ABSTRACT

THE COMPARATIVE EFFECT OF TWO SYSTEMATIC COUNSELOR
INSERVICE TRAINING TREATMENTS UPON THE
INFORMATION-SEEKING BEHAVIORS

OF CLIENTS

BY

Lois Jean Fiedler

No research studies have investigated the ef-
fectiveness of inservice training on relevant counselor
and client behaviors. The purpose of this investigation
was to conduct an experimental test of the effect of brief
systematic counselor inservice training upon the
information-seeking behaviors of the participating counse-
lors' clients. Specifically, this study compared a five-
hour systems developed laboratory experience with three
alternative treatments. The laboratory experience was
designed to train counselors in the Specific functions
involved in systematically conducting information-seeking
procedures with clients.

The alternative treatments included a written
presentation of the systems developed inservice program,

a written presentation of available professional and

Lois Jean Fiedler

research literature on information-seeking procedures, and
a delayed treatment which served as a no-contact control
treatment.

The study was conducted with 19 volunteer counse-
lors randomly assigned to the treatment groups. Each
counselor worked with eleventh or twelfth grade girls in
his/her high school.

Criteria for assessing the treatment effects were
the frequency (number of sources) and variety (number of
six possible modes) of information-seeking behaviors: (1)
identified by the counselor and/or client during the initial
counseling interview as determined by analysis of the taped
interview, (2) identified by the client immediately after
the counseling interview as determined by a client question-
naire, and (3) performed by the client outside the
counseling setting during a three week period of time
after the initial counseling interview as reported on a
client questionnaire. The three criterion measures
represented separate check-points in the development of
information-seeking skills relevant to the educational and
vocational planning of the clients.

The data collected in the study were analyzed using
analysis of variance procedures for a two factor experiment
(4 treatment groups x 3 repeated measures). Separate
analyses were made for each of the two dependent variables,

frequency and variety of information-seeking behaviors.

Lois Jean Fiedler

Dunn's procedures for multiple comparisons were used for
testing the hypotheses involving comparison of treatment
group composite means. Follow-up procedures on the self-
reported information-seeking behaviors of a random se-
lection of two clients per treatment group confirmed 15 of
the information-seeking behaviors with 19 information-
seeking behaviors impossible to confirm. None of the re-
ported information-seeking behaviors were invalidated.

Support was found for the hypothesis that a five-
hour laboratory experience of systematic inservice train-
ing, focused on specific counselor functions, would pro—
duce significantly greater frequency and greater variety
of information-seeking behaviors than other inservice
training treatments or no inservice training. A written
package of the systematic inservice training materials
presented on an independent study basis failed, however,
to produce any results significantly different than a
package of relevant professional literature or no inservice
treatment.

This investigation therefore has provided evidence
that brief inservice training of practicing counselors is
both feasible and productive and that a laboratory-based
application of a systems approach to counselor inservice
training is relatively more effective than two types of
packaged information, systems deve10ped materials or

available professional literature.

THE COMPARATIVE EFFECT OF TWO SYSTEMATIC COUNSELOR
INSERVICE TRAINING TREATMENTS UPON THE
INFORMATION-SEEKING BEHAVIORS

OF CLIENTS

BY

Lois Jean Fiedler

A THESIS

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

DOCTOR OF PHILOSOPHY

Department of Counseling and
Educational Psychology

1970

(.3. .. 05"//;)"

/~- A?” ”7/

DEDICATION

To my mother,
the memory of my father,
and the significant others
who have shaped my life.

ii

ACKNOWLEDGMENTS

This study would not have been possible without the
ideas and efforts of the other members of the systems team
who develOped the Systematic Counseling learning units:
William S. Beavers, Thomas V. Miller, Kathleen R. Scharf,
Dr. William C. Hinds, Dr. Bob B. Winborn, and Dr. Norman R.
Stewart.

However, it was the behavior, performed and modeled,
and the intermittent reinforcement of my "coach," advisor,
and friend, Dr. Norman Stewart, which have been most
valuable in my attainment of the objectives involved in
earning the doctorate. The influence of my first advisor,
Dr. Carl Thoresen, is also readily apparent in this study.

I want to extend my appreciation to Drs. Mary Ellen
McSweeney, Mason E. Miller, and Winston Oberg, who with
Dr. Hinds, served as my doctoral committee. Acknowledgment
is also made of the help provided by David Wright and
F. Robert Wilson in the statistical evaluation of this
study.

Special thanks are expressed to Dr. Robert
Williams, Director of Guidance, Oakland County Schools,

Pontiac, Michigan, his secretary, Mrs. Patricia Barry, his

iii

staff, and the participating counselors for their cooper-
ation, patience, and support during the duration of the
study.

I am also grateful to the many other graduate
students without whose help this study would not have been
completed: Elizabeth Bridge, Kenneth Erickson, and Ann K.
Thomas, who along with Dr. Stewart, William S. Beavers,
and Thomas V. Miller, assisted in presenting the training
experiences in Pontiac, Judy Foren and the secretarial
staff who assembled the materials, and David Ogema and
William Mitchell who rated the interview tapes.

Finally, a warm and humble thanks to Mom, Ruth,
Dorothy, and all my friends, whose interest and support

contributed immeasurably to the attainment of this goal.

iv

TABLE OF CONTENTS

Chapter Page
I. INTRODUCTION AND REVIEW OF THE LITERATURE . . 1
General Purpose of the Study . . . . . 1
Background and Related Research . . . . 2
Counselor Inservice Training . . . . . 3
Systems Approach to Counselor Training . . 6
Systematic Counseling. . . . . . . . 9
Information-Seeking Procedures. . . . . 10
Summary . . . . . . . . . . . . 13
II. EXPERIMENTAL DESIGN AND PROCEDURES . . . . 16
Objectives and Overview of the Study. . . 16
Unique Aspects of the Study. . . . . . 17
Questions and Hypotheses. . . . . . . 18
Description of Experimental Design . . . 20
Schedule of Experimental Procedures . . . 21
Description of Sample. . . . . . . . 23
Preparation of Experimental Treatments . . 26
Analysis of Task . . . . . . . . 26
Preparation of Objectives . . . . . 28

Identification of Functions, and

Selection of Components and Pro-
cedures . . . . . . . . . . . 31
Presentation of Experimental Treatments. . 32
Collection of Outcome Data . . . . . . 35
Analysis of Criterion Tapes . . . . 36
Validation of Client ISB . . . . . 37

Description of Outcome Data Analysis
Procedures . . . . . . . . . . . 39
III 0 RESULTS I O O O O O O O O O O O O 40
Analysis of Outcome Data. . . . . . . 40
General Findings . . . . . . . . . 42
Comparison of Treatment Groups. . . . . 47
Supplemental Findings. . . . . . . . 52
smary o o o ' o o o o o o o o o 55

Chapter

Iv.

SUMMARY AND CONCLUSIONS . . . . . .

Summary of the Study . . . . . .
Limitations of the Study. . . . .
Discussion . . . . . . . .
Implications for Counselor Education.
Implications for Further Research. .
In Retrospect . . . . . . . .

BI BLIOGWHY O O O O O O O O O O O O

APPENDICES
Appendix
A. Letter of Invitation to Counselors. . .
B. Written Presentation of Knowledge With
Practice Problems, Introduction, Unit 6.1.1-
6.1.2, and Unit 6.1.3 . . . . . . .
C. Script of Model Presentation of Counselor
Behavior With Practice Problems
units 60101-60102 and 6.1.3 o o o o o
D. Tape Rating Sheet . . . . . . . .
E. Post-Counseling Questionnaire I. . . .
F. Educational and Vocational Planning
Questionnaire II. . . . . . . . .
G. Letter-—Validation of ISB. . . . . .

vi

Page
56
56
60
62
69
72
74

77

83

85

127
157

158

159

160

LIST OF TABLES

Demographic Data Concerning Counselors
Submitting Criterion Data . . . . . .

Demographic Data Concerning Counselors
Not Submitting Criterion Data. . . .

Client Information-Seeking Behaviors
Confirmed or Invalidated . . . . . .

Mean Frequency and Variety of Information-
Seeking Behaviors for Each Measure,
Counselor, and Treatment Group . .

Analysis of Variance of Frequency of
Information-Seeking Behaviors. . . . .

Analysis of Variance of Variety of
Information-Seeking Behaviors. . . . .

Composite Treatment Group Means for
Frequency and Variety of ISB . . . . .

Summary of Results From Tests of Experimental
Hypotheses . . . . . . . . . . .

Mean Information-Seeking Tasks Assigned for
Each Treatment Group. . . . . . . .

Analysis of Variance of Information-Seeking
Tasks Assigned. . . . . . . . . .

vii

Page

24

25

38

41

43

43

47

49

53

53

LIST OF FIGURES

Figure Page
2.1. Experimental Procedures . . . . . . . . 22
2.2. Systematic Counseling. . . . . . . . . 29

3.1. Treatment Group Means for Each of Three
Measures of Frequency of Information-
. . 45

Seeking Behaviors . . . . . . .
3.2. Treatment Group Means for Each of Three

Measures of Variety of Information-

Seeking Behaviors . . . . . . . . 46

3.3. Treatment Group Means for Each of Two
Measures of Assigned Information-

Seeking Tasks . . .

54

viii

CHAPTER I

INTRODUCTION AND REVIEW OF THE LITERATURE

General Purpose of the Study

 

The general purpose of this study is to conduct an
experimental evaluation of the effectiveness of a systems-
developed program that trains practicing counselors to con-
duct information-seeking procedures with their clients.
Specifically, this investigation evaluates the relative
effects of three brief inservice training programs in pro-
ducing relevant counselor and client behaviors. It is pro-
posed that brief training of practicing counselors using
an instructional systems approach and focusing on the
systematic performance of the functions involved in con-
ducting information-seeking procedures with clients can
result in increased counselor skills and more effective
counseling as measured by client behavior outside of the
interview.

This research is based primarily on evidence of
the effectiveness of a systems approach to training in
other fields, the current success of a systems approach

to counselor training in the Michigan State University

School Counselor Training Program, and the results of
studies on counseling procedures in producing information-
seeking behaviors performed at Stanford by Krumboltz and

Schroeder (1965), Krumboltz and Thoresen (1964).

Background and Related Research'

One of counseling psychology's most complex chal-
lenges is how to train counselors "to counsel." Counselor
educators have become increasingly aware that earlier
counselor education programs were not adequate in prepar-
ing counselors to assist students with the problems of a
changing world (ACES-ASCA Committee on Preparation for Pre-
College and Guidance Counseling, 1970; Herr, 1969; Krum-
boltz, 1967a; Stewart & Winborn, 1968; Wolfe, 1962; Wrenn,
1962). Tradition, intuition, and understanding are no
longer considered sufficient! Counseling has been "exposed
as a highly complex, social-psychological phenomenen" and
defined as "a variety of procedures systematically under-
taken by a counselor to promote specific changes in the
behavior of clients" (Thoresen, 1969). Learning and the
basic roles of reinforcement and modeling procedures in
counseling are being recognized by counselor educators and
counselors (Bandura, 1969; Krumboltz & Thoresen, 1969).

Previous counseling research has had little direct
bearing on improved counseling practices and client out-
comes (Krumboltz, 1966, 1967b; Thoresen, 1969). Research

on counselor training typically has focused on topics such

as counselor characteristics, counselor role, procedures
for counselor selection, and changes in attitude, concept,
and perception as a result of training. Only a few re-
search studies have attempted to determine the impact of
training on actual counselor behavior (Betz, 1963; Ivey,
Normington, Miller, Morrill, & Haase, 1968; Kagan, Krath-
wohl, & Farquhar, 1965; Schoch, 1966). Although learning
to effect change in a client's behavior should be the aim
of counselor training and modification of counselor be-
havior only a means to that end, no counselor training re-
search has attempted to determine the impact of training
techniques on actual client behavior outside the counsel-
ing session.

Training of counselors has not been viewed generally
as particularly efficient or economical of human resources.
Recent efforts to train counselors and support personnel
with new models and focused attention, however, look pro-
mising (Carkhuff & Truax, 1965; Cavins, 1969; Delaney,
1969a,b; Eisenberg & Delaney, 1970; Ivey, Normington,
Miller, Morrill, & Haase, 1968; Jabukowski, 1969: Kagen,
Krathwohl, & Farquhar, 1965; Landsman & Lane, 1963; Poling,
1968; Walz & Johnson, 1963; Winborn, Hinds, & Stewart, in

press).

Counselor Inservice Training

 

The training of beginning counselors and support

personnel with new models is not sufficient as a solution

to providing effective wide-spread counseling services.
Thousands of practicing counselors are currently not ade-
quately prepared to help students learn how to cope with
an increasingly complex environment and can no longer rely
on competence based on techniques and information acquired
in earlier counseling training (ACES-ASCA Committee on
Preparation for Pre-College and Guidance Counseling, 1970).
Counselor educators have given little attention to provid-
ing inservice training opportunities for practicing counse-
lors to upgrade their counseling skills. Generally, such
inservice training, when provided, consists of listening
to speakers, participating in general professional dis-
cussions, or reading professional and research literature.

Inservice training is defined as "systematized
activities promoted, directed, or approved by the school
system, that contributes to the professional or occu-
pational growth and competence of staff members during the
time of their service" (United States Office of Education,
1965). It is to be distinguished from: (a) preservice edu-
cation obtained prior to entrance into service, (b) con-
tinuing education while in service in order to quality for
degrees or certification, (c) guidance program development,
and (d) orientation procedures.

Inservice education is considered "the joint re-
sponsibility of all levels of professionals" from indi-
‘vidual counselors to counselor educators (ACES-ASCA Com-

Inittee on Preparation for Pre-College and Guidance

Counseling, 1970; Edmonds, Ogletree, & Wear, 1963; United
States Office of Education, 1965). Professional and govern-
mental groups have appealed to counselor educators to
"recognize the need and assume responsibility" for counse-
lor inservice training, and to "plan and participate in
research on inservice education for school counselors to
determine effectiveness of techniques and organizational
procedures" (ACES-ASCA Committee on Preparation for Pre-
College and Guidance Counseling, 1970; United States Office
of Education, 1965).

Counselor educators at the University of Iowa have
organized an extensive training and research program for
rehabilitation counselors employed in state agencies
(Miller & Obermann, 1966), but no research on the effec-
tiveness of inservice training of school counselors has
been reported. Other than studies performed with counselors
attending NDEA institutes, the literature on inservice
training of school counselors consists of a few articles
conceptualizing inservice education for school counselors
(Appleton & Hansen, 1968; Edmonds, Ogletree, & Wear, 1963;
Herr, & Hansen, 1965; and O'Hara, 1968). While inservice
training for counselors has been widely advocated, the
general attitude of counselor educators seems well summed
up by the following: "Once he [a counselor] becomes a
practitioner it is relatively difficult to bolster his
competencies in any area" (Herr, Dillenbeck, & Swisher,

1970).

Systems Approach to Counselor
Training

The futility of attempting to evaluate counselor

 

training programs without clearly specified desired out-
comes has often been stressed (Krumboltz, 1967a; Thoresen,
1969; Whiteley, 1969). Conceptualizing counseling as an
"applied behavioral science" and concerned with the "demon-
strated effectiveness and efficiency" of counseling and
counselor training, a vanguard movement in counselor edu-
cation has recognized the relevance of a "systems approach"
to counselor training (Ryan, 1969; Stewart, Winborn, &
Hinds, 1968; Thoresen, 1969; Yelon, 1968). A systems
approach provides a way of viewing and dealing with com-
plex problems. As defined by Silvern (1968) it is a way
of relating part to part, part to whole, and whole to new
whole. Silvern has created the term "anasynthesis" to refer
to the process of analysis and synthesis used in the develop-
ment of a system (1968). The success of such an approach
has already been demonstrated in business, industry, and
the armed forces, where it has been widely used to con-
ceptualize problems and their solutions in areas of manage-
ment, production, and training, as well as in space ex-
ploration, and other applied areas.

Springer (1967) described a systems approach as
" . . . a rational method of using a given set of resources
to produce a system capable of achieving a given set of

objectives . . . (which) promotes greater innovation

because it produces continuous, dynamic modifications."
Basic characteristics of a systems approach as summarized
by Thoresen (1968) included the following:

1. A systems approach is directed toward attaining
specified predetermined goals or objectives.

2. The systems approach is characterized by a
team of scientists combining competencies and data to
accomplish the objectives.

3. A primary and crucial task is the designing
of a model of the system illustrating the flow of infor-
mation through the system and the various processes and
components.

4. Another primary concern of a systems approach
is how the "man" and "machine" components of the system
are to be coordinated and integrated. Simulation pro-
cedures are frequently used to reproduce, under con-
trolled conditions, phenomena that would occur in actual
performance.

An instructional or training system is defined as
"an integrated set of media, equipment, methods, and per-
sonnel, performing efficiently the functions required to
accomplish one or more training objectives" (Smith, 1966).
Training deals with one type of goal of education, accord-
ing to Robert B. Miller (1962) "to increase the capacity
to operate ("do" things) in the external world," providing
the trainee with "coping skills in his professional and

economic environments" or "in the real world."

Innovations in educational psychology, instructional
technology, and systems analysis and synthesis, provide
counselor educators with the concepts, tools, and models,
necessary for a counselor training program. Learning theory
provides the theoretical and experimental basis, educational
technology the methods and materials, and systems with the
conceptual framework in terms of functional analysis and
decision making (Winborn, Hinds, & Stewart, in press).

The Michigan State University School Counselor
Training Program (SCTP) utilizes a systems approach in
its design, sequence, and instruction, as well as teaching
the use of a systems model for the counseling process, and
for the organization of guidance programs and services.

The application of a systems approach in a counselor
training program first requires the formulation of train-
ing objectives that specify counselor behaviors (Loughary,
1968; Winborn, Hinds, & Stewart, in press).

The application of systems analysis and synthesis
procedures to training counselors in one specific counselor
function has been described by Yelon (1968). Specific be-
haviors identified in a careful analysis of the function
were sequenced in outline form in a flow chart. Behavioral
training objectives (Mager, 1962) were then formulated
based on the knowledge and performance specified by each
step in the analysis. Training procedures followed using

the required functions of training identified by Smith

(1964): presentation of knowledge, practice of knowledge,

practice of performance and management of trainees.

Systematic Counseling

The counselor behaviors, specified in the objectives
developed for the MSU School Counselor Training Program and
sequenced in a flow chart model, constitute "systematic
counseling." Such an approach provides the counselor with
a way of efficiently managing his resources of time, energy,
skills, and materials, as he assists the client toward a
goal mutually established by the counselor and client team,
as appropriate to the solution of the client's problem.

The systematic counseling model or framework consists of
distinct functions that the counselor and client perform.
The framework is designed to provide for flexibility of
approach for the different concerns, situations, and
clients that counselors must deal with daily. The model
presents the optimal order in which functions in the
counseling process might occur. It also provides for
deviations from this order when necessary, to repeat a
previous function inadequately performed or where the
client needs further interaction.

The systematic model views counseling as a learn-
ing process; the client learns new ways of information
seeking, decision making, and new ways of responding to
his environment with the goal of functioning more effi-

<:iently and effectively in his world. Basically, the

10

counselor and client make decisions about what the client
needs to learn and then methods and materials are selected
to facilitate that learning.

Following the systematic framework enables the
counselor to assist clients efficiently in solving the
problems with which they are confronted. It provides a
basis for an objective evaluation of the effectiveness of
his procedures in assisting clients to attain their ob-
jectives. Continual improvement in effectiveness of
counseling procedures can result from an analysis of how
well each separate counseling function is carried out.

At the core of the systematic counseling process,
three alternative categories of counseling tasks are
identified: (1) conducting information-seeking procedures,
(2) assisting in decision-making, and (3) conducting re-
sponse modification.

Information-Seeking
Procedures

In conducting information-seeking procedures, the
training task for this study, the counselor not only
assists directly with information but also works with the
client in learning general information-seeking skills.

Collecting information relevant to a decision is
a: prerequisite for good decision-making (Cronbach & Glasser,
.1957; Gelatt, 1962; Krumboltz, 1966) Assisting students to
learn how to make decisions wisely is a major goal in

cxmanseling (Gelatt, 1962; Krumboltz, 1966; Wrenn, 1962).

11

Generating alternatives and evaluating possible outcomes,
initial steps in the decision-making process (Krumboltz,
1966; Stewart, 1969) presuppose an input of relevant infor-
mation.. However as Katz (1963) observed, often the student
"does not know what information he needs, does not have
what information he wants or cannot use what information

he has."

Experimental studies at Stanford University
attempted to develop and evaluate procedures to assist in
the alternative-exploration and information-collection
stages of individuals'" educational and vocational decision-
making processes. The results of these studies indicate
that information-seeking behaviors of high school students
can be influenced by individual and group counseling pro-
cedures (Krumboltz & Schroeder, 1965; Krumboltz & Thoresen,
1964; Krumboltz, Thoresen, & Hosford, 1966; Stewart &
Thoresen, 1967).

One counseling procedure used in these studies was
termed "reinforcement counseling" derived from the rein-
forcement procedures in operant learning (Krasner, 1958;
Skinner, 1953). A variety of human behaviors have been
shown experimentally to be influenced by reinforcement
procedures. The other counseling procedure developed and
tested was called "model-reinforcement counseling." The
use of social models in inducing behavioral change has been
supported by the research of Bandura (1962; Bandura, Ross,

& Ross, 1961; Bandura & Walters, 1963).

