Perceptions of Professional Identity Development From Counselor Educators in Leadership Positions

Abstract

The perceptions of professional identity development from 10 counseling leaders were examined through consensual qualitative research methodology. Themes and implications include the (a) intersection of being counselor educators and leaders in the counseling field and (b) the development and strengthening of professional identity over time.

Multicultural supervision in counseling: A content analysis of peer‐reviewed literature

“…Similarly, in their 10‐year content analysis of supervision research, Bernard and Luke (2015) highlighted 26 articles focused on multicultural supervision. These studies focused on a given topic to serve as a catalyst for exploring research gaps and reinvigorating empirical research in the examined areas of concern (e.g., McKibben et al., 2017; Woo et al., 2016). Given the attention to privilege and oppression emphasized in the MSJCC (Ratts et al., 2016), a keener exploration of supervision research requires a synthesis of newer topics critical to multicultural supervision, including intersectionality (Peters, 2017) and social justice (Fickling et al., 2019).…”

Türkiye’deki Psikolojik Danışman Eğitiminde Kritik Akreditasyon Konuları ile İlgili Öğretim Elemanları Görüşlerinin İncelemesi

“…For this reason, CACREP has established a set of standards for counselor education programs, indicating knowledge and skills as an area of teaching for counselor educators (Barreto, 2012;CACREP, 2020). These guidelines reinforce the idea that professional counselors stimulate change, not only on a micro-level with individuals and families but also on a macro level, activating change in social, political, and professional organizations (ACA, 2014;Woo et al, 2016). Based on the CACREP accreditation standards, counselor education aims to promote professional identity and standardized curriculum through organizational and leadership participation (CACREP, 2020).…”

Emerging leaders: Leadership development experiences of counselor education doctoral students

“…Current literature suggests professional identity development connects with leadership development for counselors and counselor educators (Gibson, 2016; Luke & Goodrich, 2010; Woo et al., 2016). Sweeney (2012) emphasized that counselors have the capacity for leadership development in all settings and at all levels, defining leadership in counseling as “actions by individuals in professional counseling that contribute to the realization of our individual and collective capacity to serve others competently, ethically, and justly as helping professionals” (p.5).…”

“…After training as a doctoral student, leadership often becomes a part of professional identity and service as a counselor educator (McKibben et al., 2017; Woo et al., 2016), even if only through mentorship of CES students (Purgason et al., 2018). Doctoral students experience a sense of responsibility for shaping the knowledge and advancement of the counseling field in the transition to counselor educators (Dollarhide et al., 2013).…”

“…Counselor educators often serve in leadership roles in the counseling community through involvement in professional organizations, or community advocacy. These leadership activities begin during graduate programs and develop further throughout a career (Hays et al, 2021;Woo et al, 2016). Despite this expectation, there is a lack of continuity in best practices around leadership training within the field (Lockard et al, 2014).Current literature suggests professional identity development connects with leadership development for counselors and counselor educators (Gibson, 2016;Luke & Goodrich, 2010;Woo et al, 2016).…”