Walden University

College of Social and Behavioral Sciences

This is to certify that the doctoral dissertation by

W
Ariel K. Hernandez
IE
has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
EV
the review committee have been made.

Review Committee
Dr. Walter Frazier, Committee Chairperson, Counselor Education and Supervision
PR

Faculty
Dr. Rebecca Cowan, Committee Member, Counselor Education and Supervision Faculty
Dr. Marilyn Haight, University Reviewer, Counselor Education and Supervision Faculty

Chief Academic Officer and Provost

Sue Subocz, Ph.D.

Walden University
2022
 Abstract

Emotional Intelligence and Self-Perceptions of Counseling Competency in Counselors in

Training

by

Ariel K. Hernandez

MS, Nova Southeastern University, 2017

W
BA, University of Miami, 2012

IE
Dissertation Submitted in Partial Fulfillment
EV

of the Requirements for the Degree of

Doctor of Philosophy
PR

Counseling Education and Supervision

Walden University

February 2022
 Abstract

Counselor educators and regulatory boards continue to develop criteria to prepare

counselors in training (CITs) for clinical practice. Despite the significant support they

receive within the counseling course curriculum, some students lack the necessary

counseling competency to succeed in the field experience component of their training.

Emotional intelligence (EI) may be relevant in the ability of CITs to manage their

emotions and relationships in personal, professional, and academic settings, but there is a

lack of empirical evidence regarding the relationship between EI and counseling

W
competence. The purpose of this quantitative study was to assess the relationship between

EI and self-perception of counseling competency while controlling for CIT counseling

IE
status. A cross-sectional, correlational, nonexperimental quantitative study design was

used. Purposive and snowball sampling were used to recruit 78 CITs in the United States.
EV

Participants completed an online survey containing items from the Schutte Self-Report

Emotional Intelligence Test and the Counseling Competency Skills-Revised. Results of

PR

hierarchical multiple regression analysis indicated that CIT status was positively

correlated with counseling skills and therapeutic conditions. Results further showed that

CITs with higher EI had a higher self-perception of all components of counseling

competency, including counseling skills, therapeutic conditions, counseling dispositions,

and behaviors. Counseling educators can implement EI labs for students who need

additional support. Enhancing students’ ability to be aware of their own emotions and

those of their clients may allow these emerging professionals to better facilitate

therapeutic conditions and serve the public.

PR
EV
IE
W
Emotional Intelligence and Self-Perceptions of Counseling Competency in Counselors in

Training

by

Ariel K. Hernandez

MS, Nova Southeastern University, 2017

BA, University of Miami, 2012

W
IE
Dissertation Submitted in Partial Fulfillment

of the Requirements for the Degree of

EV

Doctor of Philosophy

Counseling Education and Supervision

PR

Walden University

February 2022
 Dedication

Kalel and Elle, no merit or accolade will ever compare to the blessing of being

your Mommy. You both will forever and always be my greatest achievement and

blessing in life. I dedicate this accomplishment to you both. I hope one day you both can

look back at this and know that your Mommy did it! May you always believe in yourself!

Know that you are inherently worthy and good, and more than anything you are loved so

deeply. You both are capable of anything you put your mind to. In life there will be

setbacks, but Daddy and I are here to love and support you through them all. You two are

W
my heart and soul; my life is brighter and full because of your existence.

Kalel, my HEART… you are such an amazingly beautiful human with a heart that
IE
is truly captivating. Your kindness, love, tenacity, and infectious personality are only

some of the wonderful things about you. I love your confidence and love your love! I
EV

love watching you grow and seeing those wheels turn in that remarkable mind of yours. I

know greatness is in your future because, my baby boy, YOU are greatness! I cannot wait
PR

to see the wonder that you create. I am so proud of the little human that you are!

Elle, my SOUL child, my unwavering beauty… your strength and resilience is

like no other! You, my baby girl, will change the world! I promise to support your

strength and be by your side! I hope to be a role model in your life and want you to know

your value inside and out. You have already taught me so much, and I love watching your

amazing little personality grow with you. You are such a blessing and capture the love

and attention of those around you. My heart and soul, my children, I dedicate this and all

that I do to you both! Mommy loves you with every fiber in my being!
 Acknowledgments

To the love of my life, my husband, I cannot believe I am at the place where I am

writing my acknowledgments for a journey that seemed almost impossible. I first want to

thank you, my biggest support since my bachelor’s degree. Babe, you have always

believed in me and my dreams, even when I questioned them. You reinforced this

greatness within me. When I had doubt or didn’t think I could finish this undertaking,

you were always by my side with a belief of such certainty that I would accomplish

anything I put my mind to. You saw that in me even when I didn’t see it in myself. You

W
have sacrificed so much to give me the life that was better than anything I could dream

of. You have been there to celebrate my many successes and carried me though my
IE
setbacks. You have been such a blessing in my life, and you changed my world forever.

