Advocacy is considered a core competency within the field of counseling psychology, however more attention is needed to the training and assessment of advocacy competence for counselors-in-training. This study utilized Ratts and Ford’s (2010) Advocacy Competencies Self-Assessment survey to measure self-perceived advocacy competence of master’s and doctoral students within counseling (Council for Accreditation of Counseling and Related Educational Programs–accredited) and counseling psychology (American Psychological Association–accredited) programs. An exploratory factor analysis suggested 3 underlying factors in self-reported advocacy competence: Alliance Building and Systems Collaboration, Action and Assessment, and Awareness Building. Master’s and doctoral students displayed marginal differences in Advocacy Competencies Self-Assessment scores with doctoral students scoring slightly higher in the Awareness Building factor. Respondents’ perceived level of advocacy importance was a significant predictor of advocacy competence. Program characteristics (advocacy-related resources and opportunities to engage in advocacy activities) were also significant predictors of perceived competence. We propose a developmental model of advocacy competency acquisition as a basis for future research on assessment and training of advocacy skills.

中文翻译：

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倡导倡导：关于学生倡导技能和咨询心理学培训的探索性调查。

倡导被认为是咨询心理学领域的核心能力，但需要更多地关注培训辅导员的倡导能力的培训和评估。本研究利用 Ratts 和 Ford (2010) 的倡导能力自我评估调查来衡量硕士和博士生在咨询（咨询和相关教育计划认证委员会 - 认可）和咨询心理学（美国心理学会 -认可）计划。一项探索性因素分析表明，自我报告的倡导能力有 3 个潜在因素：联盟建设和系统协作、行动和评估以及意识建设。硕士和博士生在宣传能力自我评估分数上显示出边际差异，博士生在意识建设因素中的得分略高。受访者对倡导重要性的感知水平是倡导能力的重要预测因素。项目特征（与倡导相关的资源和参与倡导活动的机会）也是感知能力的重要预测因素。我们提出了一个倡导能力获取的发展模型，作为未来对倡导技能评估和培训的研究的基础。项目特征（与倡导相关的资源和参与倡导活动的机会）也是感知能力的重要预测因素。我们提出了一种宣传能力获取的发展模型，作为未来宣传技能评估和培训研究的基础。项目特征（与倡导相关的资源和参与倡导活动的机会）也是感知能力的重要预测因素。我们提出了一个倡导能力获取的发展模型，作为未来对倡导技能评估和培训的研究的基础。