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THE SCHOOL COUNSELOR'S ROLE AND ITS COMPONENTS
AS VIEWED BY MEMBERS OF THE ROLE-SET:
MISPERCEPTION OR CONGRUENCE?

By

Boyce Courtney Williams

A DISSERTATION

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

DOCTOR OF PHILOSOPHY

Department of Counseling, Personnel Services
and Educational Psychology

1980

‘ I

(If. II’I7 ‘7’”/

ABSTRACT
THE SCHOOL COUNSELOR'S ROLE AND ITS COMPONENTS

AS VIEWED BY MEMBERS OF THE ROLE-SET:
MISPERCEPTION OR CONGRUENCE?

By

Boyce Courtney Williams

The major purpose of this study was two fold:

(l) to note any discrepancies between the actual functions
of East Lansing's counselors and the counselor's functions
as perceived by counselors, administrators, teacher con-
sultants, and teachers; and (2) to generate information
about counselor functions from counselors, administrators,
teachers, and teacher consultants.

0f secondary interest were the perceptions of coun-
selors, teachers, administrators, and teacher consultants
of the perceived counselor competency level as well as the
utilization of the perceived level of competencies among
the groups.

For this study, the general population consisted of all
counselors, administrators, and teacher consultants who
worked in a building where a counselor was present. A ran-
dom sample of teachers, each from an identified building,
was also included in the final sample. The sample included
34 respondents.

One instrument was used in this study to provide the

necessary data, Measurement of Counselor Competencies, by

Boyce Courtney Williams

Robert Percival. This instrument was designed to assess
counselor competencies necessary for the adequate perfor-
mance of roles and functions. This instrument, along with a
supportive cover letter from the Superintendent, was sent
to each of the persons who were included in the sample.

The Multi-Variate Analysis of Variance (MANOVA) was
used to test the two hypotheses. Each hypothesis was
tested for significance at the .05 critical level. In ad-
dition the Univariate F-test, one way ANOVA techniques and
descriptive statistics were used to provide answers to sub-
sequent questions related to the study. The ANOVA tech-
niques tested for significant differences between positions
on the various subscales used in this study. The .0125
level of significance was used to analyze the results of
the ANOVA procedures. For the relationships that indicated
a significant difference, the Scheffe post hoc comparison
technique was conducted to localize the area of significance.

The results of this study can be summarized in the

following manner:

1. There is a significant difference between counselors,
administrators, teachers, and teacher consultants in
their perceptions of the competencies of counselors.

2. Administrators, teachers, teacher consultants, and
counselors do differ significantly in their percep—
tion of the frequency of the utilization of counselor

competencies.

More than a woman, she was my
dearest friend. She was always there
when no one else was around, and always
giving of her total self.

She never laughed at me when I
made mistakes, for when I was hurting,
she was hurting. She always stood beside
me, never in front or behind me. She was
as strong as an oak tree, yet as gentle
‘as a morning rainfall and as beautiful as
a sunset; everlasting beauty that will
never perish. And how truly and wisely it
has been said, "God gave us memory so that
we might have roses in December."

C. S. Medina
DEDICATION

To my mother, Roena Courtney Williams
(1921-1977) whose undying love, continued support,

encouragement and words:

"When I must leave you for a little while,
Please do not grieve and shed wild tears

and hug your sorrow to you throngh the years,
But start out bravely with a gallant smile;
And for M: sake and in M! name
Live on and do all things the same,

H. S. R.

made it all possible.

ii

ACKNOWLEDGMENTS

I have received guidance and support from many people
throughout the writing of this dissertation.

I thank Dr. Gloria Smith, Chairperson, and the fol—
lowing members of my committee for their time, energy, and
professional assistance: Drs. Thomas Gunnings, Lawrence
Lezotte, and Michael Moore.

I want to express my appreciation to Dr. John
Schweitzer for his assistance in the statistical analysis
of this study.

Thanks to Ms. Sandi Watts, dear friend and typist,
for her time and energy in typing endless rough drafts of
this study.

I am indebted to Dr. Beverly Ann Parker, friend and
colleague, for her support, patience, understanding, and
continual assistance in the analysis of this study.

A special thank you is extended to my sister, brother,
and maternal cousin, but especially to my father, Frank
Jefferson Williams, Sr., and to my aunt, Oree Courtney
Robinson, for providing a constant source of inspiration and

encouragement .

iii

TABLE OF CONTENTS

LIST OF TABLES

LIST OF APPENDICES

CHAPTER

I.

II.

III.

INTRODUCTION

Related Research . . .

Background and Purpose of the Study .

Theoretical Framework . . . . .

Assumptions, Limitations and.
Generalizability .

Definition of Terms

Summary .

STUDY DESIGN AND PROCEDURES .

Description of Population .
Sample

Instrument .

Reliability .

Administration and Scoring of Instrument

Operational Definitions
Data Analysis

Tests Used

Summary .

ANALYSES AND RESULTS
Part I: Analysis of Major Hypotheses

Part II: Related Discussion of Results
Summary .

iv

Page

vi

vii

11
14

16
19
21
21

26
30

31
34
34
35
36
37

47

CHAPTER Page

IV. SUMMARY AND CONCLUSIONS . . . . . . . . . . . 49
Review of the problems . . . . . . . . . . . 49
Implications for Counselors . . . . . . . . . 55
Implications for Administrators . . . . . . . 57
Overall Implications . . . . . . . . . . . . 58
Limitations . . . . . . . . . . . . . . . . . 59
Implications for Future Practice . . . . . . 59
Summary . . . . . . . . . . . . . . . . . . . 61

APPENDICES . . . . . . . . . . . . . . . . . . . . . 63
LIST OF REFERENCES . . . . . . . . . . . . . . . . . 93

LIST OF TABLES

Sample Distribution by Level and
Position . . . . . . . . .

Sample Distribution by Age .

One-Way Analysis of Variance for
Coordination Competency by Position

Scheffe Procedure for Comparisons of
Groups on the Competency Coordination
Subscale .

Cell Means for Perceived Counselor
Competencies by Position .

Cell Means for Perceived Utilization
of Counselor Competencies by Position

vi

Page

24
24

39

41

43

44

LIST OF APPENDICES

Appendix

A.

Cover Letter to Participants in Guidance/
Counseling Workshop, Strength/Weakness
Survey from High School Students, Parents,
Middle School Students, and Teachers

Author Approval Letters to Use Instrument

Cover Letter from Superintendent About
Study to Counselors, Administrators,
Teachers, and Teacher Consultants

Survey Explanation Sheet, Demographic
Data Sheet, and Instrument

Written Concerns from Counselors Who
Responded to the Instrument

Figure of Role-Set

vii

Page

63

70

73

74

91
92

CHAPTER I

INTRODUCTION

The 1970's have seen the counseling profession facing
an increasing amount of pressure from.the communities serv-
iced in order to prove its accountability and credibility.
This pressure is seen by a lack of support for programs
and impingement by other professional groups. Counselors
are being held more accountable for services they deliver
every day. With the move toward increased accountability,
the need for clarification of the different activities
which counselors perform in meeting pupil needs are critical.
As long as there is an apparent overlap among counseling
service delivery systems, counselors will continue to lack
an understanding of their role, duties, or expectations, as
well as conflicting views of the profession.

Educators have pointed out the importance of focusing
on what counselors should be trained to do (Sprinthall and
Erickson, 1973). For the most part, graduate training
programs have been criticized as being ill-defined and
lacking in any formalized structure. For example, Sprinthall
and Erickson (1973) reported the difficulty in finding a
particular rationale for the courses offered. In addition,

their findings reported a lack of assessing the impact of

the training experience; and a lack of internal reliability
and validity to the curriculum sequence.

Brammer and Springer (1971) concurred with this con—
cept. They stated that there is a strong need to determine
what competencies (skills) counselors need in order to perform
their roles effectively. The role needed by counselors must
be accompanied by the skills needed to perform the job ef-
fectively. However, lack of clarity in role and responsi-
bility of the counselor, many times reflects a lack of
clarity in the skills of the counselor. The major intent
of this paper is to examine the counselor (focal person)
role and its components as viewed by teachers, teacher con-
sultants, and administrators (role-set). The isolation of
any misperceptions or congruencies in this examination
should provide members of the role-set with a basis for es-
tablishing efficient and effective service. In order to
examine these variables, perceptions of the focal person's
skills and their frequency of occurrence, as viewed by the

focal person and the role-set, will be identified.

Related Research

"The April 1963 issue of the Review of Educational

 

Research, stated that the counselor's role and function was
the most frequently researched area in the field of guidance
and counseling" (Dietz, 1972). For example, Schmidt (1959),
Daldrup (1962), Ashcroft (1966), and Campbell (1967) have
all studied extensively counselor role and functions by ex-

amining counselor activities.

Many authors have reviewed the field of guidance and
counseling literature, highlighting great variability in
how counselors are professionally prepared, and how they
perform on the job. McCully (1962), in a review of the
literature on role and function in guidance and counseling,
found no consensus in identifying the essential and pri—
mary services offered by counselors as a professional
group:

Now what about the counselor's role . . . what

do school counselors find themselves doing on

the job? The studies and surveys reviewed . .

reveal that different counselors do different

things to a notable degree; that in the aggre-

gate they do a plethora of things, many of

which involve clerical and administrative work;

and what they seem to be doing least generally

is counseling (p. 684).

Barry and Wolf (1963), stated that there are no issues
more pressing on the field of guidance and counseling than
those focusing on counselor roles and functions. They
state that though questions dealing with what a counselor
should do are not new, added responsibilities and multiple
roles tend to complicate what the counselor can actually do.
They further state that:

even within the confines of a single in-
stitution, administrators, faculty members,

parents, and students may all have different

views of the guidance-personnel workers --

views that in no way coincide with that worker's

conception of his own role (p. 127).

At some point in time, counselors must ask themselves

what services they feel they can best perform. Thorough

research and discussion among counselors is probably the

4

only way a clearer definition of the counselor's role and
function will ever become real.

To meet the apparent confusion in counselor role and
function, Lortie (1965) suggested a strategy for counselors,
as well as a blueprint for professionalization. He stated:

The continued development of counseling services
is, in my opinion, crucial in the construction
of a more specialized, rational order in the
public schools -- a kind of order which will be
more and more necessary in the years ahead. The
issues involved in refining counseling activities
are too critical to set aside: of the questions
pressing for scrutiny, few are more urgent than
the professionalization of school counseling

(pp. 3-4).

In the middle 1950's, role and function guidance re-
search studies began to receive a great deal of emphasis.
With this development, a number of writings surfaced. This
present investigation of role and function of counselors in
East Lansing should have implications for developing a con-
sistent role definition of counselors among themselves, ad-
ministrators, faculty members, students, and the public.

Although as a primary working concept counselor
role and function is of recent origin, the tasks
of the counselor were given secondary and cur—
sory attention for many years . . . with the ad-
vent of great social and industrial changes in
the late eighteenth and early nineteenth cen—
turies, guidance and counseling were formalized
into statements of goals and functions . . . of
the federal government, influence of professional
associations, and counselor educators stimulated
research into counselor role and function. Role
and function of counselors is a concept that con-
tinues to be evolutionary in nature (Campbell,
1967, p. 11).

The concept of counselor role and function evolved

through a planned stage in which the opinions of the

individuals and the statements of professional associations

and governmental agencies were formulated. Research on

counselor role and function was a recent development in the

evolution of the guidance and counseling movement.

In a study to determine those responsibilities and

functions which Missouri counselors believed their position

should entail, Tennyson (1956) drew the following conclusions:

1.

Counselors were not completely satisfied
with their jobs, as they carried out their
functions.

Counselors did not have sufficient time to
perform their desired job; they spent quite
a bit of time performing teaching tasks and
doing academic advising.

Counselors perceived their jobs as being
problem-oriented.

Counselor training did not affect the kind
of activities counselors performed.

Counselors' job perceptions showed great
variability existing in both the time spent
on guidance functions and how time should
be spent.

In 1962, Daldrup conducted a follow-up study to

Tennyson's (1956) study of Missouri counselors. In his

study, the following conclusions were reached:

1.

There is still a great deal of discrepancy
between what counselors actually do and
what they feel they should be doing.

The perceptions of what a counselor's job
function should be has been consistent
from 1956 to 1962.

The facilities and resources which coun-
selors now have at their disposal are gen-
erally satisfactory, but the counselor
could probably be more effective on the
job if he had more clerical assistance and

‘more adequate referral services (Daldrup,
1962, p. 2370).

In looking at the Missouri counselor research of
Tennyson (1956) and Daldrup (1962), it appears as though
what counselors felt they were doing was not in agreement
with what they felt they should be doing. This was the
perception in 1956 and it did not change in the 1962 study.

In 1959, Schmidt developed a Q-sort of counselor roles,
with the assistance of the functions that Tennyson (1956)
developed. Using the Q-sort technique, he identified and
compared concepts of the actual and ideal roles of secondary
school counselors as perceived by the counselors and sec-
ondary school principals. Results from Schmidt's (1959)
study showed that:

l. Counselors and principals perceive a

positive relationship between the actual
and ideal roles of the counselors.

2. The relationship between the counselors'

and principals' perceptions of the £922;

selor's actual role is on the average,
positive, but limited.

 

3. The relationship between the counselors'
and principals' perception of the coun-
selor's ideal role is on the average,
poSitive, but limited (pp. 3635-3636).

 

Overall, the results suggest that counselors actually

and ideally tend to consider vocational and educational coun-

 

seling, personal and social counseling, interpreting test
results, and interviewing teacher-referred students to be
their major responsibilities. Principals actually and

ideally tend to consider vocational and educational coun-
seling, personal and social counseling, interpreting test

results, maintaining occupational and educational information,

and identifying exceptional students as major responsi-
—bilities of counselors.

Frederick (1961), in a study of thirty-one Missouri
secondary school counselors, teachers and principals, identi-
fied and compared the concepts of the actual and ideal roles
of the secondary school counselors as perceived by the above
named groups. Frederick (1961) found:

1. Secondary school counselors, teachers, and

principals perceive the present counselor
function to be represented by counseling
students on vocational and educational
planning, interpreting test results and
personal and social counseling.