There are no words to describe the best friend, husband, father, and provider that you are.
EV

From keeping the kids entertained so I can teach, see clients, do homework, or write my

dissertation, to taking off work to fly with me to my residencies so I wouldn’t have to be

PR

away from the kids, you have been there every step of the way! I don’t know how I

would have done any of this without you. Because of your support I have accomplished

so much, and I am proud of the woman I have become. Thank you for showing me

unconditional love, thank you for who you are; you are an amazing human being, and I

am blessed to call you “my husband.” Together I know we can accomplish anything. To

the man who is my world and gave me the world, I love you more than words could ever

describe! Thank you, babe, from the bottom of my soul.

 Dr. Frazier and Dr. Cowan, I am so deeply filled with gratitude by the time and

energy you have put into my process. You both have exemplified all the CES foundations

that I have learned at Walden every moment of our interactions. Not only have you been

a sounding board of wisdom and support, but you both have gone above and beyond what

was required of you to make this journey possible. Through every obstacle you have

helped me push forward and believed not only in me but my ideas and research. You both

so eloquently embody what I aspire to be as a counselor educator.

Dr. Frazier, from my first residency to now, you have been such an instrumental

W
role in my experience and learning here at Walden! I have valued all your time and

efforts; as my mentor you have imparted so much knowledge and experience on me, and
IE
I am forever grateful. Thank you for taking me on, for believing in me, and helping to

mold me into the student and professional I am today. Thank you for all the opportunities
EV

that you have provided me with, the invisible and visible labor that you have done in my

journey, and for always showing up for me even in my hardest moments. I will never
PR

forget all that you have done for me; thank you for making my experience here so

memorable! I am honored to have had you as my mentor and chair and hope to continue

to learn from you and work with you in future research.

Dr. Cowan, you have the patience of a saint. I am so thankful to have had you as

my committee person. You have made one of the most challenging processes in my life

seem possible. You have been a sounding board of reason, support, and motivation

through this entire process! I appreciate your time, dedication, and belief more than

words could describe. You have been so kind and supportive, and on the hardest days you
were my beacon of hope! There are no words that could fully captivate my gratitude; you

are such a kind human being, and I have loved learning from you. Dr. Frazier and Dr.

Cowan, I know CES has development at the core of its foundation; you both have done

that and so much more for me. As a result of your time and commitment to my process, I

not only found a love for research, but I also developed as a student, as a counselor, and

as a human. I tapped into strengths I did not know I had. Thank you both from the bottom

of my heart; you have helped me to achieve a dream!

Dr. Susan Carmichael, our interactions in this process have left me with a fire for

W
social change. It has been so rewarding to collaborate with you. Seeing your authentic

dedication to the student body and your commitment to going out of your way to help
IE
others is truly astonishing! I know you do what you do every day because of the love and

care that you have in your heart. People like you help make the world a better place. You
EV

are truly a special person, and I am so grateful for our time together and for your belief in

my research and vision. Thank you for taking the time and energy to support my research
PR

and for your work in creating necessary change. You make a difference, never forget that.

Dr. Barkley, I am truly honored for your time and energy in my process. It is so

empowering to know that as a student you take the time to invest in our work and our

journey. Thank you for your work in bettering education and investing in the

development of the student population. I am so appreciative of your valued feedback and

will take it with me not only in my research but as I embark in my role as a CES

professional.
 Dr. Haight, I am humbled by your feedback and role in my journey. I have grown

as a writer and researcher because of your involvement in my process. Thank you for

challenging me and pushing me way outside of my comfort zone. I know that my final

dissertation and who I have become in this process has a great deal to do with the

extensive time and energy you put into my dissertation.

Dr. Kachgal, thank you for your time in making my dissertation the best version

possible. Your energy and investment are greatly appreciated.

