ATTITUDES OF LEADERS 0F GROUPS WITH DIFFERENT .
LIFE STYLES TOWARD UNIVERSITY COUNSELING
CENTERS: A GUTTMAN FACET ANALYSIS

Dissertation for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
CURTIS L HOLT
1977

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Michigan State
University

 

This is to certify that the
thesis entitled
ATTITUDES OF LEADERS OF GROUPS WITH DIFFERENT
LIFE STYLES TOWARD UNIVERSITY COUNSELING
CENTERS: A GUTTMAN FACET ANALYSIS

presented by

Curtis L. Holt

has been accepted towards fulfillment
of the requirements for

 

Ph-D- degree in Counseling, Personnel
Services and Educational
Psychology

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ABSTRACT
ATTITUDES OF LEADERS OF GROUPS WITH DIFFERENT

LIFE STYLES TOWARD UNIVERSITY COUNSELING
CENTERS: A GUTTMAN FACET ANALYSIS

BY

Curtis L. Holt

The once popular notion that groups with different or
deviant life styles are alienated by established university
services, including the counseling center, is still worthy
of considerable scientific investigation. This dissertation
was an outgrowth of this concern as well as an attempt to
investigate the attitudes of some of these groups from the

Guttman facet theory approach.

Methodology

 

The study developed an Attitude Behavigrwggalg:
Attitude Behavior--Counseling Deviancy (ABS:AB-CD) which
is a facetized scale based on the theory of Guttman (1966).
The six areas identified as contributing to the for-
multaion of attitudes about university counseling centers
follow: (a) nature of services, (b) convenience of services,
(c) usefulness of services, (d) sensitivities of peOple
providing services, (e) personnel, and (f) ideas on deviant

behavior.

 

 

 

 

 

 

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Curtis L. Holt

Several questions, in each of these areas, were
semantically written at level 1 (i.e., stereotype) of the
Guttman—Jordan Paradigm. The scale was administered to a
sample population and item analysis was employed. Six of
these items in each area were selected and semantically
written at level 5 (i.e., personal feeling) of the Guttman-
Jordan Paradigm resulting in 72 items. A nine item efficacy
scale and seven demographic items were added to complete the
final 88 item instrument.

‘ Six pOpulation groups including (a) 35 Blacks, (b)

15 Chicanos, (c) 20 male homosexuals, (d) 17 female homo-
sexuals, (e) 35 counselors employed in counseling settings
other than regular counseling center, and (f) 26 counselors
employed in university counsel centers were used in this
study. These 148 leaders of groups with different or
deviant life styles were administered the ABS:AB-CD.

To facilitate the sampling procedures only those

persons who could be identified as leaders within the

various groups were used in this study.

Analysis

 

The analytical procedures performed were one-way

analysis of variance and Pearson and correlational analysis.

 

 

sign
univ:
atti‘
trad
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coun

not

 

Curtis L. Holt

Results

Although not in the direction hypothesized, there were
significant differences in the attitudes of groups toward
university counseling centers especially when compared to
attitudes of persons employed in both traditional and non-
traditional counseling settings: female homosexuals,
< Chicanos, < male homosexuals, < non-traditionally placed
counselors, < Blacks, < traditionally placed counselors.

The data indicated that age, religion, and race were

not significant variables when considering these attitudes.

ATTITUDES OF LEADERS OF GROUPS WITH DIFFERENT

LIFE STYLES TOWARD UNIVERSITY COUNSELING

CENTERS: A GUTTMAN FACET ANALYSIS

BY

Curtis L. Holt

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Counseling, Personnel Services
and Educational Psychology

College of Education

1977

Copyright by
CURTIS L. HOLT

1977

©

ii

DEDICATION

To my son, Andrew;
mother, Earnestine;
and to the memory of my grandparents,

Minerva and Andrew Holt.

iii

 

 

 

It
toward
Ir
contrit
recogni
I
Dr. Jol
Cade, [
Dr. Bot

Personi

 

ACKNOWLEDGMENTS

It is not possible to credit all who have contributed
toward making this project a reality.

In expressing appreciation and recognizing the
contribution of many, I would like to give particular
recognition to those who have made special contributions.

I am especially thankful to my Thesis Advisor,

Dr. John E. Jordan, and to Dr. Stephen Bedwell, Dr. Alex
Cade, Dr. Thomas S. Gunnings, Dr. Richard S. Johnson, and
Dr. Bob B. Winborn, men that I have come to know as

personifications of the "helping profession."

******

iv

 

 

 

 

 

 

 

LIST
LIST
PREFA

Chapt

III

 

TABLE

LIST OF TABLES . . . . .
LIST OF FIGURES . . . . .
PREFACE . . . . . . . . .
Chapter

I. INTRODUCTION . .

Purpose of Study

OF CONTENTS

Nature of the Problem .

Statement of the Problem

Need for Study
Hypotheses . .

II.

Definition of Leaders
A Perspective
Definition of Deviance
Definition of Attitudes

Labeling:

0

REVIEW OF THE LITERATURE

University Counseling Centers

Counselor vs.

Age . . . .
Efficacy .
Urbanity .
Sex . . . .
Religion .
Race . . .

Geographic Lo ations

III. METHODOLOGY,

Counselee
Research Related to Major Vari

Guttman's Four-Level Theory .

Jordan's Six-Level Adaptation

Instrumentation

Validity and Reliab
Pretesting of the Instrume

ility

cameo...-

nt

b

oat—loo...

e

00000.00).-

PROCEDURE, AND INSTRUMENTATION

Page
vii

ix

manure H

10

11
12
13
15
17
18
19
19

21
21
22
23
24

25

26
28
41
41
42

 

 

 

Chap:

APPEE

REFS?

 

Chapter Page

Population . . . . . . . . . . . . . . 42
Procedure 0 O O O O O O O Q 0 O O O O O 43
IV. ANALYSIS OF DATA . . . . . . . . . . . . . . 46
Rank of Group Attitudes . . . . . . . . . . 46
Attitudes and Age . . . . . . . . . . . . . 52
Attitudes and Efficacy . . . . . . . . . . 53
Attitudes and Religion . . . . . . . . . . 53
Attitudes and Race . . . . . . . . . . . . 55
V. SUMMARY, DISCUSSION, AND RECOMMENDATIONS . . 56
Methodology . . . . . . . . . . . . . . . . 56
AnalYSiS O O O O O O O O O I O O O O O O O 57
DiSCUSSiOn O I O O O O O I O O O O O O O O 57
Procedures . . . . . . . . . . . . . 59
Instrumentation . . . . . . . . . . . . 59
Simplex Approximation Test . . . . . . 60

Implications for Practice and
Research . . . . . . . . . . . . . . 60
smary O I O O O O O O O O O O O O I O O 0 62
APPENDIX . . . . . . . . . . . . . . . . . . . . . . 63
REFERENCES . . . . . . . . . . . . . . . . . . . . . 79

vi

 

 

 

 

 

 

Table

10.

ll.

12.

 

 

LIST OF TABLES

Page
Basic Facets Used to Determine Component
Structure of an Attitude Universe . . . . . . 27
The Four Combinations and Descriptive
Names Used in Guttman's Four Facet Theory . . 28
Basic Facets Used to Determine Joint
Struction of an Attitude Universe . . . . . . 29
Comparison of Guttman and Jordan Facet
Des ignations O I O O O O O O O O O O O O O O O 30
.Jordan Facets Used to Determine Joint
Struction of an Attitude Universe . . . . . . 34
Joint Level or Attitude Level, Profile
Composition and Labels for Descriptive
Names for Six Levels of Attitude-Behavior . . 34
Joint Level, Profile Composition, and
Labels for Six Types of Attitude Struction . . 35
Combinations of Five Two—Element Facets . . . 36
Combinations of Five Two-Element Facets
and Basis of Elimination . . . . . . . . . . . 37
Five-Facet Six-Level System of Attitude
Verbalization: Levels, Facet Profiles,
and Definitional Statements for Twelve
combinations 0 O I O O O O O O O O O O O O O O 38
ABS:AB-CD Basic Variable List by IBM Card
and COl‘Jmn O O O O O O O O O O O O O O O O O I 4 5
Sample Sizes, Mean and Standard Deviations
for Each Group on the Two-Level ABS:AB-CD . . 47

vii

 

 

 

 

Table

l3.

14.

15.

16.

17.

18.

 

Table

13.

14.

15.

16.

17.

18.

Analysis of Variance and Significant Level
for the Group Variables on the Two-Level
ABS :AB-CD o o o o o o o o o o o o o o o 0

Summary of Significant t Tests for
the Group Variables on the Two-Level
ABS :AB-CD I O O O O O O O O O O O O O O 0

Summary of Significant t Tests for the
Group Variables on Levels 1 and 5 of
the ABS :AB-CD o o o o o o o o o o o o o 0

Sample Size, Mean Scores, and Standard
Deviation Values for Sample Groups on
the Two Levels of the ABS:AB-CD . . . . .

Two ANOVA Summary Tables for Sample
Categories on the Two Levels of the

ABS :AB-CD o o o o o o o o o o o o o o o 0
Correlations and Significance Levels

Between Selected Predictor Variables
and Levels of the ABS:AB-CD . . . . . . .

viii

Page

47

48

49

51

52

54

Figure

l.

 

 

 

Figure

1.

LIST OF FIGURES

Page

Mapping sentence for the facet analysis

of joint and lateral struction of

attitude-behaviors toward specified

persons . . . . . . . . . . . . . . . . . . . 39

Mapping sentence for the facet analysis

of joint and lateral dimensions of
attitude-behaviors toward internal-

external locus of control . . . . . . . . . . . 4O

ix

 

 

 

 

 

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A comi
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both 1

 

 

PREFACE

This study is one in a series, including several
doctoral students under the direction of Dr. John E. Jordan,
dealing with Attitude-Behavior Scale construction and use.
A common use of instrumentation, design, and theoretical
material, as well as technical and analyses procedures was

both necessary and desirable.

