You Do What? Professional Identity in Art Therapy Students (Vous faites quoi ? Identité professionnelle des étudiants en art-thérapie)

The article analyses the main models and theories on the study of the concept of "professional identity" and the main factors influencing the formation of students' professional identity during their studies in higher education institutions. The article studies and compares the Erikson model of identity development, the theory of social identity, and the theory of career choice. The main provisions of professional identity in the works of world and national scientists are considered. Novelty of the work includes the study of domestic and international experience of educational work aimed at the formation of a positive professional identity of students. The authors propose forms and methods of work that will contribute to the formation of the professional identity of medical students, in particular, it is proposed to introduce comprehensive educational programmes and include certain topics, courses, etc. in the curriculum that would contribute to the formation of professional competence and identity of students of professional higher education. Relevance of the topic is due to the fact that the problem of professional adaptation and identification of students in higher education institutions after they have chosen a speciality, and the effectiveness of their work requires a detailed study. The authors investigated the content of the concept of "professional identity". The authors reviewed the influencing factors on the formation of professional identity, in particular, the role of educational work and the role of the teacher in the process of forming students' professional identity. The problems of professional identity formation at the university stage in Ukrainian higher education institutions are studied. The emphasis is placed on the modernisation of teaching and educational work in the higher education system of Ukraine. It is emphasised that practical training, which universities should provide through internships, cooperative programmes, research projects and practices, is of great importance in the formation of professional identity in students.

Background: The honorable medical profession is on the verge of being reduced to a business. Evidence suggests that professionalism is fading and today's doctors are faced with value-threatening problems and gradually begin to forget their main commitment as medical professionals. Many of the problems faced by doctors are rooted in non-professionalism. Mere education in the science and practice of medicine produces an inefficient medical workforce and leads to the formation of a distorted professional identity. In the past decade, educational innovations targeting the formation of desirable professional identities have been presented and are considered a vital part of medical education for the development of professionalism. The present study was conducted to examine the relationship between the formation of professional identity and professionalism. Professionalism education is essential in the formation of a desirable professional identity. Methods: This review article was done in 2015 through searching databases, such as PubMed, Elsevier, Google Scholar, Ovid, SID, and IranMedex, using keywords of professionalism and professional identity, and medical education. Among the 55 found articles, 30 were assessed and selected for review. Results: The formation of professional identity is a process with the following domains: professionalism, and development of a personal (psychosocial) and a cultural identity, which is derived from the unification of professional, personal, and ethical development. The main components required for the formation of a desirable identity are, therefore, rooted in the dimensions of professionalism and professional development. The need for teaching professionalism has a reciprocal relationship with the formation of professional identity. Conclusion: There is a reciprocal relationship between formation of a desirable professional identity and development and strengthening of professionalism. Modern medical education should be designed to develop professional identity, and professionalism acts as an essential part of its curricula throughout the entire course of a doctor’s education, with the aim of acquiring a desirable professional identity

Surgical care practitioners are non-medical members of the surgical team, who provide direct surgical care to patients, delegated by consultant surgeons. The surgical care practitioners' professional role is within the new non-medical or nursing workstream, practising under the medical model of care in response to staff shortages and the rising expectations that are affecting the National Health Service. This article seeks to contribute to a better understanding of the phenomenon of the emergent professional identity of surgical care practitioners. Six surgical care practitioners were purposively sampled for in-depth, semi-structured interviews whereupon their concepts of professional transition and professional identity formation from their individual points of view were explored using a phenomenological approach. Transcripts and reflective texts were subject to repeated interpretation in a hermeneutic circle of understanding. Interpretation of the results in context allowed for a discussion informed by self-interpreted constructions and revolved around eight cluster themes that emerged explicating how surgical care practitioners experienced professional transition and professional identity formation. In addition, a notion of 'journey' in the development of professional identity (narratives about professional identity formation: the hero's journey) was embedded in the reflections of the participants and their narratives produced rich accounts of the phenomenon under investigation.