To my family and friends who supported my journey, who knew it was going to

W
be a long tough road but believed in me, THANK YOU! For the love, check-ins, support,

and encouragement, I am so grateful for my village of support; none of this would’ve

IE
been possible without you all. To my coworkers/friends at Milestones, thank you for

gifting me the ability to do what I love with an incredibly talented and wonderful group
EV

of humans. Getting to change lives with you all is such a blessing! To my sister Kaela for

being so excited for me and for encouraging me to continue on, to my Mom and Dad,
PR

thank you for helping me with the kids and your encouragement. Judy, thank you for

taking me and my family into your life and family. Thank you for your help, kindness,

love, and prayers. To my best friend Daphnie, thank you for always cheering me on and

loving me and my family in this process and beyond. To my professors and classmates

who stuck alongside me in this process, who cheered me on even while doing the

doctoral program in the midst of a pandemic, thank you! Finally, to my battle buddy, my

friend who has been there since our introduction post in our first doctoral course, Dr.

Tom Hegblom, thank you for your continued support in this entire journey. It has been so
wonderful to work alongside you. Having someone to go through this incredibly

challenging process with and who understood the real-time struggle made this way more

doable! I look forward to our future research together. WE DID IT!

~To my warrior, my best friend and person, Priscilla, thank you for always being

excited about my research, inquiring about my process, providing me feedback, and

supporting me through this very intense journey. You have been such an incremental role

in my development as a clinician, person, and friend. Thank you for being you, in my

life. Thank you for keeping me connected to my goals and light in this difficult process.

W
May this serve as a reminder to you of the beautiful light that is you. Keep fighting on, I

am here with you every step of the way!

IE
EV
PR
 Table of Contents

List of Tables ..................................................................................................................... iv

Chapter 1: Introduction to the Study....................................................................................1

Background ....................................................................................................................2

Problem Statement .........................................................................................................5

Purpose of the Study ......................................................................................................8

Research Questions and Hypotheses ...........................................................................10

Theoretical Framework ................................................................................................12

W
Nature of the Study ......................................................................................................14

Definitions....................................................................................................................15
IE
Assumptions.................................................................................................................17

Scope and Delimitations ..............................................................................................19

EV

Limitations ...................................................................................................................20

Significance..................................................................................................................20
PR

Summary ......................................................................................................................22

Chapter 2: Literature Review .............................................................................................24

Literature Search Strategy............................................................................................26

Theoretical Foundation ................................................................................................27

Literature Review Related to Key Variables/Concepts ...............................................29

Eclectic Traits and Ability Intelligence ................................................................ 30

The Practicality of Emotional Intelligence ........................................................... 31

The Schutte Self-Report Emotional Intelligence Test .......................................... 33

i
 Multicultural Counseling and Emotional Intelligence .......................................... 34

Emotional Intelligence and Counseling Students ................................................. 38

Holistic Approaches to Counseling Competency ................................................. 42

Performance Assessment of Counseling Skills .................................................... 44

Counseling Competencies Scale-Revised ............................................................. 46

Summary and Conclusions ..........................................................................................48

Chapter 3: Research Method ..............................................................................................51

Research Design and Rationale ...................................................................................51

W
Methodology ................................................................................................................55

Population ............................................................................................................. 55
IE
Sampling and Sampling Procedures ..................................................................... 55

Procedures for Recruitment, Participation, and Data Collection .......................... 57

EV

Instrumentation and Operationalization of Constructs ......................................... 60

Data Analysis Plan .......................................................................................................67

PR

Threats to Validity .......................................................................................................73

Ethical Procedures ................................................................................................ 74

Summary ......................................................................................................................76

Chapter 4: Results ..............................................................................................................77

Data Collection ............................................................................................................80

Results ..........................................................................................................................84

Descriptive Statistics ............................................................................................. 84

Research Question 1 ............................................................................................. 89

ii
 Research Question 2 ............................................................................................. 93

Summary ......................................................................................................................97

Chapter 5: Discussion, Conclusions, and Recommendations ............................................99

Interpretation of the Findings.....................................................................................100

Research Question 1 ........................................................................................... 100

Research Question 2 ........................................................................................... 102

Theory of Emotional Intelligence ....................................................................... 104

Limitations of the Study.............................................................................................106

W
Recommendations ......................................................................................................108

Implications................................................................................................................111
IE
Conclusion .................................................................................................................113

References ........................................................................................................................116
EV

Appendix A: Demographic Questionnaire.......................................................................129

Appendix B: Permissions to Use Research Instruments ..................................................131

PR

iii
 List of Tables

Table 1. Frequency Distribution of Respondents by Gender .............................................82

