Development and validation of the Counseling Self-Estimate Inventory.

Abstract

This article describes the development of the Counseling Self-Estimate Inventory through 5 studies. A factor analysis (N = 213) yielded 5 factors that reflect counselor trainees' confidences in using microskills, attending to process, dealing with difficult client behaviors, behaving in a culturally competent way, and being aware of one's values. Reliability estimates indicate that the items are internally consistent (a = .93) and stable over time. Initial validity estimates show that the instrument is (a) positively related to counselor performance, self-concept, problem-solving appraisal, performance expectations, and class satisfaction; (b) negatively related to state and trait anxiety; (c) minimally related to aptitude, achievement, personality type, and defensiveness; and (d) sensitive to change over the course of master's practicum and across different levels of counselors. Also, trait anxiety and counseling self-efficacy were significant predictors of counselor trainee performance. The development of a reliable and valid counseling self-efficacy instrument has training and research implications.

A Theoretical Model of Common Process Factors in Youth and Family Therapy

“…Therapist's accurate perceptions of client reactions and counselor's perceived ability to succeed in counseling a client, counseling self-efficacy, have been found related to higher ratings of therapist in session behaviors (Larson et al, 1992;Thompson & Hill, 1991;Wester, Vogel, & Archer, 2004). Ackerman & Hilsenroth's (2003) review suggests that therapist's emotional reactions to clients undermine their ability to attend to clients and convey warmth, trustworthiness, concern, engagement, and other interpersonal characteristics.…”

Development and initial validation of the Multicultural Counseling Self-Efficacy Scale--Racial Diversity Form.

“…Some of these instruments focus on basic or advanced individual counseling skills (e.g., Johnson, Baker, Kopala, Kiselica, & Thompson, 1989;Larson, Suzuki, Gillespie, Potenza, Bechtel, & Toulouse, 1992), whereas others focus on certain content specialties, such as group counseling, career counseling, school counseling, or psychiatry (e.g., Margolies, Wachtel, & Schmelkin, 1986;O'Brien, Heppner, Flores, & Bikos, 1997;Sutton & Fall, 1995). Although a few items from some of these instruments were designed to assess self-efficacy in the multicultural context, they tend to focus only on parts of the counseling process and assess this construct at intermediate or general levels that may not be helpful in predicting specific outcomes.…”

“…These studies focused on the central role of the self-efficacy construct apart from the larger social cognitive theory. For the purpose of developing a measure assessing CSE, Larson and her colleagues (Larson et al, 1992) defined this construct as one's beliefs or judgments about one's capabilities to effectively counsel a client in the near future. Larson (1998), later on, proposed a social cognitive model of counselor training (SCMCT) that applied social cognitive theory to counselor development.…”

“…Ten CSE measures were identified by Larson and Daniels (1998). Four measures focusing exclusively on individual counseling include: (a) the Interpersonal Skills Efficacy Scale (ISES; Munson, Zoerink, & Stadulis, 1986); (b) the Counselor Behavior EvaluationSelf-efficacy (CBE-SE; ; (c) the Counselor Self-Efficacy Scale (CSES; Johnson et al, 1989); and (d) the Counseling Self-Estimate Inventory (COSE; Larson et al, 1992). Two instruments, the Counselor Self-Efficacy Scale (COSES; Melchert, Hays, Wiljanen, & Kolocek, 1996) and the Self-Efficacy Inventory (S-EI; Friedlander & Synder, 1983), assess self-efficacy in areas beyond individual counseling, such as group counseling, case management, and family interventions.…”

Clinicians’ panel management self-efficacy to support their patients’ smoking cessation and hypertension control needs

“…Some research has examined the correlates of occupational and clinician self-efficacy in various contexts, demonstrating that greater knowledge and level of expertise in a domain, and exposure to similar tasks, influences perceptions of self-efficacy among persons providing support and/or services for others [23][24][25][26]. Similarly, knowledge and experience in the field [27][28][29] and attitudes toward it [30,31] are key supporting factors of clinician self-efficacy in physical and mental health care.…”