COUNSELOR FACTORS AFFECTING THE WORKING ALLIANCE BETWEEN
REHABILITATION COUNSELORS AND CLIENTS WITH MENTAL ILLNESS:
SOCIAL COGNITIVE PERSPECTIVE
By
Jinhee Park

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
Rehabilitation Counselor Education – Doctor of Philosophy
2017

ABSTRACT
COUNSELOR FACTORS AFFECTING THE WORKING ALLIANCE BETWEEN
REHABILITATION COUNSELORS AND CLIENTS WITH MENTAL ILLNESS:
SOCIAL COGNITIVE PERSPECTIVE
By
Jinhee Park
The working alliance between counselors and clients has been considered a significant
component in the counseling process. Given the fact that rehabilitation counseling is a
collaborative process between an individual with disability and a rehabilitation counselor, the
development of the positive working alliance is also seen as an effective vocational rehabilitation
intervention in the rehabilitation counseling field. Especially for clients with mental illness, a
strong working alliance with their counselor is one treatment related factor that has a powerful
and positive impact on their recovery. To provide individuals with mental illness with quality
services, it is important to identify factors that can significantly affect the development of the
positive working alliance. Although it is well recognized that there are significant counselor
differences in their ability to facilitate positive working alliance with their clients, little research
has examined the effects of counselor cognitive factors, such as attitudes and counseling selfefficacy, as significant counselor attributes contributing to the development and facilitation of
the working alliance when working with clients with mental illness.
Therefore, the current study focused on examining the relationships between counselor
cognitive factors (i.e., rehabilitation counselors’ attitudes toward individuals with mental illness
and their recover, counseling self-efficacy, and counseling outcome expectancy) and the working
alliance between rehabilitation counselors and their clients with mental illness. A sample of 227
certified rehabilitation counselors were randomly selected from the database of Commission on

Rehabilitation Counselor Certification (CRCC). A cross-sectional and quantitative study design
via an Internet-based survey was utilized in the current study.
Results of this study showed that rehabilitation counselors’ attitudes toward individuals
with mental illness and their recovery, counseling self-efficacy, and counseling outcome
expectancy were positively correlated with the working alliance between rehabilitation
counselors and clients with mental illness. In addition, counseling self-efficacy and counseling
outcome expectancy were the significant predictors of the working alliance.
Data obtained from the current study can provide valuable information to current
rehabilitation counselors and rehabilitation counselor education programs to facilitate counselor
professional development. Limitations of the study, and implications for pre- and in-service
education and training and future research were also provided.

Copyright by
JINHEE PARK
2017

ACKNOLWEDGEMENTS

First, I really thank my advisor and Dissertation Committee Chair Dr. John Kosciulek, for
his support, feedback, and direction in guiding me to successfully finish the Ph.D. program. Dr.
Kosciulek has helped me conceptualize the research, collect and analyze the data, and eventually
write the whole document. I also thank my Dissertation Committee, Dr. Michael Leahy, Dr.
Connie Sung, and Dr. Spyros Konstantopoulos for their ongoing supports and feedback from
start to finish in writing my dissertation.
I really appreciate the whole faculty in rehabilitation counselor education program: Dr.
Kosciulek, Dr. Leahy, Dr. Sung, and Dr. Gloria Lee for their support, education, training, and
leadership to help me develop skills, knowledge, and confidence as a rehabilitation counselor. I
thank Dr. Hung Jen Kuo, Dr. Su Pi, and my former advisor Dr. Eun-jeong Lee for their formal
and informal supports and feedback. Also, I thank my colleagues: they are kind, smart, and
always supportive. More specifically, I was so lucky to have Jina Chun while I was at MSU.
Thank you Jina for everything!
Finally, I really thank my family for their ongoing supports and unconditional love that they have
given to me. They always believed me that I would achieve things I planned even when I
doubted myself. I truly respect and love my parents! I also thank my fiancĂŠ Yeontaek Kim, for
his love, supports and sacrifice while I was pursuing my Ph.D. He was always with me and
shared everything with me. He has always been my love, best friend, counselor, and supporter!
Without him, I would not even finish the program.

v

TABLE OF CONTENTS

LIST OF TABLES……………………………………………………………………………...viii
LIST OF FIGURES………………………………………………………………………………ix
CHAPTER 1……………………………………………………………………………………....1
INTRODUCTION..……………………………………………………………………………….1
Statement of the Problem………………………………………………………………………3
Professionals’ negative attitudes toward people with mental illness………………………3
Counseling self-efficacy and outcome expectancy……………………………………….6
Purpose of the Study………………………………………………………………………….10
Definition of Terms…………………………………………………...………………………12
CHAPTER 2……………………………………………………………………………………..14
LITERATURE REVIEW………………………………………………………………………..14
Working Alliance…………………………………………………………………………….14
Working alliance with clients with mental illness………………………………………18
Working alliance in rehabilitation counseling…………………………………………….20
Counselor factors………………………………………………………………………….22
Other counselor factors……………………………………………………………………25
Gender………………………………………………………………………………….25
Age…………………………………………………………………………………….26
Race/Ethnicity………………………………………………………………………….26
Counselor experience or training……………………………………………………….26
Mental Illness Stigma…………………………………………………………………………27
Mental illness recovery……………………………………………………………………27
Attitude and stigma………………………………………………………………………..29
Attribution theory………………………………………………………………………….31
Professional stigma………………………………………………………………………..33
Social Cognitive Theory……………………………………………………………………37
Self-efficacy……………………………………………………………………………….38
Outcome expectancy………………………………………………………………………39
Counseling Self-Efficacy……………………………………………………………………..40
Counseling Outcome Expectancy…………………………………………………………….43
CHAPTER 3……………………………………………………………………………………..45
METHODS………………………………………………………………………………………45
Research Design………………………………………………………………………………46
Data Collection Procedure………………………………………………………………….46
Participants……………………………………………………………………………………47
Participant Demographics…………………………………………………………………….49
Instrumentation and Variables………………………………………………………………..52
Demographic information……………………………………………………………...52

vi

Error Choice Test………………………………………………………………………53
Recovery Scale…………………………………………………………………………54
Counseling Self-Estimate Inventory……………………………………………………55
Expectation for Counseling Success…………………………………………………57
Working Alliance Inventory-Short Form, Therapist…………………………………58
Social Desirability Scale………………………………………………………………..59
Sample Size…………………………………………………………………………………...59
Data Analysis Procedure……………………………………………………………………...60
CHAPTER 4……………………………………………………………………………………..62
RESULTS………………………………………………………………………………………..62
Data Recording……………………………………………………………………………….63
Descriptive Statistics of Scales……………………………………………………………….65
Research Question 1: What are the relationships between rehabilitation counselor attitudes,
CSE, COE, and the WA among rehabilitation counselors and their clients with mental
illness?.......................................................................................................................................66
Research Question 2: How do rehabilitation counselor attitudes, CSE, and COE interact and
predict the WA among rehabilitation counselors and their clients with mental illness?..........70
Supplementary Analyses………………………………………………………………….......74
Summary of Results…………………………………………………………………………..74
CHAPTER 5……………………………………………………………………………………..75
DISCUSSION……………………………………………………………………………………75
Summary of the Findings……………………………………………………………………..75
Discussion of the Findings……………………………………………………………………76
Limitations of the Study………………………………………………………………………82
Implications for Rehabilitation Counseling Education and Practice…………………………83
Implications for Future Research……………………………………………………………..85
Conclusions…………………………………………………………………………………...87
APPENDICES…………………………………………………………………………………...89
APPENDIX A: Recruitment Letter…………………………………………………………...90
APPENDIX B: Informed Consent……………………………………………………………91
APPENDIX C: Demographic Information…………………………………………………93
APPENDIX D: Error Choice Test……………………………………………………………96
APPENDIX E: Recovery Scale…………………………………………………………..…..98
APPENDIX F: Counseling Self-Estimate Inventory………………………………………..100
APPENDIX G: Expectation for Counseling Success……………………………………….103
APPENDIX H: Working Alliance Inventory - Short Form, Therapist……………………104
APPENDIX I: Social Desirability Scale…………………………………………………..107
APPENDIX J: Figures for Multiple Regression Assumptions……………………………108
APPENDIX K: Supplementary Exploratory Factor Analyses………………………………114
REFERENCES…………………………………………………………………………………121

vii

LIST OF TABLES

Table 1 Positive and Negative Counselor Attributes and Techniques on the WA…….………...23
Table 2 Demographic Characteristics……………………………………………….………...50
Table 3 Participants Experiences and Caseload Size……………………………….…………51
Table 4 Perceived Preparation and Satisfaction…………………………………….…………52
Table 5 Descriptive Statistics of Study Variables…………………………………….…………66
Table 6 Two-tailed Pearson Correlations among Variables………………………….………...69
Table 7 Correlations between Demographic Information and the WA……………….…………72
Table 8 Multiple Regression Model………………………………………………….………….73
Table 9 Rotated Component Matrix of Three Factor Solution for the EC…………….……….115
Table 10 Rotated Component Matrix of Three Factor Solution for the RS…………….……...116
Table 11 Rotated Component Matrix of Three Factor Solution for the ECS………….………117
Table 12 Rotated Component Matrix of Five Factor Solution for the COSE………….………117
Table 13 Multiple Regression Model using Factor Scores…………………………….………120

viii

LIST OF FIGURES

Figure 1. Scatterplot of Error Choice Test……………………………………………………108
Figure 2. Scatterplot of Recovery Scale………………………………………………………108
Figure 3. Scatterplot of Counseling Outcome Expectancy Scale………………………………109
Figure 4. Scatterplot of CSE Microskills Subscale…………………………………………..109
Figure 5. Scatterplot of CSE Process Subscale………………………………………………110
Figure 6. Scatterplot of CSE Difficult Client Behavior Subscale……………………………110
Figure 7. Scatterplot of CSE Cultural Competence Subscale………………………………..111
Figure 8. Scatterplot of Unstandardized Residuals to the Outcome Variable………………….111
Figure 9. Boxplot of Unstandardized Residuals………………………………………………..112
Figure 10. Q-Q Plot of Unstandardized Residuals …………………………………………….112
Figure 11. Histogram of Unstandardized Residuals……………………………………………113
Figure 12. Scatterplot of Standardized Residuals against Standardized Predicted Values……113

ix

CHAPTER 1
INTRODUCTION
The working alliance (WA) between counselors and clients has been considered one of
the most significant components in the counseling process, regardless of specific techniques or
theoretical orientation (Lambert & Barley, 2002). Defined as collaboration between a client and
a counselor based on the development of a relationship bond as well as a shared agreement to the
goals and tasks of counseling (Bordin, 1979), the WA is one of the most salient common factors
across all forms of psychotherapies and counseling that can have a positive impact on the success
of counseling (Wampold, 2001). The extant meta-analyses (Horvath, Del Re, FlĂźckiger, &
Symonds, 2011; Horvath & Symonds, 1991; Martin, Garske, & Davis, 2000) confirmed that the
WA had a significant positive relationship with the counseling outcomes, with the effect sizes
ranging from .22 to .28.
The WA between rehabilitation counselors and the clients with disabilities has received
increased attention as an effective vocational rehabilitation intervention in the field of
rehabilitation counseling (Chan et al., 2012). Like other counseling processes, rehabilitation
counseling can also be fueled by the effective WA since rehabilitation counseling is a
collaborative process between an individual with disability and a rehabilitation counselor
(Kierpiec, Phillips, & Kosciulek, 2010). By developing and maintaining positive WA,
rehabilitation counselors can effectively encourage clients with disabilities to be actively
involved in the rehabilitation counseling process, make an informed decision, be empowered,
and take responsibility for their decision making (Kosciulek, 2000, 2004). Literature has also
identified that therapeutic relationships between rehabilitation counselors and clients
significantly affected positive rehabilitation outcomes (Lustig, Strauser, Rice, & Rucker, 2002).

1

Especially for clients with mental illness, a strong WA with their counselor is one
treatment related factor that has a powerful and positive impact on their recovery (Kondrat,
2008). The current recovery paradigm in the field of psychiatric rehabilitation is related to a
belief that individuals with severe mental illness can indeed have a meaningful and satisfying life
in spite of limitations caused by illness (Anthony, 1993). Recovery-oriented approaches
emphasize the significance of developing and maintaining an effective WA between counselors
and clients with mental illness in supporting recovery (Oades et al., 2005). Therapeutic
relationships established from mutuality and collaboration can facilitate recovery by developing
hope and meaning in one’s life as well as supporting him or her to take personal responsibility
(Hicks, Deane, & Crowe, 2012; Slade, 2010).
Given the significance of a positive WA when working with clients with mental illness, it
is important to identify factors that could be related to the development of a strong WA. Without
understanding factors contributing to the development of the quality WA, finding the WAoutcome association is of limited use to rehabilitation counselors (Constantino, Arnow, Blasey,
& Agras, 2005). Al-Darmaki and Kivlighan (1993) described that the quality of the WA can be
determined based on the following four factors: client pre-therapy characteristics; counselor
personal characteristics; counselor technical activity; and the congruence between counselorclient expectancy. Effects of client characteristics are well described and studied in the previous
literature (Al-Darmaki & Kivlighan, 1993; Constantino, et al., 2005; Couture et al., 2006).
While the contribution of counselor related factors to the WA now receiving more attention
(Nissen-Lie, Monsen, & Ronnestad, 2010), counselor variables may have been overlooked in the
relative literature compared to client factors (Ackerman & Hilsenroth, 2003). It is well
recognized that there are significant counselor differences in their ability to facilitate positive

2

WA with their clients (Heinonen et al., 2014; Nissen-Lie, Havik, Hoglend, Monsen, &
Ronnestad, 2013). While a number of previous studies have identified the impacts of several
counselor factors on the development of the WA, such as private life events (e.g., Nissen-Lie et
al., 2013), personality, interpersonal style (e.g., Heinonen et al., 2014), and stress and coping
(e.g., Briggs & Munley, 2008), little research has examined the effects of counselor cognitive
factors, such as attitudes and counseling self-efficacy, as significant counselor attributes
contributing to the development and facilitation of the WA when working with clients with
mental illness.
Statement of the Problem
Professionals’ negative attitudes toward people with mental illness. Negative
attitudes toward individuals with disabilities still exist in our society (Chan, Livneh, Pruett,
Wang, & Zheng, 2009). Stereotypes, prejudice, and discrimination caused by negative societal
attitudes significantly influence the lives of individuals with disabilities, limiting opportunities
for education, employment, and independent living (Antonak & Livneh, 2000; Chan et al., 2009;
J. Chan et al., 2011). However, individuals with mental illness even experience a higher degree
of stigma than persons with other types of disabilities, which is often described as the “hierarchy
of stigma” (Smart, 2009, p. 34). Defined as discrediting marks toward a certain group (Goffman,
1963, as cited in Corrigan, Mueser, Bond, Drake, & Solomon, 2008), stigma is one of the
significant barriers to the life goals of individuals with mental illness (Corrigan, 2004).
Attribution theory explains how stigma against individuals with mental illness can be
formulated as a social cognitive process and how discriminative behaviors can be developed and
maintained as effects of stigma (Corrigan et al., 2000). Attribution theory purports that
attributions of a cause of an event can influence cognitive, affective, and behavioral

3

consequences (Weiner, 1985). Two major dimensions on which attributions are developed are
controllability and stability. Controllability refers to the amount of individual efforts and
influences that are made over a cause of an event (Weiner, 1985). In regard to mental illness,
this dimension can be seen as whether the cause of the mental illness is controllable by an
individual who has it, or whether the individual can strive to cope with the illness (Chan et al.,
2011; Corrigan, 2000). Stability refers to the temporal nature of a cause, indicating the extent to
which the cause is stable or changing over time. Regarding mental illness, stability is related to
whether symptoms of mental illness will be stable over time, which can influence a belief about
treatment and recovery possibility of mental illness (Corrigan, 2000).
It is crucial to examine service provider attitudes toward individuals with mental illness
since attitudes play a significant role in the lives of individuals with mental illness. People with
mental illness usually meet with service providers when they are at their most vulnerable points
and they rely on providers to understand their illness and recovery assistance needs (Wahl &
Aroesty-Cohen, 2010). The attitudes and behaviors of service providers toward their clients with
mental illness are therefore very important treatment factors for facilitating positive recovery
(Chaplin, 2000). How people with mental illness are viewed by professionals can have a
significant impact on treatment outcomes and the quality of life experienced by those with
mental illness (Gray, 2002; Sartorius, 2002). When service providers hold positive beliefs about
recovery for their clients, they inspire hope in their clients and support people with mental illness
to actively participate in the recovery process (Sowers, 2005).
Although it is expected that service providers will hold positive attitudes toward
individuals with mental illness, service providers may not be always immune to stigmatizing
beliefs (Overton & Medina, 2008). Some professionals doubt the possibility of recovery and

4

even contribute to stigma (Hugo, 2001), sharing public concerns that people with mental illness
are violent and dangerous (Nordt, Rossler, & Lauber, 2006; Van Dorn, Swanson, Elbogen, &
Swartz, 2005). Service providers’ negative attitudes toward people with mental illness can also
create new barriers to receiving treatment. Negative attitudes of professionals who provide
direct services to clients with mental illness have been attributed to feelings of helplessness and
often result in inadequate treatment interventions for their clients (Cohen, 1990). Moreover, if
service providers have negative attitudes toward clients with mental illness, they might not show
therapeutic or satisfying interaction with their clients because these negative attitudes may
interfere with professionals’ ability to respond helpfully to their clients’ needs or to establish
successful therapeutic relationships (Hugo, 2001; Wahl & Aroesty-Cohen, 2010). Therefore, the
attitudes of professionals toward their clients with mental illness may be a significant contributor
to both the therapeutic alliance between the two and eventual rehabilitation outcome for the
client (Kaplan, 1982).
Attribution theory might also help understand how service provider attitudes toward
individuals with mental illness may affect their behaviors during the service delivery (Charles,
2015). If service providers, including mental health or rehabilitation counselors, believe that
individuals with mental illness are responsible for the onset of the illness and less capable of
fully participating in treatment and their conditions are unlikely to be improved or changed, they
may be more likely to believe that providing treatment and support will be less effective for this
population. Such negative thoughts and beliefs toward individuals with mental illness may
significantly affect counselor behavior during service delivery and therefore influence the
relationship with their clients.

5

While the majority of previous literature has focused on examining stigmatizing attitudes
toward people with mental illness held by the general public (Broussard, Goulding, Talley, &
Compton, 2012; Corrigan et al., 2000; Corrigan, 2004; Crisp, Gelder, Rix, Meltzer, & Rowlands,
2000), attention to the attitudes of service providers has also been given recently (Schulze, 2007).
Over the past two decades, researchers have examined mental health professionals’ attitudes
toward people with mental illness, which specifically focused on samples of psychiatrists,
psychologists, nurses, and social workers (Hugo, 2001; Jorm et al., 1997; Murray & Steffen,
1999; Schulze, 2007; Wahl & Aroesty-Cohen, 2010). However, relatively few studies have been
conducted in the field of counseling or rehabilitation counseling. A small number of most recent
studies have investigated the attitudes of licensed professional counselors (Hoy & Holden, 2014;
Smith & Cashwell, 2010, 2011). Only two studies were found that included a sample of
rehabilitation counselors (Carney & Cobia, 1994; Thomas, Curtis, & Shippen, 2011). The results
from these studies indicated that rehabilitation counselors had more positive attitudes toward
people with disabilities than other human service professionals. However, there are no data in
the literature addresses rehabilitation counselor attitude variation and how attitudes affect the
WA between rehabilitation counselors and their clients with mental illness.
Counseling self-efficacy and outcome expectancy. Social Cognitive Theory (SCT)
helps understand how individuals can acquire and maintain certain behaviors (Wise, 2002). SCT
views people as active agents who actively shape their environments, behaviors, thoughts, and
emotions rather than passive followers influenced by external or internal forces (Lent & Maddux,
1997). According to SCT, certain cognitive constructs have huge impacts on individual
motivation and performance (Fabian & Waugh, 2001). In SCT, much attention has been paid to
the construct of self-efficacy. Perceived self-efficacy refers to individual judgments of how well

6

they can perform a specific behavior that can lead a desired outcome when dealing with
prospective situations (Bandura, 1977). Self-efficacy is considered as a significant fundamental
mechanism of human agency (Bandura & Locke, 2003), which partly influences people’s
decision on whether they will engage in a certain task (Bandura, 1986; Larson & Daniels, 1998).
While received relatively less attention than self-efficacy, outcome expectancy is the other
important cognitive construct stressed in SCT (Bandura, 1986). Outcome expectancy is defined
as one’s belief that performing certain behavior will bring about desired consequences (Bandura,
1977; Wise, 2002). Outcome expectancy is distinguished from self-efficacy because selfefficacy is related to the belief about one’s ability to perform a behavior whereas outcome
expectancy is related to one’s judgment on whether one’s behavior will lead to a desirable
outcome (Bandura, 1977, 1986). Examining perception of self-efficacy and outcome expectancy
together rather than the analysis of single construct alone might provide a more complete
understanding of human behavior (Williams & Bond, 2002; Wise, 2002).
Expanded from the SCT, counseling self-efficacy (CSE) is considered a significant
factor for counselor development, and examined extensively in counseling training and education
literature (Kozina, Grabovari, De Stefano, & Drapeau, 2010; Larson, 1998; Larson & Daniels,
1998; Lent et al., 2006). Defined as counselors’ beliefs about their capabilities to effectively
work with clients in the near future, CSE can be seen as a primary determinant of effective
counseling performance (Larson & Daniels, 1998), affecting counselors’ cognitive, affective, and
behavioral responses in counseling sessions (Lent et al., 2006). Counselors with higher selfefficacy would be more likely to utilize counseling skills that are helpful to their clients, to
manage tasks conducted during sessions, and to interact more effectively with challenging clients
and cases, compared to those with lower CSE (Larson & Daniels, 1998; Lent, Hill, & Hoffman,

7

2003). Moreover, counselors with high self-efficacy are willing to put forth efforts to develop
and maintain positive therapeutic relationship with their clients (Larson, 1998).
Moreover, counseling outcome expectancy (COE) is related to counselors’ judgment on
whether their performance conducted in the counseling sessions will bring about positive change
for their clients (Larson, 1998; Schwartz, 2016). It is assumed that along with CSE, COE could
be an important cognitive construct that is associated with the successful performance in the
counseling process.
CSE and COE are particularly critical components when working with clients with
mental illness (Jimenez, 1985; Jones, 2014). Due to symptoms caused by the fluctuation of the
illness, hardships, life challenges, and the stigma against people with mental illness, counselors
may experience difficulty helping individuals with mental illness which result in less confidence
and lower self-efficacy and negative prediction about counseling outcome (Jones, 2014).
Counselors who are unsure about their ability to effectively provide services and pessimistic
about client achievement of set goals may not create proper therapeutic relationships with clients
with mental illness (Lent et al., 2003).
Previous literature has identified that higher CSE is associated with lower counselor
anxiety, better counselor performance (e.g., utilizing microcounseling skills, problem solving
skills, etc.), higher self-esteem, and positive COE (Al-Darmaki, 2004; Larson et al., 1992;
Larson & Daniels, 1998; Sipps, Sugden, & Faiver, 1988; Schiele, Weist, Youngstrom, Stephan,
& Lever, 2014). However, little work has been done to examine the relationship between CSE
and the WA. CSE may have an impact on the three components (i.e., task, goals, and bonds) of
the WA between a counselor and a client (Ganske, 2008). Counselors with high self-efficacy
may make more efforts to accept or approach clients as well as develop and maintain positive

8

therapeutic relationships with their clients (Bruton, 2013). Counselors who are confident about
their ability to work with specific clients tend to believe that they will be effective in solving
problems (Larson et al., 1992), therefore they may actively deal with difficult counseling tasks
(Barnes, 2004). In addition, counselors with higher self-efficacy are more likely to demonstrate
counseling skills such as showing empathy or assessing client issues or concerns (Halverson,
Miars, & Livneh, 2006), which can be related to a strong WA (Ackerman & Hilsenroth, 2003).
Therefore, it is important to understand the relationship between CSE and the WA for clients
with mental illness. O’Sullivan (2012) mentioned that little research has been conducted on such
issues.
While several researchers and professionals in the field of behavioral, social science,
psychology have understood the importance of cognitive factors (i.e., efficacy and outcome
expectations) in behaviors and investigated such constructs, only a small amount of studies has
been conducted on COE and its significance on counselor performance and outcomes (AlDarmaki & Kivlighan, 1993; Iannelli, 2000; Joyce & Piper, 1998; Katz & Hoyt, 2014). COE
was rarely included in the various studies that examine the effects of counselor factors on the
counseling process and client outcomes (Schwartz, 2016). Further, there is no study that
identified the relationship between COE and counselor performance in the rehabilitation research.
No published studies have been found looking at both rehabilitation counselor CSE and COE as
variables that can influence rehabilitation counselor performance and counseling outcome, such
as a WA. Given the support for the significance of CSE and COE on various counselor
behaviors and performance (Snyder, 1995), both constructs taken together in a study may
provide valuable input in the existing body of rehabilitation counselor education and training
research.