2. The ideal role of secondary school coun—
selors is perceived by counselors, teachers,
and principals to include educational and
vocational counseling, personal and social
counseling and test interpretation (PP.
2684-2685).

Lund (1962), using a Q-sort technique, compared and
analyzed the perceptions of the ideal counselor role as
held by teachers, principals and counselors of Minnesota
schools. In this study, Lund looked at the group's overall
perceptions of counselor role and function. In summary, he
found the following:

1. The correlation between counselors and

counselor educators, principals and
counselor educators, teachers and couna
selor educators in perception of counselor-
role was significant at the .01 level.

2. In 82.5 percent of the schools in Minnesota,
the counselors were found to be in closer
agreement with the principal than with the
teachers.

Overall, counselor educators, counselors, principals,

and teachers tended to agree on which counselor activities

and functions were most favorable and which were most un-
favorable. The four groups were almost in complete agree-
ment that the three most appropriate functions were:

1. to counsel students on vocational and educa-

tional planning;

2. to counsel students with personal and social

problems; and

3. to interview students referred by teachers.

The four groups were in complete agreement that the three
most inappropriate counselor functions were to periodically
take the classes of absent teachers, to carry on the work
of the principal in his absence, and to record absences and
tardies (Lund, 1962, p. 1481).

Bedi (1962), in looking at the role of the high school
counselors as perceived by high school seniors, parents,
teachers, administrators, and counselors, found that all the
participants were in general agreement about the most im-
portant and least important aspect of the counselor role
images. Finally, all the participants perceived the coun-
selor role images to be multi-dimensional. Administrators
did, however, view the role of the counselor as being more
complex than other groups viewed them.

In assessing the above studies, it becomes apparent
that the role and function of the counselor is a highly
varied one. While teachers and administrators tend to agree'
on what kinds of activities counselors should engage in,

the counseling profession still seems to be void of any

clear, succinct definition of the role and function of the
counselor. Dunlop (1964), in a study of perceived coun-
selor tasks, found that parents and students supported
counselor performance of administrative-clerical tasks.
This task was rejected by counselors and counselor edu-
cators. Dunlop (1964) also found that teachers and admin-
istrators supported counselor performance of teacher-like
behaviors, whenever counselors did not. Further, parents
and students expected counselors to be advice-givers. All
groups rejected the appropriateness of the counselor func-
tioning as a disciplinarian.

Ashcroft (1966) conducted a study to determine the
correlation between actual counselor working conditions,
duties and responsibilities as compared to those proposed
by the American School Counselor Association's statement
of policy. The data concluded that only 36 percent of the
schools have a written policy concerning the specific du-
ties of the counselor. The main difficulties experienced
in counseling, as seen by the Ashcroft (1966) study in-
cluded:

1. Lack of a guidance philosophy common to the entire

system.

2. Lack of written policies concerning the specific

duties of the counselor. ‘

3. Assignment of duties not related to guidance and

counseling.

4. Responsibility for large amounts of clerical duties.

10

5. Inadequate means of informing students of educa-

tional and vocational information.

Dietz (1972) further stated that individuals in the
counselor's school environment, such as administrators and
teachers, have a direct effect upon the counselor and his
activities. Many counselor educators have heard counselors
state, in class, that without the actions of the principal
and teachers, they would be able to better accomplish cer-
tain tasks and experience fewer frustrations (Payne, 1965).

Herr (1969) conducted a study of 113 counselor super-
visors from 37 states. The study concluded that there re-
mains fundamental discrepancies between what the school
counselor "ought to be about" and what "he is about." It
was found that this was particularly clear in the areas of
group processes of guidance and counseling, research and
evaluation, interpretation of data about students for use
in curriculum design, and parental understanding of their
children and the school. The study further concluded that
there is substantial disagreement among supervisors as to
whether counselors work cooperatively with other profes—
sionals in various instructional dimensions of the school.

While this study was not limited only to an analysis
of the perceptions of state guidance supervisors, it was

'relative to the appropriateness of an array

of counselor functions and the actual per-

formance of these functions by counselors -

to discrepancies between reality and recom-

mendations - it could be stated that admins

istrative decisions, lack of time, lack of
facilities, lack of manpower, lack of fiscal

11

support . . . each mitigate against the

counselor functioning in certain recom—

mended ways (Herr, 1969, p. 256).

Background and Purpose of the Study

In 1978, the East Lansing School Board decided to take
a look at the district's counseling program. One of the
issues raised by the Board was the need for guidance serv-
ices on the secondary level. Some of the questions were:
If counseling and guidance are seen as a positive and viable
means of educating our youth, how could the district effec—
tively utilize the guidance and counseling services? More
specifically, how could the practicing counselors best or—
ganize their time to make the most effective use of their
skills? While the need for guidance and counseling has been
receiving increasing support, no such general agreement ex-
ists as to the nature of the counselor's role in a public school.
The typical program of counselor preparation exposes the pro-
spective counselor to the varied guidance services and seeks
to enlarge the counselor's understanding of numerous guidance
tools and techniques. Most of these techniques are student—
centered and relate to the counselor's responsibility in fa—
cilitating self-direction. However, in the actual public
school work setting, the counselor is faced with any number
of duties that he may consider only remotely related to his
position.

In the spring of 1978, the Superintendent of the East
Lansing Schools called a two-day workshop with representa—

tion from all levels: professional teaching and counseling

12

staff, East Lansing School Board, K—12 administrators,
parents of students, and students. Under the guidance of
trained group leaders from Michigan State University, the
participants worked intensively and extensively to list con-
cerns of the current counseling programs and intervention
strategies that could effectively address the stated con-
cerns. Parents of students attending East Lansing Public
Schools were randomly selected. From a list of concerns,
parents ranked their perceptions of the effectiveness of
the current counseling program. The criteria used was a
general consensus of all present at the two-day workshop.
After the criteria was listed, a random sampling of East
Lansing Public School parents, teachers, and students were
asked to respond to a Likert type scale ranging from
Strongly Agree to No Opinion. The results from both the
workshop participants and the parent responses reflected
the need for a more defined counseling structure. They
selected the following items from the list: a basic clear-
cut philosophy; more personal counseling; additional coun-
selors on the elementary level; continuous communication be—
tween parents and counselors and between community and
school; and a clear definition of the counselor's role, cul-
minating in outreach efforts for action-oriented involve—
ment among persons from special populations. (See Appendix A)
The list is endless; however, the workshop provided no
feedback that reflected the perceived level of competencies/

strengths of East Lansing counselors. It was stated that the

13

recommendation from this workshop body would be highly con-
sidered for action by the Board for the school year 1979-80.
The results focused on (a) the lack of counseling service in
seven elementary schools; (b) counselors not being seen as
student advocates; (c) the lack of communication among coun-
selors; (d) the lack of a counseling philosophy and role
definition; (e) counseling services in K-12 not being co-
ordinated; (f) counselors not being accessible when needed;
(g) the lack of career, personal-social, and academic coun-
seling, etc. The author approached the Superintendent to
see if they could work together, yet independently, to gather
necessary information that would help in assessing the over-
all counseling program and finally make a recommendation to
the Board based on both negative and positive input from all
sources. The Superintendent agreed. At this point, the
author undertook the task of evaluating the perceived activ-
ity level of East Lansing school counselors.

The purpose of this study is two-fold. The first pur-
pose is to note any discrepancies between the actual func-
tions of East Lansing counselors and the counselor's func-
tions as perceived by counselors, administrators, teacher
consultants, and teachers. Secondly, it is the purpose of
this study to generate information about counselor functions
from counselors, administrators, teacher consultants, and
teachers which will enhance the clarification and reorgani-
zation of East Lansing Public Schools in regard to their

(counselor's) role, function, and professional development.

14

Theoretical Framework

Katz and Kahn (1978) have introduced the concept of
role episode which sequences the activities of role-taking.
They purport that role expectations and the sent role con-
stitute the motivations, cognitions, and behaviors of people
in the role-set. In the context of this study, the role-
set is primarily made up of administrators, teachers,
teacher consultants, and counselors. The role episode se-
quence is completed with the recognition of the perceived
role and the role behavior of the focal person (in this
study reference is made to counselors). Role prescriptions
can be communicated to the focal person through his own per-
ceptions, through members of the role-set or through the
mechanisms of training programs. (See Appendix F)

The hypotheses that will be tested in this study will
show elements of where the role episode is weak or strong in
relation to the immediate role-set in which counselors func-
tion. Counselors themselves, as well as the other members
of the role-set (administrators, teachers, and teacher con—
sultants), have perceptions concerning whether particular
competencies are sufficient or insufficient to be effective,
which positively or negatively affect the counselor.

Results from this study will be very beneficial to per—
sons in counseling service delivery positions. It must be
clear to them and to those who are responsible for making
decisions about delivery, that the role, the different activ»~

ities counselors perform in meeting pupil needs and specific

15

functions of counselors must be generalized to the clientele
that is being serviced.

The role of the manager is to direct, advise, and to
coordinate as perceived by Campbell, et. a1. (1970). Ac-
cording to their definition a school counselor may be seen
as a manager or a supervisor. The counselor is responsible
for management delivery of counseling services to students,
parents, and teachers. Campbell, et. al.(l970) state that
the effective managerial behavior develops out of complex
interactions between nmnagers' (counselors') personal
traits, demands placed upon them by different job situations
and the educational feedback and reward systems developed
by their organizations's policies and practices.

Therefore, the effective counselor would likely be one
who has developed an effective manner of managing the in-
teraction between his own personality make-up, his job re-
quirements and responses received concerning his performance.
Basically, counselor effectiveness may be defined as being
where one is supposed to be and doing what one is supposed
to do. However, the system being addressed in this paper is
the public school. The public school exists for public edu-
cation; therefore, there are any number of groups (com-
munity, board administrators, and counselors) who may pro-
vide input into the counselor's role and function, thereby

affecting the counselor's effectiveness.

16

Assumptions of the Study

For purposes of this study the following assumptions

were'made:

l. The questionnaire was inclusive enough in scope
to assess the current status of guidance and
counseling in East Lansing.

2. Counselors and other respondents were motivated
to respond to the questionnaire in a professional

manner .

Limitations of the Study

The limitations recognized in this study were as fol-

lows:

l. The population sampled was confined to the East
Lansing Public School system. Thus, the findings
may be applicable to only that population.

2. The questionnaire method of obtaining data was
subject to the frame of reference of each respon-

dent.

Generalizability of the Study
Because of the use of standardized instruments, the re-
sults of this study can be generalized to other populations
only to the extent that other populations have similar char-
acteristics to those of the population used in the experi-
ment and only in relation to the specific presentations used.
This generalization aspect of the study is in agreement with

commonly accepted research principles.

17

Definition of Terms

In pursuing the role and function of counselors, these

term definitions were used:

1.

Areas of CounSeling - Those identified by Robert

 

Percival in the Competency-Measurement Instrument

 

for Evaluating School Counselors:

 

a. Counseling - role, rapport, evaluation of in-
teraction, provision of information, growth,
recognition of limitations, formulation of
method, understanding behavior, dynamics,
play, ethics, theories, responsibility.

b. Consultation - rapport, orientation, organi-
zation, confidentiality, facilitation of come
munication, maintenance of communication,
interpretation, consultation, program interpre-
tation, integration, assistance, parents.

c. Coordination - preparation of information, un-
derstanding school, interpretation, coordina-
tion, identification, curriculum material.

d. Organization and Evaluation - needs, supervision,
evaluation, development, planning, implementation.

Competencies - identifiable skills necessary for

 

the counselor to perform expected duties.

COmpetency Skills - specific performance areas

 

necessary to determine competencies.

Counseling Delivery System - the structure through

 

which counselors, teachers, and administrators

18

devise communication and operational networks to
approach client problems and needs.

5. Counselor — certified, professional counselors.

 

These persons possess master's degrees or the
equivalent in pupil personnel services.

6. Frequency - how often one utilizes a competency.

 

7. Function - refers to methods used by counselors in
helping students and adults, and in performing
other related tasks.

8. Performance - the counselor's demonstration of his

 

competencies in performing his expected role and
duties.

9. 3913 is a social position characterized by personal
qualities and activities or responsibilities of
counselors which are normatively evaluated to some
degree by those in the situation and by others
(Gould and Kolb, 1964, p. 609).

10. Respondents - those guidance and counseling pro-

 

fessionals who have completed and returned the com-
petency-measurement instrument.

ll. Responsibilities are the tasks or expectations of

 

role accomplishment within the school setting to

which counselors have been assigned.

Hypotheses
The following hypotheses will be tested in this study:
Hypothesis 1: There is no significant difference between

counselors, administrators, teachers, and

l9

teacher consultants in their perceptions
of the functions of counselors.
Hypothesis 2: Administrators, teachers, teacher consultants,
and counselors do not differ significantly
in their perception of the frequency of the

utilization of counselor functions.

Summary

This chapter has covered a review of the literature,
the background and purposes of the research, and hypotheses
to be tested. Particular terms used are defined, and basic
assumptions held are listed.

There has been increasing concern within the profes~
sion of counseling over the need to improve counselor and
counseling effectiveness. A number of programs have pointed
out the importance of identifying what counselors should be
trained to do. Others suggested that counselor education
must re-examine its own structure, functions, purposes, goals,
relationships, and practices.

It must be noted, before we can assume that the above
factors limit counselor involvement with recommended func-
tion, one has to assume that the counselor is trained to per-
form the functions recommended, by Boards of Education and
State Supervisors, etc. In other words, the association be-
tween what is appropriate for the counselor to do, what the
counselor actually does, and what he is prepared to do should
be a collective, solid effort. If there does not exist a

strong relationship between all three interrelated dflmensions,

20

then the development of basic and much needed improvement
of the guidance program is cast in doubt.

In retrospect the studies conclude that indecision
and disagreement of perceptions of counselor functions are
appropriate but that the range of perceptions relative to
particular counselor functions tends to be greater.

Research on role and function of the counselor indi—
cated that consensus has not been attained within the coun—
selor group nor among other interested groups about what
counselors should be doing. Research also indicates that
there is a diversity of performance presently found in the
guidance movement.