 

 

were
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CHAPTER I

INTRODUCTION

For years the large metropolitan cities of the North
were known, among other things, as great cultural "melting
pots." Many differing and sometimes Opposing styles of life
strived and subsisted through the guise of tolerance and
abundance of indifference. More recently it has been the
emergence of the ideologies of liberation, freedom, new
morality, and civil rights that have spawned the emergence
of numerous cross, counter, and subcultures in our univer-
sity communities. These communities are composed of
hundreds of thousands of university students who are
theoretically served by the university counseling center,

a student services component of the university.

The history of counseling in higher education is full
of authoritative evaluation of roles and contacts as they
pertain to the individual and his role as a client within
counseling. Bergin (1972, p. 228) re-analysis of Eysenck's
conclusions suggest that counseling and psychotherapy with
this population "has modestly positive effect.” Another
SOphisticated test of the effectiveness of counseling at

the college level yielded unmistakably negative results

 

 

 

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(Volsky et a1., 1965). Yet, as the debate continues, little
room has been left for the student to evaluate the role of
the counseling agency and there remains an absence of sub-
stantial research which focuses on the counseling center's
ability to meet the needs of those students whose life
styles deviate from the norm.

This study of attitudes toward counseling centers
as perceived by the leaders of six distinct groups in the
university community will, hopefully, have some impact and
will aid counseling centers in providing more adequate
services for students.

The original intent of the research was to assess the
attitudes of a sample of individual members of these groups
with deviant life styles. However, in order to facilitate
statistical treatment of the data, especially in relation
to samplings, it was decided to assess only the attitudes
of the leaders of the various groups. The work of Winborn,
Jensen et a1. (1967) suggests that the use of the leaders
of the groups will effectively eliminate some problems

confounding generalization from sample to pOpulation.
Purpose of Study

The purpose of this study is to ascertain if there
are any differences in the attitudes of the leaders of four
different groups (Blacks, Chicanos, male homosexuals, and

female homosexuals) toward the university counseling center

as compared to similar attitudes of professional counselors
who provide services in two distinct settings: (a) tradi-
tional university counseling centers, and (b) innovative and

alternative counseling settings.

Nature of the Problem

It is postulated herein that counseling productivity
can be measured. Arguments for this postulate are becoming
more tenable with changing times. Counseling, like every
other endeavor, must increase its efficiency. This is
especially true in publicly supported education, where
there is an increasing focus on public accountability. The
greatest challenge for the shrinking student service dollars
comes from the vocal and aggressive demands of ethnic groups,
women's groups, political activist groups, homosexual groups,
and other counter cultural groups. These groups are asking
for centers that would house services and activities--
usually provided by counseling centers--for their interest/
need groups. Keniston (1971, p. 271) writes of a new
tendency to try to separate the "good guys" (non-violent,
constructive and idealistic student activists) from the
"bad guys" (nihilistic, violent, destructive and anarchistic
student activists). The task in this study is not as diffi-
cult as the above. The task is more in tune with Russell

(1970) who stresses that counselors must be trained to be

 

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aware of the cultural antecedents of their clients (e.g.,
language, diet, costuming, social patterns, and ethnics)
and the potential or kinetic behavior evidenced as a

function of these cultural antecedents.

Statement of the Problem

In the late sixties during the height of the minority
student "revolt," there appeared on many college campuses
special agencies and facilities supposedly understanding
and sensitive to the unique and distinct needs of minority
students. Although they were called many things and
appeared in various places within the university's admin-
istrative structure--counseling was, almost always a major
component of their Operations. During this same period,
student oriented political groups were at the acme of their
success as well. Through the haze of "Watergate" equal
opportunity took a sexual twist and universities and other
institutions were forced to become responsive to the cries
of the feminist. More recently "gay liberation” for males
and females have brought forth its dilemma for public
acceptance. Through the unseemingly endless barrage of
deviate groups demanding that they be allowed to articulate
their life styles in an atmosphere free from institutional
bias, the people in the "Jesus" movement have passively

made their presence felt upon the scene.

 

 

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It may have been by accident or design, but predictably
most of these groups have had their greatest moment and
highest visibility, through their presence or absence, in
the university communities. In 1969, at Beloit College,
Black students demanded that the institution hire a Black
to counsel Black students; at Pennsylvania State University,
the demand was for equal rights for women students. The
demand echoed from Wiley College sought a unique Black
cultural center. This scene was repeated many times across
the country and many universities responded with remedial
change.

Stories like the above do not merit the headlines of
large city newspapers or appear as serialized specials on
network television, as they have done in the past. But, the
issues are not resolved, just unpOpular. This researcher,
like many social psychologists, including Krech, Crutchfield
and Ballachey (1962), believe that the actions of an indi-
vidual are governed to a large extent by his attitudes.
Consequently, this research will systematically look at
attitudes that leaders of six groups, with deviant life
styles, have toward the component of university life that
was often implicated in the student protests, the university

counseling center.

 

 

 

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Need for Study

 

There is evidence to support the notion that in
counseling situations where the counselor and counselee
come from distinctively different backgrounds, they are
less effective than those lacking this cultural difference.
This perceived lack of effectiveness seems to emanate from
their lack of understanding of the culture, their own pre-
judices and/or personal biases concerning the cultural group
member (Lewis, 1969). Consequently, there is a self—
perpetuating need for counseling agencies to give new
attention to the old Delphic percept, "know thyself." As
counseling centers become more familiar with how its clients
view its existence, it could develop a new awareness of its
individual uniqueness, its ever—changing environment, and
improve the delivery of service. This should enhance its

competitive position for student service dollars.

Hypotheses

 

The dependent or criterion variable for this study

will be deviant life styles.
The research hypotheses tested in this study are
as follows:
H-l:
The categories will rank in the following order (from

low to high attitudes toward university counseling

 

 

 

cent!

homo

 

centers): (a) Blacks, (b) Chicanos, (c) male
homosexuals, (d) female homosexuals, (e) non-
traditionally placed counselors, and (f) traditionally

placed counselors.

Rationale: Membership in the lower ranked categories

 

is less subjective than membership in the higher ones.

Instrumentation: ABS:AB-CD.

 

Analysis: Analysis of variance.

 

Attitudes and Age

 

H-2:
Age is negatively related to favorable attitudes toward
university counseling centers.

Rationale: The researcher's experience reveals that

 

counseling facilities are utilized more by the younger
members of the student body than by upper classmen.

Instrumentation: Age is measured by Question 83, with

 

scores ranging from l-5. Attitudes are measured by

the ABS:AB-CD.

Analysis: Pearson Product Moment Correlations between

 

age and attitude scores.

.Attitudes and Efficacy
H-3:
There is a positive relationship between a high effi-
cacy score and a positive attitude toward university

counseling centers.

Rationale: Research reveals that there is a high

 

correlation between efficacy scores and positive

feelings.

Instrumentation: Efficacy is measured by the content

 

scores from Life Situation Scale (Wolf, 1967). Scores
are from nine items, with a range of scores from 9-36,
Items 73 to 81. Attitudes are measured by the
ABS:AB-CD.

Analysis: Pearson Product Moment Correlation between

 

efficacy and positive feelings.

Attitudes and Religion
H—4:
There is no significant difference between attitude

scores of religious groups.

Rationale: Research shows that traditional religions

 

are not pOpular among campus students.

Instrumentation: Religious affiliation is measured by

 

Item 85. Attitudes are measured by the ABS:AB-CD.

Analysis: Analysis of variance.

 

Attitudes and Race
H-S:
There is a difference between the attitudes of racial

groups toward the university counseling centers.

Rationale: Aragon and Ulibagri (1971) found that race

 

may become an issue when the problem to be presented
in counseling is of a personal nature.
Instrumentation:. Race is measured by Item 86.
Attitudes are measured by the ABS:AB-CD.

Analysis: Analysis of variance.

 

CHAPTER II

REVIEW OF THE LITERATURE

The idea of this study started to develOp about 1970,
during the height of student activism on college campuses.
The circumstances that delayed this expression are beyond
the scape of the study. However, the significance of the
study is not diminished by its appearance after the issues
have experienced their greatest public attention.

Surprisingly, the popularity of groups, positions,
and manifestoes, supposedly aligned for liberating therapy;
therapists and others produced little research aimed at
understanding and validating their positions.

This study has identified several of the groups that
were the direct and indirect concern of student activist
groups concerned with university counseling centers. The
groups identified for study are Blacks, Chicanos, male
homosexuals, and female homosexuals. The groups could
have easily been veterans, drug users, political activists,
part-time students, ex-convicts, or a long list of groups
with differing life styles, that this study labels as
deviant.

Cornfield and Tukey (1956) argue that the data from a

nonrandomly selected sample may be generalized to the type

10

ll

of population which the sample characterizes. Implicit is
the requirement that the sample be very carefully described
so that the reader can infer beyond the sample. This study
incorporates the "infer beyond the sample" rationale in
looking at the attitudes of leaders as indicators of prob-
able group attitudes. Consequently, several key concepts
(leaders, deviance, and attitudes) are defined and examined
in terms of its theoretical framework, empirical antecedents,

and research rationale.

Definition of Leaders

 

Despite problems of measurement and conceptualization,
Homan (1950); Steingz (1955); Newcomb (1956); and Cronbach
(1958) have found that there is a high degree of agreement
between the interpersonal perceptions of group leaders and
group members. According to them there exists a common
frame of reference, similarity of view, and mutually-held
attitudes. Empirical support for the use of leaders'
attitudes in this study is also present in the research
of Chondary and Newcomb (1952) which revealed that chosen
leaders are more accurate than non-leaders in their esti-
mates of the attitudes of other members toward issues
relevant to the group's interest.

