Initial findings from an interpretative phenomenological analysis (IPA) explored the utility of vlogging as a transformative tool for critical self-reflection. Transformative learning concepts provide the theoretical framework: (a) critical self-reflection focuses on the interrelationship between emotions and cognition, (b) comfort zones are the biological and emotional safe zones where we hold our current frames of reference, (c) edge-emotions are the unpleasant automatic responses felt when we are challenged, (d) liminality is the in-betweenness where we experience uncomfortable feelings, and (e) mindsight as focused attention on integrating emotions and mental processes by seeing with more clarity what is inside as we become the author of our own story. School counseling interns completing a two-semester internship submitted weekly vloggings to the supervisor reflecting on a critical incident that informed their emerging professional identity. Vloggings for two participants were selected to demonstrate the variability of engagement in critical self-reflection. Convergence was evident when engaging in one’s comfort zones, and divergence was noted with being vulnerable in one’s edge-emotions. Initial findings demonstrate the potential for vlogging to be a helpful transformative tool engaging interns with the in-betweenness of professional identity development.
Keywords: transformative learning process, vlogging, professional identity development, critical self-reflection, interpretative phenomenological analysis