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Zinn D, Lusky-Weisrose E, Shaibe J, Sigad LI, Tener D. "Today, I Say It's Mine!": Professional Identity Construction among Jewish and Arab School Counselors Coping with CSA Disclosure in Israel. Behav Sci (Basel) 2024; 14:424. [PMID: 38785915 PMCID: PMC11117735 DOI: 10.3390/bs14050424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2024] [Revised: 05/15/2024] [Accepted: 05/17/2024] [Indexed: 05/25/2024] Open
Abstract
School counselors play a crucial role in preventing, disclosing, and intervening in child sexual abuse cases (CSA) and in maintaining safe and protected school environments. However, research on their experiences coping with CSA remains limited. The purpose of the present study was to describe and analyze the coping experiences of Israeli Jewish and Arab school counselors with CSA disclosure, particularly the consequences for their processes of professional identity construction (the ongoing process through which they develop and refine their sense of self in their profession). Semi-structured interviews were conducted with 21 Israeli Jewish and Arab school counselors working in elementary schools (grades 1-6) with significant experience in coping with CSA. Two themes surfaced, reflecting the counselors' professional identity construction: (1) Counselors' professional identity transformation following encounters with CSA among their students; (2) Integrating professional knowledge, attitudes, and engagement behaviors into professional identity. The findings describe a trajectory of transformation and professional development among the counselors, beginning with defining and refining their professional roles and followed by the integration of professional knowledge, attitudes, and behaviors into their professional routines. Arab counselors also highlighted specific sociocultural challenges within this process, relating to the gap between cultural values and role expectations. Implications for future research, policy, and practice are discussed.
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Affiliation(s)
- Dafna Zinn
- Department of Inclusive Education, Faculty of Graduate Studies, Oranim Academic College of Education, Tivon 3600600, Israel; (D.Z.); (J.S.); (L.I.S.)
| | - Efrat Lusky-Weisrose
- The Paul Baerwald School of Social Work and Social Welfare, Mount Scopus Campus, Hebrew University of Jerusalem, Jerusalem 9190500, Israel;
| | - Jordan Shaibe
- Department of Inclusive Education, Faculty of Graduate Studies, Oranim Academic College of Education, Tivon 3600600, Israel; (D.Z.); (J.S.); (L.I.S.)
- The Paul Baerwald School of Social Work and Social Welfare, Mount Scopus Campus, Hebrew University of Jerusalem, Jerusalem 9190500, Israel;
| | - Laura I. Sigad
- Department of Inclusive Education, Faculty of Graduate Studies, Oranim Academic College of Education, Tivon 3600600, Israel; (D.Z.); (J.S.); (L.I.S.)
| | - Dafna Tener
- The Paul Baerwald School of Social Work and Social Welfare, Mount Scopus Campus, Hebrew University of Jerusalem, Jerusalem 9190500, Israel;
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Quartiroli A, Wagstaff CRD. Practitioners in search of an identity: A Delphi study of sport psychology professional identity. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 71:102567. [PMID: 37993029 DOI: 10.1016/j.psychsport.2023.102567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 11/14/2023] [Accepted: 11/16/2023] [Indexed: 11/24/2023]
Abstract
The existence of a professional identity among sport psychology practitioners (SPPs) can increase ethical and effective practice while also leading to more satisfactory careers and advancing awareness of professional roles. There is currently no consensus regarding a sport psychology professional identity (SPPI), a definition of this construct, and the factors influencing it. As such, in the present study, we sought consensus on a definition of SPPI and aimed to identify associated factors. A multinational panel of 39 SPPs from 6 different continents participated in a 3-round Delphi study. The panelists in this study, who were recruited based on their applied and scholarly experiences, constructed a shared definition of SPPI as an individual's professional self-concept concerning their sense of belonging and fit within the sport psychology profession. Further, the panelists also constructed a list of factors supporting (n = 13; e.g., knowledge and philosophy of the profession, personal meaning) and hindering (n = 10; e.g., isolation, non-traditional roles, lack of practitioner-environment fit) the development of SPPI. Professional organizations might use these results to advance professional development and training by integrating them into curricula for qualification processes. A clear understanding of what SPPI is and the factors that foster and hinder its development can support practitioners' wellbeing and practice as well as raise public awareness of what is the sport psychology profession.
