The Development of Speech-Language Pathologists’ Counseling Self-Efficacy

Abstract

The purpose of this investigation was to understand, from the perspective of speech-language pathologists (SLPs), what factors contribute to the essential structure of the experience of SLPs with low perceived counseling self-efficacy (CSE), the factors that contribute to the essential structure of the experience of SLPs with high perceived CSE, and how SLPs can transition from lower to higher perceived CSE. Ten female speech-language pathologists participated in interviews to discuss their counseling experiences and the development of their personal SLP CSE. The interviews were divided into 982 meaning units. The meaning units were categorized to determine the recurring themes contributing to the essential structure of low and high SLP CSE and to determine how the transition from low to high CSE occurs. Four recurring themes associated with low CSE were identified, including: (a) lack of knowledge, (b) lack of experience, (c) lack of feedback from others, and (d) personal attributes. Seven recurring themes associated with high CSE were identified, including: (a) experience, (b) situation-specific confidence, (c) experiences of success, (d) life experiences, (e) observation of others, (f) feedback from others, and (g) personal attributes. Four themes associated with perceived needs and resources for continued CSE growth were identified, including: (a) further counseling training, (b) feedback from others, (c) experience, and (d) self-reflection. Further, it was found that internal locus of control was associated with higher levels of CSE.