The Impact of Transformational Learning Experiences on Personal and Professional Counselor-in-Training Identity Development

Abstract

A purposeful sample of 359 graduate counseling students completed a survey assessing factors influencing program enrollment decisions with particular attention to students' awareness of and importance ascribed to accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) prior to and following enrollment. Results indicated that accreditation was the second most influential factor in one half of the students' enrollment decisions; nearly half of participants were unaware of CACREP accreditation prior to enrollment. Accreditation was a top factor that students attending non-CACREP-accredited programs wished they had considered more in their enrollment decisions. Findings from the survey indicate that prospective counseling students often lack necessary information regarding accreditation that may influence enrollment decisions. Implications for counseling students and their graduate preparation programs, CACREP and the broader counseling profession are discussed.

Exploring Internship Experiences of Counselors-in-Training through Pinterest: A Consensual Analysis

“…This notion aligns with a preoccupation of interventions among counseling students as noted by Shuler and Keller-Dupree (2015).…”

Development of Professional Identity for Counseling Professionals: A Mindfulness-Based Perspective

“…In addition, constant exposure to professional evaluation and appraisal resulting from intense emotional and evaluative interactions with clients and supervisors, prompts a counselor-in-training to consistently review internal boundaries and perceptions (Birnbaum 2008). These challenges could yield stress, burnout, and a tendency to focus on external validation (Skovholt et al 2001), and a failure to integrate the individual and professional aspects of identity into a holistic identity (Shuler and Keller-Dupree 2015). Therefore, Clouder (2005) recommended that educators reconsider approaches on how they prepare trainees for the realities of the profession, and reevaluate what is currently taught related to PID.…”

A Life Span Developmental Perspective on Psychosocial Development in Midlife

“…In constructing an identity, counselors integrate their personal and professional selves; personal views and knowledge about midlife are implicit to professional activities (Degges-White & Stoltz, 2015). Transformative learning experiences that immerse participants in casework, reflective writing, and group discussions promote self-reflection and prompt counselors to recognize the feelings and meanings they ascribe to midlife development and aging (Shuler & Keller-Dupree, 2015). Continuing education can aid counselors in constructing developmentally appropriate expectations for midlife clients and establishing a framework for fostering wellness across the life span (Fullen, 2016).…”

“…Continuing education can aid counselors in constructing developmentally appropriate expectations for midlife clients and establishing a framework for fostering wellness across the life span (Fullen, ). Transformative learning experiences that immerse participants in casework, reflective writing, and group discussions promote self‐reflection and prompt counselors to recognize the feelings and meanings they ascribe to midlife development and aging (Shuler & Keller‐Dupree, ). In turn, counselors can educate clients about normative development and use reflective methods to encourage clients to explore their attitudes and biases about aging and interpret their experiences in ways that promote the construction of a healthy, meaningful, and adaptive sense of self (Duba, Kindsvatter, & Priddy, ).…”