Subsequent chapters will deal with the following major
concerns:

Chapter II - Procedures and Methodology

Chapter III - Analysis of Data

Chapter IV - Summary and Recommendations

CHAPTER II

STUDY DESIGNS AND PROCEDURES

The primary purpose of this study was to analyze the
role and frequency of utilization of counselor competencies,
as perceived and reported by counselors and other selected

staff members of the East Lansing Public Schools.

Description of Population

The population of interest for this study consisted of
counselors, administrators, teachers, and teacher consul-
tants in the East Lansing Public Schools, where elementary,
middle, and secondary level certified counselors were pres-
ent (N = 42).

All certified counselors in the East Lansing Public
Schools were included in the target population (N = 12). In
this system, building administrators serve as direct super-
visors to the certified counselors. The administrators'
perceptions of the counselors' roles and functions are gen-
erated by the daily observance and contact with the coun-
selors. In addition, these evaluative performance measures
for the counselors' perceptions are used. Therefore, all
building administrators who served as counselor supervisors
were included in this study (N = 10).

As part of counseling service delivery, certified coun-

selors are responsible for: facilitating communication
21

22

between student and faculty, interpreting the teachers'
approach to student learning and social-emotional needs,
and providing assistance to teachers in the integration of
appropriate individual- and group-counseling procedures

in the regular classroom. Therefore, teachers were also
selected for inclusion in this study (N = 16).

Teacher consultants are those teachers ultimately
responsible for the learning program of students who have
been designated as "learning disabled." These students re-
ceive special education services from the teacher consul-
tants on an individual basis, but the students are also
mainstreamed into the existing classroom learning environ-
ment. The teacher consultant's individual contact time
with a special education student is greater than that of a
regular classroom teacher. It is the ultimate goal of the
Special Education Program that, through counseling with
parents and students, coordinating efforts among groups,
consulting with other significant parties, and on-going
monitoring and evaluating of student services, these stu-
dents will eventually return to the regular classroom. Con-
sidering the unique role of the teacher consultant in coun-
seling and teaching service delivery, it became apparent

that teacher consultants should be included in this study

(N = 4).

23

Sample

The sample for this study included all certified coun-
selors employed by the East Lansing Schools who responded
to the instrument. It also included all administrators,
teacher consultants, and a selected group of teachers in
those schools where a certified counselor was also employed.
There was a resulting total sample size of 34 persons: 10
counselors, 9 administrators, 11 teachers, and 4 teacher
consultants. Table 2.1 provides a display of the actual
sample breakdown by respondent population and level. Of
the total sample, 21 were male and 13 were female. Table 2.2
shows the age distribution of the respondents.

On the high school level, there were 4 administrators,
of which 3 responded. Of those who responded, 2 were male
and 1 was female. They were between the ages of 31-55,
and they all possessed at least a Master's degree, with l
administrator holding a Ph.D.

There was 1 teacher consultant who serviced the high
school and also responded to the questionnaire. She was
between the age of 31-35 and possessed a Master's degree.
Using the Random Numbers Table, 5 teachers were selected
from a professional staff of 96 persons at the East Lansing
High School. Of the 5 selected, 3 responded to the ques-
tionnaire. Two of the teacher respondents were male and l
was female.

There were 7 certified counselors on the high school

level, and 5 of those counselors responded to the instrument.

24

Distribution of Respondent Sample by Level and Position

Table 2.1. Sample distribution by level and position.

 

Elgm; Middle HLSL Iggal
Counselors 1 4 5 10
Administrators 2 4 3 9
Teachers 2 4 5 11
Teacher Consultants 1 2 l 4

 

Distribution of Respondent Sample by Age

Table 2.2. Sample distribution by age.

 

Over
Age 26-30 31-35 36-40 41-45 46-50 51-55 55 Total

 

N 7 11 4 5 3 2 2 34
Z 20 32 12 15 9 6 6 100

 

25

Of the 5 who responded, 2 were male and 3 were female.

They ranged in age from 31 to over 55. All possessed a
Master's degree in counseling. All 4 building administrators
on the middle school level responded to the questionnaire;

3 were male and 1 was female. They ranged in age from

26-50. Three of the administrators possessed Master's de-
grees and l possessed a Ph.D.

Of the 6 middle school teachers selected to participate
in the study, 4 responded to the questionnaire, 1 male and
3 females. Their ages ranged from 26-45.

Both teacher consultants from the middle schools re-
sponded to the questionnaire. One was female and l was
male, and they were in the 26-35 age range. The 4 middle
school counselors responded to the questionnaire. Two were
male and 2 were female. The counselors ranged between
26-45 years of age, and they all possessed Master's degrees
in counseling.

On the elementary level, there were 2 buildings which
shared the services of 1 certified counselor, who was be-
tween 26 and 30 years of age and possessed a Master's de-
gree in counseling. Also on the elementary level, both
building administrators, 1 male and 1 female, returned the
questionnaires. They both possessed Master's degrees.

There were 4 elementary teachers selected to partici-
pate in this study, of which 3 responded. Of the respondents,
2 were female and 1 was male. Two of the respondents pos-
sessed Master's degrees and l possessed a Bachelor's degree.

The ages of these respondents ranged from 26-40.

26

Two teacher consultants serviced both elementary
schools, and both returned the questionnaires. One teacher
consultant was female and l was male, and they were between
the ages of 26-55. Both teacher consultants possessed a

Master's degree.

Instrument
The instrument used in this study is entitled: A
Competency-Measurement Instrument for Evaluating School

Counselors (See Appendix D). The instrument was developed

 

by Robert Percival in 1974. The State of Texas, under the
requirements of the Texas Education Agency, was expected
to have all teacher education programs competency-based.
With the advent of competency-based training came a necessity
to do new research in measuring counselor performance as well.
”To keep pace with this need for evaluation, all identifiable
competencies in the future must be measurable" (Ryans, 1967).
To implement these requirements in the field of counseling,
Percival's study prepared an instrument for measuring coun-
selor competencies.

Those who demonstrate these competencies

identified by this instrument as essential

to effective counseling can greatly improve

school guidance programs and be accountable

for their results (Houston, 1972).

The study, A Measurement of Counselor Competencies, de-
velops the first instrument designed to accompany the con-

cept of competency basing in counselor training.

Step 1 - The process began with a composite
list of some 1656 competencies and subordinate

27

skills enumerated by the universities
(three) and the Texas Education Agency,
pioneering the concept of performance-
based counselor training. A total of
685 competencies were identified by the
University of Maryland's competency-
based counselor training program.

The Texas Education Agency's publication,
"The School Counselor" was used in de-
termining essential competencies needed
by counselors. The Agency outlined four
broad areas of competencies: planning,
organization, evaluation counseling, con-
sultation, and coordination. Twenty com-
petencies and 84 skills were identified
in these four areas. The paper also sug-
gested personal qualities the counselor
should possess for maximum effectiveness
(Percival, 1974).

The East Texas State University's model identified
fourteen areas of competency and the North Texas State Uni-
versity's model offered 571 competencies in ten broad areas
of counselor function.

Step 2 - A select committee of eight practicing

public school counselors - screened, refined, and

combined the competencies until the list numbered

192 (Percival, 1974).

Step 3 - The criteria for including the competency

in the instrument had to be determined. The in-

strument itself also had to meet the criteria which

follow:

a. It must be valid; experts in the field should
agree on its significance.

b. It must be multi-level; its application must
be possible on all levels of counselor as—
signment from elementary through high school.

c. It must be easily administered.

d. It must have diagnostic value.

e. It must be of general nature.

f. It must be applicable and usable.

28

g. It must be short enough to maintain
interest and yet detailed enough to
cover the field.

h. It must be consistent with the areas of
guidance as identified by the Texas Edu-
cation Agency: counseling, coordination,
consultation and organization, and evalu-
ation.

Each competency included in the validating instru-
ment had approval of the entire committee.

Step 4 - The competencies included in the instru-
ment had to be validated. The validating experts
passed judgments on the 192 competencies submitted
to them for review in a preliminary instrument.
They reviewed each specific competency on a purely
objective basis of its importance to the counselor.
Acceptable competencies were rated on a five-point
scale, relative to their degree of importance to
the counselor. The following is a list of 192
skills categorized for evaluation:

 

 

Competency Area Skills Sub-Skills
1) Counseling 14 69
2) Consultation 12 48
3) Coordination and 7 48
Evaluation 6 27
39 192

* 192 skills for evaluation *

Only those skills which the respondents gave at
least a 2.5 point on the average rating on the
5-point scale were included in the finished in-
strument. Of the 192 items listed and submitted
to the respondents, only 12 were rejected. For
most of the 12, however, there was a consistent
rejection pattern between the three different re-
viewing groups.

Step 5 - Experts in the field of guidance had to
be selected to evaluate the competencies. Step 5
was implemented by selecting guidance experts
from different fields within the profession. Se-
lected for their qualifications in guidance and
counseling, these validation experts represented
ten major Texas universities, twenty Texas Educa-
tion Agency service centers, and major school
districts.

29

From these 33 sources, 60 representatives were
selected to receive preliminaries as it related
to the instrument; ten professors specializing
in guidance (one from each university), twenty
guidance consultants (one from each service cen-
ter), and thirty practicing public school coun-
selors (ten from each district). This consider-
able number of representatives from the three
major sources of counseling expertise within
the state were chosen to assure that the com-
petencies finally selected and validated would
represent those of the most relevant and practi-
cal nature.

Step 6 - The method used in reporting the find-
ings was graphic as well as arithmetic averages.

In respect to the twelve items that were rejected
from the 192 competencies originally listed, the
analysis of variance was applied to these twelve
items to determine whether there was any signifi-
cant difference in the ratings of the three re-
spondent groups. Only two of the twelve items
were significantly different at the .01 level.
This evidence supported the contention that all
respondents were consistent in evaluating com-
petencies.

Along with the finished instrument, the study
reports the average rating of each item, both
by each professional category and by all the
experts combined. Then, categorizing the com-
petencies into the areas of counseling, consul-
tation, coordination, organization and evalu-
ation, the study represents a graphic analysis
showing the score averages in these four skill
areas as rated by the three professions among
the validating experts. These profiles show

the relative validity of each sub-skill in the
four performance areas. The flexible instru-
ment derived from these ratings may be used

by individual counselors for self-analysis by
entire organizations for assessment and compari-
sons, or by other kinds of groups for Various
specialized purposes. Geared especially to
competency-based training, the instrument should
help counselor educators meet future needs more
effectively (Percival, 1974).

On the respective instrument, there were four subscales

and four areas of responses. The four subscales, as listed

30

by the Texas Education Agency, were: 1) counseling,
2) consultation, 3) coordination, and 4) organization and
evaluation (See Chapter I for definition of terms). The
four areas of responses included: 1) competency level,
2) interest level, 3) frequency level, and 4) demand level.
In this study, only two of the four areas of responses,
competency, and frequency were used.

Because of the newness of the instrument, there are
no known reliability coefficients resulting from the use

of this instrument.

Reliability

 

The method of rational equivalence (Kuder-Richardson
formula) was used to test the internal consistency of the
instrument used in this study. The Kuder-Richardson test
was used to identify the internal consistency of this test
through an analysis of the individual test items.

The following estimates of reliability for the use of

the instrument with the East Lansing sample were formed:

 

 

Competency Frequency
Counseling .91 .95
Coordination .93 .92
Consultation .95 .93
Organization and Evaluation .94 .87

The above coefficients were obtained on the four scales for

the levels of competency and frequency.

31

Administration and Scoring of the Instrument

 

1.

Permission was obtained from each of the respective
authors of the instrument (See Appendix B).

Because of expressed concern in the East Lansing
Guidance and Counseling Program, the Superintendent
of the East Lansing Public School System was asked
to draft a letter to all district-wide counselors
and administrators, asking them to complete the
questionnaire and return it to his office within
the next two weeks (See Appendix D).

After gaining permission from the Special Services
director, teacher consultants assigned to buildings
with counselors and performing counseling service
functions, were also asked to fill out the question-
naire.

Along with the cover letter from the Superintendent,
the instrument was mailed to all persons who were
listed in the sample. The instrument was scored

by obtaining the average score for each competency
on the frequency and competency level.

The rating scale required respondents to rate each
competency on a scale of l to 5, with 1 being a low

score and 5 a high score.

Operational Definitions

Below are listed the operational definitions of terms

that were used in this study.

32

Competency in Counseling - the mean score
generated for each of the four groups' re-
sponses, on a scale of l to 5, to queStions

A through M in the column coded A. Re-
sponses to the questions by each group pro-
vided the following group means for counseling
competency:

 

Counselors - 4.32

Teachers - 4.13
Administrators - 4.19
Teacher Consultants - 3.76

Frequency in Counseling - the mean score
generated for each of the four groups'
responses, on a scale of l to 5, to questions
A through M in the column coded C. The fol-
lowing group means were obtained for fre-
quency in counseling for each of the four
groups:

 

Counselors - 2.63

Teachers - 3.33
Administrators - 3.32
Teacher Consultants - 3.36

Competency in Coordination - the mean score
generated for each of the four groups' re-
sponses, on a scale of l to 5, to questions
A through G in the column coded A. Re-
sponses to the questions by each group pro-
vided the following group means for coordi-
nation competency:

 

Counselors - 4.17

Teachers - 3.27
Administrators - 3.99
Teacher Consultants — 2.94

Frequency in Coordination - the mean score
generated for each of the four groups' re-
sponses, on a scale of l to 5, to questions
A through G in the column coded C. The fol-
lowing group means were obtained for fre-
quency in coordination for each of the four
groups:

 

Counselors - 2.09

Teachers - 2.19
Administrators - 2.94
Teacher Consultants - 2.62

Competency in Consultation - the mean score
generatedfor eachfiof the four groups'

 

33

responses, on a scale of l to 5, to ques-
tions A through I in the column coded A.
Responses to the questions by each group
provided the following group means for con-
sultation competency:

Counselor - 4.32

Teachers - 3.73
Administrators - 4.19
Teacher Consultants - 3.55

Frequency in Consultation - the mean score
generated for each offthe four groups' re-
sponses, on a scale of 1 to 5, to questions
A through I in the column coded C. The fol-
lowing group means were obtained for fre-
quency in consultation for each of the four
groups:

 

Counselors - 2.68

Teachers - 3.49
Administrators - 3.17
Teacher Consultants - 3.15

Competency in Organization and Evaluation -
the mean score generated for each of the
four groups' responses on a scale of 1 to 5
to questions A through E in the column coded
A. Responses to the questions by each group
provided the following group means for or-
ganization and evaluation competency:

Counselors - 3.99

Teachers - 3.36
Administrators - 3.82
Teacher Consultants - 3.06

Frequency in Organization and EvaluatiOn -
the mean score generated for each of the four
groups' responses on a scale of 1 to 5, to
questions A through E in the column coded

C. The following group means were obtained
for frequency in organization and evaluation
for each of the four groups:

Counselors - 2.12

Teachers - 2.65
Administrators - 2.51
Teacher Consultants - 2.35

34

Data Analysis

Research Hypotheses

 

The hypotheses listed below were examined during this
study.

