Relationship between sources of counseling self-efficacy and counseling self-efficacy among Malaysian school counselors

Ooi, Pei Boon; Jaafar, Wan Marzuki Bin Wan; Baba, Maznah

doi:10.1016/j.soscij.2017.05.005

Cited by 23 publications

(17 citation statements)

References 43 publications

(38 reference statements)

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“…School counsellors may gain greater satisfaction with their work as they feel competent in successful execution of a counselling session. Mastery experiences are the most important sources of counselling self-efficacy beliefs of school counsellors, which is the direct and first-hand experience gained by offering counselling services (Ooi et al, 2018). Positive mastery experiences such as managing a counselling session successfully, dealing with the challenging client behaviours effectively, and seeing the positive changes in clients' behavioural, emotional or cognitive wellbeing are evidence for school counsellors to see themselves as competent to fulfil their duties as mental health providers.…”

Section: Discussionmentioning

confidence: 99%

“…Counselling self-efficacy is defined as the beliefs of professionals in the mental health profession about their ability to manage a counselling session (Lent, Hill, & Hoffman, 2003). Although research on the counselling self-efficacy concept within the context of school mental health services is limited in number and fairly new (Ooi, Jaafar, & Baba, 2018;Schiele, Weist, Youngstrom, Stephan, & Lever, 2014;Tan & Chou, 2018), they provide important evidence. The counselling self-efficacy beliefs of school counsellors develop based on mastery experiences (Ooi et al, 2018).…”

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confidence: 99%

“…Although research on the counselling self-efficacy concept within the context of school mental health services is limited in number and fairly new (Ooi, Jaafar, & Baba, 2018;Schiele, Weist, Youngstrom, Stephan, & Lever, 2014;Tan & Chou, 2018), they provide important evidence. The counselling self-efficacy beliefs of school counsellors develop based on mastery experiences (Ooi et al, 2018). By offering counselling services, they work on their counselling skills by evaluating outcomes of their interventions based on their up-to-date training and ability.…”

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confidence: 99%

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School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

Aydın

Odacı²

2020

J. Psychol. Couns. Sch.

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The aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

Aydın

Odacı²

2020

J. Psychol. Couns. Sch.

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“…Pentingnya CSE ini mendorong beberapa peneliti untuk mengungkap faktor psikologis yang memengaruhinya, diantaranya pendidikan dan training dalam bidang konseling, social desirability, kepribadian konselor, aptitude, achievem ent (Larson & Daniels, 1998), afek positif (Ümmet, 2017), emotional intelligence (Easton, Martin, & Wilson, 2008), m astery experience (Ooi, Wan Jaafar, & Baba, 2015), dan pengalaman kerja sebagai konselor (Melchert, Hays, Wiljanen, & Kolocek, 1996;Tang et al, 2004). Peran masing-masing variable tersebut terhadap CSE bervariasi dari yang lemah hingga kuat.…”

Section: Counseling Self-efficacyunclassified

Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru

Ramdhani

Swasono²

2019

gamajpp

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This article encompasses two studies about the influence of Counseling Teacher Quality Improvement (CTQI) Program in improving the competence of guidance and counseling teacher. The first study evaluated the effectiveness of CTQI in changing students and headmaster’s perceptions toward the way guidance and counseling teacher facilitates students in managing their problems. The second study aimed to examine the increase of guidance and counseling teacher’s counseling self-efficacy after participating in the three months counseling assistance program. Participants were 59 guidance and counseling teachers, 59 student groups, and 59 headmasters. Guidance and counseling teacher’s self-perception scale was given to teachers, perception toward teacher scale was given to headmasters and students. Counseling self-efficacy scale was only given to teachers. Data analysis showed that the perception of teachers, headmasters, and students increased after teachers parttook in CTQI. Improvement also occured in counseling self-efficacy after counseling assistance program. However, headmasters’ perception toward guidance and counseling teachers’ counseling self-efficacy remained unchanged.

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“…Specifically, counselor discomfort with the subject of sex may hinder the assessment and treatment of the sexual relationship of couples (Bloom, Guiterrez, Lambie, & Ali, 2016; Kazukauskas & Lam, 2009, 2010; Miller & Byers, 2010, 2012; Walters & Spengler, 2016). Therefore, comfort addressing sexual problems requires the counselor to examine their physiological and anxiety states as a source of feedback to assess counselor self-efficacy (Bandura, 1997; Ooi, Wan Jaafar, & Baba, 2018). Thus, counselor self-efficacy when encountering clients with sexual problems (Miller & Byers, 2010) remains paramount to comprehensively assessing and treating clients.…”

mentioning

confidence: 99%

Comfort in Treating Sexual Problems: Current Training and Counselor Self-Efficacy

Hipp

Carlson

2019

The Family Journal

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Counselor discomfort with sex can impede couple growth during the therapeutic process. As couples address multifaceted problems during therapy, counselors should be prepared to professionally discuss a couple’s sexuality during the therapeutic process. As such, the continued taboo surrounding the discussion of sex may illicit embarrassment or nondisclosure of the sexual difficulties by the individual or couple, or worse, be ignored completely by the counselor. Therefore, counselor self-efficacy of sexual topics requires continued analysis within the literature and clinical practice. Thus, the focus of this article is to bridge the gap between counselor sexual discomfort and building self-efficacy of sexual topics through the use of practical strategies (i.e., assessments and interventions) to use in treatment by (a) presenting an overview of literature on sexual perspectives of counselors that inhibit therapeutic discussion of sexuality in the counseling environment, (b) highlighting therapeutic lenses of sexuality that assist in understanding how sexual problems positively and/or negatively impact clients while promoting healthy communication between the counselor and client, (c) providing evidence for the use of sexually based assessments to assist counselors in the development of sexual conversations in treatment, and (d) presenting a brief overview of treatment methods for sexual problems. Implications for practice and research are discussed.

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Relationship between sources of counseling self-efficacy and counseling self-efficacy among Malaysian school counselors

Cited by 23 publications

References 43 publications

School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

School Counsellors’ Job Satisfaction: What is the Role of Counselling Self-Efficacy, Trait Anxiety and Cognitive Flexibility?

Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru

Comfort in Treating Sexual Problems: Current Training and Counselor Self-Efficacy

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