The term "leaders," as used in this study, refers to
the elected, appointed, employed persons within an organi—

zation who occupy designated leadership positions (president,

12

chairman, treasurer, director, etc.). Where the formal

organization did not reflect conventional leadership labels
the "status" leaders are used in the study. Status leaders
are persons having group influence and serving a leadership

role as identified by a knowledgeable member of the group.
Labeling: A Perspective

This study has identified several groups and labels
them as deviant. Propriety for labels is amply expressed
by Brown (1958):

Man is a language-using animal. In the nature

of language he divides things (inanimate objects,

thoughts, acts, or any other type of thing) into

groups, categories or classes, including some
objects with others because they have a charac-
teristic in common, although they are dissimilar

in an infinite variety of ways. In order to

speak and write about these groups of things

that are alike in some respect, he places a

label (a tag, name or counter) on them.

The labeling utilized in this research is necessary
and, in and of itself, may have no consequences pertinent
to antisocial or rejected behavior. In fact, the groups,
themselves, openly express a distinct quality to their
existence but would hardly use the label "deviant." For
example, Blacks at Wisconsin College referred to themselves
as being "culturally distinct"; political activists in a
Michigan college community identified themselves as "rad-

icals"; Feminists is a label popular among women's groups;

homosexuals (male and female) call themselves "gay";

13

Mexican-Americans prefer the label "Chicano" with its
overtones of ethnic nationalism and activism.

Becker (1963) contends that labeling is a denial of the
independence and responsibility of the actor, and the social
groups create deviance by making the rules whose infraction
constitutes deviance, and by applying those rules to par-
ticular people and labeling them as outsiders. Therefore,
deviance is not a quality of the act the person commits,
but rather a consequence of the application by others of
roles and sanctions to an offender. Consequently, it is
not difficult to understand how each of the above groups
have a deviant label successfully applied. Szasa (1970)
calls this process the "manufacture of deviance and

deviants."

Definition of Deviance

 

Deviance has been defined in various ways, some of

which are as follows:

0 Deviance is conduct that departs significantly
from the norms set for peOple in their social
statuses. (Morton, 1969)

o Deviance is that situation in which behavior
is in a disapproved direction and of sufficient
degree to exceed the tolerance limit of the
community. (Clinard, 1963)

- Deviance can be defined as conduct which is
generally thought to require the attention of
social control agencies--conduct about which
something should be done. (Erikson, 1964)

14

o Deviance like beauty, is in the eyes of the
beholder. (Simmons, 1969)

o The norm allows for variations and for alterna—

tive actions, within certain bounds. Behavior

falling outside of these latitudes of acceptable

behavior is deviant. (Sherif and Sherif, 1964)

o A theory of deviance is simultaneously a theory

of conformity; an account of occurrence of

deviant behavior is at the same time an account

of the failure of conforming behavior to occur,

and vice versa. (Cohen, 1959)

Other definitions of deviance can be found that state
deviance statistically, clinically, operationally, as
residual norms and as societal reaction. But regardless
of the analyses--normative reference--role, social function,
and persuasiveness of normative concensus, all these defi-
nitions provide support for the propriety of reliably and
usefully characterizing the groups in this study as deviant.

Deviance as used in this study refers simply to life
styles (differing life styles). Deviant life styles may be
thought of as those that are discredited or stigmatized by
the middle majority (Goffman, 1963). To say that there is
great diversity among life styles within the American society
would understate the situation. The same diversity of life
styles also characterizes American college campuses. This

research has arbitrarily chosen four groups that are highly

visible and easily identified on most college campuses for

study.

15

Definition of Attitudes

 

There are many differing definitions of attitudes.

Greenwald (1968) presented a list of definitions, some of

which are as follows:

An attitude is a mental and neural state of
readiness, organized through experience,
exerting a directive or dynamic influence upon
the individual's reSponse to all objects and
situations with which it is related.

(Allport, 1935)

An attitude is a predisposition to experience,
to be motivated by, and to act toward, a class
of objects in a predictable manner. (Smith,
Bruner, & White, 1956)

[Attitudes] are predispositions to respond,
but are distinguished from other such states
of readiness in that they predispose toward
an evaluative response. (Osgood, Suci, &
Tannenbaum, 1957)

[An attitude is] a disposition to react
favorably or unfavorably to a class of objects.
(Sarnoff, 1960)

Attitudes [are] enduring systems of positive
or negative evaluations, emotional feelings,
and pro or con action tendencies with respect
to social objects. (Krech, Crutchfield, &
Ballachey, 1962)

Attitude is the affect for or against a
psychological object. (Thurstone, 1931)

Attitude is . . . an implicity, drive-producing
response considered socially significant in the
individual's society. (Doob, 1947)

Attitude is a delimited totality of behavior
in respect to something. (Guttman, 1950)

Greenwald analyzes the first two definitions listed

above (Allport, 1935; Smith et al., 1956) as identifying

 

 

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of subs
sition
Third, .
cr0ppin<
Gui
0f behai
levels 0
action,
these for

Personal

    
   
 

P9rsona1
Thi
Of the m;

Sible to

 

16

attitude broadly as a readiness to respond. He sees
definitions by Krech et a1. (1962), Osgood et al. (1957),
and Sarnoff (1960) as referring to readiness to respond but
specifying an evaluative dimension. An effective reaction
to an object (Thurstone, 1931) or to implicit drive-
producing reactions (Doob, 1947) summarizes Greenwald's
analysis of his list of definitions of attitudes.

Summers (1970) believes that despite the wide variety
of interpretations of meaning of attitude, there are areas
of substantial agreement. First, attitudes are a predispo-
sition to respond. Second, attitudes persist over time.
Third, attitudes produce consistency in behavioral out-
cropping. Finally, attitudes have a directional quality.

Guttman (1950) sees attitude as a "delimited totality
of behavior, in respect to something, having at least four
levels of strength: stereotype, norm, hypothetical inter-
action, and personal interaction." Jordan (1968) expanded
these four levels to six: stereotypic, societal norm,
personal moral evaluation, personal hypothetical behavior,
personal feelings, and personal action.

This concept of levels facilitates the investigation
of the multidimensionality of attitudes and makes it pos-
sible to construct items by a systematic a priori method

as employed in this study.

17

University Counseling Centers

The actual services that college counseling centers
provide have been the subject of many studies. The size
of an institution has an effect on the range of therapeutic
activities provided (Anderson, 1970). In a survey of
schools with enrollments over 10,000, Clark (1966) found
that most of these schools listed vocational, educational,
and personal counseling as the principle service. Testing
was listed as the main service by 14 percent, professional
counseling by 12 percent, psychotherapy by 6 percent, and
research by 6 percent. Warman (1961) found centers tended
to be more selective in the type of problems accepted, with
a preference for the more challenging.

Studies that have focused on outreach and preventive
activities and found remedial functions dominating were
conducted by Oetting, Ivey, and Weigel (1970); Morrill and
Getting (1970); Demus (1966); Banning and Aulepp (1971).
Remediation as defined by Morrill and Hurst (1971) was the
providing of some skill that was needed but not provided in
the past. Lombardi (1974) found that some counseling cen-
ters devote 75 percent of their time to remedial activities
(10 percent more than the ideal situation). He also found
that even with unlimited funding, the college counseling
centers were severally unwilling to substantially change

the focus of their mission. Warnath (1972) concluded that

18

the forces of the academic institution and administration
rather than student needs determine the counseling services
offered in a given institution. Embree (1950) discovered
counseling centers deve10ped out of the interest individual
directors displayed.

Frank and Kirk (1976), Kirk (1973), and Sharp and Kirk
(1974) conducted studies that revealed that persistence is
perhaps the most replicable criterion at present for
counseling evaluation. Kirk (1971) described a theoretical
framework for college counseling center operations. It
provided for four major functions: service to students
(developmental and remedial), service to faculty and the
university community (committees, consultation, and therapy),
training (graduate students and paraprofessionals), and
research (therapy outcome and student characteristics).
Current trends suggest that peer counseling would also be

a part of the training function.
Counselor vs. Counselee

The literature does not isolate the study of any
particular variables as they relate to counselors or
counselee perception and role. However, the current
feminist movement has created an interest and concern
about the nature of counseling services for women that will

surely have an impact on the counseling services for clients.

19

Some of these studies mentioned earlier were conducted by
Vetter (1973), Collins and Sedlacek (1974), Goldberg (1974),
Pringle (1973), Burkhart (1973), Veres (1974), Scholossberg
(1974), McEwen (1975), and Jordan (1976).

Studies by Gelso, Karl, and O'Conner (1972); Resnick
and Gelso (1971); Wilcove and Sharp (1971) reflected that a
distinct gap existed between perceptions of counselees and
counselors concerning the appropriateness of personalésocial
problems for discussion with a counseling center counselor.

Peterson (1973), Sampel and Seymour (1971), Harper
(1969), and Burbach and Thompson (1973) have found that
minorities find their university experience to be largely
unrelated to their needs and interests. The alienation
implied here also characterizes the setting that produces
some unique personal, social, and academic problems for
many groups with deviant life styles. The disaffection
that leaders of these deviant groups have toward the

university counseling centers is examined in this study.

Research Related to Major Variables

as:

The variable of age has not been isolated for investi-
gation in many studies. Davis (1973) concluded that older
women students when compared with younger college women were
more focused on their work and education, less concerned

with peers and parents, more productive as evidenced by

20

higher academic performance, and less anxious, hostile,
and depressed.

Tinsley and Harris reported in their (counseling
expectancy x college class) study that freshmen indicated
a significantly greater expectation of counselor expertise
with SOphomores showing the greatest expectancy of counselor
acceptance. Matteson (1959) reported that college freshmen
and SOphomores see the counselor's function as primarily
informational while juniors and seniors see the counselor

as more of a social-emotional problem solver.