HRl: There is no significant difference between counselors,
administrators, teachers, and teacher consultants in
their perception of the competencies of counselors.

HRZ: There is no significant difference between counselors,
administrators, teachers, and teacher consultants in
their perception of the frequency of the utilization

of counselor competencies.

Tests Used

 

Because there was more than one dependent variable to
examine the research hypotheses in this study, a multi-
variate analysis of variance was used (MANOVA). The MANOVA
test is designed to simultaneously compare differences and
means associated with different groups. the MANOVA was used
because the data meets the assumptions of this test. The
.05 critical level was used to test for significance. Use
of the MANOVA tests decreases the probability of obtaining
significance by chance, thus limiting the likelihood of a
Type 1 error. The MANOVA was selected as the method of data
analysis because the study was concerned with determining
whether statistically significant differences existed be-
tween four groups based upon the group members' scores on
the set of dependent variables. The MANOVA requires that

individual responses be organized into vectors and that the

35

analysis be conducted on the vector means instead of the
means of individual respondents. It should be noted that
because more than two groups were being compared, it was

not advisable to use multiple t-tests. The use of multiple
t-tests rather than a one-way ANOVA would have increased

the chance of making one or more type 1 errors. Additionally,
the tests are interrelated and consequently, partially re-
dundant information is gained through repeated tests. After
conducting the MANOVA and detecting differences among groups
on the various subscales, a One-Way and Post Hoc (Scheffe)
was done in order to identify the specific areas where there
were significant differences on subscales by position. Ad-
ditionally, summary statistics were used to further examine
characteristics of the study's sample. A discussion of the

results can be found in Chapter III.

Summary
This chapter has presented the descriptions of the
population, the sample and sample size, the instrument, the
administration and scoring of the instrument, operational

definitions, and data analyses.

CHAPTER III

ANALYSES AND RESULTS

The purpose of this study was to analyze the competency
level and the frequency of utilization of counselor com-
petencies, as perceived and reported by counselors and other
selected staff members of the East Lansing Public Schools.
The findings presented in this chapter are based on the
analysis of data collected from The Compgtencies Needed for

Effective Counseling questionnaire, to which 34 school ad-

 

ministrators, teachers, counselors, and teacher consultants
responded. This chapter presents the statistical analysis
of the data in order to examine the two research hypotheses
and subsequent related questions.

The analyses and findings are presented in two parts.
Part I offers the analysis of the major research hypotheses,
and Part 11 presents the related discussion of results.
Hypotheses 1 and 2 were tested using the multivariate analy-
sis of variance (MANOVA). The .05 level of significance
was established as the critical area for accepting or re-
jecting the null hypothesis.

Additionally, the analysis of related descriptive data
is presented. The one-way analysis of variance (ANOVA) was

used to analyze the descriptive data, followed by the Multiple

36

37

Range Test of Paired Comparisons which was used to isolate

 

the different perceptions as seen by the four groups on the
four different subscales. In the case of the ANOVA, the .05
level of significance was established as the critical area

for analysis.

Part I

Null Hypothesis 1:

 

There is no significant difference between counselors,
administrators, teachers, and teacher consultants in
their perception of the competencies of counselors.

Alternate Hypothesis:

 

There is a significant difference between counselors,
administrators, teachers, and teacher consultants in
their perceptions of the competencies of counselors.

The MANOVA test (Wilks Lambda) indicates that there is
a significant difference between counselors, administrators,
teachers, and teacher consultants in their perceptions of the
competencies of counselors. At the .05 level of confidence,
and F Value of 2.39 produced an F probability of .012. Con-
sequently, the null hypothesis was rejected in favor of the
alternate.

From the results of analysis of data in Hypotheses I,
the Univariate-F test was used to further isolate specific
subscales where perceived differences occurred. Results from
the analysis produced an F probability of .0002, indicating
significance for an F value of 9.09 on the coordination com-

petency subscale.

38

In order to further isolate and pinpoint differences
by positions on the four separate subscales, a Multiple Range
Test using the Scheffe procedure was employed in order to
control for the alpha level. Because one test was done for
each of the four variables (or subscales) the .05 critical
level was divided by four, thereby setting the alpha level
for each subscale at .0125 for critical decision making.

This procedure allows for more control in specifying dif-
ferences in group perceptions of the various competencies.
Results of these analyses indicate that only the com-
petency coordination was found to be statistically signifi-
cant. Table 3.1 indicates that this variable has an F
value of 9.069 and a .0002 level of significance.

Other competency subscales were found not to be signifi-
cant with the following F probabilities: counseling - .2412;
consultation - .0413; organization and evaluation - .0484.
For these subscales which were not found to be significant,
the results have not been included in this study.

In the area of competency coordination the following
mean scores were obtained for each group: teacher consul-
tants - 2.94; teacher - 3.27; administrators - 3.99; and
counselors - 4.17. The mean scores reflect that there is
no significant difference in how teachers and teacher con-
sultants perceive the coordination competencies of coun-
selors in East Lansing. In addition, there is not signifi-
cant difference in how administrators and counselors per-

ceive the coordination competencies of counselors. However,

39

38. V a s... 2832:?

 

 

owmm.ma mm Hmuoe
know. mmmo.m om museum casoaz
kmooo. omo.m «mmq.N Hoom.n m museum CmoBDom
.noum m oHumm m mohmsom mmwmsvm up mousom
cmoz mo 55m

 

.fioauwmom mp hocoumoEoo coaumchHoou How mocmwum> mo mfimkamc< >mzumco H.m manme

40

there is a significant difference between teachers and
counselors in their perception of coordination competencies
in counseling, and also between teacher consultants and
counselors. Overall the teachers and teacher consultants
differ significantly from administrators and counselors in
their perceptions of counselor coordination competencies.
Table 3.2 presents a graphic presentation of this analysis.

Null Hypothesis 2:

 

Administrators, teachers, teacher consultants, and
counselors do not differ significantly in their
perception of the frequency of the utilization of
counselor competencies.

Alternate Hypothesis:

 

Administrators, teachers, teacher consultants, and
counselors do differ significantly in their per-
ception of the frequency of the utilization of
counselor competencies.

The MANOVA (Wilks Lambda) indicates that at the .05
level of confidence an F value of 2.19 produced an F prob-
ability of .020. The F probability of .020 indicated that
there was significance within some of the positions ex-
amined in this study. Therefore, the null hypothesis was
rejected in favor of the alternate.

Using the Univariate F-test to identify frequency sub-
scales which were significant, the frequency subscale was
found to be significant. An F probability of .036 yielded

an F value of 3.23 which was significant at the .05 level

41

 

 

omao. mwmo. _ a mmNN. ommc. am

«Hua.q mmmm.m nmmm.m moqm.m cmoz

mwoaomaooo muoumhumflcHBv< whosomoa mucmuasmcoo mocha
Hosomoe

 

 

.onomnsm CowumcHUHoou
monouanoo «no no mooouo mo mnemfiumano How onnwoooum ommmnom N.m mHan

42

on the frequency coordination subscale. A Multiple Range
Test using the Scheffe Procedure was employed to determine
on which subscale there was difference, or among which
groups the perceived differences occurred. As stated
earlier in the chapter, in order to specify the exact dif-
ferences and reject chance as an explanation for identifying
significance, the .05 alpha level was divided by the total
number of subscales (4). By using this procedure the alpha
level for each subscale becomes .0125.

Other frequency subscales were not found to be sig-
nificant with the following F probabilities: counseling -
.1482; consultation - .1752; organization and evaluation -
.3347. On the frequency coordination subscale the F prob-
ability was .0363. Even though this score is less than the
overall critical level of .05, the alpha level for each
individual subscale is .0125, therefore one cannot reject
chance as an explanation for the significant perceived

difference.

Part II

Related Discussion of Results

 

An examination of group mean scores on the four subscales
provide additional insight into the perceptions of the groups.
Table 3.3 and 3.4 present the mean scores for each of the groups
on the four subscales in the areas of counselor competency and
actual utilization of those competencies. Respondents' ratings
are based upon a zero to five Likert-type scale. Five indicates

high level of agreement, and zero indicates no agreement.

43

 

 

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om.m oo.m Nw.m am.m aa.m cooomsam>m ecm
EOHDMNflGmeo
ma.m mm.m aH.s ma.m Nm.s sodomoanmcoo
co.m «a.~ aa.m AN.m AH.e sooomaacuooo
oa.q on.m aH.q mH.s mm.q wcaammasoo
whoom Smmz mquuHSmd—OU mHOumHu mhmfiommH mHOHQmCDOO
mamomnsm Hofiommh :wanEu<

 

 

.cowuwmom an mowocoumaaoo woaomcsoo vm>floouom pom mama: HHoo m.m oHAmH

44

 

ow.~ "Hampm>o

H¢.N mm.~ Hm.N mo.~ ~H.N coaomsfim>m cam

coaumuwcmcho
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mq.N NG.N sa.~ o~.~ ao.~ coaowcoewoou
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45

The overall group mean for counselors on the com-
petency counseling subscale was 4.3. Counselors felt that
they were trained to perform counseling tasks, however,
their perceptions of the actual utilization of counseling
competencies was 2.63. Administrators felt that counselors
were trained to perform counseling competencies with a 4.18
overall mean score, however, on the actual utilization of
counseling competencies, their mean score was 3.3. Teacher
consultants were most congruent among groups in respect to
competency level and frequency level for counseling com-
petencies. All groups felt overall that counselors were
trained to perform counseling tasks, however, none of the
groups sampled felt that counselors performed counseling
tasks equal to the perceived competency level.

On the competency coordination subscale counselors
felt that they were trained in the area of coordination
tasks, with an overall group mean of 4.17, however, on the
actual utilization of coordination skills the overall group
mean for counselors was 2.09. Counselors felt that while
they were trained to perform coordination tasks they were
not actually performing them at a level congruent to the
skill training. Administrators did not differ with coun-
selors in their perception of counselors being trained to
perform coordination tasks, however, they did differ in
their perception of the actual utilization of those tasks.
The overall group mean for actual utilization of coordina-

tion skills was 2.93.

46

While the group mean of teachers differed from the
overall group mean for counselors on the coordination/
competency subscale, teachers and counselors seem to be
congruent on their perceptions of the actual utilization
of counseling coordination competencies.

The group mean for teacher consultants was 2.9 on the
coordination competency subscale, the lowest of all the
competency perceptual mean group scores; nonetheless,
teacher consultants felt overall that counselors were per-
forming coordination tasks more frequently than they felt
their training warranted.

On the competency/consultation subscale the overall
group mean for counselors was 4.3. In respect to the actual
utilization of the consultation competency, the overall
group mean was 2.67. Administrators reflected a group mean
score of 4.18 for consultation competency and a 3.16 overall
group mean for actual utilization of the consultation com-
petency.

Teachers and teacher consultants seemed to be congruent
in their overall group mean scores for the perceived com-
petency level of consultation tasks and the perceived level
of the actual utilization of consultation tasks.

On the competency subscale for organization and evalu-
ation, the overall group mean among all four groups (Table
3.3) was considerably higher than the overall group mean
among the four groups on the frequency subscale (Table 3.4).

The mean score for counselors' perception of their overall

47

competency in organization and evaluation tasks was 3.99,
however, the group mean for the actual utilization of those
tasks was 2.12. Overall, the mean score for all perceived
counseling competencies by position is 3.80; while the
average of the perceived level of the utilization at those
competencies is 2.80. These scores suggest that overall
all members of the role-set perceive counselors to be com-
petent in those areas that measure counselors' competence,
but the frequency of the perfdrmance of the competencies is
not equal to or congruent with the skill itself. There is

a .10 difference in the overall averages.

Summary
This chapter presented an analysis of the data ex-
amining the competency level and the frequency of utiliza-
tion of counselor competencies as perceived and reported by
counselors and other selected staff members of the East
Lansing Public Schools.
The data from the Measurement of Counselor Competencies -

A Self Assessment were used to analyze the two major hypotheses

 

of the study.
A multivariate analysis of variance (MANOVA) conducted
on Hypotheses 1 and 2 concluded that:
1. There is a significant difference between counselors,
administrators, teachers, and teacher consultants
in their perceptions of the competencies of coun-

selors.

48

2. Administrators, teachers, teacher consultants, and
counselors do differ significantly in their per-
ceptions of the frequency of the utilization of
counselor competencies.

In addition to the Multi-Variate Tests that were done
to detect differences a post hoc Scheffe procedure was em-
ployed to pinpoint where differences may have occurred on
the different subscales among positions.

Only on the Competency Coordination subscale were
mean scores indicative of statistically significant dif-
ferences among the perceptions among groups. Counselors
and administrators rated coordination competency skills of
counselors as being much higher than teachers and teacher
consultants. Teacher consultants felt that counselors were
less competent to perform coordination tasks than any other
group. Administrators, while next to the highest in their
perception of coordination, did not statistically differ
with counselor perceptions. Overall, statistically speaking,
all groups in all subscales did not differ in their assess-
ment of perceived levels of competency or actual utilization

of perceived competencies of counselors.

CHAPTER IV

SUMMARY AND CONCLUSIONS

The final chapter of this report contains a review of
the problem and procedures used, a summary of the major
findings, and a presentation of conclusions, with implica-
tions for counselors, administrators, teachers, and future

study.

