d o c t o r a l d is s e r t a t io n s e r ie s TITLEi m m sun trni, university.^ DEGREE ft 6 trn. DATEJ9SI PUBLICATION NO. m T M I UNIVE UNIVERSITY MICROFILMS /\k A kl kl A AH U I/"11 I A kl A NATIONAL STUDY OP counseloh certification By Benjamin G, Kremen A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Division of Education 1951 ACK170 V.XEDGl. J2NTS The writer wishes to express his deep appreciation to the many persons who gave their time and thought to the preparation of this study. His greatest obligation is to his guidance committee, Drs. Clifford 3. Erickson, Chairman, Cecil V. Hillard, Clyde I... Campbell, end Leonard J. Luker for their helpful suggestions and criticisms. Appreciation is also expressed to the state super­ intendents of education, state supervisors of guidance services, deans of schools of education, and counselor trainers who so painstakingly completed the questionnaires which supplied the raw data for the study. TABLE OF CONTENTS CHAPTER I. PAGE ................................... 1 ................................. 1 Statement of the p r o b l e m .................. 1 INTRODUCTION The problem ............... 2 ................................. 8 Importance of the problem Lethodology Preparation of the questionnaire ......... 9 .................... 12 ........................ 14 ................................. 24 Plan of o r g a n i z a t i o n ...................... 24 Sources of information Definition of terms Organization Limitations II. ................................. 23 Limitations of the s t u d y .................. 25 REVIS'. / OF T j'S L I T E R A T U R E ...................... 28 Studies and reports by professional organizations ............................. Studies and reports by others Summary III. ............. ...................................... 28 46 58 THE PRESENT STATUS OF COUNSELOR CERTIFICATION IK THE UNITED S T A T E S ........................ oO States having counselor certification plans . 60 Group providing impetus 66 .................... Group working out the provisions of the certification plan ...................... 68 CHAPTER PAGE Criteria used in planning certification p r o g r a m s ................................... 69 Analysis of present certification plans . . . 71 Summaries of one-level certification plans 73 Analysis of one-level certification plans 87 Summaries of two-level certification plans 93 Analysis of two-level certification plans IV. 120 TILS PRESENT STATUS CF COUNSELOR CERTIFICATION IN THE UNITED STATES (continued) ......... 127 Summaries of three-level certification plans 127 Analysis of three-level certification plans 132 Summary of the four-level certification plan 136 Analysis of the four-level certification p l a n ...................................... 139 Type of certificate r e q u i r e d ............. 141 Certification required for appointment . . I43 Revised counselor certification plans . . 144 Analysis of changes mane in the revisions 144 States now planning revisions ........... 147 Analysis of proposed revisions ........... 147 States planning the institution of counselor certification ............... Provisions of proposed programs 148 ......... Analysis of proposed certification plans . 149 157 HAPTER page States contemplating the institution of counselor certification Summary and conclusions V. ............... 161 .................... TIDE OPINIONS OF TITS EDUCATORS 162 ............... 176 Attitudes toward state certification for school counselors ........................ Responses in favor of certification Comments in favor of certification 178 . . . . . . . 178 182 Reservations placed on affirmative responses 185 Negative responses 185 ........................ hhy certification was considered desirable Distribution of the responses Discussion of the responses . 187 ........... 187 ............. 188 difficulties or problems encountered in c e r t i f i c a t i o n ...................... Distribution of the responses ........... 191 191 Difficulties before certification v.as adopted ................................. Difficulties after certification VI. 193 ......... 194 ........................ 201 DESIRABLE PROVISIONS FOR COUNSELOR CERTIFICATION iLANS Number of levels of certification recommended 202 Reoommended requirements for one-level certification plans ...................... 205 CHAPTER page Recommended requirements for two-level certification plans ..................... 216 VII. DESIRABLE PROVISIONS FOR COUNSELOR ( c o n t i n u e d ) .......... CERTIFICATION PLANS 229 Recommended requirements for three-level certification plans ..................... 229 Recommended requirements for four-level ..................... certification plans 242 Rationale for some of the general provisions and requirements ............. ,'hy teaching experience is recommended . . 252 253 Kinds of work experience considered most valuable ......................... Personal qualifications ................. 254 255 Setting time limits on the validity of the certificate ....................... 256 Some weaknesses or n e e d s ................... 260 Differences of opinion ................... Some generally felt neeas ............... VIII. SU1-.1.-ARY, CONCLUSIONS, AND lUCU -A.NATIONS The problem . . ................................ Importance of the problem 260 261 2o5 265 ................. 265 ................................................................... 2oo Tne present status of counselor certification 267 Llethodology CHAPTEH PAG3 The one-level and two-level certification plans ......................................... 277 Attitudes toward certification for school counselors ........................... B'hy certification was considered desirable . . 282 283 Desirable provisions for counselor certification plans ....................... 285 nationals for some of the general provisions and r e q u i r e m e n t s .............................. 294 A composite certification plan ................ 297 Further conclusions and recommendations for further study ............................ 301 -1BL IOGrbU ''I Y ............................................. 305 A - E F D I.CIS 3 ............................................... 312 •Appendix A ......................................... 313 Appendix B ......................................... 317 LIST OF TABLES TABLE I. II. III. PAGE Pinal Returns of questionnaire ............... 15 Present Status of Counselor Certification Plans 61 Person or Group Who Ytorked out Provisions of Certification IV. ................................. 70 Criteria Used by the Certification Planning Committees ......................................71 V. Humber of Levels of Certification by States .. 72 VI. Provisions in One-Level Certification Plans .. 88 VII. Areas of Study Named in One-Level Certification P l a n s ............................................ 91 VIII. IX. Provisions in Two-Level Certification Plans . . 121 Areas of Study Named in Two-Level Certification P l a n s ........................................... 125 X. XI. Provisions in Three-Level Certification Plans Areas of Study Named in Three-Level Certification Plans XII. XIV. .......................... 135 Provisions in N a i n a ’s Four-Level Certification Plan XIII. 133 ........................................... 140 Provisions in Proposed Certification Flans . . 158 Areas of Study Named in Proposed Certification P l a n s ........................................... 159 TABLE XV. PAGE Areas of Study Named in Certification Plans in the Twenty-three S t a t e s ........... XVI. Attitude of Educators Toward State Certification for school Counselors . . . . XVII. XX. Difficulties Encountered in Certification . . XXV. XXVI. XXVII. 197 203 General Provisions and Requirements Recommended, Cne-Level P l a n ............... XXIV. 195 Number of Levels of Certification R e c o m m e n d e d ................................. XXIII. 192 Difficulties Encountered After Certification Plan V.as A d o p t e d ........... XXII. 189 Difficulties Encountered Before Certification Plan './as A d o p t e d ........... XXI. 181 hy Institution of Certification Plan V/as Considered D e s i r a b l e .................. XIX. 179 Reasons for Favoring Certification Listed According to Frequency ............. XVIII. 172 Semester Hours Recommended, One-Level Plan 206 . 211 ..oric Acceptable, One-Level P l a n ........... 213 Percentage of Semester Hours Undergraduate Areas of Study Recommended, One-Level Plan . 215 General Provisions and Requirements Recommended, Two-Level P l a n ............... 217 TABLE XXVIII. XXIX. XXX. XXXI. PAGE Semester Hours Recommended, Two-Level Plan . Percentage of Semester Hours Undergraduate Yfork Acceptable, Two-Level P l a n ......... 225 Areas of Study Recommended, Two-Level Plan . 227 General Provisions and Requirements Recommended, Three-Level Plan XXXII. ........... . . . . 247 Percentage of Semester Hours Undergraduate .York Acceptable, Four-Level P l a n ........ XXXVIII. 244 Semester Hours Recommended, Four-Level P l a n ....................................... XXXVII. 241 General Provisions and Requirements Recommended, Four-Level Plan ............. XXXVI. 239 Areas of Study Recommended, Three-Level P l a n ....................................... XXXV. 236 Percentage of Semester Hours Undergraduate v;ork Acceptable, Three-Level Plan .'XXIV. 230 Semester Hours Recommended, Three-Level P l a n ....................................... XXXIII• 223 249 Areas of Study Recommended, Four-Level P l a n ....................................... 251 CHAPTER I INTRODUCTION Certification plans for counselors are receiving increasing attention from professional organizations and school systems. Answers are being sought to the question of what should be included in a oounselor certification plan. THE PROBLEM Statement of the probl e m . It is the purpose of this study (1) to ascertain the present status of counselor certi­ fication in those states which have counselor certification plans in operation; (2) to identify those states which are planning counselor certification programs and to analyze the plans; (3) to identify the trends in counselor certification policies and provisions; (4) to identify possible weaknesses and difficulties encountered under present plans; and (5) to obtain the thinking of State Superintendents of Education, State Supervisors of Guidance Services, Deans of Schools of Education, and Counselor Trainers from all parts of the United States concerning the provisions and requirements which they consider desirable in a state counselor certifi­ cation plan. 2 Importance of the problem. The need for arriving at desirable requirements for counselor certification is intensified by the rapid growth and development in the field of guidance and counseling. The number of persons appointed to counseling positions more than doubled in one six year period. According to a report by Froehlich^ which was based upon results of a questionnaire mailed in 1946, the number of counselors in public secondary schools increased two to three times in the period 1939 to 1946. The number of schools employing counselors also tripled during this period, the report stated. The increase in college and university offerings in guidance serves as additional evidence of the continuing growth of the guidance movement. The Hay, 1941 issue of Occupations* listed the colleges in the United States, Hawaii, and Puerto 3ico which were offering guidance courses in the summer of 1941* Only fifty-one colleges were listed in all. This number had increased to several hundred when Bell^ reported on an analysis of the United States Office of 1 Clifford P. Froehlich, "Counselors and Guidance Officers in Public Secondary Schools," Occupati o n s , 26:522-27, Hay, 1948. 2 "Courses in Vocational Guidance and Allied Subjects, Summer of 1941," Occupations, 19:595-600, Kay, 1941. ^ Hugh K. Bell, "Analyses of Summer Courses for Counselors," Oocupations. 26: 240-44* January, 1948. 3 3ducation publications of summer guidance offerings for 1946 and 1947. He wished to determine the number of schools offer­ ing graduate degrees in guidance, he found that thirty-nine institutions offered the master's degree in 1946, while in 1947, sixty-four schools were offering this degree. Sixteen institutions offered the doctorate in guidance in 1946 compared with twenty-seven in 1947. A similar analysis was made by the investigator, of the 1949 summary of guidance offerings.** This summary includ­ ed offerings of the regular academic year and showed another generous increase in the number of schools offering guidance courses and advanced degrees in guidance. Pine hundred eighty schools at that time were offering courses in guidance. Ninety-one colleges and universities were offering a master's degree in tnis field and thirty-nine were offering the doctorate. These figures indicate that in a period of three years the number of schools offering the master's degree inoreased two and one-third times and the number of schools offering the doctorate increased nearly two and one-half times. In a period of nine years, the number of schools ** Clifford P. Froehlich and Helen S. Spivey, G uidance Workers' Preparation (Washington, P.C.: United States Government Printing 6ffice, July, 1949), 45pp. offering guidance courses has multiplied nearly twenty times. The development of state programs of guidance serv­ ices shows a similarly rapid growth since 1938. It was in this year that the division of Occupational Information and Guidance was established in the United States Office of Education. According to Smith,5 of thirty-five states report­ ing their year of establishment of a state guidance office, only one gave a founding date earlier than 1938. nis figures follow Year Guidance Service ..as Established lumber of State Offices Established Each Year 1938 1939 1940 1941 1942 1943 1944 1945 1946 1947 Total 2 2 3 2 7 4 2 3 4 6__ 35" All these developments are a reflection of the tremendous increase in guidance services being offered. They have served to make the 3tates concerned with the question of exerting some controls over who will be appointed to ^ Glenn E. Smith, A Study of the Status of State r *ruidance Programs (Lansing7 Michigan: Separtment of IHiblio \j Instruction / office of Vocational Education, 1947), 13 PP. 6 Ibid., p. 1. 5 counseling positions and in keeping up the standards of the c o u n s e l o r s performance on the job. This, in turn, has led to the development of counselor certification programs on the state level, similar to those which have been developed for teachers and for specialized areas of teaching. Accord­ ing to a study made in 1947 ^y Jmith? and another by Benson ana ^'roehlich in the same year, sixteen states indicated that they had laws or regulations requiring the certification of counselors. The rapid growth of the field of guidance and counsel­ ing has resulted in the desire on the part of many persons for the professionalization of the counselor. Professional organ­ izations have set up committees to study the duties of the counselor and to recommend areas of training for the develop­ ment of the needed competencies, '..'hile the committees are coming closer and closer to basic agreement, the task of translating the recommendations into action programs still remains for the training institutions. The fact that this task is not always easy was brought out by the comments at the meeting of the Counselor Certification and Training Section of the National Vocational 7 I bid., p .9 g Arthur L. Benson and Clifford P. Froehlioh, "Certification of Counselors," School L i f e , 30:19-22, July, 1948. 6 Guidance Association in Atlantic City in March, 1950. Y-'hen tde meeting chairman asked how the colleges v.ere utilizing the Association's report on "Counselor Preparation", many college representatives said they were uncertain of how to proceed. One of the probable difficulties is that schools are still trying to fit requirements into old curriculum patterns. Repetition and gaps are bound to result from such a procedure. Actually, the need is for preparation of new courses which com­ bine the subject matter of a variety of related fields. Many colleges are loathe to embark upon such a venture. Similarly, while the committee reports refer to the need for state certification of counselors and suggest that their recommendations be utilized in the preparation of certification plans, none of the committees translated their recommendations into the form in which counselor certification programs are usually set u p . 9 ?or example, nearly every state which has a certification plan provides for two or more levels of certification. Yet, none of the reports of the profession­ al groups, whose interests are and should be in the profes­ sionalization of counselors, make any recommendations as to the areas of study or the competencies which might best be ^ A Certification Committee of the National Vocational Guidance Association under the chairmanship of Frank G. Davis prepared an informal report on the Certification of School Counselors in July, 1947* This report does contain specific recommendations for a counselor certification program but it was never publicized. 3ee Chapter II of the present study for a summary of this committee's report. 7 required on each certification level. Nor do they make any suggestions concerning the desirability or undesirability of having various levels of certification. Translation of these reports into certification plans presents many difficulties because certification: volves legalizing the status of the counselor; (1) in­ (2) must seriously consider the problem of supply and demand; make provisions for persons already on the job; (3) must (4) must consider existing training facilities; and (5) cannot set requirements so high that few persons will be willing to enter upon a training program. Jager10 pointed out the need for recognition of points two and five when he said, ”Certification should recognize fully the scope of the program, the room for more than one degree of preparation, and the importance of supplying the numbers of counselors urgently needed now." Therefore, while more and more persons are being placed in counseling positions, while more and more colleges are setting up training sequences and awarding advanced aegrees in the field, and while more and .uore states are setting up state L uiuance programs, state certification planners are moving slowly. Benson and Froehlioh*^ suggest 10 Harry a . Jager, "Trends in Counselor Training," » 21:473-82, lay, 1948. Penson and Froehlich, op. c i t ., p. 20. that a ". • • wait-and-see policy may be operating in a number of states.'* There is a definite need for providing some means of interpolating the most advanced thought regarding the areas of training and experience considered of most value to the counselor into suggestions for state plans of counse­ lor certification. The persons to whom questionnaires were sent are in position to understand problems of certification as well as to have a knowledge of the trends in guidance training. It is hopea that some progress in the task of translating these problems and trends into suggestions for certification plans may be accomplished through their opinions. i.BTHODOLCGY The method used in this study is referred to by Good, Barr, and Scates^2 as the "Normative-survey method". This method of research is concerned with ascertaining the pre­ vailing conditions, with securing historical perspective through comparison with similar information secured by earlier studies, and with calling attention to ourrent trends which permit people to evaluate and direct new tenden­ cies which are taking shape. 12 Garter V. Good, A. 3. 3arr, and Douglas 3. Scates, The Methodology of Educational Research (New Y o r k : S . Applet^n-Century company, 1941J , 590 pp. 9 The particular type of normative-survey technique used is the questionnaire inquiry. "A questionnaire is a form which is prepared and distributed for the purpose of securing responses to certain questions. Generally these questions are factual, designed to secure information about conditions or practices of which the recipient is presumed to have knowledge. The questionnaire may, however, ask for opinions, and it nay be used to afford an insight into the attitudes of a group."13 The questionnaire used in this study includes factual questions as well as questions designed to secure the opinions of the groups contacted. Preparation of the questionnaire. Two major steps preceded the actual preparation of the questionnaire. (1) The literature on counselor certification was examined to determine those issues which must be faced in preparing a certification plan. (2) A number of references devoted to the preparation of questionnaires was studied. The examination of the literature revealed some differences in the attitudes of educators toward any plan of certification for counselors, suggestions of possible difficulties in putting plans in operation, differences in the number of levels of certification recommended, and variations in the academic and general requirements 13 I b id., p. 324. prescribed, Each of these areas of problems in certification was utilized in the selection of those questions which are asked in the questionnaire. In order to ascertain the present status of counselor certification in the several states, an additional question­ naire was prepared for completion by state supervisors only. This second questionnaire seeks factual data on the existing plans of certification, revisions which have been made in the past, information concerning future plans for the institution of counselor certification programs, and also requests a copy of past and present certification plans. number of references were studied before construct­ ing the questionnaire, -’he most helpful among these were: K o os,1/f MThe questionnaire in Education", The National Educa­ tion Association report on the questionnaire,1^ Toops,1^ "The "The Returns from Follow-Up Letters to .questionnaires", Bixler, 14 Leonard V. Koos, The Q.uest ionnaire in Education (New York: The LacLillan Company, 192SJ, 178 PP. 15 "The questionnaire,” Research Bulletin of the National Education Association. Vol. 8, No.l, January, 1930, SI PP. 16 Herbert A. Toops, "The Returns from Follow-Up Letters to questionnaires," Journal of Applied Psychology. 10:92-101, l.arch, 1926. ^ H. H. Bixler, Check-Llsts for Educational Research (New York: Teachers College, Columbia University, 1928J, pp. 40-45. 11 "Check Lists for Educational Research", and Shuttleworth,!® "A Study of Questionnaire Technique". A first draft of the instrument was prepared and presented to each guidance committee member for criticism and suggestion. A second draft was prepared as a result of their comments. This second draft of the questionnaire was duplicated and personally distributed, at the National Voca­ tional Guidance Association convention in Atlantic City, to five state supervisors of guidance services, five counselor trainers, three deans of schools of education, and one each to the Specialist for Counseling, Pupil Personnel and Y/ork Programs and the Specialist for Training Guidance Personnel of the United States Office of Education. In all cases, they were asked to complete the questionnaire form and to make suggestions for its improvement. Critical evaluation of the instrument by these fifteen persons again resulted in several changes in the wording of the questions and the format of the questionnaire. Weaknesses which still appeared were worked out after two more revisions and trial runs on graduate students in guidance at Michigan State College. The final trial questionnaire was given to five counselor trainers and eight graduate students with majors in Guidance at Michigan State College. A sample of the question­ 's . K. Shuttleworth, "A Study of Questionnaire Technique," Journal of Educational Psychology. 21:652-58, December, 1931* 12 nalre used in this study is included in Appendix A. Sources of information. Inasmuch as counselor certification is closely tied in with the training of school counselors, and since it is the purpose of this study to sample the opinions of educational leaders concerning certi­ fication, it was decided to send the questionnaire to all the state superintendents of whom there are forty-eight, all state supervisors of guidance services of whom there are thirty-eight,^9 ana at least one dean of a school of educa­ tion and one counselor trainer in each of the forty-eight states. In order to obtain the names of deans of schools of education and counselor trainers, a double postcard request­ ing this information was sent to the State Supervisor of Guidance Services where the state had one, or to the State Director of Vocational Education, where there was no State State Supervisor of Guidance Services. Forty of the fortyeight requests were returned. A sample of the postcard is included in Appendix B. In the case of the eight states from which no reply was received, names of deans and counselor trainers were secured from the membership list of the American Association ^ This figure includes two supervisors in Alassachusetts and a supervisor in the District of Columbia. 13 of Colleges for Teacher Education, 1949-1950,20 the Educa­ tion Directory, Higher Education, Part 3,2^ and the Occupa­ tional Information and Guidance service of the United States Office of Education. The questionnaires were mailed on the twenty-ninth of April, 1950. By sending them out at this time, a more complete report of certification plans was probably obtained since most committee work on such reports would be nearing completion for the current year. Each questionnaire was accompanied by a personal cover letter suggesting the purpose and the need for the study, the reason for the inclusion of the particular indi­ vidual’s name in the mailing list* and a request for his cooperation. See Appendix C for a copy of the typical letter sent to persons in each category sampled. Self-addressed, stamped envelopes were included with the questionnaire to further encourage cooperation. Since the group was a highly select one and therefore comparatively limited, it was desirable to get as high a percentage of returns as possible. Therefore, the returns 20 American Association of Colleges for Teacher Education. 1949-195*0. Unpub llsheT"membership llsFI 2^ Theresa B. Wilkins, Education Directory. Higher Education. Part 2 (Washington, D.C.: United States Government ^rlnting CffIce, 1949), 174 pp. were tabulated against the original mailing list and a followup letter was sent to each individual from whom no reply was received. This follow-up letter was mailed thirty days after the original mailing of the questionnaire. Another follow-up letter was sent to each of the four state supervisors who did not respond to either letter since a one hundred per cent return from this group was necessary for the accuracy of the first section of the report on counselor certification. The final returns from each of the four categories of educators sampled were highly satisfactory as indicated by the percent­ age of returns presented in Table I, page 15, and seemed to warrant the acceptance of the validity of the sample. DEFINITION OF TERMS Counselor. Because the term "counselor” is used so loosely and to describe activities in so many fields other than education, it seems pertinent to identify the term as it is used in the field of school guidance services and in the rest of this investigation. Erickson22 defines counseling as, "The entire process of helping a person having problems and needs to achieve more desirable goals". He also points out that the counselor is usually thought of as an individual trained to render the counseling service in a program of 22 Clifford E. Erickson, A Practical Handbook for .School Counselors (New York: The Donald Press Company, 1949) , p. 49. 15 TABLE I FINAL RETURNS OF QUESTIONNAIRE “ State. Alabama Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York Ohio North Carolina North Dakota Oklahoma Oregon Pennsylvania Rhode Island State supervisor No. No. sent received 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 State Dean Counsel or superintenden trainer No. No. No. No. No. No. sent received sent received sent received 1 1 3 3 3 1 1 1 1 3 3 3 1 1 2 1 2 1 1 2 1 1 2 1 2 1 1 2 1 1 2 5 1 2 2 1 1 2 5 1 2 2 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 2 2 3 1 1 1 1 2 1 1 1 1 2 1 2 1 2 1 1 1 1 1 1 1 1 2 2 3 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16 TABLE I (continued) FINAL RETURNS OF QUESTIONNAIRE State State Counselor Dean State supervisor trainer superintendent No. No. No. No* No. No. No. No. sent received sent received sent received sent receivi South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Totals8, 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 2 41 41 64 1 1 1 1 1 1 2 1 1 1 2 1 1 1 1 2 1 1 1 2 1 1 57 61 1 1 1 2 1 1 2 46 1 1 1 1 1 1 1 1 1 1 1 49 1 1 1 1 1 1 34b aThere was a 100 per cent return from state supervisors; 89*1 per cent from counselor trainers; 75*4 per cent from deans; and 69*4 per cent from state superintendents* Of the 216 questionnaires sent out, 178 or 82*8 per cent were returned* ^While thirty-four questionnaires vere completed and returned, five vere completed for the superintendent by state supervisors vho had sent in duplicate returne for themselves. These duplicated responses are not used in the analysis of the data* Thus, while a total of 178 completed questionnaires vere received, only 173 responses are considered* 17 guidance services. Another approach to the defining of the term ’’counselor" is a listing of some of the specific duties a counselor performs in the counseling servioe. Such a list is proposed by Zapoleon?^ Counseling has been interpreted here as the process of assisting an individual: 1. to identify his problem, 2 . to interpret personal information and facts about occupations, schools, and other opportunities, 3. to plan possible solutions to his problems, 4. to embark on a program carrying out these plans, 5 . to modify his plans as circumstances warrant. Still limiting the concept to the school counselor but proposing a broader base of operation is the definition given by Flynt.2^ He states that the word counselor not only refers to the person who gives individual assistance to a student faced with the solution of problems, but also to the person who acts . . . as the leader and coordinator, under the jurisdiction of the school administrator, of the many activities which not only make this counseling effective, but also furnish the school as a whole with those basic data without which the school cannot bring about the fruitation of the plans which individual students have made as a result of this counseling. ^ Marguerite Zapoleon, A Souroe File on Vocational Guidance, Office of Education, Occupational Information an3 Guldanoe Service, Miscellaneous publication 2310, (Washington, D.C.: United States Government Printing Office, 1940), p. 8. Ralph C. 11. Flynt, "Counselor Training Recommended," Higher Education, 1:6-7, June, 1945. 18 From this point of view, then, the counselor is more than a person who can give i>ersonal advisement. Counselor trainer. The term counselor trainer as used in this study, refers to that person on a college or universi­ ty staff who is responsible for the teaching of one or more guidance courses and is presumed to have a background of training and experience in this field of work. Certification. Certification is the process of issuing a certificate, or a license or credential, to persons who have satisfied certain minimum requirements, academic and general, which entitles them to take over the duties and responsibilities of a counselor within the legal boundaries in which the certificate is valid. Certification is prescrib­ ed by law and anyone meeting the legal requirements may be certified; i. e . , be issued a certificate. Certification program. A certification program is that set of requirements which has been set up by law and under which the authorities responsible for certification operate. Levels of certification. Some states issue several types of counselor certificates. Each is designed to represent a particular level of training and experience. A person who obtains the lowest level certificate may attain successively 19 higher level certificates by fulfilling additional require­ ments of training, experience, or both. These levels are usually given titles such as Provisional, *aub-Prof essional, and Professional. Titles are arbitrarily avoided in this stuay. Instead, the lowest level of certification which requires the least amount of training and experience is referred to as Level I, the next higher level of certification which requires additional training and experience as Level II, and so on. Areas of study, as used in this stuay, areas of study represents titles of broad groupings of academic work rather than titles of specific courses. For example, the area of study titled, "Understanding the individual" would include specific course titles such as "Tests and Measurements", "otuay of Individual Differences", "Adolescent Psychology", and "Educational Psychology". The area titled, "Occupational and Educational Information", would include such course titles as "Methods of fathering and Using Occupational Jurveys", "Techniques of Presenting Occupational Information". The following titles for the areas of study and their definitions are adapted from "Counselor P r e p a r a t i o n " 2 ^ and National Vocational Guidance Association, Counselor Preparation (New York: National Vocational Guidance association, 1949), 37 PP* 20 "Guidance Workers' Preparation."26 The course titles named under each area are intended to provide examples only and are not considered exhaustive. Philosophy and Principles of Guidance. This area of study attempts to develop in the individual a philosophy of guidance services and an understanding of the principles of guidance practice which are in harmony with this philosophy. The most important elements in the philosophy should be studied in overview which will later be considered in advanced or specialized courses in guidance. Typical course titles which are considered as belong­ ing in this area are: Basic Course in Guidance Introduction to Guidance Principles of Guidance Introduction to Student Personnel Work Fundamentals of a Guidance Program The Guidance Program Understanding the Individual. The aim of study in this area is analysis of the development and personality of the individual, his problems and adjustments. It should provide the counselor with an understanding of the tech­ niques available for the study of the individual and methods of synthesizing the accumulated data. ^ Clifford P. Froehlich end T-Telen iS. Spivey, Guidance Workers1 Preparation ('Washington, D. C.: United States Government Printing Office, July, 1949)» 45 PP* 21 Supervised experience in recording, interpreting, and synthesizing data should be included here. This area does not include intensive study of interviev/ing and counseling techniques. Typical course titles are: Counseling Tools and Techniques Tests and Measurements Testing in the Guidance Program Psychology of Personality Development Studies in Vnderstai ding the Individual Psychology of Adolescence Mental Hygiene Abnormal Psychology Individual Differences Analysis of the Individual Occupational and Educational Information. Study in this area should provide the student with accurate facts concerning employment conditions end opportunities, job requirements, and training facilities in the light of socio­ economic trends. It should also develop familiarity v/ith the major types anc value of sources of occupational and educa­ tional information and skill in their use. Typical course titles are: Occupational and Educational Information Community Surveys and Occupational Information Occupational Analysis Occupational and Educational Orientation Counseling. This area includes the principles and techniques of counseling employed by the counselor. Competency in obtaining information about the individual should be 22 developed under the area, "Understanding the Individual", while the techniques of applying this information should ce developed here. Studies specifically designed to develop interviewing and counseling skills are included in this areaTypical course titles are: Clinical Psychology Techniques of Counseling Projective Techniques Psychological Counseling Psycho-Sducational Therapy Social Psychology Psychology of Personality Child or Adolescent Psychology Organization and Administration. The aim of study in this area is to provide know-how in the planning and operation of .guidance programs. It should include consideration of such problems as personnel, quarters and equipment, school and community relationships, and in-service training. Typical course titles are: Organization and administration Organization and Administration Organization and Administration Services Administrative Relationships in of Guidance Services of Guidance Programs of Student Personnel the Guidance Program Supervised Experience in Counseling. This area of preparation is designed to give the prospective counselor experience in the practical application and integration of the principles and methods which he has studied. It should provide each student with practical experience in a variety of counseling auties or in some aspect of guidance work under 23 supervision of an instructor. Typical course titles are: Practicum in Counseling and Guidance Clinical Practice Guidance Laboratory Interneship Group Tecimiques in Guidance. Study in this area includes methods of teaching occupational and orientation courses and courses concerning the relationship of extra­ curricular activities and guidance. It should acquaint the student with group procedures which can be used by the class­ room teacher to complement the guidance program. Typical course titles are: Group Guidance Group Guidance: Materials and Methods Materials and Practices in Group Guidance Guidance through Student Activities Ko definitions are included for the remainder of the areas of study listed in the questionnaire. The others are areas which are generally recognized and understood by educators, making specific definition unnecessary. This is not true of the areas which have been defined because of the possibility of confusion in terminology which still exists as a result of the comparative newness of the field. 24 ORGANIZATION Plan of organization. The study is divided into eight chapters. Chapter One, Introduction, presents a state­ ment of the problem, the methodology employed, a definition of terms used, the plan of organization, and a discussion of the limitations of the study. Chapter Two is a presentation of the literature pertinent to a study of counselor certifi­ cation. The literature is divided into: (1) studies and re­ ports made by individuals or groups representing professional organizations interested in counseling; and (2) studies and reports made by others. The next five chapters include a presentation and interpretation of the data. Chapters Three and Four cover the present status of counselor certification in the United States and contain a discussion of proposed certification plans as well as of operating certification plans. Chapters Five, Six, and Seven deal with a presentation and analysis of the opinions of a selected group of educators concerning what they consider should be included in a desirable certification plan. The final chapter, Chapter Sight, presents a summary of the findings, conclusions drawn from the findings, and suggestions based upon the results of the collected and analyzed data. 25 LIMITATIONS Limitations of the study. Guidance has progressed much more rapidly in some states than in others. A preponder­ ance of opinion from persons in those states which have made the most progress, or conversely from those states which have made little or no progress, would weight the recommendations heavily in one direction or the other. To reduce the possibi­ lity of error in the sampling, questionnaires were sent to at least two persons in every state and an attempt was made to get as complete a return as possible. The percentage of returns and the representation by states, as indicated in Table I, seems to reduce the possibility of a significant error in the sampling. The study must rely upon those responsible for the training, placement, and supervision of counselors in schools of less than college grade for an understanding of the job of the counselor and thus, for an understanding of the qualifica­ tions most desirable in a counselor. The respondents' personal experience with guidance programs and background in guidance varies greatly and flavors their attitudes toward certifica­ tion in general and toward specific recommendations in particular. An attempt at getting the opinions of the best qualified persons, however, has been made by using the names of deans of schools of education and counselor trainers suggested by state supervisors of guidance. Obviously, there 26 is no choice to make in the case of state superintendents or in the case of the supervisors themselves* Further reliance is placed upon the respondents on the strength of the position of educational leadership which they have achieved. Despite these precautions, the assumption that each of these persons is qualified professionally to make recommendations on problems of counselor certification is recognized as a possible limita­ tion in the study. The certification needs and problems vary widely from state to state. Obviously, a certification program which is designed to serve a state which has wide training facilities, well-advanced guidance programs, an ample supply of trained personnel, and a sizeable appropriation for expansion in the field of guidance could scarcely be recommended for a state just beginning to develop this area of school programs. There­ fore, no single plan of certification oan be suggested as the most desirable plan. Fine of the fourteen questions in the questionnaire call for unstructured responses. In four of them, examples are included to clarify the meaning of the question. These examples may tend to direct the thinking of the respondents to some extent. Were these excluded or others included, the responses to these questions might be different in some instances. The influence of the nature of examples on the responses is recognized as an additional limitation in the 27 study. The results of this study deal with the certification of counselors but not with the training of counselors. While training programs and certification programs will have many requirements in common, and while one will have a marked effect on the other, certification poses problems not inher­ ent in training and therefore must be considered separately. This distinction is borne in mind throughout the interpreta­ tion of the data. CHAPTER II REVIEW OF THE LITERATURE ...ost of the research and reports related to the subject of this study have been done during the past decade. ?hey consist primarily of status quo studies of counselor certification and studies of training needs for the growing counseling profession. It is difficult, if not impossible, to separate training from certification since one is dependent to a large degree upon the other. It would be unwise to set up certification requirements without giving consideration to training facilities. It would be just as unwise to set up training facilities without regard for certification require­ ments which may exist. Therefore, the review of the literature will consider studies and reports concerning training as well as certification. These studies and reports will be divided into two divisions: (1) studies and reports by professional organizations and (2) studies and reports made by others. Studies and reports by professional organizations. The growing need for a statement from an authoritative source as to the suitable patterns of duties and the desirable train­ ing for professional counseling was discussed by the Section on Preparation for Guidance Service at the 1940 convention of the National Vocational Guidanoe Association. A special committee, of which Arthur J. Jones was chairman, was 29 appointed. The committee submitted a report^- on counselor preparation and certification at the next annual meeting of the association in 1941. The committee concerned itself with two major activities: (1) an intensive study of the school counselor, and (2) preliminary suggestions for the preparation and certification of the school counselor and for elements in the preparation of teachers and administrators that would better prepare them to perform general guidance functions. hachel D. Cox was appointed to undertake a research into the former activity. The latter activity was reported and approved by the 3ection of tie National Vocational Guidance association responsible for the committee’s appointment. The committee divined its report on the certification of counselors into general requirements and suggested specific requirements. Under general requirements it recom­ mended: (1) academic preparation that is at least the equivalent of that required for those with whom the counselor works, (2) a teaching certificate, and (3) at least three years of approved experience of which at least one year should be in teaching and at least tne equivalent of one-half year in some type of experience other than teaching. ^ Arthur J. Jones, ’’The Preparation and Certification of the School Counselor,” Occupations. 19:533-38, April, 1941 and 19:589-94, may, 1941. 2 Ibid., p. 531. 30 The suggested specific requirements were broken down into "Suggested Specialized Requirements” . Under requirements for all were listed five general areas some of wiiich could be pursued on the undergraduate level. The areas follow: (1) bi­ ology, physiology, psychology of individual differences, psychology of social relationships, personality development, and physical and mental hygiene; (2) tests and measurements, clinical techniques, and general methods of evaluation; (3) guidance, personnel work, social case work, and counseling techniques; (4) the educational program of the school; and (5) interneship experience. Under specialized requirements the committee suggest­ ed that evidence of preparation in some one or more of the following areas be required: (1) techniques of investigating occupations, occupational trends, and qualifications of workers in different types of occupations; (2) specialized techniques in vocational placement and follow-up; (3) advanc­ ed work in the construction and interpretation of tests; (4) diagnosis and remedial work in reading; and (5) social case work. It was added that while the requirements are set up in terms of groups of courses, interneships, and other experiences, these are only the means by which the competence of a counselor may be attained and measured. "The competence of the counselor is the only thing of real importance."3 3 Ibid., p. 590. 31 This committee report is important for two reasons: (1) it represents the first attempt by a professional organ­ ization to state the training and experience requirements considered valuable to a counselor, and (2) the suggestion that the training of counselors be thought of in terms of areas of study and competencies rather than in specific course titles began a trend which was later followed by other professional organizations and individual investigators. At the same time that the committee was preparing its report, Cox was setting up her research of one hundred selected secondary school counselors which was used for a doctor*s uissertation and published in book form in 1945.^ The stated purpose of her study was . . . to provide fundamental data which may be useful to counselors in assessing and improving their work with young people, and to training institutions and to certificating authorities in their thinking, planning, and recommendations concerning counselor preparation and experience.5 The two main areas covered oy the investigation were: (1) which functions now assigned to the counselor can be effectively carried out by him and which should be assigned to another worker, and (2) what knowledges, skills, and in­ sights are essential to good counseling. The group of one ** Rachel 1). Cox, Counselors and Their T».'ork (Harris­ burg, Pennsylvania: Arohives Publishing Company, 1945), 246pp. ^ Ibid., p.iv. 32 hundred counselors used In the study were selected upon the recommendation of fifty-seven city directors or supervisors of guidance. Forty-five per cent of the counselors worked in cities of 50,000 to 100,000. Only thirty-tv.o percent repre­ sented cities of less than 50,000 population. By means of a questionnaire, group conferences, and personal interviews based upon the questionnaire, the study attempted to inquire into the sources of the counselor’s competence. It is the most comprehensive study of its kind to date, but for the purpose of help to those planning certifi­ cation programs, it suffers several limitations. First, the sample was too heavily concentrated in densely populated areas where guidance was highly developed enough to support the services of a local director. Second, the recommendations were made in the light of training needs only and no attempt was made to reconcile these needs with the problems of certifica­ tion. Third, the relative importance of the various recom­ mendations for training were not ascertained. The study has not, apparently, answered the questions of certification planners. This is implied in the statement made by Benson and Froehlich,^ "A small beginning has been made in such studies as the one . . . conducted, which Rachel Cox ..'e need more studies"• ^ Arthur L. Benson and Clifford P. Froehlich, "Certification of Counselors," School Life, 30:19-22, July, 1948. 