New Group Counseling Competencies Scale-Short Form to Supervise Group Counselor Candidates

Abstract: Assessment of Group Counseling Competencies Scale (AGCCS) is one of the questionnaires important to assess group counseling competencies. The objective of this study is to adopt and test the psychometric properties of New Group Counseling Competencies Scale-Short Form (NGCCS-SF). This study used a new instrument adaptation procedure. A total of 73 candidates of group counselors from twoStudy Program of Guidance and Counseling in Indonesia were the participants of this study. The data of group counseling competencies were measured using NGCCS-SF. Operationally, data analysis used Rasch Model 3.75. The results of the study show that NGCCS-SF has satisfying psychometric properties. NGCCS-SF can be used as an effective and valid assessment tool for group counselor candidates in counselor education and supervision in Indonesia.Abstrak: AGCCS menjadi salah satu kuesioner yang penting untuk menilai kompetensi konseling kelompok. Tujuan penelitian ini untuk mengadaptasi dan menguji properti psikometrik NGCCS-SF. Penelitian ini menggunakan prosedur adaptasi instrumen baru. Sebanyak 73 calon konselor kelompok dari dua Program Studi Bimbingan dan Konseling di Indonesia menjadi partisipan penelitian. Data kompetensi konseling kelompok diukur menggunakan NGCCS-SF. Secara operasional, analisis data menggunakan Rasch Model 3.75. Hasil penelitian menunjukkan bahwa NGCCS-SF memiliki properti psikometrik yang memuaskan. NGCCS-SF dapat menjadi alat asesmen calon konselor kelompok yang efisien dan valid dalam pendidikan dan supervisi konselor di Indonesia

Core competencies of professional service providers in federally funded education programs

The purpose of this national study was to identify core competencies for administrators and other professional service providers in selected federally funded education programs. The population was administrators of Talent Search, Upward Bound, and Student Support Services projects. A proportional stratified random sample of 579 administrators received the survey; 354 responded. The usable response was 346 (59.8%). A researcher-developed instrument was revised according to advice of a national panel of experts. The instrument was piloted and again revised prior to the national survey. The overall Cronbach\u27s alpha for the instrument was .97. The 100-item questionnaire was divided into 18 core competency categories: Administration, Admissions, Advising, Curricula, Extra-curricula, Financial Aid, Follow Up and Evaluation, Grantwriting, Information, Interpersonal Skills, Leadership, Motivation, Planning, Professional Development, Public Relations, Recruitment, Teaching, and Technology

The Psychometric Properties of the School Counseling Internship Competency Scale

Counselor education programs aim to adequately train competent pre-service counselors to fulfill a myriad of roles and responsibilities associated with their specialty area. In accordance with professional organizations, gatekeeping is an ethical responsibility of counselor educators and supervisors to protect the welfare of clients and the health of the counseling profession through ongoing evaluation of pre-service counselors. Presently, no standardized evaluation tool exists to assess school counseling interns comprehensively, attending to school counseling competencies, dispositions, roles, and responsibilities. The purpose of the study is to attend to the gap in literature through the creation and validation of The School Counseling Internship Competency Scale (SCICS). This study utilized an exploratory sequential mixed method approach with qualitative inquiry to create the instrument and exploratory factor analysis to determine the latent factor structure with 230 university and site school counseling supervisors. Data analysis revealed that the 48-item instrument accounted for 65.5% variance explained by a five-factor solution. Sub-scales included Direct Services and Data-Driven Practices, Academic Advising and Special Education Process, Collaboration and Consultation with Stakeholders, Cultural Competence and Advocacy, and Professional Dispositions and Behaviors. The SCICS has strong internal consistency as well as evidence for content, factorial, convergent, concurrent, and incremental validity. Implications for school counselor education, university and site supervisors, pre-service school counselors, and the school counseling profession are included

A Phenomenological Investigation Of Counseling Students\u27 And Practicum Supervisors\u27 Experiences With The Counselor Competencies Scale

Counselor educators are charged with facilitating the development of counseling students towards becoming ethical and competent counselors (American Counseling Association [ACA], 2005; Council for Accreditation for Counseling and Related Educational Programs [CACREP], 2009). In addition, counselor educators serve as gatekeepers for the profession and deny entry to counseling students who demonstrate deficiency of necessary competencies (ACA, 2005; Association for Counselor Education and Supervision [ACES], 1993; CACREP, 2009). Numerous assessment tools utilized for the evaluation of counseling competencies have been developed, yet none has gained universal acceptance in the field of counselor education. The Counseling Competencies Scale© (CCS, UCF Counselor Education Faculty, 2009) is a 32 item counseling-student assessment tool developed to measure counselors-in-training counselor competencies (counseling skills, professional dispositions, and behaviors). The psychometric properties of the CCS have been investigated (Swank, 2010); however, questions related to perceptions, purposes, and uses of the CCS remained. Therefore, the purpose of this descriptive, exploratory phenomenology was to understand counseling students‘ and practicum supervisors‘ lived experiences with the CCS. The sample included counseling practicum students (N = 23 [individual student interviews only, n = 11; student focus group interviews only, n = 4, individual student interviews and student focus group participants, n = 8]) and practicum supervisors (N = 6) from a CACREP accredited counselor education program in the Southeastern United States. The data was collected through individual interviews and focus groups with practicum students and individual interviews with practicum supervisors. All data was recorded, transcribed, coded, and analyzed for themes (Creswell, 2007; Moustakas, 1994). The data analyses utilized a research key iv comprised of 34 meaning units (Devenish, 2002; Moustakas, 1994) and identified five themes within the data: (a) Cognitive understanding, (b) Emotional Understanding, (c) Feedback, (d) Trustworthiness, and (e) Gatekeeping. A visual metaphor was developed to illustrate the interaction of the five themes. Trustworthiness measures employed throughout the research included the use of (a) descriptions of researcher positionality, (b) a self-reflective field journal, (c) triangulation (student and supervisor individual interviews, student focus group interviews, and examination of the CCS document), (d) member checking, (e) peer debriefers, (f) an external auditor, (g) an extensive description of previous literature, and (h) an openness to disconfirming evidence (Creswell, 2007; Marshall & Rossman, 2006; Moustakas, 1994). The results supported that counseling students and their clinical supervisors identified the CCS as an appropriate and comprehensive supervisory tool; however, they acknowledged CCSrelated limitations including inconsistent application, problematic scoring system, pass/fail structure, and delivery by instructors and practicum supervisors who demonstrated minimal investment of time and effort. Implications for counselor educators include the importance of program and faculty members‘ engagement and consistency regarding the use of (a) evaluation and feedback tools, (b) remediation and gatekeeping processes, and (c) counseling student performance expectations. Replication of this study at diverse institutions is suggested. In addition, quantitative and qualitative investigations examining counseling student competencies and development (e.g., CCS) would contribute to the counselor education, counseling-student development, and counseling supervision literature. A discussion of the investigation‘s limitations is included

