MARC 主機 00000nam  2200349   4500 
001    AAI3361216 
005    20101108104752.5 
008    101108s2009    ||||||||||||||||| ||eng d 
020    9781109199963 
035    (UMI)AAI3361216 
040    UMI|cUMI 
100 1  Cummins, Damion R 
245 14 The role of practicum and intern supervisees in 
       professional identity development 
300    181 p 
500    Source: Dissertation Abstracts International, Volume: 70-
       06, Section: A, page: 1937 
500    Adviser: Louis V. Paradise 
502    Thesis (Ph.D.)--University of New Orleans, 2009 
520    A strong professional counselor identity is vital for 
       supervisees in training (Hansen, 2003). Supervision has 
       been linked to enhancing the development of a professional
       identity in supervisees (Bernard & Goodyear, 2004). In a 
       study of counselor interns, Weaks (2002) found supervisees
       require three core conditions in supervision necessary for
       developing a professional identity: equality, safety, and 
       challenge. In a similar study, Howard, Inman, and Altman 
       (2006) found beginning practicum supervisees experienced 
       five critical incidents in their professional growth: 
       professional identity, personal reactions, competence, 
       supervision, and philosophy of counseling 
520    The purpose of this study was to explore how practicum and
       internship supervisees across the two varying educational 
       levels (practicum and internship) experience the 
       development of a professional counselor identity in 
       supervision. This study examined (a) whether internship 
       supervisees experience the same five critical incidents in
       their development of a professional identity as practicum 
       supervisees (Howard, Inman, & Altman; 2006), and (b) 
       whether practicum supervisees require the same three core 
       conditions (Weaks, 2002) necessary for developing a 
       professional identity that internship supervisees 
       experienced 
520    My study found that internship supervisees experienced the
       same five critical incidents with fluctuation in their 
       development of a professional identity as practicum 
       supervisees in Howard et al.'s (2006) research. Conversely,
       practicum supervisees in my research did not require all 
       three core conditions necessary for developing a 
       professional identity that internship supervisees 
       experienced in Weaks' (2002) qualitative study. This study
       was significant in that it provided empirical research to 
       assist supervisors and counselor educators in 
       understanding the experiences of practicum and internship 
       supervisees 
590    School code: 0108 
650  4 Health Sciences, Mental Health 
650  4 Education, Guidance and Counseling 
690    0347 
690    0519 
710 2  University of New Orleans 
773 0  |tDissertation Abstracts International|g70-06A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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