AN ANALYSIS OF DOCTORAL PROGRAMS IN GUIOANCE AND PERSONNEL WORK IN COLLEGES AND UNIVERSITIES OF THE NORTH CENTRAL ASSOCIATION Thflkforifiommeefl’h.b. MICHIGAN STATE UNIVERSITY WiIIés Lébm Wright I958 This is to certify that the thesis entitled Guidance and Personnel Doctoral Preparation Programs in Colleges and Universities of the North Central Association presented by Willis L. Wright has been accepted towards fulfillment of the requirements for Ph.D. Guidance & Persomel degree in m 247%“- Major prof or Date March 6, 1958 0-169 LIBRA R Y 7. Fl! i“: 1T3 H] (R, t'lttj “3"? '2‘ Umwml)‘ ‘5 I ma, wratwmq AN ANALYSIS OF IDCTORAL PROGRAI'ZS IN GUIDANCE AND PERSC DUEL WORK IN COLLEGES AND UFELVERSITIES OF THE NORTH CENTRAL ASSOCIATION By Willis Libert Wright AN ABSTRACT submitted to the School of Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services Guidance and Counselor Training 1958 Approved 471‘W "\4/ %M f ABSTRACT The Purpose of the Study This study sought to identify the status of doctoral training programs for counselors and other personnel workers in colleges and universities in the North Central Association. It sought through study of selected characteristics to identify similarities and differ- ences between existing programs and the programs of training recommended by the National Vocational Guidance Association and the American College Personnel Association. Finally, it sought to identify former trainees' feelings of need for changes in the program they experienced. Specific Objectives Specific objectives of the study included: 1. To study the suggested and required professional preparation experiences for counselors and other personnel workers in the North Central Association colleges and universities. To compare selected aspects of these requirements within the colleges and universities. To compare the agregate programs with the programs of experiences recommended by the American Vocational Guidance Association and the American College Personnel Association. To secure an evaluation of the training experiences from the former trainees of the programs and to identify changes which they would recommend. To determine changes in the training experiences which were desired or contanplated by the counselor trainers in their respective institutions. ABSTRACT 2 6. To make suggestions for improvement of these preparation programs as a result of the findings of the study. Method of Investigation Data were collected from 16 institutions in 12 states in the North Central region by the questionnaire method. These instruments were completed by the counselor trainers of the institutions, 92 per cent of which advised counselor trainees. Data were also tabulated from 100 counselors (66 2/3 per cent of total sample) who were gradrated from these programs. These graduates were located in 21 states, the Phillipines and Mexico. Catalogs were reviewed for basic information concerning the descriptive nature of the courses currently offered in each institution studied. Findings 1. Ninety-two per cent of the counselor trainers in the institutions studied acted as student advisers as well as offered instruction in the counselor training program. A majority of the trainers also offered consultant services to guidance organizations in the state where the institutions were located. 2. Most counselor training programs were located in the department or college of Education, and most programs led to degrees preparatory for elementary and secondary school guidance or guidance for college personnel work. The department of psychology was the second most frequently indicated department for sponsoring this program. 3. All. counselor training programs required supervised eXperiences and most of these experiences (81 per cent) were offered at the secondary ABSTRACT 3 or college level. Also a variety of personnel experiences were being offered, including residence hall advisers, club leaders, and other student leadership activities. 1;. Sixty-three per cent of the counselor training programs screened prospective counselor trainees for emotional stability, and a considerably smaller percentage (23 per cent) used screening criteria based on appearance, sociability and personality. 5. Sixty-nine per cent of the counselor training programs required some undergraduate preparation in psychology.for admission to the training programs. A lesser number (19 per cent) required undergraduate training in sociology, statistics, and mental hygiene. Ninety-two per cent of programs studied required teaching experience, and 31 per cent required experiences with industry fer entrance to the training programs. 6. Seventy-five per cent of the coordinators reported follow-up visits to the graduates in the field, and an equal proportion indicated some use of work shops to help the newly placed graduates with adjustment to their placement situation. 7. Counselors were employed in a variety of counseling situations, but educational institutions retained the most graduated counselors of all (67 per cent of all counselors reporting); 70 per cent were counseling in colleges or comparable institutions. 8. Meet counselors held degrees in education and took three or more years to earn their degrees. Only 36 per cent matriculated as full-time students . ABSTRACT h 9. Counselors generally performed other duties in addition to counseling, with only 28 per cent of the total sample reporting full- time work as counselors. Most (63 per cent) were placed through professional contact rather than through college placement offices. Conclusions From these data the following conclusions might be drawn: 1. It would appear that the graduate in this field at the doctoral level is most frequently employed as an educational counselor; thus training programs must continue to be geared to preparation for this type of activity. 2. Other types of counseling are now receiving more emphasis, especially at the elementary school level and in vocational rehabilitation. 3. While most institutions offer a large proportion of the experi- ences which have been recommended by the two professional organizations used as criterior referents, the directors or coordinators of the programs ‘did not recommend as many for their training programs. h. All programs studied were being evaluated more or less continuously. 5. There were learning experiences received by former trainees which were perceived to be of little value to them in their counseling duties and counselor trainers might well continue to evaluate their programs, at least in part, on the basis of reactions of their graduates. by tlt : ABSTRACT 5 Recommendations The following recommendations for study or actim are made on the basis of the data which were analyzed. 1. That a status study of counselor preparation programs in the North Central colleges and.universities be undertaken periodically, perhaps every five years. 2. That further study be given the needs of counselors in situations other than educational institutionstand.that programs be modified accord- ing to these findings. 3. That the learning eXperie nces in courses in higher education be re-studied by both professional associations and the directors of the programs to ascertain why these experiences are perceived to have little value for'counselors in the field. h. That the professional associations review their recommendations which were made in 1919 with the purpose of assuring themselves and the profession that the learning experiences they recommend continue to meet the needs of the persons preparing themselves at the doctoral level for co unseling. AN.ANALYSIS OF DOCTORAL PROGRAIS IN GUIDANCE AND PERSONNEL WORK IN COLLEGES AND UNIVERSITIES OF THE NORTH CENTRAL ASSOCIATION By Willis Libert Wright A DISSERTATION Submitted to the School of.Advanced Graduate Studies of Michigan State University of Agriculture and.Applied Science in.partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administrative and Educational Services Guidance and Counselor Training 1958 .n . / 6 n4. ~‘2 . ' d ' I}, Ij‘ I (JV ACKNOWLEDGE NTS The writer wishes to express his sincere appreciation to Dr. Walter F. Johnson, chairman of the Guidance Committee, for his untiring interest and timely suggestions given during the development of this study. Also appreciated is the warm and friendly encouragement given by Dr. John Useem, Dr. Clyde Campbell and Dr. W’ ker Hill, members of the Guidance Committee for their cooperation and assistance. The writer is indebted to Dr. William Farquhar and the entire staff of the Ibpartment of Administrative and.Educational Services for their aid, encouragement and continued interest throughout the duration of this study. Their effortsxnade the completion of this dissertation possible. To the many College and University officials who cooperated by providing the requested data, the writer expresses his sincere thanks. Sincere gratitude is expressed to the writer's colleagues and members of his family for their continuous interest, encouragement and inspiration. Willis Libert Wright Candidate for the degree of Doctor of Philosophy Final Examination: November 25, 1957 Dissertation: An Analysis of Doctoral Programs in Guidance and Personnel Work in Colleges and Universities of the North Central Association Outline of Studies: Major Area: Guidance and Counseling Minor Area: Administration Cognate Area: Sociology and Anthropology Biographical Items: Born: February 21, 19114, Mobile (Mobile County), Alabama Undergraduate Studi es : Alabama State Teachers College , Montgomery, Alabama, B. S . 1938 . Graduate Studies: New York University, New York City, New York, IquO 19h7o Special Education : School of Distillation, Ft. Belvoir, Virginia, 19142; Water Purification School, Camp Forrest, Tennessee, l9h2. Experiences: Teacher, Dean of men and coach, Martin Luther Institute, Tuscaloosa, Alabama, 1938-1939; Principal, Butler County High School, Greenville, Alabama, 1939-19141; U. S. Army, 19141-1916; Railway Mail Clerk, 1915-19146; Claims Examine and Interviewer, New York State Department of Labor, l9h6-l9h8; Coordinator of Scout Activities and Scout Master, 1916-19148; Dean of Instruction, Teacher Counselor, Director of Athletics, Florida Normal; Instructor, St. Augustine, Florida, l9h8-l950; Director of Student Teaching, Teacher and Educational Counselor, Associate Professor, Southern University, 1950-1957. Member of : American Teachers Association, N. E. A. (Life Member) , A. A. U. P., American Fellowship, Phi Delta Kappa, Louisiana Education Association, State Chairman of Division of F. T. A., Alpha Phi Alpha Fraternity, National Society for the Study of Education, National Council for Curriculum Development, Elks Lodge, I. If. C. A., Boy Scouts Executive Committee (chairman), and Pi Gamma Mu. CHAPTER I. II. III . IV. TABLE OF CONTENTS TILE I‘lATURE 0F TIE PROBLEI'IOoooooooooocooooooooooooo Statement of the Problem .............. ..... ... Purpose and Need for the Stucy ................ Limitations of the Study’ ...................... Definitions of Terms .......................... Plan of the Study ............................. Ilb’VIEv'I OF THE LITERATURE ......................... Surveys, Studies and Writings Concerning Counselor Training “Programs ................ Evaluation of Programs ........................ Recommended Programs .......................... certificatjfln OOOOOOOOOOOOOOOIOOOOOOO000000.00. Technics of Counseling ........................ Supervised Experience ......................... In-Service Education .... METHOD OF INVESTIGATION .......................... AI‘IMJYSIS OF DATA ......OOOOOOOOOOOIO......OOOOIOOO Catalog Analysis .............................. Academic Areas of Preparation of Counselor Trainers ................................... Graduates' Responses .......................... Response of Graduates of the Institutions Studied, Their Duties and Responsibilities in the Field and Their Evaluations of Their Training Programs .................... SUI-II~ZARY, CONCLUSION-S AND FECOI‘II EEI‘IDATIONS . . . . . . . . . The Problem ................................... Methodology and.Sample ........................ Finding .00.0000.00000000000000000000.0.0.0... Conclusions ................................... Recommendations for Further Study ............. BIBLIOGWFI ......OOOOOOOOOO0.00.00.00.00.0.00.0.0...0.0.0.... Page @E‘E'UJI-J s) 79 98 9 8 99 99 101 102 103 APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I Correspondence Relative to the Significance and Need for the Stuw ......OOOOOOOOOOOOOOOOOO Correspondence from the Main Office North Central Association of Colleges and Secondary Schools.. Initial Letter to Colleges and Universitie s in the North Central Association ................. List of Participants in the Pilot Study . . . . . . . . . . Questionnaire to Counselor Trainers . . . . . . . . . . . . . . Questionnaire to Former Counsel or Trainee s . . . . . . . Covering Letters to Counselor Trainers and Former counSd-or Trainees 0......OOOOOOOOOOOOOOOOOO... List of Colleges and Universities Accredited by the North Central Assocfiation Offering Doctoral Degrees in All Areas ................. Summary of Course Listings in Catalogs of the Institutiors Included in the Study . . . . . .. . .. .. vi Page 112 117 119 121 123 133 11:0 11:3 lhé TABLE I. III . IV. XI. XII. XIII . XIV. XV. XVI. XVII. XVIII . LIST OF TABLES Institutions Cooperating in the Study ............ Course Offerings in Psychology of Personality .... Course Offerings in Social Psychology ............ Course Offerings in Principles of Learning ....... Course Offerings in I-‘Iental Tests and Their Intapremtj-On 0.000000000000000000.0.0.0...... Course Offerings in Interviewing and Counseling Pmcemres ..........OOOOOOCOOOOOOOOOOO00...... Course Offerings in Higher Education ........... .. Areas of Preparation of Staff Members in Counselor Training as Reported by the Coordinator ..... .. Duties and Resp on sibilitie s of Staff ”Members Engaged in Counselor Training ................. Areas in Which Degrees Were Granted in Counselor Training Programs ......OOOOOOOOOOOOO0.0...COO. Types of Degrees Granted in Counselor Training Progra-Ins 0......0.0.0..........OOOOOOOOOOOOOOOO Course Areas Related to the Psychology of Personal—ity ......OOOOOOCOCCOOO......OOOOOOOOOO Course Areas Related to Social Psychology ....... . Course Areas Related to the Principles of Marni-rig .....OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Course Areas Related to Mental Tests and Their Inwrpremtion ......OOOOOOOOOOOO0..........0.. Interviewing and Counseling Procedures .... Course Offerings in Higher Education Course Offerings in Special Areas Pertinent to counSd-ing 0..........OCOOOO......OOOOOOOO...O. Page ho SO 51 51 52 53 53 SS 56 57 58 S9 60 60 61 62 63 6h TABLE XIX. XX. XXI. XXII. XXIII . XXIV. XXVI. XXVII . XXVIII . XXIX. XXXII . XXXIII. Levels at Which Internship Training is PrOVide ......OOOOOOOOOOOOOOO......OOOOOOOOOOO Work Experience in the Training Programs Related to Counselor Preparation ... Criteria Employed for Screening Prospective Counselor Trainees (Personal Factors) . . . . . . . . . Criteria Employed for Screening Prospective Counselor Trainees (Educational Factors) . .. Academic Grade Requirements for Admission to the Counselor Training Program as Reported by coordelators ......OOOOOOOO......IOOOOOOOOOOOO. Master's Degree Area of Study Required for Admission to the Counselor Training Program Work Experience Required for Admission to the Counselor Training as Reported by Coordinators. The Nature of the Programs for Current and Future Preparation Counselors as Reported by coordimtors ......OOOOOOOOOOOOOO.......OOOOOOO Trainer Reactions to Influence of the NVGA arri ACPA Recommendations on Counselor Preparation ngrms ......OOOCOOOOOOOOO......IOOOOOOOOOOOO Comparison 0 f Learning Areas of Institutions with Course Offerings Recommended by the Professional organizations 000000000000000000.0000...0.0coo. Areas of Learning Recommended for Addition by Counselor Trainers ............................ Curriculum Changes Which Have Been Made in Training Programs in the Last Five Years as Reported by Coordinators ...................... Employment Status Reported by Graduated Counselor Traj-nees .00..........OOOOOOOOOOOOOOOO0.0...... Educational Levels of Counselors in the Field .... Time Spent in Counseling as Reported by Counselors in the Field. 0.0.0..............OOOOOOOOOOOOOOO viii Page 65 66 67 68 70 71 72 73 75 77 78 80 81 82 TABLE DOIIV. XXXV . XXXVII. XXXVIII . XXXIX. XLI. XLII. XLIII. XLIV. XLV. Departments of Colleges in Which Counselors Reported Receiving Degrees ... . ... ... . . ... . . . .. Years of Active Study Required to Complete Counseling Preparation ........................ Student Status of Trainees Pursuing Doctoral wom 00.0.0000.........OOOOOOOCOOCOOOO00.00.... Source of Placement of Counselor Trainee s . . . . . . . . Evaluation (Forma' Trainees) of Learning Experi- ences in Psychology of Personality in Terms of Need for Emphasis and of Help in Current Dllties ......OOOOOOOOOOOODOOO......OOOOOOOOOOO. Graduates Evaluation of Learning Experiences in Social Psychology ............................. Graduates Evaluation of Learning Experiences in PriDCj-ples ......................OOOOOOOOOOOOOO Evaluation of Graduates' Learning Ebcperiences in Mental Tests and Their Interpretation . ..... Graduates' Evaluation of Learning Experiences in Interviewing and Counseling Procedures .. ...... Graduates' Evaluation of Learning Experiences in mgher Edllcation 00.........OOOOOOOOOOOOOOOO0.0 Graduates' Evaluation of Special Types of Training Not Included in t he Seven Recommended by NVGA andACPA 0..........OOOOOOOOOOOOOOOOOO.... A Comparison of Agreement Indices of Part-Time Counselors and Graduates with Full-Time, Part- Time or No Counseling Respcnsibilities for the Learning Experience Cores .. Page 83 83 8h 85 87 88 9O 91 93 9b 95 96 CHArTEi I ‘ '1’“! 71 'v1 ‘*1 If? _"»r --,~r - - TILE: PLHTUL’AJJ («A Trig A -../Aluzlbi‘lk Literature related to the preparation of counselors at the doctoral level during the last five years indicates that there is much to be accomplished in the development of adequate training programs. Much of the literature on Counselor Preparation reveals descriptions of courses, but little continuity exists from study to study which would sug est definite areas to be emphasized in the training programs on the advanced level. The majority of studies in this area consists of status studies, surveys and the identification of needed competencies and scills through mployment of such techniques as the critical incident method. Statement of the Problem The purpose of this study was to identify the status of the preparation programs for counselors at the doctoral level in the North Central Association. A further purpose through the study of selected characteristics of these training programs was to identify similarities and differences between the aggregate programs and the preparation programs recommended by the National Vocational Guidance Association.and he American College Personnel Association. These two professional organizations appointed committees to study counselor preparation prograns in 13L? and 95» respectively. The committees developed a set of standards or core areas of training that have been suggested and recommended for counselor preparation. The two sets of recommended standards were combined to provide the basic areas of training for the purpose of the study and were used as the criteria for analyzing the preparation procraas in the institutions included in the investigation. Further an attempt was made to identify recommended changes in the programs as expressed by counselor tra'ners and former counselor trainees in these programs. Finally, certain recommenceticns were rade, based on the findings of the study. Kore specifically, the objectives of the study, limited to the doctoral level of preparation of counselors, are: 1. To study the suggested, recommended and required training experiences in programs for preparation of counselors in the North Central Association of Colleges and Universities. 2. To compare selected aspects of these requirements among the colleges and universities. 3. To compare the aggregate programs with the prepara— tion programs recommended by the National Vocational Guidance Association and the American College Personnel Association. A. To secure reactions to their training experiences from former trainees in the various programs. 5. To ascertain changes in the training experiences which the counselor trainers of the various institutions have made recently or would like to bring about. 6. To make recommendations for improvement of preparation programs for counselors at the doctoral level in the North Central Association of Colleges and Universities. Purpose and Need for the Study The functions of guidance and personnel wonzers require specialized training. TJiS fact haslnecome increasingly apparent in recent years. Administrators of the programs for preparing counselors and other personnel workers have particular need for inforration relative to the nature of the several training programs in their geearrphical region. Such information is helpful in stimulating the further development of training preprams for prospective counselors and in ;akin; necessary revisions in existing curricula. Counselor training staffs need information as to how conpletely their prOframs of preparation have paralleled the<:riteria establisled by specialists and by the proiessional organizations. Perhaps they could establish the relationship between thecriteria and the success of their counselor training programs. However, if counselor training programs are thorpht to be inadequate, a re-evaluation of the basic criteria that has been established by professional organizations would be in order. A follow-up study and subsequent evaluation of the effectiveness of the program as seen by. graduates of the prOLram will also be of value to administrators in assembling the matrix of factors which would lend direction for ”.provement of these prOgrams. Such data could perhaps Le used as the basis for group action on the part of colleges and universities of the North Central Association as well as elsewhere to provide a more dynamic and realistic program for preparation of counselors at the doctoral level. A review of the literature does not reveal information of the type which has been described. The greater part of the literature in this area consists of status studies and descriptive reports. A com,rehensive study of a region and subsequent recommendations on a regional basis would seem to be indicated. limitations of the Study This study of counselor training pro rams at the doctoral level of colleges and universities accredited by the North Central Association was confined to four-year colleges and universities that offer these advanced degrees. The normative survey method was used to gather data for the study. The nailed questionnaires were the instruments used in the survey. The limitations of clarity and comprehension found in mailed questionnaires must be considered my the reader of thisstudy. Furthermore, the data presented reflects Opinions of only those who returned the instruments. Since this study is confined to a selected group of colloces and universities in the North Central Association, the findings will not necessarily reflect the national trends in counselor preparation programs. Definitions of Terms Counseling. The definition employed in the present study is tdcen from the Dictionary of Education, in Which counseling is defined as "Individualized and personalized assistance with personal, education, or vocational problems, in which all pertinent facts are studied and analyzed, and a solution is sought, often with the assistance of specialists, school and community resources, and personal interviews in U1 '7 which the counselee is taught to make his own decisions. (3;) Counselor Trainer. An individual who is employed to train those n who wish to certiiy as counselors. For the purpose of this study, he is usually mployed by a college or university. In some cases he may be affiliated.with public or private organizations,'but his chief duties are concerned.with the training of counselors. Coordinator of Counselor Training. A person who coordinates the counselor training program in.an institution. Usually he has a staff .1 of counselor trainers inder his supervision. His oosition usually } combines administration and instruction. Former Counselor Trainee. An individual who has successfully completed a program of studies designed to train counselors and personnel workers and who has received the doctorate degree in this area. Guidance. A fonm of systematic assistance (aside from regular instruction) to pupils, students, or others, to help the; acquire knowledge and wisdom, far from compulsion and prescription and calculated to lead to self-direction; the act or technique of directing the child toward a purposive goal by arralging an environment that will cause him to feel basic needs, to recognize these needs and to tflce purposeful steps toward satisfying them. (3?) Curriculum. A body of prescribed educative eXperiences under school supervision designed to provide an.individual with the best possible training and.experience to fit him for the society of which he is a part or to qualify him for a trade or profession. (37) 6 Course of Studv. Strictly, an official guide prepared for use by administrators, supervisors, and teachers of a particular school or school system as an aid to teaching in a given subgect or area of study for a given trade, combination of grades, or other designated class or instruction group; nay include the aims of the course, the expected outcomes, and the scope and nature of the materials to as studied, with suggestions as to suitable instructional aids, textbooks, sugplementary reading, activities, teaching method, and measurement of achievement. Host institutions do not apply this definition :uily. For the purpose of this study, the term, course of study, will be used only as a guide or an outline. (37) Plan of the Study The remainder of the study is organized as follows: Chapter ll summarizes the literature pertinent to the:3tudy. Chapter III outlines the methodology and sampling procedures. Chapter IV consists primarily of an analysis of the data. Chapter V provides a summary of the findings, conclusions and recommendations for further study of the problem. CHAITEK II RETIEJ CF TnE LITERATUiE Current interest in the problem of acade ic preparation of counselors and other persennel workess in public