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- Title
Developing Career and Counseling Self-Efficacy: Evaluating a Self-Efficacy Enhancement Approach to Counselor Education.
- Authors
Dispenza, Franco; Mason, Erin. C. M.; DeBlaere, Cirleen; Zeligman, Melissa
- Abstract
Purpose: We applied Barnes's self-efficacy enhancement approach (e.g., mastery experiences, vicarious learning, verbal persuasion, and perceptions of psychological states) to two separate evaluation studies focused on teaching career counseling to master's level rehabilitation counselors-in-training and doctoral level counselor educators-in-training. Methods: Study 1 employed a pre/post, single group design with 24 master's level rehabilitation counselors-in-training. Study 2 employed a longitudinal, single group design with 13 counselor education doctoral students. Students in each study participated in a 14-week semester-length career counseling course designed using Barnes's self-efficacy enhancement approach. In both studies, students participated in a mini-practicum, completed several measures of self-efficacy and perceived competence during multiple time points across the semester. Results: Findings from Study 1 indicated an increase in career counseling self-efficacy and helping skills self-efficacy. Findings from Study 2 indicated an increase in career counseling self-efficacy and perceived counseling skills when working with people with disabilities. Conclusion: Findings from Study 1 and Study 2 support Barnes's self-efficacy enhancement approach when teaching career counseling to rehabilitation counselors-in-training and doctoral students in counselor education.
- Subjects
EXPERIMENTAL design; STATISTICS; VOCATIONAL guidance; CONFIDENCE intervals; RESEARCH methodology; RESEARCH methodology evaluation; SELF-efficacy; PRE-tests &; post-tests; MASTERS programs (Higher education); DOCTORAL programs; SCALE analysis (Psychology); QUESTIONNAIRES; DESCRIPTIVE statistics; ANALYSIS of covariance; PEOPLE with disabilities; REHABILITATION; DATA analysis software
- Publication
Rehabilitation Research, Policy & Education, 2022, Vol 36, Issue 3, p230
- ISSN
2168-6653
- Publication type
Article
- DOI
10.1891/RE-21-28