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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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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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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Nagatani Y, Imafuku R, Nakai Y. Broadening the Dental Hygiene Students’ Perspectives on the Oral Health Professionals: A Text Mining Analysis. Dent J (Basel) 2022; 10:dj10090160. [PMID: 36135155 PMCID: PMC9497638 DOI: 10.3390/dj10090160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 08/22/2022] [Accepted: 08/26/2022] [Indexed: 11/16/2022] Open
Abstract
Professional identity formation, an important component of education, is influenced by participation, social relationships, and culture in communities of practice. As a preliminary investigation of dental hygienists’ professional identity formation, this study examined changes in the dental hygiene students’ perceptions of oral health professionals over the three years of their undergraduate program. At a Japanese dental hygiene school, 40 students participated in surveys with open-ended questions about professional groups several times during their studies. The text data were analyzed through content analysis with text mining software. The themes that characterized their dental hygienist profession perceptions in their programs each year were identified as: “Supporters at the dental clinic”; “Engagement with interprofessional care” and “Improved problem-solving skills for clinical issues regarding the oral region”; and “Active contribution to general health” and “Recognition of the roles considering relationships” (in the first, second, and third years, respectively). The students acquired professional knowledge and recognized the significance and roles of oral health professionals in practice. They gained more learning experiences in their education, including clinical placements and interprofessional education. This study provides insight into curriculum development for professional identity formation in dental hygiene students.
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Affiliation(s)
- Yukiko Nagatani
- Department of Dental Hygiene, University of Shizuoka Junior College, 2-2-1 Oshika, Suruga-ku, Shizuoka-shi 422-8021, Japan
- Correspondence: ; Tel.: +81-54-202-2672
| | - Rintaro Imafuku
- Medical Education Development Center, Gifu University, 1-1 Yanagido, Gifu 501-1194, Japan
| | - Yukie Nakai
- Department of Dental Hygiene, University of Shizuoka Junior College, 2-2-1 Oshika, Suruga-ku, Shizuoka-shi 422-8021, Japan
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Claessens E, Mortelmans D. The female payer: Gender differences in characteristics among child support payers. THE BRITISH JOURNAL OF SOCIOLOGY 2021; 72:829-844. [PMID: 33620093 DOI: 10.1111/1468-4446.12823] [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: 08/25/2020] [Revised: 12/11/2020] [Accepted: 01/18/2021] [Indexed: 06/12/2023]
Abstract
Nonresident mothers who formally pay child support are becoming increasingly prevalent. If the profile of female payers differs from that of men or if their payment is motivated differently, existing gender-based child support policies and enforcement strategies face significant challenges. This study uses the payment framework of male compliance to map the differences between male and female payers of child support. The analysis applies discriminant analysis to a combination of register and fiscal data of separated parents. Whereas the separate aspects of the payment framework did not reach the threshold for acceptable discrimination, the full model revealed considerable differences between male and female payers. The aspect of willingness to pay showed the greatest discriminating power, suggesting that paying mothers have a higher willingness to do so than fathers. We conclude that while the discrepancies between nonresident mothers and fathers who pay child support can be partly attributed to demographic differences and residency patterns of children, differing motivations are also of importance.
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Affiliation(s)
- Elke Claessens
- Centre for Population, Family and Health (CPFH), Faculty of Political and Social Sciences, Department of Sociology, University of Antwerp, Antwerpen, Belgium
| | - Dimitri Mortelmans
- Centre for Population, Family and Health (CPFH), Faculty of Political and Social Sciences, Department of Sociology, University of Antwerp, Antwerpen, Belgium
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Watson JC, Ho C, Boham M. Advancing the Counseling Profession Through Intervention Research. JOURNAL OF COUNSELING AND DEVELOPMENT 2021. [DOI: 10.1002/jcad.12361] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Joshua C. Watson
- Department of Counseling and Educational Psychology Texas A&M University–Corpus Christi
| | - Chia‐Min Ho
- Department of Counseling and Educational Psychology Texas A&M University–Corpus Christi
| | - Mikaela Boham
- Department of Kinesiology and Military Science Texas A&M University–Corpus Christi
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Thacker N, Minton CAB. Minoritized Professionals' Experiences in Counselor Education: A Review of Research. COUNSELOR EDUCATION AND SUPERVISION 2021. [DOI: 10.1002/ceas.12195] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Nancy Thacker
- Department of Special Education, Rehabilitation, and Counseling Auburn University
| | - Casey A. Barrio Minton
- Department of Educational Psychology and Counseling The University of Tennessee, Knoxville