12

The relative effectiveness of these two counseling
procedures in stimulating students to explore educational
and vocational opportunities was investigated initially by
Krumboltz and Schroeder (1965). The criterion was the fre-
quency and variety of information-seeking behaviors or overt
responses noted in tape analysis of the counseling inter-
views and reported in follow-up client interviews three
weeks after the counseling experiences. "Reinforcement
counseling" procedures and "model-reinforcement counseling"
procedures were found to be more effective than no counsel-
ing in stimulating information-seeking behavior outside
the counseling interview.

The reinforcement and modeling procedures were
similarly applied in group counseling as well as individual
counseling in a study reported by Krumboltz and Thoresen
(1964). While subsequent investigations at Stanford have
focused primarily on what kinds of model characteristics,
counselor characteristics, and situational factors inter-
act with student characteristics in producing change, they
have continued to contribute to the evidence that rein-
forcement and modeling procedures can be powerful factors
in promoting exploratory or information-seeking behaviors
in clients.

In an investigation of the effects of reinforcement
and modeling procedures upon the information-seeking be-
havior of rural high school youth, Meyer, Strowig, and

Hosford (1970), trained and used counselors actually

l3

employed by the cooperating schools. The counselors were
trained in the use of reinforcement techniques in a minimum
time of one day per counselor plus follow-up checks. The
conclusions of the study included the following:

1. Experienced counselors can be taught quickly
to use these techniques of behavior modification. The
implications for inservice training are obvious.

2. Counselors can structure the counseling inter—
view in terms of specific student problems; that is, con-
cern about post high school plans, and can use behavioral
counseling techniques to induce post interview behavioral
changes.

3. Counselors probably should not rely solely on
providing students with varying amounts of occupational-
vocational literature. Such practices may not help stu-
dents learn decision-making processes. Helping students
to learn how to make use of such information and how to
apply the information in the decision-making processes
should be included in the services offered by high school

counselors.

Summar X

From a review of the literature, it is evident
that the need for effective inservice training for prac-
ticing school counselors has been recognized as crucial
for the counseling profession. However, it is also evi-

<dent that little is currently known about the effectiveness

14

of particular counselor training procedures in producing
desired counselor and client behaviors.

A systems approach has been recognized by some
leading counselor educators as a promising training approach
particularly applicable to counseling, an applied behavioral
science. Learning theory provides the theoretical and ex-
perimental basis; educational technology, the methods and
materials; and systems, the conceptual framework in terms
of functional analysis and decision making.

Research, emanating from a behavioral counseling
approach, has demonstrated that specific counseling pro-
cedures can influence the information-seeking behaviors of
high school students outside the counseling interview.
Helping students learn how to gather and use information
relevant to good decision-making is considered a primary
objective of counseling.

In the present study a system is designed to train
practicing counselors systematically to perform specific
behaviors, which have been demonstrated to influence
client information-seeking.

The results of this investigation should provide
needed information of the potential effectiveness of in-
service counselor training, and more specifically, the
effectiveness of a systems approach to inservice counselor
training in terms of specific counselor and client be-
havioral outcomes. Can the behavior of counselors or

behavior changers be changed through brief inservice

15

training? Can the changed behavior of behavior changers
result in changes in client behavior? It is hoped that the
study would stimulate counselor educators and supervisors
to plan and participate in research on inservice training
in an attempt to determine the effectiveness of current,

as well as emerging, techniques and organizational pro-
cedures of training. Practicing counselors seeking to
upgrade their counseling skills through brief inservice

training experiences may also find the study of interest.

CHAPTER II

EXPERIMENTAL DESIGN AND PROCEDURES

Objectives and Overview
of the Study

 

The main purpose of this study was to test the
relative effect of brief systematic counselor inservice
training upon the information-seeking behavior of the par-
ticipating counselors' clients. The systematic inservice
program consisted of a five-hour systems developed labo-
ratory experience, designed to train counselors in the
functions involved in systematically conducting information-
seeking procedures with clients.

Alternative treatments included a written pre-
sentation of the systems developed inservice program, and
a written presentation of available professional and re-
search literature on information-seeking procedures. The
three treatments will be described in greater detail later
in this chapter.

Three criterion measures were used to test the
effect of the various treatments. They represented separ-
ate check-points in the development of client knowledge

and skills through counseling. A criterion measure was

16

17

used to check the frequency and variety of information-
seeking behaviors: (1) identified by the counselors and/
or clients during the initial counseling interviews, as
determined by analysis of the taped interviews; (2) identi-
fied by the clients immediately after the counseling inter-
views, as determined by a client questionnaire; and (3)
performed by the clients outside the counseling setting
during a three weeks period of time after the initial
counseling interviews, as reported on a client question-
naire. The information-seeking was relative to the edu-
cational and vocational planning of the clients, eleventh

and twelfth grade females.

Unique Aspects of the Study

The aspects of this study relative to research in
guidance and counseling that are unique include:

1. This study attempted to demonstrate a functional
relationship not only between counselor inservice training
procedures and counselor behavior on the job, but also be—
tween counselor inservice training and actual client be-
havior outside the counseling sessions.

2. The study was performed "in the field" using
the natural setting for both the training and performance.
The participating counselors, who had volunteered through
the20akland County Guidance Office, were not given credit

<or remuneration for their participation.

18

3. The dependent variable assessed in this study,
information-seeking behavior, is not only an observable
counseling outcome but a socially meaningful response class
that has direct application in the school counseling
setting.

4. Alternative treatments, in the form of an
alternative presentation form of the systematic inservice
training and a presentation of traditional material cover-

ing the same counseling techniques, were used in the study.

Questions and Hypotheses

 

Based on the discussion and rationale presented in
Chapter I, it was hypothesized that there would be signifi-
cant differences among groups in the study due to treatment
effects. The following research questions and hypotheses
were formulated for testing:

What is the effect of systematic counselor inservice
training on the frequency and variety of client information-
seeking behavior? The following hypotheses were tested:

I. Clients of counselors participating in a labo-
ratory experience of systematic counselor in-
service training, in contrast with clients of
counselors receiving other inservice training

or no inservice training, will have a greater
frequency of information-seeking behaviors,

 

1. identified by counselor and/or client dur-
ing the initial counseling interview,

2. identified at the conclusion of the initial
counseling interview, and

3. performed outside the counseling setting in
the three-week period following the initial
counseling interview.

II.

19

Clients of counselors participating in a labo-
ratory experience of systematic counselor in-
service training, in contrast with clients of
counselors receiving other inservice training
or no inservice training, will have a greater
variety of information-seeking behaviors,

1. identified by counselor and/or client dur-
ing the initial counseling interview,

2. identified at the conclusion of the initial
counseling interview, and

3. performed outside the counseling setting
in the three-week period following the
initial counseling interview.

What is the effect of a written presentation of the

systematic counseling inservice training on the frequency

and variety of client information-seeking behavior? The

following hypotheses were tested:

III.

IV.

Clients of counselors receiving a written
presentation of the systematic counselor in-
service training, in contrast with clients of
counselors receiving a written package of
professional literature or no inservice train-
ing, will have a greater frequency of infor-
mation-seeking behaviors,

 

1. identified by counselor and/or client
during the initial counseling interview,

2. identified at the conclusion of the
initial counseling interview, and

3. performed outside the counseling setting
in the three-week period following the
initial counseling interview.

Clients of counselors receiving a written
presentation of the systematic counselor in-
service training, in contrast with clients of
counselors receiving a written package of
professional literature or no inservice train-
ing, will have a greater variety of infor-
mation-seeking behaviors,

20

1. identified by counselor and/or client
during the initial counseling interview,

2. identified at the conclusion of the
initial counseling interview, and

3. performed outside the counseling setting
in the three-week period following the
initial counseling interview.

Description of Experimental

Design

 

An experimental research design was formulated
which would permit the testing of the stated questions and
hypotheses. The design, an extension of a "posttest only
control group design" (Campbell & Stanley, 1963) with three
treatment groups and a no-contact control group, allows
comparisons of counselor and client behavioral outcomes be-
tween groups. A graphic representation of the design is
presented with R indicating random assignment of subjects
to different treatment groups, X representing exposure of
a group to an experimental treatment the effects of which
are to be measured, and O referring to some process of ob-

servation or measurement (Campbell & Stanley, 1963).

l l
R X2 02
R X3 03
R O

21

Schedule of Experimental

 

Procedures

 

The procedures involved in conducting the experi-

mental study are presented in graphic form in the flow

chart (Figure 2.1). The various functions of the experi-

ment were completed according to the following schedule

during the period October, 1969 to May, 1970:

l.

Identified geographical area and secured
cooperation of county director of guidance,
October 1.

Recruited counselors to receive inservice
training, October-November, 1969. Letters
sent October 13.

Assigned counselors to treatment groups,
December.

Prepared experimental treatments, October, 1969
--January.

Presented experimental treatments, January.
Laboratory presented January 22; written
materials sent January 27.

Evaluated practice tapes (Treatments 1 and 2),
February.

Requested criterion tapes and presented
Questionnaire I, March 6.

Analyzed criterion tapes, Apri1—-May.
Presented Questionnaire II (three weeks after

each initial counseling interview), Apri1--May.

EXPERIMENTAL PROCEDURES

22

 

 

L

PREPARE RESEARCH PROPOSAL

 

 

l

 

PREPARE EXPERIMENTAL TREATMENTS

 

 

 

-——fi[ RECRUIT COUNSELORS
1. O 2 . o

 

 

}

ASSIGN COUNSELORS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.0 3.0
PRESENT EXPERIME$AL TREATMENTS
LABORATORY- wRITTEN- WRITTEN- NO-CONTACT '
SYSTEMATIC SYSTEMATIC TRADITIONAL CONTROL
5.1 5.2 5.3 5.4
EVALUATE PRACTICE TAPES *
5. 5
3 ; J
5.0

 

 

 

f

 

 

COLLECT OUTCOME DATA

 

DEVELOP TAPE
ANALYSIS SHEET

 

 

 

6o

 

 

REQUEST CRITERION
TAPES
6.

 

 

 

ANALYZE CRITERION
TAPES I
6.3

 

 

 

 

 

 

 

QUESTION-

 

6.5

 

 

 

 

 

 

DEVELOP QUESTION- PRESENT
NAIRE I i NAIRE I
6.4
DEVELOP QUESTION- PRESENT QUESTION-
NAIRE II _‘H NAIRE II
6.6

 

 

 

 

VALIDATE SAMPLE OP J
ISB
6. I 6. &

 

 

 

 

 

6.0

 

 

 

 

 

ANALYZE OUTCOME DATA4‘
7 .

 

 

Figure 2]] Experimental Procedures

 

Prepared by Lois J. Fiedler
October 1969

 

 

 

 

23

10. Validated sample of information-seeking be-
haviors, May--June.

ll. Analyzed outcome data, June.

Description of Sample

The sample for this study consisted of full-time
senior high school counselors in public schools in Oak-
land County who wished to participate in an inservice train-
ing experience. The training was described to them in a
letter from the Director of Guidance for the Oakland County
Schools (see Appendix A). The twenty-four volunteers were
randomly assigned using tables of random numbers (Winer,
1962) to four treatment groups, providing six counselors
per treatment group. The counselors volunteering for the
training represented nineteen senior high schools from
seventeen school systems in Oakland County.

Five of the counselors who originally volunteered
for training were unable to supply criterion data for the
research project. The primary reason stated by each counse-
lor was that he/she was behind in his/her work. One counse-
lor reported illness, another promotion, as factors affect-
ing their current work situation. Demographic data re-
ported by the five counselors who did not supply criterion
data is presented in Table 2.2. The data on the counselors

submitting criterion data is given in Table 2.1.

24

Table 2.1.--Demographic data concerning counselors submit—
ting criterion data.

 

 

 

 

Treatments Lab . Written. Written No Contact
Systematic Systematic Traditional Control
Age:
23-30 3 2 1 1
31-38 0 2 l 1
39-46 1 0 3 1
47 or more 1 0 1 1
Sex:
Female 2 1 3 3
Male 3 3 3 1
Education:
Masters
M.A. + 15 1 0 O 0
M.A. + 30 1 1

 

Practicum Experience (year):

 

 

None 1 l 2 2

1962-64 1 l l 1

1965-67 1 1 2 1

1968-70 2 1 l 0
Counseling Experience:

1-2 years 2 2 2 0

3-5 years 1 l 0 1

6-9 years 1 l 4 l

10 or more 1 0 O 2
Years in Present Position:

1-2 4 2

3-5 0

6 or more 1

 

25

Table 2.2.--Demographic data concerning counselors not sub-
mitting criterion data.

 

 

 

 

 

 

 

Treatments Lab . Written. Written No Contact
Systematic Systematic Traditional Control
Age:
23-30 0 0 0 1
31-38 0 1 0 1
39-46 1 0 0 0
47 or more 0 0 O 0
Sex:
Female 0 1
Male
Education:
Masters
M.A. + 15
M.A. + 30 0
Practicum Experience (year):
None 1 0 0 0
1962-64 0 O 0 0
1965-67 0 l 0 1
1968-70 0 1 O 1
Counseling Experience:
1-2 years 0 O O 1
3-5 years 1 2 0 1
6-9 years 0 0 0 O
10 or more 0 0 0 0
Years at Present Position:
1—2 0 0
3-5 1
6 or more 0

 

26

Preparation of Experimental
Treatments

 

The instructional or training units used in the
experimental treatments in this study were prepared by the
author and other staff members of the School Counselor
Training Program at Michigan State University. Using a
systems approach to develop a training system required the
following procedures: (1) analysis of the task, (2) prepar-
ation of specific behavioral training objectives, (3)
identification of the functions required to reach the ob-
jective, (4) selection of the components and procedures
needed to perform the required functions, such as methods,
media, personnel, and equipment, and (5) coordination of
the components and-procedures to produce a smoothly working
integrated instructional experience.

Analysis of Task.--Basic to the application of a

 

systems approach to training is a careful analysis of the
job or task (Miller, 1962) that describes in specific de-
tail each operation or behavioral requirement involved in
accomplishing the task. Three categories of factors need
to be considered in any analysis of a task; the situational
stimuli, the responses or operations involved, and the
decision-making or judgment processes (Yelon, 1968).

Within the context of systematic counseling, how
does a counselor perform the task of conducting information—
seeking procedures with a client? In what operations and

decisions are the team of counselor and client involved?

27

The effectiveness of reinforcement and modeling
techniques in producing client information-seeking behaviors
has been demonstrated (Krumboltz & Thoresen, 1964). Tech-
niques emphasized in these studies included the following:

1. cueing: using cues or questions designed to
increase the student's verbal information-seeking responses
within counseling interviews,

2. reinforcing: using verbal and nonverbal rein-
forcement for any indication that a student has sought,
was presently seeking, or intended to seek information
relevant to his educational or vocational plans, and

3. modeling: using the behavior of the counselor
or other students, live or on tapes, as a model to be
matched or imitated by the student.

In creating model tapes of groups exploring and
processing information, Thoresen and Stewart, (Stewart,
1969) had the students first compile a list of sources and
ways of seeking information. To ensure a variety of infor-
mation-seeking, these ways or modes of seeking information
were identified as reading, writing, listening, observing,
talking, and visiting. Next, the students focused on be—
coming more discriminating and careful in seeking infor-
Ination through shared suggestions concerning individual
information seeking procedures. Last, the students engaged
in "sifting and sorting" the gathered information as they
learned to separate the information that was important,

useful, and meaningful from that which was not.

28

The analysis of the task of conducting information-
seeking procedures with clients for this study was under-
taken by Stewart and the present author. The result is
presented in flow chart form (Figure 2.1). The flow chart
indicates the functions and sub-functions identified in
conducting information-seeking procedures. A flow chart
is a graphic analog of the functions and decisions neces-
sary to effect the desired change with a temporal sequence
of the actions. The signal paths indicate the order in
which the functions are most typically performed. Functions
are indicated by a rectangle that contains a brief de-
scription (descriptor) of the object, action, or infor-
mation. A decision is indicated by a question enclosed in
a parallelogram.

Preparation of Objectives.--A behavioral objective

 

includes a statement of the terminal behavior to be per-
formed, the conditions under which the behavior is to be
performed, and the criterion by which attainment of the
objective is to be determined (Mager, 1962). From the task
analysis, the following behavioral training objectives were
derived and sequenced:
Given a role playing situation involving a client
who needs information:
1. the trainee will
a. list information-seeking factors that will
include at least three of the six infor-

mation-seeking modes, and three different
sources of information, and

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30

b. provide verbal evidence that the client's
information-seeking skills have been identi-
fied and assessed, and describe at least two
relevant skill-developing experiences that a
counselor might conduct with the client.

The objective will be attained when the trainee
has adequately performed the above behaviors
according to completion of the performance
criteria sheet.

the trainee will

a. communicate to the client the procedures
in performance terms, designating who will
carry out the tasks involved and the con-
ditions under which the information-seeking
tasks will be performed.

The objective will be attained when the client
is able to write out the information-seeking
tasks he is to perform including the procedures
in performance terms, the assignment of tasks,
and the conditions under which the tasks are to
be performed.

the trainee will

a. limit or select the data that is to be
processed,

b. translate into utilitarian terms any data
that is in a form that cannot be used by
the client,

c. relate the selected, translated data to
what the client already knows (baseline)
and the objective, and

d. plan the implementation of the information,
i.e., "How will this information effect
this client's behavior?"

The objective will be attained when the process-
ing and implementing functions have been ade-
quately performed according to verbal evidence
recorded on the performance criteria sheet.

31

Identification of Functions, and Selection of Com-

 

ponents and Procedures.--The functions required to assist

 

trainees in attaining the behavioral training objectives in
any training system have been identified (Smith, 1966) as
presentation of knowledge, practice of knowledge, practice
of performance, and management of students. In selecting
components and procedures for the systematic inservice
training treatment, each instructional function was con-
sidered.

Informational references and scripts for video in-
structional tapes were prepared by the School Counselor
Training Staff at Michigan State University. The video
tapes were produced in the MSU Closed Circuit Television
studios. These sources provided the informational input
or knowledge components necessary for mastering the target
behaviors. Training has often relied entirely on lectures
and written material as media for the presentation of
knowledge. Graphic aids and models, whether audio, video
or live, have been shown to be highly effective ways of
presenting knowledge (Smith, 1966).

In practice of knowledge, the trainee is asked to
provide symbolic responses and in turn receives infor-
Ination or feedback as to their correctness or appropriate-
ness. Practice of knowledge and the knowledge of results
(KOR) in the systematic inservice training were accomplished
through the use of self-instructional techniques, classroom

feedback methods, and trainee-observer methods.

32

Practice of performance is the practice of the task
and its components. The conditions specified in the be-
havioral training objectives formed the basis of the design
of practice of performance exercises or simulations of the
task. Knowledge of results and conditions for transfer of
training to actual counseling situations were built into
the design of the exercises. If more than one practice of
performance activity was provided in a unit, each activity
represented a higher level of fidelity of simulation than
the one that preceded it, approaching the final and highest
fidelity level of simulation. In these learning units,
that exercise was a role-playing exercise or simulation of
a counseling interview.

Management of student functions in the preparation
of the systematic treatment included providing orientation,
sequencing training experiences, arranging physical facili—
ties, adjusting for trainee individual differences, and
providing reinforcement for the trainees.

Presentation of Experimental
Treatments

Each of the four treatment groups was exposed to
a different experimental treatment in terms of the com-
ponents and procedures used to: (1) present knowledge,

(2) provide practice of the knowledge, (3) provide practice
of the desired counselor skills, and (4) manage the

trainees.

33

Members of the first treatment group participated
in a laboratory experience of systematic inservice train—
ing focused on the acquisition of specific functions in-
volved in conducting information-seeking procedures with
clients. Experienced supervisors (MSU faculty and ad-
vanced graduate students) were present to introduce the
learning units to the participants and to provide feedback
and reinforcement to supplement that already built into
the learning units. The components and procedures consti-
tuting the five-hour laboratory presentation were: (a)
statement of behavioral objectives and performance criteria,
(b) written presentation of knowledge with written practice
problems with feedback (Appendix B), (c) video-tape model
presentation of counselor behavior with video-tape simu-
lation practice problems (see Appendix C for script), (d)
orientation and interaction (situation, materials, partici-
pants, and supervisors), and (e) role-playing practice of
skills.

Those participating in the second treatment had no
face-face contact with the staff. They received at their
jobs a package of written materials. The materials, highly
similar to the materials presented at the laboratory for
the first treatment group, included: (a) behavioral ob-
jectives and performance criteria, (b) presentation of
knowledge with practice problems with feedback (Appendix B),

(c) script of model presentation of counselor behavior

34

with practice problems (Appendix C), and (d) orientation
to the materials.

Members of the first and second treatment groups
were encouraged to submit on-the-job counseling tapes for
practice and feedback. All but one of the counselors
participating in the laboratory experience submitted at
least one practice tape. No counselor submitted more than
a total of three practice tapes. The performance criteria
stated in the learning units were applied to the tapes to
provide feedback for the trainees. None of the members of
the second treatment group submitted practice tapes for

feedback.

