v -t .. V . ~— -‘ '-_‘--" . "_ :_-. .‘4 4:_:~ w.‘ ' " ii"- 2:? ~- ..: " " ¢|y . 1 :‘410 T.‘]‘“"lv~l‘|b:r ;I-' I. I I .V‘ l ' ‘5- | I . . . l ' c . .. ' ~ L .‘ '0 :~- ' ‘ , ' ‘ "n m - ; .. in“: ~ » | .., “"4; a ' v. 'n ’I .| ‘ .1 c ’ .u l ‘ ‘ ' A ;'| I, I1- " . I: V 1.‘ , .4 . ‘u v‘ 3 I .‘ ‘, r ‘u'-I ‘ 3 ..o 3 l . , V I r g ‘ n i “.u' n .' ‘ .. v l #, ' . ‘1'. . ' I u w r W - n. | > "II" L... .1 . 3.”..(4 " t ‘ I ‘ ‘ t‘" » i I If. I’ . A.“ 1N‘ I. .- "v'r ‘3 ‘. u 4 'a‘ ‘ I :33“ w ‘1‘}! h, 9'. . . MW I I 'l "a". .m' ”LEW," 3'3": 1 vi w. k; ‘34.?!” I il *3! r- _ . n \ ”M1???“ ‘ tips. I. " ’ ’1" Al“: ( .1): . 5:3 “ fl. lihitn'x' '- ' z t In ‘\ ( ' .l I 9 III I ‘I." I I' ....‘ '.' U ‘ .0 L- I‘D» I " .I ‘ ‘ .11 \‘(i‘ (iii, x w Milli Mllfililllllllfii rm 3 1293 10642 4 79 in r This is to certify that the thesis entitled A Study Of The Effects Of A Group Career Counseling Program On The Vocational Maturity of Senior Secondary School Students presented by 0. Douglas Haig has been accepted towards fulfillment of the requirements for Ph -Dr degree in Edugaflgn 0-7639 1,18 R .4 R Y Michigan SW Ugivcmf‘f g ‘5‘ .WWH‘ a; hem-em w: 25¢ per day per item RETUMI'S LIBRARY MATERIALS: Place in book return to remove charge from circulation records JUL} 0 W A STUDY OF THE EFFECTS OF A GROUP CAREER COUNSELING PROGRAM ON THE VOCATIONAL MATURITY OF SENIOR SECONDARY SCHOOL STUDENTS BY D. Douglas Haig A DISSERTATION Submitted to . Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1980 ABSTRACT A STUDY OF THE EFFECTS OF A GROUP CAREER COUNSELING PROGRAM ON THE VOCATIONAL MATURITY OF SENIOR SECONDARY SCHOOL STUDENTS BY D. Douglas Haig The purpose of this study was to determine whether the Korah Collegiate Group Career Counseling Program enhanced the vocational maturity of senior secondary school students. In addition to this, an attempt was made to determine the effectiveness of each phase of the program through the per- ceptions of the participants. A randomly selected experimental sample of students (N=85) from the grade 12 class at Korah Collegiate was involved in a six week group career counseling program. The program consisted of self-awareness and environmental exploratory experiences. These experiences were followed by group discussions dealing directly with their effects on the career planning of the treatment group. A similarly selected control group (N=74) D. Douglas Haig from.the same school was utilized. This control group was subdivided between users and non-users of Guidance services for statistical analysis purposes. Both groups were pre- tested and then post-tested after the treatment program. A post-hoc comparison group of grade 12 students from a vocational high school was also used to help determine the generalizability of the program's results. The instrument used in determining the outcome of the program was Super's”Career'DeveIOpment‘Inventory (CDI) Form III. The investigator also devised three questionnaires to obtain self—reports on the various phases of the program by its parti- cipants. The technique used for comparing the groups with one another was analysis of variance. This was done for comparisons on pre-post-test data as well as for mean gain (or difference) scores. Frequency counts on the responses to the questionnaires were used to obtain data on the perceived success of the various phases of the program. The results demonstrated that there was considerable support for the main question of the study. Vocational maturity, as measured by Super's Career Development Inventory Form III was enhanced by the Korah Collegiate Group Career Counseling Program. D. Douglas Haig Total vocational maturity and the attitudinal factors of vocational maturity were enhanced significantly by the program, The participants in the program indicated that the phases of the program they deemed as most helpful to their career planning were the sessions on psychometric test results, the personal interviews and the observation dayfif/ In brief, this study suggests that the Korah Collegiate Group Career Counseling Program had a significant effect on the vocational maturity of its participants in terms of total vocational maturity and in terms of the atéItudinal factors of vocational maturity. Cognitive factors of vocational maturity were not significantly affected by the program, I would like to dedicate this work to my wife, Linda. ACKNOWLEDGMENTS The type of study that was undertaken has meant that personal gratitude should be expressed to a host of people. I am particularly grateful to the members of Guidance services at Korah Collegiate who worked so diligently during the program- Counselors, Pete Hatton, Larry Bobbie and Carmen Boniferro provided the skills which contributed imr mensely to the program. Their secretary, Linda Thomlinson, ably assisted with the program and with the many hours of typing of this manuscript. My doctoral committee, including Dr. James Costar, Dr. Herbert Burks, Dr. Samuel Moore and Dr. James McKee provided positive guidance throughout the process. My committee chairman, Dr. James Costar deserves a special thank you for his patient support and guidance during the many months of work involved in the study. I am most grateful to my wife, Linda, who provided the foundation of support needed throughout the study. She con- stantly prOvided the reminders for the children and myself that “Daddy was studying." Finally, a special thank you to my children, David, Brent and Anne who were always considerate about all those study sessions. min or CONTENTS Page CHAPTER 1 Introduction and Background ...... 1 Historical Development of Vbcational Development Theories... 3 ‘Measurement of‘VOcational Maturity......... ................. 7 General Problem......... ..... ..... 3 The Korah Collegiate Group Career Counseling Program.... ..... 3 Purpose of the Study. ............. 9 Need for the Study.. .............. 10 Statement of the Problem .......... 11 Main Question .............. . ...... 12 Program Questions...... ........... 12 Theoretical Assumptions .......... 13 Definition of Terms.... ........... 14 Limitations of the Study. ........ . 15 Delimitations of the Study. ....... 13 SUmmary.. ...... .... ..... .......... 19 CHAPTER rr mtroauctionOCOOOOOIOOOO0.0.0.0... 21 The Developmental Nature of Career Selection.... ........ ... 22 Page CHAPTER II Tests of Vocational Maturity...... 24 The Effects of Intervention Techniques on Vbcational maturitYOOOOO......OOOOOOO0.00.... 25 SWIYOOOOOO......OOOOOOOOOOOOOOO 33 CHAPTER ‘ III IntrOduction.......COOOOO00......O 35 The Setting for the Study......... 37 Description of Korah Collegiate Group Career Counseling Program... 38 The Sample........................ 44 The Design........................ 46 Description of the Instruments.... 47 The Research Questions............ 51 Statistical Analysis of the Data.. 54 CHAPTER Iv IntrOductionoooo0.00.0000.00.00.00 57 Assessment of Treatment EffectSOOOCOOOOO......OOOOOOOOOOOO 57 Treatment Effects (Post-test)..... 68 Page CHAPTER IV Additional Analysis....... ....... 78 Summary of Assessment of Main Treatment Effects..... ..... . 88 Summary of Assessment of Program Elements... .............. 91 Summary of Findings .............. 95 CHAPTER V Introduction ..................... 97 Summary .......... ... ......... .... 97 Summary of Significant Findings...... ..... . ......... .... 101 Conclusions ......... . ............ 101 Main Question Conclusions... ..... 102 Program Question Conclusions ..... 103 Related Findings ................. 105 Recommendations for Program Changes........ .......... 107 Recommendations for Further ResearChOOOOO......OOOOOOOOOOO... 108 Discussion and Implications ...... 109 Reflections Upon the Study ....... 112 Page APPENDICES APPENDIX A(i) STUDENT QUESTIONNAIRE........... ...... A(ii) PARENT QUESTIONNAIRE........ ..... ..... A(iii) COUNSELOR QUESTIONNAIRE............... A(iv) SUMMARY OF QUESTIONNAIRE DATA.... ..... A(v) STUDENT RESPONSES To STUDENT QUESTIONNAIRE. FREQUENCY DISTRIBUTIONOOOOO......OOOOOOOOOOOOOO. A(vi) CAREER DEVELOPMENT INVENTORY (FORM III)coco-00.00.000.000... ooooooo 3(1) MONOGRAPHS ASSIGNMENT................. B(ii) QUESTIONNAIRE ON MONOGRAPHS MADINGSOOIOO.........OOOOOOOOOOOOOOOO B(iii) GUIDELINE MONOGRAPHS GROUP SESSION.... B(iv) GUIDELINE TEST INTERPRETATION SESSION......OOOOOOOOOOOO0.0.0.0000... B(v) LETTER To EMPLOYER....... ............. B(vi) QUESTIONS FOR INTERVIEWS.............. B(vii) GUIDELINE - SEMINAR AND "WRAP-UP" SESSIONS ..... ......OOOOOOOOOOOOOOO.... C PARENT RESPONSES To PARENT QUESTIONNAIRE. FREQUENCY DISTRIBUTIONOOOOO.....IOOAOOOOOOOOOO... D COUNSELOR EVALUATIONS OF COUNSELOR QUESTIONNAIRE. FREQUENCY DISTRIBUTION ..... ...... ..... CHAPTER I Introduction and Background The concept of vocational guidance was first formulated by Frank Parsons in 1909. The underlying theme of his theory was that to choose a vocation, people need accurate knowledge of themselves and the world of work. According to Parsons, vocational choice should be based on "true reasoning", a decision making process which combined self—understanding and understanding of the world of work. Parsons' concept still influences much of the theoret- ical work on the subject of vocational development, although today's theories are more complex and controversial. Popular discussions about Donald Super's use of self-concept in vocational development theory versus the reflexive self— concept of George Herbert Mead ii; an example (Franklin, 19771. The concept of vocational guidance and the theories of vocational development have had an influence on educational systems. This influence has changed over the years from times when the influence was considerable, to times when it was virtually ignored. Today, the influence is increasing 2 again. Specific criticisms of the educational system, like the viewpoint that not enough attention is given to vocational development in schools, have again appeared. ,Reforms are being sought to deal with some of the criticism. For ex- ample, in the 1970's Kenneth Hoyt and Sidney Marland, Jr. argued cogently for greater relevancy of school programs. These educational leaders are also strong proponents of Career education as a means of attaining it. Career education is a reform movement in education which promotes greater relationships between what is learned in school and what exists in the world of work. This movement has helped renew interest in schools for what used to be called voca- tional guidance. Public dissatisfaction with education now exists at all educational levels;and at the secondary school level, the public's dissatisfaction is often aimed at counselors and at guidance programs. Because counselors perform highly specialized functions in schools, their role is not always understood by the public. This leads to a greater vulner- ability when reductions in programming and staffing are being considered. A marked tendency over the past decade has been for counselors to focus primarily on personal and social.counseling. The pressing problems of military service, the demand for more individual freedom and the resulting conflict between genera- tions explain some of the reasons for the stress on personal and social counseling. The emphasis on personal and social counseling also led to a focus on crisis intervention instead of develOpment.. Finally, this trend led to more attention on individual as opposed to group approaches in counseling. That trend is now being re-examined in the light of new priorities within society. One of the emerging high priorities in both Canadian and United States schools is that of career counseling. With un- certain economic conditions and an imbalance between the number of available jobs and those seeking employment, students are rightfully more concerned with career planning than in the past. Counselors must adapt to this, since: In a sizable number of secondary schools the job emphasis of the counselor is being changed from heavy stress upon crisis inter- vention for a few students to greater emphasis upon systematic career development for everyone. (Costar, 1977) Therefore, it will be necessary for counselors to provide improved career counseling programs for today's students. Historical Develgpment‘of'Vocational Development Theories Vocational guidance services were gradually introduced into secondary schools in the United States and Canada after 1909. By 1945 vocational guidance was the major emphasis of secondary school guidance services. During the years 1919-1945 vocational guidance was primarily influenced by Frank Parsons' theoretical formulations on the subject. How- ever, dissatisfaction with the theoretical ideas associated with vocational guidance began tO appear. Specifically, there was concern that the process was more complex than Parsons had maintained. Theoreticians like Anne Roe became interested in patterns Of abilities and interests that would result in more satisfaction with certain occupations. Roe maintained that there were three major influences on the patterns of abilities and interests of each individual. One basic influence was that of genetics. Genetics helped determine the pattern by affecting the energy Of the individual. The needs of the individual (based on Maslow's hierarchy Of needs) also determined the interests and abilities Of the person. Finally, Roe theorized that the Channeling Of psychic energies into a vast number of possible directions for a career was heavily influenced by early Childhood experiences. This theoretical development was called the psychology of occupations (Osipowy 19731. Roe's impact on the theoretical level of vocational development was largely the result of elaborating on the concept of vocational guidance. In partic- ular, she was able to effectively incorporate the ideas of Sigmund Freud and Abraham Maslow in this elaboration. A major theoretical development took place by bringing in the ideas associated with develOpmental psychology. This led to a psychology of careers based on the assumption that the general principles of human development, especially life stages, will apply to career planning. Eli Ginzberg and his associates endorsed this position in their book, Occupational Choice: An Approach to a‘General'Theory (Columbia University Press, N.Y., 1951). Donald Super was the theoretician who tied these two developments together (the psychology of occupations and the psychology of careers). Super's vocational psychology consisted of both differential and developmental elements. Individuals are thought to be influenced not only by their abilities and interests, but also by the specific life stage they have reached. An individual's vocational self-concept not only depends upon his patterns of abilities and interests but upon his life stage as well. Similarly, vocational self- concept may be influenced by environmental conditions such as job market demand. In addition to these concepts that brought a sharper focus to the fundamental processes of vocational psychology, Super also formmlated the concept Of vocational maturity. In 1960 Super and Overstreet published the book entitled Vbcational Maturity Of Ninth-Grade Boys in which many variables involved in vocational maturity were presented. The definition Of vocational maturity was a normative one based on an indi- vidual's "vocational behavior" and the expected "vocational behavior" for that age. The closer the actual "vocational behavior" to the expected "vocational behavior", the greater was the individual's vocational maturity, according to this definition. The concept of vocational maturity provided a better understanding Of how and when an individual reaches various stages of vocational develOPment. The pioneering work of Super, his colleagues and students has been largely responsible for the changes in what originally was termed vocational guidance. Theorists like Anne Roe and John Holland have also made significant contributions. Roe's contributions have already been discussed. John Holland's typology Of individuals and work environments was also a significant development. Nevertheless, it is the clarity of Super's theory Of career selection and his concept of vocation- al maturity that has provided the primary basis for much of the progress in vocational development theory. Measurement of VOcational Maturity An instrument was needed to measure vocational maturity, and the work involved in the Career Pattern Study (Super, 1955; Super, Crites, Hummel, Moser, Overstreet & Warnath, 1957; Super & Overstreet, 1960) laid the foundation for the devel- Opment of the Career Development Inventory (CDI) in 1972. The CDI is an objective, multifactor, self-administering, paper and pencil inventory which measures the vocational maturity of adolescent boys and girls. The CDI is a research instru- ment widely used in career counseling program evaluation studies today. It is also used to assess groups Of students as an aid in curriculum development and instruction. A third popular use of the CDI is in individual