Robert Gracia

Evaluating Fieldwork and a Targeted Curriculum on Urban Counselor Trainees’ Self-Efficacy

This study explored counseling trainees’ development of self-efficacy within an urban high school practicum experience. The following two research questions were addressed: (a) Did a field placement experience in an urban school increase counseling trainees’ self-efficacy? and (b) What fieldwork factors affected counseling trainees’ development of self-efficacy as urban counselors? Quantitative analysis indicated that participants self-reported overall improvement in counseling skills and greater confidence in executing school counseling activities in an urban environment, while qualitative analysis suggested the positive impact of using a targeted supervisory curriculum to develop counseling students’ self-efficacy in working with urban youth. Implications for counselor educators are provided.

Exploring Outcomes of a Targeted Supervisory Training Curriculum on Developing Multicultural Competency and Social Justice Advocacy

Although there is extensive literature addressing the need to incorporate multicultural competency and social justice advocacy training in school counseling coursework, there are few empirical studies that have examined outcomes of incorporating such curriculum into field placement course work. Qualitative content analysis was employed to examine the use of targeted instruction on developing multicultural competency and social justice advocacy with a sample of 21 counseling students during a school practicum placement. Analyses of semi-structured interviews suggested the potential benefit of infusing targeted instruction on multicultural competency and social justice advocacy. Implications for counselor training and research are provided.