The third treatment group, also had neither a
physical meeting nor met the staff until after criterion
measures were taken. They were mailed a written package
of relevant professional and research literature. The
literature included published articles and chapters about
the promotion of information-seeking behaviors in clients
through the use of specific counseling techniques. These
materials, were those used in developing the model used in
the systems-developed treatments, and consisted of the
following reprints:

Krumboltz, J. D. and Schroeder, W. W. Promoting

career exploration through reinforcement.

Personnel and Guidance Journal, 1965, 44,
19-26.

 

35

Krumboltz, J. D. and Thoresen, C. E. The effect
of behavioral counseling in group and indi-
vidual settings on information-seeking be—
haviors. Journal of Counseling Psychology,
1964, 11, 324—333.

Stewart, N. R. Exploring and processing infor-
mation about educational and vocational
opportunities in groups. In J. D. Krumboltz
and C. E. Thoresen (eds.), Behavioral Counsel-
ing: Cases and Techniques. New York: Holt,
Rinehart and Winston, 1969.

 

The treatment for the fourth group, a control group,
was delayed until after the study was completed, hence they
received no instructional treatment during the study. The
criterion data for this group was collected by requesting
a sample of counselor behavior as entry behavior for the

training experience.

Collection of Outcome Data

 

The design of the study required that each partici-
pating counselor counsel two junior or senior girls in
his/her own school who were seeking information concerning
post high school training or careers. Optimally, then,
twelve clients were planned per treatment.

Three phases of data collection were used. First,
each counselor submitted tapes of the initial counseling
session with each client. In these tapes, information-
seeking tasks were identified and planned with each client.

Second, immediately after the initial counseling
interview, each client completed a questionnaire. Included
among the data solicited was the frequency and variety of

information-seeking behavior that the client could identify.

36

The client was also asked what tasks or assignments, if any,
she was expected to do before seeing the counselor again
(Appendix E).

Third, three weeks after the initial counseling
interview, each client was asked to complete another
questionnaire. Included among the data collected was a
description of information-seeking behaviors performed by
the client outside the counseling setting during the three-
week period (Appendix F). Parents, high school peers, and
the participating counselor were not counted as sources in
determining the frequency and variety of information-seek-
ing behaviors performed.

Analysis of Criterion Tapes.--The tapes in which
information-seeking tasks were identified and planned with
each client were analyzed to determine the frequency (number
of sources) and the variety (number of six possible modes)
of information-seeking behaviors identified by the counse-
lor and/or client during the interview. Other performance
criteria relevant to conducting information-seeking pro-
cedures were also applied to the tapes (Appendix D). Two
students in the Michigan State University School Counselor
Training Program, already familiar with the specified per-
formance criteria, were given additional training in tape
analysis. The thirty-four (34) audio tapes were randomly
presented to the two students serving as judges who were
unaware of the different treatment groups. The reliability

or agreement between ratings of the two judges was computed

37

using a Pearson product-moment coefficient of correlation
(Womer, 1968). Interjudge reliability of the entire sixty-
eight (68) scores was .935, while reliability of the fre—
quency and variety scores were .859 and .886 respectively.
Validation of Client ISB.--A random sample of two
clients in each treatment was selected for objective con-
firmation of the self-reported information-seeking be-
haviors. The investigation attempted to determine whether
the reported behaviors actually had been performed. The
follow-up procedures included interviewing teachers or
other persons with whom the client reported talking, check-
ing places of business the client reported visiting, and
other validation procedures. Previous evidence indicates
that high school clients in similar studies did not falsify
their self reports of information-seeking behavior (Krum-
boltz & Schroeder, 1965; Krumboltz & Thoresen, 1964). The
results of the confirmation procedures are presented in
Table 2.3. Although complete confirmation of the reported
information-seeking behaviors was not obtained by this
follow-up procedure, many of the responses were confirmed
and none invalidated. However, some responses were found
unconfirmable. Examples of the information-seeking sources
that were unconfirmable included: an Eastern Michigan Uni-
versity student currently touring Europe, a university
visited although no official record was made of the visit,
college catalogs used in the school library, and schools

without records of requests for information.

38

 

 

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39

Description of Outcome Data
Analysis Procedures

 

 

The data collected in this study were analyzed
using analysis of variance techniques for a two factor
(4 x 3) experiment with repeated measures. The fixed
effects model had counselors nested under treatments and
crossed with the repeated measures. Two analyses, one for
the three measures of frequency of information-seeking be-
haviors, and the other for the three measures of variety
of information-seeking behaviors, were made. The modified
or conservative degrees of freedom proposed by Greenhouse
and Geisser (1959) for cases where assumptions about the
variance-covariance matrices necessary for a traditional
analysis might not be met, were used.

Additional tests related to each of the four hy-
potheses using Dunn's procedures (Kirk, 1968) for multiple
comparisons were performed. The .05 level of probability
of a Type I error was established as the minimum criteria
for accepting mean differences as significant for each
test of the sources of variance in the analysis of vari-
ance. Using Dunn's procedures, the .05 level of signifi-
cance was split between the two additional comparisons made
with each of the two dependent variables, frequency, and
variety of information-seeking behaviors.

The results of the analysis of outcome data are

presented in Chapter IV.

CHAPTER III
RESULTS

Analysis of Outcome Data

This chapter presents the results of the outcome
data analysis. Analysis of variance techniques for a two-
factor (4 x 3) experiment with repeated measures (Winer,
1962) were used for testing main effects, treatments and re—
peated measures, and their interaction. The fixed effects
model had counselors nested under treatments and crossed
with the repeated measures. The modified or conservative
degrees of freedom proposed by Greenhouse and Geisser (1959)
were used. Tests of the specific hypotheses were carried
out when the F ratio indicated significant differences might
exist between respective group means. The tests were com-
puted according to procedures suggested by Dunn (Kirk, 1968).
The facilities of the Michigan State University Computer
Laboratory were used in the statistical computations.

The data collected consisted of the frequency and
variety of information-seeking behaviors: (l) verbally
identified by the counselor and client during the initial
(xyunseling session, (2) identified by the client immediately

eafter the initial session, and (3) performed by the client

40

Table 3.1.-Mean frequency and variety of information-seeking behaviors for each measure,

counselor, and treatment group.

41

 

 

 

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42

within a three-week post-experimental period. Separate

analyses of variance were carried out for two dependent

variables: frequency and variety of information-seeking
behaviors.

Four counselors failed to produce the data which
they had promised and the close of the school year prevented
attempts to retrieve these cases. Three counselors each
counseled only one client and a fourth counselor failed to
record one of his interviews. Replication within each cell
was therefore lost and it was necessary to use a mean fre-
quency and variety for each counselor on each repeated
measure rather than the two scores per counselor as planned.
The mean frequency and variety of information-seeking be-
haviors (ISB) for each measure, counselor, and treatment

group is provided in Table 3.1.

General Findipgs

 

Summaries of the analyses of frequency and variety
of information-seeking behaviors are reported in Tables
3.2 and 3.3. On the basis of these analyses, it was con-
cluded that the treatments significantly affected both
the frequency and variety of the information-seeking
behaviors of the clients. The obtained mean score differ-
ences between the treatment groups would occur by chance

alone less than five times in a hundred.

43

 

 

Table 3.2.—~Analysis of variance of frequency of infor~
mation-seeking behaviors.
Source df MS F Critical
Value
Treatments 3 49.661 4.53 .05=3.29
Counselors Within 15 10.953
Treatment
Repeated Measures 2 169.493 31.02 .05=4.54a
Repeated Measures 6 .550 .10 .05=3.29a
by Treatment
Repeated Measures 30 5.464

by Counselors

Within Treatment

 

aDegrees of freedom reduced as suggested by
Greenhouse and Geisser (1959).

Table 3.3.--Analysis of variance of variety of information-

seeking behaviors.

 

 

 

Critical
Source df MS F Value
Treatments 3 8.771 4.39 .05=3.29
Counselors Within 15 1.997
Treatment
Repeated Measures 2 12.601 15.69 .05=4.54a
Repeated Measures 6 1.501 1.96 .05=3.29a
by Treatment
Repeated Measures 30 .765
by Counselors
Within Treatment
aDegrees of freedom reduced as suggested by Green—

house and Geisser (1959).

44

The repeated measures source of variance was also
significant at the .05 level in each analysis. This find-
ing indicated that the measures had different overall means.
Since each measure was of a different form of information-
seeking behavior occurring at a different time, the finding
that the tests were significantly different was expected.

Reduced degrees of freedom as suggested by Green-
house and Geisser (1959) produce conservative tests of the
repeated measures and interaction, and reduce the prob-
ability of a Type I error. The reduction in the degrees of
freedom is used to provide valid tests when the assumption
necessary in a repeated measure analysis of equal co-
variances in the pooled variance-covariance matrix is
questionable. The reduction is accomplished by multiplying
the degrees of freedom associated with within—subjects
effects by the factor 1/(p-l) where p is the number of
repeated measures.

The Repeated Measures X Treatment interaction source
of variance was not significant at the .05 level for either
dependent variable. The mean frequency and variety for
each treatment group on each repeated measure is presented
in graphic form in Figures 3.1 and 3.2. The treatment
effect was much the same on each of the three measures.

The lines on the graphs are generally parallel and equa-

distant.

45

 

Means Frequency(1) Frequency(Z) Frequency(3)

 

12

11 \
10 \

 
 
  
   
  

\‘qu(Lab*Systematic)

.\ \\
7
‘ \
\\ s ‘\
6 s s 3 (Written-
\\ ‘6 Traditional)

\tTZ (Written-
Systematic)

Figure 3.1.--Treatment group means for each of three
measures of frequency of information-seeking behaviors.

46

 

 

Means Variety(l) Variety(2) Variety(3)
5.0
4.5 “~
\~ \\
‘s‘ ‘\'\‘ T1 (Lab-Systematic)

 
   

\Tz
\(Written
3'5 \Systema:\bk\~
\
3.0 \

(Written-
. Trad.)

{5 (No Contact Control)
-~ -‘~ -$‘

1.5 ‘

\

I
|

0.0

Figure 3.2.--Treatment group means for each of three
measures of variety of information-seeking behaviors.

47

Comparison of Treatment Groups

 

The total treatment effect was significant and the
interaction effect was not significant, hence it was
apprOpriate to examine the composite group means to test
the stated hypotheses. The composite group means were
obtained by averaging the means for each treatment group
across the three repeated measures for each variable. The
group composite means for frequency and variety of ISB are
presented in Table 3.4.

Table 3.4.-“Composite treatment group means for frequency
and variety of ISB.

 

Composite Mean Composite Mean

 

 

Treatments Frequency of Variety of
ISB ISB
Laboratory-Systematic 9.193 3.993
Written-Systematic 5.567 3.133
Written-Traditional 6.400 2.739
No Contact-Control 4.900 2.083
The first question in this study asked: "What is

the effect of systematic counselor inservice training on
the frequency and variety of client information-seeking
behavior?" The following hypotheses were tested in an at-
tempt to answer this question:

I. Clients of counselors participating in a labo-

ratory experience of systematic counselor in-
service training, in contrast with clients of

48

counselors receiving other inservice training
or no inservice training will have a greater
freqpency of information-seeking behaviors,

1. identified by counselor and/or client during
the initial counseling interview,

2. identified at the conclusion of the initial
counseling interview, and

3. performed outside the counseling setting in
the three-week period following the initial
counseling interview.

A test of this hypothesis involved a multiple com-
parison of the composite mean frequency of ISB associated

with the systematic laboratory treatment (E£1) against the

other three composite means grouped:
3(th) + (-1)(§t2) + (—l)(§t3) + (-l)(§t4) = d comparison

The difference (dcr) that such a comparison (dco) must
exceed in order to be declared significant according to

Dunn's procedure (Kirk, 1968) is given by:

 

2 2
_ . (C°) (C") (C'")
dcr — t Da/2:C,V‘/MS error[ N3- + NJ-' 4. ”.7317.
3 3 J

2

A value of t'Da/2 = 2.49 was obtained from a table for C or
2 comparisons to be made among the 4 group means and v or

15 degrees of freedom associated with the experimental
error. In applying Dunn's procedure (Kirk, 1968, pp. 79-
81), an overall a level of .05 was split between two planned

comparisons on the composite group means for each dependent

variable.

49

The use of Dunn's procedure produced the finding

that the difference of the comparison (Table 3.5) was

greater than the critical value necessary for significance.

This was interpreted to indicate that the difference in the

frequency of ISB between the systematic laboratory treat-

ment group and the other three treatment groups was

significant.

Table 3.5.—-Summary of results from tests of experimental

hypotheses.

 

Difference Critical Value
Hypothesis of (.025) Necessary Result
Comparison for Significance

 

I 10.713 7.348
II 4.024 3.191
III 0.167 5.569
IV 1.444 2.418

Significant
Significant
Not Significant

Not Significant

4‘.

II. Clients of counselors participating in a labo—
ratory experience of systematic counselor
inservice training, in contrast with clients of
counselors receiving other inservice training
or no inservice training will have a greater
variety of information-seeking behaviors,

1. identified by counselor and/or client during
the initial counseling interview,

2. identified at the conclusion of the initial

counseling interview,

3. performed outside the
the three-week period
counseling interview.

and

counseling setting in
following the initial

50

The test of this hypothesis was very similar to the
previous one with the composite mean variety of ISB associ-
ated with the systematic laboratory treatment compared with
a grouping of the other three composite mean varieties.

The MS error value associated with variety of ISB was used
in Dunn's procedure.

The difference of the comparison (Table 3.5) was
greater than the critical value necessary for significance.
This was interpreted to indicate that the difference in
variety of ISB between the systematic laboratory treatment
group and the other three treatment groups was significant.

The second experimental question asked: "What is
the effect of a written presentation of the systematic
counseling inservice training on the frequency and variety
of client information-seeking behavior?" The first hypothe-
sis formulated to provide an answer to this question was:

III. Clients of counselors receiving a written
presentation of the systematic counselor in-
service training in contrast with clients of
counselors receiving a written package of pro-
fessional literature or no inservice training,

will have a greater frequency of information-
seeking behaviors,

 

1. identified by counselor and/or client during
the initial counseling interview,

2. identified at the conclusion of the initial
counseling interview, and

3. performed outside the counseling setting in
the three-week period following the initial
counseling interview.

51

The same procedures described above were applied to
test this hypothesis and involved a comparison of the com-
posite mean frequency of ISB for the written-systematic
treatment (itz) with the grouped composite means of the
written-traditional treatment group and the control group
(Xt3 and Xt4)°

In this case the difference due to the multiple
comparison of frequency of ISB (Table 3.5) was less than
the value necessary for the difference to be declared sig-
nificant. The directional hypothesis therefore, was not
supported. That is, in this particular study it could not
be said that a written systematic treatment in contrast to
the written-traditional treatment and the control group,
resulted in greater frequency of ISB.

A second hypothesis was developed to provide further
answer to the second experimental question. It was:

IV. Clients of counselors receiving a written pres-
entation of the systematic counselor inservice
training in contrast with clients of counselors
receiving a written package of professional
literature or no inservice training, will have
a greater variety of information—seeking

behaviors,

1. identified by counselor and/or client during
the initial counseling interview,

2. identified at the conclusion of the initial
counseling interview, and

3. performed outside the counseling setting in
the three-week period following the initial
counseling interview.

52

Again the difference of the comparison (Table 3.5)
was not greater than the critical value necessary for sig-
nificance using Dunn's procedures for multiple comparisons
to test this hypothesis. The hypothesis predicting a
difference in variety of ISB between the written-systematic
treatment composite mean and a grouping of the control group

and the written-traditional treatment, was not supported.

SUpplemental Findings

 

Examination of the data collected revealed infor-
mation to supplement the formulated hypotheses already
tested. An additional performance criterion applied in
the analysis of the interview tapes was the number of
relevant information-seeking tasks assigned by the counse-
lor. The mean number of counselor assigned tasks for each
treatment group is presented in Table 3.6 (Task 1). The
clients were also asked on Questionnaire I, presented at
the conclusion of the counseling interview, to indicate
any tasks or assignments expected of them (Task 2,

Table 3.6). The mean for each treatment group on each of
the two indications of assigned information-seeking tasks
is presented in graphic form in Figure 3.3.

Analysis of variance procedures for a two-factor
(4 x 2) experiment with repeated measures were applied to
this additional data. The results of the analysis
(reported in Table 3.7) of differences in tasks assigned

and remembered among the four treatment groups were not

53

TABLE 3.6.--Mean information-seeking tasks assigned for
each treatment group.

 

 

Treatment Task 1 Task 2
Lab-Systematic 3.520 2.800
Written-Systematic 1.450 1.625
Written—Traditional 2.267 1.250
No Contact-Control 1.652 0.375

 

TABLE 3.7.--Analysis of variance of information—seeking
tasks assigned.

 

 

Source df MS F Critical Value
Treatments 3 7.877 2.99 .05 = 3.29
.10 = 2.49
Counselors Within
Treatment 15 2.632
Repeated Measures 1 5.158 6.259 .05 = 4.54

Repeated Measures
by Treatment 3 0.808 0.969 .05

ll
.5
O
U1
as

Repeated Measures by
Counselors Within
Treatment 15 0.824

 

54

 

Means Tasks(l) Tasks(2)

4.0

3.5 \~

‘\
‘~
‘\
\I‘x.
3.0 ‘\
‘s
Systematic

2.5

 

2.0
Written-
1.5 Systematic
Written-
1.0 Traditional
0.5
No Contact—
Control
0.0

Figure 3.3.--Treatment group means for each of two
measures of assigned information—seeking tasks.

55

significant at the .05 level applied throughout the study,
but were significant at .10. The repeated measures source
of variance, however, was significant at the .05 level.
This finding indicated that the measures had different

overall means, a finding that was expected.

Summary

The results of an analysis of variance of repeated
measures on frequency and variety of information—seeking
behaviors indicated a significant treatment effect as well
as a significant repeated measures effect. Dunn's pro-
cedures for multiple comparisons were applied to test the
four directional hypotheses. Findings indicate that
clients of counselors participating in a laboratory ex—
perience of systematic counselor inservice training, in
contrast with clients of counselors receiving other in-
service training or no inservice training had both a
greater frequency and greater variety of information-
seeking behavior. However, clients of counselors receiving
a written presentation of the systematic counselor in-
service training in contrast with clients of counselors
receiving a written package of professional literature or
no inservice training did not have either a greater
frequency or a greater variety of information-seeking
behavior. Implications of these findings will be discussed

in the next chapter.

CHAPTER IV

SUMMARY AND CONCLUSIONS

Summary of the Study

 

The purpose of this investigation was to conduct
an experimental test of the effect of a brief inservice
experience that used a systems approach to counselor
training. Specifically, this study tested the relative
effect of two systematic inservice training treatments and
two other treatments on the information-seeking behavior
of female high school clients of the participating
counselors.

The study hypothesized that clients of counselors
participating in a five-hour laboratory experience of
systematic inservice counselor training in contrast with
clients of counselors assigned to three other experimental
treatments, would have a greater frequency and variety of
information-seeking behavior. It was further hypothesized
that clients of counselors receiving a written presen-
tation of the systematic inservice training would have a
greater frequency and variety of information-seeking
behavior than clients of counselors receiving a written

package of professional literature or no inservice training.

56

57

The study was conducted with 19 senior high school
counselors who had volunteered for inservice training
through the Oakland County Schools Guidance Office.
Randomization procedures were used for assigning counselors
to treatment and control groups.

The five-hour laboratory experience of systematic
inservice counselor training was designed to train counse-
lors in the functions involved in systematically conducting
information-seeking procedures with clients. The presen—
tation included: (a) behavioral objectives and performance
criteria, (b) written presentation of knowledge, with
practice problems with feedback, (c) video tape model
presentation of counselor behavior with simulated practice
problems, (d) orientation and interaction (situation,
materials, participants, and presenters), (e) role playing
practice of skills, and (f) request for on-the-job
counseling practice tapes.

The second treatment group held no physical meeting
and was mailed a written package of the systems-developed
inservice training materials which included: (a) be-
havioral objectives and performance criteria, (b) presen—
tation of knowledge, and practice problems with feedback,
(c) scripts of model presentations of counselor behavior
with simulated practice problems, (d) orientation to the
materials, and (e) request for on-the-job counseling

practice tapes.

58

No physical meeting of the third treatment group
was held either as each member was mailed a written package
of the professional and research literature used in
analyzing the task.

The treatment for the last group was delayed so
that the group could serve as a no-contact control group
for the study.

Evaluation criteria for assessing the treatment
effects were the frequency (number of sources), and variety
(number of six possible modes) of information-seeking
behaviors: (1) identified by the counselor and/or client
during the initial counseling interview as determined by
analysis of the taped interview, (2) identified by the
client immediately after the counseling interview as
determined by a client questionnaire, and (3) performed by
the client outside the counseling setting during a three
week period of time after the initial counseling interview
as reported on a client questionnaire. The information-
seeking was relative to the educational and vocational
planning of the clients, eleventh and twelfth grade
females.

Interjudge reliability coefficients of .86, .89,
and .94 were reported for the frequency, variety, and
total set of tape ratings made by the two tape judges.

Follow-up procedures on the self-reported

information—seeking behaviors of a random selection of

59

two clients per treatment group were made. None of the
information-seeking behaviors were invalidated, 15
information-seeking behaviors were confirmed and 19 ISB
were impossible to confirm.

