Date
3-22-2024
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Richard Green
Keywords
practicum, internship, self-efficacy, counseling trainee, perceived preparedness
Disciplines
Counseling
Recommended Citation
Starling, Monique Alicia, "“Thrown in Cold Turkey”: Perceived Preparedness and Self-Efficacy in Counseling Trainees Transitioning to the Application of Theory in a Practicum or Internship" (2024). Doctoral Dissertations and Projects. 5257.
https://digitalcommons.liberty.edu/doctoral/5257
Abstract
The purpose of this transcendental, phenomenological study was to describe master’s-level counseling trainees’ (MLCTs) 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 were (a) How do master-level counseling trainees 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, cognitive 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.
