Current Search:   counselor self-efficacy (x)

View All Items

  • CSV Spreadsheet
(1 - 8 of 8)
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRADUATE COUNSELING STUDENTS' PERCEPTIONS OF SPIRITUALITY AND COUNSELOR SELF-EFFICACY IN SECULAR AND FAITH-BASED UNIVERSITIES
Title
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN GRADUATE COUNSELING STUDENTS' PERCEPTIONS OF SPIRITUALITY AND COUNSELOR SELF-EFFICACY IN SECULAR AND FAITH-BASED UNIVERSITIES.
Creator
Pollock, Sandra, Casado-Kehoe, Montserrat, University of Central Florida
Abstract / Description
Counseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its...
Show moreCounseling and psychology have experienced a conflicted relationship with the issue of spirituality over the last century. Spirituality is a construct that has been receiving more attention in counseling over the last fifteen to twenty years. More counselors and educators are affirming its place and value in the counseling relationship. Yet, there is a disparity between this and what counselors-in-training are being taught regarding spirituality, its value to clients and counselors, and its role in the counseling relationship. Very little research has been done examining spirituality and its relationship to counseling students level of confidence and competence in their work--their self-efficacy. This study investigated the relationship of perceived spirituality to counseling self-efficacy for graduate counseling students in faith-based and secular institutions. Additionally, the researcher studied the relationship of spirituality and counseling self-efficacy to the following demographic variables: age, gender, graduate course hours completed, and practicum versus internship status. The results from a sample of 135 students demonstrated a relationship between spirituality and counseling self-efficacy for students in faith-based and secular universities. The four demographic variables studied-- age, gender, graduate course hours completed, and practicum versus internship status--showed a relationship with counseling self-efficacy but not spirituality. Implications for counseling pedagogy and clinical work are offered. Areas of future research are discussed.
Show less
Date Issued
2007
Identifier
CFE0001663, ucf:47205
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001663
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN COUNSELING SELF-EFFICACY AND COUNSELOR WELLNESS AMONG COUNSELOR EDUCATION STUDENTS
Title
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN COUNSELING SELF-EFFICACY AND COUNSELOR WELLNESS AMONG COUNSELOR EDUCATION STUDENTS.
Creator
Curry, Jennifer, Robinson, Edward, University of Central Florida
Abstract / Description
Recent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will...
Show moreRecent research in counselor training has focused on the difficulties and challenges facing counseling practitioners that result in high stress, burnout, compassion fatigue, vicarious trauma, and counselor impairment. The American Counseling Association's (ACA) Code of Ethics has addressed the ethical issues inherent in counselor impairment. Further, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has focused on the development of counselors that will assist them in being resilient to workplace stressors. Wellness is a theoretically based construct that holds much promise for bolstering the resilience of pre-service counselors. In addition, counselor self-efficacy has been linked to greater advocacy for self and others, the use of higher order counseling skills, greater problem solving practice, and more self-regulated, ethical decision making. This study was designed to investigate the relationship between counselor self-efficacy and counselor wellness. A total of 88 participants completed both the Five Factor Wellness Evaluation of Lifestyle Inventory and the Counseling Self-Efficacy Scale. Demographic and descriptive statistics were included along with a Multiple Regression Analysis. Results did not indicate a statistically significant relationship. Potential limitations, implications for counselor educators, and future research directions were elucidated.
Show less
Date Issued
2007
Identifier
CFE0001614, ucf:47187
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001614
RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE
Title
RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE.
Creator
Mitcham-Smith, Michelle, Robinson, Edward, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for...
Show moreABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Show less
Date Issued
2005
Identifier
CFE0000523, ucf:46464
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000523
THE RELATIONSHIP BETWEEN SELF-DISCLOSURE, SELF-EFFICACY, AND THE SUPERVISORY WORKING ALLIANCE OF COUNSELOR EDUCATION PRACTICUM AND INTERNSHIP STUDENTS
Title
THE RELATIONSHIP BETWEEN SELF-DISCLOSURE, SELF-EFFICACY, AND THE SUPERVISORY WORKING ALLIANCE OF COUNSELOR EDUCATION PRACTICUM AND INTERNSHIP STUDENTS.
Creator
March, David, Young, Mark, University of Central Florida
Abstract / Description
A primary goal of clinical supervision in counselor education programs is to develop trainees who express a level of self-awareness, competence, and self-efficacy from which to further develop as a counselor. A vital component of this process is for supervisees to disclose their thoughts and feelings about their clients, their self as a person, their work as a counselor, and experiences with their supervisor. However, current research suggests that it is common for supervisees to hold back...