33 Toward the end of World War II, the Professional and Technical Division of the War I.ianpower Commission organized an Advisory Committee on Vocational Counseling in anticipa­ tion of demoblization and the task of conversion from military to civilian production. It was the responsibility of this committee to study and report on the supply, training, and placement of vocational counselors during the readjustment period. The committee divided itself into subcommittees with the following duties: 1. To prepare a description of the qualifications and duties of a vocational counselor on the basis of which a training program might be predicated 2. To recommend training courses for various types of counselors 3. To suggest a plan for the coordination of coun­ seling services at the community level. The report? held major implications for counselor training. The recommendations of subcommittee two are particular­ ly pertinent as they include specific areas of training in which the subcommittee felt a vocational counselor should be competent. A clear distinction is made between vocational counseling and guidenoe and personnel work. This distinction 7 The Training of Vocational Counselors. War Lanpower Commission, Bureau of Training (Washington, D.C.: United States Government Printing Office, 1944), 77 pp. 34 is brought out in the statement, . . . this program is focused on the preparation for vocational counseling and is therefore not regarded by the committee as providing in itself adequate training for the broader fields of guidance and personnel work, particularly, personal and educational counseling in high schools and colleges.5 Nevertheless, since vocational counseling is an important function of the high school counselor, the recommendations of the committee for training must be considered of importance to training and certificating authorities. The topical outlines for the training of vocational counselors includes the following thirteen professional training units: (1) -»n Introduction to Vocational Counseling, (2) Personality Adjustments, Counselors, (3) Measurement for Vocational (4) Rehabilitation of the Handicapped, tional and Occupational Training Opportunities, tional Information, Counseling, (5) Educa­ (6) Occupa­ (7) Labor Market Analysis in Vocational (8) Labor Problems, (9) Personnel Administration in Business and Industry, Vocational Counseling, (10) Community Organizations and (11) Public Personnel Administration, (12) Techniques of Vocational Counseling, and (13) Supervised Counseling Practice (Interneship). The value of this report lies in the specific recommendations which were offered concerning the content to be covered in each of the areas listed. It provides a clear 8 Ibid., p. 9. 35 cut series of objectives in terms of services, knowledges, or competencies. The influence of the National Vocational Guidance Association report of 1941 is evident in the Advisory Committee1s approach to the problem of training recommenda­ tions in terms of competencies rather than oourses. It differs from the National Vocational Guidance Association report, however, in three major aspects. First, the common core presented by this later group purports to train a "specialist” , not a "generalist". Second, this specialist is trained as a "vocational counselor". Third, whereas the 1941 report named courses assembled under area titles, the War Manpower Commission report named no courses but rather topics to be covered and assimilated. The purpose of the Sixth National Conference of State Supervisors of Guidance which met at Traverse City, Michigan in August, 1944, was to provide a means for the interchange of ideas by state supervisors and to develop leadership in support of the supervisors* activities in the respective states, ^he p r o c e e d i n g s ^ are divided into two parts. Part I consists of a series of general committee reports on a group of problems selected at the first general session. Part II consists of a series of statements designed to form a manual 9 Proceedings of the Sixth National Conference of State Supervisors of Occupational Information and Guidance. United States Office of Education, Vocational division, Bulle tin No. 235 (Washington, D.C.: United States Government Print 36 or workbook of value to state supervisors. Only Part I of the report lias significance for the present study. It contains a statement of the essential background, study, and experience which the conferees suggest­ ed as guides in appraising the readiness of counselor trainees and areas of study suggested as a common core of instruction. The follov;ing were recommended for those preparing to undertake counseling: (1) an undergraduate degree with a sufficient block of work in the field of social studies and related fields, (2) some background of stucy in psychology, (3) at least two years of successful teaching experience, (4) one year of work experience for wages outside of educa­ tion, and (5) indications of suitable personality. The recommended major areas of study were: (1) Psycho­ logical Foundations of Personality Development and llental Health, (2) Occupational Information, Inventory, (4) Counseling, (3) The Individual (5) The Organization and Administra­ tion of Guidance Programs, and (6) Seminar and Interneship. Approximately twenty hours of graduate work was to be devoted to this common core of study and an additional ten hours was to be devoted to studies ” . . . individual student*s needs and determined primarily by the i n t e r e s t s ” .^ The United States Office of Occupational Information 10 Ibid., p. 8 37 and Guidance initiated a conference on "Training on the Undergraduate and Graduate Levels in the Principles and Practices of Guidance Work in Secondary Schools" which met in April, 1943* It convened in two groups, one in Chicago and one in Raleigh, North Carolina. Representatives of training institutions, state supervisors of guidance services, and members of the Occupational Information and Guidance Service of the United States Office of Education attacked the problem of what and how to teach individuals who will participate in programs of guidance. Jager}^ in his report of the conference said that the conferees, although well aware of the different fields in which guidance work operates, . . • limited CthemselvesJ to a consideration of the secondary school, and especially to the counselor as a skilled, but general worker, rather than as a test constructor, clinician, or other specialist. His position as a leader in his own school and community in matters concerned with guidance was also kept in mind. The conferees recommended that a unit of instruction in the principles and practices of guidance on the undergrad­ uate level be required of all candidates for teaching in secondary schools. Concerning professional training, the conferees emphasized: of graduate work; (1) a minimum of thirty semester hours (2) much specialization beyond the master's degree; and (3) necessity for qualification standards for 11 Harry A. Jager, "Training in Guidance Work for Teacher and Counselor; A Conference Report," Occupations. 24:151-55, December, 1945* 38 admission to tlie professional course In terms of educational experience und personal traits so that those unfit to practice counseling may not be misled in their objectives, nor the profession of counseling be filled with persons incompetent to practice i t . ^ The suggested core for professional study and experience comprised instruction under the following main headings: (1) a basic overview or introductory course, (2) understanding the individual, and training opportunities, (3) occupational information (4) counseling procedures, and (5) organizational relationships of the guidance program. ^ The conference report aiffero from the ..ar i.anpower Commission report in that: (1) it recommends training that would produce the competent guidance generalist rather than the specialist, and (2) the core areas of study are specifical­ ly named and weighted in terms of term hours of work. The Certification Committee of the national Vocation­ al Guidance Association, after a series of committee discus­ sions, prepared a r e p o r t ^ in 1947, containing a series of proposals for counselor certification. The statedobjectives 12 Ibid., p. 152. 13 Ibld-, p. 154. ^ Report of the Certification Committee of the rational Vocational Guidance Association, "Certification of .School Counselors" (mimeographed committee report, July, 1947), 5 PP. 39 of the report w e r e : (i) to provide prospective counselors v.ith standards by which they may guide and evaluate their training, (2) to guide institutions in setting up courses and curricula for the preparation of counselors, and (3) to assist certification authorities in the formulation of rejuireiaents for counselor certification. The committee endorsed counselor certification upon several basic principles. These w e r e : ^ (1) every pupil is entitled to have the services of a counselor; (2) those who counsel should be adequately qualified, trained, and licensed; (3) state certification agencies should set up standards for approval of counselor training institutions; (4) approval of counselor training institutions should be based on adequacy of staff, equipment, and program; and (5) counselors should be granted certification on at least two levels of preparation and competency. The proposals for the provisional certificate included a teaching certificate, 500 clock hours of work outside of teaching, interneship or practical experience under supervision, validity of three years, and twelve semes­ ter hours of training on the graduate or undergraduate level. 15 Ibid. , p.l ^ Loc. cit. 40 7or the permanent certificate, the committee suggested three years of professional experience, 900 clock hours of work other than teaching or counseling, twelve additional semester hours of professional preparation on the graduate level, and the master's degree or equivalent. The suggested areas of preparation and the personal qualifications of the counselor are similar to those recommended by earlier reports. The point of greatest disagreement among the committee members was the question of acceptance of undergraduate study for certification. It was finally agreed to accept the twelve hour figure. This was the first report which attempted to suggest certification requirements per se. However, its limitation lies in the fact that it was based upon the opinions of a small group, six committee members, and thus can be said to represent the opinion of too few persons to be of great value. The Committee on Student Personnel h'ork of the American Council on Education planned to embark upon a series of investigations to stimulate improvement of training pro­ grams. LaBarre of the western Personnel Institute was asked to make a study of graduate training for educational personnel work^? as a starter. ^■7 Corinne LaBarre, (..rauuate Training for Educational Personnel ‘./ork (Y/’ashington, D.C.; American Council on Educa­ tion, l948J, 54 PP. 41 A four-page questionnaire entitled "Survey of Graduate Training Facilities for Personnel ..ork in Educa­ tional Institutions" was prepared and sent to two hundred ninety-nine colleges and universities. LaHarre said,^® Like most questionnaires, that used in this survey had many basic limitations. It could not describe much more than the structure of the training plans it tried to analyze. In addition, this survey was hampered from the beginning by a lack of uniform terminology among personnel workers. In ad.ition to presenting a very brief history of training for personnel work, the report set forth the numbers of colleges offering graduate training in educational personnel work, suggestions as to the offerings included in the programs, and the need for such training. LaBarre stressed again, as did other investigators, the desirability of careful selection of future personnel workers and the need for setting up standards for the profession, ohe did not, however, offer much in the way of specific suggestions concerning v/hat these standards should be. Jhe recommended state counselor certification in her remark:^9 ^ I bid. , p. 8. ^ I bid., p . 16. 42 increased need for personnel workers will not in itself insure that the work will be done by competently trained persons unless some measure of their proficiency is designed to meet minimum qualifications. . . • The development of oertain "counselor’s certificates” by some states is a step in the right direction. The report adds little to the literature since the ..'ar Lanpower Commision went further in its recommendations for training in its 1944 report and the United States Office of Occupational Information and Guidance went further in describing graduate training facilities in its annual reports of Guidance Offerings in Colleges and Universities. It is mentioned here, however, as further evidence of the great interest being shown by professional organizations in the problem of counselor training and certification. The dtate Supervisors of Guidance Services and Counselor Trainers conveneu in Chicago in 1942 to discuss problems faced by those concerned with counselor training. Committees were set up to prepare reports of counselor competencies necessary in each of six areas of guidance services. These areas were: of the Individual, ing Techniques, (1) basic Course, (2 ) Analysis (3) Occupational Information, (4) Counsel­ (5) .administrative helationships, and (6) Practice and Interneship. In audition, two more committees were set up to aeal with In-Gervice Training and duties, Gtandards, and qualifications. The first six committees were to reoommend the content of training in each of the six areas of study mentioned Above. 43 Each of the final reports was published in mimeo­ graphed form during the year 1949-1950. The one of most concern to the present study is the report of the committee on Duties, Standards, and qualifications. 20 It outlined the duties of a counselor and followed this with an outline of the qualifications and training necessary to fulfill these duties. The recommendations included a teaching certificate; the equivalent of a master's degree with training in Princi­ ples and Practices of the Guidance Program, the Counseling Process, Understanding the Individual, Educational and Occupational Information, Administrative Relationships, and Research and Evaluation Procedures; two years of teaching or counseling experience and one year of work experience outside of school work; three to six months of supervised counseling experience or interneship; and personal fitness for counseling. The value of the report lies mostly in the direction of counselor training institutions planning to set up guidance course sequences. To certification planners, it offers another source of information concerning those competen­ cies and attributes considered desirable for a counselor 20 Duties, Standards. and Qualifications of Counselors, United States Office of Education, vocational Division, lisoellaneous Publication 3314-1 (Washington, D.C.: United states Government Printing Office, 1949), 7 pp. 44 which needs translation into certification standards. The National Vocational Guidance Association, through its Division of Professional Training and Certification, appointed a planning committee in September, 1947 to prepare a manual on the preparation of counselors. A preliminary report was made at the association's convention in Chicago in April, 1948. Other professional organizations expressed an interest and a willingness to cooperate in the study. By September, 1948, eight such organizations were invited to participate. Each was asked to appoint an official delegate and not more than two consultants to represent it on the joint committee which met in '..ashington, D. C. in December, 1948. The participating agencies were as follows: American College Personnel Association American Psychological Association (Division of Counseling and Guidance) National Rehabilitation Association National Vocational Guidance Association Office of Education, federal Seourity Agency National Association of Guidance Supervisors United States Employment Service, Federal Security Agency Veterans Administration The joint committee completed and published a report 21 National Vocational Guidance Association, Counselor Preparation, (New York: National Vocational Guidance AssociaU'o£,1947J , 37 p p . 45 in 1949. The report was divided into two major parts. The first part was prepared by the joint committee and outlined a common core of training for all counselors. It emphasized the aims or objectives to be attained, and the areas in which courses should be organized in order to help the counselor in training to attain the objectives set up. Course names were not mentioned* The second part of the report was prepared by the rational Guidance Association as a supplement to the common core of training for all counselors. This second part agreed with Part I of the manual but added four additional areas which were considered essential for those who counsel on educational and vocational matters. The areas of training in the common core included: (1) Philosophy and Principles, the Individual, (2) Growth and Development of (3) Study of the Individual, (4) Collecting, Evaluating, and Using Occupational, Educational, and Related Information, (6) (5) Administrative and Community Relationships, Techniques Used in Counseling, and (7) Supervised Exper­ ience in Counseling. The additional areas of preparation for those who counsel on educational and vocational matters were: (1) Group Methods in Guidance, (2 ) Placement, (3) Follow-up rJechniques and Uses, and (4) Lothods of Research and ^valua­ tion. The general form of the recommendations tended, in 46 general, to follow that of the report of the War Manpower Commission with the omission of heavy emphasis upon the vocational aspects of training. An attempt was made to tie in the training of counselors with procedures in setting up certification standards. Two pages were devoted to a discus­ sion of the need for standards, governmental responsibilities, and suggestions for procedure for organizations interested in formulating standards. While the inclusion of even so short a section on certification standards was a step forward, little definite help was given certification planners outside of common sense procedure to follow in attacking the problem. Studies and reports by others. Parsons,22 in 1909 made the first major attempt to identify the role of the counselor. His approach to the work of the counselor was purely vocational. The counselor was recognized as an indi­ vidual capable of analyzing another individual through a series of questions and to catalogue him into one of two major categories. One category included those v.ith well defined and reasonable occupational goals. The other catego­ ry included those with no basis for a logical choioe. For those persons in the second category, the counselor would recommend a series of experiences designed to provide them 22 Frank Parsons, Choosing a Vocation (Boston: Houghton Mifflin Company, 1909), PP. 16-44. 47 with first hand information of the occupational world. Although it served its purpose at the time, the limited connotation of the role of the counselor is too narrow for the present concept of the term. The major contribution of his work was the recogni­ tion of guidance as a responsibility of society, thus giving rise to the guidance movement as we know it now. Its implications for the present study are in the expressed need for persons to be trained in counseling and in the identifi­ cation of desirable training content. E d g e r t o n 2 ^ outlined in detail the training program of vocational counselors in four major training institutions, namely: Columbia, Michigan, Harvard, and Chicago. The emphasis of this work was directed at the teacher in the hope that each teacher would absorb the counseling responsi­ bilities. Each institution listed these functions as incre­ ments of the training of teachers, but expressed a feeling of lack of objective direction in the emphasis of training. magerton,2**’ in 1926, reported an extensive study of the duties, training, and experience of vocational counselors in a hundred forty-three cities. In addition to the role of counseling, Edgerton also investigated practices and policies 23 Alanson H. Edgerton, The Twenty-third Yearbook of the National Society for the S t u d y of Education.Fart II (Bloomington, Illlnois:PubIic ScnooT Publishing Company, 1924), pp. 173-87. Alanson H. Edgerton, Vocational guidance and Coun­ seling (New York: The MacMillan Company7T9?5T7— 127 PP. 48 or the total guidance program. The results of this survey indicated tv/o major implications for the training of counselors: (1) a Leneral lack of agreement as to the content or amount of training necessary, and (2) duties of the individuals assigned counseling responsibilities varied greatly. In 1932, lJa r r y 2 5 prepared a thesis on the training and certification of guidance counselors in the United States, .e reported that in 1930-31 only the states of Nev; York and Pennsylvania required specified training and experience for the granting of a guidance certificate. Lev/ York v.rote its program into state lav; and specified: the guidance counselor; tional qualifications; (1) the functions of (2) personal, experiential, and educa­ (3) professional course v/ork; and (A) two types of certificates. The training and course work required for each was also specified. I ississippi and Maryland were planning future certification of counselors. The Chio State Advisory Committee on Guidance had issued a bulletin specifying, the irreducible minimum requirements for beginning counselors plus recommended qualifications. Bailey2^ reported in 1940 that up to the previous 25 Paul C. Parry, "The Training and Certification of Guidance Counselors in 1930-31*" (unpublished P a st e r’s thesis, Stanford University, Stanford, California, 1932), 118 pp. 2^ Richara J. Bailey, "State Certification of School Counselors," Occupations. 19:94-98, November, 1940. 49 year, four states required individuals who were performing counseling functions in the schools to be specially certi­ fied for their work. These states were Connecticut, Tew York, Pennsylvania, and Delaware. Four states, Indiana, Rhode Island, Kentucky, and Ohio wrote that they had plans under tfay. He pointed out the trend in teacher certification for the granting of certificates for special types of educa­ tional service. "Once an infrequent practice among states, two-thirds or more of them now issue specialized certificates • • • «27 .,'hile the principle on which special certification is based seems to be rather universally accepted, . . . the movement toward definite state requirements for entrance into the personnel field is still in the incipient stage, with no clearly defined certification plan which would serve to differentiate personnel work from other fields of educational service. Evidence points to the fact that a lack of knowledge, on the part of training specialists and certification officials, as to what should constitute proper standards is primarily responsible for the relative­ ly slow development."28 Bailey selected a jury of sixty-four employing and certifying authorities, thirty-five counselor trainers, and forty-eight experienced personnel workers. They agreed that ". . . all personnel functionaries should be certified by means of a secondary school teacher's certificate plus a 27 Ibid., p. 94. 2® Loc. cit. 50 special counseling certificate.**^9 They recommended selective devices which in each case would throw the burden of select­ ion on either the state or the local certifying authorities. These selection devices included an examination, a personal interview by the State Department, and interviews by local authorities. Each procedure was to be given a weighting in the final decision. Bailey*s conclusions which have relevance to this study were: (1 ) no good reason was offered for requiring teaching experience of all types of personnel functionairies, except that it affords an opportunity to understand youth and youth problems; (2 ) the fourteen courses indicated as highly desiraule for all personnel functionaries are Adoles cent Psychology, General Psychology, Educational Psychology, Principles of Education, Techniques of Counseling, Psycholog­ ical Tests in Guidance, Organization of Guidance Program, Sociology, Lental hygiene, and Community Relationships; and (3 ) selective admission is a prerequisite to true profession­ al status. llackay^ 0 made a study of counselor certification in 1945. he based his findings on the requirements of six states and ten cities. He stated the types of certificates which were 29 Ibid., pp. 420-21. 30 James L. i.ackay, "Certification of High School Counselors," Occupations, 24:392-94, April, 1946. 51 issued in these places and then discussed the training and experience requirements of that time as shown by the limited group of places studied. His summary of trends, however, turned to a direct quotation of the Occupational Information and Guidance Service of the United States Office of Education rather than to a direct analysis of his own findings; thus, his study adds little to the literature in the field. D a v i s ^ made a study in the late part of 1946, of coun­ selor certification in the forty-eight states, three territo­ ries and the District of Columbia. He found that there had been . . • recently a definite upsurge of activity among the states. Thirteen states and one territory now require cer­ tification, while eleven states, two territories and the ™ District of Columbia are planning licensing in the field. "The Division of Occupational Information and Guidance of the United otates Office of Education reported in 1945 that five states required counselor certification at that t i m e . " ^ He found that the most popular subjects accepted for state certification of counselors were, in the order listed, . . • occupational information, basic course in guidance, mental hygiene, tests and measurements, counseling tech­ niques, economics, sociology, organization and administra­ tion of guidance programs, labor problems, social case work, vocational education, special guidance problems, and applied psychology 31 Frank G. Davis, "Certification of Guidance Workers," Bucknell University, Lewisburg, Pennsylvania (mimeographed report) December, 1946. 5 pp. 32 ibid., p. 1 . 33 L o o , o i t . 34 L o o , c i t . 52 These findings differed very little from those of Bailey (1940),35 the national Vocational Guidance Association committee headed by Jones(1941) report the bar Manpower Commission (1944),37 and tiie Sixth National Conference of otate Supervisors of Occupational Information and Guidance (1945).3^ Five states, ne learned, required the ma st e r ’s decree for the certificate, eight states required teaching experience, and a number of states required work experience in business or industry, navis’ purpose in making the study was to find "what is’’ and made no attempt to suggest what ’’should be”. Smith39 make a stuay of the status of state guidance programs in 1947 v.hich included a question concerning whether or not a state had a certification program and a section concerning the provisions of State Plans of Voca­ tional education for areas of training. lie found that four­ teen states of the thirty-seven which responded had a coun35 Richard J. Bailey, ’’Preparing, Certifying and Selecting Public School Counselors,” Educational Administra­ tion and Supervision. 26:415-23, September, 194(1). 3^Jones, o p . cit. 37,,ar 1 anpower Commission, oj>. cit. 3®lroceedings of the Sixth n a t i o n a l Conference of State Supervisors of Occupational Information and Guidance, op. c i t . 39 Glenn S. Smith, A Study of the Status of State Guidance Programs (Lansing, i ichigan: Department o7 Public Instruction, Offlee of Vocational Education, 1947), 13 PP# 53 selor certification plan in force while sixteen states were planning to issue one. These figures do not agree with those of Benson and Froehlich^0 whose report was made at just about the sane time. The lack of response from eleven states and the exclusion of the territories in Smith’s study probably accounts for the difference of two in the number of states having certification plans. The provisions of the State Plans for Vocational Education in the thirty-seven states relating to the train­ ing of reimbursed counselors includec. the following areas of training in nearly every case: of the Guidance Program, (1) Principles and Practices (2) Counseling Techniques, pational and Educational Information, (3) Occu­ (4) .analysis of the Individual, ana (5) Organization and Administration of the Guidance Program. Less than twenty-five per cent of the states included Methods of Research and only twelve and one-half per oent included Vocational Education. Y o u n g ^ mace a survey of certification requirements for guidance and counseling as of November 10, 1947. He found that thirteen states issued certificates for counselors. It is interesting to note that his figure is three less than 40 Arthur L. Benson ana Clifford P. Proehlich, "Cer­ tification of Counselors, Present status in the States," School L i f e .30:19-22. July,1948. 41 Joe ... Young, "Certification Requirements for Guidance and Counseling," (unpublished summary of a survey of 3tate certification requirements as of November 10, 1947, sub­ mitted to the otate Department of Education, Phoenix, Arizona) 54 the figure arrived at in the survey made by Benson and F r o e h li c h^ of the Unitea States Office of Education as of November 15, 1947, only five days later. The report declared that most states offer a provision­ al and a professional certificate. The requirements for these, in general, are: Provisional certificate: Bachelor’s uegree, teacher’s certificate, two years teaching experience, one year of outsiue v.ork experience, courses in Principles and practices of Guidance, Occupational research, Abnormal Psychology, Tests ana Measurements, General Sociology, and Economics. Professional certificate: Leet all requirements for the provisional certificate plus a master’s degree and successful experience in some phase of guidance work. His list of states includes four whose certification requirements were not in effect for one to two years after November, 1947 and omits four whose certification requirements went into effect in 1930, 1937,1941, and September, 1947* Benson and Froehlich^ made a survey of the states to ascertain certification requirements as of November 15, 1947. Forty-six states, the District of Columbia, Hawaii, and Puerto Hico responded. The last three are referred to as states in Ip Benson and Froehlich, loc. cit. ^ Benson and Froehlich, loc. oit. 55 the report. Several of their conclusions are worthy of mention as a basis of comparison with the present study: 1. There is a lack of agreement regarding the major functions which certification requirements should serve. 2. Less than one-third of the states have certification plans in operation, although a few states are contemplating such action in the near future. 3. Considerable confusion exists in the scope of training areas listed in current certification requirements. Aside from basic or introductory guidance training, tests and measurements is most frequently specified and is often apparently considered to be coordinate with such broad areas as psychology and education. 4 . Iresent certification standards neglect training in areas generally accepted as essential. Of the sixteen states issuing certificates, eight require no training in the principles of counseling, and five specify no requirements in the area of occupational information. 5. In spite of the widely assumed importance of per­ sonal characteristics, current certification plena seldom mention these traits as required or even desirable. A survey, reported by S t o n e , ^ was conducted in 1948 James C. Stone, "Credentials for personnel Services — ~ro and Con," California Journal of oeconciary education, 25:48-52, January, 1950. 56 by the division of Jtate Colleges and Teacher Education in California to obtain an expression from school administrators in the state on the question of whether or not credentials in the field of guidance should be authorized by the Ctate Jepartment of Education. Of the five hundred ninety superin­ tendents canvassed, four hundred ninety-eight replied. Two hundred seventy-five favored the development of a guidance credential, one hundred eighty-six were opposed, and thirtyseven were undecided. Those for and against guidance creden­ tials v/ere nearly evenly divided among superintendents who offered a guidance program ynd those who did not. Opposition to the credential in California probably stems from many causes but one is noteworthy and was express­ ed by a superintendent thus: "I do not think that the Depart­ ment should set up any more special credentials. It seems to me that there are more credentials required now than are necessary. Actually, "California has sixty-one different types of credentials. Dew Jersey is next with thirty-seven, followed by Dew York with twenty-nine and lennsylvania with twenty-eight. The median number for all states is s i x t e e n . " ^ 45 I b i d . , p. 51 ^ Loc. cit. 57 Of tiie many principals who wrote in concerning credentials, those who opposed it did not oppose certifica­ tion in itself, but were expressing a fear of one of the dangers of certification, namely, ovcrspecialization. Simmers and D a v i s ^ carried out a study which proposed • . to give an authentic picture of guidance work and workers in approved high schools in the twenty states of the area supervised by the North Central Associa­ tion of Secondary Schools."48 The study was planned to obtain information concerning: (1 ) the training and work experience of counselors, and (2 ) the recommendations of counselors for training, experience, and personal qualifications they consid­ ered essential to success in guidance work. The implications for the present study lie in the recommendations which resulted from the work. They were: (1 ) counselors should be required to earn a professional degree in the field; (2 ) both classroom teaching and various kinds of noneducational work experience should be part of the background of the counselor; and (3 ) minimum course re­ quirements should be specified. Among the general recommendations was the statement: ,n Lylah L-. Simmers and Kobert A. Savis, "Training and sxperiences of Counselors in North Central Schools," The School Review. 47:476-84, November, 1949. Ibid., p. 477. 58 otate Departments of Education should work toward the securing of legislation setting up minimum standards of training and experience for counselors. Professional standards for the work should be raised through state certification of counselors. ,/oellner and iVood^® compiled a summary of state teaching requirements in 1933. Annual editions of the summary have been published since 1935. requirements for administra­ tive certificates were added later and with the fourteenth edition in 1948, a digest of information concerning counselor certification was included. The study of counselor certification requirements was undoubtedly carefully done and may serve the purpose of teachers who are interested in some general idea of the counselor requirements in those states which heve certifica­ tion. Lor certification planners, however, the paucity of the information offered could be misleading. Summary. Lost of the studies made up to this time name desirable courses, areas of study, and competencies considered valuable to the counselor. Lost of the studies call attention to a need for basing training and hence certi­ fication upon a job analysis of the counselor. Done of the Ibid. , p. 484. 50 Robert C. Y.’oellner and L. Aurilla hood, require­ ments for Certification of Teachers, Counselors, Librarians, and Administrators. 14tif"2ditlon (Chicago: University of Ihiicago Press, 1$£0), 60 p p . studies present specific information concerning the form in which a certification plan might best be set up, the number of levels of certification which may be the most desirable, nor the specific areas of study and experience which might most practicably be required on each level. CHAPTER III THE PRESENT STATUS OF COUNSELOR CERTIFICATION IN THE UNITED STATES In accordance with the plan of organization as stated in Chapter One it is the purpose of this chapter to analyze the present status of counselor certification in the fortyeight states *-jid the District of Columbia.*' The analysis is based partly upon the results of the portion of the question­ naire directed to state supervisors only, and partly upon a careful analysis of state department of education bulletins and correspondence with state department officials. States having counselor certification pl ans. Twenty- three states now have counselor certification plans. These states are shown in Table II. oome explanation may be in order in the case of five of these states, Wyoming, Wisconsin, L a 33achusetts, Utah, and Louisiana. The certification plan for Wyoming was passed by the Wyoming State Board of Education in January, 1949* but will not become effective until September, 1952. However, since the plan has been written into law, 'Wyoming is being included among those states which have a counselor certification plan. *■ The District of Columbia will be referred to as a state in the remainder of this study. *« p a «*:■ b £ < tr P »? ► *«-a »• 33 p U X P •6 u b 3 £ 3 P cP* 3 ® to o np pa 3" H* C-J CO 3 •.. t - *.- h C» P p O p. c 00 u 3 3 P* V i—■® to p* o 31 J" 3 f 3i? a C» CO ® re­ ftCO ► i ’ ;m (o 9 o 3 3 £ CO ftP C CO o iv << n M . -4 c. 3 i-1 a ® M 33 O P* 3 ‘ 3 P 3 Oit P3 O P P P* u & *. ' s. •— 1>3 p* >C O I— O 3 P ftP* £ o. 33 P rt- 3b O P> ^' CJ lJ *1 — J3 IV p. 1-U P 3 o o to 3 *1 p P O 3 C P* P c. o *-> o 3 f. a. o o 11 -0 *■ -> .3 n ftp* o c ft- i- 1_t 33 3' >0 P Cl P £ o o V-1 PRESENT H* 3 ; i-<- P* (0 CO u 09 o P* 3 01 w p* p* 'O *3 '■a O' P* 09 Hi Hj L 2 CO ^ :3 s :2 (0 CO m; 2; « *-< ® 0 0 ® u c < o® p C<9 P* O P 'O vO £ rO * -Ov 'C P00 ftffl vO 'O vO --0 f, C \J> C*Of-1*® c *- a CO', w a ® v O' c C*- <0 o o 9 1—* *-• vO vO 03 vO sO r- M p» O Date revision was adopted vO if o < r>* * ® ? Q, '->• o IK Lf> ftO 0 C ►1 cr a vO O Date plan was adopted 'C VjJ O 3' ►1 VJO cD 3 51 *< M sO Date expect to adopt program M ra 0 r»o • •a 3 2: >o ‘S ® a ® it ® a Progress report of proposed program available PLANS r-> p> *£> c- <* s H M O' (0 ® 3. PJ nj 'O r~ o vO £o O; CD • 3o 0) O' 9 *0 c-i f— M ► 1 Has olan CERTIFICATION a 3 p : -•• K K ® to O a 0 a COUNSELOR < ® 0*0 0 K K CD a> « u CO CO OF u CO --•C/5 c.1 !t» oc < (A £ k O QO f t OO OO STATUE 5? ; s 2 < D oO o n ® < 3O to ra 62 TABL g II (continued) - ,.* c T.-.T.. C7 CV'TSL-Ca C.i-.TIrlCATICA i - O 'S m cO Has plan itate Mexico Aev* Jersey r.o . e-.*. York Yes . orr/r. Carolina Aortii «-hio -klaAeraa .re gor A •:nr.sylvania To Ac Yes Ao Ao Yes .node Island ~outh Carolina outh JaKOta Tennessee Texas itah Vermont Vir.~ir.ia ashir.gton •cst Virginia lisconsin yo:rin - To Mo No Ao Ao Yes Yes Ao Ao Yes Yes Yes Aev. Yes * c a r-t *C1 -2 2cr tj§■ .3 ft Ao date given 1937 8 •H "O J>5 5a e fi a} ft +> » «J CO Q * t> f6ik‘ * £ X c. a> ■p a* a c6 ."3 o tJ ft Aov. lv^C i or 5 yrs, Before 192« Non* being revisee Bep. I -46 Aar. 1^48 iep. 1950 ■Sep. 1952 1952; fi 3 e s tn fi (0 (0 n £ £ fi t-'a. v £*- 2 u o a ,-ow oeing revised l.ov. 1950 Hay 1946 Jan. I94t> Jan. 1949 (effective t a les 63 Wisconsin has a plan which provides for the certification of counselors in vocational schools only. All references to the certification plan of Wisconsin will be considered in the light of this limitation. Massachusetts has a plan of approval for guidance directors which is tantamount to certification, according to the State Supervisor of Occupational Guidance and Placement. Attention is called here to the fact that it is not called certif ication. Utah is still operating under its certification plan which went into effect in September, 1946, but a new plan has already been Qdopted by le^al action and will become effective September, 1950. This latter plan will be referred to as the present plan. Louisiana is operating under a plan which was w . . . ter.tatively recommended and approved . . . and first publish­ ed by . . . £the] State Superintendent of Jducation on .oigust 3 , 1949” Mo statement is available concerning the length of time which the state plans to operate under these tentative provisions. The dates of adoption of the various counselor certi­ fication plans, as indicated in Table II, reveal that eighteen of the twenty-three states which certify counselors adopted their plans v.ithin the five year period 194b to 1950. This ^ Personal communication from Mrs. H. J. Colvin, Area Guidance Supervisor, State of Louisiana Department of Educa­ tion, dated *june 1 2 , 1950. 64 recent growth in the number of states recognizing the need for regulation end control of those persons assigned counsel­ ing responsibilities in the school is, no doubt, a reflection of the upsurge in counseling activities which occurred during that period. The activity of the state supervisors of guidance services in encouraging the adoption of plans is also note­ worthy as will be shown later in the discussion of the groups which provided the impetus for certification. Three of the twenty-three states have revised their certification plans during or since the year 1949, while three additional states are in the process of revising their plans at this time. Table II discloses that three of the states which adopted certification plans during or since 1946 have already revised the original plan. These states are Il:ine, .issouri, and Utah. New York, Connecticut, and Pennsylvania, three of the earliest states to proviue for counselor certi­ fication, now are in the process of making a revision. The plan adopted by Florida in 1947 is also being revised at the present time. Nine states are contemplating the institution of counselor certification plans. A tenth state, California, is studying the problem. As shown in Table II, Arizona, Iowa, Kansas, and North Carolina nave already prepared progress reports or proposed plans and expect to have programs adopted in the near future. North Carolina, Iowa, and Arizona make 65 definite statements concerning the expected adoption date. Kansas is not so definite but the advanced status of the committee*s study of tae problem suggests an adoption date i n the present or coming year. Colorado, Michigan, Nebraska, Oregon, and Virginia indicate that they are interested in counselor certification but that no definite progress had yet been made or may be expected in the near future. California simply indicates that the problem is being studied. California had certification for school counselors prior to Jecember 1 1 , 1941. t provided a credential in general counseling end another in vocational guidance. The credentials, adopted by the California State Board of educa­ tion in 1935, . • • required a basic teaching credential, two years of teaching experience and twelve sexaester hours of specific courses. In an attorney-general's opinion, aated Becember 11, 1941, this credential, together with several others was declared to have been illegally adopted by the Jtate Board of Education since there was no legal provision in the BDUC^TICl.' COJJS authorizing such credentials.3 In 1949, the Buperintencient of Public Instruction appointed a state-wide committee of twenty-two individuals to study the need for developing credentials in the area of school personnel work. The committee consists of twelve county, city, ana district superintendents, three represent3 James C. Btone, "Credentials for lersonnei Bervices .ro a n d Con," California Journal of Becongary Education, .oh 3-52, January, 195d>. 66 •lives from teacher training school supervisors .imte d e p a r t m e n t committee. e.. a c t e d of of institutions, special services, muucution presentation of a y October 15, serve the as live members consultants One of guidance to u e t e r m i n e o r .group w h o cases, individual i n s t i t u t i o n of the replies certification efforts two other cases In five that a member, certification. These provided the he was were the and impetus In six alone set in his the state, and in the state. of w h i c h the state impetus reported supervisors asheu a counselor joined trainer within provided groups questions the a d o p t i o n of a group of persons supervisor was the the state supervisor I n tv;o c a s e s , by a c ou n s e l o r Jtate ana city is s e r v i c e s v;ss d e s i g n e d certificating official of cases, to the certification plans. to e nc ou r ag e program. by the counselor stated t h e \.heels i n m o t i o n the 1950. •jf t ’ e s t a t e s u p e r v i s o r s o f .’o r t h e of c o m m i t t e e ’s f i n d i n g s P r o u p p r o v i a l nr, i m p e t u s . the end seven public for counselor as follows: advisory commission Jtate school administrators, college personnel, state employment service officials, and local guidance directors Jtate supervisor, tendents college personnel, county superin­ J t a t e s u p e r v i s o r , u.eans of s c h o o l s of e d u c a t i o n , secondary principals association jtate department of education and o7 In three cases the state supervisor was not mentioned as one of the persons providing the impetus. These groups were reported thus: Commissioner of education and professors of two universities Chief of the division of instruction and chief of the division of vocational education School administrators, counselor trainers, counselors One supervisor said he did not know v;ho provided the impetus ana two supervisors die. not reply to the question, •’lorida and Indiana have plans but no supervisors. Therefore, no report on this question was available. It is reasonable to assume from the responses above that the individuals occupying the positions of state super­ visors of guidance services have done more than those in any other position to develop interest in counselor certification. e is mentioned fifteen times, or in 83*9 per cent of the eighteen responses to the question. His influence is further substantiated by the fact that twenty of the twenty-three states which have certification also employ a state supervisor. Only Florida, Indiana, and Louisiana have certification plans but do not have a supervisor. But even in two of these states, the influence of state supervision has been felt inasmuch as Indiana did employ a state supervisor for several years and Louisiana now employs an area supervisor v.ho works out of the state office. It is worthy of note, also, that in a number of states, the state supervisor was only part of a group suggesting the need for certification and in three states, the impetus came from groups of which he was not even a part, although a super­ visor was on the job in each case. This may be looked upon by those interested in the future of guidance as representing an especially favorable situation. The greater the diversity of individuals who become interested in the progress of guid­ ance, the greater are its probable chances for continued growth. Tnis statement is echoed in various ways by most authorities in the field. Group working out the provisions of the certification plan. Procedures allowing for wide participation have been followed in the determination of certification provisions in most cases; that is, the groups concerned have been invited to sit as a committee in the stuay of the problems and to make recommendations. These concerned groups, of course, are (1 ) the state department of education which must eventually approve and enforce certification provisions; (2 ) the colleges which must prepare prospective and practicing counselors to meet the requirements; and (3 ) the public schools which must abide by the regulations which are set up. In twelve states, the committees have included representatives of each of the three groups. The typical committee in these twelve states consisted of the state t>9 supervisor of guidance services, other state department supervisors or specialists, deans of schools of education and counselor trainers, and public school superintendents and principals. In six instances, counselors and teachers also served with the committee. In one case, a college ^resident was included, in one case vocational advisers from the /eterans' Administration, and in one other case, two specialists from the state employment service. The person or group who worked out the provisions of the certification plans in the twenty-three states are dis­ closed in Table III. Frequency of representation rather than breakdown by atates is shown since no particular value can uerive by the latter procedure. It would be of some value to determine the relative uegree of success of certification programs designed by inaiviuuals, by groups with limited representation, and by repre­ sentative groups. However, there have been no attempts up to this time to devise an instrument to measure objectively the success of certification plans, nor indeed, even any efforts t subjective evaluation. Criteria used in planning certification programs. A variety of criteria were used by the individuals or committees in their studies preparatory to devising and recommending 70 TABLE III PERSON OR GROUP WHO WORKED OUT PROVISIONS OF CERTIFICATION Person or group Representatives of the state department, colleges, and public schools State supervisor of guidance services, state supervisor of certification, and committee of county superintendents jtate supervisor of guidance services and state supervisor of certification State supervisor of guidance services and a counselor trainer State supervisor of guidance services, commis­ sioner of education, and officials of the United States Occupational Information and Guidance Service State supervisor and four others (not named) Ohief of the division of instruction and chief of vocational division Deputy commissioner of education State supervisor Do reply to this question Total Frequency 12 1 1 2 1 1 1 1 1 2 23 the adoption of a certification program. Fifteen separate criteria were named by the state supervisors. These are described in Table IV along with the frequency with which each was mentioned. The range in the number of criteria used by any single state was one to four. The greatest number of states, eight, used two separate criteria in their study. Six states used only one criterion, four states used three, ana two states used four. The remaining three states did not respond to this question. 71 TABLE IV CRITERIA USED BY THE CERTIFICATION PLANNING- C01.XITTEES Criterion Frequency study of” the couiiselor»s Jol) *'* ' ^.tudy of other state plans Study of the needs of the state study of the Proceedings of the 8th National Conference of *^tate Guidance Supervisors Study of national trends Study of the literature Study of the evaluative criteria of the United States Office of Education Study of the State Plan for Vocational Education Study of the State Aid Program Survey of personnel Study of the requirements of the George-Barden Act Experience of the committee Relationship and correlation with a newly organized counselor training program Study of attitudes toward certification of competent group within state Study of recommendations of the National Vocation­ al Guidance Association report on counselor preparation ff 7 7 4 2 2 1 1 1 1 1 1 1 1 1 ANALYSIS OF PRESENT COUNSELOR CERTIFICATION PLANS Twenty-three, or 46.9 per cent of the states have certification plans for counselors at the present time. Eight, or 34.8 per cent of the group issue certificates on one level only. Twelve states, or 52.2 per cent issue certificates on two levels. Two states, or 8.7 per cent issue certificates on tnree levels and one state, or 4.3 per cent Issues certificates on four levels. The states included in each category are shown in Table V. TABLE V NUMBER 0? LEVELS OF CERTIFICATION BY STATES Name of state Arkansas Connecticut District of Columbia Delaware Florida Oeorgia Indiana Louisiana Maine Maryland Massachusetts Itississippi Missouri Lev; Hampshire Mew Jersey Hew York Ohio Pennsylvania Utah Vermont West Virginia V.isoonsin .tyoming Totals One Level Two Levels x x x x x x x x x x x x x x x x x x x x 8 12 Tliree Levels Four Levels 73 Summaries of one-level certification plans. Eight, or 34.8 per cent of the twenty-three states which have coun­ selor certification plans issue only one type of certificate. These states are Arkansas, the District of Columbia, Florida, Indiana, Louisiana, Mississippi, I;ew Hampshire, and Massachu­ setts. The certification requirements of these states have b en summarized from questionnaire responses, state department of education bulletins, and personal correspondence with state department personnel. These summaries are given on the pages which follow. 