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
Received: 23 February 2026; Revised: 30 March 2026; Accepted: 08 April 2026; Published: 11 April 2026
DOI: https://doi.org/10.66074/E5R4T3Y2U
Abstract
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 supervision structures that sustain professional well-being and effectiveness.
Keywords: crisis context, educational and vocational psychology, professional identity construction, reflexive resilience, training-field dissonance, vicarious trauma
Corresponding Author Information: Centre Universitaire de Kaya, Burkina Faso; elie.dakuyo@ujkz.bf