Counselor Identity Development: Toward a Model for the Formation of Professional Identity

Abstract

The purpose of this examination is to identify how counselor educators can assist students in developing professional identity. We propose that this process consists of three learning domains: knowledge, skill, and attitudes. Focusing on the attitudinal, we suggest use of the Context-Phase-Stage-Style (CPSS) model. We propose several practical methods counselor educators can use to attend to the development of professional attitudes among counselors-in-training, using the CPSS model, including mentoring and specific pedagogical techniques.

Personal therapeutic approach: Concept and implications.

“…The PTA concept assumes that, in the interaction of psychotherapeutic theories and their own worldview and experiences, trainees develop their own personal understanding of the therapeutic process (i.e., a personal theory). This is an assumption supported empirically (e.g., Fitzpatrick et al, 2010) and also didactically: several authors offered guidelines and frameworks intended to support the process of the development of a trainee’s personal approach in psychotherapy and counseling training (e.g., Bager-Charleson, 2012; Jones-Smith, 2012; McLeod, 2010; Owens & Neale-McFall, 2014; Spruill & Benshoff, 2000). For instance, McLeod (2010) offered a guide for trainees to develop their personal approaches, building on their own life experiences, developing self-awareness, constructing a theoretical framework, applying theory to psychotherapy cases, dealing with a therapeutic relationship, and building their professional identity.…”

Code‐switching 101: Black women counselor educators’ personal and professional identity development

“…Gibson et al (2010) highlighted that professional identity is the perception of self as a professional in the context of a professional community. Existing research on professional identity development in counselor education is often situated in the trainees' experiences of instruction, clinical supervision, and mentorship (Dollarhide et al, 2013;Grater, 1985;Hess, 1986;Hogan, 1964;Limberg et al, 2013;Loganbill et al, 1982;Owens & Neale-McFall, 2014;Stoltenberg & Delworth, 1987), while other research (Brott & Myers, 1999;Gibson et al, 2015;Luke & Goodrich, 2010;Magnuson et al, 2009;Woo et al, 2016) center the experiences of professional development through broader lenses, incorporating practice, leadership, and engagement in professional activities. Nugent and Jones (2009) asserted that an individual's sense of professional identity is formed by combining inherent personal characteristics and professional training in a professional context.…”

Becoming existential counselors: Co/autoethnography of students’ identity formation

“…The Council for Accreditation of Counseling and Related Educational Programs requires the incorporation of self‐evaluation and personal reflection in preparing CIT to enter the profession (CACREP, 2016). Through reflective activities such as journaling and expressive arts, students can develop awareness of their values, the evolving counseling relationship, and broader sociocultural and developmental issues (Owens & Neale‐McFall, 2014; Robinson et al., 2019; Villarreal‐Davis et al., 2020). Creative methods for self‐reflection can also serve as a tool for evaluating overall growth when utilized at the end of a training program (Villarreal‐Davis et al., 2020).…”