The data collected in the study were analyzed
using analysis of variance procedures for a two factor
(4 x 3) experiment with repeated measures. Separate
analyses were made for each of the two dependent variables,
frequency and variety of information-seeking behaviors.
Dunn's procedures for multiple comparisons were used for
testing the four directional hypotheses involving com-
parisons of treatment group composite means.

The results of the study indicate that the
treatments produced statistically significant differences
in both frequency and variety of information—seeking be-
havior among the various treatment groups. Testing the
hypotheses using planned comparisons produced the following
findings:

1. Clients of counselors participating in the
five-hour laboratory presentation of systematic inservice
counselor training, in contrast with clients of counselors
receiving other inservice training or no inservice training,

had significantly greater frequengy and variety of

 

information-seeking behaviors.
2. Clients of counselors receiving a written
package of the systematic counselor inservice training,

in contrast with clients of counselors receiving a

60

written package of professional literature or no inservice

training did not have a greater frequency and variety of

information-seeking behaviors.

Limitations of the Study

The limitations of the present study include the
following:

1. The nature of the study and the lack of funding
necessitated a relatively small N per treatment group.

2. The selection of a sample of practicing
counselors for the study was dependent upon the availa-
bility of a number of counselors who were willing to
participate and who were part of an organizational unit
with administrators who were willing to cooperate. It is
recognized that Oakland County counselors are not neces-
sarily typical school counselors.

3. The tasks selected for counselor inservice
training in this study narrow the scope of the investi-
gation. The decision concerning the activity to be
presented was based on a desire to use an activity which
senior high school counselors regularly perform.

4. The study, as conducted, was not designed to
assess either the time and effort counselors applied to
the two self-administered inservice treatments, or to
assess their evaluations of the materials. The packaged
treatments were described to the trainees as materials on

important skills that were to be mastered in preparation

61

for an intensive workshop experience. However, it may be
that the two packaged treatments were not given major
attention by their recipients.

5. The use of volunteers in a broad field setting
did not allow a high degree of experimental control over
the collection of the criterion or outcome data. The
study, by its design, depended on maintaining the cooper-
ation of busy counselors to provide additional data, to
perform the on-the-job criterion counseling, to secure
tape recorders and tapes, and to submit the tapes for
evaluation. Therefore, restrictions imposed on the cri—
terion performances were kept at a minimum.

6. Due to the nature of the training system it
was not possible to use existing standardized instruments
in measuring the results of this experiment. The measures
consisted primarily of aspects of the performance criteria
related to the selected tasks.

7. The performance criteria used in the tape
analysis and hence the dependent variables do not neces—
sarily reflect the quantity of the counselors' performance
of cueing and reinforcing behaviors.

8. The study, as conducted, was not designed to
assess client evaluations of the counselors' behavior or
performance.

9. Each counselor was asked to counsel two clients

which would have provided replication within each

62

experimental cell. Four of the 19 participating counselors
submitted only one taped interview each, however, and time
did not allow the additional interviews to be secured.
Hence, an average score per counselor on each measure was
used instead of two measures per cell, resulting in a loss
of overall degrees of freedom and corresponding statisti-
cal power.

10. The group means of the control group were
affected by the high scores of one particular member
(Counselor 17, Table 3.1). It was discovered after the
study, that this member of the supposedly "no-contact"
control group was married to a member of the systematic
laboratory treatment group and had access to the learning
units and a description of the laboratory activities.

11. A five-hour treatment experience occurring
all in one day is a comparatively brief experimental
treatment period to produce relevant changes in counselor
behavior. Likewise, a single initial counseling session is
a short experimental treatment period to practice skills

learned and produce relevant changes in client behaviors.

Discussion

 

The findings of this study provide evidence that
brief inservice training for practicing counselors can
produce relevant counselor and client behaviors. A labo-
ratory experiment of systematic inservice training,

focused on the functions involved in systematically

63

conducting information-seeking procedures with clients,
produced a greater frequency and variety of information—
seeking behaviors than other inservice training or no
inservice training. A written presentation, however, of
the systematic inservice training failed to produce any
results significantly different than a package of the
professional literature used in analyzing the training
task, or no inservice training. So it has been demon-
strated that gems inservice training can produce relevant
counselor and client behaviors.

1. What were the differences among the four in-
service training treatments?

First, the instructional input of actual knowledge
presented was basically identical in the two systematic
treatments with a script in the written presentation
corresponding to the video tape demonstration in the labo-
ratory presentation. The two systematic treatments
attempted to provide the counselors with a description of
a framework or series of specific functions, to system-
atically conduct information-seeking procedures with
clients, while the professional materials described spe-
cific techniques and a simple three-step approach to
information-seeking used initially by Thoresen and Stewart
with small groups (Stewart, 1969).

Members of the two groups receiving the written
packages were dependent on only one form of direct media

for presentation of know1edge, while the laboratory

 

64

members saw model video tapes as well as observing super-
visors and other trainees.
Second, no direct opportunities for practice of

knowledgp were provided for the counselors receiving the

 

professional literature. The individuals in the two
systematic treatment groups were presented with the same
practice exercises.

Third, major differences existed among the
treatments in the way the practice of performance function
was handled. The professional literature materials had no
instructions for the counselors to practice the described
skills. The two systematic inservice treatments included
suggestions for the counselors to submit on-the-job
practice tapes; the fact that only counselors who had
participated in the laboratory training did so cannot be
readily dismissed. In addition, the counselors in the
laboratory performed both video-response and role playing
practice of performance exercises where they received
guided feedback from other trainees and the supervisors
who applied the performance criteria.

Fourth, the management of students function in the

 

two systematic treatments included orientation, in-
structions, feedback, and reinforcment built into the
written learning units. The individuals participating in
the laboratory training experience, however, received

additional orientation, instructions, feedback, and

65

reinforcement through live interaction with the other
trainees and supervisors.

2. What were the differences in the counselor
performance of relevant counseling skills among the
treatment groups?

Examining the tables and figures (Table 3.1,

Figure 3.1, and Figure 3.2) based on group means in

Chapter III, it can be seen that the counselors who had
participated in the laboratory experience (Tl) identified
the greatest number of sources (Frequency 1) of relevant
information and the greatest number of modes or types
(Variety l) of information4seeking during the initial inter-
view. The counselors receiving no instruction (T4) had the
least frequency and variety of information-seeking be-
haviors identified in the initial interview.

The second measure on each dependent variable
(Frequency 2, and Variety 2) depended in part on the skill
of the counselor in communicating clearly in the counseling
interview. Did the clients remember sources of information
and modes of information-seeking at the end of the initial
interview? The differences, among group means in
Figures 3.1 and 3.2 are essentially the same as those for
the first measure of each dependent variable.

The supplemental results in terms of group means
reported in Table 3.6 and Figure 3.3 indicate that the

treatment groups varied in the quantity of "tasks assigned"

66

during the initial interview (Task 1, Figure 3.6) and in
communicating the assignment of any information-seeking
tasks as indicated partially by Task 2, the mean number of
distinct information-seeking tasks the clients remembered
at the close of the initial counseling interview.

The counselors in the laboratory treatment were
exposed to training objectives provided in the units for
their own learning, and in the video-tape models of ex—
perienced counselors who used objectives in their counsel—
ing, in addition to performing the identified functions
involved in conducting information-seeking procedures with
clients. They were not given any instructional practice
in developing behavioral objectives such as the material
prepared by Mager (1962).

In assigning tasks and communicating these tasks
clearly, the counselors exposed to the laboratory treatment
tended to use statements of the assigned tasks that met the
requirements cited by Mager (1962) for developing be-
havioral objectives. This was revealed in the tape analy-
sis. The counselors tended to describe the tasks in
behavioral terms, to state conditions under which the
tasks were to be performed, and to establish criteria for
determining the accomplishment of the tasks.

3. What were the differences in the client perfor-

Inance of information-seeking skills among the treatment

groups?

67

Examining the group means for Frequency 3 and
Variety 3, Figures 3.1 and 3.2, reveals that it is on
these two measures that the differences between the two
treatment groups receiving systematic training are
greatest. Clients of counselors who had participated in
the laboratory experience produced the greatest mean
frequency and variety of information-seeking behaviors.
In contrast, the clients of the counselors receiving the
written systematic material actually performed very few
information—seeking behaviors and the least variety of
information-seeking behaviors.

Differences between means for Frequency 1 and
Frequency 2 for each treatment group were about the same,
(six information-seeking behaviors). The proportionate
decrease from Frequency 1 to Frequency 3 for Treatment 1,
however, is considerably less than for the other treatments:
about 2:1 in contrast with 4:1 (T2), or 3:1 (T3, T4).
Likewise the difference in group means between Variety l
and Variety 3 for each treatment group was roughly 1.2
information-seeking behaviors, while the proportionate
decreases from Variety 1 to Variety 3 for Treatment 1 was
less than for the other treatments: about 4:3 in contrast
with 3.5:1 (T2), or 3:2 (T3, T4). Clients of the labo-
ratory trained counselors therefore were more likely to
perform a greater proportion (frequency and variety) of

information-seeking behaviors identified in the initial

68

counseling interview. This was in addition to having a
greater frequency and variety of information-seeking be—
haviors identified initially.

Since counseling is essentially a voluntary ac-
tivity with counselors not having direct authority over
students, these treatment differences in the proportion of
identified information-seeking behaviors performed reflect
differences in motivational effects of the counseling
performed by the counselors of the different treatment
groups. The study as designed did not assess motivational
factors directly other than the performance of the
information-seeking tasks. Some of the behaviors, however,
described, modeled, and reinforced in the written system-
atic materials and particularly in the laboratory presen-
tation of systematic training were geared to involving the
clients in the information—seeking process (cueing) and to
reinforcing any information—seeking behaviors performed or
evidence that they were intended.

It is hypothesized by the author that the great
difference in information-seeking behaviors performed by
the clients of the two systematic treatments was the result
of multiple factors:

1. the more highly motivating activities and

factors in the laboratory inservice treatment,

2. the laboratory counselors' greater perfor-

mance of the "assign tasks" function,

69

3. the laboratory counselors' greater use of
cueing, reinforcement, and other client-
motivating factors, and

4. the laboratory counselors' greater integration
of the specific counseling functions with each
other and into their usual counseling perfor-
mance.

Implications for Counselor
Education

 

 

This study has provided evidence that brief in-
service training of practicing counselors gap result in
relevant counselor skills and client behavioral outcomes.

What then are the implications of this study for
counselor education? Applying Krumboltz's (1966) test of
relevance, what, as a result of this study, would counselor
educators do differently?

The systematic inservice treatments in this study
dealt at least in part with each of the four behavioral
goals for a counselor education program as stated by
Krumboltz (1967a): That counselors should learn to

1. use for each individual client specific

"objectives of counseling in terms of changes
in the client's behavior . . ." (assigned
information-seeking tasks),

2. apply "facts about the learning process to the

modification of client behavior," (cueing,

modeling, role-playing, and reinforcement),

70

3. use client responses as the "criterion for
judging success" of counseling (client-
information-seeking responses and tasks), and

4. examine research literature and research
studies "in order to find improved ways of
helping clients."

This investigator believes it is overly optimistic

to expect that counselor education programs can or will

produce counselors who when practicing in the field will

 

be able to examine the research literature and create
experiences for themselves in which to learn and practice
new techniques and skills. This is a role that counselor
educators should recognize and fulfill, even if they do
not now possess the skills involved in fulfilling the role.
It is also the opinion of the author, that counselor edu-
cators should possess and use human engineering skills to
create learning experiences, situations, and environments
(instructional sub-systems and systems) in which trainees,
whether beginning or practicing counselors, cannot fail to
learn. However, performance criteria should be used to
ensure the quality of the "trained" counselors as well as
to guide and evaluate the progress of the trainees
throughout the learning system. Counselor educators, as
applied behavioral scientists, should be able to translate
the findings of research studies into learning experiences
for practicing counselors if the profession is to maintain

any standards of quality in its practice.

71

Counseling tasks which have been analyzed and used
as terminal behaviors for counselor training in the
Michigan State University School Counselor Training
Program, and could likewise be used for inservice training
are "Assist in decision-making," and "Conduct conditioning
procedures." The latter sub-system includes operant and
respondent conditioning procedures including reinforcement,
modeling, and desensitization or counterconditioning.

Subsystems of the Michigan State University System—
atic Counseling, such as "Receive client referrals,"
"Prepare for interview," "Establish structure," "Discuss
client concerns," "Decide goals for counseling," "Evaluate
counseling," and "Terminate counseling" could be used for
brief inservice training experiences after the related
performance criteria were used diagnostically to evaluate
the current counseling behavior of the practicing counse-
lors.

New knowledge and techniques relevant to counseling
are continually emerging from the behavioral sciences. The
results of this study suggest that traditional modes of
presentation of new knowledge and techniques in pro-
fessional or research literature are not likely to result
in any significant changes in counselor behavior. Brief
focused laboratory presentations in which counselors have

the new techniques presented and demonstrated, and in which

72

the counselors actually practice the new techniques are
more likely to produce relevant counselor and client
outcomes.

The lessened demand for new counselors as reflected
by national statistics and recent experiences of candidates
may well signal the opening of a new frontier for counselor
educators. Rather than continue to exert maximum effort
to the training of beginning counselors, it is now time for
counselor educators to exert more effort and attention to
the inservice training of practicing counselors in relevant
counseling tasks in their natural or field settings. The
systems approach to inservice training provides a viable
tool for counselor educators to increase the competency of
practicing counselors in working efficiently and ef-
fectively with clients to produce specific changes in
client behavior.

Implications for Further
Research

 

An exhaustive review of counseling literature
failed to produce any reports of experimental research
studies investigating the effect of inservice training of
school counselors on relevant counselor and client be-
haviors. In fact, no experimental research concerning
inservice training of school counselors was found. The
results of the present study demonstrate that inservice

training which is conducted on an independent study basis

73

with materials mailed to participants does not produce
differences in client behavior. However, brief systematic
inservice training, focused on specific counselor functions,
can result in relevant counselor and client behaviors. The
results, however, need to be verified by replication and/or
expansion of the present study. The study needs to be
repeated with male clients. The findings in this study
were the result of counselors working only with female
clients. Differences in the effectiveness of specific
techniques on information-seeking of male clients and
female clients have been noted in previous research on
counseling techniques (Krumboltz & Schroeder, 1965;
Krumboltz & Thoresen, 1964). A follow-up of the current
study would indicate whether counselors continue to use

the specific functions learned after a period of time has
passed. This critical phase of research on training is

too often neglected because of the difficulty encountered
in longitudinal studies.

Two other directions for continued investigation
seem apparent. First, a series of studies should be
conducted to investigate the effectiveness of the appli-
cation of a systems training approach to the different
counseling tasks for which practicing counselors could
and should be trained. '

Second, the results of the present study suggest

that further research be conducted to determine the ways

74

in which specific procedures, components, and trainee
management techniques, affect the results of a counselor
inservice training system. What components of the overall
program are necessary? What alternative procedures and
components, with their associated costs in terms of
personnnel, materials, equipment, and time, are equally
effective? What are the differential effects of guided
peer evaluation and feedback, in contrast with professional
criticism within a training system? What is the effect of
using desensitization techniques to counteract the anxiety
of the counselor when he is asked to learn new behaviors?
This investigation has provided evidence that
brief inservice training of practicing counselors is
feasible and that the application of a systems approach to
counselor inservice training has great potential for
success. Because it is the first study of inservice
counselor training effectiveness, however, the results of

this study need to be verified.

In Retrospect

 

The challenge presently confronting the counseling
profession is unique in its history. In the past, counse-
lor educators applied themselves to the twofold task of
preparing individuals to enter the profession, and ex-
panding counseling knowledge and skills. Changes in

counseling practice occurred primarily through the new

75

professionals entering the field. The practicing counselor
tended to be the forgotten counselor.

Recently, a combination of forces has changed the
contemporary scene. The nature of our recent economy and
the current patterns of employment have tended to reduce
the opportunities for new people entering the counseling
profession. Practicing counselors have been attempting to
assist students in coping with an increasingly complex and
constantly changing world. Problems of students and
expectations for counselors have become even greater than
those foreseen by Wrenn (1962). Practicing counselors have
become painfully conscious of the inadequacies of tra-
ditional counselor education programs.

Aware of the lack of attention they were receiving
in the profession, school counselors have recently re-
sorted to militancy and a threat to leave the parent
professional organization, the American Personnel and
Guidance Association.

The counseling profession not only needs to be
concerned with efficient and effective counseling tech-
niques, but with the mggpg of efficiently and effectively
implementing new knowledge and techniques throughout the
counseling profession. Counselor leaders and educators
have a dual responsibility to provide some means of
quality control of counseling practice, and to assist

practicing counselors toward becoming open systems capable

76

of change or learning through interaction with their
environment, whether natural or structured.

The study presented here was an attempt to create
a structured environment or laboratory for a brief in-
service training experience for practicing counselors.

The study is viewed by the author as a direct outgrowth of
two training approaches, systems and laboratory training.
The systems or human engineering approach to a laboratory
provides a framework for educators and trainers to create
apd_control learning environments systematically, whether
for preparation of beginning counselors, inservice of
practicing counselors, or training of any group.

The results of this study provide evidence of the
effectiveness of a systematic laboratory in the inservice
training of practicing counselors and in producing relevant
client behaviors. The efficiency of such a system can be
further analyzed in terms of the effort and cost required
to produce a specific change. The effectiveness of such
an approach needs to be verified by further research.

Counselor education, if it is to meet the current
challenge, can no longer consist solely of preparation of
beginning counselors. Likewise, counselor education can
no longer consist only of knowledge presentation and
subjective evaluation. Counselor education, as well as
counseling, is an applied behavioral science with counselor
and client behavioral outcomes the relevant criteria of

evaluation.

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Kirk, R. E. Experimental design procedures for the be-
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Krumboltz, J. D. "Changing the behavior of behavior
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Krumboltz, J. D., & Schroeder, W. W. "Promoting career
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80

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study to determine how counseling procedures can
be used to help students make decisions and plans
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Landsman, T., & Lane, D. "AV media, yes; depersonalization,
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Loughary, J. W. "Instructional systems--magic or method?"
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Mager, R. F. Preparing instructional objectives. Palo
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81

 

Schoch, E. W. "Practicum counselors: Behavioral changes."
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Meeting of the American Educational Research
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1968.

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82

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APPENDICES

APPENDIX A

LETTER OF INVITATION TO COUNSELORS

83

October 13, 1969

Dear Counselor:

Recent innovations within the field of counseling have been
exciting! New and highly efficient techniques of counseling and
counselor training have been developed that apply principles about
human learning such as feedback, reinforcement, social modeling,
and conditioning to the counseling process. In response to re-
peated requests, counselor-educators from Michigan State University,
in COOperation with the Oakland County Office, will present an in-
service training program here this fall.

A limited number of Oakland County counselors are being
invited to participate in a program that focuses on learning
counselor behaviors involved in conducting information-seeking
procedures with students.

The program, an intense package of materials, developed over
the past 18 months at MSU includes two workshops and additional
supervised practice. Workshops generally have tended to be lis—
tening affairs. However, the workshops in this program, (the first
scheduled for Thursday, November 6, 1969, 9:00 A.M. to 3:00 P.M.
will include a variety of instructional approadhes including live
and video demonstrations, stimulus materials, and simulated prac-
tice exercises. Additional practice of the counseling skills
will be built into the program by having each participant submit
on-the-Job counseling tapes for individual feedback and evaluation.

Due to the cost and effort involved in presenting such a
program, participation must be restricted to a limited number of
full-time secondary counselors. Please complete and return the
tear off portion immediately. Specific information about the
program will be forwarded prior to November 1.

Sincerely,

FEM W

R0 ert AO Willim. PhODO
Director of Measurements
and Guidance

RAW:pb

84

T0: Robert A. Williams, Ph.D., Director of Measurements and
Guidance, Oakland Schools, 2100 Pontiac Lake Road, Pontiac,
Michigan, 1180511.

Yes, I am a full-time secondary school counselor and I want to
participate in the in-service training program on conducting
information-seeking procedures. I understand that the program
will require me to attend one or two one-day workshops and to
submit additional on-thO-Job counseling tapes.

M C )

NAM-Z - AGE FC)

ADDRESS

TRAINING: B.A. B.A. + 15 B.A. + 30
M.A. M.A. + 15 M.A. + 30

CMLETED A CONSELING PRACTICIM? NO YES WEN?

NO. OF YEARS EXPERIENCE AS COINSELOR
NO. OF YEARS IN PESENT POSITIOI

APPENDIX B

WRITTEN PRESENTATION OF KNOWLEDGE WITH
PRACTICE PROBLEMS, INTRODUCTION,
UNIT 6.1.1-60102' and

UNIT 6.1.3

85

DO YOU DARE TO BE DIFFERENT?

How Open are you to new experiences? The tried and traditional may
never present you with a challenge to dare to be different, to be open to
thnngc, to attempt something foreign to your past experience.

we‘ve tried to be different. We have departed from the traditional
pncLern of graduate instruction in counseling. Our style of instruction
is unfamiliar and needs special hints (guing is the precise term) in order
to be used effectively and efficiently.

