Difficulties in forming and developing the identity of students with disabilities

The purpose of the work was to study the processes of formation and development of professional identity. The object of this article is professional identity. The subject of the research is the formation and formation of the professional identity of a specialist. The socio-psychological vision of the I-concept of a specialist has been determined. The main components of the development model of the professional identity of an expert in an organization are presented, their content is described. Special attention is paid to the psychological mechanisms of the formation of professional identity: social categorization, identification, alienation. The authors note that the development of professional identity for professionals is better understood as one of the aspects of their socialization in the field of professional activity. In the article, on the basis of a comprehensive theoretical analysis of approaches to the problem of the development of the professional identity of a specialist in an organization that exists in domestic and foreign psychology, a theoretical model of this phenomenon has been built. It can be argued that the formation and development of a positive professional identity is considered the result of the activities of certain psychological mechanisms that are triggered by the basic needs of the individual. The starting point here is the appropriate level of growth of the professional self-consciousness and the “I-concept” of the individual. Professional identity is represented in the “I-image”. Based on a theoretical analysis of the problem of identity formation, the authors identified several factors that influence the development of identity. The main factors are: society and its structure, information environment, elements of collective activity, psycho-physiological characteristics of a person.

Background: Over recent years there has been significant interest in the field of medical education in understanding how medical students develop their personal and professional identity as they transition through medical school and into their early career. Despite the growing amount of research that focuses on the best methods of incorporating this area into medical school curricula, there has been less focus on how to assess this construct and how it might be associated with student progression. Therefore, a scoping review is being undertaken to identify the various methods or tools currently being implemented to assess the development of personal and professional identity, including the concepts of professionalism, leadership and resilience, in medical education and outline an optimal assessment framework. Methods: The proposed scoping review of the literature will be conducted under the guidance of the methodology of the Joanna Briggs Institute for scoping reviews across multiple electronic databases. Electronic database, reference list, and citation searching from the year 2000 will be undertaken. Peer reviewed publications involving assessment methods for personal and/or professional identity formation, professionalism, leadership, and resilience being utilised with direct-entry or graduate-entry medical students will be selected. The search strategy will remain dynamic and may be further delineated as necessary during the review process. All studies that meet this study’s inclusion criteria will undergo thematic analysis. The overall findings of this analysis will be presented in a narrative format. Conclusion: In this scoping review protocol, the current methods and tools for assessment of personal and/or professional identity formation, professionalism, leadership, and resilience will be identified and synthesised into a proposed assessment framework. The hope is that this framework will then serve as an aid to support the assessment of this multi-dimensional, complex construct.

Transformational learning experiences for counselor training can be described as experiential activities that facilitate the ability to express feelings and meanings related to life issues. The authors investigated the impact of a 2-day seminar using transformational learning experiences on the personal and professional identity development of counselors-in-training. Quantitative results indicate that participants' self-reported professional performance scores were not significantly different following the training. However, in the qualitative inquiry, participants noted that through the transformational learning experiences, they became aware of past and present challenges, the need for change, the impact of processing within a group, and the application of transformational activities in clinical practices. Such findings indicate how transformational learning experiences-particularly through the use of reflective journaling-might influence personal identity development among counselors-in-training.Keywords: personal identity development, professional identity development, transformational learning, counselor-in-trainingThe promotion of professionalism is a significant component of counselor training and is recognized by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) as a core curriculum requirement for graduate counseling programs (CACREP, 2009). Professionalism includes knowledge and understanding of professional organizations, legal and ethical standards, the role of counselors, professional competencies, and personal and professional growth. Development in this area includes both personal and professional growth and is often referred to as counselor development (Gazzola & Theriault, 2007; Rabinor, 2004; Skovholt & Ronnestad, 1996; Thompson, 2004) or counselor professional identity (Auxier, Hughes, & Kline, 2003; Cashwell, Kleist, & Scofield, 2009; Nugent & Jones, 2009; O'Bryne & Rosenberg, 1998; Reisetter et al, 2004).Independently, professional development encompasses the acquisition of skills and knowledge, and is concerned with the doing needs (Donati & Watts, 2005, p. 476), and personal development includes the needs (p. 476), like authenticity, interpersonal engagement, intimacy and self-evaluation. As dependent concepts, one can imagine the significance each has for counselor identity. A counselor lacking skills and knowledge will function quite differently than a skilled practitioner with years of experience and knowledge. Concurrently, counselors must attend to their own form of personal development (Skovholt & Ronnestad, 1996). Wilkins (1997) went so far as to suggest that personal development embraces everything else that facilitates being a practicing counselor. For example, personal development might include ways in which the counselor maintains a balanced lifestyle, or ways the counselor manages the stress brought on by difficult clients. A counselor lacking in personal well-being might not be considered fit to practice.Many counselors view counselor identity development as a process (Auxier et al, 2003; Brott & Myers, 1999) that results in congruency between personal and professional worldviews (Reisetter et al., 2004), or consider it an equal combination of professional (e.g., roles, decisions, ethics) and personal selves (e.g., values, morals, perceptions; Auxier et al, 2003). This view suggests that personal and professional development are not mutually exclusive and are just as much interrelated as dependent concepts.Research on counselor professional identity development has examined areas such as personal or professional fit (Woodside, Oberman, Cole, & Carruth, 2007), critical incidents experienced by counselorsin-training (CITs; Howard, Inman, & Altman, 2006), career concerns of CITs (Busacca & Wester, 2006), evaluation of personal and professional development (Donati & Watt, 2005; Hensley, Smith, & Thompson, 2003; Lamadue & Duffey, 1999), and ways for counselor educators to address problematic behavior of trainees (Bhat, 2005; Gaubatz & Vera, 2002; McAdams & Foster, 2007; McAdams, Foster, & Ward, 2007). …