9

In addition, the majority of studies on CSE have used samples of counseling trainees
rather than experienced counselors (Kozina et al., 2010; Schiele et al., 2014; Sipps et al., 1988;
Stoltenberg, 1998; Urbani et al., 2002). While counseling trainee self-efficacy and skill
development are crucial for their future work with clients with disabilities, it is also important to
examine CSE among experienced counselors since counselors may be efficacious differently
based on client characteristics (e.g., type of disabilities). Counselors who work with diverse
clients might feel more effective when helping clients with specific type of disabilities or
characteristics, and it is possible that counselors may avoid working with certain types of clients
when they feel less efficacious (Lent et al., 2006).
Purpose of the Study
The purpose of this study is to explore rehabilitation counselors’ cognitive factors (i.e.,
rehabilitation counselor attitudes toward individuals with mental illness and their recovery,
rehabilitation counselor CSE, and COE) that can affect the WA between rehabilitation
counselors and clients with mental illness. It is anticipated that this study will yield data useful
for better understanding rehabilitation counselors’ perceptions of their clients with mental illness.
It will also emphasize the significance of rehabilitation counselors’ understanding of their own
thoughts, cognitions, and values and how they could affect the establishment of positive WA and
the rehabilitation counseling process. In addition, the information obtained in this study could be
used in pre- and in-service education and training. Rehabilitation counselor education programs
may incorporate the information into curriculum in order to provide effective education and
training by giving students opportunities to understand their own values and attitudes toward
diverse populations, including individuals with mental illness. Further, in-service training and
clinical supervision could utilize the data obtained in this study when developing training

10

programs that enhance rehabilitation counselor knowledge, skills, and competencies to work
collaboratively with clients with mental illness. Therefore, the current study is designed to
examine both counselor attitudes toward individuals with mental illness and their recovery, CSE,
and COE as constructs which influence the WA between counselors and clients with mental
illness.
The research questions and hypotheses of interest in this study will be as follows:
1. What are the relationships between rehabilitation counselor attitudes (toward individuals
with mental illness and recovery), CSE, COE, and the WA among rehabilitation
counselors and their clients with mental illness?
1a. The attitude of rehabilitation counselors toward individuals with mental illness and
recovery will be positively correlated with rehabilitation counselors’ perceived WA.
1b. The CSE and COE of rehabilitation counselors will be positively correlated with
rehabilitation counselors’ perceived WA.
2. How do rehabilitation counselor attitudes (toward individuals with mental illness and
recovery), CSE, and COE interact and predict the WA among rehabilitation counselors
and their clients with mental illness?
2a. When controlling for rehabilitation counselor demographic characteristics such as
gender, age, race/ethnicity, years of experiences as rehabilitation counselors, in-service
training experiences, and caseload size as well as rehabilitation counselor social
desirability bias, rehabilitation counselor attitudes (toward individuals with mental
illness and recovery), CSE and COE will account for a significant amount of variance
in the WA among rehabilitation counselors and clients with mental illness.

11

Definition of Terms
Individual with mental illness. An individual with mental illness refers to a person who
has a diagnosis of mental illness such as schizophrenia, mood disorders (e.g., major depression,
bipolar disorder), anxiety disorders (e.g., obsessive-compulsive disorder, posttraumatic stress
disorder), and personality disorders (e.g., borderline personality disorder), which can affect the
individuals’ major life functioning such as independent living or employment (Corrigan et al.,
2008).
Rehabilitation counselor. A rehabilitation counselor is defined as a counselor who has
specific knowledge, skills, attitudes, and competencies to develop and maintain professional
relationships as well as work collaboratively with individuals with physical, mental,
developmental, intellectual, and emotional disabilities to achieve their personal, social,
psychological, and vocational goals (Rehabilitation Counseling Consortium, 2005, as cited in
Leahy, 2012).
Working alliance. Bordin (1979) posited that the working alliance between counselors
and clients can be developed and maintained based on the three components: (1) an agreement
on goals; (2) an assignment of tasks; (3) and the development of bonds.
Recovery. Anthony (1993) defined recovery as “a deeply personal, unique process of
changing one’s attitudes, values, feelings, goals, skills, and/or roles” (p. 15) in order to live a
satisfying and hopeful life as well as develop new meaning and purpose in one’s life in spite of
an existing mental illness.
Stigma. Stigma is considered as any mark of disgrace, which can be either visible (e.g.,
race, gender) or invisible (e.g., sexual orientation, mental illness), that can lead to stereotypes,
prejudice, and discrimination (Corrigan et al., 2008; Goffman, 1963; Wassel, 2014).

12

Attitude. Ajzen (1993) postulated three components of the attitudes toward a certain
person, thing, place, and place: (1) the cognitive component of attitude refers to an individual’s
thoughts, beliefs, and opinions associated with an attitude object; (2) the affective component of
attitude refers to one’s feelings or emotions related to the attitude object; (3) and the behavioral
component indicates one’s intent or readiness to behave in a certain way regarding the object.
Self-efficacy. Self-efficacy is defined as the perceived capability to take a certain action
or behavior to obtain a desired result in a given situation (Bandura, 1977).
Counseling self-efficacy. Counseling self-efficacy refers to a counselor’s beliefs about
their ability to effectively work with clients in the near future counseling session, which can be
seen as a primary determinant of effective counseling performance (Larson & Daniels, 1998).
Counseling outcome expectancy. Counseling outcome expectancy can be defined as
counselors’ judgment on whether their performance conducted in the counseling sessions will
produce positive change for their clients (Larson, 1998; Schwartz, 2016).

13

CHAPTER 2
LITERATURE REVIEW
The purpose of this study is to explore the counselor cognitive factors that can affect the
positive working alliance (WA) between rehabilitation counselors and their clients with mental
illness, namely, counselors’ attitudes toward their clients with mental illness and recovery as
well as perceived counseling self-efficacy (CSE) and counseling outcome expectancy (COE). In
order to understand the significance of counselor attributes to the WA between rehabilitation
counselors and clients with mental illness, a thorough examination of previous studies will be
crucial. Therefore, this chapter provides more in-depth literature reviews on each construct.
Working Alliance
The field of counseling and psychotherapy has made an effort to look at the effectiveness
of different types of counseling techniques and psychotherapies. Research has been identified
that one form of psychotherapy or counseling technique might not be better than another type of
psychotherapy (e.g., client centered counseling vs. cognitive behavioral therapy), concluding that
psychotherapies could generally be seen as effective, which has been referred to as “the Dodo
bird effect” (Lambert & Ogles, 2004; Martin et al., 2000; Wampold, 2001). This has brought
more attention to the general or common counseling factors, which are defined as elements that
are common across all forms of psychotherapies or counseling. These common factors seem to
have more positive impacts on therapeutic outcomes than specific features of each counseling
technique (Wampold, 2001). More specifically, Wampold (2001) identified that approximately
two third of the effects of psychotherapy comes from general or common factors whereas
specific factors or ingredients (e.g., homework assignment in cognitive behavioral therapy) have
a minimal impact on the effectiveness of counseling, accounting for only about 8% of the entire

14

proportion. These common factors include the alliance between the client and the counselor,
empathic listening and goal setting, client expectation for change, and so forth. Among them,
the WA has been found to be the most salient factor in the effective counseling outcomes. The
reason why the WA is considered as a common factor is because it drew attention across
different counseling theories and disciplines (Wampold, 2001). Many have believed that the
changes clients make are closely related to the relationship they have with their counselors
(Johnson & Wright, 2002), and the WA can be the key component to develop effective
relationships between counselors and clients (Lustig et al., 2002). The term therapeutic WA
originated in psychoanalytic theory, and the impact of counselor-client relationship on the
treatment was recognized in the early 20th century (Johnson & Wright, 2002). Although the
therapeutic relationship in the psychodynamic therapy was more related to transference, the
concept later has been used in a more general way (Bordin, 1979; Johnson & Wright, 2002).
Rogers’s client centered theory is another influential counseling theory that emphasized the
importance of active therapeutic relationship (e.g., empathy, unconditional positive regards, and
genuineness) (Horvath & Greenberg, 1989). Over the years, the concept of alliance has included
various aspects of the relationship such as the client’s affective relationship with the counselor,
the client’s motivation and ability to work collaboratively with the counselor, the counselor’s
empathic responding to the client and willingness to involve the client, and the agreement
between the counselor and the client toward counseling goals and tasks (Horvath & Luborsky,
1993).
Bordin (1979) conceptualized the notion of the WA encompassing all therapeutic
relationships. He proposed “that the WA between the person who seeks change and the one who
offers to be a change agent is one of the keys, if not the key, to the change process” (1979, p.

15

252). According to his theory, the WA is defined as collaboration between the client and the
counselor based on the development of a relationship bond as well as a shared agreement to the
goals and tasks of counseling. He described three components of the WA: goals, tasks, and
bonds. First, goals are the target of the intervention, which could be regarded as treatment
outcomes (Chan, Shaw, McMahon, Koch, & Strauser, 1997; Horvath & Greenberg, 1989). In
the field of rehabilitation counseling, such goals will be more related to employment or
adjustment to disability (O’Sullivan, 2012), but these goals could vary depending on the practice
settings, counselors’ theoretical orientation, and the issues and problems clients have. Moreover,
the goal setting should be based on the mutual agreement between the client and the counselor
(Johnson & Wright, 2002). When the counselor tries to work collaboratively with the client in
setting a specific goal, the client may have a sense of feeling that the counselor has the
commitment to helping him or her and the counselor sees him or her as an equal partner (Lustig
et al., 2002).
Second, tasks refer to the in-counseling behaviors and cognitions that the client and the
counselor engage in (Horvath & Greenberg, 1989). Bordin (1979) postulated that the
effectiveness of the tasks depend on how the counselor can clearly relate the assigned task to the
client’s issues and problems as well as the client’s motivation to change. This construct
encompasses counselors’ skills, the perception of clients about counselors’ ability to help, and
the agreement and collaboration relative to the specific tasks. Those tasks need to be decided
based on the consideration of clients’ internal and external circumstances (Johnson & Wright,
2002). When their relationship is well developed, both the client and the counselor may perceive
these tasks as relevant and effective. Further, both the client and counselor need to take a
responsibility to successfully perform these tasks (Lustig et al., 2002). Last, the concept of

16

bonds is related to positive personal attachments between the client and the counselor, such as
feelings of liking, trusting, caring, understanding, and respect (Bordin, 1994; Horvath &
Greenberg, 1989). The degree of bonds will be strongly associated with goals and tasks. The
counseling process within which the counselor works toward deeper personal feelings or
experience of the client will require deeper trust and bond between the counselor and the client
rather than the completion of intake paperwork (Bates, 2012; Bordin, 1979).
Research on the WA in the fields of counseling and psychotherapy has continued to
accumulate the empirical evidence about the impact of the WA on the treatment or counseling
outcomes such as symptom reduction (e.g., depression, anxiety, and mood), interpersonal
problems, general psychological functioning, benefits, satisfaction and improvement, and early
treatment termination (Horvath et al., 2011; Horvath & Luborsky, 1993; Martin et al., 2000).
More specifically, in a review of extant meta-analyses, Horvath and Symonds (1991) examined
24 studies relating the quality of the WA to the therapy outcomes and found that the WA was
positively related to the treatment outcomes with an average effect size of .26. In addition, a
follow-up meta analytic review of 68 studies conducted by Martin et al. (2000) showed the
positive relationship between the WA and outcomes, with the average effect size of .22. A more
recent study conducted by Horvath et al. (2011) also found a similar result in the relationship
between the WA and positive counseling outcomes (r = .28). These results indicate the moderate
but highly reliable relationship between the WA and psychotherapy and counseling outcomes.
As it is already mentioned, the WA is considered as a common factor rather than specific type of
intervention or a technique used in certain counseling theory since the alliance represents the
quality of partnership and mutual collaboration between counselors and clients as well as
facilitates the counseling process (Bordin, 1994; Horvath et al., 2011; Martin et al., 2000).

17

Therefore, many psychotherapy and counseling studies have emphasized the importance of the
WA as one of the significant variables (Martin et al., 2000).
Working alliance with clients with mental illness. Initiating and fostering the WA can
be crucial especially for clients with mental illness, in terms of achieving positive outcome and
recovery (Donnell, Lustig, & Strauser, 2004). Often, people with mental illness confront selfdefeating thoughts and behaviors that are major characteristics of mental illness. The appearance
of these symptoms and the public’s lack of understanding of people with mental illness may
cause the general public to develop negative attitudes toward them, and eventually influence
their social relationships with other people. The WA not only provides the strong relationship
between the client and the counselor, but could imbue the client with strong feelings of
acceptance and support, and the decreased feeling of isolation. This in turn enhances successful
rehabilitation and recovery outcomes for the client with mental illness (Donnell et al., 2004;
Kondrat, 2008).
The interrelationship between the counselor and the client with mental illness can be a key
ingredient that can enhance the process of the recovery for the client. Russinova (1999) stressed
that the service providers’ ability to promote recovery as well as provide resources and supports
in the recovery process will strongly influence the psychiatric rehabilitation outcomes for this
population. This concept is truly parallel to the components of the WA: goals, tasks, and bonds
(Bordin, 1979). The shared agreement on the necessary resources and supports, and the client’s
belief that the counselor devotes to his or her recovery process will allow stronger alliance
established between the counselor and the client, which can eventually promote successful
recovery and treatment outcomes (Donnell et al., 2004). Given the fact that the current
community mental health service delivery emphasizes the principles of client empowerment,

18

client centeredness, and collaboration between the service provider and the client, it is crucial
that service providers and counselors need adequately to develop collaborative relationships with
their clients with mental illness by seeing the client beyond the illness, focusing more on
strengths, and promoting the value of hope (Anthony, 1993). Service providers should also be
aware that clients with mental illness who perceive the negative and weak WA with their
counselor are less likely to engage in the service provision as well as return to the service they
are receiving, at worst (O’Sullivan, 2012).
Several studies have demonstrated the importance of WA between the client with mental
illness and the counselor in the intervention process. Donnell and colleagues (2004) investigated
the relationship between WA and vocational rehabilitation outcomes among people with severe
mental illness. The results indicated that employed clients had a stronger WA than those without
employment outcomes, and a stronger WA was related to employed clients’ satisfaction with
current job. Moreover, the WA was related to the clients’ positive perception of future
employment prospects. Davis and Lysaker (2007) examined the impact of the therapeutic
alliance on work performance among clients with schizophrenia who received a 26-week
cognitive-behavioral therapy (CBT) based vocational rehabilitation program, and the result
identified the positive relationship between the WA and work performance.
Chinman, Rosenheck, and Lam (2000) studied the effects of the case management
relationship on clinical outcomes among homeless persons with severe mental illness. In this
research, authors used a modified version of the Working Alliance Inventory in order to measure
the relationship between case managers and their clients with severe mental illness. The study
found that strong relationship with case manager was significantly associated with fewer days of
homelessness and a higher level of general life satisfaction. Another research conducted by

19

Neale and Rosenheck (1995), which examined the relationship between therapeutic alliance and
outcomes among clients in a Veterans Affairs intensive case management program, showed that
strong therapeutic alliance was associated with reduced symptom severity and improvement of
community living skills. Authors used the word “therapeutic alliance” in their study, but
definition of the concept turned out to be the same as WA.
Also, Kondrat (2008) examined the relationship between the WA and the subjective
perception of quality of life among people with severe mental illness, and the result revealed that
a stronger WA predicted the clients’ perceptions of more positive quality of life. Hicks and
colleagues (2012) explored the relationship between the WA and recovery and hope over time in
populations with mental illness, and the result showed that the WA predicted positive change in
recovery, but changes in recovery also predicted the alliance. These studies have confirmed that
establishing and maintaining a positive WA between the counselor and the client with mental
illness can be one of the most significant factors that can actually lead to successful counseling
or treatment outcomes as well as the client’s recovery.
Working alliance in rehabilitation counseling. The WA is also important in the service
delivery in the field of rehabilitation counseling. The philosophy of rehabilitation counseling
emphasizes consumer informed choice and empowerment as key concepts in the rehabilitation
counseling service provision, which is reflected in the regulations. The Rehabilitation Act
Amendments of 1992 and 1998 emphasize the importance of personal responsibility and selfdetermination, consumer informed choice, equal access, and full participation in the vocational
rehabilitation process by explicitly stating all services should be carried out with these principles
(Hagen-Foley, Rosenthal, & Thomas, 2005; Hein, Lustig, & Uruk, 2005). Consumer choice is
seen as a decision-making process in which consumers make their own choices based on the

20

information in terms of selecting employment goals and rehabilitation services (Hagen-Foley et
al., 2005; Kosciulek, 2004). When individuals with disabilities are encouraged to make
informed choice and self-determination in the rehabilitation counseling process, their
empowerment, which is defined as an approach to maximize consumers’ opportunity to control
over their lives, could be enhanced (Kosciulek, 2004).
To incorporate these concepts in the rehabilitation counseling, the process should be
dynamic, creative, and individualized therefore clients with disabilities feel included,
independent, and empowered in their life choices (Kosciulek, 2000, 2004). Like other
counseling processes, rehabilitation counseling can also be fueled by the effective WA since
rehabilitation counseling is a collaborative process between an individual with disability and a
rehabilitation counselor (Kierpiec et al., 2010). Consistent with the concept of the WA, both the
rehabilitation counselor and the client with disability try to explore the client’s strengths,
resources, priorities, abilities, capabilities, interests, and rehabilitation needs throughout the
counseling process. The counselor and the client also try to identify any options, resources and
barriers to achieving specific rehabilitation goals such as employment, as well as develop and
carry out a plan that will result in successful and meaningful outcomes for the client (Kierpiec et
al., 2010; Kosciulek, 2004). Two most important factors in the rehabilitation counseling process
regarding the WA will be the quality of the client’s participation and the motivation to become
involved in the process (Lustig et al., 2002). Consumers with disabilities who are well engaged
in the process and well connected with counselors will benefit most from rehabilitation
counseling (Chan et al., 1997; Kosciulek, 2004).
Not many, but a number of research has been conducted to examine the impact of the
WA on rehabilitation outcomes. In addition to Donnell et al. (2004) study mentioned earlier,

21

Lustig and colleagues (2002) examined the relationship between the WA and vocational
rehabilitation outcomes using the existing data on 2,732 vocational rehabilitation clients in one
state. The results indicated that employed clients reported stronger WA with their counselor and
other staff, better job satisfaction, and more positive perception of future employment prospects
than those without employment outcomes. A study done by Strauser, Lustig, and Donnell (2004),
which looked at the relationship between the WA and employment outcomes among individuals
with mild intellectual disability, also showed the similar result that there is a positive relationship
between the WA and employment outcomes. In a subsequent study, Lustig, Strauser, and
Weems (2004) investigated the effects of demographic characteristics and the WA on
employment outcomes among clients residing in urban or rural areas. The study showed the
similar results that regardless of geographic characteristics employed clients had better WA with
their counselor.
Counselor factors. As well recognized the significance of the WA in the counseling
process, it is also important to understand factors that can influence stronger WA between the
counselor and the client. Among the four factors Al-Darmaki and Kivlighan (1993) have
identified, implications of counselor factors (i.e., counselor attributes and techniques) are just
beginning to be investigated in the literature. Nissen-Lie et al. (2010) conducted a study to
examine counselor variability in the patient rating of the early WA, and the results indicated that
the substantial proportion (about 17%) of variability in the patient early alliance rating was due
to differences between counselors. Baldwin, Wampold, and Imel (2007) also found that
counselor variability in the client-rated WA attributes the alliance-outcome correlation,
indicating counselors who can establish and maintain stronger WA with their clients can have
better client counseling outcomes than those who cannot have positive WA. Therefore,

22

identifying counselor attributes to the WA can provide valuable information in developing
positive WA.
As mentioned before, counselors’ personal characteristics and their technical activity can
play significant roles in developing a strong WA (Nissen-Lie et al., 2010). Ackerman and
Hilsenroth (2001, 2003) examined previous studies in order to identify specific counselor
personal characteristics as well as counseling techniques that may facilitate or hinder a positive
WA between counselors and clients. Table 1 presents brief summary of those factors.
Table 1
Positive and Negative Counselor Attributes and Techniques on the WA
Positive Counselor Factors on the WA
Personal attributes
Flexible
Experienced
Honest
Respectful
Trustworthy
Confident
Interested
Alert
Friendly
Warm
Open

Counseling Techniques
Exploration
Depth
Reflection
Supportive
Notes past therapy success
Accurate interpretation
Facilitates expression of affect
Active
Affirming
Understanding
Attentive to a client’s experience
Negative Counselor Factors on the WA

Personal attributes

Counseling Techniques

Rigid
Overstructuring the therapy
Uncertain
Failure to structure therapy
Exploitative
Inappropriate self-disclosure
Critical
Managing
Distant
Unyielding transference interpretation
Tense
Inappropriate use of silence
Aloof
Belittling
distracted
Superficial interventions
Note. Counselor factors identified in this table are adopted from Ackerman & Hilsenroth
(2001, p. 182; 2003, p. 28).

23

Counselors’ capacity to connect with clients and willingness to help them under any
circumstances as well as personal attributes such as dependability, benevolence, warmth,
friendliness, flexibility, and responsiveness are positively related to developing and maintaining
the alliance with their clients. In addition, the therapeutic relationship could be boosted when
counselors can demonstrate the ability to show interests in clients’ issues and problems, openness,
enthusiasm, empathy, trustworthiness, congruence, positive regards, and competencies
(Ackerman & Hilsenroth, 2003; Hersoug, Høglend, Havik, Lippe, & Monsen, 2009). Moreover,
counselors’ great comfort working with clients closely, the ability to handle difficult situations
during the counseling process, and possession of better interpersonal relationship skills will
predict high quality of the bond component of the WA (Hersoug et al., 2009; Nissen-Lie et al.,
2010). On the other hand, the WA between counselors and clients will not be developed well if
counselors are too rigid, impatient, more distanced, disconnected, indifferent, try to control the
situation, show the least interests in clients and are distracted by their own personal issues, and
lack warmth, respect, and confidence (Ackerman & Hilsenroth, 2001; Hersoug et al., 2009;
Nissen-Lie et al., 2010). Inappropriate utilization of counseling techniques can also prevent from
developing proper therapeutic alliance. For example, counselors’ hasty interpretation on clients’
behaviors or emotions, inappropriate self-disclosure, over-structured counseling sessions, and
inappropriate use of silence, etc. might disturb clients in exploring their own issues and concerns.
Clients might be less likely to trust counselors when they have this type of experience frequently,
causing decreased therapeutic relationship and alliance with counselors (Ackerman & Hilsenroth,
2001; Hersoug et al., 2009). These negative counselor characteristics and inappropriate
counseling skills will impede the continuous growth of the WA and result in early and premature
termination of counseling (Ackerman & Hilsenroth, 2001).

24

Rehabilitation counselors’ personal characteristics and counseling skills are equally
important in the rehabilitation counseling process. Rehabilitation counselors could develop an
effective WA and the counseling process could be facilitated when they: (a) treat their clients as
adults and grown individuals regardless of the severity of their disability; (b) use age-appropriate
language and techniques; (c) try to emphasize clients’ strengths and assets; and (d) are willing to
help clients share their feelings and emotions as well as their own experiences (Kierpiec et al.,
2010). Clients might be more satisfied and be willing to maintain a strong WA when their
counselors have the ability to listen to and understand them as well as commitment to the clients
rather than show condescension, rudeness, discrimination, and ongoing criticism (Hein et al.,
2005).
To sum up, counselor characteristics account for significant variation in the counseling
outcome, along with client pre-existing factors (Hauser, 2009). Previous literature has been
identified several counselor attributes and technical activities that can affect the WA between the
counselor and the client in the counseling process (Ackerman & Hilsenroth, 2001, 2003;
Baldwin et al., 2007; Nissen-Lie et al., 2010). However, it is a beginning stage of examining the
effects of the counselor factors on the WA, and research has not made clear conclusion on what
are the salient counselor attributes that develop and facilitate the WA in the counseling process,
suggesting further comprehensive studies need to be conducted (Hauser, 2009).
Other counselor factors. Several studies have identified the relationship between
counselor demographic characteristics or professional variables and the WA.
Gender. Previous research results on the effects of therapist gender or gender similarity
to clients on outcomes, including the WA between counselors and clients, were inconclusive.
For instance, Krippner and Hutchinson (1990) found that clients tended to favor female

25

therapists significantly than the counterpart. Nelson’s (1993) review of literature showed that
some female clients were more successful when working with the same sex counselor. On the
other hand, Anderson’s (2005) study showed that gender similarity was negatively related to the
client rating of the WA. Beutler et al. (2004) examined the previous literature and found lack of
the relationship between counselor sex and counseling outcomes, indicating counselor sex or
sexual fit may not be a major contributor to counseling outcome.
Age. Research on counselor age is very little, and results showed contradictory findings
(Beutler et al., 2004). Some studies identified that clients favored counselors of a similar age
(Smith, 1974) but other studies reported that clients preferred working with older counselors (e.g.,
Simon, 1973). A study conducted by Hersoug et al. (2009), which examined the effects of
counselor characteristics on the WA with their clients, indicated that older counselors tended to
rate the quality of the WA higher than younger counselors.
Race/Ethnicity. Several studies were conducted to examine whether counselor
race/ethnicity or counselor-client racial match influence the relationship. Coleman, Wampold,
and Casali (1995) indicated that clients with racial minority backgrounds were more likely to
show preference for counselors who have similar racial/ethnic similarity. Moreover, a study
conducted by Fiorentine and Hilhouse (1999) showed that gender and ethnic similarity between
counselors and clients were significantly associated with higher levels of perceived counselor
empathy. On the other hand, some research has identified that counselor and client match with
age, gender, and race/ethnicity was not significantly related to both counselor and client rating of
the WA (Evans-Jones, Peters, & Barker, 2009).
Counselor experience or training. The relationship between counselor level of
experience and the WA also showed mixed results. A study conducted by Mallinckrodt and

26

Nelson (1991) indicated that counselor experience level was a significant predictive of task and
goal components of the WA. On the other hand, counselor experience was not significantly
associated with client and counselor reporting of the WA (Dunkle & Friedlander, 1996).
O’Sullivan’s (2012) study also had a similar finding that the level of education and work
experience among rehabilitation service providers were not significant predictors of psychiatric
disability WA. A study by Hersoug, Høglend, Monsen, and Havik (2001) indicated that
counselor experience, training, and skills were not significantly associated with client ratings of
WA, but counselor training and skills were significant indicators of counselor ratings of WA.
Later research done by Hersoug et al. (2009) showed that client ratings of WA were negatively
associated with professional training, and experienced counselors tended to rate the alliance
lower than novice counselors.
Mental Illness Stigma
Mental illness recovery. Mental health has been a major concern throughout the world.
According to Substance Abuse and Mental Health Services Administration (SAMHSA, 2014),
about 44 million (18.5%) adults aged 18 or older in the United States (U.S.) had some types of
mental illness in 2013, with about 6% of the U.S. population having a severe mental illness
(National Institute of Mental Health, 2013). Although an increased attention has been paid to
enhance services for individuals with mental illness, they still experience difficulties pursuing
proper treatments or desired rehabilitation outcomes, such as employment, resulting in many end
up being unemployed, underemployed, or living in poverty (Sanchez, Rosenthal, Chan, Brooks,
& Bezyak, 2016). The president’s New Freedom Commission on Mental Health (2003) argued
that one challenge initiating effective service provision for people with mental illness is lack of a
vision of recovery within mental health system.

