共查询到20条相似文献，搜索用时 46 毫秒
1.
Kristin L. Barnes 《Counselor Education & Supervision》2004,44(1):56-69
Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included. 相似文献
2.
Catie A. Greene Amy E. Williams Pamela N. Harris Sterling P. Travis Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232
The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy. 相似文献
3.
Corrine C. Rutt Trevor J. Buser Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):123-136
The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment. 相似文献
4.
Madonna G. Constantine 《Counselor Education & Supervision》2002,41(3):162-174
The author investigated the relative contributions of prior multicultural training, racism attitudes, and White racial identity attitudes to self‐reported multicultural counseling competence in 99 school counselor trainees. After accounting for the number of previous multicultural counseling courses taken, results revealed that racism attitudes and White racial identity attitudes together contributed to significant variance in self‐perceived multicultural counseling competence. In particular, higher levels of racism were correlated with lower levels of self‐reported multicultural counseling competence. Moreover, higher Disintegration racial identity attitudes held by Whites were associated with their lower levels of self‐perceived multicultural counseling competence. Implications of the findings are discussed. 相似文献
5.
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 multiple‐mediator 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. 相似文献
6.
William E. Martin Crystal Easton Sheilah Wilson Michelle Takemoto Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30
The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy. 相似文献
7.
This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered. 相似文献
8.
Self‐Compassion Among College Counseling Center Clients: An Examination of Clinical Norms and Group Differences 
下载免费PDF全文
下载免费PDF全文 Allison J. Lockard Jeffrey A. Hayes Kristin Neff Benjamin D. Locke 《Journal of College Counseling》2014,17(3):249-259
There has been growing interest in the mental health benefits of self‐compassion. This study was designed to establish norms on the Self‐Compassion Scale–Short Form, a popular measure of self‐compassion for individuals seeking counseling, and to examine group differences in self‐compassion based on gender, race/ethnicity, sexual orientation, previous counseling, and psychiatric medication use. Data for this study were collected through the Center for Collegiate Mental Health, a practice‐research network of more than 240 college and university counseling centers. 相似文献
9.
Matthew D. Bird Graig M. Chow Gily Meir Jaison Freeman 《Journal of College Counseling》2019,22(3):256-269
The difference in attitudes toward online video counseling and face‐to‐face counseling and the relationship between stigma and these attitudes were investigated among a sample of 588 college students. Attitudes toward face‐to‐face counseling are more favorable compared with those toward online video counseling. However, self‐stigma does not influence attitudes toward online video counseling to the same extent as face‐to‐face counseling. Services delivered through online video counseling may be beneficial for those experiencing higher levels of stigma. 相似文献
10.
Nonsuicidal self‐injury is an important concern that has received limited attention. In this study, the authors explored several factors differentiating three student groups: never self‐injured, self‐injured in the past, and currently self‐injure. Among the factors investigated, results showed that currently self‐injuring students were younger, less likely to use problem‐focused coping behaviors, and substantially more likely to be in counseling. College counseling implications, effect sizes, and limitations are discussed. 相似文献
11.
Rebekah Smart 《Journal of College Counseling》2010,13(2):182-192
This case study describes short‐term counseling with a young biracial woman experiencing an eating disorder. A biopsychosocialcultural conceptualization of the problem is described. The counseling approach is informed by feminist and multicultural theory and uses both interpersonal and cognitive behavior therapy. 相似文献
12.
Michael D. Brubaker Ana Puig Ryan F. Reese Jessica Young 《Counselor Education & Supervision》2010,50(2):88-102
As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices that may be perpetuated by selecting theories that further oppress clients and other marginalized communities. Prilleltensky (1997) introduced a social justice paradigm, emancipatory communitarianism, to address the limitations of existing theories on the basis of their underlying values. The authors discuss how incorporating emancipatory communitarianism and values discussions into counseling theories pedagogy can enhance critical thinking and self‐exploration among developing students. Implications for counseling pedagogy, practices, and research are discussed. 相似文献
13.
Based on the Social Cognitive Model of Counselor Training (L. M. Larson, 1998), this study explored the effects of bogus performance feedback on counseling self‐efficacy and counselor anxiety. After a 10‐minute mock counseling session, 45 master's‐level trainees received either positive or negative bogus feedback regarding their performance. Results showed that (a) participants altered their counseling self‐efficacy depending on the performance feedback they received, and (b) participants reported changes in anxiety following performance feedback. 相似文献
14.
Mei Tang Kathleen D. Addison Danielle LaSure‐Bryant Rhonda Norman William O'Connell Joseph A. Stewart‐Sicking 《Counselor Education & Supervision》2004,44(1):70-80
The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates. 相似文献
15.
Guy A. Boysen 《Counselor Education & Supervision》2010,49(4):210-227
The author reviews the empirical and theoretical literature on implicit bias as it relates to counselor education. Counselor educators can integrate implicit bias into the concepts of multicultural knowledge, awareness, and skill. Knowledge about implicit bias includes its theoretical explanation, measurement, and impact on counseling. Awareness of implicit bias requires specialized assessment independent of self‐reported bias. Skills related to implicit bias include intentionality in thought and behavior and long‐term commitment to changing biased thought patterns. 相似文献
16.
17.
Steve Urbani Michael Robert Smith Cleborne D. Maddux Marlowe H. Smaby Edil Torres‐Rivera Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106
The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance. 相似文献
18.
Kevin B. Stoltz Susan R. Barclay Rebekah H. Reysen Suzanne Degges 《Counselor Education & Supervision》2013,52(1):2-14
Counselor supervision occurs during a critical stage when counselors‐in‐training (CITs) are actively developing their career self‐concept as they adapt to professional life and responsibilities. This article provides an application of a narrative approach for supervisors helping CITs understand how their personal occupational images interplay with adjusting to the work environment. With this understanding, CITs are able to identify aspects of the professional career image that they want to develop and portray in their pursuit of a career in counseling. 相似文献
19.
Researchers suggest an increase in self‐harm among men. Specifically, college‐age men appear to be at risk for self‐harming behaviors, and counselors often overlook these behaviors in treatment. In this article, the authors describe the issue of self‐harm and illustrate the use of dialectical behavior therapy (DBT; Linehan, 2014 ) with male college students. The authors use a case study to illustrate the use of a modified form of DBT with a male college student who self‐harmed. Limitations of this approach and implications for college counselors are also addressed. 相似文献
20.
This study examined the relationships between implementation of a school‐wide approach to behavior, School‐wide Positive Behavior Support (SWPBS), and teacher self‐efficacy. Twenty‐two teachers from schools implementing SWPBS and 40 teachers from schools not implementing SWPBS completed a questionnaire measuring aspects of self‐efficacy. Differences in ratings of self‐efficacy were examined using multilevel modeling. Results showed that teachers at SWPBS schools reported significantly higher perceptions of teacher self‐efficacy when controlling for school‐level effects. Results are discussed in terms of implications for future research and practice. © 2011 Wiley Periodicals, Inc. 相似文献