Dissertation/Thesis Abstract

Expanding the dimensions of master's-level counselor professional identity: Grounding the concept and development of research identity
by Jorgensen, Maribeth F., Ph.D., University of South Dakota, 2012, 305; 3506416
Abstract (Summary)

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

Indexing (document details)
Advisor: Duncan, Kelly
Commitee: Flynn, Stephen, Schweinle, William
School: University of South Dakota
Department: CPE-Counseling
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
Publication Number: 3506416
ISBN: 978-1-267-31847-3
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy