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Academic Criteria, Experiential Background, and Personal Interviews as Predictors of Success in a Counselor Education Program
Author(s) -
HOSFORD RAY E.,
JOHNSON MARK E.,
ATKINSON DONALD R.
Publication year - 1984
Publication title -
counselor education and supervision
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.608
H-Index - 40
eISSN - 1556-6978
pISSN - 0011-0035
DOI - 10.1002/j.1556-6978.1984.tb00616.x
Subject(s) - psychology , experiential learning , test (biology) , miller , medical education , higher education , counselor education , selection (genetic algorithm) , applied psychology , clinical psychology , social psychology , pedagogy , medicine , paleontology , ecology , artificial intelligence , political science , computer science , law , biology
A 4‐year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product‐moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty‐ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance ( p < .09). Implications for future research and limitations of the study are discussed.