schools and institutions of higher learning in the United States has evolved in part from the wideSpread growth of these services. A review of their origin and growth should lend perspective to the problem of providing counselor training programs and should provide a basis for a discussion of pertinent research. Consequently, this chapter will include a review of the history of counseling and a presentation of the results of research encompassing surveys of college and high school counselor training pro;rans in institutions of higher learning and the recom- mendations for academic preparation preposed by professional organizations. Pre-Civil War Days. Informal advising of students by faculty members as contrasted with the organized counseling of today has long been a part of the American.academic scene. Prior to the Civil'War, a clergyman was usually the college president, and members of the faculty were very much interested in the personal lives of their students. Student enrollments were small, and teachers presented courses in several different subject hatter areas. Opportunities for personal contact with students were frequent. In addition, since most of the professors were clergymen, their religious philosophy provided motivation.to observe student behavior closely. Crowley described this period when.he said: Cl.) In brief, before the great changes brough about by the Industrial Revolution, the colleges were intimate institutions, personalxelationships between students and students and between students and faculty members being the most.characteristic of every college in the country. (31) Civil fiar to Twentieth Century; 'Uith.the advent of the Industrial Revolution and the rise of science and technology, tremendous changes took place on college campuses. The years intervening between the Civil ‘War and the beginning of the twentieth century witnessed a multiplication of colleges and universities which tei.not previously been experienced 7" 1 in this country. lacilitatin the development of state universities and.assisting in.the establishment of scientific trainiig in college curricula, the Merrill Act of Congress in 1362 audiorized the appropria- tion of lands in every state to encourage education in ALriculture, hechanic Arts, and the natural sciences. (2?) Hhereas before the Civil War 200 colleges and universitiesliad been founded, nearly 500 had come into existence by the end of the nineteenth century. (29) Accompanying the growth of state universities were increased facilities for higher education for women. Hany of the well-knavn colleges for women, such as Vassar, Wellesl y, Smith, Bryn Mawr, Goucher and Hills, were founded during this period. (hO) Co-education was introduced in state universities and privately endowed institutions at this time, and such problems as housing, the supervision of social life of students, and.a suitable curriculum for women began to engage the attention of college administrators with the resultant appointment of deans of women for coping with one or more of these problems. (29) (L The history of the woman deans began in the last .ecade of he nineteenth century. Among the earliest deans of women were Kiss Lkrion Falbot of the University of Chicago from 1352 to 19253 Eliza Lesber, 1.3., at the University of hichigan from 1396 to 1909; fiery Ross Potter from 1903 to 1925 at horthwestern; and Dr. Ada 1w Constoek appointed to the University of Iinnesota in 1906. 55 Consideration was also given to the LTOOlOlS of hen students. In 1339 a Board of Freshmen Advisers was created at horvard. The following year the deanshit of Harvard which had be 0 n essentially an academic office, was new divided into deanships, an academic dean and a dean of student relatitns. Lloyd-Jones has cited the year 1900 as the approxi- nmie date at which the position of the men's dean was conceived. (29) The size of the student yepulation, which began to increase around 1370, the secularization of education, and the expansion and compart- mentalization of knowledge resulting from scientific and technological advances were also tart of higher education's kaleidoscope. The effect on the colleges of increased student ennollments and secularization of education has been assessed by Crowley. ‘Without the passage of the Land Grant College Act of 1862, new utilitarium institutions began to arise and to thrive, and meanwhile hie old time colleges on the eastern seaboard exganded tokecome universities or to admit bread and butter subjects into their collegial curricula. The curve of registration began to accelerate rapidly thereafter and as everybody knows, it has been clinbing ever since. Relieiocentric personnel wonc could not cope with the resultine influx of students. For one thing, facultyztembers flinehed at attempting to read through the bulkier catalogues that resulted, and for another they didn't want to because after the Civil'fiar lay professors began to outnumber the clerics. (32) 10 ‘With the ragid development of both old and new fields of knewledgos, professors found it almost mandatory to spend here time in their libraries and laboratories and less time with their students. The lay professor, many of when were trained in Germany, also had adopted the German philosophy of not Laying attention to students outside of class. Thus higher education from the Civil War to the close of the nineteenth century was characterized by thextultiplication of colleges and universities, enlarged by student enrollment, the introduction of co-education and the secularization of education. During this period the student might be described as the "forgotten man" on the college camyus. Evidences of a reaction against this situation can be detected at the beginning of the twentieth century. 'When Johns Hopkins Univer- sity opened in 1376, it could boast of the country's finest systen of faculty advisers. In ldu9 a "chief of advisers", later to be called dean, was appointed. In the same year William hainey Harper of the University of Chicago was predicting that within fifty years the individualization of higher education would.be achieved by the appoint- ment of special officers who would devote their attention to students as men and women rather than merely intellects to be developed. (33) The pre-Civil'war fixed curricula, requiring every student to he every course of instruction offered and suffering from extreme growing pains, gradually yielded to the elective system which was first introduced at Harvard in lddh. (33) ll The ground was being prepared for the development of faculty advisory systems and later euploynent of professionally'trained counselors who personalized the educational procedure and.who would assist in the integration of the student's instructiona program. Q a ‘ Nineteen Hundred to Iineteon Hundred and Thirty. The first three decades of the twentieth century witnessed the introduction of vocati>nal guidance in i.ublic scnools and colleges a.e was the period in which the first surveys of educational and vocational guidance were conducted; individual and group measurement cf abilities and.a}titudes hecan; and the term "personnel" came into use. These will be discussed accordirg to their chronological appearance. The vocational guidance uovement is generafly said to have begun in 1908 when Fra k Parsons founded the Vocation Bureau of Boston as a new department of the Civic Service House and became the Bureau's first director. Parsons was concerned about the fact tha youths were entering occupations'without,adequate knowledge of either the require- ments of the job or the range of job Opportunities available to than. Ids book, Choosing a Career, published in 1909, brought into focus the concept of vocational guidance. The first institution of higher learning to respond to larson's interest in fitting youths to jobs by surveying its educational and vocational guidance services for students was Stanford Universi y. The faculty began worl-zing on the survey in 1911 and congpleted their work in 1913. 'When L. A. haverick visited Stanford during l92h-2S, he studied the unpublished reports of the faculty committees, WhiCh had investigated this problem, and noted that in some lepartments vocational guidance was found in a satisfactory measure. 12 The final reports of the committees suggested that an officer be appointed to advise the great nunber of students who needed guidance, which the major departnents could not give. Surveys, Studies and Uritings Concerning Counselor Training frograns Throughout the 1930's personnel workers were immersed in the problems of delimiting their field. S,ecifically their functions were structuring their role in higher education; little attention was directed to the trai 'ag of counselors until the lShC's. Studies, surveys and writings concerning counselor training programs since l9hl can be grouped under the following headings: l. Surveys of status of counselor training pregrans. 2. Selection of students and provision of.learning xperiences in the training program. 3. Surveys of preparation, duties and responsibilities in the field. h. Counselor certification. A voluminous literature awaits the reader in these areas. At the same time, agreement on certain fundamental points is not forthcoming from it. Surveys of Status of Counselor Training. Killer (6?) conducted one of the here comprehensive studies in this area (reported.in l953) on teachers colleges which listed counseloriraining as a degree offering. Data were collected in the following areas: a. location of the programs by depar dents b. degree to which courses in pregram were open to undergraduates 13 c. presence of library and interviewing facilities d. presence of files of tests and occupatirnal materials 8. requirements for field engerience f. the nature of the yaster's taesis. Counselor training programs were found in departnents of education 1 (SS.h per cent), psychology (3.2 2 r cent) ane.ir1a comm nation of eoth P r" 1 (h0.l yer cent). Other areas of location accoun d for 1.3 Per cent of the total. Host (50.0 per cent) were not ouen to underg raduate s: udents. Host departnents (66 per cent) naintained flzeir own librari s, and sixty per cent maintained their own interviewing and testing reom. Kost (80.9 per cent)r Mnt ned files of test naterials. There was no universal pattern for the r: ‘stm 's t -es is. Host trainees (60.5 yer cent) had field exterie.ccs in case re ortin; , test adminis”ration (72.6 ger cent) and counseling (1C0 per cent). Killer concluded that there was a further need for surveys of this nature and for the development of.a set of stander ds by which our counselor training program can be guided. In 19h? Froehlich and Shivey (36) categorized the course offerings in guidance of 1,010 universities, colleges and teachers colleges into 12 broad areas of training. Each area rentlcned is ence :1uassed in the recommended case suggested by the are fess ieral or miizations. Dash (35) reported on selectien and training prograns for counselors as seen by the de£;artnent of educa tic en in New South Wales, Australia. According to the regort, 12 to 13 counselors are tra ned each year for the province. 1: anv counselers leave and return.to the service. Counselors are selected from teaching personnel. They ca n be invited or may mate applications after three years of tenure. Acadeuic qualirications include degrees in Arts or Eccndtics andtwo years of psychology. Screening is by observation by a referee and through the interview. Training methods include use of lectures, semincrs, intern- ships and.agency visits. cunselors have a professional section in the New South Wales Teachers Federation, and many hold fellowships in the British psycnological society. They are recognized as a pr01eSSional group by their peers in the teachers group and by socie y. Thompson states that it seems desirable to offer the major portion of professional training in guidance at the graduate level. However, the justiiications for offering courses on the undergraduate level are: 1. There is definite need for teachers who have the personnel point of view. 2. Schools can offer better guidance services when teachers are prepared by training. In an attempt to evaluate the relative Merits of two methods of teaching a graduate course in principles and technics of group guidance, Hoppock (h?) studied the effectiveness of th "question and answer" and "demonstration" methods. In the "question and answer" method (205, lOS men and 97 women) were used in the experiment. An equal numb r of participants were used in the "demonstration" experiment. It was shewn that the demonstrationtechnic was far superior to the question and answer method. The "efficiency ratio", those who cenefited mostirom the course, was approximately twice as high for the latter experiment. Selection of Students and Provisions 0 IwarninngXperiences in the Training Program. Hellman reported a stud; of the nature and extent of special admission require: ents in l2lr31duate colleges which offered apr0"ran for t:1e preparat1ion of college personnel‘workers in 1955. Q) Seventy per ce11t had special ae.lsci n fire rans wzich included: consideration of teaching experience (LB per cent), wens: exierience (39p er cent), undn Lralaate irelaratien (oh per cent), 2.nterests (C 3 per cen t), counse a M tude (30 per cent), and seal 1'ic acnieve— ment (75 per Cent). Noble a;x- Ia.tt1e1-.r son (73) reported a method of continu us evaluatic. of the counselor traerin; ero r:: :15 o3; trainees and fern-er trainees in jaw for: nunicipfl COllt3"CS. Seventy—seven fraduates were invited to . I I ‘ SCSSiC -18 7.371311 8. E a J '._.I share impressions of the trainir: LFOLFQTS in sz_a coordinator. Areas inIMhich nrw CiPeCtan a ad re-(ire ction were indicated included: rodifiCation of the comprehensive exaxinaticn to include the varied skills required of guidance workers. The opinion of the graduates confirmed the admission policies of the program. Sugges- tions we re raCe ior gr wter opportunity for participative activities, i.e., role playing, using case studies, carthartic discussion of personal problems and maximum experiences in the counseling laboratories. Graduates favored a multiple approach in methods andwa post-graduate seminar in guidance. Several writers have set forth a point of view in the literature concerning the selection of students itr the counselor training programs and the provision of learning experiences for them. { ppodk (hd) pointed out as early as 195 ithat uniformity in selection of doctoral candidates for the counselor training program was 16 unfortunately inxnost institutions a rather casual yrocess. do described'the recently initiated progran at New York University, which included: applications by the student for admission one year insdvance of the eXpected date of matriculation, a gLysical, departmental and general comerehensive examination. Personality a1d interest inventories were also given and each candidate was required to subnit a detailed autobiography. In an attempt to assure trogcr staff leads, one candidate for each full-tire member was adxi ted each year. A, ov- »\ w o- o . 