Background: Professionalism is one of the basic attributes of a doctor patient relationship. During development of professional identity, doctors interact with their community which provides opportunity for mutual negotiation of identity and they keep improving their abilities. The development of this professional identity is a difficult skill indoctors working in Military hospitals. Aim: To explore development of Professional Identity in doctors working in pediatrics department of military hospital. Study design: Qualitative study based on phenomenological design. Place and duration: The study was conducted in Combined Military Hospital Quetta from Jan 2022 to June 2022. Methodology: All doctors serving in uniform in paediatrics department were included.In depth interviews were taken, recorded, transcribed and anonymized. Data interpreted manually, common themes originating from interviews were analysed and results formulated. Results: Six themes were found from transcript. Participants discussed about their professional life during service in military and road to gain professional excellence. Conclusion: Military residents working in paediatrics department have dual roles of serving the nation during peace as well as war and natural disasters. Keywords: Professionalism, Professional Identity, Paediatrics, Military.

Much has been written about medical students' professional identity formation, the process of "becoming" a doctor. During their training, medical students interact with a range of teachers and trainers. Among these are simulated patients (SPs) who role-play patients, assisting students with their communication, procedural, and physical examination skills. With SPs regularly interacting with students, this qualitative study explored their views of students' emerging professional identities at one Australian medical school. SPs' contributions to developing professional identities were also explored. Fourteen SPs were interviewed individually or in pairs. After template analysis of the transcripts using a priori themes, a follow-up focus group (n = 7) was arranged. Although being older (implying maturity and more life experience) and exposure to real patients and previous health care experience were identified as contributing to developing an identity as a doctor, SPs recognized that for some, an existing professional identity might impede the development of a new identity. Simulated patients were of the opinion that they contributed to students' professional identities by creating a supportive environment for honing skills, which they did by realistically role-playing patient scripts, by making their bodies available, and by providing feedback as "patients." Through their authentic portrayal of patients and through their feedback, we are of the opinion that our SPs can contribute to students' developing identities as doctors. As lay individuals who often encounter students longitudinally, we believe that SPs offer a particular lens through which to view students' emerging identities as future doctors.

The article analyzes the development of professional identity among police officers with different locus of control. The object of the study: employees of the internal affairs bodies. Subject of research: the influence of locus control on the development of professional identity of employees of internal affairs bodies. The relevance of the study is to determine the influence of locus of control on the development of professional identity in law enforcement officers. Professional development is a key problem in the psychological support of the personnel of the Ministry of Internal Affairs of Russia. The authors have revealed that the locus of control is of great importance in the life of employees of internal affairs bodies, as it is associated with the development of professional identity. Using a complex of psychodiagnostic techniques: "Personal and social identity" (A.A. Urbanovich), personal questionnaire "Who am I" (M. Kuhn, K. McPartland), personal questionnaire "Formal and meaningful identity" (E.V. Raspopin, E.A. Rybyakova), test "The level of subjective control" (J. Rotter, modification by E.F. Bazhin, E.A. Golynkina, L.M. Etkind) substantiates the existence of a relationship between the locus of control and professional identity in law enforcement officers. It is proved that the most effective is the average level of internality of the locus of control, which contributes to the professional identity of a law enforcement officer. The necessity of forming a professional identity taking into account the locus of control among employees of internal affairs bodies is discussed.

