Successfully and Efficiently Developing, Completing, Presenting, And Even Enjoying a Doctoral Dissertation in Psychology
This ebook presents guidelines for originating, developing, designing, writing, refining, conducting, progressing with, presenting, surviving, modifying, completing, and even enjoying a doctoral dissertation and master�s thesis in psychology.
Throughout this article, in the service of parsimony, I refer to doctoral dissertations, but most of the guidelines are also relevant to master�s theses. Theses and dissertations are similar in structure, content, and in their adherence to the basic principles of scientific inquiry and communication. They can differ in the degree to which they are conducted independently from the ideas and work of the major advisor, in their degree of complexity, and in their educational function. Often, theses provide the background, experience, and skills that enlighten and influence the goals and methods of the dissertation. Master�s theses teach students critical thinking and scientific methods, PhD dissertations allow the students to demonstrate those skills within an independent research project.
When you begin work on a doctoral dissertation, you already have the intellectual abilities, academic background and skills, stress tolerance, and perseverance to successfully complete your dissertation. You are smart, work hard, have coped with distracting temptations and barriers, and were originally selected from many applicants for graduate school who wanted to be in your current position. You are now engaging in one of the last endeavors leading to an advanced degree in psychology.
You have also taken many undergraduate and graduate courses and acquired the scholarly background for the conceptual and methodological foundations of your dissertation. You probably have a major advisor, the most important resource in the dissertation process, and I comment often about your interactions with him or her throughout these guidelines.
These guidelines are based on my experiences serving as major advisor on 70+ dissertations and theses, serving as a member on more than three times that many dissertation and thesis committees (I was reluctant to count) at four universities, and talking with many other colleagues who have served as dissertation advisors. In addition, I incorporated suggestions from former advisees who have successfully completed their dissertation and are now active professionals and scholars. While serving as the director of clinical studies (four times in two universities) and a psychology department chair, I have also heard about many positive and negative experiences encountered by students during the dissertation process. In addition, I also completed a dissertation, although I violated many of the guidelines presented below. (There were no helpful guidelines when I did my doctoral dissertation at the University of Colorado in 1971.)
One way in which these guidelines can differ from those emphasized by your major advisor is that I promote dissertations that are of "publishable quality," not a dimension that is necessarily important to all advisors or departments, and not a dimension that is easy to assess early in the process. The guidelines are also influenced by my roles as editor, associate editor, and consulting editor on several psychology journals. I have reviewed thousands of manuscript submissions, and some aspects of the guidelines are meant to prevent errors that I have observed in these manuscripts, as well as in the dissertations and theses that I have read and mentored.
These guidelines do not cover essential knowledge areas to which most students have already been exposed by the time they reach the dissertation level�they are a distillation of concepts and methods that are important in the dissertation development process. Trusting your training and expertise, I infrequently discuss research designs, statistics, measurement principles, specific procedures, and research ethics. But if you want additional instructions and examples in these areas, I provide a list of recommended Resources at the end of this guide, and a 2006 book by Cone and Foster (see Resources) is a less distilled overview of the dissertation process.
Further, I presume that you have a good understanding of your content area, such as biopsychology, clinical, cognitive, community, developmental, educational, neuroscience, school, or social psychology. One premise of these guidelines is that you have a fundamental understanding of how to conduct research and literature reviews in your preferred area of psychology. In this book I recommend strategies for implementing that understanding and background so that you can initiate, conduct, and complete your dissertation efficiently, effectively, eloquently, and enjoyably.
Contrary to my recommendations for all academic presentations, I have included metaphorical photos in this guide, mostly because I like photography and doing so increases my enjoyment of the
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Throughout this article, in the service of parsimony, I refer to doctoral dissertations, but most of the guidelines are also relevant to master�s theses. Theses and dissertations are similar in structure, content, and in their adherence to the basic principles of scientific inquiry and communication. They can differ in the degree to which they are conducted independently from the ideas and work of the major advisor, in their degree of complexity, and in their educational function. Often, theses provide the background, experience, and skills that enlighten and influence the goals and methods of the dissertation. Master�s theses teach students critical thinking and scientific methods, PhD dissertations allow the students to demonstrate those skills within an independent research project.
When you begin work on a doctoral dissertation, you already have the intellectual abilities, academic background and skills, stress tolerance, and perseverance to successfully complete your dissertation. You are smart, work hard, have coped with distracting temptations and barriers, and were originally selected from many applicants for graduate school who wanted to be in your current position. You are now engaging in one of the last endeavors leading to an advanced degree in psychology.
You have also taken many undergraduate and graduate courses and acquired the scholarly background for the conceptual and methodological foundations of your dissertation. You probably have a major advisor, the most important resource in the dissertation process, and I comment often about your interactions with him or her throughout these guidelines.
