Counselor education requires a comprehensive curriculum including entry-level courses as counseling skills and techniques which foster students’ basic knowledge in counseling and perceived counseling self-efficacy (CSE). Counselor candidates are provided opportunities to observe skills and techniques in practice through video modeling (VM) as one of the most favored teaching methods. The use of VM is not a common method in counselor training in Turkey; therefore, first aim of the current study was to investigate how VM-integrated counseling skills and techniques course affected students’ perceived counseling techniques efficacy and CSE. The second aim was to gain a deeper understanding of the use of VM as a teaching method in this course. A mixed-methods sequential explanatory design was used. The research setting of the current study was the undergraduate counseling skills and techniques course that integrated 10 previously developed short videos about counseling techniques or processes. There were 41 third-year students enrolled in this course who participated in the study (quantitative phase). Seven voluntary students (out of 41) participated in the focus group (qualitative phase). The paired samples t-test was applied to analyze the effectiveness of VM and the content analyses were conducted to examine qualitative data. Results showed that the VM-integrated course increased students’ perceived efficacy in using techniques and general CSE. Results of the focus group were categorized under four themes and provided critical insights to better understand the factors leading to increased self-efficacy. The results of this study were discussed in the light of previous literature on counselor education.

辅导员教育需要综合课程，包括入门级课程，作为辅导技能和技巧，培养学生的辅导基础知识和感知的辅导自我效能感（CSE）。通过作为最受欢迎的教学方法之一的视频建模 (VM)，辅导员候选人有机会在实践中观察技能和技巧。在土耳其，VM 的使用并不是辅导员培训中的常用方法；因此，本研究的第一个目的是调查 VM 整合咨询技能和技术课程如何影响学生感知的咨询技术功效和 CSE。第二个目标是更深入地了解使用 VM 作为本课程的教学方法。使用混合方法顺序解释设计。本研究的研究背景是本科生咨询技能和技巧课程，整合了 10 个以前开发的关于咨询技巧或过程的短片。本课程招收了 41 名三年级学生，他们参与了研究（定量阶段）。七名志愿学生（共 41 名）参加了焦点小组（定性阶段）。应用配对样本 t 检验来分析 VM 的有效性，并进行内容分析以检查定性数据。结果表明，VM 集成课程提高了学生在使用技术和一般 CSE 方面的感知效能。焦点小组的结果分为四个主题，并提供了重要的见解，以更好地理解导致自我效能提高的因素。