Development of Counseling Students’ Self-Efficacy During Preparation and Training

Abstract

Counselor preparation is multifaceted and involves developing trainees' clinical knowledge, skills and competence. Furthermore, counselor self-efficacy is a relevant developmental consideration in the counseling field. Therefore, the purpose of this longitudinal investigation was to examine the effects of a counselor preparation program on students' development of counseling self-efficacy. The Counselor Self-Efficacy Scale was administered to 179 master's-level counselors-in-training at three points in their counselor training and coursework, including new student orientation, clinical practicum orientation and final internship group supervision meeting. Findings indicated that students' experience in their preparation program resulted in higher levels of self-efficacy.Keywords: counselor preparation, counselor training, self-efficacy, development, internshipThe practice of counselor training is a complex, intentional process of reflective educational and experiential activities to promote the development of knowledge and skills (Bernard & Goodyear, 2013; Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009; McAuliffe & Eriksen, 2011). As such, the primary goal of counselor preparation programs is to educate and train students to become competent counselors by equipping them with necessary skills, knowledge and experiences (American Counseling Association, 2014; Bernard & Goodyear, 2013; CACREP, 2009). Furthermore, students training to be counselors increase their self-awareness and reflective practice throughout their educational experience (Granello & Young, 2012; Lambie & Sias, 2009; Ronnestad, & Skovholt, 2003). Increased understanding regarding counseling trainee development may aid educators' ability to develop and deliver educational and supervision interventions.Self-efficacy represents an individual's or judgments about his or her ability to accomplish a given goal or task (Bandura, 1995). Furthermore, self-efficacy is a recognized measure of development in the counseling field (Larson & Daniels, 1998), has a positive influence on work-related performance (Bandura, 1982; Stajkovic & Luthans, 1998), and consequently works as an outcome and developmental consideration for counselor training. In addition, there are assortments of published research examining counseling trainees' self-efficacy (e.g., Barbee, Scherer & Combs, 2003; Cashwell & Dooley, 2001; Kozina, Grabovari, Stefano, & Drapeau, 2010; Melchert, Hays, Wiljanen, & Kolocek, 1996; Tang et al., 2004); however, limited research examines counseling trainees' development of self-efficacy in a longitudinal fashion based upon their experiences from start (e.g., educational courses) to finish (e.g., initial clinical experiences) in counselor preparation programs. Therefore, the purpose of this longitudinal investigation was to examine counselor trainees' self-efficacy as they progressed through the educational and experiential components of a counselor preparation program.Counseling Students' Self-EfficacyBandura (1995) described perceived self-efficacy as beliefs in capabilities to organize and execute the courses of action required to manage prospective situations (p. 2). Self-efficacy is considered an appropriate scientific lens for examining individuals' regarding their ability to accomplish professional goals (Bandura, 1997) and is a common research topic in counseling literature (e.g., Larson & Daniels, 1998). Specifically, Bandura (1997) suggested that individuals' ability to accomplish a task or goal not only necessitates skill and ability, but also the belief in oneself that provides the confidence and motivation to complete a task. Larson and Daniels (1998) stated that counseling self-efficacy is one's or judgments about her or his capabilities to effectively counsel a client in the near future (p. 180). …