:e. m. ~ .gn J 340‘ .; , r' IM- "K I . IIIIII'A’II 4.. ‘HHTIHIIWI‘III v I gflf ‘ | '0 113:2: Iii}. In" I'I'I’ , , 4 ,LII‘ ‘ . .I ‘ IIIII‘I‘IIllu-JIIIKIVT. LIIIMH ”I“ . l ,‘ M 9 WI m» . II I I I Jest" ’ ‘ .L—. ' .‘J Q II I _\ ' I .I I ‘1.I'?’I" . , ‘ yIf 5‘11 ‘ ‘ ‘ ' " .1 ‘-I ‘ . . ‘ . . .‘I J. . C .. I. II ,J . ' . I / . “x f ., _ :- .I I I | I H I.» E"I..?‘.II\ I ‘ H. mm ItuhI J..I.?.I.Ik” Il: wlmuutlm This is to certify that the thesis entitled A STUDY OF THE MICHIGAN STATE COLLEGE SUMMER COUNSELING CLINICS presented by Thomas A. Goodrich has been accepted towards fulfillment of the requirements for $5.1). Educ at 1 on degree in REMOTE STORAGE PLACE IN RETURN BOX to remove this checkout from your record. TO AVOID FINES return on or before date due. DATE DUE DATE DUE DATE DUE #- 2/17 203 Blue FORMS/DateDueForms_2017.Indd ~ 99.5 A STUDY OF TIE LnICHIGAN STATE COLLEGE SUMIZER COUNSELING CLINICS by Thomas Albert Goodrich A Thesis Submitted to the School of Graduate Studies of Lichigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Division of Education 1952 -' Jo... '9 I" .-:. .‘4 6. "" ‘ ILC L379 ‘ g ‘ ~.-o..‘ ‘K‘ .3”. .':"'::I ~§-.. .- ‘ I‘ . . ;..: Q" a I-.Ov.. “‘ ~“ iv'oi‘: r... ‘ \ ""‘vgN-‘uUC I .- “ . .' ‘up I. ..‘. e C u m...“ ‘0. ‘. e ' ' - L' :' ‘5‘ "V. ‘ ~" .n AC BEIGE-TIE DGliEN’I’S The writer wishes to acknowledge his indebtedness to the many peOple who have helped him in the preparation of this study. His greatest obligation is to his Guidance Committee: Drs. Walter F. Johnson, Chairman, Clifford E. Erickson, Cecil V. ltillard, Clyde It”... Campbell and Leonard J. Luker for their helpful suggestions and criticisms. Appreciation is also expressed to Dr. Paul L. Dressel, Director of Counseling, and members of his staff for their c00peration in the research. The writer also wishes to express his deep appreciation to Drs. Kenneth Nelson and John Schmid, Jr. and the many other peeple who helped him in the preparation of the study. t \(3‘7V'tl‘. l". {’3‘} ‘ ‘ . I. f‘ r ,' an I I -r;o¢ v- ‘fi‘. *an‘.-.“ '. e 1 f' “'...A'. I‘“'.l-u‘y-. n N. J» ' I 2‘“ I‘..-._I‘. “ U. a... “j" ‘ " .' u v ‘2‘ '5'. ‘AW "'nn ‘ ‘A‘r Y2: .-‘o.-‘ v u ,‘t .. ,_ ~ It““ ' . '1‘. M .v .71... -" “, 4‘ ‘--a‘- ‘ H ' g... ‘1‘ 'O o- . . 3"”2"..- . A “A9 a N . a \‘Iv. " Uv“ Pgn. “'40 ‘ .53. ... ' ‘ ‘- 3. "c .. e. ‘ v .Xvi ' ‘ -- .‘- I. ‘5‘ ‘ - Thomas Albert Goodrich candidate for the degree of Doctor of PhiIOSOphy Final examination, May 5, 1952, 8:00 A. M., 116 Norrill Hall Ifissertation: A Study of the Michigan State College Summer Counseling Clinics Outline of Studies Major Subject: Counseling and Guidance Biographical Items Born, April 8, 1912, Chicago, Illinois Undergraduate Studies, Central Lichigan College of Education, Mt. Pleasant, Nichigan, 1930—34 Graduate Studies, University of Michigan, Summer Sessions, 1939-40-41 ' hichigan State College, 1948-52 Experience: High school instructor and coach, Lake Shore High School, St. Clair Shores, Michigan, 1934—35 High school instructor, principal and coach, Standish High School, Standish, Lichigan, 1935-41 Assistant Professor, Department of Psychology and Education, Central hichigan College of Education, 1941-43, 1945—47 . . Assistant Professor, Department of hathematlcs, Central Michigan College of Education, 1945-45 Counselor, Lichigan State College, 1948— 1‘riember of American College Personnel Association, National Vocational . . - + ‘- Guidance Association, Michigan Counselor As3001ation. Kappa Delta F1 and Alpha Phi Omega v n. \O-‘o u.'... .,h “s. "--"- : e. H - ('7‘? 5 ”M : “7/125 :E}¥g$9$ulw\ Ti“: 31"“ 31‘ A STUDY OF TEE LICEIOAN STATE COLLEGE SUMKER COUNSELING CLINICS {5:13 BY Thomas Albert Goodrich AN.ABSTRACT Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Education Year 1952 Approved ‘v-a"v‘—I A‘Hh— a-v -~~’ A? ' * J' ' . -, 3a.. - "‘ v 'u ~nrang F"- a .- on. —"".“. ‘d.’ O C at ‘I .-._. .ia\.‘- 9" , , 'Ii , J H.-.‘ JV ~v--'-’ . A ‘ F'- t‘;.‘ . gfe s- ous. J‘ooa-s D .'-‘ e -. g-.— n; :‘w—a‘ .9 l ‘ - 1-. nub-o .. V- ----| "f:‘;tq' o—r ‘.,4~. I A q M: ’..~'- 0. U.-. .4.‘ fl " . I "14‘ '7 - ~. 'V‘V-‘ 1 “: AF. .4 U. 5naa. .. . ‘5 u :1.‘ :‘.".“ Com-e . "fivou hm; , O! CH . e K” 1“ ‘ c .5»--..' 'R-u‘“.' chy‘ . -- I . e ' 7 . a a “ 5‘ t J, .4 ..-V' U,“"' a '5“: ‘1.:., a. n .g...' ‘I.a.‘ “av. . ‘I . g o "e = ‘ \ ' a. 4' ‘i “a... ‘ g “‘g...’. ' v - '-v ',.~..' I I v "" ‘ -. ‘3 an F . 'v‘. i ‘1 y. I ‘r- ,_ .- ..., ac “N ‘;5' c u "I. :“R .*‘~.:', - ‘2... n 1-- ‘.1 'e. ‘-:A 4" K P .“c h. I .h; 1‘ “U.. ‘1'» , Li () '1' (. b in 3w? -' f A STUDY OF TEE LICEIGAN STATE COLLEGE SULBER COUNSELING-CLINICS by Thomas Albert Goodrich The general purpose of this study was to evaluate the program of the summer Counseling Clinics Sponsored by the Counseling Center at hichigan State College. The Specific problem was to examine, describe and deter- mine changes evidenced by clients who participated in the clinics during the summer of 1951. An attempt was made to measure changes in the follow- ing areas: 1. Se1f~understanding - knowing one's assets and liabilities. 2. Decision on educationalavocational goals. 3. Orientation information concerning college. An effort was made to secure objective data evaluating the 1951 clinic from the viewpoint of the participating client. The method employed in the study was known as the normative-survey method. The particular type of normative-survey technique was the ques- tionnaire inquiry. A pilot study was made in the summer of 1950. In the summer of 1951, a pre-clinic questionnaire was administered to the entire group of 655 clients during the first session of the respective clinic in.which they participated. On the third day, following the final interview, they were given the post-clinic questionnaire. From this group of 655 par— ticipants, two hundred people were selected as a random sample by the random number technique. All information from the completed survey was compiled, tabulated, analyzed and reported in the study. The results of the research indicated that many peOple entering .o ~H‘ o .- _.._-_., ‘ a Dr . V “( no 3" II' C? d_-.. “.4 a . ,u.. on R ? , , .' .P 1 J J. ‘- u .. . '- - R W "- , I ' Rf}. dpce P: 9-- 0::4 4-. "1.0-..-0 a. D Io-.l'-o"~ 9:!‘cqg‘e-x— e.»-.:-o‘v g-‘du—o.-~. .. .',,'e an" a fig rvz”, 0-2: IV‘.“ .4. _ _ I I ‘ ““.§' Fa’a‘51 Dc 'h‘]" S “a... -v u ‘ ‘ ' I.“ *3 .I.. 'nT-e "as, . . ' a... .._, o ‘ .-.: '35,.“ 5;.” fl “O:uv~‘ .4.-.‘~ - ‘. w a, ‘ I...‘ u D A ': luv v-.~.v . ..." o‘ ‘ ‘t an. .‘ l’ .- J . D "J‘l‘ o .3 c o.-. u h I...’ “to ‘ ' 4 n- "‘ W- o. , I‘qb V.-:“-e ESS ‘. a. . 73“: 5' ‘. ‘ H" 5 ~ .. ‘ a... n -h‘ . D‘Hn ’.‘l ;.I ‘ - P ‘ . 'v.‘ v9 '3: '- AVI“ U..': I‘vh: l _ :- n§‘r N ‘-‘~‘Z:g-\" Q“ M, “On-A . .I‘ “u. A“ V i. u n F‘ “. -...-e‘-ve s .. H, 'v .‘ .,_ ‘..:.e 7215 5" I- 3. ‘3‘: .-. d . F n‘u‘g“‘ ‘ ~ -\b:d~ .. ‘sl ‘ “ ="M: "~.: “h H '«.g. 35‘ .__‘-« 'l I . =4 4 . .«u.éae‘ ”.“L ~ .._ “U ‘+ ..‘.~~ bait-o! v“ "«_. «‘- - d‘ic.‘: “a, U r 4". . ”l" ‘ ‘.‘: - 1'...‘ n- ' .C‘. ‘i. ‘ cu. fl , ~ . Q. 1 .‘.-‘ 4 ~ 7' Thomas Albert Goodrich college lacked "self-understanding" of their potential capacities to do college work and of their ability to read, as compared to results on the A. C. E. Psychological Examination and the Cooperative English Test 02: Reading Comprehension. Their "self-understanding" increased while they were attending the clinics which enabled them to make more realistic educational and vocational plans. Those with deficiencies that could be overcome were able to enroll in the preper Improvement Services offered by hichigan State College. There was little evidence that clinic participation led to any radic- al change in the clients' plans concerning college attendance. Likewise, clients made few changes in ultimate vocational goals while they were at the clinics. The seed for better evaluation of plans may be planted at this time but the actual change appears to be gradual. The most signifi- cant change was the trend by a number of clients from Special programs toward the No Preference prOgram. This trend must be interpreted in ac- cordance with the Eichigan State College Basic College philOSOphy and organization, and the close relationship of college counselors to the i No Preference students. There was strong evidence that participants gained considerable in- formation about Nichigan State College. By engaging in a prOgram of orientation planned for prOSpective students, they were able to become acquainted with college procedures, which gave them an advantage over the non-clinic participants. This orientation experience was one of the most beneficial results of the entire program, according to the clients. A preliminary follow-up of clients indicated that they made good academic adjustments to college. They had grade point averages comparable '1'”:"'3 ...-. .u '. ‘:f '3' a..-.~'~ aura. ': "wd- d‘ 1..., a... — .. . vb. ~‘ ‘9 0’ -; 6- 7-. . t'h". _ 5"“: -. c--as ...4 ‘1" H‘ OI .ocv. .— Thomas Albert Goodrich to college juniors at the end of the first term and they had a smaller percentage of pe0ple on probation, as contrasted with other entering freshmen. Whether this can be attributed to the clinics alone or to other factors may require further investigation, but the fact that they were superior academically was shown in the research. . 1 . .o‘t-Inn‘Ou ob-A-‘nuié “fie. u I c. u"\‘":‘ d.“ . 'z . ., “cu-"'2 ‘. ‘ .. ‘5' A. TABLE OF CONTENTS CHAPTER ’ PA CE I. THE PROBLEM AND ITS IhPLICATIONS . . . . . . . . . . . . . 1 Introduction . . . . . . . . . . . . . . . . . . . . . . 1 The problem . . . . . . . . . . . . . . . . . . . . . . 2 Statement of the problem . . . . . . . . . . . . . . . 2 Importance of the study . . . . . . . . . . . . . . . 2 Definition of terms . . . . . .,. . . . . . . . . . . . 3 Counseling Clinics . . . . . . . . . . . . . . . . . . 3 Basic College . . . . . . . . . . . . . . . . . . . . 4 No Preference . . . . . . . . . . . . . . . . . . . . 4 Enrollment Officer . . . . . . . . . . . . . . . . . . 4 Counselor . . . . . . . . . . . . . . . . . . . . . . 4 Limitations of the study . . . . . . . . . . . . . . . . 5 Organization . . . . . . . . . . . . . . . . . . . . . . 6 II. REVIEW OF THE LITERATURE . . . . . . . . . . . . . . . . . 7 Literature pertaining to the programs at Allegheny and DePauw . . . . . . . . . . . . . . . . . . . . . . . . 8 Summary of the literature reviewed which is related to educational guidance clinics at Allegheny College and DePauw University . . . . . . . . . . . . . . . . . 12 Literature pertaining to orientation systems in colleges and universities . . . . . . . . . . . . . . . . . . . 12 Summary of literature reviewed which is related to orientation systems in colleges and universities . . 16 CHAPTER PAGE Literature pertaining to research concerned with eval— uation of personnel programs, especially educational- vocational processes . . . . . . . . . . . . . . . . . 17 Summary of the literature which is related to eval- uation of personnel programs, eSpecially educational— vocational processes . . . . . . . . . . . . . . . . 22 III. DEVELOPMENT AND ORGANIZATION OF THE NICHIGAN’STATE COLLEGE CLINIC PROGRAM . . . . . . . . . . . . . . . . . . Problems involved in organizing counseling clinics . . . 24 Evaluation . . . . . . . . . . . . . . . . . . . . . . 24 Personnel . . . . . . . . . . . . . . . . . . . . Publicity . . . . . . .r. . . . . . . . . . . . . 25 Testing . . . . . . . . . . . . . . . . . . . . . . . 26 Counselor training . . . . . . . . . . . . . . . . . . 28 Physical facilities . . . . . . . . . . . . . . . . . 29 Program . . . . . . . . . . . . . . . . . . . . . . . 50 The summer program, 1949 . . . . . . . . . . . . . . 51 The summer program, 1950 . . . . . . . . . . . . The summer program, 1951 . . . . . . . . . . . . . . 55 Off-campus clinics, 1951—1952 . . . . . . . . . . . 55 The summer program, 1952 . . . . . . . . . . . . IV} METHODS OF PROCEDURE . . . . . . . . . . . . . . . . . . . 56 Methodology . . . . . . . . . . . . . . . . . . Preparation of the questionnaire . . . . . . . . . . . Preliminary preparation . . . . . . . . . . . . . . . 57 I .- "‘ W‘WW‘.‘J‘.-J"—- vi .~_,‘§ v 4.....- o.- n p. n| .. pfi‘rfi; DOV-'- \ln - '2" Hub- ‘4 “'P'v‘. a Ju‘... 1'. .- .-. ~ d.. . O"- 6" q av- Ju.., ’ ‘P AA— In \H —. 1" U"-~a- ‘I I‘.’ ‘1- ')” .. xi... vi CHAPTER PAGE Final preparation . . . . . . . . . . . The selection of the Sample . . . . . . . . . . . Analyses of the data . . . . . . . . . . . . . Procedure used in analyzing the quantitative data . . 45 Procedure used in analyzing the qualitative data . . . 45 Summary of methods and procedures . . . . . . . . . . . 46 V. .ANALYSIS AND INTERPRETATION OF TEE QUANTITATIVE DAIA.. . . 48 Changes in "self-understanding" . . . . . . . . . . . . 48 Distribution of the clients in various areas according to the "Test of Self-understanding" . . . . . . . . 50 Comparative results of the changes in "self-understand ing" as judged by the various tests . . . . . . . . 51 Summary of changes in "self-understanding" . . . . . . . 67 Changes in educational and vocational goals . . . . . . 68 Summary of changes in educational and vocational goals . 83 Changes in orientation information concerning college . 84 Summary of changes in orientation information concerning college . . . . . . . . . . . . . . . . . . . . . . . 94 VI. BACKGROUND AND QUALITATIVE INFCREATION CONCEREING CIIEKTS 95 Background Information and clients' previous counseling experience . . . . . . . . . . . . . . . . . . . . . . 95 Clients' evaluation of the clinic . . . . . . . . . . . 102 Summary of background information concerning clients . . 105 The qualitative data . . . . . . . . . . . . . . . . . . 106 Most valuable features of the counseling clinics . . . . 106 vii CHAPTER - PAGE Suggestions for improving future clinics . . . . . . . . 108 General comments by clients concerning the clinics . . . 112 Client Opinion regarding the worth of the clinic . . . 112 Client judgment of orientation value of clinics . . . 115 Attitude eXpressed by clients concerning the questionnaire . . . . . . . . . . . . . . . . . . . 117 Clients' suggestions concerning future clinics . . . . 118 Evaluation of clinic program and schedule . . . . . . 119 Special features of the clinics considered valuable by the Client 0 O O O O O O O O O O O O O O O O O O 120 Limitations of clinics according to client Opinion . . 121 Summary of qualitative information . . . . . . . . . . . 121 VII. PRELIMINARY FOLLON-UP OF THE CLIENTS . . . . . . . . . . . 125 Improvement services at hichigan State College . . . . . 125 Reading Improvement Service . . . . . . . . . . . . . 125 Arithmetic Improvement Service . . . . . . . . . . . . 128 Speech Improvement Service . . . . . . . . . . . . . . 150 writing Improvement Service . . . . . . . . . . . . . 151 Scholastic standing at the end of the fall quarter, 1951 151 Grade point achievement . . . . . . . . . . . . . . . 151 Probationary status . . . . . . . . . . . . . . . . . 155 Summary of preliminary follow-up of the clients . . . . 155 VIII. SUIMARY, CONCLUSIONS AND ILPLICATIONS FOR FURTHER RESEARCH 155 Summary of the study . . . . . . . . . . . . . . . . . . 156 Conclusions . . . . . . . . . . . . . . . . . . . . . . 142 Implications for further research . . . . . . . . . . . 145 .5 CHAPTE BIBLIOGRAPHY . . . . . . . . . . . . . APPEHDIX A . . . . . . . . . . . . . Sample of brochure, 1949 . . . . . . Sample of brochure, 1950 . . . . . . Sample of brochure, 1951 . . . . . . Sample of brochure, 1952 . . . . . . APPENDIX B . . . . . . . . . . . . . Items of publicity . . . . . . . . . APPEKDIX C . . . . . . . . . . . . . A. C. E. Psychological Examination . Cooperative English Test CB: Reading Iowa High School Content Examination Mooney Problem Check List . . . . . Kuder Preference Record . . . . . . APPENDIX D . . . . . . . . . . . . . Typical clinic program, summer, 1951 Information for participants in Counseling Michigan State College . . . . . . APP'EI‘ID IX E O O O O O O O O O O O C O Questionnaires . . . . . . . . . . . Comprehension Clinic at viii PAGE 147 155 156 157 158 165 164 165 166 167 168 169 170 176 177 178 TABLE 1. 5. 6. LIST OF TABLES PAGE Growth of Counseling Clinic Program . . . . . . . . . . 51 Summary of Attendance at the 1951 Summer Counseling Clinics . . . . . . . . . . . . . . . . . . . . . . . 54 Key for Scoring Test of Self-Understanding . . . . . . 49 Distribution of Clients in Each Decile on A. C. E. Psychological Examination, Cooperative English Test CZ: Reading Comprehension and Iowa High School Content Examination . . . . . . . . . . . . . . . . . . . . . 50 SelféUnderstanding of Relative Quantitative and Linguistic Ability on the A. C. E. Psychological Examination Before and After Counseling . . . . . . . . . . . . . . . . SelféUnderstanding of Capacity to do College Work as Judged by Reference to A. C. E. Psychological Examina- tion Test Scores Before and After Counseling . . . . SelféUnderstanding of Reading Skill as Judged by Refer- ence to the Cooperative English Test C2: Reading Com- prehension Total Score Before and After Counseling . . Self-Understanding of Vocabulary, Rate and Comprehension of Reading Skill as Judged by Reference to the Cooper- ative English Test C2: Reading Comprehension Total Score Before and After Counseling . . . . . . . . . . Changes in Self-Understanding in Clients' Three Highest Interest Areas as Compared with the Kuder Preference Record Scores . . . . . . . . . . . . . 52 55 54 55 57 TABLE PAGE 10. Changes in Self-Understanding in Clients' Three Lowest Interest Areas as Compared with the Kuder Preference Record Scores . . . . . . . . . . . . . . . . . . . . 58 11. Selernderstanding of Total Achievement in English, Mathematics, Science and Social Studies on the Iowa High School Content Examination Before and After Counseling . . . . . . . . . . . . . . . . . . . . . 59 12. Changes in Self-Understanding of Clients' Relative Rank in English, Rathematics, Science and Social Studies as Compared with the Iowa High School Content Examination Scores . . . . . . . . . . . . . . . . . . . . . . . 6O 15. Comparison of Two Ability Groups in Regard to Self-Under- standing of Quantitative and Linguistic Proficiency as Determined by Agreement with A. C. E. Psychological Examination Scores . . . . . . . . . . . . . . . . . 62 14. Comparison of Two Ability Groups in Regard to Capacity to do College Work as Determined by Agreement with A. C. E. Psychological Examination Total Scores . . . 65 15. Comparison of Two Ability Groups in Regard to Self- Understanding of Reading Skill as Determined by Agree- ment with Cooperative English Test C2: Reading Compre_ hension . . . . . . . . . . . . . . . . . . . . . . . 65 16. Comparison of Two Ability Groups in Regard to Self- Understanding of Total Achievement in English, Math- ematics, Science and Social Studies as Determined by Agreement with Iowa High School Content Examination . 66 TAEEE 17. 18. 19. 20. 21. 22. 25. 24. 25. 26. 27. 28. 29. Client Attitude Toward Attending College . . . . . . . Client Plans for the School Year, 1951-1952 . . . . . . Clients' Reasons for Coming to College . . . . . . . . Clients' Plans for Coming to Michigan State College in the Immediate Future . . . . . . . . . . . . . . . . A Comparison of School Choices of Counseling Clinic Enrollees and Fall Term Freshmen . . . . . . . . . . Summary of Thirty-Eight Changes of Preference . . . . . Changes in Curriculum Choices of Counseling Clinic Enrollees . . . . . . . . . . . . . . . . . . . . . . Changes in Clients' Feelings Toward First and Second Choices for Their Life Work . . . . . . . . . . . . . Clients' ReSponses to Question: "If You Could Do Just What You Wish, What Would You be Doing Ten or Twelve Years from Now?" . . . . . . . . . . . . . . . . . . Pre—.And Post-Clinic Opinion of the Three Occupational Groups into Which Clients Think They Best Fit in Terms of General Interests and Abilities . . . . . . . . . Client ReSponse to the Question: "Who Has Helped You Most in Making Your Vocational Plans?" . . . . . . . Client Response to the Question: "How Much Have Coun- selors and Guidance Workers Helped You to Understand Your Strong Points, Weak Points, Interests and Other Things About Yourself?" Client Feeling in Regard to Vocational Future . . . . . xi PAGE 68 69 71 72 73 74 75 76 77 79 80 81 82 TABLE 50. 51. 52. 55. 54. 55. 56. 57. 58. 59. 40. 41. 42. 45. Client Opinion of Who Ray Use the Services of the Counseling Center . . . . . . . . . . . . . . . . . . . Client Opinion of College Officials . . . . . . . . . . . Client Opinion of Where a Basic College Student Must go to Change His hajor . . . . . . . . . . . . . . . . . . Client Opinion of Grade Point Average Necessary for Ad- mission to Upper School . . . . . . . . . . . . . . . . Client Opinion of Individual Quality of Michigan State College Which Impressed Them.