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Reflection examines identity development and imposter syndrome in educational psychology trainees, indicating the role of teamwork and supervision.
This reflection examines my early professional identity development as a year one Trainee Educational Psychologist, integrating learning from competitive sport, teamwork and the complex systems navigated during doctoral training. Drawing on ecological and attachment-informed perspectives, I conceptualise imposter syndrome as a normal, shared response to professional transition, whilst reflecting on the role of supervision, intellectual challenge and cohort dialogue in shaping sustainable competence and confidence in practice.
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Gregory Lawson (2026) studied this question.
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