Economic subjects | Studies, essays, thesises » Avraham Cohen - Thesis Primer, Masters in Counselling Programs

Source: http://www.doksinet 1 Thesis Primer 1 MASTERS IN COUNSELLING PROGRAMS City University of Seattle Avraham Cohen, Ph.D, RCC, CCC Professor Thesis Coordinator, Counselling Programs Coordinator Full-Time Cohorts, Counselling Programs City University of Seattle (Vancouver BC, Canada site) acohen@cityu.edu Revised: October 26, 2015 THESIS PRIMER SUMMARY This document contains a general outline of the traditional thesis structure along with notes and descriptions about non-traditional theses. Definitions related to the process, including the role and responsibilities of the thesis supervisor and faculty reader, ethics related to thesis writing and the relationship between the thesis supervisor and the student, and the function, purpose, and requirements of the Institutional Review Board are described. A schedule that will enable students to finish thesis within the course time limits is given. Information is included that gives a description of some major research methodologies.

The University policy statement regarding timelines and dates that are mandatory for thesis completion is included. Substantial and helpful tips for writing thesis are included here as well. 1 With thanks to Glen Grigg, Lynda Beveridge, Colin Sanders, Steve Conway, Gerda Wever, Amy Huang, Svetlana Vasilyeva, Bonnie Hall, Kerry Chutter, Johanne Wickie, Arden Henley, and Heesoon Bai for their input and support in developing this document. And with updated 2015 thanks for Mary Mara (City University of Seattle, Director of Library & Learning Resource Center) and Amy Huang (again!) for contributions to updating and polishing the Primer. Source: http://www.doksinet 2 INTRODUCTION This document has been created in response to requests for clarity about the thesis process from both students and faculty. The intention is that this will be an evolving in-process document This is the first iteration. Please send any feedback or suggestions you may have about it to the Thesis Coordinator.

Thesis is a major part of the requirements for a Masters Degree in the Counselling Program. (Other components are course work, practicum, and internship). Thesis creation is your opportunity to conduct an extended research on a subject about which you have a deep interest. In order to produce a masters level thesis, your research must go into sufficient depth and breadth in the area of your work. It is also an opportunity to make a contribution to the profession. Students have a variety of ways in which to make their work available to professional colleagues and the general public including: • City University of Seattle’s Academic Repository (See Appendix I) • Proquest’s Dissertation & Theses Database (Contact CityU Library for instructions) A number of CityU students have had their work published, thereby making their work available to professional colleagues and the general public. As well, strong professional connections have arisen as an outcome of the research students

have completed for their theses. Elgibility for Thesis Admission to the thesis course requires successful completion of the Comprehensive Exam, which is also the gateway to upper level courses and Internship. Source: http://www.doksinet 3 TABLE OF CONTENTS THESIS PRIMER SUMMARY 1 INTRODUCTION 2 ELGIBILITY FOR THESIS 2 ELEMENTS OF THESIS WRITING General Outline of a Thesis, Chapters 1-5 Qualitative Research Methods The Non-Traditional Thesis 4 4 8 8 THESIS COMPLETION GUIDELINES AND TIMELINES Sample Schedule for Thesis Completion (January start) 10 10 SOME DEFINITIONS AND RESPONSIBILITIES Thesis supervisor Faculty Reader Ethics and Ethos Institutional Review Board (IRB) 14 14 14 15 16 WRITING TIPS FOR THESIS Some Additional Ideas and Considerations Academic Honesty Libraries and Librarians Smart Thinking Resource 17 17 20 20 20 CONCLUDING WORDS 21 APPENDICES 22 Appendix A: Descriptions of Some Research Methods Appendix B: Resources for Research Methods Appendix C:

Manuscript-Based (Article-Based) Theses Appendix D: DAS MC Canada Policy, Thesis Completion Appendix E: CityU Formatting for Your Thesis Appendix F: IRB Documents, Forms, and Updates Appendix G: Canadian Degree Completion Policy Appendix H: Notice of Research Completion or Request for IRB Extension Appendix I: Academic Repository Agreement Form 22 23 24 25 27 29 31 32 33 1 Source: http://www.doksinet 4 ELEMENTS OF THESIS WRITING Within the context of the traditional research paradigm, the following organization of chapters is typical. There are other research and thesis writing paradigms outlined below the General Outline. What follows here is information about the traditional thesis structure (General Outline of a Thesis) as well as information about Non-Traditional Thesis approaches and formats. You should view this outline as a guidance system. It points to the kinds of considerations that are central to any thesis. Many theses at CityU do not conform to this format Your format

and structure will be best if it is constructed to fit with your research approach and interests. General Outline of a Thesis, Chapters 1-51 Abstract -- a concise description of the study, a brief statement of the problem, exposition of methods and procedures Chapter 1: Introduction The introduction includes a clear statement demonstrating that the focus of the study is on a significant problem that is worthy of study and there is a brief, well-articulated summary of research literature that substantiates the study, with references to more detailed discussions in Chapter 2. Problem Statement: concisely states what will be studied by describing at least two variables and a conjectured relationship between them. In qualitative studies the Problem Statement describes the need for increased understanding about the issue to be studied. Nature of the Study: specific research questions, hypotheses, or research objectives (as appropriate for the study) are briefly and clearly described.

Purpose of the study: described in a logical, explicit manner. Scholarly Context: in quantitative studies the theoretical base or in qualitative studies the conceptual framework shows which ideas from the literature ground the research being conducted. Definition: technical terms, jargon, or special word uses are provided. Assumptions, Limits, and Scope: facts assumed (but not proved or verified), possible weaknesses of the study, bounds of the study, broad conceptual context of the study. Significance: outline how this study might influence general knowledge, professional application, social change, or any other relevant dimensions. Transition Statement - introduce the literature review. With thanks to Glen Grigg Source: http://www.doksinet 5 Chapter 2: Literature Review Introduction Content of the review Organization of the review Strategy used for searching the literature Review of the Research Problem Restate the problem Restate the question(s) and hypotheses (quantitative)

Restate the question(s) and objectives (qualitative) Show how the review will relate to the problem and questions Structure of the review Viewpoints to be compared or contrasted Relationship of the study to previous research Scholarly Argument Necessary theory is researched and explained (quantitative) Conceptual framework is researched and explained (qualitative) Literature-based descriptions Research variables and measurements (quantitative) Themes and perceptions (qualitative) Methods A Concise rationale for the method is given within a scholarly context A Contrast with other methodologies is offered Reviews will vary depending on the topic. It should be a well-referenced, critical essay covering current relevant knowledge. Tip: It is often helpful to arrange the review around major themes or ideas, and to make liberal use of subheadings such that the subheadings themselves, when viewed together, show the development of the scholarly argument. Chapter 3: Methodology Introduction