£ost . . . . . . . . . . . Client Opinion of Number of Credits the Average Student Should Carry During His First Term if He is Doing No Outside Work . . . . . . . . . . . . . . . . . . . . . Client Opinion Concerning Consequences of DrOpping a Course Officially Before the Close of the First Four Weeks of Term . . . . . . . . . . . . . . . . . . . . . Client Opinion of When a Student Should Apply for Housing How Clients Feel About Nichigan State College . . . . . . Subject Preference in High School . . . . . . . . . . . . Classification of High School . . . . . . . . . . . . . . Extent of Counseling and Guidance Services Available in the High School Last Attended by the Client . . . . . . Guidance Services Available in High School Last Attended Client Estimate of the Number of Counseling Conferences During High School Senior Year . . . . . . . . . . . . How Clients Learned About Counseling Clinics . . . . . . xii PAGE 85 85 87 88 89 9O 91 92 95 96 97 ABLE 45. 46. 47. 48. 49. 50. 51. 52. 55. 55. 56. 57. 58. 59. 60. xiii PAGE Clients' Knowledge of Their High School Clinic Attendance Record . . . . . . . . . . . . . . . . . . . . . . . . . 100 Clients' Knowledge of the Number of Students From Their High Schools Included in the Clinic Attendance Record . 101 Client Feeling Toward Help Received at Counseling Clinics 105 Client Reaction to the Counseling Clinics . . . . . . . . 104 Client Opinion of the Features of the Clinic Which were most Valuable Listed in One, Two, Three Order . . . . . 107 Summary Clients' Suggestions for Improving Future Clinics 110 Client Opinion Regarding Worth of Clinic . . . . . . . . . 114 Clients' Judgment of Orientation Values of the Clinic . . 116 Attitudes Expressed by Clients Concerning the Questionnaire 117 Client Suggestions Concerning Future Clinics . . . . . . . 118 Evaluation of Clinic Program and Schedule . . . . . . . . 119 Special Features of the Clinic Considered Valuable by Clients . . . . . . . . . . . . . . . . . . . . . . . . 120 Limitation of Clinics According to Client Opinion . . . . 121 Comparison of Mean Decile Scores on Various Tests of Clients According to College and Non—College Enrollees, Fall, 1951 . . . . . . . . . . . . . . . . . . . . . . . 125 Comparison of Sex Ratio of Counseling Clinic Personnel with Fall Term Freshmen, 1951 . . . . . . . . . . . . . 124 Descriptive Summary of Reading Improvement Services, Fall Term, 1951, Comparing Counseling Clinic Freshmen with Other Fall Term Admission Freshmen . . . . . . . . . . . 126 xiv TABIE PAGE 61. Descriptive Summary of Arithmetic Improvement Services, Fall Term, 1951, Comparing Counseling Clinic Freshmen with Other Fall Term Admission Students . . . . . . . 129 62. Michigan State College Grade Point Average for Under— graduates, Fall Term, 1951 . . . . . . . . . . . . . . 132 i “w— <»'—.-'-. -'_l"l'7'5~ - " 1 .n' . POV: . no: u...‘ ‘~' .’ ~AI‘ o “ ‘0 Iva... I u 1 I PP. “K" g... \:..-} 4‘. 733 " Cnc‘r " “-14-. )‘o. A} .' -'.... VL n. 5' I“ ‘ul l..._' d ~ ' :" a “"‘._. ‘ . "A. .‘ ‘ ..~. 'g . ‘4‘ . '- H‘. u . "'uc ‘ 1v . .. .. .‘ n. .. ‘ . ~ "A. :i ‘1 .'\ 'KL -.. CHAPTER I THE PROBLEM AND ITS IKPLICATTONS Introduction This study has been undertaken for the purpose of evaluating the program of Counseling Clinics sponsored by the Counseling Center at Eichigan State College during the past several summers. These summer Counseling Clinics provide an opportunity for recent high school grad- uates to seek the aid of professional counselors in a brief but intens- ive attack on some of the educational and vocational problems which they face. Choosing a career has been one of the most vital.challenges con- fronting young men and young women as they approach graduation from high School. Should they find a job in business or industry? Should they Seek specialized training in a trade, technical or business school? should they continue their education by enrolling in college? ‘What type of job or profession would be most suitable in terms of their abilities, likes and dislikes? What are the opportunities in the vocational fields? These questions all demand intelligent and objective answers for which it Wmafelt, much help could be provided through the clinics. The first of flmse programs was inaugurated by the Michigan State College Counseling (water in 1949. Three experimental Counseling Clinics were conducted that summer. Twenty-one clinics have been held to date with eleven more scheduled in 1952. This venture into a comparatively untried educational .reufl.b ‘ va '_fi Nl’l‘b‘ 1‘» u ‘ a ,,on‘ F:h ,Luue ‘3‘: . . . . ‘Aleafl I .. 5.1%-; 3 . ‘.“I-v_.., . n a Y ‘ .5 ‘ll . ~::,‘ ': g" “' , ~G u I, . I‘ ‘v ~_ g N '."Ova ‘ .. .._."_ \. n ' “1-.. q 5. '."~“e |.|‘ ~ usr‘“! a“: 0‘ I R Q -| ‘: V 'o. P ‘ I ‘0 Jé‘ “U (H ) c we 0 ~.. 9.: a”. 1..“ s , 1 \‘.E ‘I\‘ .5» nl' (I, (In 2 Imactice has Just started to attract attention. People are asking about it. .Already several colleges and universities are initiating similar Imograms or are anticipating doing the same. They want to know what re- mflts have been achieved at Michigan State College. Since the program has'been Operating for three years, some type of evaluation seemed ad- visable. The Problem Statement of the problem. The purpose of this study is to examine, describe, and determine changes evidenced by clients who participated in the clinics during the summer of 1951. An attempt is made to measure changes which are consistent with the objectives which were listed in 1 the brochure published by Michigan State College. These include the following areas: 1. Self-understanding - knowing ones assets and liabilities. 2. Decision on educational - vocational goals. 3. Orientation information concerning college. An effort was made to secure objective data evaluating the 1951 clinics from the viewPoint of the participating client. Importance of the study. It has long been recognized that the transition from.high school to military service, homemaking, the world cm“work, business institutions or colleges is a rather difficult exper- ience for most young people. Each year thousands of high school gradu- ates:must make important decisions affecting their entire futures. To 1 See Appendix A " l—rm ‘I'. *~ t . v i g... on. V.--. . ' ‘VUI -. ‘ ... . ' o ' .o‘ .. H“- M..- § h- ..'- ’n.. .— anain help in solving these problems 226 young men and women came to tmaMichigan State College campus in 1949, 366 in 1950 and 655 in 1951. Atleast 250 additional peOple were turned down because more applications were received for the late summer clinics than could be accommodated. The clinic idea has been favorably received by high school adminis- trators and much of the increased participation may be attributed to their support. .As already indicated several colleges and universities are asking for further information. The Michigan State College adminis- tration, itself, feels the program.has done much good but they have little research data to validate their conclusions. In order to evaluate this program with the view toward improvement certain kinds of basic information are essential. One factor that should be ascertained is what actually happens while the client is here. Has he been changed by this experience while on the campus? Can he formulate more realistic educational and vocational plans as a result of participat- ing in a clinic? ‘All of the previously stated evidence indicates the immediate need for some type of research. The results when analyzed will be used to de- termine the value of clinic programs of this type and to plan and improve the clinics of the future. Definition of Terms Counseling Clinics. This refers to the total program which lasted fines days. During that time the client received assistance in formulat- ing realistic educational and vocational plans. At these sessions he might: 1. Secure assistance in determining aptitude for college. 2. Decide whether or not to attend college. 3. Consider suitable vocations and the methods of obtaining vocational training. 4. Obtain information about course requirements. 5. Confer with members of the Michigan State College faculty. 6. Select fall term courses, insofar as possible, if he plans to attend Michigan State College. 7. Participate in a plan of orientation designed for prospective students. Basic College. ‘All students at Michigan State College are required to complete a.broad general education before they do much specialization. The Basic College is the name given to that portion of the students' col- lege career which he must complete before he is accepted into one of the Upper Schools . No Preference. This category was set up by the Basic College to designate Basic College students who had indicated no vocational choice but‘who will decide on a college major sometime before they'enter the Upper School. Enrollment Officer. An official assigned by the college to help a student make out his schedule of classes so that he can pursue his educa- tional objectives. Counselor. The role of the "counselor" pertains to, as Erickson de- fines counseling, "The entire process of helping a person having problems and needs to achieve more desirable goals." (1:49) At Michigan State mfllege counselors also serve as enrollment officers for EgiPreference students. Limitations of the Study The Counseling Clinics are a broad program and offer innumerable possibilities for research, thus the delineation and definition of only one of these possibilities, of necessity, constitutes a limitation. Since this investigation was limited to the study of what actually happened to the client while he was attending one of the ten Counseling Clinics held during the summer of 1951 no attempt was made to carry on a longitudinal study of his later success in college. A third limitation lies in the various degrees of difference in counselor training of the personnel who worked in the clinics. There were the regular Michigan State College counselors who were very familiar With the college, the peOple with counselor training who were staff mem- bers at Michigan State College, the graduate students at Michigan State College who were familiar with the college but had limited experience in counseling, and the visiting high school counselors who were experienced in counseling but had a limited knowledge of the college. Through a coun- selor training program an intense effort was made to bring everyone's work in the clinics up to an equal degree of competence. A fourth limitation was involved in the physical conditions under Which the group Operated. In some clinics the group was by itself and Operated as a unit which intensified group spirit, in other clinics the group was put in dormitories in overcrowded relationships with other Pe0ple on the campus. Groups varied in size from 41 to 815. This may be a factor which had some influence on clinic outcomes. 1 The final limitation applies to the questionnaire survey method which was employed for the purpose of collecting data for this study. The limitations of this type of instrument include the difficulty of validating the questionnaire, the difficulty of tabulating unstructured responses, and the difficulty of procuring the desired cOOperation of the sources of information. (3) Limitations imposed by the reapondents included their biases, the degree to which they were qualified to give the requested information, their interest in the project and the accur— acy of their replies. Organization Elan of organization. This thesis is divided into eight chapters: In Chapter I a statement of the problem, the importance of the problem, and other related information necessary to an understanding of the thesis are included. A review of the literature pertinent to Counseling Clinics and other related educational research is contained in Chapter II. In Chapter III a’n attempt is made to describe the development of the hichi- 8841 State College clinic program and to point out some problems involved in their organization. The method of conducting the study, the method of ac‘1‘111‘1113 the data and the means of analyzing the data are essential parts 01‘ Chapter IV. Analyses of various aspects of the results of the survey are included in Chapters v and v1. In Chapter VII a brief follow-up is made of the clinic participants during the fall term of 1951. The find- ings, conclusions, and recommendations are summarized in the final Chapter . CHM II REVIEW OF THE LITERATURE There has been relatively little written about High School Counseling Clinics or Educational Guidance Clinics, mainly because the movement is so new and so little has been done in this field. Fer the very same reason the research in this type of activity has been practically nil. The prob- lems which confront the high school graduate as he faces a vocational de- cision are serious enough, however, that they are receiving increasing attention. There are only three other institutions which have develOped prOgrams 81111111511? in nature to the one now Operating at Michigan State College. These PPOgrams were deveIOped at Allegheny College, l‘ieadville, Pennsylvania, 1938, Depauw University, Greencastle, Indiana, 1946, and Georgia Institute of Tech- n°1°8Y, Atlanta, Georgia, 1951. (ll, 27, 29) Several colleges and universi- ties are giving serious consideration to starting similar programs. These include the University of Wyoming, University of West Virginia, and the Uni- Varsity or Sydney, Australia, to mention only a few. The PIPesent study was conducted to examine changes in individuals while they were completing the three day program at Michigan State College. The research related to this study is reported here in three divisions. The first report summarizes studies dealing with the Educational Guidance Clin- its at Allegheny College and DePauw University. The second deals with ori- entation systems in colleges and universities as they are related to the clinic OXperiences which are being studied here. The third is concerned with evaluations of personnel prOgrams, especially educational-vocational Processes . The Literature Pertaining to the Programs at Allegheny and DePauw In 1942, Anderson, in describing the Allegheny program, pointed out the problem Of dealing with vocational choice at the college level in the following manner: Those administrative officers who have something to do with admissions find it difficult to answer adequately many of the questions which parents and students ask about their chances for . success in college, their vocational plans, and their other edu- I. cational problems. (11:32) In the same article mentioned above he explains how a committeein 1938 from the same college tried to solve some of the problems. With aid from the Carnegie Foundation for the Advancement of Teaching, Edu— cational Guidance Clinics were constructed. They have' been an annual affair at the college ever since. The following questions were among those they attempted to answer: Should I go to college? Wtat type 01' cellege should I choose? What predictions can be made about my success in cellege? DO I seem to have any special talents which ought to be de- V8101366.? What vocational suggestions may be offered? How far have I explored possible vocational interests or aptitudes? What kind of pro- gram Will give me the best basis for my future work? What colleges are equipped to provide such courses? Amierson (11) points out that a number of these participants have been adv:lsed not to enter college. This is in keeping with Obligations °f 311 colleges and universities to provide as honest and unbiased ad- Vice as can be given. The clinic at Allegheny College is characteristic of all other Programs of its kind in that the core of the Clinic Staff is the college r—v l" ”HW’ A: ‘. -.-‘-v-uu .‘ -ggu'o I ‘D ""-e ...-.o . cmmuttee on Student Personnel. The staff is supplemented by other staff members, some outside psychologists, a Specialist in remedial reading, a psychometrist, and a vocational guidance Specialist. Recent- lylugh school counselors have been added as well as a representative from the State Department of Public Instruction. Anderson (11) reveals that clinic activities are divided into three Imrts. First, the clients are given two and one-half days of testing; mmond, a review of the testing is done in prolonged staff conference; Hard, individual conferences with parents and students are arranged to <flscuss the importance of the data collected. Around this core program mm arranged social and recreational events and discussion groups. All flmse activities take place in a college environment with the full use or college facilities. In the same article, Anderson also points out that an all out effort is made to see that each student receives individual attention. Counsel- ors are limited to five counselees. At the conclusion Of the conference a folder is mailed to the student which contains: first, a Preference to the Educational Guidance Clinical Report which has been written to help parents and students understand test results; second, the report itself “1°11 18 in convenient profile form; and third, a letter written by the staff member which is a summary of the conference held. L1mited evaluation of their program points to the fact that the clients are highly satisfied with the clinic. This program has been the direct inspiration for the Clinic at DePauw University and helped spark the idea at Michigan State College. Boston has been in charge of a similar program and he, too, pointed 10 out the lack of Educational Guidance Clinics in this statement: This type of educational venture has several very commend— able qualities but thus far it has been attempted by only a few scattered schools. Further exploration into this area of con- centrated guidance procedures, oriented eSpecially toward college and educational problems and designed to fit individual cases, will well repay considerable investigation on the part of a much larger number of educational institutions. It is a project offer- ing worthwhile returns to all parties concerned, hearing all signs of a sound educational investment. (27:307) He described in detail the program.at DePauw. Many features are very similar to those in the program at Allegheny. His conclusions con- mnming advantages of the clinic to the individual are very interesting. Erma the test profile he states the client gains the following results: t 1. An analysis of past achievements. 2. An analysis of ability level. 3. An analysis of vocational interest pattern. 4. .An analysis Of personality traits. IHe also stated that from their analysis and their interpretations the student should derive: 5. Help in planning his educational program. 6. A considerable amount of vocational guidance. 7. Beneficial insight into Special deficiencies or Special aptitudes that might effect his academic or vocational goals. - ‘ 8. An acquaintance with general college procedures. 9. Suggestions as to the type of school best needed to Offer courses suited to his need. 10. ‘A friendly acquaintance with individual faculty members. HeSton also pointed out that while no effort has been made toward “Hectifire evaluation of the points just suggested or the ones which follow flmt ttuay'appear to be quite self evident. He summarizes the advantages W>the Ilniversity in the following manner: 1. In making this service available to the public a college is building up the best kind of public relations. 2. The sponsoring college profits because its own staff coun- selors gain much from the Opportunity to make these intens- ive case studies. a'ui’dl n N lilttll. Ir ,l.w\.. 3. 4. 5. Brief opinion surveys of the clinic, Heston stated, showed that the Program was well received by clients, staff, parents and administrators. 