Review of the Problem

The purpose of this study was two-fold: (a) to note
any discrepancies between the actual functions of East
Lansing counselors and the counselors' functions as per-
ceived by counselors, administrators, teacher consultants,
and teachers; and (b) to generate information about coun-
selor functions from counselors, administrators, teachers,
and teacher consultants.

Over the years, the counseling profession has under-
gone an increasing amount of pressure to prove it account-
ability and credibility to the recipients of counseling
services. Educators have pointed out the importance of con-
centrating on what counselors actually do in accordance
with what they have been trained to do. McCully (1962) in
a review of the literature found that in the field of
guidance and counseling there was no consensus in the identi-

fication of the primary services offered by counselors.

49

50

Barry and Wolf (1963) stated that even though questions
dealing with what a counselor should do are not new, added
responsibilities and multiple roles complicate realistically
what the counselors can do. The literature further suggests
that the only way the definition of a counselor's role can

be realized is for counselors to begin to ask themselves what

 

services they feel they can best perform.

The research in the area of counselor roles and func-
tions is very diverse. In assessing the studies found in
the review of the literature, it becomes apparent that the
role and function of the counselor is a highly varied one.
Overall, counselors, teachers and administrators tend to
agree on what kinds of activities counselors should engage
in, however, the counseling profession still seems to be
void of any clear and succinct definition of the role and
function of the counselor.

Studies cited in the literature have encountered dif-
ficulty in the interpretation of their research findings by
different groups. The difficulty is attributed to the fun-
damental discrepancies between what the school counselor
"ought to be about" and what "he is about." For example,
principals, teachers, and counselors perceive that the coun-
selor role should include educational and vocational coun-
seling, personal and social counseling, and test interpretation.
Dunlop (1964), in a study of perceived counselor tasks, found
that parents and students supported a different role function

for counselors, that of administrative-clerical tasks.

51

Subsequent reviews of literature conducted after the
study was completed, found that there were no additional
research findings which specifically related to the delinea-
tion of perceived counselor competencies.

This study was done because of a need in the East
Lansing School District to develop a counseling program
which would reflect a basic clear-cut philosophy, more per-
sonal counseling and a clear definition of the counselor's
role. The purpose of this study was not to develop the
above but to identify perceived competencies and utiliza-
tion of those competencies as seen by administrators,
teachers, teacher consultants and counselors themselves. If
data could be generated which would'speak to the levels of
competency which currently existed among the East Lansing
School counselors, then the clarification and reorganization
of the East Lansing Public School counseling program would
be more reflective and responsive to the needs of the com-
munity serviced.

For this study, the general population consisted of
all counselors, administrators, and teacher consultants
who worked in a building where a counselor was present.‘ A
random sample of teachers, each from an identified building,
was also included in the final sample. The sample included
34 respondents.

One instrument was used in this study to provide the

necessary data, Measurement of Counselor Competencies by

 

Robert Percival. This instrument was designed to assess

52

counselor competencies necessary for the adequate perfor-
‘mance of roles and functions. This instrument, along with
a supportive cover letter from the Superintendent, was sent
to each of the persons who were included in the sample.

The Multi-Variate Analysis of Variance (MANOVA) was
used to test the two hypotheses. Each hypothesis was tested
for significance at the .05 critical level. In addition
the Univariate F-test, one way ANOVA techniques and descrip-
tive statistics were used to provide answers to subsequent
questions related to the study; The ANOVA techniques tested
for significant differences between positions on the various
subscales used in this study. The .0125 level of signifi-
cance was used to analyze the results of the ANOVA proce-
dures. For the relationships that indicated a significant
difference, the Scheffe post hoc comparison technique was
conducted to localize the areas of significance. All sta-
tistical analyses conducted in this study were analyzed by
the Statistical Package for the Social Sciences (SPSS) on
computers at the Computer Center at Michigan State Univer-
sity.

Statistically, significance in either competency
skills or utilization of competency skills exists only on
the competency coordination subscale. The results indicate
that this difference is significant because the critical
level of acceptance is less than .0125. Within this sub-

scale, administrators and counselors agree with the per-

ceived level of coordination competency, while teachers

53

and teacher consultants disagree. The review of the lit-
erature supports these findings. Schmidt's study (1959)
showed that:

l. Counselors and principals perceive a positive
relationship between the actual roles of the
counselors.

2. The relationship between the counselors' and
principals' perceptions of the counselor's
actual role is on the average, positive,“but
limited (PP. 3635-3636).

 

Lund (1962) compared and analyzed the perceptions of
the counselor role as held by teacher, principals, and
counselors of Minnesota schools. He found that in 82.5
percent of the schools in Minnesota, the counselors were
found to be in closer agreement with the principal than
with the teachers. The teacher consultants disagreed with
the perceived level of coordination competencies as seen
by administrators and counselors. A major responsibility
of teacher consultants in the East Lansing School System
is to coordinate the activities of different professional
groups, to instruct an individualized program for students
with special needs; and to coordinate the implementation of
the special services rendered to the special needs student.
Perhaps because counselors are perceived to be involved in
the direct delivery of services their role to outside per-
sons may not be perceived as one of coordination of activi-
ties or services. In the teacher consultants' case this
skill is a direct responsibility of their job. In effect,
this could account for the disagreement in the coordination

competency skill level as seen by teacher consultants. On

54

the other hand, teachers are the recipients of the services
delivered by both counselors and teacher Consultants. Given
their involvement with teacher consultants is one of pro-
gramming for students, and their involvement with counselors
is one of meeting to discuss the personal/academic needs of
students, it would then be reasonable to expect that teachers
would not perceive counselors as being highly competent in
performing coordination competency skills.

Katz and Kahn (1978) have introduced the concept of
role episode which sequences the activities or role taking.
Role prescriptions can be communicated to the focal person
through his own perceptions and through members of the role
set.

The hypotheses that were tested in this study did in
fact show elements where the role episode was weak in re-
lation to the immediate role set within which East Lansing
counselors were functioning.

Because counselors, as well as administrators, perceive
counselors as being trained, competent to perform coordina-
tion tasks, and teachers and teacher consultants do not, the
role episode is then weak in relation to the immediate role-
set in which counselors function. The results on the coor-
dination competency subscale suggests that it is not clear
to all members of the role-set exactly who is responsible
for delivery of that particular service, and what the dif-
ferent coordination activities are that counselors perform.

Thus, the role episode sequence is not complete because

55

recognition of the perceived role and role behavior of the
focal person (counselor) is incongruent among groups (See

Appendix F).

Implications for Counselors

Data from this research supports most of the data
found in the literature which deals with counselor role
and function. The main difference between this study and
others which have been conducted is that this study has def-
inite implications for a specific localized population with
perceptions from members of the role-set, while others have
implications for counselors only. The literature suggests
that little effort has been made in l) specifically de-
fining the counselor's role and function, 2) devising
strategies for the delivery of services to the clientele,
3) coordination efforts of all members of the role-set in
defining the counselor's role to insure maximum efficiency
and effectiveness in the delivery of services, 4) developing
unwritten policies concerning the specific duties of coun-
selors.

It is within these areas that the (researcher/author)
feels there is much a counselor can do to help effect the
smooth operation of a counseling program and of the coun-
selor himself.

This study provides data which specifically delineates
the areas where counselors perceive themselves as having or
not having the necessary competency skills to perform spe-

cific functions, and also the frequency for which they feel

56

they do or do not perform that competency. The research
conducted takes into account those members of the role-set
who dictate as well as receive services of the counselor.
In order to facilitate a positive role episode sequence
among members of the role-set, role prescriptions should be
developed with input from members of the role-set, e.g.,

it seems apparent from Table 3.1 that teachers and teacher
consultants do not feel that counselors are as capable or
competent to perform coordination tasks as counselors and
administrators feel counselors are. Therefore, the role
episode is weak in relation to the teacher/teacher con-
sultants (immediate role-set member) in which the focal
person (counselor) functions. When the counselor becomes
aware of the misperception of a competency by a member of
the role-set, the counselor should identify that person,
and together attempt to develop and implement problem solv-
ing strategies and techniques to reduce the misperception.
The end result to this approach would be to l) raise the
teacher's level of awareness of the counselor's actual
skill level, 2) allow the counselor to function with more
realistic goals given his competency skill level, and 3)
allow supervisors to evaluate counselors with more realistic
expectations because role definitions would be more clearly
defined. In addition, where there is a competency that
counselors do not have and members of the role-set perceive
that they do have, and given all members of the role-set

(including counselors) feel that this given competency is

57

vital to the delivery of counseling service, then addi-

tional training in this area would be helpful.

Implications for Administrators

Data from the research again supports the data found
in the literature which deals with administrators and
teachers having a direct effect upon the counselor and his
activities. The literature suggests that the range of per-
ceptions relative to particular counselor functions is
great. It is within this area that the administrator can
do much to help effect the smooth operation of a counseling
program and of the counselors.

This study provides data which indicate certain areas
where there is indecision and/or disagreement of counselors'
functions and the frequency of which those functions are
performed. The intervention of the administrator must take
into account the counselor, teacher, and teacher consultant
(role-set). The intervention strategy should include a
guideline for evaluation of the current counseling program.
The data reflects where the misperceptions are and if they
exist with the actual skill level or frequency of delivery
of service. Administrators should determine if these mis-
perceptions are valid and the reasons why. Although the
counselors are not responsible for the existence of the mis-
perceptions, they do have control over their response to
these misperceptions. From the data, administrators need to
determine what areas counselors are competent and until such

time as all areas are comfortable with counselors' delivery

58

of these services, strategies should be developed to enable
all members of the role-set to have reasonable expectations
of counselors.

In addition, while counselors may or may not perform
or be competent in certain areas, administrators need to
collectively determine, as a district, the expectations
they have for counselors, with the data and input from the
counselors and other members of the role-set. They need

to penly state these policies to the public.

Overall Implications

The aforementioned strategies for counselors, admin-
istrators, teachers, and teacher consultants can be incor-
porated into the already existing counseling department
through in-service training, workshops, or staff development
series. However, efforts do help counselors effectively
handle those skills in which they do not feel trained in,
should occur at a much earlier time (e.g., two-year update
in skill training). Classes dealing with the lack of skills
for counselors should be available to counselors through the
Center for Teacher and Learning in conjunction with the Uni-
versity's Counselor Training Program.

As counseling positions become available in this dis-
trict, the school system should require that the applicants'
curriculum have been didactic in nature, incorporating both
theory and application through direct placement in practicum
situations. This practice would address those necessary skills

needed to deliver maximum efficiency and effectiveness.

59

Because this system is located in a major university
city, a joint meeting with the university counseling staff
and the district personnel would be beneficial. The areas
of need for certain skills and the demand placed on coun-
selors to perform these skills could be addressed, classes

offered, and seminars held.

Limitations
The fact that this particular population was limited
to East Lansing school personnel and to its counseling
program limits its generalizability to counseling programs

which are different in makeup and philosophy.

Implications for Future Practice
The following conclusions and recommendations can be
made for future practice research in counselor competencies:
1. Because of the placement of research in the rank-
ordering of counselor function (second to last),
there is suggested a major void in the training of
counselors. Any number of negative inferences
might be made as a result of this finding, such
as: (a) counselors do not engage in local re-
search; (b) counselors are doing the wrong kind
of research; and (c) counselors do not care about
research. If these inferences are correct, then
a thorough evaluation should be made of the effi-
cacy of research courses and experiences offered

counselors in training programs.

60

Future research in counseling training programs
should address the needs, concerns, and impinging
issues of different ethnic populations, as it re—
lates to the total training of all effective help-
ing professionals (Gunnings, 1978).

The last position rank given the frequency of coun-
seling by counselors (See Table 3.4) suggests that
counseling experiences might be reappraised in
counselor training programs and greater emphasis

be given to practicum in certification requirements.
Future research into the role of counselors could
examine the relationship between the philosophy
and emphasis of counselor training programs to
their actual role functioning, and in meeting the
needs of diverse populations.

This study was the first investigation of per-
ceived counselor functions by counselors relative
to the East Lansing school counselors. Similar
studies of other counselor populations should be
made. For example, surrounding school districts
might sponsor jointly a grass roots study of per-
ceived counselor function and frequency relative
to the East Lansing study. Similar studies could
also be initiated by school districts, state de-
partments of education, and counselor education

departments or universities.

61

6. Experiments shuld be designed to examine the
communication network between multicultural
staff, community, and students in East Lansing
to ascertain the effect of lack of communication
and discrepancy of the counselor's role.

7. Responses accompanying returned questionnaires
allude to its inappropriateness for assessing
East Lansing counselor functioning (See Appendix
E). Future research could be done to develop
an instrument to specifically assess the East

Lansing Public School's counseling program.

Summary

In retrospect, this study was an attempt to broaden
the base of present research in the area of improving school
counselor functioning through recognition of such factors as
counselor role. With this information and future research
efforts in the area, counseling personnel will be able to
analyze and restructure their departments to better meet
the needs of those who work therein and of those who seek
counseling services through the efficient and effective role
of counselors being understood. This study represents the
first formal attempt to delineate specific skills which best
represent the competencies necessary for a well qualified
counselor. The ultimate goal of this researh project is to
provide counselors with strategies for assessing themselves

and their jobs in order to insure that children are provided

62

with quality services which can enhance their total living

experiences.

APPENDICES

APPENDIX A

APPENDIX A

I ’ EAST LANSING PUBLIC SCHOOLS

W. ROBERT DOCKING
Superintendent

To: Tom Nelson
Roger Bjornstad
Joseph DiBello
Charles Leighton
Joann Oxender
Joan Shepard
Janice Treves
Lois Prears
Courtland Lee
Wally Juall
Sandi Vaughn
Mike Fink
Patricia Villegas
Mary Thaden
Delores Moon
Gerald Park
Bob Docking
Jerry Kusler
Jim Meulendyke
Sal DiPranco
Boyce Williams
Warren Starr
Jean Medick

Dear Prie nds:

509 Burcham Drive East Lansing, Michigan 48823
Telephone: Area 517 337-1781

February 6, 1978

Bob Vondale
Tom McMullen
Vincent Watson
Gej Jones

Phil Winston
Eloise Mase
Susan Kreider
June Land
Lucinda Wakeman
Sue Carter

Sue Riley
Valerie Drachman
Sue Doneson
Polly Currie
Ginny Sparrow
Amanda Escobar
Carla Hosey
Bill Jeffrey

Lori Lee

Todd Medler
Kristi White

More than likely you have been made aware of the fact that on February 15
a group of people from the school district including students , parents ,
counselors, teachers, Board members , and administrators , numbering 44 in
all, will be meeting from 8:00 A.M. in the morning until 4:30 P.M. in the
afternoon at the Kellogg Center to work on defining the strengths and weak-
nesses of our school district's guidance and counseling program. You have
been invited to be a part of this group.

