The purpose of this qualitative grounded theory study was to investigate practicing counselors' professional identity development at various points during their career lifespan. Similarities and differences between years of experience and counselors' setting were analyzed and the catalysts for the changing identity were investigated. Through the use of 6 focus groups 26 participants shared their lived experiences as counselors. Focus groups were recorded, transcribed, and coded. From the data six themes emerged: adjustment to expectations, confidence and freedom, separation and integration, experienced guide, work with clients, and continuous learning. The data suggested a process that includes transformational tasks at each point during the professional life span. Beginning counselors work through the issue of idealism versus realism. Experienced counselors face the issue of burnout versus rejuvenation, and expert counselors work through compartmentalization versus congruency. Counselors accomplish each task through work with clients, continuous learning, and an experienced guide. Results from this study provide more information about the overall process of counselors' professional identity and normalize the struggles counselors' face. Further research is needed relating to school counselors' level of practice and additional research can include other specialty areas of the counseling profession.
","abstract_html":"<p> The purpose of this qualitative grounded theory study was to investigate practicing counselors' professional identity development at various points during their career lifespan. Similarities and differences between years of experience and counselors' setting were analyzed and the catalysts for the changing identity were investigated. Through the use of 6 focus groups 26 participants shared their lived experiences as counselors. Focus groups were recorded, transcribed, and coded. From the data six themes emerged: adjustment to expectations, confidence and freedom, separation and integration, experienced guide, work with clients, and continuous learning. The data suggested a process that includes transformational tasks at each point during the professional life span. Beginning counselors work through the issue of idealism versus realism. Experienced counselors face the issue of burnout versus rejuvenation, and expert counselors work through compartmentalization versus congruency. Counselors accomplish each task through work with clients, continuous learning, and an experienced guide. Results from this study provide more information about the overall process of counselors' professional identity and normalize the struggles counselors' face. Further research is needed relating to school counselors' level of practice and additional research can include other specialty areas of the counseling profession.</p>","abstract_has_math":false,"creators":["Moss, Julie M."],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Donna Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:28Z","subjects":["Education","Educational Methods","community counselor identity","counselor","identity","professional identity","school counselor identity"],"languages":[],"rights":["© 2011, Julie M. Moss"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/833","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donna Gibson"]},{"key":"dc:creator","label":"Author","values":["Moss, Julie M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Methods","community counselor identity","counselor","identity","professional identity","school counselor identity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2011, Julie M. Moss"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/833"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this qualitative grounded theory study was to investigate practicing counselors' professional identity development at various points during their career lifespan. Similarities and differences between years of experience and counselors' setting were analyzed and the catalysts for the changing identity were investigated. Through the use of 6 focus groups 26 participants shared their lived experiences as counselors. Focus groups were recorded, transcribed, and coded. From the data six themes emerged: adjustment to expectations, confidence and freedom, separation and integration, experienced guide, work with clients, and continuous learning. The data suggested a process that includes transformational tasks at each point during the professional life span. Beginning counselors work through the issue of idealism versus realism. Experienced counselors face the issue of burnout versus rejuvenation, and expert counselors work through compartmentalization versus congruency. Counselors accomplish each task through work with clients, continuous learning, and an experienced guide. Results from this study provide more information about the overall process of counselors' professional identity and normalize the struggles counselors' face. Further research is needed relating to school counselors' level of practice and additional research can include other specialty areas of the counseling profession.
"]},{"key":"dc:title","label":"Title","values":["A Grounded Theory Study of Practicing Counselors Professional Identity Development"]}]}],"canonical_facts":{"dc:contributor":["Donna Gibson"],"dc:creator":["Moss, Julie M."],"dc:description.abstract":["The purpose of this qualitative grounded theory study was to investigate practicing counselors' professional identity development at various points during their career lifespan. Similarities and differences between years of experience and counselors' setting were analyzed and the catalysts for the changing identity were investigated. Through the use of 6 focus groups 26 participants shared their lived experiences as counselors. Focus groups were recorded, transcribed, and coded. From the data six themes emerged: adjustment to expectations, confidence and freedom, separation and integration, experienced guide, work with clients, and continuous learning. The data suggested a process that includes transformational tasks at each point during the professional life span. Beginning counselors work through the issue of idealism versus realism. Experienced counselors face the issue of burnout versus rejuvenation, and expert counselors work through compartmentalization versus congruency. Counselors accomplish each task through work with clients, continuous learning, and an experienced guide. Results from this study provide more information about the overall process of counselors' professional identity and normalize the struggles counselors' face. Further research is needed relating to school counselors' level of practice and additional research can include other specialty areas of the counseling profession.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/833"],"dc:rights":["© 2011, Julie M. Moss"],"dc:subject":["Education","Educational Methods","community counselor identity","counselor","identity","professional identity","school counselor identity"],"dc:title":["A Grounded Theory Study of Practicing Counselors Professional Identity Development"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:28Z"}