GRADUATE-SCHOOL TRAINING IN PSYCHOLOGY - ITS IMPACT UPON THE DEVELOPMENT OF PROFESSIONAL IDENTITY

The current article synthesizes information from a wide range of publi shed literature and suggests a developmental framework for understandi ng the development of professional identity among psychology trainees. It is proposed that graduate training in psychology may be viewed in terms of a professional infancy. Transformations students go through m ay be seen to parallel several developmental milestones in the first y ear of life as outlined by Winnicott (1965). The training institution is viewed as a holding environment which is responsible for nurturing healthy development. The obstacles which hinder students' growth withi n this environment are explored and suggestions for facilitating the d evelopment of professional identity are provided.