Counseling Skills Research Articles

Multicultural Counseling Skills Evaluation Form: A Tool for Clinical Supervision

As trainees’ development of multicultural counseling skills has become integral to graduate training in the mental health professions, so has the necessity of competent supervision for developing these skills. A critical component of supervision is evaluation, the process of observing, judging, and providing feedback to supervisees about their development. However, there is a paucity of guidance and resources available to assist supervisors in evaluating the multicultural skill development of supervisees. Such a vacuum opens the door for considerable bias as well as judgmental and inferential errors, resulting in the real possibility of unsound, unreliable, and invalid evaluations of supervisee development. This article presents the Multicultural Counseling Skills Evaluation Form (MCSEF), a 23-item instrument designed to fill the vacuum. The conceptual foundation of the form, development of items and revisions through expert review, potential utility in training and evaluation, and limitations are discussed.

Improving patient-centred counselling skills among lay healthcare workers in South Africa using the Thusa-Thuso motivational interviewing training and support program.

We developed a motivational interviewing (MI) counselling training and support program for lay counsellors in South Africa-branded "Thusa-Thuso-helping you help", commonly referred to as Thusa-Thuso. We present the results of a pilot study to determine the program's impact on MI technical skills and qualitatively assess the feasibility of a training-of-trainers (TOT) scale-up strategy among counselling staff of non-governmental (NGO) support partners of the human immunodeficiency virus (HIV) treatment program in South Africa. We enrolled adult (≥ 18 years) lay counsellors from ten primary healthcare clinics in Johannesburg (South Africa) selected to participate in the Thusa-Thuso training and support program. Counsellors attended the ten-day baseline and quarterly refresher training over 12 months (October 2018-October 2019). Each counsellor submitted two audio recordings of mock counselling sessions held during the ten-day baseline training and two additional recordings of sessions with consenting patients after each quarterly contact session. We reviewed the recordings using the MI treatment integrity (MITI) coding system to determine MI technical (cultivating change talk and softening sustain talk) and relational (empathy and partnership) competency scores before and after training. After 12 months of support with pilot site counsellors, we were asked to scale up the training to NGO partner team trainers in a once-off five-day Training of trainers (TOT) format (n = 127 trainees from November 2020 to January 2021). We report TOT training experiences from focus group discussions (n = 42) conducted six months after the TOT sessions. Of the 25 enrolled lay counsellors from participating facilities, 10 completed the 12-month Thusa-Thuso program. Attrition over the 12 months was caused by death (n = 3), site exclusion/resignations (n = 10), and absence (n = 2). MI competencies improved as follows: the technical skills score increased from a mean of 2.5 (standard deviation (SD): 0.8) to 3.1 (SD: 0.5), with a mean difference of 0.6 (95% confidence interval (CI): 0.04, 0.9). The MI relational skills score improved from a mean of 3.20 (SD: 0.7) to 3.5 (SD: 0.6), with a mean difference of 0.3 (95% CI: -0.3, 8.5). End-point qualitative data from the counsellors highlighted the value of identifying and addressing specific skill deficiencies and the importance of counsellors being able to self-monitor skill development using the MITI review process. Participants appreciated the ongoing support to clarify practical MI applications. The TOT program tools were valuable for ongoing on-the-job development and monitoring of quality counselling skills. However, the MITI review process was perceived to be too involved for large-scale application and was adapted into a scoring form to document sit-in mentoring sessions. The Thusa-Thuso MI intervention can improve counsellor motivation and skills over time. In addition, the program can be scaled up using an adapted TOT process supplemented with fidelity assessment tools, which are valuable for skills development and ongoing maintenance. However, further studies are needed to determine the effect of the Thusa-Thuso program on patient ART adherence and retention in care. Trial registration: Pan African Clinical Trials Registry No: PACTR202212796722256 (12 December 2022).

Assessing Residents in the Department of Surgery at a Tertiary Care Centre Using Mini-Clinical Evaluation Exercise (Mini-CEX).

