TPC-Journal-V3-Issue1

Dodie Limberg is an Assistant Professor at Texas A&M-Commerce. Hope Bell is a doctoral candidate at the University of Central Florida. John T. Super, NCC, and Lamerial Jacobson are doctoral graduates of the University of Central Florida. Jesse Fox, NCC, is a doctoral candidate at the University of Central Florida. M. Kristina DePue, NCC, is an Assistant Professor at the University of Florida. Chris Christmas is a doctoral candidate at the University of Central Florida. Mark E. Young is a Professor and Glenn W. Lambie, NCC, is an Associate Professor at the University of Central Florida. Correspondence regarding this article can be addressed to Dodie Limberg, University of Central Florida, College of Education, Department of Education and Human Services, P. O. Box 161250, Orlando, FL 32816-1250, dlimberg@knights.ucf.edu. The professional identity of a counselor educator develops primarily during the individual’s doctoral preparation pro- gram. This study employed consensual qualitative research methodology to examine the phenomenon of professional identity development in counselor education doctoral students (CEDS) in a cohort model. Cross-sectional focus groups were conducted with three cohorts of doctoral students in counselor education ( N = 18) to identify the experiences that contributed to their professional identity development. The findings identified that (a) programmatic goals to develop professional identity align with the experiences most influential to CEDS, (b) experiential learning opportunities enhanced CEDS professional identity development, (c) the relationships with mentors and faculty contribute to their identity as counselor educators, and (d) being perceived as a counselor educator by faculty influences professional identity development. Implications for counselor education and the counseling profession are discussed. Keywords : consensual qualitative research, counseling, counselor education and supervision, doctoral student development, professional identity development Professional identity development is central to counseling professionals’ ethical practice (Corey, Corey, & Callanan, 2010; Granello & Young, 2012). The process of professional identity development is defined as the “successful integration of personal attributes and professional training in the context of a professional community” (Gibson, Dollarhide, & Moss, 2010, pp. 23–24). Counselor education doctoral students (CEDS) develop their identity as counselor educators primarily during their doctoral preparation program (Calley & Hawley, 2008; Carlson, Portman, & Bartlett, 2006; Zimpfer, Cox, West, Bubenzer, & Brooks, 1997). Specifically, intentional experiences designed by faculty and/or initiated by CEDS during their doctoral preparation program promote their professional identity development as counselor educators, supporting an effective transition into academia (Carlson et al., 2006). Counselor education doctoral programs employ diverse pedagogical strategies to promote their students’ identity development (e.g., Zimpfer et al., 1997). However, the impact that the experiences and strategies developed within programs has on students and their professional identity has not been examined in previous research. Therefore, an increased understanding of CEDS’ professional identity development might offer insight into pedagogical experiences that enhance doctoral students’ transition from counseling practitioners to faculty members in higher education (Calley & Hawley, 2008; Magnuson et al., 2003). Professional identity development within counselor education can be described as both an intrapersonal and interpersonal process (Gibson et al., 2010). The intrapersonal process is an internalization of knowledge shared by faculty members and supervisors (e.g., recognizing personal strengths; areas of growth in academic roles). The interpersonal process develops Professional Identity Development of Counselor Education Doctoral Students: A Qualitative Investigation Dodie Limberg Hope Bell John T. Super Lamerial Jacobson Jesse Fox M. Kristina DePue Chris Christmas Mark E. Young Glenn W. Lambie 40 The Professional Counselor Volume 3, Issue 1 | Pages 40–53 http://tpcjournal.nbcc.org © 2013 NBCC, Inc. and Affiliates www.nbcc.org doi:10.15241/dll.3.1.40