Counseling Self-efficacy Research Articles

Coach Candidates’ and Coaches’ Nutrition Knowledge Affects Dietary Recommendations Indirectly: Mediator Effects of Self-Efficacy

Background/Objectives: The nutritional knowledge and behavior of athletes are considerably influenced by the dietary recommendations of their coaches, which, in turn, affect their health and performance. In the context of social cognitive theory, this study examines the impact of general and sports nutrition knowledge (GeSNK), nutrition self-efficacy (NSE), and nutrition counseling self-efficacy (NCSE) on the dietary recommendations (DRs) provided by coach candidates and coaches (CC&Cs). Additionally, it explores variations in GeSNK, NSE, and NCSE among CC&Cs based on their sports positions, genders, and types of sports. Methods: This study included 70 coach candidates and 102 coaches, with data collected via validated scales for GeSNK, NSE, and NCSE. Using the PROCESS macro, the serial multiple mediator model was applied, and group comparisons were conducted via the Mann–Whitney U test. Results: The results revealed that 36% of participants achieved adequate GeSNK scores, but only 6.4% abstained from providing DRs. Participants engaged in individual sports exhibited higher NSE and NCSE scores than those involved in team sports. Additionally, 22.7% of CC&Cs identified their former coaches as a primary source of nutrition information. The study findings revealed that GeSNK, NSE, and NCSE significantly influenced DRs, collectively accounting for 23% of the variance in DRs. The direct effect of NCSE on DRs was statistically significant, whereas the direct effects of GeSNK and NSE were not significant. GeSNK and NSE jointly explained only 41% of the variance in NCSE, suggesting that additional factors influencing NCSE and DRs remain unexplored. Conclusions: To address the issue of inadequate dietary recommendations stemming from insufficient information, it is crucial to identify and understand these additional factors affecting NCSE and DRs. Diversifying nutrition education programs to enhance the nutrition knowledge of CC&Cs is essential. Furthermore, fostering collaboration between CC&Cs and nutritionists can ensure that athletes receive accurate and comprehensive nutritional guidance.

Exploring Elementary School Counselor Self-Efficacy to Improve Graduate Training and Retention

The role of an elementary school counselor is vital to a school system. Still, school counselors’ roles are often misunderstood, leading to underutilization of skills and ultimately leading to burnout. School counselor training programs are tasked to help future school counselors feel efficacy in their role. However, all school buildings are different; school building leadership can perceive the role differently. The purpose of this qualitative manuscript is to explore school counselors’ perceptions of how self-efficacy is experienced and manifested in their profession and use these findings to make recommendations for counselors and counselor training to ensure preparedness for entering the profession and successful longevity in the job. Findings suggest that (a) quality in relationships, (b) trust and support of administration, and (c) freedom to define the role all contributed to self-efficacy. The hope is that this information can be used by graduate training programs to help build a foundation for their future school counseling graduate’s success.

상담사의 비판적 의식이 다문화 상담 역량에 미치는 영향: 다문화 상담 자기효능감의 매개효과를 중심으로

Objectives This study aims to establish and verify a structural equation model of the variables related to critical consciousness, multicultural counseling self-efficacy, and multicultural counseling competence. Methods The participants of this study were selected on the basis that they obtained bachelor’s degrees or higher in counseling and psychology and who have worked as counselors in institutions with multicultural education. A total of 233 data was analyzed with SPSS 27 and AMOS 29. Results All variables showed significant positive correlations. Model identification was based on goodness of fit and χ2 difference test criteria. This study compared a partial mediation (research) model with a full mediation (alternative) model, based on theoretical foundations. The partial mediation model was ultimately selected. The mediating effect of multicultural counseling self-efficacy was found to be significant. Conclusions Multicultural counseling self-efficacy demonstrated a partial mediating effect between critical consciousness and multicultural counseling competence. When utilizing critical consciousness to enhance multicultural counseling competence, it would be beneficial to apply it in conjunction with self-efficacy. This study provides a foundation for counselors to incorporate critical consciousness into multicultural counseling competence development training, which is considered to be its significant contribution.

