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Anas, Hasbullah, Amirah, Aina, Zafirah

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tutorial qurhafiz

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Tutorial- Amirah Batrisyia binti Baharudin

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Tutorial 1- Amirah Batrisyia binti Baharudin

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Brown Colorful Doodle Cute Creative Kids Project Presentation

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Kuliah 3 - Proses Pentaksiran Dalam Kaunseling (2)

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SOAL SELIDIK UNTUK KECERDASAN PELBAGAI BAGI ORANG DEWASA (MICA)

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https://docs.google.com/presentation/d/15h8823rUvGieDS4coPF3oD2gtR1aN9FPRkM-jm5p2nY/edit

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pembentangan

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skala yang dapat memperihalkan diri anda. 5 4 3 2 1 Amat tepat sekali Memperihalkan dengan baik Lebih kurang begitu Kurang tepat Tidak berkaitan

Tuliskan nilai yang telah dipilih di sebelah kanan setiap soalan. 1. Saya mencari perkara-perkara yang hendak disiapkan. 2. Saya suka kepada cabaran dan peluang-peluang baru.
3. 4. 5. 6. 7. 8. Bila berhadapan dengan masalah yang rumit, saya akan memberikan banyak masa untuk menyelesaikannya. Saya banyak mengumpulkan maklumat apabila memulakan sesuatu projek yang baru. Saya berasa gelisah apabila sesuatu tidak berjalan dengan lebih baik. Saya akan memberikan segala tumpuan ke atas kerja saya. Saya akan mencari cara-cara untuk membuat kerja dengan lebih cepat. Cara saya merancang projek yang besar ialah memecahkannya kepada kerja-kerja kecil.

9. Saya memikirkan penyelesaian yang unik untuk masalah-masalah.

10. Saya berasa yakin yang saya akan berjaya di dalam apa yang saya cuba lakukan. 11. 12. 13. 14. 15. 16. 17. Saya akan memberitahu pekerja saya apabila pekerjaan mereka tidak dibuat seperti yang dijangkakan. Saya akan mendapatkan orang lain untuk menyokong cadangancadangan saya. Saya akan mengatur pelbagai strategi untuk mempengaruhi orang lain. Tidak kira dengan siapa saya bercakap, saya adalah seorang pendengar yang baik. Saya membuat kerja yang patut dilaksanakan sebelum diminta berbuat demikian oleh orang lain. Saya lebih suka kepada aktiviti-aktiviti yang saya tahu dan selesa bagi saya. Saya akan cuba beberapa kali untuk mendapatkan orang lain membuat

apa yang ingin saya lakukan. 18. 19. 20. 21. 22. Saya akan mendapatkan nasihat daripada orang yang tahu berkenaan dengan masalah yang sedang saya hadapi. Amatlah mustahak bagi saya membuat kerja-kerja bermutu tinggi. Saya bekerja lewat dan membuat pengorbanan diri untuk menyiapkan kerja dalam masa yang ditentukan. Saya tidak pandai menggunakan masa saya dengan baik. Saya akan fikirkan tentang kebaikan dan keburukan berkenaan caracara yang berlainan untuk melaksanakan sesuatu kerja.

23. Saya memikirkan banyak idea-idea baru.

24. Saya akan menukar fikiran saya jika ramai yang tidak bersetuju dengan saya. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. Jika saya marah (ataupun) berduka dengan seseorang, saya akan beritahu orang yang berkenaan. Saya mempengaruhi orang lain dengan idea-idea saya. Saya tidak menggunakan banyak masa berfikir bagaimana cara untuk mempengaruhi orang lain. Saya merasa tidak puas hati apabila saya tidak dapat apa yang saya kehendaki. Saya membuat sesuatu kerja sebelum ianya jelas yang ia benarbenar mesti dilakukan. Saya mengenal pasti peluang-peluang membuat kerja baru. Bila sesuatu perkara merintangi apa yang hendak saya lakukan, saya akan cuba laksanakan apa yang saya mahu. Saya bertindak tanpa merujuk kepada maklumat-maklumat. Pekerjaan yang saya lakukan adalah lebih baik daripada orang lain yang bekerja bersama saya. Saya akan membuat apa saja untuk menyiapkan sesuatu kerja. Saya merasa gelisah apabila masa terbuang begitu sahaja. Saya cuba memikirkan semua masalah yang saya hadapi dan merancang bagaimana mengatasi masalah-masalah berkenaan jika ia berlaku. Bila saya telah memilih satu-satu pendekatan untuk menyelesaikan masalah, saya tidak akan mengubah pendekatan itu dengan yang lain pula. Apabila mencuba sesuatu yang rumit dan mencabar, saya merasa yakin yang saya akan berjaya. Adalah sukar untuk saya mengarah orang membuat kerja. Saya mahukan orang lain melihat bagaimana saya dapat melaksanakan

