We propose that new professionals are faced with the task of accepting the differences between what they expected and what they experience during their initial 3 years of employment as psychologists. Furthermore, graduate programs in psychology typically do not provide their students with anticipatory socialization concerning entry into a professional setting, the role demands of professional life, and the personal adjustments needed for professional development. Hence we describe the process of adjustment for recent graduates of doctoral programs in psychology, identify coping strategies for individuals, and suggest possible methods of intervention via training programs and employment settings. The perspective and suggestions provided may be helpful to training program directors and to new professionals, their supervisors, and their colleagues.Within various life stages, but particularly during young adulthood, individuals typically complete a transition from school to work environments (Levinson, Darrow, Klein, Levinson & McKee, 1978). Within the literature on adult
The personal and professional gains experienced when a counseling practitioner from a university counseling center and a counselor educator at the university traded aspects of their jobs for one semester are discussed. The benefits agencies and departments receive from job swapping are also reviewed. Potential problem areas (e.g., the need for careful negotiation and definition of job descriptions in the trade‐off) are described. We conclude that professional renewal by role swapping for short periods of time gives counselor educators and counseling practitioners personal insight into the ways each spends their time, as well as strengthening the ties between them.
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