Table 2. Frequency Distribution of Respondents by Age ..................................................83

Table 3. Frequency Distribution of Respondents by Ethnicity ..........................................83

Table 4. Frequency Distribution of Respondents Native Language ..................................84

Table 5. Frequency Distribution of Respondents by CIT Counseling Experience ............86

Table 6. Descriptive Statistics SSEIT 4 subscores and CCSR-1 .......................................88

Table 7. Descriptive Statistics SSEIT 4 subscores and CCSR-2 .......................................89

W
Table 8. Model Summary CSSR-1.....................................................................................92

Table 9. Correlations SSEIT Sub Scores and CCSR-1 ......................................................92

IE
Table 10. CIT Status and SSEIT Sub scores on CCSR-1 ANOVA ....................................93

Table 11. Model Summary CSSR-2 ..................................................................................96

EV

Table 12. Correlations SSEIT Sub Scores and CCSR-2 ....................................................96

Table 13. CIT Status and SSEIT Sub scores on CCSR-2 ANOVA ....................................97
PR

iv
 1
Chapter 1: Introduction to the Study

In this quantitative research study, I explored whether a relationship existed

between counselors’ in training (CITs) self-reports of emotional intelligence (EI) and

their self-perception of counseling competency. Counseling competency is a

multidimensional and fundamental component in counselor education (Ratts et al., 2016).

This concept transcends knowledge retention and repetition to undergird the practical

application of learned principles (Ratts et al., 2016). EI is a pertinent trait to building and

maintaining relationships and is helpful in various secular practices, including academia

W
(Ali, 2017; Martin et al., 2004). EI is also relevant to empathy and active self-reflection,
IE
both of which are critical components of the counseling process (Parrish, 2015).

Identifying any relationship between EI and counseling competency may

EV
positively affect counselor education and the development of counselors in training.

Knowledge of a significant relationship between EI and counseling competency may

compel educators to facilitate more formal assessment and training integration of EI in

PR

the admission process and throughout counseling programs. Improved strategies for

assessing students and incorporating factors that enhance counseling competency may

prepare competent counselors for the field of counseling and provide assurance that the

best client care is provided by future counselors (Lambie & Ascher, 2016).

Counselor educators focus on counseling students' developmental processes and

integrate critical components to aid CIT success in clinical practice (Dixon-Saxon &

Buckley, 2020). Counseling degree programs and regulatory boards such as the Council
 2
for Accreditation of Counseling and Related Educational Programs (CACREP) have

integrated ethical and legal training in addition to counseling theory (CACREP, 2016).

However, even with such integration in place, student success in coursework has not

guaranteed students' clinical competency in their field experience (Reilly, 2016).

Although the counseling coursework serves as foundational knowledge, some students

demonstrate a gap in competency between obtaining information in an academic setting

and applying this knowledge when practicing in clinical settings (Dixon-Saxon &

Buckley, 2020).

W
In this chapter, I share background information on EI and counseling competency
IE
and other relevant student characteristics. Additionally, I discuss the theory of multiple

intelligences from which the concept of EI emerged. I also provide the problem
EV
statement, purpose of the study, research questions(RQs) and hypotheses, theoretical

framework, and nature of the study. Furthermore, I define key terms and discuss the

assumptions, scope and delimitations, limitations, and significance of the research. A

PR

summary of the chapter's main points is also included.

Background

CITs are typically exposed to clients for the first time during their field

experience courses. Although they have obtained the necessary knowledge from their

core curriculum coursework in preparation for their field experience, they often do not

consistently demonstrate the ability to effectively implement what they have learned into

clinical practice (Lambie & Blount., 2016). Although EI is recognized as important to

 3
relationship management and empathy (Ali, 2017; Martin et al., 2004; Parrish, 2015),

there is currently no empirical evidence of whether a relationship exists between EI and

counseling competency, according to my research.

I began my research by reviewing counseling competency to determine how

counselor educators assessed competency. I followed this review by searching for

reported evidence of the role of various trait intelligence, especially in academic contexts,

which led me to research on EI (e.g., Bastian et al., 2005; Brown & Schutte, 2009;

Constantine & Gainor, 2001; Costa & Paria, 2020; Easton et al., 2008; Gutierrez et al.,

W
2017). The primary reason I isolated EI was due to the understanding that some students
IE
demonstrate mastery of the clinical information and ability to pass knowledge-based

examinations but lack interpersonal factors that contribute to the effectiveness of their
EV
interaction with clients (Gutierrez et al., 2017; Jan et al., 2017; Lambie et al., 2018;

Martin et al., 2004; Mayer et al., 2004).

