Effect of Self-Efficacy on Vicarious Trauma and Resiliency in School Counsellors in Turkey

AbstractThe aim of the present study is to investigate the role of counselling self-efficacy, trait anxiety and cognitive flexibility in predicting job satisfaction of school counsellors. The study was conducted according to a correlational research design. The sample group consisted of 99 female and 77 male school counsellors voluntarily participating in the study. Data collection tools included the Personal Information Form, Job Satisfaction Scale, Counselor Activity Self-Efficacy Scale, Trait Anxiety Inventory and Cognitive Flexibility Inventory. The data were analysed with Pearson product-moment correlation analysis and hierarchical regression analysis. According to the research findings, the job satisfaction of school counsellors was identified to have moderate significant correlations with counselling self-efficacy, trait anxiety and cognitive flexibility. Counselling self-efficacy and trait anxiety were each concluded to be significant predictors of job satisfaction. Finally, cognitive flexibility was found not to be a significant predictor of job satisfaction. The results are interpreted and discussed in accordance with the relevant literature.

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Is mindful awareness effective on hope, burnout and self-efficacy among school counsellors in Turkey?

British Journal of Guidance and Counselling ◽

10.1080/03069885.2018.1458072 ◽

2018 ◽

Vol 47 (6) ◽

pp. 712-726 ◽

Cited By ~ 2

Author(s):

Zubeyde Ender ◽

Mehmet Saricali ◽

Seydi Ahmet Satici ◽

Bahtiyar Eraslan-Capan

Keyword(s):

Self Efficacy ◽

Mindful Awareness ◽

School Counsellors

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Psychological Well-Being of School Counsellors Model

European Journal of Educational Research ◽

10.12973/eu-jer.11.2.621 ◽

2022 ◽

Vol 11 (2) ◽

pp. 621-638

Author(s):

Ku Suhaila ◽

Nur Jannah ◽

Mohd Izwan ◽

Salleh Amat ◽

Syazwani Saadon

Keyword(s):

School Counselors ◽

Self Efficacy ◽

Structural Equation ◽

Well Being ◽

Spiritual Intelligence ◽

Equation Modeling ◽

Counsellor Training ◽

Psychological Well Being ◽

Self Compassion ◽

School Counsellors

<p style="text-align: justify;">The school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.</p>

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The Role of Self-Efficacy for Satisfaction with Career Counselling and Goal Attainment Among Career Counsellors Working at Schools

Acta Paedagogica Vilnensia ◽

10.15388/actpaed.43.10 ◽

2019 ◽

Vol 43 ◽

pp. 141-155

Author(s):

Jurgita Lazauskaitė-Zabielskė ◽

Birutė Pociūtė ◽

Laima Bulotaitė

Keyword(s):

Self Efficacy ◽

Goal Attainment ◽

Job Resources ◽

Career Counselling ◽

Social Emotional ◽

Consulting Services ◽

School Counsellors ◽

Negative Perceptions ◽

The Relationship

Career counsellors working at schools are expected to promote students’ social, emotional, academic, and career development (Lindwall & Coleman, 2008). Despite the importance of career counselling at school (Anctil, Smith, Schenck, & Dahir, 2012; Osborn & Baggerly, 2004), school counsellors face barriers to implementing career counselling, including limited time because of competing demands, negative perceptions about career counselling from parents, teachers, and administration, and low school counsellor self-efficacy (Sanders, Welfare, & Culver, 2017). Considering the importance of career counselling and challenging working conditions, studies usually focus on individual antecedents of effective career counselling (Sawyer et al., 2013). Existing research reveals that self-efficacious consultants provide higher-quality career consulting services to various groups of employees (Bodenhorn & Skaggs, 2005; Larson & Daniels, 1998), are more satisfied with their job and experience less stress (Lent & Hackett, 1987). According to Larson and Daniels (1998), self-efficacy is the essential factor of successful career counselling. However, existing studies do not disclose the mechanism of why career consultants with higher self-efficacy perform consulting activities better. Therefore, this study is aimed to analyse the role of self-efficacy in the relationship between job resources (opportunity to develop and feedback), satisfaction with career counselling and goal attainment among career counsellors working at schools. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics & Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247). In total, 246 school career counsellors from Lithuania, Italy, Ireland, and Greece were surveyed online. Most of the participants (88.6 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counselling varied between 1 and more than 10 years.The results of the study revealed the importance of self-efficacy for satisfaction with career counselling and goal attainment. Self-efficacy moderated the relationship between the opportunity for development and feedback and satisfaction with career counselling, i. e. the opportunity for development and feedback and satisfaction predicted satisfaction with career counselling only when self-efficacy was high. Furthermore, the opportunity for development and feedback were indirectly related to goal attainment through satisfaction with career counselling only when self-efficacy was high. In other words, job resources are more important and better used by those career counsellors who rely on their abilities, can remain calm when facing difficulties in their job and find solutions when confronted with a problem. The limitations of the study together with practical implications are discussed.

