Development of Counseling Students’ Self-Efficacy During Preparation and Training

Abstract

A purposeful sample of 359 graduate counseling students completed a survey assessing factors influencing program enrollment decisions with particular attention to students' awareness of and importance ascribed to accreditation from the Council for Accreditation of Counseling and Related Educational Programs (CACREP) prior to and following enrollment. Results indicated that accreditation was the second most influential factor in one half of the students' enrollment decisions; nearly half of participants were unaware of CACREP accreditation prior to enrollment. Accreditation was a top factor that students attending non-CACREP-accredited programs wished they had considered more in their enrollment decisions. Findings from the survey indicate that prospective counseling students often lack necessary information regarding accreditation that may influence enrollment decisions. Implications for counseling students and their graduate preparation programs, CACREP and the broader counseling profession are discussed.

Exploring the Relationships Between Counseling Students’ Cultural Factors, Academic Aptitude, and Self‐Efficacy

“…Meyer () reported that master’s‐level students in a rehabilitation counseling program had an increase in their CSE during the counseling skill training course. Mullen, Uwamahoro, Blount, and Lambie () found that master’s‐level counseling students’ CSE increased over time as they progressed through the preparation program. However, although there are several studies that explored the development of students’ CSE, few studies exist to investigate a longitudinal change in students’ CSE throughout their preparation programs (e.g., from orientation to graduation from the program).…”

“…They found statistically significant differences in CSE among ethnic groups but no significant differences by age and gender. Mullen et al () found no significant relationship between students’ cultural factors (i.e., age, gender, ethnicity, and program track) and their perceived CSE at each of their three data collection points in a longitudinal study on students’ CSE.…”

School Counselors’ General Self-Efficacy, Ethical and Legal Self-Efficacy, and Ethical and Legal Knowledge

“…The construct of self-efficacy has been researched in school counseling literature for a variety of topics (e.g., Bodenhorn & Skaggs, 2005;Bodenhorn, Wolfe, & Airen, 2010;Clark, 2006;Mullen, Uwamahoro, Blount, & Lambie, 2015;Owens, Bodenhorn, & Bryant, 2010;Scarborough & Culbreth, 2008;Woods, 2009). Woods (2009) identified that school counselors' (N = 980) length of experience correlated with increased self-efficacy.…”

Huber Inventory of Trainee Self‐efficacy: Assessment of measurement models

“…These researchers indicated a moderate relationship between CSE and counseling performance measures, and that trainees with higher CSE may perceive their supervisory environments as being more positive and supportive. Additionally, multiple studies (e.g., Barbee, Scherer, & Combs, ; Cashwell & Dooley, ; Kozina, Grabovari, De Stefano, & Drapeau, ; Melchert, Hays, Wiljanen, & Kolocek, ; Mullen, Uwamahoro, Blount, & Lambie, ; Tang et al, ) have examined counseling trainee self‐efficacy.…”