TPC-Journal-V5-Issue1

175 The Professional Counselor Volume 5, Issue 1, Pages 175–184 http://tpcjournal.nbcc.org © 2015 NBCC, Inc. and Affiliates doi:10.15241/prm.5.1.175 Patrick R. Mullen, NCC, is an Assistant Professor at East Carolina University. Olivia Uwamahoro, NCC, is a doctoral candidate at the University of Central Florida. Ashley J. Blount, NCC, is a doctoral candidate at the University of Central Florida. Glenn W. Lambie, NCC, is a Professor at the University of Central Florida. Correspondence can be addressed to Patrick R. Mullen, 225A Ragsdale Bldg., Mail Stop 121, Greenville, NC 27858, mullenp14@ecu.edu . Patrick R. Mullen Olivia Uwamahoro Ashley J. Blount Glenn W. Lambie Development of Counseling Students’ Self-Efficacy During Preparation and Training Counselor preparation is multifaceted and involves developing trainees’ clinical knowledge, skills and competence. Furthermore, counselor self-efficacy is a relevant developmental consideration in the counseling field. Therefore, the purpose of this longitudinal investigation was to examine the effects of a counselor preparation program on students’ development of counseling self-efficacy. The Counselor Self-Efficacy Scale was administered to 179 master’s-level counselors-in-training at three points in their counselor training and coursework, including new student orientation, clinical practicum orientation and final internship group supervision meeting. Findings indicated that students’ experience in their preparation program resulted in higher levels of self-efficacy. Keywords : counselor preparation, counselor training, self-efficacy, development, internship The practice of counselor training is a complex, intentional process of reflective educational and experiential activities to promote the development of knowledge and skills (Bernard & Goodyear, 2013; Council for Accreditation of Counseling and Related Educational Programs [CACREP], 2009; McAuliffe & Eriksen, 2011). As such, the primary goal of counselor preparation programs is to educate and train students to become competent counselors by equipping them with necessary skills, knowledge and experiences (American Counseling Association, 2014; Bernard & Goodyear, 2013; CACREP, 2009). Furthermore, students training to be counselors increase their self-awareness and reflective practice throughout their educational experience (Granello & Young, 2012; Lambie & Sias, 2009; Rønnestad, & Skovholt, 2003). Increased understanding regarding counseling trainee development may aid educators’ ability to develop and deliver educational and supervision interventions. Self-efficacy represents an individual’s beliefs or judgments about his or her ability to accomplish a given goal or task (Bandura, 1995). Furthermore, self-efficacy is a recognized measure of development in the counseling field (Larson & Daniels, 1998), has a positive influence on work-related performance (Bandura, 1982; Stajkovic & Luthans, 1998), and consequently works as an outcome and developmental consideration for counselor training. In addition, there are assortments of published research examining counseling trainees’ self-efficacy (e.g., Barbee, Scherer & Combs, 2003; Cashwell & Dooley, 2001; Kozina, Grabovari, Stefano, & Drapeau, 2010; Melchert, Hays, Wiljanen, & Kolocek, 1996; Tang et al., 2004); however, limited research examines counseling trainees’ development of self-efficacy in a longitudinal fashion based upon their experiences from start (e.g., educational courses) to finish (e.g., initial clinical experiences) in counselor preparation programs. Therefore, the purpose of this longitudinal investigation was to examine counselor trainees’ self-efficacy as they progressed through the educational and experiential components of a counselor preparation program.