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The Professional Counselor \Volume 4, Issue 5 477 that the counselor interprets as successful) in actual or role-play counseling settings have been found to increase CSE (Barnes, 2004); however, this result is contingent on the trainee’s perception of session success (Daniels & Larson, 2001). Future efforts to enhance CSE could strategically test how to structure practice counseling sessions and format feedback in ways that result in mastery experiences for clinicians. Future investigations also may incorporate modeling strategies into counselor training, possibly within a group setting. Structuring modeling practices in a group rather than an individual format may facilitate a fluid group session, moving from viewing a skill set to practicing with other group members and receiving feedback. This scenario could provide counselors with both vicarious and mastery experiences. The use of verbal persuasion—the third source of efficacy—to enhance CSE also has been evaluated in counseling trainees. Verbal persuasion involves communication of progress in counseling skills, as well as overall strengths and weaknesses (Barnes, 2004). While strength-identifying feedback has been found to increase CSE, identifying skills that need improvement has resulted in a decrease in CSE. Lastly, emotional arousal, otherwise conceptualized as anxiety, is theorized to contribute to level of CSE. As opposed to the aforementioned enhancement mechanisms, increases in counselor anxiety negatively predict counselor CSE (Hiebert, Uhlemann, Marshall, & Lee, 1998). Thus, it is not recommended that identification of skills that need improvement be utilized as a tactic to develop CSE. Finally, in addition to clinician self-ratings, future research should investigate CSE’s impact on performance as measured by supervisors, as well as clients. With growing momentum for SMH across the nation, it is imperative that all factors influencing client outcomes and satisfaction with services be evaluated, including CSE. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Aarons, G. A. (2005). Measuring provider attitudes toward evidence-based practice: Consideration of organizational context and individual differences. Child and Adolescent Psychiatric Clinics of North America , 14 , 255–271. doi:10.1016/j.chc.2004.04.008 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review , 84 , 191–215. doi:10.1037/0033-295X.84.2.191 Bandura, A. (1994). Self-efficacy. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York, NY: Academic Press. Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education and Supervision , 44 , 56–69. doi:10.1002/j.1556-6978.2004.tb01860.x Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice , 17 , 1–30. doi:10.1111/j.1468- 2850.2009.01187.x Beidas, R. S., Mychailyszyn, M. P., Edmunds, J. M., Khanna, M. S., Downey, M. M., & Kendall, P. C. (2012). Training school mental health providers to deliver cognitive-behavioral therapy. School Mental Health , 4 , 197–206. doi:10.1007/s12310-012-9047-0 Berger, T. K. (2013). School counselors’ perceptions practices and preparedness related to issues in mental health (Doctoral dissertation). Retrieved from http://hdl.handle.net/1802/26892