TPC-Journal-V5-Issue3

327 The Professional Counselor Volume 5, Issue 3, Pages 327–340 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/mfj.5.3.327 Maribeth F. Jorgensen, NCC, is an Assistant Professor at the University of South Dakota. Kelly Duncan, NCC, is an Associate Professor at the University of South Dakota. Correspondence may be addressed to Maribeth F. Jorgensen, 414 East Clark Street, Vermillion, SD 57069, Maribeth.Jorgensen@usd.edu. Maribeth F. Jorgensen, Kelly Duncan A Phenomenological Investigation of Master’s-Level Counselor Research Identity Development Stages This study explored counselor research identity, an aspect of professional identity, in master’s-level counseling students. Twelve students participated in individual interviews; six of the participants were involved in a focus group interview and visual representation process. The three data sources supported the emergence of five themes. The authors describe the themes in terms of what students contributed to the following three stages of research identity development: stage one, stagnation ; stage two, negotiation ; and stage three, stabilization . Implications for counselor education programs, counselor educators and counseling students are explored. Keywords : phenomenological investigation, research identity, counseling students, focus group, counselor education Counselor professional identity is complex and involves various developmental tasks that are dependent on both interpersonal and intrapersonal interactions (Auxier, Hughes, & Kline, 2003; Reisetter et al., 2004). According to Nugent and Jones (2009), “counselor professional identity is the integration of professional training and personal attributes within the context of the professional community” (p. 21). The context of a professional community may be understood as the behaviors, thoughts, actions and beliefs to which individuals within a professional community typically ascribe. All dimensions of counselor professional identity significantly impact how individuals behave, act and think within the context of their professional role (Gibson, Dollarhide, & Moss, 2010). The understanding of attitude, behavior and belief norms within the profession of counseling has been extremely important in assessing and stimulating the development of professional identity (Gibson et al., 2010). Many variables influence the process of identity acquisition and maintenance. Erikson (1994) stated that “the process of identity formation emerges as an evolving configuration” (p. 125). While knowing that counselor professional identity formation never stops, one must consider how to intentionally and effectively guide the process. Kozina, Grabovari, De Stefano, and Drapeau (2010) demonstrated that practitioner identity evolves through deliberate tasks and actions aimed at helping counseling students develop particular attitudes, behaviors and beliefs. In addition to purposeful tasks, Gibson et al. (2010) asserted that the professional identity process occurs in stages and unique needs exist at different stages. In recent years, research has become an important focus of the professional counseling community. The American Counseling Association Code of Ethics (2014) has emphasized the importance of