Advocating for the counseling profession in Canada

Transformational learning experiences for counselor training can be described as experiential activities that facilitate the ability to express feelings and meanings related to life issues. The authors investigated the impact of a 2-day seminar using transformational learning experiences on the personal and professional identity development of counselors-in-training. Quantitative results indicate that participants' self-reported professional performance scores were not significantly different following the training. However, in the qualitative inquiry, participants noted that through the transformational learning experiences, they became aware of past and present challenges, the need for change, the impact of processing within a group, and the application of transformational activities in clinical practices. Such findings indicate how transformational learning experiences-particularly through the use of reflective journaling-might influence personal identity development among counselors-in-training.Keywords: personal identity development, professional identity development, transformational learning, counselor-in-trainingThe promotion of professionalism is a significant component of counselor training and is recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a core curriculum requirement for graduate counseling programs (CACREP, 2009). Professionalism includes knowledge and understanding of professional organizations, legal and ethical standards, the role of counselors, professional competencies, and personal and professional growth. Development in this area includes both personal and professional growth and is often referred to as counselor development (Gazzola & Theriault, 2007; Rabinor, 2004; Skovholt & Ronnestad, 1996; Thompson, 2004) or counselor professional identity (Auxier, Hughes, & Kline, 2003; Cashwell, Kleist, & Scofield, 2009; Nugent & Jones, 2009; O'Bryne & Rosenberg, 1998; Reisetter et al, 2004).Independently, professional development encompasses the acquisition of skills and knowledge, and is concerned with the doing needs (Donati & Watts, 2005, p. 476), and personal development includes the needs (p. 476), like authenticity, interpersonal engagement, intimacy and self-evaluation. As dependent concepts, one can imagine the significance each has for counselor identity. A counselor lacking skills and knowledge will function quite differently than a skilled practitioner with years of experience and knowledge. Concurrently, counselors must attend to their own form of personal development (Skovholt & Ronnestad, 1996). Wilkins (1997) went so far as to suggest that personal development embraces everything else that facilitates being a practicing counselor. For example, personal development might include ways in which the counselor maintains a balanced lifestyle, or ways the counselor manages the stress brought on by difficult clients. A counselor lacking in personal well-being might not be considered fit to practice.Many counselors view counselor identity development as a process (Auxier et al, 2003; Brott & Myers, 1999) that results in congruency between personal and professional worldviews (Reisetter et al., 2004), or consider it an equal combination of professional (e.g., roles, decisions, ethics) and personal selves (e.g., values, morals, perceptions; Auxier et al, 2003). This view suggests that personal and professional development are not mutually exclusive and are just as much interrelated as dependent concepts.Research on counselor professional identity development has examined areas such as personal or professional fit (Woodside, Oberman, Cole, & Carruth, 2007), critical incidents experienced by counselorsin-training (CITs; Howard, Inman, & Altman, 2006), career concerns of CITs (Busacca & Wester, 2006), evaluation of personal and professional development (Donati & Watt, 2005; Hensley, Smith, & Thompson, 2003; Lamadue & Duffey, 1999), and ways for counselor educators to address problematic behavior of trainees (Bhat, 2005; Gaubatz & Vera, 2002; McAdams & Foster, 2007; McAdams, Foster, & Ward, 2007). …

Introduction: This journal presents the outcomes of a meticulous systematic review investigating the interconnection among college students' professional values, professional identity, and learning engagement within the realm of higher education in China. The primary objective is to underscore the significance of instilling professional values and identity in students, delving into their impact on motivation, professional aspirations, and overall learning encounters. The study employs a rigorous methodology, entailing an exhaustive exploration across diverse academic databases to locate and scrutinize existing literature on the subject. To fortify the reliability and validity of the findings, the chosen studies undergo a meticulous data extraction process and quality evaluation. Theoretical Framework: The study accentuates the relevance of integrating academic pursuits with career aspirations, fostering professional values, and cultivating a robust professional identity to enhance learning engagement among college students. The findings suggest that students exhibit heightened motivation and engagement when they discern a clear correlation between their academic pursuits and prospective employment. Additionally, the study underscores the pivotal role of school administration and curriculum design in acknowledging and nurturing professional values and identities. Higher education institutions are urged to create a conducive learning environment by incorporating activities and experiences aligning with students' career objectives. Methodology: The research employs a stringent methodological approach, encompassing an extensive search across academic databases to identify and analyze pertinent literature. The selected studies undergo thorough data extraction and quality assessment procedures to uphold the credibility and validity of the findings. Results: The evaluation of the research spotlights the imperative nature of harmonizing professional values, professional identity, and learning engagement for higher education institutions. This synthesis contributes to enhanced educational quality and better prepares students for future employment. The results indicate practical implications for educational administration, emphasizing the importance of curriculum design that seamlessly integrates professional values and identity development. Conclusion: In conclusion, aligning professional values, identity, and learning engagement is crucial for enhancing educational quality and preparing students for future employment. Practical implications stress the pivotal role of curriculum design in integrating professional values and identity development, with the study advocating ongoing research into their intricate relationship and impact on student achievement.

