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,
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