In general it is marked by a specific focus, a precision, and a brevity
that could cause one to read the material quickly and superficially. In so
doing the point, the direction, the degree, or the discrimination might he

messed. Therefore, we encourage you to use this five-step attack strategy:

1. Look at the "Purpose" first. Focus on why you are engaged in
this activity.

2. Follow (precisely) the directions provided. Error on the side
of being too careful just this once.

3. Read the "Objectives". They are more explicit than the purpose.
They state precisely what you will be expected to do as a result
of the learning experience.

4. Read the "Informational Reference" keeping in mind at all times
both the overall purpose and the explicit skills to be learned as
indicated in the objective or Objectives.

Ln

Adjust your reading speed. You are reading the informational
reference for facts (knowledge). No ribbons are given for
reading speed; comprehension should be total.

'1‘ i'i.‘ LE :

PURPOSE:

U1 R'L‘ICTIONS :

OBJECTIVES :

Project
86
Introduction to Systematic Counselor Training

To acquaint trainees with the structure of a systems-deve1~
Oped learning unit, to present trainees with an overview of
Systematic Counseling, and to provide trainees with the
Systematic Counseling model of the functions performed in
conducting information-seeking procedures.

1. Read the accompanying Informational Reference (Introduction
to Systematic Counselor Training), and study the flowchart
model of Conducting Information-Seeking Procedures.

2. Attain Objective 1 by completing the self-test exercise.
You may refer to the flowchart while completing the self~
test, but do not refer to the Informational Reference. Do
not turn to the self-test exercise until you have completed
reading the Informational Reference.

Upon reading the accompanying reference and given the use of
a flowchart of Function 6.1, the trainee will

a) list the three basic functions performed by a learning unit,
b) list the five parts included in these learning units,
c) identify the theoretical basis of Systematic Counseling

d) list two aspects that distinguish Systematic Counseling
from other approaches,

e) describe the three parts of an objective,

f) describe how objectives for counseling are to be stated, and
list two reasons for so stating them,

g) list the three different types of tasks counselors perform
in assisting clients.

h) identify various functions and sub-functions of conducting
information-seeking procedures by number, given a brief
description of each,

i) order various functions and sub-functions of conducding
information-seeking procedures given descriptors of several.

The objective is attained when the trainee's error rate does not
exceed twenty per cent (not more than 5 errors) on the self-test
exercise consisting of twenty-five completion and listing items
on the material above that is contained in the informational
reference and flowchart.

."Introduction to Systematic Counselor Training

87
2

There once was a teacher

Whose principal feature

‘Was hidden in quite an odd way.
Students by millions
Or possibly zillions
Surrounded him all of the day.

When finally seen

By his scholarly dean

And asked how he managed the deed,
He lifted three fingers
And said, "All you swingers
Need only to follow my lead.

To rise from a zero
To Big Campus Hero,
To answer these questions you'll strive:
Where am I going,
How shall I get there, and
How will I know I've arrived?"
(Robert F. Mager)

1k: this program of systematic counselor training, you will be using learning units
Stufln as the one you now have before you. These units strive not only to answer
tinese three questions but to actually perform the functions involved, that is to
ixuiicate where the unit intends to take you, to create a learning situation to
get you there, and to let you know when you've arrived. To accomplish this, a
learning unit's structure includes parts which respectively:

1.

2.

S.

State the Pa W2 e or goal for the unit, usually a broad brief
statement which informs you what the whole unit is about.

State the specific behavioral training objectives including a

'description in observable terms of the behavior to be performed,

the conditions under which the behavior is te be performed and
the performance criteria by which attainment of the objectives
is to be determined. '

Present any knowledge ( the Informational Reference, flowcharts,
and video models) necessary for the,performance of the specified

_behaviors.

Provide practice of the knowledge presented and practice of the
performance of the desired behaviors, at least in a simulated
counseling situation, and

Provide immediate feedback.

One purpose of this unit is to introduce you to an effective and efficient approach
to solving the human problems that clients typically bring to counselors. Tradition,
intuition, and understanding are no longer sufficient as counselor skills and know—
ledge in assisting students with the problems of a changing world. Counseling has
been "exposed as a highly complex, social-psychological phenomenon" and defined as

UU

3

'hvnriety of procedures systematically undertaken by a counselor to promote specific
changes in the behavior of clients" (Thoresen, 1969). It is just as true in coun-
seling as in other enterprises that the most productive approach will be the one
wherein the resources available are applied in a systematic and planful manner to
the achievement of a definite goal. Systematic Counseling, the approach presented
in part in this program, provides the counselor with a way of efficiently managing
his resources of time, energy, skills and materials as he assists the client toward
a goal mutually established by the counselor and client as appropriate to the solu-
Lion of the client"s problem. This approach represents a synthesis of several
scientific approaches. Learning theory provides the theoretical and experimental
‘asis, systems analysis provides the conceptual framework in terms of decision
nmking and functional analysis, while educational technology is the source of
methods and materials.

Distinguishing Features

Two features serve to distinguish Systematic Counseling from other approaches.
First, the counselor and client establish and then proceed with a Specific
objective in mind. The objective for counseling is formulated in terms of
specific and observable behaviors that the client will engage in as a result

of counseling. This precision in stating goals for counseling has the two-fold
purpose of facilitating the planning of procedures for counseling and aiding

in the evaluation of counseling. The second feature of this model that dis—
tinguishes it is that the counselor Operates within a framework which provides
and directs specific client learning experiences aimed at the attainment of the
mutually established objective.

The Systematic Counseling framework consists of several distinct functions that
the counselor engages in as he assists the client in the establishement and
attainment of objectives for counseling. The framework,however, is designed to
provide for flexibility of approach by different counselors and for adaptability
to the various yet typical situations that counselors must face.

The systematic model views counseling as a learning process; the client learns
new ways of decision making, information seeking and new ways of reSponding to
his environment with the goal of functioning more efficiently and effectively.
The counselor following the systematic model will utilize a variety of resources
as he assists the client in attaining the objective. He might, for instance,
provide the client with written information, arrange for the client to view a
video tape model, or arrange for the client to visit some place of business. The
counselor would also frequently involve significant others in the client's en-
vironment, such as teachers, parents, and peers in providing reinforcement for
appropriate client behaviors. Basically, the counselor and client make decisions
about what the client needs to learn and then methods and materials are selected
to facilitate that learning.

Eight Major Functions

Systematic Counseling is divided into eight major functions, each of which incor—
porates sub-functions. The first four major functions are performed in preparo

ation for the mutual establishment of an objective for goal for counseling. In

these functions, the counselor receives the client referral (Function 1.0), pre-

pares for the interview (2.0), structures the initial interview (3.0), and discusses
with the client his concerns (4.0). In this latter function, the counselor listens,
Observes, and interacts with the client, then tests out his perceptions of the client's
concerns and, on the basis of these, constructs a model or set of hypotheses about

the client behavior.

89
4

in deciding the goals [or counseling (Function 5.0), the counselor and client
first establish the baseline of the client's problem behavior, that is they
determine the frcguency and duration of occurrence of the problem behavior. i.e.
how often the problem behavior occurs and how long each occurrence lasts. Next
the client and counselor establish a behavioral objective for the counseling that
involves some desired change in the client's behavior. This objective then
includes three parts which respectively :

a) describe in performance terms some behavioral act,
b) set forth the conditions under which the behavior is to occur, and

c) indicate a standard or criterion for evaluating when the act has
been successfully performed.

it is important to note that the objective is stated in terms of specific and
observable behavior that the client will engage in as a result of counseling. An
example of such an objective for counseling is the following:

conditions- Within the next five school days...

terminal behavior- the client will approach three different classmates and
initiate a conversation with each.

criterion- The objective will be attained when at least two of the
conversations consists of more than three client-originated
interchanges.

Basically the counseling tasks performed in Function 6.0 in the systematic
counseling process fall into three main categories: (1) conducting information-
seeking procedures, (2) assisting in problem-solving, and (3) conducting
conditioning procedures.

After the required tasks in the counseling process have been performed the
counselor and client compare the client!s outcome performance with the baseline
established earlier in Function 5.0. This comparison and additional decisions
constitute Function 7.0, Evaluate Counseling. If it is decided that no further
counseling is needed, the counselor terminates the contact (Function 8.0).

InformatidnJSeeking Procedures

In conducting information-seeking procedures, the training task for this program,
the counselor not only directly provides the client which needed information, but
he also works with the client in developing ppg_using his p!p_information-seeking
skills, both for use in the current situation and for future use!

The accompanying flowchart indicates the functions and sub-functions involved

in conducting information-seeking procedures (Function 6.1). A flowchart is

simply a graphic description of the functions and decisions necessary to effect the
desired change with a temporal sequence of the actions. The numbers and arrows
indicate the order in which the functions are most typically performed and the

flow or path of information, respectively. Functions are indicated by a descriptor

90
5

that expresses the action to be performed, framed in a rectangle. A decision is
indicatriby a question enclosed in a parallelogram. Using the flowchart follow
through the actions involved in conducting information-seeking procedures with

a client.

In this training prOgram, you will be provided with learning dnits describing

each of the functions in detail. The behavioral objectives describe what you

as a counselor are expected to do in performing each task involved in a function.
As you perform these tasks, you will, hapefully, begin tointegrate these behaviors
into a highly efficient and effective way of conducting information-seeking
procedures with clients. "

Basic Review

Systematic Counseling, then, requires that the counselor proceed through a series

of defined steps in working with a client's problem. The establishment of the
behavioral objective enables the counselor to make maximum effective use of the
resources at his command, these include not only the customary interview procedures,
but alSo the resources in the client's environment, gearing both toward the client's
acquisition of new behaviors.

The definition of the counseling process in terms of a series of functions to he
performed in a specified order might seem to many to lock the counselor into a
somewhat mechanical method of helping clients.. It is appropriate to point out
in this regard that the model presents the Optimal order in which events in the
counseling process might occur. It also provides for deviations from this order
as the counselor may find it necessary to feedback or recycle a function, i.e.,
repeat a previous function that was either inadequately performed or where the
client needs further interaction. The counselor might, for instance, have to
repeat a skill deve10ping experience (6.1.2.3,--get out your flow chart and
follow the arrows or path of information) for a client whose skills are not
adequate to proceed to synthesize personal and information sources (6.1.2.4),

or to feedback (indicated by a circle with an F in it) such as from 6.1.4.1

or 6.1.4.3 to 6.1.3.1, a function previously performed.

Following this basic framework enables the counselor to assist clients more
efficiently in solving the problems with which they are confronted. In addition,
it provides a basis for an objective evaluation of the effectiveness of his
procedures in assisting clients to attain their objectives. Continual improve~
nmnt in effectiveness of counseling procedures can result from an analysis of

how well each separate function is carried out.

91
6

Lmjectivc: Upon reading the accompanying reference and given the use of a
flowchart of Function 6.1, the trainee will

a) list the three basic functions performed by a learning unit,
b) list the five parts included in these learning units,
c) identify the theoretical basis of Systematic Counseling,

d) list two aspects that dint 1
ithec approaches,

"n ~ , a... . . .‘ 1'- - co .
JJu-l 3;.tenicic 1911.0t.ag tion

a) lescribe the three parts of an objective,

f) describe how objectives for counseling are to be stated, and list
two reasons for so stating them,

g) list the three different types of tasks counselors perform in
assisting clients,

h) identify various functions and sub-functions of conducting
information—seeking procedures by number, given a brief descrip-
tion of each,

i) order various functions and sub-functions of conducting infor-
mation-seeking procedures given descriptors of several.

The objective is attained when the trainee's error rate does not
exceed twenty per cent (not more than 5 errors) on the self-test
exercise consisting of twenty-five completion and listing items

on the material above, contained in the informational reference

and flowchart.

Look back at the objective for this unit. Are you ready to take a self-test
on the material identified above in the objective?

DO NOT TURN THIS PAGE UNTIL YOU HAVE COMPLETED READING THE INFORMATIONAL REFERENCE

AND YOU ARE READY TO TAKE THE SELF-TEST!

DIRECTIONS:

92
7

Complete the following selfotest exercise without referring to
the informational reference. You may, however,refer to the flowchart!

1-3. List the three basic functions performed by a learning unit.

1.

 

2.

 

3.

 

4-8. List the five parts included in a systems-developed learning unit.

4.

 

S.

 

 

 

 

9. The theoretical basis of Systematic Counseling is provided by

theory.

 

10-11. What two features distinguish Systematic Counseling from
other approaches?

 

 

12. There are major functions involved in Systematic
Counseling.

13»15. Describe the three parts that make up a behavioral objective.

13.

 

14.

 

15.

 

93
8

l6. Objectives for counseling are stated in terms

 

17-19. Tasks engaged in by counselors in assisting clients to attain
objectives fall into three areas. List them.
17.

 

18.

 

19.

 

20-21. The precise statement of objectives or goals for counseling
has the twofold purpose of

and

 

 

22. There are possible modes of information-seeking
specified in 6.1.1.

 

23. Which sub-function of 6.1 includes a decision?

 

24. In processing information the three sub-functions below are
usually performed in the following order: (indicate the
order by placing the numerals l 2, and 3 before the sub-
function descriptors)

Relate

 

Limit

 

Translate

 

25. In conducting information—seeking procedures the three
functions below are usually performed in the following
order (indicate the order by placing the numerals 1, 2
and 3 before the function descriptors).

Identify sources of information

 

Identify client information-seeking skills

 

Identify information-seeking modes

 

LOOK OVER YOUR RESPONSES BEFORE TURNING TO THE NEXT PAGE

94

Check your resPunses with the answers provided here.

1-3. indicate where the learner is going
create a learning situation to get the learner there .
let the learner know when he's arrived (any order)

4-8. purpose
objectives
knowledge (presentation of)
practice (of knowledge and performance)
feedback (immediate) (any order)

9. learning

lO-l]. counselor and client proceed with a specific objective
counselor operates within framework-client learning experiences
(any order)

12. Eight (8)
13-15. description of behavior.

conditions
criterion (any order)

16. specific and observable behaviors, or in performance terms
17-19. conduct information-seeking procedures
assist in problem-solving

conduct conditioning procedures (any order)

20-21. facilitating the planning of procedures for counseling
aiding in evaluation of counseling (any order)

22. Six (6)

 

 

 

 

 

23. 6.1.2
24. 3 Relate

1 Limit

2 Translate
2 5 . 2 Sources

3 Skills

1 Modes

 

IIf you correctly answered twenty of the twenty-five items, Congratulations!

You’ve got it! By Golly, you've got it!

lhawever, if you correctly answered fewer than twenty items, relax, take a deep
breath, and go back and recycle, that is, reread the materials and try
again until you have mastered the objectives, that is you have reached

the minimum penndrmance criteria required in the objective.

6.1.1 and 6.1.2

TITLE:

PURPOSE:

DIRECTIONS :

OBJECTIVES:

Counseling Systems Research
Project

Department of Counseling

and Educational Psychology
Michigan State University

Information: Identifying Information-Seeking Modes and
Assessing Sources and Skills (6.1.1 and 6.1.2).

To acquaint and provide trainees with practice identifying
information-seeking modes and assessing sources and skills.

1. Read Informational Reference ("Identifying Information-
Seeking Modes and Assessing Sources and Skills").
Complete Objective 1.

View Video Tape (6.1.1 & 6.1.2).

Complete Objective 2.

Complete Objective 3.

£11wa
0 e e e

p—I
0

Given written data about three counseling clients, the

trainee will, for each client,

a. list at least £!g_sources of information for each
of gig given modes of information-seeking or a
total of twelve sources of information.

b. list at least one client information-seeking skill
necessary for each combination of mode and source,
and,

c. describe at least Egg relevant skill-developing
experiences that might be conducted with_each
client.

2. Given client statements in four video tape stimulus
segments, the trainee will write out a counselor
response to each segment. The objective is attained
when at least three of the four trainee responses are
comparable to the responses provided by the counselor
in the video feedback.

3. Given a role playing situation involving a client who
needs information, the trainee will:

a. list information-seeking factors that will include
at least three of the gixlinformation-seeking modes,
and three different sources of information.

b. provide verbal evidence that the clients' infor-
mation-seeking skills have been identified and
assessed, and to describe at least two relevant
skill-developing experiences that a counselor
might conduct with the client.

The objective will be attained when the trainee has
adequately performed the above behaviorsflaccording
to the observer's completion of the performance
criteria sheet.

2
6.1.1 and 6.1.2

"Identifying Information -- Seeking Modes and Assessing Sources and Skills"

Although a counselor has clients with a wide variety of concerns, typically these
concerns will be in the nature of needing information, needing assistance in prob-
lem solving and/or decision making, and needing conditioning procedures in order to
bring about a change in the behavior of the client.

After the client's concerns have been discussed, and the counselor and client
have decided on mutual goals for counseling, by establishing a behavioral
objective, next, the heart of the counseling process occurs; that is, perform-
ing the required tasks to attain the specified objective. In the Systematic
Counseling flow chart, the most basic of the required tasks is conducting
information-seeking procedures.

Counselors are seen as sources of infonmation, as having knowledge and immediate
reference materials to be of assistance to students. Counselors are also
expected to be able to refer students to various sources of information avail-
able outside of the counseling office itself. While counselors are often
viewed in this way, they can also stimulate and develop information-seeking
behaviors in students.

The counselor encourages information-seeking behaviors in students by using
cues or questions designed to increase the students' verbal information-seek-
ing responses within the counseling sessions. Examples of such cues include
the following:

a. "What ideas have you been considering?"

b. "How would you go about handling this problem of what school to
attend?"

c. "What are some ways you might find out more about this career?"

The counselor attempts to reinforce ggy.indication that a student had sought,
was presently seeking, or intended to seek information relevant to his education
or vocational plans. Certain counselor responses such as the following have
been shown to be positive reinforcing stimuli:

a. Verbal reinforcement.
1. "Yes, that would be a good thing to find out!"
2. "Excellent idea!"

3. "Mm-humm."
b. Nonverbal reinforcement.
l. Smiling.

2. Head-nodding.
3. Forward body movement or posture.
4. Hand gestures.

3
6.1.1 and 6.1.2

All students gather cues and information from their environment. _The indi-
vidual differences among students relative to information are due to the fre-
quency and variety of their information-seeking behavior and the differences
in their processing or utilisation of the information after it has been
collected.

The counselor then can be of great assistance to the client, not only in pro-
viding direct information and information sources, but also in stimulating the
client to explore creatively further information sources. Creativity in the
sense of recognizing and utilizing a wide range of possible information sources
is most apprOpriate for both the counselor and the client at this time.

Prior to the client carrying out any tasks ahmed at obtaining information
relevant to his problem, a specific plan must be developed for the client to
follow. The planning of the information seeking process involves‘gig
distinct steps.

1. Identify Information §eeking Modes: The counselor should check

out the client's awareness of the six modes of information seeking
that are available to the client. These are as follows:

Writing letters to various sources of information specifying the
information desired.

Asking questions of another person about the area in question.

Visiting a person engaged in a particular occupation or a place
of business, school, college, etc.

Observing the activities in which a person engages in carrying
out his occupation or viewing a video-tape, television production
or motion picture regarding the area about which information is
desired.

Listening to a speech, audio tape, or radio broadcast with the
same objective as described under observing.

Reading information such as pamphlets, books, and reference
materials about occupations, training programs, colleges, and
social and personal concerns.

2. Identify Sources of Information: When the counselor is reasonably
assured that the client is aware of the various modes of information
seeking, the possible sources of information for the client should be
identified and examined.

While not all of the following sources would be available in all cases,
the client should be made aware of those that are available in his
specific problem area. One of the most frequently used sources of

4s

5.

.4
6.1.1 and 6.1.2

information is written materials such as books, pamphlets and
periodicals, many of which are available in the counseling office
for client use and can often be checked out. Many school and
public libraries maintain collections of occupational information
sumilar to those materials that are found in counseling offices.
Professional organisations, colleges, business groups, and other
agencies are frequent sources of written information and occasion-
ally of such media as motion pictures, fibstrips, and audio
tapes. '

Another frequently used source of information regarding a par-
ticular area are persons who are especially knowledgeable about
it, be it a vocation, training program, school, college, or some
type of personal or social concern. Counselors who are aware of
such resource people in their schools or communities will often
find them willing and even eager to talk to young peeple either
individually or in larger groups such as career day programs.

Less frequently available are programs produced and made available
through commerical television and radio channels. These programs
are not available upon demand by the client, but counselors should
be aware of them when the Opportunity to use them arises.

Assess e t o - : In order to make
maximum use of the sources of information available, the client's
skills in seeking and using information must be assessed by the
counselor. In performing this function, the counselor would seek
to determine the client’s skills in such areas as knowing how to

go about arranging to visit some place of business, writing letters
to request information, and ability to ask pertinent questions.

The aforementioned activities are all typical of those engaged in
by clients in the process of information seeking.

Decide on Adequacy of Client §ki11 : After assessing the client's

information seeking skills, the counselor must make a decision as
to whether or not the client at this point possesses adequate in-
formation seeking skills.

Conducting Skill Developing Experiegcgs: If it is determined by the

counselor that the client is lacking in those skills that would be
necessary for utilizing the sources of information available, it would
then be necessary to assist the client to deve10p the necessary skills.
This could involve such activities as practicing writing letters of
inquiry, role-playing, or observing a model of a person engaged in a
specific information-seeking activity.

6.