11 The local counselors definitely benefit from the associa- tion with visiting counselors imported from responsible positions in personnel offices elsewhere. The local counselors become acquainted with some of their counselees for the ensuing year in a manner far superior to that usually Obtained in a typical counselor-counselee relationship. A program of this nature tends to attract particularly earnest students, 1.6., those seeking to make the best possible use of their abilities and Opportunities. It is reasonable to assume that these students will in turn be attracted to an institution willing to Sponsor this coun- seling service. (The clinic is not designed as a recruit- ing service, as would be perfectly Obvious to anyone in these days Of overcrowded colleges) In certain cases of debatable admission qualification, a mutually satisfactory answer may be provided by the clinic as to the advisability Of certain candidates. ' The testing program of the clinic, in so far as it includes the usual entrance examinations, will to some extent re- lieve the testing load during orientation week. He concluded that the clinics needed many improvements, but that it did seem definitely worthwhile to have been able to present a service gener- ating so much desirable "consmner" good-will. ldatteson (38) in a follow up investigation sent a one page evalua- tion questionnaire to 202 third-term freshmen who had been in the 1949 clinics at Michigan State College. While the percentage of returns was 1”“ thfi? feeling toward the help they received was quite uniformly favor— able. suggestions they made for improving future Clinics included the lengthening Of the program, more and longer intervals between tests, more Waning entertainment, and a little more free time. All of these 8118- sections have been incorporated in the clinics of the past two summers athdchigan State College. l-.l , n’ 0.9 .- -. so I‘d -- A t ‘”.O A ~.. .- - 4“ I u- ._ n ‘ A :3«.T - .-..|. .4.- . I r '0‘ ~ Uk.‘ ‘.~.. ~- - .g, V ‘ :. .-l v.; '- - . .""“-s. ' . : n C 12 Summary of the literature reviewed which is related to Educational Guidance Clinics at Allegheny College and DePauw University. The analy- sis Of the programs at Allegheny and DePauw indicate many similarities. They differ from the program at liichigan State College in that they al- lot less time to individual counseling contacts, place more emphasis on parental participation and are of only one week's duration per summer while those at Michigan State College cover the entire summer. Experience at each of these institutions indicates that programs of this type are favorably received and benefit both the client and the uni- versity. There is evidence of need for more clinics of this kind as well as the desirability of a more intensive research study of the entire pro- gram. The Literature Pertaining to Orientation Systems in Colleges and Universities Most of the published literature about college orientation programs is descriptive in nature. ,Few carefully controlled research studies have been. attempted. Guthrie, in discussing the program at Ohio State Univers- ”I. stated: "We have not done enough in the way of formal research to study the results Of our program and itis little consolation to find that little research is carried on elsewhere in the field." (24:716) Croi’t (20) in pointing out major reasons for the commencement and conurination of orientation programs gave credit to Dean Warren 01' 30517011 Unmet-31 ty for introducing the first college orientation course in 1888. Re 3130 reported that Freshman Week originated at the University of Maine in 1925. He stated that a sound orientation program has two major ob- jectives: (1) To aid the student in becoming acquainted with the y.— r‘v-v—- ’1! , v ,.-ef " .e- _ -0- 7‘ " v Q . q... *7; .. ..-.u~-—o .. no ..'.. .‘o. as I V—.. n 1;.- ‘.-‘ "' u‘ ‘. ... e -n c, “U- .- a H . “" “on.“ ~‘ " I IV .Q L... 2 I. b n \“n. ‘ 0’1“: " vat. ‘ Q ‘C . -. . ‘4‘! " v . ’0 I -l I". . I. ‘- ’u| I .~ -\ .g~2 - ‘.I \ 5‘ \ . .~.,‘ In": .1 ' “l~ n i. a ,4. . . :5 . a..‘ \‘1~ . . ‘. 4“ . “'- a . T- n‘ : -_‘ ,. ,1 .: ,‘-~‘_ “ I! .u‘. \i‘v ‘ w an 5. 13 educational facilities offered by the college or university; (2) To give the educational institution an opportunity to evaluate each student. He concluded his article by reporting that orientation programs, based on sound rationale, have gained the respect of all who are acquainted with them, not only the educators, but perhaps more important, the students themselves. Harvard University (59) in 1925 recognized the need to help new students coming to the campus to adjust themselves to college conditions by the appointment of a special board of freshman advisers. This board consisted of approximately sixty well-selected members of the faculty who had no advisees other than freshmen. Emphasis was placed on knowl- edge and understanding of the individual rather than on formal interpre- tation of his academic progress. Several other examples will be reported briefly in the survey of this literature but one study deserves Special attention at this time. BOOkIIIan (16), in her study of orientation, reported practices as they existed in 188 institutions ranging in size from one thousand to three thousand students. Her findings showed; (1) a testing prOgram, (2) ar— I'angfiflumlts for the details of registration, (3) the establishment of Student faculty contacts, (4) a series of lectures on aims and purposes °f the institution, its history, organization and administration, rules and I"5‘2;1.11ations and curricula Offered, and (5) a 800181 and religious program were’the prime essentials advocated from a review of the writings 0f 34 authorities in the field of guidance from 1926 to 1948. Her survey and tabulation of the techniques in use by 143 institutions during orien- tation week are summarized in the form of 26 distinct conclusions. One l4 conclusion indicated although 143 schools gave orientation tests only 29 reported the test results used by trained counselors. Her study also revealed that among those schools using the test results for guid- ance purposes, fewer than ten gave any in-service training on interpre- tation and use Of tests. Another factor shown was that in crowded ”freshman days" little time was allotted for social adjustment of stu- dents. Her study definitely pointed out the need for colleges to do some thinking about their present inadequate orientation programs. Jones (31) reported in 1938 that as a result Of a series of pre- registration meetings of the faculty designed to set up a program of individual help for students at Graceland Junior College, Lamoni, Iowa, much better scholastic achievement was obtained. Results indicated that 77 Par cent to 81 per cent of the students achieved or surpassed their level of expectancy throughout the year as measured by the standard a- dopted for this project. They, too, as the Harvard report (59), focused attention Of the faculty and administration upon the student as an indi- Vidual rather than upon the average tendencies of students as a mass. The plan of using faculty in a key role during orientation week is quite common in colleges and universities. State Teachers College, Bloomburg, Pennsylvania, (60) reported a plan of faculty advisers typical °f manor teacher training institutions. Parker (41) gave a description of the Plan in use at the University of Michigan. Their program consisted 0f three parts: (1) Welcoming and information meetings which were spon- Bored by the University as a whole; (2) The required procedure involved with registration and classification; (3) Social events. They also used a technique applied by many other colleges such as Southern Illinois Normal University (17) and Colgate (30), namely, that of emphasizing the - ' u . .— ‘ ”-- ... n .n A v ‘ -. v Q , p — ' ~ . —->-~-p :- -Q‘v'4‘0. l .. »~.._ ..,_ v s - I ‘- It“ ,n. "au. u.- ‘, “‘ v. . \' o -' u.‘.r.:‘ .._ . . ‘ n - 'l W. ..‘ . 15 use of group leaders selected from the student body. Any kichigan parent and student could come to the campus for counseling prior to the opening of the school year. Next year this program will extend to out of state freshmen. Ohio State and Illinois1 have comparable programs although Illinois placed more emphasis on groups of students. In each instance, approximately 25 per cent of the freshmen entered early. The University of hichigan also holds 13 University of hichigan Parents' Nights through- out the state where college representatives discuss housing arrangments, student activities, scholarship, financial arrangements, social regula- tions and courses of study. ‘ Southern Illinois Normal University (17) used seniors in their pre- ceptorial counseling who received one hour credit for the work. They were under faculty supervision. Colgate (30) started its program in 1943 and used 18 mature graduate students, each of whom were assigned 20 freshmen. These assignments were made two weeks before the Opening of Freshman Or- ientation Week. Each preceptor contacted his men by mail with a brief welcoming note, greeted him upon his arrival at Colgate so that he might be of all possible assistance, discussed his course program, dined with him and helped him make the final adjustment to college. The article revealed that despite "bugs" in the Operation of the program, those who have studied it believe that it meets a series of personal student needs which could not be met effectively in any other manner. 1 This information was obtained through personal correspondence with Dr. Frank M. Fletcher, Jr., Director of Occupational Opportunities Service, Ohio State University, January, 1952, and through personal correspondence with.Mr. James F. Kamman, Clinical Counselor and Psychometrist, University of Illinois, January, 1952. _.,..._.__i_1 -“‘ t ‘ ' ‘.v- F‘ ‘- ‘ v 2,. .49. 5“_ .rv .D Q. i. _.,c t.- .- ._~o'¢‘ ‘" .A. ~"‘. at a o ‘au. " .I '- '5 19: -; “ I 'v. ,' o- “ n.‘ ‘ u . UK. '1‘ .‘~| ‘ -. .-":n'_ ‘ -- ~94 ( "~ :. i ‘V r \ fi‘vg“ ‘ ‘.._,\' 'I Q ‘ I ‘3 ‘Rs “4 ‘n, 0.. ..g C ’ In. H. ,- .H- ‘. A"' . I .. l - 'Q n, H k t ' p ' ‘ g.“ ‘d f C c A .“ ‘1. I o . l i c t r ‘l \. ‘-.' 16-r Many high schools are adopting a plan described by Mason (57) to help in the orientation of prospective college students. Graduates of previous years who were currently enrolled in some college or university were invited to meet with members of the senior class who planned to con- tinue their education at the college level. The high school seniors pre- pared questions in advance of the meeting which was held during the Christmas vacation under the direction of the President of the Student Council. Both groups were very enthusiastic about the results. Lovejoy's report (55) on his program in New York City described an attempt on the part of an organization to counsel students and parents about college selections. He concluded that there is nothing wrong with our college-bound youngsters that sympathetic understanding and well formed advice cannot help. He believed that high school graduates deserve intelligent, professional counseling. General.reactions on this program were highly favorable. Summary of the literature reviewed which is related to Orientation §ystems in colleges and universities. The literature pertaining to or- ientation systems used in colleges and universities indicated the follow— ing trends: 1. Orientation programs are quite generally accepted as a definite responsibility of the college personnel program. 2. The use of upper classmen as guides during freshman.week is receiving wide attention. 5. During freshman week, counselors should have time to become acquainted with their counselees in individual conferences not entirely devoted to registration procedures. 4. There is a growing trend to try to work with incoming freshmen in small groups. 17 5. Follow-up studies should be made of the students progress through college; thus, the value of orientation techniques could be studied at first hand. The Literature Pertaining to Research Concerned With Evaluation of Personnel Programs, Especially Educationa14Vocational Processes In 1952 Kitson and Stover (55) reviewed all investigations directed toward measuring the results of vocational guidance undertaken in the pre- ceding 25 years. They concluded that the movement was still in its in- fancy but predicted a considerable amount of attention would be devoted to this problem.within the next five years. The prediction proved to be correct. Kitson and Crane (52) in 1957 reviewed this five year period. They found at least 15 major studies had been made during that time. They concluded that workers in vocational guidance continued to maintain an interest in evaluating the success of their efforts. The kind of evi- dence produced was pitifully insignificant when compared with the momen- tous aim.of vocational education. One difficulty reported as a part of the inability to discover how well counselors are performing vocational educational guidance lies in the difficulty of maintaining contacts with cases until they are settled occupationally. Practically none of the in- vestigations reported covered more than a two year period, whereas young peOple guided vocationally may not be expected to reach their vocational goals within ten years. ‘Williamson and Bordin made the following statement in 1940: "Evalua- tion of educational and vocational counseling is in its infancy. The tremendous growth of counseling activities in colleges and universities - part of the expanding student-personnel programs - has far outstripped ‘7— o a 90“! "' a a ;,=.. can u .. - q~--"c II 0.00. .I" V.‘ d . . .“v E “ -. - .. - ‘ s O 18 the scattered efforts of research workers to measure the outcomes." (55:454). Even as late as 1949, C. Gilbert Wrenn, in the presidential address to the.American College Personnel Association, spoke as follows: "We are a comparatively young profession. We are too young to be a science and not old enough to be a tradition. We are on our way toward accumu- lating a science of practice, and certainly psychology upon which we depend can be considered a young science, but upon the whole we cannot stand out in an academic gathering with the assurance of the natural sciences, nor yet with the complacency of our older academic relatives, such as literature, history or the languages.5 (57:561) Rackham (42) pointed out that few peOple today question the need for a.program.of student personnel services on any campus. Yet, he stated, it is somewhat surprising that, despite the need for such criteria, in- tensive evaluation studies of the total personnel services are extremely rare. He concluded that evaluation must be made to remove skepticism about the pragram. Among the few better known studies conducted on either a national or local scale which do concern themselves with the overall aspect of student personnel services one can name the HOpkins study (28) reported in 1926; the point scale developed by Brumbaugh and Smith (18) in the early 1950's; the study conducted by Douglas H. Gardner under the spon- sorship of the North Centra1.Association and reported in 1956; the study of the total personnel service at the University of Minnesota in 1940 by Williamson and Sarbin (9); and the evaluation form devised by wrenn and Kamm (58) and reported in 1948. Froehlich (2) called evaluation a prerequisite to progress. He . ‘4 lit“! “141(141 1. I .J\ . . . .1 19 presented a very complete review of evaluation studies which included 177 references. He discussed these articles in terms of a seven-fold categorization. He reported the lack of a suitable criteria to be the greatest single difficulty to date. Dressel (22) gave as his first and major reason for conducting evaluation studies the fact that it provided the basis for improving the personnel program. He also stated that a second function fulfilled by evaluation is that of providing evidence which will convince admini- strators and others outside the field of personnel work of the value of the activities subsumed under this term. He gave as a third reason for evaluation that this process constituted a directed or applied research program in education and psychology. He stated a fourth reason for eval- uation arises out of the fact that any realistic consideration of the way in which individuals or programs gain recognition, in the modern school cm college, must acknowledge the importance of publication. He concluded with nine suggestions which will help to correct some major weaknesses in evaluation studies. Williamson and Bordin (56) have an excellent article which dealt with criteria and experimental design. Anyone planning an evaluation study could profit by reading it. Much has been written in regard to vocational-educational counseling but only a brief summary of the work of experiments on problems very closely related to the one at hand will be given in the rest of this section. In a study by Katz and Allport (5) three thousand students indicated their three most common problems as being problems of their own personal- ity, choice of a vocation, and choosing a productive program of study. 20 In a study by Reeves (7) two years later, students in ten liberal arts colleges and alumni in five other colleges indicated that they re- garded counseling on vocational problems as the least effective of all counseling. ‘A more recent study by Wrenn and Bell (10) showed that students who were questioned believed that the most important problems in which the college should provide more help were the selection of a major, required subjects and the uncertainty about vecational goals. McElhannon (59) reported an eight year study carried on at San Houston State Teachers College from the autumn of 1929 to Spring semester of 1957 on all first term.freshmen who received mid—term grades of C, D or F2 The students were given an interview at this time and received special help. He concluded that conferences with the higher quintile ranking groups appeared to be beneficial, yet realized other types of motivation could be the cause for grade progress. Williamson and Bordin (54) made a study of all clients who came to the Testing Bureau of the University of minnesota to be counseled in the years of 1955, 1954, 1955 and 1956. This experiment showed that 85 per cent of the students who came showed improvement in their educational and vocational adjustment as a result of counseling. They also made a study (54) to attempt to measure the hypothesis that students counseled, if left to their own devices, would not have shown the same progress toward adjustment. They concluded that: (1) Students who have been coun- seled in the Testing Bureau were likely to be better adjusted than those who were left to their own resources. Approximately two-thirds of the non-counseled students achieved satisfactory adjustment as defined in the .15.. -.-.|...,i.......,l.n‘ 21 experiment, in contrast with four-fifths of the counseled group. (2) Counseled students were markedly more likely to make better grades than were the non-counseled group. (5) The effect of counseling upon schol- astic achievement was evident at the end of the first quarter of work. No additional or additive effect was evidenced during the remaining two quarters of the freshman year in the experiment. Troven (51) at New York in 1955 and 1956 used a control and experi- mental group in an attempt to measure results achieved by a counseled and non-counseled group of students. The factors selected were; (1) gradua- tion from college, (2) persistence in college, (5) scholastic action by the faculty, (4) cumulative college grade averages, (5) college grades A to F, and (6) number of points computed. The students of the two groups were matched person for person on the basis of (1) scores and percentile rank on the American Council of Education Psychological Examination, (2) sex, (5) age, (4) college class, (5) race, (6) religion and (7) curricu- lum chosen. .A statistical treatment revealed that the two groups were approximately identical with respect to socio-economic background, in- telligence and geographical distribution. ReSults showed that 55.7 per cent of the counseled group graduated as compared with 56.2 per cent of the non-counseled group, a significant differential of 55 or 17.5 per cent. The final study reported deals with Stone's (47) attempt to find out which is better — a well formulated sequence of courses in vocation- al orientation or a comprehensive program for counseling students indi— vidually. He used an experimental and a control group. The results of the evaluation of the vocational orientation sequence in the General I. iiiifl Vt) a. . . . 22 College, University of Minnesota, suggested certain answers to the above question. The trend of the study indicated that the adequacy of either method of guidance when used alone was Open to serious question. Smagy of the literature which is related to evaluation of person- nel prggramgL especiallLeducational-vocational processes. The litera- ture pertaining to research concerned with evaluation of personnel pro- grams, especially educational-vocational processes suggested the follow- ing conclusions. 1. A major difficulty of evaluating educational-vocational counsel- ing lies in maintaining contacts with cases until they are settled occu- pationally. 2. Evaluation studies are a prerequisite to prOgress yet few worth while ones have been made. 3. Evaluation studies formulate the basis for improving personnel prOgrams. 4. They help prOgrams to achieve recognition through the important media of publication. 