Show moreA primary goal of clinical supervision in counselor education programs is to develop trainees who express a level of self-awareness, competence, and self-efficacy from which to further develop as a counselor. A vital component of this process is for supervisees to disclose their thoughts and feelings about their clients, their self as a person, their work as a counselor, and experiences with their supervisor. However, current research suggests that it is common for supervisees to hold back personal and professional information from their supervisor leading to missed learning and growth opportunities. Through self-disclosure, trainees receive positive and negative supervisor feedback. It is important to examine how this may influence trainee confidence. It is hypothesized that self-efficacy will be threatened by low levels of supervisee self-disclosure. This study explored the relationship that exists between supervisee self-disclosure and supervisee self-efficacy, and what role the working alliance plays in the relationship. A total of 71counselor education students at three CACREP accredited institutions in Florida participate in the study. All participants had experienced at least one full semester of practicum or internship. A sub-sample of the 71, comprised of 32 participants, was also selected based on their responses to an abridged version of one of the three instruments used in the study. Both samples received equal statistical analyses. Overall, the results suggest that counselor education practicum or internship student self-disclosure was not able to explain their self-efficacy. Furthermore, when the participants' perception of the supervisory working alliance was added to their level of self-disclosure, the statistical results were mixed depending on the sample used.
Show less
Date Issued
2005
Identifier
CFE0000509, ucf:46450
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000509
Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
Title
Predicting the development of counselor self-efficacy in counselors-in-training during their first semester in practicum using embedded, rich media in a distributed learning environment.
Creator
Super, John, Young, Mark, Hundley, Gulnora, Hagedorn, William, Ieva, Kara, University of Central Florida
Abstract / Description
The first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test...
Show moreThe first semester of practicum is a difficult time for counseling students as they learn to integrate knowledge and theory into clinical practice, often evoking high levels of anxiety (Barbee, Scherer, (&) Combs, 2003; Ronnestad (&) Skovholt, 1993) and limiting counselor self-efficacy (Bernard (&) Goodyear, 2009; Melchert et al., 1996). Practicum is the first opportunity counselors-in-training have to apply theoretical knowledge in a professional setting, use new clinical skills, and test how well they fit into the field of counseling (O'Connell (&) Smith, 2005). Additionally, if counselor educators do not fully understand the process counselors in training develop counselor self-efficacy, they may be overlooking opportunities to educate a new generation of counselors or using their time, energy and resources in areas that may not be the most efficient in counselor development. The purpose of this study was to examine the effect of an embedded, rich-media distributed learning environment added to practicum had on the development of counselor self-efficacy, reduction of anxiety and effect on treatment outcomes for counselors in training in their first semester of practicum. This study found the use of distributed learning to extend education beyond the classroom significantly and positively affected the development of counselor self-efficacy, had mixed statistical results on the reduction of anxiety and did not have an affect on treatment outcome. Furthermore, the study used hierarchical linear modeling to see if the characteristics of individual practicums affected the three main constructs, the results did not find a significant effect from the groups.The results of the study produced several implications for counseling. First, if counselor educators help counselors in training become more aware of counselor self-efficacy, the students can better understand how the construct affects their anxiety, their comfort with expanding or improving their clinical skills and the approach they take to a client, session or treatment plan. A second implication is that using an embedded, rich-media learning environment may help the counselors in training to develop their clinical skills. The results of this study imply that utilizing technology and discussions beyond the classroom is beneficial for (a) increasing the students' counselor self-efficacy, (b) normalizing the emotions the students may experience and (c) improving the methods for development through vicarious learning. Also, as technology continues to evolve and as education continues to adapt by integrating technology into the classrooms, counselor educators should begin exploring how to best use technology to teach students during practicum. Traditionally, based on the nature of counseling, practicum has been an interpersonal experience, but the results of the current study imply the methods of extending learning beyond the traditional class time is beneficial. Finally, as counselor educators strive to increase students' counselor self-efficacy early in practicum, in an environment that contains anxiety and self-doubt (Bernard (&) Goodyear, 2009; Cashwell (&) Dooley, 2001) using vicarious learning through video and online discussions can assist in accomplishing the goal.
Show less
Date Issued
2013
Identifier
CFE0004758, ucf:49762
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004758
THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION
Title
THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION.
Creator
Vaccaro, Nicole, Lambie, Glenn, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N =...
Show moreABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.
Show less
Date Issued
2009
Identifier
CFE0002511, ucf:47681
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002511
Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation
Title
Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation.
Creator
Petko, John, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Sivo, Stephen, University of Central Florida
Abstract / Description
ABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring ...
Show moreABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth (&) Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.
Show less
Date Issued
2012
Identifier
CFE0004583, ucf:49212
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004583
IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHETHER THEY WORK WITH STUDENTS WITH SPECIAL NEEDS?
Title
IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHETHER THEY WORK WITH STUDENTS WITH SPECIAL NEEDS?.
Creator
Lewis, Sally, Robinson, III and B. Grant Hayes, E.H., University of Central Florida
Abstract / Description
This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs....
Show moreThis study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School CounselorAssociation'sfall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Show less
Date Issued
2010
Identifier
CFE0003160, ucf:48613
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003160