<p> The purpose of this study was to determine the impact of group supervision on counseling self-efficacy of master's-level counseling internship students. Larson's (1998a) Social Cognitive Model of Counselor Training (SCMCT) was used as the theoretical framework for the study. SCMCT addresses how counseling knowledge is transitioned to counseling action. The study was a quantitative, causal-comparative research design. The participants were 135 master's-level counseling internship students from a CACREP-accredited, private college in the southeast United States. Data was collected through the administration of online surveys: Counseling Self-Estimate Inventory (COSE; Larson et al., 1992), Group Supervision Impact Scale (GSIS; Getzelman, 2003), Supervisory Styles Inventory (SSI; Friedlander & Ward, 1984), and a demographics survey. Group supervisor impact (r = .227, p = .008), peer supervisee impact (r = .240, p = .004), and group supervision environment impact (r = .358, p < .001) were significantly correlated with counseling efficacy. Group supervision environment impact was the best predictor variable of counseling self-efficacy, b = .773, t(127) = 3.210, p = .002. There was no significant difference in counseling self-efficacy between participants with master's-level group supervisors and participants with doctorate-level group supervisors, t(133) = .586, p = .559. There was no significant difference in counseling self-efficacy between participants who had a group supervisor licensed in professional counseling and participants who had a group supervisor licensed in a different field, t(133) = .125, p = .901.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3610059 |
| Date | 06 March 2014 |
| Creators | Brooks, Andrea B. |
| Publisher | Capella University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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