TPC Journal-Vol 9- Issue 4-FULL ISSUE

308 The Professional Counselor | Volume 9, Issue 4 of doctoral students. This intentionality includes assessing the formal and informal socialization that occurs in a doctoral program. Program faculty can actively engage in the research identity development of doctoral students through the use of interventions, including attending to subtle messages, sequencing developmentally appropriate research experiences, and encouraging research as a social activity. Additionally, program faculty should be transparent about the research identity development process and attend to research self-efficacy beliefs through providing interventions designed to boost research self-efficacy and research interest. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education , 73 , 94–122. doi:10.1353/jhe.2002.0001 Austin, A. E., & McDaniels, M. (2006). Using doctoral education to prepare faculty to work within Boyer’s four domains of scholarship. New Directions for Institutional Research , 2006 (129), 51–65. doi:10.1002/ir.171 Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the Research Self-Efficacy Scale. Journal of Career Assessment , 4 , 59–75. doi:10.1177/106907279600400104 Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology , 45 , 182–188. doi:10.1037/0022-0167.45.2.182 Borders, L. D., Wester, K. L., Fickling, M. J., & Adamson, N. A. (2014). Researching training in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Counselor Education and Supervision , 53 , 145–160. doi:10.1002/j.1556-6978.2014.00054.x Clarke, M., Hyde, A., & Drennan, J. (2013). Professional identity in higher education. In B. M. Kehm & U. Teichler (Eds.), The academic profession in Europe: New tasks and new challenges (pp. 7–22). Dordrecht, Netherlands: Springer. Cornér, S., Löfström, E., & Pyhältö, K. (2017). The relationship between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies , 12 , 91–106 . doi:10.28945/3754 Council for Accreditation of Counseling and Related Educational Programs. (2015). 2016 CACREP standards . Retrieved from http://www.cacrep.org/wp-content/uploads/2018/05/2016-Standards-with- Glossary-5.3.2018.pdf Gardner, S. K. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education , 33 , 125–138. doi:10.1007/s10755-008-9068-x Gardner, S. K., & Barnes, B. J. (2007). Graduate student involvement: Socialization for the professional role. Journal of College Student Development , 48 , 369–387. Gelso, C. J. (2006). On the making of a scientist–practitioner: A theory of research training in professional psychology. Training and Education in Professional Psychology , S (1), 3–16. doi:10.1037/1931-3918.S.1.3 Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. (2013). The making of a scientist–psychotherapist: The research training environment and the psychotherapist. Psychotherapy , 50 (2), 139–149. doi:10.1037/a0028257 Johnson, C. M., Ward, K. A., & Gardner, S. K. (2017). Doctoral student socialization. In J. Shin & P. Teixeira (Eds.), Encyclopedia of international higher education systems and institutions . Dordrecht, Netherlands: Springer. Jorgensen, M. F., & Duncan, K. (2015). A grounded theory of master’s‐level counselor research identity. Counselor Education and Supervision , 54 , 17–31. doi:10.1002/j.1556-6978.2015.00067.x