27

Since emerged in the late 20th century, the concept of recovery has been recognized as a
major and significant principle in the field of psychiatric rehabilitation (Anthony, 1993;
Russinova, Rogers, Ellison, & Lyass, 2011). Anthony (1993) defined recovery as:
It is a deeply personal, unique process of changing one’s attitudes, values, feelings, goals,
skills, and/or roles. It is a way of living a satisfying, hopeful, and contributing life even
with limitations caused by illness. Recovery involves the development of new meaning
and purpose in one’s life as one grows beyond the catastrophic effects of mental illness.
(p. 15)
Anthony also indicated that “major recovery may occur without complete symptom relief. That
is, a person may still experience major episodes of symptom exacerbation, yet have significantly
restored task and role performance and/or removed significant opportunity barriers” (p.16).
Throughout the recovery process, individuals with mental illness will not only improve their
health and wellness but also live a self-fulfilling life, by trying to reach their full potential
(SAMHSA, 2010).
Many mental health professionals try to adopt the concept of recovery in their service
delivery. Consumers who recovered from mental illness have also raised their voices to share
their live experiences (Drake & Whitley, 2014). Although the recovery process among
individuals with mental illness could be different, efforts have been made to identify several
common themes that could have an impact on the recovery for people with mental illness. The
first key theme of the recovery paradigm is empowerment, which is related to taking control of
one’s recovery and life. People with mental illness may become independent and take
responsibility on their own recovery process when they can make important decisions on their
treatment options and meaningful activities (Compton et al., 2014). Social support is also central

28

construct in recovery process. Recovery cannot be accomplished alone, and can be facilitated
when individuals with mental illness become interdependent in their community and develop
supportive relationship with others such as family members, friends, and mental health
professionals (Anthony & Mizock, 2014; Jacobson & Greenley, 2001; Ridgway, 2001; Young &
Ensing, 1999).
Many people with mental illness are sometimes overwhelmed by their illness and negative
effects of existing symptoms. Therefore, one crucial aspect of recovery is to help people with
mental illness redefine the self separate from the illness, see their illness as just one part in their
lives, and enhance their self-esteem and self-respect (Andresen, Oades, & Caputi, 2003;
Ridgway, 2001; Schrank & Slade, 2007; Young & Ensing, 1999). It is also important to
encourage people with mental illness to discover meaningful activities and purpose in their lives.
This could actually make people with mental illness feel themselves as an active participants in
their lives and a valid contributor to their community rather than a passive mental patient. By
establishing significant goals that are valuable in their lives, people with mental illness can focus
on their own recovery process (Andresen et al., 2003; Ridgway, 2001).
Hope, which is directly connected to an individual’s belief that recovery is possible, is an
essential ingredient in recovery. Having a sense of hope can enhance the individual’s motivation
to engage in his or her recovery process. Hope could be facilitated when the individual with
mental illness accepts his or her illness and focuses on strengths rather than weaknesses
(Andresen et al., 2003; Anthony & Mizock, 2014; Jacobson & Greenley, 2001; Schrank & Slade,
2007; Young & Ensing, 1999).
Attitude and stigma. One factor that can significantly influence an individual with
mental illness both personally and environmentally is a negative and stigmatizing attitude toward

29

mental illness. Attitude is defined as the way an individual tends to react to an object, behavior,
person, institution, or event (Ajzen, 1993). According to Ajzen (1993), attitude is composed of
three components, namely cognitive, affective, and behavioral component. The cognitive
component of attitude is related to ideas, beliefs, and opinions that an individual hold regarding
the attitude referent. The affective component is directly related to the feeling or emotions, and
the behavioral component of the attitude is an individual’s intention or readiness to take an
action in a certain manner (Grbevski, 2009).
Stigma is a discrediting mark toward certain group that affects their rights and privileges
(Corrigan et al., 2008). Stigma is generally framed as four social-cognitive processes: cues,
stereotypes, prejudices, and discrimination (Corrigan, 2004). The general public may infer
mental illness through several cues, such as psychiatric symptoms, poor social skills deficits,
physical appearance, and labels (Corrigan, 2000; Penn & Martin, 1998). These signals yield
stereotypes and prejudice about persons with mental illness. Stereotypes are considered as
“efficient means of categorizing information about social groups” (Corrigan, 2004, p. 616). An
example of most common stereotype toward mental illness is “people with mental illness is
dangerous.” When people approve these negative stereotypes, they may hold prejudice toward
persons with mental illness, generating negative emotional reactions (Corrigan, 2004; Corrigan
et al., 2008). For instance, an individual who accepts the negative stereotype of mental illness
may express negative emotional reaction toward the group (e.g., “it is right, people with mental
illness is dangerous, therefore they scare me!”). Finally, prejudice can lead to behavioral
reactions, which may result in discrimination against persons with mental illness. An example of
discrimination can be excluding people with disabilities from employment or housing (Corrigan
et al., 2008).

30

Negative attitudes toward, stigma against people with mental illness can have direct or
indirect impacts on their lives. Especially, there is a concept of “hierarchy of stigma” postulating
people with different types of disabilities may be influenced by different amount of stigma
against them (Smart, 2009). Individuals with physical disabilities will be the least likely to be
affected by stigmatizing attitudes. On the other hand, people with mental illness will be placed
on the top in the hierarchy of stigma, due to the beliefs created in our society that people with
mental illness should be blamed for their illness, less pitied, and avoided because they are
considered to be dangerous (Corrigan et al., 2000).
Previous literature has consistently demonstrated negative impacts of stigma against
individuals with mental illness as a major barrier to their recovery (Corrigan et al., 2000;
Corrigan, 2004; Corrigan et al., 2008; Watson, Corrigan, Larson, & Sells, 2007). As a
consequence of the public stigma, many people with mental illness may develop self-stigma,
accepting common stereotypes and prejudices toward mental illness that are endorsed within
society and believing that they are less valued due to their disability. This may result in lower
self-esteem, self-efficacy, and confidence in one’s recovery and future life (Corrigan, 2004;
Corrigan et al., 2008). Moreover, people with mental illness who accept the existing stigma may
not utilize positive coping strategies when they confront stressful social situations, and less likely
to be motivated for engaging in treatment and intervention activities (Corrigan, 2004; Perlick et
al., 2001).
Attribution theory. Attribution theory (AT) is a fundamental model of motivation and
emotion, which assumes that individuals seek to understand causal relationships of everyday
events (Weiner, 1985). This theory provides a useful framework to describe the relationship
between stigmatizing attitudes and discriminatory behaviors (Weiner, 1995). According to the

31

AT, a cognitive-emotional process influence behavior, so that people create attributions about the
cause and controllability of an illness a certain person has, which make inferences about
responsibility (Corrigan, Markowitz, Watson, Rowan, & Kubiak, 2003). As a result of these
inferences, certain emotional reactions such as pity or anger can be provoked, which have an
impact on the likelihood of helping or punishing behaviors (Corrigan, 2000; Corrigan et al.,
2003).
There are two main constructs explained in the AT: controllability and stability.
Controllability refers to the degree to which people feel that the cause and responsibility are
placed to an individual who has a disability (Corrigan, 2000). Controllability can be further
segmented into onset and offset controllability. Onset controllability is one’s belief or perception
of whether an individual is responsible for the cause of illness or disability, whereas offset
controllability is related to the belief about whether the person can put forth efforts to cope with
and deal with issues caused by illness or disability (Schwarzer & Weiner, 1991). There is a
tendency to place more responsibility and blame if certain events, situations, or conditions are
seen as personally controllable. Therefore, if a person with mental illness is perceived as having
control over his or her illness and/or being incapable of coping with the illness due to lack of
insight, he or she may be more likely to be stigmatized (Corrigan, 2000; Strauser, Ciftci, &
O’Sullivan, 2008).
The second domain of the AT, stability is defined as the extent to which the condition of
an illness or disability is stable or unchanging over time. Some causes may remain constant but
others can fluctuate (Corrigan, 2000). Traditionally, conditions or symptoms of mental illness,
such as schizophrenia are considered as a quite stable and rarely improving process. Therefore,
an individual with mental illness with such stable conditions are more likely to be believed that

32

he or she may not respond to treatment interventions and have less chance to improve or change,
and as a consequence, he or she is more likely to be stigmatized (Strauser et al., 2008).
The AT, especially the concepts of offset controllability and stability, can also work as a
useful framework in understanding the formulation of service providers’ stigmatizing attitudes
toward their clients with mental illness and their actions (Charles, 2015). For instance, service
providers may show more stigmatizing attitudes if they believe that clients have control over the
cause of an illness and control over their ability to deal with difficulties. As a result, service
providers may be more likely to place blame and responsibility to their clients about not
“managing” their symptoms well or not actively participating in the treatment interventions.
Such service providers may also utilize more coercive or paternalistic treatment interventions to
clients since they believe that their clients are less capable of dealing with problems or pursuing
life goals. Moreover, if service providers perceive their clients as having less potential to
improve or change, therefore believe that their clients will have poor prognosis and be less likely
to achieve recovery, their actions and behaviors in the counseling process or service delivery will
be less effective by limiting their clients’ life goals and discouraging independence and
empowerment of the clients. On the other hand, if service providers believe the capability of
recovery of their clients, they will put more efforts to help and support their clients in pursuing
their meaningful goals (Charles, 2015).
Professional stigma. Previous literature has focused its attention more on the attitudes
toward, and stigma against mental illness among the general public, namely, public stigma
(Broussard et al., 2012; Corrigan et al., 2000; Corrigan, 2004; Crisp et al., 2000; Schulze, 2007).
However, it will also be important to understand the perceptions of professionals who directly
provide services to individuals with mental illness on their clients since they can play a

33

significant role as a key person in the lives of their clients with mental illness (Crowe & Averett,
2015). Mental health service providers, including rehabilitation counselors can not only provide
information, services and resources to the individuals with mental illness, but also take a role as
an active supporter when their clients strive to achieve their own meaningful, and successful
recovery (Corrigan, 2002). Positive interaction with and supports by key persons can have a
significant impact on pursuing important life goals and enhancing quality of life for those with
mental illness. When service providers hold positive attitudes toward their clients with mental
illness focusing on their recovery rather than poor prognosis and developing a collaborative
relationship with their clients rather than utilizing coercive treatment, clients will be more
empowered in the collaborative partnership, benefit more from treatment, and be more successful
in managing their symptoms or other issues (Corrigan, 2002).
On the other hand, negative attitudes toward people with mental illness and their recovery
held by service providers will have a significant impact on the quality of service delivery as well
as treatment or rehabilitation outcomes (Shulze, 2007; Wahl & Aroesty-Cohen, 2010). Service
providers may develop and maintain negative attitudes toward individuals with mental illness not
only influenced by societal and professional stigma as well as lack of competent education,
training and supervision, but also as a result of therapeutic barriers that are experienced when
working with clients with mental illness (Grbevski, 2009). Mental health service providers may
experience difficulties caused by lack of insight and understanding of clients with mental illness,
hopelessness toward treatment or counseling outcomes, blaming the client for treatment pitfalls,
feeling incompetent in providing effective services, and so on (Crowe & Averett, 2015; Grbevski,
2009). Developed from such experiences and existing values, professionals’ negative attitudes
can have internal and external consequences for clients with mental illness, resulting in losing

34

hope, taking a passive role in the treatment or counseling process, and withdrawal from treatment
interventions (Cohen, 1990). Professionals who have negative attitudes toward their clients with
mental illness may be more likely to take a coercive role and control clients with directions (Stull,
McGrew, Salyers, & Ashburn-Nardo, 2013), which can become a major barrier to creating an
effective and trusting therapeutic relationship between the two parties.
Numerous studies have been conducted to investigate the attitudes of mental health
professionals toward people with mental illness. The literature review studies in regard to stigma
and attitudes of mental health professionals conducted by Shulze (2007) and Wahl and AroestyCohen (2010) indicated that studies examined have yielded inconsistent results. For instances, a
number of studies conducted in several European countries as well as the U.S. showed that
mental health professionals held more positive attitudes toward clients with mental illness than
the general public (Kingdon, Sharma, & Hart, 2004; Lauber, Anthony, Ajdacic-Gross, & Rossler,
2004; Nordt et al., 2006; Peris, Teachman, & Nosek, 2008) and optimistic about recovery
(Magliano et al., 2004). On the other hand, some other studies showed that mental health
professionals were less optimistic about prognosis and long-term outcomes than the general
public (Hugo, 2001), held negative attitude toward potential of individuals with mental illness
for recovery (Tipper, Mountain, Lorimer, & McIntosh, 2006), and matched persons with mental
illness to more negative characteristics or descriptors (Deans & Meocivic, 2006). Van Dorn et al.
(2005) investigated differences between mental health stakeholder groups (i.e., mental health
professionals, consumers, and family members) and the general public on stigmatizing attitudes
toward persons with schizophrenia. The results indicated that mental health stakeholder groups
did not differ from the general public in the perceived likelihood of violent behavior and the
desire for social distance from persons with schizophrenia. In another Irish study, Cleary and

35

Dowling (2009) explored the knowledge and attitudes of mental health professionals (i.e., nurses,
doctors, social workers, occupational therapists, and psychologists) to the concept of recovery in
mental health. Their study results showed that respondents had less knowledge and discerning
attitudes to the concepts of recovery, such as non-linearity of the recovery process, risk taking,
and hope.
Although relatively little studies have been conducted in the field of counseling and
rehabilitation counseling, the results also indicated mixed results. Thomas et al. (2011)
examined whether there is a difference between perceptions of physical and mental disability
among human service professionals. The results indicated that special education/rehabilitation
providers reported more positive attitudes toward both physical and mental disability than
counselors and general educators. Similarly, a study conducted by Smith and Cashwell (2010)
showed that counselors-in-training students possessed more positive attitudes toward people with
mental illness than those in other majors. In addition, Hoy and Holden (2014) indicated that
licensed professional counselors reported positive attitudes toward individuals with
schizophrenia and hope in recovery.
On the other hand, Wong, Chan, Cardoso, Lam, and Miller (2004) examined factors
affecting rehabilitation counseling students’ attitudes toward people with disabilities. The results
indicated that disability type, education, age, and ethnicity significantly contribute to the attitude
formation among rehabilitation counseling students who participated in the study. Students
showed more positive attitude toward physical disability than psychiatric disability, in addition
to showing preference for younger, educated, European American Women. A similar study
conducted by Rosenthal, Chan, and Livneh (2006) also yielded consistent result that

36

undergraduate rehabilitation service students reported more preferable attitudes toward physical
disability (e.g., multiple sclerosis) rather than psychiatric disability (e.g., schizophrenia).
Social Cognitive Theory
Social Cognitive Theory (SCT) was developed based on the work of Miller and Dollard
(1941) that was originally known as social learning theory (McAlister, Perry, & Parcel, 2008).
Social learning theory posited that learning is a cognitive process that occur within the human
context, indicating that people can learn new behaviors by observing others’ behavior or
observing consequences of the behavior (Bandura, 1977). Further expanded from social learning
theory, Bandura (1986) conceptualized SCT, which is one of the most widely applied theories in
understanding how an individual can learn and maintain certain behaviors (Wise, 2002).
According to SCT, human behaviors can be explained in the triadic reciprocal
determinism, which is that behavior, cognitive and other personal factors, and environmental
influences interact as determinants of each other (Bandura, 1986). First, personal factors (P) are
related to individuals’ psychological (e.g., self-efficacy, self-regulation) and biological
constructs (e.g., hormone, height, weight, etc.) (Wise, 2002). For instance, a personal factor such
as self-efficacy, an individual’s belief that one can successfully perform a certain behavior, will
lead the person to engage in the activity. Second, Environmental factors (E), physical
surrounding or situations in which an individual is placed (e.g., weather condition, other people,
etc.), can also influence the decision the individual make (Wise, 2002). For example, although
the individual is confident to perform certain task, he or she is hardly to take an action if the
environmental condition does not meet the needs for the action. The final component is related
to the behavior (B) performed by an individual. Although those three factors interact with each

37

other, the strengths and direction of the relationships and contributions among factors can vary
depending on situations, people, and activities (Wise, 2002).
SCT not only recognizes how environments influence behavior, but also emphasizes that
people have potential to alter and construct environments that can be suitable for themselves,
based on their purposes and plans (McAlister et al., 2008). Moreover, how an individual
interprets the consequences of his or her behaviors can directly affect the environments as well
as personal factors. That is, people are not only producers, but also products of their social
systems. Bandura (2001) emphasized that people are proactive agents who have an ability to
take control of their own behaviors as well as who can accomplish tasks and goals that provide
meaning, direction, and satisfaction to their lives.
SCT postulates that human values and expectations are subjective, and the important
thing is how an individual perceives certain phenomena rather than what is the objective reality
(McAlister et al., 2008). Two key psychological determinants stressed in SCT are outcome
expectations and self-efficacy belief. Outcome expectations refer to the belief that a specific
behavior that an individual performs will lead to desired outcome, whereas self-efficacy is
related to the belief that the individual can have an ability to perform necessary actions to
achieve intended goals (Bandura, 1986). It is believed that individuals’ behaviors are likely to be
determined by both outcome expectation and self-efficacy (Bandura, 1997).
Self-efficacy. Self-efficacy belief is one of the most prominent concepts in SCT.
Perception of self-efficacy will have huge influence on what activities an individual will pursue,
how much efforts the individual would make, and how to deal with obstacles the individual may
encounter to perform the behavior (Wise, 2002). There are four major sources that can facilitate
or weaken self-efficacy belief (Bandura, 1977):

38

1. Mastery experience strongly influences self-efficacy belief. Strong efficacy
expectations will be developed if one accumulates ongoing successful experiences
about performance whereas experiences of repeated failures will lower efficacy
expectations.
2. Vicarious experience, obtained through modeling, is another source of self-efficacy
belief. Observing others performing challenging activities without adverse
consequences can make observers develop expectations that they can also accomplish
those tasks if they make an enormous effort.
3. Verbal or social persuasion with suggestion or encouragement will enhance
confidence among people that they can make more efforts to successfully perform
certain behaviors.
4. Emotional arousal caused by stressful and taxing situations can affect perceived selfefficacy. People are more likely to expect success and feel confident when they are
not heavily influenced by aversive arousal. On the other hand, their level of anxiety
will be elevated when they have fear-provoking thoughts about their ineptitude,
which may result in negative results on task performance.
Outcome expectancy. Bandura (1977) defined outcome expectancy as an individual’s
judgment on the possibility that a given behavior will lead to certain outcomes. Bandura (1989)
also postulated that “degree to which outcome expectations contribute to performance motivation,
independently of self-efficacy beliefs, is partially determined by the structural relationship
between actions and outcomes in a particular domain of function” (p. 1180). If an individual
believes that a certain behavior seems to bring positive outcome, he or she might be more likely
to engage in the behavior (McAlister et al., 2008). Outcome expectancy differs from efficacy

39

expectations. Although the individual may believe that the course of action can lead to a desired
outcome, he or she may not initiate the behavior if he or she has doubts about their ability to
perform such activities (Bandura, 1977). Furthermore, even if a person has strong competence
of performing a certain activity, he or she may be reluctant to perform the behavior when he or
she perceives that the outcome may not be desirable. Therefore, in order to successfully perform
a behavior, it might be necessary to have not only knowledge and skills, but also the beliefs that
one is capable of conducting the behavior (i.e., efficacy expectations) and expectations that one’s
behavior will lead to desirable outcomes (i.e., outcome expectations) (Bandura, 1986; Iannelli,
2000).
Counseling Self-Efficacy
By applying SCT into the field of counselor training, Larson (1998) proposed the Social
Cognitive Model of Counselor Training (SCMCT). Similar to SCT, the SCMCT emphasized
that CSE is one of the most significant predictors of counselor performance (Larson et al., 1992).
CSE refers to the beliefs or judgments counselors hold that they have an ability and confidence
to work effectively with their clients in the near future counseling sessions (Larson et al., 1992).
Larson (1998) also postulated that CSE can “affect the choice of counselor responses, effort
expenditure and persistence in the face of failures, and risk-taking behavior” (p. 226).
CSE can play a role in the future counseling action by mediating influences of other selfgenerated processes such as affective, motivational, and cognitive processes. Counselors who
have higher self-efficacy will see their anxiety as challenging, set realistic and challenging
counseling goals, and have self-aiding thoughts in the counseling sessions (Larson, 1998).
Therefore, those who possess stronger CSE may be more likely to show confidence interacting
with clients, to utilize helpful counseling techniques, and to put efforts to find best solutions

40

when they encounter clinical impasses (Lent et al., 2006). Moreover, counselors who possess
high self-efficacy may demonstrate better counseling skills such as showing empathy to clients,
assessing client concerns and problems, working more collaboratively with clients, finding better
counseling techniques when properly needed, and dealing effectively with conflicts within
counseling sessions. (Halverson, 2006, as cited in Bruton, 2013). On the other hand, if
counselors feel less confident, less motivated, and see themselves less effective in the counseling
session when working with certain clients, they will be more likely to shy away from these
clients (Dimeff & Linehan, 2001) and less likely to make effort to learn and acquire difficult
counseling skills (Larson & Daniels, 1998).
Most of the previous literature on CSE have its attention more on the self-efficacy
development or facilitation among pre-service counselors in counseling training programs since
CSE is an important aspect of counselor training and development (Larson & Daniels, 1998;
Lent et al., 2006; Spears, 2014). During pre-service training and education, counseling trainees
obtain and practice specific counseling skills and knowledge. Through the accumulation of
practice and experience as a counselor, students may develop a sense of mastery and competence
when they work with clients, that can lead to increased CSE (Bruton, 2013).
A number of previous studies focused on examining factors influencing CSE as well as
identifying the relationship of CSE to other related constructs. However, relatively little research
has been conducted to examine the relationship between CSE and counseling performance or
actual counseling outcomes. For example, Sipps et al. (1988) examined the relationship between
level of graduate training and CSE and the study results indicated that counselor trainees in
senior levels showed higher self-efficacy in using basic counseling skills as well as outcome
expectation than those who are in their first or second year counseling program. Research done

41

by Leach, Stoltenberg, McNeill, and Eichenfield (1997) showed that more experienced
counseling trainees reported greater self-efficacy of microskills than those with less experiences.
Experienced trainees also showed higher efficacy to work with clients from diverse backgrounds
as well as focused more on the interaction with their clients.
Larson and Daniels (1998) conducted an integrative review of CSE literature. They
found that CSE was positively correlated with outcome expectations and negatively related with
anxiety. In addition, counselors with stronger self-efficacy tended to see their success in
counseling sessions as more stable and as more a result of their own abilities. High self-efficacy
was also related to increased self-esteem and problem solving skills (Al-Darmaki, 2004).
Heppner, Multon, Gysbers, Ellis, and Zook (1998) examined changes in CSE among counseling
trainees through practicum experiences and the relationship between CSE and client outcome.
The results indicated that CSE has been increased from pre-practicum to post-practicum, and
clients reported significant growth in the WA with their counselor as well as goal attainment
from pretest to posttest. However, their study did not reveal the significant relationship between
CSE and client outcomes.
Lent and colleagues’ (2003) study showed that students with more education and clinical
experience showed higher CSE, reporting those who revealed more confidence in their basic
counseling skills and dealing with challenging situation were more likely to express confidence
at managing the overall and fundamental aspects of counseling. Moreover, Tang, Addison,
LaSure-Bryant, and Norman (2004) examined the relationship between counselor education
and/or training and CSE among counselor education students. The results indicated that level of
education and training and clinical experience (e.g., length of internship and prior work
experience) significantly affected self-efficacy of counselor skills. More recent study done by

42

Kozina et al. (2010) also indicated that counselors-in-training showed a significant growth in
CSE over the years of counseling training, education, and supervision.
Counseling Outcome Expectancy
In regard to the counseling process, COE is defined as “counselors’ judgments of the
likely consequences of their counseling actions in the near future” (Larson, 1998, p. 231). COE
may be related to the degree to which counselors believe their counseling performance provided
to their clients will increase client competence in achieving client’s meaningful goals and
eventually lead to successful counseling outcome. Although Larson (1998) mentioned that the
impact of COE on the counselor actual performance might be minimal after CSE is accounted
for, outcome expectancy might play a role as an additional mediating variables when given tasks
are ambiguous, abstract, or complex (Bandura, 1997). Given complexity and uncertainty of the
counseling process where a successful performance of the task may not always account for the
achieved outcome, COE might influence counselor motivation and performance, independent of
the self-efficacy beliefs (Schwartz, 2016). For instance, a counselor with high CSE will have a
strong belief that he or she is capable of successfully working with a client in a counseling
session utilizing appropriate counseling skills. However, if the counselor shows low outcome
expectancy, therefore he or she may have doubts that the counseling session would lead to
positive therapeutic change, the counselor might be hesitant to actively engage in the counseling
task that can lead to successful or satisfying outcome (Schwartz, 2016).
Previous literature has focused much on examining the relationship between client
outcome expectations or expectations about counselor performance on therapeutic change or
actual treatment outcomes (Constantino, Ametrano, & Greenberg, 2012). Only a few studies
have been identified which examined the relationship between COE and performance, including

43

the WA. For example, Al-Darmaki and Kivlighan (1993) indicated that there was a significant
correlation between both counselor and client expectations and their perceived WA. Moreover,
the congruence in expectations about relationship was most significantly associated with
counselor and client WA ratings. A study conducted by Joyce and Piper (1998) found that COE
after sessions (i.e., expectancy about usefulness and comfort) was significantly related to the
counselor rating of WA. Katz and Hoyt (2014) study showed that counselors’ perception of
anticipated client outcome had a significant positive relationship with bond component of the
WA. A study conducted by Iannelli (2000) indicated that CSE significantly predicted counselor
performance of counseling related skills, knowledge, and therapeutic interpersonal relationship,
but there was not a significant relationship between COE and counselor performance.

