DOCTORAL DISSERTATION SERIES PUBLICATION: 5937 AUTHOR: Ray Thompson, Ed. D ., 1953 Michigan State College TITLE: COUNSELOR TRAINING IN STATE SUPPORTED NEGRO COLLEGES AND UNIVERSITIES IN STATES WITH DUAL EDUCATIONAL SYSTEMS University Microfilms, Ann Arbor, Michigan COUNSELOR TRAINING IN STATE SUPPORTED NEGRO COLLEGES AND UNIVERSITIES IN STATES WITH DUAL EDUCATIONAL SYSTEMS By Ray Thompson A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Guidance and Counselor Training 1953 COUNSELOR TRAINING IN STATE SU? ORTED NEGRO COLLEGES AND UNIVERSITIES IN STATES V/ITH DUAL EDUCATIONAL SYSTEMS By Ray Thompson AN ABSTRACT Submitted to the Sohool of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Guidance and Counselor Training Year Approved, 1953 Ray Thompson This study was an sffort to gather Information relet ite to the present status of courses for training counselors in the state supported Negro colleges and universities in the states with dual educational systems; to list the courses that offered and proposed for offering which might prove to be suitable for background and pro­ fessional counselor training courses; to determine the essential kinds of services school administrators feel guidance workers should be competent to offer; to bring together the findings of the study and some of the most accepted generalisations and concepts dealing with coun­ selor preparation; and then synthesize the findings of the study with the generalizations and concepts in order to make suggested recommendations to facilietate the setting up of counselor-training orogrrms in the state supported Negro colleges and universities that were studied. The writer used personal interviews , examined college catalogues, and mailed out questionnaires to gather the data reported in this study. A questionnaire was mailed to a select group of public school administrators in the seventeen states having dual educational systems. These administrators Ray Thompson Page 2 had been recommended by their state departments of edu­ cation as being competent to list the student personnel and guidance needs of boys and girls In their particular states. The recommendations stated, further, that they xvere capable of giving competent opinions as to whether the state supported Negro colleges and universities were providing the hind of training needed by counselors who would be able to eerve the needs of boys and girls. Information concerning the status of oounselortraining in the thirty strte supported Negro colleges and universities studied was gathered from each instil tution. This information was compared with the Informa­ tion collected from the school administrators and with the suggestions for counselor-treining In the National Vocational Guidance Association publication on Counselor Preparation.1 The following conclusions seem to be tenable: 1. The guidance needs of pupils residing in the states with dual educational systems are basically the same as those pupils residing elsewhere. 2. Public school administrators, state guidance officials, and college officials included in this study seem to be aware of the need for trained guidance workers. Rey Thompson Page 3 3. Provision* made for training sohool-oounselors in the thirty institutions of higher learning discussed, in this study ere generally lnadeouate, 4. The public school administrators included in this study seem to feel counselors should have broad treining in guidance as a base, and specific enough training in the study of human growth and adjustment that it will be possible to understand individual prob­ lems and their many ramifications in our social setting, 5. The sohool counselor described by the respond­ ing school administrators seem to be e general guidance worker, a coordinator of school guidance services, e helping arm to nuplls and staff, and a technician in the use of the most commonly used guidance tools and skills. 6. The extent to which oounselor-trainlng ven­ tures are initiated and succeed in the various colleges and universities studied seem to be related to the cer­ tification requirements of the various states. ^-Counselor Preparetion. New York, National Voca­ tionaluuidsnoe Association, 19^9* ACKNOWLEDGMENTS The writer wishes to express hie sincere appreciation to Dr. Walter F. Johnson, Chairman of the Guidance Committee, for his untiring interest and timely suggestions given during the development of this study. Also appreciated is the warm end friendly encouragement given by Dr. Clifford E. Erickson and Dr. Raymond N. Hatch, former and present Director of the Department of Guidance and Counselor Training respectively. Earnest appreciation is extended to Dr. Wilbur B. Brookover, Dr. Harry H. Scales and Dr. Cecil V. Millard, members of the Guidance Committee for their cooperation and assistance. The writer is also Indebted to Dr. Clive R. MeGee who repre­ sented the Graduate Council at the final oral examination. To the many public school administrators, state and college officials who cooperated by providing the requested data, the writer expresses his thanks. The most gracious gratitude is expressed to the members of the writer’s family for their continuous interest, encour­ agement and inspiration. Ray Thompson candidate for the degree of Doctor of Education Final Examination: Dissertation: March 27, 1953, 1:30 P.M., Room 17, Morrill Hell. Counselor Training in State Supported Negro Colleges and Universities in the States with Dual Educational Systems. Outline of Studies: Major Subject: Minor Subject: Education (Guidance) Sociology