The Graduate Record Examination, 16 PF Questionnaire, and Counseling Effectiveness

An Investigation of Nonacademic Admission Criteria for Doctoral‐Level Counselor Education and Similar Professional Programs

“…Research outcomes such as professional suitability or counseling effectiveness have provided limited results. Academic criteria such as grade point averages (GPAs) and scores on tests, such as the Graduate Record Examination (GRE) and the Miller Analogies Test (MAT), are more predictive of academic rather than professional or counseling success (Camp & Clawson, 1979;Hosford et al, 1984;Ingram, 1983;Littlepage, Bragg, &Rust, 1978;Omizo & Michael, 1979;Wittmer & Lister, 1971; Young, 1986). Rogers (1969Rogers ( ,1970 recommended criteria for selecting doctoral students: intelligence or problem-solving ability, empathic skills, and curiosity.…”

The Relationship of Counselor Characteristics and Counseling Effectiveness

“…The validity of client assessment of counselor performance, however, is uncertain (Bishop, 1971;Brown & Cannaday, 1969;Mcllvaine, 1973). A similar study Wittmer & Lister, 1971) compared 53 subjects' scores on the 16PF and GRE with supervisors' ratings on the Counselor Evaluation Rating Scale (CERS). While the scores on the GRE were unrelated to the CERS, a significant correlation (.41) was found between supervisor ratings on this scale and an index of predicted counseling effectiveness derived from the 16PF specification equation (McClain, 1968).…”

Paraprofessional Trainees and Counselor Education Students: A Comparison of Personality and Predicted Counseling Effectiveness

“…The beta weights for the regression equation, used to predict the counseling effectiveness of both groups, were derived from research involving a large group of effective school counselors in Tennessee (McClain 1968). Previous research (Wittmer & Lister 1971) indicated a correlation of .41 between effective counseling scores derived from the regression equation and actual counseling effectiveness.…”

“…; and professional organizations (APGA 1965;ACES 1965) have emphasized the need to .identify candidates for admission who have potential for developing effective client relationships. Other traditional criteria for entrance into graduate training programs-academic test scores and grade point averages-have been found to have little or no correlation with counselor effectiveness (Arbuckle 1968;Bergin & Solomon 1963;Wittmer & Lister 1971).…”