Abstract
Linking to the previous chapter, this chapter considers literature around career motivation, organisational commitment and identification and how these relate to professional development and retention for student teachers. The main body of the chapter presents the analysis of the time 3, ISA and mentorship session (the second mentorship session and the third ISA analysis). The concluding section of the chapter considers the future of ISA and professional development by considering how ISA may be utilised as a tool for enhancing the supervision sessions of trainee counsellors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
American Psychological Association. (2014). Guidelines and principles for accreditation of programs in professional psychology: Quick reference guide to internship programs. American Psychological Association.
Alvesson, M., Ashcraft, L. K., & Thomas, R. (2008). Identity matters: Reflecting on the constructions of identity scholarship in organization studies. Organization, 15(5), 5–28.
Ashforth, B. E., & Mael, F. A. (1989). Social identity theory and the organization. Academy of Management Review, 14(1), 20–39.
Australian Psychological Society. (2003). Guidelines on supervision. Australian Psychological Society.
Bamford, S., & Worth, J. (2017). Teacher retention and turnover research. Research update 3: Is the grass greener beyond teaching? Slough: NFER.
Bernard, J. M., & Goodyear, R. K. (2014). Fundamentals of clinical supervision (5th ed.). Upper Saddle River, NJ: Merrill.
Bieler, D. (2013). Strengthening new teacher agency through holistic mentoring. English Journal, 102(3), 23–32.
British Psychological Society. (2005). Division of counselling psychology: Professional practice guidelines. British Psychological Society.
De Stefano, J., D’Iuso, N., Blake, E., Fitzpatrick, M., Drapeau, M., & Chamodraka, M. (2007). Trainees’ experiences of impasses in counselling and the impact of group supervision on their resolution: A pilot study. Counselling and Psychotherapy Research, 7(1), 42–47. https://doi.org/10.1080/14733140601140378.
Elsbach, K. D. (1999). An expanded model of organizational identification. Research in Organizational Behavior, 21, 163–200.
Haslam, S. A., Powell, C., & Turner, J. C. (2000). Social identity, self-categorization, and work motivation: Rethinking the contribution of the group to positive and sustainable organizational outcomes. International Review of Applied Psychology, 49, 319–339.
Hill, C. E., & Knox, S. (2013). Training and supervision in psychotherapy. In M. J. Lambert (Ed.), Bergin and Garfield’s handbook of psychotherapy and behaviour change (6th ed., pp. 775–812). Hoboken, NJ: Wiley.
Hogg, M. A., & Terry, D. J. (2000). Social identity and self-categorization processes in organizational context. Academy of Management Review, 25, 121–140.
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.
Inman, A. G., Hutman, H., Pendse, A., Devdas, L., Luu, L., & Ellis, M. V. (2014). Current trends concerning supervisors, supervisees, and clients in clinical supervision. In C. E. Watkins, Jr. & D. Milne (Eds.), Wiley international handbook of clinical supervision (pp. 61–102). Oxford, UK: Wiley. https://doi.org/10.1002/978111884360.
London, M., & Stumpf, S. A. (1982). Managing careers. Reading, MA: Addison-Wesley.
Meyer, J., & Allen, N. (1991). A three component conceptualisation of organizational commitment. Human Resource Management Review, 1, 61–89.
Morgan, M. M., & Sprenkle, D. H. (2007). Toward a common-factors approach to supervision. Journal of Martial and Family Therapy, 13, 1–17. https://doi.org/10.1111/j.1752-0606.2007.00001.x.
Paige, S., & Wosket, V. (2015). Supervising the counsellor and psychotherapist: A cyclical model (3rd ed.). London, UK: Routledge.
Quigley, N. R., & Tymon, W. G. (2006). Toward an integrated model of intrinsic motivation and career self-management. Career Development International, 11(6), 522–543.
Tajfel, H. (Ed.). (1978). Differentiation between social groups: Studies in the social psychology of inter-group relations. London: Academic Press.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of social conflict. In W. Austen & S. Worchel (Eds.), The social psychology of inter-group relations (2nd ed.). Chicago: Nelson Hall.
Tett, R. P., & Burnett, D. D. (2003). A personality trait-based interactionist model of job performance. Journal of Applied Psychology, 88(3), 500–517.
Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, P. J., & Wetherall, M. S. (1987). Rediscovering the social group: A self-categorization. Oxford, UK: Blackwell.
Schmitt, N., Cortina, J. M., Ingerick, M. J., & Wiechmann, D. (2003). Personnel selection and employee performance. In W. C. Borman, D. Ilgen, & R. J. Klimoski (Eds.), Handbook of psychology (Vol. 12, pp. 77–106). New York: Wiley.
Sveningsson, S., & Alvesson, M. (2003). Managing managerial identities. Human Relations, 56(10), 1163–1193.
Van Dick, R., Wagner, U., Stellmacher, J., & Christ, O. (2004). The utility of a broader conceptualization of organizational identification: Which aspects really matter? Journal of Occupational and Organizational Psychology, 77, 171–191.
Van Knippenberg, D., & van Schie, E. C. M. (2000). Foci and correlates of organizational identification. Journal of Occupational and Organizational Psychology, 73(2), 137–147.
Watkins, E. C. (2017). How does psychotherapy supervision work? Contributions of connection, conception, allegiance, alignment and action. Journal of Psychotherapy Integration, 27(2), 201–217.
Watkins, C. E., Jr., Budge, S. L., & Callahan, J. L. (2015). Common and specific factors converging in psychotherapy supervision: A supervisory extrapolation of the Wampold/Budge psychotherapy relationship model. Journal of Psychotherapy Integration, 25, 214–235. https://doi.org/10.1037/a0039561.
Watkins, C. E., Jr., & Scaturo, D. J. (2013). Toward an integrative, learning-based model of psychological interventions, and supervisee learning/relearning. Journal of Psychotherapy Integration, 23, 75–95. https://doi.org/10.1037/a0031330.
Weinreich, P. (2003). Theory and practice: Introduction. In P. Weinreich & W. Saunderson (Eds.), Analysing identity: Clinical, societal and cross-cultural contexts (pp. 1–5). London and New York: Taylor & Francis, Routledge, and Psychology Press.
Wheeler, S. (2004). A review of supervisor training in the UK. In I. Fleming & L. Steen (Eds.), Supervision and clinical psychology: Theory, practice and perspectives (pp. 15–35). East Sussex: Brunner-Routledge.
Wheeler, S., & Richards, K. (2007). The impact of clinical supervision on counselors and therapists, their practice and their clients: A systematic review of the literature. Counselling & Psychotherapy Research, 7, 54–65. https://doi.org/10.1080/14733140601185274.
Wilson, H. M. N., Davies, J. A., & Weatherhead, S. (2016). Trainee therapists’ experiences of supervision during training: A meta-synthesis. Clinical Psychology & Psychotherapy, 23, 340–351. https://doi.org/10.102/CPP.1957.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Passmore, G., Turner, A., Prescott, J. (2019). The Future of ISA, Mentoring and Professional Development. In: Identity Structure Analysis and Teacher Mentorship. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-32082-9_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-32082-9_5
Published:
Publisher Name: Palgrave Pivot, Cham
Print ISBN: 978-3-030-32081-2
Online ISBN: 978-3-030-32082-9
eBook Packages: EducationEducation (R0)