5
6.1.1 and 6.1.2

Synthesizing Information Sources and Client Skills: 'When the
counselor is satisfied with the level of the client's skill

in seeking information, one other task remains in the planning
stage. The function of synthesizing personal and informational
resources essentially involves bringing together the available
sources of information with the information seeking skills of
the client. Assuming, for instance, that the client is adept
at contacting resource people, this source would perhaps be
emphasized in the client's information seeking. In carrying
out this function, the actual task of obtaining information
from specific sources is discussed and clarified by the coun-
selor and client. The process then moves to the actual per-
formance of information seeking tasks.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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6.1.1 and 6.1.2

 

(nflective 2: Given client statements in four video tape stimulus segments, the trainee A
will write out a counselor response to each segment. The objective is
attained when at least three of the four trainee responses are comparable

to the responses provided by the counselor in the video feedback.

 

 

Directions: You will be provided with four stflmulus situations in which to practice
your skills in conducting information-seeking procedures. After the
client has spoken, you are to record your response as a counselor in the
space below. Feedback will be provided.

Segment 1 -- Counselor response:

Segment 2 -- Counselor response:

Segment 3 Counselor response:

Segment 4 Counselor response:

‘Iijou attained Objective 2, that is, if you wrote out counselor responses comparable
to theme provided by the counselor in the video feedback for at least three of the
four tape segments, you're doing fine! Now you're ready to try Objective 3.

If your responses were not comparable, rewrite them. Ask your instructor for assist-
ance if necessary before you begin Objective 3.

.t" ”3

13

6.1.1 and 6.1.2

 

 

Objective 3:

Given s role playing situation involving a client who needs infor-

mation, the trainee will:

a. list information-seeking factors that will include at least
three of the _s_i_:£ information-seeking modes, and three different
sources of information.

b. provide verbal evidence that the clients' information-seeking
skills have been identified and assessed, and to describe at
least two relevant skill-deveIOping experiences that a counselor

might conduct with the client.

The objective will be attained when the trainee has adequately per-
formed the above behaviors according to the observer's completion

of the performance criteria sheet.

 

 

 

Form triads and determine who will play each role, counselor, client
and observer in the first role-playing session.

Then find the

appropriate column below and follow the instructions provided there

Directions:

for Steps I-VII.
Step ‘ Counselor
I Read the instructions

II

III

below thoroughly.

Listen to the client
information that is
given. Question the
client if you are un-
certain about any data
that is presented by
the client.

Role-playing the coun-
selor, you have the
task of 1. identify-
ing modes (at least
three), 2. identifying
sources of information,
(at least three differ-
ent sources), 3. identi-
fying the client's in-
formation-seeking skills
4. assessing them and
5. describing at least
two skill-developing
experiences the counsel-
or might conduct with

Role Playing
Client

Read the instructions
below thoroughly and
become familiar with
the role sheet for
client "A".

Referring to your role
sheet if necessary,

state your general back-3

ground, concern, base-
line, and behavioral
objective that was
previously established.

Role-playing the speci-
fic client role, keep
in mind that you are a
naive client (not a
counselor-in-training.)

Observer

Read the instructions
and become familiar
with the Performance
Criteria Sheet.

Listen to the client
information that is
given.

Observe the counselor-
client interaction.

Has the counselor
carried out the functions
of 6.1.1 and 6.1.2 as
specified in the ob-
jective and on the per-
formance criteria sheet?
Record verbal evidence
of the performance of
these functions.

VI

VII

14

6.1.1 and 6.1.2

Counselor

The counselor halts the
role-playing when he feels
he has completed the tasks.
On the sheet provided, you
are then to list the in-
formation-seeking factors
identified, including at
least three of the six in-
formation-seeking modes and
three different sources of
information. Then list the
client's information-seek-

ing skills that were identi-

fied and describe at least
two relevant skill-develop-
ing experiences you might
conduct with this client.
Do not show this sheet to
the client.

playing exercise (6.1-3).

Repeat Steps I-V following
the instructions for the
observer.

Repeat Steps I-V following
the instructions for the
client and playing role
00C".

Keep this sheet,
please, until the next role-

Client

Mentally prepare a

few points about your
reactions (as a client)
to the counselor. Pro-
vide this feedback to
the counselor after he
has completed his

form.

Repeat Steps I-V foll-
owing the instructions
for the counselor.

Repeat Steps I-V
following the instruc-
tions for the ob-
server.

b erver

Complete the Performance
Criteria Sheet. Do you
have any constructive
comments or feedback for
the counselor based on
your observations of

the counselor-client in-
teraction? Communicate
these to the counselor.

Present the Performance
Criteria Sheet to the
instructor.

Repeat Steps I-V follow-
ing the instructions for
the client and playing
role "3".

Repeat Steps I-V follow-
ing the instructions for
the counselor.

Client:

Concern:

Baseline:

Objective:

. ' 15
6.1.1 86.1.2

Role A

High school senior -- non college.

Interested in general business particularly bookkeeping and
accounting but needs more information about educational
opportunities.

2 information-seeking behaviors during last month.

I. visited local community college and sat in general English
class with friend.

2. talked to high school bookkeeping teacher.

Information

1. Community College -- admission requires high school
diploma.

2. Cost -- $50 per semester.

3. Most programs are two years in length.
Within two weeks find the following five pieces of information
about each of three schools with programs in accounting and/or
bookkeeping, or general business:
1. Admission requirements and procedures.

2. Costs.

3. Bookkeeping -- business program.description including content
(classes) and length of course.

4. Evaluation of program -- certificate or degree awarded.

5. Other services and activities associated with the school.

Client:
Concern:

Baseline:

Objective:

16
6.1.1 & 6.1.2

Role B

16 years of age.
Wants information on interacting, dating, opposite sex.
1. Has never had a date. '

2. Has interacted -- talked with members of opposite sex as part
of school activities.

3. Has participated in just a few group activities.

Given two weeks and from at least three sources, identify at least
five principles of dating courtesy and discuss their application
to your social situation.

The objective will be achieved when the client gives the above
information to the counselor in either written or verbal form.

Client:

Concern:

Baseline:

Objective:

17
6.1.1 and 6.1.2

Role C
High school junior, probably college bound

Wants information about work of lab technician and the training
requirements for entering the profession

Two information-seeking behaviors, both within last two weeks.

1. Talked to biology teacher about careers involving clients'
interest in science (client learned about lab technician
from their conversation).

2. Went to school library but only found one paragraph in a
ten-year-old book.

Within two weeks the client will obtain the following information:
1. three typical duties of a lab technician.

2. the average beginning salary.

3. the minimun educational requirements for entering the field.

The objective will be achieved when the client gives the above
information to the counselor in either written or verbal form.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Trainees Name
Performance Criteria 6.1.1 and 6.1.2

 

PERFORMANCE CRITERIA SHEET

Observer: Please indicate below if the subfunctions were adequately performed
and record pertinent material from.the role playing as verbal
evidence.

6.1.1 Identify information-seeking modes--(were at least three of the

six modes discussed7):

List some counselor statements providing evidence that this
function was carried out.

adequately performed
not adequa te 1y performed

6.1.2.1 Identify sources of information--(were at least three different
sources identified7):

List some counselor statements providing evidence that this
function was carried out.

adequately performed

not adequately performed

 

6. 1.2.2 Identify client information-seeking skills (list what client can
do, phrases, descriptions or names of skills discussed):

adequately performed

not adequately performed

20

6.1.2.3 Conduct skill developing experiences (record counselors description of

at least two relevant skill-developing experiences that were discussed
in the role playing):

adequately performed

not adequately performed

Trainee met all four
criteria

 

Trainee needs to re-
cycle, i.e., met less
than four performance
criteria

 

The PERFORMANCE CRITERIA sheet (pages 19 and 20) is to be presented to an
instructor at the close of THIS period.

6.1.3

TITLE:

PURPOSE:

DIRECTIONS:

OBJECTIVES:

Counseling Systems Research
Project

Department of Counseling

and Educational Psychology
Michigan State University

Conducting Information-Seeking Tasks (6.1.3)

To acquaint and give trainees practice in conducting information-
seeking tasks.

1. Read Informational Reference ("Conducting Information-Seeking
Tasks").

2. Complete Objective 1.

3. View Video Tape (6.1.3)

4 Complete Objective 2.

1. Given an overview of the type of information needed and the
sources available for each of three clients, the trainee will:

a. list Specific procedures for a client to perform to use
the sources to obtain information, and

b. write out using performance terms at least two tasks that
might be assigned to a client.

fhe objective is attained when the procedures and tasks written
out by the trainee for at least two of the three clients are
comparable to those provided as an example.

2. Given a role playing situation involving a client who needs
information, and a counselor who has previously identified
information-seeking modes and assessed sources and skills,
the counselor will be able to communicate to the client the
procedures in performance terms, designating who will carry
out the tasks involved and under those conditions the
information-seeking tasks will be performed.

The objective will be attained when the client is able to:
Write out the information-seeking tasks he is to perform
including the procedures in performance terms, the assign-
ment of tasks, and the conditions under which the tasks are
to be performed. An observer will check to see if the above
has been accomplished and to check on the validity of the
client-received communication by comparing the client's
written statement with the counselor's statement (6.1.2.4)
and with the verbalized communication as it was heard by the
observer.

(""1

2

6.1.3
"Conducting Information-Seeking Tasks"

Conducting the required tasks constitutes the core of the information function of
counseling. The carrying out of these tasks is a cooperative venture involving the
client, counselor, and other resource people outside of the immediate counseling

setting.

A plan of action would, of course, have been developed during the planning state of
6.1.1 and 6.1.2. This would have involved identifying information sources,
identifying client information-seeking skills, and developing a synthesis of the two
(6.1.2.4). In this function, the tasks to be carried out must be communicated to
the client and other persons in the environment who will be involved either directly
in providing information to the client or assisting him in obtaining it. The ob-
jective previously agreed upon must be clearly understood by the client and such
other persons as may be involved. Examples of resource peOple who may be involved
in the information-seeking process would be librarians, teachers, clerical personnel
in the guidance office, career day Speakers, college representatives and other in-
dividuals who are willing to act as resources for young people interested in their

field.

As well as conmunicating the objective to the parties mentioned above, the exact
procedures to be followed in gathering information must be clearly understood by
all of those concerned. The procedures would include such things as making appoint-
ments for visiting, observing or interviewing, arranging to listen to an audio-tape
or view a video-tape, checking out written materials from the library or counseling
office, and writing a letter requesting information.

The function of conmunicating procedures for collecting information, then, involves
a detailed explanation to the client of the procedures that must be followed in order
for him to obtain the information needed. The responsibility of comunicating pro-
cedures to other parties would, in many cases, be the responsibility of the client.
Arranging for such activities as listening to a career day and college night speakers
would, of course, be a counselor's reSponsibility.

AJEter the discussion of procedures to be followed in gathering information, the
ccnanselor would assign specific tasks for the client to carry out, based on the pro-
cemiures that had been agreed upon. The tasks that would be assigned would, of
ccnarse, be aimed at the attainment of the objective established in function 5.3.
thyring this phase, the counselor would interact with the client to ensure that the
clgient clearly understood the responsibilities he had for gathering information. It
wtnald be a counselor reSponsibility to ensure that the client was fully aware of what
was to be done. The counselor might, for instance, remind the client that one of his
tasks is to . . . . "read at least two occupational pamphlets dealing with engineer-
ing" or "ask the following questions of the representative of blank college." More
specifically, the counselor might ask the client to obtain specific items of infor-
xnatzion regarding an occupation, college, or some personal problem from a given
scnxrce. It is very important that both the tasks assigned and the conditions under
ndiicfln the performance is to occur be stated in performance terms. So stating tasks
helps to ensure that the client is clear as to what his responsibilities are. The
following is an example of how an assignment might be made to a client. "Ok, Mary,
‘herna is what you will do. *You will read this pamphlet entitled 'Steps to Increasing

Your Friendships' and by next week you will be able to tell me at least five things
that: you can do to help win friends, that you are not doing now."

H0.)

Following the assignment of tasks to the client, the client has full reaponsibility
for performing those tasks assigned him. The counselor and significant others would
also carry out any tasks they have accepted.

v—Ib

 

 

Objective 1: Given an overview of’the type of information needed and the
sources available for each of three clients, the trainee will:

a. list specific procedures that a client will perform in using
sources to obtain information, and

b. write out using performance terms at least two tasks that
might be assigned to a client.

The objective is attained when the procedures and tasks written
out by the trainee for at least two of the three clients are
comparable to those provided as an example.

 

 

Directions: In each of the following written exercises, you are given a brief
overview of the type of information the client needs and the
sources available. You may assume, for the purposes of this ex-
ercise, that the client possesses the necessary skills to use any
of the available sources.

Your task is to list the Specific procedures that the client might
engage in as he utilizes any of these sources. Following this you
are to write out at least two tasks you would assign to the client.
The tasks must be stated in performance terms with accompanying
conditions Specified.

Client A

Needs information regarding training programs and job Opportunities in drafting.
‘He does not desire to attend a four-year college.

Sources: High school drafting teacher, occupational briefs on draftsmen, de-
scription of training programs at local community college, local architect, head
of department at local community college, and library books or engineering and

drafting.

Procedures:

Assignments:

Tqunr to the next page to check your answers against the examples provided.

5
6.1.3

Examples of Procedures and Tasks for Client A:
Procedures:

1. Make appointments with the high school drafting teacher, local architect and
head of drafting department at local community college.

2. List the specific items of information to be obtained from each of the above
listed sources.

3. Consult the card catalog in the library to determine what materials are
available.

4. Ask counselors secretary for occupational briefs.

5. Talk to librarian about reference materials.

Assignments:

1. Arrange an interview with the head of the drafting department at the local
community college and obtain the following information:

a. The length of time required to complete the course of study.
b. A list of courses required.

c. Costs involved.

2. Read at least two sources from the library or the occupational information
file.

12f you listed procedures and tasks as directed, you're doing fine. Keep up the
good work.’

j[f not, reread the examples above before you tackle the next two practice problems.

HO)

Client B:

Ninth grade boy lacking the skills needed to make friends. The need at this point
is for information about some of the things that one can do to make friends.

Sources: Pamphlets in the guidance office, library books on making friends, filmstrips
available in the guidance office. Teacher who Sponsors 3 service club. Director of

neighborhood boys club.

Procedures:

Assignments:

D—‘N

Client C:

This client is an eleventh grade student who wants to attend college following
graduation from high school. The client wants information about costs, entrance

requirements, and application procedures.

College catalogs available in guidance office and in library. Directors

Sources:
College representatives

of Admissions at the colleges the client is interested in.
will be visiting the school on college night.

Procedures:

Assignments:

Ifijou.attained Objective 1, that is, you listed appropriate procedures and
a tninimum of two tasks for at least two of the three clients, you're on your
‘aajr and ready to view the video tape model. If you were unable to supply
the: procedures and task as directed, look over the example and try again.
Ask your instructor for assistance if necessary, before you watch the video

tape model.

TFur11 to the next page and follow directions.

8
6.1.3

 

 

Objective 2:

Given a role playing situation involving a client who needs
information, and a counselor who has previously identified
information-seeking modes and assessed sources and skills,
the counselor will be able to communicate to the client the
procedures in performance terms, designating who will carry
out the tasks involved and under those conditions the

information-seeking tasks will be performed.

The objective will be attained when the
Write out the information-seeking tasks
including the procedures in performance
ment of tasks, and the conditions under

to be performed.

client is able to:
he is to perform
terms, the assign-
which the tasks are
An observer will check to see if the above
has been accomplished and to check on the validity of the
client-received communication by comparing the client's
written statement with the counselor's Statement (6.1.2.4)
and with the verbalized communication as it was heard by the

 

 

Continuing with the roles established in the previous instructional

unit, find the appropriate column below and follow the instructions

observer.
Directions:

there for steps I-VI.
Stgpg Counselor
I Read the instructions

II

below thoroughly. This
is a continuation of

the role-playing exer-
cise involving objective
6.1.1 & 6.1.2. Review
the sheet you completed
at the end of the pre-
vious session.

Role-playing the coun-
selor, you have the task
of communicating to the
client in performance
terms, the assignment of
the tasks, and the con-
ditions under which the
information-seeking
tasks are to be per-
formed.

sue;

Read the instructions
below thoroughly. This
is a continuation of

the role-playing exer-
cise involving objective
6.1.1 & 6.1.2. Review
the role you played in
that session, role "A".

Role-play-- again re-
member you are not a
naive client, not a
counselor-in-training.

Observer

Read the instructions
below thoroughly. This
is a continuation of

the role-playing exer-
cise involving objective
6.1.1 & 6.1.2. Become
familiar with the Per-
formance Criteria Sheet.

Observe the client-
counselor interaction.
Has the counselor carr-
ied out the sub-functions
of 6.1.3? Record verbal
evidence of the perform-
ance of those functions.

Steps

III

IV

VI

Counselor

Counselor halts role-
playing when he feels he
has completed the tasks.
Present the sheet from
the previous unit to the
observer.

Repeat steps I-IV
following the instruc-
tions for the observer.

Repeat steps I-IV
following the instruc-
tions for the client
and playing role "C”.

ua\o

Client

You, as a client, are

to write out the infor-
mation-seeking tasks you
are to perform as a re-
sult of the above role-
playing experience. Use
the sheet provided and
present it to the ob-
server when you have
finished.

Repeat steps I-IV
following the instruc-
tions for the counselor.

Repeat Steps I-IV
following the instruc-
tions for the observer.

Observer

 

I‘Complete the Performance

Criteria Sheet. Compare
the client's statement
with the counselor's pre-
viously recorded listing
of identified factors and
with your perception of
the counselor's communi-
cation. Indicate discrep-
ancies on the Performance
Criteria Sheet.

Please give the Perfor-
mance Criteria Sheet,

the client's statement
and the counselor's
listing to an instructor.

Repeat Steps I-IV
following the instruc-
tions for the client
and playing role "B".

Repeat steps I-IV

following the instruc-
tions for the counselor.

‘-
~.~,,
s .1

s
'17.

 

 

10

Counselors Name

 

6. 1-2

CLIENTS STATEMENT OF TASKS

Client:

Write out the information-seeking team you are to perform as a result of the role
playing session in which you just participated. Include the procedures, assignment
of tasks and conditions under which the tasks are to be performed: (do not confer
with either the counselor or observer in performing this task. Please present this
to the observer when you are through).

ll
Trainees Name

 

Performance Criteria 6.1.3
PERFORMANCE CRITERIA SHEET
Observer: Please indicate below if the subfunctions were adequately performed and
record pertinent material from the role playing as verbal evidence.
6.1.3.1 Communicate Procedures (were steps for gathering information communicates?)

List some counselor statements that provide evidence of this function being
carried out. ’

Adequately Performed.
Not Adequately Performed.

6.1.3.2 Assign Tasks (were the tasks to be carried out assigned to the client or
others?) List evidence.

Adequately Performed.
Not Adequately Performed.

6.1.13.3 Perform Tasks (were conditions specified under which the tasks were to be
performed?) List evidence.

Adequately Performed.
Not Adequately Performed.

In addition to the above, the counselor and client will each present you with
statxnnents or forms, the counselors from the previous role-playing session,

and the clients recorded perception of the tasks from today. You are to check the
validity of the clients received communication by comparing the clients statement
with the counselors and with your perception of the counselors communication. In-
dicate any discrepancies you identify. Check that the communication has been re-

ceived adequately if the client statement does not include any major misunderstand-
ing or lack of procedures:

Discrepancies:

Adequately received by client.

Not adequately received by client.

Observers Signature

 

Criteria above and client adequately received communication.

 

Trainee needs to recycle.

 

APPENDIX C

SCRIPT OF MODEL PRESENTATION OF COUNSELOR
BEHAVIOR WITH PRACTICE PROBLEMS

UNITS 6.1.1-6.1.2 and 6.1.3

 

127 Script 10 (11)
Dr. Stewart
Kathy Scharf
Hm. Beavers
, ;» .,, , Lois Fiedler

Needsainformation-(6.l)

Pest—1_-—Assess clienth”current knowledge and skills (6.1.1)

Part~II-- Assess sources of information (6.1.2)~

Narrator:

(Pause)

Co.

Assisting clients who need information, is one of th
three iemmtieaegtu:lhfish_ggn:2;10eapprovidesassistance
to clients. In carrying out this task, the counselor
must engage in some preliminary planning wherein the
client's current knowledge and skills are examined
along with the sources of information that are avail-

able. ' ..

In the following segment, you will see an experienced
counselor as he carries out functions 6.1.1 and 6.1.2.--
identifying information-seeking modes and assessing

sources and skills. Observe the counselor performing

 

skill function 6.1.1 as he interacts with the client
to determine the client's awareness of the six modes of
information seeking, and to point out to the client those

modes of which she is not aware.

Superimpose (Identify information-seeking modes)
Anne, last time we talked about where we want counseling
to lead us, and I wanted to know if you remembered what

we decided on as the objective.

Narrator (off-camera):

Notion that the counselor asked the réiuni to rusLdtc the

 

Cl.

Narrator :

128
2.

behavioral objective agreed upon as a result of the last

interview.

The client's response helps both the counselor and the
client focus on the tasks which need to be planned and
carried out to achieve the objective. The client's
response will also help the counselor check to deter-
mine whether or not both the client and counselor agree

on what is to he the focus of the counseling process.

I was pretty confused when I came in. I didn't know
what I wanted. I just knew that I needed some help.

