A STUDY OF THE ABILITIES, TRAITS, A N D CHARACTERISTICS OF SECONDARY SCHOOL COUNSELORS A Dissertation Presented to The School of Graduate Studies of Michigan State College of Agriculture and Applied Science In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy "by Donald J. Herrmann June 1952 A CK2TOWLBIDGMENT S The author wishes to express his sincere thanks to Dr. Walter Johnson for his guidance and the inspiration of his unfailing enthu­ siasm during the progress of this investigation* Ke was ever ready to give counsel and assistance, often at the cost of great personal inconvenience. Grateful acknowledgment is also due to the other members of the committee, Dr. Clyde Campbell, Dr. L. J. Luker, and Dr. C. V. Millard, for their help in the planning of the study and for their suggestions regarding the final presentation* The author will always be deeply indebted to Dr. C. E. Erickson for his inspiration during the graduate training program and for his assistance in the early planning of the investigation. Donald **. Hennmann candidate for the degree of Doctor of Philosophy Final examination, June 6, 1952, 10:30 a.m., 116 Morrill Hall Dissertation: A Study of the Abilities, Traits and Characteristics of Secondary School Counselors Outline of Studies Major subject: Minor subject: Education (Guidance) Psychology Biographical Items Born, November 8, 1915. Lee, Illinois Undergraduate Studies, Northern Illinois State Teachers College, DeKalb, Illinois Graduate Studies, University of Chicago, 19*4-3; Northwestern Uni­ versity, 19*48—*4-7; Michigan State College, 19*+8-52 Experience: Teacher, Public Schools, laGrange, Illinois, 19*4-1 -*4-2 Assistant Personnel Manager, Idea.l Industries, Inc., Sycamore, Illinois, 19*48— 4-7; Vocational Counselor, Northern Illinois Stats Teachers College, 19*4-7—*4-8; Graduate Assistant, state College, 19*4-9-51; Assistant Professor, North Texas State College, Summer 19*4-9; Assistant Professor, College of William and Mary, 1951- ; Member United States Army Air Corps, 19*4-2—*48, Aviation Psychologist Member of National Vocational Guidance Association, American College Personnel Association, Kappa Delta Pi, Sigma Zeta TABLE OF COiJTENTS CHAPTER I. PAGE THE P R O B L E M .............................................. 1 Introduction.......................................... 1 Statement of the problem. 2 ........................ Importance of the s t u d y ...................... .. Scope of the study. ............. .. Methodology of the study............... II. III. 2 5 Definition of terms...................................... ® Limitations of the s t u d y ................................. 9 Plan of Presentation of d a t a ............................ H REVISV/ OF THE LITERATURE................................... 13 The role of the c o u n s e l o r ............................... 13 Training and experience of counselors . 20 .............. Personal characteristics of counsel.ors................ 26 PROCEDURES OF THE S T U D Y ................................... 35 Construction of the instrument . . . . . ........... 35 Selection of the sample . . . . . . . . . . . . . . . . 39 Selection of the sample from the public 39 s c h o o l s .............................................. 39 Sample of counselor trainers . . . . . . . Sample of state supervisors ........................... ^2 Percentage of return of various groups..................... ^5 CHAPTER PAGE Procedures used in analyzing ds.ta IV. V. VI. .......... 1*6 Grouping of r e t u r n s ........... 1*6 Method of a n a l y s i s ..................................... 1*8 ..PERSONAL CHARACTERISTICS OP COUNSELORS....................... 50 I n t r o d u c t i o n ............................................ 50 Relationship with others ............................... 52 Physical and mental characteristics. 5i* ........... ... Attitudes and mental characteristics . 58 Leadership ability ..................................... 60 Suggested additional competencies..................... 6l S u m m a r y ................................................. 62 GENERAL BACKGROUND OF C O U N S E L O R S ............................. 61* Previous experience ................................... 65 Educational background. ........................ 70 Educational orientation ............................... 75 Summary . . . . . 78 . . . . . .. COMPETENCIES RELATED TO THE COUNSELING SERVICE . . . . . . 8l Understandings of behavior .......................... 8l Counseling and interviewing.......................... 85 Counseling T 0 0 I 3 and techniques..................... 91 Tests and testing ............................ 93 Cumulative r e c o r d ................................. 95 Anecdotes, autobiographies and case studies . .. . 95 CHAPTER PAGE Sociograms, sociodrama and psychodrama ........... . Group participation and group t h e r a p y .......... 99 Teaching . . . . . . . lOO Remedial S e r v i c e s ............. 100 General comments 102 ............................ S u m m a r y ............................................. VII. COMPETENCIES RELATED TO THE OTHER GUIDANCE SERVICES. 1Q3 . . . Relations with staff, parents, e t c . ................ Relations with others ........... Ability to interpret guidance to others Informational services ............... Orientation 108 . . . . . . 109 . . . . . . .. . . . . . ............................ . . . . . . . . . . . . . Community relationships..................... Administration and evaluation of guidance 106 ..... Occupational information ................... Educational information 106 106 . . . . . . . . . Counselor’s role as leader and trainer Ill 112 115 117 118 services. . S u m m a r y ................................................ III. 9® 119 12li SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER 127 STUDY .................................................... CHAPTER PAGE The problem . . . . . . . . . . . 127 Statement of the p r o b l e m ........................ .. 127 Scope of the study .......... 128 Methodology and procedures of the s t u d y ........... 128 Construction of the instrument .......... 129 Selection of the sample . . . . . .... ................ 130 ....................... 131 Analyses of Data. Summary of findings and c o n c l u s i o n s ............... General character of responses Personal characteristics 131 .................... 132 .......................... Background of training and experience ........... Competencies related to the counseling service X33 . 13l* . . 135 Competencies related to the other guidance S e r v i c e s ............................................ 136 Implications of the s t u d y ............................. 137 B I B L I O G R A P H Y ...................................................... 11*2 APPENDIX A ........................................................ 150 LIST OF TABLES Return of Questionnaires "by S t a t e s ................. - h3 Percentage of Questionnaires Returned by Groups. . . hS Final Number of Respondents in Each. Rating Group . . h8 Personal Characteristics of Counselors ............. 53 Previous Experience 66 . . . . . . . . . . . . . . . . Educational Background ............................... 71 Educational Orientation .. 71 Understandings of Behavior .......................... 81 Counseling and I n t e r v i e w i n g ............... .. 86 Counseling Tools ........................ Techniques ............... Counseling Tools and Techniques (continued) .. . . . . 92 97 Relationships with Staff, Parents, e t c .............. 106 Informational Services .............................. 113 Administration and Evaluation of Guidance Services . 120 CHAPTER I THE PROBIEM Introduction. Daring the past three decades, programs of guidance services have received increasing emphasis and acceptance in our public secondary schools. Recognition of the importance of these services has teen sufficient to warrant including a section on Guidance Services in the Evaluative Criteria (7^:219— 23^) designed hy the Cooperative Study of Secondary School Standards as an instrument for evaluating the programs of secondary schools. In connection with the increased recognition of the importance of guidance services, corresponding emphasis has "been given to the selection and training of the counselors who must provide the services and to the special training and experience which is required "by counselors in order to implement and provide leadership for these programs. While there have been numerous studies of the role of the counselor in the school program and the nature of the courses to "be included in programs of counselor training, there is little evidence of investigations of the more specific skills and characteristics which are considered important in influencing the effectiveness of a counselor at work. This study represents an attempt to provide some information in this area. Statement of the Problem. It was the purpose of this study (l) to obtain, from professional guidance workers, an appraisal of the relative importance of selected competencies in influencing the effectiveness of 2 secondary school counselors; (2) to determine the degree of congruence in the appraisals of these competencies as made "by representatives of different specialized groups concerned with Guidance Services; and (3) to attempt to determine what implications might he drawn from this data regarding the selection and training of candidates for positions as secondary school counselors* Importance of the Study. The selection and training of secondary school counselors has teen a matter of great concern in guidance and in counselor training for many years. The National Vocational Guidance Association appointed a committee in 19^7 to study this problen^nd the results of the study were published in 19^+9 as a manual entitled Counselor Preuaration (70). Many states have set u p certification standards for secondary school counselors. According to Kremen (22) twenty—three states now have laws designating the qualifications which a counselor must possess in order to be certificated* The standards, however, have been very general in nature and have been stated in terms of credits earned in specific courses or areas of study and years of various types of experience. nized for information more specific in nature. A need has been recog­ This study was d e s i r e d to provide this type of information* An examination of previous statements of desirable characteristics, training, and experience for counselors seems to indicate that most of these statements were made at the "expert"level* Some of these state­ ments, as for example- those made by the Committee of the N.V.G-.A. (70) (78 and the Committee of State Supervisors of Guidance (73), represent the combined opinions of a "jury of experts", usually counselor trainers and J state supervisors of guidance. Others have "been included in textbooks for guidance courses and, in many cases, represent only the opinion of the author. Most of these statements of counselor competencies and qualifica­ tions have not been the result of actual studies but rather represent largely "armchair opinion". There are a few exceptions such as the studies made by Cox (5)» Larsen (2 3 ), Scales (32), and others, but they appear to be the exception rather than the rule. There are few studies, on the other hand, that reflect the ideas of guidance workers who are actually on the firing line. What do the counselors themselves consider as necessary characteristics, training, and experience for them to work effectively on the job? Have they found that all of the courses that they have been required to complete as a part of their training program are really of value? What personal characteristics do they feel have helped or hindered their effectiveness? Do they believe that some necessary factors are missing in the programs for selecting and training counselors? The ideas regarding some of these questions have been included in this study. And what of the school administrator who selects and employs counselors? Have they found that the individuals who have been selected by the colleges for training as counselors actually prove to be effective on the job? What do administrators consider to be important in terms of training and experience when they select a counselor for employment? Do their ideas agree with those of the counselor trainers who have super­ vised the training? This study also attempted to provide some informa­ tion from the administrator's point of view. In t r i e f , this study was designed to obtain an appraisal of the importance of selected counselor competencies from members of different groups of professional workers in guidance* It would appear that such a study should make possible comparisons and agreements which might have implications for the selection and training of counselors in the future* Scone of the Study. The study was made on a nationwide basis in order that the information obtained might be as comprehensive as pos­ sible* 1* There were several reasons that appeared to make this advisable: Results of a study made for any state or local situation would not necessarily be valid if used in any other state or locality* 2* Evaluations obtained from a small geographical area might reflect the point of view of one training institution or one authority who was influential in that area and thus would not be truly representative of the opinions of trained guid­ ance personnel generally. 3* Because of the relatively small number of counselor trainers available in any given location, it appeared to be desirable to sample this population on a nationwide basis in order that a sufficient number of cases might be included in the study of this group* The same situation prevailed for the state super­ visors of guidance as there is no more than one such supervisor in each state and some states do not employ anyone for this position at the present time* 5 Methodology of the Study. This study was conducted as an appals— al using the techniques of a normative survey. "Appraisal is a form of classification or scaling according to subjective values" (12: *KLO). It was possible, through the use of this technique, to obtain responses from individuals over a wide geographic area— in this case the entire forty-eight states. There is undoubtedly a need for experiemental research to deter­ mine the effect of certain competencies upon the effectiveness of coun­ selors on the job. This kind of information could not be obtained from a study of this type. However, it seemed desirable to isolate first those competencies which are generally considered to be important in determining effectiveness a3 a counselor so that subsequent research might use different methods to study the actual effect of such competen­ cies. The purpose of this appraisal is to isolate some of these com­ petencies. Good, Barr and Scates state: Appraisal leans more heavily upon the human element than do the objective sciences, for appraisal is undertaken for the specific purpose of including the human element. It is not an attempt to measure objective characteristics; that can be done by the usual methods of the physical sciences. It is rather an attempt to determine the effects of these character­ istics upon human beings. It is concerned primarily with human values and secondarily with the physical attributes to which these values are, somewhat ephemerally, attached. (12:411) The data were collected by means of a questionnaire or score card which was sent to professional guidance wothers. The instrument con­ sisted of a list of competencies which were selected as possible influ— 6 ences on the effectiveness of counselors. The items were divided, into ten major divisions as follows: V I. II* III* IV* V. Personal Characteristics Previous Experience Educational Background Educational Orientation Eolations with Staff. Parents, etc* VI. Understandings of Behavior VII* Counseling and Interviewing VIII. IX. X. Counseling Tools and Techniques Informational Services Administration and Evaluation of Guidance Services The respondents were requested to appraise the relative importance of the various selected competencies according to a four point scale* The number of the response selected was entered in a blank preceding the statement of the item to be rated. The four categories for rating were described as follows: 1* Essential for all counselors to the extent that it would be practically impossible for an individual to perform adequately as a secondary school counselor without possess­ ing this trait or characteristic* 2* Necessary for optimum performance and valuable for all coun­ selors but not considered to be absolutely essential for adequate performance as a secondary school counselor* 3* Of some value to the secondary school counselor in carrying out certain of his duties but not necessary for adequate performance* 4* Of little or no value in determining adequacy as a secondary school counselor* 7 It was recognized that while the four categories of the scale were in order of decreasing importance, they did not meet the requirements of a continuum, and there was no way of determining at what point each cate­ gory should fall. For example, there was not valid basis for assuming that a " I" response to any given item should “be assigned four times as much weight as a "IV" response in determining that importance of the competency described in that item. It appeared more desirable to treat the four possible responses as discrete categories which were merely listed in a descending order of importance. In an attempt to make the data more meaningful, it was deemed de­ sirable to obtain an evaluation from a broad sampling of the different types of personnel and levels of training represented in the field of guidance. In this way it was possible to determine to some extent the degree of similarity in the appraisals made by the various major spe­ cialized groups in the field. In line with this point of view, a sample was selected from four different populations. 1. The secondary school counselors themselves. 2. The administrators or directors of guidance of secondary schools who have selected and employed counselors. 3. The state supervisors of guidance who are responsible for the training and supervision of counselors at work. The counselor trainers who are responsible for the selection and training of students who desire training as counselors. The sampling techniques which were used in thi3 study for each of the rating groups are discussed in detail in Chapter III. 8 Definition of Terms There has teen, considerable confusion in the field of guidance in regard to the definition of certain terms used in the literature# meanings of many of the terms overlap considerably# The The following defi­ nitions attempt to clarify the manner in which certain terms are used in this study in order that the confusion regarding their use may be mini­ mized# ConpaaT.op # Any member of the staff of a school who has a primary responsibility, either on a full-time or part—time basis, for the imple­ mentation of an efficient and effective program of counseling and guidance services for the school# Since this study was directed toward the secon­ dary school level, it was assumed that the term "counselor*1 referred to a member of the staff of a public secondary school unless otherwise desig— nat ed• Administrator# ary school# The superintendent or principal of a public second­ In this study it was further designated that these officials have as part of their administrative duties the selection, employment and supervision of counselors# Gmmsfllnr Trainer# An individual, usually a member of the staff of an institution of higher education, who is responsible for providing formal training experiences for students who are training for positions as counselors# State Supervisors of Guidance# A member of a State Department of Education or State Department of Public Instruction who is responsible for the improvement of the guidance programs in the public schools of the state in which he is employed* Secondary Schools. Schools which include students from the seventh through the fourteenth years of their public school education. Such schools are usually designated as Junior High Schools, Senior High Schools, and Junior Colleges. Technical schools and other special schools were not included in this study* Competency. Any ability, either natural or acquired, which is necessary to meet the conditions of work* Ability. The power to perform responsive acts...without implica­ tion as to whether this power is potential or actual, native or acquired* Trait. A distinguishing quality of character or mind usually ex­ pressed in terms of personality or behavior. Characteristic. A trait, property, or quality which distinguishes one individual or group from all others. Limitations of the Study It is necessary to recognize certain weaknesses in the study if the data presented are to be intel3.igently interpreted. Some of these weak­ nesses resulted from the techniques used in making the study* Others were unique to this particular study. One of the difficulties encountered in the interpretation of the data i?as the result of the lack of agreement concerning the role of the counselor. It has been said that the only common factor in the many in­ terpretations of the role of a school counselor is the term ’•counselor" itself. This idea seemed to be borne out to some extent by the results 10 of this study. Some respondents seemed, from their remarks, to regard the role of the counselor to consist almost entirely of the actual counseling of students. Others felt that the role of the counselor in­ cluded certain responsihilitj.es for teaching, administration, and for acting as a guidance consultant for other members of the 3taff. Some others differentiated between a counselor and a "chief counselor" of "director of guidance" in responding to certain items of the question­ naire. In interpreting the responses to some items,, therefore, it was impossible to determine how much of the difference in responses was due to differences in the evaluation of the importance of the item and how much was a result of different interpretations of the role of the coun­ selor. An attempt was made to point out the items of the questionnaire which seemed to be affected to any appreciable extent by these differ­ ences of interpretation of the role of the counselor. Due to the necessity of restricting the length of the instrument, it was not possible to include every factor which might conceivably have some influence on the effectiveness of counselors. An attempt was made to provide for this contingency by leaving a space for the respondent to write in additional factors which might apply. The few additional com­ petencies which were suggested are included in the chapters dealing with interpretation of data. Some of the variance in the responses may have been due, at least in part, to differences in the interpretation of the meaning of the state­ ment of the items. The descriptions of the rating categories were revised several times after administering the instrument to trial groups in an 11 attempt to make the Tour categories as succinct as possible. It is im­ possible to determine, however, whether or not these differences of inter­ pretation have been eliminated. It was also impossible to determine the degree to which all re­ spondents possessed the necessary background to make a valid appraisal of the importance of the items included in the instrument. ticularly true of the groups employed in public schools. This is par­ In the plan of the study the fact that guidance programs are not highly developed in the schools of some states was taken into consideration. For this reason the names of only five counselors and five administrators were requested from each state. It seemed that at least five qualified people in each category would be available in every state. Some state officials, however, did not retuna a full quota of names, stating that they did not believe that sufficient qualified people were available. It must be assumed that the individuals who were recommended were qualified to make an appraisal* Since it was impossible to determine what the appraisal of those individuals who were included in the sample but did not return a completed questionnaire might have been, it cannot be proved that the responses ob­ tained were typical of the total sample. No apparent selective factors were detected, however, which might have caused the returns to be biased in any specific direction. Plan of Presentation of Data In organizing the data for presentation, an attempt was made to combine the material into major divisions which included data in the same general area. the presentation. iSach of these major divisions became a chapter in 12 Following are the titles of chapters Included in the btudy : Chapter I Introduction and Statement of the Problem Chapter IX Review of Literature Chapter XXX Procedures Used in the Study Chapter IV Personal Characteristics of Counselors Chapter V General Background of Counselors Chapter VI Counselor Competencies Related to the Counseling Services Chapter VII Counselor Competencies Related to the Other Guidance Services Chapter VIII Summary, Conclusions, and Implications for Further Research CHAPTER II REVIEW OF LITERATURE In studying the material published in the professional literature for the purpose of establishing a background of information for a study of counselor competencies, three major areas of emphasis appeared to be indicated for investigation* They were: 1* The role of the counselor 2. The training and experience which is desirable for counselors 3« The personal characteristics of counselors The investigation of the literature in these areas attempted to clarify what the duties and responsibilities of secondary school counselors actually are, what training and experience is necessary in order that a counselor may be able to meet these responsibilities, and what personal characteristics are necessary for a counselor if he is to perform at the optimum level of effectiveness* The report that follows is organized under these three major head­ ings for purposes of presentation* The Role of the Counselor Before the competencies which influence the effectiveness of secondary school counselors can be isolated for appraisal, it is neces­ sary to clarify the role of the counselor in the total program of the school* What are his duties? other members of the staff? What are his working relationships with These and similar questions must he answered before the competencies which are Important for school counselors can be selected for appraisal* There is considerable material available in the professional liter­ ature concerning the role of the counselor. A majority of the material appears to be contributed by three major types of sources* The first of these sources is the authorities in the field of guidance who publish books and write articles for periodicals. Many of these sources contain statements of the role of the counselors. The material included is usuall an expression of the opinion of the author regarding the counselor's role* Th© opinion expressed usually reflects the experiences of the author and the best information that he has been able to draw from other sources* The second major source of material regarding the role of the counselor is the published reports of committees appointed by profes­ sional organizations to study the problem. In most cases these committees are composed of qualified people with different types of background and experiences* The people are brought together to discuss the problem and then publish a report which reflects the best thinking of th9 group* Probably the most influential of these reports is published in the pam­ phlet Counselor Preuaration (70)* It is the report of a study committee appointed by the National Vocational Guidance Association* Quotations from this report are found in numerous textbooks in guidance and in articles in the periodical literature* i£ The third major source of information concerning the counselor*s role is the published reports of actual studies made "by individuals or groups. Many of these studies, such as those reported by Cox (5) and Larsen (23), were made by sending questionnaires to counselors. Others, such as those reported by Wright (63) and Groldstein (50) are the result of actual job analyses made of' a group of counselors at work* There appears to be considerable agreement regarding the counselor's role in the educational program. There are, however, some divergent opinions that should be mentioned if we are to get the broadest possible reflection of the ideas published in the literature* There appears to be a relatively small group of authorities, for example, who feel that the counselor is a specialist who is highly trained in psychology and psychotherapy* Hirning (5 1 ) indicates that the role of the counselor is to be a much needed supplement to the psychiatrist* He feels that the counselor should be oriented toward psychiatry, trained in projective techniques, and have training which seems to indicate that the counselor should probably be concerned primarily with problems of behavior and emotional adjustment* Another view is expressed b y Kitson (56) and others who seem to en­ vision the counselor's role as primarily one of assisting students in selecting a vocational objective. This group speak3 of "vocational guidance" which appears to consist primarily of matching men and jobs* A similar proposal concerning the role of the counselor was published by the War Manpower Commission (81). In this case, however, the counselor described was not necessarily employed in a school* 16 Proponents of another school of thought propose that every teacher is a counselor and thus there is little place in a school for special­ ized guidance personnel. They say that schools might possibly desire to employ a director of guidance who would coordinate the guidance program and serve as a consultant to teachers. of this point of view. Alherty is one of the proponents In his hook he discussed proposed reorganization of the secondary school curriculum which is designed to more adequately provide for the interests and needs of students. In discussing the role of guidance in such a. curriculum he states: As the high school curriculum is reorganized to meet the needs of youth in the modern world, the need for elaborate guidance pro­ grams with a separate staff tend to disappear. (1 :376 — 3 9 7 ^ It should he pointed out, however, that the type of high school curri­ culum proposed hy Alherty is considerahly different from that found in most present day schools. Thus, even if the ideas expressed hy Alherty are sound, there may he a need for specialized guidance personnel in most of our present schools. As stated previously, in spite of occasional expressions of divergent points of view, there appears to he considerable agreement concerning the duties and responsibilities of counselors in secondary schools. This is reflected hy the numerous statements in the literature, especially those published in the last ten years, which appear to he essentially similar. One of the most comprehensive outlines reflecting this view was construct® hy a committee appointed hy the Superintendent of Public Instruction for California and reported hy Kitch and McGreary (77:6-10). The committee proposed the following "General Functions of the School Counselor". 17 Counseling Individuals 1* Helping individuals to understand their own personal assets, liabilities, and opportunities• 2. Aiding individuals to develop worthwhile personal objectives and to make and carry out plans for their achievement. 3. He-lping individuals to work out solutions for their per­ sonal, social, educational, and vocational problems# Assisting Teachers 1# Helping teachers to secure information about individuals which will be of assistance in planning and conducting class work# 2. Assisting teachers in the use of tests and appraisal tech­ niques# 3. Assisting teachers who are responsible for group guidance activities in planning and conducting such activities. *4-# Assisting teachers to secure and interpret guidance# 5# Working with teachers in the solution of problems involving individual pupils* Contribution Toward the General Program of the School 1# Providing leadership in the planning and conducting of certain activities. (Suggest such activities as orienta­ tion, cumulative records, educational and occupational in­ formation, follow-up studies, community studies, and research.) 