TPC-Journal-V5-Issue1

137 The Professional Counselor Volume 5, Issue 1, Pages 137–151 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/ma.5.1.137 Meral Atici is an Associate Professor at Çukurova University. Correspondence can be addressed to Meral Atici, Çukurova University, Education Faculty, 01330, Balcalı, Adana, Turkey, matici@cu.edu.tr Meral Atici Professional Identity Development of Counselors-in-Training in a School Internship Program in Turkey The purpose of this study was to identify perceptions about a school counseling internship program at a university in Adana, Turkey by determining counseling interns’ perspectives on the effects of the internship program and supervisors’ perspectives on interns’ professional development. Data were collected from nine school counseling supervisors, 11 school counseling interns, 11 guidance teachers and 34 students who attended group guidance activities during counseling students’ internships. Data were analyzed using content analysis, and findings suggested that counseling interns have the opportunity to perform activities that school counselors normally perform, and that interns become competent in performing these activities. The internship program helped interns become competent at applying professional knowledge and skills. Additionally, with the assistance of interns, school counselors were able to provide proactive counseling services to students. The study suggests that positive, constructive feedback and advice from supervisors are essential for interns to be successful in completing internship activities in a positive and confident manner. Keywords : school counseling, school counseling internship, professional development, counselors-in-training, Turkey Professional school counselor identity is defined as an integration of professional training with personal attributes in the context of the profession (Nugent & Jones, 2009). Brott and Myers (1999) stated that the development of professional school counselor identity can serve as a frame of reference for implementing work roles and making important decisions. Professional identity develops as part of the experiential maturation process over time, which begins in training and continues throughout a person’s career. A school counselor’s professional development starts during training, evolves during entry into the profession and continues to develop as the school counselor identifies with the profession (Brott & Myers, 1999). Professional identity has internal as well as external aspects (Auxier, Hughes, & Kline, 2003). Internal aspects are defined as an individuation process derived from a cycle of dependence and autonomy as counselors-in- training (CITs) gain counseling skills (Brott & Myers, 1999). During training, students rely on guidance and support provided by supervisors as external authorities. Gibson, Dollarhide, and Moss (2010) found that CITs needed external validation and assurance from experts, especially at the beginning of their training. Alternatively, counseling students felt much stronger, more confident and more positive toward counseling at the end of their internship and practice, with anxiety levels decreased and feelings of personal accomplishment increased (Nelson & Jackson, 2003). Researchers in Turkey found that the sense of efficacy increased among counseling students who conducted group guidance activities (Atici, Özyürek & Çam, 2005), while their counseling skills evolved throughout the school counseling internship program (Atici & Ulusoy, 2010). Both an increase in positive feelings and a decrease in negative feelings were observed from the beginning to the end of the term (Atici et al., 2005; Atici & Ulusoy, 2010).