The concepts of and are often used interchangeably even though they are different. As this article explains, professionalism refers to appropriate conduct of a lawyer, e.g., honesty, civility, practical judgment. However, a law student or lawyer who has not internalized these professional values is not likely to consistently exhibit them in practice. The breakthtrough of concept of professional identity formation, in both Carnegie Institute's Report and Clinical Legal Association of America (CLEA) Best Practices for Legal Education (both published in 2007) was their recognition that law schools needed to help students develop a One's professional identity would be comprised of values that student will contemplate, reflect on, and ultimately internalize as values held by the kind of lawyer she wants to be. A surprisng number of effective teaching methods have been developed, som in other fields and some in law teaching, to help students reflect on their values, decide whether to internalize values and to develop a method for resolving ethical and value judgments. With such teaching and practice, someone will have a foundation for making sensitive ethical decisions in situations that represent challenges. Such a person is more likely to act according to her values. The notion is as old as Socrates' observation: We are what we repeatedly do. For those who have had value formation part of their law school experience and have developed a professional identity based on those values, they are far more likely to act consistently in ways that reflect professional values. The article surveys earliest law schools in America and how they made it a priority to address ethical values and cultivate a professional identity in their students. The article reviews how law schools, for a variety of reasons, moved away from this priority. The article thus recommends in part that law schools consider practices of earliest law schools, or at least their focus on professional value formation. Moreover, article reviews how ideas in Carnegie and Best Practices are being carried out in a number of modern law schools. These schools combine wisdom of early law schools' priority along with modern teaching methods. The results are courses that can serve as models for schools seeking to begin greater efforts at professional value and identity formation. This article is distinctive in two ways. First, it draws a connection between recent proposals for professional identity formation and character formation that earliest American Law schools made a priority. Second, article explains how professional identity formation ought to begin in first year of law schools. Although developing professional values and identity througout curriculum is important, first year of law school may be most important in process of having students begin to form professional values and an identity. If efforts wait until later, results are likely to be diminished, in part because law school itself in first year will have created barriers to education designed to cultivate professional identity. These barriers are discussed in Carnegie and Best Practices and recounted here. Therefore, article encourages any increased cultivation of professional values and identity and, in particular, efforts in first year to introduce students to professional values that go beyond academic achievent and include professional values that have been shown to be as important to effectiveness in practicing law as analytical skills.

Purpose This study explores how instructional designers (IDs) in higher education understand and experience their professional identity. As distance education grows, IDs occupy a “third space” between faculty and administration, yet their roles remain ambiguously defined and frequently misunderstood. This research addresses a gap in the literature by focusing on IDs’ self-perceptions and career trajectories. Methodology Using hermeneutic phenomenology, the study draws on in-depth, semi-structured interviews with 15 IDs employed at U.S. colleges and universities. Participants were purposefully sampled to ensure diversity in institution type, role, experience, and demographic background. Data were analyzed through a five-step process, including identification of meaning units, thematic coding, and situated narrative development. Findings Two major themes emerged: (1) interactions with faculty – both affirming and disheartening – significantly shape IDs’ sense of professional identity, and (2) participants’ professional identity evolves over time, influenced by their engagement in the field, perceived value, and clarity of career trajectories. While some expressed deep commitment to ID, others voiced uncertainty about long-term prospects due to a lack of role clarity and professional recognition. Practical Implications Findings suggest institutions should support IDs by fostering collaborative partnerships with faculty, clarifying career pathways, and establishing national-level certification or recognition to reinforce their contributions to distance education. Originality/Value This study offers a rare, in-depth exploration of IDs’ professional identity formation in the context of higher education. By applying role theory and third space as conceptual lenses, it advances understanding of how IDs navigate complex institutional relationships and assert their professional legitimacy.

Advances in social cognitive neuroscience research have contributed deeper understanding of neural processes relevant to art therapy, and of social, interrelational phenomena including racism and implicit bias. Confoundingly, emerging critical discourse about neuroscience research design highlighted systemic racism, implicit bias, and inequality perpetuated by imaging technologies, lack of diversity, and funding disparities. Emphasis toward antiracist practices within cognitive neuroscience research and various other fields has grown; however, literature on antiracist research practices within art therapy research is scant. The purpose of this qualitative pilot research study was to elicit conceptualizations about antiracist research practices from art therapy researchers in response to relevant literature. Purposive sampling was used to recruit four female art therapy researchers from the United States (U.S.) and Europe. Semi-structured interviews were analyzed using grounded theory coding resulting in three main categories, seven themes, and subthemes. Member-checking and reflexive journaling were employed to enhance credibility. Core categories revealed points of convergence across participants, areas of concern, and requirements outlining antiracist research practices in art therapy. The first core category, shared beliefs and values, had three themes: neuroscience-informed perspective of art therapy; neuroscience research can strengthen art therapy theories; and infusion of antiracism and neuroscience into art therapy begins with education. The second core category, barriers and challenges, had two themes: potential credibility and legitimacy concerns for art therapy; and difficult conversations about disparities in awareness, diversity, and resources. The third core category, requirements and responsibilities for antiracist research, had two themes: due diligence to build accountability and legitimacy; and inclusion of diversity in art therapy research, and subthemes. Preliminary outcomes revealed ideas aligning current antiracist neuroscience research discourse with art therapy experimental research practices. The small group of neuroscience-focused art therapist researchers provided realistic considerations about amplifying discourse within the art therapy profession and infusing antiracist research into neuro-informed art therapy curriculum, and prioritizing diversity throughout experimental research design. An antiracist art therapy research framework with principles including education, intentionality, and diversity was proposed, along with recommendations for further research using the framework and to implement the framework into graduate art therapy education.

