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Author: Regina Lynn Meyer Publisher: ISBN: Category : Counseling Languages : en Pages : 167
Book Description
Self-efficacy, a central component of Bandura's social cognitive theory (SCT), is an important construct in the realm of therapist development and has been associated with client outcome. Researchers have found that some of the strongest predictors of counselor self-efficacy are level of experience, level of training, state anxiety, and trait anxiety. Missing from this body of literature, however, is an understanding of how the educational format of training (i.e., cohort versus non-cohort) impacts counselor self-efficacy. Because cohort membership has been associated with professional confidence and self-esteem, it was hypothesized that educational format would contribute significant variance to counselor self-efficacy scores. Furthermore, it was hypothesized that those enrolled in cohort programs would demonstrate significantly more counselor self-efficacy and significantly less state anxiety as compared to students enrolled in non-cohort programs. Finally, it was hypothesized there would be a significant relationship between practicum or "internship" status and counselor self-efficacy given that self-efficacy tends to increase with performance accomplishments. One hundred and sixty master's level CACREP-approved counseling programs were randomly selected for inclusion in this study in addition to two programs at Western Michigan University. Participants completed the Counselor Self-Estimate Inventory (COSE), the Counselor Activity Self-Efficacy Scales (CASES), the State-Trait Anxiety Inventory (STAI), and a background questionnaire. Of the 150 electronic surveys initiated, 104 met the inclusionary criteria. Hierarchical multiple regression analyses revealed that educational format did not contribute significant variance to counselor trainees' self-efficacy scores above and beyond the variance explained by level of experience, level of training, state anxiety, and trait anxiety. ANOVA analyses revealed no difference in self-efficacy or state anxiety between students enrolled in cohort versus non-cohort educational formats. However, there was a significant relationship between practicum or "internship" status and self-efficacy as predicted. Level of experience, level of training, state anxiety, and trait anxiety accounted for 44.3% of the variance in COSE scores and 36.7% of the variance in CASES scores. The findings further support that counselor educators and supervisors must work to ensure students are able to reduce and/or control their anxiety, receive proper training, and acquire sufficient practicum experiences.
Author: Regina Lynn Meyer Publisher: ISBN: Category : Counseling Languages : en Pages : 167
Book Description
Self-efficacy, a central component of Bandura's social cognitive theory (SCT), is an important construct in the realm of therapist development and has been associated with client outcome. Researchers have found that some of the strongest predictors of counselor self-efficacy are level of experience, level of training, state anxiety, and trait anxiety. Missing from this body of literature, however, is an understanding of how the educational format of training (i.e., cohort versus non-cohort) impacts counselor self-efficacy. Because cohort membership has been associated with professional confidence and self-esteem, it was hypothesized that educational format would contribute significant variance to counselor self-efficacy scores. Furthermore, it was hypothesized that those enrolled in cohort programs would demonstrate significantly more counselor self-efficacy and significantly less state anxiety as compared to students enrolled in non-cohort programs. Finally, it was hypothesized there would be a significant relationship between practicum or "internship" status and counselor self-efficacy given that self-efficacy tends to increase with performance accomplishments. One hundred and sixty master's level CACREP-approved counseling programs were randomly selected for inclusion in this study in addition to two programs at Western Michigan University. Participants completed the Counselor Self-Estimate Inventory (COSE), the Counselor Activity Self-Efficacy Scales (CASES), the State-Trait Anxiety Inventory (STAI), and a background questionnaire. Of the 150 electronic surveys initiated, 104 met the inclusionary criteria. Hierarchical multiple regression analyses revealed that educational format did not contribute significant variance to counselor trainees' self-efficacy scores above and beyond the variance explained by level of experience, level of training, state anxiety, and trait anxiety. ANOVA analyses revealed no difference in self-efficacy or state anxiety between students enrolled in cohort versus non-cohort educational formats. However, there was a significant relationship between practicum or "internship" status and self-efficacy as predicted. Level of experience, level of training, state anxiety, and trait anxiety accounted for 44.3% of the variance in COSE scores and 36.7% of the variance in CASES scores. The findings further support that counselor educators and supervisors must work to ensure students are able to reduce and/or control their anxiety, receive proper training, and acquire sufficient practicum experiences.
Author: Jennifer Ojiambo Isiko Publisher: ISBN: Category : Commitment (Psychology) Languages : en Pages : 0
Book Description
Social justice advocacy is a necessary role for counselors. It is a part of their identity and ethical obligations to engage in advocacy with and on behalf of any individuals and communities experiencing injustice related to systemic disenfranchisement stemming from marginalized status due to race, gender, sexual orientation, ethnicity, and social economic status among others. To promote social justice in counselors, counselor education programs are increasingly emphasizing the integration of social justice pedagogy in counselor training programs. The diversity among counselor trainees and faculty presents simultaneous experiences of both privilege and oppression and this creates a challenge in determining how students develop specific interests and commitment to social justice. The purpose of this study was to explore the nature of the relationships between the social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment among masters counseling students. The conceptualization of the development of social justice interest and commitment was based on the social cognitive career framework. The current study examined the relationship between the linear combination of social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest and commitment. The study also examined the amount of variation in social justice commitment explained by social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice interest. Finally, the study identified the most robust predictors of social justice commitment among the 116 participants in the study. Based on the findings of the study, there was a positive significant relationship between social justice self-efficacy, social justice outcome expectations and social justice interest with social justice outcome expectations being the most robust predictor of social justice interest. Regarding social justice commitment, the results showed that there was a positive significant relationship between social justice self-efficacy, social justice outcome expectations and social justice commitment with social justice self-efficacy being the most robust predictor of social justice commitment. When social justice interest was added to the predictors, the results showed a positive significant relationship between social justice interest, social justice training environment, social justice self-efficacy, social justice outcome expectations and social justice commitment with social justice interest being the most robust predictor of social justice commitment. In addition, a positive non-significant relationship between social justice training environment and social justice interest and commitment was found. The findings of the study continue to validate the applicability of the social cognitive career theory (SCCT) in conceptualizing social justice advocacy outcomes. This provides counselor educators with the impetus to utilize the SCCT framework in the process of developing the social justice interest and commitment competencies of counselors in training.
