TPC Journal V7, Issue 4 - FULL ISSUE

308 The Professional Counselor | Volume 7, Issue 4 question. The interview began with questions regarding the participants’ professional development, including questions relating to internship site expectations, capability as an effective counselor, and the relationship between personal and professional identities. Next, the participants were asked questions pertaining to their experience in the internship class and internship sites, including questions about in- class mindfulness activities, internship site expectations, client interactions, and changes in professional identity. In addition, participants were asked about their self-care and mindfulness activities outside of the classroom. The interview concluded with a discussion about the factors that would aid participants to reach the next stage of their PID. The interviews were audio-recorded and transcribed by the second and third authors. The transcripts were kept in a password-protected file and accessible only to researchers of this study. All identifying information was removed prior to data analysis. The audio recordings were deleted once all of the transcripts were cross-checked by the second and third authors to ensure the accuracy of the audio recordings and transcripts. Qualitative Content Analyses We used a qualitative content analysis approach to identify transformational tasks in PID and explore the potential impact of mindfulness on facilitation of completing transformational tasks. According to Cho and Lee (2014), qualitative content analysis is flexible in utilizing inductive or deductive analysis: codes or themes are directly identified from the data in inductive approach, whereas deductive approach starts with preconceived codes or categories derived from prior relevant theory. We started the coding and data analysis process after all interviews had been completed, as suggested by Seidman (2013). In order to reduce or minimize the effect of our biases and preconceived assumptions on our interpretation of the meaning of the data, we engaged in bracketing (Moustakas, 1994) by reading the transcripts multiple times with the goal of embracing the participants’ perspectives while reducing the researchers’ preconceived notions on the topic (Hycner, 1999). Both the verbal and nonverbal (e.g., fillers and silences) content of the interviews were included in the transcripts. The content analysis approach requires the researchers to review the data to ensure a thorough and integrative analysis. First, we carefully read each transcript and made notes identifying relevant information related to the research question. Second, we read the notes and listed the types of information found, then categorized interview content and notes in a meaningful manner. Third, we identified if connections between categories could be found or themes could be observed. Finally, we compared and contrasted various major and minor categories. The same process was repeated for each transcript. After analyzing all the transcripts, we identified themes and examined each in detail and considered if they were appropriate. Once all the transcripts were carefully examined and categorized into themes or subthemes, we reviewed the data to ensure that the information was categorized and described appropriately. Finally, we reviewed the transcripts and ensured that all relevant information was examined and categorized ( Neuendorf, 2016 ). Triangulation is the process through which a researcher gains confidence and assurance that their findings and interpretations of the data are reflecting what is actually occurring in the data (Stake, 2006), and it provides a check on selective perception and illuminates blind spots in an interpretive analysis (Patton, 1990). Content analysis with multiple researchers in this study offered opportunities for cross-checking and analyst triangulation. We each coded the interviews independently, and compared and contrasted categories and comments under each theme. When different opinions occurred, we discussed the discrepancies and brought light to data through multiple perspectives. The first author has research and clinical experiences related to mindfulness and PID, and past