TPC-Journal-V3-Issue3

168 The Professional Counselor \Volume 3, Issue 3 and posttest. After determining the assumption of normality was met using normal Q-Q plots, a dependent t -test was used to determine if significant differences existed between the COSE pretest and posttest for these participants. Results showed that a significant improvement occurred at the .0005 level in which the pretest COSE scores had a mean of 144.79±19.6 and the posttest scores averaged at 174.42 ± 16.0, t (18) = –7.055, p = .0005. Experiences Learning Counseling Skills Using Motivational Interviewing The feedback questionnaire elicited participants’ perceived benefits and challenges of learning counseling skills in the context of MI. Overall, participants provided more rich descriptions of positive experiences and benefits rather than negative experiences or challenges. Additionally, each participant responded affirmatively to the fourth question, “Would you recommend that this course follow a similar format (integrating MI into the course) for subsequent cohorts?” In response to the second research question, four main themes were identified to capture participants’ experiences of learning counseling skills within the context of MI. Two subthemes also emerged within the first theme. These themes are presented along with corroborating excerpts from the data. Learning experience valuable and relevant to skill development. According to a majority of participants in this study, learning counseling skills in the context of MI could translate to their future professional experiences and be relevant in working with clients. Two subthemes emerged from this theme: (a) class instruction was useful and valuable, and (b) students felt they had learned practical and effective skills. Class instruction useful and valuable. Many students conveyed that class instruction was helpful and they expressed confidence in the expertise of their instructor. One student reflected on the overall experience of learning counseling skills in the context of MI and feeling better prepared following the course: “I see MI being very helpful in my profession and in the overall profession of counseling.” In response to the inquiry about challenges experienced, one student indicated that “the professors did a wonderful job breaking down the beginning and basic steps in order to build on them throughout the semester.” Participant responses also suggested that students found practicing the skills during class time to be beneficial. One student reflected on the experience of practicing skills: “MI has a ton of great tool[s] that help you connect with your client as you work together to help them change. Practicing the skills in class helped me see how effective they can be in the real world.” When asked about the challenges encountered while learning skills in the context of MI, another student responded: “It is a lot of skills, but practicing them helped me remember and understand them.” Practical and effective skills learned. Within this subtheme, almost all of the comments from participants suggest that the skills learned were versatile and effective. One student noted the versatile application of MI: “I think the skills can be applied to most any counseling session, regardless of the counselor’s theoretical perspective.” The students also appreciated the demonstrated efficacy of MI, perhaps enhancing their own counseling efficacy. For example, one student wrote, “I feel that learning the skills in the context of MI has enabled me to possess a wide variety of skills and interventions that will work effectively with the client while promoting client autonomy.” Participants’ beliefs that they would be able to connect with clients also were viewed as a valuable and useful part of this experience. For example, one student reported that “the overall experience of learning MI has given me a new outlook and approach that I can use to connect with and help my clients.” Students also seemed to find the MI approach to be practical, as one student reflected: “All the information that goes with MI seems so practical and almost like common sense.” Another student responded, “I really appreciate the strengths- based approach and the empowerment-stance toward clients. I also like that the skills are specific enough to be practical and general enough to be applicable to a variety of clients.”