5. The problem of choice of a vocation is a cmmnon problem listed by college students and one they feel is not very effectively handled. 6. Students who receive counseling tend to show improvement in their educational and vocational adjustment as a result of it. 7. A combination of counseling and a formulated sequence of courses in vocational orientation seems to be a highly desirable method of achiev- ing maximum educational-vocational success. CHAPTER III DEVELOPMENT AND ORGANIHATION OF THE hICHIGAN STATE COLLEGE CLINIC PROGRAM As mentioned in Chapter I, the problem of wise educational-voca- tional planning has confronted high school graduates for a long period of time. It will continue to be a vital challenge to them as long as peOple live in such a complex society. Attempts to solve this situa- tion have been many and varied. As previously stated, assistance through High School Counseling Clinics or Educational Guidance Clinics, as they are sometimes called, is relatively new. Reference has already been made to the program described by Anderson (11) and Heston (27) at their reSpective schools. 'While there was considerable discussion con- cerning clinics at Michigan State College in the years 1945 and 1946, the real planning for the present program started in the winter term of 1949. Dr. Paul L. Dressel, Director of the Michigan State College Coun- seling Center, Dr. William Mann, Assistant Director of the Counseling Center, and Dr. Ross Matteson, Chairman of the Counseling Center Re- search Committee, met and discussed plans for summer clinics. They outlined the general procedure, leaving the details to be worked out later.1 1 A complete descriptive brochure is found in Appendix A. .I (lea). stifling . \. w 24 Problems Involved in Organizing Counseling Clinics Since many colleges and universities are requesting information concerning the clinics at Michigan State College, some organizational Imoblems that have confronted the program.as it developed in the past fbur years will be presented. Minor details and incidental problems wall be omitted because of their frequency as well as the fact that each must be solved as it arises. The success of a program so compre- hensive depends to a great extent on how clearly the objectives are defined and how successfully all details are handled by each respons- ible person. Evaluation. The first and, perhaps, the most important considera- tion is to determine whether the clinics benefit the institution and the individuals involved. Reports by.Anderson (11) and Heston (27) game positive statements concerning the benefits derived from clinic IMPOgrams for their clients and for their schools. In Chapter I refer- ence is made to the possible values which high school gradmtes may <5btain from such a program at Michigan State College. Personnel. If it appears that the prOposed clinic is worth while 'to the college and the students, the institution should direct its thoughts to a second problem; namely, personnel. The success of the Whole program.is determined to a great extent by the efficiency of the personnel who are reSponsible for its Operation and by the interest of the personnel in the project. The counselors must be highly trained, capable individuals. Since few colleges have sufficient trained per- sonnel to Operate on a large scale, additional staff must be Obtained. 25 Michigan State College utilizes advanced doctoral candidates in coun- seling and guidance as supplemental staff for its program. These can- didates benefit by obtaining sound practical eXperience and the Coun— seling Center also benefits because of the additional counseling assistance. In 1952 six full—time counselors will assist the present staff. Personnel can also be obtained from within the ranks of the instructional staff. For institutions which do not have graduate pro- grams in counseling this may be the best source of help. Another ex— cellent source for needed personnel lies in the high schools themselves. Excellent high school counselors can often be invited to the campus to assist with the clinic activities. Unless sufficient staff is assured the program may disintegrate completely. It is not a wise policy to overload the counseling staff. They should not be required to direct too many clients during any one scheduled clinic program. The average Schedule at Michigan State College has been between five and eight clients at each clinic. Publicity. The third problem in organizing a new program resolves Eunsound publicity. While the best publicity is a group of satisfied clients from the previous year, that, in itself, is not sufficient. IYiichigan State College solved its problem by employing several specific measures. All students who had been accepted by the college registrar (for that year) were contacted by means Of a brochure and a form letter.2 Secondly, a letter was sent to all high school administrators 2 A copy of all main items of publicity are included in Appendix B. 26 and high school counselors in the state explaining the program. Third, the offices of High School Cooperation and the Institute of Counseling, Testing and Guidance were utilized to disseminate publicity throughout the state. Other media of publicity were radio, newspapers, career days and alumni clubs. Some alumni clubs are sponsoring clients and laying their clinic expenses. Testigg. A fourth area that demands careful planning and super- vision is testing. Since the entire program.is centered around the core of individual testing and counseling, care must be taken in select- ing these tests. In the summer of 1949 the following battery was used: 1. A. C. E. Psychological Examination: 1947 Edition 2. COOperative English Test C 2: Reading Comprehension 3. Iowa High School Content Examination: Form L 4. Kuder Preference Record: Form CM 5. Ball Adjustment Inventory: Student Form. These were supplemented by special tests which were devised by irflividual counselors when they felt additional tests were necessary. In the summer of 1950 the Bell Adjustment Inventory was replaced by'the Mooney Problem Check List, High School Form. There were no Changes in 1951,3 but in 1952 the Iowa High School Content Examination is being elhminated as well as the Kuder Preference Record and the Mooney Problem.Check List. These are being replaced by the Michigan 3 Copies of psychological tests used in the Summer of 1951 are included in Appendix C. 1 Infill-» D. 27 State College English Placement Test for Freshmen: 1942 edition, an ihuthmetic Proficiency Test, the Lee Thorpe Occupational Interest In- ventory: Form A, and the Thurstone Temperament Schedule: Form Am. There are a number of factors involved in test selection that shmfld.be discussed at this time. First, a check on scholastic apti- 3393 is highly essential. For L‘Eichigan State College, the A. C. E. Pmmhological Examination is desirable since it is given to all college freshmen and local norms have been established. Second, reading scores are very necessary. The reasons for the adoption of the COOperative English Test CZ: Reading Comprehension are very sbmilar to those mentioned for the A. C. E. Psychological Examina— tion. Third, high school achievement tests should be given consideration. Since most achievement tests require several hours of testing time which is at a premium.during the clinics, the time factor became an element in the final selection of the test to be used. After careful study the tWasting committee decided upon the Iowa High School Content Examination: F01m1I.as the test which best met clinic needs. Local norms were est— ablished in 1949. It is being eliminated in 1952 because the Michigan State College English Placement Test for Freshnmn and the Arithmetic 'Proficiency Test, both a part of the college orientation test battery, are partially replacing it. The committee concluded that with the addi- tion of these two new tests and with the information received by the counselors from the high school records of the clients, the Iowa High School Content Examination was no longer necessary. Fburth, an interest test is highly desirable. The Kuder Preference Record: Form CM was used for three years but is being replaced by the 28 Lee Thorpe Occupational Interest Inventory mainly because the Kuder, widely used in high schools, had been taken by some of the clients for as many as three times. Fifth, personality tests are also desirable. The testing committee felt that no personality problems should be opened unless the clients could make continuous contacts with the counselors. The committee shifted from the Bell Adjustment Inventory to the Mooney Problem Check List and now to the Thurstone Temperament Schedule. The final change from the Mooney Problem Check List was made primarily because certain guest counselors, despite instructions, were inclined to probe too deeply into personality problems which should not have been discussed at that particular time. The Thurstone Temperament Schedule, a compar- atively new test, favorably recommended by counselors at the Counseling Center who had used it, has replaced the Mooney Problem Check List. It will be placed in the clients' personal files to be used for screening serious cases and assisting the students when they enter college. A college or university organizing a clinic program should give <3azreful consideration to the problem of scoring and recording the test I‘esults as well as to the selection of the tests. Such problems are of a clerical nature which must be done accurately and quickly if results are to be available for the immediate use of the counselors. Unless i’acilities are available for machine scoring the task becomes almost impossible. A special testing committee should be available to contin- uously examine and evaluate this part of the program. Counselor training. Counselor training is a fifth problem, especial- ly if graduate students or instructional staff personnel are involved. 29 The best solution to this problem appears to be the appointment of a qualified counseling staff member aided by an assistant to supervise the counselor training program. The most difficult task of the train- ing centers upon assisting the intern to become familiar with the college so that he may acquire the information needed to answer the numerous questions of the clients concerning the college. This infor- mation is gradually accumulated by the counselors over a period of time. Physical facilities. A sixth problem concerns the physical facil— ities such as dormitory space and office Space which must not only be available, but must be adequate to handle large numbers of participants. Experience has shown that dormitory living is an essential part of the entire clinic process, inasmuch as group spirit and unity are devel- oped and social activities become a more defined part of the program. The supervisors who reside in the dormitory with the clients are also a3|5‘1’orded an Opportunity to exert considerable influence over the entire Stoup. For these reasons it is highly desirable for the group to be hOused by itself and removed from other large groups. hperience has also shown that, since testing and counseling are so c3:|.osely related, they should be conducted in the same building. Offices f0r regular staff members are satisfactory but visiting counselors can be supervised more successfully in a large room where they have free access to the supervisor. Effective interviews can be satisfactorily arranged when counselors are properly spaced in a large room and, since most clinic counseling is of an educational-vocational nature, the pri- vacy of the counselor is not violated. 30 It is highly essential that the physical facilities of the clinics be arranged in advance and that they are not subject to change during the summer clinic programs. Program, The final major problem is the construction of the pro- gmm.3 This has to be individualized according to the institution and st to be constantly revised. Features that have been outstanding in umahichigan State College prOgram include: 1. A friendly welcome being extended to each client at the time of his arrival on the campus. 2. Meeting with individual counselors. 3. The campus tour. 4. Testing and test interpretations. 5. Dormitory living experiences. 6. Opportunity to meet new friends. 7. The program the first evening which includes a get-acquainted party. 8. ‘Vocationally oriented talks. 9. An Opportunity to meet school representatives. lO. Assistance in planning courses. At Michigan State College a Counseling Clinic committee guides the '1estiny of the program. Its membership includes a chairman who serves as a general coordinator, a psychometrist who presents the vieWpoint of the testing department and is chairman of the testing committee, the assistant director of counseling who represents the administration, and 3 A c0py of the program is included in Appendix D. “I“ .a..‘———- .-.m"v" t-C A .0 'n" .. .1‘ .I‘. 31 three counselors; one of whom is in charge of publicity, one of counsel— or training and one of the program for college orientation. All major problems are referred to this committee which meets one hour per week during the regular school year. The summer program, 1949. Two clinics were arranged on an experi- mental basis for the summer of 1949. The response was so great that a third clinic was added and a number of applicants had to be refused ad— mittance because of the lack of qualified counseling personnel. The steady growth of the Counseling Clinics is reflected in Table 1. TABLE 1 GROWTH OF COUNSELING CLINIC PROGRAM Number Number Estimated Average Attendance gear Clinics Clients Number Refused per Clinic 1949 5 226 75 75.3 1950 8 366 100 45.8 1951 10 635 '75 63.5 1952 ll - - The total number who attended in 1949 was 226. Of this number, 215 (95 per cent) actually returned to enroll at Michigan State College for the fall term of 1949. The program was intensive and every hour had to be utilized. Luncheon periods and evenings were scheduled with clinic activities and vocationally oriented talks. Recreation was at a minimum because of the crowded schedule. General evidence indicated that the clinics were well received. Based on the experience of 1949, the clinic of 1950 was outlined on a more extensive scale. 32 The summer program, 1950. Clinic planning at Michigan State College has, of necessity, deveIOped into a yearly activity. During 'um fall quarter of 1949, organizational planning for the summer of 1350 was begun and many things were accomplished. First, a general questionnaire was developed which was to be rmed during the summer of 1950. Second, plans for the transition from EltWO to a three day program were made. This change was necessary be- cause experience had shown that two days were an inadequate period of time in which to accomplish all of the essential clinic activities. {murd, a radio program entitled, "Student Reaction to the Michigan State College Summer Counseling Clinics," was presented on WEAR, college radio station. Fourth, a mimeographed sheet explaining the purposes of the clinics was presented to school adminstrators at the Student-Prin- cipal's Conference and the clinics were discussed to a considerable degree with these high school leaders. Thus, throughout the entire school year, basic plans continued to 'be:formulated. The program began to penetrate more deeply into other departments of the college. A closer relationship was established be- i"Ween the Counseling Institute and the Counseling Center and a plan.was iestablished to use the clinics as a training laboratory for advanced doctoral candidates. During the summer of 1950, 566 high school graduates from eleven states and Canada participated in the three day program. For each of these 5S6 clients a series of interviews with professional counselors were arranged. These interviews had as their aims: (1) Selection of special tests; (2) Consideration of educational and vocational plans 33 and experiences; (5) Interpretation and evaluation of test results in terms of tentative goals. Follow-up questionnaires indicated that the clinics had facili— tated adjustment to college as a result of the clinic orientation pro— gram, the experience of living in a college dormitory and becoming ac- quainted with other prospective students in small groups. Clients reported that becoming aware of deficiencies in reading and other basic skills, registering for remedial clinics during their first term in the college, and planning their fall schedule of classes for eXploration or for entering upon their proposed majors have been helpful in making a more satisfactory academic adjustment. The summer program, 1951.4 Following a plan very similar to the Previous year, the program for 1951 was arranged. One notable change was the added emphasis on orientation procedures. It was possible for eVery client to complete his enrollment before he left the campus if he Planned to enter Michigan State College. Each participant was requested to fill out a questionnaire upon his arrival at the clinic. He was also I'unested to fill out a second questionnaire upon the conclusion of his I311ml interview. This was necessary in order that an analysis of the changes which occurred while the client was on the campus could be made aLnd his evaluation of the clinic could be studied. A description of a typical Michigan State College Counseling Clinic Program - Sumner, 1951, is found in Appendix D. 34 One notable feature of the clinics of the first three years is revealed in Table 2. Most of the participants desired to attend the clhflcs early in the summer or just before registration in the fall. 'flm period from the middle of July to the middle of August, when the cmnmeling staff is most available, has never been pOpular with the (flients. This may be due to a number of factors, but the one most cmmwnly listed is "working." TABLE 2 SUNRARY OF ATTENDANCE AT THE 1951 SURLER COUNSELING CLINICS Date of Clinic Attendance Totals June 4 - 6 41 June 11 - 13 83 June 20 - 22 67 July 11 - 13 83 July 23 - 25 52 July 30 - 31, August 1 43 August 6 - 8 47 August 15 - 17 70 August 27 - 29 73 September 5 - 7 76 Total 635 ., a. 1‘ , .4- , .- A,.. l.-~ ‘1 :-. _- a—..,._ a .‘ ~.. _ "a. ..' .. .‘ _ "u -u. '.-.'_ ' "... ‘ . ~‘ "p . In- 0.. 