74 ARKANSAS4 I. General requirements a . Two years teaching experience in public schools L. One year work experience other than teaching II. Academic requirements A. A bachelorTs degree with a minimum of fifteen semester hours in guidance, nine semester hours of which shall be at the graduate level [provision II-A expires July 1, 1952, after which a candidate must present a six-year secondary school certificate, plus fifteen semester hours of guidance work, nine semester hours of which shall be at the graduate level] j. A minimum in each of the following areas is required: Semester hours 1. rrinciples ana Practices of the Guidance Program 2 2. Analysis of the Individual 2 3. Occupational and Educational Information 2 A. 2 Counseling techniques 5. A d m i n i s t r a t i v e R e l a t i o n s h i p s 2 C. A maximum in each of the following areas is accepted as electives: 1. Practice and Interneship 2 2. History and Principles of Vocational Education 3 4 Arkansas State Department of Education, Counselor Certification Requirements (Little Rock: Arkansas State Department of Education), 1 p. [Ho date]. Semester hours Psychology of Motivation 3 Psychology of Personality 3 Labor Problems 3 Statistics 3 76 DISTRICT OP COLUMBIA5 1. General requirements^ A. Five years successful teaching experience 3 . Two years successful practical experience in eusiness, industry, or school counseling, may be offered in lieu of two of the five years of teaching experience -lI. academic requirements A. A master’s degree 3 . The equivalent of not less than twenty-four semester credits in courses in education or professional courses successfully pursued as a part of or in addition to the work for the degree Vithin these twenty-four semester credits, courses must be offered in the following fields: 1. Educational Psychology 2. i-ental Hygiene 3. Principles and Methods of Senior High or Secondary School Education 4. Principles and Practices of Guidance 5. Techniques of Counseling o. Occupational Information 5 Personal correspondence from District of Columbia oupervisor of Guidance Services, hashington, D.C. b /hile certificates are issued on only one level, a separate certificate is issued for the junior high counselor and the vocational high school counselor. The requirements are the same in each case except as follows: For the junior high school counselor, substitute bachelor’s degree in item II A; substitute Principles and Methods of Junior High School Education in item II B 3. For the vocational high school counselor, substi­ tute bachelor’s uegree in item II A. Tests and Measurements At least one of the following: Clinical Psychology, Educational Sociology, Social Psychology 78 FLORIDA7 I. General requirements a . Teacher's certificate valid in Florida 2. At least twenty years of age C. Oath of allegiance II. Academic requirements A. Thirty semester hours in areas below. A minimum of fifteen semester hours at the graduate level is required. Not less than six semester hours must be completed in each of Areas 1, 2, and 5. 1 . Psychology 2. Tests and measurements 3. The work of a dean of students 4. The work of a personnel and placement director 5. Guidance 2. If the applicant has earned a master's degree with special emphasis on guidance and counseling from an institution with a well planned major in this field, the pattern may vary from that described above. p. c; Florida Jtate Department of iiducation, Information Regarding Certification of Instructional Personnel / Certifite Bulletin A fTa11ahassee: Florida State Department of ucation, June, 1947), P. Q* 79 HTDIANA8 I. General requirement - must hold or be eligible to hold a high school certificate in some field II. Academic requirements A. I aster*s degree in Education b. As part of the work toward the master’s degree, a mini mum of eighteen semester hours of professional graduut study in the field of guidance distributed among at least six of the following courses: Semester* hours 1. Seminar in Special Guidance Problems 2-3 2. Seminar in Educational ,jnd Occupational Information, Job Analysis, Follow-up Studies, Occupational Surveys, and Placement Procedures with Practice in the field 2-3 3. Counseling Practice (Interneship) 2-3 4. Tests and measurements 2-3 5• Organization and Administration of Guidance 2-3 Organizing Guidance Programs for Adults 2-3 o. 7. Statistical Interpretation 2-3 8 . Case k.ork Lethods 2-3 y. 2-3 social and Eoonomic Problems Personal corresponuence from Indiana ^»tate ^epartiuent of Public Instruction, Indianapolis, Indiana (From letter of <^tate ouperintenuent of Public instruction)• 80 10. Vocational Education S emester hours 2-3 11. Advanced Applied Psychology 2-3 12. The V.’ork of the Peanship 2-3 13. Other elective Graduate Education *ork 2-3 14. I*ental Hygiene 2-3 81 LOUISIANA9 I. General requirements A. Teacher’s certificate valid in Louisiana 3 . Five years successful experience as a teacher, counselor, supervisor, and/or administrator II. Academic requirements A. L a s t e r ’s degree 3 . As part of the work tov.aru the master’s degree, fifteen semester hours of study selected from the following fields: 1. Organization and Administration of Guidance 2. Analysis of the Individual 3 . Educational and Occupational Information 4. Counseling 3. Principles of Guidance b. Tests and Leasurernents 9 Personal correspondence from State of Louisiana Aree Supervisor of Guidance Services, Hnton Rouge, Louisiana. 82 M IS S IS S IP P I10 I. General requirements and provisions a . Teacher’s certificate valid in Mississippi r. Three years successful teaching experience C. Valid for ten years; invalid if holder is out of service for rive consecutive years. May be revalid­ ated upon completion of nine semester hours of gradu­ ate study within the year previous to application for revalidation D. Certificate renewable upon completion of six semester hours of graauate study or other evidence of professional growth II. academic requirements A. raster's degree B. As part of the work toward the master's ue r e e , eighteen semester hours selected from ana i n d u c i n g some of each of the follov-ing areas: 1. Individual Analysis 2. Educational ana Occupational Information 3. Counseling Process 4. Administrative Helationships 1 James T. Coleman, Teacher Education and Certlf1cation, Mississippi School BulletTn lo. 130 (Jackson, iTs¥Issippi: State Department of iSduoation, August, 1949)* p. 28. 83 IJEW HAMPSHIRE11 I. General requirements A. I.eet the academic and professional requirements for a teacher B. Have had at least two years successful teaching experience C. L'sve had twelve months cumulative work experience for wages in one or more or each of the following: business, industry, agriculture, homemaking II. ^cauemic requirements A. Have completed a minimum of fifteen semester hours of training in guidance or related courses B. Courses acceptable for meeting requirement: 1. Principles and Practices of Guidance 2. Analysis of Individuals 3. Occupational Information 4. Techniques of Counseling 3* Child and Adolescent Development o. Administrative Relationships of the Guidance Program 7. 1'ental Hygiene ^ Personal correspondence from State Supervisor of Occupational Information and Guidance, Concord, Tew Hampshire. 84 MASSACHUSETTS12 Note: Massachusetts does not have certification of any kina but the state law provides for a process of "approval" which the State Supervisor of Occupational Guid­ ance and Placement describes in his response to the ques­ tionnaire as, • . tantamount to certification". I. General requirements A. Personal qualifications - hi h decree of personal development, has reached a reasonable decree of maturity, presents a neat and healthy appearance, speaks -..ell, thinks clearly and excercises -;ocu judgment; is alert, tactful, well-mannereu, and sincere; possesses poise ana an even disposition, fas a sense of humor; sympathetically understands younr people*s problems; pets along well with others. B. Understanding of Education and Guidance - a good understanding of eaucation and how guidance activi­ ties are interrelated with other activities in a total educational program. G. irovisionai v:ork experience requirement - a total of five years of full-time successful experience in business, inaustry, personal services, or the profes­ sions; or, as a substitute, a lesser number of years of extraorainary experience which in the juugment of the department [ Statel would merit temporary approval as related to the experience factor. D. Auaitional activities - in aauii-ion bo regular activi­ ties of work experience, shoula show extra interest in young peoples* problems by active participation in community or other programs conducted in the interest of young people. N. References - name several personal references who might give satisfactory reports pertaining to personal characteristics, education, training, and experience — 12 barren a. Benson, "Information delating to Approval and Classification of Directors and Programs of Occupational Guidance and Placement", Revised (Boston: Massachusetts State department of Education, Parch, 1949)» PP« 7-8. 85 1. Two persons from education or training institutions attended. 2. Two persons who have had responsibility for direct­ ion of work experience. 3. Cne character reference. F. Approval - must be approved by Department of Sducation prior to appointment. G. Annual approval - desirable that the individuals * qualifications be reviewed annually so that they may be progressively improved as related to developments and requirements of the program. . academic requirements A. College undergraduate degree; for specific approval and appointment, a formal education equivalent to that of teachers in the school in which he is to serve, if such requirement is greater than an under­ graduate college degree. B. Post-secondary credit for study or evidence of proficiency as determined by Department of Sducation examination in fields or courses such as: 1. Principles of Guidance 2. Organization and Administration of Guidance 3. Tests and Measurements 4. Occupational Information 5. Placement or Personnel Administration 6. Fconorr.ics 7. sociology 8. Political Science Evidence of creait or competence in four of the first five of the foregoing fields or courses is required for original approval, two more for first renewal of approval, and all for second renewal of approval. Credit for study, experience, or Department of Education examination to indicate comprehension of: 1. The Massachusetts Youth Study 2. The provisions of Chapter 6 7 6, Acts of 1941 3 . Counseling interview procedure and the interrela­ tions of the individual record, occupational infor­ mation, training information, placement and follow-up. Participation in occupational guidance and placement conferences, workshops, and institutes conducted by the Education Department. 87 Analysis of one-level certification plana. The eight one-level certification plans are broken aown accord­ ing to general nd aceuemic requirements in Table VI. ^n analysis of these plans reveals the following facts. A majority of these slates require a valid, teaching certificate. Five of the eight states require a teaching certificate valid in the state in which the counseling is to be done. Further, some states add that it must be valid for the level at which the counseling is to be done. Arkansas and the District of Columbia require no teaching certificate but do set up a teaching experience requirement. Only Massachu­ setts requires neither tne teaching certificate nor the teaching experience. A majority of the states in this froup, five, require teaching experience as a prerequisite for tne counselor’s certificate. The number of years of experience required ranges from two to five, with a ineuian of three yeai'S. Previous counseling experience is not required for certification as a counselor, hone of the eight states requires counseling experience, experience in this area may be used in satisfying the teaching experience requirement in Louisiana, however. A majority of the states in this group do not require work experience other than teaching or counseling for certi­ fication as a counselor. Such experience is required only in TABLE VI PHDVISIONS IK ONE-LEVEL CERTIFICATION PLANS Requirements and provisions Ark. Teaching certificate valid in state Tears teaching experience Years counseling experience Tears work experience other than teaching or counseling Validity of certificate— years Certificate renewable Personal qualifications Semester hours guidance work or related fields Semester hours graduate study or advanced degree Undergraduate work acceptable Semester hours undergraduate work accepted D.C. 2 5® 1 (a) Fla. Name of state Ind. La. Yes Yes Yes 5S (b) Miss. N.H. Yes 3 Yes 2 1 10 Yes 15 9 Yes 24 No 30 18 15 18 15 M No M No M No Mass, 5C 1 Yes Yes 15 Yes 6 aTwo years work experience nay be substituted for two years of the five years required teaching experience, ^Or experience as counselor, supervisor, and/or administrator cProfessional experience presumably including teaching and/or counseling nay be included ^Master1s degree OJ ax \ 89 Arkansas, I'ev. Hampshire, and Massachusetts. The range in years required is from one to five. The u~ual requirement is one, although the scant nun: er of case s involved obviates the significance of this figure. large majority of the states in this group, six, a or 75 per cent set no time limits on the validity of the counselor’s certificate. Only Massachusetts and Mississippi set time limits; one year in Massachusetts and ten years in ’ ississippi. The certificate is renewable in each case. It should be auaea here that the permanence of the certificate in the case of the other eight states is not specifically stated in each instance but is implied by the omission of any statement. a major portion of the states include no personal qualifications in the provisions of the legal plan. Only Massachusetts includes such a requirement. The details of the requirement are given in the summary above of the Massa­ chusetts’ plan. There is a semblance of agreement among these eight states in the required number of semester hours of study in guidance work or related fields. V.'hile the requirement ranges from fifteen to thirty semester hours, five of the eight states hover around the median of eighteen; three states require fifteen semester hours and two states require eight­ een semester hours. 90 The number of states evenly divided between those which require a master*s degree and those which do not. The number of states which will or will not accept specialized study on the undergraduate level is also evenly divided. Pour states definitely specify that no undergraduate work is acceptable. Arkansas, which requires fifteen semester hours of specialized study, stipulates that nine hours must be on the graduate level and no more than six hours on the under­ graduate level. Florida requires thirty semester hours of study in guidance but will accept fifteen semester hours on the undergraduate level. This acceptance of undergraduate work is not stated in its regulations, but is implied by omission. New Hampshire and Massachusetts likewise imply by omission that specialized study requirements may be satis­ fied through undergraduate work. Adhering to the definitions for the various areas of study given in Chapter One, the areas named in the one-level certification plans are shown in Table VII. The tabulation was prepared by examining each state plan and placing a tally in the proper square if the area, or a course which by defini­ tion falls into the area, is named. The table must be read with several limitations in mind. The semester hour requirement in a particular plan cannot be ascertained from the table since in cases where more than one course is named for a particular area, the area is still checked only once. For example, Missouri [in the TABLE VII AREAS OF STUDY NAMED IN ONE-LEVEL CERTIFICATION PLANS Area of study Name of state Ark. D.C. Fla • Ind. La. Miss. N.H. Mass. Philosophy and Principles of Guidance Understanding the Individual Occupational and Educational Information Counseling Supervised Experience in Counseling Group Techniques in Guidance Organisation and Administration of Guidance Programs School Administration Curriculum History and Philosophy of Education Social Case Work Sociology Economics Personnel Management Labor and Industrial Relations Vocational Education Research Techniques Statistics X X X X X X X X X X X X X X X X X X X X X X X X 6 8 75.0 100.0 X X X X X X 7 8 87.5 100.0 2 25.0 7 1 87.5 12.5 1 2 2 12.5 25.0 25.0 X X X X X X X X X X X X Total states naming area Number Per cent X X X X X 1 2 12.5 25.0 X X 2 25.0 92 two-level group] requires, among other studies, rental hygiene, The Individual Inventory, and Croup and Individual Testing for Guidance Purposes. These are all included in the single tally opposite Understanding the Individual in the horizontal column, and under Missouri in the vertical column. ( See Table IX, page 125.) This limitation arises from the differences in the way state certification plans are arranged. For example, among the eight states which have only one level of certifi­ cation, two states specifically name all the courses or areas to be studied. Four states list the courses or areas that are required but list some other courses or areas from among which courses may be taken. Three states simply list a series of courses or areas and leave all choice of specific selection to the trainee. Little or no differentiation appears to be recogniz­ able in the plans between a course, an area, or a field of study. Specifically, one state purporting to name areas of study mentions as separate areas, Psychology of Motivation and Psychology of Personality. Another lists Mental Hygiene and the Work of the Deanship. Seven states name Occupational and Educational Information as required or desirable in the training of a counselor; four call it an area of study, two call it a course, and one calls it a field of study or a course. 93 Table VII, therefore, is presented to show only the various guidance and related areas of study which are named in the existing plans in states which offer certificates on one level. ITo aifferentiation is made between required or elective courses or areas. No differentiation is shown between a state which may require four courses unaer Under­ standing the Individual and a state which requires only one course. The exact titles of courses or areas required in the plans may be found in the descriptive summaries, however. There appears to be rather general agreement among the eight states which issue certificates on one level in regard to some of the areas of study which should be included in the certification plan. These areas are Understanding the Individual and Counseling which are named by all eight of the states; Occupational and 3ducational Information and Organization and Administration of Guidance Services which are named by seven, or 87.5 per cent of the one-level group; and Philosophy and Principles of Guidance which is named by six, or 75 per cent of the group. No other area of st.udy is named by more than two, or 25 per cent of the eight states. Summaries of two-level oertifioatlon plans. Twelve of the twenty-three states, or 52.1 per cent which have certification for counselors issue certificates on two levels. These states are Connecticut, Delaware, Georgia, Maryland, I : issouri, i-ew Jersey, New York, Utah, Vermont, Wisconsin, .est Virginia, and Pennsylvania. A summary of these plans is riven on the pages that follow. 95 CONKECTICUT13 Minor Endorsement!^ I. General requirements A. Teaching certificate at the appropriate level E. Two ana one-half years teaching experience C. Two and one-half years industrial or pupil personnel work experience II. xicademic requirement - nine semester hours of profession­ al training in guidance C o u n s e l o r s Certificate I. General requirements A. Teaching certificate at the appropriate level Five years of teaching experience C. Five years of industrial or pupil personnel work experience II. -«oademic requirement - eighteen sexaester hours of professional training in guidance 13 Personal correspondence from State Supervisor of Guidance, Connecticut State Department of Education, Hartford, Connecticut. 1^ The information concerning the Minor Endorsement is the investigator’s interpretation of the following state­ ment in the letter from the State Supervisor, "We have what is termed a minor endorsement which covers part-time counselors, that is those who spend fifty per cent of their time or less in counseling and devote the remainder to some other school activity. In this case the applicant must meet fifty per cent of the full-time requirements • . .". 96 DELAWARE15 Provisional Certificate I. General requirements and provisions A. Teaching certificate valid in Delaware B. Two years successful teaching experience G. Two thousand clock hours work experience other than that of an educational nature D. Effective for five years; at the end of the five year period, the counselor should qualify for a regular certificate II. iicadeiuic requirements A. Six semester hours of course work in guidance B. Required courses Semester hours 1. Principles and Practices of the Guidance Program 3 2. Tools and Techniques of Counseling 3 Regular Certificate I. General requirements - same as for the Provisional Certificate 15 Delaware State Department of Public Instruction, Certification Rules and ReguJLa tionjs, ho. 5-49 (V/ilmington; Delaware State’ Board of Education', 1949), 22 pp. Academic requirements -ri. Twenty-one semester hours of course work in guidance D. .Required courses Semester hours 1. Principles and Practices of the Guidance Program 3 2. Tools and Techniques of Counseling 3 3* Counseling Techniques 3 4. Analysis of the Individual 3 5. Occupational and Educational Information 6 6. Organization and Administration of the Guidance Program 3 98 GEORGIA16 Provisional Certificate I. General requirements A.Teacher's Professional Four-year Certificate valid in Georgia B. One year of teaching experience C. Valid for three years and renewable upon evidence of successful experience in counseling and completion of two additional courses toward the counselor's Professional Certificate II. academic requirements - three courses (of fifteen quarter hours) in approved professional guidance, one of which must be an overview course such as Fundamentals of a Guidance Program Professional Certificate I.General requirements and provisions A. Teacher's Professional Four-year Certificate E. Three years experience - one in teaching, one in counseling (with a minimum of one period per day devoted to counseling) and one in wage-earning work experience other than teaching or counseling C. Recommendations of the Education Department of the institution in which the training has been done, as to the personal character of the applicant and his probable success as a hi h school counselor II.Academic requirements Georgia State Department of Education, Certification of High School Counselors (Atlanta, Georgia: Georgia State* Department of ifducation, ’1948 ), 1 p. 99 a . tester*s degree (or the Professional .Four-year Certificate plus fifty-five quarter hours of grad­ uate credit averaging at least B) including nine courses distributed as follows: 1 . Sciences basic to an understanding of the indivi­ dual and of his environment — 1 to 3 courses from Psychology, Sociology, Economics, Statistics 2 . Problems of the curriculum related to counseling — 1 to 3 courses from Curriculum M a n n i n g or ^valua­ tion and Measurements 3. Problems and procedures in guidance — 4 to 0 courses from Fundamentals of a Guidance Program, Analysis of the Individual, Counseling Techniques, Educational and Occupational Information, Laboratory in Applied Education 100 MARYLAND1 ? Certificate for Counselors Who Spend Less than One-half their Time in Guidance Services I. General requirements A. High school teachers* certificate valid in Maryland B. Two years teaching experience II. Academic requirements - six semester hours in guidance courses including Principles and Practices in Guidance, Techniques of Counseling, and Occupational Information; courses on graduate level preferred Certificate for Counselors Who ^pend More than One-half their Time In Guidance Services I. General requirements A. High school teachers* certificate valid in Maryland B. Three years teaching experience 11. Academic requirements - twelve semester hours in guidance courses including the areas necessary for part-time certification, and in addition, Analysis of the Individu­ al, mental Hygiene in the Classroom, and Occupational Adjustment to Business and Industry ^ Personal correspondence with £ tate Supervisor of Educational and Vocational Guidance, State Department of Education, Baltimore, Maryland. 101 MISSOURI18 Professional Certificate I I. General requirements A. Teacher's certificate valid in Missouri B. Two years of successful teaching experience C. One year of cumulative work experience in occupations other than teaching D. One year of successful counseling experience in a school situation II. Academic requirements A. Twelve semester hours in the areas below: Semester hours 1. Principles and Practices of Guidance Programs 2-3 2. Counseling Techniques 2-3 3. Mental Hygiene 2-3 4» Group and Individual Testing for Guidance Purposes 2-3 3. Supervised Counseling Experience 2-3 6. The Individual Inventory 2-3 7. Occupational and Educational Information 2-3 B. At least four semester hours of training must have been acquired during the past three years 18 Missouri State Department of Education, Certifi­ cation of Counselors (Jefferson City: Missouri State Department of k&ucation, 1949), 3 PP» 102 C. Renewable each three years upon evidence of continued professional Interest and growth Professional Certificate II I. General requirements and provisions A. Meet all requirements for Professional ^ertii’ioate I 3. Three years of successful counseling experience in a school situation C. Renewable each five years upon evidence of continued professional interest and growth II. Academic requirements A. Completion of ten additional semester hours in guidance courses Courses to be selected from following areas: Semester hours 1. Statistics 2-3 2. Organization and Administration of Guidance Services 2-3 3. Occupational Purveys 2-3 4. Seminar or Special investigation in Special Guidance Problems 2-3 5. oocial ^ase Work Methods 2-3 o. Industrial and Labor Relations 2-3 7. Personnel Management 2-3 3. Philosophy of the Practical Arts and Industrial Education 2-3 103 NEY; JERSEY19 Limited Certificate (Elementary and Secondary School) I. General requirements - none II. Academic requirements A. Bachelor’s degree B. Thirty semester hours in general background courses distributed in at least three of the following fields: English, Social studies, Science, Fine arts, Mathematics, and foreign languages. ^ix semester hours in English and six in Social Studies will be required C. Forty-eight semester hours distributed among the follow­ ing areas with special emphasis on child growth and development and parental relationships: 1. Psychology 2. Guidance 3* Vocational education, economics, and industrial relations 4. Tests and measurements 5. Community areas D. One hundred fifty clock hours of approved student teaching Permanent Certificate (Elementary and Secondary Schools) Meet all requirements for the Limited Certificate and completion of three years successful experience as a guidance counselor. 19 State of New Jersey, Department of Education releases, [No date]. 10k A different oertifioate is issued in New Jersey for Guidance and Placement Counselors in Vocational schools. The requirements follow: Limited Certificate (Vocational Schools) I. General requirements A. Three years of successful teaching experience in a state aided vocational school, or one year in counseling in industry or education, or in personnel work B. Three years of approved occupational experience II. Academic requirements A. A college degree B. Thirty semester hours in fundamental cultural areas (See II-B under Limited Certificate) C. Eighteen semester hours in such courses as Principles of Vocational Education, Problems of the Secondary School, Educational Psychology, Psychology of the Adolescent, Mental Hygiene, Tests and Lieasuraments, Counseling Techniques, or Occupational Information Permanent Certificate (Vocational Schools) Meet all requirements for the Limited Certificate for Vocational Schools and three years of approved experience within the scope of the certificate 105 NEW YORK20 Provisional Certificate I. General reouirements A. A teacher*s certificate or a statement of eligibility for a certificate valid in the State of New York B. Three years of experience; one in secondary school teaching and one in fields other than teaching C. Valid for ten years II* Academic requirements A. Bachelor’s degree B. Six semester hours in approved graduate courses C. The total program of graduate and undergraduate preparation to include twenty-four semester hours in approved professional courses distributed as follows: 1. Eighteen semester hours in education courses approv­ ed for secondary school teaching 2. Six semester hours in the principles and techniques of guidance Permanent Certificate I. General requirements and provisions A. A teacher's certificate or a statement of eligibility for a certificate valid in the State of New York B. Five years experience; one in teaching in secondary sohools and one in appropriate industrial or commercial work New York State Education Department, The University of the State of New York, Certificates for Administrative and Supervisory Service (Albany: l ew York State Education Depart­ ment, 1941), 3 PP. C. Holder of a permanent certificate must complete six semester hours in approved courses or the equivalent during each successive ten-year period Academic requirements A. Bachelor's degree 3. Thirty semester hours in approved graduate courses C. The total program of undergraduate and graduate preparation to include II-C-1 and II-C-2 above and courses in the following fields: Semester hours 1. Research and studies in educational and occupational opportunities 4-6 2 . Lethods and materials in teaching orientation and/or occux>at ional classes 2-4 3 . Lental hygiene 2-4 4 . Educational or mental measurements 2-4 5 .Psychological tests in guidance 2-4 o. Sociology 2-4 7. Economics 2-4 8 . Labor problems 2-4 107 PENNSYLVANIA21 Certificate to Teach Cuidance I. General requirement - the possession of a valid certifi­ cate to teach II. Academia requirements a . Eighteen semeBter hours in the field of guidance B. distribution of credits 1. oix semester hours in the following or equivalent guidance courses i.inimum semester hours a. Occupations - Analysis, field studies and school applications 2 b. One or both of the following courses: General Introduction to Guidance 2 Labor and Personnel Problems in Business and Industry 2 2. Courses in related subjects 12 Courses in the social sciences, commercial education, etc. are interpreted as related courses 21 Pennsylvania department of Publio Instruction, Teacher Education and Certification (Harrisburg: Pennsylvania Department *of Public^ Instruction) ,~2 pp. [No date]. 108 Certificate for School Guidance Counselor I. General requirement - the possession of a valid certifi­ cate to teach II, Academic requirements A. Eighteen semester hours in the field of guidance Ilinimum semester hours B. Distribution of credits 1 . General Introduction to Guidance 2 a. Introductory Course in Guidance b. Educational Guidance c. Principles and Problems of Vocational Guidance d. Vocational Guidance and Counseling 2. Specialized Techniques in Guidance 6 a. Laboratory Psychology b. Clinical Techniques in Guidance c. Psychology of the Abnormal d. Educational Tests and leasurements e. Social Hygiene f. Counseling Techniques 3« Field Studies and Applications a. Social case work b. Gooupations - analysis, field studies, school applications 6 109 minimum semester hours c. Labor and personnel problems in Business and Industry d. Vocational Education 4» Organization and Administration of Guidance a. Organization and development of school guidance programs b. Bxtra-currioular activities c* The organization and administration of vocational guidance 4 110 UTAH22 Provisional Certificate I. General requirements A. A valid teacher's certificate ?. Valid for two years - six quarter hours of credit in prescribed core or related areas required for renewal II. Academic requirements ■a . A bachelor’s degree •0 . 'iwelve quarter hours of course work in core or related areas 1. Gore areas a. Counseling b. Understanding ana Stuaying the Individual c. Information services a. auxiliary Services e. -administrative and Community relationships 2. nelatea areas a. Psychology b. Sociology and Social dork c. economics and Business L.anagement d. Vocational Education 22 utah ^tate Department of Public Instruction, standards for the Counselor*s Certificates (Salt Lake City: U'tah State Department l.f Public Instruction, 1949), 4 pp. e. remedial Education Professional Certificate General requirements ana provisions A. A valid teacher's certificate B. Two years of successful teaching or counseling experi­ ence approved by the State Department of Public Instruction C. Valid for five years - six quarter hours of credit in prescribed core or related areas required for renewal Academic requirements a . A master's degree, or in lieu, fifty-five quarter hours of graduate credit E. A minimum of thirty-six quarter hours of course work earned v.’itnin the core or related areas as follows: 1. Core areas - minimum a. Counseling b. Understanding and Studying the Individual Quarter hours 6 12 c. Information services 2 d. auxiliary Services 2 e. administrative and Community Relationships 2 2, Related areas from which an applicant may satisfy twelve of the total minimum requirement of thirtysix quarter hours a. Psychology b. Sociology and Social V.’ork c. Economics and Business Management Vocational Education Remedial Education 113 VERMONT23 Provisional Certificate I. General requirements and provisions A. Valid certificate to teach in public high schools of Vermont B. Two years successful teaching and/or counseling experience C. One year cumulative work experience in occupations other than teaching D. Valid for five years from date of issue II. Academic requirements A. Fifteen semester hours of work in guiaance B. Following courses required: Semester hours 1 . Principles end Practices of Guidance 2-3 2. Introduction to Educational Leasurement and Statistics 2-3 3. developing and Using Occupa­ tional Information 2-3 4 • Techniques of Counseling 2-3 5. kental Hygiene 2-3 o • Techniques of developing and Using the Individual Inventory 2-3 2^ Vermont State Department of Education, The Certification of Counselors and Directors ojf Guidance in the ochooTs of Yermont (Ilonlfepeller:'Vermont State Department^©? Education) , 3 pp'.^ho datej . 114 Professional Certificate I# General requirements and provisions A. I.eet all requirements for the provisional certificate B. Valid for five years - re newable in accordance w i th Gen e ra l r e q u i r e m e n t s for ce r ti f ic a ti o n of all teachers II. Academic requirements A. Additional fifteen semester hours in guidance courses r>m Courses to be selected, from following areas: 1. Analysis of the Indiviaual 2. Occupational Information 3. Counseling 4. Administration [of Guidance Services] 5. Psychological Training for Counselors 115 7lSCONSIN2/f Junior Classification I. General requirements A. Tv/o years successful teaching experience as a full­ time day teacher, or the equivalent experience 3. Cne year practical experience in occupations other than in the field of education, or the equivalent experience II. Acacemic requirements a . Completion of a four-year course in approved teacher training institution of college rank, or the equiva­ lent training s. -rtgreement to spend every other summer in professional improvement along lines laid down for securing Senior A Classification Senior A Classification I. General requirements A. Two years teaching experience B. Three years counseling experience II. Academic requirements A. Completion of a four-year course in approved teacher training institution of college rank, or the equiva­ lent training Wisconsin State Board of Vocational and Adult Education, Requirements for Certification of Directors and Local Su pervisors in 7.1scon sin Schools of Vo c atl ona~l~ and Adult Education - Counselors of' Ocji^atlonal Inf ormat loll and Guid­ ance ,*Teacher TrVinTng Series', Bulletin Ifo. 7PT-*301h (Uadis o n : Wisconsin State Board of Vocational and Adult Education, January, 1946), pp. hl-h3. 116 3. Completion of the following requirements: Credits 1. The Wisconsin Plan of Vocational and Adult Education 2 2. Principles of Guidance 2 3. Techniques of Guidance 2 4. Educational Psychology 2 5. Counseling 2 6. Elementary Economics 4 7. Eocio-economic Electives 4 C. Completion of one year of graduate work in education with emphasis upon occupational information and guidance in vocational and adult education, or the equivalent training 117 WEST VIRGINIA25 Teacher-Counselor Certificate I. General requirements A. State Teacher's certificate for level at which guidance is to be done B. Two years successful teaching experience at level at which guidance is to be done II. Academic requirements A. Ten hours required courses at the graduate level B. Required courses Semester hours 1. Principles ana Practices of Guidance (unless taken at unaergraauate level) 2-3 2. Counseling Techniques 2-3 3. Individual Inventory Techniques 2-3 4. Occupational Information Techniques 2-3 3. Seminar in special Counseling Problems 3-6 C. Suggested Electives 1. Industrial and Labor Relations 2-3 2. Organization, Administration, and Development of Guidance Programs 2-3 3. Organization of Guidance Programs for Out of School Youth and Adults 2-3 ^ West Virginia Department of Education, Training Program for G uidance In the Public Schools of West Virginia (Charleston: V/est*Virginia Department of" 2ducatTon,“Vocation­ al division, Lay, 1946), 3 PP* 4* Personnel Management Semester hours 2-3 5. Problems of Child Welfare 2-3 6. *Jocial Case work Methods 2-3 7« Statistical Interpretation 2-3 8, Unemployment ana Occupational Rehabilitation 2-3 9. Vocational Education 2-3 Counselor Certificate Ceneral requirements A. State Teacher*s certificate for level at which guidance is to be done 3. Two years successful teaching experience at level at which guidance is to be done C. Kot less than 1400 clock hours of cumulative work experience in Agriculture, Commerce, or Industry academic requirements A. Completion of thirty semester hours of graduate work v/ith a m a s t e r ’s degree B. Required and elective credits must be courses below: earned in the Semester hours 1. Required courses - fifteen hours a. Principles ana Practices of Guidance 2-3 b. Counseling Techniques 2-3 c • Individual Inventory Techniques 2-3 d. Occupational Information Techniques 2-3 119 Semester hours e. Advanced Studies of Human Adjustment 2-3 f. Techniques of Evaluation 2-3 g. Seminar in Guidance 3*0 2. Suggested Electives - ten to fifteen hours See II-c unuer Teacher-Counselor Certificate above 3. Electives in Teaching Field - 0 to five hours 120 Analysis of two-level certification plans. The twelve certification plans of the two-level type, broken down according to general and academic requirements, are shown in Table VIII. An analysis of the certification plans of the states which provide for two levels of certification follows. a teaching certificate is usually required for the counselor's certificate. Ten of the twelve states require either a teaching certificate valid in the state in which the counseling is to be done or proof of eligibility for such a certificate. 'Wisconsin requires two years of successful teach­ ing experience, or the equivalent, but makes no mention of a certificate, hew Jersey simply states a requirement of one hundred fifty clock hours of approved student teaching. As is s^en in Table VIII, these requirements hold in each case for the Level II certificate as well as for the Level I certificate. Lost of the states require actual teaching experience as a requirement for counselor certification. Iline of the twelve states require teaching experience for Level I certi­ fication. The range of teaching experience is from one to two and one-half years. The majority, or five states, require two pears. Two years also represents iar teaching experi­ ence requirement. Connecticut requires two and one-half years, Georgia and ±.ew York each requires one year, and hew Jersey and Pennsylvania each requires none. TABLE VIII PBCVI3I0N3 IN TVO-LEVEL CERTIFICATION PLANS Requirements and provisions Md* Mo. N.J.a N.Y.15 Utah vt. Vis. Conn* Del. W.Va. Pa. Ga* Levels Levels Levels Levels Levels Levels Levels Levels Levels Levels Levels Levels I II I II I II I II I II I II I II I II I II I II I II I II Teaching certificate valid in state Y° I Years teaching experience 2P 5 Years teaching or couns­ eling experience Years counseling experience Tears work experience other than teaching or counseling 2k 5 Validity of certificate— years Certificate renewable Personal Qualifications Semester hours guidance work or related fields 9 18 Semester hours graduate study or advanced degree Undergraduate work acceptable Semester hours under­ graduate work accepted Y I Y Y Y Y I Y 2 2 1 1 2 3 2 2 N* N I Y I Y 5 N 1 1 3 1 1 1 1 1 3 6 Y Y Y 3 5 Y Y Pf 10 P Y 6 21 10 30* 6fiuh 12 22 48 48 M or 36JY I Y I Y Y 48 48 18 2 2 3 1 1 2 5 Y Y N 1 1 fr P 5 5 Y 24 30 8 24 15 30 M 6 30 or36| Y N Y Y 2 2 1 3 Y Y 2 2 1 1 2 1 1 Y Y 18 10 30 18 18 30 10 M Y Y Y Y 2 2 * Secondary school counselor certification referred to here* New York requires three years experience for Level I and five years for Level II* Figures given are the minimum for each area of experience specifically named* a Yes m 1,0 Connecticut requires 2£ years teaching and/or work experience. The and/or requirement also holds for Level II* 1 Permanent § This ia an approximated figure* n Graduate work is preferred* v-> 122 On Level again tv/o years. II, the median, as well as the mode, is One state requires five years, one state three years, four states two years, and two states one year. Tv/o states, Lev; Jersey and Pennsylvania, require no teaching experience on Level II. Utah and Vermont combine teaching and counseling experience and therefore are not included in the above figures for years of teaching experience required. Vermont requires two years of teaching or counseling experience for each level; Utah requires none for Level I but two years for Level II. Counseling experience is rarely required for Level I certification and is required by only about one-half of the states for Level II certification. L'issouri alone requires counseling experience for Level I and only five of the twelve states require it for Level II. Again, attention is called here to Utah end Vermont which have an "either-or" require­ ment of teaching or counseling. The majority of states require v.ork experience other than teaching or counseling for top-level certificafcion. Onehalf of the states require it for the Level I certificate; eight states require it for Level II; and four states make no such requirement for either level. The median of one year is the usual requirement. The majority of states set no time limit on the validity of the Level II, or top-level certificate. Eight of 123 the twelve states, or 75 per cent in this group either indicate that the Level XI certificate is permanent or else imply permanency by omitting mention of a specific limit. The remaining four states, or 25 per cent, provide for renewal upon presentation of some proof of continued growth. Level I certification may be assumed to be permanent also in one-half, or 50 per cent of the twelve states; i.e., no specific time limit is set on the validity of the certifi­ cate nor is any statement made concerning its renewability. The other six states s t time limits of three to five years, with a median of four years, on Level I certification but provide for renewel upon presentation of proof of additional study in every case but one. Gnly Missouri stipulates non-renevml . Personal qualifications for certification rarely appear In the plans of this group of states. Only Georgia includes any requirement in this area. Its plan calls for a recommendation from the training institution attesting to the applicant’s probable chance of success as a high school counselor. But, no specific suggestions for such an evalua­ tion are made. There is a noticeable lack of agreement among the two-level states concerning the academic study requirement. The range of semester hours of guidance work or related fields required for Level I certification is forty-eight, with a low of zero end a high of forty-eight. The range for Level II is 124 thirty-six with a low of twelve and a high of forty-eight. The median number of semester hours of guidance work required for Level I is eleven; the median for Level II is twentytnree. There is fairly general agreement among the twelve states in the two-level group on the question of acceptance of undergraduate study in guidance or related fields for certification. All twelve states will accept undergraduate study for the Level I certificate. '.Vest Virginia and New York set limits on the number of semester hours which are accept­ able. The remaining ten states assert, or imply by omission, that an unlimited proportion of the professional work may be taken as an undergraduate. For a Level II certificate, undergraduate study is acceptable by all the twelve states except New York and Utah. These tv\ro specifically provide that no work below the gradu­ ate level may be applied toward top-level certification. Less than one-half the states require a master's degree or its equivalent for top-level certification. Five states, or 41.7 per cent set up this requirement. In two of these cases, however, some undergraduate course work may still be applied toward the specialized study requirement. The areas of study named by the twelve states in their two-level certification plans are shown in Table IX. Attention is again called to the definitions of the areas of C.' A n a of study Philosophy & Princi­ ples of Guidance Understanding the Individual uecupatiooal k Educa­ tional Information Counseling Supervised Experience in Counseling Group Techniques In Guidanoe Organisation and Administration of Guidance Programs school Administration Curriculum History i- Philosophy of Education Social Case Vi'oifc Sociology Economics Personnel ianagemant Labor A Industrial Halations Vocational Education Research Techniques statistics .leosdial education jltjf ..... ...j r i L-Li.i-i. 11 : i N a m of state Conn.a Lei. la. >.d» , o, l .L. L.Y, Utah Vt. ,is. V/.Va, .a. Levels revels Levsl? Levels Levels Levels i-evels Levels ^evels Levels Levels Levels xx xx x x x x xx xx x > x x x x x x x x x x x x x x x x I -I I il i. II X x X X X X X X X X II I .1 I II X X X X X X X X X V X V> > X X X X X X X X X X X x x I X 8 Areas of study not specified x ■3.3 6 50.0 10 B3.3 * 41.6 V 75.0 ✓ 2 16.6 X X X X X 3 25.0 p 1 x x x x X X X X X 1 X X X X X X 0s. < o £ •r Jb V x x xx X X X 2 16.6 X X X X X X X X X X X X X X X V .'V V X X X X x X 16.6 2 16.6 6 50.0 x x 91.7 X y X 11 6 50.0 11 91.7 X X x 10 X X X Total states nafnin? area Level I .evel II No, Per No. ier cent cent » 3.3 33.3 3.3 4 33.3 16.6 5 41.7 16.6 3 25.0 3 "5.C 5 41.7 4 p ’3.3 5 5~'.u 16.6 4 33.3 1 3.3 i 3.3 H a? u> 126 study discussed in Chapter One. Also, Table IX and succeeding tables shewing: the distribution of areas of study named will suffer from the same limitations as those described concern­ ing Table VII. Connecticut names no specific areas for either level of certification. Wisconsin names areas only for Level II. These omissions pull down the frequency wi t h which the various areas of studies are named by the states. There appears to be no clear cut pattern of study area requirements on Level I except for Philosophy and Principles of the Guidance Program which is required by ten, or 83.3 per cent of the states. Others mentioned a signifi­ cant number of times are: Understanding the Individual, Occupational and Educational Information, and Counseling. A clear pattern presents itself on Level II. The majority of the states name Principles and Practices of the Guidance Program, Understanding the Individual, Occupational and Educational Information, and Counseling. Principles and Practices of the Guidance Program and Understanding of the Individual are named in eleven, or 91.7 per cent of the cases; Occupational and Educational Information is named in ten, or 83.3 per cent of the cases; and Counseling is named in nine, or 75 per cent of the cases. The range of frequency with which other areas are mentioned is none to six times. CHAPTER IV THE PRESENT STATUS OF COUNSELOR CERTIFICATION IN THE U N I T ED STATES (continued) Summaries of three-level certification p l a n s . Two of the twenty-three states, or 8.7 per cent, which have certifi­ cation for counselors issue certificates on three levels. These states are Ohio and Wyoming. It is interesting to note that Ohio was one of the earliest states to adopt certifica­ tion [1940] while 'Wyoming is probably the latest [l949 - to go into effect in 1952] . A summary of these plans is given below. O H I O 26 Four-year Provisional Certificate I. General requirements and provisions -n.. Certificate valid for teaching in schools of Ohio B. One year of teaching experience C. One year in w ork other than teaching D. One additional year of experience in either B or C 26 Ohio State department of Education, Laws and Regulations Governing the Certification of T e a c h e r s . Adminis­ t r a t o r s . supery l so rs T and School Em ployees in P u pf T Personnel S ervice (C o l u m b u s : Ehio State department of“ E d u c a t i o n , Tanuary 1, 1948), pp. 32-33. 