DIGEST - Volume 9, Issue 4- FULL DIGEST

7 TPC Digest staff orient doctoral students to the value of research in the program and university. Students also observe faculty working around obstacles to keep their own line of research active. Once they have gathered information about the culture, students internalize and act upon the role they have taken within their organization. They solidify their professional identity and have, perhaps, begun to integrate their researcher identity into their self-concept. Doctoral students make decisions about their course of study and the amount of time dedicated to developing as a researcher, compared to other aspects of counselor education such as teaching, supervision, and service. Thinking about counselor education programs as RTEs allows for a programmatic approach to researcher identity. Formal socialization of doctoral students to the program should include intentional conversations about identity development. Programs also might choose to include researcher development in the systematic review of doctoral students’ progress. This could be accomplished through advising conversations; faculty feedback forms; and standardized instruments assessing researcher identity, self-efficacy, or interest. It is important to provide doctoral students with developmentally appropriate research experiences outside of their coursework. It also is essential for faculty and administrators to pay attention to messages that are communicated about research within the program and university. Counselor education doctoral programs as RTEs are the foundation for creating a programmatic climate that fosters the development of strong researchers. Faculty members are encouraged to take an intentional approach to promoting the development of researcher identity and research self-efficacy of doctoral students. Margaret R. Lamar, NCC, is an assistant professor at Palo Alto University. Elysia Clemens is Deputy Director of the Colorado Evaluation and Action Lab. Adria Shipp Dunbar is an assistant professor at North Carolina State University. Correspondence may be addressed to Margaret Lamar, Palo Alto University, 1791 Arastradero Road, Palo Alto, CA 94304, mlamar@paloaltou.edu. Read full article and references: Lamar, M. R., Clemens, E., & Dunbar, A. S. (2019). Promoting doctoral student researcher development through positive research training environments using self- concept theory. The Professional Counselor , 9 , 298–309. doi : 10.15241/mrl.9.4.298