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Valestrand EA, Kvernenes M, Kinsella EA, Hunskaar S, Schei E. Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students' reflective writing. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10317-3. [PMID: 38401015 DOI: 10.1007/s10459-024-10317-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 02/04/2024] [Indexed: 02/26/2024]
Abstract
Medical students' efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians' life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one's future professional practice can inform first-year medical students' initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors. Students wrote the texts at the end of a 6-month course involving 20 patient encounters, introduction to person-centered theory, peer group discussions, and reflective writing. The analysis targeted medical students' processes of interweaving and delineating personal and professional identities. The analysis yielded four categories. (1) How medical students told their stories of illness, suffering, and relational struggles in an interplay with context that provided them with new perspectives on their own experiences. Students formed identities with a person-centered orientation to medical work by: (2) recognizing and identifying with patients' vulnerability, (3) experiencing the healing function of sharing stories, and (4) transforming personal experiences into professional strength. Innovative approaches to medical education that encourage and support medical students to revisit, reflect on, and reinterpret their emotionally charged life experiences have the potential to shape professional identities in ways that support person-centered orientations to medical work.
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Affiliation(s)
- Eivind Alexander Valestrand
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway.
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway.
| | - Monika Kvernenes
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Elizabeth Anne Kinsella
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
| | - Steinar Hunskaar
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Edvin Schei
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
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Desselle SP, Clubbs BH, Darbishire PL. Motivating Language and Social Provisions in the Inculcation of Pharmacy Students' Professional Identity. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100010. [PMID: 37316120 DOI: 10.1016/j.ajpe.2022.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 10/27/2022] [Accepted: 11/16/2022] [Indexed: 06/16/2023]
Abstract
Professional identity formation in pharmacy students is a multifaceted, dynamic process stimulated through a variety of experiences, including those in structured classrooms, laboratories, experiential settings, and during interprofessional education. Meaningful faculty communications with students are a critical element in the development process.This commentary situates research findings from studies on communication practices within the frameworks of motivating language theory and social provisions theory to demonstrate how specific language from instructors can impact the formation of students' professional identity. Our objective is to review and extrapolate findings from professional pharmacy literature on communication, as well as literature from outside the profession, to demonstrate how specific strategies can aid in the development and reinforcement of pharmacy students' professional identity. Clear, specific, tailored, empathetic communication by instructors during pharmacy student training promotes students' ability to think, act, and feel like valued contributors during the provision of patient care and interprofessional experiences.
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Landon TJ, Phillips BN, McKnight M, Sabella SA, Kline KM. The Impact of Organizational Factors and Professional Identity on Turn Over Intent in State Vocational Rehabilitation Agencies. REHABILITATION COUNSELING BULLETIN 2023. [DOI: 10.1177/00343552231155215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2023]
Abstract
Turnover of staff is an ongoing concern in the state-federal vocational rehabilitation (VR) system. To better understand employee turnover intent, a multiple regression analysis was conducted using professional identity and organizational factors (e.g., pay, work tenure) as predictor variables. An internet-based survey solicited counselor perceptions regarding professional identity, turnover intent, and job satisfaction. Respondents ( n = 351) described their level of satisfaction relevant to several workplace conditions (co-workers, job in general, work assignments, pay, promotion, and supervision), and their current level of professional identity. The outcome variable representing current or future turnover intent was whether participants were actively looking for a new position or planning to look for a new position in the next 5 years. Results indicated that a little over one third of current counselors would look for a new position in the coming year, with half of current counselors seeking a new position within 5 years. Findings suggest that turnover in state-federal VR settings exceeds the national average of 19%. Purposeful pre-hire considerations, goodness of fit, motivation factors (i.e., opportunities for promotion), and hygiene factors (i.e., caseload size, supervision, and pay) identified in this study should be elements of a state-federal VR agency’s plan to mitigate turnover intent.