Efficacy

 

The Efficacy Scale, labeled by Jordan (1969), is a
nine-item unidimensional Guttman Scale reported by Wolf
(1957). This scale was designed to measure attitudes toward
man and his environment. Wolf described the scale as

follows:

The continuum underlying this scale ranges from
view that man is at the mercy of his environment
and could only hope to secure some measure of
adjustment to forces outside of himself, to a
view that man could gain complete mastery of his
physical and social environment and use it for
his own purposes. (p. 113)

This variable which purports to measure attitudes
toward man's effectiveness in dealing with his natural

and social environment is used in the present study.

21

Urbanity

No investigation which examined this variable to any
significant degree was found in the literature. Gallup's
(1973) findings in an opinion survey of public attitudes
toward education suggest that there are no significant (non-
statistical conclusion) differences between the attitudes of
urban or rural communities on issues of national concern or
focus. Television and mass media may contribute to this

condition; however, further investigation is desirable.

1535

Results of a study by Collins and Sedlacek (1974)
indicated that systematic differences exist in the way
counselors perceive male and female clients, with males
more often rated as having vocational-educational problems
and females as having emotional-social problems. Apfelbaum
(1958) found that females expect the counselor to be accept-
ing and nonjudgmental while males anticipate a more direc-
tive, critical, and analytical counselor. Broverman et a1.
(1970) reported that clinicians do hold different concepts
of mental health for men and women and suggest that these
differences closely parallel the societal sex-role stereo-
types. Pringle (1973), in a related study, reported that
when client-exhibited behavior was sex-appropriate by

traditional sex-role norms, male counselors evaluated

clients by their success in coping with the environment

22

and female counselors evaluated clients by their success
in their feelings about themselves. These orientations
to clients were reversed when behaviors were not sex-
apprOpriate. However, Goldberg (1974) examined sex bias
in the field of mental health, and his results did not
support different mental health standards for women and
men.

Females, according to Etaugh and Gerson (1974), held
less traditional attitudes than males. There is little
in the literature, documented investigations, about women
as counseling clients (Franks & Burtle, 1974). This is
startling when you realize that males constitute the
majority of clients (Chesler, 1972). Chesler also reports
that 90 percent of the psychiatrists and 75 percent of the
psychologists are male.

Vontress (1971) found that white females disclose
more readily than white males, Black females, and Black

males, respectively.

Religion

 

Smith (1971) found more positive attitudes being
expressed toward student-manned crises centers by students
19 or under, single, and having no religious preference.
Students 26 or over, married, and religiously oriented also
favored a student-helping—student counseling model. Least

preferred were the office of Pastor/Priest/Rabbi and private

23

counseling office or agency. This study also concluded

that students have a strong preference for a counselor whose
religious beliefs are similar to their own when they want
help with a moral, ethical, or religious problem.

Gallup (1973) and Smith (1974) have noticed a decline
in the significance of religious influence in the lives of
Americans in general. However, religious cults and prac-
tices are on the increase, especially Far-Eastern religions

(Henderson, 1976).

392
Most of the literature supports the notion that
minority group members ascribe more importance to counselor
and client race being the same (Smith, 1971). This prefer-
ence is also the overriding theme of research by Sedlacek
and Brooks (1970); Sedlacek, Brooks, and Horowitz (1972);
Sedlacek, Brooks, and Mindus (1973); Sedlacek, Lewis, and
Brooks (1974), and Linberg and Wrenn (1972); they recognize
the shortage of professionally qualified counselors who, by
virtue of their skin color, language, or inner-city origin,
have some advantages in relating to minority students.
Palomares (1971) goes further and characterizes dissim-
ilarities between client and counselor as detrimental to
an effective counseling relationship. Calia (1969) thinks
that racially different client may regard the counselor's

efforts to assist him as manipulating, patronizing, and

24

authoritative. Smith (1973) maintains that if a student's
problem is academic in nature, then the student may be more
inclined to accept a counselor of a different race.

There are some researchers who contend that there are
no differences in preferences of counselors relative to race
and ethnicity. Hosford and Visser (1972) found that Anglo
and Chicano counselors were equally as effective when coun-
seling students of either ethnic group. Washington (1968)
concedes to the difficulty of counseling clients racially
different from the counselor, but denies the impossibility.
Haettenschuiller (1971) sees counseling as transcending
race.

Carter (1970) says that Mexican—Americans are less
willing to seek counseling than their white student
counterpart.

Lipman-Blumen (1972) found race to be a significant
predictor of attitudes towards women, with whites expressing

less traditional views than Blacks.

Geographic Locations

Gallup's (1973) research on public attitudes toward
education reveals no significant regional differences in
attitudes. Although not directly related to counseling cen-
ters, it could be construed as suggesting that mass media
and the general communication network has effectively

eliminated regional differences on general issues.

CHAPTER III

METHODOLOGY, PROCEDURE, AND

INSTRUMENTATION

The design of this research specified the
administration of the Attitude Behavior Scale: Attitude
Behavior-Counseling Deviancy to a sample of leaders of
several campus groups with deviant life styles. The
Attitude Behavior Scale: Attitude Behavior-Counseling

Deviancy (ABS:AB-CD) was developed utilizing Jordan's

 

adaptation of Guttman's facet design. This chapter is
concerned with the methodology, procedures, and instru-
mentation of the study.

By using facet design and analysis, Guttman projects
a statistical order structure which can be checked from
empirical data. The facets are postulated before data
gathering. This systematic a priori method is a sounder
alternative than the use of intuition and personal opinion.

Guttman viewed facets--a factor or semantic unit--in
terms of set theory with each facet, a set, consisting of
elements of subsets. The elements are ordered subunits of
a facet. The facets identified for a particular project
can be arranged in a "faceted definition" (Guttman, 1968).

This faceted definition contains and arranges the facets

25

26

(and their elements) so that they read like a complete
sentence. The following is a facet definition of intel-
ligence presented by Guttman (1968) with the relevant
facets appearing in parentheses:

An act of a subject is intelligent to the

(extent) to which it is classified by a (teacher)

as (demonstrating) a correct perception of an

unexhibited logical (aspect) of a (relation)

intended by the tester, on basis of another

(exhibited) logical (aspect) of the relation

that is correctly perceived by subject.

(p. 169)

Interpretation of structural (statistical) patterns
are made possible because facet design permits use of the
principle of contiguity (Foa, 1958). The continguity prin-
ciple states that when the correlation between two variables

is higher, the more similar should be their facet structure

(Guttman, 1959).

Guttman's Four-Level Theory

Foa (1950) found Guttman's (1950) definition of
attitude, "a delimited totality of behavior with respect
to something," as being consonant with structural or facet
theory. Guttman (1959) distinguished three facets involved
in ordering attitude reSponses. The three factors and their
corresponding elements are shown in Table 1.

According to Guttman, one element for each facet of
Table 1 must be represented in any attitude statement. The

multiplication of these 21(2)c2 facet combinations produce

27

Table 1. Basic Facets Used to Determine Component Structure of an
Attitude Universe

 

 

 

(C)

(A) (B) Referent's
Subject's behavior Referent intergroup behavior
a1 belief bl subject's group c1 comparative
a2 overt action b2 subject himself c2 interaction
an attitude universe of eight semantic profiles: (1) alblcl'

(2) alblcl’ (3) albzc2 . . . (8) a2b2c2. The capital letters
A, B, and C in Table l, depict the three facets, while the
subscripts denote the respective elements.

Bastide and van den Berghe's research (1957) was
facetized by Guttman into the four levels shown in Table 2.
The ordering shows a progression from a "weak" to a "strong"
form of behavior vis a vis the attitude object. The more
subscript "2" elements a profile contains, the greater the
strength of the attitude.

Guttman (1958) states that one can predict a pattern
or structure from the relative sizes of the statistical
coefficients from purely semantic considerations. However,
one cannot presume to predict the exact size of each cor-

relation coefficient from only knowledge of the semantic

universes.

28

Table 2. The Four Combinations and Descriptive Names Used in Guttman's
FouréLevel Facet Theory

 

 

Level Profile Descriptive name
1 alblcl stereotype
2 alblc2 normative
3 albzc2 hypothetical interaction
4 azbzc2 personal interaction

 

From the principle of continguity, which predicts that
items closer semantically should also be closer statisti-
cally, Guttman postulates the "simplex" construct. A simplex
is defined by Guttman (1954) as "sets of scores that have an
implicit order from least complex to most complex." The
investigations of Foa (1958, 1963), Guttman (1961), and

Jordan (1968, 1971) support the simplex hypothesis.
Jordan's Six-Level Adaptation

Jordan (1968) expanded Guttman's attitude facets to
include five facets and six levels. Table 3 contains the
facets and elements developed by Jordan.

The five, two-element facets which produce 32 possible
combinations of elements or profiles (Maierle, 1969) in
Table 3 are actually defined as the ordered sets of five

facets. The low subscript "1" indicates a cognitive-other-

29

Table 3. Basic Facets Used to Determine Joint Struction of an Attitude

 

 

Universe
Actor's Domain of
Referent intergroup actor's
Referent behavior Actor behavior behavior
al others b1 belief c1 others dl comparison el symbolic
a2 self b2 action c2 self d2 interaction e2 operational
(I) (overt action) (mine/my)

 

passive orientation. The high subscript "2" indicates an
affective-self—action orientation (Jordan, 1968, 1971).

Empirical tests of the Guttman-Jordan facet theory are
contained in the work of Gottlieb (1970), Harrelson (1971),
Morin (1969), Hamersma (1969), Brodwin (1972), Smith (1973),
and Matthews (1975). Table 4 provides a graphic comparison
of Guttman and Jordan facet designations.

The six profiles in Table 6 were chosen since they
possessed a specific simplex relationship between themselves,
were psychologically relevant, and potentially capable of
instrumentation.

