Relationship between Standardized Admissions Variables and Certain Interpersonal Skills

Abstract

Most research on admissions criteria has shown that academic admissions variables are generally not related to counseling skills before, during, or after training. On the other hand, substantial research has demonstrated a good predictive relationship between some nonintellective variables and counseling skills and performance. An admissions model was developed in the Department of Counselor Education at Boston University that included standardized intellective and nonintellective variables. The admissions “scores” of three groups of subjects were tested against levels of performance on a tape‐test of three counseling skills. It was found that linear combinations of grade point average, quality of undergraduate college, major area of study, and recommendations and work experience were generally unrelated to pre‐ or posttraining ratings of empathy, respect, and genuineness. New variables based on Carkhuff's Counseling Simulation Inventory were added to the admissions equation and significantly raised the predictive power of the admissions score. Implications and further research are discussed.

Admissions criteria as predictors of performance in a family therapy doctoral program

“…Research typically focuses on academic criteria (Gimmestad & Goldsmith, 1973;Hines, 1986). Academic variables such as grade point average and Graduate Record Examination scores, however, have generally not been found to relate to counseling skills such as the ability to show empathy, genuineness, and respect (Hurst & Shatkin, 1974;Patterson, 1969;Wittmer & Lister, 1971). For this reason, some authors have suggested that academic criteria only be used to predict academic success, not successful development as a counselor (Hosford et al, 1984;Markert & Monke, 1990).…”

Equalizing Opportunity: Training Indigenous Personnel as Mental Health Counselors

“…The TIP program suggests alternative screening criteria for admission to professional studies. The use of undergraduate grade point average and scores on aptitude tests as an initial screening criteria by most counselor education programs (Gimmestad & Goldsmith 1973) may not be the best approach for selecting qualified candidates (Hurst & Shatkin 1974). Nevertheless, most graduate schools continue to base admission primarily on past academic performance and achievement scores, even though only 15 percent of all the variance in predicting student academic success is accounted for by these measures (Fleury & Cappolluzo 1969).…”

Journal of Counselor Preparation and Supervision Volume 2, Number 1

“…The qualitative data from the responses to the question "If there is anything else about the issue of integrative counseling that you want to share, please do so below" were analyzed following the guidelines of Bogdan and Biklen (1998) and Creswell and Plano Clark (2007 (Hosford, Johnson & Atkinson, 1984;Hurst & Shatkin, 1974;Jones, 1974;Kuncel, Hezlett, & Ones, 2001;Markert & Monke, 1990;Morrison, & Morrison, 1995;Rothstein, 1988;Sampson & Boyer, 2001).…”

“…This literature suggested that counselor attributes are crucial to one"s ability to be an effective helper. The research in this area examined the relationship between the nontraditional academic factors, or the attributes of the counselor, and counselor effectiveness, and found mixed results, concluding that the relationship was ambiguous at best (Atkinson, Stasco & Hosford, 1975: Osipow & Walsh, 1973, while other studies indicated the existence of a relationship (Anthony & Wain, 1971;Hurst & Shatkin, 1974: McKee, et al, 1974Rothstein, 1988;Tinsely & Tinsely, 1977). Indeed, Leverett-Main (2004) indicated that the skill of a counselor is less dependent on academic aptitude and more on personal qualities and interpersonal skills which might be best assessed through an interview process.…”