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Barraclough S. On becoming a counsellor: a posthuman reconfiguring of identity formation for counsellors-in-training. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2023. [DOI: 10.1080/03069885.2023.2172550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023]
Affiliation(s)
- Shanee Barraclough
- School of Health Sciences, University of Canterbury, Christchurch, New Zealand
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Um B, Bardhoshi G. Demands, resources, meaningful work, and burnout of counselors‐in‐training. COUNSELOR EDUCATION AND SUPERVISION 2022. [DOI: 10.1002/ceas.12232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Byeolbee Um
- Department of Counselor Education University of Iowa Iowa City IA USA
| | - Gerta Bardhoshi
- Department of Counselor Education University of Iowa Iowa City IA USA
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Wang P, Wang HM, Qin QY, Li YR, Hong JF, Li SW. Effectiveness of a professional identity promotion strategy for nursing students during the COVID-19 pandemic: A quasi-experimental study. Jpn J Nurs Sci 2022; 19:e12479. [PMID: 35352471 PMCID: PMC9115087 DOI: 10.1111/jjns.12479] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 11/04/2021] [Accepted: 01/08/2022] [Indexed: 11/28/2022]
Abstract
Aim To evaluate the effectiveness of a professional identity promotion strategy (PIPS) on nursing students' professional identity and resilience. Methods This study was a quasi‐experimental study with a random cluster sample of 103 sophomore undergraduate nursing students. One hundred students answered the questionnaires at both baseline and follow‐up (51 of 53 in the intervention group and 49 of 50 in the control group). Intervention and control groups underwent 5 months PIPS and standard professional education from May 2 to September 27, respectively. Participants completed the professional identity questionnaire for nursing students (PIQNS) and Connor–Davidson resilience scale (CD‐RISC). Data were collected at baseline (T0), after the intervention (T1) and 3 months after the intervention (T2), and analyzed using the Chi‐squared test, Fisher's exact test, and repeated‐measures analysis of variance. Results There were no significant differences between the two groups (p > .05) regarding demographic questions, professional identity, or resilience at baseline (p > .05). Significant differences were found in professional identity between groups (p < .001), measurement times (p = .026), and in the interaction between groups and measurement times (p = .018) from T0 to T2. Significant differences were found in resilience between groups (p < .001), measurement times (p = .007), and in the interaction between groups and measurement times (p = .035) from T0 to T2. Conclusions The PIPS program improved nursing students' professional identity and resilience. Further long‐term effectiveness of the program needs to be tested with implementation through various forms of mobile technology.
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Affiliation(s)
- Pan Wang
- School of Nursing, Anhui Medical University, Hefei, China
| | - Hai-Man Wang
- School of Nursing, Anhui Medical University, Hefei, China.,Department of Thoracic Surgery, The First Affiliated Hospital of USTC (Anhui Provincial Hospital), Hefei, China
| | - Qiao-Yun Qin
- School of Nursing, Anhui Medical University, Hefei, China
| | - Yan-Ran Li
- School of Nursing, Anhui Medical University, Hefei, China
| | - Jing-Fang Hong
- School of Nursing, Anhui Medical University, Hefei, China
| | - Shu-Wen Li
- School of Nursing, Anhui Medical University, Hefei, China
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Walker DM, Teles Oliveira J, Hendricks L. The Lived Experiences of Clinical Mental Health Counseling Internship Students Providing Home-Based Therapy. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2022. [DOI: 10.1007/s10447-022-09464-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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10
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Woo H, Jang Y, Na G. International doctoral students of counsellor education: becoming multicultural advocates. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2022. [DOI: 10.1080/03069885.2021.2008311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Hongryun Woo
- Department of Counseling and Human Development, University of Louisville, Louisville, KY, USA
| | - Yoojin Jang
- Graduate School of Counseling Psychology, Hanyang University, Seoul, Republic of Korea
| | - GoEun Na
- Department of Educational Foundations and Counseling, Hunter College, The City University of New York, New York, NY, USA
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Locke AF. A counterstory of resistance: The professional identity development of Latinx doctoral students in counseling programs. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2021. [DOI: 10.1002/jmcd.12229] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Anna Flores Locke
- Alliance Graduate School of Counseling Nyack College New York City New York USA
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Hurt-Avila KM, DeDiego AC, Starr J. Teaching Counseling Research and Program Evaluation through Problem-Based Service Learning. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2021. [DOI: 10.1080/15401383.2021.1936329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
| | - Amanda C. DeDiego
- School of Counseling, Leadership, Advocacy, and Design, University of Wyoming, Laramie, Wyoming, US
