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Understanding the role of counsellor self-efficacy in school counselling training in Singapore
Author
Tham, Felicia Shear Yean
Supervisor
Chong, Wan Har
Abstract
The purpose of this study is to understand the roles of self-efficacy beliefs and anxiety in school counselling training in Singapore. Specifically, it aims to understand if a shift in counsellor self-efficacy and anxiety would occur when participants undergo a six-month diploma programme in school counselling. In addition, it seeks to identify the types of experiences that would serve as instrumental sources of efficacy to facilitate their training.
The participants in the study consist of 42 counsellors-in-training and employed a mixed-methods approach. The first phase of the study consists of a pre-post test using two questionnaires, the Counselling Self-Estimate Inventory (COSE) and the Counselling Self-Efficacy Scale (CSES) to determine participants' level of self-efficacy. Participants also rated their level of State and Trait Anxiety on the State and Trait Anxiety Inventory (STAI). The second phase of the study consists of qualitative interviews with six volunteer participants to understand the types of experiences that contributed to the development of their counseling self-efficacy.
Quantitative data was analysed using paired-samples t-tests. Correlations revealed a significant positive relationship between counselling self-efficacy at pre-post test as measured on the Counselling Self-Estimate Inventory (Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992) and the Counselling Self-Efficacy Scale (Melchert, Hays, Wiljanen, & Kolocek, 1996). A significant but negative relationship was revealed between counseling self-efficacy and both State and Trait Anxiety at pre-test. However, only Trait Anxiety continued to maintain a negative and significant relationship with counseling self-efficacy on both the Counselling Self-Estimate Inventory and the Counselling Self-Efficacy Scale at post-test. State Anxiety had a significant positive relationship with counselling self-efficacy on both self-efficacy scales at post-test. It was also noted that there was a lack of significant increase in pre-post counselling self-efficacy as measured by the Counselling Self-Efficacy Scale. On the Counselling Self-Estimate Inventory, a lack of significant increase in pre-post scores in three areas of counseling skills (Dealing with Difficult Client Behaviours, Cultural Competence and Counselling Process) was also observed.
Qualitative results identified five sources of efficacy beliefs that participants thought were critical in influencing their sense of efficacy. These included mastery experiences, vicarious learning, modelling, physiological arousal and the school environment. In addition, participants also highlighted the role of school climate factors such as support from the principal and the teachers, as conducive to the development of their self-efficacy. Some participants highlighted physiological factors such as a sense of isolation and emotional support as essential reactions to address, especially during their supervised practicum.
Key contributions of this study in understanding the role of self-efficacy and anxiety in counsellor training were discussed. Implications and limitations arising from this study were then reviewed.
The participants in the study consist of 42 counsellors-in-training and employed a mixed-methods approach. The first phase of the study consists of a pre-post test using two questionnaires, the Counselling Self-Estimate Inventory (COSE) and the Counselling Self-Efficacy Scale (CSES) to determine participants' level of self-efficacy. Participants also rated their level of State and Trait Anxiety on the State and Trait Anxiety Inventory (STAI). The second phase of the study consists of qualitative interviews with six volunteer participants to understand the types of experiences that contributed to the development of their counseling self-efficacy.
Quantitative data was analysed using paired-samples t-tests. Correlations revealed a significant positive relationship between counselling self-efficacy at pre-post test as measured on the Counselling Self-Estimate Inventory (Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992) and the Counselling Self-Efficacy Scale (Melchert, Hays, Wiljanen, & Kolocek, 1996). A significant but negative relationship was revealed between counseling self-efficacy and both State and Trait Anxiety at pre-test. However, only Trait Anxiety continued to maintain a negative and significant relationship with counseling self-efficacy on both the Counselling Self-Estimate Inventory and the Counselling Self-Efficacy Scale at post-test. State Anxiety had a significant positive relationship with counselling self-efficacy on both self-efficacy scales at post-test. It was also noted that there was a lack of significant increase in pre-post counselling self-efficacy as measured by the Counselling Self-Efficacy Scale. On the Counselling Self-Estimate Inventory, a lack of significant increase in pre-post scores in three areas of counseling skills (Dealing with Difficult Client Behaviours, Cultural Competence and Counselling Process) was also observed.
Qualitative results identified five sources of efficacy beliefs that participants thought were critical in influencing their sense of efficacy. These included mastery experiences, vicarious learning, modelling, physiological arousal and the school environment. In addition, participants also highlighted the role of school climate factors such as support from the principal and the teachers, as conducive to the development of their self-efficacy. Some participants highlighted physiological factors such as a sense of isolation and emotional support as essential reactions to address, especially during their supervised practicum.
Key contributions of this study in understanding the role of self-efficacy and anxiety in counsellor training were discussed. Implications and limitations arising from this study were then reviewed.
Date Issued
2008
Call Number
LB1027.5 Tha
Date Submitted
2008