128 2. Not less than twenty-five years of age F. Valid for four years II. Academic requirements A# Forty semester hours in guidance work and related areas (not m o re than twenty-five semester hours shall be on the undergraduate level) 3. Study well distributed over the following areas: 1. Guidance 2. Psychology 3. Tests and Measurements Education 5. Economics o • Sociology Sight-year Professional Certificate I. General requirement - three years successful experience in guidance counseling under the four-year provisional certificate II. Academic requirements M a s t e r ’s degree with major in guidance counseling B. Thirty hours of graduate credit in a purposeful pattern pertinent to the training of a guidance counselor may be submitted in lieu of m a s t e r ’s degree Permanent Certificate The eight-year professional certificate made p e r m a n ­ ent upon evidence of forty months of successful experience in guidance counseling under the eight-year certificate 129 W Y O M I N G 27 Provisional Certificate I. General requirements and. provisions A. qualified for Standard High School Teacher's Certifi­ cate B. One year of teaching or counseling in public schools C. One year cumulative w o r k experience other than teach­ ing D. Evidence of applicant's personal qualifications for counseling 1. Scholastic aptitude adequate to enable him to successfully complete graduate work in a university 2. Interest in working with people as shown by stated interests, measured interests, and record of activities 3. Activities in working with people as shown by his record In school, in college, and in the community 4. Personality factors (determined by observation, clinical interviews, personality measurements, and by references E. Valid for three years - not renewable II. Academic requirements A. Bachelor's degree B. Twelve quarter hours in the following areas: (must include individual analysis and techniques of counsel­ ing) 27 Wyoming State Department of Education, N ew Certifi­ c at ion Requirements for Counselors in Wyoming S econdary ochobls (Cheyenne: Wyoming ^tate Department of l^duoatlon. 1949), 3 PP. 130 1. Techniques of Counseling 2. Practice in Counseling (supervised) 3. Occupational and Educational Information 4* Analysis of the Individual tion of test results) (Including interpreta­ 5. Administrative Relationships of the Guidance P r o g ra m Standard Certificate I. General requirements and provisions A. Qualified for standard High School T e a c h e r ’s Certificate B. Three years teaching and/or counseling experience in public secondary schools w ith a min im um of one year in counseling C. One year cumulative work experience other than teaching D. Evidence of applicants personal qualifications for counseling - same as I-D under Provisional Certificate E. Valid for five years - renewable indefinitely on presentation of eight quarter hours graduate credit in guidance and related fields II. Academic requirements A. B a c h e l o r ’s degree B. Three quarter hours graduate or undergraduate study in principles and practices of guidance C. Twenty quarter hours of graduate study distributed over the following areas: 1. Techniques of Counseling 2. Supervised Practice in Counseling 131 3* Educational and Occupational Information 4. Analysis of the Individual Administrative Relationships of the Guidance Program D. A background of courses in psychology, economics, labor relations, and principles of education including voca­ tional education Professional Certificate I. General requirements and provisions A. Llust have previously held the Standard Secondary School C o u n s e l o r ’s Certificate in Wyoming B. Five years successful experience in secondary school counseling C. One year cumulative work experience other than teach­ ing D. Evidence of a p p l i c a n t ’s personal qualifications for counseling - same as I-D under Provisional Certificate E. Permanent as long as holder is engaged in counseling In secondary schools II. Academic requirements A. blaster’s degree B. Thirty quarter hours in graduate counselor-training courses distributed over following areas: 1. Individual Analysis 2. Counseling Techniques and Practices 3. Educational and Occupational Information 4. Administrative Relationships of the Guidance Program 5. Research and Evaluation Procedures for Counselors 132 Analysis of three-level certification p l a n s . The two three-level certification plans broken down according to general and academic requirements are shown in Table X. An analysis of the two plens reveals the following facts. In both Ohio and Wyoming, an applicant for a counsel­ ing certificate on any level must have, or be qualified for, a teaching certificate valid in the schools of the state. Both states require teaching experience, counseling or similar experience, and work experience other than teaching or counsel­ ing. For top-level certification, both Ohio and vn'yoming require considerable experience in counseling; four years are required in the former state and five years in the latter. Level I and Level II certificates are non-renewable in Ohio. Level III is permanent. In other words, one must work toward top-level certification or lose the certificate when the period of its validity expires, renew the Level I ./yoming does not certificate but will renew the Level II certificate indefinitely provided certain conditions, as outlined in the summary of the plan, are met. Level III certi­ fication is permanent. Concerning personal qualifications, Ohio provides only that an applicant must not be less than twenty-five years of age. Wyoming, on the other hand, sets up qualification requirements in areas of scholastic aptitude, interests, 133 TABLE X PROVIS I ON S IN T HREE- L E V E L CE RT IFICATION PLANS Requirements and provisions I Teacher certificate valid in state Years teaching experience Years teaching or counseling experience Name of state Ohio Wyoming Level Level II III III I II Yes Yes Yes 1 1 1 la la la 3 4 Yes 1 Yes Yes 3b Years counseling experience Years w o r k experience other than teaching or counseling 1 1 1 1 1 1 Validity of cert if i­ cate - years 4 8 pd 3 5 P 5 Certificate renewable No Yes Personal qualifications Yes Yes Yes 8 15^ 20 13± K Yes No Semester hours guidance work or related fields 40 semester hours graduate study or advanced degree 15 U nd ergraduate work acceptable Semester hours u nder­ graduate work accepted Yes 25 30 30 Mc No No Yes 2 a This year m a y also inolu.de w ork experience b M i n i m u m of one year of oounseling 0 Thirty hours graduate oredit in a purposeful pattern may be substituted for the L'aster's degree d Permanent 134 activities, and personality. Thus, Wyoming goes further than any other state in the direction of requiring the co nsidera­ tion of personal qualifications. Ohio requires forty semester hours of w o r k in guid­ ance or related areas on Level I but wil accept twenty-five of the hours on the undergraduate level. On Levels II and III, the requirement is only thirty hours. This thirty hours, however, is entirely on the graduate level, a ctually then, while the requirement appears to be lower at first g l a n c e , it is really double the Le vel I requirement. Wyoming gradually raises its guidance work requirement f ro m eight semester hours on Level I, to fifteen and one-third on Level II, and to twenty on Level III. Undergraduate work is accepted toward fulfillment of these r eq uirements on the first two levels but not on the third level. The areas of study named by the two states in their three-level certification plans are shown in Table XI. The state of Ohio does not outline specific academic req ui re ­ ments except for Level I. For Levels II and III, the certifi­ cation plan simply states that a m a s t e r ’s degree wi t h a m a j o r in guidance counseling or thirty semester hours of graduate credit in a purposeful pattern pertinent to the training of a guidance counselor is required. The areas of study me ntioned by Ohio for L e v el I and those named by Wyoming for all three levels conform to the general pattern 135 TABLE XI A R EAS OF S T U D Y N A K E D IN THREE-LEVEL CERTIFICATION PLANS Area of study Philosophy and Principles of Guidance U n de rstanding the Individual Occupational and E d u c a ­ tional Information Counseling Supervised Experience in Counseling Group Techniques in Guidance Organization and A d m i n i ­ stration of Guidance Programs School Administration Curriculum History and Philosophy of E d u c at io n Social Case Work Sociology Economics Personnel Management Labor and Industrial Relations Vocational Education Research Techniques Statistics Adult Education Remedial Ed ucation I Ohio Level II x " J 'a ' N am© of state Wyoming Level III I II III " " 'a ' x x x x x x x x x x x x x x x x x x x x x x x x x x x x a Thirty semester hours in a purposeful pattern 136 which is apparent in the one- and two-level certification plans. Summary of the four-level certification p l a n . Of the twenty-three states which have certification plans for coun­ selors, only M a in e issues certificates on four levels. The summary of its certification plan follows. 137 MAINE2® T w o - y e a r llonprofessional C ertificate (For counselors devoting less than half-time to guidance work) I. General requirement - t e a c h e r ’s certificate of profession­ al grade II. ^ix hours in professional guidance education, with at least two hours of basic principles and practices of guidance S e co n d Nonprofessional Certificate (For counselors devoting less than half-time to guidance work) I. General requirements A. S a t i s f y all requirements for the two-year no np r o f e s s i o n ­ al c e r t i fi ca te B. Two years of successful part-time guidance experience II. Academic requirement - twelve hours in professional guidance education T wo -y e a r Professional Certificate (Required of counselors devoting m or e than half-time to guidance work) I. General requirements 28 ttTeacb er Certification in M a i n e , " M a i ne Schools State Department of Education, Augusta, M a i n e , N o v e m b e r , 1949. P. 16. 138 A. One year of w o r k experience other than te aching E. One year of teaching and/or counseling experience II. Academic requirements A. B a c h e l o r ’s degree r,. Eighteen hours of professional guidance education d istributed over the approved areas below but includ­ ing a basic course in principles and practices of guidance 1. Principles and Practices 2. Counseling Techniques 3. Educat io na l and Occupational Information A* Analysis of the Individual 5. Ad m in istrative Relationships in Guidance 6. Case Study 7. Internes!i> in Guidance Five Year Standard Certificate (Required of counselors devoting more than half-time to guidance work) I. General requirements A. One year of w o r k experience other than teaching B. Four years of cou n se li ng experience II. Aoademic requirements - thirty hours of professional g uidance education (or a m a s t e r ’s degree with a m a j o r in guidance 139 Analysis of the four-level certification p l a n . M a i n e ’s four-level certification plan, broken down into general and academic requirements is shown in Table XII. Levels I and II are for counselors w h o devote less than onea.alf of their scheduled time to guidance work; Levels III and IV are required of counselors w h o devote more t h a n onea&lf of their scheduled time to guidance work. A valid certificate to teach in Maine is required ‘or Levels I and II but not for Levels III and IV. But, previous counseling experience is required for Levels II and IV. This counseling experience is to be gained while serving as a counselor under Level I or Level III. Certificates for each of the first three levels are valid for two years and are renewable. The certificate for Level IV is valid for five years and is also r e n e w a b l e . The requirement for study in guidance and related fields rises steadily between the levels, beginning with six semester hours on Level I and ending with twenty-four semester hours or a m a s t e r ’s degree on Level IV. Undergraduate work is ac ce p t ­ ed on all four levels although no specific number of hours is designated. The a p p r o v e d a r e a s of s t u d y , 3 t u d y as d e f i n e d in te rms an d u s e d ttiroughout t h i s of t h e a r e a s of investigation, Principles and Practices of the Guidance Program are: 140 TABLE XII PROVISIONS IN 1IAINE*S POUR-LEVEL CERTIFICATION PLAN Requirements and provisions Teaching certificate valid in state Years teaching experience Years counseling experience Years teaching or counseling experience Years w ork experience other than teaching or counseling Validity of certificate years Certificate renewable Personal qualifications Semester hours guidance work or related fields Semester hours graduate study or advanced degree Undergraduate work acceptable Semester hours undergrad uate w ork accepted a devoting b devoting c Level Ia Yes IIa I I Ib IVb Yes 2 4 1 2 Yes 6 Yes 2 Yes 12 Yes 1 1 2 Yes 5 Yes 18 24° Yes Level I and II certificates are for counselors less than one-half time to guidance work. Level III and IV certificates are for counselors more than one-half time to guidance work. Or a m a s t e r ’s cegree v/ith a major in guidance 141 Und er st an d in g the Individual O cc upational and Educational Information Counseling Supervised Experience in Counseling Organization and Administration of Guidance Programs Type of certificate r e q u i r e d , question number nine of the questionnaire directed to state supervisors of guidance only, asked, "Is the same kind of certificate required of all persons who will be assigned time for counseling?" The purpose of the q uestion was to determine whether different kinds of certificates are required for persons assigned f u l l ­ time duties f r o m those required for persons assigned halftime or less. Response to this question was received from eighteen of the twenty-t-a:-ee states w h i c h have certification plans. Of these eighteen, twelve or uo.o per cent signified that no d ifferentiation was ma d e in the type of certificate or the lev*. 1 of certification required of a counselor regardless of the portion of his day scheduled for counseling auties. number of these affirmative responses were a c co m­ panied by qualifying comments, such as: "Yes, but not adhered to In praotice." "Yes, sane ior all pt.sons assigned duties as counselor." "Yes, to the degree possible." 142 Six of the eighteen states, or 33.3 per cent advised that the same certification regulations do not apply to all persons irrespective of amount of scheduled counseling time. Typical of the comments were the following: " H o • Counselors who devote one-half time or less to counseling need meet only fifty per cent of the requirements. " "No. A professional certificate is required of those who counsel more than one-half time; a non-profes­ sional certificate is required of those who counsel less than one-half time." "Ho. The teacher-counselor is one who is primarily a classroom teacher and devotes at least two periods per day to guidance. Therefore, only a provisional certificate is required. A full-time guidance counselor is expected to work for a professional certificate, however." "No. If person devotes xaore tnan one-half time to counseling, he is expected to hare a c o u n se lo r ’s certificate. If he spends less than one-half time in counseling, he must qualify under the certifica­ tion plan for related subjects teachers." Here is an example of one of the problems faced by certification planners, namely, the conditions under which it is felt that a certificate can reasonably be required. It is doubtful that any group of planners felt that a person who counsels less than one-half the day needs a lesser degree of competency than one who counsels more than one-half the day. Yet, in six cases, either a lower level of certificate is required for part-time counselors or, as in two cases, no certificate is required at all. Evidently, these states feel that the additional training required for certification cannot bo fully imposed upon persons who, in doing two jobs, are still primarily teachers and are dependent upon teaching and not upon counseling for their bread and butter. Certification required for a p p o i n t m e n t . question ten of the questionnaire to 3tate supervisors of guidance asked, ’’Are persons who are assigned time for counseling required to have a certificate before receiving such an a ppointment?” The responses to this question reveal some of the difficulties encountered by state departments of education in the enforce­ ment of the certification provisions. Seventeen supervisors responded to this particular question, line, or 52.9 per cent replied in the affirmative. Typical comments were: "Mandatory if counselor is assigned more than ten periods per w e e k .” "Yes. Approval of local counseling time for state basic finance program is dependent upon certification — but leniency is p r a c t i c e d . ” "Yes. In order to be classified as A A or AAA, a school must employ a counselor who has been certified. "It is mandatory if school receives state and federal aid for services of cou ns el or s. ” "Theoretically, yes, but in many schools persons have been assigned duties and then went on to get train­ ing. Enforcing standards is a pr ob le m. ” Eight of the seventeen responses, or 47.1 per cent were in the negative. Some of the supervisors' "No. Desirable, but not req ui re d. ” comments were: 144 "No. May be appointed by local administrator without being certified.” "Not at present, but certificate will be required when the supply begins to meet the demand." "No. A certificate will be granted provisionally but the person is expeoted to earn a certificate as soon as possible afterward." "No. A certificate is required only of persons who counsel more than half-time." The replies suggest a hesitancy to enforce the certification laws too rigidly. One of the reasons appears to be the lack of trained guidance personnel. Another is probably a fear of creating hostility among administrators and practicing counselors. This latter conclusion is based upon such comments as "Leniency is practised" and "A certi­ ficate will be granted provisionally". Revised counselor certification p l a n s . Three states are operating under plans which have undergone revision since the originals went into effect. Missouri, These states are I.'.aine, and Utah. The dates of the original adoption and the dates of the adoption of the revised plans are shown in Table II on pages 61 and 62. Analysis of changes made in the r e v i s i o n s . Under the plan adopted by Maine in 1948, certification was possible only for the counselors who were uevoting more than one-half of their scheduled time to guidance work. There were five 145 levels of certification for t hese persons. I£ach cf the first four levels was non-renewable a nd each was prerequisite to the next higher level wnioh required additional counseling experience and the completion of additional specific course work. Several m a j o r changes in this program were instituted in the revised plan of 1949. The n u m be r of levels for those who spent m ore than one-half time in guidance work was dropped from five to two. The entry level requirements for this group were raised by the a dd it i o n of teaching or counseling and work experience requirements. Two levels of certification were added for those counselors who were devoting less than one-half of their time to guidance. The requirements ror this group were set at a m u c h lower level than any other previously existing req ui re ­ ment. The final change was the substitution of approved areas of study for approved courses. iiissouri revised its counselor certification plan less than two years after its original adoption. Four changes may be noted. The titles of the certificates were changed from Provisional and Professional to Professional I and Professional II. One year of successful counseling experience was added to the requirement for Level I and a three year v al id it y limit, renewable, was imposed. The semester hour requirement for Level I was raised from ten to twelve; the 146 semester h o u r requirement for Level II remained the same. Specific course requirements were displaced on both levels of certification by area of study requirements. The State of Utah adopted its original counselor certification plan in 1946. A revised plan, effective Septem­ ber, 1950, was adopted this year. Several major changes were made in the plan. To begin with, the titles of the certificates were changed from "Two Year C o u n s e l o r ’s Certificate” and "Five Year C o u n s e l o r ’s Certificate" to "Provisional Certifi­ cate" and "Professional Certificate". The n ew Provisional Certificate dropped the require­ ment of two years of teaching or counseling experience which was contained in the former Two Year C o u n s e l o r ’s Certificate; but, the provision for the possession of a valid teaching certificate was kept in force. The specialized training requirement of twelve quarter hours r emained unchanged but the requirements were restated in terms of core and related areas of s t ud y rather than in specific course titles. The nev; Professional Certificate w h i c h replaced the Five Year C o u n s e l o r ’s Certificate reduced the teaching or counseling experience requirement f ro m three to two years. The requirement of twenty quarter hours of specialized train­ ing was raised in the new plan to t hi rty-six quarter hours and, as in the Provisional Certificate, the requirements were resteted in core and related areas of study. 147 States n ow planning r e v i s i o n s . Connecticut, Florida, New York, and Pennsylvania are n ow in the process of r e v i s ­ ing their certification plans. No report of progress is available from Connecticut yet. An analysis of the proposed changes in the other three plans is given below. Analysis of proposed r e v i s i o n s . The major altera­ tion being recommended in the present counselor certification plan in Florida is the change in the areas of required study. Under the existing plan, five areas of study are named w h i ch include such specifics as "The Work of the Dean of Students", "The Work of a Personnel and Placement D i r ec to r ” , and " Gu idance” . These are being repleced by area titles which are more in agreement with those in effect in the majority of the other states. Also, the n e w proposal includes the additional requirement of two years of successful teaching or counseling in public schools. The major changes proposed for the New York plan are broken down into changes in the Provisional Certificate requirements and changes in the Permanent Certificate require­ ments. The changes recommended in the Provisional Certificate are: (1) that the requirement of six semester hours in approved graduate courses be raised to thirty semester hours; (2) that the requirement of six semester hours of guidance courses be raised to sixteen semester hours; and (3) that the time validity for the certificate be lowered from ten to 148 five years. The change recommended in the Permanent Certificate is the completion of an additional fourteen semester hours in guidance w o r k for eligibility for the Permanent Certifi­ cate instead of the former additional twenty-four semester hours. hours [The total requirement would remain at thirty semester but would be distributed aifferently Pennsylvania, with the oldest certification plan of them all, is now working on a revision. The proposals for change are: (1) raising the requirement of high school corapletion to college completion; (2) raising the academic requirements of eighteen semester hours of guidance [graduate or undergraduate] to eighteen semester hours of work on the grauuate level and to continue to raise the requirement six semester hours each year until the total of thirty is reached; (3) adding a requirement of one year of teaching experience in public schools; and (4) adding1 : a requirement of one year of work experience other t han teaching. States planning the institution of counselor certi­ fication. The state supervisors of guidance services were asked to indicate whether the state was planning or contem­ plating the institution of a counselor certification plan. It was found that ten states are either preparing to adopt a plan in the near future, are looking forward to the possible adoption of a plan at some time in the more remote future, 149 or are studying the problem to determine whether certifica­ tion of counselors is desirable. As m a y be seen in Table II, pages 61 and 62, only Arizona, No rth Carolina, Iowa, and Kansas have advanced far enough in their planning to have a progress report available. Provisions of proposed p r o g r a m s . The summaries of the progress reports of Arizona, North Carolina, Iowa, and Kansas are given below. 150 ARIZONA28 (Proposed) Provisional Certificate I. General requirements and provisions a , Lleet state teaching certification requirements B. One year teaching or administrative experience, or a combination C. One year productive work experience D. Valid for four years - not renewable II. Academic requirements A. Bachelor*s degree B. Fifteen semester hours of instruction with credit in each of the following areas: 1. Principles and Practices of Guidance 2. Counseling 3. Analysis of the Individual 4. Administrative Relationships $. Occupational Information Professional Certificate I. General requirements and provisions Arizona State Department of Education, Proposed Certification Requirements for School Counselors in Arizona (Phoenix: Arizona state department of E d u c a t i o n , T 9 4 9 ) » 4 PP. Also, personal correspondence from state supervisor of guidance services. 151 A. Lleet state teaching certification requirements B. Two years of counseling, teaching, or administrative experience, or a combination, in public secondary schools C. One year productive work experience D. Will be renewed concurrently with the general teaching certificate held by the applicant II. Academic requirements A. B a c h e l o r ’s degree B. M a s t e r ’s degree or thirty semester hours of graduate work C. Twenty-four semester hours of graduate and/or under­ graduate instruction in guidance w i t h credit in each of the following areas: 1. Principles and Practices of Guidance 2. Counseling 3. Analysis of the Individual 4. Administrative Relationships 5. Occupational Information 152 K A N S A S 29 (Proposed) Provisional Certificate I. General requirements and provisions A. current teaching certificate for level in which person is functioning as a counselor B. One year successful teaching experience - may be obtained concurrently w i t h counseling experience C. One year cumulative wo r k experience on wage earning job other than teaching D. Valid for three years — m a y be renewed once by com­ pletion of additional eight semester hours of senior graduate or graduate work. A minimum of four semester hours must be professional guidance service courses II. Academic requirements A. B a c h e l o r ’s degree or its equivalent B. Sight semester hours in guidance courses on a senior graduate or graduate level C. Professional course work shall be divided among the following areas: 1. Philosophy and Principles of Guidance 2. Individual Analysis 3. Occupational information Permanent Certificate 1. General requirements and provisions pQ 7 Kansas otate Department of Bducation, Proposed Plan for Certification of Counselors for Secondary Schools in Kansas (‘Topeka: Kansas State Department of education, 1 ^ 5 0 ) , 5 pp. 153 A. A current teaching certificate for level in which person is functioning as a counselor E. Three years successful teaching or three years teach­ ing and counseling experience in secondary schools C. Two years cumulative work experience on wage earning job other than teaching D. Valid for three years and renewable without profession­ al training on the college level, providing the counselor has been actively engaged as a full-time counselor or teacher-counselor with a m i n i m u m of one regularly assigned period per day for any two of the three school years covered by the current permanent certificate. If allowed to lapse, certificate may be renewed by completion of six semester hours of study recommended by the training institution II. Academic requirements A. A m a s t e r ’s degree or its equivalent B. Sixteen semester hours college work in professional guidance courses on a senior graduate or graduate level C. Professional course work shall include a t least one course in each of the following areas of competency: 1. Analysis of the Individual 2. Occupational Information 3* Counseling Techniques 4. Supervised Practice in Guidance Services 5* Administrative Relationships of the Guidance Program 154 IOWA30 (Proposed) Teacher-Counselor I. General requirements A. Two years teaching experience c. One year cumulative work experience outside of teaching II. Academic requirement - fifteen semester hours in field of guidance on graduate level Counselor I. General requirements A. Three years teaching experience B. One year cumulative work experience outside of teaching II. Academic requirement - thirty semester hours on graduate level 30 Questionnaire response from Iowa State Supervisor of Guidance Services 155 N O RT H CAROLINA^1 (Progress Report) Teacher-Counselor I. General requirements and provisions A. State teaching certificate B. At least two years teaching experience C. Valid for five years II. Academic requirements A. Twelve semester hours of study in guidance and related fields B. Studies to include work in the following areas: 1. Philosophy and Principles of Guidance 2. Understanding the Individual 3. Occupational a n d educational Information 4. Counseling Professional Counselor I. General requirements and provisions A. State teaching certificate B. At least two years teaching exparlenoe C. One year cumulative w o r k teaching or counseling experience other than D. Valid for five years 31 Personal correspondence with Porth Carolina State Supervisor of Guidance Services. 156 II. academic requirements A. LIa3ter*s degree 3. Twenty hours of study In guidance C. Studies to include work in following areas: 1. Philosophy and Principles of Guidance 2. Understanding the Individual 3« Occupational and Educational Information 4* Counseling 5. Supervised Experience in Counseling 6. Organization and Administration of Guidance Programs 157 Analysis of proposed oertlflcation p l a n s . analysis of the proposed plans of Arizona, The Iowa, Kansas, and N orth Carolina shown in Tables Kill and X I V presents a strik­ ing resemblance to the certification plans of the states w h ic h have already made adoptions. Each of the states is recommending a two-level plan of certification. As was seen earlier, this is the plan which has found most favor among the states. All four of the states require a teaching certi­ ficate valid in the state and teaching and/or counseling experience. One to two years of experience is suggested for Level I certificates and two to three years for Level II certificates. Each of the four states plans to require work experience. Again, the requirement and the proposed one year of cumulative experience is similar to that of the states now certifying counselors. There is a slight difference shown, however, in the trend toward specifically setting time limits on the validity of the top-level certificate. Y/hile no additional work is required for one who continuously serves as a counselor, limits are set on the period of validity in order to insure that those who are certified may not cease counseling for long periods of time and automatically return to the fold w ith outmoded ideas. The additional study requirement for re-certification is proposed to prevent this from happening. 158 TABLE XIII P H G V I S I u N S IN P K o P b S E D CERTIF T C A T I O N PL A N S Requirements and provisions Aris. L e v e ls I T e ach i n g c ertif i c a t e v a l i d in state Years teacliing ex p e r i e n c e Ye ars c o u n s e l i n g ex p e r i e n c e Ye ars t e a c h i n g o r co u n s e l i n g experience Years p a i d w o r k e x p e riance o t h e r than t e a c h i n g o r counseling V a l i d i t y o f cer t i f i c a t e - year? C e rtificate renewable Tarsonal q u a l i f i c a t i o n s 5'emester hours guidance w o r k or related f ield s ■-eme3ter hours graduate study or advanced degr e e Undergraduate work acceptable S e m e s t e r hour? u n d e r g r a d u a t e w ork accented II Y* v lb * Name of state Iwa Kans. L e v e l s L e v e ls I 2 II 3 I II I i: V Y Y Y 2 2 1 2 1 1 4(c) pd Y IS 2L Y K° Y N.O. L e v e ls 3 1 1 1 3 Y 15 30 15 V 2 O V a 16 Y 5 Y a Ye3 b i r aiu i n i s t r a t i v e experience, o r c o mbination c R e n e w e d tinder same conditions as teachers c e rtificate d No 9 F a s t e r ' 3 de ;re« *; V Y \r N 1 1 2 24 M 159 TABLE XIV AREAS OF STUDY NAMED IN PROPOSED CERTIFICATION PLANS Area of study Name of state Arizona Philosophy and Principles of Guidance Understanding the Individual Occupational and Educational Information Counseling Supervised Experience in Counseling Group Techniques in Guidance Ort^anization and Admin­ istration of Guidance Programs School Administration Curriculum History and Philosophy of Education Social Case V/ork Sociology Economics Personnel Management Labor and Industrial Relations Vocational Education Research Techniques Statistics — — - ) « ' ! ■ ■ ■ — - I Iowa* Kansas X X X X X X X X X X X X X X X X X I ■ ■ North Carolina Jl I Areas of study not given in proposed plan. . ■. — 160 None of the newly proposed plans inolude personal fitness requirements. Again, this is in keeping with the provisions of existing plans. All four of the states require a m a s t e r ’s degree or its equivalent for top-level certifica­ tion. The percentage here is higher than that of the total picture but is in keeping with the trend shown in those plans adopted more recently. Only one of the four states specifically notes that undergraduate work may not be used in the satisfaction of the professional study requirement. The other three specifically provide for its acceptance or imply that it will be accepted. The majority of plans in operation at present also accept undergraduate work. Three of the four states have progressed in their planning to the point of setting up specific academic study requirements. In each case, areas of study and not courses are recommended. These areas of study correspond closely to the areus of s t u d y recommended in existing plans. Omitting Iowa, which has not set up study requirements, one hundred per cent of the ot her proposed plans require w o r k in Principles and Philosophy of the Guidance Program, Understand­ ing the Individual, Occupational and Educational Information, Counseling, and Organization and Administration of Guidanoe Programs. Two-thirds, or 06.6 per cent, require Supervised Experience in Counseling. 161 The general pattern corresponds to the pattern revealed in the analysis of the twenty-three plans now in operation with one exception. The new plans appear to be placing more emphasis on Supervised Experience in Counseling. States contemplating the institution of counselor c e rt if i c a t i o n . Six states are looking forward to the possibility of adopting a counselor certification plan at some future date, or are studying the desirability of counselor certification. The response of the state supervisor of guidance services in each of these states is shown in Table II, pages 61 and 62. It is not assumed that contemplation of counselor certification implies the adoption of a plan even within the remote future. Previous studies made as long as ten years ago named states which were contemplating certification and which are no nearer a realization of the plan now than they were at that time. For example Bailey^2 reported in 1940 that Kentucky and Rhode Island had plans under way which would probably require a special counseling certificate. Neither of these states has adopted a plan and neither one is presently planning or even contemplating such action. 32 Richard J. Bailey, "The Preparation, Certification, and Selection of Personnel Workers for the Secondary Sohools of the United S t a t e s , ” (Unpublished D o c t o r ’s dissertation, N e w York University, N e w York, 1940), p. 451» 162 StJiaiARY AND CONCLUSIONS It is Impracticable to attempt to summarize or analyze all of the certification plans on a comparative basis. Level I of a one-level plan is not comparable, obviously, to Lev 1 I of a two-, three-, or four-level plan. Similarly, Level II of a two-level plan is not comparable to Level II of a three- or four-level plan. On the basis of the questionnaire responses, the analysis of bulletins from state departments of education, and personal correspondence with state departments of educa­ tion officials, however, certain facts about the present status of counselor certification in the United States become apparent and permit the drawing of some conclusions. There is ai definite trend toward state adoption of counselor certification p I a n s . There are twenty-three states which now have certification plans for counselors. This figure represents an increase of seven over the number shown in tiie status study made in 1947 by Benson and Froehlich*^. Cf these twenty-three, seventeen have adopted their plan auring the five year period, 1946 to 1950. Four more states ^ Arthur L. Benson and Clifford P. Froehlich, "Certification of Counselors, Present Status in the States," School L i f e . 30;19-22, July, 1948. 163 are planning to adopt a certification plan in the very near future and another six are contemplating the study or adopt­ ion of a plan at a more remote date. The individuals occupying the position of state supervisor of guidance services have probably done more than those in any other position to develop Interest in counselor c er tification. This conclusion is not a startling one. K o r is it anything but what should be expected since promoting interest in guidance is a part of the guidance supervisor*s job. Nevertheless, the important part he lias played in the development of counselor certification should be brought to light. In fifteen, or 83.9 per cent of the eighteen responses to the question of who provided the impetus for counselor certification, the supervisor of guidance services is m e n t i o n ­ ed as a key figure. Further substantiation of his influence is the fact that twenty of the twenty-three states which have certification also employ a state supervisor of guidance services. Counselor certification plans have been formulated through group a c ti o n. In twelve states, or slightly more than one-half of the twenty-three states which have counselor certification, the plans have been worked out by committees representing the state department of education, the colleges, 164 and the public schools. In only six instances were the plans worked out by as few as one or two persons. The most common criteria used in the study prepara­ tory to the evolvement of counselor certification plans w e r e : (J») study of the counselor *s j o b . (2) study of other state p l a n s . and Q ) study of the needs of the s t a t e . used only one criterion in their deliberations, used two criteria, Six states eight states four states used three, and two states used four. Luore than one-half of the present certification plans are of the two-level t y p e . Eight states, or 34.8 per cent issue certificates on one level; twelve states, or 32.1 per cent issue certificates on two levels; two states, or 8.7 per cent issue certificates on three levels; and one state, or 4.3 per cent issues certificates on four levels. The most popular type of certification plan, the t w o - l e v d type, provides a provisional certificate for entry into the profession with minimum qualifications and a profes­ sional certificate for those who have taken additional training and built up additional experience. I>:ost of the states require ^ valid teaching certifi­ cate. Eighteen, or 78.3 per cent of the states require a teaching certificate valid in the state in which the counse­ l o r ’s certificate is sought. Five states do not include this 165 provision In their plans. Of these five, three states require teaching experience, thus still showing a disposition to prefer that counselors be selected f rom among teachers. Only one state w i l l issue a c o u n s e l o r ’s certificate on any level to a person without a t e a c h e r ’s certificate as well as without previous teaching or counseling experience. This state requires successful student teaching experience, how­ ever. One state w h i c h requires teaching experience on the entry level of certification will accept a person for toplevel certification without such experience provided he has had four years of successful counseling experience plus one year of w o r k experience outside of education* Three-fifths of the states require teaching experience. Fourteen states, or 60.9 per cent, of the twenty-three require teaching experience for counselor certification. The range is from one to five years; the most usual requirement is two years. In most cases, the same number of years of teaching experience is required from level to level; i.e., if a state having two levels of certification requires two years of teaching experience for a Level I certificate, tne same number of years of teaching experience is also required for Level II. Few states require previous counseling experience. Only one state, or 4.3 per cent, requires previous counseling 166 experience for the first-level certificate.(states which have only one level are also included here.] Three, or 13 per cent, will accept counseling experience for the satis­ faction of the teaching experience requirement but do not require the counseling experience. Only eight states, or 34.8 per cent of the twenty-three states specifically require counseling experience for any level of certification. This may appear somewhat surprising, particularly in those cases where several levels of certification are provided. Host of the states require work experience other than teaching or c o u n s e l i n g . Fourteen, or 60.9 per cent, of the twenty-three states specifically require work experience other than teaching or counseling on some level of certification. Eleven states require it on all levels. The usual requirement is one year and is kept constant from level to level in n ear­ ly every case. The types of work to be pursued are named in few cases but the stipulation that it be paid work experience is included in many. The majority of plans say that experience may be cumulative; it is implied by omission in all the others. The top-level certificate is permanent in most of the st a t e s . Five states indicate that top-level certification is permanent. Eleven more states do not assert that it is permanent but set no time limits. It may be safely assumed 167 then, that these eleven are also permanent certificates. Together, the sixteen states represent 69.6 per cent of the total group. The remaining seven, or 34-4 per cent of the group, set time limits on top-level certification as well as on lower-level certificates. The certificates are renewable in every case. ITine of the sixteen states whose top-level certifi­ cates are permanent place time limits on the validity of the lower levels of certification. This males a total of eleven, or 4 7 . S per cent of the states which set limits on the validity of the certificate at some level. The limits on the lower-level certificates average three years. It is interesting to note that only one state of the twenty-three certifying states specifically provides for the non-renewal of lower-level certificates. It is also signifi­ cant that six, or 2o per cent of the certifying states do not set time limits even on the validity of lower-level certifi­ cates. A partial explanation of these two circumstances may be found in the fact that the lower-level certificates in several states are not considered as provisional certificates, hor, are they considered as a device to expedite entry into the fielu by interested and capable persons. Hather, they are designed for different groups of persons; one group, the full­ time counselors and the second group, the part-time counselors, 168 or teacher-counselors. The teacher-counselor is generally considered as that person who spends less than one-half of his time in scheduled guidance work. Therefore, this person m a y be permanently certified to act in the capacity of a teachercounselor and is not required to w or k toward the higher level of competency unless he becomes a full-time counselor. M aryland and Maine are examples of this approach. Very few states include personal fitness requirements in the certification p l a n . Although many respondents to the questionnaire favored the inclusion of personal qualifications in the certification plan, a large portion of them called attention to the difficulties of objective evaluation and appraisal of such traits along with the dangers attendant upon their enforcement. The small number of states which em­ body such requirements in their certification plans may suggest a corroboration of the respondents* Only three states, or 13 per cent, al requirements. opinions. include any person­ One state requires that a statement of per­ sonal fitness for the job ana probable chance of success be obtained from the training institution. One state lists personal qualities and qualifications desirable in a counselor but does not state that the applicant for a certificate will necessarily be evaluated upon the possession of these traits. 169 The remaining state requires evidence of the personal f i t ­ ness of the applicant w h i ch is evaluated through a combina­ tion of tests, records, references, and observation [by employers and associates}. This last plan is the newest of the state plans and thus has not yet been tried in praotioe. There is _a noticeable lack of agreement concerning the semester hours of specialized study r e q u i r e d . variation exists A wide in the number of semester hours of study in guidance and related areas which is required in the twentythree states. This is particularly true among the two-level states where the Level I requirement spreads from zero to forty-eight semester hours. There is a tendency for these requirements to grow more similar as the top-certification lev^l is approached, however. For top-level certification, the range runs from twelve to forty-eight semester hours with a median of twenty and one-half semester hours. Lost states accept undergraduate study toward satisfaction of certification requir em e nt s. All states, with one exception, accept undergraduate study in guidance and related fields for certification on the lower levels. [Certi­ fication in one-level states is being considered here as top-level certification.] Fifteen states, assert or imply that undergra uate stud\ or 66.6 per cent, is also acceptable for fulfilling the requirements for top-level certification. 170 Only two of these fifteen states place any limit on the number of semester hours of undergraduate work w h i ch will be accepted. The remaining eight states, or 34.8 per cent specifically provide in the plan that all specialized study for top-level certification must be on the graduate level. Nearly one-half of the states require ja master *s degree or its equivalent for top-level c e r t i f i c a t l o n . Eleven, or 47.8 per cent of the twenty-three states require a m a s t e r ’s degree or its equivalent certificate. in graduate study for the top-level In all but three of these eleven cases, the specialized wo r k in guidance and related areas must be entire­ ly on the graduate level. There is rather general agreement concerning the required areas of study for counselor c e r t i f i o a t i o n . The areas of study required for certification in the twenty-three states show a striking similarity. The following five areas are those m o s t consistently named in the certification plans. Philosophy and Principles of the Guidance Program is named in twenty, or 87 per cent of the plans; Understanding the Indivi­ dual in twenty-two, or 95•7 per cent; Occupational and Educational Information in nineteen, or 82.6 per cent; Counseling in twenty, or 87 per cent; and Organization and Administration of Guidance Services in sixteen, or 69.6 per cent. 171 The figures for the remainder of the areas are shown in Table XV* The checked areas, in every case, represent those which were checked on some one or more levels by each reporting state. -p • h J* - < 0 Q Q E 0 M M S S S S S a » S Z 5 0 A « & > 3 t S 3 t Philosophy and Principles of Guidance X Understanding the Individual X Occupational and Educational Information X Counseling X Supervised Experience in Counseling X Group Techniques in Guidance Organization and Administ­ ration of Guidance Programs X School Administration Curriculum History and Fhilosophy of Education Social Case Work Sociology Economics Personnel Management Labor and Industrial Relationsx Vocational Education X Research Techniques Statistics X Remedial Education Adult Education X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 20 87.0 X X X X X X X X X X X X 22 95.7 X X X X X X X X X X X X X X X X X X X X X 19 20 82.6 87.0 X 7 3 30.4 13.0 X 16 69.6 4.3 4.3 X X X X X X X X X X X X X X X X X X X X X 1 1 X X X X X X X X X X X X X X X X X X X X X X X X X X X 5 6 7 3 6 8 X X X X X X X X X cent X X X X X X X X 1 7 2 1 21.7 26.0 30.4 13.0 26.0 34.8 4.3 30.4 8.7 4.3 173 or 52.9 per cent replied in the affirmative, and eight, or 47.1 per cent replied in the n e g a t i v e . The comments w h i c h accompanied the responses, affirmative as well as negative, suggest some difficulties in the enforcement of the certification requirements and a hesitancy to adhere to the regulations too rigorously. School accreditation and the promise of financial aid are being used as levers in several states to insure cooperation. A significant number of states have recently r e v i s e d . or are now in the process of revising their certification plans. Three states have revised their certification within five years after the original was adopted and four states are presently working on revisions, kaine, Missouri, and Utah have revised their original plans w h i ch were adopted in 1948, 1947, York, and 1946 respectively. Connecticut, Florida, New and Pennsylvania will adopt revisions of their plans in the near future. These seven states represent 30.4 per cent of the total of twenty-three states w h ic h now have certifica­ tion plans. Two important trends are observable in these revisions. First, every one of the states except Connecticut, whose proposals for revision have not yet been prepared, are r e­ stating study requirements in terms of areas of study rather than in terms of specific courses; and second, those states which did not formerly include previous teaching experience as a requirement are now adding it to the plan. Proposed certification p l a n s . in those states w h i ch expect adoptions in the near f u t u r e . more nearly approach agreement in their p r o v i s i o n s , and tend to a p p r o a c h t he m or e usual practices in the existing certification p l a n s . The proposed certification plans of Arizona, Iowa, Kansas, and North Carolina are very similar in most respects. Each of the four states has proposed a two-level certification plan. Three of the four require teaching certificates valid in the state. A n require one to two years of teaching experience on Level I and teaching or counseling experience on Level II plus w o r k experience other than teaching or counseling. Three of the four states have set time limits on the validity of the certificate on both levels and, except for Arizona, provide for renewal of all certificates. None of the four states includes personal qualifica­ tions in its plan. All four states require a m a s t e r ’s degree or its equivalent for top-level certification but three of the states will accept specialized w o r k on the undergraduate level in fulfillment of certification requirements. The requirement for Level I ranges from eight to fifteen semester hours and for Level II from sixteen to thirty semester hours. Each of the states expresses study requirements in terms of areas of study. 