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Marginalized Counselor Educators' Experiences Negotiating Identity: A Narrative Inquiry. COUNSELOR EDUCATION AND SUPERVISION 2021. [DOI: 10.1002/ceas.12198] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Heberle AE, Hoch N, Wagner AC, Frost RL, Manley MH. “SHE IS SUCH A SPONGE AND I WANT TO GET IT RIGHT”: TENSIONS, FAILURES, AND HOPE IN WHITE PARENTS’ ASPIRATIONS TO ENACT ANTI-RACIST PARENTING WITH THEIR YOUNG WHITE CHILDREN. RESEARCH IN HUMAN DEVELOPMENT 2021. [DOI: 10.1080/15427609.2021.1926869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Malau-Aduli BS, Adu MD, Alele F, Jones K, Drovandi A, Mylrea M, Sfera K, Ross S, Jennings E. Adjusting to university: Perceptions of first-year health professions students. PLoS One 2021; 16:e0251634. [PMID: 34032808 PMCID: PMC8148327 DOI: 10.1371/journal.pone.0251634] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 04/29/2021] [Indexed: 11/24/2022] Open
Abstract
Background The transition experience into university can be challenging for health profession students as they are required to rapidly learn diverse and adaptable problem solving skills and advanced reflective thinking processes which are necessary to address complex patient-care problems, particularly in the face of uncertainty within a dynamic and rapidly evolving learning environment. Methods A mixed-methods study was conducted to identify factors influencing this transition for first-year medical, dental, and pharmacy students at a regional Australian university. The Student Adaption to College Questionnaire (SACQ) examined participants’ levels of adjustment to university, while Schlossberg’s 4 S transition model was utilised in a framework analysis of the focus group and interview responses. Results Complete survey responses were obtained from 198 students, 17 of whom also participated in focus group discussions or interviews. Mean adjustment ratings obtained from the SACQ responses were academic (6.09 ± 1.3) personal-emotional (5.53 ± 1.55), social (6.30 ± 1.38), and institutional attachment (6.96 ± 1.6). These results indicate that the personal and emotional aspects of this transition were more challenging for the students. Analysis of the qualitative data revealed that generally, for these highly motivated health-professions students, dropping out of university was not an option and this had a positive influence on their ability to adjust to their new learning environment. Nonetheless, the transition involved role change; school-leavers were excited about their newly found independence, while for mature-aged students, returning to university allowed them to pursue their lifelong dreams. Adjustment was more challenging for international, mature-aged and female students, with personal and social factors influencing the transition for each of these demographic groups. Conclusions To facilitate smooth transition into university, tertiary education institutions must consider tailored on-going support strategies that promote social interaction among students with varied backgrounds and personal characteristics.
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Affiliation(s)
- Bunmi S. Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
- * E-mail:
| | - Mary D. Adu
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Faith Alele
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Karina Jones
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Aaron Drovandi
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Martina Mylrea
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Kornelija Sfera
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Simone Ross
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
| | - Ernest Jennings
- College of Medicine and Dentistry, James Cook University, Townsville, Australia
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Agaskar VR, Lin YWD, Wambu GW. Outcomes of “Integrated Behavioral Health” Training: A Pilot Study. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2021. [DOI: 10.1007/s10447-021-09435-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kuo P, Washington A, Woo H. Professional Identity Development and Multicultural Identity Among International Counselor Education Doctoral Students. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2021. [DOI: 10.1002/jmcd.12210] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Patty Kuo
- Department of Educational Psychology University of Utah
| | | | - Hongryun Woo
- Educational and Counseling Psychology University of Louisville
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Affiliation(s)
- Melissa Fraser-Arnott
- Center for Information Research and Innovation (CIRI), San José State University (SJSU), San José, U.S.A
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Professional Identity Development of Foreign-Born Counselors in U.S. Counselor Education. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2021. [DOI: 10.1007/s10447-020-09419-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Dollarhide CT, Hale SC, Stone‐Sabali S. A New Model for Social Justice Supervision. JOURNAL OF COUNSELING AND DEVELOPMENT 2020. [DOI: 10.1002/jcad.12358] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Colette T. Dollarhide
- Department of Educational Studies, Counselor Education Program The Ohio State University
| | | | - Steve Stone‐Sabali
- Department of Educational Studies, Counselor Education Program The Ohio State University
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Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17249188. [PMID: 33316964 PMCID: PMC7764790 DOI: 10.3390/ijerph17249188] [Citation(s) in RCA: 33] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Revised: 11/25/2020] [Accepted: 11/25/2020] [Indexed: 11/17/2022]
Abstract
With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers' physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers' job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey-483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers' professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.