counseling with adolescents. As the CDI evolved so did other means Of measuring vocational maturity. For example, a colleague Of Super's, J. P. Jordaan (1967), was able to substantiate that the con- cept Of vocational maturity could be used to predict vocation- al behaviors. Later, John Crites developed the Career ‘Maturity Inventory (1973), which identifies the stages of vocational maturity through questions on career-related at- titudes and competencies. Another researcher, Westbrook (1973), using his own instrument, the Cognitive Vocational Maturity Test, was able to demonstrate the developmental nature of vocational maturity with a large sample of students in Grades 6 to 9. General Problem. ' . In order to develop effective career counseling programs in high schools, continuing effort is being made at both local and provincial educational levels. In Sault Ste. Marie, Ontario (the location for this study), the Board of Education is currently examining all its educational programs. Also, the Ontario Ministry of-Education has recently insisted that better career counseling programs be provided. Thus, a positive climate has developed for the examination Of the existing career counseling program in Sault Ste. Marie. The Korah Collegiate Group Career Counseling Program Two years ago at Korah Collegiate (one of Sault Ste. .Marie's seven public high schools) a career counseling program was first instituted. The program started as an experimental project with a group (N=20) of Grade 13 students. The group was exposed to a variety of activities in a lO-session program including group discussion of career decision-making. Psycho- metric tests were also included- From.this experiment a more complete program.was developed. During this past year, further experimenting took place at another Collegiate (White Pines Collegiate). The trial program at White Pines Collegiate helped develop such aspects of the new program as the monograph reading-counseling session, the parent information seminar and the interview- observation days. From.these two trial programs came a more complete program combining the most promising aspects of each. The new program is called the Korah Collegiate Group Career Counseling Program. A cOmplete description can be found in Chapter III. PUrpose‘of'the‘Study Career counseling programs are being given high priority by the Ontario Ministry of Education. However, the types of programs to be implemented have not been well specified. A question also exists regarding which programs may be more 10 effective in terms of positive influence on the vocational maturity of senior secondary school students. The purpose of this study was to determine the effective- ness of the Korah Collegiate Group Career Counseling Program. Effectiveness was measured in terms of enhanced vocational maturity and the findings of this study will be used to modify the program in such ways as to improve its effective— ness. Need‘for‘the'Study_ High levels of youth unemployment have caused considerable concern during the past few years. That trend appears to be continuing; therefore, career awareness through exploratory activities is taking on added importance. The basic reason for conducting the study was the need to develop an effective career counseling program.for Canadian youth at the secondary school level. The study provided a means-for assessing the effectiveness of the Korah Collegiate Group Career Counseling Program is» facilitating the develop- ment of vocational maturity of adolescents. This in turn could lead to the inclusion of this program, or parts of it as a regular part of secondary school guidance services in other Canadian schools. 11 Research in career deve10pment has been well established. However, there is a need to study programs designed to enhance vocational maturity. This study was an evaluation of a systematic program of other-initiated vocational exploratory activities. School systems are expected by the Ontario Ministry of Education to develop career counseling programs,. and it was thought that this study might enhance future program development in the realm of career counseling. Statement of the Problem The problem to be studied centers on the question: To what extent is the Korah Collegiate Group Career Counseling Program effective in increasing the vocational maturity of senior level secondary school students? This determination was principally guided by Donald Super's vocational psychology theory. Super maintains that senior level secondary school students are involved in the exploratory stage within a life- long process of career development. The major task in the exploratory stage is to crystallize a career choice on the basis of a compromise between one's self-concept and the external realities in one's environment. 12 The vocational maturity of individuals at this stage is directly related to this crystallization process. Students about age 17 are exploring, in a tentative way, a career choice. The emphasis is still on exploratory behavior, and career counseling programs for secondary school youth should reflect this fact. Main Question In order to fulfill the author's purpose in this study, a general question has been formulated. The main question of the study is as follows: Will the treatment group in the Korah Collegiate Group Career Counseling Program.gain in vocational maturity more than any of the control groups in the study? This question is focuSed on the combined effect of the different facets of the Korah Collegiate Group Career Counseling Program. Questions have also been developed regarding the effective- ness of certain activities in the program as seen by students, parents and counselors. Program~Questions 1. Will students, parents and counselors feel that the admin- 13 istration and interpretation of certain standardized tests of aptitudes; interests and values helps students trying to choose a career? 2. Will students, parents and counselors feel that the experience of a personal interview with a person in a pre- ferred occupation helps students trying to choose a career? 3. Will students, parents and counselors feel that the experience of a day of observation in a preferred work place helps students trying to choose a career? ‘4. Will students, parents and counselors feel that reading-- discussing three monographs about a preferred occupation helps students trying to choose a career? 5. Will students, parents and counselors feel that involving parents in a career information-sharing seminar helps students trying to choose a career? 6. Will students, parents and counselors feel that a group session designed to integrate self—awareness and environmental exploration activities helps students trying to choose a career? Theoretical'Assumptions The study assumed the theoretical stance of Super that 14 patterns. These five stages are_growth, exploration, estab- lishment,:maintenance and decline. As well, each stage has specific developmental tasks. Most grade 12 students are in the exploratOry stage-tentative phase of this development. They are occupied with the crystallization of a career choice throughattempting to understand themselves, the external environment and the compromise that must be made, given these realities. This in turn determines the vocational maturity of these individuals. The.more attention that is given to the rational compromise between self-concept and the ex- ternal world the greater the possibility of having an effect on vocational maturity. Another major assumption of the study was that purpose- ful or guided exploration of careers better enhances vocational maturity than does random exploration. The study was also based upon the assumptions that the model for vocational maturity developed by Super and his associates is valid and that the Career Development Inventory Form III (1976) accurately assesses the basic dimensions of vocational maturity as defined by Super and his associates. Definition of Terms Vocational maturity has two definitions according to Donald Super; they are as follows: 15 Vocational Maturity I is defined as the life stage in which the individual actually is, as evidenced by the devel- opmental tasks with which he is now dealing in relation to the life stage in which he is expected to be, in terms of his age. vocational Maturity II is defined as maturity Of behavior in the actual life stage (regardless of whether it is the expected life stage), as evidenced by the behavior shown in dealing with the developmental tasks of the actual life stage compared with the behavior Of other individuals who are dealing with the same developmental tasks. A career counseling'program as used in this study, is a purposeful intervention designed to enhance the subject's knowledgewof self and/or portions of the external world. EXploratory Stage involves the developing of an under— standing Of the self, trying out the role of budding adult, finding one's place in the community. Participants as used in this study refers to any or all of the students, parents and counselors who participated in the study. Crystallization is the process Of formulating a generalized vocational goal from.the developing interests, aptitudes and 16 values of the young individual. It consists Of the following attitudes, attributes and behaviors; according to Super: 1. Awareness of the need to crystallize 2. Use of resources 3. Awareness of factors to consider 4. Awareness of contingencies which may affect goals 5. Differentiation of interests and values 6. Awareness of present-future relationships 7. Formulating a.generalized preference 8. Consistency of preference 9. Possession of information concerning the preferred occupation 10. Planning for the preferred occupation ll. Wisdom of the vocational preference The Career Development Inventory (CDI) is a research instru- ment dealing with the vocational maturity of adolescent boys and girls. It is based on Super's model for vocational maturity, which consists of five basic dimensions. These are planfulness, exploration, information, decision-making and reality orientation. Limitations of the Study The following limitations were recognized in conducting this research study. 17 Although the three counselors involved in the study have quite similar qualifications and experience, there is likely to be some differences in effectiveness as they conduct the various phases of the program, Individual differences in ability among the members of the sample to understand and answer the questions involved in the test instruments may affect the scores. In turn this will have a bearing on the validity of the test scores. There is a motivational factor present in the study so that differences in terms of commitment to the various phases of the program will exist. This could have an influence on the outcomes of the program. The faCt that the CDI is still in the research phase Of development as a test instrument was a limiting factor. The new CDI (Form.IIII provides a comprehensive set Of scores on the various aspects of vocational maturity and further validity and reliability data will better establish.its-usefulness. Finallyyimention has been made of differences in individual commitment to the program.but there is also the possibility that the well-known "halo effect" may also be present. 18 Participation in the program in itself may cause differences to exist as it provides a series of novel experiences. DelimitationS‘of“the*8tudy~ The study was limited to students in the Grade 12 class at Korah Collegiate. They were 16-18 years of age. This school is located on the west side Of Sault Ste. Marie, Ontario and has a large portion of students from middle class families. About forty percent Of the school's population is Of Italian ancestry. Because Of the peculiarities Of the Ontario educational system, some students in the study~(mainly universityebound) will attend high school for an additional year, Grade 13. The rest of the sample will either attend a community college or go directly into the work force after they graduate from Grade 12. The study is delimited to a study Of selected group approaches in career counseling. The selection of the group approaches used was based on the previous work done in the pilot projects. A further delimitation of the study involved the types of activities used in the program. The selfeexploration 19 activities were limited to the use of tests of aptitudes, interests and values plus a group interpretation session Of the results. The environmental exploration activities were limited to monograph readings (three), a personal interview with a person in a Chosen occupation, a day of Observation in a work place Of personal choice and a parent information- sharing seminar. A feature of the design was to use random assignment for treatment or control groups. However, the control group at Korah Collegiate wasv then differentiated on the basis of active and inactive users of Guidance services. There are .approximately equal numbers of boys and girls in this Grade 12 population. 'Finally, the study used the Grade 12 population at Alexander Henry~High School in Sault Ste. Marie as a further control group for post-hoe comparison purposes. This comparison added to the study in terms of the generalizabil- ity of its results. ‘SUmma_y In this first chapter the background for the study has been introduced. As well, attention has been given to the 20 vocational maturity concept, as a vital aspect Of the study. The general problem, the purpose of the study and the need for the study were all explained. A description of the Korah Collegiate Group Career Counseling PrOgram was given. The major question to be investigated and pmogram questions were all outlined. The major theoretical assumptions and their related terms were defined. The limiting factors Of the study were stated. Finally, consideration was given to delimiting factors Of the study. Chapter II will include a review of the literature that focuses upon investigations related to this study. It will also deal with the implications Of these research results for the present study. Chapter III will deal with the setting for the study, a description Of the sample, the procedures used and the test instruments used. Chapter III will also describe the research question and program activities in detail along with the statistical analyzes utilized. Chapter TV will incorporate a discussion of the major findings of the research with the statistical analysis procedures that were used. In Chapter V the topics will include a discussion Of the findings. It will also deal with the implications of the study. A summary of the study and related data developed from it will be the other topics of the final chapter. 22 The DeVelgpmental'Nature‘Of‘Career‘SelectiOn The "life stages" concept, first developed by Buehler (1933) is the cornerstone Of developmental psychology. Stages Of development were later used in a number Of leading psychological theories. Piaget's cognitive development theory is one example. Buehler (1933) had maintained that "life stages" could be applied to the process Of making vocational Choices. This position was later accepted by such vocational psychologists as Ginzberg (1951) and Super (1955). Within the "life stages" concept, the idea of continuity of deve10pment is still under examination. The question is: do people grow Continuously as they go through the various stages? Theorists have argued on both sides Of this question. Super (1963) maintained that both continuity and discontinuity were possible. Gribbons and Lohnes (1969) supported Super's position in a longitudinal study Of 111 students. Just as the stages of development in Piaget's theory have characteristics, so do the stages Of career development. Piaget's cognitive development theory regards the adolescent period (the stage of formal Operations) as one which stresses exploratory behavior. Similarly, Super and Overstreet (1960) found 23 vocational exploratory behavior in grade 9 boys. The recognition that individuals usually begin to plan for the future by the beginning of their adolescent period is an important aspect Of developmental research. Buehler (1933) had identified this future orientation which in turn influenced Super and Overstreet in the Career Pattern Study (1960). Gribbons and Lohnes (1969) described this informed planfulness as the kernel Of all activity during the exploratory period. Individual differences in terms of exploratory behavior and future orientation led Super to the concept of vocational maturity. The Career Pattern Study (1960) began the develop- ment of the concept. Super was much influenced by development- al psychology in setting up the model. He was particularly concerned with the development of goal-directed behavior through the following sequences (Super 1974): 1. Development proceeds from random, undifferentiated activity to goal-directed, specific activity. 