This study aimed to introduce, sensitize, and train our postgraduate students and faculty of the department of general surgery with the use of mini-Clinical Evaluation Exercise (mini‑CEX) and to assess the perception of students and faculty towards it. A cross‑sectional observational study was conducted over a period of four months. Ten surgery residents in the department were asked to volunteer to participate and five professors conducted the session. Five sessions of mini‑CEX(nine points) were conducted for each resident in different settings of the out‑patient department (OPD) and in‑patient department (IPD). A total of five skills were tested. Feedback from faculty and residents regarding the perception of mini‑CEX was alsotaken. A statistically significant difference in mean scores of all domains was observed comparing the first and last assessment (p<0.05). Hundred percent of the residents scored superior category (7-9) in the final assessment in all domains, whereas the maximum was in a satisfactory scoring grade in 1st assessment. The time taken for the assessment significantly reduced from 1st assessment to the last assessment in OPD and IPD settings (p=0.001). The mini-CEX assessment tool got 100% feedback from faculty in terms of skill improvement, method, attitude of residents, and ability to identify gaps in knowledge. However, one assessor thought that "time given for assessment" was inadequate and more effort was required than the usual traditional assessment methods. The most identified problem faced by residents was that the "time given during assessment" was less (50%); however, overall residents also found it valid, effective, and helpful in identifying knowledge gaps and improving clinical and communication skills. Mini‑CEX improves the learning environment in residency and also leads to improvement in medical interviewing skills, physical examination skills, humanistic qualities/professionalism, and counseling skills. So, it can be used for residency training in clinical departments.

Guidelines for an alcohol clinic in primary healthcare clinics

Background: In clinical practice, primary healthcare physicians commonly encounter patients with alcohol-related problems. This review article introduces the concept of an alcohol clinic for treating patients with these issues at primary healthcare clinics.Current Concepts: Alcohol-related problems often give rise to health problems, which prompts primary healthcare physicians to be required to develop screening, treatment, and counseling skills. Primary healthcare clinics should actively screen for alcohol-related problems. Screening involves questions regarding the frequency, quantity, and maximum consumption of alcohol to determine risk levels. For Koreans, moderate alcohol consumption is defined as ≤8 drinks per week (1 drink=14 g of alcohol) for men aged up to 65 years, and ≤4 drinks per week for men over 65 years; consumption for women is set at half of the amount defined for men. Individuals experiencing facial flushing after alcohol consumption are advised to limit their alcohol intake to half the amount consumed by those who do not experience flushing.Discussion and Conclusion: The focus for these patients should be on their environment, particularly when implementing a family-oriented approach. The decision to initiate drug treatment should be based on the symptoms of the patient, with follow-up evaluations performed at appropriate time points. The “FRAMES Motivational Enhancement Interview” and “Insight Enhancement Counseling” are recommended for an effective counseling of patients.

Discussing Patient Emotions in Audiology: Provider Experiences With the Implementation Process of Hearing Loss Psychological Inflexibility Screenings.

This study aimed to investigate barriers and facilitators experienced by clinical educators and graduate students when talking with patients about difficult emotions and thoughts related to their hearing. A longitudinal observational design was used and an Implementation Research Logic Model guided the process. Five clinical educators and five graduate students participated in the study. Participants completed pre- and postmeasures and attended individual debriefing sessions during the 8-month study period. Four themes emerged from the debriefing sessions: (a) learning process, (b) confidence, (c) barriers, and (d) supervision. Participants described that the Acceptance and Action Questionnaire-Managing Child Hearing Loss and Acceptance and Action Questionnaire-Adult Hearing Loss served as a reminder to ask about patients' internal barriers and increased awareness of their discomfort in talking about patient emotions. Participants also described barriers and struggles related to supporting students in gaining counseling skills. Screening for internal challenges helped clinicians remember to talk with patients about their difficult thoughts and emotions. Clinician hesitancy to engage in conversations with patients about their emotions can interfere with opportunities for patients to share their struggles and with training student in these skills.