Biographical Items: Born, March 7, 1921, Clem (Carroll County), Georgia. High School, Carver High School, Gadsden, Alabama, 1939* Special Education, Manhattan Beach Radio Material School, Brooklyn, New York, 19*0: Capitol Radio Engineering Institute, Washlngton, D. C., 19*J-3--^-*4-; Groton Electronic School, Groton, Connecticut, 19*4-*K Undergraduate Studies, Alabama State College, Montgomery, B. S. in Education, 19*4-6. Graduate Studies, Alabama State College, Montgomery, Summer, 19*46; Teachers College, Columbia University, Master of Arts degree plus one year advanced study, June, 19*4-7 - September, 19*+8; Michigan State College, Graduate Student, June, 195° August, 1951. Experiences: Member of: Teacher, Carver High School, Gadsden, Alabama, 19*4-619*+7; Teacher-Counselor. Industrial High School, Tuscaloosa, Alabama, 19*1-8-1950; Visiting Instructor, Alabama State College, Montgomery, Summer, 19*4-9; Counselor-Tralner, North Carolina College at Durham and Guidance Consultant, North Carolina State De­ partment of Public Instruction, 1951 to present. American Teachers Association, North Carolina Teachers Association, American Personnel and Guidance Associa­ tion, North Carolina Vocational Guidance Association, National Vocational Guidance Association (Professional Member), National Association of Guidance Supervisors and Counselor Trainers, American College Personnel Association, National Society for the Study of Educe.tlon and The Society for the Advancement of Ed­ ucation . TABLE OF CONTENTS CHAPTER I. INTRODUCTION ................................ Statement of the Problem ................... Br-ciiy round. end Need for the Study Definitions of Terms Scope rnd Limitrtions ....................... ..................... Procedures end Techniques Pirn of the Study II. ................ ......................... RE VIE*'.' OF PERTINENT LITERATURE Eipher Education . . . . for Meyores . . . . . . .............. Problems end Needs ere Beeicrl?y the Seme. Ther? is e Need, for C o u n s e l o r s . ........... Some C-uidiny Principles for G u i c m c e U o r k e r e .................. .. ............. Tools end Techniques Used ................... Freer ret ion of Guidance U o r k e r s ........... S u m n . r r y ....................................... III. CHARACTERISTICS CF THE GUI DC NCE U'CRKER. . . Essentiel C h a r a c t e r i s t i c s .................. Knovrledme of Self rnd Intelligent Choice . Intrinsic North of I n d i v iduals .............. Hnovledye of Gromth rnd Development. attitude Tovrra . . . Confidential Information Res sensibility to Client rnd Society . . . . II >TER ?RKe '.Cell Adjusted in Person? 1L i f e ............ LL Knowledge of Theories of P-rsonrlity D e v e l o p m e n t ............................ ^5 Social Responsibility .................... ^6 Brood G-ulchnce T r a i n i n g ................. L7 Level s of frr i n i n g ...................... ^9 Fsycholooicol Training .................. 50 Profession?1 Litersture ................. 51 Lent pi Hygiene T r a i n i n g ................. 51 SKILLS ESSENTIAL LCE GUIDANCE TCRKERS . . . 53 Counseling Interview ..................... 53 Organising end Administering Guidance S e r v i c e s ................................ Studying Interests rnd Abilities . . . . 56 53 C b s e r v s t i o n ................................ 5? Cumulative Records ........................ 59 A.necdotal R e c o r d ........................... 60 Interpreting Individusl Tests ............ Interpreting 0-roup T e s t s ................. ol 62 A-dministering T e s t s ........................ 63 Csee C o n f e r e n c e ............................ 63 Interest Inventories ..................... Staff Confidence in the Counselor . . . . Interview Relationships .................. 63 65 65 ill KAPTER Ppi:e Program Evplustion ....................... 67 Foliov-Up S t u d i e s ........................ 08 Occur>f tionr 1 rnd Educrtionrl Informrtion 69 Interpreting Progrnm to the Community . 69 Interpreting Recorded Dste to Others . . 70 lorLing' Rith the Librrrlrn m e Other T e r c h e r s ................................ 71 Evelurting Counseling Sessions .......... 71 Devising; Record F o r m s .................... ?2 Coooeretion of Community Service OrganlEptions .......................... Referrel Services ........................ 73 Curriculum Study ........................ 7^ S u m m e r y .................................. V 73 75 GUIDANCE COURSES IK THE COLLEGES AND UNIVERSITIES .............................. 78 Sources of Information ................... 78 Common Core Trelning Areps 80 ............... Trslnee Screeing ......................... ALABAKA .......................... 81 86 Alpbeme Agricultural rnd Kechrnicpl C o l l e g e ................................ 86 Alrbrmp Strte College ................... 87 A n a l y s i s .................................. 88 A R K A N S A S .................................. 89 iv IKAPTER Analysis .......................... 91 DELAY.'ARE............................ ?1 Analysis .......................... 92 FLC-IDA 93 ......................... oh A n a l y s i s .......................... G E O R G I A ......................... A lb m y Strte m l i e g e ............. Fort v'plley Strte College........ 35 -i/o Savannah fctrte C o l l e g e ........... 9o A.nalysis......................... 97 ..rp^.Q 97 Analysis ......................... 9S LOUISIANA......................... 38 Grambling College................. 98 Southern University............... 00 Analysis ............. 