175 E a ch of the s t a t e s ^ names the following areas of study: Principles and Philosophy of Guidance, Un de rs ta nd in g the Individual, Counseling, Programs. Occupational a nd Educational Information, and Organization and A d m i n i st ra t io n of Guidance Two of the three states name Supervised Experience in Counseling. The noticea bl e differences between these plans and existing plans ere: (1) the greater frequency of setting time limits on all levels of certification, and (2) the apparent increased emphasis on S up ervised Experience in Coun­ seling as a recommended area of study. The probability of the adoption of certification plans by those six states which look forward to possible adoption in the more remote future must co n j e c t u r e . be left open to Statements were made by most of these six states to the effect that the state was hoping to adopt cer­ tification at some future date; "four or five years" was men ti on ed in two instances. Predictions concerning how many of these states may soon swell the total of certifying states would be foolhardy in the light of past experience; namely, states w h i c h expressed intentions similar to these as m uch as a decade ago are still counted among the m i s s i n g in the list of states w h i c h have adopted certification plans. 34 Areas of study were not given in the proposed plan of Iowa. This statement includes only the three states of Arizona, Kansas, and N orth Carolina. CHAPTER V T H E OPINIONS OF THE EDUCATORS The present chapter reports on the responses of the state supervisors of guidance services, counselor trainers, deans, and officials of state departments of education con­ cerning those provisions and requirements w h ic h the y consider desirable in a counselor certification plan. The weaknesses and difficulties encountered under present plans are also con­ sidered. The data are taken from the replies to the four page printed questionnaire w h i ch was sent to each group and from the letters whi ch a ccompanied some of the returned questionnaires; The superintendent in each state was contacted in the original mailing. In m a n y cases, he referred the questionnaire to another state department of education official for comple­ tion. A tally of the officials who finally filled in the responses follows: State Superintendent Assistant Superintendent Director of Teacher Personnel and/or Certification Secretary of State E xa mining Board Director of Rese a rc h Director of Division of Instruction State Supervisor of Guidance Services Total 7 3 13 ^ These five questionnaires are omitted in the analysis of the superintendents* returns since they are duplicates of questionnaires already received from the same state supervisors, 'i'his leaves a total of 29 responses in this category rather than 34* 2 2 177 While the questionnaires w er e sent to state super­ intendents, the replies can hardly be a s s u m e d to be the superintendent *s own opinions in those cases where he r e ­ ferred it to someone else for completion. The category t h e re ­ fore, for the purposes of greater accuracy, is re-labeled, "opinions of officials of state departments of e d u c a t i o n ” . But the value of the opinions should not be lessened for the purposes of this study, ents referred as it appears that the superintend­ the questionnaires to persons in their d e p a r t ­ ments who are well qualified to represent Interpreting; the r e s p o n s e s . the state office. Nine of the fourteen questions on the questionnaire are unstructured allowing for a wide variety of responses. The pro bl em of drawing conclu­ sions from these varied responses has been handled in the following way. A mast er sheet containing a column for each category of respondent was prepared for each separate question. Responses were listed ve r ba ti m and then studied as units to perceive similarities. A second list was then prepared to include only broad classifications under which the responses fell. The original resiDonses w e r e then interpreted and re-recorded under these broader classifications. Where the response would not fit into the broad classification without changing its intent, the original response was maintained intact. The remaining questions, sponses, tation. calling for structured re ­ did not create the same kind of problem of interpre­ 178 ATTITUDES TOWA RD STATE CERTIFICATION FOR SCHOOL COUNSELORS Responses In favor of c e r t i f i c a t i o n . question in the questionnaire asked, certification The first "Do you favor state for school counselors? Please indicate the reason for the posi ti o n you t a k e .” The responses given to the first part of this q ues­ tion by the educators in the four categories — visors, counselor trainers, deans, state su per­ and state department officials are shown in Table AVI. The m ajority of the group in each category say they favor state certification for counselors. The h igh percentage of state supervisors and counselor trainers who favor certification Is to be expected. The high percentage of deans favoring certification is a little surprising, however. Their reasons for favoring certification indicate that they are deeply concerned about the quality of counseling now being practiced in the schools and feel that ce rt ification may be the means of Insuring a reasonable degree of competency. Alth ou gh about two-thirds of the state department officials say they are in favor of certification, the proportion of affirmative responses is significantly lower than in the other three categories. The percentage is pulled down by the five respondents who express no opinion. In each of these five cases, the statement is made to the effect that 179 TABLE XVI ATTITUDE OF EDUCATORS TOWARD STATE CERTIFICATION FOR SCHOOL COUNSELORS Category of respondents State super/isor of guidance Favor No. Per cent State counselor certification Against No opinion Total No. Per No. Per No. Per cent cent cent 36 87.8 1 Jounselor trainer 53 93.0 4 >ean 42 91.3 3 6.5 1 itate department official 19 65.6 5 17.2 150 86.7 7.5 Total 13 2.4 4 9.8 7.0 41 100.0 57 100.0 2.2 46 100.0 ^ 17.2 29 100.0 10 5.8 173 100.0 a Two amon;; the five offered an opinion of a non-ccmnnital nature. 180 the need for counselor certification does not exist in the state at the present time and that little thought has been given to the idea. There is no way of predicting h o w this group will feel if and w h en counselor certification does become a problem. At any rate, only 17.2 per cent are defi­ nitely against certification. The reasons for the position taken in regard to certification are given by three-fourths of the total group of respondents. The statements made in favor of certification are summarized by category of respondent and frequency of response in Table XVII. listed first, The reason given most frequently is the reason given the next greatest number of times is listed second, and so on. Only responses made more than once are included. A study of the nine items will dis­ close some appearance of overlapping. However, this risk is considered preferable to a possible distortion of the intent of the r e s p o n d e n t ’s remarks. The educators who favor counselor certification are mostly concerned with it as an instrument for professional­ izing the field of counseling, for insuring that those who are selected for counseling duties w ill have had some training in the area and will have developed some of the necessary competencies, and for providing a point of reference in the development of training programs for counselors. The high percentage who say that certification is desirable as a TABLE XVII REASONS FOR FAVORING COUNSELOR CERTIFICATION LISTED ACCORDING TO FREQUENCY Stated reason To insure competency of counselor To encourage development and maintenance of professional standards To provide status and protection for the counseling profession To give direction to and assure some consistency in counselor training To insure employment of professionally trained persons To comply with general policy of certifying all school personnel To provide for upgrading To make the community conscious of need for specialized training in counseling To aid in securing higher salaries for counselors Supervisor No. Per cent Counselor trainer Per No. cent 10 24.4 18 4 9.8 6 Dean State official No. Per cent No. Per cent 33.3 U 30.4 8 15 26.3 13 28.3 2 14.6 13 22.8 5 10.9 6 14.6 4 7.0 4 8.7 7 17.0 5,4 4 8.7 2 2 4.9 4.9 1 1 1.8 1.8 4 8.7 1 1.8 2 1 1 2.4 Total No. Per cent 27.6 50 29.0 6.9 34 25.4 24 19.7 15 8.7 14 8.1 8 3 4.7 1.7 4.3 3 1.7 2.2 2 1.2 1 1 3.4 3.4 NOTE: This table should be read as follows: ten, or 24*4 per cent, of the forty-one supervisors who responded to the questionnaire, mentioned item one; eighteen, or 33.3 per cent, of the fifty-seven counselor trainers who responded to the questionnaire mentioned item one, and so on. Of the total one hundred seventy-three persons responding to the questionnaire, fifty, or 29.0 per cent, mentioned item one. 162 means of providing status for tiie counselor imply their feeling of a close relationship between the degree of status attached to the counseling position and the degree of professionalization and competency which can he demanded of those who enter the field. A number of respondents express concern over the dangers of untrained persons assuming the responsibilities of a specialized activity such as counseling and fear the possibility of the term "quack" being applied to those in the profession as a result of the misdirected efforts of Incompetents. In general, supervisors, counselor trainers, deans, and state officials attach a like degree of importance to the various items. The state supervisors appear to be more concerned about the practices in the employment of counselors than are the other groups. Political and other type3 of pressures upon the employing authorities are mentioned. Counselor trainers and deans want to see a greater degree of standardization of training and experience. This, no doubt, may be tied in with a wish to set up a training program which they consider desirable and to have the program approved by those responsible for its approval. Comments in favor of certification. Typical comments taken from the questionnaires of the respondents who favor certification provide an insight into the reasoning of these educators. The comments are listed below under the five items mentioned most frequently by the total group. 1. To insure competency of the c o u n s e l o r . "To insure more highly qualified personnel." "To protect pupils from malpractice by permitting only qualified persons to counsel." "To eliminate uninformed and untrained persons." "To place guidance services, an important phase of the educational program, in competent hands." "To prevent laymen from trying to do work in which they are totally unprepared." "To prevent anyone from doing guidance because he is interested in it and has read a book or two." "To assure competence which is essential in all special­ ization for authentic results." "To eliminate well-intentioned amateurs from carrying on a professional task which has great importance in its effects upon the lives of boys and girls. 2. To encourage development of school guidance workers w i t h professional s t a n d a r d s . "To serve as an educating device to point up training needs of counselors." "To develop standards of competence for school counselors. "To provide a means of identifying then [ the counselors] as a group with special competencies." "To help provide m u ch needed professionalization of school guidance workers." "To improve the standards of those desiring to do this work and improve the professional quality of the work done 184 3* To provide status for the coun se lo r * "To eld in securing recognition by other staff members of the importance of guidance end the need for competent, professionally trained people in guidance positions.*1 "To establish the concept of the professional nature of counse l in g. " "To give counseling a status w h ich will make it more attractive to competent people." "To provide for counseling, recognition as an activity for which careful specialized preparation is needed." 4. To give direction to and assure some consistency in counselor t r a i n i n g . "To provide impetus for uniform philosophy and practice; aids in counselor preparation by defining practice." "To give both counselor and counselor training institution useful training patterns." "To provide a means of getting uniform preparation." "To serve as a definite aid in setting up a schedule of studies to be completed before student is accepted as a certified counselor." "To promote sound training." "To make it possible to excercise some control over the training of counselors." 5. To insure employment of professionally trained persons. "To insure employment of professionally traineci counselors with specific preparation, experience, and personal charac­ teristics ." "To remove local pressure for unqualified persons." "To provide basis for employment of counselors superior to a d m i n i s t r a t o r ^ judgment based on credits and interview." 185 "To provide basic pattern for selection." "To encourage administrators to rive due consideration to training in making counseling appointments." Reservations placed on affirmative responses. One state supervisor and five deans qualify their affirmative responses with reservations. The state supervisor asserts that he is in favor of counselor certification only if his state follows the policy of specialized credentials for other groups within the school system. The deans in two cases feel that certification should be required only of those who will do full-time counseling. The other three deans express the fear that specialization of counseling which is encouraged by certification will tend to shut off the cooperation of teachers unless delicately handled. They feel that capable leadership can overcome this shortcoming, however. In essence, the question of what to do about guidance in the small schools is again brought into the picture here and these deans appear to believe that some provisions must be made to prevent the danger of overlooking the problem. hegative r e s p on se s. Thirteen of the educators, or 7.6 per cent are opposes to certification. Significantly, the largest group of dissenting opinions comes from among the state department officials. Certification will probably come very slov/ly, if at all, in the states which they 186 r e p r es en t• The one state supervisor who opposes certification says, "At present (counselor certification} would tend to promote separation of guidance people from equal and joint concern with basic curriculum problems of school." Three of the four counselor trainers who are opposed to counselor certification feel that certification would probably be premature in view of the rapid and sweeping developments in the guidance field. The fourth counselor trainer feels that the training institution should take the lead in furnishing competent personnel. He says, "Demands of various jobs are so varied that uni- or multi-lateral certification within states seems undesirable” The objections of the deans is primarily an objection to specialist certification per se rather than an objection to counselor certification. For example, to quote one dean, "Special certification for one group implies the need for certification for many other types of specialists." Another says, "Certification is no panacea for our educational difficu lt ie s." The tenor of the state department officials* object­ ions to counselor certification again reflects opposition to the practice of issuing a great variety of specialists' certificates. In other words, they recognize the need for special training in guidance but prefer that it be cared for 187 through endorsement of a major or minor field of specializa­ tion on the general secondary certificate. They express, in several instances, fear of the complications attendant upon a high degree of specialization in certification procedures. V.’H Y CERTIFICATION WAS CONSIDERED DESIRABLE question one of the questionnaire asked for attitudes toward certification. Responses to this question were sought from all the respondents. Other questions asked for specific reasons why a certification plan was adopted in the particu­ lar state represented by the respondent and for difficulties encountered before and after the plan was adopted. Obviously, responses to these latter questions could be given only by persons from states which had already adopted certification I Ians for counselors. Distribution of the r e s p o n s e s . Eighty-five question­ naires were received from persons in the twenty-three states which have counselor certification plans. The eighty-five questionnaires include twenty-three from state supervisors, twenty-eight from counselor trainers, twenty-one from deans, and thirteen from state officials. Of these eighty-five respondents, twenty, or 86.9 per cent of the state super­ visors, twenty-five, or 89.0 per cent of the counselor trainers, eighteen, or 85.7 per cent of the deans, and eleven, 168 or 84*6 per cent of the state officials answered the question, "Why was the institution of a counselor certifica­ tion plan considered de s ir ab le ?” Thus, a high proportion responded to this question -- seventy-four persons out of a total of eighty-five, or 87.1 per cent. Gome persons gave m ore than one reason in their replies. Discussion of the r e s p o n s e s . a tabulation of their unstructured responses is given in 'i'able XVIII. There appear to have been six outstanding motives behind the adoption of a counselor certification plan in these twenty-three states which stand out above the others. First and foremost among these is, "To raise the professional standards, improve the quality of counseling, and improve guidance services in the schools." It is easily seen that while there are three separate parts in the statement, each is closely related to, and grows out of the others. The end goal of improving guidance services in the schools appears to have been the main concern of those v;ho wished to see certification adopted. The next largest number says that certification was adopted, "To help assure thet only qualified persons will counsel". This is a re-echo of the reason given by the largest group of respondents to question one,namely, "to Insure competency of the counselor". This statement is assuming A TA:,i^ a V I I I „HY LNoTIfUTIuN OF CERTIFICATION 1LAN .iAS CONClDErtED DSSIhABLS Response State Counselor Dean official trainer No. per No. :er No. Per cent cent cent Total No. Per cent 9 29.1 14 50.0 3 38.0 6 46.2 37 43.5 7 30.S G 33.1 7 33.3 3 33.1 76 30.6 3 13.1 11 39.3 3 H.3 17 20.0 > 7 10.7 3 la.3 11 12.9 1 4.8 10 11.8 10.6 4.8 9 4 1 1.2 1 1.2 1 1.2 1 1.2 3 13.1 2 3.7 n 25.0 5 a.7 k l/i.3 7 13.1 1 1 3.6 1 1 1 3.6 4«4 1.8 2 15.4 4.7 1 •*.6 1 1.2 1 3.6 1 1.2 189 To raise the professional standards; improve the quality of counseling; improve guidance services in the school To help assure that only qualified persons will counsel To establish counselor status and protect the profession As a part of general policy to certify all school personnel To give some direction to the setting up of training programs To aid in the establishment of uniform philosophy and practice To encourage persons to take training To prevent political pressure from being exerted in employment of counselors -as pushed by director of -uidance and local professional groups „hen evaluation of schools claiming good guidance programs showed them lacking To prevent administrators from additg counselors onlv because it is fashionable Influence of United Ctates Office of Education reports Demand from teachers interested in Decoming counselors Super­ visor No. cer cert 190 greater importance as the dangers of counselor incompetency are revealed to those in the profession. There may be some question raised at this point of overlapping between items one and two. It can be argued that, for example, assuring that only qualified persons will counsel would automatically improve the quality of counseling. The possibility of this criticism is recognized here as well as in the case of some of the other items. The breakdown of the items as they are presented is considered desirable by the investigator, nevertheless, as a means of preserving the purity of the individual responses. The third largest response is, "To establish counselor status and protect the growing counseling profession". The motive appears at first glance to be one of a selfish desire for recognition. The complete statements convey a different idea, however. The respondents feel that improved status for the counselor is essential to the improvement of guidance programs, since recognition of the specialized guidance services is dependent upon the recognition of those special­ ists who provide the services. The item which ranks fourth in number of times mentioned is, "As part of a general policy of certifying all school personnel". This item is given a lower ranking by the total -roup in question one, under reasons for favoring certification. The implication here seems to be that while 191 educators do not necessarily favor counselor certification because of a general policy of certification, policies of state departments of education concerning certification have played a m a j o r role in the adoption of many of the plans. The fifth largest group says counselor certification was adopted, "To give some direction to the setting-up of training programs". This was also amon the top reasons given for favoring certification by the total group. The next most frequently mentioned reason is, "To aid in the establishment of uniform philosophy and practice". This may be considered closely related to the reason directly above in that some uniformity in training programs would go far toward bringing about uniform philosophy and practice. It suggests, also, the need for close cooperation between training authorities and certificating authorities. DIFFICULTIES OH i'ROBLEl.IS ENCOUNTERED IN CERTIFICATION In addition to trying to find out why those states which aaopted counselor certification plans had considered them desirable, other questions were directed at determining the kinds of difficulties which were encountered before and after the certification plans were adopted. Again, responses to these questions in the questionnaire could be given only by eduoators in those states which have certification. Distribution of the r e s p o n s e s . Table XIX shows the TABLE XIX DIFFICULTIES ENCOUNTERED IN CERTIFICATION Category of respondent Distribution of responses Hake statement concerning difficulty Before After Supervisor Number Per cent 13 56.5 16 69*6 Facts not known Before After 2 1 8.7 No statement Before 8 6 4.3 34.8 26.1 23 100.0 5 17.9 100.0 Counselor trainer Nunber 14 Per cent 50.0 75.0 7 25.0 2 7.1 7 2.5 Dean Number Per cent 14 66.7 15 71.4 3 14.3 2 4 State official Number Per cent 7 53.8 8 Total Number Per cent 48 56.5 21 9.5 61.5 60 70.0 12 14.2 After Total responses from states having certification plans 5 5.9 28 19.0 19.0 21 100.0 6 46.2 5 38.5 13 100.0 25 29.3 20 23.5 4 85 100.0 193 distribution of the replies to the items. It will be noted that more than one-half of the group of eighty-five res po nd ­ ents from states having certification name difficulties encountered before certification and nearly three-fourths of the group name difficulties encountered after certification. About fifteen per cent of the eighty-five respondents say they do not have any information concerning difficulties before certification. The primary reason given is that they came to the state after certification had been adopted. They appear to recognize some present difficulties, however. This is seen in the diminution of the numbers, from 14«2 per cent to $.9 p©r cent, v:ho say the "facts are not known" about difficulties after certification. A considerable number of respondents make no statement concerning difficulties encountered before or after certifica­ tion. The omission could imply either that there were no difficulties encountered or that the respondent had no k n o w ­ ledge of them. Comparisons between responses of persons from the same state in these cases, tend to favor the conclusion that the omission implies no difficulties were encountered. No 3uch assumption is being made, however. Difficulties before certification was a d o p t e d . The difficulties before certification mentioned by the educators in each of the four categories of respondents are markedly 194 similar. They group themselves, for the most part, under four general statements. 1. Ilo particular difficulties or problems were en­ countered. 2. The guidance w o r k was being carried on by persons with inadequate training, or no training at all. 3* The development of school guidance programs was being retarded by a lack of agreement on desirable guidance practices. 4* The training program was being hampered by a lack of agreement on a pattern of training. The frequency of each response made by more than one person is shown in Table 2QC. Several persons made more than one comment, thus accounting for more responses than respond­ ents. Interesting comments which are not table because they are made included in the by only one person are: "Difficulty in working out a practicable method of raising standards." "i:uch dispute by clinical psychologists as to teaching and work experience requirements." "Slight opposition from those wh o felt that counseling of any sort was within the province of the classroom teacher." "Fear that many counselors n o w doing a good job would be eliminated by certification." "Lack of recognition by other child services and adminis­ trative officials." "Apathy toward acquiring training." Difficulties after certifi ca ti o n. tabulation of the difficulties encountered after a certification plan was TABLE XX DIFFICULTIES ENCOUNTERED BEFORE CERTIFICATION FLAN WAS ADOPTED Difficulties encountered Distribution of responses Supervisor No difficulties encountered Work carried on by Inadequately trained persons No agreement on pattern of training Development of guidance programs retarded by lack of agreement on desirable guidance practices Counselor trainer No. Per cent No. Per cent 5 38.5 6 3 23.0 5 2 Dean State official No. Per cent No. Per cent 42.9 7 50.0 2 3 21.4 3 21.4 38.5 3 21.4 1 15.4 3 21.4 3 Total No. Per cent 28.6 20 41.7 3 42.9 12 25.0 7.1 1 14.3 10 20.8 21.4 1 14.3 9 18.8 The table should be read as follows: five supervisors) or 38.5 per cent of the thirteen supervisors who make statements concerning difficulties £ see Table XIX, column 1] state that no difficulties were encountered; six counselor trainers, or 42.9 per cent of the total of fourteen who make statements say that no difficulties were encountered; and so on. Of the total forty-eight persons who name difficulties, twenty, or 41*7 per cent, say no difficulties were encountered. NOTE: The total number of persons in each category of respondents who make a specific response may be found in Table XIX, column 1. 196 adopted Is shown in Table XXI. It Is Immediately apparent that the responses do not categorize themselves as conven­ iently as do the responses concerning difficulties encounter­ ed before certification. This is traceable to some extent to the fact that a number of respondents mention benefits which have accrued from certification rather than the difficulties encountered. These are not included in the table but are men tioned below in order to give the complete response picture. Six other responses which are mentioned only once are also excluded from the table. Nearly two-fifths of the respondents say that no difficulties were encountered after certification was adopt­ ed. This figure is slightly less them the comparable figure in line one of Table XX; i.e., in percentage figures, less persons said there were no difficulties after certification than said there were no difficulties before certification. Literally, this might be taken to mean that counselor certification which was adopted to alleviate difficulties, actually created difficulties which did not exist before certification. But closer examination of the numbers of responses to the two questions in Table XIX reveals that a considerably larger number of educators give specific responses to the question of difficulties after certification them to difficulties before certification. Among those who m ention difficulties after certification are many who say TABUS XXI DIFFICULTIES ENCOUNTERED AFTER CERTIFICATION PLAN VIAS ADOPTED Difficulties encountered Supervisor No difficulties encountered Continued need for qualified people Inadequate supply of counselor training facilities Disagreement regarding course requirements Certification requirements too low for competent service Difficulty in enforcing stand­ ards Difficulty in evaluating training programs in different institutions Standards too indefinite for careful administration Distribution of responses Counselor Dean State trainer official No. Per No. Per No. Per cent cent cent Total No. Per cent 37.5 23 38.3 2 25.0 9 15.0 1 12.5 6 10.0 20,0 4 6.7 No. Per cent 8 50.0 6 28.6 6 40.0 3 3 18.8 3 14.3 1 6.7 2 12.6 2 9.5 1 6.7 1 4.8 3 1 6.3 2 9.5 1 6.7 4 6.7 1 6.3 1 4.8 1 6.7 3 5.0 2 12,6 2 3.3 1 6.3 2 3.3 1 4.8 197 NOTE: The table should be read as follows: eight supervisors, or 50.0 per cent of the sixteen supervisors who made statements concerning difficulties after certification [see Table XIX, column 13 state that no difficulties were encountered; six counselor trainers, or 28.6 per cent of the twenty-one who made responses state that no difficulties were encountered, and so on. Of the total sixty persons who named difficulties, twenty-three, or 38.3 per cent say no difficulties were encountered. The total number of persons in each category of respondents who make a specific response may be found in Table XIX, column 1. 198 they do not have the facts on difficulties encountered before certification. Therefore, no reasonable conclusion may be drawn from the conflict in the numbers since diffi­ culties may have existed of which the respondents are admittedly unaware. Ho very definite pattern of difficulties can be derived from the responses, nearly 40 per cent say that no difficulties v/ere encountered after certification; 15 per cent express a continued need for qualified people; and 10 per cent still name inadequate training facilities as a problem. Aside from these responses, none of the others were mentioned enough times to be considered highly significant. The variety of difficulties mentioned is interesting. In addition to those listed in Table AAI, the following are mentioned in individual instances. "Training agencies are exerting pressure to have their own programs endorsed." "Administrators are paying little attention to certification." "There is no salary incentive to get added training." "Some persons are protesting that requirements a r e too stringent." Others, who mention benefits of the program rather than difficulties, make a variety of remarks. Two supervisors and one counselor trainer say, "Professional feeling is growing. Pore persons are studying guidance". 199 Two counselor trainers and one dean say, "Diffi­ culties are gradually disappearing end the general situation is improved". One supervisor and one state official state, "Pattern of training has been set up", A supervisor says, "There is an increased demand for guidance from citizens". A counselor trainer asserts, "Certification has helped develop guidance services of the state". One dean says, "Vithout compulsion, more and more administrators are selecting counselors only from among persons who are certificated". That each state faces problems peculiar to its own ^articular situation is clearly shown. For example, three persons 3 a y their states are finding it difficult to enforce standards, while a respondent in another state reports that without compulsion from the State Department of Education, more and more counselors are being selected from among certificated persons only. Four persons say that there is a feeling that state requirements are too low; another claims that protests are heard because the requirements are too stringent. The conclusions which may be drawn from the foregoing facts are: (1) certification may solve difficulties but may also create them; (2) most states adopt counselor certifica­ tion to alleviate similar weaknesses but face very dissimilar problems after its adoption; and (3) the difficulties which exist after certification has been adopted are a result of 200 local conditions and therefore cannot be attacked in a similar manner by all. The differentiated responses, pattern, by their very lack of suggest their greatest value. They call attention to the myriad problems which may still exist after certifica­ tion and point up some of the problems which should be considered in planning for certification of school counselors. CHAPTER VI DESIRABLE PROVISIONS FOR COUNSELOR CERTIFICATION PLANS A series of questions contained in the questionnaire ore designed to obtain the thinking of state supervisors of guidance services, counselor trainers, deans of schools of education, and state department of education officials from all parts of the United States concerning the provisions and requirements which they consider desirable in a state coun­ selor certification plan. Persons v.ho received questionnaires were asked to give their opinions whether or not their state has a certification plan in operation. They were asked first, to designate the number of levels of certification they would recommend. Their instruc­ tions for this question were: Some states are issuing several types of certifi­ cates. Each is designed to represent a particular level of training and experience. A person who obtains the lowest level certificate may then attain successively higher levels of certification by fulfilling additional requirements of training and/or experience. These various levels are usually given titles such as Provisional, E ub -Professional, Professional, etc. v/e ere arbitrarily avoiding the use of such titles by referring to the lowest level of certification which requires the least amount of training and experience as Level I, the next higher level of certification which requires additional training and/or experience as Level II, and so on. ,/ith this in mind, how many Levels of certification would you recommend? 202 Tills was followed by a series of questions concern­ ing (l) the general requirements and provisions they consider uesirable for the various levels they recommend; (2) the semester hours of undergraduate and/or graduate work they feel should be required; and (3) the areas of study they feel should be required and those w h ic h should be recommend­ ed as elective. Chapter VT is devoted to a report and analy­ sis of the responses. Number of levels of certification r ecommended. The educators appear to favor a two-level certification plan. The distribution of the responses in Table iGCII reveals that about one-half of the total respondents as well as about one-half of the respondents from each separate category of educators recommend two levels of certification. These persons are of the opinion, in most cases, that Level I should be considered as an entry level for those interested in counseling. Those who obtain the Level I certificate should then be expected to work toward a certificate on a professional level which is to be attained within a prescrib­ ed number of years by additional study and experience. The second largest total group favors a three-level certification plan. The deans favor the one- and three-level certification plan in equal numbers and the supervisors show only a slight preference for the three-level certification ?03 TABLE XXII NUMBER OF LEVELS OF CERTIFICATION RECOMMENDED Levels Supervisor Counselor trainer No. Per cent No. Per cent 6 14.6 3 Level II 21 51.2 Level III 8 Level IV No opinion Level I Total Dean State official No. Per cent Total No. Per cent No. Per cent 5.3 11 23.9 7 24.1 27 15.6 29 50.9 22 47.8 13 44.8 85 49.1 19.5 20 35.5 11 23.9 1 3.5 40 23.1 1 3.5 4 7.0 1 2.2 1 3.5 7 4.1 5 12.2 1 1.7 1 2.2 7 24.1 14 8.1 41 100.0 57 100.0 46 100.0 29 100.0 173 100.0 204 plan over the one-level plan. But the counselor trainers definitely prefer the three-level plan over the one-level plan while the state officials definitely prefer the onelevel plan over the three-level plan. Specifically, nearly seven times as many counselor trainers favor the three-level plan as do the one-level plan. Seven times as many state officials prefer the one-level plan as do the three-level plan Ko definite conclusion can be drawn from this discrepancy but it may be a reflection of the state officials* desire to keep the certification procedures as simple as possible. It is easily observable that the greater the number of levels of certification, ry the more complex will be the procedures necessa to execute the plan efficiently and economically. Only 8.1 per cent of the group did not give an opinion on the number of levels of certification which they consider to be desirable. Numbered amonr these are the persons who are opposed to certification and those who did not wish to commit themselves to definite statements on requirements. As is stated earlier in this study, recommendations of requirements are not comparable from group to group. Level I of a one-level certification plan cannot be compared with Level I of a two-, three-, or four-level plan; Level II of a two-level plan cannot be compared with Level II of a threeor a four-level plan; and so on. Therefore, the recommenda­ tions for each type of plan will be considered separately at this point. 205 hECOI 1 ELDED REQUIREMENTS FOR ONE-LEVEL CERTIFICATION PLANS Twenty-seven persons, or 15*6 per cent of the total group of respondents, recommend a one-level certification plan. Their opinions concerning the provisions and require­ ments which should be included in such a plan are reported in Tables EXIII to jQCVT and analyzed in the following pages. Should a state teaching certificate be required? There is almost complete agreement among the respondents concerning the requirement of a state teaching certificate as a prerequisite to certification. The opinions of each category of respondents and of the group who favor a onelevel certification plan are shown in Table IQCIII. It will be noted that only one person says that the state teaching certificate should not be required of those v/ho wish to qualify for a coimsulor's certificate. Cne person gave no response to the question. Should previous teaching experience be required? A majority, twenty-four or 88.9 per cent of the twenty-seven respondents recommend previous teaching experience as a requirement for counselor certification. The number of years they would require ranges from one to five with the largest number favoring two years. Few feel that no teaohing experi­ ence should be required. Three favor the teaching require­ ment but do not specify the number of years of experience TABLE XXIII GE1IERAL PHDVISIONS AND REQUIREMENTS RECOMMENDED ONE-LEVEL PLAN Requirements Supervisor No. Per oent 5 83.3 1 16.7 State teaching certificate Tee No No response Tears teaching experience None One year Two years Three years Four years Five years Yes® 1 16.7 1 16.7 33.3 1 1 16.6 16.7 None One year Two years Three years Interneship Yesa 4 66.7 Tears oounseling experience 2 Counselor trainer No. Per cent 3 2 1 1 1 100.0 66.7 33.3 33.3 33.A Dean No. Per cent 10 1 90.9 9.1 7 1 9.1 5 2 1 1 1 9 1 1 33.3 1 33.3 State official No. Per oent Total No. Per cent 100.0 25 1 1 92.6 3.7 3.7 1 14.3 3 11.1 45.4 18.2 9.1 9.1 9.1 2 1 28.6 14.3 2 1 28.5 14.3 10 6 1 4 3 37.0 22.2 3.7 14.9 11.1 81.8 9.1 3 1 42.9 14.3 17 3 63.0 11.1 1 14.3 2 28.5 1 3 3 3.7 11.1 11.1 9.1 TABLE XXIII (continued) GENERAL PROVISIONS AND REOUIREK3JTS RBCOMMENDED ONE-LEVEL PLAN Requirements Years paid work experience Advanced degree Years certificate valid Supervisor Dean State official No. Per cent No. Per cent 7 63.6 4 57.2 1 1 9.1 9.1 1 14.3 9.1 9.1 2 16.7 1 1 1 16.7 4 36.3 1 3 1 16.7 50.0 16.6 6 1 54.6 9.1 1 9.1 No* Per cent None One-half year One year One and onehalf year Yesa No response 2 33.3 3 50.0 1 No Some graduate work Master's No response One year Two years Three years Four years Five years Six years Permanent No response Counselor trainer No. Per cent 1 1 1 3 1 2 1 2 1 33.3 16.7 33.3 16.7 a Number of years not specified* 33.3 33.3 33.4 100.0 No. Per cent 14 1 6 1 51.9 3.7 22.2 3.7 28.5 3 2 11.1 7.4 2 28.5 7 25.9 5 71.5 1 17 2 3.7 63.0 7.4 1 3.7 1 1 10 1 10 3 3.7 3.7 37.0 3.7 37.0 11.2 33.3 1 33.3 1 33.4 Total 1 2 9.1 18.1 5 71.4 6 1 54.6 9.1 1 1 14.3 14.3 208 they consider desirable* The responses are presented in Table XXIII. Supervisors* and state officials* responses show considerable agreement between the group responses but little agreement of response within the groups themselves. The deans and counselor trainers are a bit more consistent. The counse­ lor trainers in every case favor two or three years of experience while nearly half of the deans favor two years of experience. Should counseling experience be required? shown in Table hXIII, As is a majority of the respondents, seven­ teen or 63.0 per cent, would not require counseling experi­ ence as a prerequisite to counselor certification. Seven, or 25.9 per cent would require some counseling experience, while three, or 11.1 per cent would require only supervised counseling experience in the form of an interneship. The supervisors and deans are rather consistently opposed to a previous counseling experience requirement whereas the counse­ lor trainers and state officials are m ore evenly divided in their opinions. Should paid work experience other than teaching or counseling be re quired? A little more than one-half of the group who favor a one-level counselor certification plan, fourteen, or $1.9 per cent recommend that no work experience 209 other than teaching or counseling be required as a prerequi­ site to certification* This may be seen in the summarized responses in Table XXIII, pages 206 and 207. Eleven persons, or 40*7 per cent recommend that such experience be required* The largest number from among those v/ho favor the requirement suggest one year as a desirable amount. Only the deans show any agreement on this point. They oppose the requirement in most cases. The rest of the groups are rather evenly divided on this score as is the total one-level group. Should an advaneed degree be required? A majority of the one-level group, seventeen or 63.0 per cent recommend that a m a s t e r ’s degree be required for a counselor’s certifi­ cate. One-fourth of the group, 25.9 per cent do not feel that any advanced degree should be required. In Table XXIII, it may be seen that although the majority of respondents in each category favor the m a s t e r ’s degree requirement, there is a significant number of deans and state officials who do not feel that the advanced degree is necessary. Only the counselor trainers favor it in every single case. For how many years should the certificate be valid? There is a split in opinion as to the length of time the cou ns el or ’s certificate should remain valid. Table .*XIII 210 shows that the majority opinion is exactly evenly divided between the issuance of a certificate with a five year time limit and the issuance of a permanent certificate. Among the respondents in the various categories, the only group which shows any degree of consistency are the state officials who favor a five year certificate in five, or 71*4 per cent of the cases. The observation which appears to be of greatest importance is the fact that most of the respondents feel the certificate should be valid for at least a five year period. Only three persons, or 11.1 per cent suggested a validity limit of less than five years. Semester hours r ecommended. Twenty-one, or 77.8 per cent of the respondents who favor a one-level plan of certifi­ cation suggest the number of semester hours they would require for the counselor's certificate. Their recommendations are shown in Table iCKIV, broken aown according to the semester hours of required study and the semester hours of elective study in guidance and related areas. It may be seen that the number of semester hours of study in required areas ranges from none to sixty with a median of seventeen to twenty semester hours. Of those respondents who gave their opinions on this point, the largest number, eight or 29»7 per cent also recommend seventeen to twenty semester hours of work in required areas. SiiiSTiiE M IS i U U D i ONa-L^i PUS Catop of Inteml 61-over 57*60 53*56 69*52 65*68 11*66 37*60 33*36 29*32 25*28 21*26 17*20 13*16 9*12 5*8 1*6 0 Boresponse Total Bo, Par Bo, Par Bo, Per Bo, Per No, Ter Bo, Per Bo, Par Bo, Par Bo, Par So, Par Bo, Per Bo, Par Bo, Par Bo, Par Bo, Par Bo, Per Bo, Per Bo, Par Bo, Par cent cent cent cent cent cant oent cant cant cent cant cent cant cant cent cent cent cant cant C'jpervlsor ] Counselor trainer S Dew I state official 2 33<3 116*7 1 16,7 1 16,7 2 66,6 1 33,6 1 9,1 2 19,7 a Total 1 ?,7 2 7,6 • D'frvisor 1 9,1 3 2?,2 1 9,1 2 18,2 2 28,6 1 16,3 3 U,1 8 20,7 2 7,6 6 16,8 1 3,7 2 33,3 1 6,7 3100,0 \ Counselor trainer 1 16,6 6100,0 3100,0 1 9,1 11100,0 6 57,2 7100,0 1 ?,7 5 18,5 27100,0 2 33,3 1 16,7 6100,0 3100,0 o Dean 5 State official 2 18,2 3 27,2 1 9,1 2 28,6 1 16,9 6 36,6 1 9,1 11100,0 6 57,1 7100,0 Total 2 7,6 10 37,1 3 11,1 6 22,2 6 22,2 I ' j %rvisor Counselor trainer . Dim § State official Total 2 33,3 2 66.? 1 9,1 1 9,1 5 56,6 2 28,6 1 16,7 1 16,7 1 16,7 1 33,} 1 9,1 1 9,1 1 9,1 1 16,3 1 3,7 1 3-7 U 60,7 2 7,6 3 11,2 1 3,7 2 7,6 1 16,6 6100,0 , 3100,0 1 9,1 11100,0 6 57,2 ? 100,0 6 22,2 27100,0 212 The number of acmitionel semester hours to be required from among elective areas of study ranges from none to sixteen with a medi an of nine to twelve semester hours. The selection of the largest group of persons, ten or 37.1 per cent, also falls at the median. The total number of semester hours recommenced for the c o u n s e l o r ’s certificate ranges from nine to sixty with a median of twenty-nine to thirty-two semester hours. Again, the selection of the largest number of respondents also falls at the median. Semester hours undergraduate work a c c e p t ab le . Table >SCV presents the recommendations of the responding group in regard to the number of semester hours earned in undergradu­ ate work they would accept in fulfilment of certification requirements. These recommendations are stated in per cent of the total required amount w hich each respondent feels should be accepted. The percentage of semester hours of undergraduate work w h ich the respondents suggest be accepted toward the satisfaction of the total requirement ranges from zero to 100 per cent; i.e., some persons would accept none of the guidance stuay pursued on the undergraduate level while others would accept all of the guidance study done on the undergraduate level. A majority of the respondents, eleven or 40.7 per cent, would accept none of the undergraduate TABLE XXV PERCENTAGE OF SEMESTER HOURS UNDERGRADUATE WORK ACCEPTABLE ONE-LEVEL PLAN Per cent acceptable 96 91 86 81 76 71 66 61 56 51 46 a 36 31 26 21 16 11 6 1 0 No - 100 - 95 - 90 - 85 - 80 - 75 — 70 - 65 - 60 - 55 - 50 - 45 - 40 - 35 - 30 - 25 - 20 - 15 - 10 5 Supervisor No• Per cent 1 16.5 Counselor trainer No. Per cent Dean No. Per cent 2 18.1 1 1 1 State official No. Per cent No. Per cent 4 14.8 9.1 9.1 9.1 1 1 1 3.7 3.7 3.7 3 11.2 1 14.3 1 16.6 1 33.3 1 9.1 50.0 16.7 2 66.7 response 3 1 4 1 36.4 9.1 2 4 28.6 57.1 Total 6 100.0 3 100.0 7 100.0 100.0 U Total U 6 40.7 22.6 27 100.0 214 work. The "none" response also represents the median for the one-level croup. Areas of study re co mmended. The educators were asked to select from a list of eighteen areas of study those areas from which courses should be required for counselor certification and those from which electives night most profitably be selected, end to add others which were not included in the list. Their responses are tabulated in Table IZZ71 showing the number of persons who selected each area of study. Th6 percentage figure represents the proportion of persons from within the particular category who made the selection. The four areas of study which the group, almost unanimously agrees should be required are: Philosophy and Principles of Guidance, Understanding the Individual, Occupational ^nd Educational Information, and Counseling, cne additional area which receives the attention of more than one-naif the group is Supervised Experience in Counsel­ ing. Four other areas of study are suggested by more than one-half of the ^roup as those from among which electives should be chosen. lum, Sociology, These are; School administration, Curricu­ and Labor and Industrial halations.