TPC-Journal-V5-Issue3

The Professional Counselor /Volume 5, Issue 3 333 stage, as participants described moving out of their lower level of RI due to having more confidence, realizing a need to take initiative and being mentored by others. All five primary themes were apparent in this stage. Nicole discussed how her internal state shifted as she took charge of her thinking and found internal and external motivation to conduct research: “Just thinking about the benefits that research has, not just to me, but to the profession as a whole, to my colleagues and even [to] the schools I’m working for [is important]. ” Another participant expressed that her interest and curiosity in research helped her persevere through her fear of research, which seemed to be an important element of the moderate level of RI. Sally stated, “I’m apprehensive to an extent, but very curious and interested to learn more . . . to understand more how [research] can be [an] integral part [to] my work.” In the focus group, Lisa constructed a visual representation and shared that her own curiosity has been the driving force for her level of RI: Mine [visual conceptualization of research] just started off with curiosity, interest, desire, and then a picture of a woman wondering about something, because to me that is research. You just have this desire . . . to know why. So, it’s just that curiosity drives the interest. In stage one of RI, participants clearly indicated loyalty to their practitioner side. In stage two, the transition of integrating research with practice became apparent through participants sharing more flexible views on how research can play a role in professional identity. Ellie gave the following example of this transition: I think counselors like working with people and helping people . . . that’s why a lot of them go into the field. So it’s if they see research brings benefit, I think that a lot of them would say it’s worthwhile and beneficial, but it just depends on the person. Nicole also validated that research has a place within professional identity conceptualization. She stated, “If you want to add some more credibility, or some more distinctions to your profession, I think that research does play an important role.” External facilitators of RI were important in the transition to a higher level of RI. An example of an external facilitator came in the form of learning alternative methodologies (e.g., qualitative research). Nicole stated: I think since I went through the program and . . . realized there were different types of research I could do [e.g., qualitative], I think my attitude now has become a lot better almost to the point where I’m not scared of it anymore. . . . I definitely think I’m more open to the possibility that I can do research and do well in my profession. Another important part of the transition surfaced as participants described their conceptualization of research. In the stagnation stage, the participants’ definition of research seemed to be narrow and something with which they could not relate. As participants transitioned in their RI, they started to understand research in a broader way and to see research as something with which they could relate. Shelly stated: