The Formation of a Professional Identity
Transcript of The Formation of a Professional Identity
Portland State University Portland State University
PDXScholar PDXScholar
Regional Research Institute Regional Research Institute
1982
The Formation of a Professional Identity The Formation of a Professional Identity
Richard H. Dana Portland State University
Follow this and additional works at: https://pdxscholar.library.pdx.edu/rri_facpubs
Part of the Other Psychiatry and Psychology Commons
Let us know how access to this document benefits you.
Citation Details Citation Details Dana, Richard H., "The Formation of a Professional Identity" (1982). Regional Research Institute. 31. https://pdxscholar.library.pdx.edu/rri_facpubs/31
This Working Paper is brought to you for free and open access. It has been accepted for inclusion in Regional Research Institute by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected].
The Formation of a Professional Identity
Richard H. Dana
University of Arkansas
A book or a course has too often been presented as an isolated act of science
or profession, a product with apparently no history in the person. However,
the psychohistory of any intellectual product is always more than the sum of
its content and methodological ingredients. The product is an expression of
the author, a statement of where he/she is in the rites of intellectual passage
and an outgrowth of a history of personal involvement and commitment to an area
of endeavor. This particular product has personal origins and these roots will
be explicitly incorporated as a legitimate inquiry into the assumptions and sub
stance of the ideas themselves. This is especially pertinent here since the
thrust of this exposition is toward a human science model for studying personality ,
and as such warrants a personal as well as intellectual history.
The author as an undergraduate majored first in French and English largely
due to a preoccupation with poetry, especially the writing of poetry and the study
of the linguistic formats for conveying a meaning representation with conciseness,
clarity, and beauty. Poetry, in this context, is method~ an exercise in precise
renditions of meaning fused with feeling and conveyed by applications of a learned
rule system that differs from prose communication. Training in psychology was
primarily Social Psychology in which content of relevance was combined with sharp
ly focused and highly prized methodology.
Graduate school in an early Boulder model program (Illinois)was an immersion
in learning theory, especially that of Clark Hull under the tuteledge of Robert
Grice and Charles Osgood. Hull's theory was Big Theory, formal and elegant, con
ceived with the notion that deductions from this theory when tested by systematic
The Formatioh of
2
research would provide the basis for understanding human beings. Coupled with
theory was a continuous practice of methodology as the royal route to research
sophistication. The writing of sonnets in lieu of undergraduate lecture notes
was replaced by the creation of research designs, grandiose and limited by know
ledge of statistiCs Qnd·practicalities. These exercises in methodology - fabri
cation and play with variables and statistical consequences - were analagous to
exercises with the forms of language that constitute traditional poetry idiom.
These endeavors had immediate progeny in theory construction (Dana, 1954a) and
research (Dana, 1954b), two papers which in retrospect appear as personal reac
tivity to graduate experience.
Clinical training (in a VA-hospital setting remote from campus) included
an injunction by the supervising psychiatrist to keep away from "pre-oedipal"
material in psychotherapy and a license to conceptualize and describe persons
with minimal supervision because reports were well written (not because they
were useful or of demonstrated predictive validity). Psychotherapy practice
in this hospital was a systematic rendition of Miller and Dollard ~ super
vision with patients who were considered "hopeless" and consequently beyond damage
due to ineptness, ignorance, or too much risk-taking with their institutional
lives. Psychological treatment was, therefore, to be discovered in practice using
a self-taught application of learning principles. As such it was a practice of
method ostensibly based upon conceptualization (assessment).
Such bifurcated professional identity was not rare in early Boulder !
model
programs. It was not until the process of the Diplomate examinations (1958-1960)
that I realized I had become - for that generation - a maverick who functioned
largely beyond the constraints of consensus in clinical practice primarily be
cause I was unaware of the ingredients for a more conventional practice. None
theless, what was probably a very early rendition of growth therapy for well
.. -
The Formation of
3
functioning young professionals was coupled with treatment of disturbed persons
whom other professionals preferred not to see in their practices. The major
professional. outcome was a change in location to West Virginia University, a
setting that not only provided more feedback from peers for clinical practice
but less psychotherapy - practice and more research opportunity. I became rea
quainted with graduate statistics as well thanks to Art Thomas, a very coherent
teacher of statistics.
