Journal article
Self-Efficacy, Attachment Style and Service Delivery of Elementary School Counseling
The Professional Counselor (Greensboro, N.C.), Vol.7(2), pp.129-143
2017
DOI: 10.15241/ke.7.2.129
Abstract
This study explored the relationships between demographic variables, self-efficacy and attachment style with a range of performed and preferred school counseling activities in a national sample of elementary school counselors (N = 515). Demographic variables, such as school counselor experience and American School Counselor Association (ASCA) National Model training and use, were positively related to performing intervention activities that align with the ASCA National Model. Results of hierarchical regression analyses supported that self-efficacy beliefs also predicted levels of both actual and preferred service delivery of intervention activities. Interestingly, self-efficacy beliefs also predicted higher levels of performing "other" non-counseling activities that are considered to be outside of the school counselor role. An insecure attachment style characterized by high anxiety predicted a lower preference for intervention activities and also predicted the discrepancy
Details
- Title: Subtitle
- Self-Efficacy, Attachment Style and Service Delivery of Elementary School Counseling
- Creators
- Kimberly ErnstGerta BardhoshiRichard Lanthier
- Resource Type
- Journal article
- Publication Details
- The Professional Counselor (Greensboro, N.C.), Vol.7(2), pp.129-143
- DOI
- 10.15241/ke.7.2.129
- ISSN
- 2164-3989
- eISSN
- 2164-3989
- Language
- English
- Date published
- 2017
- Academic Unit
- Counselor Education; Public Policy Center (Archive)
- Record Identifier
- 9983993490002771
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