2. Development is in the direction of increasing .awareness and orientation to reality; 3. Development is from dependence to increasing independence; 4. The mature individual selects a goal; 5. The mature individual's behavior is goal-directed. These concepts were transposed into a large number Of indices 24 of vocational maturity in the Career Pattern Study. Later, Jordaan and Hyde (1978) in an exhaustive study of the CPS data further examined the indices of vocational maturity both at Grade 9 and Grade 12 levels. Tests Of voCational Maturity As mentioned earlier, much of the vocational maturity research was directed toward the development of test instru- ments. John Crites (1965) developed an instrument that re- fined the vocational maturity concept. He elaborated on the ideas of career competencies and on the necessary attitudes for career choices. Crites (1974) has been quite concerned with how well his model fits reality. However, he is also concerned with how his Career Maturity Inventory (CMI) can be used in career counseling. Westbrook proposed that a test Of the knowledge aspects Of vocational maturity should be developed. His reasoning was based on a study by Westbrook, Parry-Hill and WOodbury C1971). They found a .76 correlation between cognitive processes and Gribbons and Lohnes' Readiness for Vocational Planning Scales (RVP). The Cognitive VOcatiOnal Maturity 25 Test (CVMT) was the end result of Westbrook's research. It measured six areas of cognitive knowledge needed for mature career decision-making. Super and his colleagues were also involved in the test construction aspects Ofivocational maturity. The Career Development Inventory (CDI) was introduced in 1972. It had been patterned on the earlier work by Super and involved both cognitive and conative dimensions. This instrument was revised in 1976 by Albert Thompson and others who had been involved with the earlier version (Form.I). Extensive work on the vocational maturity concept has led to a better theoretical understanding Of the adolescent exploratOry period. The use Of vocational maturity as an outcome variable in studies with the aforementioned instruments has also led to a solid position for the vocational maturity concept in the field of vocatiOnal development. The Effects Of Intervention Techniques on Vocational Maturity A number of researchers have tried different ways to intervene in the vocational maturity process. This applied research has had mixed results. For example, individual 26 counseling influenced vocational maturity in Bovee's study (1967), while Williams in the same year found no signifi- cant differences due to individual counseling. Both these researchers had used the attitude scale Of the CMI to determine changes. Most of the applied research has spanned the levels of Grade 8 to the freshman year Of college. The age range for most experiments has thus been from 13 to 19. The explora- tory period in vocational psychology is considered to be from ages 15 to 24. The research has thus tended to deal with the pre- exploratory to the middle exploratory period. An example Of research during the pre-exploratory period is a study by Asbury (1967). In this study, disadvantaged Grade 8 stfidentS”' showed increased vocational maturity after individual counseling. A number of applied research studies have used the CMI- Attitude Scale to measure differences due to treatments. An early example of this was a study by Gilliland (1966). In this case the treatment was 36 group sessions. Each session was one hour long and focused on feelings about school and work. Gilliland found significantly higher attitudinal scores 27 on this sample Of Black youth in Grades 10, 11 and 12. Another study that used the CMI-Attitude Scale as the dependent variable was Goodson's study (1969) Of college freshmen. He used 3 different treatments. For one large group only career information was provided. Another large group received career information and test scores and the third group was broken down into smaller units for self- exploration activities. Goodson reported all groups showed significant_gains in vocational maturity. Vriend (1969) found that a program Of two years duration with high school seniors in Detroit was successful in modify- ing the vocational maturity of 168 students. This program integrated vocational knowledge and career exploratory adtivities. ~ In 1972 a college freshmen study was done by Pappas. The treatment in this case was a program Of counseling modules lasting two years. Pappas reported gains in vocational matur- ity especially in career Choices and information seeking behavior. On the other hand, a short term counseling experi- ment with college frosh by Jackson (1972) failed to detect significant differences in vocational maturity. This research is again evidence of the mixed results found in the field. 28 The use of computer data for exploration Of self, educational and occupational information formed the bases Of exploration in Harris' (1972) dissertation. She used the 3 scales of the CDI (Form I) to pre and post-test a randomly chosen group (N=184) Of 10th graders. There were signifi- cant gains On two CDI scales (planfulness and use Of resources for exploration). Knowledge Of occupation, (based on a questionnaire) increased due to the exploratory activities but the number of occupations considered did not increase. The introduction of computer based career exploration programs also led to a large scale experiment in Genessee County, Michigan. A number of gains in vocational maturity were made by 10th grade users of the Educational and Career Exploration System (ECES). Myers (1975) used the CDI as the dependent variable in this large study. A study similar to the present study was Christen's (1973) experiment with high school sophomores. The treatment in- cluded: (a) individual interpretations of aptitude, interest inventory and work values inventory test results, (b) group sessions focusing on work opportunities, (o) group sessions focusing on self-knowledge and its relation to work and work information. Christen found that females gained in 29 vocational maturity while males did not. She also determined that there was a good deal Of reliance on family and friends as opposed to school personnel for career exploration dis- cussions. . Disadvantaged youth in New York City were the focus Of a study by Hamdani (1974). These students (N=112) were in Grade 10 and they were exposed to a year long career edu- cation course. Hamdani found that these students made sig- nificant gains on all 3 scales of the CDI (Form I). There was a study coordinated with Hamdani's. The design Of this study by Hammer (1974) focused on the influence of group counseling in addition to the influence of a career education course. Hammer used 2 experimental groups (N-33) and (N=45) and one control group (N=l35). The treatment involved exposure to a career education course for one experi- mental group. The second group received the career education course plus group counseling. The group counseling involved ten, 40 minute sessions devoted to exploration Of self (interests, abilities, values and decision~making principles). Both.groups Of disadvantaged youth made significant gains in vocational maturity--based on Scale C (Information and DecisiondMaking) Of the CDI. Gains were also.made on the CMI. 30 However, the group that also received group counseling did not gain any more that the one that received the career education course, alone. Graff and Beggs (1974) conducted a study based on using a career education course to promote positive vocational attitudes. These authors used a sample of 62 volunteers at the Grade 11 level. Vocational maturity did increase as. measured by the CMIvAttitude Scale. These changes persisted when a follow-up was done eight months later. Corbin (1974) was interested in the effectiveness Of counselor assisted exploratory activities on vocational maturity. His sample (N=90) Of Grade 11 students from a parochial school were involved in a series of 3 individual counseling interviews. The interviews were semi-structured with follow-up activities for the students. Of the six hypotheses that Corbin formulated only the one involving informed planfulness was supported. The instrument used in this study was the CDI. A study by Healy (1974) focused on using the CDI for evaluating a group career counseling program. A sample Of 35 College freshmen was involved. Healy found that five sessions (2 hours each) Of group interaction did increase 31 vocational maturity as measured by the CDI. A second group (N=24) went through a similar procedure and were compared with a control group using t-tests of correlated means. These t-tests indicated that group career counseling had improved, vocational maturity. The influence of short term individual counseling on career maturity has had some positive results. Flake, Roach and Sten- ning (1975) reported improvement in career maturity attitudes and in self-appraisal (as measured by the CMI) on a random sample Of Grade 10 students. The students went through a series of three individual counseling sessions. One session was an orientation to the program, a second focused on tests and their interpretations while a third session focused on positive reinforcement for the two previous experiences. Sig- nificant gains in career attitudes and self-appraisal were reported. The influence of an interest inventory administration On vocational behavior was the focus of Zytowski's study (1977). Zytowski found that receiving the results of the Kuder Oc- "cupationalTInterest”Inventory increased self-knowledge. He did not find that his sample made gains in confidence about career plans nor in their information seeking. Zytowski's 32 sample (N=157) consisted of high school juniors and seniors. Again, these were mixed results in a career development pro- gram. However, this program.was limited to test administration and interpretation. A year Of experiences available at a vocational skill centre were considered by Dennis (1977) as positive influences on the career maturity of a sample of 40 students. Dennis found that his sample did not show significant increases in ‘ career maturity as measured by the CMI. A recent attempt to evaluate an experience-based career education program was done by Carey and Weber (1979). Al- though random assignment wasn't conducted, there was an attempt to match treatment and control groups. The CMI- .Attitude Scale was used to measure career maturity. The authors did not find significant differences in career maturity due to the program. This last study is an illustration of the tendency to equivocal results in these studies. Sometimes, there is sup- port for interventions and sometimes it seems to be a fruitless exercise. However, when we consider the complex set of vari- ables that must be dealt with, the mixed results must reflect these complexities. 33 Summary Steady progress with the major constructs Of vocational development theory has been the case for some time. We still do not have a complete understanding Of career selection but a complex interdependence of critical personal and environ- mental variables is involved (Slater, 1979). We have now accepted the developmental nature of career selection. Today we possess test instruments that measure vocational maturity. These tests are of considerable use for understand- ing the concept of vocational maturity. However, other at- tributes of individuals like intelligence, socioeconomic status and achievement should be taken into account along with vocational maturity (Bailey and Stadt, 1973). Jordaan and Heyde (1978) explain that some of the dimensions of vocational maturity are still not understood, but definite progress has been made. The present study was deve10ped to try a comprehensive career counseling program that was feasible in a high school setting. Some of the aspects of this research have been included in previous studies, with mixed results. Some of the environmental phases Of the program, like the individual 34 interviews, have not been previously used as parts of a pro- gram. The major concern of the study was to describe the combined effect Of the program on its participants. 35 'CHAPTER’III Procedures for the Study Introduction The intent Of this research was to study the effects of selected career counseling activities on the planning, ex- ploring, information gathering and decision-making of senior high school students. These dimensions are aspects of the experimental Korah Collegiate Group Career Counseling Program. To aid the development of future programs the above experimental career counseling program was established and tested. The assessment procedure for determining the future of the program was based on questionnaires given to the participating students, their parents and to the counselors who conducted the program. The study was conducted at Korah Collegiate, a composite high school in Sault Ste. Marie, Ontario. The main aspects of the program consisted of selected , personal and exploratOry environmental experiences. These experiences were channeled through a group counseling process in a series of three sessions. The treatment group was sub— 36 divided into three equal sections for the sessions.’ Each session dealt with a different phase of the program. The first group session dealt with monograph readings that had been assigned. This session included group dis- cussion of the importance of reading in career exploration. The students were also questioned on specific occupational data gained from their reading. The second group session focused entirely on inter- preting tests of aptitudes, interests and values that had been administered to these students. Profiles of the results of each of the tests were given to the students. Guidelines for career decision-making based on test data were discussed. The final session was designed to consolidate the various experiences into an integrated view that facilitated further career planning. Group discussion centered on the influence of the program and how the experiences could be utilized. In order to carry out the primary purpose of the invest- igation, the following data gathering instruments were utilized. The Career DeVelgpment'Inventory, Form III, was used to measure the planning, exploring, decision—making and informational knowledge of the treatment group. The Strong— Campbell Interest Inventory was administered to assess the career interests of the students involved. The Differential 37 Aptitude’Tests were used to determine specific abilities among students in the treatment group. The Studonf Values was ad- ministered to determine the relative influence of different sets of values held by these students, and three questionnaires were developed to gather the views of the participating students, counselors and parents regarding various aspects of the program. I Random sampling techniques were used to obtain the treat- ment and cOntrol groups. In addition, a post-hoc comparison was made with students in another high school. The'Setting for the Study Korah Collegiate, located in the northwest quadrant of Sault Ste. Marie, Ontario was the setting for the study. There are seven_high schools operated by the Sault Ste. Marie Board of Education. Five of these schools are termed composite high schools which combine academic, technical and business programs. Korah Collegiate is a composite high school. The other two schools have different programs with one (Sault Cbllegiate) having primarily an academic program. .Alexander Henry High School, the seventh school, has a vocational program designed primarily for slow learners. 