A structioned definitional or semantic system for the
relationship between the six levels is specified in Tables
5 and 6. A detailed discussion of the 32 profiles, the
specific rules by which the 12 profiles in Table 10 are

retained, and the seven "semantic paths" possible between

3O

 

 

 

Table 4. Comparison of Guttman and Jordan Facet Designations
Jordan's facets
Actor's Domain of
Referent intergroup actor's
Referent behavior Actor behavior behavior
a1 others bl belief cl others dl comparison e1 hypothetical
a2 self b2 experience c2 self d2 interaction e2 operational
(I) (overt action) (mine/my)

 

Guttman's facets

 

Referent's

 

Subject's intergroup
behavior Referent behavior
--- bl belief cl subject's dl comparitive ---

2 overt action

group

c subject
himself

d2 interactive

 

31

these 12 profiles; i.e., the six levels presented in Table 6
agree with Maierle's semantic path 9 although they were
existing prior to that (Maierle, 1969).

According to Maierle (1969) only 12 of the 32 profiles
in Table 9 appear to be logically and semantically consis-
tent. His rationale for eliminating the other 20 profiles
is also indicated in Table 9. Table 10 presents the defi-
nitional statements of the 12 retained profiles. In Table 9
letters representing the element's names (e.g., o==others;
b==believe; i==interest; p==0perationa1) replaced the
subscripts "l" and "2" shown in Table 8, making the
definitional statements shown in Table 10 possible.

By randomly varying the order of subscale level pre-
sentation of a Guttman facet-type attitude scale, Maierle
(1969) found that a better simplex approximation was
obtained when the correlations were plotted according
to theoretical relationships, rather than order of
administration. This gave support to the theoretical
assumptions underlying Jordan's five—facet paradigm
(Table 4).

Progressing from a weak to a strong form of behavior
of the subject vis-a-vis the attitude object, the five
facets have an ordered semantic meaning. The rationale
of the ordering system is as follows:

Facet A: the referent "other" is weaker than
"self" (I) in being less personal.

Facet B:

Facet C:

Facet D:

Facet E:

32

"belief" is weaker than "experience"
(overt behavior) in being "passive"
rather than "active."

referring to the behavior of one's
"self“ (mine/my) rather than that of
"others" is stronger in that it implies
personal involvement.

"comparative" behavior is weaker than
"interactive" behavior. It does not
imply social contact and a comparison
is more passive than interaction.

"hypothetical" behavior is weaker than
"operational." It does not imply acting
out behavior.

The present study (ABS:AB-CD) employs only levels 1

and 5 of the Jordan's six-level paradigm. However,

definitions of all six levels are presented for the

reader's examination of Table 7.

Level 1.

Level 2.

Level 3.

Level 4.

Level 5.

Level 6.

Societal stereotype: beliefs which other
peOple have about things which happen in
society.

Societal norm: others generally believe
the following things about what happens
in society.

 

Personal moral evaluation: in respect to
certain situations, what do you yourself
think is right or wrong for others to
believe?

Personal hypothetical action: under
specific life situations, how would you
expect to act?

Personal feeling: what types of actual
feelings do you have in certain life

situations?

Personal action: actual experiences you
have had.

33

Joint struction defines the ordered sets of the five
facets (Table 5) from weak to strong in terms of personal
involvement across all five facets simultaneously (Jordan,
1968). Lateral struction is concerned with item content,
and is involved with a Specific situation and attitude
object or circumstance.

Jordan (1969), Kaple (1971), and Hamersma (1973)
developed Guttman facet theory based instruments in which
the content of each attitude item was repeated or held
constant across all six levels. The items differed from
level to level only in alternation of specified item content
to fit the joint struction of the different levels. Joint
dimension variations can be ascertained if the lateral
dimensions are held constant by checking the differences
in the six attitude-behavior level scores.

A structioned definitional or semantic system for the
relationships between the six scale levels is specified in
Tables 5 and 6. Table 8 presents the 32 possible profiles
that the Cartesian product of the five two-element facets
that Table 3 yields (Jordan, 1971a).

Structioning is the procedure of quantifying attri-
butes in facet theory. It consists of providing a faceted
definitional system for a set of rules for classification
by mapping these set rules into the Cartesian space of the

facets (Figures 1 and 2).

34

Table 5. Jordan Facets Used to Determine Jointa Struction of an
Attitude Universe

 

(D) (E)

 

(B) Actor's Domain of
(A) Referent (C) intergroup actor's
Referent behavior Actor behavior behavior
a1 others b1 belief cl others d1 comparison e1 hypothetical
a2 self b2 experience c2 self d2 interaction e2 operational
(I) (overt behavior) (mine/my)

 

aJoint struction is operationally defined as the ordered sets of the
five facets from low to high (subscripts 1's are low) across all five
facets simultaneously.

Table 6. Joint Level or Attitude Level, Profile Composition and Labels
for Descriptive Names for Six Levels of Attitude—Behavior

 

 

Level Descriptive name
1. Social stereotype al bl c1 d1 el
2. Societal norm al bl c1 (12 e1
3. Personal moral evaluation a2 bl cl d2 el
4. Personal action hypothetical a2 bl c2 d2 e1
5. Personal feeling a2 b2 c2 d2 el

6. Personal action a2 b2 c2 (12 e2

 

35

Table 7. Joint Level, Profile Composition, and Labels for Six Types of
Attitude Struction

 

 

Profile by Profile b
definitional notational
Subscale system in system in Attitude level
type-level Table 10 Table 6 descriptive term
1 o b o c h a1 b1 c1 (11 e1 soc1eta1 stereotype
2 o b o i h a b c d e societal norm

3 1 b o 1 h a2 b1 c1 d2 el personal moral
evaluation

4 1 b m 1 h a2 bl c2 (12 e1 personal hypothetical
action

5 1 e m 1 h a2 b2 c2 d2 e1 personal feeling

6 1 e m 1 p a2 b2 c2 d2 e2 personal action

 

8Based on facets of Table 5.

bSee Table 10 for definitional statements.

36

. . . 5
Table 8. Combinations of Five Two-Element Facets

 

' Facets and subscripts

 

B C D E

3’

Permutations

LOGDNO‘UIbWNI-J

'3
RJKDk‘P‘k)h)P‘FJKJK)F‘P‘k)k)h‘h‘k)k)h‘h‘k)h)h‘h*k)k)h‘h‘k)k)hihfi
k)k)k)k)k)k)k)k)FJP‘F‘P'P'P‘F'P‘kDNJk3RDA)h)k)k)k‘h‘h‘h‘h‘h‘h‘h‘
kskakakahahakah-Kim)K2Rahahohahakakak>R>hahihahen>kamaK>hahnhlha
h)h‘k>h‘k)k4hlhlk)hlk)kik>h‘k)h‘thJkJFJkJP4kJP‘hJP‘hJPJK)P*h)FJ
k)k)k)k)k)k)h)h)h)h)h)h)k)k)k)k>h‘h‘h‘h‘P'P'P'P‘P‘F‘P‘P‘h‘h‘h‘k‘

 

aSubscript "1" indicates weak element; "2" indicates strong element.

37

Table 9. Combinations of Five Two-Element Facetsb and Basis of

 

 

 

 

Elimination
Combinations Facets and
subscripts
b In In BasisC of
Number Table 10 Table 7 A B C D E elimination

l 1 level 1 o b o c h

2 2 level 2 o b o i h

3 3 -- i b o c h

4 4 level 3 i b o i h

5 5 -- a b m c h

6 6 -- o b m i h

7 7 -- i b m c h

8 8 level 4 i b m i h

9 - —— o c o c h 2

10 9 -- o e o i h

11 - -- i e o c h l 2

12 - -- i e o i h 1

13 - -- o e m c h 1 2

l4 - -- o e m i h 1

15 —

16 10 level 5 i e m i h

17 - -- o b o c p 3

18 - -- o b o c p 4
l9 - -- i b o c p 3 4
20 - -- i b o i p 4
21 — -- o b m c p 3 4
22 - -— o b m i p 4
23 - -- i b m c p 3 4
24 - -- i b m i p 4
25 - -- o e o c p 2 3
26 ll -- o e o i p

27 - -- i e o c p l 2 3

28 - -- i e o i p l

29 - -- o e m c p 1 2 3

30 - -- o e m i p l

31 - -- i e m c p 2 3

32 12 level 6 i e m i p

 

aSee Table 5 for facets.

bNumbering arbitrary, for identification only.

cLogical semantic analysis as follows: Basis 1: an "e" in facet B
must be preceded and followed by equivalent elements, both "0" and "i"
in facet A or "m" in facet C. Basis 2: a "c" in facet 1 cannot be pre-
ceded by an "e" in facet B. Basis 3: a "c" in facet D cannot be fol-
lowed by a "p" in facet E. Basis 4: a "p" in facet E cannot be preceded
by a "b" in facet B.

 

 

 

138

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139

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41

Instrumentation

The attitudes of leaders of groups with deviant life
styles toward university counseling centers were measured by
the Attitude Behavior Scale: Attitude Behavior-~Counseling
Deviancy, a self report instrument referred to subsequently
as the ABS:AB-CD.

The instrument is based on Jordan's (1971) modifica-
tions of the facet theory and scaling methods developed by
Guttman including theoretical and behavioral explanations
of human behavior. It was develOped over several academic
terms with the benefit of the critical evaluation of other
members of a graduate seminar conducted by Jordan at Mich-
igan State University. The ABS:AB-CD looks at attitudes
via six content facets: (a) in respect to the nature of
university counseling center services, (b) the convenience
of these services, (c) the usefulness of these services,

(d) the sensitivity of staff, (e) the make-up of personnel,

and (f) ideas about deviant behavior.

Validity and Reliability

The validity and reliability of the ABS:AB-CD can be
assumed because of the employment of facet theory insuring
that "known" facets of the attitude universe were sampled
(Jordan, 1970; Anastasi, 1968). Validity and reliability
are also indicated by substantive finding in the literature

including studies by Orto (1970), Whitman (1970), Poulos

42

(1970), Smith (1973), Brodwin (1973), Bray and Jordan
(1973), Gottlieb (1973), Dunn (1974), Matthews (1975),

Castro (1975), and Dadgostar (1975).

