The relationship between the self-efficacy of school counselors and the use of family systems approaches in the school setting

Abstract

The purpose of this study was to examine if school counselors’ level of self-efficacy could be predicted from the use of family systems approaches in the school setting, and to determine if self-efficacy could be predicted from perceived importance and preparedness of using a family systems approach. In addition, this study explored personal and professional factors of school counselors that could be used to predict school counselors’ self-efficacy. A total of 120 practicing school counselors completed a 53-item online questionnaire for a response rate of 60%. The results of this study can be beneficial in determining how to better train and prepare school counselors to be effective advocates. Results of this study can also be used to inform training, workshops, or professional development opportunities directly related to the use of family systems approaches in school counseling. Results of the current study indicate participants generally felt somewhat competent to deliver school counseling through use of a family systems approach. Findings resulted in recommendation for training considerations in family systems approaches for school counselor educators.