38 A total of 14 elementary schools provide the students for Korah Collegiate. Seven schools from.each Of the public and separate school systems contribute to the student enrollment. The elementary school systems are set up on a neighborhood basis and most of the schools are within a two mile radius of Korah Collegiate. The exceptions to this are R. M. Moore Public School and Prince Township Public School. The total enrollment at Korah Collegiate at the time of this study was 1202 students. The largest ethnic group in the student population was the Italian group which makes up ap- proximately 40% of the school population. Analysis of socio- econOmic status indicated that students from working class and 16wer-middle Class families dominated. Only 15% Of the students came from middle and upper-middle class homes. A majority of the student's fathers were employed at Algoma Steel Corporation. Description of Korah Collegiate‘Group Career Counseling Program The program.was timetabled to take approximately six weeks from.mid-September until the end of October. The chronological sequence of the program was as follows: 39' Pre-test of CDI Monographs assignment - career determined by choice on CDI Monograph group session First week Second week - Test administration with tests of aptitudes, interests and values Third week Test interpretation group sessions Beginning of setting up personal interviews and Observation days Fourth week - Personal interviews and observation days Fifth week - Personal interviews and observation days Sixth week - "Wrap-up" sessions Post—test of CDI One hundred and eighty—six grade 12 students were given the pre-test of the CDI. One hundred students were then randomly selected from the sample to be the treatment group. The rest of the group (86) were considered as the control group which was later subdivided into users and non-users of guidance services. Eighty-five of the treatment group remained involved throughout the program and 74 of the control agroup did the post-test of the CDI. They were subdivided into 21 users of guidance services and 53 non-users. During the program the treatment group (N=85) was sub— divided into three sections alphabetically with one counselor assigned to each section. This was done to facilitate the 40 group session experiences as each counselor had about 28 students that they met with for the group sessions. The personal inter- views and Observation days were coordinated by one counselor with the others helping out. Test administration sessions were done as a single group. The parent information sharing seminar was conducted by one counselor, with the researcher as a resource person. The Korah'Collegiate Group Career Counseling Program was designed to enhance vocational maturity by providing self- awareness and exploratory environmental experiences. The self-awareness phase included the administration of objective tests in the areas of aptitudes, interests and values. The test results were profiled for the students. Test results were discussed in group sessions devoted specifically to the interpretation of the teSts (Appendix B). This aspect of the program.was considered to be the self-awareness phase as it provided the Opportunity for increased self-awareness through the medium of objective test results about the students aptitudes, interests and values. The tests chosen were all established instruments in each of the areas of concern. The tests were as follows: 41 The Differential AptitudeeTests;(D.Afo) Form 5, Bennett, Seashore and wesman. An area Of self—awareness that required analysis was that of specific abilities or aptitudes. The DAT is a well known instrument with suitable grade 12 norms applicable to members of the treatment group. These tests were designed for use in counseling, especially for determining immediate and long range educational or vocational goals. For these reasons the DAT was chosen to measure and help interpret the specific abilities of each student. 'The Strong-Campbell Interest Inventory (SCII), Campbell This inventory was chosen as one of the best available sources for measuring interests of adolescents and young adults. The SCII has a good theoretical structure as well as impressive reliability and validity statistics. This test was known to the counselors in the program and there was accessibility to a scoring service through the Ontario Ministry of Education. "The Study of Values, Allport, Vernon and Lindzey This test was chosen as a measure of associated values for consideration in career decisionemaking by the program parti- cipants. The 1960 revision used in this study provided high 42 school norms useful in the group counseling test interpretation sessions. The.monograph assignment and group session, the personal interviews and the observation days were considered to be the environmental exploration phases of the Korah Collegiate Group Career Counseling Program. The first step taken was to assign all students in the treatment group the task of reading 3 mono- graphs On a career of interest. This assignment was the first step taken after the pre-test on the CDI was done (Appendix B). One week after this assignment was given, group sessions with each of the 3 sections of the treatment group were held. These _group sessions focused on the advantages of reading about careers. A short questionnaire was used to Open up group discussion. There was also an attempt made by each Of the 3 counselors to facilitate group communication in these initial group sessions (Appendix.B). The next phase of the program was the previously mentioned self-awareness phase with its test administration and group test interpretation sessions. The reasons for this sequence in the program include: the deciSion to have the reading first to stimulate the treatment group's interest in the program.and there was a time delay in establishing the administration time for the‘Strong-Campbell‘Interest'Inventory. 43 The self-awareness sessions were followed by the setting up and carrying out of the personal interviews and the days of observation in a work place of interest. This phase Of the program took approximately three weeks to complete. The next phase of the program was the parent information sharing seminar. This was a 2 hour evening session held at Korah Collegiate. It focused on a description Of the program and the intent Of the various phases of the program (Appendix B). This was followed by a question and answer period. The seminar was attended by 28 parents. The final phase of the program consisted Of the "wrap- up" sessions. These were designed to provide an integration Of the various phases of the program into a meaningful experience of use in their career planning. Participants were given an overview on how each phase Of the program could aid their career decision-making followed by group discussion (Appendix B). The entire program was scheduled to take place in the 6- week period from mid—September until the end of October. Be- cause of unforeseen delays, the program ended on November 22. The participants were released from classes for all sessions. The testing sesSions varied from 90.minutes for the CDI (Pre and Post-test) and two-90 minute sessions for the DAT to 60 44 minutes for a combined administration of the SCII and the Study of Values. Each of the three group sessions was 60 minutes in length. The'Sample Determination of the size and kind of sample for a.mean- ingful study was the first consideration in sample selection. The criteria selected were as follows: 1) The experimental treatment group consisted of 100 students enrolled in a grade 12 program at Korah Collegiate. These students were randomly selected (using a random number table) from the 186 students given a CDI pre-test. 2) The control group consisted of the remaining 86 students not selected for the treatment group at Korah Collegiate. This control group was subdivided for analysis purposes between users and non—users of Guidance services. The criteria selected for differentiating users and non- users of Guidance services consisted of student and counselor agreement on responses to two of the following three possibil— ities: 45 l) (I have gone to the Guidance Department for help related to possible careers. 2) I have used the Guidance Department help on possible careers at least‘gngg_in 1979. 3) II intend to use the Guidance Department for help on careers sometime in the near future. To obtain a group that could provide an additional post- hoc comparison with the groups from.the Korah Collegiate sample, students from Alexander Henry High School were selected for the following reasons: It is a vocational high school of 725 students. There are 106 grade 12 students enrolled at this school. The program has an emphasis on vocational training. This includes work week experiences for grade 12 students. Not only is there more exposure to work experiences but most of the teachers have come from business and industry settings.’ The differences in school population (that is, a composite high school population versus a vocational school population),it was thought,would provide a worthwhile comparison of the effective— ness of the Korah Collegiate Group Career Counseling Program. On the same day as the post-test on the CDI for the Korah sample, 70 grade 12 students from Alexander Henry High School were administered the CDI. The number (70) used for post—hoe 46 comparison was determined by the total number Of grade 12 students in the school on that occasion. Absences for ill- ness and work week placements account for the difference between the total grade 12 pOpulation and the number who participated. ThefiDesign The study was based on experimental design NO. 4 des— cribed by Campbell and Stanley (Campbell and Stanley, 1972, p. 13) as the pre-test-post-test control group design. This design can be symbolized as: R O X 0 R O 0 As ihdiCated earlier the treatment group was randomly assigned from the total number Of students given the pre-test on the CDI. The subdivision Of the control group into users and non-users categories means that this research could be symbolized: , R O x O R O O R O O A distinct advantage of design No. 4 is that it effectively 47 controls for threats to internal validity. In the case of external threats to validity the caution of Campbell and Stanley (1972, p. 17-18) about generalizing any results must be kept in mind. Description'of‘the'Instruments In order to establish the influence of the program on the vocational maturity of the participants, the following instru- ment was selected. Also, a series of questionnaires developed by the author was used to assist in the evaluation of the prOgram. The reasons for selecting the instrument and a des- cription of each of the questionnaires used is provided here. 1. The Career Development Inventory (Form III), Super, Forrest, Jordaan, Lindeman, Myers and Thompson Although this instrument was still in a developmental stage, it was chosen because it is the one most closely associated with Super's model of career development, the basis for this study (Appendix A). The comprehensive nature of the instrument was another reason for the choice. For example, the CDI provided scores on two attitudinal and four cognitive dimensions of vocational maturity. These dimensions are: 48 (a) Extent of planning: \this is an attitudinal scale which is assessed by obtaining perceived time spent relative to peers on the Various phases of career planning. (b) Use and Evaluation of Resources in ExploratiOn: this part measures attitudes related to willingness to use resources available in career exploration. (c) Career Decision-Making: this is the first of the cognitive scales and deals with the principles and applications of prin- ciples involved in making sound decisions. (6) Career DeVelopment Information: this measures one type of information based on the need for career exploration in adolescence and early adulthood. This part of the test deals directly with the knowledge required at the exploratory stage. It also focuses on developmental tasks required at this stage. For example, at this stage a good deal of career exploration is required. (e) Werld of work InformatiOn: this part measured knowledge of the world of work. It assesses rangg_of occupational and work information. (f) Information about Preferred Occupations: this final type of information is based on knowledge of the selected occupational group of interest to the student. Appropriate responses for the 49 various occupational groups represented were established using the Occupational'Outlook'Handbook and the Dictionary of Occupational Titles. In some cases expert judges determined the answers. From the six parts of the CDI, scores were available for total vocational maturity for the two aspects (attitudinal and cognitive) of vocational maturity and for each of the six scales as outlined above. The CDI provides scores that relate closely to the phases of the Korah Collegiate Group Career Counseling Program. ‘Vocational maturity is a complex construct embracing attitudinal and cognitive factors. Similarly, the Korah Collegiate Group Career Counseling Program had a complex base designed to enhance self-awareness and environmental ex- ploration factors. There is a logical connection between the factors of vocational maturity and the design of the program. For example, attitudes are related to self—awareness, and cog- nitive or knowledge factors are related to the environmental explorations one carries out. The program included personal interviews and days of observation which should have affected the knowledge a student has about the world of work and the in- formation a student knows about a preferred occupation. Therefore, 'there was a strong connection between the CDI as an instrument which 50 measures vocational maturity and the Korah Collegiate Group Career Counseling Program's phases of selfvawareness and exploratory environmental experiences. Finally, the CDI also gave a total vocational maturity score which coincided with the intent Of the Korah Collegiate Group Career Counseling Programs That is, the researcher was mainly concerned with the total_impact that the program.would have on its parti- cipants. 2. Student Questionnaire This questionnaire was designed by the author. Its purpose was to gather opinions regarding the program.from the participants (Appendix A). Questions were set up using a Likert model with 5 possible responses. In addition, the students were asked to describe which parts of the program they wanted changed or drOpped. 3. COunselor'guestionnaire This author-designed questionnaire concentrated on the counselors' views of the program (Appendix A). It also asked for suggestions regarding changes in or elimination of parts Of the program in the future. 4. Parent guestiOnnaire In this questionnaire the author asked for the parents' 51 views of the program, espeCially the influence it had on their sons/daughters (Appendix A). Opportunity was also given to suggest changes for future programs through this self—repOrt data method. ' The ResearCh QueStiOns The study was primarily descriptive and the primary con- cerns of the research were first described in question form. The main question focused upon the effects of the program in its entirety. It was posed as follows: Will the treatment group in the Korah Collegiate Group Career Counseling Program gain in vocational maturity more than any of the control groups in the study? Six additional questions were developed to assess certain activities within the program itself. Although the emphasis of the study was upon the main question, the influence of the different aspects of the program was also of concern. It was thought that the participants' reactions to each phase of the program would have a bearing on whether it would be included in that form in future years. The reactions of program participants were obtained through the use of questionnaires. Parts of each questionnaire 52 were directly linked to the six program questions. These questions were designed to gather the following information. The first program question focused on the self-awareness phase Of the program. It was designed to Obtain the feelings of participants as to how helpful the standardized test sessions had been for choosing a career. The first program question asked: Program Question #1. Will students, parents and counselors feel that the administration and inter- pretation Of certain stand— ardized tests of aptitudes, interests and values helps students trying to Choose a career? The second program question dealt with a specific environ- mental phase of the program, that is, the influence Of the personal interview with a person in a preferred occupation. This question asked: Program Question #2. Will students, parents and counselors feel that the experience of a personal interview with a person in a preferred occupation helps students trying to choose a career? In the third program question, the concern focused on the influence of the day of observation in a preferred work place. 53 This question asked: Program Question #3. Will students, parents and counselors feel that the experience of,a day of observation in a preferred work place helps students trying to choose a career? The fourth program question dealt with the influence of reading monographs on the students' career choices. This question asked: Program Question #4. Will the students, parents and counselors feel that reading-— discussing three monographs about a preferred occupation helps students trying to choose a career? The fifth program question dealt with the information sharing seminar for parents. This question asked: Program Question #5. Will students, parents and counselors feel that in— volving parents in a career information sharing seminar helps students trying to choose a career. The final or sixth program question concerned the "wrap- up" sessions which were designed to help students integrate their experiences for career decisiondmaking. The sixth question asked: Program Question #6. Will students, parents and counselors feel that a group session designed to integrate self-awareness and environmental exploration activities helps students trying to choose a career? 