Pretesting of the Instrument

 

The pretesting of the ABS:AB-CD was conducted to
accomplish at least two purposes: (a) to develop the
procedures for applying the research instrument, and
(b) to test the wording of questions so that they are
suited to the comprehension of the respondents. The pre-
testing conducted on comparable subjects also revealed that
the subjects were able to follow the instructions of the
ABS:AB-CD, understand the items, and complete the entire

instrument in a reasonable period of time.

POpulation

 

The participants were all students or staff at one
of several universities located in Southeastern Michigan
including Michigan State University, University of Michigan,
University of Michigan-Dearborn, University of Detroit,
Wayne State University, Eastern Michigan University, and
Oakland University.

The participants in the study consisted of five leaders
in organizations identified from the groups listed below:
Blacks, Chicano, male homosexual, female homosexual, people
employed in traditional university counseling centers, and

people employed in non-traditional counseling settings.

43

Each student participant in this study had a leadership
role in a recognized campus organization where the primary
group identification variable was Black, Chicano, male
homosexuals, female homosexuals, traditionally placed
counselors and non-traditionally placed counselors. Each
student participant in this study held a leadership position
in a recognized campus organization. The other participants
were employed as counselors in a leadership capacity in
either a traditional or non-traditional counseling center
setting.

One of the universities covered in this study did
not have a traditional counseling center (it was recently
eliminated). A second university's traditional counseling

director refused to participate in the study.

Procedure

 

The student activities component of the seven univer-
sities participating in the study were contacted in order to
obtain a listing of all recognized student organizations on
campus. An inspection of these lists was made to determine
which organizations were a part of the anticipated sample
groups. An attempt was then made to contact recognized
leaders (office holders) of these sample group organizations.
The final participants in the study consisted of five lead-
ers in each category at each participating university who

were contacted and agreed to participate. These leaders

44

‘were asked to complete the ABS:AB-CD and leave it for
pick-up or return it in a pre-addressed and stamped envelope.
Participants working in counseling settings were approached
directly by the investigator and asked to complete the

ABS:AB—CD and return it in a stamped pre—addressed envelope.

45

 

 

 

 

 

 

 

Table 11. ABS:AB-CD Basic Variable List by IBM Card and Column
IBM
Score ABS:AB-CD
Variable range Card Column items
. l. Stereotype 36-144 1 11-46 1-36
2:52:32: 2. Feeling: 34-136 1 47-80 37—70
3. Feeling 2-8 2 11-12 71-72
4. Efficacy 9-36 2 13—21 73-81
5. Sexb 1-2 2 22 82
6. Age group 1-5 2 23 83
Demo- 7. Marital status 1-5 2 24 84
graphic 8. Religion 1-5 2 25 85
9. Race 1-5 2 26 86
10. Urbanity 1-4 2 27 87
11. Geographic region 1-5 2 28 88
12. Nature, level 1 6-24 1 11-16 1-6
13. Convenience, level 1 6-24 1 17-22 7-12
Service 14. Usefulness, level 1 6-24 1 23—28 13-18
component 15. Sensitivity, level 1 6-24 1 29-34 19-24
16. Personnel, level 1 6-24 1 35-40 25-30
17. Deviance, level 1 6-24 1 41-46 31-36
18. Nature, level 5 6-24 1 47-52 37-42
19. Convenience, level 5 6-24 1 53-58 43-48
. 20. Usefulness, level 5 6-24 1 59-64 49-54
Serv1ce . . .
component 21. Sens1t1v1ty, level 5 6-24 1 65-70 55-60
22. Personnel, level 5 6-24 1 71-76 51-66
23. Deviance, level 5C 4-16 1 77-80 67-70
24. Deviance, level SC 2-8 2 11-12 71-72
Identity 25. Life style groupsd 1-6 1-2 1-6 ---

 

aNote that these items must be combined.

bSex: 1 = female; 2 = male.

CNote that these items must be combined.

03 = male homosexuals;
06 = non-traditional

01 = Blacks; 02 = Chicanos;
05==traditiona1 counselors;

dLife style groups:
O4==female homosexuals;
counselors.

CHAPTER IV

ANALYSIS OF DATA

In this chapter, the research hypotheses and the

results from the analysis of data are presented.

Rank of Group Attitudes

 

H-l: The categories will rank in the following order
(from low to high attitudes toward university counseling
centers): (a) Blacks, (b) Chicanos, (c) male homosexuals,
(d) female homosexuals, (e) non-traditionally placed coun-
selors, and (f) traditionally placed counselors. Table 12
presents the sample size, mean scores, and standard devi-
ation values for each category or group on the two-level
ABS:AB-CD continuum.

Analysis of variance (ANOVA) was used to determine
whether the apparent differences in group means in Table 12
indicate the presence of true category differences. A
one-way ANOVA was computed for the two-level ABS:AB-CD
continuum which resulted in the analysis reported in
Table 13 reflecting a significant F—Ratio.

Table 14 contains a summary of the results of the t

tests employing pooled variance estimate contrasts which

46

47

 

 

 

 

 

Table 12. Sample Sizes, Mean and Standard Deviations for Each Group on
the Two-Level ABS:AB-CD
Variables N Means SD
1. Blacks 35 82.20 11.58
2. Chicanos 15 78.73 11.25
3. Male homosexuals 20 79.85 7.77
4. Female homosexuals 17 66.12 10.46
5. Non-traditionally placed counselors 35 80.0 14.33
6. Traditionally placed counselors 26 99.46 18.12
Table 13. Analysis of Variance and Significant Level for the Group
Variables on the Two-Level ABS:AB—CD
Source of Sum of
Scale variation squares df MS Significance
Between
groups 14638.27 5 2927.65 15.53 .0001
ABS:AB-CD
Within
groups 26775.21 142 188.55

 

48

Table 14. Summary of Significant t Tests for the Group Variables on the
Two-Level ABS:AB-CD

 

 

Category contrasts df vaIue pfbs
l. Blacks > 4. Female homosexuals 142 4.38 .0001
1. Blacks > 5. Non—trad. coun. 142 2.88 .005
2. Chicanos > 4. Female homosexuals 142 2.88 .005
2. Chicanos > 5. Non-trad. coun. 142 4.99 .0001
3. Male homosexuals > 4. Female homosexuals 142 3.33 .001
3. Male homosexuals > 5. Non-trad. coun. 142 5.14 .0001
4. Female homosexuals > 5. Non-trad. coun. 142 8.42 .0001
4. Female homosexuals > 6. Trad. counselors 142 3.98 .0001
5. Non-trad. coun. > 6. Trad. counselors 142 5.81 .0001

 

were used to assess the relevant category or group

differences and ordering on the two-level ABS:AB-CD con-
tinuum. Groups that were found to not be significantly

different from Table 14 are Group 1 (Blacks) to Group 2

(Chicanos); and Group 6 (traditional counselors) and

Group 3 (male homosexuals).

Group 2 (Chicanos) are not

significantly different from Group 3 (female homosexuals)

and Group 6 (traditional counselors).

Neither are Groups 3

(male homosexuals) and 6 (traditional counselors) signifi-

cantly different from each other.

Table 15 contains a

49

 

 

 

 

 

Table 15. Summary of Significant t Tests for the Group Variables on
Levels 1 and 5 of the ABS:AB-CD
T T
Category contrasts df value pros
Stereotypic level (1)
l. Blacks > 4. Female homosexuals 142 3.67 .0001
l. Blacks > 5. Trad. counselors 142 6.17 .0001
2. Chicanos > 5. Trad. counselors 142 6.65 .0001
3. Male homosexuals > 4. Female homosexuals 142 2.61 .01
3. Male homosexuals > S. Trad. counselors 142 6.12 .0001
4. Female homosexuals > 5. Trad. counselors 142 8.60 .0001
4. Female homosexuals > 6. Non-trad. coun. 142 2.99 .003
5. Trad. counselors > 6. Non-trad. coun. 142 6.94 .0001
Personal feeling level (5)
1. Blacks > 4. Female homosexuals 142 4.00 .0001
1. Blacks > 5. Trad. counselors 142 4.97 .0001
2. Chicanos > 5. Trad. counselors 142 4.97 .0001
3. Male homosexuals > 4. Female homosexuals 142 3.06 .003
3. Male homosexuals > 5. Trad. counselors 142 4.90 .0001
4. Female homosexuals > 5. Trad. counselors 142 7.91 .0001
4. Female homosexuals > 6. Non-trad. coun. 142 3.41 .001
5. Trad. counselors > 6. Non-trad. coun. 142 5.64 .0001

 

50

summary of the results of pooled variance estimate contrasts
of t tests which were used to assess the relevant category
or group differences and ordering on each of the two levels
of the ABS:AB-CD. Only the significant t are reported for
each level.

Table 16 presents the sample size, mean scores, and
standard deviation values for each group on each level of
the two-level ABS:AB-CD. The presence of true group dif-
ferences in the apparent differences in group means in
Table 16 was determined by an analysis of variance (ANOVA).
The one-way ANOVA computed for each of the tWo levels of
the ABS:AB-CD, reflecting a significant F-Ratio, for both
levels, is reported in Table 17.

Contrary to the postulated hypothesis, Group 1 never
ranked at the bottom of the scale, but ranked second to
Group 6 on all levels of the ABS:AB-CD, indicating a
highly positive attitude toward university counseling
centers. Group 6 seems to approximate the postulated
rank order hypothesis on all levels of the ABS:AB-CD.
Otherwise, the ordering of sample groups that was
hypothesized on the total ABS:AB-CD and on each level
was generally unsupported by the data although there was

an identifiable trend.