Where is the “counseling” in prenatal genetic counseling?

ObjectivePrenatal genetic testing is routinely offered to all pregnant patients in the United States and is variably offered to certain pregnant populations globally [1]. To achieve value-based, informed decision-making, we argue for a shift away from the predominant “teaching” model of genetic counseling practice that prioritizes information and counselor dominance, toward a “counseling” model of practice that prioritizes the patient’s narrative, values and beliefs. DiscussionSince prenatal testing began, genetic counseling has aimed to facilitate informed decision-making. Many patients are not familiar with the conditions which can be screened for prenatally or the quality of life of affected children. This lack of understanding can leave expectant parents unprepared to make informed decisions about prenatal testing. As the number of prenatal genetic tests expands, genetic counselors and all healthcare providers who discuss prenatal testing face a growing amount of information that is not feasible to explain to patients in a routine appointment. Research demonstrates that the common approach to genetic counseling, including in the prenatal setting, is the provision of biomedical information. Yet, genetic counseling outcome studies suggest that attending to the relational aspects of genetic counseling are associated with more positive patient outcomes, including enhanced knowledge, informed decision-making and greater patient satisfaction [2,3]. Through case vignettes, we illustrate the application of a counseling model of practice using Accreditation Council for Genetic Counseling (ACGC) practice-based competencies in the domain of “Interpersonal, Psychosocial and Counseling Skills” [4]. Finally, we propose changes across the genetic counseling profession to move clinical practice toward a more relational model of care. Practice implicationsA counseling model of genetic counseling practice leads to more positive patient outcomes [2,3]. Genetic counselors and other prenatal healthcare providers can leverage existing counseling and communication skills to support clients in value-based, informed decision-making in prenatal genetic counseling practice.

Working on Counseling Skills to Improve Nursing Undergraduates’ Knowledge and Breastfeeding Professional Self-Efficacy

Having a good preparation and feeling confident when working with women who are breastfeeding are a challenge for many health professionals who need to be prepared to manage breastfeeding or any associated problems. The purpose of this study was to explore the changes of students’ breastfeeding professional self-efficacy and knowledge after a workshop on breastfeeding counseling. The counseling workshop increased their knowledge (p≤ .001) and breastfeeding professional self-efficacy (p≤ .001) in the provision of labor support. Counseling skills help students to integrate the knowledge and feel more confident to provide breastfeeding care.

Empowering Student Pharmacists to Counsel Patients on Endocrine Disrupting Chemicals through Interactive Role-Play.

Preparing the next generation of pharmacists to succeed in practice and provide premier care starts with ensuring pharmacy education standards are met and align with innovative practices and that education incorporates topics that are important to promoting health. For example, recent reports link endocrine disrupting chemicals (EDCs) to numerous diseases such as reproductive disorders, metabolic diseases, and developmental abnormalities. Considering the suboptimal awareness and knowledge about EDCs, it is imperative to provide public health education through a pharmacy curriculum. The objective of this study was to evaluate student pharmacists' perceptions of the impact of a role play activity on their knowledge of EDCs and counseling skills. A secondary objective was to explore student pharmacists' perceptions of how role play might impact their future career as a pharmacist. A retrospective qualitative study consisting of a lecture, a pre-brief, a low-fidelity simulation centered on role-play, and debrief to develop knowledge of EDCs to practice counseling skills, and a post reflection was implemented to explore this aim. Third year student pharmacists who were enrolled on the public health elective course were eligible to participate in the study. All reflections were de-identified, imported into a qualitative software, Dedoose®, Version 9.2.6 and thematically analyzed using an inductive approach. Thematic analysis revealed three master themes, which tell the story of an initial lack of familiarity with EDCs that was rectified by the lecture and low-fidelity simulation. In the first theme, we can see that all of the participants noted their positive perceptions of the low-fidelity simulation, especially the role playing on a topic they lacked familiarity with. In the second theme, participants revealed the activity's impact on their performance or behaviors. Finally, the third theme explores the future implications of a pharmacist's impact on public health. This novel study contributes to a growing body of literature on the impact of pharmacy education practices and instruction on public health. The findings suggest that pharmacy educators might consider incorporating role playing instruction for public health topics, EDCs, or topics not traditionally taught in the pharmacy curriculum.

