상담사 전문직 정체성 형성을 위한 교육방안 제안

Abstract

Objectives The purpose of this study is to propose educational approaches for the development of professional identity in counseling based on reflective practice. Specifically, the research questions are: First, how does the development process of professional identity occur in counseling? Second, what are the reflective practice-based educational approaches to formulating professional identity in counseling? Methods The purposes of this study analyzed previous research on professional identity to identify its components, and extracted commonalities through studies on developmental experiences. The developmental process of professional identity in counseling was diagrammed, and educational approaches were proposed based on reflective practice. Results First, professional identity is formed by integrating understanding and motivation towards the profession, practical experience and training, difficulties in adapting to the field, and personal and professional experiences. Second, to overcome the difficulties experienced in the development process of professional identity, it has been confirmed that individuals exhibit personal reflective abilities and make efforts such as peer interaction and supervision. Third, as an educational approach to forming professional identity, it is proposed to explicitly state professional identity and reflective learning within the teaching objectives and learning goals of counseling courses. Conclusions This study proposes practical and reflective educational approaches for the formation of professional identity in counseling, in order to reassess the role of counselors and strengthen their abilities as experts responsible for the mental health of a society. Through this, it is expected to provide implications for clarifying and restructuring educational objectives and learning goals that solidify the identity of counselors.