Strategies for resolving relational dilemmas while developing therapists' professional identity

Area of Science:

• Occupational Therapy Education
• Professional Identity Development
• Clinical Supervision

Background:

• Relational dilemmas are central to therapeutic professions but pose challenges to novice therapists' professional identity.
• Limited research exists on strategies to support therapist identity formation during this transition.

Purpose of the Study:

• To identify critical strategies for occupational therapy students to cope with relational dilemmas.
• To explore how these strategies contribute to professional identity formation.

Main Methods:

• Inductive study analyzing 196 dilemma cases from group supervision courses.
• Analysis of 196 student reflections on personal development over six years.
• Data collected from undergraduate occupational therapy students across 12 groups.

Main Results:

• Five critical strategies emerged: (1) seeking overarching goals, (2) distinguishing facts from interpretations, (3) understanding others' perspectives, (4) exploring inner dialogues, and (5) integrating notions of Having, Doing, and Being.
• These strategies are grounded in cognitive and behavioral models.
• The findings provide a framework for professional identity development.

Conclusions:

• The identified strategies offer practical guidelines for student therapists' transition from academia to practice.
• Clinical instructors and educators can utilize these strategies in training programs.
• Effective coping with relational dilemmas is integral to establishing a strong professional identity.