Perceived Preparedness and Self-Efficacy of Counselors in Training in Online Programs

The purpose of this transcendental, phenomenological study was to describe master’s-level Counselors-in-Training (CITs) perceived preparedness to treat real clients before transitioning to their practicum or internship experience. Adult learning theory and self-efficacy development theory guided this study. The research questions included a) How do master-level CITs describe their experience of perceived preparedness to real clients before transitioning to their practicum or internship experience? b) How do study participants describe the influence that the counseling program curriculum, including structure and practicum timing, had on their readiness to transition to practicum or internship? c) How do study participants describe the influence that clinical supervision had on their readiness to transition to practicum or internship? d) How did study participants perceive their experiences with anxiety, apprehension, or dread before transitioning to practicum or internship? What do they feel would have decreased any of these perceived distresses? Data collection methods included semi-structured interviews, visual representations, and reflective journaling. Data was analyzed using Moustakas’ (1994) modified version of the Van Kaam method- horizontalization, reduction, clustering, theme development, validation, and textural and structural descriptions for the meaning of experiences. Four main themes emerged through data analysis: a) external factors were a major source of increased confidence or preparedness, (b) lack of engagement was a major factor for decreased confidence or preparedness, c) a perceived disconnect between course content and how to apply the knowledge while conducting counseling sessions, and d) overall feelings of anxiety and apprehension were present.