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TitleTransformation in the Emerging Professional Identity While Working with Adults Who Have Chronic ...
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regarding the experience to inform the researcher of her professional and personal

identity. Moreover, the researcher found that art making allowed her to remain

nonjudgmental but also to notice herself being judgmental when engaging in the writing

process. The awareness was made clear by noticing the different patterns of engagement

and prompted the researcher to question her own thinking. The positive/curious thinking

during the art making process began to carry over into the writing as well. This could be

inferred in the data by looking at how the theme brightness of colors in images remained

stable throughout the entire collection while the theme positivity in journal writing began

to emerge more often towards the second half of the data collection as the researcher

began to make an effort to challenge her typical thought patterns in seeing the situation

differently.

Personal Revelation and Professional Growth

Many researchers placed emphasis on both the "interpersonal" and "intrapersonal"

components that affect identity development process (Gibson et al., 2010, p. 20). Within

a therapy context, the intersubjective relationship affects both the therapist and clients in

which both parties are prone to being influenced by one another (Jung, 1929; Orange,

2009; Winborn, 2012). When looking at professional identity development process with

professionals of similar vocational background, Moss et al. (2014) identified six factors

that were important to professional identity development. Of the six factors, adjustment

to expectations, confidence and freedom, and working with clients were the ones that

became prominent when examining the themes that emerged from the researcher's own

experience. Whereas the first two factors listed by Moss and colleagues (2014) were

indicated as components that would develop with more experience and practice gained,

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the last factor was noted as one of the ingredients to elicit and jumpstart the growth

process. These factors were all reflected in both the art (containment, relational

movement, and brightness of colors) and journal writing (relational process, self

confidence, validation of professional self, expectation of self).

Two of the prominent themes, reflective of the relational aspect of the researcher's

experience, emerged from both the art (relational movement) and journal writing

(relational process). These relational themes were explored weekly by one or both

processes. Examples of the relational components are indicated here: "If I don't trust

them...how do I expect them to trust me?" (See Table 2, relational process), Figures 10,

11, 26, 31. The relational components remained constant and pertinent to the researcher

as she attempted to make sense of her experience and role at the setting. This reflected

the belief by some that the intersubjective relationship does not only affect the clients but

also the therapists (Irwin, 1986; Ryan & Johnson, 1983). Even without directly

expressing the details of what happened in group sessions, everything seemed to be built

upon the presence/existence of the group. It is understandable why the relational

component became one of the main foci since therapy takes place in "social and cultural"

space (Baker, 1999, p. 55) and experience with clients was most definitely integral to the

researcher's growth in this particular setting in discovering the differences between

herself and the clients in behaviors and perceptions. This distinction may have been

reflected in the theme of containment within the artworks as the researcher noted on the

differences and on trying to formulate a coherent group identity with which she could

relate to and could reflect her own identity as well (See Figures 10, 18, 19, 23).

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Figure 33. Week 29 Artwork; made with mosaic and mix media; 3"x3"














Figure 34. Artworks placed in consecutive order; right → left, top → down

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