2. Participating actively in the school's curriculum develop­ ment program. 3# Bringing to the attention of the school staff effective mental hygiene techniques and procedures# ^4*. Participating in and contributing to the school's in-service training program in guidance. Assisting the School in Working Closely with the Community 1. Acting as a liaison agent between the school and the com­ munity in making available to students and teachers all community services and resources# 18 2. Consulting with parents concerning the problem of individual children and youth, 3* Interpreting the school program, particularly the guidance program, to community groups and individual citizens » Performing Necessary Administrative Duties The proposals made "by Dugan (48) in a discussion of the counselor and his responsibilities are essentially the same as those listed above. He intimates, however, that a part of the duties of the counselor are of a clerical nature* Clerical duties are not mentioned in a majority of the other proposals made by guidance authorities* Clerical responsibi­ lities are emphasized, however, in other studies which were made of the duties performed by counselors in actual situations. Arnold (44) reports that counselors studied in Ohio spent almost as much time on clerical work as on counseling. Rutledge and Yockey (6 0 ) also point out that clerical duties were found to be one of the major responsibilities of counselors in terms of time consumed* All of these authors, however, reflect the opinion that in spite of the fact that many counselors must spend considerable time on such routine duties, it is not desirable that they do so* They indicate that the counselor's time shopld be spent on other activities* The proposals made by Ellis (49) and in the report of the Sixth National Conference of the State Supervisors of Occupational Information and Guidance (79) are rather general in nature and agree essentially with those previously discussed* It may "be noted that none of the lists of functions of counselors which were not the result of actual studies of counselors at work list attendance or discipline among the responsibilities of counselors. Many of the texts in guidance, in fact, state specifically that attendance and discipline problems should not be the responsibility of the counselor. On the other hand, studies of counselors in specific situations often indicate that counselors are performing these duties. Cox (5:58) after discussing the undesirable aspects of requiring counselors to perform disciplinary functions, points out that fifty-seven of the hundred counselors studies had disciplinary duties. Arnold (IM*) » reporting a study of guidance workers in Ohio, found that these counselors spent more time on absence and discipline problems than on counseling. It appears, therefore, that in spite of the fact that most authorities advocate the separation of attendance and discipline problems from the work of the counselor, many guidance workers are still required to assume these responsibilities. Reports of actual job analyses made of counselors in specific locali­ ties indicate that many counselors also have teaching responsibilities. Wri^it (6 3 ) in reporting a study of counselors in Minneapolis listed teaching and homeroom among the duties of counselors. Goldstein (50) reported similar findings in a study of counselors in Tucson, Arizona. The other activities listed in these analyses, aside from being more specific and detailed, varied only slightly from proposals discussed previously. In general, the role of the counselor can be summed up by a statement of the functions of counselors made in the Prellminary Suggestions of the 20 Committee on Preparation for Guidance Services of the National Vocational Guidance Association more than ten years ago. They stated: ....the school counselor whose chief responsibility is to stimulate, initiate, develop and coordinate the guidance work of the entire school. He will, in many schools, perform one or more specialized guidance services. What thi3 is will be determined by the type of organization of guidance activities in the school and the type of other personnel available. He must act as a guidance leader and as a resource person in the school and should have superior qualifications and training....(78) Training and Experience of Counselors Mnst authorities seem agreed that if counselors are to work with maximum effectiveness, they should have developed certain skills and abilities. It appears, therefore, than an appraisal of the competency of counselors should include the training and experience which is im­ portant in developing these skills and abilities. The information in the literature regarding training and experience of counselors can be drawn from about the same sources as those mentioned in connection with the role of the counselor. They are: the statements of recognized authorities, the reports of professional committees, and the reports of research pro­ jects* The available information tends to be of two major types. The opin­ ions of authorities and of committees are usually reported in terms of general areas around which the courses to be taken should be centered* The research reports, on the other hand, usually are expressed in terms of the relative importance of specific courses in the training of coun­ selors. A few authors also expressed their ideas of desirable training in terms of specific skills which the training program should be designed to develop. J 21 Probably one of the most influential of the suggested training programs, if judged by frequency of mention in the professional liter­ atures, was published in Counselor Preuaration (70)» A suggested core training program in thi3 publication lists the following major areas to be studied:Philosophy and Principles; Growth and Development of the Individual; Study of the Individual; Collecting, Evaluating, and Using Occupational, Educational, and Related Information; Administrative and Community Relationships; Techniques Used in Counseling; and Supervised Experience in Counseling. Group Methods in Guidance; Placement, Follow- up Techniques and Uses; and Methods of Research and Evaluation are addi­ tional areas of preparation suggested for those who counsel on educational and vocational matters* Cox (5), in her report of a study of one hundred school counselors, suggests six major areas of skills which should be developed by courses which are also listed in detail* The areas of 3kill which she suggests appear to be in the same major areas as those suggested above. Numerous other statements in the literature suggest the same general areas of study. To repeat them here would only be repetitious. Some statements of suggested areas of training for counselors re­ flect the specific orientation of the author or of the group to which the material was presented. For example, a report of an address given by Bell (6 5 ) to the American Psychological Association reflects a psycholo­ gical orientation as he recommends the following areas of training for counselors: research, statistics, experiemental design, test construction and validation, psychodynamics, growth trends, mental hygiene, case studies, and records. 22 Super (80), in an address to the same group, also appeared to em­ phasize the psychological aspects of training. The training which he suggested were concentrated primarily in the areas of psychology, counseling and research. The training suggested hy Strang (35) were very similar. Other publications of suggested areas of training for counselors reflect the vocational guidance orientation. The suggestions of Kitson (55) end of the Bureau of Training of the War Manpower Commission (81) propose a training program for vocational counselors* The proposals are very similar and include, in addition to training in counseling techniques, emphasis on such areas as knowledge of occupational trends, ability to de­ velop occupational and training information, training in relating human abilities and interests to Vocational goals, and labor law* i tional emphasis bn these programs is apparent* The voca- If we accept the concept of the role of the counselor which was proposed by a majority of the authorities as discussed in the previous section of this chapter, it appears that the programs of training which emphasize either the psychological or the vocational aspects would leave serious gaps. It appears that abroader and more well rounded program, similar to the one outlined in Counselor Prenaration (70)» should more nearly meet the needs of school counselors* Numerous studies have been made of the courses which have been completed by high school counselors* A typical example of research of this type was made by Larsen (2 3 ) who studied the training of over two thousand high school counselors in California. He found that over seventy- five per cent of the counselors studied had completed courses in General Psychology, Educational Psychology, Tests and Measurements, Child Psycho­ logy or Child Growth and Development, and Principles of Guidance. Over 23 fifty per cent of the group had also completed courses in Sociology, Statistics, Adolescent Psychology, Counseling Techniques and Economics. Larsen also asked which courses the counselors considered to "be desirable as part of the counselor training program. Some interesting facts can be drawn from a comparison of the courses taken and those indicated as desirable. Tor example, over twenty per cent more of the counselors had taken courses in Educational Psychology, Sociology, Statistics and Eco­ nomics than felt that these courses were desirable as part of the training program. On the other hand, over twenty per cent more people wished that they had taken Adolescent Psychology, Counseling Techniques, Mental Hygiene, Abnormal Psychology, Psychology of Personality, Interviewing Techniques, Occupational and Educational Information, and Analysis of Occupational Trends than had actually completed the courses. It is possible that these figures may reflect the disappointment of some of the counselors with courses they have completed and undue optimism regarding the benefits that might be obtained from taking courses which are identified in the question­ naire only by name and not be content. It appears, however, that these comparisons at least reflect the dissatisfaction of students with some of the courses most frequently taken by counselors in training and a felt need for more information in the areas described by the courses that they would like to have taken. Similar studies made by Graves (13) and Brown (3) found similar pat­ terns of courses for counselors in training. The studies mentioned are only examples of suggested courses of study for counselor training. The courses listed in the various sovirces are very similar to those discussed above. Since the appraisal of training and experience in this study is of a more general nature, it does not seem pertinent to include further lists: of suggested courses requirements. 2h The importance of supervised, experiences in diagnosis and counseling has been emphasized by many of the authorities who propose programs of training for counselors. Williamson (6l) points out the need for such training when he states, "Skillful use of the techniques of counseling cannot be learned by reading a book or listening to a lecture." Hamrin and Raulson (16, 32?) in a- discussion of counselor training programs quote from a publication of the New York State Counselors Association which recommends at least one year of supervised experience for anyone whose professional duties involve counseling. In a discussion of the Guidance Laboratory at Columbia University, Lloyd—Jones (57) states: No amount of theoretical knowledge, however, insures a good counselor. vv'e are sure, after our ten years of experimentation in the Guidance Laboratory, that there is no substitute for closely supervised experience in counseling. It appears that most of the authorities in the field of counselor train­ ing would agree with this point of view. Most authorities also recommend, a background of experience in cer­ tain fields as a preparation for counseling. Successful teaching experi­ ence is recommended almost without exception by those who suggest requirements of preparation intended specifically for high school counselors. The list of authorities who suggest teaching experience as a requirement would be so long that individual recommendations will not be enumerated here. Kremen (22, 253 ) suggests that the reasons given by the respondents to his study for the requirement of teaching experience in programs of counselor certification can be grouped under three major headings: (l) to achieve an understanding of the setting in which counseling takes place; (2) to achieve an understanding of the complex and multiple relationships be- 25 tween the student, the teacher, and the administrator; and (3) to achieve acceptance "by teachers as one who speaks of school problems from experience. Kitch and McCreary (77*19) express a similar point of view and give as an additional reason for teaching experience that it develops in the counselor a familiarity with the need for integrating guidance activities with other aspects of the school program. Iarsen (23*187) in speaking of the value of teaching experience as preparation for high school counselors states: As the counselors have already emphasized, personnel workers will render more effective services if they have been well grounded in the educational knowledges and skills required by classroom teachers. Not only will they possess a better understanding of the school and the problems that both administrators and teachers must face, but rapport with teachers and other personnel will be easier to maintain. Most authorities also suggest some experience in business and in­ dustry as a valuable preparation for counseling. 1 9 ) list as the benefits of such experience, Kitch and McCreary (77* (l) it provides for famil­ iarity with what it means to work on a job in business or industry, (2) a variety of work experience will add to the counselor* s ability to assist others in developing occupational plans, and (3 ) it providesclose contact with persons from a variety of socio-economic and cultural back­ grounds • Kremen adds: ...any kind"of work experience is of value which gives him (the counselor) an understanding of the worker*s point of view and of the problems encountered in seeking work and progressing in it. (23:25**) Kreraen also found that some counselors did not agree that work experience outside of education should be included a.a a requirement for counselor certification. They gave as reasons (l) work experience provides an understanding of labor management problems only when the worker is 26 dependent upon the .job for his livelihood, (2) work experience other than teaching and counseling is not necessary for good counseling, and (3) requiring much work experience is impractical since we recruit coun­ selors from among teachers and teachers cannot reasonably be expected to leave the profession in order to get other experience. In general, how­ ever, there appears to be agreement that work experience in business and industry is valuable preparation for high school counseling* Some authorities also suggest experience in social work or work with community service organizations as a preparation for counseling, Cox (5: 148) suggest social work as the best substitute for teaching experience in this regard, Experience of this type appears to be mentioned somewhat less frequently, however, than teaching experience and business and in­ dustrial experience as preparation for counseling. Personal Characteristics of Counseling An investigation of the literature reveals that authorities in the field of guidance who publish materials concerned with the qualifications of counselors have long been concerned with the effect of certain personal characteristics on the competency of counselors. There appears to be gen­ eral agreement among these authorities that certain of these personal characteristics influence the effectiveness of counselors irregardless of the training and experience which has been completed. It appeared, there­ fore, that an appraisal of the importance of some of these characteristics should be included in a study of counselor competencies. 27 A majority of the material in the literature concerning the personal characteristics of counselors is found in the form of lists of suggested factors which are held to influence the effectiveness of counselors a.t work. Many of the lists, especially those taken from less recent publica­ tions , were couched in very general terms. For example, Williamson and Darley (43^X11) list the factors proposed by Parsons in 1909- He suggested such factors as age, character, ability, and manner and dress as influences on the effectiveness of counselors. Proctor (28:320—323) discusses a simi­ lar list of persona] characteristics in general terms in a book published in 1925» He places primary emphasis upon the ability of the counselor to understand people and work with them effectively. Other discussions of the personal characteristics of counselors taken from more recent publications are also expressed in general terms. iix— amples of this type of proposal can be found in the writings of Kitson (5&) Super (38:271-274), Keller (55)* Hois (47), *md Bailey (45). characteristics are incD.uded in most of these lists. included are: Interest in and liking for people Emotional stability Integrated personality Sensitivity to the feelings and beliefs of others Cooperativeness Broad range of interest and experience Effective social relationships Certain Those most often 28 Other characteristics are also mentioned in one or more of these lists. They include high intelligence, high ethical values, tactfulness, good judgment, common sense, sense of humor, and adaptability. It may he noted that most of the characteristics listed above e^re of the type that a.re very difficult to measure objectively. This situation is pointed out repeatedly in the discussions of the personal characteristics of counselors which are found in the literature, For example, Kremen (22) questioned the respondents of his study regarding the advisability of in­ cluding certain personal characteristics in the requirements for counselor certification. He found that in general guidance workers were aware of the tremendous importance of such characteristics in influencing the Effective­ ness of counselors but that the respondents hesi ba.ted to suggest that the characteristics be included in the requirements for certification because they could not be evaluated with a sufficient degree of accuracy. The pamphlet Counselor Preparation (70:20) divides its list of per­ sonal characteristics into two groups. Deep interest in people, patience with them, sensitiveness tc the attitudes and reactions of others, emo­ tional stability and objectivity, a capacity for being trusted by others, and a respect for facts are listed as essential qualities of counselors, but qualities which are considered difficult to appraise, Qoalifications which are said to be possible to appraise include scholastic aptitude, measured and expressed interest, and a well adjusted emotionally mature and objective personality. The methods to be used in the appraisal of these qualities of personality are not discussed. 29 Some lists of the personal qualities which are important for counselors, especially those published "by committees of professional organizations, attempt to "be more specific in the description of the characteristics. Examples of the more comprehensive listings include those prepared "by the Committee on Preparation for Guidance Services of the National Vocational Guidance Association (78)* by a committee of the State Supervisors of Guidance Services and Counselor Trainers at their Eighth National Conference (73), *uid by the committee of guidance workers in California reported, by ICitch and McCreary(77) • The proposals of the Committee of State Supervisors for Guidance Services and Counselor Trainers (73) referred to above is probably the most concrete of the statements available in this area* The committee makes the following statement regarding the personality of counselors: The personality characteristics of a prospective or prac­ ticing counselor must indicate his emotional maturity as demon­ strated. by the organization of his personal life— particularly as evidenced by his ability to live in a social order and to parti­ cipate in community affairs* An examination of the role he has played in the community may reveal civic leadership, a feeling of responsibility and the ability to inspire confidence. Further evidence of a well adjusted personality can be obtained from records, family life, references, (what others say about his personal traits, his character, and his place in the community), clinical interviews, and by the use of one or more tests of personality. Insofar as possible it should be determined that he possesses qualities such as patience, tact, poise, a sense of humor, a sense of worth, freedom from withdrawing tendencies, the ability to profit from mistakes, and the ability to take criticism. Another important requirement for both the counselor and prospective counselor is that of personal appearance. This includes good health, pleasing voice, magnetism, and freedom from annoying mannerisms. Any physical, deformity should be appraised and con­ sidered in light of its effect upon counselees. The preceding statements do not include all of the published lists of the personal qualifications of counselors. They have been selected, 30 however, as representative of the many standards which are available. Farther listings would only he repetitous. Some authorities have stressed the importance of certain attitudes which are believed to be important for counselors. Karraker(5*0 pre­ sents a long list of one word descriptions of attitudes which r>e proposes as being desirable for a good counselor. Similar lists of desirable attitudes are encountered frequently in the professional literature. Some authorities also recommend certain characteristics which should be considered in eliminating candidates from selection for training or employment as counselors. Keller (55) emphasises the fact that a counse­ lor must not be a person who attempts to help others in order to com­ pensate for his own feelings of inadequacy. The same point of view is expressed in a booklet prepared for distribution to prospective appli­ cants for training as counselors by the Harvard Graduate School of Edu­ cation (82). Hahn and McLean express a similar viewpoint in the following state­ ment : Positive selection must, of course, be accompanied by nega.tive selection. It seems to be a truism tha.t many uersons quite unfit to handle their own affairs hunger to advise and counsel others on the management of theirs. These frequently clamor for admission to training for clinical counseling. . . . The authors have seen many graduate students in psychology and education, although themselves floundering miserably in the toils of harassing anxiety, a compulsive neurosis, or an ambulatory psy­ chosis, struggling to win admission for training of clinical counseling. Too frequently they have been successful because, no matter what their emotional tensions, they still possessed high scholastic competence. . . . Any of these, unless first healed by therapy and then thoroughly trained, seem at worst dangerouar and at best ineffective. (1^:17) 31 Since one of* the stated tnrrposes of this study was to attempt to find implications for improving the training programs for counselors, a word seems in order regarding the responsibility for selecting candidates who have desirable personal qualities and eliminating those who do not. The authorities who mention this responsibility appear to be agreed that the primary responsibility for this selective process rests with the graduate training institution. A statement from Counselor Preparation is quoted by Dugan and others and appears to reflect the popularly accepted attitude. The statement reads: The responsibility for determining these basic qualities rests squarely upon the graduate training schools even before it rests upon the employer. It is difficult to keep a person lacking certain of these qualities from practicing, often to the detriment of himself and his clients, if he is allowed to take the profes­ sional training. Selection at the point of entrance to training is desirable, rather than at the point of certification or employ­ ment. (7 0 :2 1 ) (^8 :6 7 ) Williamson (6 l) also emphasizes the responsibility of the graduate school for the selection of prospective counselors for training. He sug­ gests counseling of the candidates as one of the possible aids in im­ proving the quality of selection. Other authorities suggest tests, in­ terviews, statements of references, records of activities and experience, and other available indications of the ability, aptitude, and personality of the applicants as possible factors in the selection of counselors. It seems generally agreed, however, that many intangible personal qualifica­ tions have a tremendous influence upon the orobable success of the pro­ spective counselor, but that they cannot be accurately appraised by tech­ niques presently available. 32 There appears to "be general agreement regarding the importance of personal qualities in influencing the effectiveness of counselors. How­ ever, the importance of effective training should not "be overlooked. As Cox states: While the work unquestionably is done best by people who have a natural aptitude for it, the hypothesis of this study is that training can make a better counselor out of a good one, (5:13) Summary In summary some general statements may be made concerning the infor­ mation gathered from an investigation of the literature. 1. With the exception of a few studies, most of which were con­ cerned with the specific courses taken in training or a job analysis of counselors in a specific geographical area, the information in the literature which deals with the competencies of counselors is largely a reflection of the opinions of the author or of committees appointed by professional organisations. 2. A majority of the authors visualize the school counselor as a member of the school staff with a broad range of duties and responsibilities. Some of the types of activities included in the role of the counselor are: a. Providing counseling and other activities to assist in­ dividual students in solving their problems and making future plans. b. Assist in gathering, recording and interpreting information about students for use by counselors and teachers. The counselor may be expected to direct this program. c. Direct the placement and follow-up programs. d. Assist teachers toward a better understanding of students. e. Work with groups of students in group guidance, teaching, or co—curricular situations. f. Work with parents and community agencies. g. May be asked to assist in developing in-service training pro­ grams . h. May be asked to assume certain delegated administrative and clerical responsibillties, 33 g. May "be asked to assist in developing in-service training programs. h. May be asked to assume certain delegated administrative and clerical responsibilities* 3« Job analyses of counselors at work in certain areas reveal that counselors ofton are asked to assume responsibilities for atten­ dance and discipline problems as well as numerous routine clerical duties. Guidance authorities generally state positvely that counselors should not be expected to assume such responsibilities. 4. A minority of the authors continue to describe the counselor as a psychological or as a vocational specialist. Mostof the authors, however, do not appear to agree with this view. 5* Literature concerned with the training of counselors appear to emphasize several major areas in which formal training should be completed. They include: Specific courses in guidance and counseling b. Supervised counseling internships. c. Psychology and child development. d. Education, particularly teacher training. e. Sociology and anthropology. f. Economics. 6* Certain types of work experience are also recommended by most authorities as a background for counseling. They in-clude: a. Teaching experience. b. Experience in business and industry. c. Work with social and welfare agencies. 7. In spite of the fact that most counselor training is at the grad­ uate level, authorities are not agreed as to whether a masters degree should be required for counselors. The trend, however, seems bo be in the direction of requiring a masters degree as a minimum requirement. 8. There appears to be general agreement that the personal charac­ teristics of counselors are tremendously important in influencing counseling effectiveness. There also seems to be general agreement that most of these characteristics are of the type that defy objec­ tive measurement or appraisal, at least with the techniques presently available. Mi 3h 9. 10, The material in the literature concerned with personal qualifications of counselors tends to he couched in very general terms. Some of the personal characteristics suggested as important for counselors are: a* Interest in and liking for people, h. Smotional stability, c. Ability to work effectively with others and to establish wholesome relationships quickly. d. Integrated personality, e. Cooperativeness. f. Broad scope of knowledge and interest. g. Flexibility and adaptability, h. Sense of humor, i. Good manners, dress, speech, and personal habits. It appears from the investigation of the literature that there is still a need for a study of counselor competencies which is designed to obtain a relatively objective appraisal of the importance of a wide range of competencies in contributing to the effectiveness of counselors. CHAPTER III PROCEDURES OF THE STUDY As previously stated, this study was planned as a survey-appraisal type of normative survey, using a questionnaire as the instrument for collecting the data. There has "been much criticism in the past of the use of the normative-survey type of research. Perhaps some of this criti­ cism resulted from the lack of care with which some of the research was done. Whitney (*4-0:1.55) says, "It is basically important that the begin­ ner in research recognize fully the contrast between the too often found unthinking survey and adequate scientific description with interpretation". It should also be recognized that e.ll types of problems, especially problems concerning the reactions of human beings, cannot be adequately investigated by means of the more scientific techniques of research. Good, Barr and Scates state: Apparently the more nearly we get to the heart of human problems, the less completely we can depend on approaches that are acceptable to those v/ho emphasize the formal charact­ eristics of objective science. In these areas one has to choose between loyalty to formalism and the desire to do some­ thing of practical worth, even though it is not entirely above criticism. (12:*4-10) Construction of the Instrument. In preparation for the construction of the questionnaire, a survey was made of current literature in the area of counseling and guidance in an attempt to locate major areas of compe­ tencies which seemed to be related to the effectiveness of counselors. 36 A tentative form was drawn up and discussed with several counselor train­ ers and professional guidance workers in the secondary schools. On the basis of these discussions ten major areas were selected as the basis for the construction of the trial questionnaire and proved to be retained in the final instrument* They were: 1. Personal Characteristics 2. Previous .Experience 3. Educational Background Educational Orientation 5. Relations with Staff, Parents, etc. 6. Understandings of Behavior 7. Counseling and Interviewing 8. Counseling Tools and Techniques 9. Informational Services 10. Administration and Evaluation of Guidance Services Pollowing the tentative selection of these major areas of emphasis, the current professional literature v/as again reviewed for selection of specific items to be included in each major division* It is possible that the training and experience of the investigator influenced the selection of items to some extent, but an honest attempt was made to provide a choice of items that would include as many of the differing points of view con­ cerning the role of counselor end of competencies w} ich might influence his effectiveness as was possible. Because of the necessity for limiting the length of the questionnaire in order that a representative return might be obtained, some items concerning competencies which might have been of some value to counselors were of necessity omitted* An attempt was made, however. 