ACCREDITATION

 The doctoral program in counseling is fully accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

 
I. PHILOSOPHY

 Philosophy of Academic Programs in Counseling at George Washington University:

All graduate programs in counseling at George Washington University are guided by a basic philosophy.

 The counseling faculty at George Washington University affirms its commitment to counseling as an effective, viable means of assisting individuals through normal development in prevention and in coping effectively with personal and social problems. The goal of the counseling program is to prepare highly knowledgeable and skilled professional practitioners to work in a variety of settings -- schools, colleges and universities, community and rehabilitation agencies. The practice of counseling is based on theory and research information, an understanding of ethical practices, and a set of professional and interpersonal skills. Concurrent and ongoing exposure to conceptual frameworks, research findings, and informed practice is the basic curriculum model employed. It is recognized that an interaction of these two components is essential.

 Professional counselors need to be prepared to work in collaboration with other helping professionals, paraprofessionals, and a variety of self-help groups. Counseling students are encouraged to make maximum use of existing community resources in assisting those whom they serve.

 The counselor, regardless of his/her theoretical stance, functions as a change agent, who is sensitive to and knowledgeable about the range of human development reflected in individual differences and cultural diversity. Effective and positive change is brought about by assisting clients to examine and modify their behavior for more effective living, by assisting clients to cope with, adjust to, or otherwise negotiate the environments affecting their psychosocial well-being, and by effecting change in the larger society, whenever such a change is perceived to be conducive to the fullest possible development of human potential.

 The counseling faculty, while representing a range of views, is in agreement that individual beliefs and theoretical patterns must be fostered in graduate counseling students. Faculty members represent an array of models and information that they make available to students to help them clarify their own philosophical, theoretical, and practical positions.

 An open atmosphere is recognized as necessary to allow students to fully explore professional issues. Closely related is a viewpoint emphasizing self-awareness and personal value clarification regarding such issues as the nature of man and the meaning of life.

 An interdisciplinary approach is espoused in the education of counselors. All the behavioral and social sciences are considered as important to the understanding of the complexity of human behavior. The counseling faculty presents this information and methodology from a range of disciplines.

 The faculty is in agreement that the emphasis of the program must be on respecting the uniqueness of the individual. There must be caution to avoid molding people into the status quo. Typical stereotypes can lead to expectations that can detract from individual growth. Personal strengths must be brought into focus.

The faculty encourages individuals from a wide variety of personal, social and educational backgrounds to apply to the counseling programs. They recognize the need to prepare professional counselors, supervisors, researchers, and leaders to serve a diversified and varied population of clients.

        The counseling programs of study are offered at three graduate degree levels, representing a sequence of broad-based studies and supervised experiences for (1) entry into the counseling profession as a knowledgeable and skilled practitioner by completion of a 48 semester-hour master's degree program, (2) preparation for a supervisory/management role in professional counseling by completion of a 30-42 semester hour intermediate (specialist) degree program, and (3) preparation for a leadership/research/clinical role in professional counseling by completion of a doctoral degree program.

        Especially at the level of advanced graduate study and postgraduate practice, professional counselors are expected to possess substantial research capabilities and interests. At this advanced professional level, and particularly in connection with university counseling faculty, counselors are expected to engage in sustained productive research and scholarship, appropriately disseminated among professional colleagues, for building the body of knowledge in counseling.

The doctoral program in counseling at George Washington University is designed to build on knowledge and skills developed in a master's degree program similar in content and length to that offered at George Washington University. (See Course Planning Form in Appendix for prerequisites).

 Philosophy statement first approved by the Counseling faculty on April 9, 1991.

II. MISSIONS, GOALS, OBJECTIVES

 Mission

The mission of the doctoral program in counseling at George Washington University incorporates and builds on the Mission of the GW Graduate Programs in Counseling. Specifically:

The mission of the doctoral program in counseling at George Washington University is to prepare highly knowledgeable, skilled, dedicated, and ethical professionals, researchers, educators, and practitioners for leadership and expert service that enhances human development and advances the counseling profession.