54 The six program questions were intended to obtain inform- ation about specific aspects of the program. Program question #1 dealt with the self—awareness phase of the program. Program questiOns #2, 3, 4 and 5 dealt with the environmental explor- ation phases of the program. Program question #6 dealt with the "wrap—up" sessions which combined both phases Of the program. The actual questions on the questionnaires from which answers were obtained for the program questions varied only slightly on the separate questionnaires for students, parents and counselors (Appendix A). The analysis of this data was based on frequency counts of responses to the particular questions related to the six program areas. A frequency distribution table dealing with the treatment group responses to their questionnaire is found in Chapter 4. Frequency distribution tables for parent and counselor responses to their questionnaires are found in Appendix C and Appendix D. Statistical AnalysiS'of the'Data The statistical analysis of the data was carried out at the Computer Center of the Institute for Research on TeaChing, Michigan State University. All data were coded for more ef- ficient handling. Several statistical procedures were utilized 55 depending on the nature of the data and the type of results which.were to be analyzed. 3 . The researcher examined the data for any initial differences between the control groups and the experimental sample. The. researcher also examined the effects of the treatment program on the vocational maturity of the experimental sample. The .measures under revieW“were performances on the different scores available from Super's‘Career'Development InVentory (Form III). Each of the 6 scales of the CDI (Form III), the combined attitudinal scores (Parts 1 and 2) the combined cognitive scores (Parts 3, 4, 5 and 6) plus the total vocatiOnal maturity scores (Parts 1—6) were examined. Each of the Korah_groups was pre— and post—tested with the CDI. The Alexander Henry High School group was tested with the CDI for postvhoc comparison purposes. Analysis of variance was used to test the groups for initial differences and in comparing the groups with one another. The findings for the sample group were also examined for significant positive change from the pre- to post-testing dates. This was done for each of the 9 scores available from the CDI. Analysis of4variance was also utilized for gains scores analysis on each of the 9 scores available from the CDI. The 56 analysis Of variance data provided a basis for some statistical determinations related to the€main research question of the study. The analysis of variance sections address the question: Was the experimental treatment effective in enhancing vocation— al'maturity? The study was meant to be primarily descriptive. Often educational researchers choose the .10 level of significance for this kind of study. However, it was decided that the.more rigorous .05 level of significance would be used in the analyzes of variance done. Statistical determinations in the study were thus based on the relatively stringent .05 level of signifi- cance. The six program questions provided a base for making determinations on the reactions of participants to the dif- ferent phases of the program. These reactions were measured by obtaining responses from questionnaires and then calculate ing frequency distributions of these responses. The six program questions were closely linked to the questions on each of the questionnaires (Appendix A). Data obtained by this method were used to make recommendations for future pro—- grams and these are discussed in Chapter 5. \ CHAPTER Iv 'AnalysiS'of'the'Data Introduction The results of the investigation are presented in this chapter. A statistical analysis of the data gathered before and after the treatment is given. The chapter's organization mainly focuses upon an assessment of treatment effects. This assessment was designed to help determine the answer to the main question Of the study. The latter part of the chapter deals with a summary of an assessment of program elements. This assessment was-donemi- by relating questionnaire responses to the six program questions. Assessmentlof Treatment Effects ‘Main question: Will the treatment group in the Korah Collegiate Group Career Counseling Program gain in vocational maturity ‘more than any of the control groups in the study? ‘Before any~statistical determinations were made about 58 treatment effects, it was necessary to establish if there were any significant differences among the groups.prior to treat- ment. The main question dealt withgains in vocational maturity due to the program so it was important to know if any of the groups had greater vocational maturity in any of the nine aspects of vocational meturity measured by the CDI prior to the program beginning. To establish this situation initial mean differences were determined between the control and experimental groups on the the nine parts of the CDI. Tables 4.11 through 4.19 show the results of these comparisons on the six primary parts Of the CDI as well as the combined attitudinal (Part 7), combined cognitive (Part 8) and total vocational maturity (Part 9) scores. Parts 1 and 2 are con- sidereg_attitudinal scales and their totals combined become Part 7. Parts 3, 4, 5 and 6 are considered cOgnitive scales and their totals combined become Part 8. Finally, a total for all 6 scales becomes Part 9 or total vocational maturity. No significant differences existed on parts 1, 2, 3, 4, 6, 7, 8 and 9.in the pre-test situation at the beginning of the study» A significant difference did exist on Part 5, World of WCrk Information (Table 4.15) Of the CDI in the pre- test situation. 59 Table 4.11 Analysis of Variance for Pre-test CDI, Part 1, CExtent of Planning) for the Korah Treatment and the Korah Control Groups. Preetest Sources Sum of df Mean ' F p of Squares Squares Variance Between Groups 205.7970 2 102.8085 .3165 .7291 Within Groups 50711.0458 156 325.0708 Total 50916.8428 158 Group N M SD Korah Treatment 85 94.4941 18.7367 Korah Users 21 95.6667 15.8566 Korah Non-Users 53 92.4528 17.6467 60 Table 4.12 Analysis of Variance for Prevtest CDI, Part 2, (Use and Evaluation of Resources in Exploration) for the Korah Treatment and the Korah Control Groups. Pre-test Sources Sum Of df Mean F p 0? Squares Squares Variance . Between Groups 10611.0302 '2 5305.5151 2'4125 '0929 Within Groups .343E+06 155 2199.1744 Total .3532+06 158 Group N M SD Korah Treatment ‘ 85 266.3176 43.2146 Korah Users 21 274.5238 56.2358 Korah Non-Users S3 284.3208 48.6256 61 ~Table 4.13 Analysis of Variance for Pre—test CDI.Part 3.(Career Decision- Making) for the Korah Treatment and the Korah Control Groups. Pre-test Sources Sum of at Mean F p of Squares Squares variance Between Groups 40.6545 2 20.3273 1.1112 .3318 Within Groups 2853.8360 156 18.2938 Total 2894.4906 158 Group N M SD Korah Treatment 85 16.7882 3.7957 Korah Users 21 18.3333 - 4.3856 Korah Non-Users 53 16.9811 4.9205 62 Table 4.14 Analysis Of Variance for Pre-test CDI'Part 4'(Career Develop- ment Information) for the Korah Treatment and the Korah Control Groups. Pre-test Sources Sum of df Mean F p of Squares Squares Variance Between Groups 45.3218 2 22.6609 . 1.0606 .3487. Within Groups 3333.1687 156 21.3665 Total 3378.4906 158 Group N M SD Korah Treatment ’ 85 21.2000 4.3720 Korah Users 21 21.7143 4.4062 Korah Non-Users 73 20.2264 5.0750 63 Table 4.15 Analysis of Variance for Pre-test CDI,Part 5,(World of Work Information) for the Korah Treatment and the Korah Control Groups. Pre-test Sources Sum of at Mean F p 06 Squares Squares Variance Between Groups 140.1532 2 70.0766 3.6040 .0295‘ Within Groups 3033.2808 156 19.4441 Total 3173.4340 158 Group N 6 SD Korah Treatment ' 85 17.3882 3.6616 Korah Users 21 19.2381 4.5815 Korah Non-Users 53 16.2264 5.3480 * Significant <.05 .0 64 Table 4.16 Analysis of Variance for Pre-test CDI,Part 6.(Information about Preferred Occupation) for the Korah Treatment and the l Korah Control Groups. Preetest Sources Sum of at Mean F p of Squares Squares Variance Between Groups 15.2855 2 7.6428 .3379 1 .7138 Within Groups 3528.1987 156 22.6167 Total 3543.4843 158 Group N M SD Korah Treatment ' 85 18.6000 4.7665 Korah Users 21 17.6667 4.4422 Korah Non-Users 53 18.5472 4.8539 .0 65 Table 4.17 Analysis of Variance for Pre-test CDI, Part 7, (Combined Attitudinal Score Parts 1 s 2) for the Korah Treatment and the Korah Control Groups. Pre-test Sources Sum of df Mean P p of Squares Squares Variance Between Groups 8439.7028 2 4219.8514 1.2709 .2835 Within Groups .517E+06 156 3320.2828 Total .5268+06 158 Group N M . so Korah Treatment 85 360.8000 53.6037 Korah Users 21 364.4762 67.8378 Korah Non-Users 53 376.7736 59.5760 66 Table 4.18 Analysis of Variance for Pre-test CDI, Part 8, (Combined Cognitive score Parts 3, 4, 5, 6)'for the Korah Treatment and Korah Control Groups. Pre-test Sources Sum of df Mean P p O? Squares Squares Variance Between Groups 455.3411 2 227.6705 1.1735 .3120 Within Groups 30266.0552 156 194.0132 Total 30721.3962 158 Group N M SD .11 Korah Treatment '85 73.9176 12.1872 Korah Users 21 76.9524 14.0516 Korah Non-Users 53 71.6038 16.3146 67 'Table 4.19 Analysis of Variance for Pre-test CDI,Part 9,1Total vocational maturity - Parts 1, 2, 3, 4, 5, 6) for the Korah Treatment and the Korah Control Groups. Preetest Sources Sum of df Mean F p or Squares Squares Variance Between Groups 7978.7455 2 3989.3728 1.0253 .3611 Within Groups .607E+06 .156 3891.0634 Total .614E+06 158 Group_ --. N M so Korah Treatment ‘ 85 433.7294 58.0179 Korah Users 21 446.6667 76.7114 Korah NOH‘USEIS S3 448.3774 63.0266 68 'Treatment'EffectS'(Postetest) This subsection of assessment of treatment effects includes the findings regarding any significant positive changes between the pre— and post-testing dates. Tables 4.21 through 4.29 show the results of these comparisons on the six primary parts of the CDI as well as the combined attitudinal (Part 7), combined cognitive (Part 8) and total vocational maturity (Part 9) scores. Significant positive differences existed on all 9 variables in the post-test situation. How- ever, in the case of Part 5, a significant difference had existed on the pre-test. Included in these tables are the data for the Alexander Henry High School Control Group used for post-hoc comparison. In all but one case (Part 1) the means for this group were lower than that for any of the other groups. On Part 1, the mean for this post-hoe comparison group was lower than both the treatment and Korah Users groups. 69 Table 4.21 Analysis of Variance for Post-test CDI, Part 1, (Extent of Planning) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean F p of Squares Squares Variance Between Groups 9569.5197 3 3189.8399 8.4161 .0000* Within Groups 85278.2358 225 379.0144 Total 94847.7555 228 Group N M SD Korah Treatment 85 108.5765 19.2863 Korah Users 21 101.9048 17.3491 Korah Non-Users 53 94.2642 17.2662 Alexander Henry 70 95.2571 21.7067 * Significant <.05 70 Table 4.22 Analysis of Variance for Post—test CDI, Part 2, (Use and Evaluation of Resources in Exploration) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean F p of Squares Squares Variance . Between Groups 36758.6862 3 12252.8954 4.6553 ' .0035* Within Groups .5923+06 225 2632.0314 Total .6283+06 228 Group N M 50 Korah Treatment 85 297.7294 ' 41.3085 Korah Users 21 288.3333 47.5419 Korah Non-Users 53 285.2830 52.5713 Alexander Henry 70 266.9571 61.3792 ' Significant <.05 Table 4.23 Analysis of Variance for Post-test CDI, Part 3, Decision-Making) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. (Career -u‘. ...L-g.‘ e L. a..- ~-—M , ========= f Post-test ; Variance quares Between Groups 1324.4177 ’ 3 441.4726 19.2764 .0000* Within Groups 5153.0059 225 22.9022 Total 6477.4236 228 I Group N M SD Korah Treatment 85 17-0941 4.5346 Korah Users 21 17.0476 6.2488 " ?3rah Non-Users 53 15-1132 5.2866 Alexander Henry 70 11~4857 4-1555 “um- .. M—M‘ w -—~._wl * Significant <.05 72 Table 4.24 Analysis of Variance for Post-test CDI, Part 4, (Career Development Information) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean P p of Squares Squares Variance Between Groups 1712.le4 3 570.7371 14.7360 .0000* Within Groups 8675.6834 224 38.7307 Total 10387.8947 227 Group N M SD Korah Treatment 85 19.3529 6.2062 Korah Users 21 18.0952 7.5359 Korah Non-Users 53 17.4038 ' 6.6811 Alexander Henry 70 12.8286 5.4213 * Significant <.05 '73 Table 4.25 Analysis of Variance for Post—test CDI, Part 5, (World of WOrk Informationl for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean F p of Squares Squares Variance Between Groups 1001.4453 3 333.8151 11.3247 .0000* Within Groups 6602.8003 224 29.4768 Total 7604.2456 227 Group N M SD Korah Treatment 85 15.8353 5.4464 Korah Users 21 16.5714 6.6300 Korah Non-Users 53 14.7925 5.7458 Alexander Henry 70 11-1594 4.7205 * Significant <.05 74 Table 4.26 Analysis of Variance for Post-test CDI, Part 6, (Information about Preferred Occupation) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean F p of Squares Squares Variance Between Groups 291.2907 3 97.0969 4.3899 .0050* Within Groups 4954.4417 224 22.1180 Total 5245.7325 227 Group N M SD Korah Treatment 85 18.7647 4.4605 Korah Users ‘ 21 18.0476 4.3758 Korah Non-Users 53 18.2075 5.3470 Alexander Henry 74 16.0870 4.5592 * Significant <.05 Table 4.27 Analysis of Variance for Post-test CDI, Part 7, (Combined Attitudinal, Parts 1 s 2) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Post-test Sources Sum of df Mean F p of Squares Squares Variance Between Groups 67742.0317 3 22580.6772 5.7374 .0008* Within Groups .88SE+06 225 3935.6974 Total .953E+06 228 Group N M SD Korah Treatment 85 403.6353 52.5805 Korah Users 21 390.4762 59.6830 Korah Non-Users 53 379.5472 59.8699 Alexander Henry 70 362.2714 75.7251 * Significant <.05 76 Table 4.28 Analysis of Variance for Post-test CDI, Part 8, (Combined Cognitive, Parts 3, 4, 5, 6) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. 3... ..-.gIL- - Post-test i Sources Sum of df Mean P p j . of Squares Squares Variance ‘ Between Groups 15846.4893 3 5282.1631 17.4914 .0000* Within Groups 67946.9430 225 301.9864 Total 83793.4323 228 Group N M SD Korah Treatment 85 71.0353 16.4761 Korah Users 21 69.7619 21.5961 ‘ Korah Non-Users ‘ 53 65.4151 20.0590 Alexander Henry 70 51.5429 14.6917 M J! ..I‘J—n-L...‘ * Significant <.05 Analysis of Variance for Post-test CDI, Part 9, Table 4.29 77 CTotal Vocational Maturity, Parts 1, 2, 3, 4, 5, 6) for the Korah Treatment, Korah Control and the Alexander Henry Control Groups. Postftest Sources Sum of df Mean P p of Squares Squares Variance Between Groups .147B+06 3 49190.3874 10.7949 .0000* Within Groups .1023+07 225 4556.8203 Total .117E+07 228 Group N M SD Korah Treatment 85 474.9765 57.6477 Korah Users 21 460.2381 65.4308 Korah Non-Users 53 444.9623 67.4043 Alexander Henry 70 413.7571 78.4130 * Significant <.05 78 Tables 4.21 to 4.29 indicate significant differences in post-test comparison between the experimental and control groups. The differences are found in all factors of vocation- al maturity. Table 4.25 indicates a significant difference on Part 5 but there was also significant difference at pre- testing.‘ Considerable support in the affirmative direction is given to the main question, suggesting vocational maturity enhancement for the treatment group compared to the control groups. ‘ Additional'Analysis An analysis of gains scores on each of the 9 variables was utilized for additional analysis. Tables 4.31 to 4.39 show gain scores by each group using analysis of variance. Parts 1, 2, 3, 7 and 9 showed significant gains. The gains analysis suggests that the treatment had greater effects on attitudinal factors since Parts 1, 2 and 7 comprise the attitudinal scales of the CDI. The cognitive scales 3, 4, 6 and 8 (the combined cognitive scales) did not reach sig- nificance. In Part 9, total vocational maturity score for Parts 1, 2, 3, 4, 5 and 6, there was a statistically signifi- cant difference between the pre-.and_post-test scores. s..-—. -. ...-uno- . - Table 4.31 79 Analysis of Variance for Pre- and Post CDI gains on Part 1 (Extent of Planning) for the Korah Treatment and Korah Control Groups. A." -—.-_—-‘ . .5-.I-. - ' Gains ' Sources Sum of df Mean F p 5 of Squares Squares E Variance 3 Between Groups 5174.0537 2 2587.0269 9.0051 .0007* ‘ Within Groups 44816.3463 156 287.2843 ' Total 49990.4000 159 Group N M SD Korah Treatment 85 14.0824 16.9868 Korah Users 21 6.2381 11.8064 - T:rah Mon-Users 53 1.8113 18.4964 - ~.._.-. A , .___-._‘..__.‘ ...... eM-‘*.‘IJ -A. o. * Significant <.05 |.—--- c ..-.--.s Analysis of Variance for Pre- and Post CDI gains on Part 2 Table 4.32 (Use and Evaluation of Resources in Exploration) for the Korah Treatment and Korah Control Groups. 80 ! Gains ' Sources Sum of df Mean E p Of Squares Squares I Variance « Between Groups 31259.9929 2 15629.9965 7.4657 .0025. ‘ Within Groups .32GE+06 156 2093.5753 4 Total .357E+06 159 Group N M SD Korah Treatment 85 31.4118 44.4708 Korah Users 21 13.8095 45.5858 - Farah Non-Users S3 .9653 47.8206 _‘u-u-b“. . * Significant <.05 81 Table 4.33 Analysis of Variance for Pre- and Post CDI gains on Part 3 (Career Decision-Making) for the Korah Treatment and Korah Control Groups. .. - -..