Coping with relational dilemmas constitutes one of the core competencies of the therapeutic professions. Although students and novice therapists who are transitioning to becoming therapists often experience relational dilemmas as a threat to their professional identity, there is scant literature on strategies to help them develop their professional identity. This inductive study is based on data collected from group supervision courses for undergraduate students in Occupational Therapy in 12 groups over six years. The findings emerged from the analysis of 196 dilemma cases presented by the students in class, combined with the 196 personal reflections that the that students wrote at the end of the course about their personal development as occupational therapists. This study presents the five strategies that appeared most critical for coping with these dilemmas and by extension, for identify formation: (1) looking for the overarching goal, (2) differentiating facts from interpretations, (3) understanding what the 'other' is trying to say, (4) discovering the dialogue between the inner voices, and (5) the notions of Having, Doing, and Being. The strategies are based on cognitive models and behavioral repertoires in the literature, and can provide guidelines for student therapists to use to transition from class to workplace. They can also be implemented by clinical instructors and academic educators.

中文翻译：

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在发展治疗师职业认同的同时解决关系困境的策略

处理关系困境是治疗专业的核心能力之一。尽管正在转变为治疗师的学生和新手治疗师经常将关系困境视为对其职业身份的威胁，但关于帮助他们发展职业身份的策略的文献很少。这项归纳研究基于从为期六年的 12 组职业治疗本科生的小组督导课程中收集的数据。研究结果来自对学生在课堂上提出的 196 个困境案例的分析，并结合了学生在课程结束时写下的关于他们作为职业治疗师的个人发展的 196 个个人反思。本研究提出了五种对于应对这些困境和扩展识别形成最关键的策略：(1) 寻找总体目标，(2) 区分事实与解释，(3) 理解“他者”是什么试图说，（4）发现内在声音之间的对话，以及（5）拥有、做和存在的概念。这些策略基于文献中的认知模型和行为库，可以为学生治疗师提供指导，用于从课堂过渡到工作场所。它们也可以由临床讲师和学术教育者实施。(4) 发现内在声音之间的对话，以及 (5) 拥有、做和存在的概念。这些策略基于文献中的认知模型和行为库，可以为学生治疗师提供指导，用于从课堂过渡到工作场所。它们也可以由临床讲师和学术教育者实施。(4) 发现内在声音之间的对话，以及 (5) 拥有、做和存在的概念。这些策略基于文献中的认知模型和行为库，可以为学生治疗师提供指导，用于从课堂过渡到工作场所。它们也可以由临床讲师和学术教育者实施。