List major areas of the chapter Identify the specific methodology being reviewed Design and Approach Description of the design Justification for the design Logical relationship of the design to the research question Setting and Sample Population to be sampled Source: http://www.doksinet 6 Sampling method Sample size Eligibility criteria Other characteristics of the sample Treatment Describe procedures clearly Instruments and Materials Name of test and/or survey Type of instrument Concepts measured Calculation of score and their interpretation Reliability and validity Process for use Location of raw data (appendices/request to researcher) Variables Describes how each description is operationalized Analysis Inferential analysis Scale for each variable Statement of hypotheses related to each question Pilot data, if applicable Tip: How much information should be included? The near-universal guideline is “enough information for replication”. Could another researcher reproduce

substantially the same project you have completed based on this information? Consequently, details like test versions, the brand names of instruments, the location of an interview, all “count” in the sense that they are important influences on the results. Chapter 4: Results For Qualitative Studies 1. Process of data collection 2. Systems used for tracking data and emerging understandings (logs, journals, cataloging systems, lists of themes, etc.) 3. Findings are presented in a way that builds logically and addresses research question(s) 4. Note any discrepant cases or inconsistent findings Source: http://www.doksinet 7 The chapter should be organized around the data analysis and interpretation rules consistent with the method used. Be sure that such assertion as the presence of a pattern or a theme is clearly supported by the data, and that the data set is complete. Lengthy points of evidence, such as interview transcripts (transcripts are not necessarily included), usually

call for an appendix. For Quantitative Studies 1. Directly addresses the research question and hypotheses 2. Clear descriptions of research tools 3. Measurements are recorded clearly following standard procedures, or adjustments or changes have been clearly justified. 4. Data analysis is consistent with the hypotheses and questions 5. Data logically and sequentially addresses hypotheses, and hypothesis-testing procedures are clearly reported (i.e, The analysis of variance yielded significant findings, F(1, 29) = 1156, p < .01) 5. Tables and figures are self-descriptive, informative, and are directly relevant to, and referred to, in the main text. When copied, they show all copyrights and permissions 6. Inconsistencies and shortcomings are also noted, and provided with possible interpretations 7. Chapter ends with a brief, logical, systematic summary Chapter 5: Discussion 1. Brief overview highlighting the purpose of the study and its potential meaning 2. Interpretations address the

research questions, refer to all outcomes in Chapter 4, are bounded by evidence, and given context in the literature review. 3. Implications for further research are addressed 4. Recommendations for further professional and scholarly action 5. The limitations of your study 6. In qualitative studies, the researcher should comment on their own experience of the research process. 7. Conclusion and summary Source: http://www.doksinet 8 Qualitative Research Methods To quote Denzin and Lincoln (2011)3: Qualitative Research is a situated activity that locates the observer in the world. Qualitative research consists of a set of interpretive, material practices that make the world visible. These practices transform the world They turn the world into a series of representations, including fieldnotes, interviews, conversations, photographs, recordings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that

qualitative researchers study things in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them. (p 3) With respect to the word ‘natural’ Denzin and Lincoln note, “Of course, all settings are natural, that is where everyday experiences take place “ (p. 16) The qualitative research done by CityU researchers, students and faculty, is situated in these natural locations. Also, under the heading of qualitative research is research about ideas and practices that may not have been specifically tested out but about which the researcher makes a case based on critical thinking and related literature. The following link gives some good information about qualitative research: http://www.eduplymouthacuk/resined/qualitative%20methods%202/qualrshmhtm City University of Seattle, particularly within the Canadian Counselling Programs, recognizes the personal nature of most research within the counselling field. To that end the use of the

pronoun ‘I’ is supported and encouraged. Specifically, qualitative research will use the personal pronoun ‘I.’ Qualitative research is in some measure a response/reaction to positivistic philosophy and frameworks. Most, although not all theses produced by students at CityU use qualitative methodology. This is, of course, contiguous with the view that the work of counselling and counsellors is personal, and so the related research often has a personal dimension to it and the use of ‘I’ is natural to the process. It is not possible to give an exhaustive listing of qualitative research methods. A short list of some commonly used methodologies with associated information links is included. See Appendix A. The Non-Traditional Thesis Now, let us turn to the topic of the so-called ‘non-traditional thesis (NTT). Nowadays, many graduate students both at CityU and elsewhere are intrigued by and wish to write a ‘nontraditional’ thesis. Basically, NTTs transgress the above

mentioned chapter divisions, and often are organized in terms of significant themes that emerge out of the research. Nonetheless, these NTTs are written in ways that still address the substance of the above traditional chapter headings. 3 Denzin, N. K, & Lincoln, Y S (2011) Introduction: The Discipline and Practice of Qualitative Research. In N K Denzin & Y S Lincoln (Eds), The Sage handbook of qualitative research (4th ed) Thousand Oaks, CA: Sage. Source: http://www.doksinet 9 The chapters will likely be titled differently. The format may be developed to suit the research you are undertaking. You will still be identifying what it is that you are investigating; you will be indicating and citing literature that you have drawn on; you will be saying how you have done your research (your methodological considerations); you will say what came out of this; and you will eventually tie it all together, saying what you believe the research has demonstrated, why it matters

professionally, and, if you wish, personally, what you feel practice and theory implications are, what the limitations of your research are, and what might be done further to build on what you have done. NTTs include all these ideas and items, but in the form that you decide best suits the themes and messages in your thesis. NTTs are of particular interest to those students whose research is arts-based, have strong aesthetic themes and appeals, may incorporate poetry, dialogue, artistic visuals, and/or employ unusual formatting. The McLuhan idea of the medium being the message is also taken up seriously, and students who wish to create theses whose form embodies or resonates with the content or subject matter of their research can take advantage of the opportunity to do so. A particular alternative form that has been used by a number of students at CityU is the Manuscript Thesis (MT). This is a thesis that consists of an introduction, two or three essays, and a concluding chapter. The

introduction will outline what is to follow and incorporate much of what is written above in the Introductory Chapter section. Similarly, your final chapter will incorporate much of what is outlined for the Conclusion and Discussion section above. See Appendix C for more information Speaking of using your own previously generated materials in your thesis: yes, you may use material already written in your course work or elsewhere that fits into your thesis either in whole or in part. This is entirely acceptable It is necessary, however, to properly reference and credit the author (you!) and other information (course number, date, location, unpublished manuscript, etc.) It is important to be aware of what an NTT is not. It is not permission to throw out all rules of good scholarship, comprehensibility, smooth and comprehensible flow of ideas, good writing, attention to the fact that it is a research document, and it is not permission to break all the rules without any regard for what the

intent of a thesis is, which is to convey a set of findings about an area of inquiry at a graduate level of writing and scholarship. The length of a thesis is highly variable from 50 to over 200 pages. Most theses fall in the range of about 50 to 100 pages, and this is the recommended range. In fact, having 10-15 pages in mind as a range for a chapter is a good idea. See Appendix A for a list of some resources for research methodology. Source: http://www.doksinet 10 THESIS COMPLETION GUIDELINES AND TIMELINES In order to alleviate confusion about the scheduling for thesis completion a schedule is included here. Part of the schedule integrates the Policy about dates that are firm (see Appendix B) Students have, at times, not realized that completing a thesis on time and at or beyond the required standard is a major undertaking. Writing a good thesis requires time for research, writing, and rewriting. As well, the thesis supervisor must have sufficient time to review chapters and give

