with nonreligiously affiliated therapists. Data were analyzed using Consensual Qualitative Research (CQR; Hill, Thompson, & Williams, 1997). Results indicated that clients were regularly involved in religious-spiritual activities, usually did not know the religious-spiritual orientation of their therapists, but often found them open to such discussions. Specific helpful discussions of religion-spirituality were often begun by clients in the 1st year of therapy, were related to clients\u27 presenting concerns, were facilitated by therapists\u27 openness, and yielded positive effects. Specific unhelpful discussions were raised equally by clients and therapists early in therapy, made clients feel judged, and evoked negative effects. Implications for practice and research are addressed

A Qualitative Examination of Graduate Advising Relationships:The Advisee Perspective

Sixteen 3rd-year counseling psychology doctoral students were interviewed about their relationships with their graduate advisors. Of those students, 10 were satisfied and 6 were unsatisfied with their advising relationships. Satisfied and unsatisfied students differed on several aspects of the advising relationship, including (a) the ability to choose their advisors, (b) the frequency of meetings with their advisors, (c) the benefits and costs associated with their advising relationships, and (d) how conflict was dealt with in the advising relationship. Furthermore, all of the satisfied students reported that their advising relationships became more positive over time, whereas many of the unsatisfied students reported that their advising relationships got worse (e.g., became more distant) over time

Supervisors\u27 Reports of the Effects of Supervisor Self-Disclosure on Supervisees

Using consensual qualitative research, researchers interviewed 16 supervisors regarding their use of self-disclosure in supervision. Supervisors reported that their prior training in supervisor self-disclosure (SRSD) came via didactic sources and encouraged judicious use of SRSD. Supervisors used SRSD to enhance supervisee development and normalize their experiences; supervisors did not use SRSD when it derailed supervision or was developmentally inappropriate for supervisees. In describing specific examples of the intervention, SRSD occurred in good supervision relationships, was stimulated by supervisees struggling, was intended to teach or normalize, and focused on supervisors\u27 reactions to their own or their supervisees\u27 clients. SRSD yielded largely positive effects on supervisors, supervisees, the supervision relationship, and supervisors\u27 supervision of others

International Advisees\u27 Perspectives on the Advising Relationship in Counseling Psychology Doctoral Programs

Ten international students in U.S.-based counseling psychology doctoral programs were interviewed regarding their experiences as doctoral students, especially their advising relationship. Data were analyzed using consensual qualitative research (CQR). Participants reported more challenges than benefits of being international students, and more often described their doctoral programs as not culturally receptive than receptive to international students. Despite this assessment of the overall doctoral program, they described their own advising relationships as predominantly positive. Many international students discussed with their advisor their difficulties adjusting to a new environment and being away from home, and identified unique personal and professional needs as international students. Participants recommended that international students openly communicate with and seek a good relationship with their advisors, and also recommended that advisors of international students seek to understand and attend to international students\u27 culture and the challenges of being an international student. Implications for training and research are addressed

Towards Neutrino Mass from Cosmology without Optical Depth Information

With low redshift probes reaching unprecedented precision, uncertainty of the CMB optical depth is expected to be the limiting factor for future cosmological neutrino mass constraints. In this paper, we discuss to what extent combinations of CMB lensing and galaxy surveys measurements at low redshifts $z\sim 0.5-5$ will be able to make competitive neutrino mass measurements without relying on any optical depth constraints. We find that the combination of LSST galaxies and CMB-S4 lensing should be able to achieve constraints on the neutrino mass sum of 25meV without optical depth information, an independent measurement that is competitive with or slightly better than the constraint of 30meV possible with CMB-S4 and present-day optical depth measurements. These constraints originate both in structure growth probed by cross-correlation tomography over a wide redshift range as well as, most importantly, the shape of the galaxy power spectrum measured over a large volume. We caution that possible complications such as higher-order biasing and systematic errors in the analysis of high redshift galaxy clustering are only briefly discussed and may be non-negligible. Nevertheless, our results show that new kinds of high-precision neutrino mass measurements at and beyond the present-day optical depth limit may be possible.Comment: 8 pages, 6 figure

Quantum Response at Finite Fields and Breakdown of Chern Numbers

We show that the response to an electric field, in models of the Integral Quantum Hall effect, is analytic in the field and has isolated essential singularity at zero field. We also study the breakdown of Chern numbers associated with the response of Floquet states. We argue, and give evidence, that the breakdown of Chern numbers in Floquet states is a discontinuous transition at zero field. This follows from an observation, of independent interest, that Chern numbers for finite dimensional Floquet operators are generically zero. These results rule out the possibility that the breakdown of the Hall conductance is a phase transition at finite fields for a large class of models.Comment: 16 pages, 8 eps figures, LaTeX2e with IOP style. Many changes, including new materia