Characteristics of trainee counselors in terms of Eysenck's progressive scientific paradigms, intelligence, personality, & ideology, and success in graduate study Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/z029p687z

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  • Current gross categorical models of classification for human behavior are unsatisfactory, a science by consensus that is unreliable, invalid, and gives rise to psychological tests that use sophisticated statistics to poorly mirror diagnoses that are already unreliable and without scientific validity. Both for diagnosis and progress in therapy, current diagnostic practices should be replaced by H.J. Eysenck's multifactorial dimensional models. Eysenck's paradigms already rival the scientific complexity and accuracy of the "hard" sciences. The unique and special individual can be measured dimensionally, his/her progress monitored accurately and the current state of the individual and the scientific paradigm shared with each client. Eysenck's paradigms "describe" the individual's typical behavioral repertoire and "explain" the biological determinants of behavior. The evolution of Eysenck's paradigms are developed in great detail and with the aid of many illustrations. Forty-seven trainee counselors of both sexes from two training sites are described in terms of basic biographical data and on Eysenck's progressive scientific paradigms, intelligence, personality and ideoloqy, An attempt was made to determine some linear combination of biographical data and/or trainee characteristics that might predict outcome in the counselor training program. Psychological tests confirmed that trainees had bright/normal to superior intelligence, with humane, stable, extraverted, truthful personalities, and radical, tender-minded and socialistic values and attitudes. A series of two way ANOVAs for site and sex indicated that biographical data and characteristics for trainees were similar but that outcomes differed. Eysenck's progressive scientific paradigms confirm the astute observations of Carl Rogers' and the existential, humanistic and experiential counselor training tradition. A series of canonical correlations were completed with biographical data and trainee characteristics as independent variables and outcome measures for the first term as dependent variables. Overall, there was no meaningful combination of biographical data and/or characteristics of trainees that were related to outcome variables. However, for site and sex characteristics of trainees were differentially related both positively and negatively to outcome. For men, many positive (good) characteristics were strong indicators for negative outcome.
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