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Helping skills training: Outcomes and trainer effects.

Lydia HaRim Ahn1, Clara E Hill2, Judith A Gerstenblith2

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Taking a helping skills course significantly boosts students' counseling self-efficacy. Instructor

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Area of Science:

  • Psychology
  • Counseling Education

Background:

  • Counseling self-efficacy is crucial for effective therapeutic practice.
  • Helping skills courses aim to enhance students' confidence and competence in counseling.
  • Understanding factors influencing self-efficacy development is important for training programs.

Purpose of the Study:

  • To investigate the impact of a helping skills course on undergraduate students' counseling self-efficacy.
  • To examine the association between trainer characteristics and changes in students' post-course self-efficacy.
  • To identify specific trainer behaviors that may influence counseling self-efficacy.

Main Methods:

  • Survey methodology employed with 551 undergraduate students and 27 trainers.
  • Data collected across three semesters at a large public university.
  • Analysis focused on pre- and post-course self-efficacy measures and trainer variables.

Main Results:

  • Students reported a significant increase in counseling self-efficacy after completing the helping skills course.
  • Trainer effects accounted for a small but significant 7% of the variance in self-efficacy changes.
  • An authoritative teaching style was associated with increased counseling self-efficacy, while facilitative interpersonal skills were not.

Conclusions:

  • Helping skills courses are effective in enhancing students' counseling self-efficacy.
  • Trainer's teaching style, particularly authoritativeness, plays a role in student self-efficacy development.
  • Implications for optimizing helping skills training programs and trainer development are discussed.