apa yang telah saya rancang untuk melakukannya. 41. 42. 43. 44. 45. 46. Saya dapatkan orang-orang terkenal untuk menolong saya mencapai matlamat. Saya pernah mengalami kegagalan masa lalu. Saya bertindak sebelum saya pasti yang saya mesti melakukannya. Saya mencuba sesuatu yang baru dan berlainan daripada apa yang saya lakukan dahulu. Bila bersemuka dengan masalah yang rumit, saya cepat-cepat lari kepada perkara yang lain. Apabila membuat sesuatu projek untuk orang lain, saya bertanyakan banyak soalan untuk memastikan yang saya faham akan apa yang dikehendaki. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. Apabila sesuatu yang sedang saya kerjakan ternyata baik, saya tidak menggunakan lebih masa untuk membuatnya lebih elok. Apabila saya membuat sesuatu kerja untuk seseorang, saya akan cuba sedaya upaya membuat orang itu berpuas hati dengan kerja saya. Saya mencari jalan membuat pekerjaan dengan kos yang kurang. Saya akan menyelesaikan masalah apabila ia timbul daripada cuba menjangka kedatangan masalah itu. Saya memikirkan berbagai-bagai cara untuk menyelesaikan masalah. Saya melakukan kerja yang berisiko. Kalau saya tidak bersetuju dengan orang lain, saya akan memberitahu mereka. Saya bersifat mendesak dengan orang lain. Untuk mencapai matlamat saya, saya memikirkan penyelesaian yang memberi manfaat kepada setiap orang yang terlibat dengan masalah itu . Pernah terjadi di mana say mengambil kesempatan dengan orang lain. Saya menunggu arahan daripada orang lain sebelum mengambil apa-apa tindakan. Saya mengambil kesempatan daripada peluang-peluang yang timbul. Saya mencuba beberapa cara untuk mengatasi perkara-perkara yang menghalang dalam mencapai matlamat saya. Saya mahu syarikat saya menjadi syarikat yang terbaik dalam katogorinya Saya mahu syarikat saya menjadi syarikat yang terbaik dalam kategorinya. Saya tidak membiarkan kerja saya mengganggu keluarga atau kehidupan peribadi saya. Saya mendapat sepenuhnya faedah wang yang saya ada untuk

melaksanakan sesuatu projek atau tugas. 64. 65. 66. 67. Saya mengambil pendekatan yang logikal dan sistematik untuk sesuatu aktiviti. Jikalau sesuatu pendekatan untuk mengatasi sesuatu masalah itu tidak berhasil, saya memikirkan suatu pendekatan yang lain pula. Saya berpegang teguh dengan keputusan saya walaupun orang lain tidak bersetuju langsung dengan saya. Saya memberitahu orang lain apa yang harus mereka lakukan walaupun mereka tidak mahu membuatnya. 68. Saya tidak boleh menukar fikiran orang yang mempunyai pendapat atau idea yang teguh. 69. 70. Saya cuba berkenalan dengan orang yang boleh menolong saya mencapai matlamat. Bila saya tidak mengetahui akan sesuatu, saya akan mengakuinya.

Borang Pemarkahan : Analisis Kompetensi Keusahawanan Diri

PENILAIAN UNTUK PERNYATAAN

SKOR

ANGKA PEMBETULAN

JUM SETELAH PEMBETULAN

KOMPETENSI KEUSAHAWANAN INISIATIF MELIHAT DAN MEREBUT PELUANG CEKAL MENCARI MAKLUMAT MENITIKBERATKAN YANG TINGGI MUTU KERJA