(we sort of decided that the objective would be that I
would plan a way to get information and that I would

get information on training, and the duties that are
actually involved, and the starting salaries for three
different general kinds of jobs that are in the business
world, but aren't really secretarial, because I don't
want that. These jobs are bookkeeper, data processing,
and key punch operator. And that's about where we left
it and you seemed to think that I would have this infor~

mation in a couple of weeks.)

I don't know, I didn't know what to look for, and I

needed help. I didn't know what to look up.

. . . . u
The counselor now begins to identify the client 3
information - seeking modes u that is information -
seeking behavinrn currently hard by the client.

After these heUWtiors have been identfftfld. the

C0.

C1.

C0.

C1.

129 '3.

counselor then points out other information - seeking

behaviors of which the client may not be aware.

That's one thing we can help you with here in counseling,
Anne, by setting up a plan for finding information. You
used one of the ways that people go about getting infor-
mation when you were in here. You used related reading,
picking up some material and looking at it. But there
are other ways that people gather information too. I
wonder what you know about some of the other ways. Can

you name them?

If I knew somebody who really knew a lot about it I
could ask them about it like right now your're the
person who knows. I could maybe write somebody about
it, if I knew where to write. None of this makes sense
unless you know where to go. I saw something on TV

about opportunities and stuff like that. . .

You could observe something like this, we have some

filmstrips here and TV programs that you could watch.

Asking questions of peeple is the only one I think of.

I just only think of reading - looking it up. . .

I think that‘s the one that most young people think of,
but you've mentioned several others here. (You've men-
tioned that you could find a knowledgeable source,

somebody in the community or in the school that really

knows something about some of these fields, and ask them

130 4.

some of the gun LLUHU that are on your mind.) While

we have quite a hit of printed material in the library
and right here in the counseling office there's a lot
more that's available. Several professional organiza-
tions and businesses. (we have addresses here where you
can write to obtain more information.) They're usually
quite happy to give it to you. And you mentioned obser-
ving some TV programs--and there are other ways too that
people often gm: iaiornrltiun about jobs. (You can
arrange to visit a place where some of these jobs are
carried on, this is something that is often arranged in
here.) (Career week is coming up soon, and I'm sure
we'll have speakers on one or all of these jobs, and
you can arrange to listen to them.) So let's look

back over what we've talked about-~some of the ways of

obtaining information.

Narrator (off camera):

CI.

The counselor has mentioned six~types of information -
seeking behavior - writing, asking, visiting, observing,

listening, and reading.

The counselor now checks to see which suggested behaviors

the client has understood and can list.

well, I could read, and I could ask somebody about it.
I could visit a place and watch peOple doing the job.

I could write to|uunnk. or someplace where they had the

Co.

131 5‘

information. I could watch TV or video-tape; I don't

think you mentioned more than that.

The last one I mentioned was listening to a speaker or
sometimes we have an audio-tape available that one of
these professional organizations will send us. So

then we've identified six different ways that we use

in counseling for getting information: we talked about
asking questions, listening to a speaker, observing a.
filmstrip or TV program, visiting a place where the
work is carried on, reading information that is avail-
able--this is probably one of the most frequently used
means of getting information, and we also can write to

sources it we desire more information.

Narrator (on camera):

/

The counselor relisted the six information-seeking

behaviors to reinforce the client's learning.

Next you will observe the counselor performing sub—
function 6.1.2 wherein he discusses with the client
some of the sources of information that are available
to the client in meeting her objective. Note here
that a variety of sources and modes are discussed
ranging from reading the written material immediately
available in the counseling office to visiting an
office where the occUpntion in which the client is

interested can be observed.

6.
132
(Pause): Superimpnse (identify sot-rum. né' im'onnat‘jou)
Cl. The thing is 1 don't know where to go. The business
teacher maybe... Wno am I going to write to?
Co. Good, the business teacher would be a possibility. But

we'll have to wcrk on some others. Let's take them one

at a time.

Cl. Good, I just didn't know where to begin.

Co. 0k, first, let's try perhaps the most obvious one-~the
one you used up to new. The pamphlets in the counseling
office. There're sane available to you--some of them
perhaps older than they should be, but I'm sure that
with some help in going through the files you can find
some really up-to—date stuff because we try to keep our
occupational file up to date. 80 we can use that as a
source. But are you aware of other information sources

in the school?

Cl. I think there's some stuff in the library. Seems to me
that there's the corner display kind of thing that I

really haven't looked at much.

Co. Yes, there's quite a bit of information in the library.
It isn't the same type of thing we have here, but I
know I've worked with the librarian on this, as far as

occupational information ;',m':.. She tries to buy the

133
7.

hard-hacked books the larger volumes, of that nature,
about occupation, training requirements, college guides,
and so forth. Here in our office we emphasize stuff

that can be kept in our files. So that's also available
to you. So you've got two sources, as far as reading
material is concerned--the stuff available in the library

and here in the counseling office.

Narrator (off-camera):

C0.

C1.

Co.

C1.

The counselor and client have identified two sources
of reading information - the occupational files and
pamphlets in the counseling office and the guides,
books, and files in the school library. Now the coun-
sclor and client will consider sources of writing for

information.

Are you familiar with any organizations that you can

write to for more information?

No. ‘Maybe I could find out from my business teacher.

l'm sure she has the addresseé 01' some professional
groups that you could write to for some more information.
I know that most or these professional groups have a

world of information that they're quite willing to share.

So much of it is secretarial stuif, and that's not really

what I'm looking for.

Yes, we'd have as {crave i? dun: 1 littte bit. I know

134
8.

that some oi the coMpaniea, even, like IBM, which pro-
duces most of the data-processing equipment, they have

information about career opportunities.

Cl. Yeah, I could write to IBM. I'll have to have an address.

Co. Well, I'm sure we can get that for you. I can make a
call down here to their local office and get any infor-
mation like that for you. But I think if you'll notice
on the back of some of these pamphlets here in the file
that usually they'll say "for further information".
They'll give from one to maybe ten different sources of
information that you can write to. Probably you'll
want to look up some of these, and look for the ones
that would be exactly about keypunch, data processing,
and bookkeeping. So there would be all those specific
pamphlets that you would want to pull your sources of
writing with. OK, so we've got something in the counsel—
ing office, and we can use all the material here; we've
got library sources; and we've got "write to several

different sources of information" . . .

Narrator (off-camera):
The counselor and client have identified two sources to
which the client can write {or information. The client
can write to professional organizations and to companies

or industries for information about career Opportunities.

C1.

C0.

Cl.

Co.

Narrator:

135

‘O

The counselor and client will now consider sources the

client can ask for information.

I'm going to ask my business teacher about this whole
thing, too. I really should talk to her a little bit,
but I really didn't ask her. But I really didn't know

what to ask. Now I think I know what I need to know.

Good. You're getting there! Let me add that, we have
a community college here in town, and we have two
private business schools; I know the business schools
give training in bookkeeping, I'm not sure about data
processing or keypunch operation. I know the community
college has all three, so you might want to get in

touch with the heads of the departments at the community

college and call the business schools.

I'm going to need to know how I get trained to do what-

ever these things are.

Yes, that's why the requirements are our objective. I'm

sure you can get pretty good information.

The counselor and client have identified these sources
which the client can not For information — the business
teacher, the heads of the departments at the local
community college. and/or business schools. The counse~
4.
rw919*

lor and client canton-coianeo consider places the client

might visit to gain iniormaiiou.

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136 10.

I'd like to ChCCK out, too, some place like maybe in
Detroit, or maybe away from home, because I feel I'd
like to try living away from home, too. So maybe I
could find some place like in Detroit to visit and see

what it's like.

Well, we have directories out here of different schools,
business-type schools, secretarial schools, community
colleges, junior colleges, technical training institu~

tea, and I know Detroit has several.

How do I decide where to visit?

From what we've said, how would you decide?

With all this information around, I should be able to
narrow it down quite a bit. But suppose I decided that
data processing was A-l with me. Where could I visit

to find out more?

Anne, this is an easier question. Take People's
National Life. This insurance company does quite a bit
with data processing equipment, and I know the personnel
manager-~he's been out here to talk with the young
people about the insurance business a couple of times
about the Opportunities they have down there, and I
think they would be quite receptive to you making a

visit down there to see what these people do.

I'd like that.

Narrator 3

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137 11.

Good. i think something like that could be arranged.

The counselor and client have identified these sources
where the client might visit - different schools in the
community and in Detroit, the personnel manager of a
local insurance company. The counselor now asks the
client to summarize sources identified thus far. The
counselor uses this to evaluate whether or not further

identification of sources is necessary.

OK, so we've identified some sources here that we can
use, Anne, to get some information. Would you kind

of go over now what we talked about?

Really, we talked about how I was going to find out,
who I was going to go to. There's this stuff out in
your outer office~~some books and things--there's a
part in the library that has books and things; then
you thought we could get the names of the places to
write, like IBM. And then you mentioned the business
schools and the community colleges. You said you had
lists of colleges and business schools in Detroit; I'm
going to talk to my business teacher about organizations
that she would know of; then you talked about the last
thing of visiting the insurance company downtown, and
that you knew the personnel director down there. I

think that was it. Was there more?

Co.

138 12.

I think that's all we talked about. That covers what
we really have available. The thing we have to do now--
we've got these and we know what's available, but now
we've got to look at what you can do, about going to

each of these sources. How do you feel that you stand?

narrator (on camera):

.‘K‘f' 3-

(Pause)

(Pause)

Co.

The next activity of the counselor and client is the
assessment of the client's skills regarding the activi-
ties required to use the sources identified previously.
This leads to the counselor's decision as to the adeq-
uacy of the client's skills. In the case that you will

observe, the counselor suggests some experiences that he

-; believes will assist the client in developing needed

skills. In one instance, the experience is provided

during the interview itself.

The final sub-function carried out in the assessment

function involves the counselor developing a synthesis

of the skills of the client and the information sources

available.

Maybe somewhere along here we'd like to look at some of
the things that you'd want to do about getting infor-
mation, too. Some ways we might help you do a little
more efficient job of it. That's something we can

work on in here.

01.

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139
13.

I'm confused. I can ask my business teacher. I thought
I could go visit the People's Life Insurance Company.
You said you'd call and tell them that I'd get in touch
with them. I'm not sure that I'd know what to say to
him and what to ask him. Is that the kind of thing you

mean?

Yes I mean do you feel pretty well that you can go to the
library and find information that is available there?

Are you familiar enough with it?

No, not really. And I looked at the stuff out here and

I really didn't know that much about how to look it up.

These are all things we can work on—-how to use the
occupational file, and I'll talk to the librarian, and
she can give you some hints on how to use the library
to get some information. How about writing to these

sources of information, do you feel. . .
Could I send postcards, or should I send letters?
I think a business letter, because it is an inquiry.

Yeah, after all I am interested in business. A

business letter is no problem. I had this in typing.
You feel you could do a good job, and know what to say?

I feel better writing to them than I do talking to them.

Co.

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Narrator:

14° 14.

well, perhaps one thing we ought to do then, because
this is one thing you'll be doing not only in your con-
tact with the insurance company, but as you expand seek-
ing information about other things, and even applying
for a job, maybe you could practice some of the skills
of'making phone calls and learn what questions to ask.
NOw one thing I've always found helpful is to be very
clear in your mind exactly the specific questions you
want to ask in some order, and even write than out if

necessary.

30 I don't end up holding the line and not knowing what

to say.

Yes, because pe0ple at the other end of the line like to

hear nice definite, strong questions.

Yeah, I get on the phone when I'm going to call some-
body, sometimes Mom will have'nm;call the dentist, I

get on the line and I don't know how to hang up. I've
got the appointment but I don't know what to say. There's

that kind of funny feeling I get. . .

The counselor and client have identified that the client

can adequately write for information, but needs assist-

ance in locating reading material, in requesting infor-

mation by phone, and in learning appropriate questions

141 15.

to ask. The counselor now suggests activities to help
the client gain these skills. One learning activity,

role-playing, is provided in the interview itself.

Now here's some things before we move any further that
we ought to do--I ought to take you out here to the files
and show you exactly what those code numbers mean so
you'll know exactly where to go to save yourself a little
time—-we have a little guide right here with the index;
and arrange with the librarian to help you look up
different kinds of information they have, and she's
very good at this. I would suggest that right now one
thing we might work on is some role playing. “hat we
will do--we'll just do some pretending about how a con-
versation might go, let's say if I were Mr. Butler, who
is personnel director at People's National Life, and if
you were calling to ask him for an appoinmment. What
would probably first happen if you phoned, would be
that you'd be answered by a receptionist who would say
"Good morning, People's National Life", then you should
say just "I'd like to speak with Mr. Butler, please."
They'll put you through to him, or to his secretary who
will get the information from.the receptionist. When
you're connected with Mr. Butler I'd just say, "Mr.
Butler, my name is Anne Scott. I believe my counselor
out at school, Mr. Beavers, has talked to you about the

possibility of me making a visit to your office, to

Cl.

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142
16.

observe the data processing operation and watch what
the keypunch operators do. And I wonder — and then you
decide the time that you'd like to come down - "if

this would be convenient for you, if I made a visit at
this time" and then tell him specifically what you'd
like to see-~for instance, what a keypuneh operator
does, and what the girls that work with the larger data

processing machines do.

Do they have bookkeepers, too?

Yes, they have bookkeepers, too. You ought to mention
this to him, too, that you're also interested in book-

keeping, and if you would have an Opportunity to talk

' with one of the girls that is engaged in each of these

operations, you'd appreciate it very much.

I can tell him what my objective is.

I think that's a good idea, let himoknow'what you're
after. And I'm sure that he'll be quite happy to help.

would you like to try that now?

Yeah, I might not get the wording just. . .

It doesn't have to be exactly like I did it, but let's
work on it once. Now I'll just start out being the

receptionist, so why don't you pretend that the phone
rings here. You're on the phone--"Cood morning, PeOple's

National Life."

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143
17.

Ah, I wonder if I might speak to Mr. Butler, the

personnel director.

Yes, I'll put you through. Hang on a minute, please.

Hold on. Mr. Butler's office.
I'd like to Speak to Mr. Butler, the personnel director.

I think he's available now. Let me check. Butler here.

-" '-,i__“
Mr. Butler, this is Anne Scott. I'm a student at the

high school, and I think you know my counselor, Mr.

Beavers. Anyway, I'm interested in some information on

careers, and thought that you might be able to help me.
Yes, perhaps we could.

What I'd like to do is get some information from you

and maybe also visit your company and observe some peeple
who are actually doing such things. I'm interested
primarily in jobs like data processing, key-punch oper—
ator, and bookkeeping, too. we've decided together, Mr.
Beavers helped me, that I need to know training require-
ments, beginning salaries, and what the duties are, and

I think maybe you could help me with what the duties are.

I'm sure that we could give you some information about
that. Would you like to make a visit out here? Observe

what we do?

Yes, I would. Could I bring a triend along, too?

Co.

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144 13.

Why sure. If there are going to be more than two or
three, I'd like to have a little more notice, so I
could arrange something a little bigger, but if it's

just two or three that'd be fine.
I don't think there would be more than two.
What times would you be able to come, Anne?

Well, we're in school until after 3:15, so we could come

after 3:15 any day.

That would be fine. Could we plan on you getting here
about 3:30 any day except Monday, because if you're

going to come out I'd like to have a chance to talk to
you girls. Monday is a very busy day for us, with all

the weekend mail that comes in.
We could come Tuesday.

Why don't we sec it up for 3:30 Tuesday. That'll be a
good day to see the data processing, because we're
setting up a run on a premiums billing, and you'd
actually have a chance to see what the machines do and
see what the girls are responsible for. OK, then I'll
tell my secretary that you'll be in at 3:30 and I'll
notify the girls in data processing and bookkeeping
about the fact that you're going to be coming in. When
you come in, just tell the receptionist who you are,

and she'll burn me.

Cl.

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145 19.

Then come to your office?

Yeah, she'll send you up to my office, and then I'll
either take you around myself, or my secretary will.
0K, Anne, I'll be looking for you Tuesday, Good bye,

DOW.

Good bye.

Do you think it will be a little bit easier now?

Yeah, it wasn't as bad as I thought it was going to be

because you sort of ended it for me.

Usually these men are busy, but they'll take the time

to talk with you, if they know you're interested.

I could see that I knew what I wanted. If I can do this,
then I think it'll work out pretty well, because I knew
just what I wanted him to do and what information I

needed.

OK, so this is something you think you can do, and it's
something we can orobnbly include in the sources we're
going to use. You’ve already mentioned that you feel
pretty confident about being able to write a business
letter, so some of these outside sources are possibly

things that you can also use.

i need to think out some oi the things that are impor-

tant about the duties, like *hc premium billing. I

Narrator:

146 20.

should know some of the things that are important,
like benefits, because I haven't thought about things

like that. I need to know what questions to ask.

After you read some of the information you might want
to jot down some things there, and when you're there
you'll have some questions. This would be helpful to
him, it'd save his time, if he knew when you called up
that you had a definite set of questions to ask him and
the girls. OK, let's try to help you a little bit on
how to use our occupational information library, and
get in touch with the librarian so she can provide

some help for you. That'll help you a little bit to
make more efficient use of the reading resources we

have here about these jobs. Let's look at what we've

done here today, Anne--

The counselor now begins to develop a synthesis of the
skills of the client and the information sources avail—

able. We've talked about six different ways that peeple

 

get information: writing, asking, reading, listening,
observing, and visiting. we found what we could use.
Based on that, we identified what sources of informa-
tion we had to meet your objective. I think we decided
we had material here in the counseling office, some
material in the library, and we could write to some of

the other snurvuu, rel in touch with some of the schools,

147 21.

get in touch with our local community college, and
maybe one or two places in Detroit. Then we talked
about a visit to a company here in town who hire in
these lines of work. Then what we did next we looked
at things that you could do, that you're able to do now.
As far as writing letters, that seemed to be something
that you thought you could handle very adequately with-
out any further help. But you do need some assistance
in using the occupational file and in using the library.
These things are very easy to arrange help for. Then
we did a little bit of practicing about making a phone
call to arrange a ViSlt. And you’re going to he able
to make a phone call down to People's National Life

and arrange a visit there. Then we'll work on some
skills so that you can go to our own sources here--our
occupational information file and the library--and get
the specific information that you need from the sources

there.

Narrator (on camera): -4 "

\y‘y’v kfi

\

'.
e to" ‘
.The counselor and client are um.- ready to proceed to the A.,..‘f. (‘7’
' “’.. f... I " ‘\ I n , ,'_ o. . .‘ (L'IFMJJT

\ ,a
. ’1‘

‘ 'a ’4‘
\ . I .
You have observed an experienced counselor and client
as they performed‘the tasks r l) assess the client's
\\‘
current knowledge and\skf{/s; 2) assess sources of infor-
..“ 0.

mation; 3) assess adeonhcy of client skills’and 4) develop
." ‘\

'” . \.. . .
a synthesis ofi/the skills or the client and the infor-
/'

mation sources availahlv. \

I

k:

Wuhan-W- lilmduet. - Wurnu. t ion “MW .
. .‘ .I .. -. ,.'I, . , ~ } ", ' m“; A..." gr“ . \J a ..-... Fur"

\

f

tape Li \L‘)
Dr. Stewart
148 Kathy Scharf
Wm. Beavers
Lois Fiedler

Needs Information (6.1)

Conducting Information-Seeking Tasks (6.1.3)

Narrator:

\“c

...-
.

Function 6.1.3, conducting information-seeking tasks,
involves three separate sub-functions: communicating
procedures, assigning tasks, and performing tasks. In

the first segment, you will observe the counselor and
client that you saw perform the function of identifying
information-seeking modes and assessing sources and skills

as they now conduct information-seeking tasks.

First you will observe that the counselor interacts with
the client to determine her awareness of the procedures
that need to be followed in using the sources that have
been agreed upon. The counselor checks to insure that
the client is aware of all the tasks that need to be

carried out.

Following the communication of procedures, the counselor

and client agree on who is to carry out certain tasks
required in gathering information. Observe how the counselor
accepts responsibility for carrying out certain tasks that
are designed to facilitate the client's performance of the
tasks assigned to her. more also that the conditions under

which the tasks are to be performed are also specified.

The last portions of this video-tape shows the counselor
and client as they carry out some of the tasks outside of

the interview.

(Pause)

Narrator:

(Pause)

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(31.

149

Superimpose (Conduct information-seeking tasks)

Now observe a counselor and client as they perform the
three sub-functions in conducting information-seeking

tasks. The counselor begins by checking the client's

awareness of the procedures that need to be followed.

Superimpose (Communicate procedures)

We're working on this concern of yourssbout finding
information concerning jobs in the business field, Anne.
We've talked about six ways of attaining information,
along with the sources available to you that we know of.
We will look at some of the skills you have and some of

the sources available with your skills in mind.

It might be a good idea to be a little more specific about
some of the things we could be doing to reach your objective,
some of the procedures required. I'm wondering if you

have some ideas about what needs to be done.

As a possibility, I can ask Mr. Butler at the insurance
company for an appointment and see if he has any information
for me. I'll call him and see if I can make an appointment.
Also, I can contact IBM. I need their address, but I'm

not sure where to get it.

I can call them at their downtown address for you, Anne.

I would like it for my files anyway.

We decided I could contact one of the business schools in
Detroit and the community college here. And of course,

as you said, the pamphlets and so forth, plus the library.

