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What's in a Name? Part 2: Understanding the 'Dr.' in My Title

Continuing our exploration of professional titles, today we'll unpack the 'Dr.' in Rev. Dr. Steven R. Giddens. This academic title represents far more than a scholarly achievement; it embodies a deep commitment to advancing the field of counselor education and supervision, as well as teaching and mentoring master's level mental health students. In my case, 'Dr.' signifies the completion of a Doctor of Philosophy (PhD) degree in Counselor Education and Supervision (CES), a CACREP-accredited program. This 'terminal degree' is the highest academic degree available in most fields, historically representing not just expertise but the responsibility to educate and mentor future professionals in the field of mental health.


The term 'doctor' has a rich history dating back to medieval Europe. Originating from the Latin 'docere,' meaning 'to teach,' it was first used in the 12th century to denote a qualified teacher or scholar. Over time, it became associated with the highest academic degree one could attain. The modern PhD, with its emphasis on original research, emerged in 19th-century Germany and spread globally. While all doctoral degrees represent the highest level of education in their respective fields, they differ in focus and application. A PhD emphasizes original research and theoretical knowledge, preparing holders for academia, research, and high-level analysis across various fields, including mental health. This distinguishes it from other doctoral degrees like the MD (focused on medical practice), JD (legal practice), PsyD (clinical psychology practice), or EdD (educational leadership and applied research).


My personal PhD journey was an intensive four-year process that honed my skills as a researcher, educator, and clinical supervisor. It involved extensive coursework beyond the master's level, in-depth study of counseling theories and practices, advanced research methodologies, and focused training on teaching foundational clinical mental health skills to master's level students. I provided quality supervision for students' initial clinical work while maintaining and enhancing my own clinical skills. The process culminated in a comprehensive examination of the field and original research for my dissertation. This journey not only prepared me for clinical practice but also equipped me with the tools to teach and mentor future mental health professionals effectively.


My research focused on a small sample of mental health practitioners (psychoanalysts) in their early stages of professional education and training (formation). This study aimed to investigate and understand their areas of support and challenge as they formed their professional identities, comprehended their immersive training, engaged in experiential education, and applied their knowledge to their field. I believe that the formation of professional identity and the way in which emergent professionals understand, comprehend, and apply their education, training, and experiences into practice are essential in the mental health milieu. This work contributes to our understanding of not just psychoanalytic training but the mental health milieu. It informs my approach to both counseling practice and counselor education, particularly in my role teaching master's level mental health students.


It's essential to understand the implications of this title. While it does create a particular hierarchy—one that's based on education, training, and expertise—it's crucial to recognize how this hierarchy functions in different contexts:


In the therapeutic setting, the 'Dr.' title acknowledges my extensive training and expertise in mental health. There are times when this expertise needs to be at the forefront, particularly in crisis situations or when making critical clinical decisions. However, it doesn't diminish the value of my clients' experiences and insights. Your knowledge of your own life and experiences is invaluable to the therapeutic process, and our collaboration is essential for your growth and well-being.


In the classroom, the title signifies my role as an educator and my responsibility to guide students through complex material. Yet, it doesn't negate the importance of students' contributions to discussions and their own learning process.


It's also important to note what this title doesn't imply. It doesn't make me a medical doctor or psychiatrist, nor does it mean I have all the answers or that my approach is the only valid one. The field of mental health is vast and complex, with many valid approaches, interventions, perspectives, and theories.


While I don't demand or expect to be referred to as "Doctor" in all situations, I do find it affirming when used, as it acknowledges the hard work and dedication that went into earning this title. More importantly, it sets a professional framework that can be beneficial in many therapeutic and educational contexts.


The use of academic titles is in flux, with customs varying across institutions and settings. In some settings, "Dr." is used exclusively for those who have earned the title, while in others, everyone seems to agree that first names are sufficient. When introducing myself, whether to clients, students, or colleagues, I use my complete title, "Reverend Doctor" (and yes, the ecclesiastical "Reverend" precedes the academic doctorate), but also offer that I'm "simply Steve." Each day since earning my PhD has been surreal. Seeing an email addressed to "Dr. Giddens" or receiving a phone call asking to speak with "Dr. Giddens" has been a fascinating shift in my own professional growth and development.


I thoroughly enjoy being called "Steve" and find this the most assuring and comforting way of being heard and respected. At the same time, I'm honored to be addressed as "Dr. Giddens" or "Dr. Steve," whether by clients, students, or colleagues. Being called by one's name and hearing the respect offered in its use is affirming, regardless of the specific form it takes. It's important to note that using my full title is not about demanding respect but about being transparent regarding my education and training. This aligns with our ethical responsibilities in our field, which is to be clear about our qualifications, both in clinical practice and in the classroom.


Earning a PhD instilled in me a deep appreciation for lifelong learning. Our field is constantly evolving, and my doctoral training equipped me with the skills to stay current, critically evaluate new research, and contribute to the growing body of knowledge in counseling. The 'Dr.' in my title represents more than an academic achievement. It signifies a commitment to the counseling profession, to the education of future counselors, and to the ongoing pursuit of knowledge that can improve mental health care and counselor preparation. This commitment ensures that I am always striving to provide the best possible care and support for my clients, as well as the most up-to-date and comprehensive education for my master's level students.


In our therapeutic relationship or classroom setting, you're welcome to address me as Dr. Giddens, Steve, or whatever feels comfortable for you. The most important title to me is the one you give me: your counselor, teacher, and partner in your journey toward mental health and well-being or professional development. I want you to feel at ease and comfortable during our sessions or classes, and I'm here to support you in any way I can. Like most aspects of professional identity, my relationship with my title will continue to shift, change, develop, and refine as time goes on. New experiences shape my perspective, both in clinical practice and in academia.



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©2021 by Rev. Steven R. Giddens.

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