The Lived Experience of Marriage and Family Therapy Doctoral Graduates: A Phenomenological Study

References

• Ampaw, F. D., & Jaeger, A. J. (2012). Completing the three stages of doctoral education: An event history analysis. Research in Higher Education, 53(6), 640–660. doi:10.1007/s11162-011-9250-3
   Web of Science ®Google Scholar
• Anastas, J. W. (2006). Employment opportunities in social work education: A study of jobs for doctoral graduates. Journal of Social Work Education, 42(2), 195–209. doi:10.5175/JSWE.2006.200400426
   Web of Science ®Google Scholar
• Barnhill, R., & Stanzione, D. (2004). Support of graduate students and postdoctoral researchers in the sciences and engineering: Impact of related policies and practices (Report No. 6-04). National Science Foundation, National Institutes of Health, and the Council of Graduate Schools. http://www.ehr.nsf.gov/dge/support_workshop.html
   Google Scholar
• Barry, M., & Mathies, C. (2011). An examination of master’s student retention & completion. Paper presented at the Annual Forum of the Association for Institutional Research, Association for Institutional Research.
   Google Scholar
• Blow, A., & Sprenkle, D. (2001). Common factors across theories of marriage and family therapy: A modified Delphi study. Journal of Marital and Family Therapy, 27(3), 385–401. doi:10.1111/j.1752-0606.2001.tb00333.x
   PubMed Web of Science ®Google Scholar
• Commission on Accreditation for Marriage and Family Therapy Education. (2018). COAMFTE directory of accredited doctoral programs (Unpublished report). Commission on Accreditation for Marriage and Family Therapy Education.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. (3rd ed.). SAGE Publications, Inc.
   Google Scholar
• Doran, J. M., Kraha, A., Marks, L. R., Ameen, E. J., & El-Ghoroury, N. H. (2016). Graduate debt in psychology: A quantitative analysis. Training and Education in Professional Psychology, 10(1), 3–13. doi:10.1037/tep0000112
   Web of Science ®Google Scholar
• Hall, D. T., Lee, M. D., Kossek, E. E., & Las Heras, M. (2012). Pursuing career success while sustaining personal and family well-being: A study of reduced-load professionals over time. Journal of Social Issues, 68(4), 742–766. doi:10.1111/j.1540-4560.2012.01774.x
   Web of Science ®Google Scholar
• Hoskins, C. M., & Goldberg, A. D. (2005). Doctoral student persistence in counselor education programs: Student-program match. Counselor Education and Supervision, (3)44, 175–188. doi:10.1002/j.1556-6978.2005.tb01745.x
   Google Scholar
• Kerlin, S. P. (1995). Surviving the doctoral years: Critical perspectives. Education Policy Analysis Archives, 3(17). Retrieved from http://epaa.asu.edu/epaa/v3n17.html
   Google Scholar
• Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218–231. doi:10.1016/j.cedpsych.2015.03.004
   Web of Science ®Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
   Google Scholar
• Miller, J. K., & Lambert-Shute, J. (2009). Career aspirations and perceived level of preparedness among marriage and family therapy doctoral students. Journal of Marital and Family Therapy, 35(4), 466–480. doi:10.1111/j.1752-0606.2009.00150.x
   PubMed Web of Science ®Google Scholar
• Moustakas, C. (1994). Phenomenological research methods. Sage.
   Google Scholar
• Sprenkle, D. H. (2010). The present and future of MFT doctoral education in research-focused universities. Journal of Marriage and Family Therapy, 36, 270–281.
   Google Scholar
• Pauley, R., Cunningham, M., & Toth, P. (1999). Doctoral student attrition and retention: A study of a non-traditional Ed.D. program. Journal of College Student Retention, 1(3), 225–238. doi:10.2190/RAWM-HXTB-M72D-1FFH
   Google Scholar
• Polson, M., & Nida, R. (1998). Program and trainee lifestyle stress: A survey of AAMFT student members. Journal of Marital and Family Therapy, 24(1), 95–112. doi:10.1111/j.1752-0606.1998.tb01065.x
   PubMed Web of Science ®Google Scholar
• Posselt, J. (2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and well-being. The Journal of Higher Education, 89(6), 988–1013. doi:10.1080/00221546.2018.1449080
   Web of Science ®Google Scholar
• Saldaña, J. (2015). Thinking qualitatively: Methods of mind. Sage.
   Google Scholar
• Sternberg, D. (1981). How to complete and survive a doctoral dissertation. St. Martin’s Press.
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage.
   Google Scholar
• United States Census Bureau. (2011). Educational attainment: Five key data releases from the U.S. census bureau. https://www.census.gov/newsroom/cspan/educ/educ_attain_slides.pdf
   Google Scholar
• van der Haert, M., Ortiz, E. A., Emplit, P., Halloin, V., & Dehon, C. (2014). Are dropout and degree completion in doctoral study significantly dependent on type of financial support and field of research?. Studies in Higher Education, 39(10), 1885–1909. doi:10.1080/03075079.2013.806458
   Web of Science ®Google Scholar
• van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy (2nd ed.). Routledge.
   Google Scholar
• West, I. J., Gokalp, G., Vallejo, E., Fischer, L., & Gupton, J. (2011). Exploring effective support practices for doctoral students’ degree completion. College Student Journal, 45(2), 310–323.
   Google Scholar
• Willging, P. A., & Johnson, S. D. (2009). Factors that influence students' decision to dropout of online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127.
   Google Scholar
• Woolley, S. R. (2010). Purposes, diversities, and futures in MFT doctoral education. Journal of Marital and Family Therapy, 36(3), 282–290. doi:10.1111/j.1752-0606.2009.00160.x
   PubMed Web of Science ®Google Scholar
• Yang, L., & Webber, K. (2015). A decade beyond the doctorate: The influence of a US postdoctorate appointment on faculty career, productivity, and salary. Institute of Higher Education, 70, 667–687. doi:10.1007/s10734-015-9860-3
   Google Scholar