A two dimensional diagnostic classification plan was devised and put into operational use. One dimension indicates the kind of problem which was developed and worked on in counseling; the other dimension indicates the cause of the problem. An analysis of a college counseling case load over a 4 year period showed that vocational problems caused by lack of understanding of self constituted almost half of the total case load and that the nature of the case load was remarkably stable from year to year. The average number of interviews for different diagnostic codes was determined. The nature of the case load of high school counselors was found to be quite similar to that of college counselors. Other uses of the plan were discussed.

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While not an ultimate criterion of professional competence, acceptable academic performance in graduate school is a prequisite which the professional counselor must meet. Tests of academic ability have frequently been used to select prospective counselors; however, the validity of such tests for this specific task has not been well established. Of particular importance has been the lack of a uniform criterion of academic success for all members of a sample under investigation. How then do some of the commonly used predictors perform when certain refinements of the criterion are made?The prediction study reported here was replicated on three groups of graduate students in counseling and guidance. There were two relatively unique aspects to the study. First, all students in a group took identical courses at the same time from the same instructors (with the exception of a split section course in one of the groups). This is in contrast to studies using a criterion based on varying amounts of graduate work taken in varying subjects at different times from different instructors. Second, for two of the groups, two overall criteria of academic success were used, the traditional grade point average and total numerical points earned in courses. Given the above conditions, the following questions were asked.1. What is the relative effectiveness of certain commonly used academic aptithde tests in predicting the academic achievement of graduate students in counseling and guidance? 2. Is academic achievement evaluated in terms of grade point average as predictable as academic achievement evaluated in terms of total numerical points?3. When the tests are used in combination rather than singly, are the increases in the correlation with the criteria of practical importance?Results from a preliminary investigation indicated that one of the predictors, the Ohio State University Psychological Test, might provide