This first session will be phase I of probably two or perhaps even three sessions
in total that we will hold this spring to address this issue . The overall goals
of these study sessions will be to improve guidance and counseling at all

levels in the school district.

Working with us on this project are Dr. Larry

Lezotte and Dr. John Casbergue from Michigan State University. If we achieve
our goal in the first session, that is, to identify the strengths and weaknesses

63

64

Guidance and Counseling Group —2-— 2-6-78

of our guidance and counseling program, our second session to be held in
March will be to determine what needs to be done to address the weaknesses
of the existing program. If a third session develops sometime in April or
May, it will be as a consequence of our second session's discussion.

The people who have worked with Dr. Lezotte and Dr. Casbergue on planning
these activities include June Land, resource teacher, Susan Kreider, school
social worker, Joann Oxender, counselor, Wally Juall, counselor, Mike Fink,
counselor, Joe DiBello, counselor, Rafael Prank, Capital Area Counseling ,
and Bob Docking superintendent.

I believe that you will find the organization on February 15 interesting and
rewarding in terms of addressing the problem. We will be having lunch at the
Kellogg Center Centennial Room so it will not be necessary for you to make
luncheon plans. Parking is available in the Kellogg Center lot. I would
suggest that you park in the gated area so that you will not have to continually
put money in the parking meters.

Thanks for your willingness to cooperate. I'll see you on February 15 at 8:00 A.M.
for coffee. The sessions will begin promptly at 8:30 A.M.

WITH.

W. Robert Docking
Superintendent

Sincerely,

WRD:vaw
cc: Dr. Lezotte
Dr. Casbergue

65
EAST LANSING PUBLIC SCHOOLS

 

 

W. ROBERT DOCKING 509 Burcham Drive East Lansing, Michigan 48823
Superintendent Telephone: Area 517 337-1781

March 21 , 1978

To: Participants in Guidance/Counseling
Workshop

We are now ready to convene our second session regarding improve-
ment of K-12 guidance and counseling program in our school system.
The planning committee has met on several occasions and has put
together the questionnaire that emulated from our first meeting.

We will meet at 8:00 A.M. on Monday, April 3, for coffee in the Big
Ten Room at Kellogg Center, with the first sessions beginning promptly
at 8:30 A.M.

The planning committee is meeting on Friday, March 31 , to put the
final touch on the content of the meeting.

The purpose of the second session will be to address those needs which
became apparent in the first session and to reach agreement as to what
changes need to take place to improve guidance and counseling in our
schools beginning with the 1978—79 school year.

You people did a great job at our first session. The evaluations indicated
that you felt satisfaction from that all—day session. We will be termi-
nating this second session at 3:00 P.M. to reduce the fatigue factor.

I' ll be looking forward to seeing you on April 3. Thanks for your help.

Si ‘h‘rely,“'g

W. Robert Docking
Superintendent

WRD:vaw
cc: Dr. Lezotte
Dr. Casbergue

Pdren‘Ié

N-¢3

East Lansing High Schools
509 Burcham Drive
East Lansing, Michigan 48823

‘Last month a group of people from the school district including students, parents
counselors, teachers, board members, and administrators, numbering forty-four in
all, met and identified some strengths and weaknesses of our school district's

guidance and counseling program.
theses identified strengths and weaknesses.

This group would like for you to respond to

 

L

LEVEL OF AGREEMENT

 

 

 

 

trongly filn- , Dis- No
Agree Agree Certain Agree Qpini

Counseling service is lacking in seven

elementary schools. [2. [j

Counselors are not seen as student

advocates, (gupportiantudentuositions). 3 [2.

The counseling services are not

coordinated in grades K - 12. - i [5

 

The district lacks a counseling philosophy &
definition of roles for counselgrs in grades K-12.

 

Counselors are not seen as concerned and
accept igg people .

 

There is a lack of communication and team work

 

among;counselors, teachers,gparents & administration. :5
There is a lack of administrative support for
Lroviding an effective counseling program. [2-

 

Students with special problems or needs are
not being helped.

 

Counselors are not accessible when they are
needed.

 

Counselors are ndt aware of the needs of:
Students:

 

Parents:

 

 

Teachers:

\ I
\uwewB‘S‘kmw‘kf"

 

There is a lack of Career Counseling in the:
Elementa£y58chools:

 

Middle Schools:

 

The High School:

 

There is a lack of personal-social counseling
in the: Blementary_$chools:

 

Middle Schools:

 

The High School:

 

There is a lack of academic counseling in:
Elementagy Schools:

 

Middle Schools:

 

The High School:

 

Counselors do not make the needed effort to
ggach out to: Students:

 

Parents:

 

 

 

Teachers:

\HB km WM

 

 

 

 

COMMENTS AND SUGGESTIONS:

 

I'IW “I3 ‘I°°I°°I°~th ”I“ cite (”88°

 

-i/gu, 5 , Jzfigfl, 25,1. /y’ .. / z_ ¢

East Lansing High Schools
67 509 Burcham Drive
East Lansing, Michigan 48823

Last month a group of people from the school district including students, parents
counselors, teachers, board members, and administrators, numbering forty-four in
all, met and identified some strengths and weaknesses of our school district's
guidance and counseling program. This group would like for you to respond to
theses identified strengths and weaknesses.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

L L LEVEL or murmur
trongbf Ee- ’ Dis- No
A ree A ree rtsin : A ree (
Counseling service is lacking in seven j ‘3 , 1.....5—1 ini
elementarLschools. I /Z- 1.2 32 [5 2. fi
Counselors are not seen as student ‘
advocatesL (gupportigg students positions). 42 13 .23 2‘ ’8
The counseling services are not
ggordinated in grades K - 12. j .35 45 [7 [5
The district lacks a counseling philosophy &
definition of roles for caunselors in grades K-12. LL g 3 1’0 Q 12..
Counselors are not seen as concerned and
grccepting pecmle. /-3 ’7 22- ‘ 3 5
There is a lack of communication and team work
among counselorg, teachers,Jarents 6: administration. 2. I 4 5 Z‘)‘ 2- Z- 8
There is a lack of administrative support for .
p_roviding an Effective counselingprogram. 2 I 2 5 43 / 7 ’9!
Students with special problems or needs are ,
not being helped. ,2/ .7 7 .55 2 7 /0
Counselors are not accessible when they are
needed. 4’6 .3 (if? 3 0 3 0 (P
Counselors are not aware of the needs of: 1_—'
Students: /.5 2 5" ii. ‘/ 6 7
Parents: ,5 I .3 .3 7 2 2. $13
Teachers: é / I... 2.5 .3 o g Q
There is a lack of Career Counseling in the:
Elementary Schools: ['43 2 3 .3 7 Z 3 2
Middle Schools: J] 3 fir 2- I I 7 2 Z
The Hljh School: [7 I 7 l7 9? 2. I
There is a lack of personal-social counseling
in the: Elementary Schools: 2 z 6 .3 4 S 2.
Middle Schools: f 2.J 2 7 31
. The High School: /] 2:2 __2=Z. 2:3; 2. Z .
There is a lack of academic counseling in:
Elementagy Schools: 1/ £3 JJ 7 ' jj’
Middle Schools: [7 Q_ 2 5' 2. 0 .11..
The High School: JLi’ .z. 5 35 9
Counselors do not make the needed effort to
reach out to: Students: 2 0 j/ Z a 3 6 /3
Parents: [A 3 8 :2
Teachers: ; (Q 3 l 2. 7 j:

 

 

 

 

 

 

 

COMMENTS AND SUGGESTIONS:

Middle 56,100, S‘f‘udents

East Lansing High Schools
509 Burcham Drive
East Lansing, Michigan 48823

Last month a group of people from the school district including students, parents
counselors, teachers, board members, and administrators, numbering forty-four in
all, met and identified some strengths and weaknesses of our school district's
guidance and counseling program. This group would like for you to respond to
theses identified strengths and weaknesses.

 
 
    
 
     
   
    
  
   
 
 

trong

Counseling service is lacking in seven

    

     

COunse are not t

   

829“ 89 8

   

COURSE C88 are not

8 COUDSE

    
 
 

are not seen as

     
   
  
    
  
 

communitat team

trst V8 support

   

or are

    
  
 

are flOt

  

8CCESB

 

are

     

are not aware o

counse

COURSE

COMMENTS AND SUGGESTIONS:

5 ya

K../z_ W

N

-/03

East Lansing High Schools
509 Burcham Drive
East Lansing, Michigan 48823

Last month a group of people from the school district including students, parents
counselors, teachers, board members, and administrators, numbering forty-four in
all, met and identified some strengths and weaknesses of our school district' a

guidance and counseling program.

This group would like for you to respond to
theses identified strengths and weaknesses.

 

[

EEVEL OF AGREEMENT

 

 

 

 

 

Ftronglfl n- , Dis- No
Aggree Jggree Certain . Agree gaini.
Counseling service is lacking in seven '
elementarLschools . 2- ? ZJ 2. 5 4 I?
Counselors are not seen as student -
advocatesJ (supportiantudents positionpl. 2- 2-2- 2. I 50 Z
The counseling services are not

coordinated in grades K - 12. - l l 3 / 3 9 / j/
The district lacks a counseling philosophy &

definition of roles for counselors in grades K-‘IZ. 2. 0 2.3 6‘0 7

 

Counselors are not seen as concerned and
accepting people.

77

 

There is a lack of communication and team work
among counselors, teachers,Aparents & administration.

{0

 

There is a lack of adm nistrative support for
,providing an effective connselinggp_ogram.

36

 

Students with special problems or needs are
not being helped.

.50

 

Counselors are not accessible when they are
needed.

47

 

Counselors are not aware of the needs of:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

//
4 5
/ 7 3
5? Z
Z 0 /
Students: 4 7 l7 é 2 4
Parents: Z g5 6149 7
Teachers: é b 1% g? 2..
There is a lack of Career Counseling in the:
Elementarl Schools: 5 J 2 5 1.5 12
Middle Schools; 2 Li é 0 9 lg _
The High School: 3 j 3 $1 45 1
There is a lack of personal-social counseling '
in the: Elementary Schools: /5 i/ 42- 30 /5-
Middle Schools: :/ 2 g 6 2— /6
The High School: ‘yT 1L!” fl 51]; 4’1:
There is a lack of academic counseling in:
Elementagy Schools: [0 [9A 5 / JO ‘ /3
Middle Schools: #2,: j 5F {51 2.; 2.;
The ugh School: 2.. l ? ,2 o ___._3 7 / §
Counselors do not make the needed effort to 4 5y
reach out to: Students: Z g g
Parents: % / Z? #
Teachers: 2 1f /7 4T

 

 

 

 

 

 

COMMENTS AND SUGGESTIONS:

APPENDIX B

APPENDIX B

. O

 

 

 

 

To:

From:

mam

Boyce Williams
Joe D. Dameron%s De 'L—

I have sent you under separate cover 9 publications for
consideration in your competency testing program.

the ratirg scales (for pro-professionals) and (professiohals)
can be duplicated. the monograph from inich theymme is
identified on the front cover -- and I would suggest you
purchase monographs from the APGA Press.

It you are interested in using the "Measurement of Counselor
Competencies: A Self Assessement" -- we can supply copies
for 3.00 per copy -- or a quantity discount rate of 2.50
for more than 10 copies.

Please return the publications I have sent to you -- or
5.00 to cater their cost.
Best wishes on your project!

Department of Education 0 A (‘8! 7- 788-223!

 

7o

 

_ ._ -_~.—-—— —

71
Texas Education Agency 201 a... 21..."... so...

Austin, Texas
aSTATE BOARD OF EDUCATION 78701

0 STATE COMMISSIONER OF EDUCATION

 

0 STATE DEPARTMENT OF EDUCATION

April 6, l978

Mr. Boyce Williams, Coordinator
Office of Minority Affairs

East Lansing Public Schools

819 Abbott Road

East Lansing, Michigan 48823

Dear Mr. Williams:
Thank you for your letter in which you requested permission to use the

Texas Education Agency publication The School Counselor: Work Environment,
Roles, and Competencies.

 

 

We are very happy for you to use this publication or your own adaption of
parts of The School Counselor. . .

 

If it is convenient for you, we would like a copy of any instrument you may
develop from our publications.

If I can assist you further, please let me know.
Sincerely,
gn Lucas, Chief Consultant

v

ision of Student Services
and Instructional Coordination

    
   

JLzrl

   

a

. 72
"m;

3, EAST LANSING PUBLIC SCHOOLS

819 Abbott Road East Lansing. Michigan 48823

IAMS, Co rd'nator
BOYCE C. W'I-I- ° ' Telephone: Area 517 332-0848

Office of Minority Affairs

April 10, 1978

Dear Dr.Perciva1

I am very interested in using the "competency-measurement instrument for
evaluating school counselors" developed by you, Dr.Dahm , and Dr,Dameron
with our counselors here in East Lansing. I would like to have our ad-
ministrators, counselors and counselor supervisors look at whether or
not these competencies exist and if so are they practiced by our current
staff.

