Concurrent and construct validity of six instruments designed to assess counselor effectiveness was studied. Participants included 139, male and female, undergraduate general studies and education majors. Consistent with social influence theory, four videotaped counselor role conditions (non-expert, not-attractive, non-trustworthy, and not-deficient) were created. Participants were randomly assigned to view one of the four counseling roles and to rate the counselor on each of six commonly-used counselor effectiveness instruments, three drawn from social influence theory and three from other theoretical viewpoints. High concurrent validity was found for social influence instruments, however high discriminant validity coefficients between the expertness, attractiveness, and trustworthiness subscales indicates that these subscales may not measure distinct constructs. Also, considerable construct overlap was found between social influence and comparison instruments. Social influence instruments discriminated between the counselor role conditions as might be expected based on social influence theory. Implications for measurement of counselor effectiveness were discussed. (Author)