The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Identity Development in Counselors‐in‐Training
Abstract
Researchers used 2 rounds of individual interviews and a focus group meeting to explore the identity development experiences of master's‐degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors‐in‐training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors.
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The active practice of the Multicultural and Social Justice Counseling Competencies, the Code of Ethics, and relevant legal statutes while incorporating personal beliefs and values is at the heart of professional counseling identity.
“The phenomenological experience of the active practice of the Multicultural and Social Justice Counseling Competencies (Ratts et al., 2016), the Code of Ethics (American Counseling Association [ACA], 2014), and the various legal statutes relevant to counselors while simultaneously incorporating the individual's personal beliefs and values is at the heart of professional counseling identity (Auxier”
From Examining Counselor Trainees’ Clinical Impressions of Pornography Use: Implications for Couple and Family Counselors (2026) · cites this paper as Auxier et al., 2003
The theoretical models and subsequent measurement scales of counseling identity development were conceptual in nature rather than practical.
“The theoretical models (Auxier et al., 2003;Moss et al., 2014) and subsequent measurement scales (Woo & Henfield, 2015) were conceptual in nature rather than practical.”
From Examining Counselor Trainees’ Clinical Impressions of Pornography Use: Implications for Couple and Family Counselors (2026) · cites this paper as Auxier et al., 2003
Citations
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
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Cited by
Sorted by citations
Flinchum, M. R., Bradley, L. J., Noble, N., & Jung, K. (2026) · The Family Journal · doi:10.1177/10664807261505019
Metadata
- Authors
- Auxier, C. R., Hughes, F. R., & Kline, W. B.
- Affiliations
- Idaho State University (US)
- Corresponding author
- Hughes, Frances R.
- ORCID
- Kline, William B.
- Venue
- Counselor Education and Supervision
- Publisher
- Wiley
- Published
- 2003-09
- Volume
- 43
- Issue
- 1
- Pages
- 25-38
- ISSN
- 0011-0035 (ISSN-L)
- 1556-6978
- OpenAlex
- W1980122546
- Cited by
- 172
- References
- 1
- Citations by year
- 2026: 9 · 2025: 8 · 2024: 6 · 2023: 17 · 2022: 7 · 2021: 9 · 2020: 5 · 2019: 5 · 2018: 14 · 2017: 7 · 2016: 11 · 2015: 16 · 2014: 9 · 2013: 7 · 2012: 9
- FWCI
- 1.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Counselor Education and Supervision (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Counseling Practices and Supervision
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Adult and Continuing Education Topics
- Keywords
- identity construction, counselors-in-training, counselor education students, professional identity, conceptual learning, experiential learning, master's students
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