In persona~ity research. method variety was to prevail over content
specialty. Studies encompassed the unlikely companion areas of person percep
tion. repression-sensitization, verbal-numerical discrepancies and personality.
ego strength. and the Brunswik Lens model for clinical judgment! However, assess
ment research provided the main theme with more than 40 empirical studies prior
to 1969. While the early focus was on Rorschach and TAT stimulus characteristics,
objective tests were increasingly represented. Repeated attempts to make sense
out of empirical studies (e.g •• Dana. 1955 L Dana, 1962; Dana, 1963a; pana, 1966a;
Dana, 1968a; Dana 1968b; Dana~ 1969a) were augmented and replaced by review
articles in the 5th, 6th, 7th, and 8th-Mental Measurements Yearbooks and else
where (Dana, 1977, Dana, 1980~. Finally~ a process or model by which tests and
other data were used to describe persons was presented (Dana, 1966c; Dana, 1970)
and a variety of empirical studies were accomplished which discredited this
inference model, a finding in keeping with Walter Mischel's concurrent research.
Obviously much of this research was accomplished with students for they
have been responsible for my growth and identity no less than I have participated
in some of their professionalization. I have always been deliberate in eschewing
a systematic research area, partly because of my own interests, but primarily
because I prefer to learn where students are going and share that discovery
rather than enjoin them to follow my preplanned research program. The implicit
The Formation of
4
message from my published research is a people story of sharing enthusiasm,
hard work, and a growth of relationships, respect, and understanding. For me,
at least, this process then outweighed the value of the research contributions
themselves.
Professional identity from the early 1950s to 1968 was an uneasy compart
mentalization of method applications, an increasingly behavioral concern in
therapy and research, and continuing practice of conceptualization in assessment.
There was no unifying theme except for a persistent outcropping of seemingly
unrelated papers, essentially humanistic-existential in tone, beginning about
1960 and finding some fulfillment in occasional publications in atypical outlets
(Dana, 1961; Dana, 1965; Dana,1966biDana, 1967). ~n fact, a refrain among West
Virginia graduate students of that era was, "If you cannot publish in an Ameri
can journal, try Darshana!1l A paper on causality and alienation (Dana, 1969b)
presaged a transformation which was to coalesce the separate areas of research,
training, and practice into a professional unity. Causality and alienation
were more than themes for an intellectual discourse, they were the hallmarks of
my experience and embodied a search for means-end relatedness in the face of a
pervasive accumulation of divers strands of experience.
The major event here was a diagnosed cancer of the pancreas and a subsequent
preparation for death. The diagnosis was surgically proven inaccurate, but there
was a transition away from the fragmented existence of an urban psychologist
dealing with administration, consultation~ teaching, and research with an assur
rance that was belied by the inconsistencies across these domains. Leaving the
city for a rural teaching existence, the first endeavor was an unpublished
statement, A New Clinical Psychology (Note 1), of how the components of profes
sional existence were to be put back together once again. For the very first
time a paper was written that was not intended for publication, but existed as
The Formation of
5
a credo and a reminder that values were the glue that put separate components
together and made them consistent and related. And everything thereafter has
been a reaffirmation of these values in research, teaching, and clinical prac
tice.
It is no accident that a critical incident in research preceded this pa
per. The incident occurred following a deception study using replicated Latin
Squares. College women were trained to present their standard Rorschach pro
tocol under neutral, sexy and hostile conditions to male graduate assessment
students who were persuaded to believe that all of these Rorschach were bona
fide (Dana, Dana, and Comer, 1972). One day Rick Murphy and Paul Griswold
two of these examiners - upon seeing a !lsubjectl! in the Student Union called
her by different names. She ran directly to my office with the two graduate
students in pursuit. The research 11game" was over for me at that point and pub
1ishabi1ity and design probity became clearly secondary to other issues.
I look back upon the stranger I have described in these preceding para
graphs and although I know him, I do not experience the fragments of profes
sional identity as a person. In a clinical sense I have bestowed a professional
identity that did not exist by comp11ation ll categorization, and documentation.
Such is our practice. We conceptualize persons and the product seems to be inte
gumented~ to cohere, to actually become that person. But it is not so: an
intellectualized, after-the-fact representation may be elegant, comprehensive,
lucid, but it is not the person. Thus, the second portion of this professional
lifetime provides another way in which the strands of identity may be put together
so that the result is not intellectual but experienced and behavioral.