These guidelines are based on my experiences serving as major advisor on 70+ dissertations and theses, serving as a member on more than three times that many dissertation and thesis committees (I was reluctant to count) at four universities, and talking with many other colleagues who have served as dissertation advisors. In addition, I incorporated suggestions from former advisees who have successfully completed their dissertation and are now active professionals and scholars. While serving as the director of clinical studies (four times in two universities) and a psychology department chair, I have also heard about many positive and negative experiences encountered by students during the dissertation process. In addition, I also completed a dissertation, although I violated many of the guidelines presented below. (There were no helpful guidelines when I did my doctoral dissertation at the University of Colorado in 1971.)
One way in which these guidelines can differ from those emphasized by your major advisor is that I promote dissertations that are of "publishable quality," not a dimension that is necessarily important to all advisors or departments, and not a dimension that is easy to assess early in the process. The guidelines are also influenced by my roles as editor, associate editor, and consulting editor on several psychology journals. I have reviewed thousands of manuscript submissions, and some aspects of the guidelines are meant to prevent errors that I have observed in these manuscripts, as well as in the dissertations and theses that I have read and mentored.
These guidelines do not cover essential knowledge areas to which most students have already been exposed by the time they reach the dissertation level�they are a distillation of concepts and methods that are important in the dissertation development process. Trusting your training and expertise, I infrequently discuss research designs, statistics, measurement principles, specific procedures, and research ethics. But if you want additional instructions and examples in these areas, I provide a list of recommended Resources at the end of this guide, and a 2006 book by Cone and Foster (see Resources) is a less distilled overview of the dissertation process.
Further, I presume that you have a good understanding of your content area, such as biopsychology, clinical, cognitive, community, developmental, educational, neuroscience, school, or social psychology. One premise of these guidelines is that you have a fundamental understanding of how to conduct research and literature reviews in your preferred area of psychology. In this book I recommend strategies for implementing that understanding and background so that you can initiate, conduct, and complete your dissertation efficiently, effectively, eloquently, and enjoyably.
Contrary to my recommendations for all academic presentations, I have included metaphorical photos in this guide, mostly because I like photography and doing so increases my enjoyment of the
Successfully and Efficiently Developing, Completing, Presenting, And Even Enjoying a Doctoral Dissertation in Psychology
This ebook presents guidelines for originating, developing, designing, writing, refining, conducting, progressing with, presenting, surviving, modifying, completing, and even enjoying a doctoral dissertation and master�s thesis in psychology.
Throughout this article, in the service of parsimony, I refer to doctoral dissertations, but most of the guidelines are also relevant to master�s theses. Theses and dissertations are similar in structure, content, and in their adherence to the basic principles of scientific inquiry and communication. They can differ in the degree to which they are conducted independently from the ideas and work of the major advisor, in their degree of complexity, and in their educational function. Often, theses provide the background, experience, and skills that enlighten and influence the goals and methods of the dissertation. Master�s theses teach students critical thinking and scientific methods, PhD dissertations allow the students to demonstrate those skills within an independent research project.
When you begin work on a doctoral dissertation, you already have the intellectual abilities, academic background and skills, stress tolerance, and perseverance to successfully complete your dissertation. You are smart, work hard, have coped with distracting temptations and barriers, and were originally selected from many applicants for graduate school who wanted to be in your current position. You are now engaging in one of the last endeavors leading to an advanced degree in psychology.
You have also taken many undergraduate and graduate courses and acquired the scholarly background for the conceptual and methodological foundations of your dissertation. You probably have a major advisor, the most important resource in the dissertation process, and I comment often about your interactions with him or her throughout these guidelines.
These guidelines are based on my experiences serving as major advisor on 70+ dissertations and theses, serving as a member on more than three times that many dissertation and thesis committees (I was reluctant to count) at four universities, and talking with many other colleagues who have served as dissertation advisors. In addition, I incorporated suggestions from former advisees who have successfully completed their dissertation and are now active professionals and scholars. While serving as the director of clinical studies (four times in two universities) and a psychology department chair, I have also heard about many positive and negative experiences encountered by students during the dissertation process. In addition, I also completed a dissertation, although I violated many of the guidelines presented below. (There were no helpful guidelines when I did my doctoral dissertation at the University of Colorado in 1971.)
One way in which these guidelines can differ from those emphasized by your major advisor is that I promote dissertations that are of "publishable quality," not a dimension that is necessarily important to all advisors or departments, and not a dimension that is easy to assess early in the process. The guidelines are also influenced by my roles as editor, associate editor, and consulting editor on several psychology journals. I have reviewed thousands of manuscript submissions, and some aspects of the guidelines are meant to prevent errors that I have observed in these manuscripts, as well as in the dissertations and theses that I have read and mentored.
