Background
As in the general research field of higher education, in the helping professions/human services significant interest and efforts are invested in understanding the process of developing a professional identity upon entering the job market. However, although studies emphasize the importance of transitions in professional identity development, little attention has been given to the processes that take place in the final academic year.

Research aims:
1. To investigate the characteristics of the final year as a stage for professional identity exploration.
2. To identify the processes of professional identity formation occurring during the final year.

Methodology
The research employs photovoice as a participatory methodology and practical tool to explore the transition from student to professional. Twenty-nine third-year bachelor's degree students in social work participated, contributing a total of 327 photovoices. These were analyzed using content analysis techniques.

Results
Research findings point to the following: 1) the liminal-transitional nature of the final academic year as a “third space”, within which a number of interrelated central processes take place: 2) separation from the student identity; 3) the “hand on the doorknob” effect; and 4) Entrance into the professional's shoes accompanied by dilemmatic feelings of childishness and playfulness in which the participants can imagine themselves as actual professionals.

Conclusions and implications
The findings discussed and conceptualized in the context of liminality and a transitional-third space. The study findings also help us to better understand the transitional processes that characterize identity work, while preparing helping professions students to enter to the field as professionals.

Authors:
Menny Malka, Ben-Gurion University of the Negev, Israel

About the Presenter(s)
Dr Menny Malka is a University Associate Professor/Senior Lecturer at School of Social Work, Sapir Academic College, Israel in Israel

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