-“- p“... ammfl—O : Gains Sources Sum of df Mean F p of Squares Squares Variance Between Groups 165.0918 2 82.5459 3.2498 .0942 within Groups 3962.4082 - 156 25.4001 Total 4127.5000 159 Group N M SD Korah Treatment 85 .3059 4.5383 Korah Users 21 -1.2857 5.3586 Korah Non-Users 53 -1.8679 5.6468 - -..—...s --.. Table 4.34 82 Analysis of Variance for Pre- and Post CDI gains on Part 4 (Career Development Information) for the Korah Treatment and Korah Control Groups. .-.-... “vmh O Gains Sources Sum of df Mean F p n of Squares Squares eariance ' Between Groups 91.2434 2 45.6217 1.1105 .5295 Within Groups 6408.7566 156 41.0818 Total 6500.0000 159 Group N M SD Korah Treatment 85 -1.8471 6.1150 Korah Users 21 -3.6190 6.3283 ' Xorah Non-Users 53 -3.1509 6.8875 ’4. W‘ ' U‘JAW‘J— .. .5 ”......“ . a- ...-c.— o- — Table 4.35 83 Analysis of Variance for Pre- and Post CDI gains on Part 5 (World of Work Information) for the Korah Treatment and Korah Control Groups. e —. ...-.- .a -... _ AQ“.IA 0.1. .aln. O—o ecu-......“ ‘ Gains Sources Sum of df Mean F p of Squares Squares Variance Between Groups 27.7027 '2 13.3514 0 4948 .3017 Within Groups 4366.6973 156 27.9916 2 Total 4394.4000 159 1 Group N M SD Korah Treatment 85 r1.5529 5.0604 Korah Users 21 -2.6667 5.8595 Forah Non-Users 53 -1.4340 5.4226 84 Table 4.36 Analysis of Variance for Pre- and Post CDI gains on Part 6 (Information about Preferred Occupation) for the Korah Treatment and Korah Control Groups. ========== g Gains 1 Sources Sum of df Mean F p ' 0f Squares Squares 1 Variance '1 Between Groups 11.3667 2 ' 5.6834 0.1936 .9427 Within Groups 4580.5333 156 29.3624 ; Total 4591.9000 159 Group N M SD Korah Treatment 85 .1647 5.6691 Korah Users 21 .3810 4.0801 - Horah Non-Users 53 -.3396 5.4559 “n M.ds_w~d - at. Table 4.37 85 Analysis of Variance for Pre- and Post CDI gains on Part 7 (Combined Attitudinal, Parts 1 & 2) for the Korah Treatment and Korah Control Groups. Gains 1 Sources Sum of df Mean P p , of Squares Squares Variance 1 Between Groups 53169.7979 2 26584.8990 8.5984 .0010* . Within Groups .482E+06 156 3091.8524 : Total .535E+06 159 ‘7 0 Group N M SD Korah Treatment 85 42.8353 52.4740 Korah Users 21 26.0000 64.4826 Torah Non-Users 53 2.7736 56 .8184 * Significant <.05 --....“ ....“ -... _ -..“ “MM“H--_ ‘-—.“— -- -. Ju‘. - “m“— 86 Table 4.38 Analysis of Variance for Pre- and Post CDI gains on Part 8 (Combined Cognitive, Parts 3, 4, 5, 6) for the Korah Treat- ment and Korah Control Groups. Gains Sources Sum of df Mean P p Of Squares _Squares Variance Between Groups 545.7252 '2 272.8626 1.0232 .5542 Within Groups 41600.1748 156 266.6678 Total 42145.9000 519 Group ’ N M SD Korah Treatment 85 -2.8824 15.1669 Korah Users 21 -7.1905 16.8066 - Korah Non-Users 53 -6.1887 17.8822 87 Table 4.39 Analysis of Variance for Pre- and Post CDI gains on Part 9 (Total Vocational Maturity, Parts 1-6) for the Korah Treat- ment and Korah Control Groups. ....- ...- _vb‘a-u.<~- . “aha-5-45.. —-_.. ..---.b‘- Gains Sources Sum of df Mean F p Of Squares Squares Variance Between Groups 67647.5525 2 33823.7763 9.8930 .0003* Within Groups .533E+06 156 3418.9604 Total .601E+06 159 Group N M SD Korah Treatment 85 41.2471 57.1343 Korah Users 21 13.5714 56.9189 - Korah Non—Users 53 -3.4151 61.1365 * Significant <.05 88 Summary of Assessment'of Main Treatment’Effects Some findings showed support for the main question. Analysis of variance procedures indicated that significant gains were made for the 3 attitudinal scores (Parts 1, 2 and 7) and in the total vocational maturity scores (Part 9) of the‘Career'Development'Inventory. Parts 3, 4, 5, 6 and 8 of the CDI did not show significant gains. Means on these latter scores were actually in the negative direction. Thus the question asked at the beginning of this section (Was the experimental treatment effective in enhancing vocational ‘maturity?):must be answered in a qualified manner. Table 4.41 summarizes these findings (p. 89—90). Chapter V will include a discussion of the implications of these findings in terms of difference scores (pre and post) and their impact on the main question of the study. Table 4.41 89 Summary of Significant Relationships and Those Judged to be Significant for Section 1 of Chapter IV: Assessment of Treatment Effects. Variable and Found p Was It Significant? Stage Being in Tested Tables ANOVA for 4.11 <.05 Yes-—Significance Experimental + shown on Pre to Post Groups Part 1 4.21 test as well as (Extent of +- Analysis of Dif- Planning) 4.31 ference ANOVA ANOVA for 4.12 <.05 Yes--Significance Experimental + shown on Pre to Post Groups Part 2 4.22 test as well as (Use and Evalu- + Analysis of Dif-' ation of Re- 4.32 ference ANOVA sources in Ex- ploration) ANOVA for 4.13 <.05 Yes-«Significance Experimental + shown on Pre to Post Groups Part 3 4.23 test as well as .10 (Career Decision— + significance on Making) 4.33 Analysis of Difference ANOVA ANOVA for 4.14 No-—Ana1ysis of Dif— Experimental + ference ANOVA showed no Groups Part 4 4.24 significance Pre to Post (Career Develop- + ment Information) 4.34 ANOVA for 4.15 No--Ana1ysis of Dif- Experbmental + ference ANOVA showed no Groups Part 5 4.25 significance Pre to Post (World of Werk + Information) 4.35 Table 4.41 - continued ANOVA for Experimental Groups Part 6 (Information about Preferred Occupation) ANOVA for Experimental Groups Part 7 (Combined At- titudinal Parts 1 8 2) ANOVA for Experimental Groups Part 8 (Combined Cog- nitive Parts 3, 4, 5, & 6) ANOVA for Experimental Groups Part 9 (Total Vocation- al Maturity Parts 1, 2, 3, 4, '5 & 6) 4.16 + 4.26 + 4.36 4.17 + 4.27 + 4.37 4.18 + 4.28 + 4.38 4.19 .4. 4.29 + 4.39 90 NOeeAnalysis of Difference ANOVA showed no signifi« cant Pre to Post Yes--Significance shown on Pre to Post test as well as Analysis of Difference ANOVA No--Analysis of Dif- ference ANOVA showed no significance Pre to Post Yes--Significance shown on Pre to Post test as well as Analysis of Dif- ference ANOVA 91 ' Summary ‘O‘f‘ ASSBSLSIUVEHF: ‘O‘f‘ Programfi Element 8‘ ViV In order to provide information which.wou1d help evalu— ate specific aspects of the Korah Collegiate Group Career Counseling Program itself, questionnaires (see Appendix A) were administered to students, parents and the counselors in the program. These questionnaires were related to six _specific questions about the program. 1. Will students, parents and counselors feel that the admin- istration and interpretation of certain standardized tests of aptitudes; interests and values helps students trying to choose a career? 2. Will students, parents and counselors feel that the experience of a personal interview with a person in a pre— ferred occupation helps students trying to choose a career? 3. Will students, parents and counselors feel that the experience of a day of observation in a preferred work place helps students trying to choose a career? 4. Will students, parents and counselors feel that reading and discussion of three monographs about a preferred oc- cupation helps students trying to choose a career? 92 5. Will students, parents and counselors feel that involving parents in a career information-sharing seminar helps students trying to choose a career? 6. Will students, parents and counselors feel that a group session designed to integrate self-awareness and environment- al exploration activities helps students trying to choose a career? The results of this analysis procedure for the student responses are reported in table form (Table 4.42). The indications from these questionnaires are that the students viewed the separate elements of the program.quite positively. The battery of tests and their interpretation, the personal interviews and the observation days gained the most support. Questionnaires were also given to parents and to the parti- cipating counselors (see Appendix A). These data are re- corded (Appendices C and D) and discussed in Chapter V under conclusions. 93 Table 4.42 Frequency Distribution of Treatment Group Responses to Questionnaires as Related to the Program Questions. Programeuestion 1 Frequency Relative Frequency (Pct) (Questionnaire responses) #ZCa) & 2(b) Considerable 24 41.4 Some 21 36.2 Can't say v 5 8.6 A little 8 13.8 None 0 0.0 58* 100.0 Program Question 2 (Questionnaire responses) #2(e) Considerable 29 50.0 Some 8 13.8 Can't say 5 8.6 A little 8 13.8 None _8_ 13.8 58 100.0 Program Question 3 (Questionnaire responses) #2(f) Considerable 36 62.1 Some 9 15.5 Can't say 4 6.9 A little 4 6.9 None ;5_ 8k6 58 100.0 94 Table 4.42 a continued Program Question 4 (Questionnaire responsesfi #2 (cl Considerable 13 22.4 Some 24 41.4 Can't say 7 . 12.1 A little 10 17.2 None ';4. ‘ "6.9 58 100.0 Program Question 5 (Questionnaire responses) #2 C9) Considerable 9 15.5 Some 18 31.0 Can't say 15 25.9 A little 8 13.8 - None ;8_ 13.8 58 100.0 Program Question 6 (Questionnaire responses) #2(h) Considerable 10 17.3 Some 24 41.4 Can't say 9 15.5 A little 9 15.5 None '_6 "10.3 58 100.0. * Based on 58 returned questionnaires or a 68% return rate. NOTE: Questionnaires were given to parents and to the counselors (See Appendix A). These data are discussed in Chapter 5 under‘Conclusions. 95 Summary of Findings Two sections were presented in Chapter IV. The first section dealt with an assessment of Treatment Effects as related to the main question of the study. The second section dealt with a supplementary analysis of student, parent and counselor opinions regarding certain activities within the Korah Collegiate Group Career Counseling Program . V Considerable support for an affirmative answer to the smain question was found in the first section. In the pre-post-test analysis of variance, statistically signifi— cant differences were found for all factors of vocational maturity (Parts 1 to 9). However, in the case of Part 5 a significant difference has exiSted at pre-testing. In the gains score analysis of variance procedure, significant gains were found for Parts 1, 2, 7 and 9. Parts 1, 2 and 7 represent the attitudinal factors on the CDI. Therefore, attitudinal factors showed significant differences on both analysis of variance procedures. Part 9 is the total 96 vocational maturity score (Parts 1 to 6) and significant differences on_§gth.analysis of variance procedures were indicated. Therefore, attitudinal factors (Parts 1, 2 and 7), one cognitive factor (Part 3), and total vocational maturity (Part 9) received the m9§t_support in the statisti- cal procedures used. Parts 4, 5 and 6 represent the majority of cognitive factors in vocational maturity. They reached significance in the pre-post-test analysis of variance procedure but did not reach significance on the gains score analysis of variance procedure. Similarly, Part 8,which is a total for the cogni- tive factors consisting of Parts 3, 4, 5 and 6, reached sig- nificance in the pre-post-test analysis of variance procedure but ngE.in—them§ains scoreganalysis of variance procedure. Thus, the analysis of variance procedures indicated the cog- nitive factors did not gain as much as attitudinal factors and total vocational maturity in the study. Analysis of the data regarding six related questions indicated general support for the program with some phases (the use of standardized tests, personal interviews and observation days) showing more widespread support among the respondents from the treatment group. Chapter V contains a more detailed analysis of these findings. 97 ‘ CHAPTER V ' SUMMARY ’AND’ CONCLUSIONS Introduction This study was conducted to investigate whether an experimental career counseling program, the Korah Collegiate Group Career Counseling Program, was effective at increas— ing the vocational:maturity of senior secondary school students. The speCific features of the program were intended to enhance vocational maturity primarily through activities designed to increase self-awareness and knowledge about working conditions on the job. In this chapter, there will be a summary of the study and its findings, a section on recommendations for further research and a final section in which the implications of the study are discussed. 'Summary In Chapter I, the first t0pic focused on the problem that was the impetus for the present investigation. Attention was given to the historical factors involved in vocational devel- opment theories. The origin of the concept of vocational 98 maturity was discussed. The specific problem of investigat— ing the effectiveness of the Korah Collegiate Group Career Counseling Program was presented. Need for the study and its potential significance were discussed in terms of present trends in education. The main question was presented. This question asked: Will the treatment group in the Korah Collegiate Group Career Counseling Program gain in vocational maturity more than any of the control groups in the study? In addition, 6 program questions were posed to help assess the effectiveness of various aspects of the program. These program.questions asked: I 1. Will students, parents and counselors feel that the admin- istration and interpretation of certain standardized tests of aptitudes, interests and values helps students trying to choose a career? 2. Will students, parents and counselors feel that the experience of a personal interview with a person in a pre- ferred occupation helps students trying to choose a career? 3. Will students, parents and counselors feel that the experience of a day of observation in a preferred work place helps students trying to choose a career? 4. Will students, parents and counselors feel that reading-- discussing three monographs about a preferred Occupation helps students trying to choose a career? 99 5. Will students, parents and counselors feel that involving parents in a career information—sharing seminar helps students trying to choose a career? 6. Will students, parents and counselors feel that a group session designed to integrate self-awareness and environmental exploration activities helps students trying to choose a career? Theoretical dimensions were considered in terms of assump- tions and definitions. The known limitations and delimitations of the study were also presented. Chapter II provided a review of the pertinent literature. Literature focusing on the developmental nature of career sel- ection was dealt with first. Secondly, literature on the development of tests of vocational maturity was discussed. The third section of this chapter dealt with intervention studies and their results. This section encompassed a number of studies which focused on different approaches to the many factors in— volved in vocational maturity. The specific procedures of the study were described in Chapter III. A full description was given of the program. The major instrument, the‘Career‘Development'InventOry was outlined. The sample and the design were discussed in detail. The main question and the 6 program questions were stated. A description of the statistical procedure to be used for analysis of the main 100 question,.that is, analysis of variance was given. Reference was made to the questionnaires used for analyzing the 6 program questions. Chapter IV dealt with an analysis of the data. The analysis indicated that the main question did receive af— firmative support, especially with the attitudinal factors of vocational maturity and total vocational maturity. Vocation- a1 maturity is enhanced by career counseling program experiences. When the difference (gains) scores on the Career‘Develgpment "Inventory were examined, significant differences existed on all the attitudinal scales (Parts 1, 2 and 7) and in terms of total vocational maturity (Part 9). The questionnaires revealed that various phases of the program received strong support from the responding members of the treatment group. The phases that they evaluated as having the most influence on their career planning were: the observ- ation days, the personal interviews, the tests of aptitudes, interests and values including the interpretation of these instruments. The following section deals with these findings in more detail. 