1 a o 952'nrenn (lob) descrioed at length a sur estee critical area x.» ~'._' [.1 In in the screening grocess. he insisted that only those gersons well grounded in psycholOEy and educa ion, who are a otiorally stable, who have valid interests in the field and who have had successful experiences in‘worn germane to counseling should be adni ted to the training programs. Killer (67) also emphasized the importance of background experiences as a prime requisite for the develoyment of corpetencies in counseling. In a l95h article he listed critical ar1as in which badcground experiences are requisite. Teaching and broad oachgrcunds in sociology, psychology and measurements were emphasized. Killer also observed that with the xception of the first area (teaching) wide diversity in requirements for admission from institution to institution was in evidence. Anderson (10) came forward as early as l9h§ with a squested cannon core for training predicted upon needed counselor competencies. The suggested core consisted of learning eXQeriences in : Psychology of Personality, Social Psychology, Principles of Learning, Heasurements, v Interviewing and Counseling Procedure, hither Education and Field Experience. 17 .‘ Bordin and others (lb) recommended stancards for training counseling tsychclogists at the doctoral level in 1952. Thezrebort 3 was a result of committee were from the Division of Counseling and Guidance of the Arerican lsychclOLical Association. The recommended core of learning experiences included: a. personality organisation and.develotnent b. knowledge of social erwironnent c. appraisal of individual behavior d. counseling e. professional orientation f. counseling bracticum C. research. £31 " natthewson (65) reported the results of cooperative Llanniny for 1- traininv requirements in the four: uniciyal colleges of how i rk. The suggested core included: a. psychology and sociology fundamentals b. guidance fundamentals, solicy and tnactice c. electives in group dynaiics, mental hygiene, abnormal psychology, diagnostic and remedial education, the family, social case problems, labor problems, parent education, child development, and community education. Wrenn (109) also set forth a suggested core of training experiences which included for teacher counselors: a. personality growth and dynamics b. abnormal psychology 0. measurement d. counseling process. The same core was recommended for the psychological counselor with added emphasis in the area of social environment, statistics and counseling 'Ummry. Trainees at the doctoral level, according to'firezn, would receive tie same fundamental core of subjects with added enyhasis in the area 4:1 - .. 1. . ,. oi researcn, clinical diagnosis anc internsnio. 18 The suggestions for the preparation of school counselors made by the committee of the American fsycnolo ical Association emphasized competence in each of several areas (7). The individuals accepted for specialized training should already possess in some degree the characteristics and competencies usually descrioed for teachers. The committee indicated that the training program should enlarge and develop them still further. In suggesting further competencies no mention was made of semester hours of work; only general areas of courses were given. Competencies regardless of means used was the consideration of paramount irportance. It was assumed that the training institutions do and should organize their courses in different ways. It was also recognized that one individual may develop the same competencies. It was . I felt that each institution must assume reSponsibility, both for the development of appropriate courses and for the establishment of the means of estimating the attainment of the objectives set up as desirable. The committee further suggested that the preparation of the school counselor should be directed toward the attainment of the following competencies as minimum. a. Knowledge of the facts and understanding of the principles of individual growth, development and adjustment. This would usually indicate careful preparation in the following areas: both theoretical and.ayplied aspects ofounctional biology or physiology, psychology of individual differences, personality development, psychology 0f social relationships, and.physical and.:ental hygiene. b. Knowledge of the methods of appraising the growth, development characteristics and adjustments of indivicuals. 19 Training in this area should be directed toward reasonable competence in the use of all dependatle methods, tmihob’o‘tive and informal, of studying individuals. It should result in some skill in psychological measurement, statistical interpretation, Clinicaltechnidues, and die varieties of informal methods suitable for use in school sitr"tions. The school counselor should also have sufficient foundation in measure- ,oraise and use new methods is AA ment and evaluation techniques to be able to a or instruments as they are develOped and to evaluate the effectiveness of his own'work. 0. Understanding of student personnel principles, methods, and prestices. Courses in guidance, personnel work, social case work and counseling techniques would be of value. These should be studied within a perSpective of research information in learning and instructional practices, in philOSOphy of education in a democratic social order, and the objectives of personnel work. They should involve both theory and practice with respect to the study of individuals, counseling, group guidance, occupational analysis, and methods of evaluating personnel. d. Understanding of the purpose, scope and organization of educational prograns. Courses in the curriculum of the ole entary and seconds y schools should be helpful as aids in attaining this oojective. They should, however, be organized not as academic courses, unrelated to practice, as is too often the case, but as vital, functional eXperiences dealing with the personal developmental and social needs of individuals in an ever developing human society. The school counselor should be thoroughly [\J O cognizant of trends, mblen s a.nd groce ses 01 cevelcpneat in education in order that he may understand the problems of students in their educational milieu. This understanding is also essential to his inter- pretation of the educational needs ofstudents and his contributions to the 0evelopment of functional grc;rams in the scnool and connunity that will meet these needs. Hi 8 uncclstaioina of the total pregram of the school will also enable him to a preciate the most effective relationship of the counselor to teacher and to the administ‘ative officers of the school. Duties Resoonsibilities and Trainin: of CO‘r selor s in the Fie d. 3 - is — —— “—— While'the results of numerous local and state studies of counselors in the field have been reported, only relatively few are available on the national and regional.levels. Summers and Davis (97) rekcried.a study which had as its purgoses the identification and training extarience of'bpidance workers and a description of their duties in the North Central schools. Data were collected from hOé schools. Most of the data were concerned with the levels at which the persons worked and their experiences before entering the profession. Some of their findin;s are noteworthy and approPriate to the present study. Most of the schools studied (311) recommended the master's degree for the position of counselor, and a najonity 297) of the guidance people in that number held this degree. All (too) counselors had had teaching experience in a variety of subgect matter areas. host of then a! . . . . C1 (2C5 had training back; rounds in+ he core of pa ‘ cnologv, sociolorv and measurement in addition to professional courses in yridance. A small number had taken research courses. The counselors lso had a wide work eXperience background in areas other than teaching. Business and industry (305) were the more irevalent areas in which people had had experience. Perhaps one of the pore comprehensive studies in the field was completed and re,orted by Jones and Killer in 1:53. Urinj questionnaires and studies of U. 3. Office of hducaticn records, the researchers reported the status of the country's guidance programs in public schools. Significant trends incl dcd a broadenh1g of guidance tenninology, tremendous growth in elementary school guidance and guidance for adults, team worn, a counselor centered arproach, advances in techniques of individual analysis, the consideration of guidance as an integral part 1‘ ol the curriculum, the rise of leadership at the state level and :rowth of professional organizations. Increased needs for guidance was evidenced by increases in enrollment, new subject matter needs, whidi have resulted as a consequence of the revelation of student needs and interest through the guidance progran. As a resalt of the increases in enrollment, the ratio of counselors to students increased from 388.1 in lShS to h53.l in 1952 . Only 21 states had mandatory certification for counselors; eight had optional certification, and fourteen had certification plans under- way. Nine states had neither. A pertinent regionalsstudy was reported by Kinder and.FoX in 195 . They studied high schools in.the six state areas of Illinois, Kentucky, Indiana, Hichigan, Chio and'flisconsin. Two- ‘ thirds of the personnel in the schools studied performed some guidance function. Tests were universally ad iniotered, and gre-registration counseling waszavailaole in SC per cent of the cases. In 6C ier can of the schoo s, occupatio al information was given, and a wealth.of literature on instituticrs which offered education beyond the high school was available. lerjodic interviews were scheduled in 20 per cent of the schools. The schools were not availing therselves of referral agencies. Only six per cent utilized fo_low—u'-daoa for curriculum revision. Cumulative records were, in most instances, begun only after the pupils entered high school. The principal in LC per cent of the schools coordinated the service, and 50 per cent of the counselors had had over twenty years of eXperience. They reported further that professional preparation was uneven-- only two-thirdsliad had a course in principles of glioance; one-half in counselinfi, and one-third in occupational infonnation. Cnly three-fourth 1 were 5 ounded in neasurement and forty {er cent in.p8jcholo;y of personality. only 16 per cent belonfed to prOiessional orfanizaticns. Preparation of Counselors. T_:,e literature related to the prepara- tion.of counselors iouolisned since lQLU indicates that there is much to be accorplished in the development of adequate programs for professional preparation, but that progress is being race in some significant areas. Kuch of the literature on counselor preparation consists of status studies and descriptive reports. The questionnaire is still more pepular than its present state of refinement merits. he literature reflects the existing confusion regarding tentinology and relationships with disciplinary functions. This section is concerned only with the preparation of those persons who are known professionally 23 as counselors and school guidance workers and GXCludCS school psychologists, school social workers, clinical tsgchologists, and persons in allied fields, who also counsel and have other reseon— sibilities closely related to Personnel woni. Selection Procedures. Colleges and universities have a moral obligation to the grosoective counselor and to society to develoo and apply selection techniques