Since the onset of the pandemic schools have reported a 67% increase in mental health services in a survey conducted by study by the National Center for Education Statistics and the U.S. Census Bureau (Panchal, Cox, & Rudowitz 2022). This study investigated the current literature on self-efficacy as it pertains to school psychologists in their role in providing counseling services in hopes to improve and increase services with an emphasis on adolescent aged children. A review of current literature demonstrated that self-efficacy is paramount for school psychologists as self-efficacy increases the use of evidenced based practices and increases fidelity of those practices (Brown & Nicholson Perry, 2018). Literature was examined pertaining to theories that build self-efficacy including Albert Bandura's Social Cognitive Theory, Positive Psychology, and Malow's Hierarchy of Needs; the literature evidenced such constructs to be synonymous with self-efficacy. Self-efficacy can break down known barriers to school psychologists engaging in their potential as a school-based mental health provider. Common themes identified in the literature included competency and training. Therefore, evidenced based practices as they relate to school-based counseling services were also reviewed with a series of workshops developed to encourage self-reflection and the building of self-efficacy to overall improve counseling practices along school psychologists. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]