37 to retain all items which, were held to he of considerable importance. Approximately one hundred fifty items were selected for the trial Question­ naire. After several revisions, through which items which were pointed out as being repetitious were eliminated and items suggested by members of the trial groups were added, the final form consisting of one hundred twenty-three items plus spaces provided for the respondents to suggest additions was devised* The next major task in the preparation of the instrument was the construction of the scale for rating the degree of importance of the var­ ious items. It was decided after considerable study and discussion with experienced research workers in education and sociology, that the most usable scale for this type of instrument would consist of several categories which were as discrete as they could be made by means of accurate des­ cription. It was originally planned to use a five category rating scale. After administration to trial groups, however, the raters found that it was difficult to differentiate between the categories for response to many items, so a change was made to a four category scale. This scale was revised several times in response to suggestions from members of the trial groups. The final scale included four categories which were described as follows: 1. Essential for all counselors to the extent that it would be practically impossible for any individ.ual to perform adequately as a secondary school counselor without possessing this trait or characteristic. 2. Necessary for optimum performance and valuable for all counselors but not considered to be absolutely essential for adequate per­ formance as a. secondary school counselor. 38 3» Of some value to secondary school counselors in carrying out certain of his duties hut not necessary for adequate parforance. Of little or no value in determining adequacy as a secondary school counselor. The following directions were given to each respondent for making his appraisal. "Please indicate your evaluation of the importance of the various traits and characteristics listed according to the following scale. Place the appropriate number in the blank before each item.'1 The statement of the four categories was followed by this comment* "It is intended that you will make your evaluation of these items according to their importance for the counselor in the actual performance of the duties of his job as you see them, not according to whether or not it might be 'nice for him to know'." It appears that these directions were sufficient ly clear as almost every questionnaire returned had been properly com­ pleted. The original form of the questionnaire was presented to approxi­ mately fifty graduate students in counseling and guidance at Michigan State College. They were asked to complete the questionnaire according to the directions and, in addition, to make suggestions in regard to both the it ems and the scale of rating. On the basis of the .e suggestions nu­ merous changes were made in the instrument and a revised form was prepared This revision was presented to about thirty-five advanced graduate stu­ dents at the same institution. Most of these students had previous ex­ perience as counselors, teachers, or school administrators. Pive coun­ selor trainers also were asked to complete this trial form. The members of these groups were also asked for suggestions toward improvement of the items and the scale for rating. 39 On the basis of these suggestions, a second revision was made. This form was presented to several members of the Division of Education and of the Institute of Counseling, Testing, and Guidance at Michigan State College* It was also presented to several experienced research workers in the social sciences for suggestions. On the basis of these suggestions a final revision was made before the copy was sent to the printer* The form of the instrument which was distributed to the respondents was set up on linotype and printed on a four page, folder-type sheet* A copy of this instrument is included in the Appendix. Selection of the Sample Selection of the Sample from the Public Schools * As previously stated, it was proposed in the plan of the study to obtain an appraisal from a sample of two groups of the members of the staff of public schools: the counselors, and the administrators who regularly select and employ coun­ selors. Problems of selection immediately presented themselves. plan proposed that the study be national in scope* The The question then be­ came one of the method and. criteria for selecting the sample* Should the sampling be done on a random basis by selecting schools by some technique of rand.om sampling? Should an attempt be made to obtain a sample of those most qualified to make such an appraisal? These possibilities as well as many others we-e considered carefully before a final decision was reached. "*"See Appendix A 1*0 There were several reasons for not adopting a random tech.niq.ne of sampling. At the present time many organized guidance program. iecondary schools do not provide an Other schools, although they may maintain that they make provisions for guidance, do not employ counselors. It appeared, therefore, that if the samples were selected on a random hasis, at least part of the schools selected would not have provisions for a guidance program and, therefore, the members of the staff would probably not be cognizant of the competencies which are valuable for counselors. It appeared, on the other hand, that in order to obtain valid infor­ mation regarding the competencies which might influence the effectiveness of counselors, the sample should be selected from those who possessed the best information regarding such competencies. For this reason it was decided that the sample of counselors should be selected from e. group who had achieved recognized success as counselors. The administrators were selected from among those who had developed outstanding guidance pro­ grams in their schools and who had selected and employed successful coun­ selors* V/ith these criteria in mind the problem then became one of obtaining the names and addresses of counselors and administrators in the various states who could meet these qualifications. It appeared that the best information might be obtained by contacting a representative of the State Department of Education in each state and requesting him to submit the names and addresses of counselors and administrators from the schools of that state who were best qualified to make an appraisal of these items. hi The State Supervisor of Guidance was contacted in those states which employed a person in that capacity* In the remaining states the infor­ mation was requested from the State Superintendent of Public Instruction* It was arbitrarily decided that the names of five counselors and five administrators should be requested from each state* It appeared that such a number from each of the forty—eight states would provide a sufficiently large sample and still not make such excessive demands from any area so that sufficient numbers of qualified people would not be available* This proved to be a larger number than it was possible to obtain as the representatives of seven states did not feel that there were sufficient people in the state qualified to make such an appraisal. They submitted a smaller number of names* The representatives of the State Departments of Education were asked to submit names and addresses on a work sheet which was enclosed with a letter explaining the purposes of the proposed study* sheet included the following requests; The work o Will you please list below the names and addresses of secondaxy school counselors employed in your state whom you feel to be outstanding in terms of training; experience; and performance on the job. After spaces provided for five names and addresses the following para­ graph was included: Now will you please list the names of principals, superintendents, directors of guidance or other administrative officials who regu­ larly select and employ secondary school counselors and whom you feel to be well qualified to make such a selection* This was followed by spaces for the names and addresses of five administrators* 2 See Appendix A k2 Two separate follow-ups were sent to the representative from those states from which responses had not teen obtained. The first of these was a double postcard which they were asked to return if they had not received the previous letter and work sheet. This was followed by send­ ing another copy of the original letter and work sheet to all those who had not replied. eight states. Replies were received from forty-seven of the forty- The State Superintendent of Public Instruction of one state did not include any names in his reply as he stated that he did not feel that there were any people in his state sufficiently well qualified. The State Supervisor of Guidance in one other state returned his list almost six; months after the request was made. At the time he replied, the questionnaires from the other states had been returned and the data had been tabulated so no questionnaires were sent to that state. Only one state did not reply at all. Table I shows the distribution of returns by states. It may be noted from an analysis of this table that a representative return was received from each state into which questionnaires were sent. turns were received from two states. from all other states. Three re­ Pour or more returns were received This 3hould provide an adequate geographical dis­ tribution of the sample. Samule of Counselor Trainers. A somewhat different technique was used in selecting the sample of counselor trainers. The first source of names for the 3ame was the Directorvof Counselor Trainers in Institutions Anuroved for Counselor Preparation by State Boards for Vocational Education (72) as published by the Federal Security Agency in March, 1951♦ h3 TABLE I RETURN OF QUESTIONNAIRES BY STATES State R. N.R. Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana 5 5 2 3 3 Totals T. 1 State Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pe nnsylvani a Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming 5 5 7 8 10 10 10 10 10 10 0 66 10 10 10 10 10 10 10 10 10 lO 10 10 10 10 137 8U 221 7 5 6 5 5 7 0 5 7 5 9 6 3 it 6 it 8 9 8 6 7 R. — Returns N. R. — No returns T. - Total 5 it £ 5 3 0 1 3 $ 1 it 7 6 it 6 2 1 2 It 3 » R. £ 0 6 7 5 9 7 0 3 6 7 it k 6 7 6 7 8 N.R. 5 0 it 3 5 1 3 0 7 it 3 5 it it 3 it 2 2 T, 10 0 10 10 10 10 10 0 10 10 10 9 8 zo 8 6 5 2 5 5 5 5 10 10 9 10 10 10 10 10 10 10 129 87 216 5 it 5 5 kh All names from this roster were included in the sample. Additional names were added by consulting the Bulletin of the United States Office of Education, Offerings in Guidance and. Other Phases of Student Personnel Programs in Colleges and Universities. (66)* The names were selected from this publication by including one member of the staff of each in­ stitution which offered four or more courses in guidance as indicated in this publication. An attempt was made to select counselor trainers from the 3taff of each of these institutions who were recognized as authori­ ties in the field of guidance. Faculty members at Michigan State College, graduate students in guidance from various geographical areas, and others were consulted in an effort to make the selection as valid as possible. Additional names were selected from this list in order that the completed sample might include at least two counselor trainers from each state. The total number of the completed sample was one hundred twenty-four. A questionnaire was sent to each of those so selected. Samule of State Supervisors. The entire group of state supervisors of guidance who were available at the time the data was being gathered was included in the sample. It was not possible to contact a supervisor in several states because the position was open and the selection of the new supervisor had not been made. Questionnaires were sent to the state supervisors of the thirty-eight states in which a person was employed in t that capacity at the time the sample was selected. hS Percentage of Return Prom the Various Groups Table II shows the percentage of questionnaires returned by the members of the various groups. TABLE II PERCENTAGE OP QUEST![ONNAIHES RETURNED BY GROUPS Total Number in Sample Group Total Number Returned Per cent of Total Returned Counselors and Admini­ strators *4*37 266 60.9 Counselor Trainers 124 81 65.3 38 29 78.9 599 376 62.7 State Supervisors of Guidance .... Grand Total Examination of Table II reveals that at least sixty per cent of the members of all groups returned the questionnaire. The percentage of return in the groups containing a smaller number of total cases was somewhat higher than for the largest group which was made up of secondary school administrators and counselors. This may have been due, at least in part, to more accurate mailing addresses. The higher percentage of return from counselor trainees and state supervisors may also have been a reflection of greater interest on the part of the members of these groups in the ma­ terial of the study. There is no conclusive evidence, however, that any single factor or group of factors significantly influenced the percentage of returns from any group. As pointed out in the limitations of the study, it must be assumed that the appraisals made by the individuals who returned the questionnaire represent a typical cross-section of the opinion of pro­ fessional guidance workers regarding the competencies of counselors. Procedures Used in Analyzing Data Grouping of Returns■ It was necessary to make some adjustments in the classification of the members of the rating groups. The major adjust­ ment was made necessary by a misinterpretation of one of the terms used in the questionnaire. In the section of the instrument in which the respon­ dent was requested to disclose the type of position he now held, the ad­ ministrators were asked to indicate whether they were employed as superin­ tendent, principal, or director of guidance. It was intended that the latter classification would account for administrative officers of large city school systems who were responsible for the selection and employment of counselors for the system. When the returns were examined, however, it was found that many respondents who were primarily counselors also considered themselves to be directors of guidance and so indicated on their questionnaires. Further examination of the questionnaires revealed that a majority of the group that designated that they were director of guidance probably were at least partially responsible for providing leadership for the guidance program of the particular school in which they were employed. There seemed to be a possibility that the ideas of a guidance wofker who was expected to assume certain administrative and leadership roles might be somewhat different from those of an individual whose guidance responsi­ bilities consisted almost entirely of counseling. For purposes of U7 analysis of data* therefore, the responses of individuals employed in the secondary schools were divided into three groups instead of the two originally proposed. In other words instead of attempting a division into administrators and counselors,an additional category, director of guidance, was included in order to provide for those guidance workers who had responsibilities both for counseling and for administration of the guidance program. The original plan of the study' also proposed that the counselor trainers be divided into two groups for purposes of analysis of dataj one group who were employed in departments of education and another group employed in departments of psychology. It was intended that comparisons be made to attempt to determine whether the different orientation and training of the respondents might lead to different responses. Exam­ ination of the data, however, revealed that only ten of the eighty-one counselor trainers who returned questionnaires were employed as members of a department of psychology. Since a sample including only ten cases is not usually considered to be statistically stable, the proposed division was not made and the questionnaires of the counselor trainers were analyzed as a single group. A small number of questionnaires could not be used because thqy were not completed correctly. In addition, six secondary school empldyees and three counselor trainers returned their questionnaires after the final tabulation of data had been made and the data from these forms was not included in the analysis. Table III shows the number of questionnaires in the tabulation of responses for each of the rating groups. U8 TABLE III FINAL NUMBER OUT RESPONDENTS! N EACH RATING- GROUP Groun Number of Cases Administrators Directors of Guidance Counselors State Supervisors Counselor Trainers Grand Total 86 99 73 30 76 364 - It may be noted that the number of respondents in each of the rating groups is relatively similar with the exception of the group of state supervisors which is considerably smaller. Thi3 difference was unavoid­ able since there was no additional population available to increased the size of the sample of this category of guidance workers. Method of Analysis. In order to expedite the tabulation of the data from the returned questionnaires, the responses were punched on I. B. M. tabulating cards. The cards were punched and verified by the Tabulating Department of Michigan State College, using the regular procedures of the department. The cards were then sorted into the five rating groups. The total number of each of the four possible responses was obtained from each item of the questionnaire. This was done for each of the rating groups* After the responses were tabulated in this manner, the percentage of the various rating group making each of the possible responses for the items of the questionnaire was computed. In order that the total number of cases might be accounted for in the computation of these percentages, i. "no response" column was provided to indicate the respondents who had not responded to a particular item. These percentages wore presented in tabular form for each of the ten major divisions of the appraisal instru­ ment » There were several reasons for the decision, to present the data regarding responses in terms of percentages of the total nixmher of the particular rating group making each possible response for the individual items. It is obvious that the mere presentation of the numbers of res­ pondents in any rating group making a response to an item would not be adequate because of the difference in total number of cases in the various rating groups. Further, it can be observed from examination of the four categories for rating the importance of the items that they are not des­ criptions of four separate and distinct categories. It did not seem valid, therefore, to weigh each response and thus attempt to statisti­ cally derive a single index of importance for each item. After consideration of these problems and consultation with ex­ perienced statisticians, it was agreed that the most meaningful method of presentation would be to present the percentages in tabular form and to point out in the discussion of the tables the apparent similarities and differences in the responses of the various rating groups. This is the plan of presentation which has been followed. The responses to the items included in the various sections of the questionnaire are presented and discussed in the chapters which follow. Since the responses to the items can be ascertained by consulting the tables, they are not presented in detail in the discussion. The discus­ sion is intended to point out the relative importance of the selected counselor competencies as appraised by the respondents of the study and to indicate the degree of similarity of the responses of the various rating groups. CHAPTER IV PERSONAL CHARACTERISTICS OE COUNSELORS As indicated in Chapter II, The Review of Literature, the impor­ tance of the personal characteristics of counselors has long teen recog­ nized. There has teen little research, however, which was designed to specify exactly which personal characteristics are most important for the successful cotuiselor. This lack of research has been attributed primarily to the difficulties encountered in isolating such factors and in finding adequate means of appraisal for them. The Committee on Professional Training and Certification of the National Vocational Guidance association has stated, "The list of personal qualifications could be long and imposing. Even when analyses have been ma.de of the actual characteristics of successful counselors, these have been expressed in general terms that defy measurement or appraisal" (10:20). The dearth of identifiable personal characteristics has made it practically impossible for employers who are faced with the problem of selecting prospective counselors to include svich factors among the cri­ teria of selection. Similar problems confront the training institutions in the selection of candidates for training as counselors. The Commit­ tee states, "Graduate students may sometimes be able to discuss the principles intelligently and to quote facts accurately, and yet be unable to work effectively with individual human, beings who need counseling" (10:26). 51 As already indicated, an attempt has been made in this study to obtain the ideas of guidance workers regarding the importance of some selected personal characteristics. Admittedly some of the concepts in­ cluded are still rather general in nature. The characteristics which were selected to be included in the study were considered to be of a nature that could be identified and would lend themselves to an apprais­ al of their importance in determining the effectiveness of counselors. The items included in Section I of the questionnaire may not in­ clude all of the personal characteristics which influence a counselor's success. A small number of additional characteristics were suggested and are listed in subsequent pages. The tact that no single additional characteristic was noted on more than one response moy indicate that there were few obvious omissions in the list. On the other hand, some of the suggested additions may have been rated as important by the respondents if the items had been included in the actual questionnaire. It was the intent of this investigation to ascertain the degree of agreement regarding the importance of the selected personal character­ istics for secondary school counselors. An appraisal of the importance of these characteristics was obtained from counselors, school adminis­ trators, and state directors of guidance in an attempt to determine whether or not professiona.l guidance workers were in agreement in regard to the effect of personal characteristics in influencing the effective­ ness of counselors at work. The responses to the items of Section I of the questionnaire, Personal Characteristics, have been tabulated in 5>2 Table IV. The table includes the percentage of various rating groups which made each of the possible responses for the individual items. The responses are desdribed briefly below the table. It appeared that the personal characteristics which were considered to be most essential for secondary school counselors were concerned with the relationships of the counselor with others with whom he comes in con­ tact. Since the counselor is constantly working with others, it is to be expected that such interpersonal relationships should be of consider­ able importance in determining his adequacy as a counselor. The item which was rated most essential by the respondents con­ cerned the ability of the counselor to gain the confidence and coopera­ tion of students and staff. Two groups, the state supervisors and the counselor trainers, were unanimous in rating this characteristic as essential for all counselors. At least ninety-five per cent of the other groups gave a similar rating to this item* There was also considerable agreement of all groups that a whole­ some regard for the feelings and beliefs of others was important for counselors. Approximately ninety per cent of all groups rated this an essential characteristic of all counselors* The remaining raters felt that such a regard was necessary for optimum performance (Response II)* It is interesting to note that only about two-thirds of all groups except the state supervisors believed that it was essential that all counselors have a facility for being at ease with people* A small number in each group did not agree that such an ability was necessary for opti­ mum performance. This seems to indicate that over one-third of the respony (S' TAPLS IV PERGONAL OIIARAITERI j T IC S OF CO’ V S U O R S *-- -——“~——-----m ITEM A G c SS CT Ab i l i t y t o gain the confidence and , cooperation of students and s t a f f . 96.5 99.0 95.9 100.0 100.0 • I n t e l l e c t u a l a b i l i t y superior to that of the average teacher. 3.5 9.1 4.1 13.3 9.2 A wholesdne regard for the f e e l i n g s and b e l i e f s of other s. 83.4 91.9 94.5 93.3 38.2 A cooperative and e nt hu si as t ic a t t i t u d e toward h i s work. 83.7 79.8 83. 6 70.0 76.3 A b i l i t y to assume delegated responsibility. 58.1 52.5 G4.4 80.0 50.0 F a c i l i t y of being at ease 'ith people. 63.2 86.7 60.5 70.7 64.4 A b i l i t y to use t a c t in contacts 83.7 90.9 89.0 80.0 77.6 with others. A pleasant voice and e f f e c t i v e 9. 2 16.7 speech. 25,6 \ 2 3 . 2 26.0 Above average personal 13.3 5.3 24.4 16.2 15.1 appearance-. Absence of serious physical deformity.. 9.2 12.8 ' 9. 1 11.0 13'. 3A wholesome sense of 26.7 41,9 49,5 54.3 50,3 humor. A discriminating sense-'of 51.3 e t hi ca l val ue s. 1 74.4 72.7 75.3 60.0 !1 i A well defined philosophy . 76.7 52.6 69.8 62.6 78.1 of--life. A-continuous e f f o r t toward p rof es si on ­ 66.7 59.3 55.6 63.0 56.6 a l grcwth and s e l f improvement. . Above average f l e x i b i l i t y ; a b i l i t y 63.3 60.5 ' 66.3 70.7 65.8 to adapt to changing conditi ons, A b i l i t y to view s e l f o bj ec ti vel y; to . minimize e f f e c t s of personal preju­ 70.0 65.8 60.5 70.7 79.5 dices and s tereotyoes . A devout reverence and b e l i e f 5.3 20.0 39.5 41.4- -38t 4. in God. CODE: A-adrainistrators. Ri G I IS — RES A II c ssl CT A 3.5 1.0 4.1 0.0 0.0 0,0 64.0 54.5 58.9 66.7 65.8 26.7 10.5 8. 1 5.5 6.7 11.8- 0.0 16.3 20.2 16.4 30.0 23. 7 0.0 36.0 43.4, 31.5 16.7 46.1 5.8 37.2 29.3 32.9 13.3 34.2 2.3 15.1 9.1 9.6 ■20.0 21.1 1.2 64.0 68.7 63.0 80.0 71.1 10.5 59.3 55.6 61.6 66.7 53l9 16.3 51.5 44.4 50.7 56.7 38.2 29.1 51.2 49.5. 42.5 56.7 .60.5 5.8 22.1 25.3 19.2 36.7 44.7 3,5 25.6 33.3 19.2 23.3 _ 39.5 3.5 39.5 42.4 37.0 33.3 42.1 1.2 32.6 28.3 31.5 36.7 36.8 1.2 34.9 28.3 20.5 26.7 28.9 3.5 46.5 34.3 32.9 53.6 30.3 9.3 G - Directors cof Guidance. C - Counselors. 1. ,E s s e n t i a l for All. Counselors. ~ 2. necessary for Optimum Performance. SS - State 3 . . Of cor 4; Of l i t 0. 0 24.2 24.9 16.7 22.4 11.1 11.1 0.0 0.0 12.3 0.0 0.0 0.0 C.O ! 1.3 0.0 11.0 31.3 28. 3.3 19.7 20.0 38.2 26.7 44.7 16.7 9. 2 0, 0 0.0 1.0 1.4 14.1 •O 14.1 0.0 0,0 0.0 0.0 0.0 2.3 1.0 0.0 1.3 0.0 0 .0 3.3 0.0 4.0 0.0 1.3 0.0 1.0 0.0 13.1 16.4 20.0 32.9 12.3 'j Supervisors of Guidsr.ce. nsiderable value, t t l e or no value. CT - Couhael CT - Counselor Tsfcinera. 30.3. 0.0 3.3 Sk dent3 were not of the opinion that it is essential that a counselor feel at ease with people in order to gain their cooperation and confidence. A somewhat higher percentage of the state supervisors indicated that such a facility is essential for all counselors. It is to be expected that the percentage figures of this rating group show somewhat more variation than the other groups because of the relatively small size of the avail­ able sample. It seems unlikely, however, that such a wide variation should be a result of chance. The greater percentage of counselors and directors of guidance who indicate that tactfulness in contacts with others is essential for all counselors is greater than the percentage for the other rating groups. This may be significant since the counselors and directors of guidance are actually involved in counseling duties. On the other hand, the per­ centage of counselor trainers who feel that th^ability to use tact is essential is lower than that of any of the other rating groups. The counselor trainers are responsible for the formal training of the coun­ selors and directors of guidance. They are also often responsible for selecting cand.idates for training as counselors and directors of guidance. It is impossible to ascertain the reasons for this difference of opinion from the data on hand. It is only possible zo point out that such dif­ ferences may exist. The percentage of respondents who indicated that those character­ istics concerned with mental ability and physical appearance are essen­ tial for all counselors was relatively small. This is somewhat surpris­ ing as it is often said that personal appearance, quality of voice, and 4 manner of speech influence the ability of an individual to gain the con­ fidence and cooperation of others. The ability to gain such confidence and cooperation, as has been pointed out, was rated more important than any other single item in this section of the questionnaire. Only a small percentage of any of the rating groups indicated that it is essential that coun elora possess intellectual ability superior to that of the average teacher. Most formal training of counselors in colleges and universities is at the graduate level. It seemed, therefore, that in order to successfully complete such training, the intellectual ability of the counselor might need to be superior tc that of the average teacher, and the item was included in the questionnaire on that basis. Evidently the respondents did not agree that such a superior degree of intellectual ability is essential for counselors. This may ha.ve been influenced by the fact that in many school systems a majority of all teachers on the staff are expected to earn a masters degree and, there­ fore, all members of the staff should be able to work successfully at the graduate level. Approximately one-third of the members of all rating groups rated this item "III" or 11IV11• This indicates that they did not feel that such intellectual ability was necessary for optimum performance. The counselor trainers presented the smallest percentage of responses indicating that it was essential for counselors to possess an intellect­ ual ability superior to the average teacher. This response pattern might not have been expected since the counselor trainers have these prospec­ tive counselors as members of their classes. It is also noteworthy that more than ten per cent of the counselors and directors of guidance indi­ cated that intellectual ability superior to that of the average teacher was of little or no value in determing counselor competency. 