Challenges and Opportunities of Ethical Leadership for University Counselors

University counselors play a crucial role in today's educational environment, and their ethical leadership is vital in shaping the holistic development of students. However, amidst the constant changes in educational and social environments, counselors face a myriad of challenges and opportunities in ethical leadership. This study aims to delve into the challenges and opportunities of ethical leadership for university counselors, providing a profound understanding of this field and offering substantial recommendations to enhance the ethical leadership skills of university counselors. Through interviews, surveys, and literature reviews, this paper explores counselors' experiences and perspectives on ethical leadership, identifying challenges such as understanding and addressing multicultural backgrounds and revealing opportunities, such as global exchange learning. Based on the findings, the study concludes with practical recommendations to help counselors navigate the evolving educational landscape.

Congenital Cytomegalovirus Infection With Isolated “Minor” Lesions at Fetal Magnetic Resonance Imaging: Long-Term Neurological Outcome

BackgroundThe prognostic relevance of fetal/early postnatal magnetic resonance (MR) imaging (MRI) isolated “minor” lesions in congenital cytomegalovirus (CMV) infection is still unclear, because of the heterogeneity of previously reported case series. The aim of this study was to report the imaging and long-term clinical follow-up data on a relatively large cohort of infected fetuses. MethodsAmong 140 CMV-infected fetuses from a single-center 12-year-long fetal MRI database, cases that showed isolated “minor” lesions at MRI, mainly represented by polar temporal lesions, were selected. MRI features were described, and clinical follow-up information was collected through consultation of medical records and telephone interview to establish the auditory and neurological outcome of each patient. ResultsThirty-six cases were included in the study. The frequency of “minor” lesions increased progressively with ongoing gestational age in cases who underwent serial MR examination; 31% of cases were symptomatic at birth for unilateral altered auditory brainstem response. At long-term clinical follow-up, performed in 35 patients at a mean age of 64.5 months (range: 25 to 138), 43% of patients were asymptomatic and 57% presented with mild/moderate disability including hearing loss (34%), unilateral in all cases but one (therefore classified as severe), and/or minor cognitive and behavioral disorders (49%). ConclusionsDescriptive analysis of the type and modality of occurrence of “minor” lesions suggests performing serial fetal/postnatal MR examinations not to miss later-onset lesions. Follow-up data from the present cohort, combined with maternal/fetal factors and serologic-laboratory parameters may contribute to improve prenatal and neonatal period counselling skills.

A complementary medicine student-led telehealth clinic: evaluating learning & teaching perceptions

ObjectivesThis study evaluates a multi-centered complementary medicine (CM) student-led telehealth clinic during the COVID-19 pandemic. Likert and qualitative responses explore student and educator learning and teaching perceptions of the implementation of a successful telehealth clinic.Results51 students and 17 educators completed the survey. Respondents agreed that support from educators (90%) and orientation (70%) assisted effective performance. Over 90% (93%) of all respondents supported telehealth in student-led clinics, whilst 87% encountered barriers such as technical and infrastructure issues. Respondents agreed that telehealth practice skills improved in case history taking (90%), treatment (90%) and building patient rapport (60%). Respondents (61%) disagreed that physical examination was effectively performed, and 100% of respondents agreed telehealth was a valuable learning experience. This study is the first to explore student and educator perceptions of telehealth in an Australian University multi-centered CM student-led clinic. To be successful in an educational environment, students and educators require digital literacy and adequate telehealth practice infrastructure. Whilst some in-person practice skills are transferable to telehealth, educators need to adapt curriculum to ensure counselling and physical examination skills are specifically taught for virtual consultations. Telehealth in clinical practice requires continued investigation and educational development.