44

CHAPTER 3
METHODS
The purpose of the current study was to examine rehabilitation counselor attitudes toward
individuals with mental illness and their recovery, counseling self-efficacy (CSE), and
counseling outcome expectancy (COE) as constructs which influence the working alliance (WA)
between rehabilitation counselors and clients with mental illness. Based on such purpose, the
research questions and hypotheses in this study were as follows:
1. What are the relationships between rehabilitation counselor attitudes (toward
individuals with mental illness and recovery), CSE, COE, and the WA among
rehabilitation counselors and their clients with mental illness?
1a. The attitude of rehabilitation counselors toward individuals with mental illness
and recovery will be positively correlated with rehabilitation counselors’
perceived WA.
1b. The CSE and COE of rehabilitation counselors will be positively correlated with
rehabilitation counselors’ perceived WA.
2. How do rehabilitation counselor attitudes (toward individuals with mental illness and
recovery), CSE, and COE interact and predict the WA among rehabilitation
counselors and their clients with mental illness?
2a. When controlling for rehabilitation counselor demographic characteristics such as
gender, age, race/ethnicity, years of experiences as rehabilitation counselors, inservice training experiences, and caseload size as well as rehabilitation counselor
social desirability bias, rehabilitation counselor attitudes (toward individuals with

45

mental illness and recovery), CSE and COE will account for a significant amount of
variance in the WA among rehabilitation counselors and clients with mental illness.
It was anticipated that study results would provide valuable information related to rehabilitation
counselor roles in the development of the WA within the rehabilitation counseling process. The
information obtained in the study can also be useful in both pre-service and in-service
rehabilitation counselor education and training. This method chapter describes the research
design, procedures, participants, instrumentation, variables, and data analysis.
Research Design
A cross-sectional, correlational, and quantitative design via an Internet-based survey was
used to investigate the effects of rehabilitation counselor attitudes toward individuals with mental
illness and their recovery, CSE, and COE on the WA between rehabilitation counselors and their
clients with mental illness. The quantitative data was used to conduct descriptive as well as ex
post facto analyses utilizing correlation and multiple regression analyses.
Data Collection Procedure
Prior to the data collection, approval was obtained from the Michigan State University
Institutional Review Board (IRB) to conduct research involving human subjects. After receiving
approval from the IRB, the researcher contacted the Commission on Rehabilitation Counselor
Certification (CRCC) in order to request the use of CRCC’s database, sending the following
documents required by CRCC: a written research proposal, CRCC mail list rental request form, a
copy of written IRB approval, and a copy of instruments being used in the study. An email list
of 10% of the random sample for its approximately 17,000 members who work in specific
employment settings (i.e., Center for Individuals with Developmental Disabilities, College or
University; Corrections Facility, Independent Living Facility, K-12 School, Mental Health

46

Center/Psychiatric Facility, Private Not-For-Profit Rehabilitation, State/Provincial Rehabilitation
Agency, Veterans Benefits Administration and Veterans Health Administration) was requested.
After receiving approval from the CRCC and obtaining the email list of rehabilitation
counselors, potential participants were contacted through email to invite them to participate in
the study. The email contained a consent form, an invitation to participate in the study, and a
link to access to the survey. The consent form included information such as the purpose of the
study, voluntary nature of the study participation, confidentiality, and potential harm. One week
after sending the initial invitation email, a reminder email was sent to rehabilitation counselors in
order to ask participation to this study. A final reminder email was sent one week following the
first reminder email. The email announcement and the consent form are presented in Appendix
A and B, respectively.
The present study was administered using an online survey platform “Qualtrics”
(Qualtrics.com) to collect data from participants. The survey was available for a four week
period and was designed to avoid multiple responses from the same participant. Participants had
access to the survey through the link that was included in the email being sent to potential
participants. Survey completion took approximately 20 to 25 minutes. Although demographic
information was gathered, no personal identifiable information was included in the demographic
questionnaire. Once participants fully completed the survey, they were given the opportunity to
receive one continuing education credit from the CRCC.
Participants
The population of interest in this study was rehabilitation counselors. The current study
comprised a convenience sample of rehabilitation counselors certified by the CRCC. According
to the CRCC (2015), there are approximately 17,000 certified rehabilitation counselors serving

47

people with disabilities across the United States. Rehabilitation counselors were selected as the
population of interest in this study because rehabilitation counselors are uniquely qualified
professionals to provide rehabilitation counseling and vocational rehabilitation services to
individuals with disabilities including those with mental illness. Rehabilitation counselors work
in a variety of settings such as private sector, state/federal agencies, profit/non-profit
organization, college and universities, and medical and mental health facilities (Saunders,
Barros-Bailey, Chapman, & Nunez, 2009). In order to avoid study participation by rehabilitation
counselors who work in a setting which does not primarily serve clients with mental illness,
those counselors who work in the following employment settings were selected as potential
study participants: (a) Center for Individuals with Developmental Disabilities; (b) College or
University; (c) Corrections Facility; (d) Independent Living Facility; (e) K-12 School (f) Mental
Health Center/Psychiatric Facility; (g) Private Not-For-Profit Rehabilitation; (h) State/Provincial
Rehabilitation Agency; (i) Veterans Benefits Administration; and (j) Veterans Health
Administration.
An invitation to participate in the study was sent to a total of 1,700 email addresses
obtained from CRCC. Of the 1,700 emails, 13 individuals declined to participate in the survey.
Based on previous studies that used a sample of certified rehabilitation counselors, it was
expected to have an approximately 20% response rate (Kuo, 2013; Landon, 2016). While 348
participants started the survey (20.5%), 54 did not respond to any survey items (3.2%). This left
294 individuals who provided at least some information (17.3%). Of those, only participants
who fully completed the survey items for all of the study variables were considered for further
analyses (n = 227), resulting in a final response rate of 13.4%.

48

A review of the 348 surveys that were started by participants showed that the majority of
the participants responded to the first two questionnaires, Recovery Scale (n = 292, 83.9%) and
Expectation for Counseling Success (n = 290, 83.4%). However, a decreased response pattern
across the following four scales was noticed: Counseling Self-Estimate Inventory, 76.7% (n =
267); Working Alliance Inventory, 67.5% (n = 235); Error Choice Test, 66.4% (n = 231); and
Social Desirability Scale, 66.1% (n = 230). In regards to dealing with missing data, it was
decided to exclude the participants who provided only partial information on the survey
instruments (n = 67). This procedure resulted in the use of 227 fully completed surveys for
sample and data analysis purposes.
Participant Demographics
Table 2 shows the demographic information of the study participants (n = 226 with
missing n = 1). The majority of the certified rehabilitation counselors who responded to the
survey were female (80.1%, n = 181). Regarding participant race/ethnicity, 75.7% (n = 171)
were White, 8.8% (n = 20) were African American, 8.0% (n = 20) were Hispanic or Latino, 2.2%
(n = 5) were Asian American, and 4.9% (n = 11) were multiracial. Regarding age, the mean age
of the participants was 44.83 years (SD = 12.23) with a range of 23 years old to 78 years old.
Regarding the level of education, the majority of the study participants had master’s degree
(88.5%, n = 200), with 24 pariticipants having Ph.D degree (10.6%) and two participants having
bachelor’s degree (0.9%). Regarding current employment setting, 37.2% (n = 84) of the
participants were working in a state rehabilitation agency, 18.1% (n = 41) in a college/university,
13.7% (n = 31) in a private not-for-profit rehabilitation agency, 9.7% (n = 22) in a community
mental health center/psychiatric facility, and 21.2% (n = 48) in other settings.

49

Table 2
Demographic Characteristics
Variables
N
%
Gender
Male
44
19.5
Female
181
80.1
Age
<30
24
10.6
30-39
62
27.4
40-49
59
26.1
50-59
43
19.0
>60
38
16.8
Race/Ethnicity
White
171
75.7
African American
20
8.8
Hispanic or Latino
18
8.0
Asian American
5
2.2
Multiracial
11
4.9
Level of Education
Bachelors
2
0.9
Masters
200
88.5
Doctorate
24
10.6
Current Employment Setting
State Rehabilitation Agency
84
37.2
College/University
41
18.1
CMH/Psychiatric Facility
22
9.7
Private Not-For-Profit Rehabilitation
31
13.7
Other Practice Setting
48
21.2
Note. Missing n = 1 for demographic information.
For gender, one participant preferred not to answer therefore n = 225.
CMH = Community Mental Health.

Mean

SD

44.83

12.231

The study participants had a mean of 14.01 years (SD = 10.42) of work experience in the
rehabilitation counseling field, with a mean of 13.60 years (SD = 9.89) of work experience with
individuals with mental illness. The mean caseload size was 80.30 (SD = 96.40) with a mean of
36.5% (SD = 34.25) of clients with mental illness on their caseload. In regards to in-service
training experience, 81.4% (n = 184) of the rehabilitation counselor responded that they had
experience receiving in-service psychiatric rehabilitation training (See Table 3).

50

Table 3
Participants Experiences and Caseload Size
Variables
N
%
Mean
SD
Years of RC Experience
14.01
10.421
0-5 Years
56
25.0
6-10 Years
56
25.0
11-15 Years
27
12.1
16-20 Years
35
15.6
Over 20 Years
50
22.3
Years of MI Experience
13.60
9.887
0-5 Years
47
26.3
6-10 Years
40
22.3
11-15 Years
27
15.1
16-20 Years
31
17.3
Over 20 Years
34
19.0
In-Service Training Experience
184
81.4
Caseload Size
80.30
96.399
0-30
85
41.1
31-60
26
12.6
61-90
26
12.6
91-120
22
10.6
Over 120
48
23.1
Note. Missing n = 1 for in-service training experience; missing n = 3 for years of RC
experience; missing n = 19 for caseload size; missing n = 48 for years of MI experience.
For caseload size, one participant was excluded due to an outlier amount (1,500).
RC = Rehabilitation Counseling; MI = Mental Illness.

Table 4 illustrates the degree of perceived preparation and satisfaction of working with
individuals with mental illness among the study participants which participants rated on a scale
of zero (No preparation or satisfaction) to four (Very high degree of preparation or satisfaction).
The majority of the participants reported that they perceived a moderate to very high degree of
preparation to work with their clients with mental illness (Mean = 3.66; SD = .83). Similarly,
approximately 97% of the study participants were moderately to very highly satisfied with
working with their clients with mental illness (Mean = 3.72; SD = .79).

51

Table 4
Perceived Preparation and Satisfaction
Variables
Degree of Preparation
No Preparation
Little Preparation
Moderate Preparation
High Preparation
Very High Preparation
Degree of Satisfaction
No Satisfaction
Little Satisfaction
Moderate Satisfaction
High Satisfaction
Very High Satisfaction
Note. missing n = 1.

N

%

1
15
77
99
34

0.4
6.6
34.1
43.8
15.0

1
6
88
92
39

Mean
3.66

SD
0.828

3.72

0.794

0.4
2.7
38.9
40.7
17.3

Instrumentation and Variables
Predictor variables used in this study were rehabilitation counselors attitudes toward
individuals with mental illness, attitudes toward recovery of their clients with mental illness,
CSE, and COE, and the outcome variable was rehabilitation counselors’ perceived WA with
their clients with mental illness. The control variables were rehabilitation counselors’
demographic characteristics, such as gender, age, race/ethnicity, years of experiences, in-service
training experience, and the caseload size, and rehabilitation counselor social desirability bias.
To measure such variables, this study utilized following questionnaires: (a) demographic
information, (b) Recovery Scale, (c) Error Choice Test, (d) Counseling Self-Estimate Inventory,
(e) Expectation for Counseling Success, (f) Working Alliance Inventory-Short form, Therapist,
and (g) Social Desirability Scale.
Demographic information. Participants were asked to complete a demographic
information sheet developed by the researcher based on the purpose of this study. In order to
provide the description of the sample, demographic information was collected for the following

52

areas: age, gender, race/ethnicity, level of education (i.e., highest degree earned),
licensure/certification status, years of work experience as a rehabilitation counselor, current work
status with clients with mental illness, years of work experience with clients with mental illness,
caseload size, client primary disability type, current work setting, in-service training experience
to serve clients with mental illness, the degree of preparation to work with clients with mental
illness, and the degree of satisfaction with working with clients with mental illness. The study
Demographic Information Sheet is presented in Appendix C.
Error Choice Test. The Error Choice Test, titled as Knowledge of Test of Mental
Illness, was selected in the current study to measure rehabilitation counselors’ stigmatizing
attitudes toward individuals with mental illness (See Appendix D). One issue in the mental
illness stigma research is social desirability effects, in that social desirability is “the tendency for
people’s responses to conform to cultural mores, rather than their true belief” (Michaels &
Corrigan, 2013, p. 219), which could result in study results being biased. The Error Choice Test
(EC; Michaels & Corrigan, 2013) was developed to examine the general public’s stigmatizing
attitudes toward people with mental illness as a less susceptible measure to social desirability
effects. Being presented to research participants as a test of knowledge about mental illness to
reduce the bias, this measure consists of 14 items with two answer choices, one of which is a
more stigmatized answer (Wassel, 2014). For example, one of the questions is “people with
schizophrenia make up what percent of the homeless population” with the choices of either “5%”
or “25%”. Each question is coded into “0” or “1”, with zero representing a less stigmatizing
perspective and one indicating a more stigmatizing perspective. The scores were summed up,
with total scores range from zero to 14. The total scores represent overall prejudice, that is,
higher scores are related to more stigmatizing attitudes toward people with mental illness. In the

53

current study it was hypothesized that rehabilitation counselors who show more positive attitudes
toward individuals with mental illness will have a stronger WA when working with clients with
mental illness. Since higher scores indicate greater stigmatizing and negative attitudes, the total
scores of EC in the current study were summed up with reversed scores to examine the
hypothesis correctly.
When examining the psychometrics of the EC, Michaels and Corrigan (2013) reported
the test-retest reliability of EC as .70 for the samples of mental health service providers. In
addition, construct validity analyses indicated that the EC had a positive relationship with the
Attribution Questionnaire and was negatively correlated with Self-Determination and
Empowerment Scales (Michaels & Corrigan, 2013). In the current study, Cronbach’s alpha of
the EC was .53.
Recovery Scale. Rather than focusing only on reducing prejudice and discrimination
toward people with mental illness, current stigma research emphasizes the importance of
increasing affirming attitudes toward individuals with mental illness, such as beliefs that people
with mental illness can recover and are capable individuals with values and worth (Kosyluk,
2014). The Recovery Assessment Scale (RAS), one of the most common measures used in
recovery-oriented research, was originally developed to examine consumers’ perception of
recovery (Corrigan, Salzer, Ralph, Sangster, & Keck, 2004). The RAS consists of 24 items that
measure individuals’ with mental illness personal confidence and hope, willingness to ask for
help, goal and success orientation, reliance on others, and life view beyond symptoms (Corrigan
et al., 2004). The Recovery Scale (RS) is adapted from the RAS in order to measure public
perception of recovery (Corrigan, Powell, & Michaels, 2014).

54

The RS consists of 13 items, which ask several aspects of recovery such as purpose and
goals (e.g., People with mental illness believe that they can meet their current personal goals),
symptoms (e.g., The symptoms that people with mental illness experience interfere less and less
with their life), and relationships (e.g., People with mental illness have people they can count on)
(Wassel, 2014). Research participants are asked to respond to the items using a 9-point Likert
scale, ranging from 1 = strongly disagree to 9 = strongly agree (rating scale was reversed based
on the purpose of this study). Total scores range from 13 to 117, with higher scores indicating
greater agreement that people with mental illness can recover and are capable individuals with
values and worth.
Corrigan et al. (2013) conducted research to evaluate the psychometrics of several mental
health stigma measures including the RS, using four samples of research participants (i.e.,
college students, adult community members, health care providers, and mental health service
providers). The results showed that the RS had good internal consistency, with Cronbach’s
alphas ranging from .73 to .94. They also reported test-retest reliability, ranging from .58 to .77.
In addition, Corrigan et al. (2013) examined validity by looking at the association between the
RS and other constructs (i.e., Empowerment Scale, Attribution Questionnaire, and Selfdetermination Scale). Results of Pearson Product Moment Correlations showed that the
Empowerment Scale was positively correlated with the RS in all four groups of the sample. The
Attribution Questionnaire had significant negative correlations with the RS in the sample of
health care providers and adult community members. In regards to the reliability of this scale in
the current study, Cronbach’s alpha was found as .79. See the RS in Appendix E.
Counseling Self-Estimate Inventory. Larson et al. (1992) developed the Counseling
Self-Estimate Inventory (COSE) to examine counselors’ perceived self-efficacy. The COSE

55

consists of 37 items on a 6-point Likert scale ranging from strongly disagree (1) to strongly
agree (6). The items are randomly ordered and have both positive and negative statements about
CSE. The total score represents counselors’ level of self-efficacy belief, with higher scores
indicating greater self-efficacy (Kozina et al., 2010). The total scores for the whole scale range
from 37 to 222, with the ranges of the following subscales: Microskills ranging from 12 to 72;
Process ranging from 10 to 60; Difficult Client Behaviors ranging from seven to 42; Cultural
Competence ranging from four to 24; and Awareness of Values ranging from four to 24.
Questions presented in the COSE are divided into five domains, based on a principalfactors extraction with varimax rotation (Larson et al., 1992). The first domain is Microskills,
which contains 12 items with factor loadings ranging from .41 to .64. This domain indicates
microcounseling skills in regards to the quality of the counselors’ responses (e.g., “I am
confident that the wording of my interpretation and confrontation responses will be clear and
easy to understand”). The second domain, Process domain contains 10 items with factor
loadings from .43 to .58, and is focused on the integrated set of counselor responses when
working with a client (e.g., “I am worried that my interpretation and confrontation responses
may over time assist the client to be more specific in defining and clarifying the problem”). The
third domain, Difficult Client Behaviors, has seven items and factor loadings ranging from .46
to .63. This domain is related to the possession of knowledge and techniques to deal with
problems that a client has such as lack of motivation, suicidal thoughts, substance abuse, and
silence (e.g., “I do not feel I possess a large enough repertoire of techniques to deal with the
different problems my client may present”). The Cultural Competence domain consists of four
items with factor loadings ranging from .51 to .66, representing counselors’ competency to work
with clients from different cultural backgrounds (e.g., “I will be an effective counselor with

56

clients of a different social class”). The last domain is Awareness of Values, with four items and
factor loadings ranging from .42 to .64. The items in this domain concern the counselors’ biases
or values (e.g., “I am likely to impose my values on the client during the interview”).
The COSE seems to have sound psychometric properties. Larson et al. (1992) reported
the internal consistency for the total score was .93, and estimates of reliability for five subscales
ranging from .62 to .88. The test-retest reliability after three-week periods was ranging from .68
to .87. In regards to convergent validity, Larson et al. reported that the COSE was positively
related to the Tennessee Self Concept Scale and the Problem Solving Inventory, and had a
negative relationship with the State Trait Anxiety Inventory. When examining the reliability of
the COSE for the current sample, Cronbach’s alpha for the total score was .92, followed by .88
for Microskills, .85 for Process, .84 for Difficult Client Behavior, .74 for Cultural Competence,
and .38 for Awareness of Values.
Based on the purpose of the current study, which examines CSE specific to clients with
mental illness, each item asks participants to answer the question thinking of counseling
situations when working with their clients with mental illness. The COSE is presented in
Appendix F.
Expectation for Counseling Success. Kim, Ng, and Ahn (2005) developed Expectation
for Counseling Success (ECS) to examine clients’ perceived expectation about counseling
success. ECS is a five-item self-report measure, rated on a four-point Likert scale (i.e., 1 =
strongly disagree, 4 = strongly agree). The total scores range from five to 20, with higher scores
indicating more positive outcome expectations about counseling success. Kim et al. (2005)
reported that the internal consistency for this measure was .84. In regard to the validity of this

57

instrument, authors reported that ECS was positively related to the perception of counselor
empathy (r = .20).
Based on the purpose of the current study, this measure was used to examine
rehabilitation counselors’ perceived expectation about counseling outcome of clients with mental
illness. Therefore, the items were modified in order to ask questions from the perspectives of
rehabilitation counselors, instead of clients. For example, the item “I expect counseling will be
helpful for me” was changed to “I expect counseling will be helpful for individuals with mental
illness.” The internal consistency reliability (i.e., Cronbach’s alpha) of the ECS in the current
study was .74. The modified version of ECS is presented in Appendix G.
Working Alliance Inventory –Short Form, Therapist. Horvath and Greenberg (1989)
developed the Working Alliance Inventory (WAI) based on Bordin’s (1979) pantheoretical
conceptualization of the WA to assess three dimensions: bonds, tasks, and goals. The original
version of the WAI is a 36-item questionnaire on a seven-point Likert-type scale ranging from 1
= never to 7 = always, which can be administered to both clients and therapists. Confirmatory
factor analysis yielded abbreviated version of the original WAI (WAI-S; Tracey & Kokotovic,
1989), and the WAI-S therapist form was used in the present study (See Appendix H).
The WAI-S consists of 12 items, with four items per each subscale. The three subscales
are Task, which is counselor-client agreement on task, Goal, which is counselor-client agreement
on goals, and Bond, which is the development of a personal bond between the counselor and the
client (Tracey & Kokotovic, 1989). The individual item responses are summed for a total score,
ranging from 12 to 84 with higher number indicating a greater WA. Respondents are asked to
fill in the blank with one client’s name and answer the items. In the present study, each item
asked participants to think of clients with mental illness in general who they provide services for,

58

instead of asking them to think of one particular client. For example, the description of the item
was changed from “

and I agree about the steps to be taken to improve his/her situation”

to “clients with mental illness and I agree about the steps to be taken to improve their situation.”
Tracey and Kokotovic (1989) reported that the internal consistency for the total score of
the WAI-S therapist form was .95, and estimates of reliability for three subscales ranging
from .83 to .91. In addition, Busseri and Tyler (2003) reported the interchangeability of total and
subscale scores on both short and the original version of the WAI. They found that the WAI-S
and the original WAI scores were positively correlated and similar in descriptive statistics and
internal consistencies. Cronbach’s alpha for the total score in the current study was .86.
Social Desirability Scale. To control for rehabilitation counselors’ social desirability
biases, the Social Desirability Scale (SDS; Shultz & Chavez, 1994) was used in the current study.
The SDS consists of 11 items on a 5-point Likert scale ranging from 1 = strongly disagree to 5 =
strongly agree (total scores ranging from 11 to 55). The SDS has two subscale, Impression
Management with five items (e.g., I never jaywalk.) and Self-Deceptive Enhancement with six
items (e.g., I’ve never envied anyone.). Specifically, based on the purpose of the study that
focuses on rehabilitation counselors’ social cognitive perception, the current study only used the
Self-Deceptive Enhancement subscale to examine whether rehabilitation counselors believe
themselves to be better than they actually are. Shultz and Chavez reported Cronbach’s alpha
coefficient for the English version of this subscale as .69. In the current study, Cronbach’s alpha
of .71 was found on this scale (See Appendix I).
Sample Size
An appropriate sample size determination prior to conduct the research was needed for
this study. A priori analysis was conducted using G*Power, which is a stand-alone power

59

analysis program for many statistical tests (Faul, Erdfelder, Lang, & Buchner, 2007). The
medium effect size (𝑓 2 = .15) at power (1-𝛽) = .80, with an alpha level of .05 was used to
calculate the minimum sample size (Cohen, 1992) for the eight predictor variables (i.e., attitudes
toward individuals with mental illness, attitudes toward recovery, and five sub-scales on the
measure of CSE, and COE) and seven covariates (i.e., counselor demographic characteristics
such as gender, age, race/ethnicity, years of experiences, in-service training experiences, and
caseload size, and counselor social desirability bias). The analysis indicated that a minimum
sample of 139 participants was needed to examine the relationships between rehabilitation
counselors attitudes toward individuals with mental illness, attitudes about recovery of their
clients with mental illness, CSE, and COE and the WA in a reliable, valid, and stable manner.
Data Analysis Procedure
Once the survey was completed, the data was imported from the Qualtrics database into
the IBM Statistics Package for the Social Sciences (SPSS) Statistics version 23.0. Descriptive
statistics, a Pearson correlation analysis, and a multiple regression analysis were used for the data
analyses in the current study. Prior to the data analyses, the researcher worked on the data
cleaning process by properly naming and coding each variable and identifying any errors or
missing values. Total scores as well as sum of each subscale were used for measured variables.
In order to answer the research questions and hypotheses, the following statistical data analysis
procedure were utilized.
Descriptive statistics and frequencies were computed to summarize participant
demographic information. Descriptive statistics were also presented for each of the study
variables. Cronbach’s alphas were used to provide an estimate of the internal consistency
reliability of each study variable. To answer research question one and test hypotheses 1a and 1b,

60

a correlation matrix was developed among all study variables using a two-tailed Pearson
correlation analysis. To answer research question two and test hypothesis 2a, a multiple
regression analysis was conducted. Multiple regression is a commonly used analysis to examine
how a dependent variable is affected by more than one independent variable (Babbie, 1990). In
order to conduct a regression analysis, the following assumptions should be met: independence
of the observations, homogeneity of variance, normality, linearity, and noncollinearity (Lomax &
Hahs-Vaughn, 2012). The researcher examineed scatter plots for linearity, homogeneity of
variance, and independence, a box plot, skewness, kurtosis, and Shapiro-Wilk test for normality,
and tolerance and a variance inflation factor (VIF) values for multicollinearity to determine
whether the data meet the assumptions necessary for a stable multiple regression analysis.

61

CHAPTER 4
RESULTS
The purpose of the current study was to explore the relationship between rehabilitation
counselors’ cognitive factors, that is, rehabilitation counselors’ attitudes toward individuals with
mental illness and their recovery, counseling self-efficacy (CSE), and counseling outcome
expectancy (COE), and the working alliance (WA) between rehabilitation counselors and clients
with mental illness. A web-based survey was distributed to certified rehabilitation counselors
who were in the Commission on Rehabilitation Counselor Certification (CRCC) database in
January and February of 2017. A total of 227 certified rehabilitation counselors were selected as
a sample for further analyses in the present study. The following research questions and
hypotheses were examined:
1. What are the relationships between rehabilitation counselor attitudes (toward
individuals with mental illness and recovery), CSE, COE, and the WA among
rehabilitation counselors and their clients with mental illness?
1a. The attitude of rehabilitation counselors toward individuals with mental illness
and recovery will be positively correlated with rehabilitation counselors’
perceived WA.
1b. The CSE and COE of rehabilitation counselors will be positively correlated with
rehabilitation counselors’ perceived WA.
2. How do rehabilitation counselor attitudes (toward individuals with mental illness and
recovery), CSE, and COE interact and predict the WA among rehabilitation
counselors and their clients with mental illness?

62

2a. When controlling for rehabilitation counselor demographic characteristics such as
gender, age, race/ethnicity, years of experiences as rehabilitation counselors, inservice training experiences, and caseload size as well as rehabilitation counselor
social desirability bias, rehabilitation counselor attitudes (toward individuals with
mental illness and recovery), CSE and COE will account for a significant amount of
variance in the WA among rehabilitation counselors and clients with mental illness.
This Results chapter presents the descriptive statistics of each variable used in the current
study (i.e., mean, SD) and results of Pearson correlation and multiple regression analyses to
answer the research questions and test the research hypotheses. The IBM Statistical Package for
the Social Sciences (SPSS) version 23.0 and Microsoft Excel were used to conduct data analyses
in the current study.
Data Recoding
Once data were obtained and exported to SPSS, data clean-up and recoding procedures
were conducted prior to the actual data analyses. The current study included the following five
measures to examine both predictor variables and outcome variable: Error Choice Test (EC),
Recovery Scale (RS), Expectation for Counseling Success (ECS), Counseling Self-Estimate
Inventory (COSE), and Working Alliance Inventory –Short Form, Therapist (WAI-S).
The EC was used to examine rehabilitation counselors’ attitudes toward individuals with
mental illness. The respondents were asked to respond to the question from two answer choices,
and the answers coded into ‘0’ or ‘1’. Based on the study question, the answer was reverse
coded as needed. The total scores were computed by summing all 14 items, ranging from zero to
14.

