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ASSESSING THE PSYCHOMETRIC PROPERTIES OF THE COUNSELING COMPETENCIES SCALE: A MEASURE OF COUNSELING SKILLS, DISPOSITIONS, AND BEHAVIORS
Title
ASSESSING THE PSYCHOMETRIC PROPERTIES OF THE COUNSELING COMPETENCIES SCALE: A MEASURE OF COUNSELING SKILLS, DISPOSITIONS, AND BEHAVIORS.
Creator
Swank , Jacqueline, Lambie, Glenn, University of Central Florida
Abstract / Description
Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills....
Show moreEthical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies Scale (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both completed a demographic questionnaire developed by the researcher. The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach's alpha. The exploratory factor analyses yielded five midterm CCS factors (Factor 1: Assessment and Application, Factor 2: Professional Behaviors and Dispositions, Factor 3: Beginning Counseling Skills, Factor 4: Advanced Counseling Skills, Factor 5: Directive Counseling Skills) and four final CCS factors (Factor 1: Professional Dispositions and Behaviors, Factor 2: Counseling Skills, Factor 3: Assessment and Application, Factor 4: Growth). Additionally, the CCS exhibited strong internal consistency reliability for both the individual factors and the overall models. The interrater reliability among raters yielded a low correlation (Skills [r = .436], Dispositions [r = .515], Behaviors [r = .467], and Total [r = .570]). Furthermore, an assessment of criterion-related validity yielded a high correlation (r = .407) between the final total score on the CCS and the students' final grade in the counseling practicum course. The results of the statistical analyses support the development of the CCS, a promising assessment instrument for evaluating counseling competencies within counselors-in-training. Through the further development of the CCS, counselor educators and supervisors will have a sound method for assessing their students' levels of counseling competencies and learning outcomes. Additionally, the CCS may support counselor educators and supervisions in their ethical and legal responsibilities as teachers, evaluators, and gatekeepers for the counseling profession. Furthermore, the CCS offers counselors-in-training a tool to assist them in understanding and developing their level of comprehensive counseling competencies.
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Date Issued
2010
Identifier
CFE0003028, ucf:48342
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003028
THE INFLUENCE OF COUNSELOR EDUCATION PROGRAMS ON COUNSELOR WELLNESS
Title
THE INFLUENCE OF COUNSELOR EDUCATION PROGRAMS ON COUNSELOR WELLNESS.
Creator
Roach, Leila, Young, Mark, University of Central Florida
Abstract / Description
Counselor education programs strive to promote the personal development and wellness of counselors in addition to cognitive, skill, and professional competencies. The purpose of this study was to examine trends in self-reported levels of wellness of master's level counseling students. The cross-sectional study investigated the influence of time in a counselor education program on the wellness levels of counseling students. Students were surveyed at three points in their counselor education...
Show moreCounselor education programs strive to promote the personal development and wellness of counselors in addition to cognitive, skill, and professional competencies. The purpose of this study was to examine trends in self-reported levels of wellness of master's level counseling students. The cross-sectional study investigated the influence of time in a counselor education program on the wellness levels of counseling students. Students were surveyed at three points in their counselor education training: the beginning, middle, and end. Participants included 204 master's level counseling students enrolled in three CACREP-accredited counselor education programs located in the southeastern United States. Each participant completed the Five Factor Wellness Inventory (5F-Wel) and a demographic questionnaire. A monotonic trend analysis was conducted in SPSS Multivariate Analysis of Variance (MANOVA) to answer the question of whether master's level counseling students report higher levels of wellness as they advance through a counseling program. Additional univariate analyses of variance (ANOVAs) were performed in order to answer questions related to the influence of demographic variables. Results of the study yielded no significant trends in self-reported levels of wellness by students as they progressed through their counselor training. Furthermore, gender, cultural background, and a requirement for personal counseling were not significant in accounting for differences in the wellness levels of students. However, those students who reported that their counselor education program offered a wellness course reported statistically significant higher levels of wellness. Responses to an open ended question on the demographic questionnaire, 'What, if anything, have you learned in your counseling coursework that has helped you develop knowledge and skills regarding your personal wellness?" were included in the discussion to provide insight into the results of the study. The findings suggested that, while counselor education programs may not increase levels of wellness in students, evidence from the demographic questionnaire indicated that personal development and wellness were emphasized. Perhaps systematic procedures for teaching and evaluating student wellness could be implemented in counselor education programs to insure that goals regarding personal development and wellness are being met.