Professional Counselor Self-Efficacy for Working With Dysfunctional and Atypical Sexuality Issues

Previous studies indicate that professional counselor self-efficacy is predictive of treatment outcomes and vocational burnout. The aim of the current study was two-fold. First, the researchers sought to examine counselors’ self-efficacy to perform effective counseling interventions with 31 specified client populations. Second, the researchers examined counselors’ self-efficacy to treat client populations with sexuality-related issues (sex offenders, sexual dysfunction, and paraphilic disorders) compared to other populations. Data were collected from 160 professional mental health counselors. Implications for professional counselors, counselor educators, and social advocacy are discussed.

상담자의 전문직 정체성과 자기효능감이 소진에 미치는 영향: 수퍼비전 작업동맹의 조절된 매개효과

Objectives This study examined the mediating effect of counselor self-efficacy on the relationship between counselor professional identity and burnout and whether this mediating effect is moderated by the level of supervisory working alliance. Methods An online survey was conducted with a total of 421 counselors across country, and the data were analyzed with SPSS 26.0 and SPSS Process Macro. Descriptives, bivariate correlation, hierarchical multiple regression for mediation analysis and moderation analysis were conducted. Results First, counselor self-efficacy partially mediated the relationship between counselor professional identity and burnout. Second, the relationship between counselor professional alliance and self-efficacy was moderated by supervisory working alliance. Third, the mediation effect of counselor self-efficacy on the relationship between counselor professional identity and burnout was significantly differed by the level of supervisory alliance. Conclusions Based on the results, the moderated mediation effect of supervisory working alliance was found when counselor professional identity influenced burnout through counselor self-efficacy. This finding highlights the importance of counselor supervisory working alliance for preventing counselor burnout through promoting counselor professional identity and self-efficacy. Implications, limitations, and suggestions for future research are discussed.

Impostor phenomenon and counselor development: The critical role of self‐compassion

AbstractSelf‐compassion is an important protective factor for managing and regulating complex emotions. This article reports on a study exploring the mediating effect of self‐compassion on the relationship between impostor phenomenon (IP) and counseling self‐efficacy (CSE) among 281 counselors‐in‐training (CITs). The most striking finding is that 65.1% of the counseling students reported frequent‐to‐intense IP. Furthermore, higher IP correlated with higher mental distress and lower CSE. Consistent with social learning theory, self‐compassion and the ability to self‐regulate physiological and affective states fully mediated the negative effect of IP on CSE, accounting for 60.9% of the variance. Implications address the alarming prevalence and severity of IP among CITs and the powerful role that self‐compassion may play in the professional development of CITs.

Strengthening the mental health literacy and self-efficacy of school counsellors using “MDAS” module: A pilot project in Malaysia

Mental health difficulties affect children and adolescents pervasively. School counsellors serve as frontliners to support the students in need, but often face challenges from the complexity of their cases. This study aims to develop a training module named MDAS (Mental Health disorder, Developmental disorders, Attachment and Self-compassionate) program to improve the school counsellors’ mental health knowledge and counselling self-efficacy. The Module was adapted from Child and Adolescent Mental Health Training Module for Specialist 2009 (Second Edition). The study adopted a one group pre-test/post-test design to assess 28 school counsellors at 0-month and 4-month after the training. The scales used were Counselling Self-Efficacy scale (COSE), Mental Health Literacy Scale (MHLS) and Self-Compassionate Scale – Short Form (SCS-SF). Post-training, there were significant increment of COSE and MHLS scores ( p < .001 and p < .046) with Cohen’s d of 1.01 and 0.58. Four of the COSE subscales (micro skills, counselling process, cultural competence and dealing with difficult clients’ behaviour) significantly increased after MDAS training ( p < .001, p = .006, p = .001 and p = .01). In addition to increasing the counselling capacity of school counsellors, our training module can serve as a promising platform for mental health professionals and counsellors.

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.

Optimizing Soldier Counseling: Multi-Source, Mixed-Method Evaluation of a Developmental Counseling Training for Mid-Grade Level Leaders.