56 All rating groups indicated that a pleasant voice and effective speech is slightly more important to the counselor than above average personal appearance. Approximately twenty-five per cent of the groups actually employed in secondary schools— the administrators, counselors, and directors of guidance— agreed that it was essential that all coun­ selors possess a pleasant voice and effective speech* Less than ten per cent of the counselor trainers appraised these characteristics as essential for all counselors. personal appearance. A similar pattern appears in regard to In this case, however, the percentage of admin­ istrators who rated above average personal appearance as essential for all counselors was somewhat higher than in any of the other rating groups* A few respondents indicated in their comments that they felt that good grooming was more important than personal appearance. Others indicated cleanliness and neatness as being important. In general, a relatively small percentage of the respondents appraised above average personal appearance and voice and speech as essential for all counselors. On the oth ;r hand, a majority of the responses indicated that these physical characteristics were necessary for optimum performance as a counselor and the respondents were almost unanimous in the opinion that t?oey were at least of considerable value. On the basis of these data, however, it would not appear that quality of personal appearance and of voice and speech should be used as primary criteria in the selec­ tion of counselors. It seems, however, that the responses might justify the elimination of those candidates who present an extremely poor appear­ ance or an unusually unpleasant voice* Only about one—tenth of the respondents indicated that it was essential that counselors he free of serious physical deformities. The percentage of the various groups who rated the freedom from deformities as an essential. characteristic of all counselors were very similar. The counselors and directors of guidance made the largest percentage of ratings which proposed that the absence of deformity was not necessary hut of considerable value for counselors. The counselors end directors of guidance made the largest percentage of ratings for this item which indicated that deformities had little or no effect in determining a counselor's effectiveness. A small number of respondents indicated in their remarks that they felt that the effect of a serious physical de­ formity on the effectiveness of a counselor was dependent upon the nature of the deformity and the attitude of the counselor in regard to the deformity. It would appear that the differences of opinion regarding the im­ portance of these physical and mental characteristics were more noticeable within each rating group than among the various groups. Aside from the fact that the counselor trainers tended toward a slightly lower percentage of "I" responses, the ratings of the various groups were very similar. On the other hand, within each of the groups the ratings were spread across all four possible responses. This indicates that some members of each group believe that the possession of these physical characteristics are essential for success as a counselor. Other members of the same groups feel that these characteristics have little or no effect in determining a counselor's success. A majority of the respondents in all groups, however, consider these physical attributes to have considerable effect in deter— 58 raining the effectiveness of counselors, although they may not he abso­ lutely essential for all counselors. Other items which were included in Section I of the questionnaire were concerned with the importance of certain attitudes and value judg­ ments in influencing the effectiveness of counselors* It seemed that the attitudes of a counselor might he influential in determining his ability to assist the student in the development of desirable attitudes. The extent to which the respondents agreed with this premise was varied. For example, there was general agreement as to the importance of a counselor having a cooperative and enthusiastic attitude toward his work. About three—fourths of the members of all rating groups felt that such an attitude was essential for all counselors, while the remainder felt that it was necessary for optimum performance, A similar opinion was indicated in regard to the importance of a discriminating sense of ethical values, although the percentage of coun­ selor trainers who felt that this v/as essential for all counselors was considerably smaller than for the groups employed in secondary schools. Only a very small percentage of any rating group, however, indicated that this was not necessary for optimum performance. The ratings of the importance of a well defined philosophy of life in determining the effectiveness of counselors present a similar pattern. The counselors and state supervisors had the highest percentage of "I" ratings with no members of these groups indicating that they felt that a well defined philosophy of life was not necessary for optimum performance. The counselor trainers, however, again had a considerably lower percentage 59 of ’'I" ratings when compared to the other rating groups and almost eight per cant of this group indicated that such a philosophy was not necessary for optimum performance. The groups employed in the public schools appear to be evenly divided between responses ”1" and "II" in regard to the importance of a whole­ some sense of humor in determining the effectiveness of a counselor. The state supervisors and counselor trainers appear to have attached somewhat less importance to this item. ^fome of the widest differences of opinion found for any item in the entire questionnaire were in regard to the importance of a devout reverence and belief in G-od* Not only were there wide differences of opinion within each group, but also there appears to be differences be­ tween the various groups. There is a distribution over all four possible responses for all rating groups. This indicates a wide divergence of opinion within each group in regard to this item. The ratings of the three groups made up of public school employees are very similar, although the administrators showed a greater percentage of "II" ratings and a correspondingly smaller percentage of "III" and "IT" ratings. On the other hand, the percentage of counselor trainers who indicated that this item was essential for all counselors was considerably smaller than that of the other groups while almost one-third of this group indicated that a devout reverence and belief in God was of little or no value in determining the effectiveness of a counselor. The ratings of the state supervisors fell between the public school groups and the counselor train­ ers. One state supervisor, in his remarks regarding this item stated. 6o "This might even be a handicap if carried to the point of fanaticism or the tendency to evaluate behavior on the basis of moral platitudes.11 Another respondent asked, "What about counselors employed in parochial schools?11 Perhaps these remarks give some indication of possible reasons for the wide difference of opinion regarding the importance of this item. Many of the authors in the field of guidance feel, as discussed in Chapter III, that an important part of the role of the secondary school counselor is to provide leadership for the development of the guidance program and carry out responsibilities delegated by the administrator of the school. On theother hand, only slightly over half of the counse­ lor trainers, administrators and directors of guidance indicated that the ability to assume delegated reponsibilities was essential for all counselors. The percentage in this category for the counselors and stp.te supervisors was somewhat higher. This may be explained to some extent by the comments included in a considerable number of questionnaires which indicated that the respondent felt that such administrative respon­ sibilities should be assumed by a person called "Chief Counnolor” , "Head Counselor11, or "Director of Guidance". These respondents evidently felt that responsibilities of this sort would not necessarily be a part of the role of all counselors. This may also account for the small per­ centage of "III" responses made by all rating groups for this item. It is also somewhat difficult to account for the relatively low percentage of all rating groups who felt that the ability to adapt to changing conditions and the ability to minimize the effects of personal prejudices and stereotypes were essential for all counselors. These 61 principles are constantly expounded by authorities in the area of counseling, yet approximately one—third of the respondents did not feel that these abilities were essential for all counselors. It should be pointed out, however, that the respondents were almost unanimous in the belief that this ability was necessary for optimum performance as a counselor. Some interesting characteristics were listed in the space left for "Other" responses at the end of Section I of the questionnaire. With one exception, each additional characteristic was mentioned by only one respondent. The exception was in the case of three administrators who suggested that it was essential that the counselor be "Interested, and I mean really interested, in youth." The suggested additions are listed below by rating groups. Counselors Appearance of maturity Varied social life; non—profes3ional avocational interests Secure and satisfying family life, either past or present Administrators Interested, and I mean really interested, in youth Directors of Guidance Suggest that age and marital status of counselor might affect his effectiveness, would not favor a person under thirty years of age. To place service above economic gkin Be a good listener Ability to see and feel things as others do (understanding of those things that result in strong emotional responses); practical; common sense. 62 State Supervisors No "‘bad" habits which might be acquired by students. Well adjusted, yet fully understanding maladjustment A personality to which children are naturally drawn Counselor Trainers Belief in the worth of each individual Reverence for nature Faith in people’s ability to help themselves No attempt was made to evaluate these suggested additions. have been listed werbatim as taken from the qeustionnaires. They The list may provide some ideas of additional characteristics which could influence the effectiveness of counselors. Summary, In general, it appears that for all items in this section the differences of opinion among groups were much less than the differ­ ences of opinion within the groups. The differences in percentages listed for the various rating groups, as represented by the percentages for each of the possible responses, ..ere considerable. The differences of opinion a opear to be slightest in regard to those items concerned with the relationships of the counselors with others and greatest re­ garding the items concerned with the physical and mental characteristics. Some generalizations may be drawn regarding the opinions of the res­ pondents as to the relative importance of various personal characteristics in determining the effectiveness of counselors. 1. The ability of a counselor to work effectively with others, to gain their confidence and cooperation, and to maintain a wholesome regard for their feelings and beliefs, was con— 63 sidered "by the respondents to "be more important than the other characteristics included in this area of the study. 2. There was a wide divergency of opinion regarding the im­ portance of the included physical and mental characteristics of counselors. On the whole, however, it appears that these characteristics were considered to "be least essential of all the characteristics included in this area of the study# 3. There appears to "be little agreement regarding the importance of a "devout reverence and belief in God" in determining the effectiveness of counselors. ^# In general., the counselor trainers tended to be slightly more conservative than the other groups in rating characteristics as being essential for all counselors* CHAPTER V GENERAL BACKGROUND OF COUNSELORS Almost every proposed set of* criteria for determining the quali­ fications of counselors has included various types of experience and training which have "been considered to ha a necessary part of the "back­ ground. of qualified counselors. Several of these criteria have teen dis­ cussed in Chapter II and need not he elaborated here. Of these, some have heen the statements of expert opinion as published in textbooks and pro­ fessional literature. A few, as for example, Scales (32), Larsen (23), and Kremen (2.2), have made studies of courses which are included in train­ ing programs of counselors at various levels and of requirements for certification of counselors in the various states. Because of the numerous statements in the literature dealing with specific courses included or suggested to be included in counselor train­ ing programs, no attempt was made to obtain similar data in this study. Further, since this was designed as a study of counselor competencies, it appeared to be more appropriate to attempt to obtain data of a more general nature concerning the educational and experimental background of individuals which might influence their effectiveness as counselors rather than to designate specific courses to be taken* The data dealing with this general background of counselors were taken from responses to three major divisions of the questionnaire: Section II, Previous Experience; Section III, Educational Background; 65 and Section IV, Educational Orientation. These data were presented in Tables V, VI, and VII, and are discussed in the following pages. Previous Experience. .As indicated in Table V, experience in teaching was considered the most important of all the types of previous experience which were included in the questionnaire as possible influences on the effectiveness of counselors. Approximately sixty per cent of the respon­ dents who work in the public schools considered teaching experience to be essential for all counselors while all except about five per cent of the remaining respondents in these categories considered it to be necessary for optimum performance. It may be noted further that state directors of guidance and the counselor trainers, especially the la.tter, appeared to place somewhat less importance on such experience since a somewhat lower percentage of these groups rated teaching experience as essential for all counselors and a higher percentage of the counselor trainers considered such experience to be only "of some value". These data appear to parallel very closely the results of Kremen's study of counselor certification (22). He found that fifteen of the twenty-three states which have certification requirements for counselors, or sixty—five per cent of such states, require teaching experience for certification. On the other hand, he found that of those of his panel of experts who recommended a two level certification program (the majority of the group), over ninety-eight per cent commended a requirement of teaching experience for the second, or higher, level and about eightyfour per cent recommended such a requirement for the first, or lower, level. Since professional guidance workers were contacted in both studies. TAJ FREVTuNo ! , 1 1 A ITEM - . S u c ce ss fu l t e a c hi ng experience in public s c h oo l . 59. 3 62.6 60.3 CT 53. 6 RESPONSE II C 83 A G 46.1; 34.9 30. 3 32.9 40.0 11.8 50.0 52. 5 52.1 70.0 9.6 0 . 0 ' 10.5 64.0 56. 6 61.6 72.3 4. 0 0.0 0.0 L° ’o 11 Experience in business and inr dust ry. 11. 6 20.2 15.1 15.1 19.2 0. 0 43.0 38.4 26.0 33.3 5,8 8.1 5.5 0.0 3.9 52.3' 46.5 45.2 60.0 1-4.5] 52.3. 53.5 56.2 70.0 0 . 0 [ 43.0_ 28.3 3 5. 6 40.0 2C.0 i 1 j P a r t i c i p a t i o n in community s e r v i c e projects. RESPONSE I C SS G j || ♦ ■ Aotiye p a r t i c i p a t i o n in ext ra-curri -j c u l a r ' a c t i v i t i e s whi le’ i n c o l l e g e . [ Experience in school adrninistrat i o n-----------. -----.... — ..... . ....... ' Broad co n ta c ts with groups having d i f f e r e n t c u l tu r al and s o c i o - e c o ­ nomic backgrounds. i 32. 6 35. 4 28.8 20.0 \ i P a r t i c i p a t i o n in a c t i v i t i e s of r e l i g i o u s groups. , 5. 8 9.1 9. 6 CODE:. A - Administrators. 0. 0 G - Di re cto rs of Guidance. 1. 2. C - Cou E s s e n t i a l f or Al l Counselors Necessary f o r Optimum Perfor 1BLE V TCXFKRFiiCS ires?-t:s^ III 14.5 3 8. 2 5V.9 10.0 30.3 26.7 15.8 44. 2 43. 4 38. 4 57.9 37.4 40.7 3, 4. 26.3 1C.5 17.1 53.9 ■16.0 33 - State Sunervisors o:' Guidance. s, . nuance. 10.0 10.1 46.6 10.0 65.8 12.8 Gf Considerable Value, 01 L i t t l e or TTo Value. 15.1 31.6 CT - Counselor Trainers. 66 it is noteworthy that a higher percentage recommended teaching experience as a requirement for certification in Kremen's study than considered the same experience essential for all counselors in this study. It i3 possible that such differences may have been the result of differences in sampling and/or differences in interpretation of the items on the two questionnaires. An overwhelming majority of the respondents gave "I" and "II” responses to the importance of teaching experience in influencing the effectiveness of counselors, thus indicating that they were of the opinion that such experience was at least necessary for optimum performance. On the other hand, relatively little importance was attributed to experience in school administration. In this case a majority of the responses, ranging from fifty-four to eighty-four per cent of the various rating groups, were in the "III" and "IV" categories. This indicated that most respondents did not feel that experience in school administration was necessary for optimum performance. In fact, over twenty per cent of the counselors and over twenty-five per cent of the counselor trainers indicated that they were of the opinion that such experience would be of little or no value. On the other hand, although no members of either group rated it as essential for all counselors, the administrators and state supervisors, whose d.uties are primarily administrative in nature, gave somewhat greater stress to the importance of administrative experience. Perhaps this difference in responses indicates that those responsible for administration of the guidance program in the schools have greater appreciation for the value of knowledge of and experience in administration on the part of those whom they supervise. 67 Another type of experience usually included in discussions of qualifications for counselors is work experience in business and industry* Because of the frequency of discussions of the desirability of such experience as a part of the preparation for counseling, an item regarding business and industrial inexperience was included in the questionnaire* No more than twenty per cent of any rating group considered experience of this type to be essential for all counselors. The State Supervisors appear to place more emphasis on work experience than any of the other groups while the Administrators and Counselor Trainers seem to rate this item lower than the other groups. Very few responses indicated that work experience was of no value* This appraisal of the value of work experience contrasts sharply with Kremen"s findings (22) regarding certification. It would seem logical that only those factors should be included in requirements for certification which are felt to be essential for success as a counselor. In Kremen*s study he found that, of the twenty-three states having certification standards, fifteen, or sixty-five per cent, required experience outside of education. Of four other states that were considering adoption of proposed standards for counselor certification, each of the four programs included such experiences. Also, in the case of his panel of exparts, seventy-five per cent recommended work experience outside of education as a qualification for certification. These data appear to place greater stress upon the impor­ tance of such experience than do those of this study. ences may result from sampling or interpretation. Again these differ­ 68 The type of experience rated as second in importance only to exper­ ience in teaching was contacts with groups having different cultural and socio-economic baizkrgrounds. Here again the appraisals of the three groups employed in secondary schools were very similar. They rated such "broad contacts as "being somewhat more important than either the state supervisors or the counselor trainers. The latter group appears to place somewhat less stress upon the importance of these "broad cultural contacts than any of the others. The literature regarding counseling constantly stresses the importance of understanding the individual in his environment,. It is also generally agreed r.hat wha.t may be considered to be abnormal behavior in one cultural or socio-economic group may be perfectly acceptable in a different setting. For those reasons, it appeared that contacts with a wide variety of these ethnic groups might be an important factor in Influencing the effectiveness of counselors and the item was included in the questionnaire on that basis. One or two respondents indicated by their remarks that they were of the opinion that similar information could be obtained by reading or by taking courses in sociology or allied fields, thus making actual contacts with the different groups unnecessary. Perhaps a similar view colored the responses of other members of the various rating groups. Q£ the other types of experiences included in this section of the questionnaire, the greatest importance was given to participation in com­ munity service projedts. Responses to this item indicating that such 69 oeriences were essential for all counselors varied from zero per cent in s case of the state supervisors to nineteen per cent for the directors of Ldance. With few exceptions all respondents indicated that participation such projects would at least "be of considerable value in contributing to fectiveness as a counselor. The differences of opinion regarding the im— rtance of these activities were much greater within groups than among the rious rating groups. A similar appraisal is indicated in regard to participation in the tivities of religious groups. In this aase, however, the preponderance the ratings were found in Responses III and IV, indicating that, while ch activities might be of some value, they could not be considered neces— ry for optimum performance as a counselor. The ratings of the counselor ainers appear to indicate that they attribute significantly less impor.nce to the participation in religious activities than any of the other iting groups. It appeared to be the opinion of the respondents that participation i extra-curricular activities while in college is somewhat more important 1 contributing to effectivess as a counselor than is participation in the jtivities of religious groups but somewhat less important than participation l community service projects. Again the differences within groups are much reater than the differences among groups. Some of the respondents suggested additional types of experience which aey considered to be valuable for counselors. The suggestions are listed 70 verbatim bel Ability to adart counseling tech- nique -to different situati ons . 8 ii I | j 0 0 .3j95.9| 83.9 8 0 .0 !1 Exercise of rood judr.v-aot in ytii ding* students toward anorovriate Counselors ability to avoid e x ­ cessive emotional lo-nt ii-icttion _v;if: the client3_;._ror.le: . _ __ Ability to s': o':: interest and sin­ cerity duriru' cour.solin.-- orohoss . ■! ilii n y n o»s no re far ca 3 es t 0 other s surces if client re .uir-s hel' Ieyond counselors ranye of 1 a 0 i .ity • ll Abil ity to tviinv-i r 1 profess:. oral " atti tour; to -arc '’onfiden tiul in1j ___ _ ; ■ formation. " Abil 5t” to to’ ^a’.e ef 'eut i v|! oith clients at all l-vols; does |j not "talk .d own" to client._____ SO’TT?' 1 22sS\. 19 .8 14.4| 15.lt 2Ct i■ 11 , ; 3l .2. 8.5.8; 7 5 .3 nt\7_ VOul 5 . 1 \ > 6b.5 Id. 8! 13vl| 30 .?5ii .1C..C v i 1 P0 -Sj■~4.8j.P7.7j p5 .3 | j ■1 1 1 p1 •6 po .5 90 .7| 38.9! 8 7.3 h_C.7_. ___ -T.1 1 1 1 1 1 18'.6 9 .31 11 .11 13.3 ■--»— — —r Y J A ^ l l .1 a. b ... .21.88.9) 86.3 90 .0 i 81. A - 'Admi: lotroturs. 0 ;-3 -.c1---f -t \ “ *7 12_.8| 11.1) 13 .J0 lc_ G - 3i ’ ■ a c t o r s 1. '£. ^ of G u ider.c< Essential for all conns Necessary for out imam n ?AnL T I X !’’ CT~lt " a * G . " t C I A .; S3 i i i i i 1.3. i 0 | :u .j :g oo 1 a ! G * p - --f--- 1.3 I j .2 it i, t- •— -.V^r-.GTT' ^ jix;a ;_j_y r.y 32 III .33 I •/•^ -7* | •J -t---- 1- 2, 6 a ; io.5 t5i 1— ■ 1.2* '-.I —0 t -r--- - _ u — L~ i.e 28.9 « 3. a 5.-ll 13.71 13.3 1 17.1 — t ™ ; - - — ’I .... >t p 1 it * 17.1 o ! 1. 4 tf :.7i 14. 7 ‘| 18.P • | i * I I I I7-U. A..PJ I r 11 71 iI P.l i (y j o j _ o . c___>. 7 22.4: 0 ->t----- 1 --- r M* ‘ • ; t4 t 1.0 I 4_.lj ii 7.9 ,t 3.9 -r « C t C I. iI ! 2 | 0 i_.------- 4— — — — I 4 .S -r— c ! i 7 17.-1 o 0 - Co.unsfJora. oerf ornanee . 0 - _L4 i_P.. ° l s . S'-lors . ; '-I o * ! h 3. 4. (, I C' I c ir :i ' - - - 7 "T 1 .3 --i - f j-— «i . *i " II n I -M i — ~\ J_ 7 7 !! . k?.4U 7 - - L J 1 .U1-J-71- - J „ 7..LL.: . .1..'.°. J.. .7 J ...... 33 - State Supervisors of Q.,,idance. Of so.-ri-3 value’ to secondary school ,Of .little or ,:to value. . -P I I k J iL . L l i ---- - -4-- ! (' i 1.3 |(. C 5.3 0 I 0 j, .A.„ 4| C ---- ---- —4- — A~ o y u j_c 1-■ C l 0 ‘t jj 2' ! C | I * 0 i 2.0| i\ i i 4-i 3.3 0 ‘• ( i CT - Counselor Tr tir.ers. coins jlora-r ... — 86 With the exception of two items, there was almost unanimous agree­ ment that the competency described in each of these items was necessary for optimum performance. It was also noticeable that the responses of the different rating groups were very similar for each of these items. With a few notable exceptions, the difference between the highest and lowest percentage of responses to any item was not more than ten. The exceptions are discussed later in this chapter. There were several items included in this section of the questionnaire which were concerned with the attitudes and feelings of the counselor toward the counselee and the counseling situation. Each of these items were appraised as being extremely important by each of the rating groups. The item which received the highest percentage of responses indicating that such a competency was essential for all counselors was the ability to maintain a professional attitude toward confidential information. With the exception of the counselor trainers, over ninety-five percent of all rating groups indicated that such an ability was essential for all coun­ selors. The percentage of the counselor trainers making a similar response was almost ninety per cent. The counselor group, composed of individuals who are constantly confronted with these problems, were unanimous in apprais­ ing this ability as essential. Another item which was concerned, at least in part, with the attitudes and personality of the counselor also was appraised as being essential for all counselors. This item dealt with the counselor's ability to show in­ terest and sincerity during the counseling process. Approximately ninety 87 per cent, of ell rating groups indicated that this ability was essential Tor all counselors. There were no respondents who did not Indicate that this ability was at least necessary for optimum performance. More than eighty per cent of all rating groups agreed that it was essential that all counselors demonstrate the ability to avoid excessive emotional identification with the client ’s problem. This ability may also be partially a result of the personality of the counselor. Over seventy—five per cent of all rating groups indicated that it was essential that all counselors have the ability to minimize the in­ fluence of his personal feelings and beliefs on the course of the inter­ view. The remaining respondents were almost unanimous in agreeing that this ability was necessary for optimum performance. Examination of the items discussed above may reveal that the abili­ ties described may not be of the type that can be developed through professional experience and training. It may be argued, on the other hand9 that these abilities are influenced primarily by the personality of the counselor. If the latter viewpoint is correct, there would seem to be considerable justification for including these items in the sec­ tion concerned with the personal characteristics of counselors. Regard­ less of the source of development of these abilities, it is evident that a preponderance of the respondents considered them to be essential fac­ tors in determining the effectiveness of counselors at work. Another group of items in this section of the questionnaire were concerned with certain interviewing techniques. There was no item in­ cluded in this section which asked for a direct appraisal of interviewing techniques in general. It is apparent that a large part of a counselor's 88 time is spent in interviewing* If this is true, then it is also appar­ ent that a knowledge of the techniques of interviewing would be essen­ tial for anyone working as a counselor* Since it was necessary to limit the number of items to be included in the questionnaire, the items con­ cerned with interviewing were limited to more specific techniques and relationships used and developed during the course of the interview* It should not be assumed that interview techniques were not considered to be important influences on the effectiveness of counselors merely because they are not directly mentioned in any of the items* Quite the contrary is time* More than ninety per cent of all rating groups w i t h the exception of the counselor trainers indicated that it was essential that all coun­ selors demonstrate the ability to establish a give and take relationship with the counselee* The percentage of counselor trainers who made a similar response was slightly lower* encountered semantic difficulties* Perhaps a few of the latter group One respondent, for example, sug­ gested as an additional item nThe ability to create a permissive atmos­ phere” . Ihis appeared to be practically a restatement of the above item* Another item closely allied to interviewing concerned the ability of counselors to adapt counseling techniques to different situations. Over eighty per cent of all rating groups except the counselor trainers indicated that such an ability was essential for all counselors* Again the percentage for the counselor trainers was slightly lower. The respondents were also asked to appraise the importance of the ability to communicate effectively with clients at all levels and not to”talk down” to the client* Again the counselor trainers appeared to 89 be most conservative* Over eighty—five per cent of all other rating groups appraised this ability as being essential for all counselors* About eighty per cent of the counselor trainers made the same appraisal. Two items of this section dealt with the ability of the counselor to make an accurate diagnosis* The first of these was concerned with the counselor'8 ability to differentiate between basic problems and symptomatic behavior; the other with the counselor's willingness to refer cases to other sources when the client requires help beyond the coun­ selor's range of capability. similar. 