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Influence of Career Self-Efficacy on Career Exploration among Senior High School Students in Relation to Gender

International Journal of Multidisciplinary and Current Research ◽

10.14741/ijmcr/v.6.4.28 ◽

2018 ◽

Vol 6 (04) ◽

Author(s):

Mavis Brew ◽

Ernest I. D. Ngman-Wara

Keyword(s):

High School ◽

High School Students ◽

Self Efficacy ◽

Descriptive Analysis ◽

Career Exploration ◽

Study Data ◽

Senior High School ◽

School Students ◽

School Counsellors ◽

Senior High School Students

The study sought to identify the various ways through which senior high school students in the Effutu Municipality explore existing careers. Also, the study sought to find out gender differences in career exploration level and career selfefficacy levels among students. Survey research design was used for the study. Data for the study were collected from 273 (145 male and 128 female) senior high school students, selected from three mixed schools. Two questionnaires were developed for the study to seek information on career exploration practices, students’ career exploration level, and career self-efficacy level. Descriptive and correlational statistics were used to analyse the data. Respondents’ scores on questionnaire were organized descriptively into frequency counts and percentages. The results of the descriptive analysis showed that the main career exploration practice the students engaged in was field trip. Results of correlational statistics indicated that female and male students had a higher career exploration level and higher career self-efficacy level respectively. The study concluded that the students were not exposed to other exploration practices to enable them settle on appropriate career choices. It was recommended that school counsellors should consider other practices that involve when designing career exploration programmes to assist students explore existing careers.

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A Qualitative Approach to School Counsellor Self-Efficacy: Sources and Enhancement Strategies

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2019.34 ◽

2020 ◽

pp. 1-17

Author(s):

Hatice İrem Özteke Kozan

Keyword(s):

Self Efficacy ◽

Phenomenological Research ◽

Qualitative Approach ◽

Semistructured Interview ◽

Group Behaviour ◽

Interview Technique ◽

School Counsellor ◽

School Counsellors ◽

Assessment Techniques ◽

Phenomenological Research Design

Abstract In the current study, the source of self-efficacy beliefs of school counsellors and enhancement strategies were investigated using a qualitative approach. A phenomenological research design was used in the current study. Nineteen school counsellors from Turkey participated in the study (11 of them female). For data collection, a semistructured interview technique was used, and for data analysis, thematic and content analyses were undertaken, resulting in particular themes and categories. Sources of school counsellor self-efficacy and likely enhancement strategies were collected under five themes: counselling skills, management of group behaviour, working with resistant students, consultation, and assessment techniques by using content analysis. Results were discussed in line with the literature and suggestions were given.

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Supervision Effects on Self-Efficacy, Competency, and Job Involvement of School Counsellors

Journal of Psychologists and Counsellors in Schools ◽

10.1017/jgc.2017.19 ◽

2017 ◽

Vol 28 (1) ◽

pp. 18-32 ◽

Cited By ~ 3

Author(s):

Soo Yin Tan ◽

Chih Chin Chou

Keyword(s):

Self Efficacy ◽

Significant Positive Correlation ◽

Pearson Correlation ◽

Job Involvement ◽

Group Supervision ◽

Single Group ◽

Self Evaluation ◽

School Counsellors ◽

Supervision Practices ◽

The Impact

This research examined the effects of structured group supervision (SGS) on counsellors’ self-efficacy, counselling competency, and job involvement in Singapore. Twenty-one counsellors participated in six, 3-hour SGS sessions over 12 weeks with one qualified counselling supervisor. The counsellors had at least six months’ experience working as counsellors in schools or educational-related settings, such as student care centres. A single-group, before-after design was adopted. Pre- and posttest questionnaires were administered — Counselling Self-Efficacy Scale (CSES), Counsellor's Competence Self-Evaluation Scale (CCSS), and Job Involvement Scale (JIS) — to examine counsellor self-efficacy, counselling competency, and job involvement respectively. Paired-sample t tests were used to examine the impact of SGS on the three measures, whereas the Pearson correlation was used to examine the relationships among them. It was found that there was (a) a significant increase in mean scores for pre- and posttest scores for counsellor self-efficacy and counselling competency, but not for job involvement after SGS; and (b) a significant positive correlation among the three variables. With a better understanding of the SGS and the impact on counsellors, supervision practices can be improved and school counsellors can become more competent and confident.

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Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-19-00355 ◽

2020 ◽

Vol 63 (4) ◽

pp. 1270-1281

Author(s):

Leah Fostick ◽

Riki Taitelbaum-Swead ◽

Shulamith Kreitler ◽

Shelly Zokraut ◽

Miriam Billig

Keyword(s):

Speech Perception ◽

Self Efficacy ◽

Temporal Order Judgment ◽

Auditory Training ◽

Intensity Discrimination ◽

Training Design ◽

Auditory Temporal Processing ◽

Temporal Properties ◽

Computer Based ◽

Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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