The Professional Counselor | Volume 12, Issue 2 131 Similarly, Participant 4 discussed how she personalized encouragement based on students’ needs: I think of a student I had who needed a lot of validation in the moment, of, “Hey, you’re doing really well. You have all these strengths. These are all the things you’re doing well and I know you can do this. I believe in you.” And then, for others, I know that they needed to sit in the stress or the disappointment a little bit. So to say like, “I hear you. You are struggling right now and I’m going to give you the space for that. And when you’re ready, I’ve got a lot of positive things to say about you. So you let me know when you’re ready for that feedback. It doesn’t sound like you’re ready for it right now.” Discussion Because developing as researchers is important for doctoral students (CACREP, 2015) and research mentorship is critical for this purpose (Flynn et al., 2012; Lamar & Helm, 2017; Neale-McFall &Ward, 2015), we investigated counselor educators’ experiences of relationship dynamics with doctoral students when chairing dissertations. Participants reported the complex and mutually influenced dynamics of expansive connections, growth in student autonomy, authenticity, safety and trust, and adaptation to student needs. Our finding of dissertation-chairing relationship dynamics as wide-reaching broadens the focus of previous researchers who have explored these relationships in terms of a series of strategies used by the chairperson (Ghoston et al., 2020) or a list of components contributing to successful dissertation completion (Jorgensen &Wester, 2020). Participants viewed chairing relationships as fluid, mutually influenced, and non-compartmentalized (Purgason et al., 2016), involving a blending of personal and collegial connection that could offer shared learning and fulfillment. Numerous researchers (e.g., Burkard et al., 2014; Flynn et al., 2012) have found that supportive dissertation-chairing relationships can have positive impacts on doctoral students. Yet, a unique finding of this study is that chairing relationships can also positively affect dissertation chairs. Participants discussed growing and experiencing feelings including pride, frustration, and fulfillment from their chairing relationships. In the growth in student autonomy theme, numerous participants discussed helping students develop more independence and step into a more collegial role in their dissertation-chairing relationships. To a degree, this theme aligns with how Jorgensen and Wester (2020) and Ghoston and colleagues (2020) highlighted the need for accountability and developing doctoral students’ researcher identities in chairing relationships. However, our participants framed helping students become more autonomous as a mutually influenced working alliance that required doctoral student initiative and effort for their chairs to reciprocate. In other words, it seems that dissertation chairs believed doctoral students’ steady effort played a role in creating positive relational momentum throughout a consistent pattern of feedback and support. Additionally, for some participants, fostering student autonomy involved discussing boundaries and the navigation of transference and countertransference within the relationship dynamic. Completing a dissertation can be a challenging process in which students face numerous emotional roadblocks (Lamar & Helm, 2017; Pyhältö et al., 2012) and, for some participants, promoting student autonomy involved exploring and discussing how dependence may function as a defense mechanism for students to cover up their embarrassment, fear, or low self-efficacy. Our findings also deepen the previous research on the importance of authenticity in dissertationchairing relationships (Ghoston et al., 2020; Jorgensen & Wester, 2020; Purgason et al., 2016). Many participants directed the relationship toward mutually vulnerable places relevant to students’ dissertations. For example, some participants initiated authentic conversations when students felt stuck. When conflict in a relationship is unacknowledged, the person with less power in the
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