An overview of historical and contemporary perspectives in art therapy in Spain: A bibliometric analysis of Spanish art therapy research

Phenomenon: Professional identity formation is a key component of health professional education. Changing expectations of healthcare requires more than competencies, but also an ingrained responsibility to patients, with our values and behaviors aligned with community expectations of patient-centered health professionals. Research into professional identity formation has focused on nursing and medical training, and, although allied health professionals make up one third of the workforce, research is uneven across these disciplines. Health professions educators from these under-researched disciplines have less guidance for how to support students’ professional identity, meaning students may graduate with less mature professional identities. This systematic literature review synthesizes the research on professional identity formation across nine similar allied health disciplines. The purpose is to guide health professions educators in the formation of professional identity in allied health students. Approach: We carried out a systematic literature review, registered on Prospero, following the PRIMSA framework, to find, appraise, and synthesize research on professional identity for nine allied health professions. We synthesized extracted data using a narrative synthesis with convergent qualitative meta-integration of qualitative and quantitative data. Results: Our database searches combined with ancestry and forward searching resulted in 70 studies that met inclusion criteria. Studies came from 17 countries, from seven of the included disciplines (art therapy, dietetics, occupational therapy, physiotherapy, podiatry, psychology, and speech pathology) and from undergraduate, postgraduate, and new graduate perspectives. We found professional identity was influenced by the places of learning (curriculum and clinical experiences or placements), interactions with people (relationships with academics, peers, supervisors, patients,and role models), and educational practices engaged (dialogue, reflection, processing challenges), each acting on the individual person (student or new graduate) who also brought unique characteristics and experiences. Insights: This model of influences can inform health professions education to enable students to develop and graduate with a stronger professional identity formation.

Background The Covid-19 pandemic transformed the practices of many Art Therapists, and online work became commonplace. The World Health Organisation (WHO) predicted elevated rates of stress and anxiety among other mental health issues to develop as a result of the pandemic. It is vital to intervene early to prevent potential long-term psychological effects. Context The article describes an online art therapy group for adult mental health service users in the community in a suburban area of a large city in England. The practice description includes six adult mental health service users who have participated in the online art therapy group and provided feedback. Approach The online art therapy group emerged from our universal experience of the pandemic and the need for social connection through art-making to mitigate the psychological effects. The approach to the work is underpinned by an understanding of Polyvagal and Trauma Theories, mentalisation in groups and mechanisms of group art therapy. Outcomes The service users feedback that they found the online art therapy group helpful for managing a variety of mental health difficulties. Conclusion The paper describes the art therapy approach along with some pros and cons of providing the service online. Implications for research The pandemic highlighted the importance of developing our knowledge of online art therapy practice and research. We need further collaborative work with service users as their input is paramount in the process of practice development. Plain-language summary The Covid-19 pandemic changed how Art Therapists provide their services, many offering online therapy. The pandemic affects people's mental health negatively. The World Health Organisation (WHO) predicts a higher level of stress and anxiety, among other mental health issues, to develop as a result of the pandemic. It is essential to provide services early that help prevent a long-term negative effect on people's mental health. In this article, I describe an online art therapy group for adult mental health service users in the community in a suburban area of a large city in England. The practice description includes six adult mental health service users who have participated in the online art therapy group and provided feedback. The online art therapy group emerged from our common experience of the pandemic and the need for social connection through art-making to lessen the negative effects. I draw on research to understand the impact of Covid-19 and how Polyvagal and Trauma Theories and mentalisation in art therapy group work can inform the approach to therapeutic work. The service users feedback that they found the online art therapy group helpful for managing a variety of mental health difficulties. The paper describes the art therapy approach along with some pros and cons of providing the service online. The pandemic showed how important it is to develop our knowledge of online art therapy practice and research. We need further collaborative research with service users as their input is paramount in the process of practice development.

The intersectionality of professional and personal identity formation in a virtual pre-health pathway program

The profession of art therapy has failed to integrate gender issues and feminism into the art therapy literature and research. One of the ways gender has had an impact on the profession is through beliefs about research. There has always been a pervasive assumption among art therapists that we need to do more quantitative research in order to further the aims of the profession. This article discusses the relationship between this assumption and the lack of attention to gender. With the hope of generating a dialogue about gender issues in art therapy and art therapy research, this article examines whether there are research methodologies that are less gender biased than others and whether there are research methods which are particularly suited to art therapy.