In addition to state laws, the counseling profession’s code of ethics and training standards stipulate that counselors clearly uphold ethical standards and identify with a distinct professional counselor identity. We investigated 411 postgraduate counseling supervisees’ experiences with ethical and professional identity development during supervision in the US The results of the survey indicated that supervisors do not directly and consistently pass a professional counselor identity to the supervisee. However, supervision encompassed ethical considerations. Study results are not a reflection of nor the sole responsibility of supervisors. The counseling profession must also assume responsibility for these outcomes and better support counseling supervisors in passing a counselor professional identity from the supervisor to the supervisee. Additional research could determine how to support supervisors in passing a counselor professional identity to the supervisee during supervision.

Based on Bronfenbrenner’s bioecological theory, this cross-sectional correlational study examined the relationship between a selected set of systemic variables and the counselor professional identity of counselor educators in training. We surveyed 140 counselor educators in training enrolled in CACREP programs. Results suggest that all study predictor variables, except instructional environment, are significantly associated with some aspects of students’ counselor professional identity. Findings indicate the need to use a systemic approach to foster students’ professional identity development.

The professional identity of counselors is critical for distinguishing the counseling profession from related helping professionals. This paper presents the development and implementation of a novel counseling professional identity (CPI) development exercise, Weekly CPI Statements. The intervention was integrated into a 5-week CACREP introduction to counseling course to facilitate counselor trainees' (CTs) understanding and articulation of the CPI. Through thematic analysis, we examined themes of 29 CTs (school counseling, clinical mental health counseling, and marriage, couples, and family therapy graduate students) experiences after completing the Weekly CPI Statements. The final themes were (a) Encouraged Critical Thinking, (b) Supported Professional Development Processes, and (c) Student Reflections and Recommendations. We present general findings and implications for the intervention in developing CPI for CTs across multiple tracks.

This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one’s professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one’s professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women. Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor’s role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy. The research findings show that the structure of the counselor’s work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.

The recent emergence of digital media has changed the way professionals learn, communicate, and build their professional identities. Now podcasting has become a popular and adaptable means of exchanging ideas, experiences, and professional practices. Podcasting offers a special opportunity to cover gaps in knowledge and strengthen the professional identity of counselors in Anambra State, whose professional development tends to have many problems, such as the inability to exchange ideas with peers and limited access to professional development resources. The authors used a descriptive survey design to investigate the role of podcasting on the professional identity of school counselors in Anambra State. Eighty counselors were selected randomly to give different levels of experience. Data were obtained through an online Google Form that included demographics, podcast use, and impact of professional role, and challenges on a 4-point Likert scale. Summative statistics were used to describe trends and ANOVA to compare differences between experience groups with results displayed in tables to indicate patterns and changes. The 80 school counselors included 61 (76.3) females and 19 (23.8) males, with majority (34; 42.5) having years of experience 16 25 years, 29 (36.3) had 1-15 years, and 17 (21.3) had 26 35 years. Counselors in the age range of 1625 years reported a little higher podcast use (means 3.293.47), whereas those aged 2635 years indicated the highest use in assisting work (3.65) and professional development (3.53). Issues like limited time (3.313.38), high internet charges (3.453.59), network problems (3.28-3.41), and the problem of finding good podcasts (3.44-3.52) were encountered. ANOVA did not reveal any significant differences (F = 0.206-1.549; p > 0.05). The researcher find that podcasting is a viable and affordable tool to assist in the professional development and identity growth of school counselors, as well as promoting lifelong learning, cooperation, and connectivity within the professional community.

This quantitative study examined professional identity development and orientation for 489 counseling practitioners, educators, and trainees as predicted by participant‐identified sex and engagement in professional activities. Differences between male and female participants regarding aspects of professional identity were evaluated. Discriminant analysis results indicate sex differences in professional identity development. Additional regression analysis revealed a significant predictive relationship between professional engagement and professional identity orientation and development.