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Farrell IC, DeDiego AC, Marshall RC. Service Learning to Foster Advocacy Training in CACREP Accredited Programs. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2020. [DOI: 10.1080/15401383.2020.1733724] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Merino C. Creative Pedagogy: Infusing the Ways Paradigm in a Foundational Course. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2020. [DOI: 10.1080/15401383.2020.1731397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Carrie Merino
- University of Wisconsin-Whitewater, Whitewater, WI, USA
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Vereen LG, Bohecker L, Elliott AH, LaMantia K, Martinez HN, Burrow N. First-Year Counselors-in-Training and Perceptions of the Group Environment. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2019. [DOI: 10.1007/s10447-019-09381-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Towards a New Profession: Counselor Professional Identity in Italy. A Delphi Study. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2019. [DOI: 10.1007/s10447-019-09376-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Henriksen RC, Henderson SE, Liang YWM, Watts RE, Marks DF. Counselor Supervision: A Comparison Across States and Jurisdictions. JOURNAL OF COUNSELING AND DEVELOPMENT 2019. [DOI: 10.1002/jcad.12247] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Fraser-Arnott MA. Evolving practices and professional identity: How the new ways we work can reshape us as professionals and a profession. IFLA JOURNAL-INTERNATIONAL FEDERATION OF LIBRARY ASSOCIATIONS 2018. [DOI: 10.1177/0340035218810960] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Professional identities provide a lens through which to understand ourselves and our professional community. Individual practitioners may find that shifts in their own professional identities lead them to redefine their profession and those moving into new types of roles or engaging in new tasks may strive to alter the direction of the profession at large. This paper’s first objective is to provide insights into how professional identity development occurs and how the emergence of a new or unusual take on the library and information science profession based on professional experiences working in non-traditional roles can be seen as both an opportunity and a threat to the library and information science profession, using the experience of library and information science graduates working in non-library roles as a lens. The second objective is to translate the experiences of library and information science graduates working in non-traditional roles into recommendations for promoting diversity in the definition of the profession.
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Schmidt MK, Murdock Bishop JL, Becker K. Using Photography to Enhance Development of Self, Professional Identity, and Multicultural Awareness. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2018. [DOI: 10.1080/15401383.2018.1534630] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Gibson DM, Dollarhide CT, Moss JM, Aras Y, Mitchell T. Examining Leadership With American Counseling Association Presidents: A Grounded Theory of Leadership Identity Development. JOURNAL OF COUNSELING AND DEVELOPMENT 2018. [DOI: 10.1002/jcad.12219] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Donna M. Gibson
- Department of Counseling and Special Education; Virginia Commonwealth University
| | | | | | - Yahyahan Aras
- Department of Educational Studies; Ohio State University
| | - Thomas Mitchell
- Department of Counseling and Special Education; Virginia Commonwealth University
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Watkinson JS, Goodman-Scott EC, Martin I, Biles K. Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study. COUNSELOR EDUCATION AND SUPERVISION 2018. [DOI: 10.1002/ceas.12109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | | | - Ian Martin
- School of Leadership and Education Sciences, University of San Diego
| | - Kathy Biles
- Counseling Academic Unit, Oregon State University-Cascade Campus
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Cheney GJ. Integrating Pastoral and Clinical Identities: A Narrative Inquiry of Pastoral Counselors. THE JOURNAL OF PASTORAL CARE & COUNSELING : JPCC 2018; 72:172-179. [PMID: 30231826 DOI: 10.1177/1542305018792357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Narrative inquiry methodology was used to understand the lived experiences of two ordained pastoral counselors who obtained licensure as clinical mental health professionals, particularly in terms of their identity development and integration of pastoral and clinical identities. Data analysis from semi-structured interviews revealed rich experiences with five themes: the journey; God's call; self and identity; the role of mentors; and relationships. Implications for research and practice associated with pastoral counseling and counselor education are discussed.
