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Teaching and Supervision in Counseling

Author ORCID Identifier

https://orcid.org/0000-0003-2846-3069

Author Biographies

Dr. C. Missy Moore is an Assistant Professor in the Department of Counseling and Human Development Services at the University of Georgia. Dr. Moore has two primary areas of specialization in her research: applied measurement and wellness and impairment. In these areas, Dr. Moore focuses her work on instrument development, applying measurement principles to improve counseling practice, program evaluation, stress and coping, counselor burnout, and wellness among helping professionals and clinical populations.

Dr. John McCall is an Assistant Professor of School Counseling at Auburn University. His research interests include chemical and behavioral addictions, adverse childhood experiences, and self-regulation paradigms.

S. Todd Bolin is a Licensed Mental Health Counselor, Licensed Marriage and Family Therapist, and an AAMFT Approved Supervisor.

Austen Bingham is a doctoral candidate at The University of Georgia and a licensed professional counselor and clinical supervisor in private practice. His research areas include counselor development and social justice in supervision.

DOI

https://doi.org/10.7290/tsc06u7fc

Abstract

We examined counselor education and supervision (CES) doctoral students’ (n = 117) perceptions of their instructional RTE and research self-efficacy. Students had more positive perceptions of their instructional RTE and higher research self-efficacy when research courses were taught by counseling faculty. Additionally, the instructional RTE was predictive of research self-efficacy above and beyond intrapersonal, interpersonal, and experiential variables. Implications for counselor education programs are provided.

Public Significance Statement

Decades of research show counseling researchers struggle with engaging in rigorous research, which may stem from little emphasis on direct application to practice within the doctoral instructional research training environments due to instruction occurring outside of the discipline. Our results show CES doctoral students’ (n = 117) had more positive perceptions of their instructional RTE and higher research self-efficacy when research courses were taught by counseling faculty. Additionally, the instructional RTE was predictive of research self-efficacy above and beyond intrapersonal, interpersonal, and experiential variables.

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