feedback. Some students have had the mistaken idea that they can start their thesis at a point well into the year that the thesis course runs, that they will have time to do their research, and that the thesis supervisor will automatically have time to respond to their writing. This is an unrealistic expectation and has at times turned out to be disrespectful of both the student and thesis supervisor’s time and other obligations. As well, the faculty reader must have adequate time to do their review properly. Sample Schedule for Thesis Completion4 that starts on January 1. Thesis starts from July 1 will have similar time lines. Dates that are subject to CityU policy are firm CPC 603 Thesis Thesis Group Schedule Template (Individual supervisors may customize this document to suit individual needs) for Submission of Work January 1 to December 315 Please note the City University of Seattle Policy Statement on Thesis Deadlines. Below is an elaborated schedule to help you plan your time

well and that allows for adequate research by you, and sufficient feedback on your work from your thesis supervisor. Time after start date Thesis Prospectus/Proposal Submitted February 1 1 month Ethics review submitted to IRB by6 February 28 1 ½ months Chapter One Submitted March 1 2 months Faculty reader enlisted by March 15 2 ½ months Chapter Two Submitted April 1 3 months 4 CityU thesis starts occur twice a yearJanuary 1 and July 1. The dates in the sample are based on a January start The time frame is the same for a July start. Your thesis supervisor will issue a schedule to you that is specific to your start date. 5 Note that the university is closed between Christmas and New Year’s. So, the reality is that the course will be done by mid-December. Source: http://www.doksinet 11 Chapter Three Submitted May 1 4 months To Faculty Reader - First Three Chapters * May 31 5 months Chapter Four Submitted June 15 5 ½ months Chapter Five Submitted July 15

6 ½ months Complete Thesis Draft July 31 7 months Thesis Supervisor Vacation August First draft of Final Thesis document to thesis supervisor* August 31 8 months September 30 9 months Revisions (if any) based on Faculty Reader feedback to be finalized two weeks after the document is returned6 (revisions to be finalized by October 1) To Faculty Reader – Final* Revisions based on Faculty Reader feedback finalized October 31 10 months Return (if necessary) to Faculty Reader November 15 10 months submitted November 30 11 months Administrative details7 to be completed no later than January 31 All revisions to be completed and final document* to be (this is not additional thesis writing/completion time. It is administrative time for the thesis supervisor and the administrative staff.) and, it almost never fails that someone starts very late and is then sending large amounts of material that needs a large amount of work very late in the year. In spite of warnings

from the outset that this is almost certainly going to lead to re-registering in the course, students still get mad at the thesis supervisor for failing to drop everything and giving their full and undivided attention to their work. Good research requires time to do and requires time for feedback. As well, the policy noted above (Appendix B) has two firm due dates Failure to meet them will require that you speak with Arden Henley, the Principal for Canadian Programs, regarding the feasibility of thesis completion. It is important that you start fast, work persistently and regularly, and keep on schedule 6 See Appendix B regarding policy that applies for this date and subsequent dates with an asterisk *. Once the final draft is approved by both thesis supervisor and the faculty reader, the following are required in order for Administrative staff to process the final grade change submission: 1. Thesis Supervisor sends the email approval to Administrative staff with the final grade for

grade change submission. The Faculty Reader sends the email approval to administrative staff in order for admin staff to prepare the payment form for their 2nd reader service. 2. Thesis Supervisor emails the finalized thesis and completed Academic Repository Agreement Form to administration staff for submission City University of Seattles Academic Repository. 7 Source: http://www.doksinet 12 CPC 603 Thesis Thesis Group Schedule Template (Individual supervisors may customize this document to suit individual needs) for Submission of Work July 1 to June 305 Please note the City University of Seattle Policy Statement on Thesis Deadlines. Below is an elaborated schedule to help you plan your time well and that allows for adequate research by you, and sufficient feedback on your work from your thesis supervisor. Time after start date Thesis Prospectus/Proposal Submitted August 1 1 month Ethics review submitted to IRB by6 August 31 1 ½ months Chapter One Submitted September 1 2

months Faculty reader enlisted by September 15 2 ½ months Chapter Two Submitted October1 3 months Chapter Three Submitted November 1 4 months To Faculty Reader - First Three Chapters * November 30 5 months Chapter Four Submitted December 15 5 ½ months Chapter Five Submitted January 15 6 ½ months Complete Thesis Draft February 15 7 ½ months First draft of Final Thesis document to thesis supervisor* March 15 8 ½ months March 31 9 months Revisions (if any) based on Faculty Reader feedback to be finalized two weeks after the document is returned6 (revisions to be finalized by April 15) To Faculty Reader – Final* Revisions based on Faculty Reader feedback finalized April 30 10 months Return (if necessary) to Faculty Reader May 15 10 ½ months May 31 11 months All revisions to be completed and final document to be * submitted Administrative details7 to be completed no later than. July 31 (this is not additional thesis writing/completion time. It is

administrative time for the thesis supervisor and the administrative staff.) Please note that if a student does not complete their thesis on time, he or she will need re-register in CPC 603 and pay the fee for the course. As well, if students are not registered in any courses, they will not have access to City University’s library resources and services. Source: http://www.doksinet 13 4 CityU thesis starts occur twice a yearJanuary 1 and July 1. Your thesis supervisor will issue a schedule to you that is specific to your start date. 5 Note that the university is closed between Christmas and New Year’s. So, the reality is that the course will be done by mid-December. and, it almost never fails that someone starts very late and is then sending large amounts of material that needs a large amount of work very late in the year. In spite of warnings from the outset that this is almost certainly going to lead to reregistering in the course again, students still get mad at the thesis

supervisor for failing to drop everything and giving their full and undivided attention to their work. Good research requires time to do and requires time for feedback As well, the policy noted above (Appendix B) has two firm due dates. Failure to meet them will require that you speak with Arden Henley, the Principal for Canadian Programs, regarding the feasibility of thesis completion. It is important that you start fast, work persistently and regularly, and keep on schedule. 6 See Appendix B regarding policy that applies for this date and subsequent dates with an asterisk *. Once the final draft is approved by both thesis supervisor and the faculty reader, the following are required in order for Administrative staff to process the final grade change submission: 1. Thesis Supervisor sends the email approval to administrative staff with the final grade for grade change submission. The Faculty Reader sends the email approval to administrative staff in order for admin staff to prepare

the payment form for their 2nd reader service. 2. Thesis Supervisor emails the finalized thesis and completed Academic Repository Agreement Form to administration staff for submission City University of Seattles Academic Repository. 7 Source: http://www.doksinet 14 SOME DEFINITIONS AND RESPONSIBILITIES Thesis supervisor Your thesis supervisor will be assigned to you. You may convey your interest to the Director of Counselling Programs and/or the Thesis Program Coordinator as to whom you would like to work with. Your thesis supervisor may or may not be expert in your area of inquiry The job of the thesis supervisor is to facilitate your journey through the process, give you feedback, help you to frame and focus your research, point you to relevant resources, submit your Institutional Review Board (IRB) forms to the IRB, evaluate your work, conduct all communication with the faculty reader, and ensure that your thesis meets the requisite standards for a graduate level thesis. Your

