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Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills
Author(s) -
Smaby Marlowe H.,
Maddux Cleborne D.,
Richmond Aaron S.,
Lepkowski William J.,
Packman Jill
Publication year - 2005
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.1556-6978.2005.tb00129.x
Subject(s) - credentialing , psychology , medical education , counselor education , rating scale , scale (ratio) , graduate students , clinical psychology , applied psychology , higher education , pedagogy , medicine , developmental psychology , physics , quantum mechanics , political science , law
The authors investigated whether undergraduates' scores on the Verbal and Quantitative tests of the Graduate Record Examinations and their undergraduate grade point average can be used to predict knowledge, personal development, and skills of graduates of counseling programs. Multiple regression analysis produced significant models predicting total Skilled Counselor Scale (S. Urbani et al., 2002) scores and total Counselor Preparation Comprehensive Examination (Center for Credentialing and Education, 2005) scores. No significant prediction model was found for the Counselor Skills and Personal Development Rating Form (M. P. Wilbur, 1991) Personal Factors scores. It is concluded that educators should recognize the limitations of these admission criteria and assign a weight to them on the basis of what they can and cannot predict.