 

 

.1- 4r- _

 

51

 

 

 

 

 

Table 16. Sample size, Mean Scores, and Standard Deviation Values for
Sample Groups on Two Levels of the ABS:AB-CD
Variables N Means SD
Stereotypic level (1)
1. Blacks 35 89.17 12.62
2. Chicanos 15 81.13 14.14
3. Male homosexuals 20 85.95 9.56
4. Female homosexuals 17 73.53 12.21
5. Non-traditionally placed counselors 35 86.29 15.93
6. Traditionally placed counselors 26 112.23 18.56
Personal feeling level (5)

l. Blacks 35 90.40 12.53
2. Chicanos 15 86.00 12.47
3. Male homosexuals 20 88.00 7.68
4. Female homosexuals 17 73.82 10.70
5. Non-traditionally placed counselors 35 87.97 15.23
08.46 19.61

Traditionally placed counselors 26 l

 

52

Table 17. Two ANOVA Summary Tables for Sample Categories on the Two
Levels of the ABS:AB-CD

 

 

 

Source of Sum of
Levels variation squares df MS F Significance
Between
groups 19437.34 5 3887.47 18.66 .0001
1
Within
groups 29583.65 142 208.34
Between
groups 13764.13 5 2752.83 13.97 .0001
5
Within
groups 27974.30 142 197.00

 

Attitudes and Age

H-2: Age is negatively related to favorable attitudes
toward university counseling centers

The data indicated no significant relationship between
attitudes and age for Blacks, Chicanos, male homosexuals,
and female homosexuals on each level of the ABS:AB-CD.

While the hypothesis stated a negative relationship
between age and attitudes, the data indicated a strong
positive relationship for traditionally placed counselors
and non-traditionally placed counselors on both levels 1
(stereotypic) and 5 (feeling). This could be expected
because members of both these groups were primarily college

degree persons employed in professional counseling positions.

53

Attitudes and Efficacy

H-3: There is a positive relationship between a high
efficacy score and positive attitudes toward university
counseling centers.

There was a significant relationship contained between
attitudes and efficacy, which test man's sense of control
over his environment, on both levels of the ABS:AB-CD.

Table 18 shows the correlations and significance levels
between attitudes and efficacy in terms of the subcategories

of the attitudes.

Attitudes and Religion

 

H-4: There is no significant difference between
attitude scores of religious groups.

The results of the analysis indicated that this
hypothesis was supported.

An explanation may be that those persons involved
in higher education may have more positive and similar
attitudes regardless of religious affiliations. Another
explanation could be that religion is not as significant

in determining attitudes as often believed.

54

 

 

 

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55

Attitudes and Race

 

H-5: There is a difference between the attitudes of
racial groups toward university counseling centers.

The results of the analysis did not support this
hypothesis.

A possible interpretation is that the size of the
sample was too small. Another possibility is that exposure
to higher education generates more commonality than those

of the cultural aspects of race.

CHAPTER V

SUMMARY, DISCUSSION, AND RECOMMENDATIONS

The first four chapters dealt with the nature of the
problem, review of literature, methodology, and the analysis
of data. The present chapter attempts to present a summary

of the study, discussion, and a series of recommendations.

Methodology

 

Leaders of four student groups, who for various
reasons, had life styles that were different or deviated
from the life styles of the general student pOpulation,
were selected for this study. The basis for selection
were ease in identification and their presence on all
seven participating university campuses.

These groups of leaders through their organization
name or purpose were identified from active campus orga-
nization files and five leaders from each group were
approached and asked to complete the ABS:AB-CD.

Five leaders from the university counseling center and
five leaders employed as counselors in programs outside of

the traditional counseling center were also asked to

participate.

56

57

One participating university had recently eliminated
its traditional counseling center. The director at another
refused to have his staff participate.

There were 26 leaders from traditional counseling
centers and 35 leaders participating from non—traditional
areas who completed the ABS:AB-CD.

A total of 148 leaders completed the ABS:AB-CD. Some
completed the scale in the presence of the researcher while
others completed it at their convenience and returned it in

the mail. Only seven scales were not completed and returned.

Analysis

 

The analysis procedures performed on the data were
correlational (Pearson r) and one-way analysis of variance

ANOVA.

Discussion

 

The present study indicated there is merit to the
argument that groups with different or deviate life styles
see the nature, convenience, use, and sensitivity of uni-
versity counseling services as well as view its personnel
and notions about deviancy quite differently from tradi-
tional and non-traditional counselors.

Although the direction of this difference was not
totally as hypothesized, there are several possible expla-

nations. Black and Chicano leaders appeared to take less

58

time to complete the scale than those in the other four
groups suggesting that they were excellent readers or
‘that they did not take the task as serious as others.

The length of the scale may have also induced a
fatigue factor that disturbed true differences.

Another reason which might account for the rank order
obtained is that some of the four student groups chosen are
now much closer to becoming integrated into the general
student pOpulation and are acquiring similar attitudes.

There were difficulties in the research design which
made the study difficult to conduct. The inability to
objectively identify and sample leaders from groups more
distinct in their life styles than the groups used was an
obvious difficulty of this study. Another difficulty was
the absence of a control group in this study. It was almost
impossible to find a group of people who represented the
typical counseling center user. Although the counseling
centers used in the study provided very similar services,
their method of delivery varied. One center even had a
direct cash charge for its services which probably influ-
enced the circumstances and kind of peOple that utilized

this center.

59

Procedures

 

The researcher did experience some problems in
obtaining an equal number of respondents in each group.

A pre-established system emphasizing stratified sampling
techniques should be employed in future research.

Contact of leaders in two groups were established
through referral. Male and female homosexuals were not as
well organized on some campuses as others. Consequently,
leaders in these groups were identified by better, formal,
organized campuses as the liaison on the campus in question.

The seven persons that failed to return a completed
scale were all of the same group. There is no evidence
that any of the material was offensive to group members.
There is no other explanation other than the situation was
coincidental.

The variability of the setting in which the scale was
administered created some problems and may have affected the
results. Most of the Blacks and Chicanos that completed the
scale ABS:AB-CD completed it in a very informal or casual
atmosphere. Members of the other groups had more privacy

through their organizational group or private office.

Instrumentation
There was noticeable reluctance on the part of
many leaders when they became aware of the length of the

ABS:AB-CD. However, the researcher was able to convince

60

those who were reluctant that completion of the scale would
take a maximum of 20 minutes (the average time taken by
those who completed the scale in the presence of the
researcher). Future research should limit the length of
the scale to eliminate or control for fatigue and boredom.
The ABS:AB—CD was administered only in English. There
is no evidence linking the unreturned questionnaires to this
limitation. However, future instruments should give consid-
erable thought to the effects of not administering a scale

in the native language of the group being assessed.

Simplex Approximation Test

The ABS:AB-CD was written on only two levels: (1)
stereotypic and (5) feeling. Consequently, procedures
formulated by Kaiser (1962) ordering the variable and
suggesting a measure of the goodness or fit of the scale
to obtain data was not tested statistically in this research.
Future research should include at least three levels so as

toallow for a statistical confirmation of this simplex

theory.

Implications for Practice and Research

The American System of Higher Education, until
recently, has been the hub around which the whole society
revolved. Universities were dynamos, charging, enlivening

every aspect of American life. Universities supplied the

 

 

 

61

ideas and personnel for increasingly technocratic regimes,
dominated the cultural environment and finally with the
growing mania for academic credentials, universities
appeared to be the gatekeepers into the world of profes-
sional and business success, in effect allowing only those
they approved to enter the middle class. University coun-
seling centers became a traditional arm of the university,
designating a wide range of individual and group services.
University counseling centers became a prime source of
help for the frustrated or confused as well as a resource
for those "healthy" and desiring to become better informed.

In serving the university counseling centers must
seek ways of identifying those that they fail to serve.
This research is committed to this end while at the same
time limited by an inability to objectively identify those
groups which for various reasons are alienated and foreign
to university counseling centers.

In spite of the limitations of this study, its mandate
is clear. There exists an on-going need for university
counseling centers to look at the attitude, a delimited
totality of behavior in respect to university counseling
centers, in a systematic manner. The multidimensionality
of facet analysis provides a vehicle on which progress

toward this objective can travel.

62

Summary

The primary objective of this study was to develop,
according to the Guttman-Jordan Formulation, an Attitude-
Behavior, Counseling and Deviancy Scale, ABS:AB-CD, and
examine the attitudes of six distinct groups towards
university counseling centers.

The population samples ranked in the following order
on the ABS:AB-CD from low to high attitudes towards
university counseling centers: (a) female homosexuals,

(b) Chicanos, (c) male homosexuals, (d) non-traditionally
placed counselors, (e) Blacks, and (f) traditionally placed
counselors.

The ABS:AB-CD ordering of sample groups that was
hypothesized was not supported by the data. However, the
ordering reported above was consistent on both levels of
the scale.

No significant relationship was found between attitudes
towards university counseling centers and age.

There was a significant and positive relationship
between attitudes toward university counseling centers
and efficacy.

The data supported the hypothesis that there is no
significant difference between attitudes.

Based on a one-way analysis of variance, no difference
was found between the attitudes of racial groups toward.

university counseling centers.

APPENDIX

ATTITUDE BEHAVIOR SCALE: AB-CD

 

 

 

 

 

ATTITUDE BEHAVIOR SCALE: AB-CD

Directions

 

This booklet contains statements about how you and others,
with uniquely different life styles, feel about University
Counseling Centers. The first section of the booklet
contains statements about how others view University
Counseling Centers. The second seCtion contains statements
about how you actually feel about University Counseling
Centers. The thIrdISection contains statements about
several aspects Of life or life situations.

 

Each statement in this booklet is different from every
other statement, although some may appear to be identical.
Therefore, no answer to a statement is necessarily related
tO your response tO a previous statement.

SAMPLE

1. University Counseling Centers are very formal
in their Operations.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

If you strongly believe that others believe that
University Counseling Centers are very formal in
their Operations, indicate your answer in the
corresponding space on the IBM answer sheet.