 The mission of GW's doctoral program represents a commitment to develop advanced knowledge, skills, and dedication especially in the areas of:

Goals and Objectives

A. Research
Program Goal: Ability to critically analyze and evaluate research (design, methodology and statistical analyses), formulate and implement own research designs and methodologies, and to be knowledgeable in advanced quantitative and qualitative analyses appropriate for doctoral-level research.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge, and experience to:

1. Engage in research related to counseling and similar activities;
2. Analyze, interpret, evaluate, and report research data (quantitative & qualitative)

 B. Leadership

Program Goal: Ability to assume an effective leadership position as a professional counselor by taking responsibility in a wide variety or roles and settings, e. g. public speaking, public relations, publications, workshop development, political action, community involvement, and human service advocacy.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge, and experience to:

1. Become involved in professional associations related to counseling by making content presentations at conventions, assuming significant organizational responsibilities, and engaging in other professional activities;
2. Publish research and scholarly articles in professional counseling journals and related areas.
3. Knowledgeably and effectively address audiences on topics related to counseling theory, practice, and services

 C. Academic and Clinical Instruction
Program Goal: Ability to develop course objectives, materials, and implementation strategies to effectively teach counseling and counseling-related courses.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge, and experience to:

1. Teach courses in guidance, counseling, and related subjects at undergraduate and graduate levels;
2. Direct theses and dissertations written by students in counseling and related areas of study.

 D. Clinical Supervision
Program Goal: In-depth understanding of a) theoretical models of counseling supervision; b) roles and functions of a clinical supervisor; c) the purpose and goals of clinical supervision; d) applied practical applications of counseling supervision theory; e) familiarity with current research and major issues in counseling supervision.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge, and experience to:

1. Provide clinical supervision for counselors and related personnel.
2. Provide clinical supervision in counseling education settings.

 E. Counseling
Program Goal: In-depth understanding of a) the counseling process as it relates to advanced clinical practice; b) advanced interview skills; c) applied counseling techniques used in clinical practice d) major issues and specialized information relating to the counseling of special populations; e) methods of crisis-intervention.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to have acquired the necessary advanced skills, knowledge, and experience to:

1. Counsel individuals and groups relative to personal and social problems, and educational and vocational objectives;
2. Provide individual and group counseling services in universities and colleges, schools, clinics, rehabilitation centers, hospitals, public and private sectors, and other settings, in order to assist individuals in achieving more effective personal, social, educational, and vocational adjustment;
3. Conduct counseling or therapeutic interviews to assist individuals from diverse cultural backgrounds to gain insight into personal problems, to define goals, and to plan actions which reflect their interests, abilities, and needs;
4. Provide occupational, educational, and social-personal information to enable individuals to formulate realistic educational, vocational, and personal plans.

F. Clinical Assessment
Program Goal: An understanding of conditions of psychopathology and an ability to identify, diagnose, and assess these conditions.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge and experience to:

1. Collect data about individuals through the use of interviews, case history, psychometric instruments, observational techniques and related methods;
2. Select, administer, and interpret tests designed to assess the intelligence, aptitudes, abilities, and interests of individuals, and to apply the knowledge of statistical analysis in doing so;
3. Evaluate data to identify the causes of problems of individuals and to determine the advisability of counseling or referral to other specialists or institutions;
4. Understand and utilize the DSM-IV in diagnoses of counseling cases.

G. Consultation
Program Goal: An understanding of the theoretical bases of consultation and their current applications, and an ability to utilize specialized skills in helping outside agencies organizations, special interest groups, etc. with problem identification, decision-making, functional analyses, and relevant information and recommendations.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skill, knowledge and experience to:

1. Be a consultant to individuals, groups, and organizations on matters related to counseling and other mental health enterprises;
2. Organize and conduct in-service training programs in counseling, testing, and informational activities for counselors;

H. Administration and Management
Program Goal: An understanding of principles and practices of administration and management as applied to counseling and counseling-related programs and the ability to implement these principles and practices.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge and experience to:

1. Organize, administer, and supervise counseling services, activities and personnel responsible for carrying them out;
2. Direct and provide staff training for personnel engaged in providing guidance and counseling for individuals and groups;
3. Organize and supervise the maintenance of informational services libraries used by counseling personnel and their clients;
4. Write proposals for grants, counseling centers, and counseling curriculums and courses.

I. Program Evaluation

Program Goal: An understanding of theoretical bases of program evaluation and their current applications, and an ability to critically assess and analyze outcomes of applied institutional strategies in specific counseling situations (individual, group, organizational) and to make recommendations for development and remediation.

Program Objective: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge, and experience to:

1. Conduct summative and formative evaluations of counseling services and counselor educations programs.

 J. Outreach
Program Goal: An understanding of the professional responsibility and ethical imperative of counselors in responding to the needs of the community and actively contributing to their solutions.

Program Objectives: At the end of the doctoral program, the graduate is expected to have had the opportunity to acquire the necessary advanced skills, knowledge and experience to:

1. Demonstrate an active commitment to under served and special needs populations, e. g., persons in poverty, homeless persons, persons with AIDS, physical abuse victims/survivors, substance abusers, juvenile offenders;
2. Engage in professional and civic activities designed to ameliorate and solve social problems and advance justice and equality of opportunity for all.

