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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 17 / 135

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Similarly, Smaby, Maddux, Richmond, Lepkowski, & Packman, (2005)

investigated whether the GRE and undergraduate grade point average could be used to

predict counseling knowledge, personal development, and counseling skills. Although

these variables may be predictors for the acquisition of knowledge and skills, it was the

conclusion of the researchers that these variables alone could not predict the personal

development factors necessary for the counseling profession. Therefore, used as a

selection instrument, the GRE only gives a modest amount of information on an applicant

and, therefore, is inadequate as a stand-alone instrument (Sternberg & Williams, 1997).

A further criticism of the GRE has been raised with respect to a student’s age. It

has been argued that the GRE overpredicts the graduate grade point average of younger

students and underpredicts the graduate grade point average of older students (House,

1989). Therefore, when considered for admission into graduate programs, the age of the

applicant is also an important factor to consider in the selection process (House 1998).

The Interview

The interview has also been used to determine the candidacy of students for

counselor education programs (Hosford, Johnson, & Atkinson, 1984; Perusse et al. 2001).

Leverett-Main (2004) surveyed 157 institutions across the United States in an effort to

identify how CACREP programs assessed their applicants prior to admission and how

these programs measured the success of students who were enrolled. It was found that

program directors valued the personal interview as the most effective screening measure,

and that the practicum/internship experience was the best indicator of student success.

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