Clinical predictions made by mental health practitioners are compared with those using statistical approaches. Sixty-seven studies were identified from a comprehensive search of 56 years of research; 92 effect sizes were derived from these studies. The overall effect of clinical versus statistical prediction showed a somewhat greater accuracy for statistical methods. The most stringent sample of studies, from which 48 effect sizes were extracted, indicated a 13% increase in accuracy using statistical versus clinical methods. Several variables influenced this overall effect. Clinical and statistical prediction accuracy varied by type of prediction, the setting in which predictor data were gathered, the type of statistical formula used, and the amount of information available to the clinicians and the formulas. Recommendations are provided about when and under what conditions counseling psychologists might use statistical formulas as well as when they can rely on clinical methods. Implications for clinical judgment research and training are discussed.

Clinical and educational experience is one of the most commonly studied variables in clinical judgment research. Contrary to clinicians' perceptions, clinical judgment researchers have generally concluded that accuracy does not improve with increased education, training, or clinical experience. In this meta-analysis, the authors synthesized results from 75 clinical judgment studies where the experience of 4,607 clinicians was assessed in relation to the accuracy of their judgments about mental health (e.g., diagnosis, prognosis, treatment) and psychological issues (e.g., vocational, personality). The authors found a small but reliable effect, d = .12, showing that experience, whether educational or clinical, is positively associated with judgment accuracy. This small effect was robust across several tested moderator models, indicating experienced counselors and clinicians acquire, in general, almost a 13% increase in their decision-making accuracy, regardless of other factors. Results are discussed in light of their implications for clinical judgment research and for counseling psychology training and practice.

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To assess the impact of a holistic career and life planning course on college students. the authors asked 209 students in treatment and control groups to complete measures of career development. Results indicate that the course significantly increases vocational identity and career decision-making selfefficacy and decreases career indecision.ollege students have a variety of developmental needs, inchding the need to address issues of personal and vocational identity (Chickering C & Reisser, 1993). In terms of career needs, Super (1990) theorized that traditional-aged college students are typically making the transition from tentative vocational preferences to more specific goals and plans. Nontraditional students, who now make up a substantial percentage of many college enrollments, have career needs that reflect their specific life transitions (Splete, 1996). The developmental transitions for traditional and nontraditional students are not always smooth and often pose challenges for students. For example, college students fiequently change their career plans and majors while in college (Pascarella & Terenzini, 1991), and many have concerns, such as anxiety stemming fi-om career indecision, a lack of confidence about the career exploration process, limited self-knowledge, and limited occupational information (Mauer & Gysbers, 1990). In other words, most students have a~ variety of developmentally based needs concerning their careers, including decision making and exploration.Colleges often attempt to meet students' career-related needs with some form of career and life planning course. These courses typically focus on selfassessment, career exploration, and decision making. Surprisingly little research, however, has assessed the effectiveness of career and life planning courses with college students, despite the high frequency of their use. Whereas a few studies have reported positive effects of career and life planning courses on college students (

The present study examines the relationship between the polar dimensions of the Myers-Briggs Type Indicator (MBTI) and the Personal Style Scales of the Strong Interest Inventory (SII). The sample consisted of 426 undergraduate students who completed both instruments as part of a career and life-planning course. Results indicate that the Personal Style Scales of the SII are related to the MBTI polar dimensions in various combinations. Implications of these results for career counselors are provided.