2he responses to the two items were very Over eighty per cent of all rating groups appraised these items as being essential for all counselors* The range of responses for the rating groups was less than ten per cent except for the state supervisors who were a bit higher in terms of '’essential" responses to the first of these items. The remaining two items in this section of the questionnaire aroused considerable controversy and difference of opinion* primarily on the part of the counselor trainers. The items were concerned with the degree of direction which a counselor should give to the course of the counseling interview and to the desirability of giving advice to the client. The first of these items was stated as "the possession of an adequate back­ ground for giving sound advice." The range of those in the various rating groups who indicated that this was essential for all counselors was from seventy per cent for the administrators to twenty-six per cent for the counselor trainers* The percentage of administrators who made such a response was somewhat higher than that of any of the other rating groups while the percentage of counselor trainers was considerably lower 90 than that of any other group* The responses in the groups of state supervisors and counselor trainers were almost evenly divided over all four of the possible responses on the scale. Over ten per cent of the counselor trainers refused to make any appraisal of the importance of this item* More than seventy-five per cent of all rating groups except the counselor trainers indicated that it was essential that all counselors exercise good judgment in guiding students toward appropriate goals* Only sixty per cent of the counselor trainers made such anappriasal* The latter group was also the only one in which respondents were in­ cluded in each of the four rating categories* The remarks of the counselor trainers Indicated that some of them were considerably disturbed by these items* Two members of the group stated that they "absolutely refused to answer these items1 ! Others made rather sarcastic remarks* "Are these jokers?" The following are examples: "This is counseling?" "I*m opposed to sinl" It is not possible to determine the reasons for the wide differences of opinion regarding the importance or desirability of the factors men­ tioned in these last two items* Xt is also impossible to determine why the responses of the counselor trainers should be so widely variant from those of the other rating groups* Perhaps some of the differences can be explained by "the fact that the counselor trainers are usually more conversant with the latest literature and research in the field* Even in this group, however, the great divergenceof opinion is reflected by the wide differences in the responses within the group* Evidently the issue of "directive" versus "non—directive" counseling is still a sub­ ject of controversy* 91 The number of suggested additional Items was greater for this section than for any other section of the study* batim as taken from the questionnaire* They are stated ver­ The code letters In parenthesis are the same as those used In the tables* "Ability to let student work out answers rather than give ,advice•" (SS) "Ability to effectively follow-up the interview." (CT) "Ability to create permissive atmosphere♦" (CT) "Ability to secure and maintain the complete confidence of the .counselee*" (Q) "Ability to make client feel at ease." (6) "Ability to recognize readiness for counseling*" (G) "Ability to determine what information a counselee is competent .to handle*" (G) Counseling Tools and Techniques There is a multitude of tools and techniques which are used by counselors* Much of the professional literature is concerned with the effective use of some of these tools and techniques* Some of the most widely used books in the field of guidance, such as those by Traader (39) and Strang (35)* are intended as aids for assisting guidance workers in increased understanding of and proficiency la the use of these techniques Because of the evident Importance of these techniques in influencing the effectiveness of counselors, a considerable section of the question­ naire contained items regarding their use* The number of items was relatively large due to the largo number of techniques which had to be included* The responses to the items of the questionnaire which were concerned primarily with the tools and techniques of guidance are pre­ sented in Tables X and XI* TAi-L O O 1 : 3K1.I8 , IV O L II-___ iloi >N3:y/T 8 38 II cT -■S3 33 Abi ! it--' to admi nisb-»r ur.d score gro up tent:; of interact, a» ti t u d e , etc . A b i l i t v to i n t e r r r o t - r e e u X t s of ouch t e s t s . UnderstatitiT' of the' '3’:;i bl-a; p l i c a t i o n s of baoii stutistica 1 techiii ,ues. A b i l i t y to s el e c t the prop er test to serve a given r.ur0038 6G_. 5_l_58_• 6 65. R 63 .3 i’ I 4 e7--2il'-3* 4 - : 3: ■7! 3?_. . li C o n s t a n t a w a r e n e s s of the l i m i ­ t at i o n s of t es t r es ul t 3. _______ A b i l i t y to select a and ad-m'i rast er d i a g n o s t i c tests to d e te ct r.eed _____ for r e m e d i a l w o r k . _____ A b i l i t y to e va luate -lata in cut n l a t i v e record in terns of a: rh e a t i n to r. _-i y_i t-p/-i or.. A b i l i t y to analyr.6 present r e ­ cord system in rega rd to need-' revi s i on .____ __ ________ l i t ” to m a i n t a i n a p r o f e s ­ sional a t t i tu d e t o w a r d i n f o r ­ m a t i o n included in the C ” - u l a tive record. __ A b i l i t y to eval uat. v i nf')r :a+f on i n c l ud ed in an- ■cdotss and au to — biorraohies. A b i l i t y t o assist t e a c h e r s in d e v e l o p i n g an e f f e c t i v e prosrrar. for o b t a i n i n g the m os t m e a n i n g f u l a n e c d o t e s end autob 1 or.m oh ie s . ^ __ "Ability t o assist in the tlaveloprnent o f case s tu dies in c o o p ­ e r a t i o n w i t h o th e r s ta f f m e m ­ bers . A b i l i t y ' t o a n a l y z e and i n t e r ­ pret i n f o r ma t io n i nc lu de d -i n case studies, a CODE: 34.9 33.3 28 .1 83.6 us.e 11 .6 15.2 17 .4 40 .8 51 .: ! ,3 I68. .' A b i l i t v to ddnini star the 3ta:.ford B i n e t and /or the './eschler ?eile ■'.noe tests. A b i l i t y to a ini i ; t r and i n t e r ­ pret r es u lt s of the h or s ch u c h a n d / o r other ; ro je ct i v e t e c h ­ n iq ue s .___ _____ ___ A b i l i t y to in te rp r et test scores to p a r e n t s in a t ac t fu l but m e a n i n g f u l m a n n e r . ________ _______ 67.1 71.: 5.b 7 6.3 18 .4 3.3 78.1 86.7 93 .9 9 3.2 100. 54 6.7 11. '•* I 48, 2 6.0 4 4.:. 14 .4 47.9 44 , 2J 69 .7 20.9 9 6.1 2.3 43.3.- 56. 8 4.8 76.7 89 .5 43 .5 5 G .: 21. -'M .9 13.1 11.6 I p . o 76. 7 81.8 16.4 26.7 5 6 . 7X 5 21. y .2 19 .2 13.3 li-. 25 . 6.8 _0 __ •"•I ■31.4 .3 47 .9__ 46.7 * 85 .5 17.4 .2 2l_.9_ 39 . 6.7 . i 3.' 46.5 47.9 CC .0 43.4 59.3 45.5 .5 4f:/_5_ 3b_. 7 _ 4£. -•9 .9 9 3. 2 ’ .3 uf .8 10.5 05.171. .8! 6 7 .It 8: .o 6 a.5 38 .O 39 .4 j36*. 4 :50 .0 38 .2 51.2 59 . 6 53.4 76.7! --- -t--48-/7 66.3 75.8 68.5 8 6 . 7 |72.4 A — Administrators. 1. 2.' .1 | 5.5 6.7 13. 33.7 J22.2 h ,1 21.6 31 ,, 55 .8 |53 .5 ;50 .7 .50 .0 , 53 41.9 j38.4. 42.5 1 1 ao.o ; '3 0 . 2 i&i.2 30.1 10.0 I G - D i re c t or s of Guidance, ^ a a e n t i P l for all counselors N e c e s s a r y for o pt i mu m perfoi X II iv CT I 1C .5 C 3S CT 1.0 11 .6|In 2.3 1.4 2.4 1.2 1.3 1.0 0.0 0 .0' 1.3 0.0 o.O 0.0 0 1.3 o.o"; 5 , 1.2 ,0.0 0.0 ,0.0 1.3 ■ 0.0 0.0 0.0 0.0 1.3 7.0 : 2.0 3.3 5.3 0.0 0.0 0.0 1.3 0.0 0 . 0 0.0 0.0 0.0 1 1.4 2.3 [ O . O j 3.3 3.9 0.0 0.0 -0.0 I 0.0 j o.o1, -O .O'.jo.0 0.0 ■ 0.0 0.0 .9 ,i 7.0, 7 •! f1 1 *0 .7 0.0 p - CounS'lors. a. rrnance . 3. 4. '4 0.0 S3 - state S u p e r v i s o rs of Guidance. Of seme val ue to g e o u i d a r y school Of little or no value. CT - Co un se lo r Trainers. counselors. - 93 A discussion of each item of this list would be long and tedious. Therefore, in this section the discussion will consist largely of com­ parisons of items on a more general basis* Tests and Testing• Of the several items regarding tests there was one item that was almost unanimously agreed to be essential for all counselors* That item was concered with a constant awareness of the limitations of test results. The importance attached to this item might well lead one to believe that many guidance workers are concerned with the tendency to use the results of tests as "the answer" rather than as an aid in improving the understanding of the student. It appears that the respondents of all groups tend to emphasize the importance of interpretation of the results of tests more than the administration and scoring of the tests. Less than two—thirds of the respondents felt that it was essential that all counselors be able to administer and score tests while between eighty—three and ninety-five per cent of the various rating groups indicated that it was essential that all counselors be able to interpret the results. Also, more than ten per cent of the state supervisors and counselorstrainers indicated that the counselor's ability to administer and score tests was not neces­ sary for optimum performance. There were only scattered responses in­ dicating that the counselors ability to interpret test results was not necessary for optimum performance. The remarks indicated that some respondents believed that the administration and scoring of tests was the duty of a psychometrist. Probably in schools where no psychometrist specialist was available, such duties are considered to be the responsi­ bility of the counselor* 9h The ability to select the proper test to serve a given purpose was considered to be essential by over two-thirds of each rating group. A greater percentage of state supervisors indicated that this ability is essential for all counselors than any of the other rating groups* Agreement was practically unanimous that the ability to select tests was necessary for optimum performance* There were tremendously wide differences of opinion indicated re­ garding the importance of a counselor1s ability to administer and inter­ pret individual intelligence tests, such as the Stanford—Binet and WeschlerBellevue, and projective techniques such as the Rorschach* The responses to both of these items were distributed over all four of the possible choices* The differences in ratings of these items among the groups were relatively small* The administrators tended to have a larger per­ centage than the other rating groups who indicated that each of these skills were essential for all counselors* Considered over all, it appears that a greater percentage thought that it was necessary that counselors be able to administer the individual intelligence tests than had the same opinion regarding the projective techniques* Over seventy—five per cent of all rating groups except the counselor trainers indicated that it was essential that a counselor have the ability to interpret test scores to parents in a tactful but meaningful manner* This figure appeared to indicate that for all practical puxposes it is as important for the counselor to be able to explain results of tests to parents as it is for the counselor to understand the results himself* 9$ Cumulative Record, There appeared to be general agreement regard­ ing the importance of two items concerned with the cumulative records. With very few exceptions, the members of all groups indicated that it was necessary that counselors have the ability to evaluate data from the cumulative record in terms of applications to a given situation and the ability to maintain a professional attitude toward information included in the cumulative record,* The percentage of respondents who indicated that these abilities were essential for all counselors, however, was slightly higher for the items concerned with professional attitude toward data than for the ability to evaluate data. Greater difference of opinion was revealed in response to the item concerned with the ability of the counselor to analyze the present record system in regard to needed revision. The responses were evenly divided between appraisals as essential for all counselors and necessary for optimum performance. The only wide differences among groups was in the case of the administrators who had a smaller percentage of responses indicating that it was essential than that it was necessary for optimum performance, and the state supervisors for whom the reverse was true. Anecdotes, Autobiographies and Case Studies « Almost twice as many members of each rating group were of the opinion that it was essen­ tial that i counselors have the ability to evaluate information in­ cluded in anecdotes and autobiographies as made a similar appraisal of the importance of his ability to assist teachers in developing an effective program for obtaining the most meaningful anecdotes and 96 autobiographies. Also a small percentage of respondents Indicated that the ability to help teachers with these matters was not necessaxy for optimum performance. Who is to assist in the development of aprogram to insure meaningful information for the counselors to evaluate is not Immediately evident. A similar tendency appears in connection with the items concerned with the case study. Again it appeared that the respondents considered it more important for the counselor to be able to analyze and interpret the data from case studies than it was to be able to assist in developing the studied themselves. It may be worthy of note that while the percentage of respondents that appraised the ability to interpret anecdotes and autobiographies and the ability to interpret case studies was practically the same* a larger percentage indicated that it was essential to assist in the develop­ ment of case studies than had a similar opinion of the importance of developing a program for obtaining anecdotes and autobiographies. Observing and Reporting Behavior. Responses to the preceeding items seem to indicate that the importance of techniques and the interpretation of data derived from their use was stressed more than assisting teachers in developing understanding of anc competency in the techniques. The reverse appears to be true, however* for the items concerned with observ­ ing and reporting behavior. It appeared that a slightly higher percent­ age of respondents were of the opinion that it was essential that all counselors have the ability tohelp others to improve the objectivity of their observations of behavior than made a similar appraisal of the RS8F0NSE I c'-l SS ITEM :4— G Ability to heir others to improve the objectivity of their obser­ vations, of behavior. 50.0 45,5 43.8 43.5 j 4 0 .8 Knowledge of rating techniques used to renort observations of behavior. 35.5 ! 31.4 43.4 37.0 40.0 Knowledge of other techniques of reporting such observa­ tions. 14.0 28 .'3 j00 .5j 23^ j 25.7 Ability to us e and understand sociograms. Knowledge of and skills in techniques of group participati o n .____________ ^___ 43.0 49.5 43.8 46.7 45.5 |45 .2 46.7! ,---------- 61. 6 61 . 6_|47 .9 i50 .0! T r »■ 19.8 18.2 112.3 30.0 ! 26.3 i >' • » i 1 i ‘ 54.7 .'54.5 54.8 143.3 ~! ~ r i 38.4 138.4 35.6 30.0 Considerable skill in use of 7.0 6.1 2.7 sociodrama and psychodrama._ Ability to train others in effective techniques of group 23.3 14.1 11.0 partici pation. Considerable knowledge of and skill in techniques of group 18.6 13.1 9.6 therapy. Ability to teach courses or units on occupational infor­ 22.1 32.3 21.9 mation. Ability to teach courses stressing personal and social 25.6 36.4 26.0 adj u s t m e n t . Ability to identify cases needing special assistance with, problems 62.8 64.6 57.5 of reading, writing, speach, etc Knowledge of and ski 1-1 in the use of techniques of remedial 5.5 17.4 8.1 re a d i ng. _____________ _ Knowledge of and skill in the use of techniques of speech | 5.1, 4.1 correction ___ Ability to assist students in improving work habits- and 47.7 38.4 43.8 study skills. _____________ Ability to act as a resource person for teachers in problems 27.9 40.4 26.0 in the remedial areas. CODE: RESPONSE I! SS CT 10.0 35.5 47 .7 (49 .5 50 .7 60 .0 1.3 40.7141.4 34.2 50.0 18.4 43.0148.5 39.7 53.6 T 13.3 6.61 45.3 50 .5 38.4 50.0 33.3 26.35 4 8 . 8 |50.5 52.1 46.7 26.7 2 7 . 6 J 45.3 50.5 47.9 46.7 I 1 70.0 ! 63.2 ---- -t-— --- 37".2 31.3 37.0 2Q.’0 f- 55.8 52.5 41.1 33.2, 3.3 5.3 3.3 2.6 52.3 34'.3 131.5 ;30 .0 26.7 35.5 39 .5 50.5 <46. 6 33.3 i 26.7 A - Administrators. 25.0 48.8 40 .4 L 40.0 G - Directors of -Guidance. rl.' Essential for all counselor! 2. Necessary for Optimum perfo: ABLE XI 0L3 A” D TE'J”K,I JUS5 •RESPCTiSE III SS 50.0 5.8 5.1|12.3 10.0 56.6 16.3 9.lj 16.4j 1 3 .3 56. 3S 1.0 CT S3 1.4 6 L 18.6 S.o; 17.1 55.3 14.0 38.2 40.7 37.4 47.C 50.0 42 27.9 15 55.3 29.1 12.1 34.2 4.0 39 .5 5.5 1.4 1.4 2.6 1.4 1.0 1.3 8.1 11.0 13.3 5.3 15..1 15*. 1 16.7 10.5 0.0 0.0 0.0 0.0 O'.O •10 . 0 47.5'49 50.0 8.1 17.2 23 Z rmance. 5.1 1 . 2 - 2.0 14. 5 50.0 C - Counselors. 13.1 13.7 40.8 22.1 31.3 42 47.4 9 12.8 1.3 r* —-- .36.7 50.01! 32.6 27.3 56.6 >’ 2.7 1.4 10.0 13 56.6 . 48.7 L 31.4 CT 48.7 36.7 17.1 0.0 23.3 27.6 2.3 2.0 0.0 3.3 1.4 10.0 SS - State Supervisors of Guidance. 3. 4.. 1.3 0.0 1.3 0.0 OO 0.0 1.4 0.0 0.0 CT - Counselor Trainers, Of some value to secondary school counselors. Of little or no value. 98 Importance of the counselor's knowledge of rating techniques used for reporting such observations. The ability to help others to improve these techniques of observation was appraised as being considerably more important than knowledge of other techiniques used for reportiig such observations. A considerable number of respondents were not of the opinion that the competencies described in these items were necessary for optimum performance as a counselor. The counselor group seemed singularly unimpressed with the importance of them. Sociograms, Sociodrama and Psychodrama. There is much being written in the current literature about the tremendous values that can be derived from the useof these techniques. It appears from an analysis of the responses to the items dealing with these techniques, however, that there is very little agreement as to their value in determining the effectiveness of a counselor at work. The ability to use sociograms effectively was rated higher in im­ portance than similar abilities with sociodrama and psychodrama. The percentage of counselors who rated a knowledge of sociograms as being essential for all counselors was lower than for any of the other rating groups. The percentage of "essential" responses for the state supervisors and counselor trainers was somewhat higher than for the other groups. In the three groups including members employed in the public schools there were more of the respondents who did not consider knowledge of sociograms to be necessary for optimum performance thanconsidered such knowledge to be essential for all counselors. The respondents placed even less importance on the value of socio­ drama and psycholrama. In this case only a small number of respondents 99 considered a knowledge of these techniques to be essential for all counse­ lors* In fact, there were more respondents who indicated that these tech­ niques were of little or no value than indicated that they were essential. Group Participation and Group Therapy* As in the case of the pre­ ceding items, there has been considerable discussion in the current lit­ erature of the importance of group guidance and the tremendous values of group therapy. Again, however, there appears to be considerable difference of opinion concerning the importance of these techniques* The differences in responses within the various groups are much greater than the differences among the groups* On the whole the knowledge of group techniques and skills in the use of them was considered the most important of the items concerned with group techniques. Slightly more than one—third of the respondents indi­ cated that such knowledge and skill was essential for all counselors. Between seven and fifteen per cent did not feel that these things were necessary for optimum performance. There were no respondents, however, that did not think these techniques would at least be of considerable value* The counselor1s ability to train others in effective group partici­ pation was rated considerably less important. About one—third of the responses indicated that this ability was not necessary for optimum per­ formance. The "essential” responses ranged from ten per cent for the state supervisors to twenty—three per cent for the administrators* Even less importance was attached to knowledge of and skill in the use of techniques of group therapy. The percentage of "essential" 100 responses was approximately the same as for the preceding item except for the counselor trainers who had a considerably lower percentage of "essential" responses for the item concerned with group therapy* A correspondingly greater percentage of responses indicated that competen­ cy in group therapy is not necessary for optimum performance as a coun­ selor* Evidently the proponents of group therapy have not convinced the majority of guidance workers of the value of their techniques* Teaching* There also appears to be a wide divergence of opinion regarding the importance of the ability of counselors to teach courses stressing occupational information and personal—social adjustment* The responses for the two types of courses were practically identical for all responses for all groups* Approximately one-fourth of the respon­ dents were of the opinion that the ability to teach these courses was essential for all counselors while almost the same percentage indicated that such abilities were not necessary for optimum performance* The directors of guidance presented a somewhat higher percentage of "essen­ tial " responses than any of the other rating groups* Perhaps they are the personnel most often asked to teach such a course* Remedial Services* It appears from the responses that guidance workers conceive the role of the counselor in regard to remedial services to be largely one of identifying the need for such services rather than as a technician or consultant in the use of the techniques used for remedial work with students* 101 Approximately two-thirds of the respondents indicated that an ability to identity cases needing remedial assistance was essential for all counselors. With the exception of ten per cent of the state super­ visors (representing a small number of responses because of the small aample of this group) the remaining respondents were almost unanimous in appraising this ability as necessary for optimum performance. Seven­ teen percent of the administrators indicated that it was essential that all counselors be skilled in the techniques of remedial reading. With this exception less than ten per cent of any of the rating groups were of the opinion that it was essential that all counselors be skilled in the teehnlques of remedial reading or speech correction. Approximately half of the responses indicated that these skills were not necessaxy for optimum performance as a counselor. The remarks made in conjunction with these items indicated that the primary reason for the relatively low rating of importance attributed to these skills in determining the effectiveness of counselors was the re­ sult of the opinion that remedial activities should be provided by special­ ists in that area and thus such duties are not among the primary responsi­ bilities of counselors. About one—fourth of the respondents indicated that it was essential that counselors be able to act as a resource person for teachers in the remedial areas. A similar percentage, on the other hand, indicated that such abilities were not necessary for optimum performance. considerable difference of opinion. This indicates The exception to this general picture was the directors of guidance, forty per cent of whom were of the opinion 102 that; an ability to act as a resource person in these areas was essen­ tial for all counselors. Again it is possible that, as the director of the guidance program, they are the persons most often requested to per­ form such duties. It should also be noted that the percentage of all rating groups was considerably higher for the essentiality of the ability to act as a resource person in remedial areas than the percentage of similar responses regarding the counselor's personal competency in these same techniques. A large percentage of the responses indicate that a counselor should be able to assist students in improving work habits and study skills. There is some variation of responses for the different rating groups, but a majority agree that such skills are necessary for optimum performance as a counselor. General Comments. In addition to discussion of specific tools and techniques in guidance, some general remarks concerning their use are worthy of mention. 1. More of the respondents appear to emphasize a counselor's knowledge of and skill in the use of techniques than the role of the counselors^is a resource person for the school staff in regard to these techniques. 2. In general, the state supervisors tend to emphasize the importance of the counselor's role as a consultant and leader more than any of the other rating groups. This may be a result of observing the need for such leadership in many different school programs as part of their supervisory respon­ sibilities. 3. There is little agreement concerning the inqportance of some of the more technical psychological techniques such as projective techniques, sociodrama, psychodrama, sociometrics, etc. in 103 determining the effectiveness of counselors. This may result from the feeling that the use of these techniques should be restricted to highly trained specialists. It may also be that the workers in the field are not convinced that profi­ ciency in these techniques is essential for adequate perfor­ mance as a counselor. U. There also appeared to be considerable differences of opinion in regard to the importance of techniques* such as teaching and remedial services* which are not directly associated with the counseling process. These differences may also have re­ sulted from various conceptions of the role of the counselor. 5. In spite of current emphasis from mazy quarters on the importance of group participation and group therapy there is no consensus of opinion regarding the importance of such techniques for counselors. 6. Ifo specific tools or techniques included in this section were considered to be essential for all counselors by anything approaching unanimous appraisal. Summary In general the competencies concerned tith the effectiveness of couzxseling and interviewing were appraised as being more important than proficiency in the use of specific tools and techziiques. Some of the competencies which resulted largely from the personal characteristics of the counselor were emphasized by a larger percentage of the respon­ dents than competencies developed through training and experience in the use of techniques of counseling and interviewing. Understanding of behavior was appraised as being important in deter­ mining the success of a counselor. The emphasis seemed to be placed more on practical* observable influences on behavior than on a knowledge of the theories of personality and of learning which might explain behavior. There were considerable differences of opinion regarding the essen­ tiality of the counselor being skilled in the various tools and techniques used for obtaining information which might make possible improved under- lOli standing of the problems of the Individual. In general, ability to interpret information obtained from the use of these techniques was emphasized by more Gf the respondents than ability in the application of the techniques themselves. It appeared that the actual administration of the techniques and the provision of information derived from their use was considered by many of the respondents to be the responsibility of other members of the staff of the school. It appeared that some respondents conceive of the role of the counselor to be a rather specialized function consisting primarily of duties connected with the counseling process. CHAPTER VII COUNSELOR COMPETENCIES RELATED TO THE OTHER GUIDANCE SERVICES It would appear from examination of the professional literature that aclrfial face-to-face counseling is only one of the responsibilities of the counselor in a secondary school* If the guidance program is envisioned as a body of services, then counseling is considered to be only one of the services provided. It appeared, therefore, that a study of counselor competencies should include an appraisal of the importance of activities performed in connection with the other guidance services as factors in determining the effectiveness of counselors. Three major sections of the questionnaire used to gather the data for this study were concerned with competencies related to these other guidance services. They were Section V, Relations with Staff, Parents, etc.; Section IX, Informational Services; and Section X, Administration and Evalu­ ation of Guidance Services. The responses to the items in these sections of the questionnaire will be discussed in this chapter. Relations with Staff, Parents, Etc. Relationshins with Others* The responses to this section of the questioa— naire have been presented in Table XII. Eor purposes of discussion, the items have been grouped according to the type of activity which is described in the item. Two items included in this section appeared to be considered more im­ portant than any of the others. They were the ability to work harmoniously rela:t. --.j ,.. ii 1--- , - -- RE Si Oh SE I __ _ T A b i l i t y to w o r k h a r m o ni ou s ly w i t h othe r m em b er s of the s t af f . __ ______ _______ ________ 90.9 CT_ 1— R hd l O h S E II_ 33 i - - - 93.4_ i t 7 sag 5.5 3.3 A b i l i t y to w o r k e f f e c t i v e l y in. gro up sltuati ons .______ 6r .6 67 .7 59 .2 299. 1 ;3 2 .3 34.2 23.3 2 A b i l i t y to plan a n d provide l e a d e r s h i p for the in- se rvi J e training p r o p r a m . 35. 6 5 6_. G_ 44 -_U~t-1 A b i l i t y to c o m m u n i c a t e to the ! ! f s taf f an u n d e r s t a n d i n g of the t i i o b j e c t i v e s of the g u i da n ce I* • \ : 69.81 7 6.71 76.7 8 3 . 5 ■ 73.7 1 29.1 2 2 . 2 a.2 ^ . 3 *15.0 * pr ogram. ___ - +----- 1. A b i l i t " to demons t rate areas I T " ~ in v;hi oh the g- d d a n c s se rvices i -a*' c ont. ri bute to h. ore e f f e c t ­ s ' 47 ,7_ 64 . 6 58 .9 56.7 46.5 52.6 38 .4 ive t e ach ing . A b i l i t y t o as si st t e a c h e r s in ^ * r e a c h i n g an understandiiig of the s i g n i f i c a n c e and l'i-.'it 60 .5 41.9 37 .41 38.4 33.3 4 8 . 8 59.6 58.9 6 6.7 ti ons of test scores. ___ A b i l i t y to as si st teaehoi\3 in gaining a better understanding I! of the p r o bl o ns of individ-ual 30 .2 2 1 . 16.4 13.3 ! 75.0 I 67.4177 .8 8 3 . 6 8 3.3 students. A b i l i t ” to t rain st af f p e r ­ ir i — ' sonnel in t ec hni :u-33 of pr o ­ v i d i n g .maxinun a s s i s ta n ce to 51 .2 5 9 . 6 61.6 50.0! 44.7 37 .2 31.31 28 .8] 4 3. 3 theyguida.nce p r o y r a : A b i l i t ’' to wor-: bar-. t.‘i ---j— (- - -.r— T vi1 th p a ren ts in ^teaching a 19 . < ' 6 . 7 14.h 10. 5 93 .3 75.0 8 4 . 8 1 8 0 . 8 89 .5 s o 1 u t i on. for stud en t p r o b l e n s . * — -It 4 A b i l i t y to c o.’.ur.uni cat 3 the I o bj e ct i ve s of the c o u n s e l i n g 38 .4 33. 35.6 26.7, _60_._5_ _63_*js| _61_. 6 70 .0 j _ h _ .i r oc» b3 to pareritpy._________ Ab i :i ty~ t o w o r k effe of iv^T: ■with a p e n c i e " j n t e i i 3 of 45 .3 52.5 SC. .3 SChOOl. id-*-7 53.5 43. < 35.6 30 .0 "Ability to" "sell" the need for guidor.ce' se rv ic e- to 59 .3 49 . 57.3 5 3 .C jj 29_._1 42..4 34.2 33■±*i. c o-.,r.u:.it y . J 4 4 id .3 A b i l i t y to p r o vi d e i n f o r m a t i o n for s ta ff r e g a r d i n g m e n t a l h y g i e n e c oncepts. A b i l i t y to assist t ea ch e rs in r e l a t i n g s u b j e c t m a t t e r to the world of work. CODE: 2 6.'7* 3 6.4 ;27 .4 40.0 35.5 58.1 t 2 5. 6 3 1 . 3 |26.0 i50.0 l 2 1. 1 ; 5 1 . 2 A -Administrators. 1. 2. '51.5 58 .9 53. 6 SO.Q^.4 40.0 G. - D ir ec to rs of Guidanc E s s e n t i a l for all. counselors N e i u s s a r y f o r opt ipium perfor jTA.'T , 1 A.i ' . J, IV III CT O RV -'I O'.’o CT 6. G 2.3 10 .5 0.1 3.y 3.3 5.8 35.5 O.o 4.C 9.3 2.7 3.9 1.0 3.3 2.3 l.C 44 .7 ( 10 .5 3.0 46.1 1.2 1 . 0 46 .1 3.0 31.3 53 1.2 1.3 23.7 47 .4 1.3 -f- ii. e 5.1 9.i 1.0 1.0 4.1 3.3 5.3 8.21C.0 13.2 12.3 17 Cou nselors 6.7 10 SS 1.3 l.C 1,0 . 1.0 3.3 1.0 13.2 0.0 i 19 .7 1.2 State 1.0 1.4 0.0 0.0 o>o 1.4 0.0 2.6 O.O Supervisors Of some value to s e c o n d a r y O f .li-ttle o r n o v a l u e , ■ 1.0 of school Guidance. counaeloi'Sv 0T l.C 2.6 0.0 0,0 1.4 0.0 2.6 Counselor Traisers. 107 with parents And with other members of the staff in reaching a solution for student problems. Over ninety percent of all rating groups indicated that it was essential that all counselors be able to work harmoniously with the other members of the staff. All other respondents appraised this ability as being necessary for optimum performance. The percentage of responses indicating that it was essential that all counselors be able to develop harmonious working relationships with parents were, with two notable exceptions, very similar. counselors and counselor trainers. The exceptions were the Both of these groups had a considerably lower percentage of responses indicating that it was essential that all counselors be able to work harmoniously with parents. were extremely difficult to understand. These differences It seemed possible that the coun­ selor trainers, most of whom are employed in colleges and do not work directly with adolescent students, might minimize the importance of work with parents. It would appear, on the other hand, that the counselors would en­ counter these problems most directly. Thus the difference in the responses of this group and the other rating groups could not possible be explained in that manner* Another item concerned with the counselors relationships with others was the ability to work effectively with agenciea outside of the school. In this case the counselor and the state supervisor groups had a higher percent­ age of "gssential" responses than the other three rating groups. Only a small percentage of any of the rating groups indicated that optimum perfor­ mance could be attained without this ability. 