35 "Working" peOple may come early or late but rarely in the middle of the vacation period. If enough counseling personnel had been avail- able, the September clinic could have reached a total of approximately 150 clients. The problem of a larger enrollment of clients in July and August must eventually be solved if the program continues to expand. Since a summary of the activities of 1951 will be reported in detail in Chapters V and VI, no attempt will be made to analyze any data at this time . Off-campus clinicsL 1951-1952. In the winter of 1951 a new trend developed in the Counseling Clinic program. Two off-campus clinics Were held; one at Saginaw High School and one at Saginaw Arthur Hill. Approximately 225 high school seniors were given a battery of tests. These were interpreted to the group by Michigan State College counsel- 01's. Parents were invited to attend the evening session and a confer— enee was held with them. The program was enthusiastically received and has been expanded for 1952. As a result, four off-campus clinics have been scheduled; two at Saginaw and two are scheduled at Marshall and EWart High Schools. Indications point to an expansion of this program 111 the future, depending upon the availability of staff and an evalua- tion of those clinics which have already been held. The summer programL 1952. Plans for the summer of 1952 include eleven clinics on campus which will be the largest number attempted in any one year. Further details of the prOphecy for the future of Coun- seling Clinics are included in the final Chapter. CHAPTER IV METHODS AND PROCEDURES In Chapter I, the problem of this study with its implications were discussed, terms were defined, limitations imposed and the plan of organ- ization presented. A review of the educational and psychological liter- ature pertinent to the study was made in Chapter II. In Chapter III, brief highlights in the development and organization of the Michigan State College Counseling Clinics were presented. The present chapter is a discussion of methods and procedures used for conducting the study. The chapter is divided into the following Sections: (1) Methodology, (2) Preparation of Questionnaire, (3) Selec- tionof the Sample, and (4) Procedures used in Analyzing the Data. Methodology The method used in this study is referred to by Good, Barr and SOates (3) as the "Normative-survey method." The word "survey" indi- cates the gathering of data regarding current conditions. The word "normative” is used because surveys are frequently made for the purpose or determining the normal or typical condition or practice. This type of research is concerned with ascertaining the prevailing conditions and with securing historical perspective at different periods of time for the purpose of comparison. From these findings, the direction of changes can be noted and evaluated and future growth guided. This is very important in a society as complex and rapidly changing as ours. .lv .p «A... ‘vl tr 37 Although the survey method may at first appear superficial in that it gathers data only for the present and does not immediately give the perspective of a long historical sweep, such perSpective is gained ulti- mately through a series of cross-section pictures of conditions existing at various times. Such studies furnish an increasingly valuable source of information for the historian. The particular type of normative-survey technique used in the present research is the questionnaire inquiry. Good, Barr and Scates define a questionnaire as, ". . . . . a form which is prepared and dis- tributed for the purpose of securing responses to certain questions. Generally these questions are factual, designed to secure information about conditions or practices of which the recipient is presumed to have knowledge. The questionnaire may, however, ask for opinions, and it may be used to afford an insight into the attitude of a group." (3:324) The questionnaire constructed for this study includes questions of a factual nature as well as those designed to secure the opinions of the groups contac ted . Preparation of the Questionnaire Preliminary preparation. Four major steps preceded the actual Preparation of the final questionnaire. Each of these steps was of ut- most importance for the successful completion of this problem. First, the desirability of and the need for procuring more research data on Counseling Clinics was discussed with various members of the Counseling Center and the Education Department of Michigan State College. Every counselor and educator contacted believed that this research would 38 be worth while and that the findings would be a valuable addition to the fields of guidance and education. Second, the literature on Counseling Clinics and related areas was examined. As indicated in Chapter II, the examination of the literature revealed that the prOposed study had not been reported and that, with one or two exceptions, no colleges or universities were even attempting to Operate a program of this kind. The amount of related research was also very limited. An article by Dressel and Matteson, "The Effect of Client Participation in Test Interpretation," (23) and an article by Matteson, "Counseling Clinics for High School Graduates," (38) were most beneficial in develOping certain aspects of the present research. Third, a number of references devoted to the preparation of ques- tionnaires were studied. Men with experience in the develOpment of sur- Vey blanks were also consulted. Their suggestions were combined with the information found in the references in order to determine the best 8tructural form for the final draft of the questionnaire. Fourth, a pilot study was made on the clients who attended the cBlinic sessions in the summer of 1950. This first draft of the ques- tionnaire was prepared, criticized, and revised and finally administered 1:0 the clients in this pilot group in order that necessary revisions c=0uld be made and methodological problems could be identified.1 From the results of the pilot study the writer anticipated answers to the following questions: 1. How much time would need to be allotted in the program for the administration of the questionnaire? 1 A OOpy of this survey blank is included in Appendix E. ”‘1‘. 0|» . .. 1.4 3. 4. 5. 39 WOuld the items included identify the essential objectives demanded in the study? WOuld the students OOOperate by repeating the questionnaire after the final interview? WOuld the clients have difficulty in answering the questions? Would they offer suggestions in their evaluation of the pro- gram which could be incorporated in the construction of the final questionnaire? The questionnaire was administered to 366 clients at the beginning of the reSpective clinic in which they participated. After their inter- views all of the clients with the exception of nine, returned for their final questionnaire. The answers to the above questions were then Clarified. 1. 2. 5. The question of the amount of time necessary for the admini- stration of the questionnaire was easily solved. The number of items and areas included would have to be in- creased. Student cooperation was excellent which was evidenced by the fact that all but nine of the 366 clients returned for the final questionnaire. They not only answered all questions but frequently remained after the completion of their survey blanks for a discussion of the entire program. Some of the questions needed modification and certain words had to be changed. Many suggestions made by the clients were of value and were incorporated into the new questionnaire. 40 Final preparation. The pilot study gave evidence of the importance of this particular research problem and indicated that results would be valuable in the organizing and planning of future Counseling Clinics. However, two major changes were found to be necessary as a result of the pilot study. First, additional areas dealing with decisions on ehmationaldvocational goals and information concerning college orienta- 1uon should be included. With these additions the study would more closely approach the objectives on the brochure. Second, the directions needed to be clarified so that the questionnaire could be more efficient- 1y administered by any member of the counseling or secretarial staff. After analyzing the results of the clinics of 1950, it was necessary to revise the areas used on the questionnaire and to apprOpriately devel- 0p the two newly prOposed portions. Since a study can be no stronger than the quality of the instrument employed, considerable attention to (ietail was necessary in preparing the best kind of a survey blank. The Selection of the items, the wording of the questions, and the methods used for securing the responses were very important. The final quest- 310nnaire used in the study was developed through the following procedure: 1. A number of guidance Specialists and counselors from the Coun- seling Center were consulted again to secure suggestions for the development of the final survey blank. 2. Counselees who had been in the clinics of the summer of 1950 were consulted freely during the school year for suggestions concerning the items to be included in the final questionnaire. 3. High school seniors were interviewed to learn what benefits they hoped to obtain from the program. 41 4. The office of High School COOperation was contacted to discover the types of questions which.were most frequently asked by high school seniors. 5. The expanded tentative blank was prepared. 6. Several former clinic participants and high school seniors filled out the questionnaire. 7. The blank was revised to incorporate a few of the suggestions made through procedures indicated in item number 6. 8. Before the construction of the final form, seven Michigan State ’ College staff members, representing the Department of Education, the Counseling Center and the Board of Examiners, suggested im- provements in form and content. 9. Members of the writer's graduate committee offered criticisms and suggestions. 10. The final revision of the blank was completed incorporating all of the information secured in the first nine areas. The Selection of the Sample Once the instrument had been satisfactorily developed, it was avail- ablefor clinic use. The questionnaires were administered to the entire gI'Oup of 635 clients during the first morning of the respective clinics in ‘hich they participated. All clients were administered the same question- n“El-ire and had the same amount of time to write it. They received no assistance during the period in which they were recording the required information. On the third day, following the final interview, they were given the final questionnaire. This post-clinic survey blank included an evaluation sheet for clients' reactions to the entire program. 42 Each participant cOOperated to the extent that all necessary data vwre gathered and all 635 survey blanks could have been used in the smmyu Hewever, few studies in educational research are set up to twilize the entire pOpulation. Consequently, the definition of a Smmfle, from which inference can be drawn for the entire pOpulation, tmcomes a primary consideration in any research project. .A careful shfly'of statistical techniques by Johnson (4) and KcNemar (6), and pertinent material by Good, Barr and Scates (3), plus consultation wiuimembers of the writer's guidance committee, led to the selection tw'random.sampling of two hundred peOple who had been involved in voca- tional and educational counseling in connection with the summer Counsel- ing,Clinics of 1951. This number was considered sufficiently large to give a:reliab1e distribution of scores typical of the entire group. When the questionnaires were completed, they were collected and filed until the end of the summer. At that time they were numbered and the random Samples were selected. Analyses of Data Two sets of data were obtained in conducting this study; one set Was quantitative and the other set was qualitative. The quantitative data consisted of results obtained from students on the pre and post Sections of the questionnaire which were concerned with self-understand— ing, educational and vocational goals and information regarding college cmientation. The qualitative data were obtained from the students' re- 8ponses to the evaluation sheet which.was a part of the post question- naire. These two sets of data do not lend themselves to the same type of analysis and, therefore, will require separate discussion. Procedures used in analyzing the quantitative data. The first amp in analysis was tabulating the raw data. Coding was used when- ewer possible and all data were recorded in organized form. For the mmmtions one through eight, four columns were necessary for each item. fhmse columns were entitled: (1) True proficiency as indicated by test canes; (2) Pro-clinic feeling of client; (3) Post-clinic feeling of client; and (4) Gain or loss in "self—understanding." For the questions nine through thirty, frequency tables were established showing the numb- er Of pre and post clinic replies. From this rough analysis of data, tables were formed for each question on the questionnaire. The use of Chi-square in testing the "Goodness of Fit" of a theo- retical curve to an observed frequency distribution was employed in this study. Chi-square was also used as a means of testing the signif- icance of change from the first to the second set of responses from the Same individual. The testing of significance of difference between two Percentages and the comparison of data by percentages were other statis- tical techniques employed in the research. Chi-square is often very use- rulfor testing whether certain experimentally obtained results differ significantly from those to be expected by "chance,” or whether observed results agree or disagree with the findings to be expected on some other hypothesis. Thus, Chi-square can provide a measure of the probability that the two sets of data are dependent (definitely associated) or are independent (significantly different). It was used in this study be- cause it was considered the best method to employ with.frequency data of the type compiled. Percentages were used because much of the data was of a descriptive nature and per cents are much more meaningful in ,-I I.- .f-"D. n “I- 44 expressing results than figures alone. Due to the descriptive nature cm the research, tests of significance were not used for much of the man. Because of the nature of the data obtained most of the informa- ‘Hen is reported in terms of percentages.1 The background material for Chi-square test of "Goodness of Fit" wasdiscussed in.McNemar (6:211-215). This Chi-square technique pro- vides one with a test by means of which he can judge if the frequencies of a given distribution do not follow the frequencies of a theoretical mums closely enough to be regarded as a departure therefrom. In other words, if P is between .05 and .01, the hypothesis that the universe distribution is of the normal type (or whatever type is fitted) is questionable; if P'is .01 or less the hypothesis is rejected; if P is between .95 and .99 one may suspect the fit as being too good; if P is between .05 and .95, the fit is said to be satisfactory. This Chi- square test was used to determine whether the clinic Sample differed frOinthe regular fall term.freshmen admission students at Michigan State College in regard to decile grouping on the A. C. E. Psychological Exam- 1nation, the COOperative English Test 02: Reading Comprehension and the Iowa High School Content Examination. The background material for Chi-square as a means of testing the Significance of change from the first to the second set of responses for the same individual was discussed in McNamar (6:204-207). It was used Inimarily in the statistical analysis for the "Test of Self-Understand- ing," 1 These decisions and other decisions relating to statistical pro- cedures, calculations and the like, were made in conference with.Dr. John Schmid, Assistant Professor, Board of Examiners, and Dr. Walter F. Johnson, Associate Professor, Institute of Counseling, Testing and Guidance, and other staff members of Michigan State College, East Lansing, Michigan. 45 The formula used was: X2 = (IA - D l - 1)2 A + D This formula allowed correction for continuity. It is preferred when A + D is less than twenty and should always be used when A + D is less than ten. To safeguard the writer, it was used on all parts of the "Test of Self-Understanding" when testing significances of changes. The background material for testing the significance of the diff- erence between percentages was discussed in Johnson (4:80-81). The formula used was: t X=.._1.-:§ n1 n2 JPO QO(%1 + '1‘) 112 In analyzing the statistical data the significant differences were reported as significant at the .05 level if CR>2.58 and significant at the .01 level if the CR > 1.96. Procedures used in analyzing the qualitative data. The qualitative datawere obtained from the last part of the questionnaire in which each client was given an Opportunity to openly indicate features of the clinic 'Which he believed most valuable to him, to make his most important sug- gestion for improving the clinics and to write further comments concern- ing his attitude toward the clinics. The clients' comments were classified into positive and negative reactions. Since the positive reactions completely outnumbered the negative reactions they were again subdivided into the following areas: 1. Statements indicating the clinics were worth while. a. Ir‘t, ‘ 21.? . . Hui 46 2. Statements concerning college orientation features of the clinics. 3. Statements concerning the questionnaire. 4. Statements regarding future clinics. 5. Statements concerning the program itself. 6. Statements concerning special features of the clinics. The negative classification was entitled: Limitations of clinic according to client Opinion. Summary of the Kethods and Procedures 1. The method used in this study is known as the "Normative-survey method." The particular type of normative-survey technique used was the questionnaire inquiry. 2. .A pilot study was made in the summer of 1950, and a question- naire was administered to the clients during the clinic sessions as a Preliminary measure in order that problems, which might arise in the final research, could be identified. 3. Revisions in the prOposed investigation were made as a result of the pilot study. 4. The final preparation of the questionnaire was of a progressive nature. It was formulated, utilized in the pilot study, revised, criti- cized and finally reconstructed into its present form. . 5. The final form of the questionnaire was administered to all clients who participated in the summer Counseling Clinics in 1951 on a pro-clinic and post-clinic basis. 6. From this group of participants a random Sample of two hundred 47 clients were selected for the present research. 7. Chi-square and comparison of data by percentages were the main antistical techniques employed for the analysis of the quantitative data. 8. The qualitative data were classified into positive and negative reactions. The positive reactions were subdivided into six areas: I. Statements indicating the clinics were worth while. II. Statements concerning college orientation features of the clinic. III. Statements concerning the questionnaire. IV. Statements regarding future clinics. V. Statements concerning the program itself. VI. Statements concerning special features of the clinic. The negative classification was entitled: Limitations of clinics according to client opinion. .il-D.. .. . CHAPTER V ANALYSIS AND INTERPRETATION OF THE QUANTITATIVE DATA The analysis and interpretation of the quantitative data as pre- mmmed in this chapter will be divided into three sections. The first put discusses changes in the clients' "self—understanding," as judged tw'reference to the clinic psychological tests; the second part presents :hubrmation concerning the clients' vocational futures and analyzes the clients' changes in college planning, changes in vocational interest Imtterns and changes in attitudes toward future educational-vocational SOals; and, the third part summarizes changes in orientation information regarding college. Changes in "Self-Understanding" As previously stated, the first part of the study involved an analy- sis of the changes in "self-understanding." The primary instrument used to measure these changes was the ”Test of SelféUnderstanding." Table 3 (Page 49) summarizes the definitions of the terms used in scoring the test, and a further clarification of the responses is given in the para- Eraphs immediately following the table. Most of the items are identical Vflth those used by Dressel and Matteson (23) in their test interpretation study. 