A profession for a person is a way of life, a commitment to more than pro
viding services for financial reward. Ideally, the professional acts should
make an identity statement that describes the person's values and his or her
The Formation of
6
humanity. We have no doubt, for example, of who Erik Erikson is simply by
readin'g his statements of what other persons - Martin Luther and Gandhi
are ostensibly like as seen through his eyes and his human condition. We do
not need Robert Coles to tell us who Erikson is, although Robert Coles needs
to tell us who he is by describing Erikson. While this may seem like playing
with words, the point is compellingly behavioral: we are what we do.
Throughout the first portion of my professional life meaning was conveyed
by format, method, style, or technique. A poet's poet with a special personal
idiom, or a psychologist's psychologist attempting purvey the recondite exercise
" I would submit that suchof meaning through the form of the research metier.
"exercise" or "practice" by means of form is secondary to the values that under
gird the performance and are responsible for it. This simple truism was not
apparent to me until 1969. If I had stopped the frenetic professional pace to
listen to what Maslow would describe as my "inner core", I would have exper
ienced the clarity, certainty, and unity of realization at an earlier time.
Meaning is thus predicated on values and only subsequently exposed in
method. The method is plastic and variable rather than immutable and a condition
of our science of psychology. This statement does not excuse poor or inadequate
method, but subordinates the choice of method to the values inherent in what one
is doing professionally. A '~ettern method C:better" in terms of the present
canons of our science) that dehumanizes persons called subjects is not to be
preferred to a less rigorous mode of inquiry that preserves the human status of
the person as coworker or partner in a research process. This is clearly a
value judgment and a value issue that every psychologist must confront and
engage in research and clinical practices.
The Format£on of
7
The problems that we - as psychologists, persons, and citizens - face are
simply too overwhelming for our professional behaviors to demonstrate dalliance,
personal image building, egocentricity, dilettantism or conservatism-conformity.
These problems are of persons in environmental contexts and speak directly
to survival and to the quality of our own lives. What we can do (about the
state of ourselves and our society) is related to our stage of personal ego
development. Training or practice should (ideally) be related to growth pro. css, a change idiom that is predicated on becoming more like what we can be,
more sensitive, more open, more caring; in a word, more humanized (Dana, 1974;
Dana, 1978b).
If values are the sine qua non of professional acts, personal responsibility
is the c~talyst for their implementation. The impact of such responsibility
for me occurred in an exquisitely minor contribution on social responsibility
to the Vail Conference (Dana &Meltzer, Note 2)~ and in awareness that psycho
logists had no corner on helping behaviors (Dana, Note 3). C61lege students
are effective helpers of other students (Dana, Heynen & Burdette, 1974) and persons
from all walks-of-life are found to be potent self-helpers (Dana &Fitzgerald,
1976; Dana~ Note 4; Dana & Gilliam, Note 5). Marital or living partners could
help one another (Dana &Turner, Note 6). Persons can be readily trained to
enhance paraprofessional skills (Dana, Brian &Tabor, Note 7) and trainers may
also be trained to continue giving away psychological skills to the public
(Dana, Turner & Fitzgerald, Note 8;_ Dana, Tabor & Brian, Note 9).
Accountability is not to be found in the Barnum literature where all subjects
are deceived with bogus personality information (Dana & Graham, 1976). There is,
however, demonstrably more to genuine psychological assessment reports than Bar
num statements (Dana & Fouke, 1979). Accountability in psychological assessment
The Formation of
8
is more likely to occur in face-to-face feedback with assessees and referral
source persons. Such feedback techniques can and should be communicated as
part of assessment training for graduate students (Dana & Lunday, Chapter 17
in Dana~ 1981) and in continuining education for prqfessiona1 psychologists
(Dana~ Erdberg & Walsh, Note 10). There is a basis for the belief that such
practices are mandatory for ethical clinical psychologists (Dana &Leech, 1974;
Dana, 1975).
Inevitab1y~ there was a spread from these specific training efforts to
more general issues of training (Dana, 1966b; Dana, 1980b) and the competence
of clinical psychology graduate students (Dana, Gilliam &Dana, 1976). Case
studies of "good" training programs evidence the effects of student ownership
of their own training experience and of benevolent caring as program mandates
(Dana~ 1978a). Research on internship evaluation speaks to the relatedness of
intern affects to their activites, practice settings and other persons. Explicit
separation of person and setting characteristic affect values provides feedback
that is relevant for individual interns and for program management (Dana &Mc
Arthur, Note 11). That interns complete internships and move on to the larger
professional society is being documented by the specific, components effects
of internship experiences upon subsequent clinical psychology practice (May &
Dana, Note 12).