Competencies in these areas are built upon those developed in the master's program in counseling at GWU or the equivalent.

 Note: Mission, goals, and objectives were approved as revised by GSEHD Counseling faculty on October 8, 1996.

III. ADMISSION

 The Graduate School of Education and Human Development facilitates the process, however the Ph.D. program is administered through the Columbian School of Arts and Sciences.

 A. Admission Standards

 The applicant must show a Master’s Degree that is at least equivalent to a 48-semester hour degree program in counseling or related areas (e.g., human development, marriage and family, social work, psychology). Applicants who do not meet this requirement must fulfill it in the initial phase of the doctoral studies. This is done on a case by case basis upon a review of the transcript. Most likely the range would be 15-39 credits. In addition, applicants must have a minimum master’s GPA of 3.5 (undergraduate GPA, 3.0 minimum), and a GRE/MAT score in the 50th percentile or better for Verbal or Quantitative and Analytic Scores. Applicants should have three years of previous relevant experience, personal attributes compatible with the mission of the program, and a demonstrated ability for scholarship and leadership in counseling.

 The applicant must obtain an admissions packet from the GSEHD admissions office and interview with at least three faculty members. A writing sample must be completed during one of those interviews. A list of faculty research interests is included in the admissions packet. Applicants who meet all initial requirements, pass the faculty interviews, and show research interests that match those of the program faculty are typically admitted to pre-candidacy. Meeting all the above requirements does not necessarily guarantee admission into the program.

The Graduate School of Education and Human Development works in conjunction with the Disability Support Services Office to assure that all students necessitating special accommodations are provided with needed services so that the student can participate fully in their academic programs.

B. Interviews with Faculty

Applicants must schedule admission interviews with at least three faculty members in counseling and human development. The purpose of the faculty interviews is to assess the applicant's qualifications and suitability for the program and to answer any questions the applicant may have about the program. Some typical faculty questions might include:

-          What is it that makes you want to pursue doctoral study at this time?
-          What types of previous educational and work experiences have you had that have prepared you for doctoral           study?
-          What are your own career objectives upon graduating? Ten years later?
-          What specific areas are you most interested in studying?
-          Have you thought of any areas where you would be interested in doing research?

 * Applicants will be asked for a writing sample during one of the interviews.

 Each of the faculty interviewers submits a written recommendation regarding the applicant's suitability for doctoral study. One of the faculty members helps the applicant fill out the Course Planning Form for potential candidates to the Doctoral Program in Counseling (see Appendix A). This form is designed to help applicants determine if they meet the 48 semester hour course requirement for admission and what courses, if any, may be required as prerequisites. The applicant also discusses with faculty interviewers his or her previous academic and work experience, career goals and objectives, the various program requirements, and the program options that can best meet individualized goals.

Candidates, who meet all initial admissions requirements, including successful faculty interviews, are admitted to pre-candidacy for the degree.

IV. PRE-CANDIDACY AND CANDIDACY REQUIREMENTS

 The doctoral program has two major phases: Pre-Candidacy and Candidacy.

A. Pre-Candidacy
Doctoral students will remain in pre-candidacy from admission through completion of the comprehensive examination.

B. Candidacy Program Requirements
Upon successful completion of the comprehensive exam, students are called candidates until the completion of the dissertation.

 Critical Domains

Evaluation of Domains: Eight critical domains have been identified and approved by the GSEHD faculty. In addition, the counseling program proposes the following 3-part format in which pre-candidates must demonstrate their competence during the pre-candidacy phase.

A written research project will address the domains (critical literature review, research methods), clarity of written and oral thought, and technological skills. This project involves a literature review, research question(s), and definition of variables, measurement and data analysis. The students will collaborate with a faculty member on faculty research. The expectation is that they will produce a publishable article or conference publication.

 A case study presentation will address the domains of professional development and knowledge of specialty areas. Students will analyze an actual counseling case (past or current). The general categories of information to be provided by the student for this case presentations are: a) demonstration of ethical practice; b) data collection (e.g., background and history); c) assessment; d) counseling plan; 3) outcomes of counseling. Students should consult with their major advisor for help in constructing the case study. Students will present this case study before a faculty committee comprising a minimum of three members. The committee can be interdisciplinary. This case study will be beyond normal course requirements.

 Domains: Education foundations, and clarity of written and oral thought. This will be assessed by requiring the students to pass the foundations course (EDUC 301) with a B or better.

