We explored the social justice training environment, self-efficacy, and social justice outcome expectations as predictors of social justice interest and commitment among 116 master's level counselor trainees. Regression analysis showed that social justice self-efficacy and social justice outcome expectations were significant predictors of social justice interest and commitment. Further, when social justice interest was added to the model with social justice self-efficacy, social justice training environment, and social justice outcome expectations as predictors, social justice interest emerged as the most robust predictor of social justice commitment. Implications for counselor educators, supervisors, and researchers are addressed.
We explored the dissertation experiences of doctoral candidates with an "all-but-dissertation" (ABD) designation for an extended period. Nine participants' lived experiences were examined through a transcendental phenomenological approach. The findings reflected the challenges associated with their status as long-term doctoral candidates, personal and environmental barriers to dissertation completion, the nature of support they needed to complete their dissertations, and the meaning of dissertation and degree completion. Implications for dissertation chairing and research training are provided.