108 With few exceptions the respondents seemed to agree that the ability to work effectively in group situations was necessary for optimum perfor­ mance. About two-thirds appraised this ability as essential for all counselors. Again the percentage of "essential” responses was somewhat lower for the counselors and counselor trainers than for the other rating groups. Perhaps the counselors and counselor trainers, being primarily con­ cerned with the counseling process, tended to emphasize the relationships with individuals rather than with groups. Ability to Interpret G-uidance to Others. Several items in this section were concerned with the counselor's role in interpreting the objectives of the guidance urogram to the staff and other interested groups. Two of these items were concerned with the importance of the ability to interpret the objectives of guidance to (l) the staff and (2) to parents. In general, it appeared that a higher percentage considered it essential to be able to in­ terpret guidance to the members of the school staff than to parents. There were some interesting differences among groups for these items. The administrators appear to have placed considerably less stress on the importance of the counselors ability to interpret guidance to the staff than any of the other groups. The counselor trainers tended to pls.ce more stress on t is ability than the other groups. On the other hand,the counselor trainers emphasized the importance of interpreting guidance to parents much less than any of the other groups. Again the counselor trainers seem to piece less emphasis on relations with parents as compared to the responses of the other groups. Similarly, the state supervisors continue to emphasize the importance of the counselor's role as a leader and concultant more than the other groups. in Chapter VI. This was also pointed out in the discussion of the items 109 The respondents v?ere also asked to appraise the importance of" the counselor's ability to "sell” the need for guidance services to the com­ munity. With the exception of the directors of guidance only about one- third of the members of the rating groups considered this ability to be essential for all counselors. Approximately ten per cent of these groups did not feel that such an ability was necessary for optimum performance. The directors of guidance appeared to have considered this ability to be more important than the members of the other groups. Perhaps they are the group most often asked to attempt such a public relations program and there­ by are more aware of its importance. Counselors Role as Leader and Trainer. Several of the other items included in this section pertained to the counselors role in assisting teachers to improve certain techniques and understandings. Of these, the respondents evidently considered the ability to asr-ist teachers in gaining a better understanding of the problems of individual students to be most important. With very few exceptions, the respondents were agreed that such an ability was necessary for optimum performance as a counselor. Over seventy—five per cent of all groups except the administrators indicated that thi3 ability was essential for all counselors. Of the administrators, sixty- seven per cent made the same appraisal.* With the exception of the administrators about sixty per cent of all rating groups were of the opinion that it was essential that all counselors possess the ability to assist teachers in reaching a better understanding of the significa.nce of test results. Only forty—nine per cent of the adminis­ trators v/ere of the same opinion. About ten per cent of the latter group indicated that this ability was not necessary for optimum performance. This was the only group having a significant percentage inthis response category. There was considerable difference of opinion indicated in connection with the importance of the counselor's ability to demonstrate areas in which guidance can contribute to more effective teaching. The "essential" responses ranged from forty-eight per cent for the administrators to sixty— five per cent for the directors of guidance. This is one of the few items in which the ratings of these two groups formed the extremes of the range. It may be noted that for each of the three items just discussed, the percentage of the administrators who indicated that the abilities described were essential for all counselors is considerably less than the percentage of any other group in this response category. It is possible that fewer administrators consider these abilities to be important. It seems more likely, however, that many administrators conceive of these responsibilities as being the role of some other member of the school staff— in some cases, perhaps,the role of the administrator himself. Considered as a group, the counselor group apparently was lea,st aware of the importance of the ability to plan and provide leadership for the in-service training program. Only thirty—five per cent of them considered this ability to be essential for all counselors as compared with fifty-six per cent of the counselor trainers. It may also be noted that about ten per cent of each of the rating groups who work in public schools indicated that the ability to provide leadership for this program is not necessary for optimum performance. The percentage of counselor trainers and state super­ Ill visors in this response category is negligible. The responses indicate that there is not agreement that the leadership of the in-service training pro­ gram is necessarily included in the role of the counselor. Only about one-third of the groups employed in public schools indicated thatiit was essential that counselors be able to train the staff in tech­ niques of providing maximum assistance to the guidance program. It is not clear whether specific training in this area is not needed by the staff or whether the provision of this training should be the responsibility of some other member of the staff. There were wide differences of opinion both among groups and within groups in regard to the importance of the counselors ability to provide teachers with information in the area of mentel hygiene. essential The range of responses was from twenty-seven per cent for the administrators to forty per cent for the state supervisors. Between nine and fifteen per cent of all groups except the state supervisors did not feel that the ability to provide this information was necessary for optimum performance. The responses to the item concerned with the ability to assist teachers in relating subject matter to the world of work were almost parallel to the responses to the preceding item. The percentage of respondents who did not feel that this ability was necessary for optimum performance was slightly higher than for the preceding item. Informational Services The informational services are usually considered to be one of the major guidance services to be provided in secondary schools. This service is intended to provide information for students which will enable them to 112 make a better present and future adjustment. This includes Occupational Information to assist in vocational planning, Educational Information to assist in planning future education, and Orientation to assist in making a quicker and better adjustment to the school situation. Harden (17:38-51) is one of the authors who makes these three major divisions in the total program of informational services. Some authorities also consider work experience programs as part of this service. Since these services are usually considered to be an integral part of the guidance programs, an attempt was made in this study to obtain an appraisal of some of the competencies connected with these services in deter­ mining the effectiveness of counselors. The responses to these items are presented in Table XIII. Occuuatlonal Information. The responses to the items concerned with the provision of information about occupations to students seemed to follow a definite pattern. Although, some items were considered more important than others, in general the percentage of administrators and counselor trainers who considered the competency described in the item to be essential for all counselors was lower than the percentage of similar responses for the other rating groups. The ability of counselors to evaluate sources of occupational informa­ tion was one of the items in the section which received the highest percentage of essential responses. The range of these responses was from fifty-six per cent to seventy-seven per cent. A small group of respondents in each group indicated that this ability was not necessary for optimum performance. TABU E : fo r :.'ATI <'i G_____ ITEM Ability to evaluate sources of occupational information. A 1— G HESrONSE I 33 I 1 C 55.8 72.7 69.9 76.7 Ability to plan and inaugurate a file of occupational infor­ mat i o n . Ability to provide leadership and coordination for dork ex| perience programs. A broad knowledge of the re1 quiraments of various jobs i and o cc upa t ions. - Familiarity wit.1. the contents and organization’of the D i c ­ tionary of Occupational Titles. Ability to tflan and provide leadership for community occu­ pational surveys. Abilityto obtain effective working relationships with community employers. A thorough knowledge of the course renuirenents of various college majors. Knowledge of colleges offering training in.various fields of specialization. Knowledge of requirements and t cp.urse offerings of trade and j technical schools. 63.2 CODS: A 39.5 23.2 26.0 ----20.0 59.3 67,. 7 .58.9 j 73.3 ,59.2 ,,36.0 26.3 35. 6 23.3 .. .... -Tt I I j 34.9 35.4 19.2 ----23.3 -----23.7 j.|55.8 42.4 L61-6 60.0 * --- 1 t " 1 I t i 51.2 i64.6 49.3 50.0 44.2 24.2,,49 .3j 4 A 7 J 50.0 I r — 1 i 30.2 32.3 37 .-0 33.3 51.6 52.3 47.5 49.3 53.6 "• 1 t • 2,6.7 25.3 21.9 30.0 23.7 52.3 52.5 46.6 56.7 43.0 49.5 41.3, 60.0 36.8 45.3 41.4 42.5 30.0 . . 22.4 - 43.0 43.4 41.1 23.3 | 45.3 45.5 39.7 53.6; t - 44.2 49.5 46.6' 40.0 1 30.3 ' 41.9 43.4 43^8 43.3 i I l i 1 47.7 44.4 47.9 4C.0J i ■ i i , 52. 6 , 43_.0 31_. 3 32.9 _40.pl 26.3 41.9 49.5 39.7 43.3 — Familiarity with current occupational trends. Familiarity with community.,-. state, and national- emoloyment picture. CT RE3I- 'J1TSE II G 1 C ss .A. A. t 53.5 65.7 61.6 56.7 - j t 53.3 135-. ej 36.7J 1 47.7 59.6 58.9 -56.7 A' --'Administrators. . 4 6 *1 44A G - Directors of Guidance. 1. , "Essential for all counselors. 2. Necessary for optimum performs * f* E XIII 'UAL SERVICES REol-OlISE III CT 35.5 4.7 RSSrOUSE IV ss CT 3.3 1.3 c l ” ss 9.3 16.4 55.3 20.9 CT 6.6 3.0 1.3 1.4 15.1 CT 1.4 4.7 52.6 NO RE3ICT:SE 17.2 12 .^10.0 15.8 2.3 1.4 13.3 ' 19.7 4.0 10.0 ) 13.2 1.0 13.7 20.0 4.0 22.4 3.3 1.4 1.3 0.2 13.3 1 17.1 1---- 14.0 1.2 1.0 9.3 - f — 4 6.1 C 3.5 :■ .0 4 .1 3.5 8.1 6.11 2.7) 6.7 Counselors 3. 4u 1.3 1.3 1.0 SS - State Supervisors of. Guidance.. CT - Counselor Trainers Of so'.e value to secondary school counselors. Of little, or no value. 11U A siraila-r response pattern was obtained in connection with the counselor's ability no plan mation. and inaugurate a file of occupational infor­ The counselors group was the only one in which the responses varied significantly from those of the preceding item. A greater per­ centage of counselors recognised the essentiality of evaluating sources of data than had the same opinion of the ability to plan and organize occupa­ tional files. Two other items concerned witVi the counselor's a/bility to assist students with obtaining valid information about occupations. One was the familiarity of the counselor v/ith current occupational trends, the other his familiarity v/ith the community, state, and national employment pictures. In general, the responses were very similar to those for the two preceding items. The percentage of "essential" responses was slightly higher in connection with occupational trends than for the overall employment picture. Another item in this area appeared to be appraised as having the same general level of imnortanco although the rela.tionships of responses among groups v/as slightly different. This item was concerned with the importance of th^.jcounselor's knowledge of the requirements ofvarions jobs occupations. and In this case almost exactly half of each of the rating groups except the directors of guidance indicated that such a broad knowledge of occupational requirements was essential for all counselors. cent of the directors of guidance made the same appraisal. Sixty—five per The latter group, while it had the highest percentage of "essential" responses of any of the rating groups, also had the highest percentage of responses which indicated that a knowledge of job requii-ements was not necessary for optimum perfor­ mance. This appeared to indicate a wider difference of opinion in regard to the importance of the item for this group than for any of the other groups. 115 About one-third of each group indicated that it was essential that all counselors be familiar with the contents and organization ef the Dictionary - of Occupational Titles (71)* ious The responses of the var­ groups were very similar for this item but the range of responses Indicated wide differences of opinion within each group* Between thirteen and twenty per cent of each rating group indicated that know­ ledge of the Dictionary of Occupational Titles was not necessary for optimum performance. The responses to each of the items concerned with occupational information appear to be very similar, with the exception of the item concerned with knowledge of the Dictionary of Occupational Titles. Each group had between fifty per cent and seventy-five per cent "essen­ tial” responses for each of the other items. Each group also had a small number of respondents less than ten per cent, who did not feel that the competencies described were necessary for optimum performance as a counselor. It appeared that the appraisal of the respondents was made as the result of an opinion regarding the importance of occupa­ tional information in general in influencing a counselor’s success. After this general appraisal, all items directly concerned with occu­ pational information were appraised as having the same degree of im­ portance. Educational Information. Three items which were included in this section of the questionnaire were diredtly concerned with the importance of the counselor’s possession of knowledge of educational requirements 116 In Influencing his success and effectiveness* These Included a know­ ledge of the course requirements for various college majors* knowledge of the colleges at which training in different areas could be obtained* and knowledge of the offerings and requirements of trade and technical schools* There were wide differences of opinion regarding the impor­ tance of such knowledge* both among groups and within groups. In general* the responses of each group were approximately the same for each of the three items* A slightly higher percentage of each group rated a knowledge of schools where specific training programs could be followed by students as essential for all counselors than made the same response for the other two items* The responses of the groups employed in public schools were very similar for all response cate­ gories . In general* a higher perdentage of these groups than of the counselor trainers considered such knowledge to be essential for all counselors* Between forty and fifty per cent of the former groups considered these competencies to be essential compared with twenty to to thirty per cent of the counselor trainers. The responses of the state supervisors varied between the two extremes* The differences of opinion within groups was Indicated by the fact that the responses for each of the items were distributed among all four of the possible response categories. It may be noted that while the counselor trainers had a lower percentage of "essential*1 responses* they also had a lower percentage who indicated that know­ ledge of educational opportunities were of little or no value to counselors* 117 In brief the three groups employed in public schools appeared to stress the importance of knowledge in this area more than the counselor trainers* The respondents in all groups indicated that knowledge of the schools in which specific courses of study could be obtained was more important than knowledge of the course requirements of the various programs of study* The remarks made in connection with these items indicate that many respondents were of the opinion that the actual possession of information in this area was less essential than a know­ ledge of sources which could be consulted by counselors and students in order to locate the information* fluenced some of the responses. This opinion undoubtedly in­ The relative importance that various respondents attached to the value of such information might also have been influenced by the number of students from the school who actually planned to attend college or technical schools after leaving high school* In schools where the number of graduates who enter institu­ tions of higher education is very small they would probably not be aware of the value of such information* Orientation* Only one item of the questionnaire was directly concerned with the orientation service* The item asked for an appraisal of the counselor's ability to provide leadership for and assist in the development of an effective orientation program for new students* This item was included in the section of the questionnaire concerned with evaluation and administration of the guidance program. to the item appear in Table XIV. The responses It seemed, however, that since orien­ tation is one of the informational services that the item should be men­ tioned here* 118 The responses indicating that this ability was essential for all counselors ranged from fifty per cent for t^ie counselor trainers to eighty per cent of the state supervisors• The other respondents of the groups employed in public schools agreed that this ability was neces­ sary for optimum performance but not essential for all counselors. About seven per cent of the state supervisors and counselor trainers indicated that it was of considerable difference of opinion indicated, however. Community Relationships, Three other items related to the infor­ mational services were included in this section of the questionnaire. The first of these was in regard to the importance of the counselor's ability to plan and provide leadership for community occupational sur­ veys, There were wide differences in the responses within the groups for this item. Approximately one—fourth of the respondents indicated that this ability was essential for all counselors. Almost as large a percentage did not feel that this ability was necessary for optimum performane©• The respondents were also asked to appraise the importance of the counselor's ability to provide leadership and coordination for work experience programs. The percentage of administrators and directors of guidance who considered this ability to be essential for all coun­ selors was slightly higher for this item than for the preceding one. The responses of the other groups were approximately the same as for the preceding item. 119 Closely allied with leadership or work experience programs was the item concerned with the counselor's ability to maintain effective working relationships with community employers. The range of "essen­ tial" responses for this item was from thirty-seven per cent for the counselor trainers to sixty per cent for the state supervisors. Slightly over ten per cent of the respondents indicated that this ability was of considerable value but not essential for optimum per­ formance • Administration and Evaluation of Guidance Services Most authorities in the field agree that counselors have certain responsibilities for the administration of the guidance program. Erickson and Smith states The staff member who serves in the capacity of head counselor shares the responsibility with the principal for the success of the guidance program. It is his job to assist in organising and supervising the program and to weave its services into the total educational program of the school.... The head counselor is the coordinator and trouble shooter of the whole range of guidance services. He should possess a higher degree of training than the other members of the staff and should be prepared to counsel with special cases* to pro­ vide leadership* and to assist staff members to carry out their functions in the program .... In small schools where there is only one counselor available* he might perform many of the duties suggested above as belonging to the head counselor. (10tE>6—£7} The remarks made by "the respondents indicate that they share this view. Two counselors for example asked* "Are you considering counselor and director of guidance to be the same?" A director of guidance J. TABLE XI / ALJl'iriJT LVriOr A. D EVAH'AIT ,i RvblVKSE I ITEM Ability to adapt organization of guidance services to the I local school n'rogram. 86.0 Abili ty to provide dynamic [..leadership for the development j of the program of guidance ; services. 65.1 .Willingness to accept responsi­ bility/ for administration of j the guidance prograr i67 ;4 . Ability to direct and coordinate follow-up studies o f school h leavers. . _____[[4 6.5 IT Knowledge o f approved techniques J | of evaluation of guidance serli vices and ability to aopiy them | Ability to provide leadership h for evaluation of the total. 29.1 >1 school program. __________ *. Ability to plan and coordinate II a testing : romrhm for all *' A 52 i-3 i students. ‘j Ability to act as resource per■| son in planning a., program of 46.5 •; cumulative records._____________ •I Ability to" plan and coordinate jl an effective placement program [j for graduates and school leav38.4 i ers. » Ability to provide leadership for and assist In development of an .effective' orientation 61.6 program for new students. -G-OFE: RESPONSE -II 83.8 84.9 93.3 90.8 12.8 14.1 64.4;73.3 68.4 33.7 31.3 34.2 26.7 .3,70.0 55.3 30.2 17.2 12 2130.0 54.5 4 7 . 9 i83.3 39.5 50.0 37.4 41.1 (35 .3 58.9 70.0 47,4 44.2 31.3 34.2 30.0 42.4 31.5.23.3 28.9 55.8 37.4 (43.8 40.0 6> 2 .6 56.2 60.0 57.9 38.4 129.3 137.0 136.7 60.6 52.1,83.3 57.9 51.2 36.4 .42.5 50.5 28.8 53.6 44.7 53.5 135.4 |57.5 136.7 50 .0 i 1\ 2 126.3 lsi.5. 13.3 70.7 68.5 80.0, A - Administrators. . ,2) 13 --I l 1---- i3 F )4 s 1 1 4 G - Directors of Guidance. 1. Essential -for all counselors. 2.. Necessary for optimum performan I oy iiiA :c$ .jehvicos HESPOITSS III SS CT 1.0 RESPONSE IV SS CT IIO RESPONSE SS CT CT 1.3 ’ .8.9 5.5 6.1 11.0 ;4.7 C 2.3 3 W0 3.3 6.8 17.2 21.9 36.7 9.3 2.3 C ice. 2.0 1.0 Counselors. 3. 4. 1.0 3.9 1.0 1.0 5.3 5.5 1.0 3.3 8.1 10.1 L2.3 L3.4 1.3 1.0 2.6 3.0 1.3 6.7 SS - State 3 u r«arvi3ors'of Guidance. CT - Counselor T?'aisr*er3. O f so.ue value to the Secondary school counselors, O f little or no v a l u e . i 121 omitted -the responses to all or the Items in this section and com­ mented that "These are the duties of the head or chief counselor” . Others shared this opinion* From the standpoint of selecting and training counselors, this point of view presents serious problems. Evidently those who hold this view do not believe that competencies in administration and evaluation would necessarily be essential for all counselors. On the other hand, many beginning counselors will be employed in small schools. Other counselors will be promoted to become "chief Oounselors" or directors of guidance and as such will find these competencies essential* It would appear that factors related to these competencies should be considered in the selection of candidates for training and the training necessary to develop these competencies should be included in the training program. A smaller group of respondents were of the opinion that all ad­ ministrative functions should be the responsibility of the principal of the school and any administrative activities by counselors would be encroachir^ on his domain. One counselor, for example, remarked, "I consider the administration of the guidance program and the evaluating of the school program as the role of the school administrator. role as chief should not be challenged." His Another counselor stated, "Counselor must not attempt to take the place of the principal as some of your items seem to indicate". similar ideas* Other respondents may have had 122 One counselor evidently was of the opinion that the best admin­ istration is achieved through cooperative staff effort. He stated, nXn items under SextionX, we feel that the counselor should have the knowledge in order to be able to act as a consultant but a better program is obtained by staff cooperation and staff responsibility "• Perhaps similar ideas colored the appraisals of other respondents. The concept that these administrative responsibilities are the role of a. head, or chief counselor, at least in the larger schools, appeared to be substantiated in this study. The group of directors of guidance were employed in positions of this kind. An analysis of the responses to the items in this section, as presented in Table XIV, reveals that the percentage of "essential” responses for every item except one is higher for the directors of guidance than for the admin­ istrators or the counselors. Evidently the directors of guidance tended to interpret the role of the counselor in terms of their own responsibilities and thereby made a higher appraisal of the importance of these items. State supervisors continue to place a greater emphasis on the role of the counselor as a leader and resource person. This has been true throughout the major areas of the study• The relationship of the responses of the counselor trainers to the responses of the other groups varied from one item to another. The rating groups indicated that the ability of the counselor to adapt the organization of the guidance services to the local school program was the most important of the items included in this section. 123 There was almost unanimous agreement that this ability was necessary for optimum performance and over eighty per cent of all groups indicated that it was essential for all counselors* This was the only item in this section for which the directors of guidance failed to make the highest percentage of "essential1* responses* Three items were closely grouped as next in order of indicated importance* They were the ability to provide dynamic leadership for the guidance program, the willingness to accept responsibility for the administration of the program, and the ability to provide leadership for the orientation program. were in Response III* The principal differences in the responses About five per cent of the counselors and direct­ ors of guidance and about ten per cent of the counselor trainers did not feel it was necessary that counselors be willing to accept adminis­ trative responsibilities* this opinion* No administrators or counselor trainers shared About seven per cent of the state supervisors and coun­ selor trainers indicated that it was not necessary for counselors to provide leadership for the orientation program. The other groups did not have significant numbers in this category. Four other items were closely grouped at the next level of import­ ance as indicated by the percentage in Response I* They were the ability to direct and coordinate follow—up studies, knowledge of techniques for evaluating guidance and the ability to apply them, the ability to plan and coordinate a testing program, and the ability to assist in plan­ ning a program of cumulative records. The differences in opinion, both ■within groups and among groups appeared to be somewhat greater in re­ gard to the importance of directing follow-up studies and cumulative 12U record programs than for the other Items in this group* The relatively high percentage of the groups employed in the public schools who did not feel that it is necessary for counselors to be able to provide leadership for the testing program was somewhat surprising to this writer. Perhaps the schools in which these particular respondents worked also employed a psychometrist who could provide the leadership for the testing program* The items which ranked lowest in importance in this section were concerned with the counselor1s ability to provide leadership for the evaluation of the total school program and his ability to plan and coordinate the placement program* The differences in responses, both among groups and within groups were also grestest for these items. The differences were especially large in regard to the importance of the counselor's ability to provide leadership for the evaluation of the total school program* It may be significant to note that this is one of the few items dealing with leadership responsibilities for which the state supervisors have the lowest percentage of "essential" responses* It is possible that the relatively low importance attributed to the ability to provide leadership for the placement program reflected the fact that the guidance programs of many schools do not include an efficient placement service* Summary The discussion of the preceding chapter was concerned with com­ petencies of counselors which were related to the counseling service* This chapter, on the other hand, was concerned with the competencies 125 which were related to the other guidance services* The items discussed in this chapter were taken from three major divisions of the question­ naire: Section V, Relations with Staff, Parents, etc*; Section IX, Informational Services; and Section X, Administration and Evaluation of Guidance Services* The tabulation of the responses of these items was presented in Tables XII, XIII, and XIV* There are several general statements which may be made as the result of the analysis of the responses to these items; 1. 2. The competencies which were considered to be most important were concerned with the counselor's ability to work harmoniously with parents and with staff members of the school. These are in line with responses in sections of the study discussed previously, for example, personal characteristics, which also emphasized the importance of the ability of the counselor to work with people. 2. The members of the counselor and counselor trainer groups appeared to place less stress upon the importance of work with groups than the other rating groups. This may have resulted, at least in part, from the fact that the primary orientation of counselors and counselor trainers tends to be toward individual counseling* 3* The state supervisors continued the trend of emphasizing the counselor's role as a leader and consultant more than any other rating group. This trend was also mentioned in Chapter VI. it* The percentage of administrators who considered it to be essential that the counselor be able to train teachers in various guidance techniques was lower than the percentage of any other group making the same rating. The administra­ tors may have considered such training to be the role of some other member of the staff, perhaps the administrator himself. 5. Administrators and counselor trainers appeared to place less emphasis on the importance of the counselor's knowledge of occupations than the members of the other rating groups. 126 6* Responses indicated that the raters tended to appraise the items concerned with occupational information as being of equal importance. Evidently the respondents made their ratings on the basisof their ideas regarding the importance of occupational information in general rather than for speci­ fic items. 7. Responses appeared to indicate an opinion that a knowledge of the sources of educational information was more•important than specific knowledge. For example, they seemed to feel that it was less essential to know which schools offered a specific type of training than it was to be aware of sources of such information. 