Assessment of Counseling Self-Efficacy: Validation of the German Counselor Activity Self-Efficacy Scales-Revised

Hahn, Daniela; Weck, Florian; Witthöft, Michael; Kühne, Franziska

doi:10.3389/fpsyg.2021.780088

Front. Psychol.

2021

DOI: 10.3389/fpsyg.2021.780088

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Assessment of Counseling Self-Efficacy: Validation of the German Counselor Activity Self-Efficacy Scales-Revised

Daniela Hahn

Florian Weck

Michael Witthöft

et al.

Abstract: Background: Many authors regard counseling self-efficacy (CSE) as important in therapist development and training. The purpose of this study was to examine the factor structure, reliability, and validity of the German version of the Counselor Activity Self-Efficacy Scales-Revised (CASES-R).Method: The sample consisted of 670 German psychotherapy trainees, who completed an online survey. We examined the factor structure by applying exploratory and confirmatory factor analysis to the instrument as a whole.Result… Show more

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Cited by 3 publications

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The Quality of Supervision Questionnaire – associations between quality, person and context variables

Maaß,

Kühne,

Schöttler

et al. 2024

tCBT

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Only a few instruments can monitor the quality of individual supervision sessions. Therefore, the first objective was to develop a brief Quality of Supervision Questionnaire (QSQ). The second objective was to examine person and context variables associated with more effective supervision sessions. Two online samples of n=374 psychotherapy trainees and n=136 supervisors were used to develop the QSQ using exploratory factor analysis, validity and reliability analyses, and tests for measurement invariance. In addition, correlations between the QSQ and person and context variables were examined. The final QSQ included 12 items and three factors (Effectiveness, Procedural Knowledge, Relationship). The supervisee version had good reliability (α=.83 to .88) and correlated moderately to strongly with convergent measures (r=.37 to .68). The supervisor version was partially invariant to the supervisee version, displayed weak to good convergent validity (r=.27 to .51) and mixed reliabilities (α=.67 to .81). Regarding person variables, higher session quality was positively associated with supervisee self-efficacy (r=.16) and being a supervisor (vs supervisee, d=0.33 to 0.56). Regarding context variables, there were significant effects for supervisors in cognitive behaviour therapy (vs psychodynamic therapy; in terms of Procedural Knowledge, d=0.86) and for competence feedback (vs no feedback; d=0.47 to 0.68), but not for individual (vs group-based) sessions. Overall, the QSQ is a valid and reliable self-report questionnaire. We discuss the conceptual overlap between supervision scales. Key learning aims As a result of reading this paper, readers will: (1) Be aware of the Quality of Supervision Questionnaire (QSQ), which is a brief self-report scale assessing the quality of individual supervision sessions with 12 items and three subscales: Effectiveness, Procedural Knowledge, and Relationship. (2) Learn that there are no significant differences in the quality of supervision between sessions in individual and group formats. Compared with psychodynamic supervisors, supervisors in cognitive behaviour therapy report more procedural knowledge (i.e. what exactly to do and how to do it) in their sessions. (3) Understand that supervisees evaluate sessions that included competence feedback as qualitatively better than supervisees who did not receive competence feedback.

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The Quality of Supervision Questionnaire – associations between quality, person and context variables

Maaß,

Kühne,

Schöttler

et al. 2024

tCBT

View full text Add to dashboard Cite

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Ist der Einsatz simulierter Patient_innen zum Erwerb psychotherapeutischer Fertigkeiten praktikabel?

Kühne

Maaß

Stephan

et al. 2021

Zeitschrift für Klinische Psychologie und Psychotherapie

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Zusammenfassung. Theoretischer Hintergrund: Da der Kompetenzerwerb in der Psychotherapieausbildung maßgeblich durch Üben und systematisches Feedback bestimmt wird, wurde eine Online-Lehrveranstaltung entwickelt, in der erfahrungsbasiertes Lernen mit Simulationspatient_innen (SP) und strukturiertes Feedback kombiniert wurden. Fragestellung: Ziel der Studie war die qualitative und quantitative Evaluation der Lehrveranstaltung. Methode: Zunächst wurden halbstandardisierte Interviews mit Seminarteilnehmer_innen, SP und der Supervisorin durchgeführt und inhaltsanalytisch ausgewertet. Außerdem wurden die Gesprächsführungsfertigkeiten der Student_innen (aus Sicht einer Supervisorin) und die therapeutische Selbstwirksamkeit (Selbstbeurteilung) im Seminarverlauf erhoben. Ergebnisse: Zwischen N = 13 und 15 Masterstudent_innen der Klinischen Psychologie, die beiden SP und die Supervisorin nahmen an Begleitstudie und Interviews teil. Die Student_innen schätzten v. a. den Praxisbezug des Seminars, wünschten sich mehr Interaktionen mit SP und noch häufigeres Feedback. Das Onlineformat wurde als Übergangslösung wahrgenommen. Gesprächsführungsfertigkeiten und therapeutische Selbstwirksamkeit nahmen signifikant zu. Schlussfolgerungen: Erfahrungsbasiertes Lernen kann mit SP und Feedback praktikabel umgesetzt werden, allerdings sollten Präsenzrollenspiele zumindest ergänzend angeboten werden.

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Basic counseling skills in psychology and teaching: validation of a short version of the counselor activity self-efficacy scales

Hunsmann,

Ay-Bryson,

Kobs

et al. 2024

BMC Psychol

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Background Counseling self-efficacy is a relevant measure to examine trainees’ beliefs about their counseling skills. This study aimed to validate three scales of the revised German version of the Counselor Activity Self-Efficacy Scales (CASES-R) measuring basic counseling skills. To ascertain the scales’ sensitivity to change, counseling self-efficacy was assessed before and after specific training. Method The sample comprised 163 university students enrolled either in psychology or education. Students were examined before and after participating in training focusing on basic counseling skills. We applied confirmatory factor analysis and tested internal consistency, convergent validity, and criterion validity. Results Confirmatory factor analysis supported the three-factor structure of the CASES-R scales for basic counseling skills. The scales provided acceptable to good internal consistency (α = 0.77 − 0.87). Significant relations with general self-efficacy (r =.23, p <.01) provided first indication for convergent validity. We also found a significant correlation of the CASES-R with positive affect (r =.22), and significant correlations of some subscales with empathetic concern (r =.16 −.21) and mastery goal orientation (r =.16), overall supporting criterion validity. The CASES-R scales proved to be sensitive to change, as participants’ scores were higher after (M = 6.18, SD = 1.05) than before (M = 5.37, SD = 1.16) counseling training (F(1, 309) = 42.27, p <.001). Conclusion We found support for the proposed factor structure and reliability of the German version of the three CASES-R scales, indicating its suitability for use in basic counseling settings. Future research should further examine the scales’ validity.

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Assessment of Counseling Self-Efficacy: Validation of the German Counselor Activity Self-Efficacy Scales-Revised

Cited by 3 publications

References 44 publications

The Quality of Supervision Questionnaire – associations between quality, person and context variables

The Quality of Supervision Questionnaire – associations between quality, person and context variables

Ist der Einsatz simulierter Patient_innen zum Erwerb psychotherapeutischer Fertigkeiten praktikabel?

Basic counseling skills in psychology and teaching: validation of a short version of the counselor activity self-efficacy scales

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