Counselor Activity Self-Efficacy Research Articles

교육분석기간에 따른 상담자 발달수준과 소진의 관계에서 상담자 활동 자기효능감의 매개효과

Objectives The present study aimed to investigate potential differences in the counselor developmental level perceived by counselors, burnout, and counselor activity self-efficacy depending on the educational analysis period, as well as to verify the mediating effect of counselor activity self-efficacy on the relationship between counselor developmental level and burnout. Methods A survey was conducted using the Korean Counselor Level Questionaire, Maslach Burnout Inventory, and Counselor Activity Self-Efficacy Scale on 251 counselors whose main job is counseling at private counseling centers, public institutions, and universities. Based on the distribution of respondents regarding the duration of educational analysis, they were classified into three groups: less than 15 sessions, more than 15 to less than 50 sessions, and 50 sessions or more, labeled as low, medium, and high groups, respectively. The collected data were analyzed using SPSS 23.0 and PROCESS macro 3.5 to verify the differences and mediating effects according to the group classification. Results First, differences were observed in the counselor development level and counselor activity self-efficacy according to the educational analysis period group classification. In particular, within the high group, the awareness subscale of the counselor development level was significantly higher, and statistically significant differences were observed across all subscales of counselor activity self-efficacy. Conversely, no statistically significant differences were found in counselor burnout according to the educational analysis period. Second, regarding the effect of perceived counselor development level on burnout, counselor activity self-efficacy was found to have a partial mediating effect. Furthermore, in the high group, counselor activity self-efficacy was found to have a full mediating effect on the impact of perceived counselor development level on burnout. Conclusions Based on these research findings, implications for counselor's training and education, as well as limitations of the study were suggested.

The Impact of Group Psychological Counseling on Counseling Self-Efficacy: A Mixed-Methods Study

This study aims to examine the impact of group counseling practice conducted with undergraduate psychological counseling and guidance (PCG) students on their counseling self-efficacy levels. The study group consisted of 36 third-year students enrolled in the Group Counseling Principles and Techniques course in the spring semester of 2019 at the Department of PCG at Atatürk University. Since the course content was theoretical and students needed to have fundamental knowledge related to the course, it was taught theoretically for the first 7 weeks (until the midterm exam). After the midterm, group counseling practice was conducted with students divided into three groups for the remaining 7 weeks. The researcher led the sessions, and the students participated as group members. The Counselor Activity Self-Efficacy Scales was administered immediately before and one week after the practice. After the practice, students were also asked to fill out a semi-structured form to evaluate their group experiences. This study was designed using the explanatory sequential design, one of the mixed research methods. The quantitative aspect of the research was conducted as a single-group pretest-posttest design, one of the weak experimental designs. In analyzing the quantitative data, the Paired Samples t-Test was used for pretest-posttest comparisons. For the qualitative aspect, content analysis was performed on the forms filled out by the students. The study found that group counseling practice significantly increased the counseling self-efficacy of the counselor candidates, and the students’ qualitative responses supported this finding. Furthermore, students indicated that the practice contributed to their development in both professional skills and personal relationships. It is observed that individual counseling practices are generally emphasized in psychological counselor education. Considering the inadequacy of group counseling practices in counselor education and the lack of research addressing the contributions of these practices to the personal and professional development of psychological counselors, it is evaluated that the results of this research will contribute to the field.

Addressing the Gap: A Pilot Study to Improve Graduate Student's Counseling Self-Efficacy Through Online Support Groups for Care Partners of People With Acquired Brain Injuries