Student pharmacists' perceptions of their professional identity

The role of Doctor of Nursing Practice programs' mission, vision, and values statements in the development of students' professional identity: A qualitative study

Professional identity formation, the process of transformation from lay person to doctor, is at the heart of medical education. Medical student cohorts can include students who enter medicine from a previous career, i.e. with developed professional identities and who are usually older and more mature. Students with previously developed professional identities may have specific challenges in negotiating their new 'doctor' identity. This study examined the development of professional identity in mature medical students who had a variety of previous careers prior to entering medical school. A narrative inquiry was undertaken using interviews of mature medical students with backgrounds that included physiotherapy, clinical physiology, public health and nutrition, and the armed forces. A narrative analysis was conducted combining both thematic and structural perspectives using linguistics and positioning theory as interpretive tools. Three main themes emerged that portray the development processes that arise in this cohort as they develop their medical professional identity: holding back aspects of the previous self; foregrounding aspects of the previous self; and developing new aspects towards forming a 'new' self. These themes and their implications are discussed in the context of current literature, highlighting some of the specific challenges that this cohort faces in developing their medical identity. We argue that dedicated faculty and student development be offered, exploring how professional identity formation in mature medical students can be facilitated and supported, so staff and students are better equipped to engage and shape mature students' professional identity in a meaningful way.

The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code‐switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.

Professional identity formation is a pivotal element of nursing education shaped by educational structures and by the roles of clinical supervisors and educators. This qualitative study examines how these stakeholders perceive their role in supporting nursing students' professional identity development and the conditions that influence this process. The empirical material was generated from six focus groups with clinical supervisors from somatic, psychiatric, and home care settings, and educators from diverse teams at a university college. Drawing on critical psychological practice research, the analysis centers on participants' interpretations, their reasons for acting as they do, and the broader societal and institutional conditions framing their practice. Three themes emerged: challenges arising from dual roles, perceived student vulnerability and its impact on the learning process, and a constructed distinction between professionalism and personality in identity formation. The findings illustrate the complex dynamics that, according to participants, shape nursing students' professional identity and highlight the importance of moving beyond explanations of individual shortcomings toward an understanding of challenges as embedded in everyday educational practices. This perspective emphasizes the need for structural changes that foster collaborative and reflective practices and better support students, clinical supervisors, and educators in navigating the complexities of nursing education.

The aim of this article is to achieve greater understanding of the relationship between professional teacher identity and agency. From our perspective, agency is a necessary consequence of the process of construction and development of professional teacher identity. On this basis, we conducted a qualitative study involving analysis of the subjective learning experiences of three future teachers engaged in their final year of training. We analysed these experiences using a previously published analytical model based on the positional changes that occur as a consequence of the evaluation of certain objects that are key to professional identity. Our results allow us to confirm that in the case of subjective learning experiences involving positional changes, agency is key to the consolidation of an enabling professional identity.

A fundamental goal of medical education is the active, constructive, transformative process of professional identity formation (PIF). Medical educators are thus charged with designing standardized and personalized curricula for guiding, supporting, and challenging learners on the developmental professional identity pathway, including the process of socialization. The author of this Commentary provides an overview of foundational principles and key drivers of PIF supporting the being, relating, and doing the work of a compassionate and competent physician. Key elements of PIF including guided reflection, use of personal narratives, integral role of relationships and role modeling, and community of practice are viewed through various lenses of PIF theory and pedagogy. Questions informing the PIF discourse are raised, including interprofessional identity considerations. Central emergent themes of reflective practice, relationships, and resilience are described as supporting and reciprocally enhancing PIF. Overarching lessons include attending to learners' and faculty's PIF within a developmental trajectory of the professional life cycle; process and content within PIF curricula as well as learners' individual and collective voices; curricular/extracurricular factors contributing to socialization, self-awareness, development of core values, and moral leadership; integrating PIF domains within pedagogy; faculty development for skilled mentoring and reflective coaching; and implementing resilience-promoting skill sets as "protective" within PIF. Outcomes assessment including the impact of curricula on learners and on patient-centered care can be challenging, and potential next steps toward this goal are discussed.

The aim of the study is to substantiate that the formation of the professional identity of international students (future lawyers) as an educational and bringing-up process that forms a system of professional competencies, values and priorities of specialists united by one professional ideology can be successfully carried out as part of teaching a foreign language for special purposes at university. The article discusses the methods and means of forming the professional identity of international lawyers in the course of studying a foreign language for special purposes. The scientific novelty lies in the development of the notion of “a student’s professional identity formation in the context of studying at university” and the definition of the components that make up the professional identity of international lawyers. As a result of the study, the most effective methods and means have been identified that contribute to the development of professional identity among international lawyers in the course of studying a foreign language for special purposes.

Development of professional identity during early training in oral and maxillofacial surgery: a qualitative study