C0.

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(Pause)

150

Perhaps you and I both can check the library and see

exactly what is available.
p; ‘i;

What library do you think I should check, Mr.-Blmllll3

It might be a good idea to check the main downtown library

and any or all of the school libraries.

Narrator (off-campus):

(Pause)

(Pause)

C0.

C1.

Notice that the counselor discovered that the client listed
several procedures:

1) Call for an appointment with Mr. Butler.

2) Write IBM - needs to find their address.

3) Contact one of the business schools in Detroit

and the local community college.
4) Check the library sources.

Now the counselor and client are ready to agree on who is
to carry out the necessary tasks. The counselor accepts
responsibility for certain tasks; the client accepts
responsibility for others. The conditions under which

the tasks are to be performed are also specified.

W-wmflwe-‘fnsimkfl

Now Anne, I think what we need to do now is to decide
exactly what you and I are going to do in the next few
days. Remember, we have some time limits. Our objective

is to be achieved in two weeks.

Yes, I guess I had better get those letters written.

C0.

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151.
Why don't we meet tomorrow afternoon and you can bring

those letters in.

Ok. I'll write them tonight. I still need the address

101' I BM.

As soon as we are through here, I'll ask my secretary to
call down to the IBM office and find out the correct
address for the home office. Then I'll call Mr. Butler

and tell him you will be calling for an appointment. I'll
also tell him something about your objective. And within
the next two weeks you should complete reading all the
materials in our office - just so that you get the informa-
tion read in time to meet your objective. Also, perhaps I
to get things moving, I'll call Miss Koehler and tell her

about your objective this afternoon. You should call her, too.

Tell Miss Koehler what kind of information you will be
looking for, so she can check out her resources and perhaps
get some information for you from other resources in town,
or materials she can order. I'd check with her within the
next three days. So I'll be calling Mr. Butler for you,
I'll get the address from IBM, and I'll get in touch‘with

Miss Koehler.

You should get these letters written tonight, call Mr. Butler
no later than noon tomorrow to make an appointment, and get
in tauch with Miss Koehler within the next three days, and
within the next two weeks make use of the materials in our

occupational file.

152
C1. 0k.

Co. Now let's go out and see the secretary about that address.

Don't forget our appointment tomorrow.

Cl. Fine. I also need the addresses for the colleges.
Co. Sure. Those are in the placement file out here, too.
Narrator: Notice that the tasks were divided between the client and

counselor. To facilitate client performance, the counselor
agreed to:

1) find the IBM address this afternoon
2) call Mr. Butler and explain the objective
3) call the librarian and explain the objective

The client was to:

1) write business letters this evening

2) read all materials in two weeks

3) call Mr. Butler by noon tomorrow to make an appointment
4) call the librarian within the next three days

(Pause)
”M..." - ~47),
"u. ” Now observe the counselor as he performs his tasks.
(Pause) ..Superimpose'(Berform tasks~counselor);‘,
(Telephone conversation between Mr. Butler and the counselor)
(5......§~. ' Mr. Butler please. Thank you. Mr. Butler, Sam Balm-so

here, I'm.a counselor at McKinley High School. Last year
you came out and talked with our junior and seniors about
insurance and at that time you mentioned data processing
and bookkeeping. I just had a lady in my office by the
name of Annew who's interested in data processing and

bookkeeping.

At the time of your visit, you mentioned that you would be

willing to see persons interested in these fields and I

(Pause)

Co.

Librarian.

Co.

Librarian.

Co.

Librarian:

Co.

‘1'

an”.

153
suggested to her that this would be a possibility. She

will be calling you tomorrow to see if an appoinUment can

be arranged.

Would that be alright with you? Fine, we will appreciate

it. Ok, I'll let her know then and she'll be in touch.

Superimpose "Perform Tasks - Counselor"

(A conversation in the library between the librarian and
the counselor)

Miss Koehler, could I see you please?

Sure, I'm always glad to break away from cataloging books.

(a

What I wanted to talk with you about is, you know Annemg.
She's one of our seniors here. She's interested in some
information about data processing, key punching, and book-
keeping. I told her that she should come down and talk to
you, but I thought before she came I should check with you

to see what you have available and if there is something

you could get for her from another school.

Our information about data processing is very limited, but
I can contact another school and maybe they will have more

over there, or perhaps they can suggest something.

Ok. I'll let her know then. What she's really interested

in are training requirements, starting salary, duties, etc.
Ok. I'll check that out for her today.

Thank you. She should be down sometime this afternoon.

Thank you again.

(Pause)

Narrator:

(Pause)

(Pause)

154

Notice that the counselor accepted the responsibility
for these tasks to facilitate client performance of tasks.

Now observe how the client performed tasks assigned to her.

Superimpose (Perform Tasks - Client)

(Telephone conversation between client and Mr. Butler)
May I speak to Mr. Butler please? Yes, I'll wait.

17.3.; ,
Mr. Butler, this is Anne at McKinley High School.

I believe that Mr. he... has already talked with you.

What I'm calling about is, I'd like some information on

jobs that you have in your company. I'm primarily interested
in three - bookkeeping, data processing, and key punching.
I'd like to know about the training requirements, salary

and duties. I'd like to visit with you.

Would it be alright if I brought a friend along? She's

interested in the same areas?

Any afternoon after 3:15 is alright with me, otherwise,

I'll have to arrange to get out of some classes.

Yes, that will be fine. Monday at 3:15. And how will I
find you? 0k. Thank you very much, Mr. Butler. I'll see

you Mbnday then.

(\Superimpose (Perform Tasks - Client)

Librarian.

C1.

Librarian.

Cl.

Librarian.

C1.

Librarian.

Cl.

Librarian.

Cl.

Librarian.

195

(Library scene with Librarian and Client)

Is there something I can help you with?

s.if,
Miss Koehler, I'm Anne #0002.

Never
.

I'm looking for some specific information...occupational
information. Material about bookkeeping, data processing,
and key punch is what I need. I'm.wondering if you could

possibly help me.

Two sources I have immediately here are the Occupational
Outlook Handbook, published by the government, and I'm
sure they have at least two pages you would be interested
in, and then we have a new Encyclopedia of Careers. Let's

look at these.

I have already looked at the handbook at Mr. Illmlmo! office.

Let's look at the encyclopedia and see what they have here

then.

I need information on the training requirements, starting

salary and duties.

Perhaps after we look at the encyclopedia, we can look in

the card catalog. Have you used the card catalog before?

Yes. I've used it when writing term papers.

Then you know how to use it then. You could just look up

C1.

Librarian.

Cl.

(Pause)

Narrator 2

156
occupations, or perhaps clerical occupations. I've

' «i
already talked to Mr. IIIIIII about this.

I thought you probably had.

I'll write these three fields you are interested in and

see what I can do.

0k. Thank you.

During this video-tape, you have observed a client and
counselor conduct information-seeking tasks. This process
involved three separate sub-functions: communicating
procedures, assigning tasks, and performing tasks. Once
these steps have been performed, the client and counselor
will next focus on processing and implementing the informa-

tion gathered by the client and counselor.

APPENDIX D

TAPE RATING SHEET

 

Counselor

 

INFORMATION - SEEKING PROCEDURES

Supervisor

Performance Criteria Sheet

 

Tape Code#

Famfle seeking information on: __ college, .__ other training, .__ careers,
other (please Specify):

6.1.1

6.1.2.1

.l.2.2

,l.2.3

1.3.1

1.3.2

1.3.3

Identified information-seeking modes:

___jobs,

 

 

 

 

 

 

 

 

 

Counselor Client

Writing
Place check in

Asking, apprOpriate box
whenever mode is

Visiting, verbally identi-
fied on the tape.

Observing

Listening

Readingfi

 

 

 

Identified sources of information (persons, schools, organizations, places,
books, pamphlets, radio and other media. List name or identifying phrase):

 

l. 6. ll.

2. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.

Identified client information-seeking skills: Adequately performed?
1. 3. __ Yes __ No
2. 4.

Conducted (or described) skill-deveIOping experiences:

1. 2. ___Yes __ No
Communicated procedures (steps for information gathering):

l. 4. 7.

2. 5. 8.

3. 6 __ Yes __ No
.Assigned tasks (to be performed by client or others):

1. 3. __ Yes __ No
2 4.

Specified Conditions (under which tasks are to be per- 4
formed): __ Yes No

APPENDIX E

POST-COUNSELING QUESTIONNAIRE I

Dear Student , 15 8

Please answer the following questions right after the close of your coun-
mfling session. Answer to the best of your immediate memory and knowledge, then
fign your name and place this in the stamped addressed envelope provided and mail
it. (Hint: Mail it today!)

1. List fill the various sources of information that you and your counselor
mentioned or discussed during the counseling session that just ended,
i.e. people, schools, colleges, organizations, places other than schools,
books, pamphlets, and other media. (If you're unsure about the spelling,
give it a try!) a

9.
10.
11.
12.

mNO‘U‘bWNy—s
on one...

11. List all the various modes or general ways of seeking information that you
and your counselor mentioned or discussed. Example: reading.

1. 5.
2. 6.
3. .
4. .

III. What tasks or assignments, if any, are you expected to do before your next
counseling session?

No tasks assigned or expected of me.
Following tasks assigned or expected of me (list tasks):
1s

2.

Date ( of counseling session)
March , 1970 . Nana

Address
That didn't take long, did it?

 

Now MAIL this: And THANKS}:

 

APPENDIX F

EDUCATIONAL AND VOCATIONAL PLANNING

QUESTIONNAIRE II

 

 

 

DEAR

We are interested in determining the activities
that high school students actually perform in order

to gain information for their educational and voca-

tional planning.

Please complete this questionnaire by following
the directions provided. When you have supplied all
the information requested, return the questionnaire

in the enclosed envelope.

Your cooperation is sincerely appreciatedll

Lois Jean Fiedler

Department of Counseling and
Educational Psychology,

Michigan State University

P.S. How about getting this done today?

 

 

 

 

 

I. During the last month, when did you talk with about

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Joos, careers, college, or any other further training? 3%
(Check as many as apply) “&“
friends __“_wteacher(s)
parents counselor(s) ?‘
other relatives ._“_.others: (please specify) Del
Al. What is the name of one person with whom you talked? _
j.
2. What i: Al; or gas illress, 1: how can this person ___
be reached. —..
h.
5. What did y.u talk abtu2? Careers abb
‘Schools ._‘__JC:her tOpics: please specify 5
E. What types of careers and/or training did you talk “it
about with this person? BY
5. How many times during the past month did you talk APO
with this person about this topic? ab0
By phone? In_person?
About how many minutes did you talk with this person 6.
about this topic? Per
6. What was the date on which you talked with this
person? 7~
7. Is this person on the high school staff? A z
A relative? If other, specify: 8

8. Did you decide to talk to this person on your own?
was it suggested by someone else? We:
Was it part of some class or group?

 

 

 

 

9.

9. What do you believe is the most important fact that ye]

you learned from the conversation? __ ___

#w D1.

Did you TALK with ANY OTHER PERSON about jobs, careers, co.
college, or further training?

YES Great! Continue on to page 3. "_

No Then turn to page 6 and continue with the
questions there.

-2-

’ ugh'hph‘éit ' ' '—

c.“ __

Bl. What is the name of another person with whom you
talked?

 

2. What is his or her address, or how can this person
be reached?

 

 

j. What did you talk about? Careers
Schools Other topics: please specify

 

 

h. What types of careers and/or training did you talk
about with this person?

 

5. How many times during the past month did you talk
with this person about this topic?

By phone? In person?

About how many minutes did you talk with this person
about this topic?

6. What was the date on which you talked with this
person?

 

7. Is this person on the high school staff?
A relative? If other, specify:

8. Did you decide to talk to this person on your own?
Was it suggested by someone else?
Was it part of some class or group?

9. What do you believe is the most important fact that
you learned from the conversation?

 

 

. Did you TALK with ANY OTHER PERSON about jobs, careers,
college, or further training during the last month?

 

YES Great! On to page M.

No-—-Then turn to page 6 and continue with the
questions there.

 

,, (1-1“

 

 

.wm_ ~

Cl. What is the name of another person with whom you
talked?

 

2. What is his or her address, or how can this person
be reached?

 

 

5. What did you talx about? Careers
Schools Other topics: please specify

 

h. What types of careers and/or training did you talk
about with this person?

 

5. How many times during the past month did you talk
with this person about this topic?

6. What was the date on which you talked with this
person?

 

7. Is this person on the high school staff?
A relative? If other, specify:

8. Did you decide to talk to this person on your own?
Was it suggested by someone else?
Was it part of some class or group?

9. What do you believe is the most important fact that
you learned from the conversation?

 

 

Did you TALK with any other perSQns about jobs, careers,
cohlege, or further training?

YES Great! Continue on to page 5.

No---Then turn to page 6 and continue with the
questions there.

Am

Re

Ad

Re

Ad

Re

Ad.

Re

 

)EI‘SJI

M

specify

D. LIST the names, addresses and relationships (11’ any)
of any OTHER PEOPLE with whom you have talked about Jobs
careers, college, or other training during the last month.
Include how often and how long you talked as well as the

dates.
Name:

‘ Address:

J When, how often, how long:

talk !

ilk

.g—

 

Relationship :

Name:
Address:
When, how often, how long:

Relationship:

Name:
Address:
When, how often, how long:

Relationship:

Name :
Addre s s :

When, how often, how long:

Re 13151 onship :

 

 

 

ET

Now turn the page.

II. Have you read any oooxs, articles, pamphlets,
booklets, college catologs, or other reading material
in the past month that discussed jobs, careers,

college, or other training?

YES, Please turn to page 7 and answer the
questions there.

No Please turn to page 10 and answer the
questions there.

-6-

 

gnlets,
,3 material

aers,

.nswer the

answer the

“#—
u..."
.——_— ——r—

 

.Bln What was the name or title of one piece of the
written material?

 

 

2. Who was the author of the material (who wrote it)?

 

3. From where did you receive the material?

checked out of library

obtained as permanent possession
borrowed from someone

sent for by mail

other, please specify:

 

 

 

h. From whom did you get the material?

 

name
wAddress

5. When did you get the material? Date:

 

6. What was your purpose in using the material? What
was the material about?

 

 

7. What was the most important fact you learned from
the material?

 

 

Did you do any more reading,about Jobs, careers, college
or further training?

YES, Terrific! On to page 8.

No, Then on to page 10.

V . .n _' ‘g't’m "3'." ’ . .-_‘

 

 

 

Al. What was the name or title of another piece of the
written material that you read during the laSt month
on Jobs, careers, college or other training?

 

2. Who was the author of the material (who wrote it)?

 

From where did you receive the material?
checked out of library
obtained as permanent possession
borrowed from someone
sent for by mail
other, please specify:

LA,

 

Ht

 

 

k. From whom did you get the material?

W

Name

 

Address

 

When did you get the material? Date

 

5.
6. What was your purpose in using the material? What
was it about?

 

 

7. What was the most importantiact that you learned from

reading the material?

 

 

Did you do any MORE READING about jobs, careers, college,
or further training during the past month?

YES, Fantastic: On to page 9-

No, Then on to page 10.
4]-

 

 

 

C. List the names,author$,and sources of any other
reading material (bUOnS, articles, pamphlets, booklets,
college catalogs, etc.)

Name of Material:

Author (if known):

Source (where you got it from):

 

' Name:

AUthuI‘ 3

 

Source:

! '5! ‘l at!!! ' l!..( - ." »I 'A
Ems,

Name:
Author:

Soupce:

Name:
Author:
Source:

Read more, keep going!

Now turn the page

 

 

159

 

 

III. In the past month have you written to any one or
any place, a magazine, employment service, professional
organization, a school, agency, or any other source for
information about Jobs, careers, college, or further
training?

YES, Swell? Continue on to page 11.

No, Then on to-page 1h.

-10-

 

one or

ssivnal
rce for
ther

- tut- . . _. --
-. .._.

A1. What was the name or title of one person or agency
that ysu wrote to? <‘#___

2. What is their address?

 

3. From whom or where did you get the name/title and
address to write to?

 

h. When did you write to this party? Date,

5. What was your purpose in writing to this person or
agency?

 

#A—A

6. Have you received an answer to your letter or request?

If so, when? _

7 What information or materials did you receive from
this party? AA A

Did you write to any other people, agencies, organizations
during the last month about Jobs, careers, colleges, or
other training?

YES, Tremendous! On to page 12.

H

No, Then on to page 1h.

-11-

 

 

159

 

 

Bl. What was the name or title of one person or
agenCy that ylu wrote tc?

 

 

2. What is their address?

 

 

3. From whom or where did you get the name/title
and address to write to?

 

 

h. When did you write to this party? Date.

5. What was your purpose in writing to this person
or agency?

 

 

6. Have you received an answer to your letter or re-
quest? If so, when?

 

7. What information or materials did you receive from
Vthis party?

 

 

Did you write to any other people, agencies, etc.
during the last month about Jobs, careers, college,
or other training?

YES, Splendid! On to page 13.

Nv, Then on to page 1h.

————-

 

 

W“ I'm-Mm“ - - - -

C. list any additional people, places, organizations,
schools, colleges, or other sources that you have written
‘uaahout training or careers. Give the name, title of
the individual or organization, address and material

' or information requested.

Name/Title:
Address:

Information requested:

 

Name/Title:
Address:

Information requested:

Name/Title:
.Address:

Information requested:

Name, Title :
lddress:

Information requested:

[ore '2 Keep going 2

Through? ----- Turn the page.

-13-

159

 

 

 

IV. Have you visited a school, College, university or
other place of training, or an office, plant, factory,
or other place of work for the purpose of finding out
about jobs, careers, college or training, during the

past month? or planned such a visit during the past month?

YES Keep going! On to page 15.

No, Then on to page 17.

m

-lu-

 

 

 

M

ups—n...-

Al. W 8 your visit definitely made or planned for
later?

2. Did you decide to make this visit on your own
was it required for a class or group or
was it suggested by someone elqg?_ ,5 Who?»

j. Is this visit related to schools or careers?

&. If {curvisit is related to careers, what career was

inVLchi.

 

5. What is the name of the person or place you visited or
plan to visit?

Name:_‘_ _J

M“

 

Positio;(title): _44 .i

Address:

“fly ‘4.—

A_‘A AA ‘

6. What was the date of your visit or when do you have
definite plans for a visit? #4 A ’__4‘ AA

7. How much time did you spend (or will you) with this
person or at this place? ,

8. What was (or will be) the purpose for your visit?

4; .‘_‘

9. What is the most important fact you learned (or hope t)
learn) from the visit? 33.

Did you make any more VISITS or PIAN any more VISITS that
have to do with Jobs, careers, college, or training, durirg

'the last month?
YES, SMASHING, on to page 16.

NO, Turn to page 17 and continua-on.
-15-

 

...-.. 4:...“—

159

 

 

 

B. LIST any additional visits that you made to any
schools or places of employment to find out about
training or careers during the last month. or any
plans that have been made to do so.

Give the name, address, date, and purpose of each visit.
Name of place:

Address:

Name of place:
Address:
Date:

Purpose:

Name of place:
Address:
Date:

Purpose:

More, keep going!

-16-

 

 

. ._ -v

V . Have you had a change to observe peeple actually
learning or working, in real situations where you
happened to be, or in movies, on commercial TV programs,
or educational video tapes about people at work or in
training on the Job or in schools?

List any -f the above that you have observed during

_ the past month. Give the activity observed, how you
saw it, and when.

Activity:
How (what media? ) :

When:

Activity :

How (media) :

 

When:

Activity :
How :

When:

-17-

 

 

 

VI- Have you lis‘dflad to any sources of information
about careers, Jobs, colleges, or other training,
during the last month? such as speakers, radio
programs, taped talks?

LiSt the name of the speaker, program or tape, where
you heard it, when, and what you got from listening.
Name:
Where:
When:

Contents:

Name:
Where:
When:

Contents:
Name:
Where:
When:

Contents:

More, keep going!

-18-

 

 

THANKS TREMENDOUSLYEE

Now stick this in the envelope, mail it

and it's out of the way!

Did you know...

if you're not sure where you're going,

you're liable

 

 

 

to end up someplace else!

 

 

APPENDIX G

 

LETTER--VALIDATION OF ISB

MICHIGAN STATE UNIVERSITY msr umsmc; MICHIGAN 48825

 

COLLEGE 01' EDUCATION . ‘ - BRICKSON HALL
Department of Counseling and Educational Psychology
COUNSELING SYSTEMS RESEARCH & TRAINING PROJECT‘

 

June 10, 1970

. "“33
We are asking for your c00peration on a research project that is r ;

studying the activities that high school students actually perform in . ,

order to gain information for educational and vocational planning. we
.h0pe that this c00peration will take only a few minutes of your time.

In an attempt to validate or confirm the behaviors reported by
students, we ask that you fill out the enclosed post card, to the best
of your ability and resources, and post it by return mail.

.According to her report, Miss

of

using your memory or any records you have available, can you confirm
_that this information-seeking behavior actually occurred? Please fill
out the enclosed post card and mail it as soon as possible. Your cooperation
in this research project is most sincerely appreciated. We also thank you
for your activities generally in helping students gain information for their
educational and vocational planning, Obviously a very important activity!

Sincerely,

Lois Jean Fiedler
Michigan State University School
Counselor Training Staff

160

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3 1293 03056 4433