thesis advisor’s role is to advise you about the process, content as possible, and resources, including others who may be able help you with content. Your thesis supervisor is not a copy editor, writing coach, or APA formatter, and cannot fill in large knowledge gaps you may have about research process and methodology. This is not to say that he or she may not provide input and advice on such issues, but it is not an expectation that they will do this. If writing has been an issue for you, it is essential that you engage someone who will be able to work closely with you to assist (but not write for you) with this aspect of your work. Similarly, if you have had issues regarding organization, coherence, logical flow of ideas, etc., then this will be even more challenging in thesis writing, and it is imperative that you enlist some expert help. Your thesis supervisor will most likely not have time to work with you at that level of detail nor are they expected to work at that level with

you. The expectations for the quality of work in a thesis are high and must meet the standard for a graduate thesis. For some students these expectations may seem to be more stringent than what been expected for course assignments, and, indeed this may be the case, as previous writing may have been viewed, at least to some extent, as preparatory to thesis writing. A thesis is a public document and as such it is important that it represent yourself, your work, and the university in ways that reflect an adherence to the required standards and that show your work in the best possible way. The job of the thesis supervisor is to support you to be able to do this. Faculty Reader You may give your thesis supervisor your suggestions as to whom you think would serve well as the faculty reader for your thesis. Contact with potential Faculty Readers, or Faculty Readers who are engaged, is to be made only by your thesis supervisor. Your thesis supervisor will make contact with the faculty member

and inquire as to their interest and availability. This decision should be made within the first two months of your thesis course. The faculty reader is someone within the City University faculty who will read your work at two junctures: 1) after the initial three chapters are written; and 2) after the final draft of your thesis is written. Please note that the initial send to the faculty reader is three chapters and does not have to be chapters 1-3. Some researchers do not start from chapter one and work thought in a linear fashion. What is required are three chapters that will allow the faculty reader to give an initial evaluation. The decision that chapters or the thesis are at a good enough level to send to the Source: http://www.doksinet 15 faculty reader will, hopefully, be one that you and your thesis supervisor arrive at collaboratively. However, the final decision lies with your thesis supervisor Faculty readers are not committee members, nor are they consultants for the

student. As well, they are not responsible for copy editing or writing coaching. All communication with the faculty reader about the thesis, including the initial engagement goes through the thesis supervisor. It is in your interests to ensure that your faculty reader is not someone with whom you might like to discuss with or consult about your thesis. They may provide feedback on your initial three chapters and/or on your thesis as a whole. Discussion about this feedback is to take place with your thesis supervisor, not the faculty reader. Please note that the faculty reader is to be at ‘arm’s length.’ This is to ensure that someone is providing relatively objective feedback about your work. The faculty reader review process includes assessing that the standard is being met for a master’s thesis overall, and evaluating the content and overall construction of the thesis. This is for your benefit directly. It is also a signal to governance bodies that theses are being reviewed

to ensure that they are at the graduate level standard. As well, this ensures that City University not only appears to be maintaining adequate standards of research and scholarship, but is, in fact, doing so. This supports the integrity of your degree and all degrees from the Master’s in Counselling Program. Ethics and Ethos Your relationship with your thesis supervisor is important. Thus, attention to personal and interpersonal issues between student and thesis supervisor as they arise is a central and crucial practice. It is an expectation that any issues that do arise be initially addressed between you and your thesis supervisor. If this does not result in a satisfactory resolution, then you need to notify your thesis supervisor that you are going to request that a third person, either the Thesis Program Coordinator and/or the Director of BC Counselling Programs, be involved for support and facilitation of the process. It is important, courteous, and good practice that your thesis

supervisor be notified prior to this request being made. Do keep in mind that the role of the thesis supervisor is to help and that this is the intention that he or she will have. Discharging feelings at your thesis supervisor for advising you on these matters will not help either of you or the development of your thesis. Meaningful and direct dialogue is a hallmark of a good supervisory relationship. In short, supporting your thesis supervisor is in their and your interests Support here means being honest, direct, and respectful. Some principles from the BC Association of Clinical Counsellors Code of Ethical Conduct 8 are important to keep in mind in particular when there is a dispute, and at all times: Principle I: Respect for the Dignity of All Persons and Peoples should be given the highest weight, unless there is a clear and imminent danger to the physical safety of any person. 8 http://bc-counsellors.org/wp-content/uploads/2011/02/1BCACC-Code-of-Ethical-Conduct-2008pdf Source:

http://www.doksinet 16 Principle II: Responsible Caring generally has the second highest weight, and should be carried out in ways that respect the dignity of persons and peoples. Principle III: Integrity in Relationships will be of third priority if it clearly conflicts with the first two principles. Principle IV: Responsibility to Society should, if it conflicts with the other principles, generally be given the lowest priority. Placing Responsibility to Society as less important in priority than the respect for the individual and individual rights reflects a Euro-North American entrenched value that is not universally held by all societies. Normally communities and societies in British Columbia will hold similar values to Principles I to III, and consequently, ways may be respectfully negotiated that do not place the collective good of the society in conflict with respect and caring for individuals. In respecting a diversity of cultural beliefs, it is important not to endorse

practices that clearly harm individuals in those cultures, or that violate Canadian laws. There have been situations where students were unhappy with thesis supervisors and chose to deal with the issues in ways that were questionable with respect to these principles. As professionals it is our responsibility to remember that these principles are applicable in all situations related to practice and the profession. Students and faculty involved in the thesis creation process are certainly involved in a relationship that is subject to these principles. Institutional Review Board (IRB) The IRB has the responsibility to ensure that all research (a thesis is considered to be research) is conducted in an ethical manner. Particular care is taken when human subjects are involved Effort is made to ensure that no harm will occur and that anonymity is protected. All theses, whether human subjects are involved or not, do require IRB approval. As well, at City University it is important that you

understand that, if you are using yourself as a research subject, that is, using your own experience as data, then you are considered a human subject, and must respond to all aspects of the IRB Protocol that refer to human subject research. There is recognition that in such cases anonymity is not possible. You will need to make it clear that you are aware of any associated risks. It is also important to note that if you mention others in a way that identifies them without their permission or puts them at any risk (the IRB evaluates this risk. That is one purpose of the submission), then you can only do so if that person have agreed by signing an Informed Consent form and the inclusion of such persons, along with yourself, has been approved by the IRB. While the IRB process may seem onerous, and time consuming, it is similar to the process at other institutions. Be prepared to allot your full attention and time to this process Once you have completed it, you will have done a substantial

chunk of the necessary work for your thesis and will have: 1) a clear outline of the area of your inquiry; 2) an outline of the introduction; and 3) an outline of your methodology. Be prepared that the IRB process will take you some time and that it will be helpful in framing your thesis. You will have a clear research question/area of inquiry, a methodology, an abstract, and if you are using human subjects, you will be set up to proceed. Please see Appendix F for the most recent IRB information and list of forms. Your supervisor will forward these forms to you. Source: http://www.doksinet 17 In Canada all human subject research is governed by the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans9. WRITING TIPS FOR THESIS10 1) Schedule time for thesis writing from the start! Good writing takes time, and is achieved over a period of time. You might be able to produce a good paper overnight, but a good or even passable thesis cannot be produced so quickly.

