School Counselor Self-efficacy Research Articles

The Virtual Counseling Transition and its Influence on School Counselor Self-Efficacy

The Virtual Counseling Transition and its Influence on School Counselor Self-Efficacy

A Pre-Experimental Pilot Study of School Counselors Completing an 8-Month Professional Development Program to Improve Self-Efficacy

Researchers have minimally studied school counselor professional development practices and their associations with school counselor self-efficacy. To fill this gap, we examined the School Counseling Fellowship Program (SCFP), which utilized an innovative professional development model to promote better classroom lesson design among school counselors. In a pre-experimental pilot study about the program with three data collections, results indicated that school counselors in the SCFP (N = 19) reported significantly increased overall school counselor self-efficacy (p < .001, ηp 2 = 0.54), as well as significantly improved self-efficacy in personal and social development (p < .001, ηp 2 = 0.50), leadership and assessment (p < .001, ηp 2 = 0.55), career and academic development (p < .001, ηp 2 = 0.52), collaboration (p < .001, ηp 2 = 0.36), and cultural acceptance (p = .006, ηp 2 = 0.25). Results suggest tentative positive support for the SCFP model to be used in future practice.

A Comparison of Principal and School Counselor Self-Efficacy During the Pandemic: Lessons to Be Learned

A Comparison of Principal and School Counselor Self-Efficacy During the Pandemic: Lessons to Be Learned

Impacts of an intensive child-centered play therapy training workshop for school counselors

ABSTRACT This mixed methods study examined the impacts of an intensive play therapy workshop that included a micro-practicum for 18 practicing school counselors. This study also explored school counselors’ experiences regarding their training for addressing mental health issues in schools and their experiences following the intensive play therapy workshop. Participants ranged in age from 28 years to 66 years. Fifteen (n = 15) participants identified as female while three (n = 3) identified male. Varying levels of clinical play therapy experience were represented in this study with 44.4% (n = 8) participants reporting having no prior clinical experience in play therapy, 33.3% (n = 6) reporting having under 1 year of clinical experience in play therapy, 5.6% (n = 1) reporting having 2 years of clinical play therapy experience, 5.6% (n = 1) reporting having 3 years of clinical play therapy experience, and 11.1% (n = 2) reporting having more than 3 years of clinical experience in play therapy. Results indicated that an intensive play therapy workshop with micro-practicum positively affects school counselors’ scores on the Play Therapy Attitude Knowledge and Skills Survey and School Counselor Self-efficacy scales.

Severity and Correlates of the Symptoms of Depression, Anxiety, and Stress in a Nationally Representative Sample of Turkish Secondary Boarding School Counselors

The aim of this study was to examine the severity of the symptoms of depression, anxiety, and stress in a nationally representative sample of secondary boarding school counselors and their association with sociodemographics, school counselor self-efficacy, self-esteem, happiness, and stressful life events. Participants consisted of 181 (52.5% women; M = 26.91) school counselors working at different secondary boarding schools across Turkey who completed the measures related to sociodemographics, happiness, self-esteem, school counselor self-efficacy, stressful life events, depression, anxiety, and stress. After confirming construct validity and reliability of the self-esteem, depression, anxiety, and stress scales, data were analyzed using descriptive statistics, Pearson product moment correlation analysis, and multivariate multiple regression analysis. The study results suggested that depression, anxiety, and stress symptoms are prevalent among school counselors, approximately 23% of whom experience at least moderate symptoms of depression and stress, and approximately 31% experience at least moderate symptoms of anxiety. Moreover, the results indicated that the most commonly experienced symptoms were dysphoria in depression, situational anxiety in anxiety, and impatience in stress among school counselors. This study also found that sociodemographic factors and school counselor self-efficacy were not associated with symptoms of depression, anxiety, and stress. However, higher levels of happiness and self-esteem and fewer stressful life events experienced within the past year consistently showed a negative association with exhibiting decreased symptoms of depression, anxiety, and stress among school counselors. Self-care activities focusing on increasing self-esteem and happiness and teaching skills to cope effectively with stressful life events may help to diminish the symptoms of depression, anxiety, and stress among secondary boarding school counselors.

Psychometric Synthesis of the School Counselor Self-Efficacy Scale (SCSE)

Results from a study (n = 1,005) using the School Counselor Self-Efficacy Scale (SCSE) and subsequent psychometric synthesis of 12 SCSE studies were presented. Aggregated total scale α was .96 (subscale αs ranged from .72 to .90). Structural models fitted to the data provided evidence of good fit for both 4- and 5-factor models.

Adaptation of the Teaching Students With Disabilities Self-Efficacy Scale

This study aimed to adapt the Teaching Students With Disabilities Self-Efficacy Scale for contemporary school counseling practice. The adaptation, titled the Students With Learning Disabilities School Counselor Self-Efficacy Scale, is a resource that assesses school counselors’ belief in their ability to counsel and support students identified as having learning disabilities. The findings suggest that the scale has sound validity and reliability metrics, with a few considerations. This article also discusses implications.