Author: Katherine Crosby Gross Publisher: ISBN: Category : Languages : en Pages : 70
Book Description
The admissions process used by counseling programs continues to primarily rely on measurements of academic achievement, despite acknowledgment that such factors fail to predict counselor effectiveness. Although personality characteristics are believed to affect outcomes of counselor trainees, there is minimal literature examining the relationship between personality characteristics and counselor effectiveness. The present study seeks to bridge this gap by exploring personality characteristics associated with effectiveness among counselor trainees in a master's level program. Participants (N = 84) completed the Personality Research Form ([PRF] Jackson, 1984) as a requirement of the program. Faculty members rated students using the Professional Counseling Performance Evaluation ([PCPE] Kerl et al., 2002). Initial results yielded a positive correlation between counselor effectiveness and Abasement, Affiliation, and Nurturance, and negative correlation between counselor effectiveness and Aggression, Autonomy, Defendence, and Impulsivity. Multiple regression analyses indicated Aggression was the only statistically significant predictor of overall and distinct aspects of counselor ineffectiveness. Academic achievement and demographic factors did not mediate the relationships between personality characteristics and counselor effectiveness. These findings support the need for better understanding how personality characteristics impact counselor outcomes. The discussion includes possible directions for future studies examining personality and counselor effectiveness among training programs.
Author: Abbie VanDerWege Publisher: ISBN: Category : Counseling Languages : en Pages : 392
Book Description
One of the central goals of counselor training is to promote and ensure competence in novice counselors (Krasner, Howard & Brown, 1998), and effective performance of counseling skills is a key source of competence for counselor trainees (Falender & Shafrankse, 2007). Previous research has separately addressed the advantages of skills-based training (e.g., Buser, 2008; Crews et al., 2005; Urbani et al., 2002); factors associated with counseling self-efficacy (e.g. Larson, 1998; Larson & Daniels, 1998); the Integrated Development Model (Stoltenberg, McNeill & Delworth, 1998) of counselor development ; and video review in counselor training (e.g., Pelling & Renard, 1999; Scaufe, 2001). None of these studies, however, have concurrently explored changes in these factors from the perspective of master's-level counselor trainees in their first practicum as they use digital recording and playback technology to analyze their counseling skills performance and receive feedback about their performance from their supervisors. to address this gap, the purpose of this phenomenological qualitative study is to describe the lived experience of counselor trainees as they engaged in the training phenomenon, which included analyzing counseling skills demonstrartions in session recordings and receiving supervisory feedback about that analysis. The present study also explores what the trainees reported about changes in their counseling skills performance, counselor development, and counseling self-efficacy. Each of the eight participants completed two interviews over the course of their semester-long counseling practicum. The findings suggest that counselor trainees benefit from having opportunities to consistently analyze their counseling session recordings, whether independently or with their supervisors; would like their supervisors to incorporate video review during supervision; and perfer specific, timely feedback that is both positive and constructive. The results support certain aspects of counselor development and counseling self-efficacy theories, but also include noteworthy exceptions and ideas for future inquiry. Additional findings and a discussion of limitations and implications for training and research are presented.
Author: Robert Gilbert Publisher: ISBN: Category : Educational counseling Languages : en Pages : 130
Book Description
The purpose of this study was to examine the relationship between the implementation level of comprehensive school counseling programs at internship sites and school counseling interns' self-efficacy. Other variables were also examined in combination with school counseling program implementation including, prior teaching experience, prior mental health experience, age, and prior professional K12 experience. A total of 61 school counseling interns from CACREP school counseling programs who were in their last semester of internship were included in the final analysis. These subjects completed two instruments, the School Counseling Program Implementation Survey, which measured program implementation, and the School Counseling Self-Efficacy Scale, which measured school counselor self-efficacy. The data were analyzed using correlation analysis and multiple linear regressions. With the removal of outliers, school counseling programming as measured by the SCPIS correlated to school counseling interns' self-efficacy. Regression analyses revealed that the SCPIS and the demographic factors differentially predicted school counseling interns' self-efficacy. The results are discussed in detail herein. Implications of the findings along with the limitations of the study are presented. Recommendations for future research are also described.
Author: Regina Lynn Meyer
Author: Regina Lynn Meyer
Author: Poonam V. Doshi
Author: Jennifer Ojiambo Isiko
Author: Katherine Crosby Gross
Author: Abbie VanDerWege
Author: Robert Gilbert
Author: Jennifer Savitz-Smith
Author: Angie O'Gieblyn
Author: James F. Efstation
Author: Alani J. Rabaino