8. A considerable number of respondents were of the opinion that the role of the counselor did not include administra­ tive and evaluative responsibilities. Some indicated that if the counselor assumed these responsibilities he would be encroaching upon the domain of the principal. Others in­ dicated that these reponsibilities were the role of the ’’chief counselor” or director of guidance and thus were not the responsibility of counselors in general. A majority of a.11 groups, however, evidently considered such administrative and supervisory skills to be of value in determining a coun­ selor’s effectiveness. CHAPTER VIII SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER STUDY This study was undertaken in an attempt to obtain an appraisal of the importance of selected competencies and characteristics as they determine or influence the effectiveness of secondary school counselors. The appraisals were obtained from professional guidance workers and school administrators* The intent of this study was to emphasize specific char­ acteristics, skills, and understandings which might be important in in­ fluencing the counselor's effectiveness rather than to emphasize courses to be taken or training to be completed by the counselor. Previous statements of counselor qualifications have, for the most part, been very general and have indicated a need for information of a more specific nature to serve as a guide for those v/ho are responsible for the selection, train­ ing, and employment of counselors at the secondary school level* This study was designed to provide information of this type. The Problem Statement of the -problem* It was the purpose of this study (l) to obtain from professional guidance workers an appraisal of the relative importance of selected competencies in influencing the effectiveness of secondary school counselor; (2 ) to determine the degree of congruence in the evaluation of these competencies as made by representatives of different specialized groups concerned with guidance services; and 128 (3 ) to attempt to determine what implications might "be drawn from this data regarding the selection and training of candidates for positions as secondary school counselors. Scoue of the study. The study was made on a nationwide hasis in order that the information obtained might be as comprehensive as possible. A broad scope was selected in order to minimize the influence of differ­ ences in practice found in certain localities; to obtain an appraisal of general theory and practice rather than a reflection of the influence of a particular training institution on a single outstanding authority; and to make possible the selection of sufficiently large samples for all rating groups to be statistically stable. Methodoloav and •procedures of the study. The study was conducted as an appraisal, using the techniques of a normative survey. The data were collected by means of a questionnaire which was sent to professional guidance workers and school administrators. The instrument consisted of a list of competencies which v/ere selected as possible influences on the effectiveness of counselors. The items v/ere separated into ten major divisions as follows: I II III IV V VI VII VIII IX X Personal Characteristics Previous Experience Educational Background Educational Orientation Relations with Staff, Parents, etc. Understandings of Behavior Counseling and Interviewing Counseling Tools and Techniques Informational Services Administration and Evaluation of Guidance Services 129 The respondents were requested to appraise the relative importance of the various selected competencies according to a four point scale* The number of the response selected was entered in a blank preceding the item. The four categories for rating were as follows: 1* Essential for all counselors to the extent that it would be practically impossible for an individual to perform adequately as a secondary school counselor without possessing this trait or characteristic. 2. Necessary for optimum performance and valuable for all counse­ lors but not considered to be absolutely essential for acfequate performance as a secondary school counselor. 3* Of some value to the secondary school counselor in carrying out certain of his duties but not necessary for adequate performance* Of little or no value in determining adequacy as a secondary school counselor* Construction of the instrument» The instrument was constructed after studying the current literature in order to identify the major areas of responsibility which authorities consider to be included in the role of the counselor. After ten major areas had been selected, further inves­ tigation of the literature urovided a tentative list of items which were incorporated into the first of three trial questionnaires. This original instrument was refined by presenting it to a group of graduate students and professional guidance workers* The items to be included and the scale to be used for appraisal v/ere further refined through the preparation and administration of two additional trial forms before the final form was obtained. selected• This form was sent by mail to each member of the samples 130 Selection of the sanrole. Pour different groups of guidance workers were selected to make up the rating groups which would be sampled to ob­ tain the appraisal of the relative importance of the items included in the instrument. These groups were selected because it a-ppeared that each group performed a vital but different function in the field of guidance. The groups selected were: (l) the secondary school counselors themselves; (2 ) the school administrators who regularly select and employ counselors; (3 ) the counselor trainers who supervise the training of counselors; and (4) the state supervisors of guidance who supervise the counselors at work. The samples of school administrators and counselors were obtained by contacting the State Supervisor of Guidance or the State Superintendent of Public Instruction (in those states that do not employ a Supervisor of Guidance) and requesting the names of five outstanding counselors employed in that state and five outstanding school administrators who regularly selected and employed counselors, A questionnaire was mailed to each counselor and administrator whose name was suggested, Returns were obtained from sixty-one per cent of these groups* The smaple of counselor trainers was selected from rosters published by the Gnited States Office of Education, An attempt was made to select the most outstanding counselor trainers from each state. A total of one hundred twenty—four names were selected and a questionnaire was sent to each by mail, returned. A total of sixty-five per cent of these questionnaires were 131 Since there is only one state supervisor of guidance employed in each state, a questionnaire was mailed to each of the available members of this group. Some states do not employ a person in the position. were changing personnel at the time the study was made. Other states Of the thirty- eight state supervisors available at the time, twenty-nine or seventy-nine per cent returned the completed questionnaire. When the data was analyzed, it appeared to be advantageous to divide the workers employed in the secondary schools into three groups Instead of the two groups originally planned. They were: (l) the school adminis­ trators (principals and superintendents) who had responsibilities which were primarily administrative in nature; (2) the directors of guidance who had both administrative and counseling responsibilities; and (3) the coun­ selors who had few, if any, administrative responsibilities. This division was used in the analysis of the data for presentation. Analvsjg nf data. The response to the items on the returned ques­ tionnaires were punched on I.B.M. cards. The total number of responses in each of the four categories was obtained for the individual items according to rating groups. The responses were expressed in terms of percentages of the total possible number of responses in each category. These percentages were presented in tabular form and discussed in the body of each chapter of the study. Summary of Findings .and Conclusions Because of the nature of this study it would be rather difficult to draw definite or specific conclusions from the findings. There were, how­ ever, certain trends in the responses that appeared to be meaningful. Some of these trends are summarized below. 132 It should "be pointed that any general conclusions drawn from the dbba are valid only to the extent that the appraisal of the importance of the items made hy the respondents of this study are representatlve of the total group of professional guidance workers and school administrators# Further, the fact that a majority of guidance ’workers are in agreement re­ garding the importance of a particular item does not necessarily constitute valid evidence of the actual influence of that particular competency on the effectiveness of counselors. can he in error. It is always possible that the majority The actual influence of certain competencies on counse­ ling effectiveness can he established only by further research of a more specific nature. The conclusions which follow are based upon the data obtained from the respondents to this study. General character of responses. In general, there was little differ­ ence among the rating groups regarding the relative importance of the com­ petencies included in the study. five rating groups With few exceptions the responses of the tendedto be very similar for each item. There did appear to be some general trends, however, in the manner in which some groups responded to certain types of items. For example: 1. The c o u n s e l o r trainers tended to emphasize the importance of formal college training more than any other group. The admin­ istrators, on the other hand, placed more stress upon the importance of previous experience than on formal education. 2. The state supervisors stressed the importance role as a leader and consultant more than any groups. The administrators generally placed upon the importance of these competencies for 3. The administrators also tended to rate the items related to the counselor's role as a teacher and group leader as less important than the other groups. The directors of guidance appeared more of the counselor's of the other least emphasis counselors. 133 aware of the importance of competencies related to these acti­ vities than the other groups. Perhaps the directors of guidance are most often expected to assume the role of teacher and group leader. 4. In general, the counselor trainers tended to have a lower per­ centage of respondents who ratSd competencies as "being essential for all counselors than the other rating groups. It is possible that such differences might have resulted, at least in part, from the fact that the respondents in this group were more fami­ liar with questionnaires and rating techniques. 5* There were only a few competencies included in this study which were not rated as "being at least necessary for optimum perfor­ mance as a counselor by a majority of the respondents in each rating group. It appears, therefore, that counselor training programs should "be designed to provide opportunities for the development of most of the competencies appraised in this study. Personal characteristics. The responses indicated some general con­ clusions which may be drawn regarding the personal characteristics which influence the effectiveness of counselors in secondary schools. 1. It appeared that the ability of the counselor to work with people is considered to be the most important personal characteristic. This was brought out by responses in various sections of the questionnaire to item3 that applied to relationships between the counselor and other persons. 2. Responses indicate that the counselor must be able to adapt easily to rapidly changing situations. 3. The counselor must have a well—developed philosophy of life and a well integrated set of ethical values. it is not essential that the intellectual ability of the counselor be greater than that of the average teacher. Less than five per­ cent of the respondents indicated that it was essential that the counselor be intellectually superior to teachers. 5. Certain physical, characteristics such as voice, speech, personal appearance, etc., are considered to be important by some guidance workers in determining the effectiveness of counselors but it appears that these characteristics should not be used as primary criteria for selection or employment of counselors. Less than one—fourth of the respondents rated these personal characteris­ tics as essential for ell counselors. 13U Background of training and experience. Some conclusions may also "be drawn regarding the relative importance of certain types of training and experience in determining the effectiveness of counselors. 1. Successful teaching experience was rated as the most important type of previous experience in determining success as a coun­ selor in secondary schools. 2. The respondents of this indicated that, hroad contacts with many different cultural and socio-economic groups may "be more important in determining a counselor's effectiveness than experience in "business and industry. 3. Experience in business and industry is considered as an essen­ tial qualification for all counselors by only a relatively small percentage of professional guidance workers. Such experiences are evidently considered to be valuable for counselors, however, since a majority of the respondents appraised business and in­ dustrial experience as necessary for optimum performance as a counselor. 4. Qualification for a teaching certificate and the successful completion of courses in counseling and guidance were indicated as the most valuable educational experiences for preparation as a counselor. Some guidance workers, however, consider a teaching certificate to be essential only because it is a legal requirement of the state. 5. Most guidance workers consider some training in psychology to be necessary for optimum performance as a counselor although only about one—half of them consider such training to be essen­ tial for all counselors. 6. Less than one—half of the guidance workers consider a super­ vised internship to be an essential part of the training of all counselors. Most of them consider such training to be of con­ siderable, value , however* Workers employed in the secondary schools seemed particularly unimpressed with the value of in­ ternship programs. It is possible that many of the members of these groups have never had the opportunity to participate in a supervised training program of this type. 7. Every counselor must understand thoroughly the role of guidance in education and also the role of the various members of the school staff in providing guidance services. Such basic under­ 135 standings were considered to "be more important to the counselor than any particular type of training or experience. Competencies related to the counseling service. The results of this study emphasize the fact that the counseling role, the process of sitting down with a counselee in a face-to-face relationship for the purpose of assisting him to solve his problem, is the most important single responsi­ bility of every counselor. The results of this study indicate several conclusions which may be drawn in this area. 1. It is essential that every counselor have a thorough understanding of human behavior and personality. Respondents of this study emphasized the recognition and interpretation of patterns of be­ havior and personality rather than knowledge of theories. 2. Every counselor should be familiar with the normal patterns of growth and development for adolescents. 3. Among the most essential competencies for counseling is the abili­ ty of the counselor to take an objective approach to the counselee and his problem, minimizing the effect of the attitudes and feel­ ings of the counselor, and avoiding emotional involvement in the problem of the counselee. It would appear that these competencies are influenced primarily by the personality of the counselor rather than by any specific pattern of training or experience. h. It is essential that every counselor be skilled in techniques of effective interviewing. 5. The controversy regarding the amount of direction which should be given to the interview by the counselor is still a very live issue. There is still little agreement among guidance workers whether or not a counselor should give advice to and select objectives for the client. 6. There appears to be little agreement regarding the importance of the various tools and techniques of guidance. With few excep­ tions, skill in the use of these tools and techniques was not considered to be essential for all counselors by anything ap­ proaching unanimous appraisal of guidance workers. 7. Skills connected with tests and testing were, on the whole, con­ sidered to be most important of the counselor's tools. Individual intelligence tests and projective techniques, however, were 136 appraised as much, less important for counselors than skill in interpretation and use of group testa# 8# Every counselor should he skilled in the analysis, interpretartion and use of the material provided in the cumulative record, according to the results of this study. 9. Results of this study indicate that the majority of guidance workerB is not convinced, at least at the present time, that such techniques as sociometrics, sociodrama, and psychodrama are essential skills for the secondary school counselor. 10. Proponents of group therapy as a counseling technique have not convinced the majority of guidance workers that skills in this area are necessary for counselors. Respondents rated skill in group therapy among the least important of the tools and tech­ niques included in the study. 11. The appraisal by guidance workers indicates that it may he the role of the counselor to detect and diagnose the need for re­ medial help for students hut the actual remedial work is the responsibility of specialists in that area. Competencies related to the other guidance services. Since the counseling is usually considered to he only one of a group of guidance services, counselors naturally need some competencies in the other guid­ ance areas. The following conclusions seem to he indicated hy the re­ sponses to items which asked for appraisals of the importance of compe­ tencies in some of the other services# 1. It is considered to he essential that counselors he able to work harmoniously and effectively with other staff members and with parents. This re-emphasizes the importance of the ability of the counselor to work effectively with others. 2. Approximately one-half of the guidance workers are of the opin­ ion that it is essential that every counselor have the ability to provide leadership for the guidance program. 3. About half of the workers in the field also feel that the coun­ selor must he willing and able to assist teachers in developing an understanding of the guidance program and to assist them in becoming able to play their part in its operation. 137 4-. The responsibility of interpreting the guidance program to the community is not necessarily considered to he a responsibility of counselors by a majority of guidance workers. 5* Approximately one-half of the guidance workers believe that it is essential that every counselor possess the skills and infor­ mation necessary for providing occupational and educational in­ formation for students. A considerable percentage of professional workers feel that it is possible to operate as a counselor at optimum efficiency without possessing such skills and information. 6. The importance of a knowledge of sources of information about occupational and educational opportunities is stressed by many guidance workers more than the possession of a vast store of actual information in these areas. 7. A preponderance of professional opinion indicates that it is necessary that the counselor assume responsibility for the ad­ ministration of guidance activities in the school for optimum effectiveness as a counselor. 8. Some of those employed in the field are of the opinion that the responsibility for the administration of the guidance program rests only on the "head counselor" or "director of guidance"* Other guidance workers feel that the administrative responsi­ bilities should remain with the principal* Implications of the Study It appears that the results of this study may provide information which could be of value to Individuals or groups who are responsible for the organization and administration of counselor training programs* Counselor training has at least two major facets: the selction of can­ didates for training who have the potential of becoming effective counse­ lors, and the provision of the most meaningful training experience for thhse candidates selected. Some of the suggestions which were drawn from the data of this study and which appear to be of value for consideration in connection with possible changes in counselor training programs are in­ cluded in the section which follows* 138 In most cases, further research of a more specific nature will be desirable in order to establish the validity of the suggestions drawn from this study. The results of this study represent an appraisal by guidance workers of the importance of selected competencies on the basis of information presently at their disposal. Further research in specific areas of the counselor*s competence may provide information which will show some of the appraisals made in connection with this study to be in error. Suggestions regarding areas in which further research appears to be especially desirable will also be includecUn the section which follows. 1. The results of this study emphasizes the importance of cer­ tain personal characteristics in influencing the effective­ ness of counselors. Most of these characteristics do not appear to be of the nature which will lend themselves to development through formal training. It appears, therefore, that there is a tremendous need for research which would (1) further objectify and isolate personal characteristics which influence the effectiveness of counselors, and (2) to develop objective and usable techniques for the selection of candidates for training on the basis of the personal character­ istics which have been established as important for counselors. Perhaps the data presented in Chapter IV may be of assistance in selecting characteristics for study. 2. It appears that candidates in training for positions as second­ ary school counselors who have not completed the requirements for a teachers certificate should be provided with the oppor­ tunity for completing such requirements concurrently with their counselor training. Successful teaching experience be­ fore beginning training asa.school counselor also appears to be desirable. Many positions in counseling and guidance are available outside of secondary schools. It seems improbable, therefore, that teaching experience should be designated as an absolute prerequisite for candidates for admission to coun­ selor training unless the program is intended to train only school counselors. Further research may provide additional insight into these problems. 3. Results of this study emphasize the importance of the counselor’s understand!ng of the philosophical basis for guidance. Much stress is also placed upon the importance of understanding the role of the counselor, the teacher, and the administrator in 139 the guidance program. Research might assist the counselor trainer in determining idlethe r the students who complete the program of training are well grounded in these basic foundations of guidance. 2*. Courses selected from the fields of education* psychology* sociology* and economics have been suggested in addition to specialized guidance courses as part of the program for training counselors. Additional studies seem to be indicated* however* to determine the nature of courses in these related fields which actually contribute to the effectiveness of coun­ selors. Means would also have to be developed to allow students who are in training as counselors to cut across departmental lines• 5# Previous studies have found that the content of some training programs for counselors is concentrated in the areas of counseling and psychology. The results of this study indicate that the school counselor is first and foremost a member of school staff. Research seems to be indicated to determine whether individuals withsuch specialized training and without an educational orientation could operate effectively as a secondary school counselor. 6. Additional studies seem to be indicated in order to develop plans through which more actual experience in counseling and interviewing can be made available for trainees. Results of this study indicate a feeling on the part of guidance workers in the field that present counselor training programs may overemphasize theoretical concepts. 7. Although the respondents of this study almost unanimously stressed the importance of developing skills in counseling and interviewing* only about one-third of the guidance workers employed in public schools were of the opinion that it was essential that counselors complete a period of supervised counseling internships. It is possible that the respondents believed that such experiences could be obtained hy other means. It is also possible that some of the present internship pro­ grams are not providing the type of experiences that students need. There appears to be a need for intensive studies to determine the types of experiences which should be included in internship programs and also to develop facilities through which these experiences could be provided for students. Ad­ ministrators of training schools naturally are hesitant to allow trainees to counsel students in order to obtain experience until the trainees have attained a minimum degree of skill in 1U0 the use of counseling techniques. It appears* therefore* that one of the most pertinent problems in this area is to develop techniques for providing the beginning practice for inexper­ ienced trainees in interviewing and counseling without endanger­ ing the welfare of a counselee. 8. Aside from developing skill in counseling techniques* develop­ ment of skill in interpreting the results of tests and of an awareness of the limitations of test results were stressed more thanasy of the other tools and techniques included in the study. It is questionable whether the usual testing course* stressing the theory and construction of tests* would provide the neces­ sary experiences for developing such skills. 9. Only a small percentage of the respondents of this stuc^r were of the opinion that skill in such areas as statistics* projective techniques* and individual testing was essential for counselors. On the other hand* courses in these same areas are often re­ quired as a part of the counselor training program. Additional studies might be made to determine whether such courses should continue to be required of all students* made optional choices to meet special needs* placed near the end of the sequence of courses and taken only by students working at the doctoral level* or eliminated from the training program entirely. 10. In general, the respondents of this study did not feel that skill in the use of such specialized techniques as sociodrama, psychodrama* group therapy and group dynamics to be necessary for optimum performance as a school counselor. Many of these techniques are relatively new and may not yet have recieved the acceptance they deserve. It appears* however, that there is a need for further study of the benefits to be derived from the use of these specialized techniques in assisting students with their problems. At the present time* however* there appears to be considerable question whether courses designed to develop skill in the use of these techniques should be required in programs of training for school counselors. 11. Many guidance workers consider the problems of the organization* administration* and evaluation of the guidance program to be the responsibility of the head counselor or director of guidance. If this is true, training in these areas may not be essential for all individuals who work as counselors. On the other hand* many smaller schools employ only o n e guidance specialist and often these are indiciduals who have just completed their training. It appears, therefore* that experience in these areas should be included in the training program. Perhaps courses in these areas should be placed near the end of the normal sequence of courses to be taken by trainees for counseling positions in secondary schools. lUi 12, Further studies of methods of developing the important competencies of counselors would certainly seem to be indicated. Many of the guidance workers in the field do not appear to be convinced of the value or the pertinence of some of the areas of formal training. On the other hand, many of the cong>etencies which these workers appraise as essential for all counselors are the very ones that the courses purport to teach. Perhaps the weakness lies not so much in the content of the courses as in the methods of presentation. Perhaps research could assist in developing more effective teaching techniques for the training of secondary school counselors. BIBLIOGRAPHY A* BOOKS Alberty, Harold, Reorganizing the High School Curriculum. Haw Yorkr The Mackillan Company, l£ub, h5& pp. Bailey, Richard J., The Preparation, Certification, and Selection of Personnel Workers for theSecondary Schools of"the tJniied Spates. (Unpublished Ph.D. Thesis, New York University, l9k0.) Brown, Ruby E., A Study of Demonstrable Criteria of Competency in Counseling in Educational Institutions as Retard to a Elan Tor a Proposed~£merican College of Counselors'! (UnpuTTi she3 Ph.DT 'tibesis, Northwestern University, 19L&.) Chisholm, Leslie L«, Guiding Youth in the Secondary School, New Yorks American Book Company, 1950. kill PP* Cox, Rachael Dunaway, Counselors and Their Work. Archives Press, 19k5* 2i;6 PP. Harrisburg: Crow, Lester D. and Crow, Alice, An Introduction to Guidance Principles and Practices. New York: American Book Company, i 9 5 i r n g c r p p 7 ----------Darley, John G., Testing and Counseling in the High School Guidance Program. Chicago: Science Research Associates, 19k7. 222 ppl---- --Erickson, Clifford E., A Basic Text for Guidance Workers. New Yorkr Prentice-Ha.lT, Inc•, I9k7• $66 pp. Yorks: , A Practical Handbook for School Counselors. The Ronald Press Company, 19U9* 22h pp. New , and Smith, G. E., Organization and Administration of Guidance Services. New Yorkr McGraw-Hill Book Company, Inc. i9ii7'."T7irpp:------Germane, Charles E. and Germane, Edith G., Personnel Work in High School. New York: McGraw-Hill Book Company, Inc., 1957« 276 pp. 12. Good, Carter V., Barr, A.S., and Scates, Douglas E., The Methodology of Educational Research. New ^ork: Appleton Century-Croft, Inc., 1935. 890 pp. 13. Graves, Palmer, A Study of Counselors in Selected Industrial. Educational, and Social Service brganizations. (Unpublished Ph.D. Thesis, Northwestern University, 191*8 • ) 11*. Hahn, Milton E. and MacLean, Malcolm S., General Clinical Counseling in Educational Institutions. New iork: McGrawHill Book Company. Inc., 1^1*5• 592 pp. $. 1 . Hamrin, S. A. and Erickson, C. E., Guidance in Secondary Schools. New Yorks D. Appleton Century Co., 1939. 1*5!> pp. 16 Ha Chicago: 17. Harden, Edgar L., How to Organize Your Guidance Program. Chicagos Science kesearcii Associates, Inc., 1950. 70 pp. 18. Hoppock, Robert, Group Guidance Principles, Techniques, and Evaluation. New York; McGraw-Hill Book Company, Inc., 19l*9. 393 PP. 19. Hutcherson, George E. and others, Practical Handbook for Counselors. (Developed by the New *ork State Counselors Asso­ ciation.) Chicago: Science Research Associates, 19U6. 160 pp. . Jones, Arthur J., Principles of Guidance. Hill Book Company, Inc., 19l*5T" 592 pp. . Koos, Leonard V. and Kefauver, Grayson N., Guidance in Secondary Schools. New York: The Macmillan Company, 1932. 6i*0 pp. 20 21 , and Paulson, Blanche B., Counseling Adolescents. Science Research Associates, inc., 195o. 371 pp. 22 . New York: McGraw- Kremen, Benjamin G., A National Study of Counselor Certification. (Unpublished Ph.D. Thesis, Michigan State College, 1951.) 23. Larsen, Carl A., The Preparation of California Secondary Public School Counselors. (Unpublished Ect.D. Thesis, Leland Stanford Junior Universxiy, 1951.) 21*. Lefever, D. W., Turrell, A. M. and Weitzel, H. I., Principles and Techniques of Guidance. New York: The Ronald Press Company, T5E1, 522 pp" ------------ 25. Mathewson, Robert H., Guidance Policy and Practice. Harper and Brothers, 19U9• 591* pp. New York: 26. Monroe, Walter S., Editor, Encyclopedia of Educational Research. New Yorks The Macmillan Company, 1950. 1$26 pp. 27. Paterson, D. C., Schneldler, G. C., and Williamson, E. C., Student Guidance Techniques. New *brks McGraw-Hill Book Company, Inc., 1938. 28 . Proctor, W. M., Educational and Vocational Guidance. Yorks Houghton Mifflin Co.,i92^I New 29. Robinson, Francis P., Principles and Procedures in Student Counseling. New lorks Harper and jB rothers, PubTishere, 1950. 