Purpose: The purpose of this technical report is to (a) describe the development and pilot testing of a university training initiative for graduate students in speech-language pathology to conduct online support groups for care partners of individuals with acquired brain injuries and (b) share preliminary data on students' self-efficacy in their counseling skills as a result of training. Method: Four graduate students completed an intensive summer counseling training program consisting of two 90-min student orientations to counseling skills and two online support group sessions for care partners of people with acquired brain injuries. A mixed methods analysis of pilot data collected over the summer of 2023 was conducted. Students completed the modified Counselor Activity Self-Efficacy Scales for speech-language pathologists within 1 week of beginning their counseling training and within 1 week after their clinical training experience. Students also submitted a short reflection paper within 24 hr of their two support group sessions to discuss their overall performance within the session and assess their self-efficacy in their counseling skills. Results: Preliminary data evidenced significant pre- to posttraining gains in two primary counseling areas: (a) psychoeducation (i.e., students' ability to provide information to care partners) and (b) empathy when addressing care partners' concerns regarding their loved one's communication disorder. Students' reflection papers illustrated their sense of growth as clinicians and paralleled the findings from their questionnaires. Conclusions: Our preliminary results highlight the importance of providing counseling opportunities for student clinicians in speech-language pathology graduate programs. Our online clinical model offers an example for replicability across universities to foster self-efficacy in students' counseling skills as part of their graduate studies. “Key” ingredients are provided for replication when developing a student-led online support group program for care partners of individuals with acquired brain injuries.

Basic counseling skills in psychology and teaching: validation of a short version of the counselor activity self-efficacy scales

BackgroundCounseling self-efficacy is a relevant measure to examine trainees’ beliefs about their counseling skills. This study aimed to validate three scales of the revised German version of the Counselor Activity Self-Efficacy Scales (CASES-R) measuring basic counseling skills. To ascertain the scales’ sensitivity to change, counseling self-efficacy was assessed before and after specific training.MethodThe sample comprised 163 university students enrolled either in psychology or education. Students were examined before and after participating in training focusing on basic counseling skills. We applied confirmatory factor analysis and tested internal consistency, convergent validity, and criterion validity.ResultsConfirmatory factor analysis supported the three-factor structure of the CASES-R scales for basic counseling skills. The scales provided acceptable to good internal consistency (α = 0.77 − 0.87). Significant relations with general self-efficacy (r =.23, p <.01) provided first indication for convergent validity. We also found a significant correlation of the CASES-R with positive affect (r =.22), and significant correlations of some subscales with empathetic concern (r =.16 −.21) and mastery goal orientation (r =.16), overall supporting criterion validity. The CASES-R scales proved to be sensitive to change, as participants’ scores were higher after (M = 6.18, SD = 1.05) than before (M = 5.37, SD = 1.16) counseling training (F(1, 309) = 42.27, p <.001).ConclusionWe found support for the proposed factor structure and reliability of the German version of the three CASES-R scales, indicating its suitability for use in basic counseling settings. Future research should further examine the scales’ validity.

Counseling Confidence in Preservice and Early Career Speech-Language Pathologists

Purpose: Effective counseling skills are included in standards of practice by speech-language pathology accrediting and training programs, although many speech-language pathologists (SLPs) continue to report a lack of skills in this area. The purpose of this study was to determine whether SLP graduate students and early career SLPs who have taken a dedicated counseling course report higher levels of confidence in counseling skills than those whose counseling training was infused across the curriculum. A secondary aim was to determine which specific counseling skills have the strongest relationship with completing a counseling course. Method: A survey, adapted from the Counselor Activity Self-Efficacy Scales for Speech-Language Pathologists, was used to gather information from SLP graduate students and early career SLPs using nonprobability sampling. Data were analyzed from 140 surveys. Research questions were answered descriptively and with independent-samples t tests. Correlation analysis was used to determine which counseling skills were linked with completion of a dedicated counseling course. Results: Participants who completed a counseling course reported significantly increased confidence across all counseling domains assessed: Helping Skills Exploration, Helping Skills Action, Helping Skills Insight, Emotional Support Skills, and Session Management. Twenty-six counseling skills were significantly correlated to completing a counseling course. Regardless of educational approach, confidence in personal adjustment counseling skills was lower than that in informational counseling skills. However, personal adjustment counseling skills confidence was significantly higher for participants who had completed a dedicated course. Conclusions: Overall, the findings of this study suggest that dedicating a course to the education and training of counseling skills in graduate programs may be beneficial. Implications of these findings for clinical applications and future directions in training are discussed.