Development and validation of the adolescent behavioural change Counselling Assessment Tool in Indonesia

BackgroundPrimary care provides an important context to engage adolescents and their families in healthy lifestyles with the goal of reducing future behaviour-related health problems. Developing a valid tool to assess health professionals’ skills in behavioural change counselling is integral to improving the quality of clinical care provided to adolescents in Indonesia.MethodsThis work was nested within a project to develop a training program to enhance the behaviour-change counselling of adolescents and their parents by Indonesian primary care professionals. Initial item development was based on the content of the training module and the domain structure of the Behavioral Change Counselling Index (BECCI), a commonly used tool to assess counselling quality in healthcare settings. Expert panels were used to test content validity, while face validity was assessed by a group of trained psychologists. Inter-rater agreement was calculated prior to tests of construct validity and reliability, which involved psychologists rating 125 audio-taped counselling sessions between the health professional and adolescent patients, together with a parent.ResultsAn initial 13-item tool was developed using a 1–5 Likert scale. Validity and reliability testing resulted in the decision to use a 14-item tool with a 0–3 Likert scale. The scale was found to have a Cronbach’s α coefficient of 0.839 (internal consistency), and there was strong inter-rater agreement (0.931).ConclusionThe assessment tool known as the Adolescent Behavioural Change Counselling Assessment Tool, is a valid and reliable instrument to measure Indonesian health professionals’ behavioural-change counselling skills with adolescent patients. The tool provides an evaluation framework for future interventions that aim to improve health professionals’ skills in addressing adolescent behaviour-related health problems.

Development and quality assessment of the psychometric properties of the Self-Efficacy in Lifestyle Counselling scale (SELC 20 + 20) using Rasch analysis

BackgroundGlobally as well as in Sweden, diseases that are caused by unhealthy lifestyle habits are the most common causes of death and disability. Even though there are guidelines that oblige all health-care professionals to counsel patients about lifestyle, studies have shown that it is not prioritized within healthcare. One reason for this among nurses has been shown to be lack of confidence in knowledge and counselling skills. This study aimed to develop, and quality assess the psychometric properties of an instrument to measure self-efficacy in lifestyle counselling.MethodsAn instrument inspired by an American instrument, following Bandura’s recommendations for development of self-efficacy measures, was developed according to Swedish national guidelines for disease-prevention. The instrument was revised after cognitive interviews with nursing students, university teachers within health sciences, and clinical experts, then administrated to 310 nursing students at different levels in their education. The instrument was tested with Rasch Measurement Theory, with focus on dimensionality, local dependency, targeting, reliability, response category functioning, Rasch model fit, and differential item functioning by age, gender, educational level and previous health care education.ResultsThe development of the instrument resulted in 20 + 20 items, 20 items about self-efficacy in knowledge, and 20 items about self-efficacy in ability to counsel persons about their lifestyle. The analyses showed that knowledge and ability are two different, but related, constructs, where ability is more demanding than knowledge. The findings provide support (considering dimensionality and local dependency) for that all 20 items within the knowledge construct as well as the 20 items within the ability construct can be summed, achieving two separate but related total scores, where knowledge (reliability 0.81) is a prerequisite for ability (reliability 0.84). Items represented lower self-efficacy than reported by the respondents. Response categories functioned as expected, Rasch model fit was acceptable, and there was no differential item functioning.ConclusionsThe SELC 20 + 20 was found to be easy to understand with an acceptable respondent burden and the instrument showed good measurement properties.

PRIMARY SCHOOL STUDENTS’ PERCEPTIONS OF TEACHERS’ COUNSELING SKILLS AND THEIR CONTRIBUTION TO THE SCHOOL CLIMATE

The research highlights the teacher’s important role in shaping a productive school climate that leads to students’ social and personal development and to better learning achievements as well. In this effort, the teacher must possess and cultivate counseling skills such as empathy and acceptance. There is little research all over the world that presents the views of primary school students on teachers' counseling skills and their implementation in the classroom. A questionnaire survey was conducted on 168 primary school students in Greece. The results show that students acknowledge teachers’ counseling skills being employed in the classroom leading to a flourishing school climate.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/lit/0788/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Counseling Adlerian approach: a systematic literature review

