Relationship between Standardized Admissions Variables and Certain Interpersonal Skills

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.     

A Computer-Administered Examination in Professional Ethics

The rationale and procedure for a computer-administered examination in professional ethics is presented. Benefits for instructors and students of professional ethics in counseling and counseling psychology are discussed.