Videos Versus Role Plays to Increase Counseling Self-Efficacy in Prepractica Trainees

Integrating video-modeling into counseling skills and techniques course and its impact on counseling self-efficacy

Counselor education requires a comprehensive curriculum including entry-level courses as counseling skills and techniques which foster students’ basic knowledge in counseling and perceived counseling self-efficacy (CSE). Counselor candidates are provided opportunities to observe skills and techniques in practice through video modeling (VM) as one of the most favored teaching methods. The use of VM is not a common method in counselor training in Turkey; therefore, first aim of the current study was to investigate how VM-integrated counseling skills and techniques course affected students’ perceived counseling techniques efficacy and CSE. The second aim was to gain a deeper understanding of the use of VM as a teaching method in this course. A mixed-methods sequential explanatory design was used. The research setting of the current study was the undergraduate counseling skills and techniques course that integrated 10 previously developed short videos about counseling techniques or processes. There were 41 third-year students enrolled in this course who participated in the study (quantitative phase). Seven voluntary students (out of 41) participated in the focus group (qualitative phase). The paired samples t-test was applied to analyze the effectiveness of VM and the content analyses were conducted to examine qualitative data. Results showed that the VM-integrated course increased students’ perceived efficacy in using techniques and general CSE. Results of the focus group were categorized under four themes and provided critical insights to better understand the factors leading to increased self-efficacy. The results of this study were discussed in the light of previous literature on counselor education.

Practicing psychologists' sexual intervention self-efficacy and willingness to treat sexual issues

Many clients who are not seeking sex therapy experience sexual concerns that affect their overall psychological well-being. However, they may be hesitant to broach them if clinicians do not ask about these issues. The current study assessed a model of how sex education and training affect clinicians' sexual intervention self-efficacy (confidence addressing sexual issues) and, in turn, their willingness to address sexual issues. Participants who had completed their graduate work and internship and had been working for more than a year providing therapy to adults were recruited for an on-line survey from the Canadian Registrar of Health Service Providers, the American Psychological Association, and provincial licensing organizations; 110 psychologists completed the survey. Psychologists were found to lack self-efficacy, particularly related to their ability to directly address clients' sexual concerns (Skills Self-Efficacy) and ability to relay accurate information (Information Self-Efficacy). They also did not routinely ask clients about sexual issues. Bootstrapping analysis showed that, consistent with the proposed model, participants who had more graduate level sex education obtained significantly more sex education following internship. This, in turn, was associated with significantly higher Skills Self-Efficacy and Information Self-Efficacy and, ultimately, to clinicians engaging in significantly more intervention behaviors. Sex education and training did not relate to self-efficacy regarding appearing comfortable and being unbiased when addressing sexual issues with clients (Comfort/Bias Self-Efficacy). The results were discussed in terms of the role of graduate education in enhancing sexual intervention self-efficacy as well as the role of self-efficacy in psychologists' willingness to treat their clients' sexual problems and concerns.

Use of simulated clients in marriage and family therapy education

Knowledge of how one should manage suicidal, homicidal, child maltreatment, and domestic violence situations is paramount in the training of marriage and family therapists (MFTs). Simulated patient modules were created to help clinical faculty address these crisis situations in a protected learning environment. The modules were implemented by the MFT faculty in collaboration with the Office of Clinical Skills Assessment and Education at East Carolina University's Brody School of Medicine. Qualitative data over the course of 2 years revealed six thematic domains regarding therapists' performance, therapists' emotions, the simulation experiences, and lessons learned. Educational, clinical, and research recommendations include tools to implement simulation exercises into marriage and family therapy programs as well as suggestions to assess for teaching effectiveness.