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Affiliation(s)
- Gregory J Cheney
- Watters Family Life Center for Counseling & Resiliency, Fort Bragg, NC, USA
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Provan DJ, Dekker SWA, Rae AJ. Benefactor or burden: Exploring the professional identity of safety professionals. JOURNAL OF SAFETY RESEARCH 2018; 66:21-32. [PMID: 30121108 DOI: 10.1016/j.jsr.2018.05.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 02/12/2018] [Accepted: 05/08/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION The professional identity of safety professionals is rife with unresolved contradictions and tensions. Are they advisor or instructor, native or independent, enforcer of rules or facilitator of front-line agency, and ultimately, a benefactor for safety or an organizational burden? Perhaps they believe that they are all of these. This study investigated professional identity through understanding what safety professionals believe about safety, their role within organizations, and their professional selves. Understanding the professional identity of safety professionals provides an important foundation for exploring their professional practice, and by extension, understanding organizational safety more broadly. METHOD An embedded researcher interviewed 13 senior safety professionals within a single large organization. Data were analyzed using grounded theory methodology. The findings were related to a five-element professional identity model consisting of experiences, attributes, motives, beliefs, and values, and revealed deep tensions and contradictions. This research has implications for safety professionals, safety professional associations, safety educators, and organizations.
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Affiliation(s)
- David J Provan
- School of Humanities, Griffith University, 170 Kessels Road, QLD 4111, Australia.
| | - Sidney W A Dekker
- School of Humanities, Griffith University, 170 Kessels Road, QLD 4111, Australia
| | - Andrew J Rae
- School of Humanities, Griffith University, 170 Kessels Road, QLD 4111, Australia
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Abstract
Purpose This paper investigates the prospects and difficulties of multi-professional teamwork in human services from a professional identity perspective. The purpose of this paper is to explore the mutual interplay between professional identity formation and team activities. Design/methodology/approach This is a process study of two cases of multi-professional teamwork in family care. Data were collected through in-depth interviews with team members and managers. The analysis follows a stepwise approach alternating between the individual and team levels. Findings In showing the mutual interplay between teamwork processes and individual identity formation, the study contributes knowledge on professional identity formation of mature professionals; in particular showing how unique individual identification processes have different consequences for multi-professional team activities. Further, alternative shapes of interplay between individual identity formation and team-level processes are identified. Research limitations/implications Despite the fact that the sample is small and that collaboration intensity was relatively low, the paper succeeds in conceptualising the links between professional identity formation and multi-professional teamwork. Practical implications In managing multi-professional teams, team composition and the team's early developments seem determining for whether the team will reach its collaborative intentions. Originality/value This paper is original in its exploration of the ongoing interplay between individual identity formation and multi-professional team endeavours. Further, the paper contributes knowledge on mature professionals' identity formation, particularly concerning individual variation within and between professional groups.
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Affiliation(s)
- Ulrica Nylén
- Department of Business Administration, Umeå School of Business, Economics and Statistics, Umeå University , Umeå, Sweden
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Simpson A, Oster C, Muir-Cochrane E. Liminality in the occupational identity of mental health peer support workers: A qualitative study. Int J Ment Health Nurs 2018; 27:662-671. [PMID: 28548455 PMCID: PMC5900877 DOI: 10.1111/inm.12351] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/31/2017] [Indexed: 11/27/2022]
Abstract
Peer support is increasingly provided as a component of mental health care, where people in recovery from mental health problems use their lived experiences to provide support to those experiencing similar difficulties. In the present study, we explored the evolution of peer support workers' (PSW) occupational identities. A qualitative study was undertaken alongside a pilot randomized, controlled trial of peer support for service users discharged from a mental hospital in London, UK. Two focus groups were conducted with eight PSW. Semistructured interviews were conducted with 13 service users receiving peer support and on two occasions with a peer support coordinator. The data were analysed using theoretical thematic analysis, focussing on occupational identity formation. We discuss how the occupational identity of PSW evolved through the interplay between their lived experience, their training, and their engagement in the practice environment in such a way as to construct a liminal identity, with positive and negative outcomes. While the difficulties associated with the liminality of PSW could be eased through the formalization and professionalization of the PSW role, there are concerns that this could lead to an undermining of the value of PSW in providing a service by peers for peers that is separate from formal mental health care and relationships. Skilled support is essential in helping PSW negotiate the potential stressors and difficulties of a liminal PSW identity.