101 Summary of'Significant Findings Statistically significant differences were found for all factors of vocational maturity (Parts 1 to 9) in the pre- post-test analysis of variance. However, a significant difference on Part 5 had existed at pre-testing. In the gains score analysis of variance, significant gains were found for Parts 1, 2, 7 and 9. Parts 1, 2 and 7 represented the attitudinal factors on the CDI. Part 9 represented total vocational maturity. None of the other factors (Parts 3, 4, 5, 6 and 8) reached statistical significance. Conclusions The purpose of this research was to determine whether the Korah Collegiate Group Career Counseling Program enhanced the vocational maturity of the treatment group. To help dif- ferentiate the impact of the treatment program, the control group was subdivided into users and non-users of the Guidance services available at Korah Collegiate. A post-hoe comparison group was also used to further analyze treatment effects. A grade 12 group from a vocational school was used for this pur- pose. The main question was formulated to investigate the in- 102 fluence of the program. Main‘Question'Conclusions The investigation of the main question as determined by an assessment of treatment effects, provided data which .gave support to the positive influence of the program. This was tested by using the Career Development Inventory. A.pre- post-test analysis of variance indicated significant differ- ences on all 9 scores of the CDI for the treatment group. However, in the case of Part 5, a significant difference had existed at pre-test. When an analysis of variance for gains was done, a some- what different situation emerged. This analysis showed sig- nificant gains between the pre- and post-test scores for the three attitudinal scores (Parts 1, 2 and 7) and for the total vocational maturity scores (Part 9). Parts 3, 4, 5, 6 and 8 (which comprise all of the cog- nitive scales) did not indicate significant gains. The reasons for this may have been due to the test situation at post-testing time. There were some indications of lower "commitment" levels to the test at that time. The possibility of ”statistical re- gression" cannot be dismissed, either. A third consideration 103' is that the treatment may have caused confusion. This pos- sibility is counter-balanced by the fact that the treatment group's negative mean scores (Parts 4, 5 and 8) tended to be less than the other group's losses. As well, in one case, Part 6, the mean score for the treatment group was in the positiVe direction—~but not significantly. The statistical analyses done show some affirmative sup- port for the treatment program. The influence of the treat- ment program was consistently shown in both analyses for the three attitudinal scores (Parts 1, 2 and 7), one cognitive score (Part 3) and for total vocational maturity (Part 9). Prograthuestion'Conclusions The six program questions were designed to obtain knowledge about separate effects of the different phases of the program. It was not possible to link the program questions with the CDI scores. However, it was possible to link the program questions with the opinions of participants by questionnaires on the in— fluence of the separate phases of the program. Perceptions by participants on the influence of the total_program was also done through the questionnaires (Question 3, Student Question— naire). There was a strong indication that they perceived the program as having either considerable or some influence on their 104 vocational maturity as approximately 79% of the respondents answered the question that way (see Appendix A). All phases of the program were considered by the researcher to enhance vocational maturity. In terms of the responses to the questionnaires and their links to the 6 program questions (see Table 4.41) there was considerable positive support for all phases of the program, In two cases, Program.Questions 1 and 3, approximately 77% of the respondents thought these phases were positively influential in their career planning. In three cases, Program Questions 2, 4 and 6, approximately 64% of the respondents thought these phases were positively influential in their career planning. In one case, Program Question 5, approximately 46% of the respondents thought this phase was positively influential in their career planning. Therefore, most phases of the program received considerable support, especially the standardized tests and their interpretations (Program Question 1) and the observation (experience) days (Program Question 3). On the basis of the parent and counselor data (Appendix C and D) there was considerable support for the program. Parents favoured the personal interview and observation days phases of the program. The counselors favoured these same phases plus the use of the standardized tests and their interpretations as more 105 important parts of the program (see Summary of Questionnaire Data-Appendix A). Therefore, it was concluded that the program's phases were generally perceived as helpful in enhancing vocational maturity. The participants perceived the standardized tests and their in- terpretations (Program.Question 1), the personal interviews (Program Question 3) and the observation days (Program Question 4) as the more helpful phases of the Korah Collegiate Group Career Counseling Program. Related“Findings An interesting technique of use in assessing vocational maturity data is that of gains by individual test scores. This technique has been suggested by Hilton (1974) as one of the most relevant for measuring success or failure of a program. Although this data has not been tested for statistical sig- nificance, relative frequencies (pct) are reported in Table 5.1. 106 'Table‘5.l Frequency distribution of gain scores by individual total scores on the pre- to post- test CDI by Korah Treatment and combined Korah Control Groups. Gains by Individual Total Scores Group Frequency Relative- Frequency (pct) Korah Treatment Gains 59 69.4 Losses 25 29.4 Same _l_ 1.2 85 100.0 Korah Controls (Users & Non- Users) Gains 35 47.3 Losses 38 51.4 Same _;L '1.3 74 ' 100.0 Table 5.1 gives further support to the treatment program's success as 69.4% of the treatment group increased their total scores. Only 47.3% of the combined control groups had in- creased their total scores. 107 Data gathered from.the questionnaires are included in Appendices A, B, C and D. Some of the more salient features .of these data suggest that:' l) a majority of the treatment group thought that the program had at least 59192. influence on their vocational maturity 2) there was not;gng individual who suggested that any of the test aspects, personal interviews or observation days be dropped from the program 3) responding parents were supportive of the program 4) all counselors thought the program was effective. RecommendationS'for Program Changes On the basis of data collected from the 3 questionnaires on possible program changes, the following recommendations are made. These recommendations were also influenced by a post program discussion with the three counselors involved. 1. The program should be compressed into a 3-week period. 2. Existing classroom groupings should be used for group discussions. 3. The career monograph phase should be revised so that its purpose is better understood. 4. The parent information sharing seminar should be held earlier in the program. 108 The CDI data should be incorporated into the program as a group discussion topic. This should take place prior to personal interviews and observation days, so that students are more aware of their attitudes and knowledge about occupational choices. ' Recommendations for Further Research 1. 3. Studies that deal with only one of the variables involved in vocational maturity should be attempted. For example, a study on career decision-making principles (Part 3 of the CDI)would increase our understanding of how students make these choices. A study that would sample students from a different grade level would be worthwhile. A good possibility would be a study of grade 11 students. An investigation on the influence of counselors in such programs would be a worthwhile endeavour. This study would help in determining the counselorls role in the process of vocational‘maturity. Conducting a replication study in another collegiate would be useful in determining the generalizability of the program's results. Because the attitudinal scales were most influenced by the program, a study on the attitudinal factors alone may prove worthwhile. 109 6. A study that dealt only with an experiential approach would provide further data on the influences of experiences. Therefore, a program which dealt with the influence of personal interviews deserves investigation. 7. There is a need to more clearly examine the role of parents in the development of vocational maturity. 8. A study of the cognitive factors, particularly the factors involved in Part 6 (Information about Preferred Occupation) would be a worthwhile contribution. DiscussiOn and Implications Vocational maturity is a complex concept. This research was designed to intervene into the process of developing voca— tional maturity. The results indicated that in the Korah Collegiate Group Career Counseling Program positive gains were likely to occur in total vocational maturity as well as on the attitudinal scales. The importance of attitudes, particularly informed planfulness, has been cited earlier (Chapter II). Research results (Goodson, 1969), (Hamdani, 1974) and (Corbin, 1974) all indicated that interventions were useful in increasing planfulness. Interventions have been of.many kinds and have had varying 110 results. Many career counseling programs have had mixed results. The present study showed that attitudinal factors and total vocational maturity increased most. Thus it sup- ports earlier findings that interventions can make positive changes in vocational maturity. However, there is need to further clarify which approaches bring the best results. This study_differentiated between "users" and "non-users" of Guidance services within the control group. The purpose of this differentiation had been to safeguard for a sampling bias which could have influenced the statistical analyses. Generally the Korah "users" control group scored higher on most scales of the CDI in the post-test situation than did the "non-users" group. Neither group scored as high as the treatment group on most scales of the CDI in the post-test situation. The indication was that "users" of Guidance services generally tended to enhance vocational maturity more than "non-users" but not as much as those who partici- pated in the program. The use of Guidance services appeared to benefit students in search of career choices but the Korah Collegiate Group Career Counseling Program tended to benefit students more. The post-hoe comparison with grade 12 students at Alexander Henry High School indicated that these students scored lower on all scales of the CDI when compared with either treatment or 111 the control groups. The one exception was Part 1 (Extent of Planning) when the means for the Alexander Henry group was slightly higher than the Korah "non-users" group but lower that the Korah "users" and the treatment group means. The Alexander Henry students were generally less vocationally mature that the Korah treatment and control groups despite the orientation of their secondary school program. It had been suggested by others (Dennis, 1977) that more direct teaching methods, developed to deal with the various components of vocational maturity, are required. This position appears to have merit. The present study indicated that cog- nitive scores were least affected. Direct intervention strate- gies with these cognitive factors should be considered. The evaluation done by the participating students sug- gested that the components of the program they found most worthwhile were the standardized tests and their interpretations, the personal interviews and the observation days. The counselors also thought that these components were the most beneficial. Attention had been given in other research to increased self— awareness through exposure to tests. Christen (1973) and then .later Zytowski C1977) found this to be the case. The present study's findings give further reason to pursue this component of the vocational maturity process. 112 The research literature does not often cite personal interviews and observation days as components of programs. However, there has been a recent trend toward experience- based programs, for example, Carey and Weber's study (1979). This trend may produce better insights as to how we can provide relevant experiences for today's students who are faced with a bewildering number of career possibilities. ReflectionS'Upon'the‘Study The analysis of the data raised some questions as to why the cognitive factors were least affected by the program. Although a definitive answer does not seem possible, the use of the CDI must be considered. This instrument appears to cover the various components of vocational maturity very well. However, the length of administration for the test (90 minutes, approximately) may be excessive. As a result, the students doing the test appeared to be less able to concentrate on the latter sections of the test. This was more apparent at POSt' test time, although it was also evident with the post-hoe com- parison group. The cognitive factors comprise the last four parts of the CDI and this fact may explain some of the negative means found in the gains score analysis of variance results. 113 In retrospect, the length of the prOgram—-6 weeks, may also have been excessive. All the counselors involved felt the program should use a shortened time span. They indicated that this change would heighten the impact of the program for the students. They also thought a shorter time span for the program would enable them.to carry out their total responsibil— ities to Guidance services more effectively. An interesting suggestion put forth by the counselors was to use classroom groupings for future programs. Advantages of convenience for program activities and less disruption for teachers, were cited as reasons. The possibility of students knowing each other and thus facilitating interaction in the group sessions was another reason given by the counselors for classroom groupings. ' Upon reflection, the parent information-sharing seminar should have been held earlier in the program to increase their understanding of the program. Alternative types of meetings, for example, coffee—hour meetings, may also have increased the number of parents involved. A number of factors were involved in a total explanation of the parent participation. The timing of the seminar has been mentioned but there were indications that the percentage of parents involved was actually higher than found at a Korah Collegiate parents' night. A further 114 factor may have been indicated by questionnaire comments that some students were not interested in having their parents attend the seminar. As might be expected, the results of the post—hoe com— parison with grade 12 students in a separate vocational school were puzzling. The fact that this school is primarily for slow learners could be a factor in their lower scores. The emphasis of their secondary school program on vocational preparation could also have influenced the outcome. APPENDIX A APPENDIX A(i) ‘ "TGIET? .750? C3979? C”VIF7'I"3 ”3"“H 311-: 11.3- " ‘1“: Tie p-1 e=e of tnls «.est1-n:a1re 15 to try 31d feternine the e ‘35t1 E"GSS of the program. We “ted your JICWS on all phases of the program. Please indicate on: of the five choices for each of the following questions: 1. How much influence did the program have on planning? Considerable Can't say Some A little 2. How much influence did the following parts have on your career plans? you career None a) the interests, aptitudes and values tests Considerable Can't say Some A little b) the test interpretations by counselors \ Considerable , Can't say Some A little c) the career monographs Considerable . Can’t say Some A little d) the group discussion of monographs Considerable Can't say Some A little e) the personal interview Considerable Can't say Some A little f) the experience day Considerable Can't say Some A little 9) discussions with your parents after the seminar Considerable Can't say Some A little None None None None None None None I10 s. app IDIX A(L) 'T5 3 ‘ “P - “12'1 ‘ the "“‘lp-Lp" :vssion with a to n‘efzr C;nsiderable Can't say Yone Some A little How much influence did the program have on your vocational maturity? Considerable Can't say None Some A little what parts of the program would you like to see changed or dropped from the program? (Please indicate whether it's a change or ending a part of the program) a) the tests of interests, aptitudes, values and their interpretations given by a counselor CHANGE DROP b) the readings of articles about a chosen occupation and the discussions of these with a counselor CHANGE DROP c) the interview with a person in a chosen occupation CHANGE DROP d) tne experience day in a chosen occupation CHANGE DROP e) the information seminar for parents CHANGE DROP f) the "wrap-up" session with a counselor CHANGE DROP Please describe any changes or suggestions about th program that you would like to see happen. NAME: APPENDIX A(ii) . -.. , -_ ..." ..fr'. “—.:._q -.-..‘....., -\ . -4.‘ .--..A ..