A qualitative, grounded theory framework was utilized to examine the concept and development of research identity (RI) in master's-level counseling students and master's-level practicing counselors. The data sources of individual interviews, a focus group, and a document analysis supported the emergence of 10 primary themes. A total of 17 participants were involved in the individual interviews; six were involved in the focus group interview; and 50 CACREP-accredited counseling program mission statements were explored to assess research focus. The findings demonstrate that master's-level counseling student/practitioner RI development occurs on a continuum and can be best categorized into three stages: stage one, stagnation; stage two, negotiation; and stage three, stabilization. Elements of each stage were examined and identified as well as facilitators of various levels of RI.
Keywords: research identity, research, counselor education, counselor identity, counselor identity development
|Commitee:||Flynn, Stephen, Schweinle, William|
|School:||University of South Dakota|
|School Location:||United States -- South Dakota|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||School counseling, Social studies education|
|Keywords:||Counselor education, Counselor identity, Counselor identity development, Master's-level, Research, Research identity|
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