Dedicate time to the writing, create a schedule, and stick to it. If you have writers block, try focused free writing (http://www.thewriteroomnet/2010/06/11/writer’s-block-try-focused-free-writing/) and work with what comes out of that. Good writing is also the product of rewriting Writing is not a way to wrap up your ideas; instead it is a way of thinking. Rewriting, rethinking, rewriting once more, will yield the most thoughtful work, and this takes time. So scheduling and sufficient time is crucial! 2) Learn the basics of APA. If you can apply the basic rules from the start, you avoid time, energy, frustration, or money by having to undo or change things at the end. Also learn the basics of copyright rules and regulations (in chapter 6 of the APA manual). As you research and write, be sure to make notes so that you remember and can cite your sources according to APA guidelines. This last will save you a lot of time and frustration in the end 3) A good thesis is well organized. If

organizing your ideas well is your biggest challenge, go with a traditional thesis format (the five chapters) because in that structure, each chapter has a very distinct and very different purpose, which gives you, as a writer, a lot of structure, too. 4) Buy good resource materials, such as the 6th edition of APA, N.Y: Penguin 5) Some people find it helpful to work with a thesis coach or editor. This work can be developmental (i.e, the thesis coach works closely with you from start to end and helps you shape the work as you go), it can be strictly editing for APA, or anything in between. A thesis coach or editor can be a good sounding board, especially if he or she has an academic background and can think along with you as you go. (Keep in mind that a thesis coach is not a replacement for your thesis supervisor, rather a thesis coach is someone with expertise about writing and research, and who will have the time to go into the details of writing, framing, formatting, and

organization. Your thesis supervisor will not have time for or be expected to do this.) Some Additional Ideas and Considerations A master’s thesis, unlike a doctoral thesis that is supposed to break new ground, is required to show your mastery of the area of inquiry. Of course, this does not mean that you cannot break new ground! You are encouraged to think creatively both in terms of content and form, and to 9 http://www.preethicsgcca/eng/policy-politique/initiatives/tcps2-eptc2/Default/ 10 Courtesy of Gerda Wever: info@thewriteroom.net Source: http://www.doksinet 18 work on something that really matters to you. If you care about what you are working on, the work becomes more like play, and may take possession of your consciousness for a period of time. This means the work is more likely to flow, will almost certainly be a contribution to the field, and will be something about which you feel rightly proud. It is important that you have your final draft properly formatted to

APA standards and copy edited for sentence structure, grammar, and typographical errors. Your thesis is a public document and represents you and the university. It is important that it be finely polished in its final form. This should be all done prior to the final submission to the faculty reader Notwithstanding the previous paragraph, many students find the thesis process daunting and difficult. Some issues that impinge: 1) Having no experience writing an academic document of this length 2) Uncertainty as to how to proceed 3) What constitutes proper content 4) What qualifies as a topic 5) Being simultaneously enrolled in practicum, upper level courses, and thesis Suggestions: 1) Identify and enroll the help you need a. A writing coach b. Help for the details of doing research that is beyond what your thesis supervisor can reasonably provide c. There are many good online resources to help with the writing process Here are a couple: i.

http://wwwlibsfuca/about/branches-depts/slc/tools/handouts/writing ii. http://writingcenteruncedu/resources/handouts-demos/specific-writingassignments/literature-reviews 2) Most of what students think may not be suitable as a thesis topic in fact is. a. Your thesis supervisor will assist you in framing your interest as a research project b. You may also call up the Thesis Coordinator and other faculty for input about your topic 3) Consider separating out thesis, practicum, and upper level courses into different time frames. 4) Keep in mind that being in graduate school, and at this point thesis work, may be challenging to your sense of identity. Rather than succumbing to the opposition within you, think about how to use the challenges for your own growth and as fuel for creative work on your thesis. 5) Be diligent, persistent, and even stubborn about doing that which looks after yourself; otherwise known as self-care. Remember that a thesis cannot be done well or, likely acceptably, at

the last minute. Your thesis supervisor should provide you with a schedule to facilitate completion of your work within the time frame of the thesis course, which is one year from the start of the course. Currently the two Source: http://www.doksinet 19 start times for thesis are January 1 and July 1. City University has a policy statement about certain due dates that are firm for thesis work. This Policy is attached (Appendix B) As well, if you are having difficulties that interfere with your ability to progress with your thesis work, it is important that you communicate with your thesis supervisor about this in a timely manner and, be aware that communication does not equal permission for time extensions. Not completing on time has the implication of a GPA on your transcript for the thesis course of 0.0, and also will require that you register again and pay the fee for the course Students who are not able to finish on time frequently request a time extension. There is no extension

for the thesis course. It is a one year course for which the in-process creation time starts on the first day and ends 365 days later. It is important to note that the due date for the completed, approved final draft is prior to the last day of the one year period. The final day of the one year period is when the entire process other than the administrative aspects must be complete. There is also a requirement regarding submission dates that is outlined in the policy in Appendix B. Instructors will likely supply you with additional dates to support your work unfolding in a timely manner that allows for all aspects of the process to take place, particularly, for you to do your research, for your thesis supervisor to give you feedback on your work as it progresses, and reading and the giving of any feedback by the faculty reader at the two points outlined in the policy. Only in the most extenuating of medical or related circumstances will additional time be granted for completion. In

order for this time to be granted substantiating documents (for example, a letter from a physician) must be supplied. In such cases, the time granted will be for finishing work that is near completion. Extra time will not be granted to students who have not already made substantial progress on their thesis as evidenced by having met earlier due dates. You are to use the City University template for the Title Page and all front matter for your thesis (Appendix E). Current American Psychological Association (APA 6) formatting is the required format for your thesis. If you wish to use APA software to help you with formatting and developing a data base is a good idea. Having a hard copy of the APA Manual is also important You will find answers to many APA 6 “how to” questions here: http://www.apastyleorg/ and https://owl.englishpurdueedu/owl/resource/560/01/ If you are interested in publishing your thesis, the one publisher I have found that publishes masters theses is Lambert Academic

Publishing (formerly VDM-Verlag) https://www.lappublishingcom/ A number of students from City University in Canada have had their theses accepted for publishing by Lambert. You are encouraged to consider this possibility Another possibility for publication is to search out a suitable academic journal and to distill your thesis down to journal article size, which is usually about twenty pages. Another option might be that one or more of your chapters could qualify as articles on their own. Source: http://www.doksinet 20 Academic Honesty It goes without saying that academic honesty in thesis writing is a given. Failure to adhere to this core principal could jeopardize your degree. Further, it can lead to harm for the institution, the program, and the degrees of all students. If you have any questions about what is required, please ask your thesis advisor and/or the Thesis Coordinator. It is essential that all work is your own and that all material from sources is acknowledged and

properly referenced. Paraphrasing means that you have written something that is based on a source entirely in your own words. Changing a few words from the original does not qualify as paraphrasing. Libraries and Librarians City University has extensive resources available to you on-line, as well as librarians available to you by calling 800 426 5596 and asking for the librarian. Many students do not notice that, although many articles are available in full text, those that are not available in full text can usually be obtained as a PDF that will be emailed to you individually. City University of Seattle has partnerships with local libraries throughout British Columbia, including University of Victoria, University of British Columbia, Simon Fraser University, and many of the junior colleges. These resources will be available to you as workspaces and print collections. The administrative staff can help you obtain these privileges There is no cost involved. Their librarians will also

help you with “the basics”, but for more involved searches and questions you will need to contact the librarians at City University. You can make use of the Ask a Librarian link. Librarians help you to search, and they want you to find the resources you are seeking. What they cannot do is help you to conceptualize your research. This step must be in place before a librarian can be of assistance. This is why choosing a topic area, identifying a research problem, and specifying a research question comes first. With these points in place, your thesis supervisor, your consultants, and your librarian can go to work for you. If students are not registered in any courses, they will not have access to City University’s library resources and services. Smart Thinking Resource You can get 10 hours of free personalized support for your work from Smart Thinking. Someone will look at your written work and provide feedback. Create an Account: Call City Universitys Student Support Center at

