Teaching and Supervision in Counseling

Author ORCID Identifier



Author Biographies

Joy Teles Oliveira, Ph.D., is a lecturer at University of North Texas at Dallas. Her research interests included professional identity development and cultural reflection.

Sarah A. Silveus, Ph.D., is an assistant professor at Hazelden Betty Ford Graduate School of Addiction Studies. Her research interests include internalized oppression and professional identity development.




The process of developing a counselor identity is a complex task, and it starts as early as when a student first enrolls in a Master’s program. Within the events surrounding COVID-19, limited information is known about how that experience might have affected counseling students' professional identity development. Through Interpretive Phenomenological Analysis, we explored the counselor identity development process of Master’s-level counseling practicum students (n=6) during the events of the COVID-19 pandemic. Emerging themes indicated that students' experiences throughout the pandemic had a unique influence on their conceptualization of the practicum experience. Findings illustrated that these events slowed some aspects of counselor identity development (e.g., perceptions of counselor roles, systemic identity integration) while expediting other aspects (e.g., self-reliance). Implications for counselor educators, supervisors, and counseling programs are discussed.

Public Significance Statement

This study explores the counselor identity development process of master’s-level counseling practicum students (n = 6) during the COVID-19 pandemic. Themes indicated that students’ experiences throughout the pandemic had a unique influence on their conceptualization of their professional identity as they reflected over their counselor role, how to integrate personal and professional identity, and how to become self-reliant.