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Burns ST, Sholtis H, Lemmer S, Rauk I, Mohamed Z. Independently Licensed Counselors' Work Values. COUNSELING AND VALUES 2020. [DOI: 10.1002/cvj.12140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Stephanie T. Burns
- Department of Counselor Education and Counseling Psychology Western Michigan University
| | - Hope Sholtis
- Department of Counselor Education and Counseling Psychology Western Michigan University
| | - Samantha Lemmer
- Department of Counselor Education and Counseling Psychology Western Michigan University
| | - Ingrid Rauk
- Department of Counselor Education and Counseling Psychology Western Michigan University
| | - Zeinab Mohamed
- Department of Counselor Education and Counseling Psychology Western Michigan University
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Burns ST, Cruikshanks DR. Impact of Selected Ethical Information Resources on Counselor Educators' Decision‐Making Regarding Boundary Crossings. COUNSELING AND VALUES 2019. [DOI: 10.1002/cvj.12115] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Stephanie T. Burns
- Counselor Education and Counseling PsychologyWestern Michigan University
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Burns ST. Students' Ethical Decision‐Making When Considering Boundary Crossings With Counselor Educators. COUNSELING AND VALUES 2019. [DOI: 10.1002/cvj.12094] [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]
Affiliation(s)
- Stephanie T. Burns
- Counselor Education and Counseling PsychologyWestern Michigan University
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Volpe RL, Hopkins M, Haidet P, Wolpaw DR, Adams NE. Is research on professional identity formation biased? Early insights from a scoping review and metasynthesis. MEDICAL EDUCATION 2019; 53:119-132. [PMID: 30656747 DOI: 10.1111/medu.13781] [Citation(s) in RCA: 57] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 09/20/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Despite a recent surge in literature identifying professional identity formation (PIF) as a key process in physician development, the empiric study of PIF in medicine remains in its infancy. To gain insight about PIF, the authors examined the medical literature and that of two other helping professions. METHODS The authors conducted a scoping review and qualitative metasynthesis of PIF in medicine, nursing and counselling/psychology. For the scoping review, four databases were searched using a combination of keywords to identify empiric studies on PIF in trainees. After a two-step screening process, thematic analysis was used to conduct the metasynthesis on screened articles. RESULTS A total of 7451 titles and abstracts were screened; 92 studies were included in the scoping review. Saturation was reached in the qualitative metasynthesis after reviewing 29 articles. CONCLUSION The metasynthesis revealed three inter-related PIF themes across the helping professions: the importance of clinical experience, the role of trainees' expectations of what a helping professional is or should be, and the impact of broader professional culture and systems on PIF. Upon reflection, most striking was that only 10 of the 92 articles examined trainee's sociocultural data, such as race, ethnicity, gender, sexual orientation, age and socio-economic status, in a robust way and included them in their analysis and interpretation. This raises the question of whether conceptions of PIF suffer from sociocultural bias, thereby disadvantaging trainees from diverse populations and preserving the status quo of an historically white, male medical culture.
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Affiliation(s)
- Rebecca L Volpe
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Margaret Hopkins
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Paul Haidet
- Departments of Humanities and Public Health Sciences, Medical Education Research, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Daniel R Wolpaw
- Departments of Medicine and Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Nancy E Adams
- Harrell Health Sciences Library, Penn State College of Medicine, Hershey, Pennsylvania, USA
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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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Burns ST, Cruikshanks DR. Impact of Ethical Information Resources on Independently Licensed Counselors. COUNSELING AND VALUES 2017. [DOI: 10.1002/cvj.12057] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Stephanie T. Burns
- Counselor Education and Counseling Psychology; Western Michigan University
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Cruikshanks DR, Burns ST. Clinical supervisors’ ethical and professional identity behaviors with postgraduate supervisees seeking independent licensure. COGENT PSYCHOLOGY 2017. [DOI: 10.1080/23311908.2017.1373422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Daniel R. Cruikshanks
- Department of Psychology and Counselor Education, Aquinas College, Grand Rapids, MI, USA
| | - Stephanie T. Burns
- Counselor Education and Counseling Psychology, Western Michigan University, 1903W. Michigan Avenue, Kalamazoo, MI 49008-5226, USA
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Alexander-Albritton C, Hill NR. Familial and Institutional Factors: Job Satisfaction for Female Counselor Educators. COUNSELOR EDUCATION AND SUPERVISION 2015. [DOI: 10.1002/ceas.12008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Nicole R. Hill
- Department of Counseling; Idaho State University
- Now at Department of Counseling and Human Services; Syracuse University
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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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