which will increase the yrobahility that only those who have the yotential to become successful counselors enter or remain in training. The ability of students who are preparing for guidance work are inpurtant determinants of the exgeriences which snould be included in a counselor education trogra . These factors also deter- mine in part the level of coupetency to beeaiected of graduates of the program. Selection should begin early (13) and acceptance should nean that the institution has assumed an obligation to help the trainees succeed. In addition to admissionscriteria, success during the first semester or quarter and on the field-exterience work may be used as a criterion for selection or retention. Surveys of the current status of selection were reported by 'Wellman (10h) and two committees of professional associations (1, 3). Selection policies vary from none at all to rigorous screening processes. The most frequently retorted criteria for admission is academic ability as indicated by over-all grade average and/or tests such as the Miller Analogies Test, the Ohio State University Psychological Examina- tion and the Graduate Record dxaminations. The interview is used.by most institutions trinarily to evaluate interest, raturity and personal- 21; 'social adjus nent. Altd;u;h an undergraduatezaajor in isycholo;y or education is usually recommended, only a few institutions include this as a specific requirement. Teaching or other'tyyes of won; exferience are generally recommended and frequently required. There is an increasing use of techniques to evaluate interests and tersonality characteristics. Clendenen (15) presented a tater which included an analytical dis- cussion of selection iroblens and described ,olicies at the University of California at Los Angeles. It has been found that similar ,olicies are used in other institutions. HilsLn and Robbins (SE) develoyed a grocedure for a .raisirg the extent to which candidates could relate to eac; other as trolessional workers. The leaderless group technic was used for discussion of a guidance problem by candidates, with judges observing through a one-way vision screen. Of the 53 candidates who qualified in the too two inter- vals on scholarship and reference criteria, only 22 fell in the too two intervals in the assessment of interpersonal effectiveness; it was felt that this criteria had Considerable uniqueness. Evaluative studies of this selection device were reported to be in progress. Evaluation of Selection. There is general dissatisfaction with selection procedures. In one survey (3) ten out of 21 institutions reported that research was under way in the evaluation of selection methods. However, many of the resyondents indicated that they did not know the essential traits on which to select. Forty-three per cent of the counselor trainers surveyed bx Hellman (10h) indicated that they evaluated selection by course ma as and follow-up, but the results of these evaluations were in rather general terms indicating nuch difficulty in hazing an objective evaluation. ho significant 1 ngitudinal research on the 'alidit; of selection technics was found in the literature. Good scholarship is inportant, but does not guarantee good counseling ability. There are few available data concerning the level of acade;ic ability which is needed in order to conflicts successfully anj one of the nan; tvvcs of traini.g pro;rmns.for counselors. Yet heavv enghasis is olaced on the afilicant's acedenic abilitr. Tyler (lCl) suggested as one juspification for this enrhasis the probability that those selected will be gersons who need not feel overly anxious about their abilities, deiensive about their terfornance or too conscious of c mpetition. Clendenen (I?) found that good trainees usually have an A or 8 rating in three:rales on the Strong Vocational Interest Blank for Len, most frequently the scientific, social welfare and literary scones. There was little evidaice of attenyts to validate or to improve the interview. A,Larently the effect of H esearch on counselor judgments and interviewing technics has been minimal in this area. Recommended Standards. Significant recommendations by professional ’ groups from 950 to 1953 were reviewed by Burnett (Id). In l95h the AClA Professional Standards Conmittee (l) recommended a set of standards to be used for admission to graduate trainin; ‘grans in student personnel work. These standards stressed acadenic frcficiency, teaching or other related extericnce, breadth of background, interest in the field, personal adjustment, and nine desirable character and gersonality qualities. l\) f)\ f’fl‘. -: -’-"- -.- .4: ,, ‘ 'm ,_ 3. ,, 4“, ..r .| f ‘ ine Uriel subvosticrs Loraevaluatihg the citent to whi ch cane diCates meet the criteria listed reflect the inc€eQLaC3 of resear'h on selection. School and college CLUHSClOFS should r~re”sttn. 1e rain; ,rcLleus, work closely'with tJachers e;nd scuool atnilistrators and.contrioute to a healthy school environment (23, 3;, L3). Jest states certification regulat; ors reouire tcaCl"Lth L.~€l;8”Ct for gui‘ance WOfiiCFS in J.u‘olic schools (5). Kathewson (53) recommen ed that the Croiesstnal erlU"’ for the general uidance counselor should be greceoed by 2; hours of undergraduate work in gsychology and sociology; that the candidate should have Bed teaching exle: ience , and that he should neet high standards of intelligence arvd forsonality. Evidence is Ceginning to acourulate about the factors in cou.scling which are influenced by counselor ferSOhality are attituoes (uh, Sh). Current researcn suggests that the agglicant should have qualities such as the foliowing, and to scnewhat to a ;reater degree than he average graduate student: intellectual ability, soc' l welfare anc scj_enti fic interests, security, awareness of his own anxieties and ofes of reducing them, and absence of symptoms of neuroticism and of overtouuring self- intcrest. he needs other less well defined attributes WfliCh enable his 1...] I to functic n as a tractitioner-CCicntlst who has faith in U Le potentia J. s of others,xflu3thwarstandsewmiacceCUSin self and others,enuiwho is comfortable in interpersonal relationships. The rersonal Characteristics of Counselors. Daane (3L) found difier- ing patterns of scores on the Hinhesota Lultiphas c lersonality Inventory for counselors with high and with low errathy scores. lifton (60) studied the relationshit oetween a"gathy aha esthetic sensitivity. A 27 music reaction test was developed, and test results initially showed correlations mith LBCSUFOS of enrat;g of as high as hho= .63. These relationshits, however, did not stand u? over a six-nonfii geriod. Norman and Ainsuorth (7h) used tie self-other judgnent apiroach to study a grout of male college freshren and fornd that errathy nas bositively related to reality and that both correlated more closely with adjustments than wifii trojection. rarker (76) concluded that although eisathy can be defined operatiorally and is testable, its casual nature has not been demonstrated, and, therefore, research is needed to discover whether it can be Cevelcyed or whether it is an intangible something with which a yerson is born. Arouctle (ll) administered the Iinnesota Iultiyhasic rersonality ...- Inventory, the neston lerscnality inventory, and the Kuder lrcierence Record (Form B-l) to 7o counselor trainees. later he as ed them to select from among their fellow students in the course those to whom they would oe most agt and those to whom they would be least a2t to go for counseling. he found significant differences on several scales. The KHPI had the greatest number of differentiating scales. Arbudtle also had asked these seventy students tolist the characteristics, traits, or attitudes that they would most like and least like in a counselor. Althoughxnost of the traits nentioned were not comLarable with the personality differences as determined by the neasures used, it was theorized thit many of them might be correlates of these characteristics. These findings suggest a fruitful area for research. In a series of articles, Cattle and his co-norkCrs (26) described in some detail the construction of an eigerixental attitude scale to m D) differentiate between counselors and teachers. The scale was based on items derived from the 211:, the duieiord—Zinrernan Tangerament Survey, and the Strong Vocational Interest, Erni::fc" Ken. Keys were develoged for hale college counselors, male high school counselors an‘ for f-nale high school counselors. Snyder (3h) administered the LJrI to h23 students in a course in introeuotion to clinical Lsychology. Several semesters later he obt ined prediction ratings from four 35vcacloqy professors on each of these students. Atter,ts to construct a valid Lirl scale niich noun} differ- entiate between the Lcod and.the poor {routs were unsuccessful. Snyder found that the goodsiudents were more a grossive, ;ndetendcnt, uncen- ventional, intellectual, and social, and were less reii;ious. roor students tended to have feelings ci’inaeequacy aln.neurotic concerns. The nature of some of the differentiating characteristics suggests that cliCnes regarding desirable counselor characteristics need to be subgected to penetrating research. In his addres as retiring President of the Division of Counseling Psychology, hahn (b2) hypothesized differences in interests between a clinical psychologists and cornseling Lsychologists and other guidance workers in atteqytin* \J. to diiferentiato anong the several related professional grou s, he was the first to adait that the testing of these hypothesis will not be easv. ’1 Program for the Frabaration of ‘ounselors. Although the past few Kears have seen much progress toward agreenent regarding the general a, reas which should be included in counselor training (ll, 5h), tnere is Q1 29 still much diversity in content, technics, and organiaa+ion on pro; ans for the prOfESSiLDBl ireteration of counselors. The continuous task of improving the content and technics of counselor Pretzration.is corulicated by interproiessional relationships, the lad; Cl irdormatien on Pertinent A V details of job resionsibilitiis, gro lens of sexintics, the need for further knowledge of the counseling Process, and the inadequacy of evaluative criteria and grocedures. A ccnnittee of the Arerican College lessonnel ;ssoci:tion retorted that there were at least 235 Axerican colleges and universities which had programs for the preparation of school counselors. The committee divided the numerous courses available into seven.najor areas (1). Killer's survey (63) revealed significant differences in facilities and requirements among 157 colleges ani universities. The Lrobiem of ‘ ‘ifferentiating be ween the treparation anc functions of clinical and 1 counseling ysycnolOLists was discussed extensively ( I \l l\) f\) M ‘3’ V 6. v I Hadley and Asher (Ll) described differentiating anJCtS f a program which yrovided for specializationin either clinical or counseling psychology. They pointed out that differences were tenuous and that it a o i'"c ‘ ea c m J to one o b h u i n . ras toss ole for a stud ot t eet re ir n*s of ot o‘t o 5 Evaluation of Programs Hany counselor and guidance directors feel the need for better planned preparation in terms of relative enpnasis on many asyects of their work, integration of courses, and practical a,glication of theory (la). The preparation of some counselors has not enabled them to recognize inadequacies in their :re,€raticn nor given them an understanding in C) their role (23) . The tendenc of students to co}: GlSi':If:_(;l‘ t"pes of help which counselors {re su ,osed to be uniquely Qualified to provide raises Lany ouestions regardjn; directi n and on,nasis in counselor tretaration (21). Kohle and Kathewson (73) exrerimented with ;rou: congerences as an evaluative device and concluded that they contributed to the stLrulatjan and free extressicn of ideas that can i;;rove cernsdlor education. he can ruende (1 Pro '9 r61“. 8 Eathewson (ES) trefosed a two-year sequence for the preparation of the general counselor, tne content of union he related Closely to an analysis of agerPriate functions. latnewson (6C) also trepared a retort of a committee survey in wnich he analyzed the oginions of Eh guidance directors are 19 counselor trainees in low Yofiz State on ten signi facets of counselor preparation. Cottin;ham (23) sug_:stad a series of positions and broad training levels for college ,ersonnel workers and related these levels to functions. Recommendations oy lJrofessienal trougs were reviewed oy Burnett (18). 