However, before this can be done, I need to have your permission
in order to use it. I am writing each of you for your permission. I have
enclosed a self addressed stamped envelope for your convenience. I would
very much like the questionaire to be ready for distribution with your
permission by at least the first of May. If you could just sign the form

below it would be greatly appreciated.

cerely, \

L;)A31 (;r\/L)SL12£LLAa/rxgg
Boyce . Williams-Coordinator Minority Affairs

 

Boyce Williams has my permission to use the r (3

questionnaire for Counselore Competencies in the Eas ansing Mi. School

. L) .
district . Signed \ 5&3 M W

APPENDIX C

APPENDIX c
' ’ EAST LANSING PUBLIC SCHOOLS

W. ROBERT DOCKING 509 Burcham Drive East Lansing, Michigan 48823
Superintendent Telephone; Area 5I7 337-1781

May 11 , 1978

To: All Counselors K-12
All Principals
All Assistant Principals
Director of Instruction
Director of Personnel
Superintendent

You are all quite aware that we have been working this year on
strengthening our K-lz guidance and counseling program. The
planning committee which met after our last large group session
at the Kellogg Center in April agrees that we need to get about
the task of writing a philosophy and objectives of our K-12
counseling program. Also the planning committee agrees that
we need to develop a role description of what counselors ought
to be doing.

As part of that development, I'd like you to respond to the attached
profile and send it back to me by Friday, May 26. It isn't nec-
essary that you identify yourself by name , but I would like you to
identify yourself as:

1 . Counselor
2 . Building Administrator
3. Central Office Administrator

When we get these back, we will profile for you what the group, as
a group, did on the various questions. You'll note in the back of the
booklet that you can do your own profile and will be able to contrast
your responses to the group responses as a whole.

I think this will help us in our planning during the summer and will
also be of help to one of our administrators who is doing some
research in this area.

Thank you for your cooperation. We'll send the responses back to
you no later than the middle of June.

Sincerely ,

1‘)?er A ‘

W. Robert Docking
Superintendent

WRD :vaw 7 3
Attachment

APPENDIX D

C | APPENDIX D
' EAST LANSING PUBLIC SCHOOLS

JOHN A HANNAH MIDDLE SCHOOL 819 Abbott Road East Lansing, Michigan 48823
TONY EGNATUK Principal Telephone: Area 517 332-0848

BOYCE C. WILLIAMS, Assistant Principal

To: Teachers, Teacher Consultants
From: Boyce C.Williams
Re: Competencies Needed for Effective Counseling

I am doing research on Competencies Needed for Effective Counseling.
A number of us in our respective roles, do in fact perform counseling functions,
so it is felt that we would perhaps be the best persons to address the questions.
I'd like for you to address columns A and C.

A - Competency Level
C - Frequency Level

For column A you should think along the lines of whether this particular
competency does exist among those persons performing counseling functions in
our district.

For column C you should think along the lines of how often these areas
occur.

Please address only those areas which have not been marked out. If I
could receive these back by Friday it would be most appreciated. If there are
questions please let me know.

P.S. It is not necessary to include your name only complete the cover sheet.

74

COMPETENCIES NEEDED FOR EFFECTIVE COUNSELING

. This survey instrument is designed for use by counselors and supervisors

in Elementary and Secondary schools. Directions are given on Page 1.

Please check of fill in blanks below:

SEX MALE FEMALE

 

AGE 25

26 to 30
31 to 35
36 to 40
41 to 45
46 to 50
51 to 55
55 Up

PROFESSIONAL ASSIGNMENT

 

AT LEVEL OF:

Elementary

 

Junior High

 

High School

 

 

 

 

College
TEACHING EXPERIENCE NO. YEARS
COUNSELING EXPERIENCE NO. YEARS
ADMINISTRATIVE EXPERIENCE NO. YEARS

 

OTHER EXPERIENCE

A. NO. YEARS

 

 

B. NO. YEARS

 

 

75

lli . .

 

 

MEASUREMENT OF COUNSELOR COMPETENCIES

A SELF-ASSESSMENT

76

 

COUNSELOR ACCOUNTABILITY TRAINING SYSTEM (CATSI

COMPETENCIES NEEDED FOR EFFECTIVE COUNSELING

Copyright 1973 ((9

Revised 1974

Dr. Robert R. Percival

Director of Guidance

Richardson Independent School District
Richardson, Texas

Dr. John W. Dahm

College of Education

North Texas State University
Denton, Texas

Dr. Joseph D. Dameron
College of Education

North Texas State University
Denton, Texas

by: Dr. Robert R. Percival
Dr. John W. Dahm
Dr. Joseph D. Dameron

All Rights Reserved.

This publication, or parts thereof, may not be reproduced in any form

without permission of the authors.

77

COUNSELOR COMPETENCIES

EVALUATION

NAME DATE

 

This self-assessment will assess counselor competencies necessary for the adequate performance of roles
and functions.

A rating scale is provided for assessment in four areas:

CODE
A. Competency Level: Means to be able to demonstrate a competency.
8. Interest Level: Means how you feel about the activity, how well you like to do
that competency.
C. Frequency: How often you actually perform a competency.
D. Demands: How often you are asked to perform a competency.

The Rating Scale is from I to 5 with 1 a low score and 5 a high score. Rate yourself on each numbered
activity and average your score for each lettered activity. Use the profiles to plot your averages. All profiles
are located at the back of the instrument.

78

COUNSELING

 

 

CODE

LOW AVERAGE
Competency 1- - 2- - - -3- - a- -

Interest Level 1- - 2- - - -

GOV)

Demands (pupil, patron, professional) 1- - 2- - - -

3
Frequency 1- - 2- - - -3- - 4-
3

HIGH

- S

.I
UU‘U’

 

THE COUNSELOR POSSESSES THE ABILITY TO EXPLAIN THE ROLE OF
GUIDANCE AND COUNSELING SERVICES.

The counselor demonstrates the ability to:

1. Conduct in-service programs concerning guidance.
2. Explain guidance and counseling services.
3. Participate in programs for students in which
various guidance services are explained.
AVERAGE SCORE FOR A.

THE COUNSELOR POSSESSES THE ABILITY TO ESTABLISH RAPPORT
WITH PUPILS, PARENTS, PROFESSIONALS AND OTHERS.

The counselor demonstrates the ability to put others at ease
in a relaxed professional manner.

1. Pupils
2. Parents
3. Other staff members
AVERAGE SCORE FOR B.

THE COUNSELOR POSSESSES THE ABILITY TO EVALUATE INTERACTION.
The counselor demonstrates the ability to:

1. Use proper observation and recording to report
significant points of individual and group
interactions.

2. Chart group interaction on the Hill Interaction
Matrix.

3. Rate the verbal interaction on the Carkhuff Com-
munication Scale.

AVERAGE SCORE FOR C.

THE COUNSELOR POSSESSES THE ABILITY TO PROVIDE HELPFUL
INFORMATION AND TO SUPPORT FORMER CLIENTS, EITHER IN
INDIVIDUAL OR GROUP SETTINGS.

The counselor demonstrates the ability to:

l. Initiate follow-up contacts on educational
placement and college satisfaction.

2. Initiate follow-up on post-guidance and adjustment.

3. Initiate follow-up on results and implications of
interest, achievement, and aptitude tests.

AVERAGE SCORE FOR D.

THE COUNSELOR POSSESSES THE ABILITY TO UNDERSTAND THE BASIC
PRINCIPLES OF HUMAN GROWTH, DEVELOPMENT, AND LEARNING AND HOW
THESE FACILITATE THE LEARNING AND COUNSELING PROCESS.

The counselor demonstrates the ability to:

1. Treat differentially students of various age levels,
social maturity and environmental conditions.
2. Use data about students to interpret social be-
havior, performance and educational placement.
3. Understand the processes and materials related to
developmental counseling.
AVERAGE SCORE FOR E.

79

 

 

 

 

 

 

 

 

 

 

UNH
.I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

F.

I.

THE COUNSELOR POSSESSES THE ABILITY TO RECOGNIZE
LIMITATIONS AND TO MAKE PROPER REFERRALS.

The counselor demonstrates the ability to:

l. Possess a self-awareness of the limits of per-
sonal counseling competency, as well as the ethical
and legal limits of individual case work.

2. Seek periodic critiques of personal performance
from peers and supervisors and remove any defi-
ciences.

3. Maintain a current list of community agency re-
sources and personnel for referral purposes.

AVERAGE SCORE FOR F.

THE COUNSELOR POSSESSES THE ABILITY TO FORMULATE A METHOD
FOR COUNSELING WHICH REFLECTS THE VARIOUS STAGES OF GROWTH
IN THE COUNSELING PROCESS.

The counselor demonstrates the ability to:

1. Apply the appropriate methods of counseling to
achieve growth and change in human behavior.

2. Specify therapeutic conditions which facilitate
the development of insight and action oriented
behavior on the part of clients.

3. Devise and individualize a counseling procedure

 

 

 

 

 

 

 

 

 

 

 

for a specific case problem.
AVERAGE SCORE FOR G.

 

 

THE COUNSELOR POSSESSES THE ABILITY TO UNDERSTAND THE

 

DYNAMICS OF INDIVIDUAL BEHAVIOR AND TO RECOGNIZE THE NEED
FOR CHANGE IN ATTITUDES AND BEHAVIORS.

The counselor demonstrates the ability to:

1. Explain the expectations of individual behavior

 

within the counseling relationship in terms of
defense mechanisms, transference, modeling, identi-
fication, cultural differences, conditioned behav-
iors, verbal and non verbal communications, and the
etiology and manifestation of neurotic behavior.

2- Understand the effect of reinforcements, reasoning and

 

proper therapeutic conditions.
3. Use flexible counseling procedures which are directed

 

toward symptom removal, self-awareness and understand-
ing, and implementing specific new behaviors.
AVERAGE SCORE FOR H.

 

 

THE COUNSELOR POSSESSES THE SKILL IN USING GROUP DYNAMICS

 

THAT CAN FACILITATE ATTITUDE AND BEHAVIOR CHANGE.

The counselor demonstrates the ability to:

1- Display a working knowledge of group dynamics

 

such as content.and process variables, typical
stages of group development, various leadership
styles, and the conditions under which groups promote
healthy growth.

2. Discriminate among the various kinds of group

 

activities, i.e., guidance, counseling, task-
oriented group etc., and use each appropriately.
3. Possess a knowledge of developmental tasks and coping

 

behaviors of different age levels and display the
skill necessary to use various techniques.

 

AVERAGE SCORE FOR I.

 

 

 

 

 

 

80

— -rw. - ..-——

4' .- —.-'-Qf‘

THE COUNSELOR POSSESSES THE ABILITY TO SKILLFULLY AND
EFFECTIVELY USE PLAY MEDIA WITH CHILDREN.

The counselor demonstrates the ability to:

1. Understand the play media process and select
appropriate play media materials.
2. Demonstrate an understanding of the establishment of
limits in counseling with play media.
3. Conduct.effective play media sessions.
AVERAGE SCORE FOR J.

THE COUNSELOR POSSESSES THE ABILITY TO ESTABLISH AND MAIN-
TAIN COUNSELING RELATIONSHIPS CONSONANT WITH ETHICAL STAND-
ARDS OF THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION.

The counselor demonstrates the ability to:

1. Communicate with the client in a non-judgemental
attitude while helping him make wise choices
2. Communicate a respect toward the client as a person
of worth.
3. Communicate to the client the confidentiality of
the relationship consistant with accepted standards.
AVERAGE SCORE FOR K.

THE COUNSELOR POSSESSES THE ABILITY TO PROVIDE THEORETICAL
RATIONALE THAT SUPPORTS THE USE OF VARIOUS THEORIES,
TECHNIQUES AND PROCEDURES (GROUP OR INDIVIDUAL).

The counselor demonstrates the ability to:

l. Specify the assumptions and stages of deve10p-
ment associated with major theories of counseling.
2. Identify techniques to be used in the treatment of
specific behavioral problems.
3. Specify the problems especially amenable to group
and/or individual counseling procedures.
AVERAGE SCORE FOR L.

THE COUNSELOR POSSESSES THE ABILITY TO MAKE A COMMITMENT

OR RESPONSIBILITY TO THE COUNSELEE WHEN NECESSARY, WHILE
PROVIDING COMMUNICATION TO OTHER SIGNIFICANT PERSONS WITHOUT
VIOLATING CONFIDENTIALITY.

The counselor demonstrates the ability to:

1. Provide remedial and preventive programs for a
particular client.

2. Discriminate among the data on a client in order
to make decisions as to the amount and type of
information to share with other personnel.

3. Assist the client in implementing new insights
about himself.

AVERAGE SCORE FOR H.

81

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COORDINATION

 

 

 

CODE
A Competency Level 1- - 2- - - -3- - 4- - 5
B Interest Level l- - 2- - - -3- - b- - 5
C Frequency 1- - 2- - - -3- - 4- - 5
D Demands (pupil, patron, professional) 1- - 2- - - -3- - 4- - 5
THE COUNSELOR POSSESSES THE ABILITY TO PREPARE INFORMA- # A C
TION MATERIALS THAT WILL FACILITATE PUBLIC RELATIONS
FOR GUIDANCE PROGRAMS.
The counselor demonstrate: the ability to:
1. Develop communication with local media and to 1
provide current newsworthy events.
2. Identify perceived needs that can be met through 2
guidance services.
3. COmmunicate outcomes of research in planning 3.
and implementing guidance procedures.
AVERAGE SCORE FOR A.
THE COUNSELOR POSSESSES THE ABILITY TO UNDERSTAND AND # A C
INTERPRET THE SCHOOL ENVIRONMENT IN ORDER TO IMPLEMENT
A PROGRAM ON GUIDANCE SERVICES.
The counselor demonstrates the ability to:
1- Display and understand of the supervisory 1.
chain of command within the school system and
within a particular school.
2. Direct suggestions and requests to the appropriate 2.
person or office in the administrative set-up.
3. Recognize each professional position within the 3.
school setting. AVERAGE SCORE FOR B.
THE COUNSELOR POSSESSES THE ABILITY TO ASSIST IN THE # A C
INTERPRETATION OF NEEDS REQUISITE TO IMPROVE AND
REVISION OF GUIDANCE PROGRAM SERVICES.
The counselor demonstrates the ability to:
1. Maintain a continuing program of current 1.
professional reading.
2; Attend local, state, and national professional 2.
meetings.
3. Participate in local, state and national 3.
guidance associations.
AVERAGE SCCRE Fm C.
THE COUNSELOR POSSESSES THE ABILITY TO COORDINATE GOALS, # A C D
OBJECTIVES, AND ACTIVITIES, IN SUCH A WAY THAT BOTH SCHOOL
AND PERSONNEL ARE UTILIZED IN CONSULTATIVE CAPACITIES.
The counselor demonstrates the ability to:
l. Analyze existing guidance services in which 1.
student, community, and societal needs are being
served.
2. Develop communications for idea sharing, goal 2.
setting and planning for social, educational, and
vocational guidance projects.
3. DeveIOp guidance role functions for students, lay 3%
workers, and professional school personnel.
AVERAGE SCORE FOR D.

