Abstract
ABSTRACT Developing a doctoral cohort has its challenges. Likewise, doctoral programs are responsible for adapting programming to serve students experiencing challenges. To address these challenges within a doctoral cohort, we applied relational-cultural theory (RCT) as a framework that can be used to support cohort experience development. With its emphasis on growth-fostering relationships, Relational-Cultural Theory (RCT) supports fostering genuine social connection, mutuality, and empathy in relationships, which could alleviate isolation and suffering, which are barriers to academic success and emotional development. We use case vignettes to highlight barriers associated with cohort development and cohesion and discuss implications and future directions for counselors, counselor educators, and supervisors.
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