Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ucin1313686817.pdf (442.89 KB)

ETD Abstract Container

Abstract Header

Counselor Educators: Clinical Practice and Professional Identity

Lanman, Sarah Ann
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817

Abstract Details

2011, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Counselor Education.
The counseling profession continues to make progress in establishing a unified counseling identity, a goal that will lead to multiple benefits for professional counselors and the clients they serve. Counselor educators who train future counselors have a fundamental impact on counseling students’ developing professional identity. However, little research exists regarding the professional identity of counselor educators. Within the fields of nursing, medicine, pharmacy, occupational therapy and dentistry, academic clinical practice has been studied and recognized as an important component in professional identity. Similarly, within psychology, the scientist-practitioner model maintains that an emphasis on both clinical practice and research will result in more effective training of new psychologists, while allowing science to inform their work with clients. The present mixed method study investigated the prevalence of counseling faculty clinical practice and how practicing and non-practicing counselor educators understand and construct their professional identity. Of 138 surveyed counselor educators, 66.7% reported that they have engaged in clinical practice while a faculty member with an average of 8.35 years in practice (SD = 9.49). Participants also indicated that 48.6% currently spend time in clinical practice. Faculty rank (p < .01), holding a PC license (p < .001), and number of years in the mental health field (p < .05) were all significantly related to clinical practice while serving as a faculty member. Holding a psychology license was significantly related (p < .024) to currently occurring clinical practice. Qualitative interview data of six self-selected participants revealed five themes related to counselor educators’ understanding and construction of their professional identities: (a) mentoring and supervisory relationships both during and after master’s and/or doctoral training had a profound impact on the participants’ views of themselves as professionals; (b) counselor educators holding counselor education doctoral degrees articulated a stronger counselor professional identity; (c) counselor educators primarily identified themselves as educators, which they clearly distinguished from practitioners; (d) participants expressed varying types of frustration regarding the counseling profession’s struggle with professional identity issues; and (e) the word, counselor, held very different meanings for each participant.
Geoffrey Yager, PhD (Committee Chair)
Jayne Treinen-Yager, EdD (Committee Member)
Ellen Piel Cook, PhD (Committee Member)
Miriam Raider-Roth, EdD (Committee Member)
141 p.
Behavioral Sciences
counselor educator; clinical practice; academic clinical practice; professional identity; counselor identity; counseling

Recommended Citations

Citations

  • Lanman, S. A. (2011). Counselor Educators: Clinical Practice and Professional Identity [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817

    APA Style (7th edition)

  • Lanman, Sarah. Counselor Educators: Clinical Practice and Professional Identity. 2011. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817.

    MLA Style (8th edition)

  • Lanman, Sarah. "Counselor Educators: Clinical Practice and Professional Identity." Doctoral dissertation, University of Cincinnati, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313686817

    Chicago Manual of Style (17th edition)

ucin1313686817
754
© 2011, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.