상담의 전문직 정체성에 대한 대학 교원의 인식

초록

This study qualitatively examined perceptions of university professors in counseling programs on the professional identity of counseling. Eight professors, who held a doctoral degree and an advanced-level certification in counseling and also had a minimum of five years of teaching experience, were individually interviewed and data were analyzed using the consensual qualitative research method. Participants believed that expertise in counseling, distinct from adjacent helping professions, includes the ability to view a human being from diverse and integrated viewpoints, theability to form a reliable cooperative relationship with a client, and clinical knowledge and skills to perform counseling. They also claimed that professional counseling could work for all those who need either recovery or mental growth and be most beneficial for children and adolescents requiring a preventive and developmental approach. The participants suggested counselor training strength entrainees’ theoretical understanding and practical skills and ethical sensitivity to enhance the professionalism of counseling. Findings from this study could serve as a basis for establishing a counselor education model and provide a guide for counselors-in-training who struggle with identity confusion. Furthermore, given that research on the professional identity of counseling is still in its infancy, this study might stimulate future empirical studies with a larger and more representative counselor sample.

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