Different needs, interests, and abilities of effective and ineffective counselor trainees: Implications for counselor selection.

Abstract

This study compared the scores obtained on the Minnesota Importance Questionnaire, the Strong Vocational Interest Blanks for Men and Women, and the General Aptitude Test Battery by groups of relatively effective and relatively ineffective counselor trainees. The trainees completed the tests prior to their first practicum experience and were evaluated by their practicum supervisors at the end of each of their practica. The subjects were classified as relatively effective (n = 32), relatively ineffective (n = 30), or indeterminant (n = 12) on the basis of their practicum supervisor's evaluations. The scores of the relatively effective ana relatively ineffective trainees were compared using one-way analyses of variance. The data revealed significant differences in the needs, interests, and abilities of the groups. The relevance of these findings for the selection of counselor trainees is discussed.It is widely believed that personal and nonintellective qualities are basic to effective functioning in a counseling relationship (Rogers, 1962;Traux & Carkhuff, 1967;Williamson, 1965). Accordingly, counselor educators have advocated the use of scores on personality and interest tests in lieu of or in addition to Graduate Record Examination (GRE) scores for predicting success in counselor training. Several investigators (e.g., Heikkinen & Wegner, 1973;Jansen, Robb, & Bonk, 1970Passons & Dey, 1972) have reported a relationship between performance as a counselor and scores on personality tests. The exact nature of the findings, however, has varied from study to study.A literature review revealed no studies in which the relationship between interest test scores and performance in a counseling setting was investigated. Moreover, we found no investigation in which the subjects had been admitted to graduate school without their GRE scores' forming part of the basis for admission. The present research investigated the relationship between aptitude-and interest-test scores and effectiveness in counseling practica.

Prediction of scientist-practitioner behavior using personality scores obtained during graduate school.

“…The MIQ was selected for use in this study because of its demonstrated validity in distinguishing among people in scientific and practice-oriented occupations (see Borgen, Weiss, Tinsley, Dawis, & Lofquist, 1968). Research by Tinsley and Tinsley (1977a) also revealed differences on the MIQ among relatively skilled and unskilled students in counseling practicums.…”

Volunteer training: Increasing facilitative and reducing inappropriate action responding

“…There is evidence that untrained yet highly motivated volunteers approach interpersonal helping with a clinical problem, detection-problem solving orientation rather than a person-centred, personal exploration orientation. Thus they are more likely to probe for problems and to give quick solutions rather than to attempt facilitation of self-understanding (Tinsley & Tinsley, 1977). This was certainly the case with the volunteer subjects in this study.…”

Relationship between scores on the Omnibus Personality Inventory and counselor trainee effectiveness.

“…Accordingly, counselor educators have advocated the use of scores on personality and interest tests in lieu of or in addition to Graduate Record Examination scores in predicting success in counselor training. In one of the few investigations in which interest tests have been used, Tinsley and Tinsley (1977) compared relatively effective and relatively ineffective counselor trainees on the General Aptitude Test Battery, the Strong Vocational Interest Blank, and the Minnesota Importance Questionnaire. The authors concluded that the use of the General Aptitude Test Battery Verbal Aptitude scale, the Minnesota Importance Questionnaire, and the Strong Vocational Interest Blank for Women in the selection of counselor trainees merits further research.…”