Determining Counseling Self-efficacy of Indian Students of Speech Language Pathology.

Counseling self-efficacy is the view that counselors have of their capability to practice certain abilities that contribute to good clinical service. Speech Language Pathologists (SLPs) require to possess strategic counseling skills for effective service delivery. Although counseling is mostly considered an essential component during rehabilitation, many SLPs receive no explicit training on the same. The current study aims to explore self-efficacy measures in counseling among Indian students of speech-language pathology. The Counselor Activity Self-Efficacy Scales (CASES), which is a 6-point Likert rating scale developed by Victorino and Hinkle (2019) was adopted to assess the self-efficacy of 105 student clinicians (undergraduates and graduates) of speech-language pathology. The study comprised of two phases. Phase one included the administration of the CASES questionnaire on the target population, and Phase two included performing frequency-based analysis on Helping Skills (HS), Emotional Support Skills (ESS), and Session Management Skills (SMS) domains. The majority of participants felt somewhat confident over questions in the HS and ESS domain, while a large proportion felt very confident over the questions in the SMS domain. Although the student clinicians felt somewhat confident and very confident in most of the domains, none of the participants were completely confident in any of the domains. Having a counseling self-efficacy tool will help estimate the level of counseling competency one may possess. The results of the study can be used to design effective counseling-based training programs for student clinicians and practicing professionals, to achieve productive therapeutic connections with patients and caregivers.

The influence of active listening on parents’ perceptions of clinical empathy in a stuttering assessment: A preliminary study

PurposeThe primary purpose of this preliminary study was to explore whether a clinician's use of active listening skills (i.e., client-directed eye gaze and paraphrasing) influenced parents’ perceptions of clinical empathy in a stuttering assessment. A secondary purpose was to determine whether parent age, education, or parent concern predicted perceived clinical empathy. MethodParticipants (n = 51 parents/guardians of children who stutter) watched two counter-balanced videos of a clinician demonstrating either high or low frequency use of active listening skills during the clinician's initial assessment with a standardized patient actor portraying a parent of a child who stutters. After each video, parents rated the clinician's empathy and active listening skills via the Jefferson Scale of Physician Empathy for Observers (JSPEO; Hojat et al., 2017) and the Counselor Activity Self-Efficacy Scales - Modified (Victorino & Hinkle, 2018). Participants then completed a demographic questionnaire and rated their concern about their child's stuttering. ResultsPaired t-tests demonstrated significantly higher ratings of perceived clinical empathy in the high frequency active listening condition compared to the low frequency condition (d = 0.548). Simple linear regression analyses indicated parent age or level of education did not predict perceived clinical empathy. An independent samples t-test indicated that parent concern about stuttering did not predict perceived clinical empathy. ConclusionsPreliminary findings suggest that the clinician was viewed as significantly more understanding, concerned, and caring (i.e., perceived as empathic) when active listening skills were used. Parents’ ratings of empathy on the JSPEO, based on high levels of active listening by the clinician, were not associated with parents’ ages, education levels, or concern about their children's stuttering. This may reflect the value of active listening in clinical relationships regardless of variables specific to the recipient (e.g., parent of a child who stutters). Given that parents are more apt to share thoughts and emotions about their child's communication with clinicians who demonstrate empathic qualities, this preliminary study suggests that the use of active listening skills warrant emphasis in clinical training.

Effect of deliberate practice training of graduate students in general psychotherapeutic skills compared with theoretical teaching: protocol for the randomised controlled TRIPS trial

IntroductionPsychology students at universities in Denmark and worldwide often receive relatively little clinical training, even though such training is crucial to job performance after graduation. Training common psychotherapeutic skills, such...