Interelasi Kompetensi Profesional, Multikultural, dan Efikasi Diri Konselor Sekolah

Self-efficacy is based on competencies, this expression basically exists because of many people experience. The truth of that expression should confirm scientifically, for sure. This study aims to confirm the relationship between professional competence and multicultural competencies with the self-efficacy of school counselor in Banjarmasin City. The researcher collected data from 162 school counselor in Banjarmasin city, both those working at the junior high school level and high school / vocational school using the professional competency scale (α = 0.805), multicultural scale (α = 0.889), and school counselor self-efficacy scale (α = 0.899). The results of the study suggest that there is no positive and significant correlation between professional competence and multicultural competence together with the self-efficacy of school counselor (r = 0.006; p &lt;0.05). However, it was found that there was a positive and significant correlation between professional competencies and multicultural school counselor (r = 0.516; p &lt;0.01). Further research needs to check again the relationship between professional and multicultural competencies with school counselor self-efficacy using a wider range and sample size.

The Impact of School Counseling Supervision on Practicing School Counselors’ Self-Efficacy in Building a Comprehensive School Counseling Program

This quasi-experimental pretest/posttest study using the School Counseling Self-Efficacy Scale examined whether school-counseling-specific supervision increased self-efficacy related to school counseling best practice. The study included supervision of 24 practicing school counselors using the School Counseling Supervision Model framework. Supervision groups had significant increases in self-efficacy scores compared to nonparticipants ( p = .02), with a medium-to-large effect size ( d = .62). Findings suggest that school-counseling-specific supervision can increase school counselor self-efficacy related to professional practice.

Factors Influencing School Counselor Involvement in Partnerships With Families of Color: A Social Cognitive Exploration

Using a national sample of 155 school counselors, we examined the relationships between school counselors’ personal and environmental factors and their involvement in partnerships with families of color. We found positive correlations between school counselor self-efficacy, multicultural competence, and involvement in partnerships. Multiple regression analysis indicated that self-efficacy about partnerships and multicultural knowledge served as predictors of school counselor involvement in partnerships with families of color. We discuss implications for school counselor efforts in establishing these partnerships.

Career Counseling in Middle Schools: A Study of School Counselor Self-Efficacy

Career Counseling in Middle Schools: A Study of School Counselor Self-Efficacy

An Investigation of School Counselor Self-Efficacy with English Language Learners

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy. Statistically significant and practical differences in self-efficacy were apparent by race, U.S. region, size of English language learner population, and counselor training. This article presents implications for training and practice and recommendations for future research studies.

A Multidimensional Study of School-Family-Community Partnership Involvement: School, School Counselor, and Training Factors

A multidimensional study examines both the dimensions of school counselors’ involvement in school-family-community partnerships and the factors related to their involvement in partnerships. The School Counselor Involvement in Partnerships Survey was revised and its factor structure examined. Principal factor analyses revealed three dimensions of partnership involvement. A national sample of 217 school counselors was drawn from the Common Core of Data, and hierarchical regression analyses indicated that collaborative school climate, school principal expectations, school counselor self-efficacy about partnerships, role perceptions, time constraints, and hours of partnership-related training were associated with school counselor overall involvement in partnerships. Implications for school counselor practice, training, and research are discussed.

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

School Counselor Program Choice and Self-Efficacy: Relationship to Achievement Gap and Equity

This article reports the results of a national study of American School Counselor Association members (N = 860). Information includes level of school counselor self-efficacy, type of program, status of achievement gap, and equity in their schools. School counselors with higher self-efficacy were more aware of achievement gap data, and school counselors who indicated a program approach and high self-efficacy were more likely to report narrowing achievement gaps. One fifth reported no awareness of achievement gap data. Implications for school counselors are included.

Development of the elementary school counselor self-efficacy Scale

In this paper, school counselor self-efficacy scale with 21 items was developed to measure the elementary school counselors’ self-efficacy beliefs (ESCSE) and the validity and reliability of this scale was investigated. The results of exploratory factor analysis indicated that ESCSE measure the elementary school counselors’ self-efficacy beliefs reliably and validly. The scale, which has three factors named as “Counseling”, “Consultation” and “Coordination”, explains 62% of the total variance and its cronbach alpha coefficient is .92

School Counselor Dispositions as Predictors of Data Usage

This article examined school counselor dispositions (e.g., general self-efficacy, counselor self-efficacy, openness to change, commitment to counseling improvement/professional development) that predict data usage among K-12 professional school counselors. For the study, 130 professional school counselors from Maryland and Virginia completed the School Counselor Attribute and Data Usage Survey. Results indicated that school counselor self-efficacy and general self-efficacy best predict school counselor data usage.

School Counselor Dispositions as Predictors of Data Usage

This article examined school counselor dispositions (e.g., general self-efficacy, counselor self-efficacy, openness to change, commitment to counseling improvement/ professional development) that predict data usage among K-12 professional school counselors. For the study, 130 professional school counselors from Maryland and Virginia completed the School Counselor Attribute and Data Usage Survey. Results indicated that school counselor self-efficacy and general self-efficacy best predict school counselor data usage.

Development of the School Counselor Self-Efficacy Scale

This article describes the development and psychometric properties of scores from the 4 3-item School Counselor Self-Efficacy (SCSE) Scale Self-efficacy, according to social cognitive theory. is a mediating factor in performance. Practicing school counselors and master s-level students completed the SCSE. Factor structure, construct validity, and internal consistency are reported.