^ ^ S o t definitions of the areas of study and typical course titles included in each, see Chapter Cne, "Definition of Terms", pagesl9 to 23• 215 table areas o f XXVI study recommended ONE-LEVEL PLAN Supervisor Wo. Per cent Area of study rhilosophy & Princi­ ples of Guidance Understanding the Individual Occu ational & Educa­ tional Information Counseling Suoervised Experience in Counseling Group Techniques In Guidance Organization and Administration of Guidance Programs School Administration Curriculum History & Philosophy of Education Social Case ..ork Soci ology Counselor Dean trainer No. Per No. Per cent cent 11 100.0 6 85.7 26 96.3 R E R E 6 100.0 2 10 9 0 .y 1 9.1 11 100.0 6 85.7 R 6 100.0 2 11 100.0 2 1 1 3 33.3 16.7 16.7 50.0 3 100.0 1 33.3 5 1 5 1 3 71.5 14.3 71.5 14.3 42.9 24 2 25 1 24 1 14 88.9 6 100.0 66.7 1 33.3 3 100.0 3 42.9 2 66.7 6 12 7.4 92.6 3.7 38.9 3.7 51.9 22.2 22.2 44.4 3 50.0 1 2 2 1 28.6 14.3 -a 50.0 3 42.9 4 66.7 3 42.<3 10 8 2 15 2 16 37.0 29.6 7.4 55.6 7.4 59.3 ** 11.1 2 28.6 9 3 33.3 3 10 E R E R E R E 66.7 6 4 2 7 54.6 36.3 18.1 63.6 33.3 66.7 4 5 2 1 33.3 3 4. 66.7 7 3 4 3 2 2 36.3 45.4 18.1 72.7 18.1 63.6 27.2 36.3 27.2 18.1 18.1 54.6 18.1 R E R E R E 2 33.3 1 33.3 4 66.7 1 33.3 rt 4 66.7 R R zs laoor Industrial Relations Vocational Education !,’ k t h Research Techniques R Statistics E R E i i ii a R - required b E - elective 4 1 •*'' 3 100.0 1 33.3 60.7 16.7 50.0 3 100.0 6 2 3 2 5 6 27.2 3 1 2 18.1 45.4 1 1 42.9 14.3 42.9 14.3 28.6 14.3 14.3 36.4 4 57.? 3 1 1 42.9 14.3 14.3 2 28.6 1 3 16 4 9 4 11.1 27.O 11.1 59.3 14.8 12 33.3 14.8 44.4 14 4 11 4 7 5 13 51.9 14.8 40.7 14.8 25.9 1«.5 44.4 p. V Bin No. Per cent 3 100.0 z* Personnel Eanagement Total 6 100.0 R economics State official No. Per cent 5 1 4 1 I 1 2 83.3 16.7 66.7 16.7 16.7 16.7 33.3 i i~irT~iwm—t t t w — r~— m 1 33.3 1 33.3 3 100.0 — 4 3 3 2 5 4 6 27.2 27.2 18.1 45.4 36.3 54.6 216 hECCll.hi'DED RE ^UIKEL.ELTo FOR T..'0-LEVEL CERTIFICATION PLAITS Eighty-five persons, or 49.1 per cent of the total croup of respondents, recommend a two-level certification plan. Their opinions, which are tabulated in Tables XXVII to yjQL are analyzed below. Should a state teaching certificate be required? The eiphty-flve persons who recommend a two-level plan of counse­ lor certification agree, almost unanimously, that the possession of a valid state teaching certificate should be a prerequisite to certification. It should be noted, also, in Table JUTVII that the requirement is recommended for Level I certification as frequently as it is for Level II certifi­ cation. Should previous teaching experience be required? The recommendations for length of teaching experience for the Level I certificate as seen in Table XXVII range from one to three years. There is no majority recommendation but two years is recommended by the largest number, thirty-two persons, or 37.6 per cent. The next largest group, twenty-one persons, or 24.7 per cent, recommend one year of experience. There is fairly consistent agreement between the categories of respondents although the detns tend slightly to favor less than two years of experience and the state officials TABLS XXVIT Gi.;.vRAL PrtDVlJl* KG AND :lE'iJIM.vITS TtLCCfiSNDED T,/0-i KVKL PLAN Acquirements -t.tc teaching certificate Pears teaching experience Years counseling experience Tears paid work experience advanced de >ree lears certificate valid Level I Level II Super­ Counselor Dean State Total Super- Counselor Dean State Total visor trainer official visor trainer official . 0. Per No, Per No. I er No. Per No, Per No, Per No, Per No, Per No, Per No, Per cent cent cent cent cent cent 09fit cent cent oent Yes 20 1.0 1 ..one 6 one year A Two years 10 Three years Pour years rive years more Yesa 1 None 14 One year 3 Two years Three years Five years Six years Ir.tgmeship n 1 Yes No response o None One-half year 2 8 One year Two years 1 Three years 1 No response No 19 Some grad­ uate work Master1s 2 Master's olus Doctor's One year 3 Two years 4 Three years 8 Four years 1 Five years 5 Six years Seven years Light years Ten years Permanent No response 95.2 29 10U.0 21 ;5.4 12 92.3 82 A.? 1 4.6 1 7.7 3 28.6 3 10.3 3 13.6 2 15.4 14 19.0 8 27.7 7 31.8 2 15.4 a 47.6 13 4A.8 6 27.3 3 23.0 32 3 10. j 2 9.1 4 30.8 9 4.8 2 6.9 4 18.? 66.9 23 79.3 15 68.1 14.3 2 6.9 2 9.1 14.3 4.5 3 10.3 1 3.5 42.9 15 51.4 9.5 4 13.7 33,0 9 31.4 A.8 1 3.5 4.8 90.5 16 55.2 1 3.5 9.5 12 41.3 14.3 19.0 7 24.0 ;8»0 12 41.4 4.8 ir\ 6.9 23.9 8 27.7 i^.-f-wiT ii r iT m JiI, :.r..gj;-Tra a Humber of years not specified 1 3 1 11 4 3 3 2 15.4 9 9 69.2 61 7 4.6 13.6 4.6 50.0 18.2 13.6 13.6 2 15.4 9 1 7.7 6 1 7,7 2 7 53.8 A? 10 30.8 4 24 2 15.4 7 1 1 4.6 1 14 63.6 13 100.0 62 8 36.4 2 9.1 4 18.2 9 40.3 1 6 27.3 3 23.0 1 7.7 1 4.6 7.7 15.4 4 30.8 r‘ 1 1 7.7 7.7 96.5 21 100.0 28 96.5 a 95.4 12 92.3 82 96.5 3.5 1 3.5 1 4.6 1 7.7 *a 3.5 16.5 1 3.5 1 4.6 2 2.4 24.7 4 19.0 3 10.3 3 13.6 2 15.4 12 14.1 37.6 12 57.1 14 48.2 8 36.4 4 30.8 38 44.7 10.6 3 14.3 6 20.7 4 18.2 3 23.0 16 18.8 1 3.5 1 1.2 1 4.8 2 6 .9 3 13.6 2 15.4 8 9.4 1 7 .7 1 1.2 10.6 1 4.8 2 6 .9 3 13.6 1 7.7 7 18.2 71.8 2 9.5 2 15.4 4 4.7 8.2 2 9.5 6 20.6 6 27.3 2 15.4 16 18,8 9 42.9 9 31.4 3 13.6 2 15.4 23 27.1 4 19.1 7 24.0 3 13.6 3 23.0 17 20.0 2 6 .8 2 9.1 4 4.7 1 7.7 1 1.2 10.6 2 9.5 1 3.5 1 7.7 4 4.7 7.0 2 9.5 4 13.7 8 36.4 2 15.4 16 8.8 2.4 2 9.5 9 31.3 7 31.8 4 30.8 22 25.8 a9.4 11.8 1 4,8 3 10.2 4 18.2 8 9.3 .’8,2 11 52.3 14 48.1 7 31.8 7 53.8 39 48.1 0.2 6 28.6 2 6 .9 3 13.6 1 7.7 12 14.1 1.2 1 4.8 1 3.5 1 7 .7 3 3.5 1.2 1 4 .6 1 1.2 1 4.6 4 30.8 8 9.4 73.0 3 14.3 1 1.2 22 25.8 17 90.9 23 79.4 17 77.2 1 4.8 4 13.7 2 9.1 2 6 .9 2 9.1 6 7.0 17 20,0 1 4.8 9.5 2 6 .9 1 4 .6 33 33.9 3 %5 22 25.8 7 33.3 11 37.9 11 50.0 1 1.2 1 4.8 1 3.5 1 4.6 1 4.8 1 3.5 1 1.2 2 2.4 1 L.3 3 10.3 1 4.6 8 38.0 10 34.4 7 31.7 1 3.5 1 4.5 1 7.7 1 1.2 8 61.5 65 76.5 7 8.2 4 4.7 1 5 1.2 5.9 5 38.5 34 40.0 2 15.4 5 5.9 2 2.4 1 3 23.0 8 9.4 2 15.4 27 31.7 1 7.7 3 3.5 218 tend slightly to favor more than two years. ITine persons who favor the requirement declined to state the number of years tney favor. The length of experience recommended for Level II ranges from one year to more than five years. Again, as on Level I, there is no majority but the two year requirement is favored by thirty-eight persons, or 44.7 per cent of the group. The next largest number, sixteen persons, or 18.8 per cent, favor three years of experience. A significant number in each category of respondents favor more than tv/o years of experience although they do not agree among themselves as to the specific amount to be considered most desirable. The state officials in particular tend to desire a higher requirement. In general, it may be said that those persons who favor a two-level plan of certification, (1) recommend two years of teaching experience on each level, and tend, as a group, to (2) set up a higher teaching requirement for Level II than for Level I. This second point is demonstrated in the decrease in numbers who recommend that no experience, or only one year of experience, be required for Level I and the increased number who recommend tv/o or more years of experi­ ence for Level II. Should counseling experience be required? A majority * ♦ r 219 of the respondents, sixty-one or 71*8 per cent, are of the opinion that no counseling experience should be required for Level I, or entry level certification. The remainder would accept an interneship or just one year of counseling experi­ ence in satisfaction of the counseling requirement, or simply state that experience should be required but do not specify how much. The picture on Level II as revealed in Table X O T I is quite different. Only four respondents, or 4.7 per cent would certify counselors on Level II without previous counseling experience. Of those who suggest a specific amount of experience for Level II, the largest number, tvventy-three, or 27.1 per cent favor a requirement of two years. But, almost equally large numbers it will be noted lean toward a requirement of more than two years or less than two years. Four persons would accept an Interneship on Level II and sixteen others who favor a counseling experience requirement decline to state a specific amount. It may be said then that the eighty-five respondents who favor a two-level certification plan recommend that counseling experience be omitted as a requirement for the Level I certificate but that persons who receive this certificate should be required to gain experience in counsel­ ing before receiving oonsiderrtion for Level II, or toplevel certification. There is a lack of agreement concerning 220 the number of years of experience to require for Level II but the greatest number favor two years* Should paid work experience other than teaching or counseling be required? The respondents who favor a two- level certification plan are evenly divided in their recom­ mendations for or against the "work experience other than teaching or counseling'1 requirement for the Level I certificate. Table iQCVII, page 217 > reveals that about onehalf of the group, forty-two persons or 4 9.4 per cent, recommend no requirement in this area while another forty-two or 49.4 per cent recommend that such a requirement be included. The majority of those who favor the requirement suggest that one year be required. For Level II certification, however, three-fourths of the group favor the inclusion of the requirement with the majority recommending one year. One-fourth of the group continues to oppose the work experience requirement even on Level II. Only the state supervisors show a high degree of unanimity on the question for Level II while about one-third of the respondents in the other categories would still omit the requirement entirely. 3hould an advanced degree be required? A majority of the group, sixty-two or 73*0 P©r cent, would not require an advanced degree for the Level I certificate; but, sixty-five 221 or 76.5 per cent would require a master’s degree for Level II. This is in keeping with the tendency shown in the requirements discussed above to set up minimal requirements for Level I and to raise them to a more professional level for Level II. It is interesting to note in Table 1XVTI, page 217, that the deans and the state officials tend to keep the requirement at less than a master’s degree just as respond­ ents in these same categories did in the one-level certifica­ tion group. For how many years should the certificate be valid? The largest number of the respondents as shown in Table hXVTI, page 217, recommend that the certificate on Level I be valid for three years and that the certificate on Level II be valid for five years. The recommendations for the validity of the Level I certificate range from one year to ten years and there are many who show a preference for the two year period or the five year period. The recommendations for the validity of the Level II certificate range from two years to permanency. A considerable number, twenty-seven or 31.7 per cent, favor the permanent certificate for Level II. The groups are rather consistently divided in their opinions although the state officials appear to show more disfavor to the issuance of permanent certificates than do the others. Semester hours recommended. Jighty-two, or 96.5 per 222 cent of the respondents who favor a two-level plan of certification suggest the number of semester hours of study they would require for the counselor's certificate on each level of certification. Their recommendations are shown in Table £XV1IX, broken down into the number of semester hours of required and elective study in guidance and related fields. For Level I certification, the recommended number of semester hours of required work ranges from "none" to forty with a median of nine to twelve hours. The greatest number of respondents, twenty-seven or 31*8 per cent, also recommend nine to twelve semester hours. The number of additional semester hours to be required from among elective areas of study for the Level I certificate ranges from "none" to twenty-four semester hours v.ith a median of five to eight semester hours. The greatest number of persons, twenty-four or 28.1 per cent, recommend "none” . The total number of semester hours of required and elective courses recommended for the Level I counselor's certificate under the two-level plan ranges from five to forty-eight with a median of thirteen to sixteen semester hours. The largest number of respondents, nineteen or 22.3 per cent, recommend thirteen to sixteen hours. The number of semester hours of required work 223 Mffllll NUMIUI Category of respondent T e rre l ul-over 57*80 53*58 49*52 45*43 41*44 37*40 33*38 23*32 25*28 21*21( 17*20 13*15 3*12 5*8 1*4 0 Sowaponee Total l.’o, i’er o, ler o ,r« r V»r M Per o, Per lo,Per No, Par No, Per No, Per No, Per No, Per No, P«r No, Per No, Per No, Per No, Per No, Per No, Per cert cent c»rt cent cent cent, cent cent cent cent cent cent cent cent cent cent cent cent cent supervisor Counselor trainer 1 3,5 1 5,8 1 3,5 tale official 1 1,2 2 2,5 .upendsc h »>( .ouuselor trainer H I1 i'ficlll > i> jtatt1 official Iri Total supervisor Jornsdor trainer ,ean .late official Total .-'jf*rvisor 'kocelor trainer uean .tale official Total supervisor tonnioior trainer i« i >i ! > ■r\jean H t telite official 1 ) 0 >% Total 1 )H 1 3, 1 1,5 1 1,8 3 10, i 2 1,1 2 C',9 o 7,0 2 2,5 1 jinervlsor Counselor trainer 3 10,3 ? Doan 2 9,1 i itate official M el 5 3,8 5 2 9,5 5 19,0 8 38,0 5 28,5 3 10-3 2 5,9 5 17,2 10 39,5 5 17,2 3 13,512 55,5 5 22,7 1 5,5 1 7,7 5 30,8 7 53,8 5 5,7 7 8,2 21 25,5 27 31,8 19 22,5 5,8 3 15-3 5 23,8 5 23,8 3 15,2 10,3 3 10,3 5 20,7 5 20,5 9,1 5 18,2 8 27,1 2 9,1 1 5,5 1 7,7 2 15,5 2 15,5 5 38,5 7,1 11 12,9 19 22,3 15 17,8 9 10,8 19,0 3 15,3 8,9 1 3,5 5 20,7 9,1 1 5,8 3 13,5 2 15,5 7,7 10,8 2 2,5 15 18,5 7 8 8 5 28 33,3 20,7 38,5 38,5 30,8 8 5 8 2 19 28,8 17,1 1 3,5 27,2 15,5 2 15,5 22,3 3 3,8 3,5 5,8 7,7 3,5 3 3 3 1 10 15,3 10,3 13,5 7,7 11,7 1 5,8 1 7,5 1 5,5 2 ill !.,? 1 5.8 1 5,8 aj 10,3 0,9 1 5,5 1 5,8 U> 5,7 1 1,2 1 1.: 5 5,? 2 8,9 2 9-1 1 1,2 2 8,9 1 3,5 1 5,8 2 9,1 1 7,7 3 3,5 5 5,7 5 12 12 13 7 55 2 5,9 1U 1 7,7 1 1,2 3 3-5 85 100,0 21100,0 5 23,9 10 57,5 7 2 5 ,0 3 1 0 ,3 2 5 ,9 1 3,5 3 10,3 5 13,7 9 1 5,5 5 22,7 5 18,? 5 18,2 2 9,1 5 27,2 1 ?,7 3 23,1 3 23,1 5 38,5 1 7,7 1 1,2 1 1,2 9 10,8 13 15,3 22 25,812 15,1 25 28,1 3 3,5 85ICC,0 3 15,3 1 5,8 1 1 3,5 1 3*5 5 20,7 3 1 5,5 1 5,8 5 22,7 2 2 15,5 2 2,5 2 2,5 15 15,5 3 3,5 8 5 1 3,5 2 2 1 1 1,2 9 21100,0 2 8,9 1 2 9.1 1 1 5 5,7 3 5,7 57,1 1 4,8 3 14,2 2 9,5 51,5 1 3,5 3 10,3 1 5,8 58,8 1 7-7 2 15,4 53,8 51,8 2 2,5 8 9,5 4 4,7 7 9 7 3 28 33,3 31,0 31,7 23,2 30,8 1 7,7 1 1,2 3 7 5 2 18 15,3 25-0 18,2 15,3 18,8 21100,0 2 5,9 29 100,0 22100,0 1 7,7 13 100,0 3 3,5 85 100,0 1 1 1 1 5 4,8 3,5 4,8 7,7 5,7 8 1 1 4 12 28,5 3,5 4,8 30,7 14,1 21100,0 2 5,9 29 100,0 22 100,0 1 7,7 11100,0 3 3,5 85 100,0 21100,0 2 8,9 29 100,0 22 ICC,0 1 7,7 13 100,0 3 3,5 85 100,0 a 100,0 2 8,9 29 100,0 22 100,0 1 7,7 13100,0 3 3,5 85 100,0 224 suggested for the Level II certificate in the two-level certification plan ranges from nine to sixty with a median of seventeen to twenty semester hours. The greatest number, twenty-six or 30.6 per cent, recommend seventeen to twenty semester hours. Recommended elective hours for Level II range from "none” to forty-eight w i th a median of nine to twelve. The largest number, twenty-six or 30.6 per cent, recommend nine to twelve semester hours. The total semester hours for Level II ranges from a low of nine to a high of ninety-six with a median of twentynine to thirty-two. The largest number of respondents, forty-four or 51.8 per cent, recommend twenty-nine to thirty-two semester hours. Semester hours undergraduate work ac c e p t a b l e . The percentages of the total semester hour requirement which the respondents recommend be accepted in courses pursued on the undergraduate level are presented in Table ICCIX. Some persons would like to see all work done in guidance or related fields accepted toward the fulfilment of certifica­ tion requirements on either level; others would accept no undergraduate work on either level. The m e di an percentage of semester hours recommended for acceptance for Level I certification is twenty-one to PERCENTAGE OF SEMESTER HOURS UNDERGRADUATE WORK ACCEPTABLE TWO— LEVEL PLAN Per cent acceptable 96 -100 91 - 95 86-90 81 - 85 76-80 71-75 66-70 61 - 65 5 6-60 51 - 55 46-50 U -45 36-40 31 - 35 26-30 a - 25 Level I Super- Counselor Dean viaor trainer No, Per No, Per No, Per cent cent cent 7 33.3 4 13.6 3 13.6 cent 2 1 1 9.5 4.8 4*6 2 6.9 2 1 1 1 2 2 1 1 6.9 3.5 3.5 3.5 6.9 6.9 3.5 3.5 3 1 1 1 1 2 cent cent cent cent cent 9.5 2 2.4 1 4.8 1 1.2 1 1.2 9.1 4 4.7 1 1 1 1 2 2 4.6 4.6 4.6 4.6 9.1 9.1 1 1.2 4 4.7 3 3.6 4 4.7 6 7.1 9 10.6 4 4.7 45.3 6 46.1 35 41.0 11 52.3 13 44.7 12 1 7.7 3 3.5 2 6.9 54.3 7.7 15 17.6 7.7 13.6 1 7.7 4.6 4.6 1 7.7 4.6 4.6 2 15.4 9.1 1 2 1.2 2.4 8 2 2 3 3 6 3 2 9.3 2.4 2.4 3.6 3.6 7.1 3.5 2.4 29 100.0 22 100.0 13 100.0 85 100.0 1 2 3.5 2 9.5 1 4.8 2 1 9.5 4.8 1 4.8 a loo.o 1 3.5 1 3.5 2 6.9 1 3.5 3 10.3 4 13.7 1 3.5 1 7.7 1 7.7 3 23.1 7 53.8 43 50.4 1 7.7 3 3.5 29 100.0 22 100.0 13 100.0 85 100.0 225 a loo.o cent 2 1 1 16-20 1 4.8 11-15 6-10 1 - 5 0 9 42.8 10 34.4 10 No response 2 6.9 Total State Total official No, Per No, Per Level II Super- Counselor Dean State Total visor trainer official No, Per No, Per No, Per No, Per No, Per 226 twenty-five per cent. The greatest number of persons, thirtyfive or 41-0 per cent, would accept none. The median for Level II Is Mn o n e ” . This response also represents the choice of the greatest number of educators. Areas of study rec om me nd e d. Those areas of study which the educators recommend as required and those they recommend as desirable elective areas are given in Table ;ZXX. The percentage figure represents the proportion of persons from within the particular category who made the selection. The group shows high agreement on four areas of study from w hich they feel courses should be required for Level I certification. These areas are: Philosophy and Principles of Guidance, Understanding the Individual, Occupational and Educational Information, and Counseling. Six areas of study are named by about one-half of the group as those from among which electives might most profitably be chosen for Level I certification. These are: Group Techniques in Guidance, Organization and Administration of Guidance Programs, School Administration, Social Case ..'ork, Vocational Education, and Research Techniques. For Level II certification, the group agrees in most instances that courses from the following ureas should be required: Philosophy and Principles of Guidance, Understanding the Individual, Occupational and Educational Information, 22? TABLE XXX ;,:u * 5 o f st u d y .l CTC' en d e d T ..0-L .VLL i 'L iN level I Level II Total Super­ Counselor Dean Co’inselor Jean State super­ State Total official visor visor trainer trainer official To. Per No, Per No, Per No, Per No. Per No. Per No. Per No. Per No. Per No. Per cent cent cent cent cent cent cent cent cent cent Area of study ihilosophy and Principles KJD S 11 100,0 28 96.5 21 95.4 13 loo.o 83 97,6 21 100.0 2 2.4 of Guidance 1 3.5 1 4.6 understanding the Individual AO 95.2 28 96.5 21 95.4 11 84,6 80 '■4.1 21 100.0 1 4.8 1 3,5 1 4.6 2 15.4 5 5.9 occupational and educational h 14 67.2 17 53.6 19 90.0 10 7.0 60 70.6 21 100.0 ij 3 14.3 11 37.9 2 9,1 3 23.0 19 22.4 Information R 15 71.4 25 So.2 19 90.0 10 77.0 6Q 81.2 21100.0 Counseling E 1 4.8 4 13,7 2 9.1 3 23.0 10 11.8 h 5 23.9 9 31.0 8 36.4 4 30.8 26 30,6 16 76.2 supervised experience in Counseling 7 33.3 14 h8.3 8 to,4 3 23,0 32 37.6 1 4.8 Group Techniques in Guidance R 2 9.5 8 27.0 5 22.7 2 15.4 17 20.0 5 23.8 E 8 3 :'.o L- 62.1 11 50.0 2 15.4 39 45,9 8 38.0 L’vanization &Administration R 7 33.3 4 13.7 3 13.6 4 30.8 18 21.2 19 90.5 E 6 28,6 18 62.1 16 72.7 2 15.4 42 49.4 1 4,8 of Guidance Programs School Administration h 1 4.8 3 10.3 3 23.3 7 8.2 2 9.5 63.6 3 23,3 41 48.2 9 42.9 8 38,0 16 55.2 14 R Curriculum 7 24.0 5 22.7 •3 23.3 15 17.6 2 9,5 E 9 47,9 16 55.2 9 40.8 3 23.3 37 43.5 11 52,4 6 20.7 4 13,2 1 7.7 11 12.9 2 9.5 h History and Philosophy of Education 7 33.3 12 41.4 9 40.8 4 30.8 32 37.6 7 33.3 3 14.3 R social Case ork 11 30,8 52.4 68.2 42 49.4 38.0 i 8 4 15 51.4 15 19,0 R 2 9.5 7 24,0 3 13.6 2 15.4 14 16.5 4 Hociolcy 10 47.6 9 31,0 10 45.5 2 15.4 31 36.5 12 57.1 4 4.7 1 4.8 K .aconomira 4 13.7 9 42.9 11 37.9 10 45.5 4 30.8 34 40,0 13 61.9 1 7.7 3 3,5 1 4.8 R 1 4.8 1 3.5 Personnel Management 2 15.4 36 42.4 11 52.4 38.0 59.0 8 44.8 ij 13 13 1 4.8 1 3.5 1 4.6 1 7.7 4 4,7 2 9.5 it iauor and Industrial 0 42,9 14 48.3 13 59.0 2 15.4 38 44.7 U 52.4 halations 8 3.5 4 19.0 x 1 4.8 2 6.9 Vocational education 9 42.9 18 62.1 14 63.6 3 23.3 44 51,8 9 42.9 3 3.5 8 38.0 2 6.9 1 4.6 hesearch Techniques V 9 42.9 19 65,5 12 54,5 5 38.5 45 52.9 8 38.0 R 3 14,; 5 17.2 7 31,8 1 7.7 16 18.8 7 33.3 -tati sties 7 33.3 14 48.3 3 36.4 4 30.8 33 38,8 7 33,3 tU V H A u u u u Ij ®H • required E - elective 28 96.5 22 100.0 13 100.0 84 98.8 1 3.5 1 1.2 29 100.0 22 100.0 13 100.0 85 100.0 29 100.0 ?1 95.4 13 100.0 84 98,8 1 4.6 1 1.2 29 100.0 22 100.0 13 100.0 85 100.0 25 86.2 4 13.7 17 58,6 12 41.4 23 79.3 6 20.7 8 27,6 17 58,6 11 37.9 15 51,4 9 31.0 17 58.6 6 20.7 14 48.3 8 27.6 14 48.3 6 20.7 12 41.4 3 10,3 20 69.0 7 24.0 14 48.3 5 17.2 19 65.5 13 44.8 14 48.3 19 65.5 9 31,0 18 4 9 9 18 4 4 13 7 10 6 10 6 13 3 15 3 12 5 10 6 13 3 14 7 10 13 4 81.8 18.2 40.8 40.8 81,8 18.2 18.2 59.0 31.8 45.5 27.3 45.5 27.3 59.0 13.6 68.2 13.6 54.5 22.7 45.5 27.3 59.0 13.6 63,6 31,8 45.5 59.0 18.2 10 77-0 2 15.4 5 38.5 1 7.7 9 69.2 2 15.4 4 30.8 4 30.8 5 38,5 4 30,8 1 7.7 5 38.5 1 7.7 5 38.5 3 23.3 4 30.8 1 7.7 6 46.2 2 15.4 5 38.5 1 7.7 4 30.8 1 7,7 6 46.2 2 15.4 5 38.5 4 30.8 3 23,3 69 81.2 11 12.9 36 42.4 30 35,3 69 81.2 13 15.3 18 21.2 43 50.6 25 29.4 40 47.0 18 21.2 39 45.9 16 18.6 43 50.6 18 21.2 45 52.9 11 12,9 43 50.6 11 12,9 46 54.1 16 18.8 42 49,4 13 15.3 48 56.5 30 35.3 37 43.5 „ 4 43 50.6 23 27,1 . Counseling, Supervised Experience in Counseling, and Organization and Administration of Guidance Programs. A slight majority of the group also recommends that Statistics be required. The areas of study from among which courses in electives might most profitably be selected, in the opinion of about one-half the educators, are: School Administration, Curriculum, Social Case Work, Sociology, Economics, Personnel Management, Labor and Industrial Relations, and Vocational Education. CHAPTER VII DESIRABLE PROVISIONS FOR COUNSELOR CERTIFICATION PLANS (continued) Forty persons, or 23*1 per cent of the total *:roup of respondents, recommend a three-level certification plan. Their opinions, which are tabulated in Tables XXXI to XXXIV are analyzed below. RSCO aIIEKDED R E T I R E M E N T S FOR THREE-LEVEL CERTIFICATION PLANS should a state teaching certificate be required? There is almost unanimous agreement among the respondents who pre­ fer a three-level plan of certification, that a teaching certificate valid in the state in which the counseling is to be done should be required on all three levels. This recom­ mendation, which may be seen in Table XXXI, is in keeping with the recommendation of those who recommend one-level certification plans or two-level certification plans. Should previous teaching experience be required? a majority of the respondents recommend that previous teaching experience be required of those who apply for counselor certificates on any of the three levels. Seven persons, or 17.3 par c©nt would certificate persons with no teaching experience on Level I but none of the educators would certi- TABU m i PCLVISIONS AND ,2iJJIMiiJiTS 7!..iUnUm PUN Uni I Saperoiar ilewntor Doa traiaar No.,Por No. Par No. Par oont oont coat b^lMatl it* ■Hi** rtlfleate Toa No 8 100.0 JlOfM vr» ictiin; irrienoe 1 0 «• yesr Too jeon Thir* jrwrs l our roar* Fise yaora .">"• 1S5 r. 5 l?.5 >5.0 i i loo1 i 1. .5 LM ’..o n * m'ellng »ri«noe no /oar T*c ;-oar! Tiroo yoor? four y u n .iro yoar* 5 2 s2.5 25.0 95.0 5.0 10 1 90.9 9.0 A 70.0 7 4 3 1 18.5 3*. 3 19 1 9 7 16 45.0 35.0 30.0 10.0 Urol II ->t*t« Total official "o. Par No. Par cont cant 1 100.0 1 100.0 27.3 9.1 1 9.1 8 1 ■»2.7 9.1 1 IJG.O Vs*‘ .1 no 1 2 S.5 12.5 ix.5 j'..5 >ne-:.«uf yaar 1 coo yoir 3 no and jt.onaif ysar:■ 1 2 Iv year; Three yaara 6 3 I .5.0 y.o 4C.Q 1 1 7 1 5.i U -C.C -.1 A ..5.4 a,2 9.1 li 10 1 2S5 .0 S . 5 1 2 *■. > l-’.C 1 - .5 5 .v 1 i>.•-.0 5 .0 IS . 3 1 . . .C 0 -no yoar Tec yoar* Three roars rjur j m n F ir * yaar* Six yoar* -oron rear* Sight yaar* rsiaamnt So rtapoaa* * ..'afesr o f roars 1C.0 1..5 0.0 ,7 last- r'a .astrr's p lu s octor'i .14 62.5 1 1 1 12.5 12.5 12.5 2 4 1 "5.0 50.0 12.5 3 14 3 3 7 1 2 15.0 70.0 15.0 15.0 35.0 15.0 10.0 11 100.0 Suporoisor Counsolor j*aa traioor No. Par No. Per No..Por cat eat eat 1 100.0 40 100.0 8 100.0 1 100.0 4 50.0 •5 25.0 8 1 ',\ 7 0.1 4 27 4 10.0 67.5 1<7.0 1 1 9.1 9.1 i 2 2 '.5 5.0 5.0 1 9.1 2 Id.2 4 76.7 7 27.3 4 11 11 7 1C.0 1 100.0 r. 5 17.5 J 1 1 3 19 1 95.0 5.0 3 11 6 15.0 55.0 30.0 12.5 12.5 12.5 97.5 < •7.5 1 1 I -03* graduate »orfc iro 41 fleet* S-.5 15.0 5 20 100.0 i 1. .5 i OIO : . S‘ :.o rr»-onre POO 78 6 8 100.0 U n i III 9tat« Total official No. Por No. Par eat cat 1 7 7 5.° 15.0 35-r 11 100.0 7 2 2,.3 19.2 4 1 1 36.3 9.1 9.1 1 1 9.1 °.0 is: 9.1 4s5 9.1 -5 1 Intomorhi' ra«c*; 7 19.5 1*> 42.5 11 27.5 7.5 3 5.0 lot<0 iro A wortc orioneo 3* 95.0 p. 5.0 a Suporriaor Coaaalor Joan traiaar No. Par No. Par No. Por cat cat cat 2 2 1 1 1 1 not •5.0 «5.0 1-.5 1?.5 12.5 1 .5 specified 5 8 4 2 1 ’-.0 7 5 .0 1 0 .0 3 25.0 40.0 20.0 10.0 5.0 t 1 4 1 j 1 1 •’..7 1 .a. .0 •*1 5 id.2 9.1 3 s3 9 .1 5.1 ..1 9 .1 I 100.0 2.5 is 5 Id •'.5 11 27.5 9 2.. 5 ‘.0 4 10.0 2 3 5.0 7.5 2 3 9 —0 aw' 15.0 .0.0 A**v .5.0 1 .2 .0 lo.O 1 .0 4 i. .5 ~ .■ 4 t 9«V 2 1 •5*0 1. .5 1 'i A T <"* 3".5 1 1 4 3 1..5 - •5.C 7 1 '. 0 i' cu.O 5 2 11.5 50.0 T 37.5 3 5 1 ? 10.0 35.0 15.0 2 5 .0 5.0 1C.0 1 5 1 2 9.1 -7.3 19.2 17.? 1 lc.'.o 9.0 19. n .e ’ la .0 7 .1 45.5 .1 1S1 '.1 9 .1 1 5 1 2.3 1. .5 2.5 1 •c. - .5 16 *0 1 7 2 .5 •7.5 4 16 4 10 1 100.0 1 1 '.0 •4 10.0 7 17.5 6 1 .0 17 v .5 10.0 40.0 10.0 25.0 2 7 5.0 7.5 1 2.5 7 15.0 1 5 SO ■5.0 3 li.O 12.8 1 *> l3.2 -.1 1 13.2 Stato Total official No. Por No. Par cat eat 1 100.0 39 97.5 1 2.5 1 100.0 4 IP 10 10.0 45.0 7S0 5 12.5 5.0 2.5 2 1 p . U S.v 1 i. 50.0 1 2 1. .5 2.C 1 1. .5 11 -.5.0 4 ...0 2 1C.0 1 2 .1 xSl 1 1 - .1 «. a 1 100.0 3 75.0 37.5 5 62.5 5.0 12.5 ’2.5 ?.c 1 5 77.5 5.0 2.5 1. 5 1 Id 12.5 2.5 45.0 2 8 5.0 -.0 1 3 S5 2 5 .0 5 e 62.5 12.5 7 0 .0 2.5 So "■.w 6 5 17 1 11 7 t 5 5SC 20.0 IS O 3 -1.6 SI 27.3 1 5.0 2 1)».2 i 7.5 7 95.0 6 54.5 it l 42.0 7 .5 -i a 1 is? 19 1 47.5 2.5 il 1 5.0 11 55.0 9.1 1 100.0 1 100.0 231 ficate persons without teaching experience on Levels II or III. Of the thirty-three persons, or 82.5 per cent who recommend teaching experience for Level I, the greatest number suggest one year of experience and the next greatest number sug est two years. The range of the responses runs from one year to three years. There is unanimous agreement among the respondents that teaching experience should be required on Levels II and III. The length of experience suggested for Level II ranges from one year to more than five years, but the largest number of persons, twenty-seven or 67,5 per cent, favor the two year requirement. The length of experience suggested for Level III ranges from one year to more than five years, tiie largest number, but eighteen persons or 45.0 per cent, favor the two year requirement while ten persons, or 25.0 per cent favor the three year requirement. Thus it is seen that all the educators favor the teaching experience requirement with the majority leaning toward a one year requirement on Level I and a two year requirement on Levels II and III. But, it should be noted that the amount of experience suggested in each oase is by no means unanimous. For example, seventeen persons on Level I recommend one year of teaching experience but a total of fourteen others recommend more than one year. Similarly, on 232 Level III, eighteen persons recommend two years of teaching experience but seventeen others recommend three or more years. There are no outstanding differences in the thinking of the respondents in the various categories on this point. There is apparent also, in the figures in Table ^QQCI, page 230, a tendency to raise the teaching requirement with each succes­ sive level of certification. Should counseling experience be required? Nearly three-fourths of the respondents, twenty-nine or 72.5 per cent, feel that no previous counseling experience should be required of applicants for a counselor*s certificate on Level I. But thirty-four, or 85 per cent, would require previous counseling experience for a Level II certificate and thirty-nine, or 97.5 per cent would require experience for a Level III certificate. The responses are shown in Table jCSCI, page 230. The length of experience recommended by the respond­ ents for the Level II certificate ranges from one year to five years. One year is mentioned most frequently. The length of experience recommended for the Level III certificate ranges from one year to more than five years. Three years is mentioned most frequently. The usual pattern then, of the recommendations concerning the previous counseling experience requirement in three-level certification plans is: (1) no previous counseling 233 experience for Level I certification; (2) one year of counseling experience for Level II certification; and (3) three years of counseling experience for Level III certifica­ tion. There are no significant dissimilarities in the responses from category to category of respondents. Should paid work experience other than teaching or counseling be required? '..hile the respondents who favor a two-level certification plan are seen to be evenly divided in their opinions concerning the ’’work experience other than teaching or counseling requirement” , by far the greater number of those favoring a three-level certification plan favor the requirement on each level. The length of experience mentioned most frequently as revealed in Table iQQCI, page 230, is one year. A signifioantly large percentage favor more experience, however, particularly on Levels II and III. In general, the supervisors appear to recommend the requirement more consistently on Level I than do the counselor trainers or deans and tend to recommend more years of the w o r k experi­ ence than the other groups. Should an advanced degree be required? Table a DQCE, page 230, shows that six persons, or 15.0 per cent of the group would require an advanced degree for a Level I certificate under the Three-level plan of certification. On Level II, more than one-half of the group, twenty-three persons or 57.5 per 234 cent, would require a master*s degree. On Level III, thirtyeight persons, or 95 per cent would require a master's degree or more. The supervisors are unanimously opposed to an advanc­ ed degree on Level I and nearly so on Level II. There are even two supervisors, or 25 per cent, who oppose it on Level III. The counselor trainers and deans, on the other hand, favor an advanced degree in a majority of the cases on Level II and unanimously on Level III. A significant number of the counselor trainers and deans also recommend training beyond the master's degree for the Level III certificate. They are probably thinking of those persons who achieve top-level certification as guidance a dm in is tr at or s , or possibly clinical psychologists. For how many years should the certificate be valid? The respondents* replies concerning the length of the validity of the counselor's certificate reveal in Table jGQCI, page 230, agreement on Levels II and III but a considerable divergence of opinion on Level I. On the first level, the educators are nearly split between the recommendation for one year, two two years, and three years of validity. Two years is mentioned most frequently. The range, however, runs from one year to permanency. On Level II, the greatest number of respondents 235 woula like to see the certificate valid for three years. A significant number favor a validity of five years. The range on this level of certification runs from two years to perma­ nency. On Level III, nearly one-half of the group suggest that the certificate be a permanent one. Most of those who favor the permanent certificate are supervisors or counselor oi’aiiiers. A significant number, particularly among the deans, prefer that it be valid for only five years. In short, despite disagreements among the various categories of respondents, the pattern whicn is revealed concerning the term of validity of the certificate on each level is two years for Level I, three years for Level II, and permanent for Level III. Semester hours recommended. Thirty-eight educators, or 95 per cent of the respondents who favor a three-level certification plan suggest the number of semester hours of study they would require for the counselor*s certificate on each of the three levels. Their recommendations are tabulated in Table IQQCEI, giving the number of semester hours of requir­ ed ana elective study in guidance and related fields which they consider desirable. The number of semester hours of required w o r k which tiie respondents recommend for the Level I certificate ranges from none to forty v/ith a median of nine to twelve; the number TABLEmil mi •- - ••• .3te«,orv of ‘ resim dent V -u ;em sor Interval 61-cvcr 5,;-b0 53*56 if-52 M M 37-40 33*36 23*32 25*28 21-21 17*20 13-16 M 2 5*8 1*1 o T o ,, pr o, er ’o, :er .o. rr;r To, Ler :'r, Pc? Np, Per to. Per No, Per Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per cent c’nt fent ceit crt cent cent cent cent No, cent cent cent cent cent cw t cent cent cent 1 12,5 3 37,5 2 25,0 3 15,0 3 20,0 5 25,0 3 20,0 1 3,1 3 27,2 1 3,1 2 18,2 1 3,1 t Tew '.lor trainer ■H c V,p ,,ean Stata r " tr ia l i rtial iUw.l 1100,0 1100,0 .-"pervisor j S o-n s& r trainer H 1) .ear. 'li ll t> H .ta t o fficia l ® i) Total ju p .n iso r vo:m;;:';rr trainer (J J ; ean 0 State o ffic ia l Total » > H ,1 1 2,5 6 15,0 6 15,0 10 25,0 7 2 2 10,0 2 10,0 2 1 3,1 3 1 5.0 1 5,0 3 27.3 1 100,0 1 2,5 1 2,5 1 10,0 supervisor V J] Tounselor trainer ;i • ean C -tatc o fficia l 0 Total Supervisor > i >H r r - k r trainer 3 15.0 1 3,1 2 18,2 1100,0 1 2,5 6 15,0 4* H (3 '1 S' •talc official Total .o'ervisor So'siseJor trainer r< ean 1C +3 -tate o ffic ia l 0 11 Total > r' 01 ' 1 j'i;>ervisor jj Counselor trainer ■n I'een J' .;tatt official Total Supervisor V H J Ccmselor trainer 1 5,0 ,1 5,u jM,Q 2 5,0 3 i 5.0 i 5,0 i 5.0 1 5,0 1 '„) 1 ,1 2.5 1 ?.5 2 ),0 ] 5,0 Total 1 m5 Supervisor Counsdlnr traine*1 ijO.O ? JL.j ■j Sean -18,2 * -.tate official I 2,5 H i Juan 1 J’1 ) > l i t l 'tate official 1 5,1 i 2 1 5 3 2 17,5 3 22,5 5 12,5 3 2 1 5.0 3 20,0 5 1 3,1 3 1 f,0 210,0 2 10,0 7 35-0 1 5,1 7,5 37,5 10,0 3,1 5,0 12,5 25,0 27,2 1100,0 8 3 3 1 20,0 37,5 20,0 3,1 3 10,0 3 10,0 6 15,0 3 22,5 8 20,0 2 25,0 2 25,0 1 12,5 3 37,5 3 15,0 6 30,0 3 15,0 3 15,0 1 5,0 2 18,2 1 3,1 2 18,2 2 18,1 2 5,0 5.0 H 3 1 12,5 3 2 10,0 3 15,0 2 2 18,2 1 17,5 25,0 10,0 36,3 3,1 2 18,2 1 100,0 '',5 10 25,0 1 12,5 2 25,0 3 15,0 1 5,0 1 20.0 2 16,2 1100,0 5 12,5 2 5,0 7 17,5 3 50,0 1 5,0 1 3,1 6 15,0 2 25,0 3 15,0 2 18,2 3 1 5,0 3 18,1 1 10,0 12,5 15,0 9,1 10 1 1 1 7,5 5 12,5 3 2 25,0 1 5,0 1 5,0 1 18,2 2 10,0 25,0 25,0 27,3 6 3 3 2 15,0 37,5 3 37,5 20,0 1 5,0 4 20,0 18,2 3 36,3 1100,0 25,0 9 22,5 1 2,5 12 30,0 2 5,0 12,5 1 12,5 5,0 1 5,0 9,1 1 9,1 7,5 1 2,5 2 5,0 12,5 5,0 16,1 1 5,0 1 9,1 7 17,5 7,5 3 7,5 3 10,0 2 13,6 1 12,5 2 25,0 5,0 3 20,0 2 10,0 2 10,0 9,1 3 27,2 1 9,1 1 2,5 2 5,0 2 5,0 2 5,0 1 12,5 1 12,5 1 12,5 3 37,0 2 10,0 1 5,0 1 5,0 i, 20,0 1 5,0 1 5,1 3 36,3 1 3,1 1100,0 J 7, 1 2,5 2 5,0 2 5,0 12 30,0 2 5,0 5,0 6 15,0 6 15,0 5 12,5 2 25,0 5,0 1 9,1 1 5,0 2 10,0 1 5,0 1 5,0 1 3.1 1 3,1 2,5 2 5,0 1 2,5 2 5,0 3 37,5 3 15,0 1 5,0 3 27,2 1 9,1 1100,0 10 25,0 2 5,0 1 5-0 1 9,1 2 5,0 Total No, Per. 237 of semester hours of electives ranges f rom none to sixteen with a m ed i a n of one to four; and the total number of semester hours, required and elective, ranges from three to forty w i t h a medi an of thirteen to sixteen. The greatest number of re­ spondents recommend nine to twelve semester hours f ro m among the required areas, none from among elective areas, and a total of nine to twelve semester hours f r o m a m o n g required and elective areas. The number of semester hours of required w or k which the respondents recommend for the Level II certificate ranges from five to thirty-six w ith a median of seventeen to twenty; the number of semester hours of electives ranges f r o m none to twenty-eight with a median of five to eight; and the total number of semester hours ranges from six to sixty with a m edia n of 28. 5 • The number of semester hours of required work w h i ch the respondents recommend for the Level III certificate ranges from nine to sixty with a medi an of twenty-nine to thirty-two; the number of semester hours of electives ranges from none to sixty with a m e d i a n of nine to twelve; and the total number of semester iiours re quired ana elective, ranges from nine to ninety w ith a med i an of thirty-three to thirty-six. There is less agreement on the semester hour require­ ment for Le vel III than there is on Level I or Level II. The recommendations for the required courses, the elective courses, 238 and the totals have a gre a te r spread, and the frequencies are more widely di spersed than is true among the respondents who proposed one— level or t w o — level certification plans. It may be seen that fully one-half of the g r o u p are of the opinion that more than thirty-two hours of w ork in guidance and relat­ ed fields should be required for top-level certification. jSight persons suggest over sixty semester hours. These respond­ ents are apparently thin ki n g that t o p - l e v e l certification should be re se rv ed for those who are planning to qualify for supervisory positions in guidance or possibly guidance positions on the college level. Semester hours undergraduate work a c c e p t a b l e . The percentages of the total semester hour requirement w h i c h the respondents recommend be ac cepted in courses taken on the undergraduate level are shown in Table XXXIII. It is seen that on Levels I and II, the percentage of the total which the respondents would accept ranges from none to one-hundred per cent. The m e d i a n percentage of undergraduate wo r k recommend­ ed as acceptable for Level I is forty-six per cent to fifty per cent, i'he m e d i a n for Level II is eleven to fifteen per cent. The median for Level III is none. T h ere is a lack of agreement among the respondents concerning the percentage of semester hours which should be p«r oent accept- Supei^ able lieor revel II Level III '"otal .uper- Counselor Jem -t'te Total -uoer- Counselor Jean rtate Total visor trriner official visor trainer official No, Per No. Per No, . er No. rer No, er i<0, rer No. er Nc. Per No, Per No. Per No,, rer No, Per >’o. Per No. Psr No. cent cent cent cent cent cent cert cent cent cent cent cent cent e£t cent 96-100 1 9 1 -9 5 96 - 90 8 1 -6 5 76 - 60 1 7 1 -7 5 6b - T 01 - 05 5 6 -6 0 5 1 -5 5 1 4 6 -5 0 41 - 45 30 - 40 31 - 35 1 ,6 - 30 ,’1 - 25 1 6 -2 0 1 1 1 -1 5 o - 10 1- 5 0 3 No response Total 6 12.5 Level1 Couaaelor Dtin State trainer official 6 30.0 10 ■5.0 3 27.3 12.5 1 1100.0 1 12.5 12.5 12.5 1 r.5 9.1 2 10.0 1 5.0 5.0 5.0 2 2 18.2 J J 2.5 ..5 1 5.o 1 .1 5.0 1 ".0 1 i.eii 5.C ’ .1 1 9.1 5 r.5 1 ■:.5 2 5.0 1 2.5 3 2.5 1 .5 2.5 2.5 > 15.0 5 25.0 1 1 1 1 r .O 1 1 5.0 5." 7r >.0 3.0 f. i'\ y7 15.0 * 1 12.5 c 5.J 1 1 5.0 1 1 1 yz L'ey 3 15.0 1 5.0 4 36.3 1 9.1 100.0 20 100.0 11 100.0 10 25/' r\ £. 1 100.0 j 37.3 5.' ; o :I.*' *»C X'.V.L 8 40.0 1 VJ .u . l Oi.u 5.0 1 9.1 1 9.1 4 10.0 2 5.0 1 2.5 1 -.1 4 10,0 0 54.5 1 ".1 i :.5 1 100.0 21 52.5 2 5.0 ito .o 1 1:0.0 iJO 100,0 4 20.0 ] 5.0 2 lU.O 1 2 2.5 5.0 2 5.0 ..5 £ 5.0 -.1 1 37.5 J.l 2 ,5.0 1 12.5 1 11.5 1 5 15.4 i A. 9.1 1 lx .J 11 U . o 1 1 O.C 17 <*'.• 5 ( c.O 4 ;,r i;v.O r> 1.0,0 5.0 10 ;J.O 1 7.0 .0 iX'.O ii u> <0 240 acceptable on the undergraduate level for the Level I certi­ ficate. There ie m o re agreement on Levels II and III in this respect, however, with seventeen persons, or 42.5 per cent suggesting that no undergraduate w o r k should be accepted on Level II and twenty-one persons, or 52.5 per cent suggesting that no undergraduate w ork be accepted on Level III. Areas of study r e c o m m e n d e d . Those areas of study which the educators recommend as required and those which they recommend as desirable electives are given in Table XJQCIV. The percentage figure represents the proportion of persons from within the particular category who made the selection. There is rather general agreement in the group concerning the areas of study w h i c h should be required on each level. For Level I, they suggest Philosophy and Princi­ ples of Guidance, Understanding the Individual, Occupational and Educational Information, and Counselii.g. For Level II, they suggest the addition of Supervised Experience in Counseling. Other areas recommended by more than one-half the group are: Group Techniques in Guidance, Organization ana Administration of Guidance Programs, and Statistics. For Level III, there is nearly unanimous agreement that the following areas should be required: Philosophy and Principles of Guidance, Understanding the Individual, MATO 4S&4SOFsi®r marnm wmpuN area of study Level I level U Level 111 Juper- Counselor Dean State Total Super- Counselor Dean State Total Super- Counselor Dean State Total visor trainer official visor trainer official visor treiner official No. Per No, Per iio, Per Jo, Per o, Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per No, Per cent cent cent cent cent cent cent cent cent cent cent cent cent cent cent i'iiiiosophy and ,'rinciples £ U 'fi.O 20 100.0 10 1 1»„0 39 8 100,0 20 100,0 10 90,0 1 100,0 39 99.5 8100,0 20100,0 11 100,0 1 100,0 »100,0 of Guidance i 1 M 1 '’,5 1 9.1 1 2,5 ''pdnrstandinr the Individual il ' < *7,5 IP 90,0 9 7.',? 1 H .0 31;35,0 ? 87,5 20 100,0 10 90,0 1 100,0 3895.0 8100,0 20100,0 11 100,0 1 100,0 10100,0 , 1 12,5 2 10,0 ? 7.7 6 15.0 1 12,5 1 9.1 2 5.0 1ccuational and uiucatirial H 6 75,•' U 70.0 ? n.U 110i.fi %70,0 ? 8?,5 20 100,0 8 72,7 1 100,0 3690,0 8100,0 20100,0 9 81,8 1 100,0 38 95,0 Inforaation E 2 25,0 1 M,0 3 7.3 0 32,5 1 12.5 3 27,3 4 10.0 2 13,2 2 5,0 Counseling H o '<3,0 )) t,),0 3 72.7 1 l'V.O 28 70,0 7 87,5 20100.0 10 90,0 1 100,0 3895,0 8 100,0 20100,0 11 100,0 1 100.0 10100,0 L ? ..5,0 5 25.0 ? 18.2 9 72,5 1 12,5 1 9.1 2 5,0 '"jervised Experience ? 25.0 5 25.0 3 ??,7 1 1 0 ,0 16 0,0 5 9?,5 18 80,0 11 100.0 1 100.0 33 82,5 6 75.0 18 90,0 10 90,9 1 100,0 35 87,5 11, ?8,0 2 25.0 I, 20,0 815,0 2 25.0 2 10,0 1 9,1 5 12,5 in Counseling E 3 37.5 3 1,0,0 3 77,3 *),0 4 50,0 12 80,0 7 67.6 1 100,0 21+80.0 8 75,0 19 95,0 9 81,8 1 100,0 35 87,5 iw ap /‘’c W n ie s in ’P iid w e a 5 25,0 ? ?7.? i 2 75.0 9 1,9.0 5 1+5 . 1, 16 ,0.0 2 25,0 6 30.0 3 27,3 1127,5 1 12.5 1 5.0 2 18,2 1+10,0 fir’an'xetion .■ ■'.dminietration 9 1 12,5 5 75-0 2 13,2 3 30.0 4 50,0 13 85.0 8 73,7 1100,0 2885,0 7 87,5 19 95.0 9 81,8 1 100,0 36 90,0 of fiuid5n?.» Programs K 3 37,5 3 10.0 2 18,2 4 10,0 9 22,5 1 12,5 1 5,0 2 18,2 13 32.5 1 12,5 5 25,0 3 27,3 chool ..fciui stration 2 5.0 2 25,0 8 40,0 5 45,4 ;; 1 9.1 1 5,0 1 9,1 1 2,5 15 37,5 E 3 37,5 9 1,5,0 1 7,1 20 50,0 23 57.5 4 50.0 11 55,0 5 45,4 13 '2.5 3 37,5 13 85,0 7 83,6 'uri'i co la 1 0 25,0 2 25,0 1 2 60,0 6 9 6 ,5 20 50,0 P. 1 5.0 4 56,3 6 30,0 4 38,3 5 12.5 19 47,5 4 50,0 8 40,0 5 45.4 18 ,'5.0 3 37,5 10 50,0 6 54,5 17 42,5 E 3 ;7,5 n 55>0 '■ ;<>,? 8 20,0 iot.-ry end i'hilos, ph;’ 1 1 7,1 6 15,0 5 25,0 3 27,3 2 10,0 4 36,3 1 2,5 2 2 55,0 of ../iucation 1 8 4 5 5 0 3 37,5 1 2 60,0 7 63,6 u 2 10 5(>.fi 5 ,5.1, 1 11,5 12 60,0 5 45,4 17 .V\5 2 5,0 2 10,0 1 9,1 .ucial fiase M 2 18,2 3 7,5 1, 3 27,3 3 7-5 26 65,0 • i M li, 70,0 1. 1 ,3 26 t5,0 3 37,5 14 70,0 9 81,8 20 50,0' 2 25,0 15 75.0 9 81,8 .ociole 7 5 25,0 2 18,2 1 100,0 8 20,0 1 3.0 1 .1 1 lw ,o 3 7.5 3 15.0 3 27.3 1 100,0 7 17-5 25 62,5 2 0 50,0 5 50 ,0 1 2 80,0 8 72,’ E 2 .7),I1 11 55,0 7 83.b s 0.0 3 37,5 U 54,0 6 54.5 1 100,0 5 12.,5 3 15,0 1 9,1 .Conu'dcs 1 5.0 l u . , 0 2 5.0 1 5,0 1 9.1 1100,0 3 7,5 19 47,5 17 42,5 4 50.0 9 45,0 6 54,5 . 1 12.6 9 55.0 4 36,3 14 :;5.0 3 37,5 10 50,0 4 36,3 4 10,0 1 2,5 3 15,0 1 9,1 lana'pewit 1 2.5 1 5,0 1 5.0 2 8 65,0 2 2 55,0 4 50,0 1 2 80,0 1 0 90.9 E 2 .‘;,0 8 1,0,0 2 18,2 12 30.0 3 37,5 11 55,0 8 72,7 4 10,0 3 15.0 1 9,1 ic.bor and Industrial a 25 62,5 20 50,0 3 37.5 13 65,0 9 81,8 2 23,0 10 50,0 1+ 3t.? relations 16 40,0 2 25,0 12 60.0 6 54,5 15 37,5 7 17,5 3 37,5 8 40.0 4 36,3 2 10,0 1 v.l 2 10,0 5 45,4 'locational :d;iC'ition 3 7,5 20 50,0 22 55,0 3 37,5 10 50,0 7 63,6 E 4 50,0 10 50.0 3 27.3 17 62,5 5 62,5 13 65,0 4 36,3 24 80,0 14 35,0 4 50,0 13 45,0 7 63,6 . ssuarcd '’e c h rip s k 1 5,0 1 9,1 2 5,0 3 37,5 7 35,0 4 36,3 10 25,0 14 35,0 4 50,0 4 20,0 2 18,2 a 2 75,0 9 65,0 1 9,1 12 30,0 2 25,0 8 10,0 4 36,3 27 67,5 20 50,0 3 37,5 18 80,0 8 72,7 Misties k 1 12,5 li >0.0 5 65,4 10 75,0 2 25,0 12 80,0 6 54,5 6 15,0 10 25,0 3 37,5 2 10,0 1 9,1 : 2 '7,0 U 35,0 1 9,1 U 75.0 3 37,5 5 25,0 2 18,2 required ■elective 242 Occupational and Educational Information, Counseling, Supervised Experience in Counseling, Group Techniques in Guidance, and Organization and Administration of Guidance Programs, One-half or more of the group would also require study in Curriculum and Statistics. The areas of study which the respondents recommend as being especially valuable ones from which to select electives are: Social Case Work and Sociology for Level I; School Administration, Curriculum, Social Case Work, Sociology, Economics, Personnel Management, Labor and Industrial Relations, and Vocational Education for Level II; and School Administration, History and Philosophy of Education, Social Case Work, Sociology, Economics, Personnel Management, Labor and Industrial Relations, and Vocational Education for Level III. RSCGivlISKDSD RE-. VIREMENT S FOR FOUR-LEVEL CERTIFICATION PLAITS Seven persons, or 4.1 per cent of the total group of respondents, recommend a four-level certification plan. Their opinions are tabulated in Tables ju DLV to jQQCVIII and analyzed below. Should a^ state teaching certificate be required? There is unanimous agreement among the seven respondents who prefer a four-level plan of certification that a valid state 243 t e a c h e r ’s certificate should be required on all four levels. Their responses are shown in Table 2QCCV. Should previous teaching experience be re quired? A majority of the group, as is shown in Table XXXV, recommend previous teaching experience as a requirement for counselor certification on Levels I and II, and the entire group recommend it on Levels III and IV. However, there is not enough agreement among the few persons who selected a fourlevel plan to make a pattern discernable except for a tendency to require a greater amount of experience for each successively higher level of certification. Should counseling experience be required? A majority of those persons who recommend a four-level plan of certifica tion recommend that no counseling experience be required for a Level I certificate, but that counseling experience be required for the other levels of certification. Again, there is not enough agreement among the few cases to suggest a pattern except that there is a tendency to require more experience for each successively higher certificate. Should paid work experience other than teaching or counseling be r eq u ired? L.ost of the respondents in this group are of the opinion that no work experience other than teaching or counseling should be required for Level I MEH M L PiW M B AND V l i l S M E D F O IM E PLAN MI Dean level II M ill M I! Jtate Total super- Comieilor Dean State Total Super- Ctmselor Dean State Total Super- Counselor Dun State Total visor trainer official visor trainer official visor trainer official rljor trainer official To, Per Ho, Per to, Per .:o, h r So, Far to, Far So, Per No, Per So, Per No, Per So, Per So, Per So, Per So, Per So, Per So, Per So, Per So, Per So, Per So, Per cent cent cent centcent cent cent cent cent cent cent cent cent cent cent cent cent cent c«it cent jtate teacttnj les certificate to 1 1 ,0 * loo.o 1110,0 11110,0 7 k , e 1 100,0 * 100,0 1 100,0 1 100,0 7 100,0 1 100,0 * 100,0 1 100,0 1100,0 7 1 ,0 1 100,0 * 1 ,0 1 100,0 1 1 ,0 7100,0 i'ears tone 1100,0 1 25,0 1 100,0 3 2 teaching one year 2 50,0 eirerlence Two years 1110,0 1 Three years 1 25,0 1 Four veare »'lve years les 1 25,0 *2,8 to,8 1 UO.O 1100,0 2 50,0 14,3 11,7 1 1 ,0 1 2 2 1 It,3 28,5 1 100,0 28,8 1 25,0 1 1 , 0 ll„) 1 25,0 1 It,3 1100,0 114,3 2 28,5 1 25,0 114,3 1100,0 1 1*,) 114,3 1100,0 1 U,J 1 25,0 114,3 1 25,0 1100,0 2 25,5 11**3 1 25,0 1 1 * ,) 114,3 1 35,0 11*.3 '•are i'one J lu0.fi 2 50,0 liW iO 11(1,0 5 71.1 ''M 'ciinj me year 1 :*,) 1 25,0 .y erk ce Two yca^s to e years Four years Five years „u years Ir.tfirtiesnip 1 to,0 1 I!',1' 510,0 1 1 1 1 1 2 2 1 'ears tons 1 1 ,0 i ) 75,0 1 M U 1 5 71,* .■li i work ue-la.'.:‘ year 11,K,0 1 15,1 HwicsM me year 1 k ,0 me airl or,,tolf years ito years i'es8 1 15,0 1 H,3 iJvaiiCec ,,o i 1 , 0 * k U l k , o l M;,fi v i 0,0 •i*’we .ore w ivale wA 1 U-,0 2 50,0 1 1 , 0 ) *2,8 1 1 ,0 1 14,3 1 25,0 1 100,0 2 28,8 1100,0 1 14,3 1 14,3 1100,0 1 25,0 2 28,8 1 100,0 25,0 25,0 1 100,0 25,0 1 100,0 25,0 1 25,0 1 25,0 1 25,0 H ,3 28,8 1100,0 28,5 1 100,0 1 75,0 1 25,0 1*,? 