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Affiliation(s)
- Alan Simpson
- Centre for Mental Health Research, School of Health Sciences, City University of London and East London National Health Service Foundation Trust, London, UK
| | - Candice Oster
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia
| | - Eimear Muir-Cochrane
- School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia
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Affiliation(s)
- Alena Prikhidko
- School of Human Development and Organizational Studies in Education; University of Florida
| | - Jacqueline M. Swank
- School of Human Development and Organizational Studies in Education; University of Florida
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Development of Professional Identity for Counseling Professionals: A Mindfulness-Based Perspective. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2018. [DOI: 10.1007/s10447-018-9338-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Couto J, McFadden S, Bezzina P, McClure P, Hughes C. An evaluation of the educational requirements to practise radiography in the European Union. Radiography (Lond) 2018; 24:64-71. [DOI: 10.1016/j.radi.2017.07.009] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Revised: 06/09/2017] [Accepted: 07/21/2017] [Indexed: 10/19/2022]
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Langrehr KJ, Green CE, Lantz M. The Implications of Doctoral Students’ Professional Socialization Experiences in Graduate Training. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000017748588] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Using survey data from 278 counseling psychology doctoral students, we explored the concept of professional socialization in graduate training and investigated the degree to which a combination of student training factors accounted for (a) greater professional involvement in the Society of Counseling Psychology, (b) endorsement of counseling psychology values, and (c) affiliation with the Society. Results revealed that training programs fostered students’ professional connection to the field by providing faculty models, emphasizing counseling psychology identity, and encouraging student involvement in the Society. Together, these three professional socialization variables accounted for students’ professional activity, counseling psychology values, and Society membership status above and beyond years of enrollment, degree at admission, and membership status in other professional organizations. Implications regarding the influence of early professional socialization in graduate training within the context of establishing a long-term professional pipeline for the Society are discussed.
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Eason CM, Mazerolle SM, Denegar CR, Burton L, McGarry J. Validation of the Professional Identity and Values Scale Among an Athletic Trainer Population. J Athl Train 2017; 53:72-79. [PMID: 29251535 DOI: 10.4085/1062-6050-209-16] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
CONTEXT Forming a professional identity is a process by which an individual achieves an awareness of his or her own self-concept in the context of the profession. Identity in relation to an individual's profession includes the ability to articulate one's role as a professional and professional philosophy. Professional identity has been studied extensively in other fields, but currently no professional identity scales have been validated within the athletic training profession. OBJECTIVE To validate the Professional Identity and Values Scale (PIVS) among an athletic trainer population. DESIGN Cross-sectional study. SETTING Web-based questionnaire. PATIENTS OR OTHER PARTICIPANTS Athletic trainers employed in National Collegiate Athletic Association Division I, II, III, or National Association of Intercollegiate Athletics colleges or universities (n = 299, 56.5% female, 43.5% male). The average age of the participants was 33.6 ± 8.3 years, and they had 10.3 ± 7.6 years of experience. MAIN OUTCOME MEASURE(S) Participants were asked to complete a demographic questionnaire and the 32-item PIVS. The variables included demographics and the PIVS (Professional Orientation and Values subscale [18 items] and the Professional Development subscale [14 items]). RESULTS Exploratory factor analysis reduced the survey from 32 to 20 items and revealed 6 factors. Three factors emerged from the Professional Development subscale and emphasized professional insecurities during the early career stages, the importance of mentors during the intermediate stages, and self-confidence and awareness during the later stages of professional development. An additional 3 factors emerged from the Professional Orientation and Values subscale: (1) patient care and advocacy, (2) professional engagement and collaboration, and (3) personal wellness and values. A Cronbach α of 0.80 indicated good internal consistency. CONCLUSIONS A modified PIVS is a valid and reliable measure of professional identity among athletic trainers employed in the collegiate setting.