Conditions: The written research project will be part of the research course (CNSL 361). Students can schedule the case study presentation within the first year of study, but no later than the third semester. These can be scheduled in April/May, and November/December in consultation with the advisor. For the case study, students will be evaluated on a 4-point rating scale: 1 (reject); 2 (fail with recommendations); 3 (pass); and 4 (superior pass). A 2- rating means that the student would have to make revisions and repeat the presentation on the same topic. A 1-rating means that the students would have to write a new project and case study.

V. PLAN OF STUDY

 The total number of credits required for graduation (not including prerequisites) typically consists of 54-84 semester hours beyond the master’s degree. The semester hours and a description of each area follow below:

 A. GSEHD Foundations. All doctoral students in the School of Education and Human Development are required to take EDUC 301 - Advanced Study: Ideas, Issues, and Practices in Education. This course requirement must be fulfilled in the pre-candidacy phase of study. It may be taken as part of an Alternative Pre-Candidacy with Portfolio.

B. Counseling Core. There are seven core courses required of all doctoral candidates in counseling.These are:

CNSL 220 Special Workshop: Diagnosis and Treatment Planning
CNSL 352 Organization and Administration of Counseling Services- 3 cr. hrs.
CNSL 358 Advanced Theories of Counseling- 3 cr. hrs.
CNSL 361 Seminar: Counseling- 3 cr. hrs.
CNSL 357 Advanced Practicum in Counseling- 2 cr. hrs.
CNSL 359 Internship in Counseling and Counselor Supervision I- 2 cr. hrs.
CNSL 360 Internship in Counseling and Counselor Supervision II- 2 cr. hrs.

Students are also required (in addition EDUC 302, EDUC 306, CNSL361) to complete 6 more credit hours of research related classes, e.g.:

EDUC 307 Qualitative Research Methods
EDUC 303 Data Analysis

C. Human Development Emphasis. The doctoral candidate in counseling is required to take three to nine semester hours in Human Development courses. Selection of appropriate courses is made with the assistance of the student's advisor and the lead Professor of Human Development. Among the courses the candidate may select are the following:

HDEV 229 Cross Cultural Studies of Human Development
EDUC 341 Cognitive Models and Instruction
EDUC 342 Language Development
HDEV 343 Advanced Studies in Human Development
HDEV 344 Adult Development and Aging
CNSL 353 Work, Identity, and Adult Development
HDEV 356 Seminar: Human Development

(Note: It is expected that the candidate will have taken 6-9 semester hours at the master's level in human development, child development, and adolescent development. If not, these must be included in the candidate’s course of studies.)

 D. Area of Specialization. This part of the program is designed by the student and the program committee and is tailored to the student's career goals and objectives and individual background. It is an integrative approach in which the program committee helps the student plan a cognate or supporting field of study, typically 12 to 18 semester hours in length, depending on the interests, needs, and goals of the student.

E. Research Tool. All students are required to take a minimum of 9 semester hours of advanced quantitative analysis, qualitative analysis, and research design course work. Prerequisite statistics courses must be taken during the master's degree or must be completed prior to taking the following required advanced courses:

EDUC 302 Quantitative Methods III: Inferential Techniques
EDUC 306 Quantitative Methods IV: Advanced Research Design
CNSL 361 Seminar in Counseling: **Part of Counseling Core**

* the remainder of the research tool requirement is planned with the advisor

F. Pre-Dissertation Seminar. All students are required to complete three to six hours of pre-dissertation seminar in preparation for dissertation. Completion of the Pre-Dissertation Seminar, CNSL 390, is contingent upon the student obtaining approval for his/her dissertation research design.

VI. COMPREHENSIVE EXAMINATIONS

 A. Introduction
Normally, comprehensive examinations are scheduled at the end of the Fall and Spring semester. Candidates taking the examination must be registered for at least 1 credit hour in the semester it is to be taken and must file a written application in the dean's office at least 30 days prior to the date of the examination. All course work, including the research tool requirement, must be successfully completed prior to taking the Ph.D. Comprehensive Examination in Counseling.

B. Content Areas
The comprehensive examination in Counseling consists of four questions calling for an integration of knowledge in the following areas:

1. Specialty
Individualized for each student

2. Professional Identity and Issues

- Accreditation, licensure, certification
- Legal and ethical Issues
- Professional roles (supervision, administration, consultation)

 3. Theory and Practice

- Individual and group counseling 
- Counseling theories
- Career counseling
- Clinical Supervision
- Human Development

 4. Inquiry

- Diagnosis and Treatment Planning
- Research
- Assessment
- Program Evaluation
- Technology

C. Overall Scoring (Entire Exam)*

Superior Pass: Superior pass to all four questions.