'Nrenn (lll) Predicted that the recommendations of tee Divisitn of Counseling Psgcholo;y would grovide athic strucoire for the evaluation of doctoral programs. A comparable guide is needed for sub-dcctornl prograns, esge ially for rublic school and junior college counselors an- personnel‘workers, the najoritf of whom do not have doctoral training. At least sone of the suggestions nade by the committee on sub-doctoral education of the Arerican Esycholofiical Association (7) would be heloful in the ferrulation of such a guic In connection .ith the training rra11s frogruu established by the Office 0: Vocational1Lehabilitation in lESh, the Iational dehabilitatien Association and the Ketional Vocational Guidance Association (23) published a sieoial oulletin'u1ich cescri sad the functions and recom- mended training for rehabilitation counsal‘ s. This l,,ro;jr'.’:1.111 rests ufon the franework of seVeral trolessional ciCClLl nos and calls i‘or‘a multidisciplinary a1.,troacl‘1. Diversity in the se t' ing s in which 11-11-121 ilita— tion counselors work was disc‘ssed in this bulletin and by Lahn (L3) wno indicated that a new deturtnent for training of non ed ical re soili— tation s eci all sts may be needed. Of the twenty-three states union have counselor certification plans in oi,eration, as stated by firemen (Ed), the rajority have adoEted a plan inm lv Jin two levels--an entry level and a Lroiossional level. An \J analysis of the existent glans reveals the following: a. A teac 1:11;; 01.:rtii'icate is r equired. This 11111.1 cs that certification flanners c nsi (er a b *round in the field of education esson mtg l to éective counselin . r (:1 6;): all b. Teaoiiing exi erier ce is rcoLirco--usua -3 tw gears. T11is requireuent aro’n reiterates the belief by certification.planners that a oackgrcund in education is essential. But it g? 5 even further and suscests the convicticn t: 1st theoretical backtro und is insulllclcnt u ithout cybortunity for the greetical a 1 lication of educational theory. It further su gests that certilication planners prefer to recruit scnool counselors from anon: successful to each- ors raU1er t11an from among t-ersons wit1 srecialized tra inin in such fieldse s is jchonetry and psychol% \ Counseling ex; ience is not required. Only eight of the tnenty- tnr ee states require counseling exLerience for any level certificate. 'Nork exLa‘ience other than teaching or counseling is required. T e usual reeuire ment is one year and the exLerience is cons idared cumulative. SLecific kincs of e: erience are named in only a few of the Llars. The Lrofessienal level certificate is valid for life. icwever, more recently adoLted Llans end to set tile lirits en the val_idi ty of the certii‘icate. Personal requirirents are not included in certificatitn plans. Only tiree states include any Lersonal re<1 rc1e1ts or stuce.ents con- cerning Lersenal iitness in their plans desgite the fact that the; assent such requirements are highly desirable. The eXLr-ssed fear is that the difficultv in ob ective eval1m tion and appraisal of LeISenal trait cs ray give rise to dangers in practice and eniorcement. Hide differences exist in the semester hours of specialized study required. The requirement in the twenty-three states range from twelve to forty-eight semester hours with a nedian of 20.5 semester hours. There is a definite trend seen in the more recentlv adoL ted Llans, in the prep sed reiisions, and the LroL e ed Llans in those states which do not 3e hav.e a plan to set the requirement at accutt thirty semester hours or the equivalent of a ma Hter' de.L'.4 .LA I) 311‘ as") ~-'P g n . I‘J 1.3-3 a“! 11.1»..-L;.Q-'.:o.l.LJ.-_JVJJD l ulnl‘; Tinniiquo ENGAGE) IX CCLfisnLCJ TRAINIIG N = 16 SutIes and Resgonsibilities humoer fer Cent Administration 9 56 Teaching 1h 37 Supervision 9 56 Advising Trainees 15 92 Consultants to Guidance Organizations 1h 87 Areas ianhich Degrees'flere Granted in Counselor Training Programs. Table X presents an analysis of the areas in which doctoral degrees were granted in the counselor training prograas. ~Tducation and psychology were the most prevalent areas in which degrees were granted. Fifty-six per cent of the programs granted degrees in divisions of education, and hh per cent granted degrees in divisions of psychology. Other areas included divisions of sociology and anthroPOIOgy, educational administration, communications (joint program) and social work (joint program). 57 TA3Ld K V);‘. I. P‘ ,"T .T ”v—v‘ .fi ;? T“ ‘.-I " '1 S ‘- ‘1“~" ‘r-V”, I: w fi‘v-‘D 1": .AALLJLD 1-. Juliud. ..I‘u‘JfiAng 1“! 2.312.111 UI‘JLJQ .1-“ fi'! 171 3p} V‘,".‘r\'-‘\'V' 1 ~ ‘4’ a. *5 ' ~ B'wr‘u‘ 'fl A - » S C’k” U .. .OJJJVIL‘; T:— Hk;_;_ ....1. .-'.‘\~ A ‘szlklA JL Tyge of Discitlinary Affiliation Number Fer Cent Education 9* 56 * Psychology 7 hh Sociology and Anthropology l 6 Administration 1 6 Others 2 12 * o o u o 9 Four institutions offer Erograms in ooth areas Tvpe of DeLrees Granted in Counselor Training Prografis. The types of degrees granted in counselor training programs are summarized in Table XI. host of the coordinators regerted that they provided for training in secondary school guidance (57 for cent) and college personnel work (81 per cent). A large number (69 Per cent) of the coordinators reported that they offered programs in the field of‘elementary school guidance. Sli;htly over half (69 yer cent) of the coordinators reported that their institutions offered degrees with an emphasis in.counseling psychology. Two of the newer programs in the field of counseling were also represented in rehabilitation counseling (37 per cent) and pastoral counseling (1? per cent). One institution in the latter category listed it as an informal program at this stage. An.Analvsis of‘Courses =Ifered in Counselor Training Prograns. The analysis of course offerings in counselor training programs is based on the learning eXperiences recommended by two professional organizations-- 58 TABLE XI TYI'ES U: Drill-Aids G-‘-’J§-CTJD ll." COL . 33410-1 I".-’.‘»3.'.LZ;:;L} Lu; 431:1. "3 N = 16 Types of negree Pro; revs Tun;:r ler Cent Elementary School Guidance ll 69 Secondary School Guidance 1h 8? College Personnel Hork 13 81 Reliabili tation CC unselor 6 37 Industrial Counseling 3 l9 Pastorial Counseling 3 l9 Counseling vacholo:y 9 S6 the National Vocational Guido ncc A.s - .- -‘. ’. ‘1” v 1‘ ‘ " ‘W‘h ‘ “ 1'7.“ ‘ - r.’-~ ‘ L’W . . 1.L£L_-...SR -.J-ui :QL J .LC .1: C,1_..‘uo‘a \-vi‘ --iq . 197.“. l”. ;_J rLK/lA ..uC/L-.. ...‘J. ..‘JJ‘..L.._\:. J b..' UL/ku.. D Elk/-3 —1-w-‘ -< . , . | . . . ' n I; V , . L . ‘¢'Jl IL v‘ A» a,\‘ J. A «\J‘r .. 1.;‘~ .J Deiree Tumour ler Cont Slig ltl5f l 6 Very Lit tlc o 0 “etc“ tel57 3 1? Greatly 7 Lh Not at All 2 12 I .- -1 3 -,~_ .- 1‘,- 1r . 3 . ‘ r In r "O 3'. t 4 7‘ 'r-Lrj oh n J". [\vb'bC .. vi UL», . 1,..- _. ,,VC “Mu-I o o- S ..tko-oc-l O. Er o.ccoco CLlrrjculum Charges bz CoordLHCtors. Followirr'is a ist of projections for curriculum changes which were given by various respondents: Improve in ernshii‘» pI‘OfI‘aT'ILS I .prcvo training in te sting Pastors counseling School pschClogists Zroaoen res ea {ecuiie cc. ti S ecial educa Elementary sc col guidance Broaden :ield enszriences. mal15sycholo;y for admittance to programs H7 Hess factors and other state ents of 511tont to ooiiy prograns provide a evidence that the institutions studio? will have nuchxuore in content _th regard to their preparation p egress, and the level of training nil Continue to be brorght closer to roc "routed feature“ 3 thct'wero 5rcsonood ,C ' - ‘ -‘| qua-L1. n ‘\ ['8'17 1 nv‘ ‘ f1: .5- '. w oy tHC-UNDIIO ess 1011 l orCani Haw Cns C. jiodfl.AylA)o in Viev of ‘ ‘1 -.. _.‘ '! , . C 1 . o9 ray well need sore H) }_J P. \ 1’ the 1“"c:C.’t:,..'-='t‘t1C, se rocory Jny_ClCAC c moEification, it night be well lor these organisatiCns, or the rarent organise ti n (A1e ican 1ersonnel and Guidance A sociaticn) to under- take an evaluation f their earlier recorrondetions in the very near future. Com5arison of learn n; Ex er1Cnccs 11 on iCod by the Eertici5ating Institutions with Those Aeoornondod bv the lrofessiorsl.Crganizations. A sumna y analysis 01 c01rs C off erings of counselor training5 re '3 8 studied oy basic areas of learning C“ CrionCe and the per cent of P4) ‘1}. .7 deviation of each area rem the A and A81A recorm onced core are presented in Table XXIITI. The g Catest disparity (3:.3 per cent) se 1 s to be in the area of principles of learning. These data reveal TG18t iroxirity oetrCon reCC n;~nen 1.. 1. ,Cu ... ;) 3) 11.1.1.1 ....J... an; __ .T ”....Hr... ..a. L 1 .-.).rr ir .. ".00 L .1 SO MJ-Q. 3. Au. (MGM. 44...: . - U r' a .5. iwghemeeoan.nnfiaew:uso mfiiwpmpmAAAepdw Adena use QCHBCH>Mupzfl .:mchdeq we meaeaoeaea Cspdadeuuren. EA .1 puoaofiohwa defloom we hmoaodonmq may 4 . . L C 1: . IA .11 J 1 p..l.. .IVvH #0 Crib-I3. 4W. {-4 I a: 33 31.1.1 .JJnE Lr . . ,. .. ,n A. r.. . .1 1.1.4.2111 1.1. .. .1 JR _, A... H; - 1., .... 1.. .q .JOC (415.0 —1_ ..\ I. ‘EBBBLi Q;£3 ci‘ «reuérutinn: SQeCiaL bCICLLiLA ‘. _, V ‘ ,|'1 ‘UI'SQ IJICJ. r“ A \ " .I‘ " u UIK. Lti (11].: Cdl;(.e "cluQai* Aesource “cognics ngce*pre ~ ‘5‘ ‘ — Ar. —‘ _- ' ,., ‘ _,. A\-’«-——: Ll—S f" n 0.1. J\.‘.1 (unliCe. . . a; (4,. buifr.‘ - . ' .A I -‘ " 1" . ' C .4. kynl—o— V'to' ...-‘1?“ L,, J ('A stucy, ince the taese e:-:.eri.ep cc; .‘ r ‘ ‘.v *' 1’, t‘f‘v "‘7' (3 "fi .Ln t- 18.1‘ _C~r‘ ‘ LL; Q 4.1402 {1:15. it) («USS l‘cf CC JL/ CUB .L: CT; that SL“.€ 03. T4113”. ' '. .. . - ' - q r. .- fl. ' - co not see ac-r ALLSJTE ‘yQ r- GS QQ LLLLB. V". -«r -‘~v- -~ . .,~ . .mr- 7 C ' ’I r~-'L:/ ' I l. h“. -: ‘ I ’v"‘1 LBf‘-LJJ” 2Q.»Qr.€-.cea,gvch;Q«;chL1.g‘r ru”--Q-Ai1'to lIKQ.n¢.§? irqunQ b “ v I‘. ~ xx a ‘AT‘ 1 ', . {11‘ / ‘~ r f ‘ f" ‘3”! ‘ a ) : " D 3' LI .rluSQJ. C1" .Lr: _ 1' XS 0 ..L’;,;3.LC'1L-.-JL S. '-.- ..S <_‘. [1 0.1 ..JL.‘ 8 DJ. 4.63 i‘iLMfJ €41 CL‘J-C31C" r' v' R ‘ > 'L ; 1" r1:- 7 ' -' r‘ , ~—‘- ~ . - I v' \. ti 18 CL UIILQLOI‘ Q3352. .- .1." II‘ S I‘GCMHJ, t;l;Czud by, be ; Lu, QC LO LI'L1_;_LL__:1‘Z i L" K r<_§._,.C . ‘ ~ -. r ‘ J‘ ' r‘ A r. v ~ ‘ -v- ’ \‘ ~ f' - InnernSl’L‘. ' (III/K» S Uli-tu \_)_t'.1.C_.~.L. 011C: :=_L C7 SOCCE Lip CC 1 lsgklp; '4 .H I’ u a ~- - :L' in ‘ Q . , -< Q W-Q ‘ otAer c;SQJ:L L98 '-Qu QQ £61 ebnt and L; {er cenQ, Le CilffifiIfl. -SICQQ1C[;’ seem t C " C" '3 rwmvv k4JQ‘J exfhas¢g as OeCQDinb necess: y 0;, Qtencies gor cuunsclors nd rersgnnel ‘wvrzers. 4Q arQas Q3 -earuinp 55v; Qeen recgnscuued for de-en4hasis or deletion by cQu;qseiQr t‘eincrs. Table Elli}: pr meats am am; mils 01' curriculwn Cher: es tyct have teen - d \7 Igade in CCUloblcr Qraxnfn; Qrw; ais tithin the ;Q:t Jive years. There -- I- “L- - ‘ T ' l\ ’A ‘ r fl . ‘~ ~ - ‘VI‘ ". ‘ ‘ I“ See 5 tQ a QrQJQ to « a taoilr: ;.n 4.;9 r- trQ J’p'.‘ :PY‘ ‘r‘ r» ‘ I ‘lj‘do 'p‘l t rm ' ' I" ‘L ‘3 "»r* ‘.f~ SUAL.(C'C..L CLO WLLIL (Iv m-iLUOlOa. .Lfiai-r L61 1‘8 (X... Uiib ‘4‘ b.~L/11‘+:J_. VFL ,tZJUH <2 ._ ' t ‘ T" L£L_.I'J-AJ A~AHA_._,J¥ lfl‘ ,‘ _ ' ~ ‘ '2 \, A‘ ‘. V A 3 l' AALO a .. l..‘1‘L“ _. ,, .5 .;._J‘v- .' A .4 4/.4‘: .7 . J... -1 r 4" V ,. ,- ' 4 - . ' " - , I \ V - - - v».-v-.\)..1.L;\/-'. .LLL-A‘.-.— 41.x) N=lOO C 15.15:; cal l 3050;: L, lo 4: 3 2 -— U ‘ I ’ -1- r '1‘ ‘ . 4.11 Qt); n;- -111.) ‘ 1 I a“ ”A. (.“" -. r: I — .‘._.z u 'Jr-L.n-.. f.| .- w- n» n .' ...; (’1 | .- A” ’\ I V . l 5.19---- L— (but . ‘14 A r..- F. 7\ 7‘) '—J Q, ~ Q -: ., '_ .1- “— €I:L;Al€i€-2au0. c;.a_~.;_e LE. “.35 Qw. —' I" ‘ —. “—I ’2 l" u. an i....chs. brec.a; CCUCQElx -..“ “‘x'; -', J;.L.IE) .L'IJI‘ J.-LL€LJI‘:LE1.11-:‘ me C1113. Tb." ' ‘ SpeCléltfiflfllCCflpll I. Danimstratian 303:3; 1 C‘\ ' .1 l C\ FJ I ;- K.) }_.J ., .1. ‘. -. _ ' .; \ ‘ ,,? '."__. z . _.3 ; .4 -.L $88.25 DO 1:333 'BCJJ l'LCO. -.lZBL. as Ex HEB- 3.01" .2 ..‘C.C~..C f7. ".5 all 5. PC“ .1. Q8 ‘ .'\ , '3 ‘ ' W ' " ~ . _ tart of tn 1 1):... 11.; 111.; (1‘. t__‘. n 1‘0; 1". . ‘ , T 1 I; .L‘LatLA—l .A---A. UK": ("I I .‘ j; " L .."\}'.‘ , ) ‘. ; Va¢~va-d‘pfik¢$ J...;--.'_ ..JJ .-'.'..J_U'.- 5.1L! 1.1 1_J_J 1.41:4 ._ -L»-L.__. r. J u "1 " ..II" ‘ ‘.' 7.- ‘ \ ..1 A. a- \l “a... ‘1 _. J.- LJ .‘ AL»! - ...... V .4 .Lnngbc ILL) ' . ' " 7‘s '7! 5.5.1 \, . ...J _ ‘Q. Q Q J. “.3. ”J “- Up‘r‘fr"; C11i1“ L, 2' n ' C‘ - ”'11:”...11 1'3.” L,’v:1 f\',__ "C‘ '1 _ (.1; 1L 1- u a. "L: ‘ nEJ budl.c‘;;.l-0f 'VL'JI U__.._L C9. x i- “ 5. ".~ ‘- W \, . - _- .v. . .-. '_ .1- ‘ 0 r’ bu‘...LE:;..