Research

Student/Faculty Research

Please click on the following to see a sampling of recent student and faculty presentations and publications: Student & Faculty Presentations and Publications

Systematic Integration of Research

As an APA-accredited Counseling Psychology Ph.D. program that adheres to the scientist-practitioner model of professional training, research is a core part of our students’ training. Our program believes that it is important for our students to become contributors to and informed consumers of psychological research. While the program is weighted on the practitioner side of the scientist-practitioner continuum, (approximately 60 percent practice), the faculty is also strongly committed to training psychologists who know how to conduct, understand, and utilize psychological research.

Doctoral students in the Counseling Psychology program at UNC are introduced to research and mentored in research skills in a systematic manner:

  • A rigorous sequence of courses is required through the department of Applied Statistics and Research Methods (SRM), including: SRM 600, SRM 602, SRM 603, and SRM 610. Students are not only introduced to the principles of research, design, and analysis, but they also master statistical concepts ranging from descriptive statistics to multiple regression, various forms of ANOVA, and factor analysis while increasing their familiarity of computer statistics packages. For a description of SRM courses, please visit http://catalog.unco.edu. Completion of the required research core will leave you one course (3 credits) shy of earning a Statistics Minor
  • At the outset, students are required to complete an online training series in the Responsible Conduct of Research through the Collaborative Institutional Training Initiative (CITI) in order to demonstrate initial basic competencies in ethical research practices
  • Training in evidence-based practice in psychology is integrated throughout coursework and practica experiences
  • All students are engaged in pre-dissertation research experiences. Students are on research teams or work individually with faculty to be mentored on research beginning in their first year. On these teams students may: compile IRB materials, conduct literature reviews, further existing research projects or start new ones, develop manuscripts, run statistical analyses, edit, and/or submit their work for relevant journals and conferences (e.g., RMPA, APA). Students are encouraged to present and to be co-authors on team or class-based research projects. As a result of these activities, many of our current students and recent graduates have made professional presentations or coauthored articles with members of the faculty. Students have relationships with multiple faculty members for professional support in developing one’s areas of expertise
  • The annual Counseling Psychology Research Day allows students to present their research work to colleagues and faculty and to gain valuable experience in the dissemination of research; this annual event is a program requirement for all students for each year until students begin their internships. Please see our annual program for more information: CP Research Day Program 2013
  • Other opportunities to gain experience in the dissemination of research results are available within the university, such as UNC Research Day and SRM Research Night
  • Faculty presents their professional interests and research in APCE 701- Professional Development Seminar in Counseling Psychology. In this course students are also introduced to the process of program evaluation, theory, and methodology through both didactic and experiential components, wherein students will collect, compile, analyze, and present their findings from a program evaluation of our in-house clinic. Students collaboratively develop a professional poster with the intention of presenting the poster at a national convention/conference
  • Faculty actively pursue a wide variety of research interests and act as research mentors and role models for students. Our doctoral program has received the “Program Academic Excellence in Scholarship Award” from the UNC Provost Office
  • Faculty mentorship is present at the individual level, as students are required to take APCE 733- Research Apprenticeship. Students serve as an apprentice to a chosen faculty member and work with them on writing, research, and professional scientific and scholarly endeavors. Students gain experience working collaboratively in the planning, application, and/or dissemination of a research project related to the field of Counseling Psychology and develop a repertoire of research skills
  • Our program values the unique contributions of both quantitative and qualitative research methodologies. Thus, students are trained in both quantitative and qualitative methodologies, as all students are required to take SRM 680- Introduction to Qualitative Research and SRM 700- Advanced Research Methods. SRM 680 and 700 are intensive research methodology courses which require students to write and submit an application for IRB approval, to design and conduct a complete research project, and to report the results in a manuscript suitable for submission for publication
  • Depending on whether one chooses a quantitative or qualitative route for their dissertation, students may take additional specialized coursework in their respective research methodology, such as SRM 686- Qualitative Case Study Research or SRM 625- Applied Multiple Regression Analysis.
  • Students choose their dissertation topic based on their research interests, which may or may not overlap with faculty research interests; however, all dissertations must be within the field of Counseling Psychology. Faculty supports student research growth based on student interests. The faculty’s role is to mentor students’ research learning process
  • In preparation for their dissertation, students enroll in SRM 797- Doctoral Proposal Research. This class leads to the dissertation proposal and working closely with one’s Research Advisor and dissertation committee. Additionally, students must enroll in SRM 799- Doctoral Dissertation while working on their dissertation. The dissertation must be defended and approved before one’s dissertation committee in order to graduate
  • Students must also prepare an extra chapter in the dissertation, which is a manuscript that is ready for submission for publication or presentation to the APA National Convention or other regional conferences (e.g., Rocky Mountain Psychological Association)

Sequence of Research and Statistical Experiences- Master’s Level

First Year:

