ABSTRACT

Developing a professional identity as a counselor is a key element of counselor training. Because of the complexity of this identity, the counselor trainee needs to acquire, internalize, and integrate skills and knowledge from multiple theories, experiences, and sources. This article describes how a film-based assignment given to students in a group counseling class promoted the development of participants’ professional identity. In addition, those students’ later reflections on the assignment and the class demonstrate the complexity and ongoing nature of that identity development. The findings of this study suggest that creative approaches to assignments may contribute to broader and longer-term learning objectives of the training program as a whole, above and beyond providing assessment of a particular course objective.

摘要

培养作为辅导员的职业身份是辅导员培训的关键要素。由于这种身份的复杂性，辅导员受训者需要从多种理论，经验和资源中获取，内化和整合技能和知识。本文介绍了在小组辅导班中给予学生基于电影的作业如何促进参与者的职业认同感的发展。此外，这些学生后来对作业和班级的反思反映了这种身份发展的复杂性和持续性。这项研究的结果表明，创造性的作业分配方法可以为整个培训计划提供更广泛和更长期的学习目标，而不仅仅是提供对特定课程目标的评估。