521 pp. 30. Rogers, Carl R., Counseling and Psychotherapy. Houghton Mifflin Company, ±91*2. U 5 & pp. 31. Rothney, John W. M. and Roens, Bert A., Counseling the In­ dividual Student. New York: William Sloane Associates, Inc. 19U9. 36U pp. 32. Scales, Harry H., Counselor Training at the Advanced Degree Level in the United States.’ (Unpublished Ed.D. Thesis, Leland Stanford Junior University, 1950.) 33. Smith, Glenn E., Principles and Practices of the Guidance Pro­ gram. New Yorks The Macmillan Company, 195l. 379 pp. 3U. Sorrells, Daniel J., Guidance Practices in Selected Small High Schoolss An Analysis of the Organization and Administration of Specific Services. (Unpublished Ed.D. Thesis, Michigan l§£ate College, 1951*) 35. Strang, Ruth, Counseli ng Techniques in College and Secondary Schools. New Tories Harper and Brothers, Publishers, 19H9. 562 pp. 36. , Group Activities in College and Secondary Schools. New Tories Harper and Brothers” TuBlI shers, 19U6. 36II pp. 37. , The Role of the Teacher in Personnel Work. New Teachers ColTege, Columbia University, 1935* Ul7 pp. 38. 39. Yorks Super D. E., Dynamics of Vocational Adjustment. Harper and Brothers, Publishers, 19U5* 3 9 U pp. Traxler, Arthur E., Techniques of Guidance. and Brothers, Publishers. 19^5• 39U PP*" Bostons New Torks New Yorks Harper Whitney, Frederick L., The Elements of Research. Prentice—Hall Inc., 191*2. i*£? pp. Williamson, E. G., How To Counsel Students. Hill Book Company, Tne., 1939• jp62 pp. New Yorks New York: McGraw- , Editor, Trends In Student Personnel Work. Minneapolis The University o f Minnesota- Pre3S, i£l*TI 1*17 pp. , and Barley, J. G., Student Personnel Work. New Y0rks McGraw-Hill Book Company, Inc., 1937. B. PERIODICALS Arnold, Dwight L«, "Time Spent by Counselors and Deans on Various Activities", Occupations, 27*391-393* March 19l*9. Bailey, Richard J., "Preparing, Certifying and Selecting Public School Counselors", Educational Administration and Supervision, 29 rl*l5—l*23, September, l^UO. Benz, Stanley C., "The Successful High School Counselor," School Review, 57 *197-198, April 191*9. Bois, J. S., "The Psychologist as a Counselor", Canadian Journal of Psychology, 2:lU*-12I*, 191*8. Dugan, Willis E., "The Counselor and His Relationships", The B«1letin, National Association of Secondary School F^nclpala, 35*55-67, January 1951. Ellis, G. Gordon, "The Emerging Role of the High School Counselor The High School Journal, 33:206-209, December 1950. Goldstein, Harry A., "Job Analysis of Junior and Senior High School Counselors", Industrial Arts and Vocational Education, 39*386-387, December 19^0. Hirning, L. C., "Sound Trends and Appropriate Ambitions for the Counseling Movement", Teachers College Record, 1*6:25—33, 191*1* Hoppock, Robert, "The Selection of Doctoral Candidates", Occupations, 29*1*20—1*22, March 1951* Jager, H. A.i "Trends in Counselor Training", Occupations, 26*1477-1*82, May 191*8. Karnaker, W. J., "Desirable Counselor Attitudes", Occupations, 26*605, May 1951. Keller, Franklin J., "Hie Revelation and Nurture of Counselors", Occupations, 16*728-730, May 1938. Kitson, H. D., "The Training of the Vocational Counselor", Journal of Clinical Psychology, 1*180-182, 191*5* Lloyd—Jones, Esther McD., "Counseling and Present Day Problems", Teachers College Record, XLVX*7, October 19l*l*. Lowenstein, Norman, "Do we Need a First Assistant in Guidance", High Points, 33 :18—19, January 1951* Polraantier, Paul C., "Titles of School Guidance Workers", Occupations, 28*31*9-352, March 1950. Rutledge, Richard E., and Yockey, F. M., "The Function of the Counselor", The Vocational Guidance Magazine, 11*128-129, December 193 2. Williamson, E. G., "Training and Selection of School Counselors", Qccupationa, 18*7—18, October, 1939* Wrenn, C . Gilbert, "The Basis of Training Personnel Workers", The Journal of Higher Education, 19*259-261, 191*8. Wright, Barbara H., "Minneapolis School Counselors Analyze their Jobs", Occupations, 2l**21i*-219, January 191*6. C. PUBLICATIONS OF PROFESSIONAL ORGANIZATIONS Administrative Relationships of the Guidance Program. Washington, D. C., Federal Security Agendy, Office of Education, Misc. 3311*-8, July, 19U9. 2i* pp. Bell, H. !£., "Presidential Address to the Division of Counseling and Guidance", Counseling News and Views. New York* American Psychological Association, 2*3—11*, 191*9 66. Bloesser, Willard ¥., and Froelicfa, Clifford P., Offering in Guidance and Other Phases of Student Personnel Programs in Colleges and Cni-rersitie8. Washington; Federal Security Agency^ Office of Education, Misc. 3162, Rev. 1951, Suu— cr 1951. 27 pp. 67. Counselor Competencies in Analysis of Hie individual. Washington, D. C.s Federal Security Agency, Office of Education, Misc. 331U-2, March 191*9. 31 pp. 68 . Counselor Coapetencies in Counseling Techniques. Washington, C.C.: Federal Security Agency, Office of Education, Misc. 331i*-li, July 191*9- 21 pp. 69. Counselor Competencies in Occupational Information. Washington, D. C.s Federal Security Agency, Office of Education, Misc. 3311»-3, March 191*9- 28 pp. 70. Counselor Preparation. Division of Professional Training and Certification, Sational Vocational Guidance Association. Mew York; National Vocational Guidance Association, 19k9. 37 pp. 71. Dictionary of Occupational Titles. Division of Occupational Analysis, United States Employment Service, March 19l*9. 1518 pp. 72. Directory of Counselor Trainers in Xnstitutions Approved for Counselor Preparation by State Boards for Vocational Education. Division of Vocational Education, United States Office of Education. Washington; Federal Security Agency, March 1951. 3 pp. 73. Duties, Standards and Qualifications of Counselors. Washington, B.C.: Federal Security Agency, Office of Education, Misc. 3311-1, February 19k9 » 7 pp. 7U. Evaluative Criteria. General Consdttee, Cooperative Study of Secondary S"5iool Standards. Menas ha, Wisconsin: George Santa Publishing Comparer, 1950 edition. 305 pp. 75. Fowler, Fred M., Guidance Services Handbook. Department of Public Instruction, State of Utah, l9kS. 132 pp. 76. Froehiich, Clifford P., Qwidance Workers Qaalifications. Wash­ ington, D. C.: Federal Security Agency, Office of Education, Misc. 3376, March 1951. 16 pp. 77. Xitch, Donald E., and McCreary, Willi as H., The School Counselor: T?-ir t Work and Training. Sacramento: California State Department o f Education, Vol. XX, So. 7, July 1951. kU pp. 78. "The Preparation and Certification of the School Counselor". Preliminary Suggestions of the Section on Preparation for Guidance Services of the National Vocational Guidance Asso­ ciation. Occupations, 19*533-538, April 19U1. 79. Proceedings of the Sixth National Conference of State Super­ visors of Occupational Information and Guidance• Federal S e c u r i t y Agency, Office of Education, Vocational Division Bulletin No. 235, 19U5. 80. Sjtper, Donald E., "Address to the Division of Counseling and Guidance, Counseling TNews and Views. New York: American Psychological Association, £si2—16, 1 9 h 9 . 81. The Training of Vocational Counselors. Washington, D. C.* Bureau of Training, War Manpower Commission. 19 h h » 82. Vocational and Educational Guidance as a Professional Career. Graduate School of Education, Harvard University, 1939. 83. Vocational Guidance. Sub—committee on Vocational Guidance, White House Conference on Child Health and Protection, Edith M. Campbell, bhairman. New York: The Century Company, 1932. 396 pp. APPENDIX A M IC H IG A N STA TE COLLEGE EAST LANSING INSTITUTE O F COUNSELING, TESTING A N D GUIDANCB May 1 9 23 5 1 You have had the opportunity to observe many counselors at work. Have you ever wondered what characteristics influence the effectiveness of a counselor? We would like to appraise these characteristics in order that the Job of training counselors may be improved. Would you be willing to help us? We plan to compare the reactions of many groups in the fieldas to what makes a counselor effective. We would like to secure the opinions of five outstanding counselors and five Bchool administrators fromyour state. Will you help us by listing the names and addresses as requested on the attached sheet? We hope that this study will provide data which will make possible improved techniques of selecting and training counselors. As one of the leaders in the field you are undoubtedly interested in this problem. We will be glad to send you a report of the completed study. Your cooperation will be greatly appreciated. Sincerely yours, Clifford E. Erickson Director CEE: Id (COPT OF LETTER SENT WITH WORKSHEET) Work "Sheet Will you please list below the names un! addressee of secondary school counselors ioyed in your state whom you feel to be out! tending in terns of training, experience [performance on the Job. NAME cm ADDRESS STATE NAME ADDRESS CITY STATE CITY STATE NAME ADDRESS NAME 01TY ADDRESS STATE NAME STATE CITY ADDRESS Nov/ will you please list the names and addresses of Superintendents, Principals, srs of Guidance or other administrative officials who regularly select and employ iry school counselors and whom you feel to be well qualified to make such a Lon, TITLE NAME STATE CITY ADDRESS TITLE NAME STATE CITY ADDRESS TITLE NAME STATE CITY ADDRESS TITLE NAME STATE CITY ADDRESS TITLE NAME I will be willing to cooperate further in this study by checking a short question iire at a later date* YES NO 1 w o u l d like a copy of Ihe report of the findings of this study. Will you please return this work sheet in the enclosed envelope? lor-. kind cooosration. YES N0_ _ T h a n k y o u for Dear Sirs Approximately two weeks ago we wrote to you requesting the names and addresses of outstanding counselors and school ad­ ministrators employed in your state* The request was made in connection with a proposed study of the competencies which influence the effectiveness of counselors* The study cannot be completed unless we are able to obtain the names and addresses of qualified personnel to be included in the sample* Tour cooperation will be tremendously appreciated* If you did not receive the original letter please return the attached card so that a duplicate letter may be sent to you* Sincerely, C. E. Erickson I have not received your letter regarding the study of counselor competencies* Name Address I (FACSIMILE OF POST CARD USED AS FOLLOW-UP OF WORKSHEET) M ichigan State College 116 M orrill H all East Lansing, M ich. M a y 14, 1951 Dear Colleague: W hat is a good counselor? W hat sort of a person is he? W hat m ust he be able to do? T hese are certainly questions that confront all o f us. D o w e have the answers? M any "experts” have stated their opinions but there have been few attempts to obtain the judg­ ments of those m ost directly concerned: the counselors themselves and the administrators w h o em ploy them. W hat could be more reasonable than to consult representatives o f th e s e g r o u p s ? T h is study is an attempt to obtain from outstanding counselors and administrators an evaluation o f the relative importance o f various traits, abilities and characteristics in de­ termining the effectiveness o f the counselor on the job. Y o u have been recommended by your State Department o f Education as one o f the people from your state best qualified to assist in such a study. I hope that you w ill be w illin g to take a few minutes o f your valuable time to check the items o f the enclosed questionnaire. It is o n ly through your cooperation that such a study is possible. I hope that the inform ation obtained from this study may help to improve the selecting and train­ ing o f counselors. I w ill be glad to send a report o f the completed study to all those w h o participate in it. M ay I have your assistance? Sincerely yours, D onald J. H errm ann In stitu te o f Counseling, T e stin g and Guidance, M ichigan State College (COPT OF THE COVER LETTER SENT WITH THE QUESTIONNAIRE TO THE COUNSELORS AND ADMINISTRATIONS) 116 M orrill H all Michigan State College East Lansing, Mich. May 21, 1951 Dear Colleague: W hat is a good counselor? W hat sort of a person is he? W hat must he be able to do? These are certainly questions that confront all o f us. D o we have the answers? There have been many opinions stated, most o f them in very general terms. There have been few attempts, however, to evaluate the relative importance of various specific traits, abil­ ities and characteristics in determining the effectiveness of the counselor on the job. W e are attempting to make such a study of secondary school counselors. W e plan to ask for such an evaluation from representatives of all majorgroups w ho areprofessionally concerned w ith this problem in order to obtain a morecomplete picture o f the situation. Y ou have been selected as one o f the Counselor Trainers w ho is best qualified to assist in such a study. I hope that you w ill be w illin g to take a few minutes to complete the en­ closed questionnaire. It is only through your cooperation that such a study is possible. I hope that the information obtained from this study may help to improve the techniques of selecting and training counselors. I w ill be glad to send a report o f the completed study to all those w ho participate in it. M ay I have your assistance? Sincerely yours, D onald J. H errm ann Institute o f Counseling, T esting and Guidance, M ichigan State College (COPT OF COVER LETTER SENT WITH THE QUESTIONNAIRE TO THE COUNSELOR TRAINERS) M ICHIGAN STATE COLLEGE EAST LANSING ISTITUTE OF COUNSELING, rasting a n d guidance May 25, 1951 You will probably recall receiving a letter from Dr. Erickson a few days ago requesting the names of counselors and administrators from your state to "be contacted in connection with a proposed study of counselor competencies. It is apparent that if such a study is to he complete it should include all major groups who are professionally concerned with this problem. The State Supervisors of Guidance certainly constitute such a group. It will be appreciated, therefore, if you will complete the attached questionnaire so that we may include your evaluation as part of the study. We feel that this study may provide some very pertinent data for improving the techniques of selecting and training counselors. The success of the study is dependent upon the assistance of those contacted. May we have your cooperation? Sincerely yours, Donald J. Herrmann (COPT OF COVER LETTER SENT WITH THE QUESTIONNAIRE TO THE STATE DIRECTORS OF GUIDANCE) Abilities, Traits and Characteristics of Counselors ckground Information: Please check only that part of the following section that applies to the position which you now hold. Secondary School Administrator. (1) Check type of position.................... Superintendent, of Guidance..................Other (Please State).............................................................. ► t (3) Approximate size of community.............................................. time Principal, Director (2) Number of students in school................................ (4)Number of counselors employed full time.................. Part- (5) Approximate number of counselors you have selected for employment during the past five years . Secondary School Counselor: (1) Check..whether a ber of students in the school as a teacher................... .full time counselor or b...............teacher-counselor......(2)...Num­ inthe system............................. (4) Years of experience as a counselor . (5) Describe briefly academic training in counseling and guidance............................................................... Counselor Trainer. Check whether (1).......................Department of Psychology. (2).......................Department of Education. (3).......................Other. Please state............................................................................................................................................................................................... State Supervisor of Guidance. Other (Please state)........................................................................................................................................................................................................................... ‘ocedure: Please indicate your evaluation of the importance of the various traits and characteristics listed according to the rtlowing scale. Place the appropriate number in the blank before each item. 1. Essential for all counselors to the extent that it would be practically impossible for any individual to perform adequately as a secondary school counselor without possessing this trait or characteristic. 2. Necessary for optimum performance and valuable for all counselors but NOT considered to be absolutely essential for adequate performance as a secondary school counselor. 3. Of some value to the secondary school counselors in carrying out certain of his duties but not necessary for adequate performance. 4. Of little or no value in determining adequacy as a secondary school counselor. t is intended that you will make your evaluation of these items according to their importance for the counselor in the actual erformance of the duties of his job as you see them, not according to whether or not it might be “nice for him to know.” I. PERSONAL CHARACTERISTICS ..................Ability to gain the confidence and cooperation ofstudents and staff. ..................Intellectual ability superior to that of theaverage teacher. ..................A wholesome regard for the feelings andbeliefs of others. ..................A cooperative and enthusiastic attitude toward his work. ..................Ability to assume delegated responsibility. ..................Facility of being at ease with people. ..................Ability to use tact in contacts with others. ..................A pleasant voice and effective speech. ..................Above average personal appearance. ..................Absence of serious physical deformity. ..................A wholesome sense of humor ..................A discriminating sense of ethical values. ..................A well defined philosophy of life. ..................A continuous effort toward professional growth and self improvement. ..................Above average flexibility; ability to adapt to changing situations. Ability to view self objectively; to minimize effects of personal prejudices and stereotypes. A devout reverence and belief in God. Other.................................................................................................................................................................................................................................................. II. PREVIOUS EXPERIENCE Successful teaching; experience in public school. Experience in business and industry. ■* Participation in community service projects. Experience in school administration. Active participation in extra curricular activities in college. Broad contacts with groups having different cultural and socio-economic backgrounds. Participation in activities of religious groups. ..Other................................................................................................................................................................................................................................................. III. EDUCATIONAL BACKGROUND Master’s degree or equivalent with major in Counseling and Guidance. Teaching certificate for secondary schools. Considerable college training in psychology. Considerable college training in Sociology and Anthropology. Considerable college training in Educational Theory and Methodology. j Considerable college training in Counseling and Guidance courses. Successful completion of a period of supervised counseling internship. Other................................................................................................................................................................................................................................................ IV. EDUCATIONAL ORIENTATION A well defined philosophy of education amenable to that of the school system in which he is employed. A thorough understanding of the role of guidance in the total educational pattern. A thorough understanding of the role of administrator, teacher, and counselor in the total educational pro; A realistic appreciation of the importance of subject matter mastery in an effective educational program. Understanding of the objectives of mental hygiene in education. i Other......................................................................................................................... V. RELATIONS WITH STAFF, PARENTS, ETC. Ability to work harmoniously with other members of the staff. Ability to work effectively in group situations. Ability to plan and provide leadership for the in-service trainingprogram. Ability to communicate to the staff an understanding of the objectives of the guidance program. Ability to demonstrate areas in which the guidance services may contribute to more effective teaching. .Ability to assist teachers in reaching an understanding of the significance and limitations of test scores. .Ability to assist teachers in gaining a better understanding of the problems of individual students. .Ability to train staff personnel in techniques of providing maximum assistance to the guidance program. .Ability to work harmoniously with parents in reaching a solution for student problems. .Ability to communicate the objectives of the counseling process to parents. .Ability to work effectively with agencies outside of school. .Ability to “sell” the need for guidance services to the community .Ability to provide information for staff regarding mental hygiene concepts. ..Ability to assist teachers in relating subject matter to the world of work. Ability to view self objectively; to minimize effects of personal prejudices and stereotypes. A devout reverence and belief in God. Other......................................................................................................................................................................................................................................... II. PREVIOUS EXPERIENCE Successful teaching experience in public school. Experience in business and industry. Participation in community service projects. Experience in school administration. Active participation in extra curricular activities in college. Broad contacts with groups having different cultural and socio-economic backgrounds. Participation in activities of religious groups. Other........................................................................................................................................................................................................................................ III. EDUCATIONAL BACKGROUND Master’s degree or equivalent with major in Counseling and Guidance. Teaching certificate for secondary schools. Considerable college training in psychology. Considerable college training in Sociology and Anthropology. Considerable college training in Educational Theory and Methodology. Considerable college training in Counseling and Guidance courses. Successful completion of a period of supervised counseling internship. Other...................................................................................................................................................................................................................................... IV. EDUCATIONAL ORIENTATION A well defined philosophy of education amenable to that of the school system in which he is employed. A thorough understanding of the role of guidance in the total educational pattern. A thorough understanding of the role of administrator, teacher, and counselor in the total educational progi A realistic appreciation of the importance of subject matter mastery in an effective educational program. Understanding of the objectives of mental hygiene in education. Other................................................................................................................................................................................................................................................. V. RELATIONS WITH STAFF, PARENTS, ETC. Ability towork harmoniously with other members of the staff. Ability towork effectively in group situations. Ability toplan and provide leadership for the in-service trainingprogram. Ability tocommunicate to the staff an understanding of the objectives of the guidance program. Ability to demonstrate areas in which the guidance services may contribute to more effective teaching. Ability to assist teachers in reaching an understanding of the significance and limitations of test scores. Ability to assist teachers in gaining a better understanding of the problems of individual students. Ability to train staff personnel in techniques of providing maximum assistance to the guidance program. .Ability to work harmoniously with parents in reaching a solution for student problems. .Ability to communicate the objectives of the counseling process to parents. .Ability to work effectively with agencies outside of school. .Ability to “sell” the need for guidance services to the community .Ability to provide information for staff regarding mental hygiene concepts. .Ability to assist teachers in relating subject matter to the world of work. VI. UNDERSTANDINGS OP BEHAVIOR < Understanding of the various theories of personality. Ability to recognize symptoms of various types of abnormal behavior. Ability to select pertinent factors from accumulated data regarding students. Familiarity with many different cultural and social patterns. Appreciation of the effects of socio-economic status on behavior. An understanding of the possible applications of various theories of learning. An understanding of the basic mechanisms of adjustment. Ability to interpret results of tests in terms of behavior. Knowledge of patterns of growth and development of adolescents. Other.................................................................................................................................................................................................................................................................. VII. COUNSELING AND INTERVIEWING Ability to establish a give and take relationship with the counselee. Ability to differentiate between basic problems and symptomatic behavior. Possession of an adequate background for giving sound advice. Ability of the counselor to minimize the influence of his personal feelings and beliefs on the course of the interview. Ability to adapt counseling technique to different situations. Exercise of good judgment in guiding students toward appropriate goals. Counselors ability to avoid excessive emotional identification with the clients problem. Ability to show interest and sincerity during counseling process. Willingness to refer cases to other sources if client requires help beyond counselors range of capability. Ability to maintain a professional attitude toward confidential information. Ability to communicate effectively with clients at all levels; does not “talk down” to client. Other................................................................................................................................................................................................................................................................. VIII. COUNSELING TOOLS AND TECHNIQUES % Ability to administer and score group tests of interest, aptitude, etc. Ability to interpret results of such tests. Understanding of the possible applications of basic statistical techniques. Ability to select the proper test to serve a given purpose. Ability to administer the Stanford Binet and/or the Weschler Bellevue tests. Ability to administer and interpretresults of the Rorschach and/or other projective techniques. Ability to interpret test scores to parents in a tactful but meaningful manner. Constant awareness of the limitations of test results. Ability to select and administer diagnostic tests to detect need for remedial work. Ability to evaluate data in cumulative record in terms of application to a given situation. Ability to analyze present record system in regard to needed revision. Ability to maintain a professional attitude toward information included in the cumulative record. Ability to evaluate information included in anecdotes and autobiographies. Ability to assist teachers in developing an effective program for obtaining the most meaningful ancedotes and autobiographies. Ability to assist in the development of case studies in cooperation with other staff members. Ability to analyze and interpret information included in case studies. Ability to help others to improve the objectivity of their observations of behavior. Knowledge of rating techniques used to report observations of behavior. ...................Knowledge of other techniques of reporting such observations. ...................Ability to use and understand sociograms. ...................Knowledge of and skills in techniques of group participation. ...................Considerable skill in use of sociodrama and psychodrama. ...................Ability to train others in effective techniques of group participation. ...................Considerable knowledge of and skill in techniques of group therapy. ...................Ability to teach courses or units on occupational information. ...................Ability to teach courses stressing personal and social adjustment. ...................Ability to identify cases needing special assistance with problems of reading, writing, speech, etc. ...................Knowledge of and skill in the use of techniques of remedial reading. ...................Knowledge of and skill in the use of techniques of speech correction. ...................Ability to assist students in improving work habits and study skills. ...................Ability to act as a resource person for teachers in problems in the remedial areas. ...................Other........................................................................................................................................................................................................................... IX. INFORMATIONAL SERVICES ...................Ability to evaluate sources of occupational information. ...................Ability to plan and inaugurate a file of occupational information. ...................Ability to provide leadership and coordination for work experience programs. ...................A broad knowledge of the requirements of various jobs and occupations. ...................Familiarity with the contents and organization of the Dictionary of Occupational Titles. ...................Ability to plan and provides?' leadership for community occupational surveys. ...................Ability to obtain effective ^Working relationships with community employers. ...................A thorough knowledge of the course requirements of various college majors. ...................Knowledge of colleges offering training in various fields of specialization. ...................Knowledge of requirements and course offerings of trade and technical schools. ...................Familiarity with current occupational trends. ...................Familiarity with community, state and national employment picture. X. ADMINISTRATION AND EVALUATION OF GUIDANCE SERVICES ...................Ability to adapt organization of guidance services to the local school program. ...................Ability to provide dynamic leadership for the development of the program of guidance services. ...................Willingness to accept, responsibility for administration of the guidance program. ...................Ability to direct and coordinate follow-up studies of school leavers. ...................Knowledge of approved techniques of evaluation of guidance services and ability to apply them. ...................Ability to provide leadership for evaluation of the total school program. ...................Ability to plan and coordinate a testing program for all students. ...................Ability to act as resource person in planning a program of cumulative records. ..................Ability to plan and coordinate an effective placement program for graduates and school leavers. ...................Ability to provide leadership for and assist in development of an effective orientation program for new st ...................Other.................... Remarks and Suggestions: Please return the completed form in the enclosed envelope. Thank you for your kind cooperation.