Student Counselors' Moral, Intellectual, and Professional Ethical Identity Development

Abstract

Professional identity is characterized by the integration of individuals' professional and personal selves. The authors used a multiple regression design to examine counselor professional ethical identity development, with specific attention to moral and intellectual development. Student counselors (N = 59) completed the Modified Subject‐Object Interview (Monson & Hamilton, ), Defining Issues Test–2 (Rest, Narvaez, Bebeau, & Thoma, ), and Learning Environment Preferences scale (Moore, ). Moral development was the most significant predictor of professional ethical identity development. Preparatory and research strategies to enhance professional ethical identity formation are discussed.

Desarrollo moral en contextos educativos: Una revisión sistemática

“…También influye como factores relevantes las experiencias anteriores co el clima escolar, las estrategias curriculares, las didácticas y los métodos de aprendizaje como debates, análisis de casos, dilemas morales, trabajos en equipo, actividades lúdicas y juegos de roles, el fortalecimiento del pensamiento crítico y reflexivo para el desarrollo profesional de la sensibilidad e identidad ética, la motivación moral (Baykara et al, 2015;Davis y Bergen, 2014;de Souza et al, 2019;Edwards et al, 2012;Esquerda et al, 2019;Kaplan et al, 2014;Lloyd-Hazlett y Foster, 2017;Maddineshat et al, 2019;V. S. M. Martins et al, 2020;Nacasato et al, 2016;Ploum et al, 2019;Ranjbar et al, 2017;Solum et al, 2016;Trobec y Starcic, 2015;Yuguero et al, 2019), el sistema familiar, el contexto y la condición socio cultural (Avila et al, 2018;Małgorzata Bronikowska et al, 2019;Davis y Bergen, 2014;Kurbanov et al, 2016;Phillips et al, 2020;Rzymska et al, 2014), las relaciones interpersonales, el acceso a la educación moral, la práctica e identidad profesional (Haghighat et al, 2020;Moreira et al, 2020;Sabatino et al, 2015;Van Stekelenburg et al, 2020), el rendimiento y los logros académicos (Corcoran y O'Flaherty, 2016;O'Flaherty y Gleeson, 2014), las características de la educación inicial, la integración de educación religiosa y moral (O'Flaherty y Gleeson, 2014), la actitud de los docentes y su interés por la formación en ciudadanía, desde la creatividad, la empatía, el diálogo, el respeto y la comprensión de los estudiantes a partir de sus valores espirituales, sentimientos morales e impulso en la toma de decisiones con juicios críticos en ambientes educativos motivadores (Enderle et al, 2018;Kurbanov et al, 2...…”

A Phenomenological Investigation of Doctoral Students’ Gatekeeping Experiences

“…Our findings also underscore the efficacy of applying a scaffolded approach to helping doctoral students develop a gatekeeping professional identity. Resembling other identity development frameworks (Limberg et al, 2013;Lloyd-Hazlett & Foster, 2017), supporting gatekeeper identity development may entail a more theoretical foundation, followed by supervised practice and feedback, and finally, developing a more personalized gatekeeping approach. Consideration may also be given to parallel processes transpiring between master's students' counselor development and doctoral students' development as teachers, supervisors, researchers, and evaluators.…”

Counselor Education and Supervision: 2017 Inaugural Review

“…Specifically, these focused on protective and risk factors for students of color (Hipolito‐Delgado, Estrada, & Garcia, 2017), experiences of microaggressions within preparation programs (Smith, Chang, & Orr, 2017), experiences of international students in clinical courses (Park, Lee, & Wood, 2019), and needs and acculturative stress in international students (Behl, Laux, Roseman, Tiamiyu, & Spann, 2017). Researchers also explored experiences of African American students related to faith and lesbian, gay, bisexual, and transgender (LGBT) affirmation (J. R. A. Harris, Roberston, Jones, & Prado, 2017); attitudes toward transgender persons (Kanamori & Cornelius‐White, 2017); and perceptions of ethical referrals (Lloyd‐Hazlett, Hobbs, & Honderich, 2017).…”