1 2 3 4 5
[l [l [l [I] I]

 

DO NOT PUT YOUR NAME ON THIS BOOKLET

 

 

 

By: Curtis L. Holt
John E. Jordan
College of Education
Michigan State University

63

 

 

 

64

ATTITUDE BEHAVIOR SCALE: AB-CD

Section I

 

Directions:

 

This section contains statements about how others view
university counseling centers. Indicate in the corre-
sponding box on the answer sheet what you believe others
believe about the counseling center and'its services.

PeOple believe the following things about the nature of
university counseling center services.

1.

The services Of counseling centers are designed for
persons with severe emotional problems.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers require clients to undergo extensive
testing.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers have comprehensive vocational and
career guidance programs.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers primarily refer their clients to
other agencies rather than provide direct services.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers Operate in such a way that only
a small percentage of students or clients eligible
for its services use the center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers are capable of helping persons
from a wide range of life styles.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

65

People believe the following things about the convenience
of university counseling center services.

7.

10.

11.

12.

Counseling center Operating hours are convenient for
most potential clients.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Appointment procedures help counseling centers
provide better services for clients.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Evenings and weekends would be an ideal time for
counseling centers to Offer regular services.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center interviews are so short that they
require unnecessary additional visits.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Easily available walk-in service would help more
people use counseling center services.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

The procedures used in counseling centers to schedule
such things as testing and counseling cause many
inconveniences.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

66

People believe the following things about the usefulness
Of university counseling center services.

13.

14.

15.

16.

17.

18.

 

Counseling centers usually do not provide any real
help for most Of its clients.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree
Testing is the most useful service that the
counseling center provides.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree
There are sources of counseling help, on campus,
that are better than the counseling center.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree
Counseling centers help provide a better atmosphere
for study and learning on campus.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

Help received in counseling centers can be easily

applied to one's daily living.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling centers are useful only as a referral
agency.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

 

 

 

67

People believe the following things about the sensitivities
Of the peOple who work in university counseling centers.

19.

20.

21.

22.

23.

24.

Confidentiality is a key tO the Operation Of a
successful counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs understand the meaning
or psychology Of the life styles Of most campus
sub-cultures.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs are some Of the most
understanding people on campus.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs can usually understand clients
and accept their differences even though the client's
life style Opposes that Of the counselor.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Members Of groups that are different have to justify
their life styles before the counselor can approach
the real problem.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
Counselors must understand and accept that clients

miss appointments for many justifiable reasons.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

68

People believe the following things about university
counseling center personnel.

25.

26.

27.

28.

29.

30.

 

A person who is a member Of a racial minority is
not likely to be employed in a university counseling
center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

A person who Openly identifies himself as a male
homosexual is not likely to be employed in a
university counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

A person who Openly identifies herself as a female
homosexual is not likely to be employed in a
university counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

A person identified as a feminist is not likely to
be employed in a university counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

A person who might be labeled as a "Religious Zealot"
is not likely to be employed in a university
counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

A person identified as a Political Activist is not
likely tO be employed in a university counseling
center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

 

 

 

 

 

 

69

People believe the following things about deviant behavior
as reflected in differing life styles.

31.

32.

33.

34.

35.

36.

Counseling centers are staffed with peOple who are
understanding and sensitive to deviant styles Of life.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs believe that deviant values
are not altogether contradictory to more accepted ones.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs believe that there are gross
misconceptions of different life styles because of
social segregation and stereotyped information.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

The attitude Of counseling center staff towards those
who deviate from society's rules is beginning to turn
from punitive toward that of acceptance.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

Counseling center staffs believe that the criteria by
which behavior is considered deviant is well defined
and consistently applied.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
Counseling center staffs treat deviance as illness.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

70

Section II

 

Directions:

 

This section contains statements about how you actually feel
about university counseling centers. Indicate in the corre-
sponding box on the answer sheet how you actually feel about
the university counseling center and its services.

I feel the following things about the nature of university
counseling center services.

37. I feel that the services of counseling centers are
designed for persons with severe emotional problems.
1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Disagree

38. When counseling centers require clients to undergo
extensive testing, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

39. When counseling centers do not have comprehensive
vocational and career gu1dance programs, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

40. When counseling centers primarily refer their clients
to other agencies rather than provide direct services,

I feel
1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

41. When counseling centers Operat in such a way that only
a small percentage Of students or clients eligible for
its services use the center, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

42. When counseling centers are capable Of helping persons
from a wide range Of life styles, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

71

I feel the following things about the convenience Of
un1versity counseling center services.

43.

44.

45.

46.

47.

48.

When counseling center Operating hours are convenient
for most potential clients, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

I feel appointment procedures help counseling centers
provide better services for clients.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel evenings and weekends would be an ideal time
for counseling centers to Offer regular services.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel counseling center interviews are so short that
they require unnecessary additional visits.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel easily available walk-in service would help
more people use counseling center services.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that the procedures used in counseling centers
to schedule such things as testing and counseling
cause many inconveniences.

l. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

 

Ill-IIITIIIIIIIII

72

I feel the following things about the usefulness of
un1versity counseling center services.

49.

50.

51.

52.

53.

54.

I feel that counseling centers usually do not provide
any real help for most Of its clients.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

I feel that testing is the most useful service that
the counseling center provides.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

I feel there are sources of counseling help, on campus,
that are better than the counseling center.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

I feel that counseling centers help provide a better
atmosphere for study and learning on campus.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

I feel that help received in counseling centers can
be easily applied to one's daily living.

1. Strongly Disagree 3. Agree

2. Disagree 4. Strongly Agree

I feel counseling centers are useful only as a referral
agency.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

 

 

 

 

 

73

I feel the following things about the sensitivities of the
people who work in university counseling centers.

55.

56.

57.

58.

59.

60.

 

I feel that confidentiality is a key to the operation
of a successful counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staff's understand the
meaning of psychology of the life styles Of most campus
sub-cultures.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staff are some of the
most understanding peOple on campus.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staff can usually

understand clients and accept their differences

even though the client's life style opposes that
of the counselor.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that members of groups that are different have
to justify their life styles before the counselor can
approach the real problem.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
When counselors understand and accept that clients

miss appointments for justifiable reasons, I feel

1. Strongly Negative 3. Positive
2. Negative 4. Strongly Positive

74

I feel the following things about university counseling
center personnel.

61.

62.

63.

64.

65.

66.

 

I feel that a person who is a member of a racial
minority is not likely to be employed in a
counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that a person who Openly identifies himself
as a male homosexual is not likely to be employed in
a counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that a person who openly identifies herself as
a female homosexual is not likely to be employed in a
counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that a person identified as a feminist is not
likely to be employed in a counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that a person who might be labeled as a
"Religious Zealot" is not likely to be employed
in a counseling center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that a person identified as a Political
Activist is not likely to be employed in a counseling
center.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

75

I feel the following things about deviant behavior as
reflected in differing life styles.

67.

68.

69.

70.

71.

72.

I feel that counseling centers are staffed with people
who are understanding and sensitive to deviant styles
Of life.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staff believe that deviant
values are not altogether contradictory to more accepted
ones.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staff believe that there
are gross misconceptions of different life styles
because Of social segregation and stereotyped
information.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

I feel that the attitude Of counseling center staff
towards those who deviate from society rules is begin-
ning to turn from punitive toward that of acceptance.

1. Strongly Disagree . 3. Agree
2. Disagree 4. Strongly Agree

I feel that counseling center staffs believe that
the criteria by which behavior is considered deviant
is well defined and consistently applied.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

When counseling center staff treat deviance as illness,
I feel that neither the symptom nor the cause is
treated.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

76

Section III

 

Directions:

 

This section Of the booklet deals with how peOple feel about
several aspects Of life or life situations. Please indicate
how you feel about each situation on the answer sheet.

73. It should be possible to eliminate war once and for all.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

74. Success depends to a large part on luck and fate.

Agree

1. Strongly Disagree 3.
4. Strongly Agree

2. Disagree
75. Some day most of the mysteries of the world will be
revealed by science.
1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
76. By improving industrial and agricultural methods,
poverty can be eliminated in the world.
1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
77. With increased medical knowledge, it should be possible
to lengthen the average life span to 100 years or more.
1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree
78. Someday the deserts will be converted into good farming

land by the application Of engineering and science.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

77

V

79. Education can only help peOple develop their natural
abilities; it cannot change peOple in any fundamental

way.
1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

80. With hard work, anyone can succeed.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

81. Almost every present human problem will be solved in
the future.

1. Strongly Disagree 3. Agree
2. Disagree 4. Strongly Agree

The final part Of this questionnaire has to do with personal
information about you. Since the questionnaire is completely
anonymous and confidential, you may answer all questions
ffeely without concern about being identified. It is
important to the study to Obtain your answer tO every
question.

 

 

 

 

Please read each question carefully and do not omit any
questions. Indicate your answer in the corresponding
space on the IBM answer sheet.

 

82. Please indicate your sex.
1. Female
2. Male
83. Please indicate your age as follows:

1. Under 20 years Of age

2. 21-30
3. 31-40
4. 41-50
5

51 and over

84.

85.

78

What is your marital status?

1. Married
2. Single

3. Divorced
4. Widowed
5. Separated

What is your religion?

1. I prefer not to answer
2. Catholic

3. Protestant

4. Jewish

5.

Other or none

Please read each question carefully and do not omit any
questions.

86.

87.

88.

TO which racial group do you belong?

l. Prefer not to answer
2. White

3. Black

4. Oriental

5. Other

Where were you mainly reared or "brought up" in your
youth (that is up to age 21)?

1. Country

2. Country town
3. City suburb
4. City

What part Of the United States did you spend most Of
your life in up to age 21?

. South

. West

. Midwest
. East

hwthH

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