Philippine E-Journals

Professional Identity Construction and Reflexive Resilience among Future Educational and Vocational Psychologists in Burkina Faso’s Security Crisis

Elie Corneille Dakuyo | Abdoulaye Sanfo | Boucari Yamba Weremi

Discipline: psychology (non-specific)

 

Abstract:

1 Centre Universitaire de Kaya, Burkina Faso 2 Université Joseph Ki-Zerbo, Burkina Faso 3 Université Norbert Zongo, Burkina Faso * elie.dakuyo@ujkz. bf Volume 2, Issue 2, June 2026 The security crisis in Burkina Faso has severely disrupted the educational system, confronting future psychologists with an early and intense gap between their academic professional ideals and the harsh realities of crisis-affected communities. This study explores how psychology students construct their professional identity in this context, with particular attention to processes of identity negotiation, reflexive adaptation, and awareness of occupational mental health risks. Semi-structured interviews were conducted with 18 final-year Master's students in educational and vocational psychology. Reflexive thematic analysis generated five main themes: tension between pedagogical humanism and security realism; identity reconstruction as a dynamic adaptation strategy in contexts of displacement; development of reflexive resilience combining adaptability with critical consciousness; deep dissonance between training and field needs, particularly regarding professional autonomy, competence development, and peer support; and early anticipation of vicarious trauma with the need for preventive preparation. The findings suggest that students developed a form of critical adaptability that actively negotiates with environmental constraints rather than passively accepting them. This study highlights significant gaps between theoretical training and field realities and discusses implications for training in educational and vocational psychology, emphasizing the urgent need to integrate preparation for trauma management, strengthen support for autonomy and competence, and establish peer Dakuyo et al., IJTMS, 2 (2), 397-405, 2026 398 supervision structures that sustain professional well-being and effectiveness.