Using a Semantic Differential in Predicting Counselor-Trainees' Success in Practicum

Abstract

This investigation was concerned with the development of a prediction model for conselor-trainees' success in a required practicum course at the University of Southern California's Counseling Department. An attempt was made to evaluate the utility of the semantic differential within the context. The semantic differential was devised by faculty members whose orientation is Humanistic-Existential. The initial instrument was validated and revised on a sample of 33 practicum counselor-client pairs. After this aspect of the study was completed, the faculty members derived a number of instrument subscales based on Osgood's Evaluative, Activity, and Potency dimensions. The revised instrument, which was administered to 49 counselor-trainees in the practicum course was evaluated in terms of its predictive powers. As the semantic differential was not useful in predicting counselor-trainee success in practicum, alternative approaches are suggested.