Volume_7_Issue_2_Digest

5 TPC Digest Read full article and references: Ernst, K., Bardhoshi, G., & Lanthier, R. P. (2017). Self-efficacy, attachment style and service delivery of elementary school counseling. The Professional Counselor , 7 , 129–143. doi : 10.15241/ke.7.2.129 This finding has important implications for counselor education and training, as school counselors who believed that they were capable of performing in accordance with the ASCA National Model were more likely to actually perform and want to perform core activities. Interestingly, self-efficacy beliefs also predicted higher levels of performing other activities that are considered outside of the scope of school counseling practice. It is possible that highly efficacious school counselors may simply do more, whether or not given activities align with ASCA recommendations. Providing novice school counselors with education and training that is consistent with their actual practice and is firmly grounded in the ASCA National Model will promote the development of self-efficacy from the start. In a cascade, self-efficacy will likely promote stronger alignment with best practices and, in turn, enhance student outcomes. Anxiously attached school counselors revealed a lower preference for performing core intervention activities. Additionally, anxiously attached school counselors had a higher preference for performing other activities that are outside the scope of school counseling practice. Perhaps anxiously attached counselors find it more difficult to align with the professional identity model promoted by ASCA because administrative, clerical and fair share duties are expected and valued in their work setting. Indeed, anxiously attached workers seek close relationships with their colleagues and supervisors and have more difficulty resisting unreasonable demands in the workplace. Using attachment concepts as a guide for supervision or professional development activities could assist school counselors’ ongoing efforts to understand their own behavior and motivations in the work setting. Education on attachment constructs has the potential to be a useful component of school counselor development, especially since the cultivation of healthy interpersonal relationships has a tremendous potential to facilitate effective change in schools. Kimberly Ernst is a counselor in independent practice in Washington, DC. Gerta Bardhoshi, NCC, is an Assistant Professor at the University of Iowa. Richard P. Lanthier is an Associate Professor at George Washington University. Data for this article originated from the first author’s doctoral dissertation. Correspondence can be addressed to Gerta Bardhoshi, College of Education, N352 Lindquist Center, Iowa City, IA 52242-1529, gerta-bardhoshi@uiowa.edu . 5 |