Professional Identity and the Internet

A question I sometimes found myself addressing in the classroom and individual conversations with

students was the importance of establishing a personal sense of professional identity as a counselor. Most entering graduate students present in their first-semester counseling classes with a sense of the profession and what its practitioners do. Their assumptions about counseling and how practitioners ply their trade were something ripe for a challenge if not adjusting during the earliest stages of training. Although many of these students were eager to learn and devour texts, handouts, lectures, and classroom discussions, many tended to focus on some individual counselor, real or theoretical, who they attempted to emulate.

 

This propensity to channel an accomplished practitioner became apparent early in their education and training. Perhaps my awareness of this trait in entering students because I could recall my own initial exposure to counseling and the wish to establish myself in the profession. A desire to “do the right thing” and “not screwup” led me to also emulate faculty I admired, theorists who described counseling and human development with philosophical concepts that reflected my worldview. I described my personal theory of counseling as my students often did at the end of their first course in counseling theory, as eclectic. This did not so much mean the blending of several theoretical systems in a deliberate attempt to formulate a “personal theory of counseling,” but rather, amassing a collection of techniques that were employed in a rather “seat of the pants” approach to counseling. The emphasis of such an approach was on attending to technique at the expense of the spirit of the profession. Although I do not see this as uncommon in novice counselors, I do see it as resulting, in part, from a trainee’s lack of a well-defined and concise understanding of the significance of a clear sense of professional identity as a counselor.

 

Professional identity involves developing an awareness of who the counselor is as a person and professional and is more than just an awareness of and proficiency in what a counselor does. It is the result of blending proficiency in practice and technique with a sense of purpose and commitment. Professional identity is what enables the practitioner to fully commit to a career rather than simply develop proficiency as a tactician performing a job. So, how do professional counselors develop this sense of professional identity? There are likely numerous aspects to the answering to this question, however, there is one unsung facet that I wish to highlight in this missive. I submit that the Internet itself—and more specifically the various professionally-oriented online discussion groups, e.g., “listservs”—may well play an important role in developing a personal sense of professionalism.

 

By subscribing to online discussion groups or forums, students can observe virtual exchanges between more experienced practitioners and educators in the field of counseling. This “real-time” opportunity to observe such discourse and theoretical discussion is invaluable. Often conducted by individuals who have authored journal articles and other professional publications read by students in class, such experience

cannot be duplicated short of a chance encounter at a conference or when noted practitioners are “guest lecturers” invited to present a colloquium on or lecture at a student’s university. And for students to observe these discussions between established practitioners and theorists who participate in these virtual online discussions as they would if in person over coffee in a café, enable students to see “us” as tangible and therefore approachable participants in the field of counseling. Such virtual encounters enable the issues to “come alive” and take on a sense of practical significance for the novice counselor.

 

With the time it takes to prepare a manuscript and then have it reviewed, edited if accepted, and then published, it is not uncommon for the time between author insights and “the field’s” exposure to them in published form to be 12 to 18 months. Add to this the difficulty for students to review and discuss such publications in class not to mention respond to the author directly, and we begin to sense the historically exclusive environment in which students of counseling have had to develop their sense of professional identity. In one sense, established counselors have essentially functioned in a rather parochial and almost parental fashion with the official way to dialogue amongst ourselves being publications in refereed journals. From the perspective of a student, this is tantamount to the adage, “children should be seen and not heard.” No wonder new students of counseling adopt their counseling heroes’ theories and practices like they do their parent’s religion or vote for the candidates championed by admired relations.

 

Please do not misunderstand my position to be a soapbox from which to rail on professional publications; quite the contrary. I embrace this vehicle by which thoughtful and provocative ideas enter the mainstream of our profession for scrutiny where critical peer review fosters the advancement of our profession. But as important as this process of sharing professional information may be, it is somewhat chauvinistic in that it frequently denies access to those at the front of the timeline with regards to gaining counseling experience.

 

Online discussion forums provide an important vehicle for cultivating a sense of professional identity for the novice counselor by expanding the field’s two-dimensional view of counseling from simple research

and scholarship to include crowd-sourcing as a third dimension, thereby creating depth and perspective. An argument can follow that no other place provides the opportunity for students in training to observe firsthand the inner workings of the counseling profession. The online exchange of ideas, the proffering of suggestions, the collegial debate, and the sharing of information and resources, all under the guise of “FYI” highlight the professional identity of counseling. What better source of learning about professional identity as a counselor than by observing a virtual display of the professional identity of the profession?

 

Developing a sense of professional identity necessitates the introduction of self-efficacy. To be blunt, how do counselors hope to develop a personal sense of what counseling is or how they “fit” without first developing this sense of self-efficacy? And how does one develop self-efficacy as a counselor? Not until and unless having the opportunity to venture out into the mainstream of public opinion to test the waters? Although it is true that practica and internships are designed to accomplish this, what more convenient, and some might add a “safer” place to augment these experiences than by participating in online discussion forums?

 

Having participated in online discussions on the net over the years, I have grown as a counselor and as an educator. I followed discussions where established counselors debated ideas that echoed thoughts that I had already considered. As a result, I became more confident in the value of my opinions and professional ideas. When I eventually venture down from the virtual safety of the front porch that was my home computer where I observe the rest of the world on the net, I discovered I too could “run with the big dogs.” I have received thoughtful comments from respected authorities in the field on ideas I have shared and seen how they could evoke spirited collegial discussion. Such experience enhanced my sense of professional identity as a counselor and an educator. It is for this reason that I believe that online discussion forums may well be one of the more important tools to add to the budding counselor educator’s toolbox. With this resource, we can encourage students to observe virtual discussions about topics on an infinite variety of subjects of vital importance. These students can see kudos delivered and constructive criticism proffered, often on the same subject within a span of hours. Likewise, these same students can receive encouragement to participate in discussions, even if by simply asking questions via personal emails directed to those who have been participants in the virtual conversations and then considering their replies. As mentioned earlier, where else can a student observe, if not participate in a discussion with those already established in this field? And where else can one observe the musings of professional counselors, better than online in a discussion forum, and in real-time no less?

I close by suggesting that the use of the online discussion forums is of no more value in counselor

education than any other tool in the educator’s toolbox, but neither is it less. To participate in these discussions and encourage our students to do the same, not only creates a vehicle for the establishment of professional identity, it demonstrates that we are real people accessible in real-time, to students who are struggling to find the headwaters of counseling theory and practice.

The Science of Persuasion and Prevention Messages

Persuading others to “try something new” or alter their behavior in a significant way can be a

daunting task; ask anyone who has raised a child, especially an adolescent child. But there is a science to persuading individuals to alter their behavior, their routines and “habits” if you will. Researched by Robert Cialdini, Ph.D., emeritus professor of psychology at Arizona State University, he pioneered the “science of persuasion,”[1] identifying six (6) specific principles of persuasion that individually and in concert may be useful in affecting student behavior – consistency, reciprocity, scarcity, authority, liking, and consensus. 

I will address these principles in a series of essays that reflect on how each might be applied by health educators and clinicians working with contemporary collegians, specifically, considering the decisions students make and their personal behavior related to the use of alcohol or other drugs. These essays will reflect on how these principles may inform efforts to persuade abstinence when use is contraindicated and moderation should a decision to use be made. Although collegians will be the focus in these essays, Chialdini’s principles and my thoughts on applying each can be repurposed or modified for work with any population.

Consistency

Humans are creatures of habit. From where we sit in church or a classroom to our morning routines, we stick to established patterns. Perhaps this is simply because we avoid change but more likely it is a function of wanting to “feel comfortable.”

