Professional Identity Development of Counselor Education Doctoral Students

Abstract

The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students.

Growing Leaders: The Parallels of Professional Identity and Leadership Identity Development in Counselors

“…This also includes peers who are experiencing similar transitions who can validate the insecure feelings but also offer resources as a reference group. For example, counselor education doctoral students seek more peer than faculty support and validation as they near the end of their doctoral programs (Dollarhide et al, 2013). With questions about career opportunities and conducting a research study for the first time, doctoral students find the similar thoughts and feelings from their peers as more comforting and supportive.…”

“…A second parallel of professional identity and leadership identity development is the reliance on experts, experienced guides, supervisors, teachers, mentors, and/or faculty during specific transitional periods of development (Dollarhide et al, 2013;Gibson, Dollarhide, Leach, & Moss, 2015;Gibson et al, 2010;Moss et al, 2014). In counselor education programs, students rely on faculty and supervisors as they progress from a reliance on expert/book knowledge to counseling clients in practicum and internship.…”

Promoting Professional Counselor Advocacy Through Professional Identity Development Efforts in Counselor Education

“…Murdock et al (2013) further affirmed this notion by stating that professional counselors and counselor educators should support and enhance the experience of counselors-in-training by educating them not only about the profession but also about the professional roles that a counselor acquires. Dollarhide et al (2013) asserted that intrapersonal identity development labels counselors-intraining as members of the profession, who learn to adopt the skill set, values, belief systems, standards, and principles applicable to serve clients. Literature on professional identity highlights the importance of the aforementioned dimensions of identity (Dollarhide, Gibson, & Moss, 2013).…”

“…This allows the profession to uphold its virtues of equality and justice. Dollarhide et al (2013) reiterated the impression that "… the process of professional identity development is a cycle of learning, practice, and feedback in which the new professionals experience dependence and autonomy in the search for individuation, professional viability, and internal locus of evaluation" (p. 137). Dollarhide et al (2013) asserted that intrapersonal identity development labels counselors-intraining as members of the profession, who learn to adopt the skill set, values, belief systems, standards, and principles applicable to serve clients.…”

“…Doctoral students, who transition from professional community settings to the role of university professionals, must have a strong professional identity to train future counselors and counselor education students (Dollarhide et al, 2013). At the doctoral level, additional elements of identity arise.…”