___ + ___ + ___ + ___ - ___ + 6 = (1) (15) (29) (43) (57) ___ - ___ + ___ + ___ - ___ + 6 = (2) (16) (30) (44) (58) ___ + ___ + ___ - ___ + ___ + 6 = (3) (17) (31) (45) (59) ___ + ___ - ___ + ___ + ___ + 6 = (4) (18) (32) (46) (60) ___ + ___ + ___ - ___ + ___ + 6 = (5) (19) (33) (47) (61) ___ + ___ + ___ + ___ - ___ + 6 = (6) (20) (34) (48) (62) ___ - ___ + ___ + ___ + ___ + 6 = (7) (21) (35) (49) (63) ___ + ___ + ___ - ___ + ___ + 6 = (8) (22) (36) (50) (64) ___ + ___ - ___ + ___ + ___ + 6 = (9) (23) (37) (51) (65) ___ - ___ + ___ + ___ + ___ + 6 = (10) (24) (38) (52) (66) ___ + ___ - ___ + ___ + ___ + 6 = (11) (25) (39) (53) (67) ___ + ___ + ___ + ___ - ___ + 6 = (12) (26) (40) (54) (68) ___ - ___ + ___ + ___ + ___ + 6 = (13) (27) (41) (55) (69) ___ - ___ - ___ - ___ + ___ + 18 = (14) (28) (42) (56) (70)

_____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ ___________________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ _____- ____________________= ___________________________ ___________________________= FAKTOR PEMBETULAN

KOMITMEN TERHADAP PERJANJIAN KERJA BERORIENTASIKAN KECEKAPAN KE ARAH YANG

MEMBUAT PERANCANGAN SISTEMATIK PENYELESAIAN MASALAH KEYAKINAN DIRI KETEGASAN

KEMAMPUAN MENYAKINKAN ORANG LAIN MAMPU MENGGUNAKAN STRATEGI PENGARUH

ARAHAN: 1. Masukkan skor setelah pembetulan untuk tiap-tiap kompetensi ke dalam graf profil di bawah dengan menandakan X di atas garisan melintang pada skor yang berkaitan, bertentangan dengan satu-satu kompetensi itu. 2. Lukis garisan tebal di atas garisan melintang dari garisan tegak 0 melalui tanda X yang telah anda lakukan. Misalnya, jika skor untuk inisiatif ialah 19, melihat dan merebut peluang ialah 24, kecekalan ialah 16 dan seterusnya.

Contoh Inisiatif Melihat dan merebut peluang Kecekalan

10

15

20

25

0 1 2 3 4 5 6 7 8 9 10 11 12 13 Inisiatif Melihat dan merebut peluang Kecekalan Mencari maklumat Menitikberatkan mutu kerja yang tinggi Komitmen kepada perjanjian kerja Orientasi ke arah kecekapan Membuat perancangan yang sistematik Penyelesaian masalah Keyakinan diri Ketegasan Kemampuan meyakinkan orang lain Kemampuan menggunakan strategi pengaruh

10

15

20

25

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Soal Selidik Kompetensi Keusahawanan Diri

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1 Which one of the five is least like the other four?

Bear Snake Cow Dog Tiger

2 If you rearrange the letters "BARBIT", you would have the name of a:
Ocean Country State City Animal

3 Which one of the five designs makes the best comparison?

4 Which one of the five is least like the other four?

Potato Corn Apple Carrot Bean

5 Which one of the five designs makes the best comparison?

6 John, twelve years old, is three times as old as his brother. How old will John be when he is twice as old as his brother?
15 16 18 20 21

7 Which one of the five makes the best comparison? BROTHER IS TO SISTER AS NIECE IS TO:
Mother Daughter Aunt Uncle Nephew

8 Which one of the five designs is least like the other four?

A Z F N E

9 Which one of the five makes the best comparison? MILK IS TO GLASS AS LETTER IS TO:
Stamp Pen Envelope Book Mail

10 Which one of the five is least like the other four?

11 Which one of the five choices makes the best comparison? LIVE is to EVIL as 5232 is to:
2523 3252 2325 3225 5223

12 "If some Smaugs are Thors and some Thors are Thrains, then some Smaugs are definitely Thrains." This statement is:

True False Neither

13 Which one of the five designs is least like the other four?

14 Which one of the five makes the best comparison? TREE IS TO GROUND AS CHIMNEY IS TO:
Smoke Brick Sky Garage House

15 Which one of the numbers does not belong in the following series?
9 7 8 6 7 5 6 3

16 Which one of the five is least like the other four?

Touch Taste Hear Smile See

17 Which one of the five designs makes the best comparison?

18 Jack is taller than Peter, and Bill is shorter than Jack. Which of the following statements would be most accurate?
Bill is taller than Peter. Bill is shorter than Peter. Bill is as tall as Peter. It is impossible to tell.