Individual psychology, which was pioneered by Alfred Adler, believes that humans have an innate drive to overcome their weaknesses so that they can develop their potential using self-actualization. This research aims to analyze research on the Adlerian counseling approach. The method used in this research is the PRISMA method (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). The data sources were obtained from Scopus and Crossref with a period of 2013 to 2023. The data sources obtained from Scopus were 59 articles and Crossref 145 articles, then the inclusion and exclusion data were reduced so that the data sources from Scopus were 3 articles and Crossref 11 articles. The results of this research indicate that Adlerian counseling has the same principles as a neuroscientific perspective. The implementation of Adlerian counseling cannot be separated from counseling techniques to help solve client or counselee problems. The discovery of a new counseling technique, namely Adventure Therapy, and supervision of the implementation of Adlerian counseling aims to develop counseling skills in counselors. The Adlerian counseling approach is effective in reducing levels of anxiety and hopelessness.

Peer Counseling: Addressing Bullying Issues Among Adolescents

The problem of bullying is a severe issue among adolescents with far-reaching impacts on mental and social well-being. The increasing number of cases is often caused by poor handling and neglect, so victims do not get the psychological assistance they need. Peers have an essential role in adolescent development and can take a role in efforts to deal with bullying at school by becoming counselors for peers who need it. This study aims to improve the understanding and skills of peer counseling on student council cadres as agents of change in schools. This training combines psychoeducational methods to increase understanding of bullying and its implications, as well as providing peer counseling training to provide counseling skills to help peer victims of bullying. The subjects in this study were adolescents aged 13–15 years who were members of the intra-school organization (OSIS) and were taken using a purposive sampling technique totaling 31 subjects. This research is experimental research with a one-group pretest and posttest design. The results showed an increased understanding of bullying and skills in peer counseling. Based on the Wilcoxon test, it was found that the Asymp. Sig (2-tailed) value was 0.000 (sig. &lt;0.05), so it was concluded that peer counseling training interventions were effective in increasing the understanding and skills of bullying and peer counseling.&#x0D; Keywords: adolescent, bullying, peer counseling training, psychoeducation, school

Embedding simulation in genetic counselor education from the first week of training: Learning outcomes, standardized clients, and students' satisfaction.

Health professional educators routinely utilize simulation to prepare students for practice. However, there is little evidence to show whether simulation enhances learning for genetic counseling students. This study aimed to (i) develop simulation learning outcomes and standardized clients for genetic counselor student education and (ii) evaluate students' experiences of learning from face-to-face and virtual simulation in the first week of training in an Australasian master of genetic counseling program. Using the principles of co-design, eight experienced genetic counselors from across Australasia attended an online discussion and one-to-one meetings to develop simulation learning outcomes and build detailed authentic standardized clients. Six learning outcomes were identified: establishing an effective counseling relationship, eliciting information, assessing need, delivering difficult news and helping clients cope with complex emotions, effective communication and facilitating adaptation. Standardized clients were mapped to the learning outcomes and other requirements of the program. Between 2019 and 2022, 106 first year students participated in face-to-face or virtual simulation workshops with two standardized clients on Day 5 of their training. Following the experience, 103 students completed an anonymous survey using a modified version of a validated satisfaction with simulation scale (n = 49 face-to-face in 2019 and 2020 and n = 54 virtual in 2021 and 2022). Responses were analyzed using descriptive statistics and content analysis. Mean satisfaction overall was 95.9% (SD 3.5), 96.2 (SD 4.0) face-to-face, and 95.8 (SD 3.7) virtual. Overall, responses indicated that simulation-based learning and working with standardized clients was a valuable learning experience (100%), developed communication skills and created a sense of reality (99%). For a minority of participants (n = 4), the simulation was too challenging. Key learning related to consolidation of counseling skills, reflective practice, and preparation for clinical placement. In conclusion, exposing novice student genetic counselors to authentic clinical scenarios using standardized clients in face-to-face or virtual classrooms enhanced clinical learning.

