TPC-Journal-V5-Issue1

152 The Professional Counselor Volume 5, Issue 1, Pages 152–162 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/mks.5.1.152 Michelle Kelley Shuler and Elizabeth A. Keller-Dupree, NCC, are Assistant Professors at Northeastern State University - Tahlequah. Correspondence can be addressed to Michelle Kelley Shuler, College of Education, Northeastern State University - Tahlequah, 705 N Grand Avenue, Tahlequah, OK 74464-2300, michelle.shuler@gmail.com . Michelle Kelley Shuler Elizabeth A. Keller-Dupree The Impact of Transformational Learning Experiences on Personal and Professional Counselor-in-Training Identity Development Transformational learning experiences for counselor training can be described as experiential activities that facilitate the ability to express feelings and meanings related to life issues. The authors investigated the impact of a 2-day seminar using transformational learning experiences on the personal and professional identity development of counselors-in-training. Quantitative results indicate that participants’ self-reported professional performance scores were not significantly different following the training. However, in the qualitative inquiry, participants noted that through the transformational learning experiences, they became aware of past and present challenges, the need for change, the impact of processing within a group, and the application of transformational activities in clinical practices. Such findings indicate how transformational learning experiences—particularly through the use of reflective journaling—might influence personal identity development among counselors-in-training. Keywords : personal identity development, professional identity development, transformational learning, counselor- in-training The promotion of professionalism is a significant component of counselor training and is recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a core curriculum requirement for graduate counseling programs (CACREP, 2009). Professionalism includes knowledge and understanding of professional organizations, legal and ethical standards, the role of counselors, professional competencies, and personal and professional growth. Development in this area includes both personal and professional growth and is often referred to as counselor development (Gazzola & Theriault, 2007; Rabinor, 2004; Skovholt & R ø nnestad, 1996; Thompson, 2004) or counselor professional identity (Auxier, Hughes, & Kline, 2003; Cashwell, Kleist, & Scofield, 2009; Nugent & Jones, 2009; O’Bryne & Rosenberg, 1998; Reisetter et al., 2004). Independently, professional development encompasses the acquisition of skills and knowledge, and is “concerned with the doing needs” (Donati & Watts, 2005, p. 476), and personal development includes the “being needs” (p. 476), like authenticity, interpersonal engagement, intimacy and self-evaluation. As dependent concepts, one can imagine the significance each has for counselor identity. A counselor lacking skills and knowledge will function quite differently than a skilled practitioner with years of experience and knowledge. Concurrently, counselors must attend to their own form of personal development (Skovholt & R ø nnestad, 1996). Wilkins (1997) went so far as to suggest that personal development embraces everything else that facilitates being a practicing counselor. For example, personal development might include ways in which the counselor maintains a balanced lifestyle, or ways the counselor manages the stress brought on by difficult clients. A counselor lacking in personal well-being might not be considered fit to practice.