Development of a professional school counselor identity: A grounded theory.

Abstract

Professional identity formation and development have been studied in numerous professions including teaching (Kuzmic,1994), psychoanalysis (Rosenbloom, 1992), and psychology (Watts, 1987). What appears to be salient across these studies is a process of continual interplay between structural and attitudinal changes that result in a self-conceptualization as a type of professional. This self-conceptualization, which has been termed one's professional identity, serves as a frame of reference from which one carries out a professional role, makes significant professional decisions, and develops as a professional. The literature on professional counselor development has identified similar processes involved in identity formation and development of counselors (Bruss & Kopala, 1993; Hogan, 1964; Loganbill, Hardy, & Delworth,1982; Reising & Daniels,1983; Skovholt & Ronnestad, 1992). The focus of previous research has been on counselors-in-training, with little attention paid to identity development during the working years beyond graduate school. Further, whether counselor identity development is identical for professionals in the various specialities of counseling such as school counseling has not been determined. The counseling literature is saturated with studies and articles that examine the role and functions of school counselors (e.g., Carroll, 1993; Helms & Ibrahim, 1983, 1985; Shertzer & Stone,1963; Stanciak, 1995; Wrenn,1957). In spite of the best efforts of professional associations, accrediting bodies, and training programs to define the profession of school counseling, studies cited in the literature indicate that the actual functions of counselors in the schools do not always reflect what have been identified as the best practices in school counseling (Hutchinson, Barrick, & Groves,1986; Partin, 1993; Peer, 1985; Tennyson, Miller, Skovholt, & Williams, 1989). A major theme that is repeated throughout the literature related to the professionalization of school counseling relates to this dissonance or conflict between school counselor preparation and the realities of the work environment. How decisions are made in this context reflects one's self-conceptualization as a professional-one's professional identity. The development of a professional school counselor identity thus serves as a frame of reference for carrying out work roles, making significant decisions, and developing as a professional. Unfortunately, there is a lack of available information on how this professional identity develops. By understanding the meaning-making framework in professional identity development, school counselors may be in a better position to determine their roles and functions for serving students and the school community. Further, counselor educators will be better able to provide training to students aspiring to become professional school counselors. Because professional identity development is a process rather than an outcome-which begins in training and continues throughout one's career-it is best studied with emerging research paradigms (e.g., qualitative methods). One such research paradigm is grounded theory (Glaser & Strauss, 1967; Strauss & Corbin, 1990). A grounded theory orientation allows theoretical categories to emerge from the data that explain how individuals continually process and respond to a problem. Data are gathered primarily through interviews and are analyzed inductively. The resulting theory is thus grounded in real-world patterns. A judgment can then be made about the adequacy of the research and the credibility of the newly developed theory. A qualitative study was undertaken to propose a grounded theory that will contribute to an understanding of school counselors' professional identity development. Based on a review of the literature, the salient theme related to the professionalization of school counseling seemed to be one of conflict or, more specifically, conflict decisions. …