자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Doing Qualitative Research

Resena de la obra de Don A. Dillman, Jolene D. Smyth y Leah Melani Christian: Internet, Phone, Mail and Mixed-Mode Surveys. The Tailored Design Method. New Jersey: John Wiley and Sons

https://dialnet.unirioja.es/descarga/articulo/7287796.pdf

Internet, phone, mail and mixed-mode surveys: the tailored design method: reseña

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, internshipThe 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; Ronnestad, & 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.Counseling Students' Self-EfficacyBandura (1995) described perceived self-efficacy as "beliefs in one's capabilities to organize and execute the courses of action required to manage prospective situations" (p. 2). Self-efficacy is considered an appropriate scientific lens for examining individuals' beliefs regarding their ability to accomplish professional goals (Bandura, 1997) and is a common research topic in counseling literature (e.g., Larson & Daniels, 1998). Specifically, Bandura (1997) suggested that individuals' ability to accomplish a task or goal not only necessitates skill and ability, but also the belief in oneself that provides the confidence and motivation to complete a task. Larson and Daniels (1998) stated that counseling self-efficacy is "one's beliefs or judgments about her or his capabilities to effectively counsel a client in the near future" (p. 180). …

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Development of Counseling Students’ Self-Efficacy During Preparation and Training

We examined the relationship between perceived stress, burnout, and job satisfaction among school counselors. Results indicated that school counselors’ perceived stress and burnout were negatively ...

School Counselors’ Perceived Stress, Burnout, and Job Satisfaction:

Supervisors evaluated counselors-in-training at multiple points during their practicum experience using the Counseling Competencies Scale (CCS; N = 1,070). The CCS evaluations were randomly split t...

The Counseling Competencies Scale: Validation and Refinement

Evidence of validity is the foundation of developing and testing psychological and educational assessments. This article (a) introduces evidence of validity and content-oriented evidence, (...

Establishing Content-Oriented Evidence for Psychological Assessments

Supervision is an integral component of counselor development with the objective of ensuring safe and effective counseling for clients Wellness also is an important element of counseling and often labeled as the cornerstone of the counseling profession Literature on supervision contains few models that have a wellness focus or component; however, wellness is fundamental to counseling and the training of counselors, and is primary in developmental, strengths-based counseling The purpose of this article is to introduce an integrative wellness model for counseling supervision that incorporates existing models of supervision, matching the developmental needs of counselors-in-training and theoretical tenets of wellnessKeywords: supervision, wellness, counselors-in-training, integrative wellness model, developmentalThe practice of counseling is rich with challenges that impact counselor wellness (Kottler, 2010; Maslach, 2003) Consequently, counselors with poor wellness may not produce optimal services for the clients they serve (Lawson, 2007) Furthermore, wellness is regarded as a cornerstone in developmental, strengths-based approaches to counseling (Lawson, 2007; Lawson & Myers, 2011; Myers & Sweeney, 2005, 2008; Witmer, 1985; Witmer & Young, 1996) and is an important consideration when training counselors (Lenz & Smith, 2010; Roach & Young, 2007) Therefore, a focus on methods by which counselor educators can prepare counseling trainees to obtain and maintain wellness is necessaryClinical supervision is an integral component of counselor training and involves a relationship in which an expert (eg, supervisor) facilitates the development of counseling competence in a trainee (Loganbill, Hardy, & Delworth, 1982) Supervision is a requirement of master's-level counseling training programs and is a part of developing and evaluating counseling students' skills (Borders, 1992), level of wellness (Lenz, Sangganjanavanich, Balkin, Oliver, & Smith, 2012), readiness for change (Aten, Strain, & Gillespie, 2008; Prochaska & DiClemente, 1982) and overall development into effective counselors (Bernard & Goodyear, 2014) Supervisors use pedagogical methods and theories of supervision to assess and evaluate trainees with the goal of enhancing their counseling competence (American Counseling Association [ACA], 2014; Bernard & Goodyear, 2014) The method or theory of supervision relates to the interaction between counselor educators and counseling trainees and is isomorphic to a counselor using a theory with a clientThe number of supervision theories and methods has increased over recent years In addition, integrated supervision models have been established with a focus on specific trainee groups (eg, Carlson & Lambie, 2012; Lambie & Sias, 2009) or specific purposes (eg, Luke & Bernard, 2006; Ober, Granello, & Henfield, 2009) These integrated models combine the theoretical tenets of key models with the goal of formulating a new perspective for clinical training that adapts to the needs of the supervisee or context Lenz and Smith (2010) and Roscoe (2009) suggested that the construct of wellness needs further clarification and articulation as a method of supervision Currently, a single model of supervision with a wellness perspective is available (see Lenz & Smith, 2010) However, it does not specifically apply to master's-level counselors-in-training (CITs) or focus on the wellness constructs highlighted in the proposed integrative wellness model (IWM) Therefore, this manuscript serves to review relevant literature on supervision and wellness, introduce the IWM, and present implications regarding its implementation and evaluationSupervisionACA (2014), the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2009), and the Association for Counselor Education and Supervision (ACES; 2011) have articulated standards for best practices in supervision …

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Ashley J. Blount

Papers

Development of Counseling Students’ Self-Efficacy During Preparation and Training

School Counselors’ Perceived Stress, Burnout, and Job Satisfaction:

The Counseling Competencies Scale: Validation and Refinement

Establishing Content-Oriented Evidence for Psychological Assessments

Development of an Integrative Wellness Model: Supervising Counselors-in-Training