Negotiating Professional Identity Development Across Contexts: A Collaborative Autoethnography.

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Bibliographic Details
Title:	Negotiating Professional Identity Development Across Contexts: A Collaborative Autoethnography.
Authors:	Ausloos, Clark D.¹ ausloos@oakland.edu, Vannest, Rebecca J.¹ rvannest@oakland.edu, Ostlund, Hayley¹ hayleyostlund@oakland.edu
Source:	Journal of Counselor Preparation & Supervision. 2026, Vol. 20 Issue 2, p1-13. 13p.
Subject Terms:	*Education of counselors, Professional identity, Autoethnography, Role conflict, Identity (Psychology), Occupational mobility, Mentoring, Professional practice
Abstract:	This collaborative autoethnography (CAE) explores how two counselor educators and one doctoral student navigate professional identity formation across three intersecting contexts: school counseling, clinical mental health counseling, and counselor education. Through critical reflection and collaborative analysis of focus-group data and individual reflections, we identify four themes: Career Flexibility & Adaptability, Identity Formation in Supportive and Restrictive Systems, Role Strain & Stigma, and Values-Driven Practices. Implications call for counselor education programs and higher education systems to embrace multiplicity, non-linear careers, redefine mentorship structures for doctoral students and faculty, and revise promotion criteria to value relationality, and creative, student- and community-engaged scholarship. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This collaborative autoethnography (CAE) explores how two counselor educators and one doctoral student navigate professional identity formation across three intersecting contexts: school counseling, clinical mental health counseling, and counselor education. Through critical reflection and collaborative analysis of focus-group data and individual reflections, we identify four themes: Career Flexibility & Adaptability, Identity Formation in Supportive and Restrictive Systems, Role Strain & Stigma, and Values-Driven Practices. Implications call for counselor education programs and higher education systems to embrace multiplicity, non-linear careers, redefine mentorship structures for doctoral students and faculty, and revise promotion criteria to value relationality, and creative, student- and community-engaged scholarship. [ABSTRACT FROM AUTHOR]
ISSN:	21643288