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Baldwin A, Mills J, Birks M, Budden L. Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students. NURSE EDUCATION TODAY 2017; 59:1-5. [PMID: 28898727 DOI: 10.1016/j.nedt.2017.08.010] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Revised: 06/27/2017] [Accepted: 08/28/2017] [Indexed: 06/07/2023]
Abstract
Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity.
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Affiliation(s)
- A Baldwin
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Townsville, Queensland 4810, Australia.
| | - J Mills
- College of Health, Massey University, Albany Campus, New Zealand
| | - M Birks
- Nursing, Midwifery and Nutrition, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland 4810, Australia
| | - L Budden
- Nursing, Midwifery and Nutrition, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland 4810, Australia
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Fraser-Arnott M. Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles. JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE 2017. [DOI: 10.1177/0961000617709062] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This grounded theory project asked: “How do Library and Information Science (LIS) graduates in non-library roles experience professional identity?” This is an important question for current LIS practitioners and students because job opportunities are increasingly available in non-library work settings. There is limited research available on the professional identity experiences of LIS graduates in general and even less available on the professional experiences of LIS graduates in non-library roles. The study produced the theory of Personalizing Professionalism which found that individuals possess two identities which interact with each other throughout one’s career. The first is an internal appraisal of self which represents an individual’s assessment of who they “really” are as a professional. The second is an externally expressed identity, which represents who that individual presents him or herself to be. Interactions with others impact individuals’ internal appraisal of self and externally expressed identity and represent an area of potential conflict. This study contributes to the research literature on professional identity and identity formation and expression. For the LIS community, understanding how these professionals experience professional identity can help practitioners, educators, and professional associations to take advantage of a wide range of employment options.
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Lloyd-Hazlett J, Foster VA. Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development. COUNSELING AND VALUES 2017. [DOI: 10.1002/cvj.12051] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Simons L, Haas D, Massella J, Young J, Toth P. The Value of Certification in the Era of Licensure: An Exploratory Study of Professional Identity Development in Alcohol and Drug Professionals. ALCOHOLISM TREATMENT QUARTERLY 2017. [DOI: 10.1080/07347324.2017.1288485] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Lamar MR, Helm HM. Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students. COUNSELOR EDUCATION AND SUPERVISION 2017. [DOI: 10.1002/ceas.12056] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Heather M. Helm
- Department of Applied Psychology and Counselor Education; University of Northern Colorado at Greeley
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Woo H, Storlie CA, Baltrinic ER. Perceptions of Professional Identity Development From Counselor Educators in Leadership Positions. COUNSELOR EDUCATION AND SUPERVISION 2016. [DOI: 10.1002/ceas.12054] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Hongryun Woo
- Department of Counseling and Human Development; University of Louisville
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Negotiating Professional Identity Construction during Regulatory Change: Utilizing a Virtual Focus Group to Understand the Outlook of Canadian Counsellors. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2016. [DOI: 10.1007/s10447-016-9273-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Wagner HH, Hill NR. Becoming Counselors Through Growth and Learning: The Entry Transition Process. COUNSELOR EDUCATION AND SUPERVISION 2015. [DOI: 10.1002/ceas.12013] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Holly H. Wagner
- Department of Counseling and Family Therapy; University of Missouri-St. Louis
| | - Nicole R. Hill
- Department of Counseling and Human Services; Syracuse University
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Degges-White S, Stoltz K. Archetypal Identity Development, Meaning in Life, and Life Satisfaction: Differences Among Clinical Mental Health Counselors, School Counselors, and Counselor Educators. ADULTSPAN JOURNAL 2015. [DOI: 10.1002/j.2161-0029.2015.00036.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Suzanne Degges-White
- Department of Leadership and Counseling; University of Mississippi
- Now at Department of Counseling, Adult and Higher Education; Northern Illinois University
| | - Kevin Stoltz
- Department of Leadership Studies; University of Central Arkansas
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DOLLARHIDE COLETTET, OLIVER KEN. Humanistic Professional Identity: The Transtheoretical Tie That Binds. THE JOURNAL OF HUMANISTIC COUNSELING 2014. [DOI: 10.1002/j.2161-1939.2014.00057.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - KEN OLIVER
- Department of Counseling, Quincy University
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