Humans First, Professionals Second: Impact of Psychological Distress on Counselling Self-efficacy and Empathy of Trainee Clinical Psychologists

The current study aimed to find the relationship between the Psychological Distress (PD) of trainee clinical psychologists with their Counseling Self-Efficacy (CSE) and how this relationship may impact their empathy. It was hypothesized that (i) There will be a significant relationship between PD with CSE and empathy of trainee clinical psychologists, (ii) There will be a significant impact of the relationship between PD and CSE on the empathy of trainee clinical psychologists. A purposive convenient sampling technique was used to gather a sample of trainee clinical psychologists who have at least 1 month to 36 months of experience in client dealing and who are currently working in the field. A total sample of 103 (M = 25.92, SD = 2.73) was collected, including both males (5.8%) and females (94.2%). Participants of the study were provided an online form consisting of self-reported measures including the Kessler PD Scale (K10), Counselor Activity Self-Efficacy Scales (CASES) (Lent, Hill, &amp; Hoffman, 2003), and Interpersonal Reactivity Index (IRI; Davis, 1980, 1996). Statistical analysis was done using Statistical Package for Social Sciences (SPSS) to interpret and further analyze scores. Pearson product-moment correlation showed a significantly weak positive correlation of PD with CSE (p-value &lt; 0.05) and empathy (p-value &lt; 0.01). Regression Analysis (R²=0.07) represented the variance caused by PD and CSE on empathy. This research is a base to appreciate the efforts of the clinical psychologists under training as well as a means to encourage them to accept their distress and seek help for it.

Assessment of Counseling Self-Efficacy: Validation of the German Counselor Activity Self-Efficacy Scales-Revised.

Background: Many authors regard counseling self-efficacy (CSE) as important in therapist development and training. The purpose of this study was to examine the factor structure, reliability, and validity of the German version of the Counselor Activity Self-Efficacy Scales-Revised (CASES-R).Method: The sample consisted of 670 German psychotherapy trainees, who completed an online survey. We examined the factor structure by applying exploratory and confirmatory factor analysis to the instrument as a whole.Results: A bifactor-exploratory structural equation modeling model with one general and five specific factors provided the best fit to the data. Omega hierarchical coefficients indicated optimal reliability for the general factor, acceptable reliability for the Action Skills-Revised (AS-R) factor, and insufficient estimates for the remaining factors. The CASES-R scales yielded significant correlations with related measures, but also with therapeutic orientations.Conclusion: We found support for the reliability and validity of the German CASES-R. However, the subdomains (except AS-R) should be interpreted with caution, and we do not recommend the CASES-R for comparisons between psychotherapeutic orientations.

School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

The Development of a Self-Efficacy Measurement Tool For Counseling in Speech-Language Pathology.

Purpose This study aimed to develop and administer an adapted survey tool to measure counseling skills in graduate students and early-career speech-language pathologists, focusing on the concept of counselor self-efficacy. Method An online survey, adapted from the Counselor Activity Self-Efficacy Scales ( Lent, Hill, & Hoffman, 2003 ), was administered. Two hundred ninety-four surveys were completed. An exploratory factor analysis was conducted, along with measures of reliability and validity, in order to determine the psychometric properties of the tool. Results Factor analysis supported a 5-factor solution, with subscales reflecting Emotional Support Skills, Session Management Skills, and Helping Skills in 3 domains: Exploration, Insight, and Action. Strong internal consistency was found for each subscale and for the total scale scores. Significant intercorrelations between subscale scores were expected and confirmed. Construct validity was examined with reference to American Speech-Language-Hearing Association and Council for Academic Accreditation in Audiology and Speech-Language Pathology practice guidelines and clinical competencies. Preliminary comparative data were analyzed to demonstrate utility of the tool in measuring effects of experience on self-efficacy ratings. Conclusion The adapted Counselor Activity Self-Efficacy Scales for speech-language pathologists is psychometrically sound; factor analysis, reliability, and validity were in line with reported values for the original survey tool. Potential uses for the survey tool within the field of speech-language pathology are discussed, along with implications for graduate education and clinical supervision related to counseling skills.