  • Students are expected to have some level of background knowledge and experience with statistics and research methodology prior to admission to the graduate program (e.g., undergraduate and/or master’s level statistics courses prior research experience, and if applicable, a master’s level thesis). Depending upon the level of one’s prior course work, select classes may be substituted with more advanced ones. This research-based foundation is continually built upon throughout the program, starting in the first year
  • Over the course of the first year, students typically enroll in SRM 600- Introduction to Graduate Research (Note: this course is frequently waived for students with their Master’s), SRM 602- Statistical Methods I, and SRM 603- Statistical Methods II. Students are not only introduced to the principles of research, design, and analysis, but they also master statistical concepts ranging from descriptive statistics to multiple regression and various forms of ANOVA while increasing their familiarity of computer statistics packages
  • APCE 701- Professional Development Seminar in Counseling Psychology introduces students to the process of program evaluation through both didactic and experiential components, wherein students will collect, compile, analyze, and present their findings from a program evaluation of our in-house clinic
  • Training in evidence based practice in psychology integrated throughout coursework and practicum experiences
  • At the outset, students are required to complete an online training series in the Responsible Conduct of Research through the Collaborative Institutional Training Initiative (CITI) in order to demonstrate initial basic competencies in ethical research practices
  • Faculty actively pursue a wide variety of research interests and act as research mentors for students. First year students are further ushered into the research process through their participation in faculty-led research teams, often as part of their graduate assistantship. Students may compile IRB materials, conduct literature reviews, further existing research projects or start new ones, develop manuscripts, run statistical analyses, edit, and/or submit their work for relevant journals and conferences
  • Students are strongly encouraged to submit class- and team-based research projects to both regional and national APA conferences starting from their first year onward, wherein they gain valuable experience as presenters and co-authors
  • Further, students are required to present at the annual Counseling Psychology Research Day, which allows students to present their research work to colleagues and faculty and to gain valuable experience in the dissemination of research results
  • Other opportunities to gain experience in dissemination of research results are available within the University, such UNC Research Day and SRM Research Night

Second Year:

  • Second year students continue their didactic and experiential learning of the research process in advanced quantitative and qualitative research methods courses. Students are required to take both SRM 680- Introduction to Qualitative Research and SRM 700- Advanced Research Methods. In addition to classroom-based learning, both classes culminate in a student-led research project that students must present at SRM Research Night. Students are strongly encouraged to submit their work to conferences and for publication
  • Depending on whether one chooses a quantitative or qualitative route for their dissertation, students must take additional specialized coursework in their respective research methodology. At minimum, students must complete one of these advanced courses
  • However, students are required to continually expand their research base by enrolling in both SRM 610- Statistical Methods III during their second or third year, and elective statistical courses throughout the remainder of their program
  • Many second year students continue to participate as part of faculty-led research teams. Students may continue their work on existing research projects, though most begin to work on additional projects. Second year students may be assigned additional responsibilities as it reflects their increased knowledge base and understanding of the research process. Students are again strongly encouraged to submit their work for conference presentations and publication
  • Faculty mentorship frequently moves to the individual level at some point during one’s second year, as students are required to take APCE 733- Research Apprenticeship. Students serve as an apprentice to a chosen faculty member and work with them on writing, research, and professional scientific and scholarly endeavors. Students gain experience working collaboratively in the planning, application, and/or dissemination of a research project related to the field of Counseling Psychology and develop a repertoire of research skills. Faculty pairing is frequently based on methodological and topical alignment, though faculty certainly supports student research growth based on their individual interests

Third Year and Beyond:

  • Third year students elect to take advanced courses in statistics and research methodology, such as SRM 686- Qualitative Case Study Research or SRM 625- Applied Multiple Regression Analysis. These choices are often influenced by a students’ decision to conduct either a quantitative or qualitative dissertation study
  • Students choose their dissertation topic based on their research interests, which may or may not overlap with faculty research interest; however, research topics must be within the counseling psychology field
  • In preparation for their dissertation, students enroll in SRM 797- Doctoral Proposal Research. This class leads to the dissertation proposal and working closely with one’s Research Advisor and dissertation committee. One’s proposal is typically scheduled by the end of the fall semester and required before students can rank order for internship. Faculty members continue to mentor students throughout the dissertation process. The doctoral dissertation proposal must be defended before the internship application match day or students will not be allowed to participate in the APPIC match system.
  • Additionally, students must enroll in SRM 799- Doctoral Dissertation while working on their dissertation. The dissertation must be defended and approved before one’s dissertation committee in order to graduate. Students are strongly encouraged to do so prior to beginning their internship at the start of their fourth year
  • Lastly, UNC students are required to compile an extra chapter in their dissertation, which is a manuscript, ready for submission for publication or presentation to the APA National Convention and Regional conferences (e.g., Rocky Mountain Psychological Association)

Sequence of Research and Statistical Experiences- Bachelor’s Level

First Year:

