Developing emotional intelligence and counseling self-efficacy in clinical education in healthcare chaplaincy: A multi-center pre-post study

Csaba Szilagyi^1*Patricia K. Palmer²Paul Galchutt¹Kristin Langstraat³George Fitchett¹

• ¹College of Health Sciences, Rush University, Chicago, Illinois, United States
• ²Woodruff Health Sciences Center, Emory University, Atlanta, United States
• ³TriHealth, Cincinnati, Ohio, United States

Introduction: Emotional intelligence (EI) and counseling self-efficacy (CSE) are critical qualities for healthcare chaplains who support individuals experiencing emotional and spiritual distress. Clinical Pastoral Education (CPE) is the primary clinical learning environment for developing EI and counseling skills in spiritual care practice. While limited research suggests CPE's positive effects on personal and professional development, existing studies have methodological limitations. This study addressed these gaps by using validated instruments in a multi-site, pretest-posttest design. We investigated changes in EI and CSE during CPE, predicting factors, and the relationship between EI and CSE changes among CPE students participating in their initial CPE unit (i.e., interns) and CPE residency programs (i.e., residents). Methods: We used the Schutte Self-Report Emotional Intelligence Test and the Counselor Activity Self-Efficacy Scales to assess changes in EI and CSE. Students at ACPE-accredited CPE centers across the United States completed pre- and post-training surveys, along with mid-residency surveys for residents. Statistical analyses evaluated changes over time, compared interns and residents, and explored relationships between EI and CSE. Linear regression models identified significant predictors of pre-to-post changes. Results: Our sample included 196 participants (mean age = 45.08 years, 47.4% female) from 9.6% (29) of accredited CPE centers across the United States, with 95.9% of participants completing their training in healthcare settings. We found significant increases in EI and CSE among both CPE interns and residents (p < .001), with moderate to large effect sizes for EI and CSE. EI gains significantly predicted CSE improvements for both groups, with moderate correlations between EI and CSE changes. More CPE (residents vs. interns) facilitated greater increases in outcome variables, and longer program duration predicted greater EI gains for interns. The mode of delivery—in-person, hybrid, or online—did not significantly impact EI and CSE gains. Conclusion: This study demonstrates that participants' EI and CSE significantly increased during their clinical education. Results show a strong relationship between EI and CSE development, suggesting that EI growth contributes to increased confidence in counseling abilities. Findings support CPE’s effectiveness in fostering essential skills for spiritual care providers, regardless of delivery modality or participant demographics.