(:' x Q 5:. .1161 ..L. : L c 1"- .V' . “.,.,r' _ H: LLUKGHTJE'I‘J .3qule .L L: f“._' dd“ . '1 ,f dbk“ L‘d‘Ce .4. KI‘ ‘ O 1 I § 79 Response of Graduates of the Institutions Studied, Their Duties and Responsibilities in the Field and Their Evaluations of Their Training Programs In this section frequencies are reported and have not been converted to percentages because of the small numbers in the cell breakdown. Furthermore, value indices were correlated on data where canparative value decisions were made. Data reported here are ‘tased on questionnaire replies from one hundred counselors located in 32 states and the country and territories of Mexico and the Phillipine Islands. These individuals were graduates from the doctoral programs from the 16 institutions included in the study. All institutions were well represented in the sample of graduates, but no attenpt was made to secure a completely proportional sample from each since this study was not intended to be a comparative analysis of the various institutions. Mmost every type of counseling situation was represented in this sample. Educational institutions, however, retained the services of the majority of the counselors. The sample of one hundred represents the usable replies received and is 66 2/3 per cent of the total number (150) to which questionnaires were sent. Employment Status 9}; the Counselor. The enployment status of former counselor trainees is summarized in Table XXXI. Eigity-eight per cent of the sample was engaged in full-time or part-time counseling. Only 12 per cent reported no counseling duties. The major share of counseling activity centered in educational institutions (6h per cent). Other counseling categories not included in the instrument but were added by the former trainees included: (1) organization of trades (Federal 80 Government); (2) mercantile organizations; and (3) research organization (private industry) . TABLE DCiI EI-fl’lDfl‘fEJT STATUS REPORTED BY GRADUATED COUNSflOR TRAINEES N-lOO W Full-time Part-time No Counseling Institution Employing Counselors Counselors Duties Educational Institutions 2h ho 3 Private Industry 1 O 1 Community Agencies 1 2 2 Federal Government 7 l 3 State Government 6 O 1 Local Government 2 O 1 Religion Agencies 1 3 0 Coordinate Program 0 0 l _ TOTALS ' 1.2 Ma 12 Comparison 9}; Positions by Educational levels 93 Former Counsel_o_r_ grainees. Table XXIXII is an analysis of the level of positions held by graduated counselors. These data indicate that most former counselor trainees (70 pa' cent) were employed in counseling at the college level. Only 5 per cent of the former counselor trainees included in this study were anployed on the Be<=c>ndary school level. The elementary school level was represented by 81 only 1 per cent of the total number of trainees responding. Federal, state, local, and private agencies (21; per cent) also employed the services of former counselor trainees. TABLE DOEII EDUCATIONAL IEWSLS OF COUNSELORS IN THE FEID N - 100 Number of Educational Level Counselors Elementary 1 Secondary 5 College 70 Qihers 2h £93 Cent 2;. Time Spent .i_n Counseling by Counselors _i_._n_ the Field. Table XXXIII is an analysis of the proportion of time each former counselor trainer spends in actual counseling. Data reveal that the majority of the counselors (51 per cent) spend only part- time in counseling. Only 28 per cent of the counselor trainees included in this study devoted full time to counseling. Other duties such as teaching, administrative, and supervisory activities consume a great Portion (21 per cent) of counselors' tine. Thus there is some indication that personnel with counselor-orientated backgrounds are in denand in r elated areas . Ilefiees. Table EXIV presents an analYSiS 0f divisions, departments, 82 TABLE XXXIII TIME SPENT IN COUNSEING AS REPORTED BY COUNSELORS IN THE Hm N '- 100 Proportion Number of of Time Counselors Full-Time 28 Part-Time 51 None 21 colleges, or schools in which former counselor trainees received degrees. These data reveal that most degrees (87 per cent) were received in the field of education. In addition to divisions of psychology (5 per cent), the divisions of administration (1 per cent) and sociology and anthropology (l per cent) were checked as being the degree-granting divisions. The divisions or departments listed by graduates under the caption "other areas" (6‘per cent) were: (1) special education; (2) speech; (3) sociology; (h) administrative and educational services; (5) counseling and guidance and philosophy. It is quite apparent that, for the most part, these are a Part of one of the areas or divisions of education, psychology or sOciologv. Academic._¥_e_§_r_s p_f_ m Required 19 Complete Counseling Degree . Table XXXV presents an analysis of the number of academic years required to receive degrees in counseling and personnel work. These data indicate that most former counselor trainees (1:2 per cent) required more than three years to earn degrees. 01' the group (35 per cent) were able to earn degrees in three years. 83 TABLE XXXIV DEPARTBENTS OF COLLEGES IN WHICH COUNSELORS REPORTED RECEIVING DEGREES N - 100 Number of Department Counsel or Trainees Education 87 Psychology 5 Sociology and Anthropology 1 Administration 1 Oihers 6 TABLE XXXV YEARS OF ACTIVE STUDY RVSOUIBED TO COMPLETE COUNSELING PREPARATION ¥ ¥ _l Number of Years Number of Trainees One year 1 Tito years 20 Three years 35 {ford than three years 1:2 8h Student Status 93 Former Counselor Trainers While Pursuing Doctoral Work. Table XXXVI presents an analysis of the status of counselor trainees while working toward doctoral degrees. These data reveal that while the largest proportion (36 per cent) studied full time, most doctoral students in this field are engaged in other activities as well. Even when adding those reporting student status on a three-fourths time basis (possibly teaching or research assistants), 50 per cent of the graduates spend half ormore of their time in other endeavors. TABLE XXXVI STUDENT STATUS OF TRAINFES PLHTSUII‘I} IXJCTORAL WORK : Student Status Number of Trainees Full-time student 36 Three-Fourths time student 1).; Half-time students 26 One-fourth time students 18 __L6_ss than one-fourth 6 Source of Placement of Counselor Trainers. Table XXXVII is an analysis °f placement patterns of former counselor trainees. host counselors were placed through professional contacts (53 per cent). College placement c‘venters, professional placement bureaus and major professors also placed aPproximately the same proportion of graduates (15 to 17 per cent). Data 111 this section revealed that h6 per cent of the counselors were placed before receiving their degrees. 85 TABIE XXXVII SOURCE OF PIACEIZENT OF COUNSELOR TRADES N II 100 —: Source of Placement Number College placement bureau 17 Professional placement bureaus 15 Major professor 15 Professional contacts 53 TOTAL 100 Comparison bf Learning Experiences _i_n_ Counselor Training Proggam : Methods 93 Scaling Egg Computipg Indices. Counselors in the field who had graduated from institutions included in this study were asked to rate courses on two factors: (1) the value of learning experiences in counsel- ing and (2) the advisability of emphasis or de-emphasis of the experiences in training future counselors. It was not ascertained how many of the counselors had not had the learning experiences or were otherwise not inclined or willing to respond to these scales, and as a result, this fact was not taken into account in the tabulation. Thus only actual re Sponses were tabulated. The "net value" formula, outlined in Chapter III, “as employed for the analysis of these data. Thus an index value of 1°00 would be regarded as the Optimal value, and fractional values given in terms of .9, .8, .7 and so forth, indicate a ratio of positive responses made on the scale by the graduates of the programs studied. 86 Evaluation .93 Learning Experiences _'_i_13 Psycholog bf PersonalfLy. An evaluation by former counselor trainees of learning eJqDeriences in Psychology of Personality is presented in Table XXXVIII. Experiences in development of personality (index .9), organization of personality (index .8), and mental hygiene (index .8) were the most highly agreed upon areas in need of greater emphasis and- for help received in the opinions of the counselors who made positive or negative statements on the experiences. No recommendations were made for de-emphasis of eXperi- ences in the persomlity development area. The respondents reported their highest negative reactions in relation to theory of personality and abnormal psychology (index .6 in each area). Reaction 9;. Trainees 32 Their Learning Eyeriences i3 _S_o_9_igl_ chholog £333. An evaluation by the former trainees of their larning experiences in social psychologf is summarized in Table XXXIX. Individual differences, nature and origin (index .9) received almost unanimous approval from the respondents. Group organization and intergroup relationships (index .14) were ambivalently accepted by the respondents. A considerable number of counselors in the field felt that these later experiences were of little value and should be de-emphasized. Evaluation 9_i_'_ learning EXperiences _ip Principles 2.1.: Learnigg. A con- siderable proportion of the counselors in the field felt that advanced Courses in theories of learning were of little value in their counseling duties (Table XL). Twenty of 65 respondents thought theories of learning Should be de-emphaeized; 27 of 59 respondents thought learning theories not helpful. Conversely, a large number of respondents felt that 87 m. Na.“ .. am pm a mo 30:0 m #5833: e. N: 4 am 3 a me enemas H382 n. om m 3 3 d 2 Refleaohm 3554 0. ma 0H m: mm m mm evanescence Ho icons m. om o is mm m 8 asaansennoa no eoflpagmao a. as N am 5 u 8 aefiosanom no $5534.6on q o c n a s e 3035“ Samara H5925 Begum ego or nonemwnmefilon eonamsnmcfl and; 02 p02 mH mH 02 mm 333m om ogonm 8300 3.300 ogoo omhaoo mBGommom madam pom oofiamflm I magma .8 chance 00H I 2 mafia EEO 2H a .mo 9.: mHmdmiHfi mg GEE mo magma 2H EHgowmmm .mo Huoflomowmm 2H meAHHmmmMM ozgg ho Amazg gay ZOHBM HHHBOOn g 88 :. m; ma 1 on m: NH I m: nonpo I meanm accepwaom asoamnmch a. 3 ma .. mm 2 NH .. Na aeaensaeewao ease e. .3 H .. mm mm H .. a: fimaao one unseen .mooeo InoHMfio HmsewbflocH e a s a a s n no a any G O m a m m e I a mm a an a m. a a. an at In at am a1 as an as W I o 0.. m... S 0 mu: d o m. S 0 o 0 fl. 0 o n u Is u re s u I. u e m... e e m d mm H 9 z m. D. s meTi Trri e e o. x n. s s o. T. as no 8 8 mmmcomnmm manoquapww ooomflaomww . weflcnmmw Mo meadow wwogomowmm Afioom 2H mMQEHEE gab/Ea .mo 2954st5 .madggu fig Emma 89 familiarity with various laws of learning were of great value, and the value indices for this experience were 1.00 as compared to .3 for theories of learning. learning and the Learning Processes and Understanding How People Learn were about equally valued, with the major proportion of respondents reacting favorably. Evaluation by Former Counselor Trainees _o_f_ Learnipg Experiences £13 Mental Tests and Their Interpretations. A majority of the counselors in the field considered learning experiences designed to develop under- standing of and skill in the use ofmental tests as being of value in their counseling duties. A majority also considered experiences designed to develop abilities to interpret tests as being of value and in both areas counselors recommended further emphasis of the experiences in the training programs. However, there was report of some negative reactions to the emphasis given scoring and statistical understanding of mental tests. Not as many who desired de-emphasis also thought these last two areas were of no help. Table XLI summarizes these data. Evaluation 9.3 learning gperie nces if} Interviewing and Counseling Procedures. Counseling techniques were unanimously endorsed by the counselors in the field as needing to be emphasized and as being of help. Most counselors preferred non-directive or electic learning experiences which were reflected in the value indices of .7 and .6 respectively. There were some counselors who also recommended de-emphasis of these two technics, but they were very much in the minority. It is noteworthy that almost the same proportion of the resliondents felt that directive technics 90 84 3 - em mar a me Slashes mo mama meow”; are: beggars 0. mm mH 0: HM NH pm nHmQH 0.300% 30m wegcflhnoucp o. om NH mm mm m mm mongoose manners one use menses m. .3 5 mm mm om m: meanness” Ho mmHnoonn. e c o s a a mafia anaemnom Hammers do are oncogene seasoned em Susanna nine. 02 pez nH eH oz 82 33am om 385 $500 mango 0500 3.3th momlgmmlom new canon Magma 8:333 wfiFHmoA Ho 0958 menace/Ham 2H mmEMHmENM UZHZEH .mo ZOHMSBdE .mmsdadmw .HN flan. 91 afioa 35: no m5 .653» BE: 203me Sn mummy dunno: Ho :ofifisgmhofifl mamas 35; mo mfiuoom Em noflflpm§< N pm 0 m «o m m: .. N ow o 0m 0 fl 3 G G G an S «835 uncommon QR?“ Eflmfimgon Swansea 25; oz poz 3 om 325m om 3.8m . 8gb 3% 8.3on zofidmmmnamazuw man. 924 mama. fihzflz 2H m-MDZMHEE szgH .mmaflfidmo .mo Zoadabm Hanan. 028.80nt ‘ 3.3.33 .3 3.300 92 should be emphasized as those who felt it should be de-emphasized. In Table XLII the tabulated analysis may be found. Evaluation 93 Learning gperiences _i_§ HiQer Education. Positive and negative reactions to the area of learning experie mes in higher education were about equally divided. Administration and organization of higher education were the only two areas in the basic core which received more negative than positive replies. These data migit well indicate a need for further study in this area, especially when the employment levels of counselors are considered. Almost 70 per cent of the counselors in the study worked at the college level. At the same time, the h1g1 "no response" category might indicate that a great many counselors received no course work into this area during their training. In Table XLIII further analysis is reported. Evaluation 93: learning Egperie nces 2213. Special Effi' In Table XLIV a summary may be found of the results of the evaluation by grachates of ll special areas of education not included in the NVGA and ACPA basic core of Professional Preparation Areas. Diagnosis of Personality Problems was the most frequently recommended area for needed emphasis. Remedial reading was also indicated as an important adjunct training area. Evaluations of the learning experiences must be considered in the light of the type of work in which the various respondents were engaged when completing the evaluation forms. 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UHSL'I’I L, 11.4.1} 95' 5. ..LV 9 ’ 5 - ' ~‘ v -\ ~~ ‘F »-\ : u "ant-r21 12:3; 6:, Lou-.5; 9173 ..A 122 I '1 ;‘ F ‘ ...“'_;,A U "““7“/' 'fi 123 AN ANALYSIS OF DOCTORAL PROGRAMS ma TRAINING GUIDANCE 121; AND PERSONNEL WORKERS IN 001mm AND UNIVERSITIES IN THE NORTH CENTRAL ASSOCIATION A Study of Guidance and.Student Personnel Training Programs on the Doctoral Level A. General Information 1. 2. 