,
Volume 14, Issue 53 (4-2015)
Abstract
Hossein Salimi Developing a stable professional identity, especially in counseling is a time-taking process. The goal of this study was to analyze the experiences of graduates in helping professions on the way of becoming professionals, so that the obtained data be used to clarify, in teaching, and for career supervision. The research method was qualitative in nature (phenomenological) with purposeful sampling. The sample population consisted of 23 counseling graduates with average of 4 years of working experience. The interviews were semi-structured in which the participants shared their experience of becoming professionals. Following data collection, coding and sentences related to their most important experiences (feelings of professional identity, expectations involved, counseling metaphors, and perspectives about rewards in counseling jobs) were drawn and analyzed. Responses showed indicated that participants seemed to be aware of profession's requirements and posses a sense of worth and effectiveness in the profession. Results of this study show the strengths, risks, and areas in need of growth in process of training counselors, which can be useful for academic programs in counseling.
Omid Mohammadi, Masoumeh Asmaeili,
Volume 24, Issue 94 (8-2025)
Abstract
Aim: The professional growth and development of counselors is a continuous and lifelong process. Accordingly, this study aimed to elucidate the process of growth and development among family counselors. Methods: This qualitative study employed a qualitative meta-analysis approach. The study population consisted of Persian and English qualitative articles related to the growth and development of family counselors. A total of 107 qualitative studies were reviewed, of which 18 were identified as fully relevant. Relevant articles were selected through comprehensive searches in databases including PubMed, Google Scholar, Scopus, Web of Science, SID, NoorMagz, and Magiran. Data were analyzed using a systematic review method and the inductive thematic analysis approach proposed by Thomas and Harden, encompassing three stages: open coding, organizing codes into descriptive themes, and generating analytical concepts. Findings: The thematic analysis of the qualitative studies resulted in the identification of four main themes, 13 subcategories, and 230 sub-subcategories. The main themes were: Initiation and Orientation; Activity and Exploration; Transition and Follow-up; and Integration and Synergy. The subcategories included: Non-professional Assistance; Beginner Student and Self-Doubt; Understanding Philosophy and Enhancing Professional Knowledge; Basic Level Performance; Entering the Internship Path and Receiving Supervision; Labeling Oneself as a Professional Specialist; Novice Professional Performance; Contextual Understanding of the Professional Community; Experienced Professional Performance; Deepening Personal and Professional Reflection; Integration of Personal and Professional Self; Self-Transcendence and Self-Enhancement; and Mission-Centricity. Conclusion: The findings indicate that cultivating responsibility and self-confidence during training enables counselors to discover their unique professional voice and achieve a meaningful integration between their personal and professional selves.