The Effect of Group Supervision on the Psychological Counseling Self-Efficacy Levels of Psychological Counseling Candidates

Psychological counseling skills are the most important part of the psychological counseling profession. Psychological counseling candidates have the opportunity of performing these professional skills previously learned theoretically within the practice course of psychological counseling with another person during their undergraduate education and they receive supervision support for these practices. This study presents mixed-pattern research examining the effect of group supervision on the psychological counseling self-efficacy of psychological counselor candidates. Quantitative data were obtained from Counselor Activity Self-Efficacy Scale and qualitative data was obtained from the evaluation reports of the psychological counselor candidates. The quantitative findings show that group supervision is effective on all the subscales (exploration, insight, action, conflicts in relationships and client problems) of psychological counseling self-efficacy. The qualitative results backing up these findings prove that the responses of the participants can be divided into four categories of emotions, professional development, boosters, and difficulties. As a result, the findings of this research showed that the group supervision carried out in the individual psychological counseling course positively affected the psychological counseling self-efficacy perceptions of the psychological counselor candidates. Based on these findings, it has been suggested to take into consideration the improvement of the self-efficacy levels of psychological counselor candidates as well as the acquision of professional skills in counselor education.

Exploring Changes and Predictors in Counselor Activity Self-Efficacy among Undergraduate Counseling Students

Exploring Changes and Predictors in Counselor Activity Self-Efficacy among Undergraduate Counseling Students

상담 전공 특수대학원생의 상담 누적시간, 수퍼비전 누적시간이 진로걱정에 미치는 영향 : 상담자활동 자기효능감의 조절효과

상담 전공 특수대학원생의 상담 누적시간, 수퍼비전 누적시간이 진로걱정에 미치는 영향 : 상담자활동 자기효능감의 조절효과

A Cross-Cultural Study of the Self-Confidence of Counselors-in-Training

In this era of globalization, cross-cultural comparison studies could help counselor training programs enhance educational opportunities that are informative, supportive, and culturally responsive to students. Counselors-in-training in both the United States and South Korea were sampled in this study assessing self-esteem (individual and collective) and counselor activity self-efficacy (CA self-efficacy). Results indicated that American students endorsed higher levels of collective self-esteem and CA self-efficacy compared to Korean students. Age was positively correlated with CA self-efficacy in both the American and Korean samples. Additionally, the variable of supervision hours and internship experience was positively correlated with CA self-efficacy for American students, but showed no relationship with CA self-efficacy for Korea students. Implications for understanding the cultural differences of counseling-trainees’ self-confidence and the need for conducting cross-cultural comparison studies to provide insights about the training and development of trainees in cross-cultural settings are discussed.

Promoting Counseling Competence using Silf-Reflection

Self-Reflection (SR) has received a high degree of attention in extant Counseling Competence (CC). The present study sought to determine the relation of SR subscale; self awareness, and managing strategies with the three general areas in CC; performing helping skill, managing the counseling process, and handling challenging counseling situations. A total of 100 counselor trainees completed The Self-awareness and Management Strategies (SAMS) Scale to measured the SR, and the Counselor Activity Self-Efficacy Scales (CASES) to measured the CC. Result of the Pearson Product Moment Coefficient indicated there is a significant relationship between SR; Self-awareness with CC;handling challenging counselling, and SR;management strategies with all the three general areas in CC. A disscussion of the findings are presented and several implications and recommendations for further development of CC a proposed.

Kompetensi Kaunseling Melalui Refleksi Kendiri: Satu Kajian terhadap Kaunselor Pelatih

The counseling competence of a counselor trainer is further enhanced when they are able to perform self-reflection on everything that has been and is being done on the process of counseling operated. This survey was conducted to determine the relation of self-reflection with the three dimension of counseling competence; performing helping skill, managing the counseling process, and handling challenging counseling situations. A total of 100 trainee counselors from four public universities in Malaysia were involved in this study. The instrument used in this study is Self-awareness and Management Strategies (SAMS) Scale to measured the self-reflection, and the Counselor Activity Self-Efficacy Scales (CASES) to measured the counseling competence. Result of the Pearson Product Moment Coefficient indicated there is a significant relationship between self-reflection with counseling competence; performing helping skill and counseling competence;handling challenging counselling A disscussion of the findings are presented and several implications and recommendations for further development of counseling competence of trainee counselors.