Using a Coaching Model To Develop Lead School Counselors’ Leadership Self-Efficacy

The supervision role and responsibilities of lead school counselors vary widely across and within schools and school districts. One role is increasingly significant – the role of clinical supervisor. The researcher used a case study design to investigate the leadership self-efficacy of three lead school counselors working in a major suburban school district. The intent of this record of study was to examine whether and how the implementation of a leadership intervention impacted counselors' sense of self-efficacy related to their ability to lead and supervise other school counselors. The findings suggest that a lead school counselor professional development model, based on a conceptual framework that includes leadership and coaching principles, resulted in positive changes in lead school counselors’ leadership self-efficacy. Recommendations for further research include examining the model with a broader range of lead school counselors and involving school administrators in the conception and use of the clinical supervision model

The Effects of Teaching Experience on the Counselor\u27s Perception of his Role and Effectiveness in Counseling

Prior to World War II, the question as to whether or not public school counselors needed public school teaching experience would never have entered the minds of counselor educators, employers, or any other persons concerned with this matter. In the teaching field, a premium was placed on experience and often times an apprenticeship for a position had to be served. With today\u27s shortage of teachers and counselors, a number of persons have been employed as public school counselors without teaching experience. The effects of the employment of public school counselors without school teaching experience has caused many questions to be raised concerning their effectiveness and how they compare in effectiveness with counselors who were employed only after having had successful teaching experience. It has now become important to understand what effect public school teaching experience has on the school counselor and why public school teaching experience has been and still is a prerequisite for counselor certification. Some authorities in counselor education and supervision question this prerequisite and consider the effects of teaching to be more detrimental than helpful to the education and function of the public school counselor. Others see public school teaching experience as not only contributing to the preparation of the counselor but as an essential prerequisite for the effective functioning of the counselor in a public school setting

HUBUNGAN ALIANSI KONSELING DAN KUALITAS LAYANAN DENGAN KEPUASAN KONSELI TERHADAP LAYANAN KONSELING KELOMPOK SECARA DARING

Penelitian ini bertujuan untuk mengetahui hubungan antara aliansi konseling dan kualitas layanan dengan kepuasan konseli terhadap layanan konseling kelompok secara daring pada peserta didik SMPN kelas IX di wilayah Kabupaten Bekasi.Penelitian ini menggunakan metode korelasi. Sampel penelitian berjumlah 169 peserta didik kelas IX di wilayah Kabupaten Bekasi. Metode penarikan sampel yang digunakan pada penelitian ini adalah dengan proportional random sampling. Pengumpulan data dilakukan dengan menggunakan kuesioner. Data dianalisis menggunakan uji korelasi berganda. Hasil penelitian menunjukkan bahwa (1) Aliansi konseling dan kualitas layanan secara bersama-sama memiliki hubungan yang positif, kuat, dan signifikan dengan kepuasan konseli terhadap layanan konseling kelompok secara daring yang dibuktikan dengan nilai korelasi sebesar 0.896 dan nilai signifikansi sebesar 0.000; (2) Selain itu, secara parsial, aliansi konseling memiliki hubungan yang positif, kuat, dan signifikan dengan kepuasan konseli terhadap layanan konseling kelompok secara daring yang dibuktikan dengan nilai korelasi sebesar 0.834 dan nilai signifikansi sebesar 0.000; (3) Secara parsial, kualitas layanan memiliki hubungan yang positif, kuat, dan signifikan dengan kepuasan konseli terhadap layanan konseling kelompok secara daring yang dibuktikan dengan nilai korelasi sebesar 0.879 dan nilai signifikansi sebesar 0.000. This study aims to determine the relationship between counseling alliances and service quality with counselee satisfaction with online group counseling services for grade IX SMPN students in Bekasi Regency. This study uses the correlation method. The research sample amounted to 169 students of class IX in the Bekasi Regency area. The sampling method used in this research is proportional random sampling. Data collection was done by using a questionnaire. Data were analyzed using multiple correlation test. The results show that 1. The counseling alliance and service quality together have a positive, strong, and significant relationship with the client's satisfaction with online group counseling services as evidenced by a correlation value of 0.896 and a significance value of 0.000. In addition, partially, the counseling alliance has a positive, strong, and significant relationship with the client's satisfaction with online group counseling services as evidenced by a correlation value of 0.834 and a significance value of 0.000. and 3. Partially, service quality has a positive, strong, and significant relationship with client satisfaction with online group counseling services as evidenced by a correlation value of 0.879 and a significance value of 0.000