TPC Journal-Vol 9- Issue 4-FULL ISSUE

306 The Professional Counselor | Volume 9, Issue 4 research mentorships (Lamar & Helm, 2017; Lambie & Vaccaro, 2011). When deciding class research groups, faculty can connect doctoral students who can create a positive research group environment for each other (Love et al., 2007). Groups may be based on research interests or personality variables. Advisors might have insight into certain doctoral student characteristics that would negatively impact a research partnership. Negative group experiences, such as group conflict, do not contribute positively to research self-efficacy (Love et al., 2007). However, it is important for faculty to balance letting research groups form organically with formal assignment of such partnerships. Attending to Subtle Messages About Research Socialization to a doctoral program occurs formally through faculty- and program-driven processes and informally through interactions with peers (Gardner, 2008; Weidman et al., 2001). Neither formal nor informal socialization is synonymous with intentional socialization. There are likely subtle messages occurring through the socialization processes that contribute to the RTE and impact researcher development (Gelso, 2006). It is important to point out that program faculty and administrators might also send messages about research that are not subtle. These messages (e.g., a good dissertation is a done dissertation , or just get through your stats classes ) are likely sent with the best of intention to help a student complete their degree successfully, but communicate values around research that can damage a doctoral student’s researcher identity development, research self-efficacy, and research interest. Recognizing and intentionally attending to all messages sent by students, faculty, and the program are part of shaping the RTE. Student messages. Individual doctoral student and cohort dynamics may impact students’ research identity development both positively and negatively (Lamar & Helm, 2017). Different career aspirations among cohort individuals can also impact the RTE. For example, doctoral students who are interested in pursuing academic careers might have a higher level of motivation to involve themselves in research early in their graduate program. Students who plan to pursue other careers and do not have a strong interest in research might receive subtle messages from their peers or faculty about a hierarchy within the doctoral student body of “researchers” versus “practitioners.” It is important for faculty to encourage positive interactions regarding research and to intervene should negative messages damage the RTE (Gelso, 2006; Lamar & Helm, 2017). Continuing with the above example, faculty can facilitate doctoral student discussions around the science–practitioner model. Focusing on the importance of integrating research into practice (and vice versa) can motivate all doctoral students in their research endeavors. The majority of students enter their doctoral program with their identities structured around helping others (Borders et al., 2014; Gelso, 2006). This value can be reinforced throughout the research process (Wachter Morris, Wester, Vaishnav, & Austin, 2018). For instance, faculty can facilitate discussion about how a doctoral student’s research can impact practitioners’ work and, ultimately, a client’s life. Additionally, faculty can reinforce subtle messages that contribute to the development of a positive RTE. For example, intentionally developing a culture of supportive inquiry, talking with each other about idea development, and celebrating each other’s research achievements can be encouraged and lauded (Gelso et al., 2013). Faculty messages. Subtle messages faculty send about doctoral students’ abilities may influence students’ research self-efficacy and researcher identity development (Gelso, 2006; Lamar & Helm, 2017). Reflecting on the patterns of how research opportunities are provided to doctoral students may yield opportunities to improve the RTE. Consider if the culture to disseminate research-related opportunities includes all doctoral students or if opportunities are offered more frequently to a subset of students. If the latter proves to be true, faculty can send a subtle and unintentional message.