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Date Issued
2005
Identifier
CFE0000432, ucf:46399
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000432
THE EFFECTS OF TWO GROUP APPROACHES ON COUNSELING STUDENTSÂÂÂÂ' EMPATHY DEVELOPMENT, GROU
Title
THE EFFECTS OF TWO GROUP APPROACHES ON COUNSELING STUDENTSÂÂÂÂ' EMPATHY DEVELOPMENT, GROUP LEADER SELF-EFFICACY DEVELOPMENT, AND EXPERIENCE OF THE THERAPEUTIC FACTORS.
Creator
Ohrt, Jonathan, Robinson, E. H., University of Central Florida
Abstract / Description
Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is...
Show moreCounselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling studentsÂÂÂÂ' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post.
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Date Issued
2010
Identifier
CFE0003149, ucf:48636
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003149
THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME
Title
THE RELATIONSHIP BETWEEN THE BASIC SKILLS PROFICIENCY OF COUNSELOR EDUCATION MASTER'S LEVEL STUDENTS AND CLIENT OUTCOME.
Creator
Welsh, Lorie, Robinson, Edward, University of Central Florida
Abstract / Description
A review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor...
Show moreA review of literature on the history of psychology and counseling revealed a limited amount of research on counselor education training programs, specifically basic skills versus client outcome. The purpose of this study was to investigate the relationship between counselor educator student's basic skills and the effects these skills had on client outcome. By way of a multiple regression, two independent variables, the Global Scale for Rating Helper Responses (GSRR) and the Counselor Skills and Professional Behavior Scale (CSPBS) were analyzed in relation to the Outcome Questionnaire (OQ-45.2). Results indicated that there was no statistical significance between basic skills and client outcome.
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Date Issued
2007
Identifier
CFE0001549, ucf:47126
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001549
TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT
Title
TRAINING PROFESSIONAL SCHOOL COUNSELING STUDENTS TO FACILITATE A CLASSROOM GUIDANCE LESSON AND STRENGTHEN CLASSROOM MANAGEMENT SKILLS USING A MIXED REALITY ENVIRONMENT.
Creator
Gonzalez, Tiphanie, Robinson, Edward, University of Central Florida
Abstract / Description
According to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found...
Show moreAccording to the ASCA National Model, school counselors are expected to deliver classroom guidance lessons; yet, there has been little emphasis on graduate coursework targeting the development and implementation of guidance curriculum lessons in PSC training. A national study conducted by Perusse, Goodnough and Noel (2001) was conducted looking at how counselor educators were training "entry level school counseling students" in the skills needed for them to be successful as PSCs. They found that of the 189 school counseling programs surveyed only 3% offered a guidance curriculum course and 13.2% offered a foundations in education course. Inferring that many of programs surveyed did not have a course specific to classroom guidance and/or classroom management. A classroom guidance curriculum is a developmental, systematic method by which students receive structured lessons that address academic, career, and personal/social competencies (ASCA, 2005). Classroom guidance lessons provide a forum for school counselors to address such student needs as educational resources, postsecondary opportunities, school transitions, bullying, violence prevention, social-emotional development, and academic competence in a classroom environment (Akos & Levitt, 2002; Akos, Cockman & Strickland, 2007; Gerler & Anderson, 1986). Through classroom guidance, school counselors can interact with many of the students that they would normally not see on a day-to-day basis while providing information, building awareness and having discussions on topics that affect these student populations every day. The present study seeks to explore the use of an innovative method for training PSCs in classroom guidance and classroom management. This method involves the use of a mixed reality simulation that allows PSC students to learn and practice classroom guidance skills in a simulated environment.
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Date Issued
2011
Identifier
CFE0003624, ucf:48873
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003624
THE RELATIONSHIP AMONG WELLNESS, SEVERITY OF DISTURBANCE, AND SOCIAL DESIRABILITY OF ENTERING MASTER'S-LEVEL COUNSELING STUDENTS
Title
THE RELATIONSHIP AMONG WELLNESS, SEVERITY OF DISTURBANCE, AND SOCIAL DESIRABILITY OF ENTERING MASTER'S-LEVEL COUNSELING STUDENTS.
