نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

• زینب شریعتی ¹
• آتوسا کلانتر هرمزی ²
• آسیه شریعتمدار ²
• ابراهیم نعیمی ²

¹ دانشجوی دکتری مشاوره دانشگاه علامه طباطبائی

² دانشیار گروه مشاوره دانشگاه علامه طباطبائی

چکیده

هدف از این پژوهش بررسی چالش‌ها و تسهیلگرهای رشد هویت حرفه‌ای مشاوران تازه‌کار بود و به این منظور از روش کیفی از نوع تحلیل مضمون استفاده شد. گردآوری داده‌ها با مصاحبه‌های نیمه ساختاریافته انجام شده توسط پژوهشگر به دست آمد. نمونه‌گیری به صورت هدفمند ملاکی و با استفاده از روش نمونه‌گیری گلوله برفی بوده و شرکت‌کنندگان واجد ملاک‌های ورود به پژوهش بودند. نتایج تحقیق در قالب 72 مضمون فرعی و 14 مضمون اصلی مشخص شد که نومشاوران با چالش‌هایی از قبیل چالش‌های مؤسسات مرتبط با حرفه، چالش‌های عملکردی ناشی از ناپختگی شغلی، چالش‌های روانشناختی در شروع کار و چالش وابسته کردن خودارزیابی به تأیید دیگران روبه‌رو بودند و در این گذار عواملی چون رهنمود اساتید، تسهیلگرهای دانشگاهی، بایسته‌های کنش‌یار آغازین، تعامل با همتایان حرفه‌ای، مولفه‌های فردی رشددهنده، مؤلفه‌های اکتسابی رشددهنده در حرفه‌ای شدن، بهبود فزاینده دانش و مهارت، تجربه‌گری شغلی، لزوم پایستگی تخصصی برای حرفه‌ای بودن و کاربست حرفه مشاوره در زندگی برای رشد هویت حرفه‌ای این نومشاوران کمک کننده بود.

کلیدواژه‌ها

• هویت حرفه‌ای
• مشاور
• تازه‌کار
• چالش‌
• تسهیل‌گر

موضوعات

• مشاوره

عنوان مقاله [English]

investigation of challenges and facilitators of professional identity development of novice counselors

نویسندگان [English]

• zeinab shariati ¹
• atousa Kalantar hormozi ²
• Asieh Shariatmadar ²
• Ebrahim Naeimi ²

¹ master of art in Rehabilitation Counseling. Allameh Tabataba'i University

² Doctor of Counseling, Associate Professor of Counseling Department of Allameh Tabatabai University

چکیده [English]

Extended Abstract:

Introduction

The development of professional identity is a central aspect of counselor education and one of the major indicators of professional maturity. For novice counselors, who are in the early stages of their careers, this process entails a complex interplay between personal growth, academic preparation, and the practical demands of real-world counseling. Professional identity encompasses internalized values, attitudes, and behaviors that define one’s belonging to a profession and influence ethical conduct and professional decisions. 
During the initial years of practice, novice counselors frequently encounter discrepancies between the theoretical ideals emphasized in their academic training and the realities of professional practice. These discrepancies manifest as sources of tension, uncertainty, and growth struggles. While the literature in counseling has addressed various developmental models and supervision frameworks (Skovholt & Ronnestad, 2003; Moss, Gibson & Dollarhide, 2011), relatively little is known about how new counselors in Iranian cultural and organizational contexts experience the challenges and facilitators that shape their professional identity development. 
In Iran, where the counseling profession is still in a process of institutional consolidation, understanding how emerging professionals develop a professional sense of “who I am as a counselor” is of significant scholarly and practical value. Identifying both obstacles and supportive factors can help universities, supervisors, and policymaking bodies design better developmental and training environments for novice counselors. 
The present qualitative research therefore aimed to explore the challenges and facilitators influencing the development of professional identity among novice counselors employed in counseling and psychology centers in Tehran during the year 2023–2024 (1402 SH). Using a grounded theory approach, this study sought to develop an empirically grounded model of how these professionals perceive, experience, and make sense of their professional growth journey.

Methodology

This study adopted a qualitative research design using the grounded theory method developed by Strauss and Corbin (2014), as it allows researchers to generate theoretical understanding directly from participants’ lived experiences rather than from pre‑existing hypotheses. 
- Participants
The study population consisted of novice counselors currently working in counseling and psychology centers in Tehran. Fourteen participants were selected through purposeful criterion sampling combined with the snowball sampling technique, ensuring that only those meeting specific inclusion criteria were involved. Participants were doctoral graduates in counseling, had up to two years of professional experience, and were actively practicing in Tehran-area counseling centers. All participants provided informed consent, and their anonymity was safeguarded. The principle of data saturation determined the sample size, which was reached after 14 interviews.
- Data Collection
Data were collected through semi‑structured interviews designed to encourage deep reflection. Each interview lasted approximately 40 minutes. Initial guiding questions focused on participants’ perceptions of their professional identity, the kinds of challenges they had faced, and the strategies or supports that facilitated their professional development. Sample guiding questions included: “How do you perceive your professional identity as a novice counselor?”; “What challenges have you encountered in developing your professional identity?”; and “What factors have helped you grow or feel more professional in your career?”
The interviews were recorded (with permission), transcribed verbatim, and analyzed immediately after completion to ensure continuous comparison and refinement of emerging concepts.
- Data Analysis
The data were analyzed using constant comparative analysis, consisting of two primary coding stages:

