Date of Award

1-1-2014

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Counseling Psychology

Content Description

1 online resource (ix, 95 pages) : illustrations

Dissertation/Thesis Chair

Hung-Bin Sheu

Committee Members

Mitchell Earleywine

Keywords

counseling self-efficacy, Self-awareness, self-compassion, supervision, supervisory rapport, Therapist training, Psychotherapists, Self-consciousness (Awareness), Self-efficacy, Self-evaluation, Compassion

Subject Categories

Clinical Psychology | Counseling Psychology | Educational Psychology

Abstract

Therapist self-awareness is widely regarded by educators and clinicians as an essential factor that allows psychotherapists to treat clients effectively (Ridley, Mollen, & Kelly, 2011b). Accordingly, a central goal of therapist training is to increase self-awareness, which is believed to lead to important training outcomes, such as stronger trainee self-efficacy in clinical abilities (e.g., Barnes, 2004; Daniel, Roysircar, Abeles, & Boyd, 2004). Despite this common belief, there is a scarcity of theory and research on the role of self-awareness in affecting therapist training outcomes (Pieterse, Lee, Ritmeester, & Collins, 2013). Using a Social Cognitive Model of Counselor Training (SCMCT; Larson, 1998) as a guiding theoretical framework, the present study examined therapist trainees' self-awareness as a mediator in the relations of trainees' person variable (self-compassion) and training variables (clinical experience and supervisory rapport) to trainees' counseling self-efficacy (CSE).

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