1 1 ,0 114,3 1 Hi,3 2 28,8 2 28,5 1 25,0 114,3 125,0 1100,0 1100,0 1 25,0 2 50,0 114,3 114,3 114,3 114,3 1100,0 3 42,8 1 14,3 1100,0 1 14,3 114,3 1 25,0 1100,0 1 25,0 1 14,3 3 75,0 * 100,0 1 100,0 1 1 ,0 5 35.7 1 1*,) 3 *2,8 1100,0 1 25,0 1100,0 3 75,0 3 75,0 114,3 114,3 3 42,8 1 14,3 1 14,3 1 100,0 5 U UOO.O 1100,0 1 100,0 1 100,0 5 71,4 2 28,8 T’rs '.netoaa iSrw years ■w Je5rs Il'-’V) ? -,0 1 5,0 1H 0 v ”l,4 21,8 I 50,0 1 100,0 3 IM 1 25,0 1 1 ,0 2 28,3 1 1 -0 1 14,3 1 25 ,0 1 Hi,) 7 50,0 1 25,0 1 100,0 2 23,5 2 23,8 1 100,0 1 1*,) 125,0 1 1 * ,) 2 50,0 1 100,0 3 *2,8 ■,lx years 1100,0 1 1*,3 4 Sen vaars remanent ' r*tor of years not specified 11,0 11*,) 1 25,0 1 It,3 im ^ 2 28,6 245 certification but that it should be required for each of the nigner levels. Table a SGCV, page 244, reveals that five persons, or 71.4 per cent oppose the requirement for Level I. The recommendations for Level II range from none to one year. The largest group, three persons or 42.8 per cent,still suggest that none be required while the second largest group, two persons or 28,6 per cent, suggest that one-half year be required. On Levels III and IV, the most frequent answer is "yes” ; i.e., the respondents favor the requirement but do not commit themselves to a specific number of years. Should an advanced degree be required? The respond­ ents who favor four levels of certification recommend that no advanced degree be required for certificates on Levels I and II, but that the m a s t e r 1s degree should be required for Levels III and IV. There is rather consistent agreement on this point for each of the levels. The responses from persons in each of the categories are given in Table U£CV, page 2 4 4 . For how many years should the certificate be valid? Lost of the respondents, five or 71-4 per cent, suggest that the Level I certificate be valid for two years. The opinions for the remaining levels, as is clearly shovn in Table iOuCV, page 244, are not as consistent. While the period mentioned most frequently is two years for Level II, more persons 246 recommend a longer period of validity than the two year period. The range is two to five years. On Level III, the range increases and runs from two years to permanency. There is no one most frequent response. Both two years and four years are mentioned twice. The range for Level IV is two years to permanency. Five years is mentioned the most frequently. Semester hours recommended. All of the seven persons who favor a four-level plan of certification suggest the number of semester hours of study they would require for the c o unselor’s certificate on each of the four levels. Their recommendations are tabulated in Table XXXVI giving the number of semester hours of required and elective study in guidance and related areas which they consider desirable. The median required semester hours and elective hours for Level I is revealed to be nine to twelve and one to four respectively with a median total of nine to twelve required and elective semester hours. For Level II, the median required semester hours is nine to twelve, the median elective semester hours one to four, with a median total of nine to twelve. On Level III, the median required semester hours is seventeen to twenty, the median elective hours is five to eight, and the median total is twenty-five to twenty-eight l**»i ni 1W*1 Hi! f la l «v # i i«*«i hi ter itrod UHlm 'Hi f a m s glif |ili • la s -a * O■ »r* 6•* fs y? <* C B «* u a P-E | It - »j n| ■3 M ? 3 * E* ,. t 3 p n Lrvol I Eloetlv* 'Wqalrxl Total 'otal >etlT» "11 M **• i g b r § b o * o 8 Fb 8 o »o rs C .c ?F ©w 8 o Q V V\ S> bo * ©^ M 8 b p r b bo 8 b P8 wo H S H H H St 8 gf, 88 o > o om oo • • • • vn • • jO o b 8 o cu © bo • 6 b Fb . 8 o 8 15 88 o e» oo • • • 3 8 St bob 5! P • • © w !)i6 ji •*• V o •O H 'JH H ^ M CO o J* cfi s o • 58 t • 8 • AO O I J MHf* H •'•JHM r•i•P8«o888P 88! 8*8888888888888 8 8 3 8 8 8 8 8 8 8 8 8 8 8 8 SggggggggSS???? • ••«•••• i •i boc ODCOOCOOOO o© ©o © OOOOOOOOOOOOOOOl pi semester hours. On Lsvel IV, the median required semester hours rises to twenty-nine to thirty-two, the median elective to thirteen to sixteen, and the median total to thirty-three to thirty-six semester hours. T h u s , it may be seen that the total top-level certification requirement is exactly the same as that for the three-level certification plan; it simply requires more steps to arrive at the same goal. And like the three-level group, there is less agreement on the semester hour require­ ment as top-level certification is reached. It should be noted that only two of the seven persons agree on the exact number of semester hours which should be required for the Level IV certificate. Among the others, one person would accept as little as twenty-five to -cwenty-eight semester hours while another would require as much as fifty-seven to sixty semester hours. Semester hours undergraduate work accepta b le . The percentages of the total semester hour requirement which the respondents recommend be accepted in courses taken on the undergraduate level are shown in Table IGGCVTI. On Levels I and II, the educators* responses range from none to 100 per cent, while on Levels III and IV, they range from none to 56 to 60 per cent. There is a tendency toward reducing the amount of FiiJCiilME !'j J.i-UC. Percent level I Level II level III accept- Super* Counselor Dean State Total Super- Counselor Dean State Total jupen* Counselor seen State Total able ileer trainer official visor trainer official visor trainer official Ho. Per No. Per No. Per No, Per No. Per No, Per No, Per No, Per No, Per No, Per No, per i ' o , Per No, Per Ho, Per !'o, Per cerit cent cent cent cent cent cent cent cent cent cent cent centcent cent 96 - U O 1 100.0 2 50,0 Nl-95 «b.90 81-95 3 62.8 2 50,0 Level 17 Super Counselor Dean State Total visor trainer official No, Per No. Per No, per No, Per No, Per cent cent cent cent cent 2 "5.6 76-80 71-75 66-70 61 • 65 56-60 51-55 66 - 50 61-65 36 - 60 1 25,0 1 il .3 1 25.0 1 16.3 1 100.0 1 25.0 2 ;*,6 1 25,0 1 16.2 31-35 26 - 30 21 - 25 16-20 11-15 1 25.0 1 r.0.0 2 t>a 1 25,0 1 16,3 1110.0 1100.0 1 u,.3 1 25.0 1 16,3 I 25.0 1 l/i.l 1 16.1 ? 50,0 1 1X.0 3 62.8 6 IX,0 11X.0 1100.0 ’ 100,0 1 1M 1 100.0 6-10 1- 5 0 1100.0 1 IX,0 2 28,6 1 IX,01 IX,0 2 21,6 2 50.0 1 ) 0,0 3 62,8 Total 1 100.0 6 100.0 1100.0 1 100.0 7 100.0 1 100,0 A100.0 1 100.0 1100.0 7 101,0 1 100.0 6 IX,0 1 100,0 1 100.0 7100.0 1 100,0 undergraduate work accepted as the higher levels are reached. This may be seen in the reduction in medians from 56 to 60 per cent on Level I, to 46 to 50 per cent on Level II, to 31 to 35 per cent on Level III, and to 21 to 25 per cent on Level IV. The largest group of respondents would accept no undergraduate credits on Levels III and IV. Areas of study recommended. Those areas of study which the educators recommend as required and those they recommend as desirable electives are shown in Table XXXVTII. The percentage figure represents the proportion of persons from within the particular category who made the selection. The required areas of study which meet the approval of most of the group for each level are: Level I - Philosophy and Principles of Guidance and Understanding the Individual. A significant number would include Occupational and Educational Information, also. Level II - Philosophy and Principles of Guidance, Understanding the Individual, Occupational and Educational Information, ana Counseling. Level III- Philosophy and Principles of Guidance, Understanding the Individual, Occupational and Educational Information, Counseling, and Supervised Experience in Counseling. A significant number would include Group Techniques in Guidance and Sociology, also. Level IV - Philosophy and Principles of Guidance, Understanding the Individual, Occupational and Educational Information, Counseling, Supervised Experience in Counseling, and TABLEM il US OFsum RIMED F(i*LEEFill Level I Level II Level III jiipe> lounsebr iieae State Total leperCounselor Been state Total Super- Counselor Dean State visor trainer Total Stipt> official visor trainer official visor trainer official lo, er lo , ;'er Per No, Per No, ;e: No, Per viaor Per So, lo. Per No, No, Per cent cent cent cent cet cent . rea of sH ;/ . j j s o hv and 1 rincinles 'i u w n ce • 'to S ty tne InO’vidual 1100,0 ? ,i 1 1 M j ic-.atunalanJuIjcational i 1 IJOi'i /.foratlon ^ o 'A iir .• r i« (i ^uerlance cent I1 1100,0 „ ,00,0 i 1 a 1,0 1 ,(>J,0 h 5 AO 1 IX,0 1 1 0 ,0 1 0 ,0 1 25,0 i fj'j.i, i L,'.,u l 50,0 1 V.'J - a 1 IjU.'j i 10) ,(J a 1 5,0 00.0 i) '11,7 1100,0 1 I .,3 ! 7,1 i 100,0 jf 3 1 1 1 » 0 75,0 1 i1 0.0 3 ■ '5 1 100,0 ?. .5 00.0 00.0 ,00,0 7105,0 00,0 1100,0 il',0 1100.0 1100.0 100,0 O',I 1100,0 1100.0 ]U,| oo.o 1100.0 1 X, L 1 00,0 1100.0 i 11,3 35,7 11,3 35,7 1100.0 "100,0 3 A3 1100.0 15M 75,0 . i 'j i l l 00,0 1 25,0 1 25,0 10,0 3 75,0 1100,0 11...,'j 1 -r r j i'i'i'.itrlai 'lions ■ ..i' cation " 1130,0 5 71,1 1 li,7 i l,,! l V u 1 Iv.iy 2 w-iiiiijiiej 1100,0 7100,0 -'O b,o :.;,j 25,0 ,0 7100,0 X.0 n * 1") 1 nO,0 i'l 0. - i i,i,,0 1 0,0 i 1 a !,0 1 : J •'j 1' ec.’niiquii's in Guidance a 1 lA.U 1 ii|.e 1 1:0,0 0 X ,1; 2 ;L ! " ''® t k A in is t r a t lo n a of laiiiance i rowans E 1 k ,0 n' 5,„0 111,0 1 1 LO,0 w J O.diinistration 5 j 3 75,0 1 iX,C ') 0,1 •RCi'a I If i 1, ,0 2 AO1 1 1 0 , 0 l o . , 0 ) 71„ j 1.0,0 fstj’,' and • iloso;'".;: a uf i nation '"’'.'u Ja:;e ora Laval If Counselor Data State Total tnlMr official No, Par No, Per cant cent 1100.0 1 5M 3A! 1 11,3 11W o V U0J lioo 1 A0 J0,0 Ik.o i •, i 10 i :?,] , 1 1(X\0 , 5",1 t'.tisilcs 6 35. 1SAL1 1 57,1 li,o 3 A3 1100,0 t;u 252 G roup Techniques in Guidance. A s ignifi­ cant number would include Organization and A dm in istration of Guidance Programs, Sociology, and Vocational Education, also. The areas of study which the respondents recommend as being of especial value as electives are: Level I - Curriculum, Sociology, and Economics. A significant number would include also, Organization and Administration of Guidance Programs, School Administration, His to r y and Philosophy of Education, and Vocational Education. L e vel II - Organization and Administration of Guidance Programs, School Administration, Curriculum, History and Philosophy of Education, Sociology, Economics, and Vocational Education. Lore than one-half of the respondents would also include as electives, Supervised Experience in Counseling, Group Techniques in Guidance, and Statistics. Lev el III- School Administration, Curriculum, H is to ry and Philosophy of Education, Economics, and Personnel Lanagement. Lore than one-half of the educators would also include Labor and Industrial Relations, Vocational Education, Research Techniques, and Statistics. Level IV - School Administration, Curriculum, History and Philosophy of Education, Economics, Personnel Lanagement, and R esearch Techniques. Also favored by more than one-half of the group are Social Case Work, L a b o r and Industrial Relations, and Statistics. RATIONALE FOR 30I.E OF THE GENERAL PROVISIONS AND RE UIREI. ENTS The respondents were asked to explain their reasons for favoring or opposing teaching experience and work 253 experience other than teaching or counseling as requirements Tor the counselor*s certificate. They also expressed opin­ ions on the need for the consideration of personal qualifi­ cations in certification and the need for setting time limits on the validity of the certificates. Their responses were analyzed and are presented in the following pages. Why teaching experience is r e c o m m e n d e d . respondents in every category, The almost without exception, recommend that some previous teaching experience be r e q u i r ­ ed as a prerequisite to counselor certification. The reasons for favoring previous teaching experience are expressed in many different ways but can be classified under three general ideas: (1) to achieve an understanding of the setting in w h ic h counseling takes place, (2) to achieve an understanding of the complex and multiple relationships between the student, tne teacher, a n d the administrator, and (3) to achieve acceptance by teachers as one who speaks of school problems from experience. Illustrative of these three ideas are the following quotations f rom the questionnaires: "Problems of education and operation of a school can be learned best through experience." "The counselor should know the ‘whole* school set-up." ^Teaching experience] "helps one to see the counseling program in relation to the total educational program." 254 [Teaching experience providesj "for a better a p p r ec ia ­ tion of the w h o l e range of pupil problems and the difficulties of m a n i p u l a t i n g the school e n v i r o n m e n t ." ’•The counselor needs to understand the problems of the teacher and of teaching." [Teaching experience] "develops an understanding of the problems of pupils which grow out of the classroom situation." "Counselors are not accepted by teachers as knowing school problems unless they have had professional e x p e r i e n c e ." "Teaching experience w i l l help insure educational o r i e n ­ tation and m a t u r i t y w h i c h will win acceptance and confidence of the t e a c h e r s . ” "Teaching experience is needed in order to deal with teachers m o r e s a t i s f a c t o r i l y . ” K i n d s of_ work experience considered most valuable. Most of the respondents vhio favor the requirement of some paid work experie nc e other than teaching or counseling suggest that the ex p erience should be: including w or k in business offices, industrial organizations, (1) of some variety distributive fields, and (2) on jobs where interpersonal rel ationships are at a maximum, (3) in jobs in w h i c h m a n y of the y o u t h in the community will engage, p ro fe ss io na l w o r k as possible, and (4) as far from (5) in a large org an iz a­ tion where one comes in m or e contact with difficult problems of emp l oy er -e mp lo ye e relationships. The point upon w h i c h most stress is laid is that the kinds of w ork experience the prospective counselor has had 255 is not n e a r l y so Important as the u n d e r s t a n d i n g s of e m p l o y e r — e m p l o y e e p r o b l e m s he has been able to develop. word s, In o t h e r any k i n d of w o r k e x p e r i e n c e is of v a l u e w h i c h gives h i m an u n d e r s t a n d i n g of the w o r k e r ' s point of v i e w and of the p r o b l e m s e n c o u n t e r e d in s e e k i n g w o r k and p r o g r e s s i n g in it. T h o s e r e s p o n d e n t s w h o oppose requirement the w o r k experience base thei r a r g u m e n t s on the grounds that: work experience provides an u n d e r s t a n d i n g of m a n a g e m e n t - lab or p r o b l e m s o n l y w he n the w o r k e r is dependent job f o r his liveli ho od ; (1) upon the (2) w o r k exjjerience other than t e a c h i n g or c o u n s e l i n g is not n e c e s s a r y for good counseling; and (3) r e q u i r i n g s u c h w o r k e xp e r i e n c e is i m p r ac ti ca l since we r e c r ui t c o u n s e l o r s f r o m a m o n g teachers and teachers c a n ­ not r e a s o n a b l y be ex pected to leave the p r o f e s s i o n in o r d e r to get the o t h e r e xperience. Personal qualifications. A large m a j o r i t y of the sducators in all c a t e g o r i e s v e r b a l i z e the n ee d for in c l u d i n g personal q u a l i f i c a t i o n s 3ut, some of in the co u ns el or c e r t i f i c a t i o n plan. them also r e c o g n i z e u i f f i c u l t i e s and dangers .nvolved in th e a p p r a i s a l and att em pt ed enforcement of such i provision. T y p i c a l of the co mments w h i c h express this latter >oint of v i e w are the f o l l o w i n g s t a t e m en ts f r o m the questionisires: 256 "Personal qualifications are needed but I do not make the r e c o m me nd at io n because it w o u l d be extremely d i f f i ­ cult to appraise them." "Personal qualifications are needed but evaluating t he m ultimately resolves itself down to personal opinion of the interviewer. Too difficult!" "Personal qualifications are highly desirable! But h o w to enforce t h e m ? ” "Personal qualifications are desirable, to evaluate." but not possible "They [personal qualifications] are highly important difficult to m e a su re objectively." but "I am certain that there are m a n y personal qualifications that are definitely essential to the successful counselor, but how to evaluate them, or even identify them, is the problem." "These fpersonal qualifications] would be almost too subjective to certify." "Personal qualifications should be included when we find out what they are, h o w they m ay be measured, and how they m a y be developed." These respondents feel that certain personal qualifiations are vital to good counseling but prefer to omit them espite their desirability in preference to creating diffiulties w h i c h they feel cannot be resolved. In spite of the recognized difficulties of appraisal nd enforcement, others still recommend the inclusion of ersonal qualifications in the certification plan. Typical omments of this group are: "Personal qualifications should be included in the plan a l t h o u g h they are very difficult to get at." 257 "Personal qualifications should be Included in spite of difficu lt y of m e a s u r i n g . " "Yes, but personal qualifications as a requirement are almost impossible to a dminister." "Personal qualifications are all important. ,.e must d etermine a m e t ho d of appraising them that is w o r k a b l e f r o m the standpoint of certification." "I favor their inclusion ^personal qualifications] but don*t k n o w ho w to state them — have never seen an adequate statement of this re qu irement." By far the largest numbe r unequivocally state that personal requir em en ts should be included in the certification plan and proceed to name those they consider of greatest importance. The fol lo w in g eight attributes are m e n t io ne d most frequently by the total group of educators: average scholastic ability, w i t h people, above interest and ability in working successful experience in w o r k in g w i t h people, p leasing appearance, good physical health, good personal adjustment, emotional maturity, and personality w h i c h invites and d eserves confidence. O t h e r attributes or qualifications which were named by lesser numbers of the respondents are: ple as i ng voice, tactful, f r e e d o m from annoying mannerisms, sense of humor, married, cooperative, dynamic personality, ophy, honest, sympathetic, patience, poise, good communication skills, sound educational p h i l o s ­ practical, optimistic outlook, flexible, responsible, young, objective, and tolerant. some of the respondents would place the responsibility 258 for d e t e r m i n i n g d e s i r a b l e pe rs on al q u a l i f i ca ti on s upon the training institution. T h e y feel that the t r a i n i n g agencies should be cha rg ed w i t h the care fu l candidates based upon ability, ground. And further, selection of co unselor interest, aptitude, and b ack­ these p e r s o n s b e li ev e that those c a n d i ­ dates who d e m o n s t r a t e u nd e s i r a b l e traits, t hrough a careful p r e l i m i n a r y screening, even a f te r passing should be e l i m i n a t ­ ed f r o m the t r a in in g program. Others of the r e s p o nd en ts w o u l d plac e the r e s p o n s i ­ bility for the s e l e c ti on of persons w i t h desirable per so na l attributes upon the c e r t i f i c a t i n g agency, m en t of education. the state d e p a r t ­ St ill others suggest that the evaluation of p e r so na l a t t r ib u te s should be a coo pe ra ti ve venture involving both the t r a i n i n g i n st itution a n d the state d e ­ partment of education. S e t t i n g time limits on the val id i ty of the c e r t i f i ­ cate . As is seen in the d i s c u s s i o n s of the vari ou s types of r e c o m m e n d e d c e r t i f i c a t i o n plans, there is nearl y unanimous agreement o n setting time limits upon the validity of lower level certificates. Only a f e w respondents would issue a permanent c e r t i f i c a t e on any level below the top level. these cases, a d i f f e r e n t i a t i o n is ma d e In between a person who devotes m o r e than one-half time to counseling duties and one who devotes less than one-half time to counse li ng duties. 259 The s e v e r a l r e a s o n s g i v en most f r e q u e n t l y for setting time limits o n the lower level c e r t i f i c a t e s are: insure f u r t h e r p r o f e s s i o n a l growth; (1) to (2) to p r o v i d e a p r o b a ­ t i o n ar y p e r i o d to a l l o w for the d e t e r m i n a t i o n of the c o u n s e ­ l o r ’s fit ne ss for the work; and (3) to m a k e it p o s s i b l e to e l i m i n a t e t h o s e w ho do not m e a s u r e up. A s i g n i f i c a n t n u m b e r of r e s p o n d e n t s r e c o m m e n d setting time limits o n the v a l i d i t y of all c e r t i f i c a t e s the t o p - l e v e l ce rtificate. T h e y are not so c o n c e r n e d , general, w i t h t h e period of s i o n a l growth; in the v a l i d i t y as w i t h the p r i n c i ­ ple that no c e r t i f i c a t e s h o u l d be p er manent. g i v e n m o s t f r e q u e n t l y are: inducing (1) to insur e (2) to m a ke it p o s s i b l e tion s t a n d a r d s as t h e n e e d arises; T he r e a s on s continuous p r o f e s ­ to c h an ge certifica­ (3) to prevent per so ns f r o m u s i n g a c o u n s e l o r ’s c e r t i f i c a t e a f t e r b e i ng away f r o m the w o r k for an e x t e n d e d p e r i o d of time. In a m p l i f i c a t i o n of the st at em en t of the n e e d to insure c o n t i n u o u s p r o f e s s i o n a l growth, succinctly p u t s it this way. a counselor trainer ’’C ou n se lo rs , like m e m b e r s of 3ther p r o f e s s i o n s m u s t k eep abreast of t h e times. Progress Ls built upon e x p e r i o m e n t a n d exp er ie n ce a n d w hile a n u m b e r 3f c o u n s e l o r s w o u l d k ee p up-to- da te , oth er s m i g h t f i n d it jonvenient to ’o p e r a t e d u p o n * . ” ’Operate* as they were The m a j o r i t y of the r e s p o n d e n t s r e c o m m e n d p e r m a n e n t .icensine for the t o p - le ve l certificate. The r e a s o n * g i v e n 260 most f r e q u e n t l y for this o p in io n are: (1) c o n s i d e r a t i o n of the p r a c t i c a l c o n s i d e r a t i o n s of licensure; a n d k e e p i n g w i t h g e n e r a l c e r t i f i c a t i o n practices. his c a s e simply as, "S u c c e s s f u l e xp e r i e n c e (2) to be in A d ea n states a d v a n c e d training — p e r m a n e n t l i c e n s u r e . " A c o u n s e l o r t r a i n e r who favor s p e r m a n ­ ent c e r t i f i c a t e s says, s tamina by this time, "If t h e r e ’s not e n o u g h p r o f e s s i o n a l its p r o b a b l y a lost SOfcE cause." A K N E S S E S OR N E E D S In o r d e r to a r ri ve at t h e o p i n i o n s of the e d u c a to rs c o n c e r n i n g inherent w e a k n e s s e s o r ne eds in c o u n s e l o r c e r t i f i ­ c at io n as it n o w operates, they were asked, p r a c t i c a l and t e c h n i c a l p ro b l e m s faced "Apart f r o m in setting up and o p e r a t i n g c o u n s e l o r c e r t i f i c a t i o n plans, in w hat d i r e c t i o n w o u l d y o u like to see c o u n s e l o r c e r t i f i c a t i o n m o v e ? " D i f f e r e n c e s of o p i n i o n. in the answers, uore e m p h a s i s ^’or example, D i s a g r e e m e n t s are apparent several respondents be placed on t e a c h i n g experience; suggest that some suggest that c o u n s e l i n g be e l i m i n a t e d as a m a j o r or a m i n o r on a general ce r ti fi ca te ; some w o u l d h ave u n i f o r m r e q u i r e m e n t s on a n a t i o n a l l e ve l and o t h e r s w o u l d place m o r e e m p h a s i s upon Local n e e d s f o r d i f f e r en ti at io n; a f e w r e c o m m e n d broa de r training in o p p o s i t i o n to a f e w who r e c o m m e n d even m o r e lighly s p e c i a l i z e d training; •ication p r o g r a m m ov e s e v e r al w i s h to see the certi- slowly, w h i l e oth e rs w i s h l o see m o r e 261 r i g orous r e q u i r e m e n t s set up immediately. S om e g e n e r a l l y felt n e e d s . with rather general agreement ents. T h e s e are: S e v e r a l p r o b l e m s m et in all c a t e g o r i e s of r e s p o n d ­ (1) the n e e d for b e t te r s e l e c t i o n procedu re s , (2) c l o s e r c o o p e r a t i o n b e t w e en the t r a i n i n g age nc y, c e r t i f i c a t i o n agency, c o u n s e l o r s oper a te , a n d the local s c h o ol s to e f f e c t i v e c ounseling, ment p r a c ti ce s , and the n u m b e r of The r e s p o n d e n t s are " m isfits" a n d "poorly a d j u s t e d " versons w h o are f i n d i n g t h e i r w a y The f e e l i n g is that :u a l i f i c a t i o n s (4) b e t te r e n f o r c e ­ (5) b e t t e r t r a i n i n g of c o u n s e l o r trainers. Better selection procedures. )rofession. in w h i c h the (3) the n e e d to i d e nt if y a r e a s of c o m p e ­ tency n e c e s s a r y concerned w i t h the into the c o u n s e l i n g certain d e s i r a b l e p e r so na l in a c o u n s e l o r m a y be f u l l y as important as h e i r p a r t i c i p a t i o n in a w e l l - d e s i g n e d t r a i n i n g program. 'his is a r e i t e r a t i o n of the a t t i t u d e s of the r e s p o n d e n t s e m o n s t r a t e d in C h a p t e r V in the d i s c u s s i o n of per so na l ttri'outes to inc lu de Typical in a c e r t i f i c a t i o n plan. c o m me nt s are: " S e l e c t i o n of the right persons m a y be e ve n m o r e i m p o r ­ t a nt than t h e t r a i n i n g t h e y r e c e i v e . " "There m u s t be some m e a n s of the u n f i t . " p r o v i d e d for the e l i m i n a t i o n •There is a d e f i n i t e n e e d for b e tt e r pr oc ed u re s of r e c r u i t m e n t , selection, and t r a i n i n g of c o u n s e l o r s . " 262 "I.iore s a t i s f a c t o r y s c r e e n i n g of p e r so ns a d m i t t e d to t r a i n i n g p r o g r a m s w o u l d reduce the p o s s i b i l i t y of academically superior students with unsatisfactory p e r s o n a l q u a l i f i c a t i o n s being c e r t if ie d to c o u n s e l . ” "There m u s t be b e tt er se le ct io n of t r a i n e e s and c o n t i n ­ uous w e e d i n g out of m i s f i t s . ” A n u m b e r of the r e s p o n d e n t s call a t t e n t i o n again to the n e e d for a d e q u a t e d e v i c e s useful in the s e l e ct io n of c ounselors. T his may, indeed, r e p r e s e n t one of the most c r u c i a l n e e d s of the c o u n s e l i n g p r o f e s s i o n today both from the p o in t of v i e w of p r o t e c t i n g the f u t u r e of the p r o f e s s i o n as w ell as p r o v i d i n g m e a n s certification may by w h i c h the e f fe ct iv en es s of become m o r e realistic. 23mphasis on c o m p e t e n c y . express S o m e of the respon de n ts in a n o t h e r way the f e ar that s a ti s f a c t i o n of course r e q u i r e m e n t s d o e s not insure e f f e c t i v e counseling. p er so ns w o u l d first of all set up a l l r e q u i r e m e n t s of t r a i n i n g r a t h e r th a n in specific courses. tow ar d These in areas The trend c a r r y i n g out this p h i l o s o p h y is shown in the p r o po se d and r e v i s e d p l a n s of the sev er al states. S o me w o u l d go still further. T he y w o u l d p l a c e the emphasis on d e m o n s t r a t e d c o m p e t e n c i e s and m o v e tow ar d the i n d i v i d u a l i z a t i o n of t r a i n i n g programs. In other words, once agreement is r e a c h e d o n those c o m p e t e n c i e s co n s i d e r e d accessary for e f f e c t i v e counseling,» the trai n ee w o u l d be guided into s t u d y in only weakness, those a r e a s in w h i c h he shows a ilis c e r t i f i c a t i o n in those areas in w h i c h he shows 263 himself cap ab le w o u l d be a p p r o v e d by the t r a i ni ng institution. The n a t u r e of an i n d i v i d u a l ’s p r o g r a m would t h e n depend entirely upon his past e x p e r i e n c e and training. C l o s e r c o o p e r a t i o n between groups c o n c e r n e d . k'any of the r e s p o n d e n t s call a t t e n t i o n to the n e e d for closer c o o p e r ­ ation b e t w ee n the state d e p a r t m e n t of e d u c a t i o n , the training institution, a n d the local sc h o o l in m a k in g c er t i f i c a t i o n effective. S u c h cooperation, s y st em of checks and balances ment it is felt, woul d p r o v i d e a in the s e l e c ti on and employ­ of cou ns el or s designed to k ee p out all but those who have d e m o n s t r a t e d their f i t n e ss to p e r f o r m adequately. It w o u l d a p p e a r that this part at least, is being accomplished, in by those states w h i c h are inviting r e p r e s e n t a ­ tives f r o m e ac h of these gro up s to p a r t i c i p a t e in the p l a n n i n g of c e r t i f i c a t i o n programs. continued .Vere these groups, or similar ones, in ac ti v e service as advisory committees such a program of co o p e r a t i v e effort c o u ld p robebly be q u it e f e a s i ­ ble and p racticable. B e tt e r en fo rc em en t of r e q u i r e m e n t s . Ce rt i f i c a t i o n •equirements are n o t being en forced rig id ly in m a n y states. ’his fact is also brought out in the state supervisors* •espouses in C h a p t e r III. ient is re c o g n i z e d able at p r e s en t The ne e a for m o r e ri ^iu enforce- by m o st persons, xt is not always practi- because of the lack of supply of trained 264 p e r s o n n e l ana possibly, the lack of ade qu at e training facilities, c e r t i f i c a t i o n is pr emature where laxity must be p r a c ti ce d for these reasons. B e t t e r p r e p a r e d c ou nselor t r a i n e r s . r e s p on de nt s A number of call a t t e n t i o n to the need for better qualified c o u n s e l o r trainers. Two pers on s go so far as to re co mm en d c e r t i f i c a t i o n for c o u n se l or trainers as w ell as for counselors which would include all of t h e pr ov is i on s and requirements that apply to c o u n s e l o r s plus others. point, In support of this several p e r so ns re fer to situations in w h i c h college p r o f e s s o r s w i t h no background t e ac h g uidance cou rs es a shift in e m p ha si s because the student demand required if not e v e n tu al e q uipment of in guidance were drafted to in personnel. Obviously, the the trainees can be little better than the tools w i t h w h i c h the c o u n s e l o r trainers supply them. CHAPTER VIII SUIIARY, C ON CL U SI ON S, The p r o b l e m . A N D R?)C011 El R A T I O N S This stud y was u n d e r t a k e n to (1) a s c e r ­ tain the p r e s e n t status of c o u n s e l o r c e r t i f i c a t i o n in those states w h i c h h ave c o u n s e l o r c e r t i f i c a t i o n plans in operation; (2) i d e n t i f y those states w h i c h are p l a n n i n g c e r t i f i c a t i o n p r o g r a m s a n d to a n a l y z e the plans; (3) identify the trends in c o u n s e l o r c e r t i f i c a t i o n p ol i c i e s and provisions; (4) i d e n t i ­ fy p o s s i b l e w e a k n e s s e s and d i f f i c u l t i e s e n c o u n te re d under p r es en t plans; and (5) o b t a i n the t h i n k i n g of state s u p e r i n t e n d e n t s of e d u c a t i o n (^relabeled o f f i c ia ls of state d e p a r t m e n t s of e d u c a t i o n } » state s up er vi so rs of guidance services, d e a ns of s c h o o l s of education, and c o u ns el o r t r a i n e r s f r o m all p arts of the U n i t e d States c o n c e r n i n g the p r o v i s i o n s and r e q u i r e m e n t s w h i c h they co nsider d es irable in a state c o u n s e l o r c e r t i f i c a t i o n plan. I m p o r t a n c e of the p r o b l e m . importance The problem, a s s u me s great because of the ra pid g r o w t h and de v e l o p m e n t in the field of g u i d a n c e a n d c o u n s e l i n g d u r in g the past decade. this p e r io d, the n u m b e r of c o u n s el or s schools m o r e than doubled; counselors tripled; In in public sec o nd ar y the n u m b e r of schools e m p l oy in g and the n u m b e r of schools o f f e r i n g guidance c o ur se s m u l t i p l i e d itself n e a r l y twenty times. State 266 guidance offices increased from four in 1939 to thirty-seven in 1950. T his rapid gro w th of the field of guidance and counseling has led to the development of certification programs on the state level and to the desire on the part of m a n y persons for the p ro fe ss ionalization of the counselor. Committees of profess io na l organizations are coming closer and closer to basic agreement concerning those competencies w h ich n eed to be developed in counselors. The task still remains of transl a ti ng the recommendations into action programs by the training institutions and into certification plans by state departments of education. It is hoped that the results w h i c h were gathered and interpreted for this study will contribute to the clarification of the latter task. Methodology. The normat iv e- su r ve y m e t h o d was employed in this study. A questionnaire was used which included f a c t ua l questions as well as questions designed to secure the opinions of the group. One questionnaire, sent to all of the educators who were surveyed, was based upon problems of certification revealed in the study of the literature. A n additional questionnaire was addressed to state supervisors only and was designed to ascertain the present status of c ou nselor certification in the several 267 states. Separate trial runs of the instrument were carried out with the guidance committee members, with fifteen leaders in guidance contacted personally at the N a t io na l Vocational Guidance A s s o ci at i on Convention in Atlantic City in March, 1950, and w i t h two different groups of graduate students in guidance at M i c h i g a n State College. E a c h separate trial run w as followed by revisions. The final instrument was mailed to state s u p e r in ­ tendents of e du cation in the forty-eight states and the district of Columbia, services, all state supervisors of guidance and at least one dean of a school of education and one counselor trainer in each of the forty-eight states. educators* The names were secured from state supervisors of guidance services, state directors of vocational education, the m e m b e r s h i p list of the American As so ciation of Colleges for T e a c h e r Education, 1949-1950, the Edu c at io n Directory, H i gh er Education, Part 3> and the Occupational Information and Guid an c e Service of the Unit ed States Office of Education. Per so na l letters were sent to each person on the m a i l i n g list. The highly satisfactory returns, 82.8 per cent, s e e m to warrant the acceptance of the validity of the sample. T H E P R E S EN T STATUS O F COUNSELOR CERTIFICATION There is a definite trend toward state adoption of 268 counselor certification p l a n s . Twenty- th re e states n o w have c e r t i f i c a t i o n plans, nine states are contem pl at in g the i n s t it ut io n of a c o unselor c er t if ic at io n plan, and one state is s t u dy in g the problem. An a d d i t i o n a l five states are interes te d in c o u n s e l o r c e r t i fi ca ti on but have m a d e no d e f i ni te p r o g r e s s up to this time. E i g h t e e n of the t we nt y- t hr ee states w h i c h certify c o u n s e l o r s a d o p t e d t h e i r plans w i t h i n the five year period 1946 to 1950. T h i s is, no doubt, a r ef l e c t i o n of the upsurge in co u n s e l i n g ac t i v i t i e s w h i c h occu rr ed dur in g that period. G r o u p prov id in g the impetus for cou ns e lo r c e r t i f i c a ­ tion. I n d i v i d u a l s o c c u p y i n g the positions of state s u p e r ­ visors of g u i d a n c e s ervices have done m or e t h a n those in any o ther p o s i t i o n to d e v e l o p interest in co un se lo r certification. T h e s u p e rv is or is m e n t i o n e d as the person or one of the g r o u p of people who pr ovideo the impetus for the i n s t i t u t i o n of a c o u n s e l o r c e r t i f i c a t i o n plan in fifteen, or 83.9 p e r cent of the e i g h t e e n r e s p o n s e s c o n c e r n i n g the p a r t i cu la r question. His in f lu en ce is further s ub st an ti at ed by the fact that t w en t y of the t w e n ty -t h re e states w h i ch have c e r t i f i ca ti on also emplo y a state supervisor of guidance. M o r e in t e r e s t i n g from the point of v iew of the future of g u i d a n c e is the fact that in seven stales he was only part of the g r o u p w h i c h provided the impetus for certification, 269 a n d in t h r e e o t h e r states, was n o t m e n t i o n e d at all in this connection. T h e p r o g r e s s and c o n t i n u e d g r o w t h of g u i d a n c e is p r o b a b l y d e p e n d e n t u p o n the interest of d i v e r s i f i e d e d u c a ­ t i o n a l groups. Thus, who have a vested the fact that int er es t p e r so ns o t h e r t h a n th ose in g u i d a n c e are s h o w in g i n t e r e s t in t h e s e p r o b l e m s auge rs w e l l fo r its future. G r o u p a c t i o n has c h a r a c t e r i z e d f o r m u l a t i o n certification plans. of The m a j o r i t y of state c o u n s e l o r c e r t i f i c a t i o n pl ans w e r e d e v i s e d by c o m m i t t e e s m a d e representatives concerned g r o up s are: which m u s t p rovisions; md of e a c h of the groups co nc erned. up of These (1) t he s t a te d e p a r t m e n t s of e d u c a t i o n e v e n t u a l l y a p p r o v e and enf o rc e certification (2) the co ll eg es w h i c h m u s t p r e p a r e p r o s p e c t i v e p r a c t i c i n g c o u n s e l o r s to m e et the r e q u i r e m e n t s ; (3) the pu bl i c and s c h o o l s w h i c h m u s t a b i d e by the r e g u l a t i o n s vhich are set up. T h e t y p i c a l c o m m i t t e e in the m a j o r i t y of the stat es vhich ha v e c o u n s e l o r c e r t i f i c a t i o n pla ns c o n s i s t e d of the >tate s u p e r v i s o r of g u i d a n c e services, lent s u p e r v i s o r s o r specia li st s, d e an s of s c h o ol s of education a nd o o u n s e l o r t r a i n e r s , l uperintendents a n d p rincipals. lI s o and p ub l i c school C o u n s e l o r s and t e a c h e r s w e r e i n v i t e d t o se rve on the c o m m i t t e e s if the cases. o t h e r s tate d e p a r t - in n e a r l y o n e - t h i r d 270 C r i t e r i a u s e d in s t u d y i n g c e r t i f i c a t i o n . A variety of c r i t e r i a w e r e u s e d by the i n d i v i d u a l s o r c o m m i t t e e s their studies in p r e p a r a t o r y to d e v i s i n g a nd r e c o m m e n d i n g the a d o p t i o n of a c e r t i f i c a t i o n program. W h i l e f i f t e e n s e p a r a t e c r i t e r i a w e r e n a m e d by the state s u p e r v i s o r s , f i f t e e n w e r e n a m e d by one p e r s o n only. named most (2) f r e q u e n t l y are: n ine of the The three criteria (1) s t u d y of the c o u n s e l o r ' s s t u d y of o t h e r state plans, a nd job, (3) s t ud y of the n e e d s of the state. T y p e s of c e r t i f i c a t i o n plans twenty-three operation, sta te s w h i c h h a v e c e r t i f i c a t i o n p l a ns Of the in t h e m a j o r i t y have a d o p t e d a p l a n i n v o l v i n g two Levels of c e r t i f i c a t i o n . sight, in o p e r a t i o n . T h e next l a r g e s t n u m b e r of states, use a o n e - l e v e l plan of c e r t i f i c a t i o n . remaining t h r e e s t a t e s Tv/o of the employ a t h r e e - l e v e l p l a n a n d one itate e m p l o y s a f o u r - l e v e l plan. It m a y be saia that the m o s t p o p u l a r p l a n of o u n s e l o r c e r t i f i c a t i o n being u s e d at the p r e s e n t time nvolves two l e v el s of c e r t i f i c a t i o n . ollov/ed in p o p u l a r i t y e r t i f i c a t i o n plans by the o n e - l e v e l isagreemont c e r t i f i c a t i o n plan, i n v o l v i n g m o r e than two lev e ls have n j o y e d l i t t l e f a v o r in the Analysis T he t w o - l e v e l p lan is states up to the p r esent. of the e x i s t e n t p l a n s sho ws c o n s i d e r a b l e in t h e i r p r o v i s i o n s a nd r e q u i r e m e n t s . For 271 example, amon;; the s t a t e s w h i c h have t w o - l e v e l c e r t i f i c a t i o n plans, s e v en r e q u i r e no c o u n s e l i n g e x p e r i e n c e on e i t he r level; five r e q u i r e some e x p e r i e n c e for l e ve l two; requires require it f o r b oth levels. the five s t at es w h i c h c o u n s e l i n g e x p e r i e n c e do not a g r ee which should while F urther, be d e s i g n a t e d . Three on the amount states r e q u i r e thr ee y e a r s the o t h e r two s t a t e s r e q u i r e o n l y o n e year. requires more s e m e s t e r h o u r s of study r e l a t e d field s a L e v e l II, for a Level one One state in g u i d a n c e and I c e r t i f i c a t e t han o t h e r s do for or t o p - l e v e l ce rt i f i c a t e ; o n e - h a l f the stat es the t w o - l e v e l g r o u p r e q u i r e a m a s t e r * s d e g r e e w h i l e in the o t h e r o n e - h a l f do not. T h e s e v a r i a t i o n s in r e q u i r e m e n t s are u n d e r s t a n d a b l e in the light of the p r o g r e s s w h i c h has been m a d e in i n d i v i d u a l states, been in e f f e c t the l e n g t h of time c e r t i f i c a t i o n has in a p a r t i c u l a r training facilities in g u i d a n c e state, in the state, the a v a i l a b i l i t y of and the n u m b e r of p e r s o n s a v a i l a b l e w h o h ave r e c e i v e d t r a i n i n g in g u i d a n c e a n d c o u n s el i ng . p os si bl e Despite t hese w id e v a r i a t i o n s in p r a c t i c e , to d r a w c e r t a i n c o n c l u s i o n s it is c o n c e r n i n g the p a t t e r n cf c e r t i f i c a t i o n p l a ns as t he y n o w operate. Teaching certificate is r e o u i r e d . Eighteen, or 7 8.3 per cent of the sta t es r e q u i r e a t e a c h i n g c e r t i f i c a t e v a l i d In the s t at e in w h i c h the c o u n s e l i n g is to be done. This 272 implies that certification planners the f i e ld of e d u c a t i o n as c o n s i d e r a background. 1 n being an e s s e n t i a l to e f f e c t i v e counseling• Teaching 60.9 per experience is r e q u i r e d .fou rt ee n states, cent of the t w e n t y - t h r e e r e q u i r e t e a c h i n g e x p e r i ­ ence f o r c o u n s e l o r c e r t i f i c a t i o n . is two y e a r s a n d certification and belief s u g g e s t s the c o n v i c t i o n that Insufficient without tion of e d u c a t i o n a l successful u s ual r e q u i r e m e n t T h is r e q u i r e m e n t a g a i n by c e r t i f i c a t i o n p l a n n e r s that a b a c k ­ in e d u c a t i o n is es s e n t i a l , c at i o n p l a n n e r s T he m o s t is kept c o n s t a n t r e g a r d l e s s of the l e ve l of being a p p l i e d for. reiterates the ground or but it goes even f u r t h e r t h e o r e t i c a l b a c k g r o u n d is o p p o r t u n i t y f o r the p r a c t i c a l a p p l i c a ­ theory. It f u r t h e r s ug ge s t s p r e f e r to r e c r u i t that c e r t i f i ­ c o u n s e l o r s f r o m am ong t e a c h e r s r a t h e r than f r o m a m o n g p e r s o n s w i t h o n l y s p e c i a l i z e d t r a i n i n g in such f i e l d s as p s y c h o m e t r y and psychology. C o u n s e l ing e x p e r i e n c e jtetes, or 3 4 .8 p e r cent of the t w e n t y - t h r e e sally r e q u i r e 56tion. is not r e q u i r e d . O nly eight sta t es s p e c i f i - c o u n s e l i n g e x p e r i e n c e f o r a n y level of c e r t i f i - This appears somewhat surprising particularly where iore than one level of c e r t i f i c a t i o n >artially e x p l a i n a b l e in the fact is pr o vided. But, it is that some of the states riiich h ov e t w o - l e v e l c e r t i f i c a t i o n plans m a k e it p o s s i b l e 273 for p e r s o n s w ho are d o i n g m o r e than on e —half time counseling and w h o h av e the o t h er background and training to a p p ly for L e v e l II c e r t i f i c a t i o n immediately. W o r k e xp e r i e n c e o t he r than teac hi ng or counseling is required. Fourteen, or 60.9 p e r cent of the twenty-three sta te s require p ai d w o r k experience o t h e r t h a n tea ch in g or c o u n s e l i n g on some level of ce rt ification. sta te s req ui re it o n all levels. one year and is kept every case. the plans. Eleven of these The usual r eq u ir em en t is constant f rom le vel to level in near ly The types of w o r k ex pe rience are named in few of In all of the plans, the experience is consid er e d cumulative. Top-level c e r t i f i c a t i o n is p e r m a n e n t . Sixteen, or 69.6 p er cent of the t w e n t y -t hr ee states set no time limits on the v a l i di ty of the t o p - le ve l certificate. It is n o t e ­ w o rt hy that m o r e r e c en tl y adop te d plans and proposed plans tend to set time limits on all levels of ce rt ification in more in st an c es than pl ans w h i c h w er e adopted earlier. personal requirements tion p l a n s . are not included in c e r t i f i c a ­ Only three states, or 13 per cent include any personal r e q u i r e m e n t s or s t at ements c o n c e r n i n g p e r s o n a l fitness in c ou nselor ce rt i f i c a t i o n plans. the re s p o n d e n t s on this question, In the opinion of per so na l requir em en ts are 274 c o n s i d e r e d h i g hl y d e s ir ab le in a s s u r i n g counselor e f f e c t i v e ­ ness but are considered dif fi cu lt to evaluate and app ra is e effectively. The n e c e s s a r y subjectivity, give rise to f u r t h e r dangers it is feared, m a y in prac t ic e and enforcenent. This is pr obably an e x p l a n a t i o n of their omission in e xist­ ing plans. W i de d l f f e r e n c e s exist in the sem e st er h ours of s pe c i a l i z e d study r e q u i r e d . The tw en ty -t hr e e existent state c o u n s e l o r c e r t i fi ca t io n p lans s ho w w i d e va ri at io ns in the n u m b e r of s e m e s t e r hours of s t udy i n gui da nc e and related fields w h i c h are required. r e q u i r em en ts is reached. There is a tendency for these to g r o w m o r e similar as t o p - le v el certifi ca ti o n But even here, to forty- ei gh t the re qu ir em e nt ranges f ro m twelve se mester hours w ith a m e d i a n of twenty and one- half seme st er hours. A defi n it e trend is seen in the m ore recant plans, in the p roposed revisions, a nd in the proposed plans in those states w h i c h do not have one at present, to set the r e q u i r e ­ ment at about thirty semester h o u rs or the equivalent of a m a s t e r * s degree. U n d e r g r a d u a t e study is a c c e p t e d toward sa ti sf ac ti o n of c er t i f i c a t i o n r e q u i r e m e n t s . T w e n t y - t w o of the t we nty-three states w h i o h have c o u n s e l o r c e r t i f ic at i on plans accept u n d e r ­ g r a d u a t e study in -uidance and r e l at ed fields f o r certifies- 275 tion on t h e lower levels. F i f t e e n states, or 66.6 per cent also accept u n d e r g r ad u at e s t u d y f o r f u l f i l m e n t of the r e q u i r e m e n t s for top-level certification. Thi r te en of these fifteen s t at es set no limit on the n u m b e r of semester hours of u n d e r g r a d u a t e w o r k w h i c h will be accepted. O nl y eight states, or 34.8 per cent specifically provide in the plan that gra d ua te level w o r k only is a c c e p t ­ a bl e for to p - l e v e l certification. States w h i c h are n o w in the process of p l a n n i n g for c er t i f i c a t i o n a r e also, cases, in most r e c o m m e n d i n g the a c c e p t a n c e of v«/ork on the u n d e r g r a d u ­ ate level. N e a r l y o ne-half of the states r e q u i r e a m a s t e r ’s degree or its equivalent for t o p - l ev el c e r t i f i c a t i o n . or 47.8 p er cent of the t w e n t y -t hr ee Eleven, states require a m a s t e r ’s d e gr ee or its equivalent in graduate study f o r the top-level certificate. As stated earlier, there is a definite trend toward t he r e q u i r e m e n t of an a d v a n c e d d eg r e e for to p -level certification. A l l of the newly a d o p te d plans, revisions, and proposed plans Include the a d v a n c e degree requirement. There is r a t he r general ag r e e m e n t c o n c e r n i n g the required a r ea s of study for cou ns el or c e r t i f i c a t i o n . The t wenty-three states are in r a t h e r close agreement on the areas of s t u d y w h i c h are r e q u i re d in the c er t i f i c a t i o n plans. 276 P h i l o s o p h y a n d P r i n c i p l e s of the G u i d a n c e P r o g r a m is n a me d in twenty, or 87 p e r cent of the plans; U n d e r s t a n d i n g the I n d i v i d u a l in tw e n t y - t w o , Educational or 95*7 per cent; O c c u p a t i o n a l and I n f o r m a t i o n in nin et ee n, s e l i n g in twenty, o r 87 p e r cent; or 82,6 per cent; C o u n ­ and O r g a n i z a t i o n and A d m i n i s t r a t i o n of G u i d a n c e S e r v i c e s in sixteen, cent. or 69*6 p e r A d e f i n i t e t r e n d t o w a r d s e t t i n g up the academic requirements in a r ea s of s t u d y r a t h er t h a n p a r t i c u l a r sub­ jects is also observable. A s i g n i f i c a n t n u m b e r of states have r e v i s e d or a r e n o w r e v i s i n g their c e r t i f i c a t i o n p l a n s . T h re e states have r e v i s e d t h ei r c e r t i f i c a t i o n p l a n s w i t h i n five years a f t e r t h e o r i g i n a l w as a d o pt e d and f o u r states are presently w o r k ­ ing on rev is io ns . Th ese s e ve n states r e p r e s e n t 30.4 per cent of the t o ta l of t w e n t y - t h r e e tion p l a n s for counselors. t hese rev i si on s: states w h i c h n o w have c e r t if i ca ­ Two imp o rt an t tre nd s a r e seen in (1) r e s t a t e m e n t s of study re q u i r e m e n t s in terms of areas of st udy r a t h e r than in terms of specific courses, a n d (2) the a d d i t i o n of a t ea ch i n g experie n ce r e ­ quirement where it was not i ncluded formerly. P r o p o s e d c e r t i f i c a t i o n p l a ns t e nd to agree w i t h e ac h other a n d w i t h the m o r e usual p r a c t i c e s in e xisting c e r t i f i ­ cation p l a n s . T he p r o p o s e d c e r t i f i c a t i o n plans of Arizona, I o w a , K a n s as , a n d I\orth C a r o l i n a are very simi la r in m o s t 277 respects. Each has set up a two-level plan of certification and requires: (1) one to two years of teaching experience on Level I and teaching or counseling experience on Level II; (2) work experience other than teaching or counseling; and (3) a master's degree or its equivalent for top-level certi­ fication. Three of the four states: ficates valid in the state; (1) require teaching certi­ (2) set time limits on the valid­ ity of the certificate on both levels; and (3) accept special­ ized work on the undergraduate level. All of the four states express study requirements in terms of areas of study and none includes personal qualifications in the plan. The most significant difference between these proposed plans and the existing plans are: noted (1) the greater frequency in the setting of time limits on all levels of certifi­ cation, and (2) the increased emphasis on Supervised Experience in Counseling as a recommended area of study. THE ONE-LEVEL AND TV.'O-LEVEL CERTIFICATION PLANS The one-level and the two-level certification plans may be considered typical of the types of plan now in operation. Eight of the twenty-three states which have certification have adopted the one-level type plan; twelve of the twenty-three states have adopted the two-level type plan. 278 The typical one-level certification pl a n . Analysis of the one-level certification plans which are in operation suggests the following pattern which may be said to represent a typical one-level plan. A. General provisions and requirements 1. Teaching certificate valid in state 2. Three years of teaching experience 3. Certificate valid for life 4. H e s t e r ’s degree do not) (one-half require it; one-half B. academic requirements 1. Eighteen semester hours of study in guidance and related fields 2. Areas of study to be emphasized a. Philosophy and Principles of Guidance b. Understanding the Individual o. Occupational and Bducationel Information d. Counseling e. Organization and Administration of Guidance Programs 3. Undergraduate work acceptable (one-half accept it; one-half do not) The typical two-level certification p l a n . The two- level plan is the most widely used plan of counselor certifi­ cation. Analysis of the twelve plans of this type suggests the following pattern which may be said to represent a 279 typical two-level plan. Level I A. General provisions and requirements 1. A teaching certificate or eligibility for such a certificate in the state in which the counsel­ ing is to be done 2. Two years of teaching experience 3. One year of paid work experience other than teaching or counseling (one-half require it; one-half do not) 4« Validity of the certificate (one-half set no limits; one-half set time limit of three to five years) 3 . Academic requirements 1. Eleven semester hours of study in guidance and related fields 2. Areas of study to be emphasized a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information Level II A* General provisions and requirements 1. teaching certificate or eligibility for such a certificate valid in the state in which the counseling is to be done 2. Two years of teaching experience 3. One year of work experience other than teaching or counseling 280 4* No time limits on the validity of the certifi­ cate 5» I'aster's degree 3. Academic requirements 1. Twenty-three semester hours of study in guidance and related fields 2. Areas of study to be emphasized a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information d. Counseling e. Organization and Administration of Guidance Programs 3. Undergraduate work is acceptable Type of certificate required for appointment. The educators in two-thirds of the eighteen states from which responses to this particular item were received signified that no differentiation is made in the type of certificate or the level of certification required of a counselor regard­ less of the portion of his day scheduled for counseling duties. The remaining one-tnird advised that where more than one level of certification exists, only persons counseling more than one-half time are required to achieve top-level certificates. This appears to present a dichotomy. The implication in the response of one-third of the group is that persons who 281 counsel less than Tull time do not need the same amount of training or experience as those w h o counsel full time. How­ ever, this situation is in reality an example of the practical problems which must be faced by certification planners who desire professionalization of the field of guidance and counseling but who may realize that setting requirements too high, too early, may defeat their purposes. Where additional salary and additional prestige do not accompany a part-time counseling job, it is sometimes diffi­ cult to expect persons to take additional specialized training requisite to effective counseling. And it must be recognized that tne great majority of the schools in the United States have not yet reached the point of hiring full time counselors either because of the size of the school, the cost involved, or both. Certification required for appointment. There is still some hesitancy on the part of state departments of education to vigorously enforce tne certification laws. Slightly more than one-half of the responses indicate that certification is required of persons who receive counseling appointments but it is suggested that leniency in the enforcement of the law is practiced. In a few cases, where state or federal funds are earmarked specifically for counseling services, more stringency in enforcement is noted. 