63

In order to examine rehabilitation counselors’ attitudes toward recovery among
individuals with mental illness, the RS was utilized in the current study. A nine-point Likert
scale was used for this questionnaire, with one means ‘strongly disagree’ and nine means
‘strongly agree’. The sum scores of a total of 13 items were calculated to be used in the analyses.
Total scores ranged from 13 and 117.
The ECS examines the rehabilitation counselors’ COE, using a four-point Likert scale.
A response to ‘strongly disagree’ was coded into one, and ‘strongly agree’ was coded into four.
Item two and five were reverse coded due to negative wording used in the items. Total scores
(ranging from five to 20) were summed with all five items and were used for the analyses.
The COSE was used to examine CSE. Responses on a 6-point Likert scale were coded
with one indicating ‘strongly disagree’ and six indicating ‘strongly agree’. Before summing up,
the items with negative wording were reverse coded. Five subdomains of the COSE were scored
individually, and total scores of each subscale were computed for the use in the correlation and
regression analyses. The lowest score possible for each subdomain is: 12 for Microskills; 10 for
Process; seven for Difficult Client Behaviors; and four for both Cultural Competence and
Awareness of Values. The highest score possible for each subdomain is: 72 for Microskills; 60
for Process; 42 for Difficult Client Behaviors; and 24 for both Cultural Competence and
Awareness of Values.
Finally, the outcome variable, the WA between rehabilitation counselors and clients
with mental illness was examined using the WAI-S. This scale uses a seven-point Likert scale
with one means ‘never’ and seven means ‘always’. Item four and six were reverse coded before
the analyses. Total sum scores were used, ranging from 12 to 84.

64

Descriptive Statistics of Scales
The following section examined the descriptive statistics on the responses to study
variables. More specifically, Table 5 shows the mean, SD, minimum, maximum, and
Cronbach’s alpha of each study variable. The mean of EC of the current sample was 9.10 (SD =
2.14), with minimum total scores of two and maximum total scores of 14. It seems that the study
participants responded to the items showing slightly positive attitudes. The internal consistency
(Cronbach’s alpha) of the EC was .53. The mean of RS was 75.20 (SD = 12.75), with minimum
scores of 31 and maximum total scores of 111 indicating study participants having slightly
positive attitudes toward recovery for individuals with mental illness. The internal consistency
(Cronbach’s alpha) of the RS was .79.
When examining the ECS, the mean was 17.82 (SD = 2.22), indicating that the
rehabilitation counselors who participated in the survey responded to the survey closer to the
right end (positive) of the scale. Cronbach’s alpha of this scale was .74. The means of each
subscale of the COSE were: 60.15 for Microskills (SD = 7.13), 46.02 for Process (SD = 8.32),
32.89 for Difficult Client Behaviors (SD = 6.12), 20.25 for Cultural Competence (SD = 3.19),
and 18.86 for Awareness of Values (SD = 3.04), indicating slightly high level of confidence in
their counseling with their clients with mental illness. Lastly, the WAI-S had the mean of 65.16
and SD of 7.77, showing high level of perceived WA. The Cronbach’s alpha of .86 suggests
good internal consistency for this scale with the current sample.

65

Table 5
Descriptive Statistics of Study Variables
M

SD

Min.

Max.

Cronbach’s
Alpha

EC

9.10

2.14

2

14

.53

RS

75.20

12.75

31

111

.79

ECS

17.82

2.22

9

20

.74

Microskills

60.15

7.13

35

72

.88

Process

46.02

8.32

14

60

.85

Difficult Client Behaviors

32.89

6.12

7

42

.84

Cultural Competence

20.25

3.19

10

24

.74

Awareness of Value

18.86

3.04

11

24

.38

65.16

7.77

36

84

.86

Variables

COSE

WAI-S

Note. EC = Error Choice. RS = Recovery Scale. ECS = Expectation for Counseling Success.
COSE = Counselor Self-Estimate Inventory. WAI-S = Working Alliance Inventory –Short Form.

Research Question 1: What are the relationships between rehabilitation counselor attitudes,
CSE, COE, and the WA among rehabilitation counselors and their clients with mental
illness?
A two-tailed Pearson correlation analysis was conducted to examine the correlations
among the study variables. Statistically significant correlations were identified between multiple
predictor variables and the outcome variable. Rehabilitation counselors’ attitudes toward
individuals with mental illness (EC) was positively correlated with rehabilitation counselors’
perceived WA (r = .16, n = 227, p = .02), indicating that counselors who had more positive
attitudes toward individuals with mental illness had higher level of the WA with their clients
with mental illness. Rehabilitation counselors’ attitudes toward recovery among individuals with
mental illness (RS) was also positively correlated with the WA (r = .20, n = 227, p = .002),
66

suggesting that counselors who are more likely to believe the recovery possibility for individuals
with mental illness perceived a more positive WA with their clients with mental illness.
There was also a moderate, positive correlation between the COE and the WA (r = .38, n
= 227, p < .001), indicating that counselors who had more positive expectation about counseling
outcome showed a higher WA with their clients with mental illness. Moreover, all five subscales
of the COSE that measure CSE had significant positive correlations with the WA (Microskills: r
= .64, n = 227, p < .001; Process: r = .59, n = 227, p < .001; Difficult Client Behavior: r = .59, n
= 227, p < .001; Cultural Competence: r = .47, n = 227, p < .001; Awareness of Values: r = .37,
n = 227, p < .001). This result indicates that counselors who were more confident in utilizing
counseling skills, integrating responses when working with clients, dealing with difficult client
situations, working with clients from different cultural backgrounds, and understanding their
own biases or values perceived better WA with their clients with mental illness.
In addition to the relationships between predictor variables and the outcome variable,
significant correlations were identified between predictor variables. A positive correlation was
observed between the rehabilitation counselors’ general attitudes toward individuals with mental
illness and their attitudes toward mental illness recovery (r = .28, n = 227, p < .001), indicating
the counselors who had general positive attitudes toward individuals with mental illness were
also more likely to believe the recovery possibility for this population. Rehabilitation counselors’
general attitudes were also positively correlated with two subscales of CSE measure (i.e., COSE),
Process (r = .16, n = 227, p = .02) and Difficult Client Behavior subscales (r = .20, n = 227, p
= .003), respectively. This suggests that counselors who had general positive attitudes toward
individuals with mental illness were more confident integrating counselor responses when
working with clients as well as dealing with difficult client situations.

67

Rehabilitation counselors’ attitudes toward recovery were also positively correlated with
the COE (r = .28, n = 227, p < .001), indicating that counselors who were more likely to believe
in the recovery possibility for individuals with mental illness showed a more positive outlook for
the counseling outcome for their clients with mental illness. Moreover, there were significant
positive correlations between attitudes toward recovery and Microskills (r = .30, n = 227, p
< .001) and Difficult Client Behavior subscales (r = .15, n = 227, p = .02) of the CSE, suggesting
that counselors who were more likely to believe in the recovery possibility for individuals with
mental illness had more confidence utilizing counseling skills and dealing with difficult client
situations.
The COE had the significant positive correlations with all five subscales of COSE, which
was used to measure the CSE (Microskills: r = .30, n = 227, p < .001; Process: r = .33, n = 227, p
< .001; Difficult Client Behavior: r = .26, n = 227, p < .001; Cultural Competence: r = .26, n =
227, p < .001; Awareness of Values: r = .19, n = 227, p = .004). This result indicates that
counselors with a more positive outlook for the counseling outcome for their clients with mental
illness had more confidence in their ability to work with clients with mental illness. In addition,
the subscales of the COSE had positive correlations with each other, ranging from r = .34, p
< .001 (the correlation between Cultural Competence and Awareness of Values) to r = .77, p
< .001 (the correlation between Process and Difficult Client Behavior). Table 6 shows the
complete correlation matrix.

68

Table 6
Two-tailed Pearson Correlations among Variables
Variables

1

1. General Attitudes

-

2. Recovery Attitudes

2

3

.280**

-

3. COE

.066

.275**

-

4. CSE Microskills

.122

.300**

.298**

4

5

6

7

8

9

-

5. CSE Process
.156*
.118
.330**
.655**
6. CSE Difficult Client
.196**
.150*
.261**
.624**
.766**
Behavior
7. CSE Cultural
.033
.096
.255**
.559**
.556**
.493**
Competence
8. CSE Awareness of
.050
.116
.190**
.405**
.472**
.423**
.342**
Value
9. WA
.159*
.204**
.377**
.635**
.589**
.594**
.471**
.367**
Note. COE = Counseling Outcome Expectancy; CSE = Counseling Self-Efficacy; WA = Working Alliance.
*p ≤ .05. **p ≤ .01.

69

-

Research Question 2: How do rehabilitation counselor attitudes, CSE, and COE interact
and predict the WA among rehabilitation counselors and their clients with mental illness?
To answer research question two, the multiple regression analysis was conducted. To
conduct the multiple regression analysis, several assumptions should be met: linearity, normality,
independence, homogeneity of variance, and noncollinearity (Lomax & Hahs-Vaughn, 2012).
First, when examining linearity, the review of the partial scatterplot of the predictor variables
(rehabilitation counselors’ attitudes toward individuals with mental illness, attitudes toward
recovery, COE, and CSE) indicates the possibility of linearity. Additionally, a scatterplot of
unstandardized residuals to predicted values showed a random display of points mostly falling
within an absolute value of two (See Appendix J).
The normality was tested through examining the unstandardized residuals. The result of
the Shapiro-Wilk (S-W) test showed that the sample distribution of the current study was not
statistically significantly different from a normal distribution (SW = .995, n = 226, p = .699). In
addition, the review of skewness (-.128) and kurtosis (.273) statistics, which were both within the
range of an absolute value of 2.0, suggested that normality was a reasonable assumption. The
boxplot, Q-Q plot, and histogram also indicated that normality was reasonable (Lomax & HahsVaughn, 2012; See Appendix J).
The Durbin-Watson statistic was computed to test the assumption of independent errors,
and showed the value of 2.07, suggesting that it was close to the value of two and, therefore, the
assumption of independence of error could be met. Moreover, the examination of the scatterplot
of standardized residuals against standardized predicted values showed that points are randomly
distributed, suggesting the evidence of meeting the assumption of homogeneity of variance
(Field, 2009; See Appendix J).

70

Issues with multicollinearity can be determined by examining tolerance and the variance
inflation factor (VIF). Tolerance less than .10 or VIF greater than the value of 10 may cause a
serious problem (Lomax & Hahs-Vaughn, 2012; Field, 2009). In the current study, tolerance
values were greater than .10 (ranging from .32 to .91) and the highest value of the VIF was 3.14,
suggesting that multicollinearity was not an issue. In addition, when examining the correlation
matrix of the predictor variables, there were no correlation coefficients exceeding .80: the
highest correlation was .766 (i.e., correlation between Process and Difficult Client Behavior
subscales). This indicates that no potential multicollinearity was noted among predictor
variables (Field, 2009).
Prior to conducting the multiple regression analysis, two-tailed Pearson and Spearman
correlation analyses were conducted to examine if there were any significant correlations
between rehabilitation counselors’ demographic characteristics and the WA. The results showed
that in-service psychiatric rehabilitation training experience was the only demographic variable
that has a significant correlation with the WA (Spearman’s rho = .168, n = 226, p = .011). In
addition, there was also a significant correlation between rehabilitation counselors’ social
desirability bias and the WA (r = .141, n = 227, p = .034). Therefore, only in-service psychiatric
rehabilitation training experiences and social desirability biases were included in the final
regression analysis as control variables (See Table 7).

71

Table 7
Correlations between Demographic Information and the WA
Variables

WA

Pearson Correlations
Age

-.025

Years of RC Experience

.006

Years of MH Experience
Caseload Size

.015
-.061

Social Desirability Bias

.141*

Spearman’s Rho
Race

-.053

Gender

-.017

Education Level

-.079

Work Setting

.096

In-service Training

.168*

Note. WA = Working Alliance.
*p ≤ .05.

The model summary for the regression analysis indicated that the regression model was
statistically significant, F (10, 215) = 24.184, p < .001. Multiple R2 indicates that the model
accounted for approximately 53% of the variation in the WA between rehabilitation counselors
and clients with mental illness. It was found that of those predictor variables and control
variables included in the model, four variables statistically significantly predicted the outcome
variable (i.e., the WA). Social desirability bias significantly predicted the WA, B = .26, t (225) =
2.36, p = .020; with every one-point increase in the social desirability bias, the WA will increase
by .26 unit. COE was significant predictor of the WA, B = .67, t (225) = 3.60, p < .001; with
every one-point increase in COE, the WA will increase by .67 units when controlling for all
other predictor variables and covariates. Microskills subscale of CSE measure (i.e., COSE)

72

significantly predicted the WA, B = .36, t (225) = 4.75, p < .001; as Microskills increase one unit,
the WA increases by .36 units when controlling for all other predictor variables and covariates.
Difficult Client Behaviors subscale also significantly predicted the WA, B = .24, t (225) = 2.41, p
= .017; with every one-unit increase in the Difficult Client Behaviors subscale, the WA will
increase about .24 units when controlling for all other predictor variables and covariates.
On the other hand, rehabilitation counselors’ attitudes toward individuals with mental
illness and rehabilitation counselor attitudes toward recovery did not significantly predict the
WA between rehabilitation counselors and clients with mental illness: B = .22, t (225) = 1.19, p
= .236; and B = -.01, t (225) = -.41, p = .682, respectively. In addition, the WA was not
significantly predicted by the three subscales of CSE measure: Process subdomain with B = .06, t
(225) = .80, p =.427; Cultural Competence subdomain with B = .19, t (225) = 1.27, p = .205; and
Awareness of Value subdomain with B = .14, t (225) = 1.01, p = .312. Table 8 illustrates the
details of the result of the multiple regression analysis.
Table 8
Multiple Regression Model
𝜷
Model
B
SE
(Constant)
8.937
4.458
In-service Training
1.716
.982
.086
Social Desirability
.259
.111
.114
General Attitudes
.216
.181
.059
Recovery Attitudes
-.013
.032
-.022
COE
.667
.185
.190
CSE
Microskills
.363
.076
.333
Process
.062
.077
.066
Difficult Client Behaviors
.239
.099
.188
Cultural Competence
.189
.149
.077
Awareness of Value
.140
.138
.055
2
Note. R = .529, F (10, 215) = 24.184, p < .001 for the model.
COE = Counseling Outcome Expectancy; CSE = Counseling Self-Efficacy.

73

t
2.013
1.748
2.336
1.189
-.411
3.599

Sig.
.045
.082
.020
.236
.682
.000

4.747
.796
2.409
1.272
1.014

.000
.427
.017
.205
.312

Supplementary Analyses
Further supplementary analyses were conducted to examine whether using composite
scores (weighted measures) identified based on the factor structures for each predictor variable
influence the study results in the relationship between rehabilitation counselors’ cognitive factors
and the WA, compared to the results that used original (unweighted) total scores for each
variable. A series of Exploratory Factor Analysis (EFA) were conducted for the predictor
variable measures to identify factor structures and factor scores. The multiple regression
analysis was then conducted using factor scores generated by a series of factor analyses. The
results of EFAs and the multiple regression analysis were presented in Appendix K.
Summary of Results
The purpose of this study was to examine the relationships between rehabilitation
counselors’ attitudes toward individuals with mental illness and their recovery, COE, and CSE,
and the WA between rehabilitation counselors and their clients with mental illness. Two
research questions were identified to explore the study purpose. Two-tailed Pearson correlation
coefficients indicated that rehabilitation counselors’ attitudes toward individuals with mental
illness, rehabilitation counselors’ attitudes toward recovery among individuals with mental
illness, COE, and CSE were positively correlated with the WA between rehabilitation counselors
and their clients with mental illness. In addition, the result of the multiple regression analysis
showed that COE and two subdomains of CSE measures (i.e., Microskills and Difficult Client
Behaviors) statistically significantly predicted the WA between rehabilitation counselors and
clients with mental illness, when controlling for demographic covariates and other predictor
variables.

74

CHAPTER 5
DISCUSSION
The purpose of the current study was to explore rehabilitation counselors’ cognitive
factors, that is, rehabilitation counselor attitudes toward individuals with mental illness and their
recovery, rehabilitation counselor counseling self-efficacy (CSE), and counseling outcome
expectancy (COE), that can affect the working alliance (WA) between rehabilitation counselors
and clients with mental illness. Based on such research purpose, a cross-sectional, and
quantitative research design was utilized via an Internet based survey (i.e., Qualtrics). Data
obtained from certified rehabilitation counselors were analyzed using the IBM Statistical
Package for the Social Sciences (SPSS) version 23.0. Two-tailed Pearson correlations and
multiple regression analyses were conducted to address the research questions.
This Discussion chapter summarizes the findings from the current study and provides
discussions of such findings. Implications for rehabilitation counseling education, practice, and
research as well as limitations of the study are also addressed.
Summary of the Findings
Research Question one pertained to the relationships between rehabilitation counselor
attitudes (toward individuals with mental illness and recovery), CSE, COE, and the WA among
rehabilitation counselors and their clients with mental illness. It was hypothesized that
rehabilitation counselor attitudes, CSE, and COE would be positively correlated with
rehabilitation counselors’ perceived WA. The findings demonstrated that although weak to
moderate, there were significant positive correlations between rehabilitation counselors’ attitudes
toward individuals with mental illness and their recovery, and the WA. That is, counselors who
reported positive and less stigmatizing attitudes toward individuals with mental illness in general,

75

as well as counselors who believe in the recovery possibility among this population perceived
that they could develop or maintain a more positive WA with their clients with mental illness.
Moreover, there were moderate to strong positive correlations between CSE, COE and the WA.
This result means that counselors with higher expectations about achieving successful counseling
outcomes and stronger beliefs that they possess the ability to work effectively with their clients
with mental illness showed a more positive WA with their clients.
Research Question two examined how rehabilitation counselor attitudes, CSE, and COE
interact and predict the WA among rehabilitation counselors and their clients with mental illness.
It was hypothesized that rehabilitation counselor attitudes, CSE, and COE would account for a
significant amount of variance in the WA among rehabilitation counselors and clients with
mental illness, when controlling for rehabilitation counselor demographic covariates and
counselor social desirability bias. The results from the current study illustrated that COE and
Microskills and Difficult Client Behaviors subscales of CSE significantly predicted the WA
when controlling for rehabilitation counselors’ in-service psychiatric rehabilitation training
experience and social desirability bias. On the other hand, rehabilitation counselors’ attitudes
toward individuals with mental illness and their recovery were not significantly associated with
the WA.
Discussion of the Findings
The current study detected positive correlations between rehabilitation counselor attitudes
and the WA. Such findings are not surprising, given evidence from previous literature that
provider stigma or attitudes toward individuals with mental illness can be significantly related to
establishing or maintaining a therapeutic relationship with their clients with mental illness.
Counselors who believe in the recovery possibility and potential for individuals with mental

76

illness not only encourage their clients with mental illness to deal actively with challenges and
difficulties, but also help them develop confidence and hope (Deane, Crowe, & Oades, 2010).
Counselors with positive attitudes and hopefulness regarding the possibility of recovery among
individuals with mental illness are likely to adopt recovery-oriented principles and practices in
their actual service delivery to their clients with mental illness (Corrigan, 2002; Crowe, Deane,
Oades, Caputi, & Morland, 2006). The working relationship built upon a strength-focused,
recovery-oriented service approach can facilitate productive, therapeutic work between the
counselor and the client (Deane et al., 2010). Clients who develop a strong WA and partnership
with their counselors will be most likely to benefit from treatment and be successful, since such
client-counselor relationships are built upon promoting empowerment of the client (Corrigan,
2002).
Moreover, Russinova (1999) stressed that counselors who have positive attitudes toward
their clients with mental illness and who believe in their recovery are more willing to promote
hope in the recovery process by actively providing resources and supports. Counselors’
encouragement and optimism for client prospects, accepting clients unconditionally and
genuinely, and seeing clients as a person rather than an illness can facilitate the development of
strong and trusting relationships, which can also positively influence treatment outcomes (Green
et al., 2008; Kirsh & Tate, 2006). Clients who build strong therapeutic relationships with their
counselors based on counselor encouragement to maintain hope are more willing to explore new
opportunities and take risks to achieve their goals (Russinova, 1999).
However, counselors sometimes experience barriers to providing effective services when
working with clients with serious mental illness, which may result in developing negative
attitudes toward this population (Grbevski, 2009; Russinova, 1999). Mental illness symptoms

77

such as inappropriate affect, bizarre behavior, language irregularity, and talking to themselves
out loud, as well as lack of interpersonal, self-care skills and cognitive deficits can bring negative
stereotypes and biases against this population (Corrigan, 2000). With ongoing exposure to
clients who experience chronic and recurring symptoms and challenges, counselors may become
more pessimistic about prognosis and long-term outcomes for individuals with mental illness
(Crowe et al., 2006). Corrigan (2000) argued that counselors who approve such stigma and
develop negative attitudes toward mental illness would hold authoritarian attitudes toward their
clients with mental illness and provide coercive interventions since they are less likely to believe
that their clients have the capability to make important life decisions. Charles (2015) also
stressed that if service providers hold stigmatizing attitudes toward individuals with mental
illness they may believe that persons with mental illness are dangerous, child-like, need constant
care, should be blamed for their illness, and are less likely to recover. As a result, the
development of the strong, positive WA would be less likely to occur. When the therapeutic
relationship is threatened and interventions do not focus on recovery or empower clients, it is
difficult to expect that the clients will achieve positive and successful treatment outcomes.
The findings from the multiple regression analysis showed that rehabilitation counselors’
attitudes toward individuals with mental illness and their recovery were not significantly
associated with the WA. Various explanations are possible regarding the detection of nonstatistically significant results. The measures used to examine stigmatizing attitudes toward
individuals with mental illness and attitudes toward recovery possibility may not adequately
capture rehabilitation counselors’ attitudes for the current sample. For example, the Error
Choice Test (EC) was developed recently (Michaels & Corrigan, 2013), and therefore relatively
few studies have been conducted to identify the psychometric properties of this instrument. In

78

the current study, internal consistency of the EC was .533, which was considered poor and,
therefore, it is questionable whether the EC in the current study was a reliable measure to
examine rehabilitation counselors’ attitudes toward individuals with mental illness. In addition,
the Recovery Scale (RS) was modified from the Recovery Assessment Scale (RAS) that was
originally developed to assess recovery from consumer perspectives based on their lived
experiences (Corrigan et al., 2004). Therefore, rehabilitation counselors may have different
perspectives on recovery for individuals with mental illness that were not addressed in the RS
used in the current study.
Moreover, examining attitudes toward individuals with mental illness can be a sensitive
topic. As such, rehabilitation counselors may not be willing to express their true and honest
thoughts and feelings about their attitudes. Corrigan and Shapiro (2010) noted that attitude
measures could be easily influenced by social desirability biases. Although the current study
utilized the EC to account for social desirability and added a social desirability measure as a
covariate to control for rehabilitation counselors’ social desirability biases, the possibility exists
that such biases were not controlled effectively in the current study.
The results of this study suggested that CSE and COE were positively correlated with the
WA between rehabilitation counselors and their clients with mental illness. In addition, the
results of the study demonstrated that CSE and COE accounted for a significant amount of
variance in the WA. Such results are supported by both Bandura’s social cognitive theory (1977,
1986) and the social cognitive model of counselor training (SCMCT) proposed by Larson (1998)
which purports that counselors or counselor trainees’ personal and cognitive factors including
CSE and COE can be significantly related to actual counselor performance. Bandura (1986)
posited that to successfully perform certain behaviors, individuals are required to possess not

79

only adequate knowledge and skills, but also beliefs that they are capable of performing certain
behaviors effectively and that their performance will lead to positive outcomes. Such individuals
with higher efficacy and outcome expectancy will make choices to maximize satisfaction and
more efforts to succeed, and will be less frustrated with failure. Therefore, counselors with
higher efficacy and expectancy will show more confidence in engaging counseling tasks, put
more effort into dealing with obstacles that are encountered, and have less negative thought
patterns in the counseling process (Bandura, 1986; Fall, 1991; Larson, 1998).
While the direct relationship between CSE and the WA was not examined, previous
studies on CSE supported the findings in the current study by identifying the relationship
between CSE and counseling performance. For example, Barns (2004) showed that counselors
in training with higher self-efficacy were more likely to actively engage in and deal with difficult
counseling tasks. CSE was negatively related to counselor anxiety, which can significantly
affect counselor judgment and performance (Larson et al., 1992; Urbani et al., 2002). CSE was
also positively related to counselors demonstrating better attitudes, knowledge, and performance
in counseling sessions (Hanson, 2006; Iannelli, 2000; Kocarek, 2001).
Regarding the association between CSE or COE and the WA, a study by Al-Darmaki and
Kivlighan (1993) showed that counselor expectations for better relationships with their clients in
the counseling process were significantly related to their perceived WA. A study conducted by
Joyce and Pipe (1998) illustrated that counselor expectations or beliefs that they will be more
comfortable with their clients in the counseling sessions (session comfort) were significantly
associated with the counselor perceived WA. Counselors who believed that sessions they
provided would be useful to their clients reported greater WA with their clients. Further, Katz
and Hoyt (2014) also found that there was a significant correlation between counselor

80

expectations about their client development from receiving interventions they provided and the
WA bond. Finally, an investigation by McGuire et al. (2015) identified that service provider
competence in establishing therapeutic relationships with their clients as well as utilizing
recovery oriented service approaches were positively related to the client perceived WA.
Specifically in the current study, only Microskills and Difficult Client Behaviors
subdomains of the CSE instrument were significantly associated with the WA. Halverson et al.
(2006) stressed that counselors with higher CSE are more likely to approach clients, become
empathetic and understanding, and have more confidence dealing with difficult client situations.
Russinova et al. (2011) also emphasized that counselor competencies related to their abilities to
express respect and trust, listen without judgment, and believe in client potential to recover are
significant ingredients necessary for forming positive working relationships with clients.
McCarthy (2014) emphasized that rehabilitation counselors who believe in their ability to
utilize microcounseling skills, such as reflection, paraphrasing, and probing questions as well as
their ability to negotiate difficult client behaviors such as crisis situations or lack of motivation
tend to utilize more effective counseling skills and actively handle issues with their clients. On
the other hand, counselors with little or no efficacy may be hesitant to utilize such skills and
want to avoid challenging situations where advanced counseling skills are required. Since the
successful WA can be developed based on the counselor showing warmth for, respect for, and
interest in their clients, rehabilitation counselor confidence about using basic counseling skills
will lead to actual utilization of such skills and eventually will facilitate the development of
effective working relationships between counselors and their clients (Safron & Muran, 1988).

