Abstract
The author investigated the cognitive development of counseling students at 3 points in their training. A cross‐sectional analysis of 205 counseling master's students at 13 colleges and universities showed a linear trend between the students' progression through the program and their cognitive development. Initial results of a longitudinal study of students in 2 counseling programs corresponded with the results of the cross‐sectional data. The results of the cross‐sectional and initial longitudinal studies lend initial support to the idea that it may be possible to capture the broad development of counselor education students with a generalized model.
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