282 It appears that there is a fear of inciting hostility among administrators and practicing counselors. There is also a fear of the danger of a lack of supply of trained personnel to fill vacancies which may occur. ATTITUDES TO./ARD STATE CERTIFICATION FOR SCHOOL COUNSELORS The educators favor counselor certification. hundred fifty, One or 86.7 per cent of the one hundred seventy- three respondents who replied to the question of whether or not they favor counselor certification expressed themselves in the affirmative. Three-fourths of the responding group gave reasons for favoring certification. These persons favor counselor certification because they see in it an instrument for: field of counseling; (1) professionalizing the (2) insuring that persons who are selected to do counseling will have some training in the area directed at developing the necessary competencies; (3) and providing status and protection for the counseling profession. Some educators oppose counselor certification. Thirteen, or 7.6 per cent of the one hundred seventy-three respondents are opposed to counselor certification. The primary reasons given for the opposition are: (1) in view of the rapid and sweeping developments now taking place in the 283 guidance field, certification would be premature; and (2) special certificates for one group would mean that special certificates would have to be devised for all of the other specialized groups in education. Few of the objections are objections to counselor certification per se. The first reason given above implies only a temporary opposition; i.e., when theory and procedure in guidance crystallize, it might reasonably be assumed that this group will look upon certification as desirable. The second reason given above suggests a fear of the complications attendant upon a high degree of specialization in certifica­ tion procedures. This group favors specialization but prefers that recognition and licensing be accomplished through endorsements on a general secondary certificate, rather than through the issuance of separate certificates. ’,/HY CERTIFICATION 7,A S CONSIDERED DESIRABLE Respondents from those states which have certifica­ tion plans presented the motives behind the adoption of certification in their states. The six outstanding motives mentioned, in order of frequency, are: professional standards, (1) to raise the improve the quality of counseling, and improve guidance services in the schools; (2) to help assure that only qualified persons will counsel; (3) to establish counselor status and protect the growing counseling 284 profession; (4) as part of a general policy of certifying all sciiool personnel; (5) to give some direction to the setting up of training programs; and (6) to aid in the establishment of uniform philosophy and practice* DIFFICULTIES OR PROBLEMS ENCOUNTERED IN CERTIFICATION Difficulties before certification was a d o p t e d » Respondents from those states w h i c h have certification plans noted the difficulties which were encountered in the state before certification was adopted. The largest number stated that no difficulties were encountered. The difficulties m entioned most frequently by the others are: (1) guidance work being carried on by persons with inadequate training or no training at all; (2) retardation of school guidance pro­ grams by lack of agreement on desirable guidance practices; and (3) hampering of training programs by a lack of agreement on a pattern of training. Other difficulties mentioned less frequently are given on page 194. Difficulties after certification. The largest number of respondents state that no difficulties were encountered after certification was adopted. The most common difficulties mentioned express a continued need for qualified people and an inadequacy of training facilities. A variety of other difficulties mentioned by only one individual are listed on 285 page 198. These show clearly that each state faces problems peculiar to its own situation. Study of the problems encountered before and after certification suggest that: (1) certification may solve difficulties but may also create them; (2) most states adopt counselor certification to alleviate similar weaknesses but face very dissimilar problems after its adoption; and (3) the difficulties which exist after certification has been adopt­ ed are a result of local conditions and therefore cannot be attacked in a uniform manner by all. DESIRABLE PROVISIONS BOR COUNSELOR CERTIFICATION FLAKS The state supervisors of guidance services, counselor trainers, deans of schools of education, and state department of education officials from all parts of the United States were asked to give their opinions concerning the provisions and requirements which they consider desirable in a counselor certification plan. They were asked to give their opinions whether or not their state has a certification plan in operation, a summary of their responses is presented below. The educators favor a two-level certification p l a n . Eighty-five, or 49*1 per cent of the total respondents as well as about one-half of the respondents from each separate category of educators, recommend a two-level plan of certifi­ cation. This group thinks of Level I of a two-level plan as 286 the entry level and Level II as the professional level which is to be attained by additional study and experience. This recommendation is in keeping with the existing situation in which the majority of plans are of this type. Forty respondents, or 23*1 per cent favor a threelevel plan, twenty-seven, or 15.6 per cent favor a one-level plan, and seven, or 4-1 per cent fevor a four-level plan. The four-level plan is the least popular among the respond­ ents just as it is among the existing plans. Only one state now has a four-level plan in operation. But, the position of popularity of the one- and three-level plans are reversed. In practice, the one-level plan is used more than the threelevel plan while the respondents prefer the three-level plan over the one-level plan. The state officials are the only group which over­ whelmingly favor the one-level P-^an over the three-level plan. This may be a reflection of their desire to keep certification procedures as simple as possible. practice, It also suggests that In the state departments of education exert much influence in the final selection of the type of plan to be used. A representative one-level type plan of certification. a study of the recommendations of the twenty-seven respondents who favor one level of certification suggests the following 287 as a representative one-level plan. A* General provisions and requirements 1* Valid state teachers certificate 2. Two years of teaching experience 3. Master's degree 4* Certificate valid for five years or for life B. Academic requirements 1. Seventeen to twenty semester hours in courses from the following areas a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information a. Counseling 2. Nine to twelve additional semester hours in courses elected from the following areas of study a. School Administration b. Curriculum o. sociology d. Labor and Industrial delations 3. All of the study in guidance and related areas to be on the graduate level A representative two-level type plan of certification. A study of the recommendations of the eighty-five respondents who favor two levels of certification suggests the following as a representative two-level plan. L evel I General provisions and requirements 1. Valid state teachers certificate 2. One to two years of teaching experience 3. V/ork experience other than teaching or counseling (one-half favor one year; one-half would omit the requirement) 4« Certificate valid for three years Academic requirements 1* Nine to twelve semester hours in courses from the following areas a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational a n d Educational Information d. Counseling 2. Five to eight additional semester hours in courses elected from among the following areas of study a. Group Techniques in Guidance b. Organization and Administration of Guidance Programs c. Echool Administration d. .Social Case Ivork e. Vocational Education f. Research Techniques 3. A total of thirteen to sixteen semester hours 4. Twenty-one to twenty-five per cent of the thirteen to sixteen semester hours acceptable on the undergraduate level 289 L e v e l II A. General provisions an d requirements 1. ^alid state teachers certificate 2. Two years of teaching experience 3. Two years of counseling experience 4. One year of paid w o r k experience other than teaching or counseling 5. ««. m a s t e r ’s degree o. Valid for five years B. Academic requirements 1* Seventeen to twenty semester hours i n courses from the following areas a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information d. Counseling e. supervised Experience in Counseling f. Organization and Administration of Guidance Programs g. Statistics 2. Kine to twelve additional semester hours in courses elected from among the following areas of study a. School Administration b. Curriculum c. Social Case hork d. Sociology e. Economics f« Personnel Management g. Labor and Industrial delations h. Vocational Education 3. A total of twenty-nine to thirty-two semester hours 4« All of the work in guidance and related areas to be on the graduate level A representative three-level type plan of certifica­ tion. A study of the recommendations of the forty respond­ ents who favor three levels of certification suggests the following as a representative three-level plan. Level I A. General provisions and requirements 1. Valid state teachers certificate 2. One year of teaching experience 3. One year of paid work experience other than teaching or counseling 4. Valid for two years B. Academic requirements 1. x.ine to twelve semester hours in courses from the following areas a. x-hilosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information d. Counseling 2. One to four additional semester hours in eleotive courses selected from among the follow- ing areas or study a. Social Case Work b, Sociology 3. A total of thirteen to sixteen semester hours 4. thirty-six to forty per cent of the thirteen to sixteen semester hours acceptable on the undergraduate level Level II General provisions and requirements 1. Valid state teachers certificate 2. Two years of previous teaching experience 3- One year of counseling experience 4. One year of paid work experience other than teaching or counseling 5* A master's degree 6, Certificate valid for three years Academic requirements 1. Seventeen to twenty semester hours in courses from the following areas a. Ihilosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information d. Counseling e. oupervised Experience in Counseling 2. Five to eight additional semester hours in courses elected from among the following areas of study 292 a. School Administration b. Curriculum c. Social Case Work d. Sociology e. Economics f • Personnel Planagement g. Labor and Industrial Relations h. Vocational Education 3. A total of twenty-eight ana one-half hours semester A. ^ix to ten per cent of the twenty-eight and onehalf semester hours acceptable on the undergrad­ uate level Level III A* General provisions and requirements 1* Valid state teachers certificate 2, Two years of teaching experience 3* Three years of counseling experience 4. One year of paid w o r k experience other t h a n teaching or counseling 5* a m a s t e r ^ degree 6. Certificate valid for life B. Academic requirements 1, Twenty-nine to thirty-two semester hours in courses selected from the following areas a. Philosophy end Principles of Guidance b. Understanding the Individual 293 c. Occupational and Educational Information d. Counseling e. supervised Experience in Counseling f • Group Techniques in Guidance g. Organization and Administration of Guidance Programs 2. ^ine to twelve additional semester hours in courses elected from among the following areas of study a. School Administration b. History and Philosophy of Education c. Social Case V/ork d. Sociology e. Economics f. Personnel Management g. Labor and Industrial delations h. vocational Education 3* A total of thirty-three to thirty-six semester hours 4* All of the wo r k in guidance and related areas to be on the graduate level Four-level type plan of certification. persons, Only seven or 4.1 per cent of the total group of respondents recommend four levels of certification. The responses are too limited to a l lo w for any conclusions concerning a repre­ sentative four-level plan. 294 RATIONALE FOR SCI.3 OF THE GENERAL PROVISIONS AND RE iUIRELENTS Why teaching experience Is recommended. The consen­ sus is that teaching experience should be a prerequisite to counselor certification. The reasons given are varied but can be classified under three general ideas. These are: (1) to achieve an understanding of the setting in which counseling takes place; (2) to achieve an understanding of the complex and multiple relationships between the student, the teacher, and the administrator; and (3) to achieve acceptance by the teachers as one who speaks of school problems from personal experie nc e• Kinds of work experience considered most valuable. There is far from complete agreement on the often included requirement of work experience other than teaching or coun­ seling. Those of the respondents who favor the requirement feel that the experience should be as varied as possible and should be in jobs which provide the greatest opportunity to achieve insights and understandings into the points of view of labor and management and the problems of employer-employee relationships. The respondents who oppose the requirement feel that it i3 unreasonable to expect teachers, from among whom counselors are selected, to leave the profession in order to get other experience. Yet, this would be necessary in the 295 opinion of these persons since they feel work experience is little value unless one's livelihood is dependent upon it. Secondly, they do not feel that such experience is necessary to good counseling. Personal quallficatlons. The largest number of respondents are of the opinion that personal qualifications should be included in a counselor certification plan. Those considered of greatest importance are: scholastic ability, people, (1) above average (2) interest and ability in working with (3) successful experience in working w i t h people, (4) pleasing appearance, personal adjustment, (5) good physical health, (7) emotional maturity, and (o) good (8) person­ ality which invites and deserves confidence. Some recognize the aifficulties ana dangers attendant upon the appraisal and attempted enforcement of such a provi­ sion and prefer to omit personal qualifications from the certification plan. Still others recognize the difficulties and dangers involved but feel that personal qualifications are of sucn vital importance that they should be Included in spite of the dangers. Some respondents would place the responsibility for determining desirable personal qualifications upon the train­ ing institution. They would have the college or university put the applicants for training through a preliminary 296 screening and then continue to screen and eliminate the un­ desirables in the course of the training period. Others prefer that the state department of education take the responsibility for the selection of persons with desirable personal attributes. Still others suggest a program of cooperation between the two agencies. Time limits on the validity of the certificate. The consensus is that time limits should be placed on all lower level certificates to insure further professional growth, to provide for a probationary period, and to make it possible to eliminate those who do not measure up. The majority of the respondents recommend permanent licensing for the top-level certificate because of the practical considerations of licensure and to be in keeping with general certification practices. A significant number of respondents would set time limits on all levels of certification to insure continuous professional growth, to make it possible to change certifi­ cation practices as the neea arises, and to prevent persons from using a counselor's certificate after being away from the work for an extended period of time. Differences between provisions of present plans and the opinions of the e du cators. There are three notable differences in the provisions of certification plans and the 297 opinions of the educators concerning what they consider desirable. 1. The educators feel that previous counseling experi­ ence should be required. The majority of existing plans do not include this requirement even for top-level certification. 2. The educators tend to desire a higher number of semester hours of study in guidance and related fields than is the practice. The median requirement in exist­ ing plans is twenty and one-half semester hours. The recommendation is for twenty-nine to thirty-tv/o semester hours. 3. The educators wish to see all of the specialized study carried on at the graduate level. The present practice is to accept undergraduate specialized study for the fulfilment of the counselor certification re­ quirements on all levels. A COMPOSITE CERTIFICATION PLAN Uniformity in counselor certification plans is probably neither possible nor desirable. Each state must begin where it is, with a study of its own problems and resources, and w o r k toward an ideal. Indeed, the ideal m ay never be reaohed. Yet, a point of reference for committee deliberation should be useful to certification planners. 298 The following composite plan is presented in this hope. It represents present practice and opinion in counselor certi­ fication plans and was arrived at from a study of the liter­ ature, an analysis of existent plans, and the recommendations of the educators sampled in this investigation. A two-level plan of ce rtification. Present practice and opinion would provide for a certification plan contain­ ing two levels. The first level would represent the entry level of certification and would include provisions and requirements that make it possible for interested individuals to be appointed to counseling positions, gain supervised experience in counseling, end work toward the top-level c er ti fi ca te . The requirements ana provisions for Level I would include the following: Level I A. General provisions and requirements 1. Teaching certificate valid in state or eligi­ bility for such a certificate 2. Tv/o years of teaching experience 3. One year of paid work experience other than teaching or counseling. The work experience 3hall be cumulative, preferably in a variety of jobs which give many opportunities to participate in and observe inter-personal r e l a t io n sh ip s. 299 A. i’he certificate shall be valid for three years. It shall be renewable in the cases of persons devoting more than one-half time to counseling duties. 5. The applicant shall possess the following per­ sonal attributes: a. Kbove average scholastic ability b. Interest and ability in working with people c . Successful expereince in working with people d. Pleasing appearance e • Good personal adjustment f . Good physical health g- Emotional maturity h. Personality which invites and deserves confidence The possession of these attributes shall be evaluated by the training institution by such objective and subjective means as tests and study of records and activities. A recommendation shall be forwarded to the certificating agency for further evaluation prior to the issuance of a certificate. B. Academic requirements 1. Fifteen semester hours in the following areas of study: a. Philosophy and Principles of Guidance b. Understanding the Individual c. Occupational and Educational Information d. Counseling 2. Three to four semester hours acceptable on the undergraduate level 30 0 Level II A. General provisions and requirements 1. Teaching certificate valid in state or eligi­ bility for such a certificate 2. Two years of teaching experience 3« Same as Item A-3, Level I 4. The certificate shall be permanent provided that the certificate shall become invalid if the holder has not served in the capacity of a counselor for any successive three-year period $. Same as Item A-3, Level I B. academic requirements 1. Thirty semester hours of study in guidance and related fields 2. A m i n i m u m of twenty semester hours shall be distributed among the following areas: a. Philosophy and Principles of ^ i d a n c e b. Understanding the Individual c. Occupational and Educational Information d. Counseling e. Organization and Administration of Guidance Programs f. supervised Experience in Counseling 3. The remaining semester hours shall be selected f ro m among the following areas: a. Statistics b. School Administration c . Curriculum 301 d. Social Case V/ork e. Sociology f. Economics g. Personnel ik-anagement h. Labor and Industrial delations i. Vocational Education FURTHER CONCLUSIONS A ND RSCOillSKDATIOKS FOR FURTHER STUDY 1. There is evidence in this study of continued need for a clearer definition of the Job of the counselor in terms of duties and competencies. The Eighth National Confer­ ence of State Supervisors of Occupational Information and Guidance and Counselor Trainers under the auspices of the United States Office of Education has made a beginning in this direction. Research studies are needed to validate their recommendations. 2. There is a need for some valid criteria upon which the counselor*s effectiveness on the job can be evalu­ ated. This must be tied in with item one above before a completely realistic plan of counselor training and certifi­ cation can be achieved. Setting higher and ever higher requirements for counselors will not and can not guarantee effective counseling. 3. There is a definite need for intensive research 302 into the personality traits and characteristics w h i c h contri­ bute to the effectiveness of the counselor. C o x ’s study has made some contributions in this direction, more studies are needed. These studies should then be followed by researches into objective a n d subjective measuring devices which can be used in the s el ection of trainees. 4. cooperative plan of screening, training, and certification should be work ed out in the several states, n either the state department of education, the training insti­ tution, nor the employing agency can do a completely effective job alone. E ac h has a contribution to make, and indeed a responsibility to bear, in selecting for counseling positions only those persons who are academically and personally quali­ fied to p e r f o r m successfully on the job. otudies of the relative effectiveness of selection by individual agencies might also prove valuable. 5. Evidence of the validity of the criteria used in counselor certification is requisite to the useful function­ ing of certification plans. Opinions of what a n d how much experience and training is required is so varied as to imply uncertainty, research studies into the relative effective­ ness of counselors in terms of experience and training could aid in the clarification of this issue. b. There is general agreement on the areas of study w h ic h should be required in the training programs of counse- 303 lors. Disagreements concerning the most desirable elective areas of study suggests a need for research in this direc­ tion. 7. Emphasis should be directed toward areas of train­ ing rather t h a n specific courses. This implies a need for a complete reorganization of education courses to fit the needs of the counselor and the institution of new courses which draw upon the subject matter of a variety of existent courses. Prevailing practice consists of juggling traditional courses to fit the supposed needs of the counselor with resultant repetition and omission. This suggestion implies also the need for better evaluation of the counselor training programs themselves. 8. Counselor certification should meet a practical need, ■‘■'he requirements and provisions of the plan should be illustrative of what a counselor actually needs to perform successfully and effectively on the job. 9. Provisions and requirements should be flexible. Too m uch exactitude can militate against change as well as against competent individuals who apply for a certificate. 10. *^ome attention should be given to the possibility ol* reciprocal agreements between states to provide for some mobility among trained persons. Some states have a concentra­ tion of ample training facilities while others are hampered by a lack of such facilities, reciprocity would make it 304 possible for those states less able to provide training facilities to derive the benefits of a possible oversupply of trained persons in other states. 11. Counselor certification must be given prestige in the eyes of the local administrators. The best of plans will miss fire without the understanding, acceptance, and cooperation of administrators in local school situations. There are m any means by which a local administrator can circumvent certification requirements if he so desires. A public relations program to enlist his willing, if not enthusiastic cooperation, is needed. 12. Better enforcement practices are needed. P s y ­ chologists suggest that a threat should never be made unless the threatener plans to carry it out. To set up certifica­ tion plans and permit excessive exceptions is to threaten but not execute the threat. Possibly, certification is premature where there is an inability to require compliance with its provisions and requirements. To forestall or minimize prob­ lems of e n f o r c e m e n t , it might be profitable to precede the study and adoption of a counselor certification plan by a study of readiness within the state for such a plan. BIBLIOGRAPHY 306 BIBLIOGRAPHY A. BOOKS Bixler, H. H. , Check-Lists for Educational Research. New York: Teachers College,'“Columbia University. 1928. 158 pp. Cox, Rachel D . , Counselors a n d Their V.ork. Harrisburg, Pennsylvania! Archives Publishing Company, 1945. 246 pp. Edgerton, Alanson H . , Vocational Guidance and C o u n s e l i n g . N ew York: The Naci.liilan Company, 192o. 123 pp. Erickson, Clifford E . , A Practical Handbook for School Counselors. N e w York: The Ronald Press Company^ 1949• 220 pp. Good, Carter V., A. S. Barr, and Douglas E. Scates, The Nethodology of Educational R e s e a r c h . New York: D. Appleton-Century Company, 1941. §90 pp. K o o s , Leonard V . , The Questionnaire in E d u c a t i o n . The macL.illan C o m p a n y , 1928. 178 pp. Parsons, Frank, Choosing a^ V o c a t i o n . kifflin C o m p a n y , I 9 0 9 . Boston: N ew York: Houghton Noellner, Robert C. , and ^urilla *.ood, Requirements for Certification of T e a c h e r s . C o u n s e l o r s ." L i b r a r i a n s . and A d m i n i s t r a t o r s . Fifteenth Edition; Chicago: University of Chicago Press, 1950. 60 pp. B.PERIODICAL ARTICLES Bailey, Richard J. , "Preparing, Certifying and selecting Public School Counselors," Educational Administration and S u p e r v i s i o n . 26:415-23, September, 1940• ________ , "State Certification of School Counselors," C c c u p a t i o n s . 19:94-98, November, 1940. Bell, Hugh L . , "Analyses of summer Courses for Counselors," O c c u p a t i o n s . January, 1948. 307 Benson, -rtjrthur L . , and Clifford P. Froehlich, "Certification of Counselors," School L i f e . 30:19-22, July, 1948. "Courses in Vocational Guidance and Allied subjects, Summer of 1941," O c c u pa ti on s. 19:595-600, Lay, 1941. Flynt, Ralph C. 1.., "Counselor Training Recommended," Higher E d u c a t i o n . 1:6-7, June, 1945. Froehlich, Clifford P., "Counselors and Guidance Officers in Public Secondary Schools," Oc cu pa ti o ns . 26:322-27, Lay, 1948 • Jager, Harry A., "Training in Guidance V.'ork for Teacher and Counselor; A Conference Report," Occupations, 24:151-55, December, 1945. , "Trends in Counselor Training," Occupations. 227 l ay, 1948. 21:478- Jones, Arthur J . , "The Preparation and Certification of the School Counselor," Occupations, 19:5 33-38. April. 1941. and 19:589-94, lay, 1^41. Lackay, James L., "Certification of High School Counselors," O c c u p a t i o n s . 24:392-94, April, 1946. Jhuttleworth, F. P., "A Study of uestionnaire Technique," Journal of Educational Psychology, 21:652-58, December, 19JTT" -------- Simmers, Lylah I., and Robert A. Davis, "Training and Experi­ ences of Counselors in ? orth Central Schools," The School R e v i e w , 47:476-84, Tovember, 1949. Stone, James C., "Credentials for Personnel Services — Pro and Con," California Journal of Secondary E d u c a t i o n . 25:48-52, J a n u a r y , 1950. Toops, Herbert A., "The Returns from Follow-Up Letters to questionnaires," Journal of Applied P s y c ho lo g y. 10:92-101, Larch, 1926. 308 C. PUBLICATIONS OF LEARNED ORGANIZATIONS D u t i e s , S t a n d a r d s . and jiallfications of Co un selors. United states Office of Education, Vocational division, i.iscellaneous Publications 3314-1. Washington, D. C. : United States Government Printing Office, 1949. 7 PP. Sdgerton, Alanson H . , The Twenty-third Yearbook of the National Society for the Study of~Educatlont*~T~art I I . B lo o m i n g t o n , Illinois: Public School Publishing Company, 1924. pp. 173-187 F r o e h l i c h , C l i f f o r d P . , and H e l e n F . S p i v e y , G u i d a n c e W or ke rs 1 P r e p a r a t i o n . Washington, D. C.: United States Government Printing Office, July, 1949. 45 pp. LaBarre, Corinne, Graduate Training for educational Iersonnel ..ork. ..ashington, D. C.: .uuerican Council on Education, 1948. 54 pp. National Vocational Guidance Association, Counselor Prepara­ t i o n . New York: National Vocational Guidance Association, 1949. 37 PP. Proceedings of the Sixth National Conference of State Supervisors of Occupational Information aruT G u i d a n c e , United States Office of Education, Vocational division, Bulletin No. 235. ..'ashington D. C. : United States Government Printing Office, 1945. 95 PP. "The questionnaire,” Research Bulletin of the National Education A s s o c i a t i o n , VolZ 8, No. T 7 J’anuary, 1930. 51 PP. War Nanpower Commission, The Training of Vocational C o u n s e l o r s . Washington D. b.: tfniTed slates Government Printing Office, 1944. 77 PPWilkins, Theresa B . , Education Di re ct or y. Higher Ed u c a t i o n , Part 3 . Washington D. C.: tfnited States Government Printing Office, 1949. 174 PP. Zapoleon, Marguerite W., A Source File on Vocational G u i d a n c e . Occupational information and Guidance Service, i-isce 1 ianeous Publication 2310* 'Washington, D. C . : United States Government Printing Office, 1940. 45 PP. 309 D. RELEASES AND PUBLICATIONS OF STATE DEPARTLLENTS OF EDUCATION Arizona State Department of Education, Proposed Certification Regulrements for School Counselors In A r i z o n a . Phoenix, Arizona: Arizona State Department of Education, 1949. 4 PP. Arkansas State Department of Education, Counselor Certification R eq u i r e m e n t s . Little ricck, Arkansas: Arkansas State bepartment of Education, [No date] , 1 p. Benson, Warren, E., ’’Information Relating to Approval and Classification of Directors and Programs of Occupational Guidance and Placement," Revised. Boston: Massachusetts State Department of Education, Larch, 1949. 24 pp. Coleman, James T . , Teacher Education and Certi fi ca ti on . Mississippi School Bulletin No. 130. Jackson, l.lssissippi: State department of Education, August, 1949. 32 pp. Delaware State Department of Public Instruction, Certification Rules and R e g u l a t i o n s . No. 5-49. Wilmington, b e l a w a r e : Delaware State Board of Education, 1949. 22 pp. Florida State Department of Education, Information Regarding Certification of Instructional P e r s o n n e l . derFificate Bulletin A. TaJTahassee, Florida: Florida State Department of Education, June, 1947. 22 pp. Georgia State Department of Education, Certification of High School C o u n s e l o r s . Atlanta Georgia: Georgia State Department of Education, 1948. 1 p. Kansas State Department of Education, Proposed Plan for Certification of Counselors for S e c o n d a r y S c h o o l s in K a n s a s . T o p e k a , K a n s a s : Kansas £tate d e p a r t m e n t o 7 “ E d u c a t i o n , 1950. 5 PP. Missouri State Department of Education, Certification of C o u n s e l o r s . Jefferson City, Missouri: Missouri StaFe ‘Department of Education, 1949. 3 PP. N e w York State Educetion Department, The University of the State of New York, Certificates for administrative and Supervisory Service" Albany, Vev: York: :yew York Jtatfe Education L e p a r t m e n t , 1941. 3 PP. 310 Ohio State department of Education, Laws and Regulations Governing the Certification of T e a c h e r s . A dm in istrators. S u p e r v i s o r s . and School Employees in Pupil Personnel ~~ S e r v i c e . Columbus. Ohio: Ohio State Department of Education, January 1, 1948. 40 pp. Pennsylvania Department of Public Instruction, Teacher Educat ion and Cert if1 cation. Harrisburg, P ennsylvania: Pennsylvania Department of Public Instruction, Ci.o date] . 2 pp. Smith, Glenn E . , A Stuuy of the Status of State Guidance P r o g r a m s . L a n s i n g , L.Tchigan: Department of Public I ns tr uc ti on , Vocational Division, 1947. 13 pp. ’’Teacher Certification in L a i n e , ” I.aine Schools, State Department of Education. Augusta, i-aine, November, 1949. 21 pp. Utah state Department of Public Instruction, Standards for the C o u n s e l o r 1s Certificates. Salt Lake city, Utah: Utah State Department of Public Instruction, 1949. 4 pp. Vermont State Department of Education, The Certification of Counselors and Directors of Guidance ln~"the Schools oT~ V e r m o n t . I.Iontpeller, Vermont: Vermont State Department of Education, [Ho dat ej. 3 PP. ..'est Virginia department of Education, Training Program for Guidance in the Public Schools of ..'est VirginlaT C h a r l e s t o n , ..est Virginia: /.rest“ Virginia Department of Education, Pay, 194o. 3 PP. Wisconsin State Board of Vocational and Adult Education, Requirements for Certification of Directors and Local Supervisors in ..isconsln Schools of Vocational and Adult Education - Counselors of Occupational Information and G u i d a n c e . Teacher Training' " e r r e T l u T T e £Th" T o V T T - 3 T O T . I.ladison, ..isconsin: V.'isconsin State Board of Vocational and «.dult Education, January, 1946. 8 pp. ..yoming State Dexiartment of Education, I.ew Certification Requirements for Counselors in .,'yoming Secondary S c h o o l s . C h e y e n n e , W y o m i n g : V/yoming slate Department of Education, 1949. 3 PP. 311 E. UNPUBLISHED MATERIALS Bailey, Richard J. , "The P r e p a r a t i o n , Certification and Selection of Personnel Workers for the Secondary Schools of the United S t a t es .” Unpublished Doctor^ dissertation, I ew York University, ITew York, 1940. 478 pp. Davis, Frank G. , "Certification of Guidance W orkers.” Unpublished mimeographed report. Bucknell University, Lewisburg, Pennsylvania, December, 1946. 5 pp. Farry, Paul C., "The Training and Certification of Guidance Counselors in 1930-31.” Unpublished M a s t e r ’s thesis, Stanford University, Stanford, California, 1932. 118 pp. Report of the Certification Committee of the National Vocational Guidance Association, "Certification of School Counselors." Mimeographed committee report, July, 1947. 5 PP. Young, Joe M . , "Certification Requirements for Guidance and Cou ns el in g .” Unpublished summary of a survey of state certification requirements as of November 10, 1947, submitted to the State Department of Education, Phoenix, Arizona. APPaioiA a A NATIONAL STUDY OF COUNSELOR CERTIFICATION Do y o u fav o r S ta te c ertificatio n for school cou n selo rs? ’lease in d ic a te th e reaso n fo r th e positio n y o u ta k e. Y es 313 No (e g. legal com plication*, advantage*, disadvantage*, e t c ) >oes y o u r S ta te h a v e a c o u n selo r certific atio n p ro g ram in o p e ra tio n ? Y es No If “y e s”, w h at d ifficu lties o r p ro b lem s con cern in g co u n selo r certificatio n h av e b een en co u n tered ? (e.g. o p p o a itio n of a g ro u p o r g ro u p s, d iffic u ltie s in e n fo rc e m e n t, lack of tra in in g fa c ilitie s to c a rry o u t p la n , e tc .) Before Plan Was Put in Operation Since Plan Was Put in Operation 'hy w as th e in stitu tio n of a co u n selo r certific atio n p lan con sid ered d esirable? T h e rem a in in g q u estio n s rep resen t an a tte m p t to arrive at desirable provisions fo r counselor cer­ tifica tio n plans. P lease g iv e us y o u r opinions W H E T H E R O R N O T yo u r S ta te has a p la n in operation. ______ m e S ta te s a re issuing sev eral ty p e s of co u n selo r certificates. E a c h is designed to re p re se n t a p articu ■ level of tra in in g a n d experience. A p erson w h o o b ta in s th e low est level certific ate m a y th e n a tta in rcessively h igher lev els of certificatio n b y fulfilling a d d itio n a l re q u ire m e n ts of tra in in g a n d /o r expence. lese v ario u s levels a re u su ally given title s su ch as P rovisional, S ub-Professional, Professional, etc. W e » a rb itra rily avoiding th e use of such t i t ’es b y re fe rrin g to th e low est level of c ertificatio n w hich reires th e least a m o u n t of tra in in g a n d ex p erien c e as L E V E L I. th e next hig h er level of certificatio n tich re q u ire s a d d itio n a l tra in in g a n d or e x p erien c e as L E V E L II, a n d so on. W ith th is in m ind, how m a n y L E V E L S of certific atio n w ould y o u recom m end? ONE LEVEL TW O LEVELS T H R E E LEVELS F O U R o r m o re L E V E L S (o v er) 5. P le a se fill in th e an sw ers to th e q u e stio n s b elo w fo r e a c h lev el o f c ertific a tio n y o u r e c o m m e n d , re c o m m e n d ju s t one level of c e rtific a tio n , c o m p le te o n ly “L E V E L I ” b elo w ; if y o u re c o m m e n d tv of c ertificatio n , c o m p le te “L E V E L I ” a n d “L E V E L I I ”, a n d so on. IMPORTANT; Please do not consider the recommendations cumulative from one column to th e n« plete each column independently even though it meons repeating your answers. V finish, each column should contain ALL the requirements you recommend for t h o t p level of certification. LEVEL I GENERAL REQUIREMENTS LEVEL II I LEVEL III LE\ A. S h o u ld p rev io u s te a c h in g e x p e rie n c e b e re q u ire d ? If “y e s”, how m a n y y e ars? B. S h o u ld a S ta te te a c h in g c e rtific a te b e re q u ire d ? W rite “y e s” o r “n o ”. i C. S h o u ld co u n selin g e x p e rie n c e b e re q u ire d ? I f “y e s ”, how m a n y y e a rs? D. S h o u ld p a id w ork experience o th e r th a n te a c h in g o r [ co u n selin g b e re q u ire d ? I f “y e s”, how m a n y m o n th s? ! E. S h o u ld a n a d v a n c e d d e g re e be re q u ire d ? I f “y e s ”, w hich d e g re e? F. F o r h o w m a n y y e a rs sh o u ld th e c e rtific a te b e v alid ? j 6. S h o u ld a n y o th e r re q u ire m e n ts be in c lu d e d ? (e .g . p e rso n a l q u a lific a tio n s , e tc .) 7. I f y o u re c o m m en d te a c h in g e x p erien c e fo r co u n selo r c ertific atio n , p le a se e x p lain w h y ? 8. I f y o u re c o m m en d p a id w ork e x p erien c e (o th e r th a n te a c h in g o r c o u n se lin g ) fo r c o u n se lo r ce»*t:f w h a t k in d s of e x p e rie n c e d o y o u th in k w o u ld b e o f m o st v a lu e ? 9. I f y o u re c o m m en d s e ttin g tim e lim its on th e v a lid ity o f th e c e rtific a te , p le ase e x p la in w h y . ?or each of your recommended LEVELS of certification, please fill in below: ( a ) the minimum tuim bor of semester hours of required courses you suggest ( b ) the minimum num ber of semester hours of e lective courses you suggest LEVEL I Min. S m t i t i f Hr*. LEVEL II Min. S n M ii t r Mr*. LEVEL III Min. S r a m tH Hr*. LEVEL IV Min. S m n l i r Mr*. R e q u ire d C ourses E le c tiv e C ourses TOTAL •f th e se to ta ls, w ould y o u a c c e p t a n y n e ste r h o u rs e a rn e d in u n d e r g r a d u a t e arses? I f “y e s”, how m a n y se m e ste r hours? rro m w hich of th e sug g ested A reas o f S tu d y in th e c h a rt below , w ould y o u choose y o u r R E Q U IR E D rnd E L E C T I V E courses? U n d e r each of y o u r re c o m m en d e d levels of certificatio n : ( a ) M a rk a n “R ” beside o n ly th o se A reas o f S tu d y from w hich y o u w ould choose R E Q U IR E D courses ( b ) M a rk a n “E ” b eside o n ly th o se A reas o f S tu d y from w hich y o u w ould choose E L E C T IV E courses lote: Again, do not consider the information cumulative. Complete each level independently so that each col­ umn shows ALL your recommendations for that particular level. AREAS OF STUDY LEVEL I LEVEL II LEVEL III LEVEL IV s p h y a n d P rin c ip le * o f G u id a n c e . B a s ic C o u r s e in G u i d ., I n t r o d . t o G um !., e t c . ) s ta n d in g th e In d iv id u a l . P s y c h o l o g y . T e s t s a n d M c a s .. I n d iv . D i f f .. e t c . ) a tio n a l a n d E d u c a tio n a l In fo rm a tio n ,. M e t h o d s o f G a t h e r .n g a n d U s n g O r r u p . a n d E d u r . I n f o ., e t c . ) sling ,. P r in c . a n d T e c h . o f C o u n t ., P r . n c i p l e s o f P s y c h o t h e r a p y , e t c . ) d s e d E x p e rie n c e in C o u n se lin g T e c h n iq u e s in G u id a n c e z a tio n a n d A d m in is tra tio n o f G u id a n c e P ro g ra m s A d m in istra tio n a lu m y a n d P h ilo s o p h y of E d u c a tio n C a se W o rk >gy n el M a n a g e m e n t a n d In d u s tria l R e la tio n s n nal E d u c a tio n c h T e c h n iq u e s ICS reside e a c h “R ” w hich y o u in serted in th e c h a rt ab o v e, w rite in th e N U M B E R O F S E M E S T E R H O U R S o n w ould re a u ire for courses in th a t A rea o f S tu d y . 4 13. Apart from practical and technical problems faced in setting up and operating counselor certif plans, in what direction would you like to see counselor certification move? ( • .( . B a tte r en fo rcem en t practice*; doing aw ay w ith all sp ecialist certificate*; raising, low ering, o r ch an g in g requii b a tte r selection procedure*, e tc .) 14. P le a se give us a n y o th e r re c o m m en d a tio n s, re se rv a tio n s, suggestions, o r c o m m e n ts w h ich y o u feel t p o rta n t in co n sid erin g co u n se lo r certific atio n . P le a se ch eck o n e: □ S ta te S u p e rin te n d e n t □ C ollege D e a n □ S ta te S u p e rv iso r 0 C o u n selo r T r a in e r N a m e o f re s p o n d e n t ( o p tio n a l) T h s r k y o u v e ry m u ch fo r y o u r co o p era Addre** Please indicate here if you would like to have a copy of the results. B e n ja m in G. Krem«?n In s titu te of C o u n selin g . T e s tin g a n d G u id an c M ich ig an S ta te C ollege E a s t L an sin g , M ich ig an Y es No A NATIONAL s t u d y of counselor certification (FART I) Does yo ur State have a cer ti f ic at io n plan for counselors? If y o u r State DOES ha ve a counselor certification plan, will you please enc los e a copy? If “ no", is y o u r State pla nn ing or contemplating the institution of c o u n s e l o r c ert ifi ca tio n? a. If “y e s ” , when? (ap proximately) Yes No Yes No Month b. Has a n y person, group, or groups been appointed to study co un se lo r ce rt i fi ca ti on in yo u r State? If so, please name them, (Titles only, as: State S u p e rv is or of Gu ida nc e Services, two county su p er int en den ts, one high school principal, etc,) Year Yes No c. If a report of progress is available, may v/e have a copy If not, could y ou give us some idea of the requirements and p r o v is io n s ?,hich are be in g considered. TE: The r e m a i n d e r of the questions in Fart I of this questionnaire will pe r tai n only to th os e States w h i c h have a certification plan. If yo ur State has a c er ti fi cat ion plan for counselors, w h e n was it adopted? Is yo ur origina l Mo nth _________ Yei r plan still in effect? If r ev is ion s have been made since your original plan was adopted, wi ll you e x pl ai n what changes v/ere made, or at tach a copy of the original plan to this questionnaire. Yes No 'That person, grour* or g r o u p s provided the impetus for the institution of a c o u n s e l o r c e rt if ic at io n plan? (Titles only) 'That person, group, or gr oup s wo rk ed out its pr ovisions? (Titles only) 'That c r it er ia w e r e used in setti ng up the provisions of the plan? (o.g. study of needs, study of the c o u n s e l o r ’s job, study of o t h e r State c e rt if ic at io n plans, etc.) Is the same kind of certif ica te required of all persons './ho w i l l be a ss ig ne d time for counseling? If not, what prov is ion s or exce pt ion s are m a d e ’ (e.g. Is a d i f fe re nt certificate required for persons assigned full-t im e d ut io s from that required for persons assigned ha l f-t im e, quarter-time, etc.?) Yes Ar e persons wh o are ass ign ed time for co unseling required to ha v e a c e r t if ic at e before re cei vi ng such an appointment? Yes Flee se explain. For example, in one State, the certificate is de s i r a b l e but not n e c es sa ry for a counseling appointment; in a n o t h e r it is mandatory. Es P lea se proc eed to the printed portion of this questionnaire. 317 APPENDIX B Dear I am preparing to make a national study of counselor certification. Questionnaires will soon be sent to State Supervisors of Cuidance9 Counselor Trainers* State Superin­ tendents of Education* and Deans of Schools of Education. I would greatly appreciate your sending me on the attached self-addressed card* the names and addresses of one Dean of a School of Education in your State and one or two Counselor Trainers to whom I might send copies of the questionnaire. Thank you very much. Institute of Counseling Testing and Guidance Michigan State College East Lansing* Michigan Sincerely* Benjamin G. Kremen Name and address of one Dean of a School or Department of Education in your states Names and addresses of one or two Counselor Trainers in your states DOUBLE POST CARD 318 Appendix B MICHIGAN STATE C O L L E G E East Lansing Institute of Counsel in g Testing and Gui d an ce April 10, 1950 Hr. Henry E. Williams, State Sup er vi s or Occupational Information and Gu id an c e State B o a r d for Vocational E d u c a t i o n Hoorn 210, state Office Building Denver 2, Colorado Dear Kr. Williams: Are y o u facing the problem of counselor certifi­ cation? Ed uc at io na l leaders I n m a n y states are now wrestling with this issue. I s counselor certification desirable? if it is, what sh ou l d be included in a counselor certification plan? A s Director of Guidance Services for the State of Colorado, your training and experience in this field makes your opinion on ques­ tions of counselor certification of the greatest value. Y ou r cooperation, therefore, in providing us with your ideas on the enclosed questionnaire will be deeply appreciated* Please i ndicate if you would like to see t h e final results. We s h a l l be happy to send you a copy. A s t a m p e d self-addres3ed envelope is enclosed for your convenience. Thanks again. Sincerely yours, Benjamin G. Kremen Institute of Counsel ing, Testing and Guidance