19 Which one of the five is least like the other four?

Stocking Dress Shoe Purse Hat

20 Which one of the five makes the best comparison? CAACCAC is to 3113313 as CACAACAC is to:
13133131 13133313 31311131 31311313 31313113

21 If you rearrange the letters "RAPIS", you would have the name of a:
Ocean Country State City Animal

22 Which one of the designs is least like the other four?

23 Which one of the five makes the best comparison? BULLET IS TO GUN AS BALL IS TO:
Bat Slingshot Cannon Pitcher Catapult

24 If some Bifurs are Bofurs and all Gloins are Bofurs, then some Bifurs are definitely Gloins." This statement is:
True False Neither

25 Which one of the designs is least like the other four?

26 Which one of the letters does not belong is the following series?
A D G I J M P S

27 Which one of the five designs makes the best comparison?

28 The price of an article was cut 20% for a sale. By what percent must the item be increased to again sell the article at the original price?
15% 20% 25%

30% 40%

29 Which one of the five is least like the other four?

Copper Iron Brass Tin Lead

30 Which one of the five designs makes the best comparison?

31 Which one of the five is least like the other four?

Bottle Cup Tub Funnel Bowl

32 Mary had a number of cookies. After eating one, she gave half the remainer to her sister. After eating another cookie, she gave half of what was left to her brother. Mary now had only five cookies left. How many cookies did she start with?

11 22 23 45 46

33 Which one of the five is least like the other four?

Wheat Hay Barley Oats Rice

34 Which one of the numbers does not belong is the following series?
2 3 6 7 8 14 15 30

35 Which one of the five designs makes the best comparison?

36 "A spaceship received three massages in a strange language from a distant planet. The astonauts studied these messages and

found that "Elros Aldarion Elendil" means "Danger Rocket Explosion" and "Edain Mnyatur Elros" means "Danger spaceship Fire" and "Aldarion Gimilzor Gondor" means "Bad Gas Explosion". What does "Elendil" mean?
Danger Explosion Nothing Rocket Gas

37 Which one of the five is least like the other four?

38 Which one of the five makes the best comparison? BELT IS TO BUCKLE AS SHOE IS TO:
Sock Toe Foot Lace Sole

39 Which one of the five designs is least like the other four?

40 John received $.41 change from a puchase in the drugstore. If he received six coins, three of the coins had to be:
Pennies Nickels Dimes Quarters Half-Dollars

41 Which one of the five designs is least like the other four?

42 If you rearrange the letters "MANGERY", you would have the name of a:
Ocean Country State City Animal

43 Which one of the five designs makes the best comparison?

44 "If all Wargs are Twerps and no Twerps are Gollums, then no Gollums are definitely Wargs." This statement is:
True False Neither

45 Which one of the five is least like the other four?

Horse Kangaroo Zebra Deer Donkey

46 Which one of the designs does not belong in the following series?

47 Which one of the five makes the best comparison? FINGER IS TO HAND AS LEAF IS TO:
Tree Branch Blossom Twig Bark

48 "John's mother sent him to the store to get 9 large cans of peaches. John could only carry 2 cans at a time. How many trips to the store did John have to make?
4 4 1/2 5 1/2 6

49 Which one of the five designs is least like the other four?

50 Which one of the five makes the best comparison? FOOT IS TO KNEE AS HAND IS TO:
Finger Elbow Toe Leg Arm

51 Which one of the five designs is least like the other four?

52 Mary was both 13th highest and 13th

lowest in a spelling contest. How many people were in the contest?

13 25 26 27 28

53 Which one of the five makes the best comparison? WATER IS TO ICE AS MILK IS TO:
Honey Cheese Cereal Coffee Cookie

54 Which one of the numbers does not belong is the following series:
1 2 5 10 13 26 29 48

55 Which one of the five is least like the other four?

Ham Liver Salmon Pork Beef

56 "If all Fleeps are Sloops and all Sloops

are Loopies, then all Fleeps are definitely Loopies." This statement is:
True False Neither

57 Which one of the five designs makes the best comparison?

58 Which one of the five is least like the other four?

Inch Mile Acre Yard Foot

59 Which one of the five designs makes the best comparison?

60 "A fish has a head 9" long. The tail is equal to the size of the head plus one-half

the size of the body. The body is the size of the head plus the tail." How long is the fish?
27" 54" 63" 72" 81"

http://stanfordbinet.net/

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Test Stanford Binet - Free download as Word Doc (.doc), PDF File (.pdf), Text File (.txt) or read online for free.