49 TABLE 3 KEY FOR SCORING TEST OF SELF-UNDERSTANDING Ibsponse Considered correct if test profile shows: "about equal" Same scores or scores within ten percent- ile points of one another. "considerably stronger in" Twenty or more percentile points differ- ence between scores. "about average" Scores which lie between the 35th and 65th percentile inclusive. "above average" ' Scores which lie above the 65th percentile. ”below average" Scores which lie below the 35th percentile. "weakest in" The lowest score or one of the lowest scores. "about equal in all three" Scores are the same or within ten percentile points of one another. ”Hues highest vocational Three highest areas as measured by the interest areas" Kuder Preference Record. "three lowest vocational Three lowest areas as measured by the interest areas" Kuder Preference Record. k An explanation of the responses which were used in Table 3 follow: The response, "about equal," meant that, on both the quantitative and linguistic areas of the A. C. E. Psychological Examination, the client had the same percentile score or within ten percentile points of one another; while "considerably stronger in" meant a difference of twenty or:more percentile points on the same examination. "About average," "above average" and "below average" described the responses according to the position of the scores on the A. C. E. Psy- chological Examination, the Cooperative English Test C2: Reading Compre- hension, and the Iowa High School Content Examination. The terms, "about equal in all three" and "weakest in," were used to describe the placement of the scores for the vocabulary, speed and ~i \\ 50 oanprehension sections of the COOperative English Test C2: Reading Com- prehension. The "three highest vocational interest areas" and the "three lowest vocational interest areas" were used in connection with the Kuder Pref— erence Record and are self-explanatory. Distribution of the clients in various areas according to the "Test or Self-Understanding." As already stated, a random Sample of two hun- dred clients was selected as a sufficiently large group to give a reliable distribution of scores typical of the entire group who had attended the clinic during the summer of 1951. In Table 4 the number of clients in each decile grouping, according to the various tests, have been tabulated. TABLE 4 DISTRIBUTION OF CLIENTS IN EACH DECILE ON A. C. E. PSYCHOLOGICAL EXAMINATION, COOPERATIVE ENGLISH TEST CZ: READING COMPREHENSION AND IOWA IIIGH SCHOOL CONTENT EXAMINATION \w w 1”mile A. C. E. Cooperative Iowa \Rank PsychOIOgical Reading Content 10 '15 18 13 9 19 ' 16 22 s 17 17 so 7 28 20 18 6 20 15 19 5 ' 15 27 23 I. 29 20 22 s 20 23 11 2 18 19 18 ¥ 1 19 25 24 Jotals zoo 200 290 x5 - 10.5 12 - 6.9 x2 - 13.5 9 at 9 a: 9 a: 133.31 P‘.6l P-.l4 51 The Chi—square test, discussed in Chapter IV, was used to determine any apparent differences between the decile ranking of the clinic Sample students and the regular fall term freshman admission students at liich- igan State College in regard to the A. C. E. Psychological Examination, COOperative English Test C2: Reading Comprehension and the Iowa High School Content Examination. With df lO-l (number of intervals minus the number of constants used in the fitting) P equaled .31, .61 and .14, respectively. One can conclude from these results that there is no com- pelling evidence to indicate that the distribution of the group varies from the expectancy for regular fall term freshman admission students at Michigan State College on the basis of these three tests. Comparative results of the changes in "self-understanding" as Mged by the various tests. In order to learn the real merits of the Clinic concerning the changes in "self-understanding" before and after counseling, the A. C. E. Psychological Examination was administered to the clients as the first steplin evaluation; (1) to compare the client's "Self-understanding" of relative quantitative and linguistic ability before and after counseling and (2) to compare his "self-understanding" "Oncerning his capacity to do college work before and after counseling. These comparative results are shown in Tables 5 and 6 (pages 52, 53). An examination of the data in Tables 5 and 6 reveals that the clinic eKPerience proved very valuable to the clients in these areas. With I‘Bspect to their relative quantitative and linguistic ability only 36 per cent possessed "self-understanding" before counseling, while 57 per cent possessed "self-understanding" after counseling; a gain of 21 per cent. Using the formula mentioned in Chapter IV, Chi-square equaled 25.5, 52 TABLE 5 SELFBUNDERSTANDIhG OF RELATIVE QUANTITATIVE AND LINGUISTIC ABILITY ON THE A.C.E. PSYCHOLOGICAL EXAMINATION BEFORE AND AFTER COUNSELING Number Before - After Clients Per cent Discrepancy* -.Agreement* 54 27.0 Agreement - Agreement 60 30.0 Discrepancy - Discrepancy 74 37.0 Agreement - Discrepancy 12 6.0 Totals 200 100.0 Relative quantitative and linguistic ability: 36 per cent possessed "self-understanding" before counseling 57 per cent possessed "self-understanding" after counseling X2 = 25.5 1 df P < .0]. * Discrepancy: Client's evaluation of himself does not agree with test scores. * Agreement: Client's evaluation of himself does compare favorably with test scores. 55 TABLE 6 SELFAUNDERSTANDING OF CAPACITY TO DO COLLEGE WORK.AS JUDGED BY REFERENCE TO A.C.E. PSYCHOLOGICAL EXALILATION TEST SCORES BEFORE AND AFTER COUNSELING I: Number Before - After Clients Per cent Discrepancy - Agreement 59 29.5 Agreement - Agreement 68 34.0 Discrepancy - Discrepancy 56 28.0 Agreement - Discrepancy 17 8.5 Totals 200 100.0 _ Capacity to do college work: 42.5 per cent possessed "self-understanding" before counseling 63.5 per cent possessed "self-understanding" after counseling x2 -- 22.1 1 df P < .01 “—— —-—-———-— 54 which furnished substantial evidence that the change was significant at the one per cent level. One must caution, however, that this rep— resented changes over a brief period of time, as is the case of all other changes in "self-understanding" reported herein. This factor was indicated as a limitation of the study in Chapter I. The fact that only 36 per cent of the clients possessed "self—understanding" of their relative rank on the quantitative and linguistic score com- pared with freshmen at hichigan State College implied that many high school seniors were not aware of their potential ability in these two very important categories. The data on client "self-understanding" of the capacity to do ccfllege work, as judged by reference to the A. C. E. Psychological iExemination, (Table 6), indicated that 42.5 per cent of the clients Possessed "self—understanding" before counseling and 63.5 per cent jpossessed "self-understanding" after counseling; a gain of 21 per cent. 1311s change was significant at the one per cent level since Chi—square eclualed 22.1. Students who enter institutions of higher learning Skuould have a knowledge of their capacity for competing at the academic 1e“Tel. tAlthough it is quite generally accepted that high school grades ‘tre the best predictors of college success, another very important cri- teria are scores on psychological examinations. Birdie, Dressel and 7Kelso (13) reported that the A. C. E. Psychological Examination was widely used by colleges and universities as a part of their freshman orientation week. 55 The second instrument used to determine the degree of change in "self-understanding" due to clinic training was the COOperative English Test 02: Reading Comprehension. Table 7 gives evidence that the clients had better "self-understanding" of their reading skills, as judged by reference to this test, after counseling than they pos- sessed before counseling; the amount of gain being 25.5 per cent. The value of Chi-square was 24.7, again being significant at the one per c ent level . TABLE 7 SELF-UNDERSTANDING OF READING SKILL AS JUDGE!) BY REFERENCE TO 'I'I-IE COOPERATIVE ETIGLISH TEST CZ: READING COLPREHENSION TOTAL SCORE BHOPE AICD AFTER C OUNSELIN G Before - After $111123; Per cent Discrepancy - Agreement 76 38.0 Agreement - Agreement 66 33.0 Discrepancy — Discrepancy 33 16.5 . A'glt‘eement - Discrepancy 25 12.5 Totals 200 100.0 Reading skill: 45.5 per cent possessed "self-understanding" before counseling 71.0 per cent possessed "self-understanding" after counseling \— x2 = 24.7 1 df P < .01 56 While the clients had a fairly good knowledge of their reading ability, as measured by the reading test, they lacked knowledge of their relative rank in vocabulary, speed of reading and reading com- prehension (Table 8). In fact, only 23.5 per cent possessed "self- understanding" before counseling but 64.5 per cent possessed "self- understanding" after counseling. The Chi-square test of significance gave a value of 65.6, which again showed a significant gain at the one per cent level. The percentage of increase (41 per cent) in "self- understanding" was the highest for any of the categories measured. The explanation of this may lie in the fact that, in general, high school seniors have a fairly clear knowledge of their general ability to read, but have never attempted to analyze their abilities in the total read- ing patterns. Many high schools do not offer reading tests or in- struction on the secondary level. TABLES SELF-UNDERSTANDING OF VOCABUIARY, RATE AND COI‘tiPREHENSION OF READING SKILL AS JUDGED BY REFERENCE TO THE COOPERATIVE ENGLISH TEST CZ: READING CONPREHENSION TOTAL SCORE BEFORE AND AFTER COUNSELING ‘H Number Before - After Clients Per cent D1 screpancy - Agreement 91 45. 5 Agreement - Agreement as 19 . 0 1 D1 screpancy - Discrepancy 62 31. 0 Agreement - Discrepancy 9 4. 5 Totals . 200 100. 0 Vocabulary, rate and comprehension of reading skill: 23.5 per cent possessed "self-understanding" before counseling 64.5 per cent possessed "self-understanding" after counseling x2 = 65.6 1 df P < .01 57 The Kuder Preference Record Scores were used to compare the changes h1"self-understanding" of the clients' three highest and three lowest interest areas. The results are shown in Tables 9 and 10. A careful study of Table 9 reveals that more than half, or 51 per caflg of the clients showed no pre-clinic, post-clinic change in their three highest interest areas. This lends support to the hypothesis that interest patterns do not change too rapidly over a short period of time. When the above mentioned 51 per cent is combined with the 33 per cent who showed gains in only one area and the 5.5 per cent who showed losses in ODJJV one area, the result is a total of 89.5 per cent who registered lidrtle change in interest pattern as a result of the clinics. The fact that a high percentage of the clients had been eXposed to this test in hiéfll school could account for the stability of interest registered. TABLE 9 CHANGES IN SELF-UNDERSTANDING IN CLIENTS' THREE HIGHEST INTEREST AREAS AS COMPARED WITH THE KUDER PREFERENCE RECORD SCORES f — Number Nature of Change Clients Per cent Gain: 3 areas 2 1.0 2 areas 15 7.5 1 area 66 33.0 No Gain 102 51.0 Loss: 1 area 11 5.5 2 areas 0 0.0 3 areas > 0 0.0 Invalid Kuders 4 2.0 Tbtals 200 100.0 W: W 14 ....r .2 i) t f,» n... ELI. i-..‘ B 58 Since it has often been stated that many counselors have a ten- MMmy to interpret only the high scores on the Kuder Preference Record, m1attampt has been made to determine the changes in the clients' "self— Iumerstanding" of their three lowest interest areas (Table 10). The percentage who showed no gain, or a gain or loss in only one area, was 88 per cent as compared to 89.5 per cent in the high interest group. The fact that the counselors had been instructed to interpret both the higm.and low interest areas may have influenced the results. TABLE 10 CHANGES IN SELF-UNDERSTAI-TDING IN CLIENTS' THREE LOC‘TEST INTEREST AREAS AS CONPARED WITH THE KUDER PREFERENCE RECORD SCORES _~.‘- Number 1Nature of Change Clients Per cent Gain: 3 areas 4 2.0 2 areas 15 7.5 1 area 56 28.0 No Gain 108 54 . 0 I433s: 1 area 12 6.0 2 areas 1 0.5 3 areas 0 0.0 Invalid Kuders 4 2-0 Totals 200 100.0 1‘ A‘ ._, 59 To further study the changes in "self-understanding" of the clients, the Iowa High School Content Examination was used as an instrument for measuring the extent of the student's knowledge concerning his total achievement in English, mathematics, science and social studies, and to record the nature of the changes in "self—understanding" before and after his clinic eXperience. These results are shown in Tables 11 and 12. As indicated by Table 11, the clients made a 14 per cent gain in "self-understanding" in high school achievement. This represented a sig- nificant gain at the one per cent level as Chi-square had a value of 11.1. The percentage of gain in "self-understanding" was the smallest for any of the areas tested. This may be due to the fact that the clients often associated interest with achievement in a subject or, possibly, to the fact that the evidence from a single achievement test did not create an impression on him. TABLE 11 SELF -UNDERSTANDING OF TOTAL ACHIEVEI‘SENT IN ENGLISH, lahk‘IHEI-LATICS, SCIENCE AND SOCIAL STUDIES ON TEE IOWA HIGH SCHOOL CONTENT EDCANINATION BEFORE AND AFTER COUNSELING Number __¥ Before - After Clients Per c ent Discrepancy - Agreement 53 26 . 5 Agreement - Agreement 57 28 . 5 Discrepancy - Discrepancy 67 33 . 5 Agreement - Discrepancy 23 ll . 5 Totals 200 100 . 0 Total Achievement: 40 per cent possessed "self-understanding" before counseling 54 per cent possessed "self-understanding" after counseling x2 = 11.1 1 <1: P (.01 ‘—:_e ‘— 60 Changes in clients' "self—understanding" of their relative rank in Emfiish, athematics, science and social studies, as compared with their Iowa High School Content Examination, are shown in Table 12. As in the camaof Table 11, the amount of gain was slight. Forty—six per cent of tmagroup showed "no gain" during the clinic; the next largest group, 25J5per cent, showed "some gain", and 14 per cent showed "considerable gun" as contrasted with 2.5 per cent who showed "considerable loss." h1genera1, the trend was slightly stronger in terms of gain as contrasted with loss. TABLE 12 CHANGES IN SELF-UNDERSTANDING OF CLIENTS' RELATIVE RANK IN ENGLISH, MATHEMATICS, SCIENCE.AND SOCIAL STUDIES AS COEPARED WITH THE IONA HIGH SCHOOL CONTENT EXAMINATION SCORES Number Nature of Change Clients Per cent Considerable gain 28 14.0 Some gain , 51 25.5 No gain 92 ' 46.0 Some loss 18 9.0 Considerable loss 5 2.5 Insufficient data 6 3.0 Totals 200 100.0 «I III Ll‘ .. , p v .53 2.1544- 61 Tables 13, 14, 15 and 16 on the following pages, attempt to com- pare changes in "self—understanding" of high and low ability groups on the basis of their agreement with three psychological tests, namely; the A. C. E. Psychological Examination, the COOperative English Test 02: Reading Comprehension and the Iowa High School Content Examination. Any client whose total score was in the eighth, ninth or tenth decile on the A. C. E. Psychological Examination was considered in the high ability group (51 clients), while those whose total score was on the first, second or third decile on the same test was considered in the low ability group (57 clients). It must be recognized, however, that other criteria, including high school grades and scores on reading and achievement tests, could also have been used to determine high and low ability groups. Neither group showed any significant gain in "self-understanding" with regard to their relative quantitative and linguistic ability, but the low ability group did make a much higher percentage of gain as is shown in Table 13 (page 62). It should be pointed out, however, that in this case, as well as in all other cases measured, the high ability youp showed much stronger initial "self—understanding" than did the other group, consequently, its chances for additional gain would be much smaller. As indicated in Table 14: (page 63) both groups showed significant gains in "self-understanding" in regard to their capacity to do college work, as determined by agreement with the A. C. E. Psychological Exam- ination. It was interesting to note that clients, having good ability or poor ability, had a tendency to rate themselves as average. Clients 62 TABLE 13 COKPARISON OF TWO ABILITY GROUPS IN REGARD TO SELF-UNDERSTANDING OF QUANTITATIVE AND LINGUISTIC PROFICIENCY AS DETERNIEED BY .AGREEEENT WITH A.C.E. PSYCHOLOGICAL EXAMINATION SCORES Before - After High Ability Group Lothbility Group Counseling Number Per cent Number Per cent Discrepancy - Agreement 5 9 .8 14 24. 5 Agreement - Agreement 21 41.2 ll 19 .3 Inscrepancy - Discrepancy 21 41.2 27 47.4 Agreement - Discrepancy 4 7.8 5 8.8 Totals 51 100.0 57 100.0 Relative quantitative and linguistic ability: High ability group: 49 per cent possessed "self-understanding" before counseling 51 per cent possessed "self-understanding" after counseling Low ability group: 28.1 per cent possessed "self-understanding" before counseling 43.9 per cent possessed "self-understanding" after counseling O 1df P).99 High ability group: x2 Low ability group: x2 = 3.37 1 df P = .07 —__n 63 TABLE 14 COMPARISON OF TWO ABILITY GROUPS IN REGARD TO CAPACITT'TO DO COLLEGE WORK.AS DETERLINED BY AGREEEENT WITH.A. C. E. PSYCHOLOGICAL EXAKIKATION TOTAL SCORES Before - After High Ability Group Low Ability Group Counseling Number Per cent NUmber Per cent Inscrepancy - Agreement 22 43.2 21 36.8 Agreement - Agreement 13 25.6 1 1.8 Discrepancy - Discrepancy 15 29.4 34 59.8 Agreement - Discrepancy l 1.8 1 1.8 Totals 51 100.0 57 100.0 Capacity to do college work: High ability group: 27.5 per cent possessed "self-understanding" before counseling 68.6 per cent possessed "self-understanding" after counseling Low ability group: 3.5 per cent possessed "self-understanding" before counseling 38.8 per cent possessed "self-understanding" after counseling _____ High ability group: 1:2 -— 17.9 1 or < P .01 Lou ability group: X2 18.2 1 or < P .01 64 with low ability lacked "self-understanding" concerning their abilities. Only 3.5 per cent of the low ability group possessed "self-understand- ing" of their capacity to do college work when entering the clinic, while 27.5 per cent of the high ability group already had a knowledge of their capabilities. Reference to Table 15 (page 65) shows that both groups had a much more realistic picture of their reading ability, as determined by agree- ment with the Cooperative English Reading Comprehension Test, than they did of their ability to do college work. Both groups gained in "self- understanding," but only the low ability group made a significant gain. The fact that 86 per cent of the low ability group possessed "self—un- derstanding" of their reading ability after counseling is reflected in the fact that 106 of the 206 fall term, 1951, Reading Improvement En- rollees were peOple who had been in a Counseling Clinic during the summer of 1951. It is also worth noting that clients with low ability are much.more apt to admit reading weaknesses than they are deficiencies in ability to do college work. As shown in Table 16 (page 66}, neither group made significant gains in "self-understanding" in respect to their total achievement in English, mathematics, science and social studies, as determined by a- greement with their Iowa High School Content Examination. This was the only area where the two groups showed similar initial "self-under- standing" and the only instance where the high.ability group made the largest percentage of gain; 19.6 per cent as compared to 15.8 per cent for the other group. 65 TABLE 15 COMPARISON OF TWO ABILITY GROUPS IN REGARD TO SELF-UNDERSTANDING OF READING SKILL.AS DEE REINED BY AGREEREKT WITH COOPERATIVE ENGLISH TEST 02: READING CONPREHENSION Before - After High Ability Group Low Ability Group Counseling Number Per cent Number Per cent Discrepancy - .Agreement 11 p 21.6 29 50.9 Agreement - .Agreement 19 37.3 20 35.1 Discrepancy - Discrepancy 12 23.5 4 7.0 Agreement - Discrepancy 9 17.6 4 7.0 Totals 51 100.0 57 100.0 Total Reading Skill: High ability group: 54.9 per cent possessed "self-understanding" before counseling 58.8 per cent possessed "self-understanding" after counseling Low ability group: 42.1 per cent possessed "self-understanding" before counseling 86.0 per cent possessed "self-understanding" after counseling High ability group: x: = .05 l or P = .83 Low ability group: X = 17.5 1 df P'4L.Ol 66 TABLE 16 COMPARISON OF TWO ABILITY GROUPS IN REGARD TO SELF-UNDERSTANDING OF TOTAL ACRIEVEKEKT IN EEGLISH, KATREKATICS, SCIENCE AND SOCIAL STUDIES AS DETERLIEED BY AGREEKENT WITH IOTA HIGH SCHOOL ACHIEVELENT EXAKINATICN Before - After High Ability Group Low Ability Group Counseling Number Per cent Number Per cent Discrepancy — .Agreement 17 33.3 15 26.3 Agreement - Agreement 13 25.6 13 22.8 Discrepancy — Discrepancy 14 27.4 23 40.4 Agreement - Discrepancy 7 13.7 6 10.5 Totals 51 100.0 57 100.0 Tota1.Achievement: High ability group: 39.2 per cent possessed "self-understanding" before counseling 58.8 per cent possessed "self-understanding" after counseling Low ability group: 33.3 per cent possessed "self-understanding" before counseling 49.1 per cent possessed "self-understanding" after counseling 3.37 1 df P 3.05 1 df P .07 .07 High ability group: X2 Low ability group: X2 67 Summary of Changes in "Self—Understanding" 1. There was no compelling evidence to indicate that the clients in the random Sample differed from regular fall term freshman at Rich- igan State College in regard to range of scores on the A. C. E. Psycho- logical Examination, the COOperative English Test 02: Reading Compre- hension or the Iowa High School Content Examination. 2. There was a significant gain in "self—understanding" with re- spect to the clients' relative quantitative and linguistic ability and capacity to do college work, as measured by reference to the A. C. E. Psychological Examination. 3. There was a significant gain in "self-understanding" with re- Spect to reading skill, and with reSpect to the clients' knowledge of his relative rank on scores in vocabulary, rate and comprehension, as judged by reference to the COOperative English Test of Reading Compre- hension. 4. There was no evidence of significant gain in "self—understand- ing" on the three highest or lowest areas of interest, as compared with the clients' Kuder Preference Record. 5. There was a significant gain in "self-understanding" with re- sPect to the clients' total achievement, as judged by reference to the Iowa High School Content Examination total score. 6. In general, high ability clients had better "self-understanding" before counseling, but the low ability clients showed the most signifi- cant gains after counseling. 7. Reading was one area in which low ability clients admitted their weaknesses and readily sought assistance by enrolling in the Read- ing Improvement Service. 