A Phenomenological Investigation of Master’s-Level Counselor Research Identity Development Stages

Abstract

This study explored identity, an aspect of professional identity, in master's-level counseling students. Twelve students participated in individual interviews; six of participants were involved in a focus group interview and visual representation process. The three data sources supported emergence of five themes. The authors describe themes in terms of what students contributed to following three stages of identity development: stage one, stagnation; stage two, negotiation; and stage three, stabilization. Implications for education programs, educators and counseling students are explored.Keywords: phenomenological investigation, identity, counseling students, focus group, educationCounselor professional identity is complex and involves various developmental tasks that are dependent on both interpersonal and intrapersonal interactions (Auxier, Hughes, & Kline, 2003; Reisetter et al., 2004). According to Nugent and Jones (2009), counselor professional identity is integration of professional training and personal attributes within context of professional (p. 21). The context of a professional community may be understood as behaviors, thoughts, actions and beliefs to which individuals within a professional community typically ascribe. All dimensions of professional identity significantly impact how individuals behave, act and think within context of their professional role (Gibson, Dollarhide, & Moss, 2010). The understanding of attitude, behavior and belief norms within profession of counseling has been extremely important in assessing and stimulating development of professional identity (Gibson et al., 2010).Many variables influence process of identity acquisition and maintenance. Erikson (1994) stated that the process of identity formation emerges as an evolving configuration (p. 125). While knowing that professional identity formation never stops, one must consider how to intentionally and effectively guide process. Kozina, Grabovari, De Stefano, and Drapeau (2010) demonstrated that practitioner identity evolves through deliberate tasks and actions aimed at helping counseling students develop particular attitudes, behaviors and beliefs. In addition to purposeful tasks, Gibson et al. (2010) asserted that professional identity process occurs in stages and unique needs exist at different stages.In recent years, has become an important focus of professional counseling community. The American Counseling Association Code of Ethics (2014) has emphasized importance of counselors utilizing to best inform their practices. Specifically, counselors who do not use techniques, procedures and modalities that are grounded in theory and have an empirical or scientific foundation must define techniques as unproven or developing, explain potential risks and ethical considerations of using such techniques, and take steps to protect clients from possible harm. This particular aspect of ethical code introduces a unique aspect of counselors' beliefs, behaviors and attitudes concerning empirically-based practice, which counselors need to consciously recognize as a part of professional identity-research identity (RI).The definition of professional identity in counseling has historically captured more of practitioner role. The concept of a scientist-practitioner identity has been frequently used within field of psychology. Researchers define identity of a scientist-practitioner as consuming and applying findings in their practice; following a scientific methodological way of clinical thinking and practice; regularly evaluating their practices; conducting and communicating findings; collaborating with researchers to produce clinically meaningful research (Lampropoulos, Spengler, Dixon, & Nicholas, 2002, p. …