Engaging the reflexive self: the role of reflective practice for supporting professional identity development in graduate students

Abstract

Reflective practice can enhance the professional identity development (PID) of graduate students. Struggling with one’s self-awareness and related academic assignments are part of a necessary process for ensuring student success as developing professionals. Yet, there are many salient barriers that can interfere with graduate students undertaking this process. Graduate students need to have the opportunity to engage in a reflective process, but they also require emotional safety to take the risks required. Appropriate faculty involvement and modeling of desired qualities is also fundamental. Strategies are suggested to address student needs.