Pass: Satisfactory pass to all four questions

Marginal Fail: Pass or superior pass on three questions. Fails one question. Has to retake the one question.

Clear Fail: Fails two or more questions. Has to retake the questions failed.

D. Scoring (Individual Questions)

Each individual question is scored as superior pass, satisfactory pass, or fail. If fail, exam goes to second reviewer whose scoring will ultimately prevail.

E. Retake*

Students may retake the exam under the following conditions:

Marginal Fail: Retake one question. If fail again, the student must appeal to the GSEHD Appeals Committee to retake for a third time.

Clear Fail: Retake the questions failed. If marginal fail in the retake, then student may appeal to the GSEHD Appeals Committee.

F. Scheduling of Examination

According to the GWU Bulletin, the comprehensive examination is a written 12-hour examination, six hours on each of two successive days. This means the student will have three hours to respond to each of the four questions. There will be one three-hour question in the morning of the first day, and one three-hour question in the afternoon, which will be repeated the second day. Typically, the sequence will be as follows:

1. Specialized question,
2. Professional Identity and Issues,
3. Theory and Practice,
4. Inquiry. Students may use a word processor if they choose.

* At any stage during the Comprehensive Exam Scoring process, students are allowed to appeal to the GSEHD Appeals Committee.

G. Upon successful completion of the comprehensive examination, students will enter the candidacy phase.

VII. DOCTORAL PRACTICUM AND INTERNSHIP

A. Brief Description

The doctoral practicum and internship in counseling are comprised of a sequence of distinctly defined supervised clinical experiences designed to enable interns to (a) continue development of basic counseling and human development skills, (b) develop and refine advanced counseling and counselor supervision knowledge, skills, and techniques, and (c) facilitate continuing integration of professional knowledge and skills appropriate to doctoral level education in counseling.

The sequence of doctoral practicum and internship experiences is divided into three major components, each of which comprises a set of distinct supervised clinical experiences. The three major components are CNSL 357 - Doctoral Practicum (2 semester hours), CNSL 359 - Doctoral Internship I (2 semester hours), and CNSL 360 - Doctoral Internship II (2 semester hours). Each of these components has a 300 clock hour requirement, for a total of 900 clock hours.

B. Planning for Doctoral Practicum and Internship

Students should carefully plan their advanced practicum and internship in collaboration with their faculty advisor. Students should begin planning their internship early in their program. As part of this planning, students should obtain the Internship Information Packet, & Course Outline for CNSL 357/359/360, from their faculty advisor or the lead faculty member for the doctoral program in Counseling.

Students are required to keep a portfolio record of their practicum and internship activities. The student must first plan their sequence of practicum and internship activities with their faculty advisor and cooperating faculty supervisors for each activity, and record their plan on the Student Portfolio Record form. This form may be obtained from the student’s advisor or the lead faculty member for the doctoral program in counseling.

Doctoral students should enroll in the Doctoral Practicum (CNSL 357) soon after being accepted into full doctoral candidacy and prior to, or at least at the same time that they enroll in doctoral Internship I (CNSL 359).

Prior to enrolling for the Doctoral Practicum (CNSL 357), students must confer with the faculty member assigned to supervise the practicum in the semester in which they are enrolling (i.e., the faculty member whose name is listed with the course in the schedule of classes for each semester).

Students must obtain faculty supervisors' signatures upon completion of each practicum activity component. Students receive a grade of IP (In Progress) until they complete all requirements for the practicum and submit their completed log and journal to the faculty coordinator.

Prior to enrolling for Doctoral Internship I (CNSL 359), students must confer with the faculty member assigned to supervise the internship in the semester in which they are enrolling (faculty member whose name is listed with the course in the schedule of classes for each semester).

VIII. DISSERTATION REQUIREMENTS AND STANDARDS

 Dissertation Research Requirements

1. The prerequisite for dissertation research (EDUC, CNSL, HRD, SPED, or TRED 391) is EDUC 390 and completion of all requirements of pre-candidacy and candidacy phases of doctoral work. You may not register for dissertation research credit until:

a) The major field Comprehensive Examination and EDUC 390 have been successfully completed and

b) a Dissertation Topic Approval form has been submitted to the Associate Dean.

If you have not met these criteria and have no further course work to take, you must register for one (1) semester hour of Examination Preparation Course, CNSL 920. Once a topic approval form and other criteria are completed, you may drop the Examination Preparation from your registration at any time within that semester and add Dissertation Research credit.