The professional identity of a counselor educator develops primarily during an individual's doctoral preparation program. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups were conducted with three cohorts of doctoral students in counselor education (N = 18) to identify the experiences that contributed to their professional identity development. The findings identified that (a) programmatic goals to develop professional identity align with the experiences most influential to CEDS, (b) experiential learning opportunities enhanced CEDS professional identity development, (c) the relationships with mentors and faculty contribute to their identity as a counselor educator, and (d) being perceived as a counselor educator by faculty is influential in professional identity development. Implications for counselor education and the counseling profession are discussed.Keywords: consensual qualitative research, counseling, counselor education and supervision, doctoral student development, professional identity developmentProfessional identity development is central to counseling professionals' ethical practice (Corey, Corey, & Callanan, 2010; Granello & Young, 2012). The process of professional identity development is defined as the successful integration of personal attributes and professional training in the context of a professional (Gibson, Dollarhide, & Moss, 2010, pp. 23-24). Counselor education doctoral students (CEDS) develop their identity as counselor educators primarily during their doctoral preparation program (Calley & Hawley, 2008; Carlson, Portman, & Bartlett, 2006; Zimpfer, Cox, West, Bubenzer, & Brooks, 1997). Specifically, intentional experiences designed by faculty and/or initiated by CEDS during then-doctoral preparation program promote their professional identity development as counselor educators, supporting an effective transition into academia (Carlson et al., 2006). Counselor education doctoral programs employ diverse pedagogical strategies to promote their students' identity development (e.g., Zimpfer et al., 1997). However, the impact that the experiences and strategies developed within programs has on students and their professional identity has not been examined in previous research. Therefore, an increased understanding of CEDS' professional identity development might offer insight into pedagogical experiences that enhance doctoral students' transition from counseling practitioners to faculty members in higher education (Calley & Hawley, 2008; Magnuson et al., 2003).Professional identity development within counselor education can be described as both an intrapersonal and interpersonal process (Gibson et al., 2010). The intrapersonal process is an internalization of knowledge shared by faculty members and supervisors (e.g., recognizing personal strengths; areas of growth in academic roles). The interpersonal process develops during immersion into the norms of the professional community (e.g., submitting manuscripts for publication, presenting papers at conferences, teaching courses). These two developmental processes co-occur while counselor education trainees are conceptualizing their specific roles and tasks within academia.Within counselor educators' professional identity development, three primary roles emerge: (a) teaching and supervision, (b) research and scholarship, and (c) service (Calley & Hawley, 2008). An exploration of the tasks and/or experiences that facilitate doctoral students' understanding of their future roles as counselor educators is needed (Calley & Hawley, 2008; Gibson et al, 2010). Carlson and colleagues (2006) developed a conceptual model of professional identity development in counselor education consisting of seven roles or tasks: (a) program expectations, (b) teaching and supervision, (c) research, (d) publications, (e) grants and funding, (f) service and conferences, (g) networking, and (h) professional development. …

