Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification

This study examined the effects of a 2‐step practice poster session on first‐year doctoral students' self‐efficacy beliefs about making professional presentations, and evaluated the usefulness of an active‐learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self‐efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.