Beyond multiple choice: Clinical simulation as a rigorous and inclusive method for assessing genetic counseling competencies.

Educational use of clinical simulation is a way for students to immerse themselves within a realistic yet safe and structured environment as they practice clinical skills. It is widely used in healthcare training and evaluation, and there are best practices for design, implementation, debriefing, and assessment. An increasing number of genetic counseling graduate programs use simulation in various ways, ranging from role-plays to working with professional simulated/standardized patient (SP) actors. At this time, there is very little consistency across programs, research on the approaches, and standards by which simulation is incorporated into training. Simulation is an understudied but promising approach for genetic counselor (GC) education and assessment. After graduation, GCs demonstrate their competence as entry-level providers through American Board of Genetic Counseling (ABGC) multiple-choice examination (MCE), along with their participatory clinical encounters from graduate training. Data from genetic counseling and other professions highlight the limitations and biases of MCEs, suggesting they not only fail to accurately capture competency, but also that they disadvantage underrepresented individuals from entering the field. In addition, MCEs are limited as a tool for assessing nuanced counseling and communication skills, as compared to more quantitative scientific knowledge. We propose that innovative, evidence-based approaches such as simulation have the potential to not only enhance learning, but also to allow GCs to better demonstrate competency during training and in relation to the board examination. Collaborative approaches, research, and funding are needed to further explore the viability of routinely incorporating simulation into GC training and assessment.

Effect of Intensive Counseling Training on Participation of Clients in Long-Acting Reversible Contraceptives

BACKGROUND: One of the pillars of safe motherhood is family planning (FP). The FP program aims to avoid unwanted pregnancies or birth by long-term contraceptive methods (long-acting reversible contraceptives [LARCs]). However, percentages of LARCs usage in Indonesia, in 2017 were still far from the target, 14% per 21.7%. This was influenced by Information Education and Communication given by health-care workers, counseling mechanisms, and mother’s knowledge. AIM: This study aims to find a new counseling training technique that may improve the counseling skills of health workers and provide a better outcome (clients’ knowledge and attitude). METHODS: Phase one, a qualitative approach by conducting focus group discussions and in-depth interviews with midwives and clients as the basis for making intensive counseling modules. Phase two, quantitative approach to health-care workers using a t-paired group analysis test. Phase three, analysis using T-unpaired group test for clients. RESULTS: The qualitative phase showed that the appropriate LARCs intensive counseling training model was 2 days, 8 h each, emphasizing communication techniques. A significant difference was found in the counseling competition of health-care workers before and after training (p &lt; 0.001). The interest in LARCs after receiving counseling (intensive or others) also showed significant differences (p &lt; 0.001). CONCLUSION: The LARCs intensive counseling training module affects the competency of counseling skills and increases the participation of clients.

Research on the Influence of Competency on the Job Performance of College Counsellors

Introduction: This study aims to explore the impact of counselor competencies on work performance, specifically focusing on the provision of academic and personal development support to college students. The research process involved a systematic review of academic databases, including ERIC, JSTOR, and ProQuest, using search terms such as competency, job performance, college counselors, and education management.   Theoretical Framework: The study emphasizes the importance of counselor competencies in determining job performance. Counselors excelling in crisis intervention, career counseling, active listening, and interpersonal skills tend to perform better, effectively addressing students' needs and guiding them in academic and personal development.   Methodology: Academic databases and publications were systematically reviewed to ensure the retrieval of relevant and recent material. Strict selection criteria were applied to guarantee the caliber and applicability of chosen sources.   Results: The findings underscore the significance of counselor competencies in enhancing job performance. Counselors proficient in key areas exhibit effective interaction with students, catering to their needs, and fostering academic and personal development.   Conclusion: The study highlights the need to prioritize the evaluation and improvement of counselor competencies. Tailoring counselor training programs to enhance critical abilities can benefit educational institutions, ensuring better support for students' academic and personal growth.