Volume_4_Issue_5_Digest

82 TPC D igest agencies in three states (Delaware, Maryland, Texas) were randomly assigned to participate in either the QAI (target) condition or the Wellness Plus Information (WPI, comparison) condition, and received differential training and supervision. Pre- and postintervention, clinicians completed the Counselor Self- Efficacy Scale, which enabled analysis of the influence of quality training and supervision on level of CSE. Additionally, clinician postintervention reports of CSE were evaluated as predictors of quality assessment, and knowledge and use of EBP. Preintervention CSE was significantly associated with demographic/experiential variables, such as self-efficacy and age, race, years of experience, and years with agency. An analysis of covariance (ANCOVA) evaluating changes in CSE between the QAI and WPI conditions indicated a nonsignificant difference in change of pre- to postintervention CSE. Subsequent regression analyses indicated that, regardless of condition, postintervention CSE scores significantly predicted the following: quality of practice; knowledge of EBP for ADHD, depression, disruptive behavior and anxiety; and usage of EBP for treating depression. While findings do not support the use of the QAI intervention as a mechanism to enhance CSE, results emphasize the importance of high CSE for quality and effective practice. When training SMH clinicians, it is important to make explicit the goal of evaluating effective mechanisms to enhance CSE and the impact this evaluation has on client outcomes and satisfaction. Full article and references: Schiele, B. E., Weist, M. D., Youngstrom, E. A., Stephan, S. H., & Lever, N. A. (2014). Counseling self-efficacy, quality of services and knowledge of evidence-based practices in school mental health. The Professional Counselor , 4 , 467–480. doi:10.15241/bes.4.5.467 The Professional Counselor DIGEST Volume 4, Issue 5 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates