Year of Award

2025

Document Type

Dissertation

Degree Type

Doctor of Philosophy (PhD)

Degree Name

Counselor Education and Supervision

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Jayna Mumbauer-Pisano

Commitee Members

Veronica Johnson, John Matt, Daniel Salois, Sara Polanchek

Keywords

Emotional Regulation, Quantatative, Self-efficacy, Training, Wellness

Abstract

School Counselors in Training (SCITs) face distinctive challenges while developing their clinical skills and managing the complexities of school counseling. These challenges can lead to emotional strain and burnout, making it essential for SCITs to cultivate strong emotional regulation skills. Counseling and education researchers have discussed various strategies to assist counselors in enhancing emotional regulation skills. However, limited research has assessed the effectiveness of specific trainings on emotion regulation, especially for SCITs. This quantitative study investigates the effectiveness of an emotional regulation (ER) training program offered to SCITs during their field placements in schools. The central research question is whether emotional regulation training significantly impacts SCITs' self-reported emotional regulation skills, self-efficacy, and wellness. Using pre and post-tests, emotional regulation will be assessed through the Emotional Regulation Questionnaire (ERQ, Gross & John, 2003), while self-efficacy is measured using the Counselor Activity Self-Efficacy Scales (CASES, Lent et al., 2003). Wellness is assessed via the Five Factor Wellness Inventory (5F-Wel, Myers & Sweeney, 2005a).

The pre- and post-training data were analyzed using descriptive statistics to summarize sample characteristics and inferential statistics, including an analysis of variance (ANOVA), to evaluate differences between groups. Findings from this study have important implications for school counseling supervision practices, ultimately equipping SCITs with essential skills to effectively support their students and promote their professional growth and development in the field. While group differences were not statistically significant, observed trends indicate possible improvements in emotional regulation and self-efficacy among participants who completed the training.

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© Copyright 2025 Allison Lynn Bristow