Of even greater generality are the issues of method involved in program
evaluation research. If one abjures psychic or physical violence to the person
as subject, one also believes that organizations profit from their own exper
tise, initiative,.and self-study. Enabling, monitoring and focus may result from
external aegis, but essentially involved is a confrontation with their own
agency strength and capacity for intact functioning (Dana, 1964 ; Dana, Note 13).
The 'Formation of
9
A university counseling center and two social service agencies explored
their own viability and potential for growth within this research paradigm.
These separate strands pertain to the values involved in professional prac
tices, the care and training of the person as nonprofessional or professional
helper, and the revitalization of the agency or organization to approximate
more closely their human service missions. Implicit in this panorama is an
ideology of growth, an abiding concern with the person and with the environment
as expressed in quality of life. For me this is psychology: a human science
slowly creating its own methods and identity out of concern for human beings.
Similarly, I construct my own identity out of my own history and try to place
myself (rather than to discover myself) in What I do as a professional. I
encourage my acts to be relevant to my beliefs and consistent over time such that
whatever I do is a public exposition of what I am and a set of behaviors for
which I can be responsible and accountable. Long ago (Dana, 1963b). I wrote
about responsibility preceding human acts rather than following them. That
intellectual awareness became the basis for the experience of inseparability
between psychologist and person~ between thought and word and deed, between
credo and behavior. Thus, this prologomenon is considered to be a necessary
groundbass for all that follows.
The Formation of
10
Reference Notes
1. Dana, R. H. A new clinical psychology. Unpublished manuscript, 1969.
(Avaiblable from Psychology Department, University of Arkansas, Fayetteville,
Arkansas, 72701).
2. Dana, R. H. &Meltzer, M. Social responsbility and the clinical psychologist.
Prepared for the Council of University Directors of Clinical Psychology input
to the National Conference on Levels and Patterns of Professional Training
in Psychology, Vail, Colorado, July, 1973.
3. Dana, R. H. Colloquium -- College students as therapists for individuals and
society; The nonprofessional helping world of today and tomorrow. Northern
Kentucky State College, Highland Heights~ Kentucky, March 28, 1973.
4. Dana, R. H. Manual for a Course-in-Oneself. Fayetteville: University of
Arkansas Printing Services, 1915.
5. Dana, R. H., & Gilliam, M. Self-exploration and self-appraisal: A Course
in-Oneself. Fayetteville: University of Arkansas Printing Services, 1975.
6. Dana, R. H., &Turner, J. Couplin8~ An exploration in living and loving.
Fayetteville: University of Arkansas Printing Services, 1975.
7. Dana, R. H., Brian, C. E., &Tabor, G. L. A training manual for paraprofessional
helping skills. University of Arkansas Printing Office, 1978.
8. Dana, R. H., Turner, J., & Fitzgerald, J, Workshop: A Course-in-Oneself,
Hot Springs Rehabilitation Center~ Hot Springs, Arkansas.
9. Dana, R. H., Tabor, G., & Brian, C. Paraprofess~onal training: Goodness-of
fit between persons, roles, and jobs. Mini-workshop presented at the meeting
of the Southeastern Psychological Association, March 1978, Atlanta, Georgia.
11
The Formation of
10. Dana, R. H., Erdberg, S. P., & Walsh, P. J. The joint-feedback technique:
A new model for the integration of assessment findings into the treatment
process. Workshop presented at the midwinter meeting of the Society for
Personality Assessment, March 1978, Tampa, Florida.
11. Dana, R. H., &McArthur, M. Program evaluation: An evolving methodology
and an internship example. Unpublished manuscript, 1978.
12. May, W. T., &Dana, R. H. Professional clinical psychology practice and
internship experience. In preparation.
13. Dana, R. H. Shoestring adventures in program evaluation: A model, methods,
data, and applications. Symposium presented at the meeting of the American
Psychological Association~ Toronto, August 1978.
The Formation of
12
References
Dana, R. B. Personality Orientation: An organizational focus for current
research, Journal of Psychology, 1954, 1r. 139-150 (a).
Dana, R. H. The effects of attitudes toward authority on psychotherapy.
Journal of Clinical Psychology. 1954. lQ. 350-353 (b).
Dana. R. H. The objectification of projective techniques: Rationale.
Psychological Reports, 1955. 1, 98-102.
