108 The Professional Counselor | Volume 14, Issue 1 the basic skills class (Mpre = 33.80, SD = 8.75), t(59) = −8.77, p < .001. A large effect was found (d = 1.133, 95% CI [−1.46, −.81]). The results of a paired-samples t-test on the Suicide History Assessment subscale indicate that on average, students scored significantly higher (Mpost = 13.07, SD = 2.22) after taking the basic skills class (Mpre = 9.95, SD = 3.33), t(59) = −8.38, p < .001. A large effect was found (d = 1.081, 95% CI [−1.40, −.76]). The results of a paired-samples t-test on the Suicide Intervention subscale indicate that on average, students scored significantly higher (Mpost = 19.00, SD = 4.32) after taking the basic skills class (Mpre = 14.63, SD = 5.46), t(59) = −7.21, p < .001. A large effect was found (d = .931, 95% CI [−1.23, −.63]). In summary, students’ level of self-efficacy related to suicide assessment and intervention increased in all areas as a result of taking the basic counseling skills class. Because this study had a small sample size, the risk increases that at least one test is statistically significant just by chance. Therefore, a Bonferroni correction was applied to adjust the significance levels: Bonferroni correction = .05/4 = .0125 (.05 = acceptable significance level; 4 = number of subscales of CSAES). Therefore, the familywise error value is .0125. Because the above results are looking at significance at the p <.001 value, all results remain significant. Discussion The initial research question was: Do CITs’ perceived levels of self-efficacy in suicide assessment and intervention change because of practicing these skills through role-plays in an online counseling course? According to the results of the current study, on average, students felt significantly more prepared and confident in their ability to counsel someone experiencing suicidal ideations after practicing the skills in their basic counseling skills online course. Prior research indicated that many students were either not taught these skills (Becnel et al., 2021) or did not feel prepared to address these issues in counseling (Schmidt, 2016). The current study points to the vitality of both teaching students about suicide screening and assessment, as well as providing them with a safe space to practice the skills. By offering students opportunities to practice suicide screening, assessment, and intervention skills, instructors could help reduce their students’ anxiety in addressing the topic during their clinical courses, which Binkley and Leibert (2015) found to be a significant student concern. Furthermore, it is important for counselor educators to observe and provide students with feedback regarding these essential skills. Past research points to the concern that students are not adequately conducting suicide screening, assessments, and interventions (Jahn et al., 2016); therefore, it would behoove counselor educators to infuse various opportunities throughout the curriculum to strengthen these skills. In turn, feedback and practice opportunities combined may help to enhance students’ levels of self-efficacy (Elliott & Henninger, 2020; Gallo et al., 2019), thus helping them to address the issues with clients in a timely and direct manner. Implications for Training While CACREP (2023) requires counselor educators to prepare students to work with clients who present with suicidal ideations, there is no clear criteria as to the best way of preparing students to work with these clients. Research on the topic is limited; however, the results of this study can provide a framework for helping to inform key training areas in counselor education and future research. As counselor educators continue to expand on the didactic knowledge of suicide screening, assessment, and intervention, more intentional efforts need to be embedded throughout the curriculum to continuously expose students to experiential opportunities for practicing these skills.
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