How often does the plot of a thriller involve a character who falls victim to a predator simply because of consistency in following an established routine with which the predator has become familiar? Although most of us, fortunately, avoid being victimized by predators familiar with our routines, such consistency may nonetheless set us up to repeat high-risk and dangerous substance use behaviors, that is to say, our “patterned” substance use decisions regarding when and where and what to use.

Historically, preventionists have attempted to persuade behavior change by educating students about the consequences associated with high-risk and dangerous use. The argument was that intelligent students will make responsible choices if provided with the facts about risky consumption. This approach succeeded in its educational mission but failed with regards to its behavioral objective.

Subsequent efforts have focused on helping students to become personally aware of the cost-benefit ratio associated with personal consumption. Although successful, unfortunately approaches like Brief Alcohol Screening and Intervention for College Students (BASICS) reach a relatively small percentage of all students and generally only after they have been identified as high-risk users following alcohol or other drug-related incidents. Such students are viewed as belonging to a small “selective” or at-risk population if not an even smaller “indicated” population that already displays signs of a substance use problem.

What is needed is an effective prevention strategy that targets the more “universal” population of college students. This is where Chaldini’s “science of persuasion” may present an opportunity, one principle of which is “consistency.”

Related to the foot-in-the-door technique addressed earlier on this blog, “consistency” builds on the fact that we humans are more likely to commit to embracing a suggestion that follows our having made a small initial commitment. For example, if asked if I believe that efforts to reduce our carbon footprint on the environment are justified and I agree, I am more likely to commit to donating to an effort that furthers that work. When asked if I support “X” and indicate that I do, I am more likely to volunteer my time or sign a petition that furthers that work. The need for consistency between what I say and what I do may well result in my being persuaded to act in a particular way.

This is a strategy employed by fundraisers and marketers alike to encourage contributions, volunteering, purchases, or otherwise responding favorably to their overtures. Eliciting a small personal commitment to an idea or principle and coupling that with our propensity to seek consistency in our lives influences our beliefs, values, and, in the case of marketers, our purchasing decisions. Such strategies are ethical not to mention simple and extremely cost-effective and I doubt any reader has avoided their influence.

So how might a preventionist apply the principle of consistency in the work she or he is doing with collegians? What if…

• …when students present at the health center, for whatever reason, they were asked if they
  
  favored campus efforts to reduce alcohol-related hospital admission…or late-night noise in the residence halls, or sexual assaults? Chances are that all would agree. Once doing so, then asking if them if they would agree to count the number of standard drinks they have on any occasion when they choose to drink.
• …when student-athletes meet with the trainer they were asked to critique a poster intended to deter the use of smokeless tobacco and upon doing so then asked if they would be willing to post one in the residence hall or common area of their apartment complex?
• …what a Greek-letter organization applies to host a party on campus and the social chair is asked by the student life representative reviewing the application if the organization would be interested in receiving “X” cases of soft drinks/water at no charge for distribution at the party. When the social chair agrees, asking if she/he would allow a student life rep to make a 10-min risk-reduction presentation at a general meeting prior to the party. (NOTE: If a campus has an exclusive distribution agreement with a soft drink vendor, e.g., Coke or Pepsi, the proffered free soft drinks can likely be negotiated as part of the agreement, especially if the vendor knows how they will be used).

The impact of consistency as a principle of persuasion is enhanced when one’s commitment is made public. This can be in writing such as in a letter to the editor of the campus newspaper or a picture or statement published electronically on social media; perhaps with a publicly displayed poster endorsed by a campus group/organization or free T-shirts with a prevention message and/or logo. Again, the specifics of “how” the public commitment is made and to what degree is left to the creativity of the preventionist.

What is important to consider here is how might our human need to experience consistency in our lives be employed to increase the likelihood of commitment to a harm-reduction, health-promoting prevention message.

What do you think?

 Dr. Robert

---

[1] When visiting this site, take the time (11:50 min) to watch the included video explaining the 6 scientific principles of persuasion.