2. You must register for six (6) semester hours of 391 (Dissertation Research) your first and second semesters of dissertation research. If the dissertation is not completed before the twelve (12) semester hour minimum requirement, you must register for three (3) semester hours of 391 for each additional semester needed until a total of twenty-four (24) semester hours has been attained. Thereafter, you may take one (1) semester hour for each semester until completion of the dissertation or expiration of the eight (8) year doctoral program time line.

OR If you were a member of the Alternative Doctoral Pre-Candidacy Cohort which increased your EDUC 301 requirement from three (3) to six (6) semester hours and subsequently need to adjust the number of dissertation hours you require, you must register for six (6) semester hours of 391 (Dissertation Research) your first semester of dissertation research and three (3) semester hours your second semester of dissertation research. If the dissertation is not completed before your nine (9) semester hour minimum requirement, you must register for three (3) semester hours of 391 for each additional semester needed until a total of twenty-four (24) semester hours has been attained. Thereafter, you may take one (1) semester hour each semester until completion of the dissertation or expiration of the eight (8) year doctoral program time line.

3. Once you have registered for dissertation research credit, you are not eligible to register for Continuous enrollment until after twenty-four (24) semester hours of dissertation research credit have been attained.

Grammar and Style Standards for Doctoral Dissertations

Dissertation candidates are required to use the American Psychological Association Style Manual format for their dissertation. Additionally:

1. Consistently correct usage of the selected manual of style is a minimal expectation.

2. Correct use of the English language is a minimal expectation. If you have difficulties with the use of the language you should refer to an English editor if you can not adequately address the problem yourself.

The Dissertation

Your dissertation may be the most important document you undertake in your educational and professional career. Dissertation research is not something to be entered into lightly. The following framework has been detailed to assist you with the development of your dissertation. It is highly recommended that you spend time reviewing and reading other GSEHD dissertations so that you will feel more comfortable with the format and expectations. You may modify any of the standards below with approval of your full dissertation committee.

A conceptual framework will be developed and explicated. This may appear in Chapter 1 or Chapter 2 based on the advice of your committee.

1. Introduction (Chapter 1)

1.1 Problem and purpose of the study should be stated with clarity and succinctness: A problem statement can address such questions as : What information is missing? Or What don’t we know?

1.2 The problem statement should be linked to the literature review (summary) so as to demonstrate that the study builds on the existing literature.

1.3 Variables (if any) and/or research question(s) should be clearly defined and included in the statement of purpose of the study.

1.4 There should be a section on A Significance of the Study or ANeed for the Study in which the student indicates the salience, importance, meaning and/or special relevance of the study.

1.5 Assumptions and Limitations should be clearly stated.

1.6 Terms should be operationally defined

1.7 An outline of the Research Design should be provided.

 2. Review of the Literature (Chapter II)

2.1 You are expected to do at least two computer-based searches of the literature

2.1a A search of the appropriate literature database or databases, e.g., Psychlit and ERIC

2.1b A separate computer-based search of dissertations (University Microfilms Dissertation Information Services: 1-800-521-0600)

2.2 You are responsible for reviewing the literature in press until the date the student’s data collection begins.

2.3 The review of the literature should be more than just a superficial presentation of who says what about the topic. This includes:

2.3a An overview of the literature reviewed.

2.3b Discussion of the literature/databases reviewed and the search strategies used.

2.3c Synthesis of literature review, and

2.3d Brief summary of the findings of the literature review (a nest for the problem statement)

In other words, you are expected:

2.3e To review the conceptual literature

2.3f To present historical perspective on the origins of the concept and methodology, and

2.3g To present all pertinent information regarding the database studies

For each of the studies reviewed, you are expected to provide the following information:

2.3h Purpose of the study.

2.3i Description of the subjects

2.3j Sample Size

2.3k Research/design and methods, and

2.3l Findings/conclusions.

2.4 A critique of the literature and methodology should be included in this chapter.

2.5 You are expected to read original source material.

 3. Methodology (Chapter III)

3.1 Chapter 3 should include a section on:

3.1a Subjects: the selection and description of the study population.

3.1b Instrumentation: the characteristics of the instruments used,

3.1c Data collection procedures (step by step)

3.1d Data analysis

3.2 You are encouraged to use standardized instruments, not homemade tools unless appropriate standardized instruments are not available.

3.3 For the instrument used you should report, at minimum, the following: validity and reliability indices, how and when the instrument was formed, and information on the subjects on whom the instrument was formed.

