Thesis (Ph.D.)--Duquesne University, 2008. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 86-94) and index.

Thesis (Ph. D.)--University of Wyoming, 2005. / Includes bibliographical references.

The purpose of this study was to identify factors that may affect counseling psychology doctoral students' tendencies to seek professional psychological help for their personal problems. The study had the following specific goals: (a) to identify psychology students' reasons for seeking professional help, (b) to identify psychology students' reasons for hesitating to seek professional help, (c) to determine the incidence of personal distress among psychology students, (d) to determine the incidence of professional psychological help seeking, and (e) to begin to examine the impact that training environments have on the development of psychologists' attitudes toward seeking personal psychotherapy.The population of this study was doctoral students in APA-approved programs in Counseling Psychology during their internship phase of training. The sample consisted of 178 pre-doctoral interns. Students were mailed a survey developed by the researcher. The survey instrument consisted of questions about psychological problems experienced and the extent to which students had sought or would seek help for these problems. The survey also addressed students' perceptions about whether or not personal help seeking was advocated in their training programs and extent to which the topic of personal psychotherapy was included in their graduate curriculum.Data were analyzed using a combination of qualitative and quantitative procedures. Grounded theory analysis techniques, frequency distributions and multiple regression analyses were utilized.The study reveals that the decision to seek help is a complex one. While most students had sought or would be willing to seek help in the future, many would hesitate to do so. Conclusions drawn are that psychologists (in training) may prefer to turn to professional help as a last resort, and that there are barriers that prevent trainees from obtaining psychological services including finances, availability of therapists, and concerns about confidentiality. Trainees who have had positive experiences with therapy or who value it for personal or professional growth are more likely to seek help. Trainees who perceive that help seeking is normative among their peers are also more likely to seek help. The topic of "psychologists' seeking help for themselves" is not consistently addressed as a part of counseling psychologists' formal training. / Department of Counseling Psychology and Guidance Services

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains ix, 120 p.; also includes graphics. Includes bibliographical references (p. 115-120). Available online via OhioLINK's ETD Center

Faculty advising is crucial for student success, but little is known about the specific relationship between advising and master's students' success. Given that master's student enrollment is growing and diversifying, examining the relationships between advising and success is imperative for institutional efficiency and educational excellence. This quantitative study investigated nearly 1,000 master's students' experiences with two primary types of advising--administrative and mentoring. The study looked for correlations with multiple proxies of student success (e.g., graduation, retention, institutional commitment, and GPA). As well, other potentially influential individual, educational, and organizational variables (e.g., background characteristics, peer culture, and department climate) were examined for their effect on the relationship between advising and success. Results indicate that student satisfaction with advising is correlated with success. In particular, student satisfaction with administrative advising, which communicates accurate policies and helps students form educational plans, increased student success. Student satisfaction with mentoring advising, which emphasizes individualized professional support (e.g., feedback on thesis writing) was also shown to facilitate master's student success. Recommendations highlight the importance of creating degree maps and electronic degree tracking as a form of administrative advising support for students and the importance of having nurturing multiple faculty-student contacts within the department to build collegial rapport and mentoring relationships.