Characteristics of High‐Rated and Low‐Rated Master's Degree Candidates in Counseling and Guidance

Abstract

The relationship between intellective and non‐intellective variables and counseling competence was investigated by comparing student counselors rated as falling within the top 25 percent in overall competence at the end of an evaluation seminar with their counterparts rated in the bottom 25 percent. Competence was operationally defined as a composite of knowledge of counseling theories and techniques, knowledge of and ability to use test data in counseling, and counseling skill. Significant differences between the high‐rated and low‐rated student counselors were observed on the dimension of chronological age, five of six intellective variables, and five of 11 non‐intellective variables.

Graduate Students in Education: A Comparison of Counselor, Supervisor, and Teacher Candidates

“…The female counselor candidates, on the other hand, were much less differentiated on the non intellective variables from their peers in supervision or teaching than the males were. The magnitude and direction of the observed significant differences between female groups in the present study showed only slight similarity to differences reported earlier between females ranked high and low in overall competence by graduate faculty (Jansen, Robb & Bonk 1970) and by peers (Jansen, Robb & Bonk 1972). In those studies, the sociability, emotional stability, and objectivity scales of the GZTS and the MTAI clearly distinguished between females ranked high and low in counseling competence.…”

Differences among Male A, B, and C Master's Degree Candidates in a Counseling Practicum

“…Some investigators have concentrated on differences between counselors rated high and low in effectiveness on the basis of peer ratings (Arbuckle, 1956;Blocher, 1963;Dole, 1964;McDougall, 1961;Steffire, King, & Leafgren, 1962). Others have used ratings by counselor educators as a means for differentiating between the most and least competent counselors (Demos & Zuwaylif, 1966;Jansen, Robb, & Bonk, 1970). Still others have used multiple criteria of counselor effectiveness in their research (Dilley, 1964;Johnson, Shertzer, Linden, & Stone, 1967;Truax, 1970).…”

Intellectual Ability and Counseling Effectiveness: Another View

“…Some indicate no correlation between counselor effectiveness and intellectual ability (McGreevey 1967;Ohlsen 1967;Wittmer & Lister 1971). Other studies have found the two variables to be consistently related (Brown 1960;Dole 1964;Jansen, Robb & Bonk 1970;Luborsky 1958;Steffire, Leafgren & King 1962). Several authorities (Carkhuff 1969.; gest the adoption of this particular system, but to encourage all to look for new and different ways for more effectively teaching practicum.…”