Practicum Students' Anticipatory Thoughts About Challenging Client Situations.
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| Title: | Practicum Students' Anticipatory Thoughts About Challenging Client Situations. |
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| Authors: | Borders, L. DiAnne (AUTHOR), Arzuaga, Alexis (AUTHOR), Spain, Emily N. (AUTHOR) |
| Source: | Counselor Education & Supervision. Sep2025, Vol. 64 Issue 3, p288-299. 12p. |
| Subjects: | Anxiety, Well-being, Professional-client communication, Practicums, Psychological adaptation, Self-efficacy, Psychological stress, Cognitive psychology |
| Abstract: | Practicum students' anxiety as they envision seeing "real" clients can impede their self‐efficacy and in‐session functioning. To explore how anticipatory stress and coping theory might help better support them, we used CQR‐M to code students' (n = 42) immediate thoughts and reactions to three challenging client situations before and after practicum. Students' responses reflected key tenets of the theory, pointing to pre‐practicum approaches that may lessen students' anticipatory stress and enhance their well‐being. [ABSTRACT FROM AUTHOR] |
| Copyright of Counselor Education & Supervision is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Practicum students' anxiety as they envision seeing "real" clients can impede their self‐efficacy and in‐session functioning. To explore how anticipatory stress and coping theory might help better support them, we used CQR‐M to code students' (n = 42) immediate thoughts and reactions to three challenging client situations before and after practicum. Students' responses reflected key tenets of the theory, pointing to pre‐practicum approaches that may lessen students' anticipatory stress and enhance their well‐being. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00110035 |
| DOI: | 10.1002/ceas.12341 |