Creator
Smith, Heather, Robinson III, Edward H. "Mike", University of Central Florida
Abstract / Description
A wellness paradigm may hold promise for unifying and strengthening the identity of the counseling profession. The construct of wellness may also hold implications for assessment of entering master's-level counseling students, as a tool for continuous evaluation of students, or for overall program evaluation. In this study, the only counseling-based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle, was tested for its relationship to two other constructs:...
Show moreA wellness paradigm may hold promise for unifying and strengthening the identity of the counseling profession. The construct of wellness may also hold implications for assessment of entering master's-level counseling students, as a tool for continuous evaluation of students, or for overall program evaluation. In this study, the only counseling-based wellness assessment measure, the Five Factor Wellness Evaluation of Lifestyle, was tested for its relationship to two other constructs: psychological disturbance and social desirability. In order to test the research hypotheses, a total of nine programs (in five states) and 204 entering master's-level counseling students completed instrumentation packets comprised of the Five-Factor Wellness Evaluation of Lifestyle, the Marlowe-Crowne Social Desirability Scale, and the Outcome Questionnaire – 45.2. The results of the analyses indicated statically significant relationships in 52 out of 55 correlations between the instruments' total scores and subscale scores. The first null hypothesis was rejected in favor of the alternative hypothesis; there was a statistically significant negative relationship between level of psychological disturbance and level of wellness. The results of the study failed to reject null hypothesis two; the relationship between wellness and social desirability was found to have no statistical significance after removing the influence of psychological disturbance. Null hypothesis three was rejected in favor of the alternative hypothesis; there was a statistically significant negative relationship between level of psychological disturbance and social desirability. Number and percent of participants exceeding psychological disturbance cutoff scores was examined. Measures of central tendency and the effects of demographic variables for each of the instruments were presented. Exploratory data analysis revealed that the first-order wellness factor, second-order wellness factors, and social desirability mean scores of those scoring above the cutoff for Severity of Disturbance, difficulty in Interpersonal Relations, Symptom Distress, and Difficulty in Social Roles were lower than those scoring below each cutoff score. Results of the study were summarized, factors to consider in the interpretation of the results were discussed, and implications for counselor education and future research were provided.
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Date Issued
2006
Identifier
CFE0001032, ucf:46827
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001032
COUNSELING STUDENTS' ATTITUDES AND BELIEFS TOWARD LGBTQ INDIVIDUALS AND RELATIONSHIPS BETWEEN PSYCHOSOCIAL FACTORS
Title
COUNSELING STUDENTS' ATTITUDES AND BELIEFS TOWARD LGBTQ INDIVIDUALS AND RELATIONSHIPS BETWEEN PSYCHOSOCIAL FACTORS.
Creator
McHarg, Samantha, Molina, Olga, University of Central Florida
Abstract / Description
Attitudes and beliefs influence how counselors practice. This study explored four psychosocial factors and their correlation to the attitudes of graduate counseling students' (N = 28) toward lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) individuals. The four main psychosocial factors that were identified in previous research include knowledge level, religiosity, political affiliation, and previous experience with LGBTQ individuals. The hypothesis of this study was...
Show moreAttitudes and beliefs influence how counselors practice. This study explored four psychosocial factors and their correlation to the attitudes of graduate counseling students' (N = 28) toward lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) individuals. The four main psychosocial factors that were identified in previous research include knowledge level, religiosity, political affiliation, and previous experience with LGBTQ individuals. The hypothesis of this study was there are relationships between attitudes toward LGBTQ individuals and the aforementioned psychosocial factors. Students were invited to participate through emails sent by the Director of the Counseling Education program. The survey used to collect data included a demographics questionnaire and three scales. The findings did not show any significant correlations between knowledge level, religiosity, and political affiliation and attitudes. Personal relationships and attitudes could not be tested due to limitations of the study. These findings were not congruent with previous research.
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Date Issued
2013
Identifier
CFH0004417, ucf:45090
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004417