Effects of role conflict on counselor trainees' self-statements, anxiety level, and performance.

Abstract

Counselor trainees play a dual role -subordinate in relation to their supervisors, superordinate in relation to their clients. The purpose of this study was to investigate if and how role conflict affects trainees' self-statements, anxiety level, and performance. A sample of graduate student counselors responded to a counseling dilemma and then were exposed to one of four experimental manipulations: conflict (the supervisor recommended action contradictory to the trainee's intended action), no conflict (the supervisor supported the trainee's intended action), neutral (the supervisor stated that the trainee's intent and the opposing option were equally valid), or control (no supervisory input). Results suggested that role conflict may produce few adverse effects on beginning trainees' self-evaluations, affect, or behavior. Trainee performance, however, was inversely related to anxiety level, and anxiety was inversely related to the strength of trainees' self-efficacy expectations. Limitations and suggestions for further research are discussed.

Counseling Self-Efficacy and its Relationship to Anxiety and Problem-Solving in United Arab Emirates

“…A negative relationship between anxiety and the strength of counseling selfefficacy expectations of the counselor-in-training was also documented (e.g., Bowman, Roberts, & Giesen, 1978;Bowman & Roberts, 1979;Friedlander, Keller, Peca-Baker, & Olk, 1986;Larson et al, 1992). Reising and Daniels (1983) found that pre-masters trainees report higher anxiety levels than masters level trainees.…”

“…The positive relationship between problem-solving appraisal and counseling self-efficacy was supported in previous studies (e.g., Larson et al, 1992). Likewise, anxiety was chosen because of its relationship to counseling self-efficacy as indicated in the literature (Friedlander et al, 1986;Larson et al, 1992;Thompson, 1986). In addition, practical observations indicate that psychology students at UAE university tend to exhibit high anxiety as they begin to learn the skills needed to practice psychological counseling.…”

A qualitative assessment of what comprises an effective and positive supervisor-student clinician relationship in speech-language pathology

“…Their participants reported feeling less competent and anxious during their clinical practicum (Friedlander et al, 1986 Conversely, participants in the negative supervisory experience group described their interactions with their supervisors as "uncomfortable". Many times, these participants perceived their supervisors as being "condescending" and "rude".…”

“…Although it is recognized that clinical practicum is critical to the therapeutic effectiveness of supervisees, many students still report negative supervisory experiences (Barrett & Barber, 2005;Friedlander, Keller, Peca-Baker, & Olk, 1986;Gray, Ladany, Walker, & Ancis, 2001;Nelson & Friedlander, 2001). Research has demonstrated that negative supervisory experiences have a detrimental impact on supervisees (Friedlander et al, 1986;Gray et al, 2001;Nelson & Friedlander, 2001).…”

“…Research has demonstrated that negative supervisory experiences have a detrimental impact on supervisees (Friedlander et al, 1986;Gray et al, 2001;Nelson & Friedlander, 2001). A negative or harmful supervisory experience has been defined as, "supervisory practices that result in psychological, emotional, or physical harm or trauma to the supervisee" (Ellis, 2001, p. 402).…”