800.3216401 from 8:00 am to 6:00 p.m Monday through Friday PST or e-mail help@cityuedu to request your username and password. Logon to www.smarthinkingcom Enter your username and password Source: http://www.doksinet 21 CONCLUDING WORDS Your thesis is a significant part of the process of acquiring your degree, and also an opportunity to create a document that is creative, meaningful, and of value. You are encouraged to make the most of it. Take full advantage of the opportunity to look into what you really care about. Talk to scholars and practitioners who can add to your research Make use of and draw upon whatever legitimate resources will help you. and, of course, this document cannot and does not cover every question you might have. Do speak freely with your thesis supervisor and feel free to call on the Thesis Coordinator (currently, me, Avraham Cohen), if you have questions or conversations that matter to you. Finally, I leave with you the following lines, to reflect upon and,

hopefully draw some inspiration from, as you embark on your journey of thesis creation: The Master in the art of living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his religion. He hardly knows which is which He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him he is always doing both Zen Buddhist Text (source unknown) Source: http://www.doksinet 22 APPENDICES Appendix A: Descriptions of Some Research Methods Action Research Action Research. (nd) Retrieved December 6, 2012, from Wikipedia: en.wikipediaorg/wiki/Action research Artography http://www.curriculumtheoryprojectca/2012/03/rita-irwin-an-artographic-inquiry-a-curriculum-scholar-review-byrachel-poff-for-edu-6102-seminar-in-curriculum-studies-research/ Autoethnography Ellis, C., Adams, T E, & Bochner, A P (2011) Autoethnography: An overview

Forum: Qualitative Social Research, 12(1). Retrieved June 10, 2012, Forum Qualitative Social Research Web site: http://www.qualitative-researchnet/indexphp/fqs/article/view/1589/3095 Case Study Zainal, Z. (2007) Case Study as a research method Jurnal Kemanusiaan, 9 Retrieved December 6, 2012, from http://www.sagepubcom/sites/default/files/upm-binaries/41407 1pdf Grounded theory Grounded Theory. (nd) http://www.groundedtheoryonlinecom/what-is-grounded-theory Heuristic Inquiry Hiles, D. (2001) Heuristic inquiry and transpersonal research (I have a good paper by David Hiles on this. Contact me, if you would like to have it acohen@cityuedu ) Narrative Inquiry Connelly, F. M, & Clandinin, D J (nd) Stories of experience and narrative inquiry Educational Researcher, 19(5). Retrieved June 10, 2012, from AERA Web site: http://www.tcumnedu/~dillon/CI%208148%20Qual%20Research/Session%2012/Narra tive-Clandinin%20ER%20article.pdf Appendix B: Resources for Research Methods Booth, W. C, Colomb, G

G, & Williams, J M (2008) The craft of research (3rd ed) Chicago: University of Chicago. (this is the text used for the thesis course I think it is very good on laying on the nuts and bolts of research and writing it up.) Creswell, J. W (2008) Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.) Thousand Oaks, CA: Sage (Creswell is a big name in the field This book covers a lot of detail and, from a brief perusal seems to be reader friendly.) Creswell, J. W, & Clark, V L P (2011) Designing and conducting mixed methods research (2nd ed.) Thousand Oaks, CA: Sage (“an introduction as well as a detailed assessment about how to conduct a mixed methods study.” p xix) Creswell, J.W (2013) Qualitative inquiry and research design: Choosing among five approaches (3rd ed.) Thousand Oaks, CA: Sage Source: http://www.doksinet 23 Denzin, N. K, & Lincoln, Y S (Eds) (2011) The Sage handbook of qualitative research (4th ed) Thousand Oaks, CA: Sage. (A

very major work in the field) Family Health International. (nd) Qualitative research methods overview In Qualitative Research Methods: A data collectors field guide (Module 1). Retrieved March 31, 2012, from Family Health International http://www.fhi360org/sites/default/files/media/documents/Qualitative%20Research%20Methods%2 0-%20A%20Data%20Collectors%20Field%20Guide.pdf (gives an overview of what qualitative research methodology is, including descriptions of the major components). Jacobs, D. T (Four Arrows) (2008) The authentic dissertation: Alternative ways of knowing, research, and representation. New York: Routledge (this text is set up in an unusual way that complements the content. the chapters are short and outline the process and struggles of the researchers to be able to do authentic and alternative research, and describes what the research was with a little about the methodologies. OToole, J., & Beckett, D (2010) Educational research: Creative thinking and doing South

Melbourne, Victoria, Australia: Oxford. (this text is about qualitative and arts based research it is very readable and gives a very comprehensive and detailed view of what is possible and how to go about it. it also says enough about traditional research to help understand the alterity of the approaches presented) Moustakas, C. (1990) Heuristic research: Design, methodology, and applications Newbury Park, CA: Sage. (this book does a great job of defining and describing a methodology that I think is very reflective of the inner process of the researcher. it also centralizes the subjective and inner experience of the researcher as part of the resea Source: http://www.doksinet 24 Appendix C: Manuscript-Based (Article-Based) Theses As an alternative to the traditional thesis format, the thesis research may be presented as a collection of scholarly papers of which the student is the author or co-author; that is, it can include the text of one or more manuscripts, submitted or to be

submitted for publication, and/or published articles reformatted according to thesis requirements as described below. Manuscripts for publication are frequently very concise documents. The thesis is expected to be a more detailed, scholarly work than manuscripts for publication in journals, and must conform to general thesis requirements. Note: These papers cannot alone constitute the thesis; the thesis must connect them, producing a cohesive, unitary focus, documenting a single program of research. The structure for the manuscript-based thesis must conform to the following:  Just as in the traditional format, the thesis must be presented as a unified whole with respect to font size, line spacing and margin sizes (see Thesis Format).  The thesis must conform to all other requirements listed under Thesis Components above.  The thesis must be more than a collection of manuscripts. All components must be integrated into a cohesive unit with a logical progression from one

chapter to the next, providing a cohesive, unitary focus, documenting a single program of research.  There must be a rationale for choice of approach.  Providing connecting materials may be necessary so that the completed thesis functions as an integrated whole. A Manuscript- (or article-) based thesis will be judged by the examiners as a unified, logically-coherent document in the same way a traditional thesis is judged. There is no specified number of manuscripts or articles required for a Master’s or a Doctoral thesis; nor is prior publication or acceptance for publication of the manuscripts a requirement. Publication or acceptance for publication of research results before presentation of the thesis in no way supersedes the Universitys evaluation and judgment of the work during the thesis examination process (i.e, it does not guarantee that the thesis will be found acceptable for the degree). In the case of multiple-authored articles, the student must be the primary