These guidelines do not cover essential knowledge areas to which most students have already been exposed by the time they reach the dissertation level�they are a distillation of concepts and methods that are important in the dissertation development process. Trusting your training and expertise, I infrequently discuss research designs, statistics, measurement principles, specific procedures, and research ethics. But if you want additional instructions and examples in these areas, I provide a list of recommended Resources at the end of this guide, and a 2006 book by Cone and Foster (see Resources) is a less distilled overview of the dissertation process.
Further, I presume that you have a good understanding of your content area, such as biopsychology, clinical, cognitive, community, developmental, educational, neuroscience, school, or social psychology. One premise of these guidelines is that you have a fundamental understanding of how to conduct research and literature reviews in your preferred area of psychology. In this book I recommend strategies for implementing that understanding and background so that you can initiate, conduct, and complete your dissertation efficiently, effectively, eloquently, and enjoyably.
Contrary to my recommendations for all academic presentations, I have included metaphorical photos in this guide, mostly because I like photography and doing so increases my enjoyment of the
Throughout this article, in the service of parsimony, I refer to doctoral dissertations, but most of the guidelines are also relevant to master�s theses. Theses and dissertations are similar in structure, content, and in their adherence to the basic principles of scientific inquiry and communication. They can differ in the degree to which they are conducted independently from the ideas and work of the major advisor, in their degree of complexity, and in their educational function. Often, theses provide the background, experience, and skills that enlighten and influence the goals and methods of the dissertation. Master�s theses teach students critical thinking and scientific methods, PhD dissertations allow the students to demonstrate those skills within an independent research project.
When you begin work on a doctoral dissertation, you already have the intellectual abilities, academic background and skills, stress tolerance, and perseverance to successfully complete your dissertation. You are smart, work hard, have coped with distracting temptations and barriers, and were originally selected from many applicants for graduate school who wanted to be in your current position. You are now engaging in one of the last endeavors leading to an advanced degree in psychology.
You have also taken many undergraduate and graduate courses and acquired the scholarly background for the conceptual and methodological foundations of your dissertation. You probably have a major advisor, the most important resource in the dissertation process, and I comment often about your interactions with him or her throughout these guidelines.
These guidelines are based on my experiences serving as major advisor on 70+ dissertations and theses, serving as a member on more than three times that many dissertation and thesis committees (I was reluctant to count) at four universities, and talking with many other colleagues who have served as dissertation advisors. In addition, I incorporated suggestions from former advisees who have successfully completed their dissertation and are now active professionals and scholars. While serving as the director of clinical studies (four times in two universities) and a psychology department chair, I have also heard about many positive and negative experiences encountered by students during the dissertation process. In addition, I also completed a dissertation, although I violated many of the guidelines presented below. (There were no helpful guidelines when I did my doctoral dissertation at the University of Colorado in 1971.)
One way in which these guidelines can differ from those emphasized by your major advisor is that I promote dissertations that are of "publishable quality," not a dimension that is necessarily important to all advisors or departments, and not a dimension that is easy to assess early in the process. The guidelines are also influenced by my roles as editor, associate editor, and consulting editor on several psychology journals. I have reviewed thousands of manuscript submissions, and some aspects of the guidelines are meant to prevent errors that I have observed in these manuscripts, as well as in the dissertations and theses that I have read and mentored.
These guidelines do not cover essential knowledge areas to which most students have already been exposed by the time they reach the dissertation level�they are a distillation of concepts and methods that are important in the dissertation development process. Trusting your training and expertise, I infrequently discuss research designs, statistics, measurement principles, specific procedures, and research ethics. But if you want additional instructions and examples in these areas, I provide a list of recommended Resources at the end of this guide, and a 2006 book by Cone and Foster (see Resources) is a less distilled overview of the dissertation process.
Further, I presume that you have a good understanding of your content area, such as biopsychology, clinical, cognitive, community, developmental, educational, neuroscience, school, or social psychology. One premise of these guidelines is that you have a fundamental understanding of how to conduct research and literature reviews in your preferred area of psychology. In this book I recommend strategies for implementing that understanding and background so that you can initiate, conduct, and complete your dissertation efficiently, effectively, eloquently, and enjoyably.
Contrary to my recommendations for all academic presentations, I have included metaphorical photos in this guide, mostly because I like photography and doing so increases my enjoyment of the
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Successfully and Efficiently Developing, Completing, Presenting, And Even Enjoying a Doctoral Dissertation in Psychology
Successfully and Efficiently Developing, Completing, Presenting, And Even Enjoying a Doctoral Dissertation in Psychology
eBook
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Product Details
| BN ID: | 2940149823239 |
|---|---|
| Publisher: | Stephen Haynes |
| Publication date: | 07/12/2014 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 6 MB |
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