In recent research on career development, job retainment, and vocational education and training (VET), professional and vocational identification processes and identity development have proven to be key to forming a strong commitment to a profession and/or employer and to lead to better performance and satisfaction at work, resulting in fewer resignations (van Dick et al., 2004;van Dick, 2017). Empirical findings indicate that professional and vocational identification processes and identity development can be supported in experienced workers, novice workers, and students in vocational training programs. However, little is known about the conditions necessary for either explicitly promoting professional identification and identity development or how to provide adequate space for their development at different career stages (e.g., apprenticeship, professional development in mid-career, re-education, or career transitions). Therefore, this Research Topic deals with the development, predictors, and effects of vocational and organizational identification in VET in multiple domains and professions. The objective of this editorial is to provide an overview of the research perspectives and aims of the articles presented in this Research Topic. It will shed light on current theoretical approaches, empirical research on professional identity, and identification development in different countries, in a variety of professions, and across career stages. According to Godfredson's Career Choice Theory, unconscious processes influence the development of young peoples' career aspirations. Mutlu et al. present a newly developed approval-sensitive career orientation workshop called "Logic of Career Choice", which was designed to encourage youths to reflect on unconsciously developed career preferences and excluded career options. Results from their quasi-experimental study with a control and treatment group of more than 1500 secondary students indicate that this workshopmoderated by decision-making certainty -can improve career choice by promoting reflection on needs and career-related activities. Thus, the study provides an impetus for designing approval-sensitive career orientation.Teachers' identification with their profession is assumed to correlate with their professional behaviour and desire to remain in the profession. In a longitudinal study (four measurement points, 79 vocational teachers in Germany) Weiß et al. investigated two conditions of teachers' identification development during teacher training: perceived autonomy support and autonomy thwarting behaviour of seminar teachers. Cross-lagged panel analyses show that professional identification after six months of teacher training significantly predicts the intention to remain in the teaching profession half a year later. Significant cross paths describe positive effects between professional identification and autonomy support, and negative effects between professional identification and autonomy thwarting.Vocational identification, crucial for both individuals and organizations, denotes alignment with one's career and employer. It fosters positive emotions and job satisfaction for employees and enhances performance and bolsters retention for employers. Amid demographic shifts and declining full-time work, securing young talent early and preventing attrition during apprenticeship is vital. Research underscores the correlation between vocational identification and satisfaction, retention, and performance. However, scant attention has been paid to apprentices' identification in vocational programs. In the study by Wuttke et al. factors affecting apprentices' identification are explored, particularly training quality and trainer competence. Results indicate that strong identification with both the career and the organization is largely driven by quality training and job satisfaction.Thole's contribution outlines a mixed methods approach to identity development in VET in Germany. Through analysis of longitudinal case studies and curricular documents, the impact of a new VET curriculum for the retail sector on learners' vocational identity is explored and current research designs and relevant theoretical approaches are reviewed. Data collection and analysis culminate in a theme-centered process analysis. Exemplary cases demonstrate the effectiveness of the approach in understanding individual identities and generating broader insights into the identity development of VET learners. The potential of the approach for pedagogical design support is discussed. Summarizing these research-based discussions, it is important to keep in mind that for companies, recruiting and retaining well-trained workers has become a major challenge that is expected to continue in the foreseeable future. Many economies are struggling with shortages in qualified labour force, which will intensify drastically in the coming years (Cedefop, 2016, p. 59). Identification therefore is a key objective of all VET programs (Heinrichs et al., 2023). In this time of instability, as industries face rapid technological advances and changing economic landscapes, identification with training institutions and occupations will be both challenging and of crucial importance.

ABSTRACTWe explored Chi Sigma Iota (CSI) primary chapter faculty advisors’ (CFAs) understandings and experiences of professional counselor identity through the use of interpretative phenomenological analysis. Results suggest that CFAs experienced and understood their professional counselor identity through (a) meaningful interactions with students, (b) a sense of pride in their CFA role, and (c) a sense of cohesiveness the role provided. Implications for CFAs, CSI chapters, and the development of professional counseling identity are included.

Instructional design (ID) education is increasingly moving from a modelbased to a design-based approach, prompting renewed attention on requirements to align students’ and practitioners’ professional identities. Yet there is little current understanding of how traditionally-used pedagogies, such as project-based learning (PjBL), contribute to the necessary identity development of students. This project aims to identify connections between students’ development of professional identity and elements of PjBL, based on a two-year case study of an ID graduate course in Romania. Data was generated via observations, focus groups, written reflections and questionnaires. First, using established PjBL concepts, such as related cases, cognitive tools and contextual support, I examine how the course design was deployed and received by the students. Second, using Communities of Practice concepts, such as mutuality of engagement and trajectories, I analyse how students developed their professional identity during the course. Third, I integrate the two perspectives to identify connections emerging throughout the stages of the course. The findings suggest that incorporating interactions with clients in student projects benefits students’ development of professional identity, by facilitating a more complex accountability to a joint enterprise which, in turn, lessens the need for contextual support from teachers. Yet students’ existing repertoire of problem-solving, reflection and teamworking skills influences how they use and benefit from elements of PjBL, such as related cases and cognitive and collaboration tools. Additionally, those student teams engaging in joint effort, as opposed to dividing labour, make richer use of the cognitive tools provided, leading to a more inbound trajectory into ID identity. The analysis has implications for the effectiveness of PjBL courses, as well as for interventions designed to develop students’ professional identity. Moreover, the theoretical analysis widens current perspectives about the dilemmas and difficulties experienced by students trying to make the transition into professional life.