82

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

E.

THE COUNSELOR POSSESSES THE ABILITY TO IDENTIFY GUIDANCE
NEEDS OF STUDENTS AND TO COORDINATE RESEARCH STUDIES IN
GUIDANCE.

The counselor demonstrates the ability to:

l. Devise guidance surveys regarding guidance
services relative to students, teachers &
administrators, and patrons.

2. Involve students, teachers, and administrators in
informational programs regarding careers, educa-
tional and personal concerns.

3. Research instructional methods and materials
relevant to guidance.

AVERAGE SCORE FOR E.

THE COUNSELOR POSSESSES THE ABILITY TO ESTABLISH A CONSULTA-
TIVE SERVICE TO CURRICULUM PLANNERS IN SCHOOL POLICY MAKING
GROUPS IN ORDER TO SEE THAT GUIDANCE PHILOSOPHY IS EVIDENT
IN ALL PLANNED SCHOOL ACTIVITIES.

The counselor demonstrates the ability to:

1. Assist in the development of learning units on
cross cultural understanding.
2. Form educative and training seminars on current
social problems.
3. Formulate human relations committees seminars.
AVERAGE SCORE FOR P.

THE COUNSELOR POSSESSES THE ABILITY TO PREPARE PRINTED TO
MATERIAL FOR USE BY STUDENTS, PARENTS, AND OTHERS AID

IN INTERPRETING THE PHILOSOPHY AND SERVICES OF THE GUIDANCE
PROGRAM.

The counselor demonstrates the ability to:

1. Edit and write periodic guidance publications,
newsletters, student handbooks and newspaper
articles.

2. Publish brochures which specify the activities
and scope of the guidance program, including
profiles of the pepulation served.

3. Write and report on guidance surveys, placement
activities, and follow-up studies.

AVERAGE SCORE FOR G.

83

 

 

 

 

 

 

 

 

 

 

 

 

 

#

 

 

 

 

 

 

 

 

 

 

 

CONSULTATION

 

CODE

coca)

 

LOW AVERAGE
Competency 1- - 2- - - -3- - 4-
Interest Level l- - 2- - - -3- - 4.
Frequency 1- - 2- - - -3- - a-
Demands (pupil, patron, professional) 1- - 2- - - -3- - 4-

HIGH

U‘U‘U‘U‘

 

 

A. THE COUNSELOR POSSESSES THE ABILITY TO ASSIST IN THE ORGANI-
ZATION OF CASE CONFERENCES AND TO SHARE APPROPRIATE INDIVID-
UAL DATA WITH STAFF MEMBERS.

\

The counselor demonstrates the ability to:

1.

Display a working knowledge of the rules of
confidentiality as sponsored by the APGA and APA
Code of Ethics.

Organize and participate in case conferences con-
cerning individual pupils.

Report critical information to parents and other
professional resources. AVERAGE SCORE FOR A.

B. THE COUNSELOR POSSESSES THE ABILITY TO CONFIDENTIALLY
DISCLOSE INFORMATION THAT WILL ASSIST IN THE IDENTIFI-
CATION OF STUDENTS WITH SPECIAL NEEDS AND/OR PROBLEMS.

The counselor demonstrates the ability to:

1.

Conduct conferences with teachers, acquainting
them with the developmental guidance needs of
students.
Relay information to professional personnel
concerning students and teachers, without de-
stroying confidence and trust.
Emphasize with the professional staff the
necessity for confidentiality.

AVERAGE SCORE FOR B.

C. THE COUNSELOR POSSESSES THE ABILITY TO FACILITATE COMMUNICA-
TION BETWEEN STUDENT AND FACULTY.

The counselor demonstrates the ability to:

1.
2.

3.

Provide high levels of discrimination and
communication ability.
Devise programs to convey the philosophy and goals
of the guidance program.
Encourage students, teachers, and administrators,
to utilize the guidance services to their fullest
extent.

AVERAGE SCORE FOR C.

D. THE COUNSELOR POSSESSES THE ABILITY TO MAINTAIN COMMUNICA-
TION WITH ALL EDUCATIONAL LEVELS.

The counselor demonstrates the ability to:

Implement formal and informal visitation among
guidance personnel on the various levels.
Disseminate information on all educational levels.
Display a working knowledge of the various
curricula advisement procedures and prerequisites
for specific programs.

AVERAGE SCORE FOR D.

84

 

#

 

 

 

 

 

 

# A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

..~ .’ -_.'v..v._ _ - .

.Nr-Q‘ a...

‘- w-or—v.

 

E.

F.

THE COUNSELOR POSSESSES THE ABILITY TO INTERPRET
THE SCHOOL'S APPROACH TO STUDENT LEARNING AND
SOCIAL-EMOTIONAL PROBLEMS.

The counselor demonstrates the ability to:

1. Describe special educational programs to
parents.

2. Initiate and organize parent information and
education groups.

3. Observe and evaluate student behavior, and to
provide for the effective sharing of this
information with professional staff and parents.

AVERAGE SCORE FOR E.

THE COUNSELOR POSSESSES THE ABILITY TO CONSULT WITH MEMBERS
OF THE STUDENT SERVICES STAFF CONCERNING THE DEVELOPMENT
AND FUTURE EXTENTION OF RELEVANT SERVICES.

The counselor demonstrates the ability to:

1. Keep abreast of current procedures and methods
in the fields of guidance through membership in
professional organizations.

2. Keep abreast of current procedures and methods in
the field of guidance through reading professional
journals.

3. Keep abreast of current procedures and methods in
the field of guidance through attendance and
participation in workshops, seminars, etc.

AVERAGE SCORE FOR F.

THE COUNSELOR POSSESSES THE ABILITY TO PROVIDE ASSISTANCE TO
TEACHERS IN THE INTEGRATION OF APPROPRIATE INDIVIDUAL AND
GROUP COUNSELING AND GUIDANCE PROCEDURES IN THE REGULAR
CLASSROOM.

The counselor demonstrates the ability to:

1. Make information available and to encourage staff
participation in guidance workshops, seminars, and
other growtheoriented activities.

2. Suggest techniques and procedures that can be used
effectively in classroom activities.

3. Establish and maintain guidance communications on
all instructional levels within the system.

AVERAGE SCORE FOR C.

THE COUNSELOR POSSESSES THE ABILITY TO CONSULT WITH
TEACHERS AND PROVIDE ASSISTANCE IN ALLEVIATING
LEARNING AND SOCIAL-EMOTIONAL CONCERNS OF STUDENTS.

The counselor demonstrates the ability to:

1. Display adequate knowledge of child development
and assistance to the teacher in identification
of exceptional students.

2. Display adequate knowledge of child develop-
ment and assistance to the teacher in initiating a
child study program.

3. Display adequate knowledge of child develop-
ment and assistance to the teacher in conducting
parent conferences.

AVERAGE SCORE FOR H.

85

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 1c

 

 

 

 

 

 

 

 

 

 

 

I.

THE COUNSELOR POSSESSES THE ABILITY TO CONSULT WITH PARENTS
ABOUT CONCERNS FOR THEIR CHILDREN, AND TO CONVEY THE NEED
FOR ASSISTANCE WITH THE LEARNING AND SOCIAL-EMOTIONAL
PROBLEMS TO PROPER ADMINISTRATIVE AUTHORITIES.

The counselor demonstrates the ability to:

1. Accept parents as fellow learners.
2. Conduct parent conferences that are based on
cooperative human relations.
3. Serve as a facilator for promoting parent group
discussions.
AVERAGE SCORE FOR I.

86

 

#

 

 

 

 

 

 

 

 

 

 

 

_____ ”1'7. M ‘—

g~"'~ .v '.‘—- \

W'MA‘omnw-u—‘M’Lr r .

 

 

ORGANIZATION AND EVALUATION

 

 

 

 

 

CODE
LOW AVERAGE HIGH
A Competency Level 1- - 2- - - -3- - 4- - - - S
8 Interest Level 1- - 2- - - -3- - 6- - - - 5
C Frequency 1- - 2- - - -3- - a- - - - 5
D Demands (pupil, patron, professional) 1- - 2- - - -3- - 4- - - - 5
A. THE COUNSELOR POSSESSES THE ABILITY TO ASSESS NEEDS OF # A B C D

 

THE TARGET POPULATION, AND COLLECT AND PREPARE DATA FOR
PLANNING GUIDANCE ACTIVITIES.

The counselor demonstrates the ability to:

1. Design guidance instruments, questionnaires, rating 1.

 

scales, and guidance surveys.
2. Carry out guidance research procedures. 2.

 

3. Make evaluation instruments available to faculty, 3.

 

students, and other persons, and to collect com-
pleted data.
AVERAGE SCORE FOR A.

 

B. THE COUNSELOR POSSESSES THE ABILITY TO SUPERVISE PERSONNEL

 

AND PREPARE MATERIALS FOR GUIDANCE INTERPRETATIONS. # A B C D

 

The counselor demonstrates the ability to:

 

 

1. Prepare data for clerical personnel and to work 1.
in a consultive capacity.

2. Use visual and auditory materials in presenting 2.
information to school and the community groups.

3. Analyze data and determine priorities based on 3.

 

identified needs.
AVERAGE SCORE FOR B.

 

 

C. THE COUNSELOR POSSESSES THE ABILITY TO EVALUATE GUIDANCE # A B C D

 

NEEDS.

The counselor demonstrates the ability to:

 

 

1. Evaluate test data to determine students who 1.
have special needs.

2. Plan with faculty for students needing special 2.
classes.

3. Display skill in using evaluation procedures 3.

 

such as check lists. survey instruments,
experimental data, observation, and interviews.
AVERAGE SCORE FOR C.

 

 

D. THE COUNSELOR POSSESSES THE ABILITY TO DEVELOP A SEQUENCE # A B C D

 

OF GUIDANCE SERVICES DESIGNED TO MEET THE NEEDS OF THE
TARGET POPULATION.

The counselor demonstrates the ability to:

1. Display an awareness of trends in society 1.

 

generally toward new and/or modified behaviors
and/or ideas such as drug abuse, abortion, etc.
and to provide guidance programs to meet these

 

needs.

2. Provide guidance services for the school 2.
community.

3. Evaluate the target population. 3.

 

 

 

 

 

 

AVERAGE SCORE FOR D.

 

 

87

B.

THE COUNSELOR POSSESSES THE ABILITY TO PLAN SPECIAL GUIDANCE
PROGRAM ACTIVITIES DESIGNED TO MEET SPECIFIC NEEDS OF STU-

DENTS NOT NORMALLY INTEGRATED WITHIN THE PROGRAM OF GUIDANCE
SERVICES.

The counselor demonstrates the ability to:

1. Assist in planning curricular and special services
for students requiring special services.

2. Provide information for curriculum development in
adult education.

3. Identify and counsel students having special
potentialities and/or special needs.

AVERAGE SCORE FOR E.

88

 

 

 

 

 

 

 

 

 

 

 

 

ASSESSMENT REPORT

 

COUNSELING:

Concerns l.

 

 

 

 

 

Programs for Consideration

l.

 

2.

 

 

CONSULTATION:

H

Concerns

 

 

 

 

 

Programs for Consideration

l.

 

2.

 

 

COORDINATION:

Concerns l.

 

 

89

 

 

 

Programs for Consideration

l.

 

2.

 

3.

 

ORGANIZATION AND EVALUATION

Concerns l.

 

2.

 

 

 

 

Programs for Consideration

1.

 

2.

 

 

90

APPENDIX E

APPENDIX E

To Whom It May Concern:

l.

I found this self-assessment very difficult to relate
to the scope of my high school counseling position.
Many of the questions don’t cover what we do.

The self-assessment was very tedious to answer honestly
with some 39§_decisions and responses to be made. I
question the validity of responses after the first 100
answers.

It would have helped in filling this out to understand
specifically how the self-assessment fits into our
discussions on improving guidance and counseling.

An East Lansing administrator I know understands or
believes that gll_the listed competencies and skills are
appropriate functions for East Lansing counselors.

There was a strong attempt to manage all of these
functions under Jim Mahrt in the late 60's and when

we had a pupil personnel director. However, this all
went out with Malcolm Katz and the return of Jerry
Kusler with the "divisional plan."

What we need more than anything else is K-lZ leadership
and coordination by someone with counseling background!
Administrators will have to be willing t9 share
decision-making rather than just imposing apparent
solutions to problems (e.g., H.S. divi51onal plan as
the solution to problem of counselor accountability
and control). Administrators must also be willing

l) to allow client confidentiality with the counselors
and 2) to allow counselors to be physically and
functionally separate from administration. Our roles
can't be clear to anyone without this.

As I completed the assessment, I noted that there

seemed to be a high correlation between responses to
A & B; also, C & D. Unfortunately, I think this is a
poor sign.

91

APPEJD IX F

APPENDIX F

 

 

Administrators Teachers

 

 

 

 

\
/ FOCAL PERSON

 

 

COUNSELOR

 

";::3\ Teacher

Consultants

 

 

 

FIGURE F-l: Role-Set

The solid lines indicate that the counselor (focal
person) is transmitting an understanding of the competencies
needed to perform as a counselor to administrators, teachers,
and teacher consultants.

The dotted lines show that the administrators, teachers,
and teacher consultants have an understanding of the compe-
tencies the counselor must possess in order to function as
a counselor.

The perception of the counselor's (focal person) com-
petencies, and the administrators, teachers, and teacher
consultants (role-set) perception of the counselor's
competencies are measured to determine the strength or
weakness in the role-set chain. These magnitudes will lead
to those areas that must be given attention.

92

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Brammer, L. M. & Springer, H. C. A radical change in
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94

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