Doctoral Dissertations

Date of Award

8-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Counselor Education

Major Professor

Melinda Gibbons

Committee Members

Joel Diambra, Casey Barrio-Minton, Joan Rentsch

Abstract

The goal of this study was to examine how contemplative practices might inform the development of professional counselor identity in student-counselors. Critical to both of these topics is the development of self-awareness. Contemplative practices are a well-documented and common means to improve wellness and promote self-awareness across history and cultures. Those who engage in contemplative practices place intentional focus on mindful attention, awareness, and presence, contemplative practices and experience a wealth of positive outcomes. Professional counselor identity is a central component of ethical and effective counseling practice according to the American Counseling Association (ACA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Current research shows that the development of a strong professional counselor identity improves outcomes for clients and promotes well-being and self-efficacy in counselors. Contemplative pedagogy may provide an educational framework to help students connect personally with materials and therefore grow in self-awareness.

Using an instrumental multiple case study design, this study examined how contemplative promotion of self-awareness informs the development of professional counselor identity. The four participants engaged in contemplative practices, listened to podcasts, journaled, and completed a final interview to discuss professional identity. Individual case analysis revealed themes across professional growth, values, roles, and interventions, and cross-case analysis further revealed professional self-discovery, deepened connection to values, and viewing contemplation as a guide to practice and growth. This study supports the current

research which indicates that contemplative practices promote self-awareness and that professional counselor identity helps connect student-counselors to the profession while guiding

their growth. It expands upon the existing body of research by revealing how contemplative pedagogy can be a means to inform professional counselor identity development. The findings can be used by clinicians to personally connect with theories, ethics, and interventions. Counselor educators might use the results to explore contemplative instruction. Future researchers can expand upon this work by examining contemplative pedagogy in other realms of counseling, and across the careers of counselors.

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