The professional identity of counseling is an issue that has long been discussed in the counseling literature (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Discussions have ranged from the developmental process of individual identity experienced by Master's level students (Auxier et.al., 2003) to challenges related to the development of professional counselors' collective identity (Gale & Austin, 2003). Singular aspects related to professional identity, such as scholarship have been explored (Ramsey, et al., 2002) as have specific qualitative characteristics related to counselor educators, such as wellness (Hill, 2004; Leinbaugh, Hazler, Bradley, and Hill, 2003). Specific sub-groups of the profession, such as the professional identity of doctoral graduates of counselor education programs in private practice (Swickert, 1997) and counseling psychologists (Mrdjenovich & Moore, 2004; Nastasi, 2002) have also been examined. Goodyear (1984) has emphasized an appreciation of the history of the counseling profession and the unique skills of the counselor as paramount. Likewise, Mrdjenovich & Moore (2004) have described a sense of connection to the values and emphases of the profession (i.e., historical factors influencing the profession) as critical to professional identity development in counseling. In addition to the scholarship dedicated to issues of professional identity in counseling, the topic has also been prominent at professional meetings and conferences, in newsletter articles (Counseling Today, 2007), and on listserves (CESNET-L, 2007), as well as through other informal communication means. Several recent activities have further illuminated the significance of professional identity in the field of counseling. The Council on Accreditation of and Related Educational Programs (CACREP) has promulgated specific standards related to professional identity to ensure that the development of professional identity is a key focus of counselor education (CACREP, 2009). The American Association's (ACA) Governing Council has also identified increasing public awareness of counseling and counselors as one of its top six priorities (Counseling Today, 2006). Finally, ACA's project 20/20: A Vision for the Future of Counseling (Counseling Today, 2007) has illustrated the continued commitment of the profession towards increased visibility. This project, led by a diverse group of leaders in the field, provides the blueprint for promoting the field of counseling and identifies the continued need for increased unification, and synergy within the counseling profession. Four of the seven major areas for which all efforts of the plan will be directed include: strengthening identity, creating licensure portability, expanding and promoting the research base of professional counseling, and improving public perception and recognition of counseling (Counseling Today, 2007). Each of these issues is viewed as essential to the counseling profession's continued success. Currently there are various efforts related to the development of establishing professional identity of counseling (Auxier, Hughes, & Klein, 2003; Gale & Austin, 2003; Goodyear, 1984; Hanna & Bemak, 1997; Hill, 2004; Leinbaugh, Hazler, Bradley, & Hill, 2003; Ramsey, Cavallaro, Kiselica, & Zila, 2002; Swickert, 1997). Despite the vast scholarship, specific accreditation standards (CACREP, 2009), and broad-based efforts by the American Association (2007) to promote increased visibility of the counseling profession as a significant force in mental health treatment, the literature overall lacks concrete steps to move from conceptualizing professional development to operationalizing professional identity in the everyday lives of counselors. …

The purpose of the work was to study the processes of formation and development of professional identity. The object of this article is professional identity. The subject of the research is the formation and formation of the professional identity of a specialist. The socio-psychological vision of the I-concept of a specialist has been determined. The main components of the development model of the professional identity of an expert in an organization are presented, their content is described. Special attention is paid to the psychological mechanisms of the formation of professional identity: social categorization, identification, alienation. The authors note that the development of professional identity for professionals is better understood as one of the aspects of their socialization in the field of professional activity. In the article, on the basis of a comprehensive theoretical analysis of approaches to the problem of the development of the professional identity of a specialist in an organization that exists in domestic and foreign psychology, a theoretical model of this phenomenon has been built. It can be argued that the formation and development of a positive professional identity is considered the result of the activities of certain psychological mechanisms that are triggered by the basic needs of the individual. The starting point here is the appropriate level of growth of the professional self-consciousness and the “I-concept” of the individual. Professional identity is represented in the “I-image”. Based on a theoretical analysis of the problem of identity formation, the authors identified several factors that influence the development of identity. The main factors are: society and its structure, information environment, elements of collective activity, psycho-physiological characteristics of a person.

Professional identity is characterized by the integration of individuals’ professional and personal selves. The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors (N = 59) completed the Modified SubjectObject Interview (Monson & Hamilton, 2010), Defining Issues Test–2 (Rest, Narvaez, Bebeau, & Thoma, 1999a), and Learning Environment Preferences scale (Moore, 1987). Moral development was the most significant predictor of professional ethical identity development. Preparatory and research strategies to enhance professional ethical identity formation are discussed.