Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills

Abstract

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.

Predictors of Success on the Counselor Preparation Comprehensive Examination

“…GRE-V scores were also the strongest predictor of the probability of passing the CPCE on the first attempt. These data confirm the results reported by Smaby et al (2005) regarding the relationship between CPCE scores and the independent variables UGPAs, GRE-V scores, and GRE-Q scores. With a smaller sample (n = 80), Smaby et al reported an overall percent CPCE-Total scores variance accounted for (R 2 = .35) by the predictors and bivariate correlations consisting of .27 for UGPAs, .53 for GRE-V scores, and .34 for GRE-Q scores.…”

“…For the CPCE subscales, the predictor variables account for only 3% to 16% of the variability in these scores. These values are similar to, but in some cases slightly lower than, those reported by Smaby et al (2005). Although UGPAs, GRE-V scores, and GRE-Q scores can seemingly significantly predict score performance on the CPCE-Total and various subscales, a great deal of variability exists in performance that is caused by other academic or professional preparation factors.…”

Journal of Counselor Preparation and Supervision Volume 2, Number 1

“…Smaby, Maddux, Richmond, Lepkowski and Packman (2005) found academic measures such as entrance examinations and undergraduate grades were not accurate ways to assess or predict personal development. Personal development is "an individual"s ability to develop increased understanding of self and to translate this understanding into effective counseling and social interactions" (Smaby,et.…”

“…Personality characteristics and level of selfawareness are less easy to quantify than a test score such as the GRE. Therefore, a disadvantage to this admissions model might be the need to balance objective measures with these less quantifiable, yet qualitative measures that the literature suggest should be considered in screening potential candidates for counselor education programs (Leverett-Main, 2004;Smaby et al, 2005).…”

The Journal of Counselor Preparation and Supervision Volume 3, Number 2

“…We have conceptualized our admissions process under the assumption that there are quantifiable criteria that are predictive of successful completion of a graduate level program in counseling (Schmidt, Homeyer & Walker, 2009;Smaby, Maddox, Richmond, Lepowski, & Packman, 2005) and begin our admissions process with an application review. Using an Application File Review Rating Form (see Appendix A), faculty rate applicants on (a), writing proficiency (as evidenced in a written statement required with each application), (b), academic potential (as evidenced by undergraduate grade point average and grades in any graduate coursework that have been completed), (c), dispositional potential (as evidenced by experience as well as letters of recommendation), and (d), overall fit with the counseling profession and this program (as evidenced by the completed application packet).…”