Open Coding: data were broken into discrete meaning units, assigned conceptual labels, and grouped into initial categories.
Axial Coding: relationships between categories were examined, leading to the identification of core categories that explained the dynamics of professional identity growth.

Throughout the analysis, the researchers combined inductive reasoning (letting concepts emerge from the data) with deductive validation (re‑examining earlier interpretations across interviews).

Results

The process of coding yielded 72 open codes and 14 axial (central) categories, organized into two overarching dimensions: (1) challenges in professional identity formation and (2) facilitating factors that promote development.
- Challenges in Professional Identity Development

Institutional Challenges Related to the Profession: Many participants reported a lack of support from counseling centers, insufficient collaboration between institutions and novice counselors, job instability, and administrative ambiguity regarding standards and professional recognition. These institutional deficiencies hindered a secure professional start.
Functional Challenges Resulting from Lack of Experience: Participants highlighted difficulty in implementing theoretical knowledge, reliance on trial and error in practice, inflexibility in treatment planning, and uncertainty in managing clients effectively. Feelings of incompetence and anxiety about making mistakes pervaded early professional experiences.
Psychological Challenges at the Onset of Practice: Emotional vulnerability, self‑doubt, perfectionistic standards, and fear of disappointing clients or supervisors were reported widely. The transition from “student” to “professional” generated tension between the need for immediate competence and persistent feelings of inadequacy.
Self‑Evaluation Dependent on External Approval: Many novice counselors evaluated their success through external validation, such as client satisfaction or peer recognition. Dependence on others’ approval impeded the internalization of confidence and autonomy essential for professional identity consolidation.

- Facilitating Factors in Professional Identity Development

Guidance from Professors and Supervisors: Constructive feedback and mentorship offered direction, helping participants reinterpret experiences through reflection rather than judgment.
University‑Based Facilitators: The academic environment served as a stable reference system, linking theory to practice and instilling professional norms.
Foundational Professional Readiness: Foundational readiness, including ethical awareness, basic skills, and self‑discipline, strengthened confidence.
Interaction and Dialogue with Professional Peers: Peer support reduced isolation and encouraged shared problem‑solving.
Personal Growth Traits: Attributes like emotional resilience, empathy, and openness to feedback contributed to adaptive professional integration.
Learning from Client Experiences: Practical learning from client interactions led to professional maturity and authenticity.
Continuous Improvement of Skills and Knowledge: Lifelong learning was seen as both a duty and a motivator for identity consolidation.
Professional Experience as Catalyst: Each counseling session was perceived as a micro‑learning event, reinforcing confidence through action.
Commitment to Professional Maintenance and Ethics: Counselors viewed responsibility and professionalism as identity markers that sustain growth.
Application of Counseling in Personal Life: Integrating counseling values into personal relationships strengthened a consistent professional self‑concept.
Discussion

Analyzing both challenge and facilitation patterns reveals professional identity development as a transitional journey marked by instability, adaptation, and reconstruction. The early career stage is characterized by a fragility of professional self-definition, where institutional conditions and personal self‑concept interplay dynamically. The counselors’ reliance on external validation, combined with the scarcity of structured supervision in the Iranian context, amplifies role confusion and developmental stress.
However, the presence of mentors, academic affiliation, and a commitment to continuous self‑improvement emerge as key protective factors that mitigate professional uncertainty. This finding aligns with global studies (Skovholt & Ronnestad, 2003; Koçyiğit, 2020) that emphasize supervision, reflection, and experiential learning as key drivers of counselor identity growth.

Conclusion

This qualitative grounded theory study provides an in‑depth understanding of how novice counselors in Tehran experience and interpret the evolution of their professional identities. The findings reveal a dual process: while novices face institutional, functional, and psychological barriers that challenge their sense of professional adequacy, they also engage with powerful facilitators—mentorship, reflective learning, peer interaction, and ethical commitment—that sustain growth.
Acknowledgments
The researchers express their gratitude and appreciation to all participants in this study, who cooperated with willingness and patience throughout the process of deriving the results.
 
Keywords: Professional Identity, Counselor, Novice, Challenge, Facilitator.

کلیدواژه‌ها [English]

• professional identity
• counselor
• novice
• challenge
• facilitator