68 Changes in Educational and Vocational Goals The second part of the study involved an analysis of the informa- tion concerning the client changes in educational and vocational goals. Since educational and vocational diagnosis and planning are one of the ;mflmary functions of the Counseling Clinics, it is important that these changes, or lack of changes, be reported. ‘Previous experience indicated that, in general, Counseling Clinic clients enrolled in college. Table 17 presents an analysis of change in attitude of clients toward attending college. TABLE 17 CLIENT.ATTITUDE TOWARD.ATTENDIKG COLLEGE Pre-clinic Post-clinic Attitude Number Per cent Number Per cent College is not for me 1 0.5 1 0.5 Confused 12 6.0 4 2.0 Fairly certain I should attend 55 27.5 37 18.5 Positive I should attend 132 66.0 158 79.0 Totals 200 100.0 200 100.0 It is significant to note that only 0.5 per cent believed that college was "not for them" on both the pre- and post-clinic question- naires. Only six per cent said they felt "confused" in regard to at- tending college when they enrolled in the clinic, while only two per cent said they were "confused" when they left. The largest gain was registered by those peOple who were "positive" they should go to an institution of higher learning. Sixty-six per cent had this attitude 69 before clinic counseling, while 77 per cent had this attitude after counseling. The implication seems to be that many peOple who are fair- ly certain they should attend college leave the clinic with a much more positive feeling that they should attend. Each client was asked to state his plans for the school year of 1951-1952. On their pre-clinic statement, 94 per cent indicated they Iflanned to go to college and on their post-clinic statement, 95.5 per cent said that was their plans (Table 18). A check on fall term ad- missions, 1951, revealed that 95.5 per cent did go to an institution of higher learning. Ninety-two and a half per cent enrolled at Mich- igan State College and three per cent went to other colleges and univer— sities. TABLE 18 CLIENT PLAKS FOR THE SCHOOL YEAR 1951—1952 Pre-clinic Post-clinic Plan Number Per cent Number Per cent To go to college 188 94.0 191 95.5 To go to a trade school 1 0.5 l 0.5 To go to a business school 0 0.0 0 0.0 To go to work 1 0.5 1 0.5 T5 go into military service 0 0.0 0 0.0 To go into my own business or partnership 0 0.0 0 0.0 No definite plans 6 3.0 4 2.0 Other plans 4 2.0 3 1.5 Totals 200 100.0 200 100.0 Actual enrolhment in the fall of 1951: 185 - 92.5 per cent enrolled at Michigan State College 6 - 3.0 per cent enrolled at other colleges 6 - 3.0 per cent did not go to college 3 - 1.5 per cent attended high school as seniors 70 This evidence (Table 18, page 69) would lend support to the fact that, in general, the clinics have very little effect in changing the clients' lutimate decision in regard to going to college. It also would lend support to the fact that most of the clinic personnel are prOSpective college students and that the vast majority do attend hichigan State College. It is interesting to note that 1.5 per cent of the clients are still in high school. An attempt was made to discover the vital reasons why clients were coming to college. An examination of the pre-clinic and post—clinic re— sults in Table 19 (page 71) showed that their first reason, as indicated on both questionnaires, was a practical one; namely,"to prepare for a vocation." In general, their reasons indicated little pro-clinic, post- clinic fluctuation. The highest percentage of gain as a result of clinic experience was on the item, "to make friends and helpful connec- tions." The gain was only five per cent. :A 13 per cent post-clinic loss was registered on the item, "without a college degree or training there is less chance of getting a job." The four items listed least by the clients as reasons for going to college were; "to be with old friends," ”it was the thing to do," "foregone conclusion - never ques- tioned why," and "to please parents or friends, or because of family tradition." This would indicate that, for the most part, clients had practical reasons for desiring academic training. There is little evi- dence to indicate serious changes in pre-clinic and post-clinic reasons for coming to college. TABLE 19 CLIENTS' REASONS FOR COLING TO COLLEGE 71 Pro-Clinic Post-Clinic Reasons Number Per cent Number Per cent Togmepare for a vocation 175 87.5 176 88.0 Tolearn more of certain subjects 117 58.5 101 50.5 lb get a liberal education 108 54.0 103 51.5 Without a college degree (or training) there is 99 49.5 73 36.5 less chance of getting a job Tb get a general education 97 48.5 94 47.0 Tb make friends and helpful connections 76 38.0 86 43.0 For social enjoyment (college life) 74 37.0 81 40.5 Tb enable me to make more money 63 31.5 62 31.0 Fbr the prestige of a college degree 38 19.0 34 17.0 To please friends or parents, or because of family tradition 28 14.0 24 12.0 Foregone conclusion — never questioned why 21 10.5 19 9.5 It was the thing to do 18 9.0 12 6.0 To be with old friends 17 ‘ 8.5 15 7.5 4 ‘—T 72 Table 20 indicates the clients' plans for attending Michigan State College. The changes on the pre- and post-clinic questionnaires are very slight; less than one per cent in all instances. The percentage on the post-clinic questionnaire of those who stated that they were coming ‘uJMichigan State College in the fall term of 1951 was 93.5 per cent. A check with the registrar's office, fall term, 1951, revealed that 92.5 Inr cent actually did enroll at the college. These changes are so slight that one may, again, conclude that the clients have their basic plans for going to college fairly well established, and that the clinics serve pur- poses other than making decisions about attending college. TABLE 20 CLIENTS' PLAES FOR CURING TO MICHIGAN STATE COLLEGE IN THE ILILEDIATE FUTURE Pre-Clinic Post-Clinic Plans Number Per cent Number Per cent Coming - 186 93.0 187 93.5 Not coming 3 1.5 3 1.5 Undecided 11 5.5 10 5.0 Totals 200 100.0 200 100.0 Table 21 (page 73) reveals pre- and post-clinic changes in school choices of Counseling Clinic personnel who came to Michigan State College. It also compares these choices with the total freshman fall term enroll— ment in each of the Schools. The highest percentage of students in all three cases were in No Preference. The per cents were 25.4, 30.3 and 30.1, reSpectively. Science and Arts ranks second with percentages of 23.8, 24.3 and 22.7, respectively. Business and Public Service is third 73 with percentages of 20.5, 19.5 and 20.3, respectively. While there were some changes in rank for the other Schools, the percentage change was very slight. In the pre-clinic questionnaire the remaining Schools were ranked in the following order: Home Economics and Agriculture tied for fourth, then Engineering, Veterinary medicine and the Unclassified smments. The Unclassified group was last in all three instances. Since the changes were few in the last five Schools and the number of clients involved were small, further study would be necessary before drawing too many valid conclusions about the changes. TABLE 21 A COEPARISON OF SCHOOL CHOICES OF COUNSELING CLINIC EROLIEES AM) FALL TERI; FRESIE'LETI Pro-Clinic Post-Clinic Fall Enrollment School Number Per cent Number Per cent Number Per cent Agriculture 17 9.2 12 6.5 169 7.1 Business and Public Service 38 20.5 35 19.5 484 20.3 Engineering 15 8.1 16 8.6 220 9.1 Home Economics 17 9.2 13 7.0 142 6.0 No Preference 47 25.4 57 30.3 720 30.1 Science and Arts 39 21.1 40 21.6 543 22.7 Veterinary Medicine 11 5.9 11 5.9 95 4.0 Unclassified 1 0.6 l 0.6 19 0.7 Totals 185 100.0 185 100.0 2,392 100.0 ll 74 In order to summarize all changes of vocational preference written during the clinic, Table 22 was constructed. In total, 38 changes were made. This represented 19 per cent of the clients used on the Sample, indicating that approximately one out of every five clients who came to the clinic changed his major during his counseling period. Further in- vestigation revealed that 18 participants changed to No Preference which represented 47.3 per cent of all changes; however, the majority of these clients continued at least one exploratory subject in the field of his original choice. Since No Preference students are constantly associ- ated with the counselors at the Counseling Center, this high percentage of change would markedly indicate that counseling service, during the period of their investigation of choice of school preference, had proved most beneficial. It is also recorded in Table 22 that eight clients transferred from No Preference to a definite vocational choice. Test results, high school grades, miscellaneous factors, and the student's personal desire to major in the new field prompted the change in each instance. TABLE 22 SUMMARY OF THIRTY-EIGHT CHANGES OF PREFERENCE Changes School Within Out Into Agriculture 1 5 0 Business and Public Service 5 5 2 Engineering 0 1 2 Hume Economics 0 4 0 No Preference 0 8 18 Science and Arts 3 6 7 veterinary Medicine 0 0 0 Unclassified 0 0 0 Totals 9 29 29 II 75 Table 23 is a survey report of changes in curriculum choices of the Counseling Clinic enrollees. Due to the similarity of areas repre- sented in the Schools of Agriculture, Engineering, and Heme Economics, no attempt has been made to analyze the curriculum choices separately in these Schools. In this respect the Table followed the pattern set by the registrar's office in their report on "Distribution of Student Enrollment.” The enrollees were found in 22 of the 26 curricula class- ified by Michigan State College. TABLE 23 CHANGES IN CURRICULUM CHOICES OF COUNSELING CLINIC ENROLLEES Pro-Clinic Post-Clinic Curriculum Number Per cent Number Per cent Nb Preference 47 25.4 57 30.7 Business.Administration 17 9.2 17 9.2 Home Economics 17 9.2 13 7.0 Engineering 15 8.1 16 8.5 Agriculture 11 5.9 7 3.8 Language and Literature 10 5.4 11 5.9 Education 10 5.4 7 3.8 Pro-Veterinary Medicine 8 4.4 8 4.4 Hote1.Administration 7 3.8 5 2.7 nursing Education 6 3.1 7 3.8 Journalism , 6 3.1 5 2.7 Conservation 6 3.1 5 2.7 Social Science 5 2.7 5 2.7 Physical Education 5 2.7 5 2.7 Fine Arts 4 2.3 5 2.7 Medical Technology 3 1.6 3 1.6 Pro-Dentistry 2 1.1 2 1.1 Police.Administration 2 1.1 l 0.6 Physical Science 1 0.6 2 1.1 Social Service 1 0.6 2 1.1 Pre-Msdical 1 0.6 1 0.6 Unclassified 1 0.6 1 0.6 Totals 185 100.0 185 100.0 -—_——— rt 76 Each client was given an Opportunity to indicate his first and second choice of the kind of work which he had considered for his life career. In Table 24 an analysis is made of changes recorded during the clinic. Fifty-seven per cent indicated identical first and second choices of their life's work on both questionnaires. The percentage of those who changed their choices after counseling were very small; 26.5 per cent changed only the second choice, 4 per cent gave only one choice and made no change, and 3.5 per cent made no change in choice except in rank. Thus, 91 per cent of the clients had practically the same life vocational goals after counseling as compared with their preferences when they came to the clinic. 0f the remaining 9 per cent, 3 per cent indicated no choice before or after the clinic, 5 per cent changed their choices rather completely, and one per cent had a choice on the post— clinic questionnaire but not on the pre—clinic questionnaire. The impli- cation seems to be that radical vocational changes are not made in a three day clinic. The seeds for stimulating changes or better evaluation of plans may be planted at this time but the actual change appears to be gradual. TABLE 24 CHANGES IN CLIENTS' FEELINGS TOWARD FIRST.AND SECOND CHOICES FOR THEIR IIFE WORK Clients' Feelings NUmber Per cent No change - first and second choice in same order 114 57.0 Change in second choice - first retained 53 26.5 Only one choice given - no change 8 4.0 No change except in order 7 3.5 No idea of choice before or after clinic 6 3.0 Both choices changed 5 2.5 Both.choices changed, only one listed the second time 5 2.5 No comments first time, definite choice second time 2 1.0 Totals 1 200 100.0 j: :—.—__‘:—:_ 77 The next question presented to the enrollees which concerned their vocational future was: "If you could do just what you.wisn, what would _ you be doing ten or twelve years from now?" The Opinions have been tabu- lated in Table 25. On the pre-clinic questionnaire, 87.5 per cent in- dicated a vocational choice and 11.5 per cent indicated no choice. 0n the post-clinic questionnaire, 89 per cent had a definite choice and 11 per cent still indicated no choice so the change was slight. It is in- teresting to note that 75.5 per cent indicated the same vocational choice each time, while only 8.5 per cent changed from one vocational choice to another and 7.5 per cent reSponded with no choice either time. Again, there was little change in the pre- and post-clinic questionnaire results which gives more evidence to the fact that vocational ideas are relatively stable over a short period of time. TABLE 25 CLIENTS' RESPONSES TO QUESTION: "IF YOU COULD DO JUST WHAT YOU WISH, WHAT WOULD YOU BE DOING-TEN OR TWELVE YEARS FROM NOW?" Vocational Choice No Choice Clients' Responses Pre—Clinic- Post—Clinic Pre-Clinic Post-Clinic 7 No. % No. % No. % No. % Definite vocational choice 151 75.5 151 75.5 Change from one vocational choice 17 8.5 17 8.5 to another Change from Vbcational Choice to No Choice 7 3.5 7 3.5 No Choice 7 15 7.5 15 7.5 Change from No Choice to Vbcational Choice 10 5.0 10 5.0 Totals 175 87.5 178 89.0 25 12.5 22 11.0 78 Table 26 (page 79) shows pre- and post-clinic Opinions of the three occupational groups into which clients thought they best fit in terms of general interests and abilities. Their total choices found by adding their first, second and third selections are practically identical. A post-clinic increase of 6.4 per cent - from 11.1 per cent pre-clinic to 17.5 per cent post-clinic - is registered in occu- pations such as selling and promoting work, while a post—clinic de- crease of 5 per cent - from 9 per cent pre—clinic to 4 per cent post- clinic — is noted in occupations involving executive responsibility. The three most pOpular areas in both surveys seemed to be occupations involving social service activities, occupations involving business contacts with peOple and occupations involving technical or scientific work. The three areas checked the least in both surveys were occupa- tions involving executive ability, occupations involving verbal or lin— guistic work and occupations requiring special artistic ability. There is considerable evidence that the clients felt they were quite reaponsible for making their own vocational choices. This fact is clearly shown in Table 27 (page 80). They, likewise, felt the in- fluence of the home, as shown by the fact that 25.5 per cent felt the family gave them their most help. The:role of the high school counsel- or is a comparatively minor one in their Opinions, as only 8 per cent reported that the most help in decisions on vocational choice had been received from such counseling. Thirteen and one half per cent rated teachers as most influential which placed them above that of the high school counselor, perhaps indicating a definite weakness in our high school counseling program. 79 0.00s «00 0.00s 00H 0.00H 00H 0.003 000 onesaoupmom m a 0 0.00s «00 0.00s 00H 0.00M sma 0.00s 00H oseflaonosm H 0 a 0.HH s0 0.0H 0n n.0a em 0.e m pmom .opm.eeE0noe .someees mosaoo .eopoosse n.¢a 00 0.00 00 «.ma mm 0.0 0H who we seem .mespsaspfimeoammn osnpeomwm 0.mH 0s H.0H 0n m.HH mm 0.0 as swam ..oso .eessenpsa .nommmcona .ees was 0.HH 00 0.ma mm «.0H 0m 0.0 me one umspsosew .soapee .qeeumaeamSoq .nossea no mean .Mnos.0flpmaowofia no Hansob .opm .noMmaHoo» «.0H 00 «.5 ea m.m 0H 0.0m 00 smog .pmsosmsea .sopqosqfi .smasog.sose0mmn m.ea 00 0.s ma a.0 0H 0.03 H0 mam .0ooeflnose .eommnem .pmfiEmao .nomnswqm no mean .Mnos.0HMHpooaom no HwOHonooB m.na as H.Ha Hm 0.0g 00 0.0a Hm smog .0oo .emewsmoe .s0pesoooe composes 0.0a ms 0.HH mm s.mH mm 0.mH am 0pm .pmspnw .aopoe .mmsonmes we seem .moapaafino ofipmflpam Hwfiooom moanfinwem .hoxnos Okayama .pmmowov n.sa Hoe s.na 0m e.sa an 0.0m He smog .smssos omeo stoom .sossos Hensomsms m.sa 00H 0.¢H 00 0.0H an H.0H em one .msspeoowo esoom som .nmanos .«.0.2.» we mean .moeuabapom oofi>aom Hmfioom m.0a as m.eH mm 0.0a an 0.0 ms pmom season mosueo 0am .noaeenmoeosm .nmmeen 0.0a Hm 0.ea mm s.nH am 0.mH mm one .smsameo .eesospmspepm mmoesmen .0ee qusooos mo £05m .Mnoa Hampow mmomfimom «.0a 00 e.mH mm «.0H 00 m.sa mm pmom .000 .mospsaoa .snos.mqs m.0a 00 H.0H mm n.0H 00 H.HH mm one :poeonm .mefiaamm 00 seamen meadow» on» we seem oaooom spas mpospsoo mmoofimsm R .02 R, .02 R .02 a .02 efiqaao mmsoaw asoofipsmsooo meofloao Hence oesoeo usage oesoeo eeooom oosoeo emcee o0 noseaosoammeao mflHBHHHm< 92¢ mBmMmHHZH Admfizmw ho mamma 2H BHM Bmmm Mama MZHEH mBZMHHo mOHma OBZH mmbomm HdZOHB11ege life, an Opportunity to meet new friends and helped them to ‘ltiderstand both the faculty and the college. Three typical com- 111th a follow: I feel that the clinic has helped me to the extent that I feel almost like a college student already. It has put the full 116 picture of college life before me along with my abilities to compete in the college program. I was very glad that I was able to attend this clinic, as I found out more about myself from the results of the various tests, had a chance to find out more about college life, and I also made many new friends. In general I feel that the clinic was of great help to me and answered many of the things I was wondering about. I think the Counseling Clinic is one of the best ways possible for a person to become better acquainted with M. S. C. The individual counseling meant a great deal to me. TABLE 52 CLIENTS' JUDGMENT OF ORIENTATION VALUES OF THE CLINIC Number Clients Statement Classification Reporting General orientation value 58 Acquisition of information 45 Feeling of security 40 Knowledge of college life 18 Acquisition of friends 14 Understanding of faculty and college 4 l Helpfulness in course planning \ 117 Attitudes expressed by clients concerning the questionnaire. A number Of clients made statements concerning the questionnaire used in the study. As is shown in Table 53, 49 participants felt it was beneficial in helping them to analyze themselves and in assisting them to organize their thinking. NO client expressed any serious Ob- jection to the questionnaire. Some typical remarks were: The questionnaire puts your thoughts together - you realize just how much you have learned - and by classifying it this way, you're more likely to remember the things. I can understand the college's interest in the results of this final questionnaire and I think it also is beneficial to the student in that it enables him to realize how much more about himself he has learned, or how many former convictions have been strengthened. The questionnaire helped me to see how the clinic has changed my vieWpOints on college life and on knowing myself. It is a well designed questionnaire and by taking it the first thing on the first day we know better what topics to ask about during the clinic. I have no further comment to make on the clinic, but I feel that the questionnaire not only helps you to understand us but :for us to understand ourselves. .A.tabulated classification of the attitudes eXpressed by the clieIlts concerning the questionnaire are presented in the following Tatglfia. TABLE 53 ATTITUDES EXPRESSED BY CLIENTS CONCERNING THE QUESTIONNAIRE k Statem nt Classification Nfizerriixjients 9x1 jLJLitation of greater self-understanding 49 estions considered pertinent comDarison of pre- and post-clinic information valuable Appreciation of counselor guidance Sfiifrition to repetition of questionnaire H9901 \ 118 Clients' suggestions concerning future clinics. Many partici- pants gave strong verbal emphasis to the desirability Of continuing the clinics for future clients. In total, 44 peOple suggested the continuation of such programs. They felt high school administrators mumld have more material and information concerning the clinics, that greater attendance should be encouraged and that none of the present features of the program should be eliminated. Typical comments of the clients follow: The clinic is very helpful and should be expanded in the coming years. a I feel that the Counseling Clinic was the most wonderful and helpful thing that Michigan State College could do for its new students. I know it has helped me beyond words and I shall recommend it to future students. Maybe it is just our school, but I think this clinic should be advertised more so more students really know what it is. bebe more cannot be taken care of but I know that I will sure back it and advise others very highly to attend. The clinic cleaned up many misconceptions and puzzling ideas which I had about college. It made me feel right at home on the M.S.C. campus. It is my personal Opinion, an invaluable part of college procedure. It should be continued. Table 54 presents a summary Of the clients' suggestions concern- ing the future clinics. TABLE 54 CLIENT SUGGESTIONS CONCERNING FUTURE CLINICS =======: Sta13$ment Classification ngzgriiliznts \ ReeoInmend increase in number of clinics , 27 Need for wideSpread publicity 13 Retention of all present features Ingrease length Of clinics \ri— 119 Evaluation Of clinic program and schedule. A few remarks were directed toward the program and schedule themselves. Several Of these comments follow: I think that the idea Of having a clinic of this sort was an extremely fine one. It has helped me a great deal to become better acquainted with college life and the Op- portunities and advantages connected with a clinic such as this. The clinic has had a well-rounded program Of enter- tainment and work and I really think it has been just about perfect in all respects. I am very glad I came and I don't think anything we have done should be eliminated from future clinics. The lack of free time is a very good thing since there are very few of us who would know what to do with free time at M. S. C. so soon. Having every minute filled with required activities ‘ is the best way to keep things from becoming dull, provided " too many Of the required activities are not put in just to fill up time. I don't think any of the things we have done could be interpreted as "time fillers." Table 55 gives evidence that, in general, the program was con- sidered very effective. The comments concerning the schedule were few in number, but have been classified according to the number of Clients reporting. TABLE 55 EVALUATION OF CLINIC PROGRAM AND SCHEDULE % Sta"basement Classification NmHZZOriI-Hgnts \ PI'ogram was very effective 6 11';an of free time was good - 6"" would know how to use it NCy'iihing done was a "time filler" some free time is desirable Recreation was well planned HHHI—‘I—J Louger evening recreation period requested \\\ 120 Special features of the clinic considered valuable by the clients. The feature of the clinic which was considered to be the most valuable by the clients was the excellent relationship between the counselors and the students. There were 55 participants who commented on this relationship, while 23 clients stated that assistance in educational- vocational planning was an important Special feature of the clinic. Samples of these comments follow: I am.very satisfied with the clinic and feel that you couldn't find a better counseling staff. They are always friendly which means a lot when you don't know anyone when first coming. Some of the things I especially liked were: the wearing of name cards, a counselor meeting you at the door on the first day, group sing- ‘1: ing and the wonderful way the square dance helped everyone to get acquainted. I feel this clinic is extremely helpful to one who is unde- cided as to his major. The student reSponses are classified in Table 56. TABLE 56 SPECIAL FEATURES OF THE CLINIC CONSIDERED VALUABLE BY CLIENTS xx Number Clients Statement Classification Reporting \ coL'l-Ilseling relationship 55 ( EC1‘1.