In accordance with ADP 6-22-001 and ATP 6-22.1, counseling is the process routinely executed by Army leaders to develop, mentor, and coach subordinate Soldiers and Army civilians within their organization. When implemented effectively, the counseling process can be utilized to produce capable, resilient, and satisfied subordinates who are prepared and motivated to meet mission-essential responsibilities. Training opportunities that specifically focus on optimizing this key leader competence, particularly with non-commissioned officers, are limited. The Directorate of Prevention, Resilience and Readiness (Headquarters, Department of the Army, G-9) offers a specific training, the Counseling Enhancement Workshop, and requested an evaluation to determine the effectiveness of the current training and identify opportunities for improvement. A longitudinal 360-degree approach was deployed as a common multisource methodology intended to produce triangulated feedback from participants, as well as their subordinates and supervisors. Quantitative surveys and qualitative structured interviews were conducted. Performance psychology professional facilitators who train this workshop were also administered a questionnaire to capture instructional feedback. Measures include a knowledge assessment of the workshop content, Counseling Self-Efficacy Survey, as well as original measures related to the workshop experience. Completed written developmental counseling forms and observations from the evaluation team were also reviewed to ensure fidelity of the training implementation and delivery. The current study reports on survey responses from participants and facilitators. Results suggested a strong and positive correlation between the pre- and post-workshop Counseling Self-Efficacy Scale. Because of a small sample size, data were analyzed as planned but interpreted with caution because of limited validity. There was a significant increase between the pre- and post-tests knowledge comprehension test scores. Facilitators reported confidence in teaching resilience skills, but not coaching Soldiers to apply those skills as part of the developmental counseling process. The Army counseling process can be utilized to produce capable, resilient, and satisfied subordinates who are prepared and motivated to meet mission-essential responsibilities. Quantitative results on the content of the CEW present opportunities for meaningful training that increases leaders' confidence in delivering counseling sessions, as well as mastering specific skills that benefit the subordinate Soldier and improve unit health. Furthermore, performance psychology professionals provided feedback on focus areas to meet the instructional objective of the training more efficiently and effectively. Ultimately, the counseling process is considered the most important tool available to current leaders to build the capacity of future leaders and an investment in the training to enhance these skills will provide great returns to the U.S. Army as a whole.

Racial Identity Development and Imposter Phenomenon as Predictors of Counselor Self-Efficacy

Racial Identity Development and Imposter Phenomenon as Predictors of Counselor Self-Efficacy

Counselors’ Self-Efficacy: The Role of Multicultural Counseling Competencies, Social Justice, and Homosexuality Attitudes

Counselor self-efficacy is one of the significant features of counselors that play a role in providing effective counseling services. Variables that predict counseling self-efficacy such as age, gender, supervision, and multicultural counseling competencies are counselor features which have been examined in the literature. However, the relationships between counselor self-efficacy and multicultural competencies, social justice, and homosexuality attitudes, which are the core concepts of counselor education and training, have not been examined. In this regard, the purpose of this paper is to investigate the influence of multicultural counseling competencies, social justice, and homosexuality attitudes on the self-efficacy perceptions of counselor candidates. Fourth-grade psychological counseling and guidance students studying at various state universities in the 2020-201 academic year participated in this study. The study group of this research consisted of 277 (193 women, %69,7%) 4th-grade psychological counseling and guidance students. Multiple regression analysis and correlation analysis were utilized for the data analysis. While multicultural counseling competencies and social justice attitudes of the counselor candidates explained 36% of the variance of counselor self-efficacy, homosexuality attitudes had no predictive power on counseling self-efficacy.