3. Name of the Institution____ Department(s) of Other duties of counselor trainers Check if your counselor traine s engage in any of these activities as part of their load.assignment. to Co d. Administration Teacher Supervisor Educational advisor to trainees Consultant to guidance organization 125 For each of your counselor trainees, please indicate the following: ' jNumberTfisfimated$3rce‘fitago'To’EaI Nfififier of Specialty ' of 'of Time Engaged in 'Years of Counsel- 'Pegple 'Counselor Trainin§__;igg_§ggerienoe 1. Supervision Raninistration and 2. Organization UccupationaI’ 30 Information . h. Diagnosis ~59 Counseling 6. Rehabilitation cationaf; 7. Psychology 8. Psychology 90 8001010 CoIIege Personnel 10.'WOrker‘__ *' Residenceflflall 110.151171801‘ - ‘ 12. Statistics Fsychiatric gg, Services - - - - - 4 _ . - - - - - - - - - - - - - 7 --+--+-«-j---w--w--- H r lho School Egydhology l5, Testiggfi 16. Observation . - A - a - - - - _ -fl- - - q - - - - - - - - - - - - - - - - - q dong----I-{Q- “T"; 5. 126 If you have a joint program, your counselor training program is affiliated with the college or department of: a. b. c; d. e. f. 8. Education Psychology Sociology and.AnthrOpology Administration Other (Please specify) Ybur program.offcrs work leading to the doctoral degree in the are of: a. Elementary'School.Guidance b. Secondary School Guidance c. __ College Personnel Work d. Rehabilitation Counselor e. Counseling Psychologist f. Industrial Counseling g. Pastorial Counseling h. Other (Please Specify) i. J. 127 B. Academic Preparation Please place a check (J) mark in the blank space appearing before each item in which your program.offers course work for training coun- selors. 1. 2. 3. h. The Psychology of Personality a. . Develoyment of Personality b. Organization of Personality , c. Dynamics and theory of Personality d. Abnormal Psychology e. Mental Hygiene f. Characteristic of the Adolescent Period Social Psychology a. Individual differences, nature and origin b. Group organization Intergroup relationships Cs do 0th er Principles of Learning a. ' Theories of learning b. Learning and the learning processes 0. Understanding how peeple live d. Familiarity with.various laws of learning mental Tests and.Their Interpretation a. administr tion and scoring of mental tests b. Interpretation of mental tests c. Statistical understanding of mental tests 128 5. Interviewing and Counseling Procedures 30 Counseling techniques (1) Non-directive (2) _ Directive techniques (3) Eclectic techniques 6. Higher Eduo ation Adndnistration of higher education Organization of higher education Philosophy of higher education C. Special {Pass 95 23333 Listed below are specific types of training which were not directly referred to in the preceding section. Please (\/) mark in the blank space appearing before each statement if your institution offer course work in the area. Place a double check ( J J ) mark if the subject matter is required in your counselor training program. 1. Andvanced educational and.psychologica1.measurement 2. Diagnosis of personality prdblems 3. Occupational analysis h.. Projective techniques 5. Psychotherapy 6. Occupation information 70 Remedial reading 8. Social work 9. Sociumetric techniques 10. Special correction 11. Teaching experience 12. Others (Please Specify) 13. 1h. 15.. 'dtu. '— -..... "' 0“». -... ‘ _ 9 . l I n v. . u ., ' o .- .. M . ... p _ ’ ..- ... c, . ' .7. o . . .... _. . . D. F. Supervised Experience As part of yom' counselor training program, do you have supervised B9- tership for candidates during training on the 1. 2. 3. h. 5. 6. 7. Momentary school level Secondary school level College level Others (Please Specify) 4—. Other Kinds of Experiences Related to Personnel Work (Please indicate whether or not they are sIJpervised). 1. 2. 3. h. 5. 6. 7. 8. HI! Group leaders Student leaders Residence adviser Club leaders Dining hall directors Others (Please Specify) Which of the Following Criteria Do You Employ in Screening Prospective Counselor Trainees? l. Personal ' 0.. Appearance b. , ' mutational stability . c. Sociability d. Personality test ( . ) Name e. Others (Please Specify) f o 8. O. ... 2. Educational 3. as '0. Ce Undergraduate training in (1) Psychology 130 (2) ______ Sociology (3) ________ Statistics (1;) Mental hygiene (5) Others (Please Specify) (6) (7) gi Which average, in terms of letter grades, is required for admittance to the Guidance Program? (1) A (2) B (3) C Graduate training in (Please Specify) (l) (2) (3) Vocational as '0. Teaching experiences (1) Number of years required On the Job experience in industry Other (1) (2) (3) .f .0 G. Special Information 131 1. Which of these follow-LIP devices does your department employ? a. Field services b. Workshops 0. On the Job supervision pd. Visitations e. Refresher f. Vocational placements 2. To what extent do you feel your counselor training program or curriculum has been affected by recommendations of the National Vocational Guidance Association and the Innerican College Personnel Association? a. Slightly b. Very Little c. Moderately d. Greatly 6. Not at all 3. What courses or areas of study would you like to expand or add to the list of recommendations? as b. cs ’4. What courses or areas of study would you like to deemphasise or delete from the list of recommendations? as b. cs 5. Please list Major curriculum changes that have been made in 132 your present student personnel training program within the last five years. a. b. Cs d. 0‘0 6. Please list Maéor changes you expect to be made within the next five years. a. b. c. d. e. This space is provided for any comments which you wish to make about your counselor training program. 133 APPENDIX F QUESTIONNAIRE T0 Fem-ER COUNSELOR TRAIIEE 1314 AN £.N.'.LYSIS OF DOCTORl‘i PROGRJMS FIR ‘I'R.'.INII‘K} GUIDIJECE AND PBRSONICEL WORKFRS IN COLLEGES AND UNIVERSITIES IN .1 study of Guidance and Student ‘ersonnel Training Programs at the Doctoral Level. TO: Graduated Doctoral Counselor Trainees .1. General Information Name A __ M F Last First Year School Attended ' Degre ' Major ' Minor 'Graduated ”3"” I 1 I I I I I ’ndergra unto ' LT— T ' s a I a I I I I Graduate ' "r 7 I“ I I I I I I l I Dactorate # F ' ' 7 I a n I I l I I Others ' ' T 3 I I I I I I I I B. Presently, what portion of your time is spent in counseling and guidance? :1. ______ Full b. ________ Part time c. __ Others (Please Specify) Instructions: In the following items, please place a check ( J ) in the apprepriate space. meer all item only in terms of your doctoral degree program? 2. In which department or college did you receive your doctoral degree? a. _____ Education b. Psychology 0. _______ Sociology and .‘nthropolegy d. _______ Administration ‘ , c u . . .. . , . . w _ i . , v . . w a i U l‘ .e v . s . . l . C. 3. h. 135 e. Others (Please Specify) f. f—v 80 How many academic years did you study on the doctoral level, from start to completion? 8. 1 year b. 2 years 00 3 years d. more than the above (Please Specify) While stucb'ing for the doctoral degree in which of the following were you principally enrolled? a. ___________ Full - time student b. __ Three - fourths time student c. ________ Half - time student d. ________ One - fourth time student 6. Less than the above Employment Please skip to section D on page I; if you are not presently employed in some capacity as a guidance or personnel worker. I. .'.re you employed by a. ________ An educational institution b. _______ Private industry 0. ________ Comunity agency d. __ Federal governne nt e. _______ State government 1’. ________ Local government so _______ Religious agency h. _______ Coordinated program (Please Specify) i. ________ Others (Please Specify) (1) (2) 2. 136 On what educational level is your present position? a. Elementary b. ._____ Secondary c. College d. Other (Please Specify) Please answer the following questions in the blank space provided at the end of each item: ’ 3. h. 5. How did you secure your present position? College Placement Bureau , Professional Placement Bureau , Major Professor , Personal Contact l . Did you secure your position before or after receiving the doctoral degree? Before After Do you.feel that your doctoral training is related specifically to your present duties? Yes No D. Evaluation of Ibur Doctoral Training - 137 Please check ( /) courses or subject matter areas of training below in the columns at the left of the page on the basis of the following: Column 1 _ subject matter area .3 you think should.be emphasisc‘. Column 2 subject matter areas you think should be deemphasized. M“- --‘.~ Column 3 subject matter areas you think were most helpful Column h Subject matter areas you think were 1e.s hClEfUle SUBJECT MLTTER OF COURSES ) Development of Personality Org_niz .tion of Personality Theory of Personality Abnormal Psychology 1 0 Mental livgiene .Adelescent Psychology Individual Differences Group Organization Learning Theories ST 1_ : Intergroup Relationships 5 é I Understa.nding How People Learn Administration and Scoringfef Tests Interpretation of Mental Tests h SUBJET MISTER OF COURSE CON'T. 138 1 // Staitistical Understandin‘é‘f Tests --->-'- Counseliggéllechniques L A Apn- Directive gechniques Non-directive Tscl'uiigues o-‘w 00“? -———‘1-oa—.~ 1r~ ~a Eclectic Techniques Comxseling Practum‘ A Administrationfof Higher Education Organization of Higher Education jizilesophi of Higher Education Advanc ed Edmtiomychological iieasurements Personality Problems Diagnosis Occupational Analysis OccuBatignal Information Progective Techniques Psycho theram Remedial ReadingL Social Work if. Sociomctflc Techniques Speech Correction A Teaclfimigxperience chers 139 The following space is provided for aw other cements which you might have about your counselor training program. APPENDIX G COVERI NG IETTERS ‘I‘O COUNSELOR TRAINERS AND FORT-ER COUNSELOR TRAINE‘ES lho SOUTHERN UNIVERSITY DIVISION OF EDUCATION lhl April 17, 1957 Dear training programs for the North Central As ciation. This study is limited to colleges and universities that offe training in the area of Elementary School Guidance, Secondary School Guidance and College Personnel Work, leading to the doctoral degree. I wish to obtain information which will be helpful to professional counseling organiz a- tions and to institutions of higher learning interested in improvirg or extending training programs for prospective counselors and student personnel workers. As part of my thesis, I am conducting a SW doctoral counselor You are invited to participate and I earnestly seek your cooperation in this endeavor. Counselor trainers, as used in this study, refer to educators who serve in the capacity of training students to counsel individuals concerning problems which might be described as educational, vocational, mental hygiene and personal problems. You will find that the attached questionnaire can be checked in approfi- mately fifteen minutes. I shall be most appreciative of your filling in the questionnaire and returning it to me at your very earliest convenience in the stamped, self-addressed envelope enclosed for your convenience. All information will be regarded as confidential. For general information on items not mentioned in the format, I am asking your Registrar to forward me a catalog. In order that I may make a more thorough and comprehensive study of counselor training programs, please send me the names and addresses of all graduates who received the doctorate degree during the period 1951 through 1956. A summary of the reallts of this study will be sent to each individual who participates. Your interest and assistance are simerely appreciated. Very truly yours, Willis L. Wright Enclosure APPENDIX H LIST OF COLLEGES AND UNIVERSITIES ACCREDITED BY THE NORTH CENTRAL ASSOCIATION OFFERING DOCTORAL DEGRES IN ALL AREAS 1143 mHmH mama mama oama mama mamH MHmH mama mama mama Hmma HamH mama JNmH hama _ooeeeeeeo< open Hanover :eaumm nonsem .« chow soaooom .2 Hamaes ~8fiflm.mm25w awhsnmom .z_ono©oona ep>om .A xoanoooum mdfimz .m Geezer annex .n enema copmsax .¢ monogamq HoHHHE moOmom .n onflawmz .m mesmw chomsmpm .3 .o pouocom .9 mfifioq HHospro .9 anew seamen .N .o oeaeoeoxm Hodge nonn<_q:4 wcaoeog seem hgao oon mead ween espoz oeeeaeefl oopw2HEoon Owens one scene: omeoflno omeoaao n:m_qopmce>w owwofino eHHH>comxvmw mmcfiumm ovmnoaoo oHHH>eppohem nomads sowpeooq ammwnofiz mo hpfimnobfle: asseno>aes oeeem aowaaonz eeeH eo_soaeooeaa= oeoom omoaaoo ooeem eon mean enpoz mo mpfimnobfiss seameoeaep mucosa hpfimne>fioa woefieoH eaoaaHeH so seemeosaop ommoflno no hpfimuobacb mpfimnm>fisb shopmmanpnoz hpflmnmpflsp «Hohoq amoaoaaeoa mo oeapaeeoH eaoaeHHH emoHHoo opmpm oemnoaoo memquh< mo hnwmnopdca esonan<_mo hflamnm>fiom eoflafififi 11:5 0mm.” mama mama mama mama mama mama mama mama seafloouood meme 93 .m .a. sewage: .m .858 5&3 .0 Spam: ppmoswh .o cowboz soaooem .m .< eefim mHHHm LmEHm fiofiom .9 Home fishes A .H. anemone .m . o oefiaooxw. .830 Spgmuom n0pm3aaavm Hpmqqflosflo monssaoo mfldoq .pm «Zoe one egossfioo mfidoq .pm mwaomwoqsflz eaoeeen monsoon aeeeooeép Seams; e83 owofloo 2 a a oaoaefio semicolons .3 Samoan: Essie: 33m 9.28 hpamno>flqb sopmownmmz 2:832 mo Essences: $2.835 mason .em mpomocqflz mo mpflmpo>flcp mousse: 33m enema 8383qu APPENDIX I SUICMARY OF COURSE LISTINGS IN CATALOGS OF THE INSTITUTIONS INCLUDED IN THE STUDY 1&6 11:7 eaoaefiaemfi Room USE om. 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