Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

Counselors and counselors-in-training are expected to provide affirmative and competent counseling services to lesbian, gay, and bisexual (LGB) clients. Counseling self-efficacy, a construct based on the tenets of social cognitive theory, is a useful framework to assess counselors’ perceptions regarding their competencies in providing such services. To date, little is known about factors that may either enhance or inhibit counselors’ LGB counseling self-efficacy beliefs. In the present investigation, structural equation modeling (SEM) was employed to test two conceptually derived models consisting of predictors of counselor trainees’ LGB counseling self-efficacy beliefs. For the first model, trainees’ LGB focused personal, clinical, and training experiences, sexual identity exploration and commitment, attitudes towards LGB persons, and levels of lesbian and gay (LG) threat were examined in order to determine their levels of influence on counselor trainees’ LGB counseling self-efficacy. The second model was a mimic model that tested whether counselor trainees’ sexual orientation identities moderated the other variables’ influences on LGB counseling self-efficacy. The second model also examined differences in self-efficacy beliefs between heterosexual and non-heterosexual participants. These models were tested on 406 counselors-in-training who were recruited via the Internet. Using Structural Equation Modeling analyses it was found that LGB attitudes and LG threat both significantly and partially mediated the relationship between counselor trainees’ experiences and LGB counseling self-efficacy such that, for trainees’ with positive attitudes and lower LG threat, more experiences predicted higher LGB counseling self-efficacy. Sexual identity exploration and commitment, however, did not predict LGB counseling self-efficacy. The mimic model indicated that counselor trainees’ sexual orientation identities were a significant predictor of LGB counseling self-efficacy. It was also discovered that trainees’ experiences and LG threat remained significant predictors of self-efficacy while LGB attitudes did not. Finally, it was found that non-heterosexual trainees endorsed higher efficacy as compared to heterosexual trainees. A post-hoc analysis was conducted to determine whether sexual identity exploration and sexual identity commitment differentially impacted LGB counseling self-efficacy. Results suggested that sexual identity exploration fully mediated the relationship between counselor trainees’ experiences and self-efficacy. Yet, sexual identity commitment did not significantly impact self-efficacy. The findings from this investigation reveal the importance of counselor training and clinical experience on LGB counseling self-efficacy, as well as the importance of exploring barriers on LGB counseling self-efficacy. This study’s strengths, limitations, contribution to research, training, and practice are discussed, as are suggestions for future research. / Department of Counseling Psychology and Guidance Services

This study investigated potential relationships between master's level counseling students' levels of ego development and their identified orientations to one of six guiding theories of counseling; students' theoretical orientation classifications when classified according to the theory's domain of emphasis: affective, behavioral, or cognitive; students' degrees of confidence in identifying their theoretical orientations; and students' degrees of comfort in applying their theories in clinical practice. Seventy participants enrolled in a master's level practicum course completed the Washington University Sentence Completion Test, a measure of ego development, and the Counseling Theory Survey, a survey developed by the researcher, in order to identify students' identified theoretical orientations, students' degrees of confidence in identifying their theoretical orientations, and students' degrees of comfort in applying their theories in clinical practice. Ego development level was operationalized as a dichotomous variable consisting of level E5 and below and E6 and above, based on the developmental task attained at E6: a shift from emphasis on in-group identity to self-evaluated standards. To determine potential relationships between the students' ego development levels and their theoretical orientations and their orientations when classified by domain of emphasis, 2 x 4 and 2 x 3 Chi-square analyses were used. Independent t-tests were conducted to determine if the students' degrees of confidence in identifying their theoretical orientation and their degrees of comfort in applying their orientation varied across the two groups. No statistically significant results were found. Alternative explanations for the identification of theoretical orientation, limitations of the study, and suggestions for future research are discussed with emphasis on the need for greater integration of current theories related to the identification of theoretical orientation.