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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 10 / 135

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aware of the impact of their limited resources and of the importance to populate their

classrooms with students who are most likely to be successful and effective (Childers &

Rye, 1987). This challenge has traditionally been addressed through the use of the

Graduate Record Exam (GRE). Although institutions have used this as a barometer of

academic potential (Morrison & Morrison, 1995), the overreliance on this instrument has

been criticized because it fails to measure other important factors necessary to predict

successful counselor development (Smaby, Maddux, Richmond, Lepkowski, & Packman,

2005).

The interview is another traditional way to select students for counselor education

programs and has been hailed as an effective screening measure (Leverett-Main, 2004).

However, biases may confound the interview’s validity and the interviewee may become

defensive and fail to fully disclose important information (Bradey & Post, 1991).

Moreover, others have argued that the subjective decision-making processes of an

interview are difficult to objectively measure and are likely to jeopardize both the

reliability and the validity of this method (Nagpal & Ritchie, 2002).

Personality measures have become increasingly recognized as potential tools for

assisting counselor education programs in selecting potential counseling students. Rogers

(1958), for example, emphasized the significance of the counseling relationship for

counseling effectiveness and implied that certain counselor personality characteristics

played an important role in the counselor’s ability to forge effective counseling

relationships. Then too, Carkhuff (1966) conceptualized successful counseling as a

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