Personal and Academic Multicultural Experiences, Perceived Multicultural Counselling Competence and Multicultural Counselling Self-efficacy Among Malaysian Counsellor Trainees

The counsellor trainees’ self-efficacy is indirectly influenced by what they have experienced in their personal or academic lives, and the experience does contribute to their knowledge, beliefs, and attitudes. Nevertheless, sufficient evidence to elaborate on the reciprocal interactions in the context of counselling is still limited. Therefore, this descriptive-correlational study intends to investigate the connection between Malaysian counsellor trainees’ perceived multicultural counselling competence and self-efficacy and their personal and academic multicultural experiences. All four instruments had been adapted and translated into Malay before being completed by 208 randomly selected counsellor trainees. According to the study’s findings, counsellor trainees scored high on academic multicultural experience but low on personal multicultural experience. They also gained high scores for multicultural counselling self-efficacy and moderate perceived multicultural counselling competence. Importantly, findings revealed substantial correlations between perceived multicultural counselling competence and self-efficacy with academic multicultural experience. Overall, the finding highlights the practice of experiential pedagogy in the multicultural counselling course and encourages collaborative efforts involving faculty members and programme providers in developing and sustaining students’ or counsellor trainees’ multicultural counselling competency and self-efficacy growth.

Development and verification of the Korean version of the genetic counseling self-efficacy scale.

A self-reported Genetic Counseling Self-Efficacy Scale (GCSES) was developed in English to measure genetic counselors' self-efficacy, a factor known to affect their job performance. This study verified the reliability and validity of the GCSES for use in Korea. The scale was translated and back-translated into Korean for cultural fit verification. Expert analysis was performed to ensure content validity. For construct validity, a confirmatory factor analysis of the six-factor structures of the GCSES and an exploratory factor analysis (EFA) of the K-GCSES were conducted. To confirm the convergent validity and discriminant validity of the items, a multitrait/multi-item matrix analysis of the relationship between items and subscales was conducted. The reliability was evaluated by examining internal consistency and test-retest reliability. A total of 62 participants were recruited from certified genetic counselors associated with the Korean Society of Medical Genetics and Genomics and from four graduate schools offering genetic counseling programs. Confirmatory factor analysis showed an inadequate fit to the original GCSES structure. Through EFA, three-factor structures were identified: "counseling competence and psychosocial skills," "genetic testing," and "information gathering." Of the original 38 GCSES items, five were removed due to low factor loadings and small inter-item correlations. The item convergent validity and discriminant validity of the Korean version of the GCSES were established, and the correlation between the subfactors showed statistical significance (0.711-0.983). Cronbach's alpha was 0.985, and the intraclass correlation coefficient ranged from 0.882 to 0.897, securing reliability. The K-GCSES has a three-factor structure with acceptable reliability and sufficient validity. Differences in the factor structure between the K-GCSES and GCSES may be due to cultural factors. K-GCSES can be used as a tool to evaluate the competence of genetic counselors and genetic counseling students in Korea and to improve the quality of professionalism and education.

Assessing a Continuing Education Course for Dental Hygienists to Improve HPV and HPV Vaccine Knowledge and Self-efficacy.

Human papillomavirus is the most common sexually transmitted infection and causes anogenital and oropharyngeal cancers. Although HPV-related cancers can be prevented through vaccination, HPV vaccination rates are low compared to other vaccines. One of the strongest indicators for vaccination is provider recommendation, and dental health providers are well positioned to promote HPV vaccination among their patients. The purpose of this study was to determine if a continuing education (CE) course could improve dental hygienists' HPV-related knowledge and self-efficacy related to HPV vaccination recommendations. Data were collected from a sample of participants (n = 202) at a large dental hygiene conference in the southern US. A pre- and post-tests were administered with the CE course and differences in HPV vaccine knowledge and self-efficacy in counseling, recommending, and referring for the HPV vaccine were analyzed using SAS. HPV vaccine knowledge overall significantly increased post-CE (p < .001) and improvement was seen among several specific knowledge areas. However, knowledge regarding the common sites of HPV-related oral and oropharyngeal cancers remained moderate (82% correct) even after the CE intervention. There was no significant change from pre-test to post-test in participants' self-efficacy related to counseling patients about the HPV vaccine, recommending the HPV vaccine to patients, or referring patients for the vaccine. This study demonstrates that continuing education can improve dental hygienists' HPV-related knowledge. Since dental providers may play an important role in HPV-related cancer prevention, future work should develop continuing education tools that can motivate changes in self-efficacy and ultimately improve practice behaviors.