81

Limitations of the Study
There are several limitations of the current study that should be noted. First, the current
study used a convenience sample of certified rehabilitation counselors. However, many
counselors who work in the public vocational rehabilitation agencies or community mental
health may not be certified rehabilitation counselors and may possess only a Bachelor’s degree.
Therefore, the sample in the current study does not represent the entire population of
rehabilitation counselors who work with individuals with mental illness, which limits the
generalization of the study results. In addition, the current study included rehabilitation
counselors who do not currently serve individuals with mental illness or have experience
working with individuals with mental illness (n = 45), which may have impacted the study
results. Second, the response rate for this study was 13.4 %. As a result, data could not provide
information of the remaining 87% of the survey sample, which limits sample representativeness.
Such a limitation again may influence the generalizability of the study findings.
Third, the current study relied on self-report measures utilizing an Internet based survey.
Such a methodology makes it difficult to verify or validate the data provided by study
participants. Moreover, the current study asked participants to answer questions related to their
attitudes toward individuals with mental illness and recovery, CSE, COE, and the WA. Asking
rehabilitation counselors their perceptions on such topics can be quite sensitive and, therefore,
there is a possibility that rehabilitation counselors may have responded in a socially desirable
manner. While the current study included the Social Desirability Scale as a covariate to capture
study participant social desirability biases, it may not completely eliminate participant response
biases. Lastly, while adequate psychometric properties of the majority of the measures were
identified in previous literature, the EC that examined rehabilitation counselor attitudes toward

82

individuals with mental illness and the Awareness of the Value subscale of the COSE that
examined CSE had very low internal consistency in the current study (i.e., Cronbach’s alpha
= .53 for the EC; Cronbach’s alpha = .38 for the Awareness of the Value subscale). Therefore,
based on sample data, the reliability and validity of these instruments is questionable.
Implications for Rehabilitation Counseling Education and Practice
The results of the current study provide valuable information for rehabilitation counseling
education and practice regarding the significance of the WA in the rehabilitation counseling
process. Results indicated that rehabilitation counselor cognitive factors were significantly
associated with the WA. Such findings emphasize the importance of providing quality education
and training to students and rehabilitation counselors regarding how they think about themselves,
the counseling process, and their clients. The Council on Rehabilitation Education (CORE, 2012)
stresses that counseling skill and technique development is a requisite knowledge and skill for
competent rehabilitation counselors. Further, CORE addresses the importance of developing and
maintaining therapeutic relationships with clients and working collaboratively with clients in the
rehabilitation counseling process (Section C.5.3). Moreover, the Council for Accreditation of
Counseling and Related Educational Programs (CACREP, 2016) indicates that counselor
education programs should train students to develop the knowledge and skills necessary to utilize
ethical and culturally relevant strategies for establishing and maintaining relationships with their
clients.
To facilitate a strong WA and provide quality services to their clients, rehabilitation
counselors need to not only be aware of their own beliefs, thoughts, values, and attitudes, but
also recognize how such factors can influence clients with mental illness and their relationships
with clients (Middleton et al., 2000). Therefore, during pre- and in-service education and

83

training, students and rehabilitation counselors need to have ongoing opportunities to explore
and understand their own thoughts, emotions, and attitudes toward individuals with mental
illness that eventually impact the WA with their clients. Such opportunities need to be provided
throughout the rehabilitation counseling curriculum during pre-service education. It is also
important to provide continuing education, workshops, and support groups as effective in-service
training strategies to help reduce rehabilitation counselor stigma against and negative attitudes
toward their clients with mental illness (O’Sullivan, 2012).
In addition, rehabilitation counseling educators and supervisors need to make efforts to
help students and practicing rehabilitation counselors have a better understanding of and
knowledge about mental illness and recovery-focused intervention approaches. Individuals who
are well informed about both the characteristics of mental illness and recovery process may work
more effectively with their clients by exploring client strengths, bringing hope, and encouraging
clients to actively engage in and take ownership of the recovery plan (Deane et al., 2010).
Therefore, knowledge and skills in mental health counseling need to be educated and trained
throughout rehabilitation counselor education curriculum. For example, basic knowledge about
mental illness such as symptoms, etiology, prognosis, psychotropic medications, and treatment
etc. can be taught in detail during the medical aspects of the disability course. Stigma against
individuals with mental illness, effects of stigma on the individuals and their families, and
strategies to prevent stigma are the significant topics that can be informed and discussed during
the psychosocial aspect of the disability course. Moreover, students and practitioners need to be
equipped with proper counseling skills and knowledge so they can develop confidence to utilize
proper microcounseling skills and work effectively with challenging client issues. Counseling
skill development will enable students and counselors to develop higher efficacy in their ability

84

to be effective with individuals with mental illness, conceptualize positive prospects for
successful outcome achievement among their clients, both which in turn will lead to a positive
WA. During the counseling theory or technique courses, students can learn more about proper
counseling skills and techniques to work effectively with individuals with mental illness and to
deal with difficult life events that those with mental illness may experience. Ongoing
supervision may also help students and counselors gain and maintain these skills (McCarthy,
2014).
Previous literature has also identified that quality contact combined with education can
significantly influence attitudes toward individuals with mental illness (Corrigan, 2004; Corrigan
& Shapiro, 2010; Couture & Penn, 2003). Considering that, rehabilitation counselor educators
need to give students opportunities to increase interpersonal contact with individuals with mental
illness. During the practicum and internship experiences, students may visit community mental
health facilities, clubhouses, and other recovery facilities and be exposed to successful stories of
individuals who recovered and achieved their meaningful goals. Those who have ongoing
positive experiences with individuals with mental illness may develop more positive attitudes
toward this population as well as positive expectations about successful outcome achievement
for their clients with mental illness. It will also be important to encourage students to actively
engage in the community mental health organization such as National Alliance on Mental Illness
(NAMI) so that they are better informed about community resources as well as have more
opportunities to interact with and to advocate individuals with mental illness and their families.
Implications for Future Research
Several implications for future research were identified based on the results of the current
study. Findings from current study demonstrated that certain rehabilitation counselor factors (i.e.,

85

attitudes, CSE, and COE) were significantly correlated with the WA. However, studies that
include client outcome variables such as successful employment outcome or recovery would
provide valuable information and evidence regarding counselor influences on the WA in the
rehabilitation counseling process. Previous literature has identified that the development of a
strong, positive WA can lead to successful client outcomes (Donnell et al., 2004; Horvath et al.,
2011; Horvath & Symonds, 1991; Lustig et al., 2002; Martin et al., 2000). Therefore, future
studies need to be conducted to examine and confirm all the relationships among counselor
factors such as attitudes, CSE, and COE, counselor performance, the WA, and client outcomes.
In addition, given the fact that the WA is the collaboration between counselors and clients, input
from clients in addition to the counselors can help understand the effects of the WA in the
rehabilitation counseling process. Future research needs to make efforts to include clients with
mental illness as study participants, in order to examine their perceptions of the WA when
working with rehabilitation counselors as well as how these are similar to or different from the
rehabilitation counselors’ perceived WA. Including clients’ expectations about rehabilitation
counseling outcomes or their perceived CSE among rehabilitation counselors during the
counseling sessions as study variables will also provide valuable information to the rehabilitation
counseling education and practice.
The current study included a sample of certified rehabilitation counselors across the
country. However, conducting a study with more controlled design and participants by including
only rehabilitation counselors who work directly with individuals with mental illness or work in
the specific settings (e.g., state-federal vocational rehabilitation agencies, community mental
health, clubhouse, etc.) may provide more detailed, and in-depth information about rehabilitation
counselors’ perceived WA, CSE, and COE. Moreover, counselors in training, novice counselors,

86

and counselors with no certification or licensure may have differing perceptions regarding their
attitudes, CSE, COE, and the WA with their clients with mental illness. Future research should
include rehabilitation counselors with different levels of education, training, and work
experiences and examine how such groups differ in their attitudes toward individuals with
mental illness, self-efficacy, expectations for counseling success, and the WA.
One of the limitations of the present study was utilizing self-report measures that can be
affected by counselor social desirability biases. To effectively examine counselor affective and
cognitive factors such as perceptions about their attitudes, ability, and confidence, future
research should make an effort to develop or identify high fidelity measures. It would be helpful
to include measures that can objectively examine counselor behaviors (e.g., observer rating of
the WA, supervisor rating of counselor performance, etc.).
The need for conducting intervention studies that generate higher levels of empirical
evidence has been emphasized in the rehabilitation counseling literature (Chan et al., 2012).
Future research should focus on developing pre- and in-service education and training to enhance
rehabilitation counselor knowledge, skills, and competencies in working collaboratively with
diverse clients, including clients with mental illness.
Conclusions
The WA between rehabilitation counselors and clients is a significant component that
needs to be developed and maintained during the rehabilitation counseling process. More
specifically, individuals with mental illness benefit from establishing positive and collaborative
alliances with their counselors to achieve meaningful goals and actively engage in the recovery
process. Given the significance of rehabilitation counselors who play an important role in the
therapeutic relationship, findings from the current study provide useful information to the field of

87

rehabilitation counseling by emphasizing the counselor cognitive factors that can significantly
affect the WA.
Results showed that rehabilitation counselor cognitive factors (i.e., rehabilitation
counselor attitudes toward individuals with mental illness and their recovery, CSE, and COE)
were positively correlated with the WA between rehabilitation counselors and clients with
mental illness. In addition, CSE and COE significantly predicted the WA. Such findings
suggest that rehabilitation counselors should possess requisite knowledge, skills, and attitudes to
work effectively with persons with mental illness and also inform significant implications for
rehabilitation counseling education, practice, and research.

88

APPENDICES

89

APPENDIX A

Recruitment Letter
Dear Rehabilitation Counselor,
Hello, this is Jinhee Park, a doctoral candidate in rehabilitation counselor education program at
Michigan State University. You have been selected from the CRCC database as a potential
participant in my dissertation study.
The purpose of this study is to explore how rehabilitation counselor perceptions might influence
the working alliance between rehabilitation counselors and their clients with mental illness.
Specifically, I am seeking your input on your perceptions of individuals with mental illness and
their recovery and your belief about your counseling performance capability and outcome
expectation when working with clients with mental illness. Your participation in the study will
provide valuable information regarding the professional development of rehabilitation counselors
working with mental illness populations.
Below is the link to the online survey. It will be estimated that you may take approximately 20 to
25 minutes to complete the survey. Your participation in the survey is voluntary, and responses
you provided will be kept completely confidential. Upon your completion of the study, you are
eligible for earning one (1.0) continuing education unit (CEU).
Survey Link:
You will receive a reminder email invitation in one week and another in two weeks. If you
already completed the survey, please disregard the reminder emails. Thank you so much in
advance for your participation in this project. I believe your input will provide valuable
information to rehabilitation counseling researchers and educators.
If you have any questions about this study, please contact Jinhee Park, Office of Rehabilitation
and Disability Studies at Michigan State University at 517-433-2952 or parkji39@msu.edu.
Thank you!
Sincerely,
Jinhee Park

90

APPENDIX B

Informed Consent
1. Purpose of Research
You are being asked to participate as a research participant in an Internet-based survey study of
certified rehabilitation counselor (CRC) perceptions on individuals with mental illness and their
recovery, and their work with clients with mental illness, and how these can influence the
working alliance between CRCs and clients with mental illness. You have been selected as a
participant in this study because you have been identified as a CRC. Your participation in this
study will take about 20-25 minutes of your time.
2. Type of participant involvement
You are being asked to complete the online based survey by answering a total of 102 survey
items. You can save your answer choices by clicking the next button. In addition, you have the
option to save your responses and log out and resume the survey later to complete it. However,
you cannot go back to the previous questions and change your answers once you have submitted
them since no identifying information will be included with your responses.
3. Potential benefits
Your participation in the current study may help obtain data useful for better understanding
CRCs attitudes toward the individuals with mental illness and their recovery, CRCs perceptions
on performance capability and outcome expectations, and attitudes toward therapeutic
relationship when working with clients with mental illness. Further, it is expected that the
findings from this study may provide valuable information regarding the professional
development of rehabilitation counselors working with mental illness populations.
4. Potential risks
There no risks posed in the questions being asked in the current study, since no identifying
information is included and collected, and you will remain anonymous within the aggregated
data.
5. Privacy and confidentiality
You are aware that your information will be kept confidential. Data will be collected from an
online survey platform “Qualtrics”. Only the responsible researchers (Dr. John Kosciulek and
Jinhee Park) will have access to the data. The researchers will maintain your privacy throughout
the research process by ensuring that you are automatically given the ID number so that you are
unknown to the researchers. The only identifying information is your email address that is linked
to your survey on Qualtrics and it will be only used to send you reminder emails to complete the

91

survey. The data obtained will be securely stored on one of the researchers’ personal computer
and software programs for the data analysis. The personal computer used and data files created
will be encrypted for the protection of all participant data. It will not be accessible to anyone
other than the responsible researchers and Michigan State University Institutional Review Board.
The results of the study may be published in professional journals or presented at professional
conferences, but the identities of all research participants will stay anonymous.
6. Your right to participate, decline, or withdraw
Participation in this study is completely voluntary. You have the right to say no. You may
change your mind at any time and withdraw. You may choose not to answer specific questions or
to stop participating at any time.
7. Costs and compensation for the participation in the study
There are no costs to you to participate in this study. You will not receive any form of
compensation for participating in this study. However, by fully completing the survey, you will
be eligible for earning one (1.0) continuing education credit from the Commission on
Rehabilitation Counselor Certification (CRCC) for participation in this study. After responding
all the survey questions, you may choose to provide identifying information necessary for
awarding the CEU. However, this information will not be associated with the responses of this
primary survey.
8. Contact persons for the study
If you have any questions about this study, or would like to use an alternative method to
participate in this survey (e.g., by phone or hard copy), please contact the researcher, Jinhee Park,
Michigan State University, 455 Erickson Hall, East Lansing, MI 48824, email:
parkji39@msu.edu.
Any further questions about the research and your rights as a participant will also be answered if
you contact the responsible project investigator, Dr. John Kosciulek, Michigan State University,
438 Erickson Hall, East Lansing, MI 48824, phone: 517-353-9443, or e-mail: jkosciul@msu.edu.
If you like to have further information or concerns about your role and rights as a research participant,
would like to obtain information or offer input, or would like to register a complaint about this study,
you may contact, anonymously if you wish, the Michigan State University’s Human Research
Protection Program at 517-355-2180, Fax 517-432-4503, or e-mail irb@msu.edu or regular mail at
207 Olds Hall, MSU, East Lansing, MI 48824.
Thank you.
Clicking the “NEXT” button below means that you voluntarily agree to participate in this
research study.

92

APPENDIX C

Demographic Information
1. What is your gender?
a. Male
b. Female
c. Prefer not to answer
2. What is your age?
3. What is your race/ethnicity? (Please circle all applicable categories)
a. White or Caucasian
b. Black or African American
c. American Indian or Alaska Native
d. Asian
e. Native Hawaiian or Other Pacific Islander
f. Other: ____________
4. Are you Hispanic/Latino? (Circle one) Yes

or

No

5. What is your highest education level?
a. Bachelor’s degree
b. Master’s degree in Rehabilitation Counseling
c. Master’s degree in related field
d. Master’s degree in other
e. PhD in Rehabilitation Counseling
f. PhD in related field
g. PhD in other
6. Any Certification/Licensure Credentials:
a. CCM – Certified Case Manager
b. CDMS – Certified Disability Management Specialist
c. CMHC – Certified Mental Health Counselor
d. CRC – Certified Rehabilitation Counselor
e. NCC – National Certified Counselor
f. NCMHC or LMHC – Licensed Clinical Mental Health Counselor or Licensed Mental
Health Counselor
g. LCPC or LPCC – Licensed Clinical Professional Counselor or Licensed Professional
Clinical Counselor
h. LPC – Licensed Professional Counselor
i. LRC – Licensed Rehabilitation Counselor
j. Other: ____________
k. None

93

7. What is your current work setting?
a. State Rehabilitation Agency
b. Private Not-For-Profit Rehabilitation
c. Center for Individuals with Developmental Disabilities
d. Community Mental Health Center
e. Inpatient Psychiatric Facility
f. Corrections Facility/Program
g. Independent Living Facility
h. K-12 Education
i. Substance Abuse Treatment Facility
j. Halfway House
k. Veterans Benefits Administration (VBA)
l. Veterans Health Administration (VHA)
m. Client Advocacy Organization
n. College/University
o. Other (Please specify)
8. How many years of experience in the rehabilitation counseling field do you have?

9. Are you CURRENTLY working with clients with mental illness? Yes/No

10. If Yes, how many years of experience do you have working with clients with mental illness?

11. Have you attended in-service training related to psychiatric rehabilitation or working with
clients with mental illness? Yes/No

12. Please rate the degree of your preparation to work with clients with mental illness. How well
prepared are you to work with clients with mental illness?
0
No
Preparation

1
Little
Preparation

2
Moderate
Preparation

3
High Degree of
Preparation

4
Very High Degree of
Preparation

13. Please rate the degree of your satisfaction with working with clients with mental illness. How
satisfied are you when you work with clients with mental illness?
0
No
Satisfaction

1
Little
Satisfaction

2
Moderate
Satisfaction

3
High Degree of
Satisfaction

4
Very High Degree of
Satisfaction

14. Caseload Size (number of clients you are currently serving): ____________

94

15. Please indicate the percentage of each disability group on your caseload:
Sensory Disabilities
%
Physical Disabilities
%
Intellectual/Developmental Disabilities
%
Psychiatric Disabilities (Mental Illness)
%
Other
%

95

APPENDIX D

Error Choice Test
Direction: This is a test of your knowledge about mental illness. The questions on the test are
taken from findings of scientific research. You are not expected to have read the research reports,
but by using your experience and general knowledge you should be able to pick the correct
answer. Some people will do much better than others because of their experience or because of
their training in medicine, rehabilitation, or psychology. Read each question carefully and select
the response that you consider to be the correct answer. THERE IS NO PENALTY FOR
GUESSING. There is no time limit for the completion of this test, but you should work as
rapidly as you can.
1. One type of psychotherapy, cognitive-behavioral therapy, has been shown to reduce the
psychotic symptoms of schizophrenia.
a. True
b. False
2. Considering people with schizophrenia, what is the average number of separate
hospitalizations for their mental illness over a one-year period of time?
a. 4 or more
b. 2 or less
3. People with severe mental illness cannot maintain private residences.
a. True
b. False
4. People with schizophrenia should be allowed to use an online dating service.
a. True
b. False
5. People with schizophrenia make up what percent of the homeless population?
a. 5%
b. 25%
6. Adolescents with schizophrenia are frequently truant from school.
a. True
b. False
7. People with severe mental illness are capable of establishing an intimate long-term
relationship of a sexual nature.
a. True
b. False

96

8. People with schizophrenia benefit the least from services like psychotherapy.
a. True
b. False
9. People with schizophrenia are likely to steal from their family members.
a. True
b. False
10. Based on the capabilities of people with schizophrenia, school counselors should recommend
beginning a job-training program rather than continuing in the regular curriculum.
a. True
b. False
11. For those with serious mental illness, what percent of treatment should be dedicated to
medication compliance?
a. Greater than 80%
b. Less than 50%
12. Neglectful parenting is somewhat responsible for the beginning of a serious mental illness.
a. True
b. False
13. A person with schizophrenia is capable of being a physician or medical doctor.
a. True
b. False
14. The divorce rate among the general population is about 50%. What is the divorce rate among
people who experience mental illness?
a. Greater than 70%
b. Less than 50%

97

APPENDIX E

Recovery Scale
Your responses should reflect your overall opinion about people with serious mental illness in
general. Answer them on the nine-point scale (1=strongly disagree, 9=strongly agree).
1. People with mental illness have goals in life that they want to reach.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

2. People with mental illness believe that they can meet their current personal goals.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

6

7

8

9
Strongly
Agree

3. People with mental illness have a purpose in life.
1
Strongly
Disagree

2

3

4

5

4. Even when people with mental illness don’t care about themselves, other people do.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

5. Fear doesn’t stop people with mental illness from living the way they want to.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

8

9
Strongly
Agree

6. People with mental illness believe something good will eventually happen.
1
Strongly
Disagree

2

3

4

5

98

6

7

7. People with mental illness are hopeful about their future.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

8. Coping with mental illness is not the main focus of the lives of people with mental illness.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

9. The symptoms that people with mental illness experience interfere less and less with their life.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

10. The symptoms that people with mental illness experience are a problem for shorter periods of
time each time they occur.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

7

8

9
Strongly
Agree

11. People with mental illness have people they can count on.
1
Strongly
Disagree

2

3

4

5

6

12. Even when people with mental illness don’t believe in themselves, other people do.
1
Strongly
Disagree

2

3

4

5

6

7

8

9
Strongly
Agree

8

9
Strongly
Agree

13. It is important for people with mental illness to have a variety of friends.
1
Strongly
Disagree

2

3

4

5

99

6

7

APPENDIX F

Counseling Self-Estimate Inventory
This is not a test. There are no right or wrong answers. Rather – it is an inventory that attempts to
measure how you feel you will behave as a counselor in a counseling situation when you work
with clients with mental illness. Please respond to the items as honestly as you can so as to
most accurately portray how you think you will behave as a counselor. Do not respond with how
you wish you could perform each item - rather answer in a way that reflects your actual estimate
of how you will perform as a counselor at the present time.
Below is a list of 37 statements. Read each statement, and then indicate the extent to which you
agree or disagree with that statement, using the following alternatives:
1 = Strongly Disagree
2 = Moderately Disagree
3 = Slightly Disagree

4 = Slightly Agree
5 = Moderately Agree
6 = Strongly Agree

PLEASE – Put your responses on this inventory by marking your answer to the left of each
statement.
1. When using responses like reflection of feeling, active listening, clarification, probing, I
am confident I will be concise and to the point.
2. I am likely to impose my values on the client during the interview.
3. When I initiate the end of a session, I am positive it will be in a manner that is not
abrupt or brusque and that I will end the session on time.
4. I am confident that I will respond appropriately to the client in view of what the client
will express (e.g., my questions will be meaningful and not concerned with trivia and minutia).
5. I am certain that my interpretation and confrontation responses will be concise and to
the point.
6. I am worried that the wording of my responses lack reflection of feeling, clarification,
and probing, and may be confusing and hard to understand.
7. I feel that I will not be able to respond to the client in a non-judgmental way with
respect to the client’s values, beliefs, etc.
8. I feel I will respond to the client in an appropriate length of time (neither interrupting
the client nor waiting too long to respond).

100

9. I am worried that the type of response I use at a particular time, reflection of feeling,
interpretation, etc., may not be the appropriate response.
10. I am sure that the content of my responses, i.e., reflection of feeling, clarification, and
probing, will be consistent with and not discrepant from what the client is saying.
11. I feel confident that I will appear competent and earn the respect of my client.
12. I am confident what my interpretation and confrontation responses will be effective in
that they will be validated by the client’s immediate response.
13. I feel confident that I have resolved conflicts in my personal life so that they will not
interfere with my counseling abilities.
14. I feel that the content of my interpretation and confrontation responses will be
consistent with and not discrepant from what the client is saying.
15. I feel that I have enough fundamental knowledge to do effective counseling.
16. I may not be able to maintain the intensity and energy level needed to produce client
confidence and active participation.
17. I am confident that the wording of my interpretation and confrontation responses will
be clear and easy to understand.
18. I am not sure that in a counseling relationship I will express myself in a way that is
natural, without deliberating over every response or action.
19. I am afraid that I may not understand and properly determine probable meanings of the
client’s nonverbal behaviors.
20. I am confident that I will know when to use open or closed-ended probes and that these
probes will reflect the concerns of the client and not be trivial.
21. My assessments of client problems may not be as accurate as I would like them to be.
22. I am uncertain as to whether I will be able to appropriately confront and challenge my
client in counseling.
23. When giving responses, i.e., reflection of feeling, active listening, clarification,
probing, I’m afraid that they may not be effective in that they won’t be validated by the client’s
immediate response.
24. I do not feel that I possess a large enough repertoire of techniques to deal with the
different problems my clients may present.

101

25. I feel competent regarding my abilities to deal with crisis situations that may arise
during the counseling sessions (e.g., suicide, alcoholism, abuse).
26. I am uncomfortable about dealing with clients who appear unmotivated to work
towards mutually determined goals.
27. I may have difficulty dealing with clients who do not verbalize their thoughts during
the counseling session.
28. I am unsure as to how to deal with clients who appear noncommittal and indecisive.
29. When working with ethnic minority clients, I am confident that I will be able to bridge
cultural differences in the counseling process.
30. I will be an effective counselor with clients of a different social class.
31. I am worried that my interpretation and confrontation responses may not, over time,
assist the client to be more specific in defining and clarifying his/her problem.
32. I am confident that I will be able to conceptualize my client’s problems.
33. I am unsure as to how I will lead my client towards the development and selection of
concrete goals to work towards.
34. I am confident that I can assess my client’s readiness and commitment to change.
35. I feel I may give advice.
36. In working with culturally different clients, I may have a difficult time viewing
situations from their perspective.
37. I am afraid that I may not be able to effectively relate to someone of lower
socioeconomic status than me.

102

APPENDIX G

Expectation for Counseling Success
Instructions: Please respond to each item with the number from 1 (strongly disagree) to 4
(strongly agree) that represents degree to which each statement represents your expectations
about counseling for individuals with mental illness.
1. I expect counseling will be helpful for individuals with mental illness.
1
Strongly Disagree

2
Disagree

3
Agree

4
Strongly Agree

2. I am not hopeful that counseling will be beneficial for individuals with mental illness.
1
Strongly Disagree

2
Disagree

3
Agree

4
Strongly Agree

3. I have faith that seeing a counselor will be helpful for individuals with mental illness.
1
Strongly Disagree

2
Disagree

3
Agree

4
Strongly Agree

3
Agree

4
Strongly Agree

4. I believe in the helpful nature of counseling.
1
Strongly Disagree

2
Disagree

5. I do not expect life of individuals with mental illness to get better with counseling.
1
Strongly Disagree

2
Disagree

3
Agree

103

4
Strongly Agree

APPENDIX H

Working Alliance Inventory – Short Form, Therapist
Instruction
On the following page there are sentences that describe some of the different ways you might
think or feel about your clients with mental illness.
Below each statement there is a seven-point scale:
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

If the statement describes the way you always feel (or think) circle the number 7; if it never
applies to you, circle the number 1. Use the numbers in between to describe the variations
between these extremes.
Work quickly, your first impressions are the ones we would like to see.
PLEASE DON'T FORGET TO RESPOND TO EVERY ITEM.
Thank You!

