Professional Identity Flashcards
Woo, H., Storlie, C. A., & Baltrinic, E. R. (2016). Perceptions of Professional Identity Development From Counselor Educators in Leadership Positions. Counselor Education and Supervision, 55(4), 278–293. https://doi.org/10.1002/ceas.12054
Counselor educator professional identity development
consensual qualitative research with 10 counseling leaders
sees professional identity as developmental
Guiding philosophy at core of professional identity was “developmental approach, wellness, prevention, empowerment, and advocacy.”
aligning self-concept with chosen professional values, goodness of fit. Seeing counseling as more wellness-based, preventitive, developmental than CP
in-depth mentorship relationships, ex. faculty co-presenting with students
Professional engagement- having opportunities to participate in leadership, advocacy, etc. especially through professional organizations
CEs seeing more roles than just clinical practice, also educators, supervisors, mentors, etc.
Most participants advocated for individuation of counseling, while two participants are more inclusive- build bridges rather than walls, clients don’t care about infighting in mental health professions
Dollarhide, C. T., Gibson, D. M., & Moss, J. M. (2013). Professional Identity Development of Counselor Education Doctoral Students. Counselor Education and Supervision, 52(2), 137–150. https://doi.org/10.1002/j.1556-6978.2013.00034.x
(Dollarhide et. al., 2013)
Focuses on doc student id transitions
Previous research found transformational tasks important (i.e. comps, dissertation) to help internalize various points of development (ex. responsibility for professional growth)
Enter PhD program with strong counselor identity, but external or future focused as a counselor educator
Over time move from need for external validation, gain experience, and then have self-validation. Also progress through acceptance of responsibility, experience evolving legitimacy, and finally integration of multiple identities.
Accepting responsibility of creating new research in the field, goes from citing other references to a more personalized definition of CE.
Integrate multiple identites of counselor, doctoral student, and counselor educator
Developmental progression consistent with previous research on researcher identity- external to internal in nature. As is an evolution in confidence and legitimacy.
Implications are importance of a cohort model for peer relationships. Along with ongoing conversation about how student’s feel about themselves.
Give tasks that allow for reflection and appreciation of skills and successes.
Create a peer support group, integrated as part of the program, for conversations about transitioning to being counselor educators
Brady-Amoon, P., & Keefe-Cooperman, K. (2017). Psychology, Counseling Psychology, and Professional Counseling: Shared Roots, Challenges, and Opportunities. The European Journal of Counselling Psychology, 6(1), 41-62. doi:http://dx.doi.org/10.5964/ejcop.v5i2.105
(Brady-Amoon & Keefe-Cooperman, 2017)
From a European counseling pysch perspective
professional counseling is seeking to narrow the definition of counseling and create a unique professional identity. This threatens counseling psych in particular.
having a full range of services consistent with all professions
Counseling psych is at the intersection of traditional psychology and professional counseling, where do they fit if counseling makes themselves more distinct?
Sees both CP and PC providing alternatives to the dominant systems (psych and healthcare). Restriction of licensure is a threat to this alliance.
Review the forces of psychology (psychoanalytic, behaviorism, humanism (where counseling emerged), multiculturalism.
Psychiatrists objected to psychology encroaching and therefore APA agreed to make doctoral the entry level of practice.
Most CP offer masters in counseling, so is an extension of PC
more than 80% CP have masters, 1/3 of those cacrep
CP and PC both share hisotry of extending Parson’s strength-based vocational, and Roger’s person-centered legacies.
Roughly equal numbers of CES and CP degrees awarded anually. Counseling master’s are increasing as is CACREP’s requirement of CES faculty
Argues that counseling has experienced a recent and fast expansion of our scope of practice
Considerable overlap in history into the present. Argue that PC mischaracterize differences in psych and social work.
No evidence to support that CACREP grads are more ethical or effective. Although insitude of medicine did recommend independent practice rights to PC.
Cite academic freedom for accredidation. APA is not optional for psychologists??
Counselors for Social Justice is only ACA group in favor of diversity and inclusion in counseling
Call to action including interdisciplinary collaborations, licensure that is inclusive of CP, the voluntary nature of accreditation, be unified in our diversity.
(American Counseling Association, 2018)
American Counseling Association. (2018). American Counseling Association Advocacy Competencies. American Counseling Association. https://www.counseling.org/docs/default-source/competencies/aca-advocacy-competencies-updated-may-2020.pdf?sfvrsn=f410212c_4
Organized around two principles
1. extent of client involvement in advocacy : counselors aim to involve clients in their own advocacy efforts but sometimes advocacy on behalf of clients may be necessary or important 2. Level of advocacy effort: can take place at various levels including community systems individuals school or agency etc
six domains of advocacy: empowerment, client advocacy, community collaboration, systems advocacy, collective action and social/political advocacy.
(Calley and Hawley, 2008)
Calley, N. G., & Hawley, L. D. (2008). The professional identity of counselor educators. The Clinical Supervisor, 27(1), 3–16. https://doi.org/10.1080/07325220802221454
Creating unique professional identity for professional counseling. Counselor educators are essential to this development
Sub-specialties- two largest are school and mental health counseling with unique identities, leading to splintering
Need for unification, gain recognition and independent practice rights for PC
Professional ID factors- values held by individuals, historical influences, theoretical orientation, differentiating features from other mental health professions, focus of research efforts, scope of professional activities
Study found that most CE prescribe to humanistic or constructivist counseling theories. This seems to indicate larger professional identity priorities
Membership in professional organizations and attendance at conferences was helpful in having strong CE identity
(Kaplan and Gladding, 2011)
Kaplan, D. M., & Gladding, S. T. (2011). A Vision for the Future of Counseling: The 20/20 Principles for Unifying and Strengthening the Profession. Journal of Counseling & Development, 89(3), 367–372. https://doi.org/10.1002/j.1556-6678.2011.tb00101.x
20/20 vision for counseling
20/20 future of counseling
Concerned about lack of unity. Want licensure portability
Delegates from counseling profession. Used consensus model 90 percent agreement
Develop professional identity
Associations work together for advocacy
Unrestricted practice rights
Issues included need for evidence based research. Presenting as one profession. Focus on client welfare prevention.
ASCA holdout. Thinks may be multiple counseling professions.
Identify core commonalities of profession. Shared identity with specialized skills
Stronger advocacy presence