Examination of the Relationship between Attitude Towards Providing Psychological Counseling Helping, Self-Efficacy and Personality Traits

This research investigates the relationship between students' attitudes towards providing psychological counseling help, counseling self-efficacy, and personality traits. The study focuses on 4th-grade education students in the Department of Psychological Counseling and Guidance during the 2020-2021 academic year. A total of 481 participants, including 380 girls and 101 boys, completed surveys online, including a "Personal Information Form," an "Attitude Scale Towards Giving Psychological Counseling Help," a "Psychological Counseling Self-Efficacy Scale," and "The Adjective-Based Personality Scale." Data analysis was conducted using SPSS 23.00, encompassing Pearson correlation, independent sample t-tests, and stepwise regression. The findings reveal significant connections between the positive and behavioral dimensions of attitudes towards giving counseling help and all personality sub-dimensions. The negative dimension is only linked to conscientiousness. In summary, this study provides valuable insights into the relationships among personality, counseling self-efficacy, and attitudes towards providing counseling help.

The Development, Implementation, and Evaluation of a Geriatric Disaster Nursing Simulation Intervention With Supportive Debriefing.

Geriatric disaster nursing simulation curriculum use scenarios with trauma-based topics that may contribute to lack of psychological safety in learners. This learning condition lowers students' self-efficacy, so supportive debriefing is needed to provide psychological safety for learners. The aims of this study are to develop and apply a geriatric disaster nursing simulation and to evaluate the effectiveness of a supportive debriefing model on psychological safety, learning self-efficacy, and counseling self-efficacy. A geriatric nursing simulation scenario, checklists, and a standardized patient were developed based on the Analysis-Design-Development-Implementation-Evaluation model. Nursing students were recruited as participants and randomly assigned to either the experimental group, conventional group, or control group. All 3 groups participated in the same geriatric disaster nursing simulation scenario, after which the experimental group used a supportive debriefing model-the SENSE (share-explore-notice-support-extend) model. The conventional group used a common debriefing model, the GAS (gathering-analyzing-summarizing) model, and the control group received simple comments with no debriefing model. The effects of the debriefing models on psychological safety, learning self-efficacy, and counseling self-efficacy were measured by self-report questionnaires. The aggregate scores of the measures were 222 for counseling self-efficacy, 70 for learning self-efficacy, and 50 for psychological safety. Higher scores within these measures corresponded to heightened capabilities. The mean score of counseling self-efficacy in the SENSE model group was significantly increased after the simulation with the supportive debriefing from 142.80 ± 11.43 to 164.53 ± 15.48 ( Z = -3.411, P = 0.001). In addition, the SENSE model group and the GAS model group had significantly higher scores in counseling self-efficacy, learning self-efficacy, and psychological safety than those of the control group. However, the SENSE model group had a significantly higher score in psychological safety than that of the GAS model group. The SENSE debriefing model is recommended as a supportive debriefing model to foster students' psychological safety in disaster nursing simulations.

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.

A study of the relationship among competence, self-efficacy and job performance of university counselors

A study of the relationship among competence, self-efficacy and job performance of university counselors

Exploring school counselor-principal collaboration, self-efficacy, and school climate: A comprehensive review of literature

School counselors and principals have many shared responsibilities within PK-12 schools to better meet students’ social/emotional, academic, and career and college readiness needs. School counselor-principal collaboration can promote the success of PK-12 students, staff, and the overall school environment. Within the area of school counselor-principal collaboration, more research is needed regarding the implementation of collaboration methods between the two professions at pre-service levels. Due to this need, we conducted an extensive literature review to examine the developments and outcomes of school counselor-principal collaboration. Based on the review of 33 articles, the following themes emerged within the literature. These themes focus on increased individual and group self-efficacy of school counselors and administrators, the importance of school counselor-principal collaboration at the pre-service level, the assignment of non-counseling duties resulting in school counselor burnout, the need for self-advocacy of school counselors, and the relationship of positive school climate and school counselor-principal collaboration.