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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 18 / 135

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However, Bradey and Post (1991) found that although the interview is an

important evaluation tool for student suitability, many problems are missed if a student

fails to self-disclose sufficiently. Rickard and Clements (1986) reported that faculty

endorsements of interviewed students for an internship, clinical position, or academic

position were no different from non-interviewed students. Nagpal and Ritchie (2002)

also point out that a selection interview may not be a valid measure due to the fact that

characteristics required of students are not well defined. They also note that interview

validity can be negated by extraneous factors that are unrelated to the applicants’

competence such as the mood of the interviewer, personal bias, and racial issues. In a

four year study by Hosford et al. (1984), faculty of a counselor education program

independently ranked their students at the completion of each of their four academic

years in the program. This ranking was based on 1) academic performance in the

program, 2) counseling competency while in the program, and 3) anticipated success as a

professional counselor five years after the evaluation date. Support for the validity of the

personal interview was not found over the other traditional selection criteria. Viewed

holistically, therefore, the researchers of these studies suggest that the endorsement of the

interview process is not securely based upon empirical grounds.

Personality Characteristics of Counselors

There has been debate in the literature whether a counselor’s personal

characteristics or a counselor’s theoretical orientation and training are the most important

qualities in therapeutic outcome (Herman, 1993). Empirical findings, however, credit

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