Salovey and Mayer (1990) defined EI as the ability to successfully identify and
PR

account for one's own emotions and the emotions of others, allowing for distinguishment

between emotions and the utilization of emotional information to guide thinking and

behavior. EI is a mental ability essential to managing relationships (Goleman, 1998;

Mayer et al., 2004; Mayer et al., 2008; Salovey & Mayer, 1990). EI has been

distinguished from other personality traits and variables such as verbal, propositional,

perceptual, and organizational intelligence (Mayer et al., 2008). The ability is relevant in

improving students' academic performance and helps with their ability to manage feelings
 4
such as anxiety (Jan et al., 2017). EI is instrumental in assisting a person in sensing what

they feel and what others feel, which is a critical component of counseling (Austin et al.,

2004). In understanding the practicality of EI, it is essential to distinguish it from a

person’s IQ, as the two are unrelated, which could account for why some students

progress in coursework but lack in the clinical application (Jordan, 2013).

EI is a pertinent trait that can be assessed through formal assessments and

measurements in the social sciences (Martin et al., 2004). Assessors can easily measure

the trait amongst counselors, counseling students, and other professionals (Ali, 2017;

W
Martin et al., 2004). Researchers have also found that practicing counselors tend to have
IE
higher EI scores than noncounseling professionals (Ali, 2017; Martin et al., 2004; Schutte

et al., 2002).
EV
Researchers must look at more than students’ knowledge base when assessing

competency. Competency transcends knowledge retention to include a student’s ability to

effectively apply such knowledge, exemplifying awareness of self and others (Jordan,
PR

2013). EI is instrumental in critical thinking and translating knowledge into application,

which is a fundamental component of counseling competency (Mayer et al., 2008).

Salovey and Mayer (1990) explained EI as a significant factor in explaining the dynamics

and characteristics of human relationships. Given the relational nature of counseling and

the underlying attributes of human emotions, in this study, I evaluated EI as a potential

factor in explaining the development of self-perception of counseling competency in

CITs.
 5
In doing so, I sought to address a current gap in the literature, which is the

absence of empirical evidence of whether a relationship exists between EI and any form

of counseling competency. Although researchers support EI as a relevant trait of

counselors and counseling students, they have not directly assessed the relationship

between EI and counseling competency. In this study, I aimed to follow the lead of other

researchers regarding exploring the importance of CITs’ EI measurement concerning

their self- perception of counseling competency (Ali, 2017; Constantine & Gainor, 2001;

Easton et al., 2008; Gutierrez et al., 2017; Jan et al., 2017; Martin et al., 2004; Mayer et

W
al., 2008; Odaci et al., 2017; Pearson & Weinberg, 2017).
IE
Problem Statement

Counselors and counselor educators recognize the importance of counseling

EV
competence, especially as CITs will ultimately become licensed counselors and thus be

responsible for serving the public, many of whom are from vulnerable populations

(Lambie et al., 2018). Researchers in the field have assessed counseling competency
PR

through multicultural competency, knowledge retention, and ethical and legal practice

(Dixon-Saxon & Buckley, 2020). Further research is needed regarding relevant factors

contributing to counselors' development and competency. Although researchers have

made efforts to assess counseling competency from a more holistic standpoint, including

core factors such as counseling skills, attitudes, dispositions, and behaviors, more

research is needed (Lambie et al., 2017). Currently, counselor educators have designed

degree programs to include experiential learning to facilitate hands-on training,

 6
supervised experience in the field, and the development of core skills and theoretical

principles designed with the counseling curriculum (CACREP, 2016).

CACREP-accredited counseling degree programs inculcate eight-core curricular

areas into their course program for standardization of teaching and student development.

These areas include professional counseling orientation and ethical practice, group

counseling and group work, career development social and cultural diversity, human

growth and development, counseling and helping relationships, assessment and testing,

and research and program evaluation (CACREP, 2016). With all such curriculum

W
resources in accredited counselor education programs and standard counseling programs
IE
alike, students transitioning into clinical practice settings can still struggle, as some lack

competency for a successful transition (Lambie et al., 2018). Counselor educators need to
EV
know what factors can best facilitate development. Counselor educators can use the

emergent factors relevant to CITs to aid student development and overcome challenges

that may surface during counselor training (Lambie et al., 2018).