맞춤형 방문건강관리사업 상담매뉴얼 개발과 효과

맞춤형 방문건강관리사업 담당인력의 실무적 역량 강화를 위하여 가정 방문 시 필수적으로 요구되는 대상자와의 치료적, 공감적 의사소통 및 상담 능력 향상을 위한 상담매뉴얼을 개발하고 이의 효과를 측정하였다. 상담매뉴얼은 1단계 상담준비, 2단계 신뢰형성, 3단계 진단발굴, 4단계 행동, 5단계 마무리 단계로 개발하였으며, 대상자의 상담요구에 따른 상담유형을 지지호소형, 문제해결요구형, 정보 및 조언요구형의 3가지로 분류하고 각각의 유형에 적합한 주요 상담 기법을 제시하였다. 주요 상담 기법은 지지호소형에서는 공감하기, 감정반응하기, 자기공개하기, 즉시 반응하기를, 문제해결요구형에서는 개방질문하기, 목표설정하기, 해결방안 모색하기, 요약하기를, 정보 및 조언요구형에서는 정보 제공하기, 제안하기, 해석하기 새로운 기술 가르치기를 중심으로 각각의 상담 예문을 제시하였다. 상담매뉴얼 교육 전, 후 맞춤형 방문건강관리사업 전담인력의 상담능력 향상 정도를 상담자 활동 자기효능감 척도(Counselor Activity Self-Efficacy Scales: CASES)를 이용하여 측정하였다. 측정 결과 조력기술 자기효능감과 회기관리 자기효능감 그리고 상담난제 자기효능감의 모든 영역에서 통계적으로 유의한 차이가 있는 것으로 분석되었고, 상담매뉴얼 교육을 받은 후에 맞춤형 방문건강관리사업 전담인력의 상담자활동 자기효능감이 증진된 것으로 나타났다. Purpose: The purpose of this study was to develop and analyze the effectiveness of an education program counseling manual (EPCM) for community-based visiting nurses. Methods: Seventy-eight of community-based visiting nurses was enrolled in this study. Data were collected using structured questionnaires and analyzed using descriptive statistics, the <TEX>${\chi}^2$</TEX>-test, and the paired t-test in SPSS version 18.0. Results: Nurses had higher mean scores for counselor activity self-efficacy: skill self-efficacy, session management self-efficacy and counseling challenges self-efficacy, after EPCM than before EPCM. Significant differences were found after applying the EPCM. Conclusion: The results of this study indicate that the EPCM is effective at improving counselor self-efficacy of community-based visiting nurses.

Reliability Analysis of the Counselor Activity Self-Efficacy Scale (CASES) In a Malaysian Context: A Preliminary Study

Numerous research findings have highlighted counseling self-efficacy, defined as the strength of perceived competencies in successfully performing the tasks and roles of a counselor, as one of the most important factors affecting counselors’ performance. This preliminary study incorporated item analysis and reliability analysis to determine the quality of the items, and reliability of the Counselor Activity Self-efficacy Scale (CASES) developed by Lent, Hill, and Hoffman (2003) in a Malaysian setting. It involved 30 final year students of Bachelor of Education (Guidance and Counseling) program in a public university in Malaysia. CASES is a self-administered instrument used to measure counseling students’ self-efficacy regarding their helping skills, management of counseling process, and coping with challenges of different counseling situations. Item analyses revealed that majority of the items of CASES are of high quality. The findings confirmed the overall internal reliability of the scale (alpha=.98). Specifically, subsections of the scale were highly reliable in measuring counseling self-efficacy of university students, helping skills (alpha=.93), management of counseling process (alpha=.95), coping with challenges of different counseling situations (alpha=.97). Implications of the findings for counselor education and areas for future research are discussed.