Dana, R. H. Psychology: Art or science? Darshana~ 1961.-1.91-97.
Dana. R. B. The validation of projective tests. Journal of Projective
Techniques, 1962. 26, 182-186.
Dana. R. H. Clinical skills: Obsolete or neonate? Journal of Projective
Techniques &Personality Assessment, 1963. 27, 423-429 (a).
Dana. R. H. From therapists anonymous to therapeutic community. Journal of
Individual Psychology. 1963,1!. 185-190 (b).
Dana, R. H. The impact of fantasy on a residential treatment program.
Corrective Psychiatrx & Journal of Social Therapy, 1964, lQ, 202-212.
Dana, R. H. Psychopathology: A developmental interpretation. Journal of
Individual Psychology, 1965. ~, 58~65.
Dana, R. B. Eisegesis and assessment. Journal of Projective Techniques &
Personality Assessment. 1966, 30. 215-222 (a).
Dana, R. H. The clinical psychologist! A generalist with specialist training.
Psychological Reports. 1966. 1!, 127-138 (b).
Dana, R. B. Foundations of Clinical Psychology: Problems in Personality and
Adjustment. Princeton: D. Van Nostrand, 1966 (c).
Dana, R. H. Anxiety and humanization. Psychological Reports. 1967. ~,
1017-1024.
The Formation of
13
Dana, R. H. Six constructs to define Rorschach M. Journal of Projective
Techniques & Personality Assessment, 1968, 138-145. (a).
Dana, R. H. Thematic techniques and clinical practice. Journal of Projective
Techniques &Personality Assessment, 1968, 32, 204-214. (b).
Dana, R. H. The validation of tests and clinicians. In R. H. Dana (Ed.)
Readings in personality assessment. New York: MSS, 1969. (a).
Dana, R. H. Causality and 'alienation. Transactions, 1969, 1, 27-29. (b).
Dana, R. H. A hierarchal model for analysing personality data. Journal of Gen
eral Psychology, 1970, 82, 199-206.
Dana, R. H. Psychotherapist into person: Transformation, identity, and practices
of social feeling. 'Journal of Individual PsychOlogy, 1974, 30, 81-91.
Dana, R. H. Ruminations on teaching projective assessment~ An ideology, specific
usages, teaching practices. Journal of ,Personality Assessment, 1975, 39,
563-572.
Dana, R. H. Thematic Apperception Test. International Encyclopedia of Neuro
logy, Psychiatry, Psychoanalysis & Psychology. New York: Human Sciences
Press, 1977. Pp. 140-142.
Dana, R. H. Comparisons of competence training in two successful clinical
programs. Psychological Reports. 1978, 42, 919~926. (a).
Dana, R. H. Personal growth and societal function. Journal of Thought, 1978,
.!1,(2), 117-124. (b).
Dana, R. H. Receptivity to clinical interpretation. In R. Woody .cEds). Ency
clopedia of Clinical Assessment. San Francisco: Jossey-Bass, 1980. (a).
Dana, R. H. Clinical Psychology Training and Self~asSessment for Program Sel
ection and Professional Activities. Lexington, Mass.~ Ginn, 1980. (b).
Dana, R. H. A Human Science MOdel for Personality Assessment with Projective
Techniques. Springfield~ Ill.: C. C. Thomas, 1981.
The Formation of
14
.. Dana, R. H., & Fitzgerald, J. Educational self-assessment: A Course-in-
Oneself. College Student Journal, 1976, 10, 317-323.
Dana, R. H., & Fouke, H. Barnum statements in reports of psychological
assessment. Psychological Reports, 1979, 44, 1215-1221.
Dana, R. H., &Graham, E. D. Feedback of client-relevant information and
clinical practice. Journal of Personality Assessment, 1976. 40, 464-469.
Dnan, R. H., &Leech, S. Existential Assessment. Journal of Personality
Assessment, 1974, 38, 428-435 • . Dana, R. H., Dana, J., &Comer, P. Role-playing effects on Rorshcach scoring
and interpretation. Journal of Personality Assessment, 1972, 36, 435.
Dana, R. H., Gilliam, M., &Dana, J. Adequacy o~ academic-clinical preparation
for internship. Professional Psychology, 1976, I, 112-116.
Dana, R., Heynen, F •• &Burdette~ R. Crisis intervention by peers. Journal of
College Student Personnel, 1974, 11, 58-61.