PR

As it relates to counselor education, researchers view EI as merited in various

capacities. They also recognize EI as a trait that can be developed, which bolsters its

being taught and integrated into the counselor education curriculum (Ali, 207; Jan et al.,

2017; Martin et al., 2004; Mayer et al., 2008). This concept is relevant, especially as

Gutierrez et al. (2017) asserted that higher EI contributes to higher levels of empathy.

Therefore, EI could be explored as a component of counseling competency and

counseling student development for future incorporation in counselor education programs

 7
of study (Gutierrez et al., 2017; Martin et al., 2004; Pearson & Weinberg, 2017), but

currently there is insufficient empirical evidence to support doing so.

In this study, I explored the relationship between CITs’ EI, as measured by the

Schutte Self-Report Emotional Intelligence Test (SSEIT; Schutte et al., 1998), and CITs’

self-perception of counseling competency, as measured by the Counseling Competency

Scale-Revised (CCS-R; Lambie, 2020), while controlling for counseling status, as

measured by indication of their CIT status, either in their content coursework, field

experience sequence, or in postgraduate, prelicensure work (Lambie et al., 2018;

W
Ronnestad & Skovholt, 2003; Schutte et al., 1998). The specific research problem that I
IE
addressed in this study was the absence of empirical evidence of any relationship

between EI and counseling competency. Although researchers have substantiated the

EV
need to look at counseling competency holistically to encompass characteristics such as

professional dispositions and behaviors, more research is needed to determine what can

contribute to this holistic sense of counseling competency (Lambie et al., 2018). With this
PR

study, I hoped to better understand the relevance of EI concerning the development of

counseling competency, particularly among CITs. I designed this study based on the need

to determine if any correlation exists between EI and self-perception of counseling

competency and what such implications could mean for the future of counselor

education.
 8
Purpose of the Study

The purpose of this quantitative study was to explore whether a relationship exists

between EI and self-perception of counseling competency while controlling for CITs'

counseling experience. I measured EI using the SSEIT (Schutte et al., 1998). The SSEIT

is a psychometrically sound self-assessment of EI that features four subscales of EI and is

based upon Salovey and Mayer’s (1990) definition of EI (Schutte et al., 1998). The

independent (predictor) variables were CITs’ counseling status (a control variable) and

the four subscales of the SSEIT: the perception of emotion, managing own emotions,

W
managing others’ emotions, and utilization of emotion.
IE
I measured counseling competency using the CCS-R (Lambie & Ascher, 2016).

The dependent (outcome) variables were the two subscales of the CCS-R: Part 1:
EV
Counseling Skills and Therapeutic Conditions and Part 2: Counseling Dispositions and

Behaviors. This evaluation measures counselors' and counselor trainees' development of

skills along with their professional competencies (Lambie et al., 2018). Utilizing the
PR

CACREP standards as a foundation, researchers designed the CCS-R to assess counseling

competency via an integrative two-part assessment measuring counseling skills and

therapeutic conditions in part one and counseling dispositions and behaviors in part two

(Lambie et al., 2018). In this study, CITs, not their counseling supervisor, completed the

CCS-R; therefore, I used the CCS-R to measure self-perception of counseling

competency.
 9
The results from this study can potentially provide information regarding the role

of EI in counseling competency within counselor education. Evidence that a relationship

exists between EI and self-perception of counseling competency could lead counselor

educators to intentionally focus on assessments of, and training on, EI to enhance

counseling students’ development in the counseling course curriculum. Such efforts

could allow counselor educators to best serve their students in the role of gatekeeping as

they understand the importance and grave responsibility to prepare ethically competent

counselors for the field (Love, 2012). Counselor educators can also consider students’ EI

W
to adjust their approach when providing instruction and feedback to their students
IE
(Pearson & Weinberg, 2017). For instance, counselor educators could tailor specific

interventions for students based upon the students’ individual EI.

EV
If EI is relevant in counselor education, this could be a critical component to

assess during the admission process for counseling students. Educators could integrate

the concept and provide training on it across the curriculum of counseling programs to
PR

ensure that students meet minimum criteria before emersion into the field (Lambie et al.,

2009). If relevant, minimum standards can be regulated by integrating a standardized

approach to EI and competency through psychometric measurements. Counseling

educators use evaluation as a common practice and critical component of student

assessment for course progression. EI psychometric instruments can be implemented

similarly (CACREP, 2016).

Reproduced with permission of copyright owner. Further reproduction prohibited without permission.