The authors discuss the application of solution-focused counseling in support groups designed to help graduate students cope with the demands of writing a doctoral dissertation. The doctoral dissertation is probably the most difficult task in the doctoral student's academic career. According to Davis and Parker (1997), as many as one third of doctoral candidates who have completed their course requirements fail to complete the dissertation. Students who do complete their dissertation often take several years to finish their work. Graduate students often must cope with a number of personal problems that may interfere with work on their dissertation. These problems include procrastination, perfectionism, loss of motivation, feelings of isolation, conflicting responsibilities, and discouragement (Green, 1997). In addition to psychological problems, the student working on a dissertation may also experience other problems such as financial, family, health, and academic difficulties. Attempts to manage these problems may include the use of institutional workshops, improved advising, e-mail discussion groups, professional mentors and consultants, graduate student support organizations, self-help books, and support groups (Association for Support of Graduate Students, 2000; Baird, 1997; Nerad & Miller, 1997). In this article, we describe the use of a solution-focused support group as one means of aiding dissertators in overcoming obstacles in their work. Solution-focused counseling, which builds on client strengths in a collaborative fashion, seems to be particularly well suited for graduate students, all of whom have histories of academic success. Solution-focused counseling has been used successfully with a variety of populations, including parents, couples, and students (Murphy, 1997; O'Hanlon & Weiner-Davis, 1989; Webb, 1999). Principles of Solution-Focused Counseling We have adapted the following principles from solution-focused counseling in conducting dissertators' support groups. All of these principles are solution-focused. Instead of assessing "what's wrong," counselors assist the clients in determining "what's working." 1. Look for strengths. Instead of exploring reasons why clients are having difficulty completing their thesis, counselors help clients understand how they have been able to cope effectively in previous situations. 2. Clarify long-term goals. Solutions are more closely related to goals than they are to presenting problems. 3. Set short-term goals. Change is more likely to occur if daily and weekly goals are established that are limited, salient, specific, and attainable. 4. Build on what is possible. Small changes in one part of a problem can produce a "benevolent spiral" that leads to change in other parts of the problem. 5. Create a positive point of view. Counselors assist students in recognizing that most of their work is likely to be good enough at this stage of their career. The "good enough" standard helps to reduce perfectionistic tendencies and to facilitate a more positive approach to the project. Application of Solution-Focused Counseling A professional counselor leads the support group, often with the assistance of an intern who is working on a dissertation. The groups, which meet weekly for 75 minutes, are interdepartmental. Students, who are primarily self-referred, may enter the group at any point during their dissertation work. Students remain in the group until they finish the dissertation or until they no longer feel a need to belong to the group. Maximum group size is eight members. The support group concentrates on the process of writing the dissertation and not on content. The members of the group set goals for each week. In addition to dissertation goals, clients also list other work goals and personal goals that help maintain balanced schedules. Members report both the degree to which they accomplished their goals during the previous week and their satisfaction with these accomplishments by using a scale that ranges from 0% to 100%. …