The profession of art therapy has failed to integrate gender issues and feminism into the art therapy literature and research. One of the ways gender has had an impact on the profession is through beliefs about research. There has always been a pervasive assumption among art therapists that we need to do more quantitative research in order to further the aims of the profession. This article discusses the relationship between this assumption and the lack of attention to gender With the hope of generating a dialogue about gender issues in art therapy and art therapy research, this article examines whether there are research methodologies that are less gender biased than others and whether there are research methods which are particularly suited to art therapy.

A fundamental goal of medical education is the active, constructive, transformative process of professional identity formation (PIF). Medical educators are thus charged with designing standardized and personalized curricula for guiding, supporting, and challenging learners on the developmental professional identity pathway, including the process of socialization. The author of this Commentary provides an overview of foundational principles and key drivers of PIF supporting the being, relating, and doing the work of a compassionate and competent physician. Key elements of PIF including guided reflection, use of personal narratives, integral role of relationships and role modeling, and community of practice are viewed through various lenses of PIF theory and pedagogy. Questions informing the PIF discourse are raised, including interprofessional identity considerations. Central emergent themes of reflective practice, relationships, and resilience are described as supporting and reciprocally enhancing PIF. Overarching lessons include attending to learners' and faculty's PIF within a developmental trajectory of the professional life cycle; process and content within PIF curricula as well as learners' individual and collective voices; curricular/extracurricular factors contributing to socialization, self-awareness, development of core values, and moral leadership; integrating PIF domains within pedagogy; faculty development for skilled mentoring and reflective coaching; and implementing resilience-promoting skill sets as "protective" within PIF. Outcomes assessment including the impact of curricula on learners and on patient-centered care can be challenging, and potential next steps toward this goal are discussed.

This article is a comprehensive study of the dynamic characteristics of teachers’ professional identity formation in the context of the system of continuing pedagogical education. Professional identity is understood as a key determinant of the successful implementation of educational activities, contributing to the formation of a stable awareness of an individual’s own belonging to a certain professional group and expressed through the adoption of appropriate ethical and regulatory guidelines. The theoretical analysis of the problem is based on a critical comparison of conceptual approaches to the process of professional and pedagogical identity formation. Empirical confirmation of the hypotheses put forward was carried out through a sample survey of students of Chechen State Pedagogical University via a questionnaire method using a scale for diagnosing professional identity statuses. The article describes the practical experience of the Chechen State Pedagogical University in the continuous formation of the professional identity of schoolchildren interested in the teaching profession, students and teachers of schools in the Chechen Republic. The research conducted significantly enriches the theoretical understanding of the specifics of a teacher’s professional development and offers theory-based strategies for productive support of professional identity formation in the modern Russian system of continuing pedagogical education.

This scoping review explores the impact of coaching on the professional identity formation (PIF) of postgraduate medical trainees. Although coaching is well-documented in undergraduate medical education, its role in postgraduate medical education (PME) remains underexplored. This review aims to identify enablers and barriers to coaching in PIF, examine modalities employed and assess coaching's contribution to developing well-rounded, resilient physicians. Following Arksey and O'Malley's scoping review framework and reported in accordance with the PRISMA-ScR guidelines, the research question was formulated using the Joanna Briggs Institute's Population-Concept-Context (PCC) framework. A comprehensive, peer-reviewed search strategy was executed across PubMed, Embase, Web of Science and Google Scholar (first 20 pages). Grey literature was included, and no date limits were applied. Studies of any design focusing on coaching in PME were eligible. Titles and abstracts were screened using Rayyan, and full-text reviews were conducted independently by three reviewers using a negotiated consensual validation approach. An additional study was identified through snowballing. Data were extracted using a structured charting framework and analysed thematically. Of the 336 records identified through database searches, 20 studies met the inclusion criteria, including one added through snowballing. The literature highlighted diverse coaching modalities and their positive impact on PIF. Coaching supported trainees in professional development, identity evolution, career planning, resilience and well-being. It fostered psychologically safe environments for self-reflection, self-assessment and development of both technical and non-technical skills. However, qualitative and longitudinal research on coaching's effectiveness in PME remains limited. This review emphasises coaching as a valuable tool in shaping postgraduate medical trainees' professional identity. A conceptual framework of coaching has been identified, and its integration into medical curricula may enhance reflective capacity, communication skills, resilience and overall well-being. Future research should prioritise the validation of this evidence-based coaching framework and its impact on fostering communities of practice to support identity formation, holistic physician development and care.