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PENTADBIRAN SKALA KONSEP KENDIRI TENNESSE (TSCS)

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PENTADBIRAN SKALA KONSEP KENDIRI TENNESSE (TSCS)

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SOAL SELIDIK SKALA KONSEP KENDIRI TENNESSEE (TSCS)

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SOAL SELIDIK SKALA KONSEP KENDIRI TENNESSEE (TSCS)

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INVENTORI PERSONALITI EYSENCK JUNIOR (JEPI)

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INVENTORI PERSONALITI EYSENCK JUNIOR (JEPI)

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PENTADBIRAN DAN PENTAFSIRAN BIG FIVE INVENTORY (BFI)

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PENTADBIRAN DAN PENTAFSIRAN BIG FIVE INVENTORY (BFI)

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The Counselling Self Estimate Inventory (COSE) is a 37-item self-report questionnaire designed to measure a clinician's self-efficacy. It is appropriate for use with psychologists, psychiatrists, counsellors, trainees in these disciplines, and other mental health clinicians engaged in therapy with clients.

The COSE measures five areas of counselling self-efficacy:

1. performance of micro skills

2. developing an awareness of the process

3. working with challenging clients

4. developing cultural competence

5. awareness of self-values

The COSE can be used to help clinicians engage in reflective practice or in the context of supervision to start a discussion around professional confidence and areas to focus on for skills development. Although the COSE is not a direct measure of counselling skills, it does measure self-perception and confidence in the ability to provide counselling.

In the context of supervision and/or training it can be helpful to administer the scale longitudinally, for example 6 months apart, to assess any change in confidence over time.

Clinician self-efficacy is an avenue through which counselling skills are learned as it enhances the ability to persevere when challenged and allows greater incorporation of critical feedback (Barnes, 2004). Based on this orientation, clinicians with higher levels of self-efficacy may put greater effort into skill development, as they have confidence in their ability to be successful. Counselling self-efficacy is essential to actual skill development (Stoltenberg, McNeill, & Delworth, 1998). Research has shown that practice and feedback on practice have an impact on self-efficacy, such that positive experiences enhance counsellor self-efficacy, which leads to greater problem solving (Daniels & Larson, 2001). Without development of self-efficacy and confidence, clinicians can struggle with basic skill development.

Psychometric Properties

The COSE has become one of the most widely used, psychometrically sound instruments measuring counsellor's feelings of counselling skills (Larson & Daniels, 1998). It has been used in many empirical studies and a variety of countries, including Australia, Hong Kong, Ireland, Malaysia, Canada, Germany, Philippines, South Africa, Japan, Thailand, Turkey, United Arab Emirates, and the USA.

Construct validity has been demonstrated through factor analyses, which resulted in the current five-factor model (Larson & Daniels, 1998). The COSE has sound psychometric properties, with a Cronbach's alpha of .92 - .93 (Larson et al., 1992; Meyer, 2015) and test-retest reliability of .83 over a 3-week period (Larson et al., 1992).

Li et al. (2018) provided normative data from a sample of masters level counselling students, with the following means and standard deviations.

Total Score - Mean 4.46 SD 0.68

Micro-skills - Mean 4.69 SD 0.71

Counselling Process - Mean 4.25 SD 0.80

Dealing With Difficult Client Behaviours - Mean 4.15 SD 0.94

Cultural Competence - Mean 4.76 SD 0.83

Awareness of Values - Mean 4.53 SD 0.83

Scoring and Interpretation

A total average score is calculated to reflect one's general counselling self-efficacy with a higher score representing a higher degree of confidence in one's counselling skills. Possible average scores range from 1 to 6 and are calculated by summing responses divided by the number of items in the scale.

Percentiles are also presented for the total score and each subscale, calculated in comparison to a sample of masters level counselling students (Li et al., 2018). Interpretation of scores using percentiles can be helpful to contextualise results in comparison to typical patterns of responding. A percentile of 50 represents an average response in comparison to counselling trainees. There is no normative data available for experienced professionals.

Subscale average scores are calculated to determine self-efficacy in the five counselling skills areas:

1. Micro-skills (Items 1, 3, 4, 5, 8, 10, 11, 12, 14, 17, 32, 34). The counsellor's confidence that they can effectively perform counselling skills such as active listening, conceptualising client problems, and appropriately ending sessions.