  • Students are expected to have some level of background knowledge and experience with statistics and research methodology prior to admission to the graduate program (e.g., undergraduate and/or master’s level statistics courses, undergraduate research experience). Depending upon the level of one’s prior course work, select classes may be substituted with more advanced ones. This research-based foundation is continually built on upon throughout the program, starting in the first year
  • Over the course of the first year, students typically enroll in SRM 600- Introduction to Graduate Research and SRM 602- Statistical Methods I. Students are not only introduced to the principles of research, design, and analysis, but they also master statistical concepts ranging from descriptive statistics to multiple regression and various forms of ANOVA while increasing their familiarity of computer statistics packages
  • APCE 701- Professional Development Seminar in Counseling Psychology introduces students to the process of program evaluation through both didactic and experiential components, wherein students will collect, compile, analyze, and present their findings from a program evaluation of our in-house clinic
  • Training in evidence based practice in psychology integrated throughout coursework and practicum experiences
  • At the outset, students are required to complete an online training series in the Responsible Conduct of Research through the Collaborative Institutional Training Initiative (CITI) in order to demonstrate initial basic competencies in ethical research practices
  • Faculty actively pursue a wide variety of research interests and act as research mentors for students. First year students are further ushered into the research process through their participation in faculty-led research teams, often as part of their graduate assistantship. Students may compile IRB materials, conduct literature reviews, further existing research projects or start new ones, develop manuscripts, run statistical analyses, edit, and/or submit their work for relevant journals and conferences
  • Students are strongly encouraged to submit class- and team-based research projects to both regional and national APA conferences starting from their first year onward, wherein they gain valuable experience as presenters and co-authors
  • Further, students are required to present at the annual Counseling Psychology Research Day, which allows students to present their research work to colleagues and faculty and to gain valuable experience in the dissemination of research results
  • Other opportunities to gain experience in dissemination of research results are available within the University, such UNC Research Day and SRM Research Night

Second Year:

  • Second year students continue their didactic and experiential learning of the research process in advanced quantitative and qualitative research methods courses. Students are required to take both SRM 680- Introduction to Qualitative Research and SRM 700- Advanced Research Methods. In addition to classroom-based learning, both classes culminate in a student-led research project that students must present at SRM Research Night. Students are strongly encouraged to submit their work to conferences and for publication
  • Depending on the whether one chooses a quantitative or qualitative route for their dissertation, students must take additional specialized coursework in their respective research methodology. At minimum, students must complete one of these advanced courses
  • Students continue to expand their research base by enrolling in both SRM 603- Statistical Methods II and SRM 610- Statistical Methods III during their second or third year, as well as elective statistical courses throughout the remainder of their program
  • Many second year students continue to participate as part of faculty-led research teams. Students may continue their work on existing research projects, though most begin to work on additional projects. Second year students may be assigned additional responsibilities as it reflects their increased knowledge base and understanding of the research process. Students are again strongly encouraged to submit their work for conference presentations and publication
  • Faculty mentorship frequently moves to the individual level at some point during one’s second or third year, as students are required to take APCE 733- Research Apprenticeship. Students serve as an apprentice to a chosen faculty member and work with them on writing, research, and professional scientific and scholarly endeavors. Students gain experience working collaboratively in the planning, application, and/or dissemination of a research project related to the field of Counseling Psychology and develop a repertoire of research skills. Faculty pairing is frequently based on methodological and topical alignment, though faculty certainly supports student research growth based on their individual interests

Third Year:

  • Third year students elect to take advanced courses in statistics and research methodology, such as SRM 686- Qualitative Case Study Research or SRM 625- Applied Multiple Regression Analysis. These choices are often influenced by a students’ decision to conduct either a quantitative or qualitative dissertation study
  • Students choose their dissertation topic based on their research interests, which may or may not overlap with faculty research interest; however, research topics must be within the counseling psychology field
  • Aforementioned opportunities to gain experience via research teams, article submissions, and conference presentations continue throughout the program

Fourth Year and Beyond:

  • In preparation for their dissertation, students enroll in SRM 797- Doctoral Proposal Research during their fourth year. This class leads to the dissertation proposal and working closely with one’s Research Advisor and dissertation committee. One’s proposal is typically scheduled by the end of the fall semester and required before students can rank order for internship. Faculty members continue to mentor students throughout the dissertation process. The doctoral dissertation proposal must be defended before the internship application match day or students will not be allowed to participate in the APPIC match system.
  • Additionally, students must enroll in SRM 799- Doctoral Dissertation while working on their dissertation. The dissertation must be defended and approved before one’s dissertation committee in order to graduate. Students are strongly encouraged to do so prior to beginning their internship at the start of their fourth year.
  • Lastly, UNC students are required to compile an extra chapter in their dissertation, which is a manuscript, ready for submission for publication or presentation to the APA National Convention and Regional conferences (e.g., Rocky Mountain Psychological Association)