TPC-Journal-V4-Issue5

467 The Professional Counselor Volume 4, Issue 5, Pages 467–480 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates doi:10.15241/bes.4.5.467 Bryn E. Schiele is a doctoral student at the University of South Carolina. Mark D. Weist is a professor at the University of South Carolina. Eric A. Youngstrom is a professor at the University of North Carolina at Chapel Hill. Sharon H. Stephan and Nancy A. Lever are associate professors at the University of Maryland. Correspondence can be addressed to Bryn E. Schiele, the Department of Psychology, Barnwell College, Columbia, SC 29208, schiele@email.sc.edu. Bryn E. Schiele Mark D. Weist Eric A. Youngstrom Sharon H. Stephan Nancy A. Lever Counseling Self-Efficacy, Quality of Services and Knowledge of Evidence-Based Practices in School Mental Health Counseling self-efficacy (CSE), defined as one’s beliefs about his or her ability to effectively counsel a client, is an important precursor of effective clinical practice. While research has explored the association of CSE with variables such as counselor training, aptitude and level of experience, little attention has been paid to CSE among school mental health (SMH) practitioners. This study examined the influence of quality training (involving quality assessment and improvement, modular evidence-based practices, and family engagement/empowerment) versus peer support and supervision on CSE in SMH practitioners, and the relationship between CSE and practice-related variables. ANCOVA indicated similar mean CSE changes for counselors receiving the quality training versus peer support. Regression analyses indicated that regardless of condition, postintervention CSE scores significantly predicted quality of practice, knowledge of evidence-based practices (EBP) and use of EBP specific to treating depression. Results emphasize the importance of CSE in effective practice and the need to consider mechanisms to enhance CSE among SMH clinicians. Keywords : self-efficacy, school mental health, evidence-based practices, counselor training, depression There are major gaps between the mental health needs of children and adolescents and the availability of effective services to meet such needs (Burns et al., 1995; Kataoka, Zhang, & Wells, 2002). This recognition is fueling efforts to improve mental health services for youth in schools (Mellin, 2009; Stephan, Weist, Kataoka, Adelsheim, & Mills, 2007). At least 20% of all youth have significant mental health needs, with roughly 5% experiencing substantial functional impairment (Leaf, Schultz, Kiser, & Pruitt, 2003). Further, less than one third of children with such mental health needs receive any services at all. The President’s New Freedom Commission on Mental Health (2003) documented the position of schools as a point of contact and universal natural setting for youth and families, recognizing schools as a key factor in the transformation of child and adolescent mental health services (Stephan et al., 2007). In the past 2 decades, there has been a significant push for full-service schools that expand beyond a sole focus on education, and employ community mental health practitioners to respond to the emotional and behavioral needs of students (Conwill, 2003; Dryfoos, 1993; Kronick, 2000). The education sector is the most common provider of mental health services for children and adolescents (Farmer, Burns, Phillips, Angold, & Costello, 2003), with 70%–80% of