author. Multiple-authored articles cannot be used in more than one thesis. In the case of students who have worked collaboratively on projects, it may be preferable for both students to write a standard format thesis, identifying individual contributions. (See Intellectual Property re: required permissions/waivers.) Source: http://www.doksinet 25 Appendix D: DAS MC Canada Policy, Thesis Completion Date: January 31 Updated: January 29 Context: In BC, the Master of Counselling program plan includes completion of a thesis and in Alberta, a concluding research project. Though both typically require longer than one quarter to complete, both are structured in the form of courses; in BC, CPC 603 (4 credits) and in Alberta, CPC 640(4 credits). To accommodate student completion of theses and research project reports, at the end of the quarter in which the course is offered the student receives a Y grade. The Y grade expires one year after the end date of the course (rather than the end date

of the quarter). By this point a grade must be submitted by the instructor. If a grade is not submitted the Y grade automatically changes to a 0.0 for the course (essentially a failing grade) and the student must re-take the course. Intent: The intent of this policy is to clarify submission dates that are important steps in the thesis and project process, and to highlight the final submission date for theses and project reports. Policy: Since both thesis and project courses are presented by the university in a course format a mechanism is required to extend longer periods of time to students for completion. The objectives of the policy are to balance the time frame for completion with the limited faculty support provided by the course format. In addition, providing submission deadlines after which re-registration is required invites students to complete thesis and project in a timely manner. Proposed Procedure: In BC Thesis (CPC 603) students are expected to submit a final document to

their supervisors no later than one year after the start date of the Thesis course in which the student registered. Should students fail to submit a final document within this time period re-registration in Thesis course is required (at the standard course fee). The following deadlines must be adhered to and failure to comply requires a re-evaluation of the student’s progress by the Principal of Canadian Programs: Ethics Review to be submitted to the thesis supervisor not later than 2 months from the start date of the Thesis course. First three chapters to be completed and submitted to the second reader not later than 5 months from the start date of the Thesis course. Source: http://www.doksinet 26 First draft of the final thesis document to be submitted to the thesis supervisor not later than 8 months from the start date of the Thesis course. Final draft of the thesis document to be submitted not later than 10 months from the start date of Thesis course. At the discretion of the

thesis supervisor other deadlines may be put into effect to facilitate the work of thesis completion. In Alberta Project (CPC 691) students are expected to submit a first draft document to their supervisors no later than 6 months after the start date of the Project course in which the student registered and a final draft no later than 9 months days after the start date of the Project course. Should students fail to submit a final document within this time period re-registration in the Project course is required (at the standard course fee). In the case of disability accommodation, such an accommodation should be negotiated at the first meeting of the thesis supervisor and the student and communicated to the City University of Seattle Disability Coordinator. The accommodation must identify in specific terms any adjustments to deadlines for submission as outlined above, including the final date of submission. In all cases the expectation remains that work will be submitted on an ongoing

basis. Source: http://www.doksinet 27 Appendix E: CityU: Formatting for Your Thesis [TYPE THESIS TITLE HERE] by [Your Name] A thesis submitted in partial fulfillment of the requirements for the degree of Master of Counselling (MC) City University of Seattle Vancouver BC, Canada site Date APPROVED BY John Doe, M.A, RCC, Thesis Supervisor, Counsellor Education Faculty Jane Doe, Ph.D, RCC, Faculty Reader, Counsellor Education Faculty Division of Arts and Sciences Source: http://www.doksinet 28 Abstract (on a separate page) Acknowledgements (optional but recommended) (on a separate page) Dedication (optional) (on a separate page) Table of Contents (on a separate page) List of Tables (if any, on a separate page) List of Figures (on a separate page) [All of the above are included from the beginning of your thesis] References (starting on its own page following all content of the thesis) Appendix (any supporting documents) (one of these will be the approval notification from the

IRB. Be sure to include this in your Table of Contents) Source: http://www.doksinet 29 Appendix F: IRB Documents, Forms, and Updates The following documents and forms can be downloaded by hitting Control and Shift: 1) 2) 3) 4) IRB Ethical Review Protocol FormTemplate Rev 8-12.doc IRB Guidelines for Submissions Rev 8-12.doc IRB Policies and Procedure Handbook REV 7-10.doc IRB Submission Schedule 2012-2013.doc Please note that all the forms are supposed to be available on the IRB Portal Page as of September 2012. In which case, you should retrieve them from there to ensure that you have the latest versions IRB Updates: the IRB ethical research module is up on Blackboard as a Community Shell. This module covers a brief history of the basis for ethical research regulations, the purpose and functions of IRBs and the CityU IRB submission guidelines. Short questions are included in the module for easy reviewing We believe that all faculty (who advise students conducting research as well

as those who are conducting their own research) will find that reading and following the guidelines outlined on the module will be useful in securing IRB approval. Students and faculty will be able to self-enroll in the ethics module shortly. As soon as we have instructions on the process for self-enrollment, we will forward these to you. Effective October 1 2013, all students and all thesis supervisors will need to complete and pass (70% or better) the module prior to submitting an ethical review protocol to the IRB. This module replaces the IRB Student Handbook developed for last year, and it reflects revised Guidelines as well. After your student has completed the module, the student must inform you in writing (eg. email) that s/he passed the quizzes included. When you submit their ethical review protocol to the IRB, note on your email that your student has passed the module. This way you and the IRB will know that your student has met this requirement Many thanks to Brian Guthrie,

Ph.D, Vice-Chair of the IRB, for his leadership and dedication to creating an ethics module CityU can be proud of. We look forward to ongoing reviews of the module over time as we gather feedback. Second, we are working with Jill Hammitt who is creating a Portal page for the IRB, scheduled to be operational in September 2012. This page will include a brief introduction to the IRB and include all necessary documents for direct student access, including Handbook, Guidelines, and approved forms. Thank you, Jill, for your help with this goal of the IRB. Third, we have revised the ethical review protocol to make submissions more efficient and cut down on attachments. All submissions beginning September 2012 must be on this form Please carefully review the protocol attached. It includes space after each answer to allow for complete answers rather than attachments, for example, in #8, if there is to be an oral presentation to a classroom about a study, the actual words to be said to the

children will be included in the answer on the protocol, not separately submitted as an “attachment”. Similarly, all researcher-created data tools should now be included in the answer to #10 Perhaps most useful is the addition at the end of the protocol: both CityU approved informed consent forms. Researchers fill out the appropriate form(s) as they will when using them with research participants or parents. The consent forms are separately available as well for actual use in the study Attached is the new ethical review protocol with consents. Fourth, the IRB Guidelines for Submissions have been updated to match the new protocol form and also include additional information. As we review more and more submissions, we add what we learn to the Guidelines so that each year the students and faculty may benefit from our experience. Attached are the revised IRB Guidelines for Submissions. Source: http://www.doksinet 30 Fifth, we are again sending you the Submission Schedule for this

year to be sure everyone who needs one has it. Please remember our new review timelines: two weeks from the day after the submission period for minimal risk studies, four weeks from the day after the submission period for all other research proposals. We hope these improvements and revisions will enhance your work on behalf of your students and your own research efforts as well. We also need to continue to ask your assistance in a few areas: 1. Only CityU email addresses may be used in and regarding research by students and faculty (please see email from Provost dated September 2010); this is to meet our legal and ethical confidentiality requirements for students, faculty and research participants. Student and faculty CityU email addresses only must be on the submission and also at the top of the protocol where email addresses are listed. 2. Please label all submissions as described in the IRB Guidelines; this will end the many hours spent relabeling documents 3. Lastly, please throw

out and delete all old forms and previous IRB documents, including those letters or research questionnaires that ask for a signature from a parent (previously used in Canada). The only parental signature required is on the approved CityU informed consent. Substantial changes have been made over the past three years as we continually improve and update our forms. Old forms increase our review time As a result, we will have to return submissions on old forms without review, as stated in the Guidelines. 4. Note that the new protocol form requires your signature and that of your students at the end of the form Typing in your names will constitute this signature. It will also mean that you have reviewed the protocol and believe it meets IRB ethical requirements. Thank you in advance for your attention to this most important issue. Thank you for your attention to all our good news! Let us know your thoughts on the module after you’ve reviewed it. Sincerely, Meredith, Brian, Ellen, John and

