Abstract
In a world that is more interconnected than ever, the counseling profession has continued in its efforts to train more foreign-born counselors. The process of professional identity development of this population remains an understudied topic in the literature. The current study examined the experiences of foreign-born counselors navigating the professional identity development process in U.S. counselor education. A phenomenological qualitative research design was used to explore the experiences of six foreign-born counselors. Several themes arose that include barriers, assets, and counseling profession limitations. Implications for counselor education are discussed.
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Attia, M. Professional Identity Development of Foreign-Born Counselors in U.S. Counselor Education. Int J Adv Counselling 43, 88–100 (2021). https://doi.org/10.1007/s10447-020-09419-5
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DOI: https://doi.org/10.1007/s10447-020-09419-5