Mentorship and Professional Identity: Reflections of School Counselors’ Doctoral Experiences

IF 1.6 Q3 PSYCHOLOGY, APPLIED

COUNSELOR EDUCATION AND SUPERVISION Pub Date : 2026-03-07 Epub Date: 2025-12-06 DOI:10.1002/ceas.70011

Haley R. Ault, Mary K. Wynn

引用次数: 0

Abstract

Using narrative inquiry methodology, this study explored the professional identity development (PID) of school counselors who pursued counselor education degrees, focusing on the role of mentors during their doctoral training. Findings revealed that mentors who affirmed their identities and fostered mutual, empowering relationships played a critical role in PID. We highlight the participants’ stories of PID through multivocal vignettes and discuss implications and recommendations for supporting school counselors in counselor education programs.

查看原文本刊更多论文

师徒关系与职业认同：对学校辅导员博士经历的反思

本研究采用叙事探究的方法，探讨了攻读咨询师教育学位的学校辅导员的职业认同发展（PID），重点关注导师在其博士培养过程中的作用。研究结果显示，那些肯定自己身份并培养相互授权关系的导师在PID中发挥了关键作用。我们通过多声音的小插曲来强调参与者的PID故事，并讨论支持辅导员教育计划的学校辅导员的影响和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COUNSELOR EDUCATION AND SUPERVISION PSYCHOLOGY, APPLIED-

CiteScore

2.40

自引率

38.50%

发文量

期刊介绍： Counselor Education and Supervision is dedicated to publishing manuscripts concerned with research, theory development, or program applications related to counselor education and supervision. It is concerned with the preparation and supervision of counselors in agency or school settings, in colleges and universities or at local, state, or federal levels. This journal is the official publication of the Association for Counselor Education and Supervision (ACES), a member association of the American Counseling Association (ACA).