Strengthening Professional Identity: Insights from Global Research

A 2024 scoping review, The Professional Identity of School Counsellors: A Scoping Review of the Global Literature, synthesizes findings from 74 studies worldwide, offering valuable insights into the professional identity of school counsellors. This research underscores the importance of a robust professional identity for enhancing job satisfaction, resilience against burnout, and effectiveness in supporting students’ academic, social, and emotional development.

The review identifies seven key themes. First, role ambiguity persists due to the dual nature of school counselling as both educational and mental health-focused. This “conjoint identity” enables counsellors to address diverse student needs but often results in role confusion, particularly when stakeholders hold conflicting expectations. Second, school counsellors undertake varied roles, including crisis intervention, advocacy, career guidance, and administrative tasks. While this diversity reflects adaptability, it risks overburdening counsellors, especially in regions where school counselling is less established.

The study distinguishes between individual and collective professional identity. Individually, identity develops through personal values, experiences, and reflective practice. Collectively, it involves differentiating school counselling from related fields through professional associations, ethical standards, and shared goals. Contextual factors—such as cultural norms, school climate, and resource availability—significantly influence identity formation. For example, in countries like India and Hong Kong, societal stigma around mental health complicates identity development.

Training and continuing professional development (CPD) are critical for fostering a strong professional identity. Internships, mentorship, and supervision help counsellors transition from idealism to realism, integrating personal and professional selves. Advocacy and leadership are equally vital, enabling counsellors to clarify their roles, reduce non-counselling duties, and enhance professional legitimacy. However, unsupportive school climates or administrative pressures can hinder these efforts.

While research is robust in the United States, it remains sparse and fragmented globally, highlighting the need for cross-cultural studies. The review notes a shift toward strengths-based approaches, viewing role ambiguity and diversity as opportunities for flexibility and cultural responsiveness rather than deficits.

For school counsellors, these findings emphasize the importance of engaging in reflective practices, pursuing CPD, and advocating for clear role definitions within schools. Building professional networks and collaborating with stakeholders can further strengthen identity and effectiveness. By prioritizing professional identity development, counsellors can better navigate complex school ecologies and deliver high-quality support to students. Consider how training or advocacy initiatives could enhance your professional identity—what steps will you take to advance this process?

Read the full review: https://onlinelibrary.wiley.com/share/author/INPNDEXSEYUTAYI9ZVVV?target=10.1002/capr.70040