104

1. Clients with mental illness and I agree about the steps to be taken to improve their situation.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

2. My client and I both feel confident about the usefulness of our current activity in counseling.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

5
Often

6
Very Often

7
Always

3. I believe clients with mental illness like me.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

4. I have doubts about what we are trying to accomplish in counseling.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

5
Often

6
Very Often

7
Always

5
Often

6
Very Often

7
Always

5
Often

6
Very Often

7
Always

5. I am confident in my ability to help clients with mental illness.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

6. We are working towards mutually agreed upon goals.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

7. I appreciate clients with mental illness as a person.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

8. We agree on what is important for clients with mental illness to work on.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

6
Very Often

7
Always

9. Clients with mental illness and I have built a mutual trust.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

105

5
Often

10. Clients with mental illness and I have different ideas on what their real problems are.
1
2
3
4
5
6
7
Never
Rarely
Occasionally Sometimes
Often
Very Often
Always
11. We have established a good understanding between us of the kind of changes that would be
good for clients with mental illness.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

5
Often

6
Very Often

7
Always

12. Clients with mental illness believe the way we are working with their problem is correct.
1
Never

2
Rarely

3
Occasionally

4
Sometimes

106

5
Often

6
Very Often

7
Always

APPENDIX I

Social Desirability Scale
Direction: Please respond to the following statements using the scale provided below. Simply
circle the response that best represents your views using the scale below.
Strongly
Disagree
Neutral
Agree
Strongly Agree
Disagree
SD ------------------D -------------------N------------------- A ------------------------SA
1. I’ve never envied anyone.

SD D N A SA

2. Nothing embarrasses me.
3. I’ve never hated anyone.
4. I never daydream.
5. I’ve never made up an excuse for anything.
6. I like everyone I meet.

SD
SD
SD
SD
SD

107

D
D
D
D
D

N
N
N
N
N

A
A
A
A
A

SA
SA
SA
SA
SA

APPENDIX J

Figures For Multiple Regression Assumptions

Figure 1. Scatterplot of Error Choice Test

Figure 2. Scatterplot of Recovery Scale

108

Figure 3. Scatterplot of Counseling Outcome Expectancy Scale

Figure 4. Scatterplot of CSE Microskills Subscale

109

Figure 5. Scatterplot of CSE Process Subscale

Figure 6. Scatterplot of CSE Difficult Client Behavior Subscale

110

Figure 7. Scatterplot of CSE Cultural Competence Subscale

Figure 8. Scatterplot of Unstandardized Residuals to the Outcome Variable

111

Figure 9. Boxplot of Unstandardized Residuals

Figure 10. Q-Q Plot of Unstandardized Residuals

112

Figure 11. Histogram of Unstandardized Residuals

Figure 12. Scatterplot of Standardized Residuals against Standardized Predicted Values

113

APPENDIX K

Supplementary Exploratory Factor Analyses
To identify factor structures and factor scores, Exploratory Factor Analysis (EFA) was
conducted for the scale of each predictor variable, using the principle components method. To
make the findings more easily interpretable (i.e., to what degree items loaded onto each factor),
the varimax (orthogonal) rotation method was used. Factor scores were computed to identify
how each individual in the sample would score on factors extracted from a series of factor
analyses, and further to be used in the multiple regression analysis. The Bartlett method was
used to produce factor scores, since it is easily understood and scores generated from this method
are unbiased and correlated only with their own factor (Field, 2009; Yong & Pearce, 2013).
EFA for the EC. The Kaiser–Meyer–Olkin measure of sampling adequacy (KMO) for
the factor analysis yielded the result of KMO = .623, above the commonly recommended value
of .6, and the Bartlett’s test of sphericity was significant, 𝜒 2 (91) = 263.88, p < .001, indicating
factor analysis is appropriate with this data (Field, 2009). Based on Kaiser’s criterion of
eigenvalues greater than 1, five factors were initially extracted explaining 52.8% of the variance.
The examination of the scree plot suggested the possibility of retaining two to five factors.
Solutions for two to five factors were each examined using varimax rotation of the factor loading
matrix. When examining the factor loading matrix, with the three-factor solution items of the
EC could be effectively loaded onto one of the three factors with coefficient values larger
than .30 (Raykov & Marcoulides, 2008). The three-factor solution explained 36.4% of the
variance. When examining each factor more closely, Factor 1 consists of four items, related to
‘Major Life Domains’. Items within this factor examining rehabilitation counselors’ attitudes

114

toward individuals with disabilities about the possibility of achieving meaningful goals in life
domains such as independent living, intimate relationship, career goals, etc. Factor 2 includes
five items, which measure ‘Cause and Current Status’ of individuals with mental illness such as
cause of the beginning of mental illness or prevalence of certain status among individuals with
mental illness (e.g., homelessness, divorce rate). Finally, Factor 3 also consists of five items,
which examine attitudes toward ‘Treatment or Prognosis’ for mental illness. Table 9 shows the
rotated component matrix loadings for three scales.
Table 9
Rotated Component Matrix of Three Factor Solution for the EC
Rotated Factor Loadings
People with severe mental illness maintaining private residences
Capability of establishing an intimate long-term relationship
Use an online dating service among people with mental illness
Capability of being a physician or medical doctor
Adolescents with schizophrenia frequently truant from school
Likelihood of benefiting from services like psychotherapy
Neglectful parenting responsible for the beginning of mental illness
Percentage of homeless population of people with schizophrenia
The divorce rate among people who experience mental illness
Recommendation of a job-training program over regular curriculum
The average number of separate hospitalizations
Significance of cognitive-behavioral therapy on symptom reduction
Percent of treatment dedicated to medication compliance
Family relationship

1
.695
.695
.689
.635

2

3

.607
.540
.477
.436
.421
.601
.594
-.522
.450
.440

EFA for the RS. The EFA was performed on the 13-item RS. The KMO yielded the
value of KMO = .751, which is good for the sample adequacy, and the Bartlett’s test of
sphericity was significant, 𝜒 2 (78) = 1060.56, p < .001, indicating factor analysis is appropriate
with this data (Field, 2009). Based on Kaiser’s criterion of eigenvalues greater than 1, three
factors were initially extracted explaining 58.7% of the variance. When examining the scree plot,
the point of inflexion occurs at the third point, which suggests the extraction of two factors (Field,

115

2009). The varimax rotation of the factor loading matrix further supported retaining two factors.
The two-factor solution explained 49.0% of the variance.
The first factor, titled as ‘Goals and Importance of Others’, consists of six items
measuring rehabilitation counselors’ belief about whether individuals with mental illness have a
desire to achieve life goals or to rely on significant others in the recovery process. The second
factor, named ‘Positive Hope for Future’, includes seven items related to individuals with mental
illness having hope for future and not dominated by mental illness symptoms. Table 10 shows
the rotated component matrix loadings for two factors identified for the RS.
Table 10
Rotated Component Matrix of Three Factor Solution for the RS
Rotated Factor Loadings
People with MI have a purpose in life
People with MI have goals in life
When people with MI don’t care about themselves, other people do
When people with MI don’t believe in themselves, other people do
Belief that People with MI can meet their current personal goals
It is important for people with MI to have a variety of friends
People with MI believe something good will eventually happen
People with MI are hopeful about their future
The symptoms interfere less and less with their life
Fear doesn’t stop people with MI from living the way they want to
The symptoms are a problem for shorter periods of time
Coping with MI is not the main focus of the lives of people with MI
People with MI have people they can count on

1
.834
.822
.766
.653
.580
.394

2

.761
.728
.720
.689
.618
.483
.406

EFA for the ECS. The KMO for the factor analysis yielded the result of KMO = .709;
and the Bartlett’s test of sphericity was significant, 𝜒 2 (10) = 383.52, p < .001. Only one factor
structure was extracted based on Kaiser’s criterion of eigenvalues greater than 1 as well as the
examination of the scree plot. It explained 53.1% of the variance (See Table 11).

116

Table 11
Rotated Component Matrix of Three Factor Solution for the ECS
Rotated Factor Loadings
Expectation of counseling as helpful
Negative expectation of counseling as beneficial
Expectation of counselor as helpful
A belief in the helpful nature of counseling
Negative expectation of counseling for the change of clients’ life

1
.869
.845
.765
.583
.511

EFA for the COSE. The EFA was performed on the 37-item COSE which examines
rehabilitation counselors’ self-efficacy. The KMO yielded the value of KMO = .922, which is
considered very good for the sample adequacy, and the Bartlett’s test of sphericity was
significant, 𝜒 2 (666) = 3787.83, p < .001, indicating factor analysis is appropriate with this data
(Field, 2009). Based on Kaiser’s criterion of eigenvalues greater than 1, eight factors were
initially extracted explaining 59.7% of the variance.
The examination of the scree plot suggested the possibility of retaining two to five factors.
In Larson et al. (1992) study that initially conducted the EFA with the COSE, the authors
determined five-factor solution as the best approximate simple structure. When examining the
factor loading matrix using the varimax rotation, this five-factor structure was also appropriate
with the current sample. Table 12 displays the rotated component matrix loadings for five
factors identified for the COSE in this study.
Table 12
Rotated Component Matrix of Five Factor Solution for the COSE
Rotated Factor Loadings
1
Knowledge about counseling
.738
Confidence about using proper probes
.661
Worries about understanding client non-verbal behaviors
.658
Competency dealing with crisis situations
.605
Worries about using responses to define/clarify problems
.578
Confidence of assessing client readiness for change
.569

117

2

3

4

5

Table 12 (cont’d)
Confidence of conceptualizing clients’ problem
Worries about setting proper goals
Worries about giving responses that are not effective
Assessment being inaccurate to client problems
Worries about proper reflection feeling or interpretation
Resolve conflicts in personal life
Worries about expressing myself
Uncertainty of confronting clients in counseling
Confidence of responding to client in view of what the
client express
Proper interpretation and confrontation
Confidence about consistent responses
Confidence of initiating the end of a session
Confidence of using responses
Appropriate length of time in responses
Consistency between responses and client expression
Responses that are clear and easy to understand
Confidence about being respected
Effectiveness of interpretation and confrontation
Difficulty dealing with passive clients
Unsure how to deal with clients who are noncommittal
Lack of counseling techniques
Uncomfortable working with unmotivated clients
Worries about not encouraging client engagement
Difficulty understanding client perspectives
Confidence of working with ethnic minority clients
Confidence of working with clients of a different social
class
Worries about working with clients of lower SES
Worries about using proper verbal responses
Worries about responding to the client in a nonjudgmental way
Worries about giving advice
Impose values on the client

.558
.545
.541
.539
.461
.447
.363
.355
.717
.659
.643
.637
.612
.552
.527
.523
.471
.413
.779
.723
.592
.590
.416
.741
.734
.611
.480
.670
.568
.498
.365

It was noticed that several items loaded on other factors that were originally identified
from the Larson et al. (1992) study. For example, three items from ‘Difficult Client Behaviors’,
two items from ‘Microskills’, and one item from ‘Awareness of Values’ loaded on ‘Process’
subdomain. Moreover, one item from ‘Process’ loaded on both ‘Difficult Client Behaviors’ and

118

‘Awareness of Values’ subdomains. When examining such items more carefully, they
demonstrated a somewhat ambiguous nature with the possibility of being placed within the
different factors. For instance, the item in Difficult Client Behaviors such as “I am confident that
I will know when to use open or closed-ended probes and that these probes will reflect the
concerns of the client and not be trivial” or one in Microskills such as “I am confident that I can
assess my client’s readiness and commitment to change” could also be considered measuring
counselors’ confidence in a set of counselor responses presenting throughout the counseling
sessions (i.e., Process). Therefore, it seems reasonable to keep the original factors identified in
the previous study (Larson et al., 1992): Factor 1 is ‘Process’ domain, which is related to the
integrated set of counselor responses when working with a client; Factor 2 is titled ‘Microskills’
and measures microcounseling skills regarding the quality of the counselors’ responses; Factor 3,
which is ‘Difficult Client Behaviors’, measures counselors possessing knowledge and techniques
to deal with client problems; Factor 4 is ‘Cultural Competence’ and measures counselors’
competency to work with culturally diverse clients; and Factor 5, ‘Awareness of Values’,
examines the counselors’ biases or values.
Multiple regression analysis using factor scores. A multiple regression analysis was
conducted using factor scores generated by a series of factor analyses. In-service training and
social desirability biases were included as covariates. Three factors from EC, two factors from
RS, one factor for the ECS, and five factors for the COSE were included as predictor variables.
The model summary for the multiple regression analysis indicated that the regression model was
statistically significant, F (13, 212) = 18.73, p < .001. Multiple R2 indicates that the model
accounted for approximately 54% of the variation in the WA between rehabilitation counselors
and clients with mental illness. The findings from the multiple regression analysis using factor

119

scores yielded very similar results from the multiple regression analysis using unweighted scores.
The ECS had a significantly predicted the working alliance with B = 1.54, t (225) = 3.63, p
< .001. In addition, all five factors of the COSE statistically significantly predicted the WA:
Process with B = 2.33, t (225) = 6.13, p < .001; Microskills with B = 2.75, t (225) = 7.12, p
< .001; Difficult Client Behaviors with B = 2.34, t (225) = 6.07, p < .001; Cultural Competence
with B = 1.67, t (225) = 4.36, p < .001; and Awareness of Value with B = 1.04, t (225) = 2.73, p
= .007.
Table 13
Multiple Regression Model using Factor Scores
Model
B
SE
(Constant)
60.774
1.510
In-service Training
1.673
.991
Social Desirability
.267
.114
EC
Major Life Domains
.403
.395
Cause and Current Status
.267
.388
Treatment or Prognosis
.259
.378
RS
Goals and Importance of Others
-.282
.424
Positive Hope for Future
-.094
.393
ECS
1.541
.425
COSE
Process
2.333
.381
Microskills
2.753
.387
Difficult Client Behaviors
2.336
.385
Cultural Competence
1.671
.383
Awareness of Value
1.035
.379
Note: R2 = .535, F (13, 212) = 18.726, p < .001 for the model.

120

𝜷
.084
.117

t
40.261
1.689
2.345

Sig.
.000
.093
.020

.051
.034
.033

1.018
.689
.686

.310
.491
.493

-.036
-.012
.198

-.665
-.240
3.628

.507
.811
.000

.299
.354
.301
.214
.133

6.131
7.123
6.072
4.356
2.727

.000
.000
.000
.000
.007

REFERENCES

121

REFERENCES

Ackerman, S. J., & Hilsenroth, M. J. (2001). A review of therapist characteristics and techniques
negatively impacting the therapeutic alliance. Psychotherapy: Theory, Research, Practice,
Training, 38(2), 171-185.
Ackerman, S. J., & Hilsenroth, M. J. (2003). A review of therapist characteristics and techniques
positively impacting the therapeutic alliance. Clinical Psychology Review, 23(1), 1-33.
Ajzen, I. (1993). Attitudes Theory and the attitude-behavior relation. In D. Krebs & P. Schmidt
(Eds.), New directions in attitude measurement. (pp. 41-58). Berlin: Walter deGruyer.
Al-Damarki, F. R. (2004). Counselor training, anxiety, and counseling self-efficacy: Implications
for training psychology students from the United Arab Emirates University. Social
Behavior and Personality, 32(5), 429-439.
Al-Darmaki, F., & Kivlighan, D. M. (1993). Congruence in client-counselor expectations for
relationship and the working alliance. Journal of Counseling Psychology, 40(4), 379-384.
Anderson, J. D. (2005). Client perception of counselor characteristics (Doctoral dissertation).
Retrieved from ProQuest Dissertation and Theses database. (UMI No. 3166030)
Anderson, R., Oades, L., & Caputi, P. (2003). The experience of recovery from schizophrenia:
Towards an empirically validated stage model. Australian and New Zealand Journal of
Psychiatry, 37(5), 586-594.
Anthony, W. A. (1993). Recovery from mental illness: The guiding vision of the mental health
service system in the 1990s. Psychosocial Rehabilitation Journal, 16, 11-23.
Anthony, W. A., & Mizock, L. (2014). Evidence-based processes in an era of recovery:
Implications for rehabilitation counseling and research. Rehabilitation Counseling
Bulletin, 57(4), 219-227.
Antonak, R. F., & Livneh, H. (2000). Measurement of attitudes towards persons with disabilities.
Disability and Rehabilitation, 22, 211-224.
Babbie, E. R. (1990). Survey research methods. Belmont, CA: Wadsworth Pub. Co.
Baldwin, S. A., Wampold, B. E., & Imel, Z. E. (2007). Untangling the alliance-outcome
correlation: Exploring the relative importance of therapist and patient variability in the
alliance. Journal of Consulting and Clinical Psychology, 75(6), 842-852.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 34, 191-215.
Bandura, A. (1986). Social foundations of thought and action. New Jersey: Prentice-Hall, Inc.

122

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 11751184.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of
Psychology, 52(1), 1-26.
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of
Applied Psychology, 88(1), 87-99.
Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A
comparison of two approaches. Counselor Education and Supervision, 44(1), 56-69.
Bates, J. K. (2012). Predictors of working alliance efficacy among state VR counselors as a
function of ex-offender status (Doctoral dissertation). Retrieved from ProQuest
Dissertation and Theses database. (UMI No. 3534706)
Beutler, L. E., Malik, M., Alimohamed, S., Harwood, T. M., Talebi, H., Noble, S., & Wong, E.
(2004). Therapist variables. In M.J. Lambert (Ed.), Handbook of psychotherapy and
behavior change (pp. 227-306). New York, NY: Wiley.
Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance.
Psychotherapy: Theory, Research & Practice, 16(3), 252-260.
Bordin, E. S. (1994). Theory and research on the therapeutic working alliance: New directions.
In A. Horvath & L. Greenberg (Eds.), The working alliance: Theory, Research and
Practice (pp. 13-37). New York, NY: Wiley.
Briggs, D. B., & Munley, P. H. (2008). Therapist stress, coping, career sustaining behavior and
the working alliance. Psychological Reports, 103(2), 443-454.
Bruton, W. S. (2013). The impact of a DBT training on the counselor self-efficacy of preservice
counselors working with borderline personality disordered clients (Doctoral dissertation).
Retrieved from ProQuest Dissertation and Theses database. (UMI No. 3574298)
Broussard, G., Goulding, S. M., Talley, C. L., & Compton, M. T. (2012). Social distance and
stigma toward individuals with schizophrenia: Findings in an urban, African-American
community sample. Journal of Nervous and Mental Disease, 200(11), 935-940.
Busseri, M. A., & Tyler, J. D. (2003). Interchangeability of the working alliance inventory and
working alliance inventory, short form. Psychological Assessment, 15(2), 193-197.
Carney, J. S., & Cobia, D. C. (1994). Relationship of characteristics of counselors-in-training to
their attitudes toward persons with disabilities. Rehabilitation Counseling Bulletin, 38,
72-76.

123

Chan, F., Livneh, H., Pruett, S., Wang, C. C., & Zheng, L. X. (2009). Societal attitudes towards
dis- ability: Concepts, measurements, and interventions. In F. Chan, E. Da Silva Cardoso,
& J. A. Chronister (Eds.), Understanding psychosocial adjustment to chronic illness and
disability: A handbook for evidence-based practitioners in rehabilitation (pp. 333-367).
New York, NY: Springer.
Chan, F., Shaw, L. R., McMahon, B. T., Koch, L., & Strauser, D. (1997). A model for enhancing
rehabilitation counselor-consumer working relationships. Rehabilitation Counseling
Bulletin, 41(2), 122-137.
Chan, F., Sung, C., Muller, V., Wang, C.C., Fujikawa, M., & Anderson, C.A. (2012). Evidencebased practice and research utilization. In D.R. Maki & V.M. Tarvydas (Eds.), The
professional practice of rehabilitation counseling (p. 391-412). New York, NY: Springer
Publishing, Inc.
Chan, J. Y. C., Keegan, J. P., Ditchman, N., Gonzalez, R., Zheng, L. X., & Chan, F. (2011).
Stigmatizing attributions and vocational rehabilitation outcomes of people with
disabilities. Rehabilitation Research, Policy, and Education, 25(3-4), 135-148.
Chaplin, R. (2000). Psychiatrists can cause stigma, too. British Journal of Psychiatry, 177, 467.
Charles, J. L. K. (2015). Measuring mental health provider stigma: The development of a valid
and reliable self-assessment instrument (Doctoral dissertation). Retrieved from ProQuest
Dissertation and Theses database. (UMI No. 3703057)
Chinman, M. J., Rosenheck, R., & Lam, J. A. (2000). The case management relationship and
outcomes of homeless persons with serious mental illness. Psychiatric Services, 51,
1142-1147.
Cleary, A., & Dowling, M. (2009). Knowledge and attitudes of mental health professionals in
Ireland to the concept of recovery in mental health: A questionnaire survey. Journal of
Psychiatric and Mental Health Nursing, 16(6), 539-545.
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin,
112(1), 155-159.
Cohen, N. L. (1990). Stigma is in the eye of the beholder: A hospital outreach program for
treating homeless mentally ill people. Bulletin of the Menninger Clinic, 54, 255-258.
Coleman, H. L. K., Wampold, B. E., & Casali, S. L. (1995). Ethnic minoritiesí ratings of
ethnically similar and European American counselors: A meta-analysis. Journal of
Counseling Psychology, 42, 55-64.
Commission on Rehabilitation Counselor Certification (CRCC). (2015). CRCC media center.
Retrieved from: http://www.crccertification.com/pages/crcc_media_center/358.php
Compton, M. T., Reed, T., Broussard, B., Powell, I., Thomas, G. V., Moore, A., ... & Haynes, N.
(2014). Development, implementation, and preliminary evaluation of a recovery-based
curriculum for community navigation specialists working with individuals with serious

124

mental illnesses and repeated hospitalizations. Community Mental Health Journal, 50(4),
383-387.
Constantino, M. J., Ametrano, R. M., & Greenberg, R. P. (2012). Clinician interventions and
participant characteristics that foster adaptive patient expectations for psychotherapy and
psychotherapeutic change. Psychotherapy, 49(4), 557-569.
Constantino, M. J., Arnow, B. A., Blasey, C., & Agras, W. S. (2005). The association between
patient characteristics and the therapeutic alliance in cognitive-behavioral and
interpersonal therapy for bulimia nervosa. Journal of Consulting and Clinical Psychology,
73(2), 203-215.
Corrigan, P. W. (2000). Mental health stigma as social attribution: Implications for research
methods and attitude change. Clinical Psychology-Science and Practice, 7, 48–67.
Corrigan, P. W. (2002). Empowerment and serious mental illness: Treatment partnerships and
community opportunities. Psychiatric Quarterly, 73(3), 217-228.
Corrigan, P. W. (2004). How stigma interferes with mental health care. American Psychologist,
59(7), 614-625.
Corrigan, P., Markowitz, F. E., Watson, A., Rowan, D., & Kubiak, M. A. (2003). An attribution
model of public discrimination towards persons with mental illness. Journal of Health
and Social Behavior, 44(2), 162-179.
Corrigan, P. W., Mueser, K. T., Bond, G. R., Drake, R. E., & Solomon, O. (2008). Principles
and practice of psychiatric rehabilitation: An empirical approach. New York, NY:
Guilford Press.
Corrigan, P. W., Powell, K. J., & Michaels, P. J. (2014). Brief battery for measurement of
stigmatizing versus affirming attitudes about mental illness. Psychiatry Research, 215(2),
466-470.
Corrigan, P. W., River, L. P., Lundin, R. K., Wasowski, K. U., Campion, J., Mathisen, J., ... &
Kubiak, M. A. (2000). Stigmatizing attributions about mental illness. Journal of
Community Psychology, 28(1), 91-102.
Corrigan, P. W., Salzer, M., Ralph, R. O., Sangster, Y., & Keck, L. (2004). Examining the factor
structure of the recovery assessment scale. Schizophrenia Bulletin, 30(4), 1035-1041.
Corrigan, P. W., & Shapiro, J. R. (2010). Measuring the impact of programs that challenge the
public stigma of mental illness. Clinical Psychology Review, 30(8), 907-922.
Council on Rehabilitation Education (2012). Accreditation manual for master’s level
rehabilitation counselor education programs. Schaumburg, IL: Author.
Council for Accreditation of Counseling and Related Educational Programs (2016). 2016
CACREPT standards.

125

Couture, S. M., & Penn, D. L. (2003). Interpersonal contact and the stigma of mental illness: A
review of the literature. Journal of Mental Health, 12(3), 291-305.
Couture, S. M., Roberts, D. L., Penn, D. L., Cather, C., Otto, M. W., & Goff, D. (2006). Do
baseline client characteristics predict the therapeutic alliance in the treatment of
schizophrenia? The Journal of Nervous and Mental Disease, 194(1), 10-14.
Crisp, A. H., Gelder, M. G., Rix, S., Meltzer, H. I., & Rowlands, O. J. (2000). Stigmatization of
people with mental illnesses. The British Journal of Psychiatry, 177, 4-7.
Crowe, A., & Averett, P. (2015). Attitudes of mental health professionals toward mental illness:
a deeper understanding. Journal of Mental Health Counseling, 37(1), 47-62.
Crowe, T. P., Deane, F. P., Oades, L. G., Caputi, P., & Morland, K. G. (2006). Effectiveness of a
collaborative recovery training program in Australia in promoting positive views about
recovery. Psychiatric Services, 57(10), 1497-1500.
Davis, L. W., & Lysaker, P. H. (2007). Therapeutic alliance and improvements in work
performance over time in patients with schizophrenia. The Journal of Nervous and
Mental Disease, 195(4), 353-357.
Deane, F. P., Crowe, T. P., & Oades, L. G. (2010). Therapeutic alliance in vocational
rehabilitation. In C. Lloyd (Ed.), Vocational rehabilitation and mental health (pp. 95113). Blackwell Publishing Ltd.
Deans, C., & Meocivic, E. (2006). Attitudes of registered psychiatric nurses towards patients
diagnosed with borderline personality disorder. Contemporary Nurse, 21, 43–49.
Dimeff, L. & Linehan, M.M. (2001). Dialectical behavior therapy in a nutshell. The California
Psychologist, 34, 10-13.
Donnell, C. M., Lustig, D. C., & Strauser, D. R. (2004). The working alliance: Rehabilitation
outcomes for persons with severe mental illness. Journal of Rehabilitation, 70(2), 12-18.
Drake, R. E., & Whitley, R. (2014). Recovery and severe mental illness: description and analysis.
The Canadian Journal of Psychiatry, 59(5), 236-242.
Dunkle, J. H., & Friedlander, M. L. (1996). Contribution of therapist experience and personal
characteristics to the working alliance. Journal of Counseling Psychology, 43(4), 456-460.
Evans-Jones, C., Peters, E., & Barker, C. (2009). The therapeutic relationship in CBT for
psychosis: client, therapist and therapy factors. Behavioral and Cognitive Psychotherapy,
37, 527-540.
Fabian, E. S., & Waugh, C. (2001). A job development efficacy scale for rehabilitation
professionals. Journal of Rehabilitation, 67(2), 42-47.
Fall, M. E. (1991). Counselor self-efficacy: A test of Bandura’s theory. (Doctoral dissertation).
Retrived from Proquest Dissertations and Theses. Order Number: 9218006.