2. Counselling Process (Items 6, 9, 16, 18, 19, 21, 22, 23, 31, 33). The counsellor's confidence in their perception of therapeutic alliance, their own communication, their interpretation of client responses, and their assessment of important client issues.

3. Dealing With Difficult Client Behaviours (Items 15, 20, 24, 25, 26, 27, 28). The counsellor's confidence in dealing with clients who lack motivation, in dealing with crisis situations, or in dealing with noncommittal or indecisive clients.

4. Cultural Competence (Items 29, 30, 36, 37). The counsellor's confidence in their ability to help clients from various cultural backgrounds.

5. Awareness of Values (Items 2, 7, 13, 35). The counsellor's awareness of their own values and biases and their confidence that they won't let these interfere with the counselling process.

High total COSE scores have been shown to have a strong positive correlation with self-esteem, competence in problem solving effectiveness, more positive expectations of client outcome, and execution of counselling micro skills.

Particularly high scores (above 5) in the context of training or supervision may be indicative of overconfidence, defensiveness, nervousness about unfavourable supervisor evaluation or concern that the scale is being used as a measure of professional competence. It is therefore important to interpret results in light of the trust established between assessor and respondent and the context in which it was administered.

Moderate scores (between 3 and 5) are associated with therapists who are likely to be open to critical feedback (from clients or supervisor). These scores are indicative of a clinician who has healthy confidence and is likely to persevere when challenged.

Low scores may be indicative of someone who has struggled with their skill development or who has pervasive difficulties with confidence. People who score very low (2 or less) many experience constructive feedback (from supervisor or client) as demoralising. The COSE negatively correlates with state and trait anxiety (Larson et al., 1992).

Easton et al. (2008) examined the relationship between counsellor self-efficacy, emotional intelligence and judgment. Results demonstrated that all five COSE subscales were related to awareness and identification of emotions, use of emotion in problem solving, and use of emotion in adaptation.

When interpreting COSE results it may be helpful to also administer the Professional Self Doubt Scale, which measures a related construct.

Nineteen of the items (2, 6, 7, 9, 16, 18, 19, 21, 22, 23, 24, 26, 27, 28, 31, 33, 35, 36, & 37) are reverse coded.

Developer

Larson, L. M., & Suzuki, L. A. (1992). Development and Validation of the Counseling Self-Estimate Inventory. Journal of Counseling Psychology; Washington, 39(1), 105-105.

Reference

Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education and Supervision, 44, 56-69.

Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41, 120-130.

Easton, C., Martin, W. E., & Wilson, S. (2008). Counselor prepa-ration. Emotional intelligence and implications for counseling self-efficacy: Phase II. Counselor Education and Supervision, 47, 218-232.

Larson, L. M., & Daniels, J. A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26, 179-218.

Li, C., Lu, J., Bernstein, B., & Bang, N. M. (2018). Counseling Self-Efficacy of International Counseling Students in the U.S.: the Impact of Foreign Language Anxiety and Acculturation. International Journal for the Advancement of Counselling; The Hague, 40(3), 267-278. https://doi.org/10.1007/s10447-018-9325-3

Meyer, J. M. (2015). counselling Self-Efficacy: On-Campus and Distance Education Students. Rehabilitation counselling Bulletin, 58(3), 165-172. https://doi.org/10.1177/0034355214537385

# data[].attributes.attachment_link.title
Counselling Self Estimate Inventory (COSE)

# data[].attributes.attachment_link.description
The Counselling Self Estimate Inventory (COSE) is a 37-item self-report questionnaire designed to measure a clinician's self-efficacy. It is appropriate for use with psychologists, psychiatrists, counsellors, trainees in these disciplines, and other mental health clinicians engaged in therapy with clients.The COSE measures five areas of counselling self-efficacy:performance of micro skillsdeveloping an awareness of the processworking...

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Inventori Kerjaya- Borang Minat Rothwell-Miller

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Inventori Kerjaya- Borang Minat Rothwell-Miller

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UJIAN PERSONALITI - BIG FIVE INVENTORY (BFI)

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UJIAN PERSONALITI - BIG FIVE INVENTORY (BFI)

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Khuzairi, Ibrahim, Hazirah, Khadijah, Ravena

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Kuliah 2 - Proses Pentaksiran Dalam Kaunseling (1)