3.4 Data collection methods should be specifically and clearly stated--covering issues such as:

3.4a Informed Consent of participants

3.4b Training of data collectors

3.4c Means of distributing /mailing questionnaires

3.4d Receipt control of questionnaires

3.4e Limitations/threats to the validity stemming from the procedures used

3.5 Provide a description of the analysis procedures the student intends to employ, including a rationale for the statistical methods that will be used, as well as the limitations or threats to the validity of the data analysis procedures employed.

4. Results (Chapter IV)

4.1 This chapter should present the findings of the study including charts, graphics, tables, and any other results of the statistical analysis.

4.2 Absolutely NO interpretation in this chapter: just the facts and findings

4.3 You should use the research questions as a means of organizing the report of findings.

4.4 Raw data should not appear in this chapter but be placed in an appendix.

5. Conclusions and Recommendations (Chapter V)

5.1 The purposes of the study should be re-stated at the beginning of this chapter.

5.2 This chapter provides a tight summary of the main findings and a discussion/interpretations of the findings.

5.3 There should be a section on the synthesis of the study’s conclusions as they relate to the literature reported in Chapter II.

5.4 Conclusions should be stated in this chapter. The reader should be able to distinguish these from the findings of the study.

5.5 Recommendations should be made for implementation of the study’s findings or conclusions and for future study.

As a faculty, the GSEHD is committed to working with you to assist you in developing and conducting the best possible research, and in writing the best possible dissertation. The process is by necessity one that requires you to work closely with your committee chairperson and the two other faculty members on your committee. The time commitment on the part of all concerned including yourself, is significant. Much is at stake for you as you work through this process and the GSEHD faculty understands this. In order for you to receive the assistance you need, be certain that you keep in mind the complexity of this process. Plan ahead to meet deadlines and be aware that faculty have many deadlines and can not always help you meet your deadline when they are given short notice. Faculty will need time to read your work and meet with you. When you submit a copy of your committee to consider, be certain that it is the most recent draft of your document. Recognize that you may need to alter your personal and work schedules. Unlike your other projects in course work, the dissertation requires a sustained effort over many months. Knowing this in advance should allow you to make the necessary adjustments in your obligations.

The Dissertations Oral Examination

Consult with the members of your dissertation committee in identifying four (4) additional outside examiners in order to form a Dissertation Examination Committee. Submit the Outside Examiner Recommendation form to the Office of the Associate Dean. Do not contact these designated outside readers prior to confirmation from the Office of the Associate Dean. The Office of the Associate Dean will contact the nominated readers on your behalf. Upon acceptance of your dissertation by your dissertation committee and the formation of your complete Dissertation Examination Committee, secure a copy of the Request for Dissertation Oral Examination form from the Office of the Associate Dean. Complete this form with your dissertation chairperson and secure the signatures of the chairperson and at least one (1) of the two (2) dissertation committee members. Allow a minimum of twenty (20) working days from the date of submission of all materials to the date of the oral examination. The Associate Dean of Advanced Graduate Studies should be in receipt of all dissertation materials for those who plan to graduate in May no later than the third week in February. Check deadlines for other semesters with the Office of the Associate Dean.

IX. GRADUATION

Ceremonies

Convocation or Commencement ceremonies are in May. Students who have completed their requirements in summer and fall (must have registered for fall semester) are eligible for the May ceremony, when the total University has graduation ceremonies.

Doctoral Graduates

After receiving their diploma, doctoral graduates are eligible to register for any course in the University for non-credit without payment of tuition. Such graduates are required to pay a fee based on the prevailing credit-hour rate for one semester hour, as well as the University Center fee, in order to establish their active membership in the University. Special arrangements for privileges need to be made with the dean at least two months in advance.

Doctoral graduates are also regularly invited to participate in alumni association and special events. Every year, usually on the first Saturday in November, the School of Education and Human Development along with the Educational Alumni Association, hosts a "New Directions" conference. This is an excellent opportunity for continuing education and for keeping up with fellow alumni and faculty.

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APPENDIX A

 DEPARTMENT OF COUNSELING/HUMAN AND ORGANIZATIONAL STUDIES
GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

 COURSE PLANNING FORM FOR POTENTIAL CANDIDATES
TO THE DOCTORAL PROGRAM IN COUNSELING

I. INTRODUCTION

Course work associated with the Doctoral Program in Counseling falls into four categories: prerequisite course work; pre-candidacy course work; and post comprehensive examination course work, if required.