‘ ‘u ,. - .4-4 . ~ .. ...A‘.., :an _ t :Jn-- ha,uP Ln. fl. C-..e _-nb : . ..u effectiveness of the program. We need your views on the ram to do this. Please fill in your answers and return the questionnaire in the envelope provided. How much influence do you think the program had on your son's/daughter's career planning? Check one: (a) A good deal of influence (b) Some influence (c) Can't determine influenbe (d) No influence Do you think that the program was completely efiective? Check one: (a) Yes (b) No If there were parts of the program that you think made greater contributions to your son's/daughter's career planning, please indicate. (a) the tests of interests, aptitudes, values and their interpretations given by a counselor (b) the readings of articles about a chosen occupation and the discussions of these with a counselor (c) the interview with a person in a chosen occupation (d) the experience day in a chosen occupation (e) the information seminar for parents (f) the "wrap-up" session with a counselor Was the information seminar for parents of value to you in helping with your son's/daughter's career planning? Check one: (a) Yes ______ (b) No .. What parts of the program would you like to see changed or dropped from the program? (Please indicate whether itfs a change or ending a part of the program) ests of int (a) the t e i terpretations g rests, aptitudes, values and their n i e v n by a counselor CHANGE DROP - ‘-~" ~ '1: _ ~a -— -,~: " . . ~ -- u v-..‘A—‘ ' .. - l . A n — A “ I fo) the :eaCLngs o: artic-es about a c osen occupa:-3n and the :iscuss;ons or these with a :otnseior (c) the interview with a person in a chosen occupation CHANGE DROP (d) the experience day in a chosen occupation CHANGE DROP (e) the information seminar for parents CHANGE DROP (f) the "wrap-up" session with a counselor CHANGE DROP Please give any changes or suggestions about the program that you would like to see happen in the spaces below: Thank you. Please fill in your name and address. U APPENDIX A(iii) -.. g.... . — q ‘. --~ v ~ -.., . . . . - ,' . «Ob. - '1 (A) L“ :.:"-sa :5 :~-s zvzst-:nna-re -s to assiss t‘e affe:t-:e‘ess ‘e 9:35:11 13 f2: see it. tizns Do you tn-n< that toe entire program was effect;:e? Check :re .es No If tnere Jer parts of the program that you t i“k made greater contributions to the students' career planning, please indicat / ‘ .fl 5 a... f‘ .; f y... “C! to.) s 1‘ 4 ‘fl 1" -a) -.e .ests o. -1.e.-sts, ap-itiues, Iaiies an- -.e-- -nterpretations giren by a counsel r (o) tue readings of articles about a chosen occupation and the d-3cussions of these with a counselor :6: ‘ne interview with a person in a chosen occupation lay in a chosen occupation information seminar with a counselor i on with a counselor If you selected one or more parts of the progra: in Question 2 briefly state your reasons for these choices. what parts of the program would you like to see changed or dropped from the program” (Please indicate whether it's a change or ending a part of the program) (a) the tests of nt rests, aptitudes, values and their iven by a counselor 030 i interpretations [L d (O z :1’ I‘D 0 readings of ar discussions of cles hese - u a O U 1:18 about with a chosen Change Drop a chosen occupation and counselor Change Drop a chosen occupation Change occupation Change ,. , 1.03 2....., Drop l l \CM ~£ -- .4.”- APPENDIX A41‘ 3 T a. a. .5 a“ w. 1 Q .n. 7. 43 ~ ~ A. . . .J a. a... a. 1 P. no 3‘ s. C. .1 n. «I .nu so . . a .\. v. on ‘- 1. n .. D m. .... ... a: a a; e an .3 «a . H .c a. ... u . . . a. \ — 1a a . u. t. ”a _ H A. a. . . .an a . .. a. .. . 9 r «4 Ad R: d like to see in ‘1 ‘- 'vou you the program. Signature: YO‘. Thank APPENDIX A (iv) Question 2 (f 1 Question 2 (9) Question 2 01) Question 3 Question 4 1 views had considerable or some influence on their career planning. dealt with the observation Cexperiencel days. Approximately 77% of the responding students thought that the observation days had either con- siderable or some influence on their career plan- ning. dealt with the parent seminar's results. Approx- imately 46% of the responding students thought that the post seminar discussions had considerable or some influence on their career planning. dealt with the "wrap-up" sessions. Approximately 58% of the responding students thought that the "wrap-up" sessions had considerable or some influence on their career planning. dealt with a direct question on vocational maturity. Approximately 79% of the responding students thought the program.had considerable or some influence on their vocational maturity. dealt with changes or drops in program. .Most students did‘ not want changes in all phases--approximately only ITS APPENDIX A(iv) 2Q% of the responding students. same students wanted the parent seminar and "wrap—up" sessions dropped. Parent:Questionnaire Question 1 - Most responding parents thought the program had a good deal or some influence on the career plan- ning of their sons or daughters. Question 3 - Most responding parents thought the personal interviews and observation days were of more use to the students. Question 4 - Their was ggmg_support for the parent information seminar. Question 5 - Most phases had some parents indicating they wanted change,but only one phase, the "wrap-up" session, had an indication of dropping the programt 'Counselor'guestionnaire Question 1 - All counselors saw the program as effective. Question 2 — All counselors thought the standardized tests, personal interviews and observation (experience) APPENDIX A (iv) days were more important phases of the program. Question 4 - Changes were requested in the career mono- graph, parent seminar and "wrap-up" sessions. Q) \‘L AppendiX‘A(V) Student responses to Student Questionnaire. Frequency distribution Question Responses frequency relative frequency 1 Considerable 28 48.3 Some 21 36.2 Can't say 4 6.9 A little 5 8.6 None _0 0.0 58 100.0. 2(a) Considerable 20 34.5 Some ' 22 37.9- Can't say 5 8.6 A little 11 19.0 None _0 0.0 58 100.0 (b) Considerable 16 27.6 Some 28 48.3 Can't say 6 10.3 A little 6 . 10.3. None _2_ 3.5 58 100.0 (c) Considerable 13 22.4 Some 24 41.4 Can't say 7 12.1 A little 10 17.2 None _4 6.9 58 100.0 (d) Considerable 8 13.8 Some 26 44.8 Can't say 9 15.5 A little 11 19.0 None _4 6.9 58 100.0 (e) Considerable 29 50.0 Some 8 13.8 Can't say 5 8.6 A little 8 13.8 None _8 13.8 U! (D H O C O O Appendix.ACv)continued Question Responses frequency relative frequency 2(f) Considerable 36 62.1 Some 9 15.5 Can't say 4 6.9 A little 4 6.9 None _5 8.6 58 100.0 (g) Considerable 9 15.5 Some 18 31.0 Can't say 15 25.9 A little 8 13.8 None ;_8 13.8 58 100.0 (h) Considerable 10 17.2 Some 24 41.4 Can't say 9 15.5 A little 9 15.5 None _6_ 10.3 58 100.0 3 Considerable 18 31.0 Some 28 48.3 Can't say 4 6.9 A little 8 13.8 None _0 0.0 58 100.0 4(a) Change 12 20.7 DrOp 0 0.0 (b) Change 10 17.2 Drop 2 3.4 (c) Change 9 15.5 Drop 0 0.0 (d) Change 12 20.0 DrOp 0 0.0 (e) Change 8 13.8 DrOp 7 12.0 (f) Change 8 13.8 Drop 3 5.2 APPENDIX A (VI) CAREER DEVELOPMENT INVENTORY Junior and Senior High School Form III, Modular David J. Forrest Donald E. Super Roger A. Myers Jean Pierre Jordaan Richard H. Lindeman Albert S. Thompson Form III is a l9l-item instrument yielding six scale scores. Part 1. Extent of Planning (30 items) This scale assesses planfulness by obtaining self- reports on the amount of time Spent on career planning by comparing themselves to their peers. Part 2. Use and Evaluation of Resources in Exploration (30 items) This scale assesses willingness to use the resources available for career exploration. It also requires judgments on how useful these resources are likely to be. Part 3. Career Decision Making (30 items) This scale seeks to measure knowledge and applica- tion of career decision making principles. It consists of items on these principles and other items of cases dealing with these principles. Part 4. Career Development Information (30 items) This scale tests career development information. The questions concern the need for and processes of exploration and establishment during adolescence and early adulthood. Part 5. WOrld of Work Information (30 items) This scale tests knowledge of the world of work. The questions concern information about classifications of occupations, types and amounts of training needed, tools and equipment used and employment practices. Part 6. Information about Preferred Occupation (41 items) This scale measures knowledge of the occupational group or cluster of greatest interest to the student. The questions deal with such aSpects of occupations as education and training requirements, nature of work, physical demands, personal characteristics related to success and satisfaction, economic characteristics, etc. The items are written so that each question is pertinent to any occupation. APPENDIX B APPENDIX 3(1) Name Monographs Assignment By Wednesday, October 10 you must obtain an S.G.I.S. printout and read 2 other articles related to the Occupational Group you chose on the Career Development Inventory. Your Occupational Group was Your Choice of Occupation was . Next week there will be a group session based on your reading. It will include a questionnaire of related material. all” .A. the educational requirements APPENDIX BCii) Name QUESTIONNAIRE ON EDNOGRAPH READINGS List the sources you used: S.G.I.S. - Occupation 1. 2. . What specific information did you obtain from your reading on the following? __‘ B. the duties involved C. additional benefits offered What are the supply-demand conditions for people now choosing that'occupation? What are the 5 year projections for supply-demand conditions in your chosen occupation? ks) p - 2 - 5. What are the opportunities for advancement in your chosen occupation? 6. Whom have you discussed your occupational choice with? Parents Friends Professionals Others 7. What would you do if an unforeseen obstacle develOped regarding your occupational choice? (a) use all my resources-to overcome the obstacle (eg- pick up required.courses) (b) weigh; the possibilities of another career choice and begin plans to go in that direction .(c) not worry about it and see what happens 8. List any questions that developed from your reading about your occupational choice. . APPENDIX B (iii) MONOGRAPH GROUP SESSION KCGCCP 1. Small Group Interaction L8 to 10) Purpose: Method: To initiate group communication Choose group on basis that they know each other well Get each member to state their occupational choice Then get group members to state occupation others are: 1. best suited for 2. least suited for Leader can then ask questions of total group about wisdom of choices, accuracy of self and others perceptions Leader can then ask questions on how their reading influenced their choices, which will lead into Part 2 of.the session. 2. Questionnaire (8 questions) Purposes: Method: To validate reading assignment To use in evaluating program To consolidate learning about occupational choice Distribute and give 5 to 7 minutes to complete Gather questionnaires in leading to Part 3 APPENDIX B (iii) 3. Discussion of Questionnaires (4 or 5) Purposes: To facilitate group interaction To consolidate knowledge Method: Leader randomly selects 4 or 5 questionnaires and poses questions to group eg: (a) Why are 5 year projections important? (b) In question 7(a) why do people confront obstacles this way? (c) It seems friends are favourite persons to discuss career choices with, why? ** This is meant as guideline only for Monograph Sessions. l 21:; APPENDIX B(iV) TEST INTERPRETATION SESSION 1. Overview: Tests in perspective (objective guides) NOrms Validity and reliability Dangers of misinterpretation 2. Specific Tests: D.A.T. SOCOIOI. S of V Aptitudes as specific abilities A predictive capacity for certain types of learning Real differences (top 40%) Relationships aptitudes to careers Holland's model of interests RIASEC Basic interests-specific occupations Highs and lows AOOOR. View on values (6) TEASPR Role of values 3. Example: for interpretation 4. Discrepancies: What can and should be done 5. Questions APPENDIX 8(V) I an presently involved in work on a doctoral dissertation ng with the vocational maturity of senior high school students de 1 an how counselors can aid that deve10pment. a d The research involves a career counseling program with senior students at Korah C.&V.S. One aspect of the program is for the student to spend one day or an appropriate part of a day observing and/or being involved in the activities or a particular occupation. The occupation is the tentative choice for the student's own career. In addition to this,the student will carry out a half-hour interview with a person involved in that career which is their tentative choice. The students will be prepared for these interviews. I earnestly solicit your cooperation in this research pro asking you to allow one or more students to visit your workpla the purpose of observation, and/or involvement plus a half-hour interview. The intent is to place these students over the next 2 t 3 weeks. Therefore, a telephone call regarding this letter will be made shortly. The person making the call will be the undersigned contact counselor from Korah C.&V.S. I sincerely hope that you will consider being involved in this research project. We see it as one way that the need for interaction between the community and the educational system can be strengthened. Dag/,3 Yours truly, . n ' i | . 2 I (,‘t-xku-zo 4"”“'\ D. Douglas Haig, M.E ., Psychoeducational Consultant. Names of ‘nterested students. Contact Counselor Korah 3.57.5. ...n 9) 7 APDENDIX 3(vi) the duties of the Job for me. Where does your Job fit into the organization? What characteristics do you think a person should possess to succeed in this Job (profession)? what is the turnover rate or this Job (i.e. do many people leave - why? promotion - move on - fired) - How does the pay compare with other occupations in this area? how much supervision is there hind Job? What this of pressures and/or on this Job? 45 -9 D' deadlines to you face w What hire kind of someone a person would you look for it you had to for this kind of Job? . Describe your education. were particularly useful What parts of your education for this Job. Are good marks in school really'important for this Job? Do you enjoy your work? what are the most satisfyin things about your Job? What things irritate you the most about your Job? Have you had any criais in your career? Do you think there is a reasonable minimum salary range that a new employee shOuld re Is it important to be concern when looking for a Job? ceive for this Job? ed with fringe benefits - Are there any special physical or health requirements necessar' for this gob? - How do you feel about working overtime” - ”hat will the demand be for this Job in the near fiture? - Are there good opportunities to specialize or advance in this Job? - "ill this occupation cnange much in the near fiture? APPENDIX B(Vii) PARENTAL SEMINAR NOVEMBER 20, 1979 Guidelines: Informal discussion of the various phases of the program: tests reading interview - observation group sessions Major concern - vocational maturity of these students Purposes of seminar - above plus chance to ask questions. etc. wrap-Up Sessions: November 22, 1979 The sessions are intended to help the students integrate their experiences for further career development. Use examples from the groups; Go through one or two examples; Open sessions to questions. Do student questionaires. Remind them of POST-TEST;, November 27 APPENDIX C Appendimfig Parent responses to Parent Questionnaire. Frequency distribution.* Question Responses frequency 1 (a) Good deal 6 (b) Some 11 (c) Can't determine 1 (d) None 2 2 Yes 16 No 3 3 (a) 6 (b) 2 (c) 10 (d) 13 (e) 6 (f) 4 4 Yes 8 No 3 5(a) Change 3 Drop 0 (b) Change 3 Drop 0 (c) Change 2 DrOp 0 (d) Change 5 Drop 0 (e) . Change 3 Drop 0 (f ) Change 3 DrOp l * Based on 19 returned questionnaires. APPENDIX D } L4! Appendix‘D Counselor evaluations of Counselor Questionnaires. Frequency Distribution Question 1 2 (a) (b) (C) (d) (e) (f) Response Yes No 3 (verbal answers) 4(a) (b) (c) (d) (e) (f), Change Drop Change Drop Change Drop Change Drop Change Drop Change Drop Frequency 3 NHUUl-‘w ON 00 CO CH ON 00 Relative Frequency (pct) 100.0 100.0 33.0 100.0 100.0 33.0 66.0 BIBLIOGRAPHY Hq BIBLIOGRAPHY Allport, G. W., Vernon, P. E. and Lindzey, G. Study of Values, Third Edition, New York: Houghton Mifflin Co., 1970. Anisef, Paul. The Critical_Juncture--Rea1ization of the Educational and Career Intentions of Grade 12 Students in Ontario. Ontario Ministry of Colleges and Universities, 1975. Asbury, F. A. "Vocational Development of Rural Disadvantaged Eighth Grade Boys." Vbcational Guidance Quarterly, Vol. 17, (1963), 109-113. Bailey, J. and Stadt, R. W. Career Education: New Approaches to Human Development. Washington D.C., 1973. Bardo, H. R., Cody, J. J. and Bryson, S. L. "Evaluation of Guidance Programs: Call the Question." APGA Journal, Vol. 57, (December 1978), No. 4. Barrett, T. C. and Tinsley, H. E. A. "Measuring Vocational Self Concept Crystallization." Journal of VOcational Behavior, V01. 2, (December 1977), 305-313. Beck, Georgiana, Pasquale, Fred and Harrell, Roger. "An Effective Career Education Course." Education and Training, (June-July 1975). Bennett, G. K., Seashore, H. G. and Wesman, A. G. 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