Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and Empathy

Abstract

This study examined the predictive relationship between mindfulness and counseling self-efficacy and the potential mediating effects of attention and empathy. Master's-level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self-efficacy. Pearson product-moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiplemediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self-efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes.

Voices from the Desks: Exploring Student Experiences in Counselor Education

“…Yoga, meditation, and qigong have also been used in counselor education resulting in beneficial personal and professional outcomes (Christopher, Christopher & Dunnagan, 2006). Other mindfulness practices have been recommended for increasing student self-efficacy in counseling practice (Greason & Cashwell, 2011). It is useful to consider the types of activities that could be incorporated into the academic coursework, encouraged by faculty advisors, or led by peers through student organizations such as Chi Sigma Iota.…”

Investigation of the Relationship between Resilience, Mindfulness, and Academic Self-Efficacy

“…Therefore, strengthening the protective factors associated with resilience will strengthen resilience. Thompson, Arnkoff, and Glass (2011) have proposed that mindfulness is associated with resilience, and Greason & Cashwell (2009) research found evidence of an association between mindfulness and self-efficacy. These findings suggest that mindfulness and self-efficacy show potential to be protective factors to strengthening resilience (Hamill, 2003).…”

Okul Psikolojik Danışmanlarının Genel Öz-Yeterlik İnancı ve Örgütsel Özdeşleşme Algısı

“…Pamukçu, 2011 göre danışman öz-yeterlik inancı ne yapacağını bilme il eylemi gerçekleştirme arasında aracı rolündedir ve aynı zamanda etkili danışmanın birincil belirleyicisidir. Bu çerçevede alan yazında psikolojik danışman adaylarının öz-yeterlik algıları (Aksoy ve Diken, 2009;Greason ve Cashwell, 2009;Pamukçu, 2011;Meyer, 2012;Öztürk, 2014) ile ilgili çalışmalar olmakla beraber, psikolojik danışmanların öz-yeterlik algıları (Can, 2010;Cheng ve diğ., 2011;Gündüz, 2012;Haron, Jaafar ve Baba, 2010;Larson ve Daniels, 1998;Owens, Bodenhorn ve Bryant, 2010;Sali Bilgiç, 2011;Yüksel ve diğ., 2012) ile ilgili çalışmalar da bulunmaktadır.…”

“…Yüksel ve diğerlerine (2012) göre de rehber öğretmen adaylarının psikolojik danışma ve rehberliğe ilişkin alınan eğitimlerin miktarı arttıkça öz-yeterlik düzeylerinin de arttığı yönündedir. Bunun yanında psikolojik danışmanların yaşam doyumları (Pamukçu, 2011) ve işleri ile ilgili farkındalıkları (Greason ve Cashwell, 2009) arttıkça öz-yeterlik algıları da artacaktır. Yine Haron, Jaafar ve Baba (2010) okul ikliminin psikolojik danışmanlarının öz-yeterliğini etkilediğini bulmuşlardır.…”