Trisa Meredith L. Hardy, MSW, JD Chair, Institutional Review Board Source: http://www.doksinet 31 Appendix G: Canadian Degree Completion Policy Canadian Programs Policy Length of Time to Graduate Date: June 2, 2014, Context: Due to changing life circumstances and the predominantly ‘working adult’ composition of the Canadian CityU student population students frequently require longer than the length of their program plans to complete graduate degree requirements; from time to time, the contingencies of students’ daily lives demand reducing course loads or ‘stopping out’ for periods of time. At the same time, particularly in graduate programs such as Counselling and Education currency of knowledge and competencies is a significant issue. In the contemporary era the content, standards and practice competencies of the professions rapidly change and evolve. For example, new discoveries in sociology, neurobiology and genetics are resulting in changes of thinking and practice.

Intent: The intent of this policy is to extend maximum flexibility to students in meeting their individual learning needs while respecting the critical issue of currency of knowledge and competencies. The broader context is striking a balance between CityU’s commitment to accessibility and convenience to the learner and the demands of professional life and regulatory environments. Policy: The recommended time to complete the degree in Education and Counselling graduate programs in Canada is seven years. In recommending rather than requiring this time to complete the degree the University upholds its commitment to flexibility, but not at the cost of assuring the relevance of its degree programs and the preparedness of its graduates for professional practice. The University’s commitment to flexibility in time to complete the degree also recognizes that students may make use of other means than university coursework such as ongoing specialized training and professional experience to

achieve currency and that they share with the University a responsibility to assure currency. Proposed Procedures: All materials related to graduate programs specifically indicate that the recommended time to complete the degree is seven years from the start date of the initial course to the end date of the final course. Students who are at risk of exceeding this standard should be notified in writing by their Advisors when they have reached the point at which they have one (1 1/2) year to graduate or after 5 ½ years in the program. This documentation from Advisors should direct students to participate in a degree completion interview with the Advisor in consultation with the Program Director. Students who ‘stop out’ for 2 or more quarters re-enter the program of study in the current program plan and not the program plan in which they were previously registered. In relation to significant changes in curricula previous versions of a course may not satisfy degree requirements.

Similar or identical course nomenclature does not guarantee that a previous version of a course satisfies degree requirements. This determination should be made in advance of re-registration by the Program Director and communicated to Advisors. Source: http://www.doksinet 32 APPENDIX H: Notice of Research Complettion or Request for IRB Extension [Please note that is a reproduction of the required form and is provided for your information. It is not to be used in place of the form fillable provided by the IRB.] This form must be submitted upon completion of the research or, if requesting an extension for the approval. Date School/Division The Institutional Review Board (IRB) at City University maintains compliance with Federal Regulations for the protection of human subjects in all institutionally-approved research. As such, the IRB “shall conduct continuing review of research covered by this policy at intervals appropriate to the degree of risk, but not less than once per year,

and shall have authority to observe or have a third party observe the consent process and the research.” §46109 IRB review of research (e) As of October 31,2013, each researcher Is required to email this form to IRB@cityu.edu on the one-year anniversary of IRB approval for all approvals dated on or after October 31, 2012. If research has been completed, please respond to only Items 1-4 below, indicate date of completion here: , and sign and date at the bottom (both student and faculty advisor): 1. Principal Investigator Name: 2. Faculty Supervisor Name (if applicable) and Department/Division: 3. Research Project Title: 4. Date of IRB Approval: If research is ongoing, please respond to Items 1-4 above and Items 5-7 below, and sign and date at the bottom: 5. Please describe, in the space provided, the following: a. Current status (that is, what progress has been made to date): b. Research activities that remain to be completed: 6. Estimated time to completion: 7. Has researcher made

any changes in the research study originally approved by the IRB, such as changes in methodology, data collection, study participants, e.g? Yes No If Yes, please describe the changes: Principal Investigator: Signature Date Faculty Supervisor: Signature Date Source: http://www.doksinet 33 APPENDIX I: Academic Repository Agreement Form City University of Seattle Academic Repository Agreement Form City University of Seattle values open access to scholarly work. Making your work openly available online means it is more likely to be discovered and cited by others, and is your opportunity to contribute to your profession. You gain from having your work cited; other researchers gain by being able to use your research. This form gives City University of Seattle permission to deposit your submitted academic work (such as a dissertation, thesis, capstone project, academic poster, or other high-quality academic work) in the City University of Seattle Academic Repository. Access Options 1) Open

Access (default if no preference is selected) Select this option if you wish to make your academic work openly available online under a Creative Commons Attribution-Noncommerical-No Derivatives license. City University of Seattle gains a non-exclusive right to retain, reproduce and distribute the deposited work in whole or in part, in and from its electronic format. This is not a transfer of copyright 2) Citation and Abstract Only (full text by permission of author) Select this option if you wish to have only the citation and abstract available online. By selecting this option, the work you are submitting will be stored in the academic repository but will not be accessible as an immediate download. Your work will still be in the repository and a record for it will be discoverable, but the full text will not be immediately available except with your permission. City University of Seattle may make and keep more than one copy of the work, and may migrate the work to any medium or format

for preservation and future access. City University of Seattle will not make any alteration to the work, other than as allowed by this agreement. You retain copyright for your work at all times Signature By signing below, you agree that the work you are submitting for inclusion in the City University of Seattle Academic Repository has been vetted by your faculty advisor or supervisor and run through a plagiarism detection service (if applicable) such as Turnitin. You are warranting that your work is original to you and does not, to the best of your knowledge, infringe or violate the rights of others. Furthermore, you warrant that you have all the necessary rights to permit City University of Seattle to reproduce and distribute your work, and that any third-party owned content is clearly identified and acknowledged within your work. Access options (please select one): Open Access Citation and Abstract Only* Title of Work Submitted

Date the Work was Created or Presented Course Number (where the work was created) and Instructor’s Name (if applicable) Program & Degree Location of Study (City and State or Province) Author Name (First / Last – please print) Author Signature Date Source: http://www.doksinet *Phone # or E-mail (for Citation/Abstract Only option; Will not be made public) Faculty Advisor or Supervisor’s Name Faculty Advisor or Supervisor’s Signature Date 34