II. PREREQUISITE COURSE WORK

A. For admission to the Doctoral Program in Counseling, the applicant must have: a master's degree that is at least equivalent, in content and length, to the entry level master's degree programs in counseling at George Washington University. These master's degree programs require a minimum of 48 semester hours and include graduate course work in the following areas: foundations of counseling; individual assessment in counseling; career development and information; counseling skills development (experiential skills development course); human development; child or adolescent development; theories and techniques of counseling; group counseling; cross-cultural counseling; research procedures; practicum in counseling; and internship in counseling.

Applicants who satisfy the equivalent master's degree requirement in length and content are considered as meeting all prerequisite course requirements for admission to pre-candidacy into the doctoral program in counseling. (Note there are also non-course requirements for admission to pre-candidacy; these are listed elsewhere.) Applicants who do not meet all the prerequisite course requirements must complete such requirements with or prior to admission to pre-candidacy or during pre-candidacy.

 B. Course Work Check List. The following serves as a guide to the doctoral applicant and faculty advisor in determining the extent to which the applicant meets all prerequisite course work requirements. Supply all required information.

1. Master's degree (field:___________________________ ) Yes __  No__

2. Total Number of all graduate semester hours         Completed: _________ semester hours.

3. Graduate course work completed in the following areas:

Course Area                                                                             Yes       No

a. Ethical orientation to counseling                                 ___       ___
b. Individual assessment in counseling                              ___        ___
c. Career development and information                                     ___       ___
d. Counseling skills (experiential course)                                    ___        ___
e. Human development                                                             ___        ___
f. Child development, adolescent development or
   adult development & aging                                                     ___       ___
g. Theories and techniques of counseling                                    ___       ___
h. Group counseling                                                                  ___       ___
i. Cross-cultural counseling                                                        ___       ___
j. Psychosocial adjustment                                                         ___       ___
k. Research Procedures                                                           ___        ___
l. Practicum in counseling                                                          ___       ___
m. Internship in counseling                                                         ___       ___

III. APPLICANT'S PREREQUISITE AND/OR PRE-CANDIDACY STATUS

 Based on a review of the applicant's previous graduate course work, the applicant is required to complete the following prerequisite courses (or their equivalent at another university with prior approval of the faculty advisor) prior to entering precandidacy or during precandidacy (check applicable items):

 None             _______

____  CNSL 251 Ethical Orientation to Counseling          
____  CNSL 253 Counseling Interview Skills
____  CNSL 254 Psychosocial Adjustment
____  CNSL 255 Career Development & Information
____  CNSL 257 Individual Assessment in Counseling
____  CNSL 259 Theories and Techniques of Counseling
____  CNSL 261 Counseling in Groups
____  CNSL 263 Cross-Cultural Counseling
____  CNSL 284 Practicum in Counseling
____  CNSL 285 Internship in Counseling
____  EDUC 208 Human Development
____  EDUC 209 Child Development
____  EDUC 210 Adolescent Development
____  EDUC 295 Quantitative Methods II: Research Procedures

It is understood that the courses checked above (or their equivalent as approved by the faculty advisor) will be completed prior to entering the Doctoral Program in Counseling, or be listed as part of the applicant's pre-candidacy program. These prerequisite courses may not substitute for any other doctoral pre-candidacy or candidacy requirements.

___________________________________                           ___________________

Applicant's Signature                                                                      date

___________________________________                           ___________________

Faculty Advisor's Signature                                                            date

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APPENDIX B

 THE GEORGE WASHINGTON UNIVERSITY
GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

 PH.D. FULL-TIME STUDY/RESIDENCY REQUIREMENT

 To: Janet C. Heddesheimer, Ph.D
Associate Dean for Graduate Programs

From:  _________________________________________  (Name of student)

(SSN)

            _________________________________________   (Major Field of Study)

(Advisor)

 PLAN FOR FULL-TIME STUDY/RESIDENCY REQUIREMENT (Please refer to your Ph.D. Doctoral Student Handbook for list of options available for students in your individual program):

 ___ I have completed my full-time study requirement using:
___ Plan I: Option A                                  ___ Plan II
___ Plan I: Option B                                  ___ Plan III
___ Plan I: Option C

___ I plan to complete my full-time study requirement using:
___ Plan I: Option A Plan II
___ Plan I: Option B Plan III
___ Plan I: Option C

The requirement will be/has been completed as follows:

___ semester 20__: (list course numbers and titles)
___ semester 20__: (list course numbers and titles)
___ semester 20__: (list course numbers and titles)
___ semester 20__: (list course numbers and titles)

Note: This plan should be filed within one semester of the submission of the completed Ph.D. Program Plan of Study form and admission to doctoral candidacy. If it is altered, the student is responsible for notifying the Office of the Associate Dean for Graduate Programs and completing a new form.