Professional Identity Development of Counselor Education Doctoral Students

The Implications of Doctoral Students’ Professional Socialization Experiences in Graduate Training

Using survey data from 278 counseling psychology doctoral students, we explored the concept of professional socialization in graduate training and investigated the degree to which a combination of student training factors accounted for (a) greater professional involvement in the Society of Counseling Psychology, (b) endorsement of counseling psychology values, and (c) affiliation with the Society. Results revealed that training programs fostered students’ professional connection to the field by providing faculty models, emphasizing counseling psychology identity, and encouraging student involvement in the Society. Together, these three professional socialization variables accounted for students’ professional activity, counseling psychology values, and Society membership status above and beyond years of enrollment, degree at admission, and membership status in other professional organizations. Implications regarding the influence of early professional socialization in graduate training within the context of establishing a long-term professional pipeline for the Society are discussed.