126

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical
power analysis program for the social, behavioral, and biomedical sciences. Behavior
Research Methods, 39, 175-191.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). Sage Publications.
Fiorentine, R., & Hillhouse, M. P. (1999). Drug treatment effectiveness and client-counselor
empathy: Exploring the effects of gender and ethnic congruency. Journal of Drug Issues,
29(1), 59-74.
Ganske, K. H. (2008). The relationship between counselor trainee perfectionism and working
alliance with supervisor and client (Doctoral dissertation). Georgia State University.
Gray, A. J. (2002). Stigma in psychiatry. Journal of the Royal Society of Medicine, 95, 72–76.
Grbevski, S. (2009). Health care professionals attitudes towards individuals diagnosed with
severe mental illness (Doctoral dissertation). Retrieved from ProQuest Dissertation and
Theses database. (UMI No. 3365817)
Green, C. A., Polen, M. R., Janoff, S. L., Castleton, D. K., Wisdom, J. P., Vuckovic, N., ... &
Oken, S. L. (2008). Understanding how clinician-patient relationships and relational
continuity of care affect recovery from serious mental illness: STARS study results.
Psychiatric Rehabilitation Journal, 32(1), 9-22.
Hagen-Foley, D. L., Rosenthal, D. A., & Thomas, D. F. (2005). Informed consumer choice in
community rehabilitation programs. Rehabilitation Counseling Bulletin, 48(2), 110-117.
Halverson, S. E., Miars, R. D., & Livneh, H. (2006). An exploratory study of counselor
education students moral reasoning, conceptual level, and counselor self-efficacy.
Counseling & Clinical Psychology Journal, 3(1), 17-30.
Hanson, M. G. (2006). Counselor self-efficacy: Supervision contributions, impact on
performance, and mediation of the relationship between supervision and performance.
Unpublished doctoral dissertation, Southern Illinois University.
Hauser, M. A. (2009). The role of optimism and working alliance and its utility in predicting
therapeutic outcomes in counseling relationships (Doctoral dissertation). Old Dominion
University.
Hein, S., Lustig, D. C., & Uruk, A. (2005). Consumers’ recommendations to improve
satisfaction with rehabilitation services: A qualitative study. Rehabilitation Counseling
Bulletin, 49(1), 29-39.
Heinonen, E., Lindfors, O., Härkänen, T., Virtala, E., Jääskeläinen, T., & Knekt, P. (2014).
Therapists’ professional and personal characteristics as predictors of working alliance in
short-term and long-term psychotherapies. Clinical Psychology & Psychotherapy, 21(6),
475-494.

127

Heppner, M. J., Multon, K. D., Gysbers, N. C., Ellis, C. A., & Zook, C. E. (1998). The
relationship of trainee self-efficacy to the process and outcome of career counseling.
Journal of Counseling Psychology, 45(4), 393-402.
Hersoug, A. G., Høglend, P., Havik, O., Lippe, A., & Monsen, J. (2009). Therapist
characteristics influencing the quality of alliance in long-term psychotherapy. Clinical
Psychology & Psychotherapy, 16(2), 100-110.
Hersoug, A. G., Høglend, P., Monsen, J. I., & Havik, O. E. (2001). Quality of working alliance
in psychotherapy: Therapist variable and patient/therapist similarity as predictors. The
Journal of Psychotherapy Practice and Research, 10(4), 205-216.
Hicks, A. L., Deane, F. P., & Crowe, T. P. (2012). Change in working alliance and recovery in
severe mental illness: An exploratory study. Journal of Mental Health, 21(2), 127-134.
Horvath, A. O., Del Re, A., FlĂźckiger, C., & Symonds, D. (2011). Alliance in individual
psychotherapy. In J. C. Norcross (Ed.), Psychotherapy relationships that work (2nd ed.).
New York, NY: Oxford University Press.
Horvath, A. O., & Greenberg, L. S. (1989). Development and validation of the working alliance
inventory. Journal of Counseling Psychology, 36(2), 223-233.
Horvath, A. O., & Luborsky, L. (1993). The role of the therapeutic alliance in psychotherapy.
Journal of Consulting and Clinical Psychology, 61(4), 561-573.
Horvath, A. O., & Symonds, B. D. (1991). Relation between working alliance and outcome in
psychotherapy: A meta-analysis. Journal of Counseling Psychology, 38(2), 139-149.
Hoy, K. E., & Holden, J. M. (2014). Licensed professional counselors’ attitudes about and
interest in providing services for clients with schizophrenia: Advocacy implications.
Journal of Counselor Leadership and Advocacy, 1(1), 67-82.
Hugo, M. (2001). Mental health professionals’ attitudes towards people who have experienced a
mental health disorder. Journal of Psychiatric and Mental Health Nursing, 8, 419-425.
Iannelli, R. J. (2000). A structural equation modeling examination of the relationship between
counseling self-efficacy, counseling outcome expectations, and counselor performance
(Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI
No. 9988728)
Jacobson, N., & Greenley, D. (2001). What is recovery? A conceptual model and explication.
Psychiatric Services, 52(4), 482-485.
Jimenez, A. A. (1985). Effects of profession, education and experience on therapists’
expectancies regarding client’s needs, therapy process and prognosis (Doctoral
dissertation). Florida State University, Tallahassee, Florida.
Johnson, L. N., & Wright, D. W. (2002). Revisiting Bordin’s theory on the therapeutic alliance:
Implications for family therapy. Contemporary Family Therapy, 24(2), 257-269.

128

Jones, M. C. (2014). Exploring the professional experiences of counselors’ clinical work with the
severely and persistently mentally ill: Informing counselor education training (Doctoral
dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI No.
3626075)
Jorm, A. F., Korten, A. E., Jacomb, P. A., Rodgers, B. R. Y. A. N., Pollitt, P., Christensen, H., &
Henderson, S. (1997). Helpfulness of interventions for mental disorders: Beliefs of health
professionals compared with the general public. The British Journal of Psychiatry, 171(3),
233-237.
Joyce, A. S., & Piper, W. E. (1998). Expectancy, the therapeutic alliance, and treatment outcome
in short-term individual psychotherapy. The Journal of Psychotherapy Practice and
Research, 7(3), 236-248.
Kaplan, S. P. (1982). Rehabilitation counselor's attitudes toward their clients. Journal of
Rehabilitation, 48(4), 28-30.
Katz, A. D., & Hoyt, W. T. (2014). The influence of multicultural counseling competence and
anti-Black prejudice on therapists’ outcome expectancies. Journal of Counseling
Psychology, 61(2), 299-305.
Kierpiec, K. M., Phillips, B. N., & Kosciulek, J. F. (2010). Vocational rehabilitation caseload
size and the working alliance: Implications for rehabilitation administrators. Journal of
Rehabilitation Administration, 34(1), 5-14.
Kim, B. S., Ng, G. F., & Ahn, A. J. (2005). Effects of client expectation for counseling success,
client-counselor worldview match, and client adherence to Asian and European American
cultural values on counseling process with Asian Americans. Journal of Counseling
Psychology, 52(1), 67-76.
Kingdon, D., Sharma, T., & Hart, D. (2004). What attitudes do psychiatrists hold towards people
with mental illness? Psychiatric Bulletin, 28, 401–406.
Kirsh, B., & Tate, E. (2006). Developing a comprehensive understanding of the working alliance
in community mental health. Qualitative Health Research, 16(8), 1054-1074.
Kocarek, C. E. (2001). Understanding the relationships among counseling self-efficacy, anxiety,
developmental level, coursework, experience, and counselor performance (Doctoral
dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI No.
3020231)
Kondrat, D. C. (2008). Expanding understanding of mental health recovery: Effects of stigma
and working alliance on the quality of life of persons with severe mental disability
receiving community-based case management services (Doctoral dissertation). Ohio State
University.
Kosciulek, J. F. (2000). Implications of consumer direction for disability policy development and
rehabilitation service delivery. Journal of Disability Policy Studies, 11(2), 82-89.

129

Kosciulek, J. F. (2004). Empowering people with disabilities through vocational rehabilitation
counseling. American Rehabilitation, 28(1), 40-47.
Kosyluk, K. (2014). Investigating the impact of education and contact-based anti stigma
interventions on the stigma of mental illness in the college population (Doctoral
dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI No.
3662623)
Kozina, K., Grabovari, N., Stefano, J. D., & Drapeau, M. (2010). Measuring changes in
counselor self-efficacy: Further validation and implications for training and supervision.
The Clinical Supervisor, 29(2), 117-127.
Kuo, H. J. (2013). Rehabilitation counselors’ perceptions of importance and competence of
assistive technology (Doctoral dissertation). Retrieved from ProQuest Dissertation and
Theses database. (UMI No. 3605734)
Krippner, K. M., & Hutchinson, R. L. (1990). Effects of a brief intake interview on clients’
anxliety and depression: Follow-up. International Journal of Short-Term Psychotherapy,
5, 121-130.
Lambert, M. J., & Barley, D. E. (2002). Research summary on the therapeutic relationship and
psychotherapy outcome. In J. C. Norcross (Ed.), Psychotherapy relationships that work:
Therapist contributions and responsiveness to patients (pp. 17-32). New York, NY:
Oxford University Press.
Lambert, M. J., & Ogles, B. M. (2004). The efficacy and effectiveness of psychotherapy. In M. J.
Lambert (Ed.), Bergin and Garfield’s handbook of psychotherapy and behavior change
(5th ed., pp. 139-193). Wiley.
Landon, T. J. (2016). Perceptions of supervisory knowledge, behavior, and self-efficacy:
Supervisor effectiveness in performing clinical supervision and developing the
supervisory relationship (Doctoral dissertation). Retrieved from ProQuest. (No.
10141206)
Larson, L. M. (1998). The social cognitive model of counselor training. The Counseling
Psychologist, 26(2), 219-273.
Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The
Counseling Psychologist, 26(2), 179-218.
Larson, L. M., Suzuki, L. A., Gillespie, K. N., Potenza, M. T., Bechtel, M. A., & Toulouse, A. L.
(1992). Development and validation of the counseling self-estimate inventory. Journal of
Counseling Psychology, 39(1), 105-120.
Lauber, C., Anthony, M., Ajdacic-Gross, V., & Rossler, W. (2004). What about psychiatrists’
attitude to mentally ill people? European Psychiatry, 19, 423–427.
Leach, M. M., Stoltenberg, C. D., McNeill, B. W., & Eichenfield, G. A. (1997). Self efficacy and
counselor development: Testing the integrated developmental model. Counselor
Education and Supervision, 37(2), 115-124.
130

Leahy, M. J. (2012). Qualified provider of rehabilitation counseling services. In D.R. Maki &
V.M. Tarvydas (Eds.), The professional practice of rehabilitation counseling (p. 193211). New York, NY: Springer Publishing, Inc.
Lent, R. W., Hill, C. E., & Hoffman, M. A. (2003). Development and validation of the Counselor
Activity Self-Efficacy Scales. Journal of Counseling Psychology, 50(1), 97-108.
Lent, R. W., Hoffman, M. A., Hill, C. E., Treistman, D., Mount, M., & Singley, D. (2006).
Client-specific counselor self-efficacy in novice counselors: Relation to perceptions of
session quality. Journal of Counseling Psychology, 53(4), 453-463.
Lent, R. W., & Maddux, J. E. (1997). Self-efficacy: Building a sociocognitive bridge between
social and counseling psychology. The Counseling Psychologist, 25, 240-255.
Lomax, R. G., & Hahs-Vaughn, D. L. (2012). An introduction to statistical concepts. Taylor &
Francis Group, LLC.
Lustig, D. C., Strauser, D. R., Rice, N. D., & Rucker, T. F. (2002). The relationship between
working alliance and rehabilitation outcomes. Rehabilitation Counseling Bulletin, 46(1),
24-32.
Lustig, D. C., Strauser, D. R., & Weems, G. H. (2004). Rehabilitation service patterns: A
rural/urban comparison of success factors. Journal of Rehabilitation, 70(3), 13-19.
Magliano, L., De Rosa, C., Fiorillo, A., Malangone, C., Guarneri, M., Marasco, C., … &
Working Group of the Italian National Study on Families of Persons with Schizophrenia.
(2004). Beliefs of psychiatric nurses about schizophrenia: A comparison with patients’
relatives and psychiatrists. International Journal of Social Psychiatry, 50, 319–330.
Mallinckrodt, B., & Nelson, M. L. (1991). Counselor training level and the formation of the
psychotherapeutic working alliance. Journal of Counseling Psychology, 38(2), 133-138.
Martin, D. J., Garske, J. P., & Davis, M. K. (2000). Relation of the therapeutic alliance with
outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical
Psychology, 68(3), 438-450.
McAlister, A. L., Perry, C. L., & Parcel, G. S. (2008). How individuals, environments, and
health behaviors interact: Social cognitive theory. In K. Glanz, B. K. Rimer, & K.
Viswanath (Eds.), Health behavior and health education: Theory, research, and practice
(4th ed., pp. 169-188). San Francisco, CA: Jossey-Bass.
McCarthy, A. K. (2014). Relationship between rehabilitation counselor efficacy for counseling
skills and client outcomes. Journal of Rehabilitation, 80(2), 3-11.
McGuire, A. B., White, D. A., Bartholomew, T., Flanagan, M. E., McGrew, J. H., Rollins, A.
L., ... & Salyers, M. P. (2017). The relationship between provider competence, content
exposure, and consumer outcomes in illness management and recovery programs.
Administration and Policy in Mental Health and Mental Health Services Research, 44(1),
81-91.

131

Michaels, P. J., & Corrigan, P. W. (2013). Measuring mental illness stigma with diminished
social desirability effects. Journal of Mental Health, 22(3), 218-226.
Middleton, R. A., Rollins, C. W., Sanderson, P. L., Leung, P., Harley, D. A., Ebener, D., & LealIdrogo, A. (2000). Endorsement of professional multicultural rehabilitation competencies
and standards: A call to action. Rehabilitation Counseling Bulletin, 43(4), 219-245.
Murray, M. G., & Steffen, J. J. (1999). Attitudes of case managers toward people with serious
mental illness. Community Mental Health Journal, 35(6), 505-514.
National Institute of Mental Health. (2013). The numbers count: Mental disorders in America.
Retrieved from http://www.nimh.nih.gov/health/ publications/the-numbers-count-mentaldisorders-in-america/index.shtml
Neale, M. S., & Rosenheck, R. (1995). Therapeutic alliance and outcome in a VA intensive case
management program. Psychiatric Services, 46, 719-721.
Nelson, M. L. (1993). A current perspective on gender differences: Implications for research in
counseling. Journal of Counseling Psychology, 40(2), 200-209.
New Freedom Commission on Mental Health. (2003). Achieving the promise: Transforming
mental health care in America. Final report. Rockville: US Department of Health and
Human Services.
Nissen-Lie, H. A., Havik, O. E., Høglend, P. A., Monsen, J. T., & Rønnestad, M. H. (2013). The
contribution of the quality of therapists’ personal lives to the development of the working
alliance. Journal of Counseling Psychology, 60(4), 483-495.
Nissen-Lie, H. A., Monsen, J. T., & Rønnestad, M. H. (2010). Therapist predictors of early
patient-rated working alliance: A multilevel approach. Psychotherapy Research, 20(6),
627-646.
Nordt, C., Rossler, W., & Lauber, C. (2006). Attitudes of mental health professionals towards
people with schizophrenia and major depression. Schizophrenia Bulletin, 32, 709-714.
Oades, L. G., Deane, F. P., Crowe, T. P., Lambert, W., Kavanagh, D., & Lloyd, C. (2005).
Collaborative recovery: An integrative model for working with individuals who
experience chronic and recurring mental illness. Australian Psychiatry, 13(3), 279-284.
O’Sullivan, D. (2012). The working alliance efficacy among rehabilitation service providers by
education, experience, and disability category. Rehabilitation Research, Policy, and
Education, 26(2-3), 217-228.
Overton, S. L., & Medina, S. L. (2008). The stigma of mental illness. Journal of Counseling and
Development, 86(2), 143-151.
Penn, D. L., & Martin, J. (1998). The stigma of severe mental illness: Some potential solutions
for a recalcitrant problem. Psychiatric Quarterly, 69, 235–247.

132

Peris, T.S., Teachman, B.A., & Nosek, B.A. (2008). Implicit and explicit stigma of mental illness.
Journal of Nervous and Mental Disease, 196, 752–760.
Perlick, D., Rosenheck, R., Clarkin, J., Sirey, J., Salahi, J., Struening, E., & Link, B. (2001).
Adverse effects of perceived stigma on social adaptation of persons diagnosed with
bipolar affective disorder. Psychiatric Services, 52,1627-1632.
Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis.
Routledge.
Remler, D. K., & Van Ryzin, G. G. (2010). Research methods in practice: Strategies for
description and causation. Sage Publications.
Ridgway, P. (2001). Restorying psychiatric disability: learning from first person recovery
narratives. Psychiatric Rehabilitation Journal, 24(4), 335-343.
Rosenthal, D. A., Chan, F., & Livneh, H. (2006). Rehabilitation students’ attitudes toward
persons with disabilities in high- and low-stakes social contexts: A conjoint analysis.
Disability and Rehabilitation, 28, 1517-1527.
Russinova, Z. (1999). Providers’ hope-inspiring competence as a factor optimizing psychiatric
rehabilitation outcomes. Journal of Rehabilitation, 65(4), 50-57.
Russinova, Z., Rogers, E. S., Ellison, M. L., & Lyass, A. (2011). Recovery-promoting
professional competencies: perspectives of mental health consumers, consumer-providers
and providers. Psychiatric Rehabilitation Journal, 34(3), 177-185.
Safran, J , & Muran, J. (1998). The therapeutic alliance in brief psychotherapy: General
principles. In J. Safran & J. Muran (Eds.), The therapeutic alliance in brief
psychotherapy (pp. 217-229). Washington DC: American Psychological Association.
SĂĄnchez, J., Rosenthal, D. A., Chan, F., Brooks, J., & Bezyak, J. L. (2016). Relationships
between world health organization international classification of functioning, disability
and health constructs and participation in adults with severe mental illness. Rehabilitation
Research, Policy, and Education, 30(3), 286-304.
Sartorius, N. (2002). Iatrogenic stigma of mental illness. British Medical Journal, 324, 14701471.
Saunders, J. L., Barros-Bailey, M., Chapman, C., & Nunez, P. (2009). Rehabilitation counselor
certification moving forward. Rehabilitation Counseling Bulletin, 52(2), 77-84.
Schiele, B. E., Weist, M. D., Youngstrom, E. A., Stephan, S. H., & Lever, N. A. (2014).
Counseling self-efficacy, quality of services and knowledge of evidence-based practices
in school mental health. Professional Counselor, 4(5), 467-480.
Schrank, B., & Slade, M. (2007). Recovery in psychiatry. Psychiatric Bulletin, 31(9), 321-325.
Schulze, B. (2007). Stigma and mental health professionals: A review of the evidence on an
intricate relationship. International Review of Psychiatry, 19(2), 137-155.

133

Schwartz, G. L. (2016). The relationship of supervision variables to counseling self-efficacy and
outcome expectations among practicing psychologists (Doctoral dissertation). Andrews
University, Berrien Springs, Michigan.
Schwarzer, R., & Weiner, B. (1991). Stigma controllability and coping as predictors of emotions
and social support. Journal of Social and Personal Relationships, 8, 133-140.
Shultz, K. S., & Chaves, D. V. (1994). The reliability and factor structure of a social desirability
scale in English and in Spanish. Educational and Psychological Measurement, 54(4),
935-940.
Simon, W. E. (1973). Age, sex, and title of therapist as determinants of patients’ preferences.
Journal of Psychology, 83, 145-149.
Sipps, G. J., Sugden, G. J., & Faiver, C. M. (1988). Counselor training level and verbal response
type: Their relationship to efficacy and outcome expectations. Journal of Counseling
Psychology, 35(4), 397-401.
Slade, M. (2010). Mental illness and well-being: The central importance of positive psychology
and recovery approaches. BMC Health Services Research, 10, 26-39.
Smart, J. (2009). Disability, society, and the individual (2nd ed.). Austin, TX: Pro-Ed.
Smith, A. L., & Cashwell, C. S. (2010). Stigma and mental illness: Investigating attitudes of
mental health and non-mental health professionals and trainees. Journal of Humanistic
Counseling, Education, and Development, 49, 189-202.
Smith, A. L., & Cashwell, C. S. (2011). Social distance and mental illness: Attitudes among
mental health and non-mental health professionals and trainees. The Professional
Counselor: Research and Practice, 1(1), 13-20.
Smith, D. (1974). Preferences of university students for counselors and counseling settings.
Journal of College Student Personnel, 15(1), 53-57.
Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling
and Development, 73, 355-360.
Sowers, W. (2005). Transforming systems of care: The American association of community
psychiatrists guidelines for recovery oriented services. Community Mental Health
Journal, 41, 757-774.
Spears, W. H. (2014). Testing counselor trainees’ self-efficacy for identifying behavioral
indicators of the working alliance in family therapy: Can self-efficacy be induced through
feedback? (Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses
database. (UMI No. 3629610)
Stoltenberg, C. D. (1998). An examination of self-efficacy in master’s level counselor trainee.
The social cognitive and developmental model of counselor training. The Counseling
Psychologist, 26, 317–324.

134

Strauser, D. R., Ciftci, A., & O’Sullivan, D. (2009). Using attribution theory to examine
community rehabilitation provider stigma. International Journal of Rehabilitation
Research, 32(1), 41-47.
Strauser, D. R., Lustig, D. C., & Donnell, C. (2004). The relationship between working alliance
and therapeutic outcomes for individuals with mild mental retardation. Rehabilitation
Counseling Bulletin, 47(4), 215-223.
Stull, L. G., McGrew, J. H., Salyers, M. P., & Ashburn-Nardo, L. (2013). Implicit and explicit
stigma of mental illness: Attitudes in an evidence-based practice. Journal of Nervous and
Mental Disease, 201(12), 1072–1079.
Substance Abuse and Mental Health Services Administration. (2010). SAMHSA’s working
definition of recovery: 10 guiding principles of recovery. Retrieved from
http://store.samhsa.gov/shin/content/PEP12-RECDEF/ PEP12-RECDEF.pdf
Substance Abuse and Mental Health Services Administration. (2014). Substance use and mental
health estimates from the 2013 national survey on drug use and health: Overview of
findings. Retrieved from https://store.samhsa.gov/shin/content/NSDUH140904/NSDUH14-0904.pdf
Tang, M., Addison, K. D., LaSure-Bryant, D., & Norman, R. (2004). Factors that influence selfefficacy of counseling students: An exploratory study. Counselor Education and
Supervision, 44(1), 70-80.
Thomas, C. M., Curtis, R. S., & Shippen, M. E. (2011). Counselors’, rehabilitation providers’,
and teachers’ perceptions of mental and physical disabilities. Journal of Counseling and
Development, 89(2), 182-189.
Tipper, R., Mountain, D., Lorimer, S., & McIntosh, A. (2006). Support workers’ attitudes to
mental illness: Implications for reducing stigma. The Psychiatrist, 30(5), 179-181.
Tracey, T. J., & Kokotovic, A. M. (1989). Factor structure of the working alliance inventory.
Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1(3), 207210.
Urbani, S., Smith, M. R., Maddux, C. D., Smaby, M. H., Torres-Rivera, E., & Crews, J. (2002).
Skills-based training and counseling self-efficacy. Counselor Education and Supervision,
42(2), 92-106.
Van Dorn, R. A., Swanson, J. W., Elbogen, E. B., & Swartz, M. S. (2005). A comparison of
stigmatizing attitudes toward persons with schizophrenia in four stakeholder groups:
Perceived likelihood of violence and desire for social distance. Psychiatry, 68(2), 152163.
Wahl, O., & Aroesty-Cohen, E. (2010). Attitudes of mental health professionals about mental
illness: a review of the recent literature. Journal of Community Psychology, 38, 49-62.
Wampold, B. E. (2001). The great psychotherapy debate: Models, methods and findings.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
135

Wassel, A. K. (2014). Internet-based contact programs to fight the stigma of schizophrenia
(Doctoral dissertation). Retrieved from ProQuest Dissertation and Theses database. (UMI
No. 3662334)
Watson, A. C., Corrigan, P., Larson, J. E., & Sells, M. (2007). Self-stigma in people with mental
illness. Schizophrenia Bulletin, 33(6), 1312-1318.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion.
Psychological Review, 92(4), 548-573.
Williams, K. E., & Bond, M. J. (2002). The role of self-efficacy, outcome expectancies and
social support in the self-care behaviors of diabetes. Psychology, Health & Medicine, 7,
127-141.
Wise, J. B. (2002). Social cognitive theory: A framework for therapeutic recreation practice.
Therapeutic Recreation Journal, 36(4), 335-351.
Wong, D. W., Chan, F., Cardoso, E., Lam, C. S., & Miller, S. (2004). Rehabilitation counseling
students’ attitudes toward people with disabilities in three social contexts: A conjoint
analysis. Rehabilitation Counseling Bulletin, 47, 194-204.
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory
factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94.
Young, S. L., & Ensing, D. S. (1999). Exploring recovery from the perspective of people with
psychiatric disabilities. Psychiatric Rehabilitation Journal, 22(3), 219-231.

136