<:a.’ciona1 - vocational planning 23 I Eh[Iberience in educational setting 2 I1113<>rmational talks 1 Kk11- SUMMER 1950 May l8-l9 July lO-lZ June l-Z July l9-Zl June l5-l6 August 7-9 June 26-28 August 23-25 September 6-8 Sponsored by the COLLEGE COUNSELING CENTER Department of Special Courses and Conlevences East Lansing 14, Michigan 154 PURPOSE OF THE COUNSELING CLINICS CHOOSING A CAREER is one of the most vital challenges confronting you as you approach graduation from high school. Should you find a job in business or industry? Should you seek spe- cialized training in a trade, technical, or business school? Should you plan to continue your educa- tion by enrolling in college? What type of job or profession would be most suitable in terms of your abilities, likes, and dislikes? What are opportuni- ties in the vocational fields? These and many similar questions demand intelligent and objective answers. VOCATIONAL TESTING AND COUNSEL- ING is a professional service designed to help you to reach a better understanding of yourself —-your aptitudes, interests, and personality char- comprehensive battery of tests plans. At these clinics you may: (1) decide whether or not to attend college (2) consider suitable vocations and the methods of btaining vocational trai ‘ (3) get information about course requirem (4) confer with members of the Michigan lege faculty (5) offer the results of the te of entrance examinations lege, if the scores are at admission by examination (6) select fall term courses, in—so-far as possible, if you plan to attend Michigan State College (7) participate in a program of orientation planned for prospective students ents State Col- sts administered in lieu at Michigan State Col- the level required for COUNSELING CLINIC ACTIVITIES REGISTRATION—The Clinic gets under way with registration the first day at 8:30 a.m. The program will begin promptly at the scheduled time. TESTING—The major portion of the morning and afternoon of the first day will be devoted to the testing program. The tests will include interest and personality inventories, academic aptitude, reading, and achievement tests. An explanation of the purpose of each test will precede the testing session. Special aptitude tests may be recommended by the counselor to suit the needs of individuals. COUNSELING—Each person will be assigned to a counselor who will work with him through- out the Clinic. Each counselor will meet his counselees soon after the Clinic begins to an- swer questions, explain procedures, and arrange individual conferences. In the individual inter- views the counselor will interpret test results and relate them the student’s previous achievement, training, and experiences. Thus, the high school graduate may appraise his in- terests, his strong points and his limitations and learn how they pertain to vocational goals and to the possibility of doing satisfactory work in college. The counselor will discuss vocations and the type of training necessary and will re- fer the person to other sources of information, when desired. INTEREST GROUP MEETINGS—Members of the faculty of various college departments will be available to confer with small groups of students who have similar interests. Individ- ual conferences may also be arranged. GENERAL MEETINGS — General meetings will be scheduled at various times during the Clin- ics. College representatives will be present to discuss topics of value to participants. ORIENTATION—Many of the activities will serve as an introduction to college life. The Clinic period offers an excellent opportunity to make new friends before college begins in the fall. Organized tours of the campus and buildings, question periods, living in the dorms, learning college songs, and the use of college recreation facilities will help the prospective student to become acquainted with campus ac- tivities. RECREATION — Relaxation and fun — oppor- tunities for ice-skating, swimming, bowling, ping-pong, and dancing will be available. 'ee; smug em go purge: e 01 sq; ;o Euruado an; o; .iopd sqeem one u persona we I ozuno pueqsmpun I 'KISJBIPBUILUI we I 110889.! Ana .10; H . eAiB s; aouou l e {asunog sq; Amou Him I ‘aiung exp, puane 01 214931: E 1311193 Bu 3%? 55‘ $3.0 var" o: r-‘l ll El I! ,r: i.‘ ll 55 El fl |l :: :1 ii i: H .l !i !3 If E I >'> 2.3. 2.3. 11 '01) no on “Eng"-""“"""“"""”QUJBN hndaypv ;o amp sq; no Managed 939110;) exp, 13 SApJB 03, and I 1er eouepisea uip Km go mew g$ a s; peqoenv III (JepJo Aeuoui JO) noeqo am 19 gupezsiBeJ uodn sleem pue moo: KJOJIULIOP Aux Jo; fied ueqs I '96; or «(ad u; ‘efieuog snags uequoij/q 01 anefied ape 91-91 emf-mm Z'I aunfr'*--—— 61'8I KBW'"“"""“ (socioqo piiqs ‘puooes ‘35:}; eiaoipur sz—9z aunt~m~ 6'L isnSnv .peipaqo 912p air; so; stung Burlesunog am In our Jo; and a amass; eseeld aseeld) SEILVQGVZID 'IOOHOS HDIH HOJ OINI'IO DNI’IEISNIIOD 'ezep peuapxd am or; Jopd sneeze am; 35291 18 ut a q ;smu suogeonddv ‘anissod sa uoos 3 sn isisse o; pus soiep oiuip go aoioqo iseq amsui 0‘]; mm ‘noK Bumxas U SE 5:11an see I. )INV'IS NOLLVDI'IddV If you wish to attend one of these High School Counseling Clinics return this application at the earliest possible moment to: College Counseling Center A-2, South Campus Michigan State College East Lansing, Michigan GENERAL INFORMATION WELCOME to Michigan State College and to the Counseling Clinics. The Counseling Center un- der the direction of Dr. Paul L. Dressel offers this service to assist you in making educational and vocational plans. THE PROGRAM is an intensive one. Partici- pants should arrange to be present for the en- tire period of the Clinic. HOUSING AND MEALS will be provided in a college residence hall. Rules and policies of dormitory and college life will be observed by your group. TESTING AND COUNSELING activities, in general, will be conducted in the College Coun- seling Center, Building A-2, on the South Campus. COSTS of the Clinic are as follows: Clinic fee $5.00 Room (1 night) $2.00 Each additional night $1.50 Meals (per day) $2.00 APPLICATION should be made on the form attached to this leaflet. It should be returned together with your $5 clinic fee. Remittance should be made by check or postal money order payable to Michigan State College. The fee will be refunded to an accepted student who finds it impossible to attend provided he noti— fies the Counseling Center at least two weeks before the opening date of the Clinic. CHOICE OF DATES—First, second, and third choice of dates should be indicated. The ap— plication must be in at least two weeks prior to the preferred date. The applicant will be assigned to the Clinic for which he has stated a perference, whenever possible. Assignments will be made in the order of receipt of appli- cations. The Clinics of May 18—19, June 1-2 and June 15-16 have been arranged primarily for those who have been graduated from high school prior to these dates. FURTHER INFORMATION regarding the Clinic will be furnished to each applicant in a letter which he will receive approximately two weeks prior to the date of the Clinic to which he has been assigned. THESE COUNSELING CLINICS are sponsored by the Michigan State College Counseling Center, with the cooperation of the Department of Special Courses and Conferences. ates SUMMER, I95] June 4-6 July 30-Aug. I June II-13 August 6-8 June 20-22 August lS-I7 July lI—B August 27-29 July 23-25 September 5-7 Sponsored by the COLLEGE COUNSELING CENTER MICHIGAN STATE COLLEGE Continuing Education Service EAST LANSING H, MICHIGAN 155 PURPOSE OF THE COUNSELING CLINICS CHOOSING A CAREER is one of the most vital challenges confronting you as you approach graduation from high school. Should you find a job in business or industry? Should you seek spe- cialized training in a trade, technical, or business school? Should you plan to continue your educa- tion by enrolling in college? What type of job or profession would be most suitable in terms of your abilities, likes, and dislikes? What are opportuni- ties in the vocational fields? These and many similar questions demand intelligent and objective answers. VOCATIONAL TESTING AND COUNSEL- ING is a professional service designed to help you to reach a better understanding of yourself —-your aptitudes, interests, and personality char- comprehensive battery of tests plans. At these clinics you may: (1) decide whether or not to attend college (2) consider suitable vocations and the methods of btaining vocational trai ‘ (3) get information about course requirem (4) confer with members of the Michigan lege faculty (5) offer the results of the fa of entrance examinations lege, if the scores are at admission by examination (6) select fall term courses, in—so-far as possible, if you plan to attend Michigan State College (7) participate in a program of orientation planned for prospective students ents State Col- sts administered in lieu at Michigan State Col- the level required for COUNSELING CLINIC ACTIVITIES REGISTRATION—The Clinic gets under way with registration the first day at 8:30 a.m. The program will begin promptly at the scheduled time. TESTING—The major portion of the morning and afternoon of the first day will be devoted to the testing program. The tests will include interest and personality inventories, academic aptitude, reading, and achievement tests. An explanation of the purpose of each test will precede the testing session. Special aptitude tests may be recommended by the counselor to suit the needs of individuals. COUNSELING—Each person will be assigned to a counselor who will work with him through- out the Clinic. Each counselor will meet his counselees soon after the Clinic begins to an- swer questions, explain procedures, and arrange individual conferences. In the individual inter- views the counselor will interpret test results and relate them the student’s previous achievement, training, and experiences. Thus, the high school graduate may appraise his in- terests, his strong points and his limitations and learn how they pertain to vocational goals and to the possibility of doing satisfactory work in college. The counselor will discuss vocations and the type of training necessary and will re- fer the person to other sources of information, when desired. INTEREST GROUP MEETINGS—Members of the faculty of various college departments will be available to confer with small groups of students who have similar interests. Individ- ual conferences may also be arranged. GENERAL MEETINGS — General meetings will be scheduled at various times during the Clin- ics. College representatives will be present to discuss topics of value to participants. ORIENTATION—Many of the activities will serve as an introduction to college life. The Clinic period offers an excellent opportunity to make new friends before college begins in the fall. Organized tours of the campus and buildings, question periods, living in the dorms, learning college songs, and the use of college recreation facilities will help the prospective student to become acquainted with campus ac- tivities. RECREATION — Relaxation and fun — oppor- tunities for ice-skating, swimming, bowling, ping-pong, and dancing will be available. 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The Counseling Center un- der the direction of Dr. Paul L. Dressel offers this service to assist you in making educational and vocational plans. THE PROGRAM is an intensive one. Partici- pants should arrange to be present for the en- tire period of the Clinic. HOUSING AND MEALS will be provided in a college residence hall. Rules and policies of dormitory and college life will be observed by your group. TESTING AND COUNSELING activities, in general, will be conducted in the College Coun- seling Center, Building A-2, on the South Campus. COSTS of the Clinic are as follows: Clinic fee $5.00 Room (1 night) $2.00 Each additional night $1.50 Meals (per day) $2.00 APPLICATION should be made on the form attached to this leaflet. It should be returned together with your $5 clinic fee. Remittance should be made by check or postal money order payable to Michigan State College. The fee will be refunded to an accepted student who finds it impossible to attend provided he noti— fies the Counseling Center at least two weeks before the opening date of the Clinic. CHOICE OF DATES—First, second, and third choice of dates should be indicated. The ap— plication must be in at least two weeks prior to the preferred date. The applicant will be assigned to the Clinic for which he has stated a perference, whenever possible. Assignments will be made in the order of receipt of appli- cations. The Clinics of May 18—19, June 1-2 and June 15-16 have been arranged primarily for those who have been graduated from high school prior to these dates. FURTHER INFORMATION regarding the Clinic will be furnished to each applicant in a letter which he will receive approximately two weeks prior to the date of the Clinic to which he has been assigned. THESE COUNSELING CLINICS are sponsored by the Michigan State College Counseling Center, with the cooperation of the Department of Special Courses and Conferences. 156 Announcing the CoflNSEL‘NG CLINICS Somme"I ‘952 A program of pro-enrollment orienta- tion, testing, and counseling for full term freshmen. June I6-I8 July Z9-3I June 30-July 2 August 5-7 July 8-l0 August IZ-H July I5-I7 August I9-2I July 22-24 August 26-28 September 9-l I Sponsored by the COLLEGE COUNSELING CENTER _ .T-n. J -n on a ' -L'». 1 _, r , I Iagl. . V ' 1‘ I“. '3 gmtfi-en'. . .- -<.mrr. It i’. -r . ‘ I.- Mama u me”... e ae a tn) P I“ .1 gm...“ Eh”. e any Mame mwerm g 81 f .188 e um SSMA.1 ne M l. a nn Rhe e .N.0b mm” c 0.0 Oth WMWMM .h e 8.1... .10 .1 i an u i .te me t C E. mew mama mafia mi.” mime S e C 0 S .1 a l vabm Arwc ecm LS. 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B F M P R The word is race. The letter R is the first letter in the word race. In the section of the answer sheet labeled “COMPLETION, Practice Problems, Page 5," the space indicated by R in the first row has been blackened. Blackcn the space corresponding to the first letter of the word which fits the following definition: 2. A place or building for athletic exercises. C D G H T The word is gymnasimn. You should have marked the space indicated by C because it is the first letter in the word gymnasium. Do the following examples in the same way: 3. The thin cutting part of an instrument, as of a knife or a sword. A B D H W 4.‘ The wife of a king. F N P Q V 5. A small or portable bed, as of canvas stretched on a frame. C G N ' P T When the starting signal is given (not yet), turn the page and work more problems of the same kind. Work rapidly because your rating will be the total number of correct answers. You may not be able to finish in the time allowed. ' Stop here. 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Saws“ 2: co v.83 “3: H0 .533 “3c 2: x36 :23. .coEcaov of 3c “2: who? 0...: Ho VEEH. Page 7 Figure Analogies PRACTICE PROBLEMS Look at the figures A, B, and C in Sample 1 below. Figure A is a large circle. Figure B is a small circle. By what rule is Figure A changed to make Figure B? The rule is “making it smaller." Now look at Figure C. It is a large square. What will it be if you change it by the same rule? It will be a small square of the same color as the large square. Figure 2 is a small white square. In the section of the answer sheet labeled “FIGURE ANALOGIES, Practice Problems, Page 7." the space numbered 2 in the first row has been blackened to indicate the correct answer. A B - C l 2 3 4 S lioo El Iqaoo| ‘ In. Sample 2 below, the rule is: “Turn Figure A upside down to make Figure B.” Now look at Figure C and think how it would look when turned upside down. It would look like Figure 4. The space numbered 4 has already been blackened on the answer sheet A B c . l 2 3 4 s zit T_ T I titl In Sample 3 below, the rule has two parts: “Make Figure B of the opposite color and larger than Figure A.” Apply the rule to Figure C and blacken the space which corresponds to the correct answer. A B C ‘ l 2 3 4 5 [3.00 I. CLO-00' You should have blackened the space numbered 1, which corresponds to the large white square. Notice that the rule changes from one example to another. You are to do four things to each exercise on this page and the next. :1. Decide what rule is used to change Figure A to Figure B. 'b. Apply this rule to Figure C. ‘ ' c. Select the resulting figure from the five figures at the right. (1. Blacken the space on the answer sheet which is numbered the same as the figure you have selected. Proceed to the four exercises below, marking your answers on the answer sheet. 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The word at the left in the second example is “ancient.” Select the one of the four words at the right that means the same as or the opposite of “ancient.” In the second row on the answer sheet, blacken the space which corresponds to the answer you have selected. 2. ancient (1) dry ' (2) long (3) happy (4) old You should have blackened the space numbered 4 because 4 corresponds to “old," which means the same as “ancient.” In each of the following lines select the word that means the same as or the opposite of the word at the left. On the answer sheet, blacken the space which corresponds to the answer you have selected. 3. deep (1) blue (2) shallow (3) tense (4) watery 4. awkward (l) clumsy (2) loyal (3) passive (4) young 5. hot (1) dry (2) cooked (3) red (4) cold When the starting signal is given (not yet), turn the page and work more problems of the same kind. Work rapidly because your rating will be the total number of correct answers. 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