99 ........... L A K E L A N D ......................... 100 Bowie Strte Teachers College 100 Mrrylend Strte College Morgan Strte College . . . ........... 100 ............ 101 Analysis ......................... 103 MISSISSIPPI....................... 103 Jackson College................... 103 A.1 corn Agricultural and Mechanical College ....................... , 104 V CHAPTER Page A n a l y s i s ................................ 105 M I S S O U R I ................................ 10 5 A n a l y s i s ................................ 106 NORTH C A R O L I N A ..........................10? North Carolina Agricultural rnd Technical C o l l e g e ................................ 107 North Caroline Collegert Durban . . . . 109 The Teachers Colleges... ............... Ill A n a l y s i s ................................ 112 o l l a h o : a ................................ 113 A n a l y s i s ................................ 113 SOUTH C A R O L I N A ..........................114 A n a l y s i s ................................ 114 ; ' T 7 C j. 1~j x > - . C.TTTT k-1*.-■ -— ■ • • • • • • • • « • * • • * « 1 1 s _L _L A n a l y s i s ................................ llo T E X A S .................................. 116 Prrrie Vievc............................ 117 Texas Southern University 118 ........... A n a l y s i s .............................. 119 V I R G I N I A .............................. 120 A n a l y s i s .............................. .121 LEST VIRGINIA......................... 121 Bluefleld State College............... 122 Test Virginia State College ........ 122 Ana.lysis............................ 123 vi CHAPTER Pr-ge S u m m r r y ................................... VI SUNN ARY, CONCLUSIONS AND NEED F OR FURTHER STUDY .............................. 12T 12? F i n d i n g s ..................................... 127 C o n c l u s i o n s ................................ 130 Need forFurther S t u d y .................... 133 BIBLIOGRAPHY ..................................... 135 APPENDIX A: CORRESPONDENCE. . ll? APPENDIX B: IllsTRUKENTS U S E D ................... 15? ....................................... APPENDIX C • • • • • • • • • • • • • • • • • • 1 ^ ^ AP r...DlX D ......................... 156 APPENDIX E I 87 ....................................... c <" n ' -,±S1 ?r o e J:;rrf.cterit:ics Considered, by School Adr.inistrr1ors r s Eesentirl dor G-uidr nee i. r^v»p • « • * • ^2 Considered is sentis 1 for G-uidrnce levels of irrininj in Strte Sunoorted Aeyro Collenes rnd Universities ............... 79 Essentisl Ourrrcteristics for School Counselors rnd A VGA. Core Ireininn A r e n s ........... 52 lesentirl S’lills for Sc. c 1 Counselors rnd 1VGA Cere irrinino A r e r s ................ 51 CHAPTER I INTRODUCTION The many studies that have been made of ln-echool end out-of-school youth have tended to show boys and girls need many individualized and group services which the schools are failing to provide. A classic among such studies is Bell's1 , Youth Tell Their Story. Pupils need assistance with their efforts to make wise choices and optimum adjustment. Services to pupils must include help in health, social, emotional, educational and occupational areas. Individualized and group services can be given, but they can be provided best by those persons having the train­ ing, skills and characteristics which the Job demands. In this study an effort has been made to define the skills and characteristics needed. Most of the guidance studies reported in the litera­ ture deal with the organization and administration of gui­ dance services. These studies suggest how guidance services can be offered at every school level and ways of refining the various techniques used. In surveying the literature the writer has not been able to find a single study dealing with the availability or non-availability of guidance 1 Howard Bell, Youth Tell Their Story. Washington, D. 0. The American Council on Education, 1938. 2 training for thoBe persons graduating from the state sup­ ported Negro colleges and universities. Nor has there been any attempt to clarify the kind of training needed; but, it is the graduates from these sohools who work with the major­ ity of the Negro pupils. Statement of the Problem This study was an effort to gather Information rela­ tive to the present statue of courses for training counse­ lors in the state supported Negro colleges and universities in the states with dual educational systems; to list the courses that are offered and proposed for offering which might prove to be suitable for background and professional counselor training courses; to determine the essential kinds of services school administrators feel guidance workers should be competent to offer; to bring together the findings of the study and some of the most accepted generalizations and con­ cepts dealing with counselor preparation; and then synthe­ size the findings of the study with the generalizations and concepts in order to make suggested recommendations to facil­ itate the setting up of counselor-training programs in the state supported Negro colleges and universities that were studied. It was felt that counselor-training programs based on the compilation of responses to the questionnaire used in the study would prepare workers to satisfy the needs suggested by the public school administrators sampled. 3 Background and Need for the Study Guidance services are needed most in a society where people are able to make choices after having the opportu­ nity to consider many alternatives. A few years ago most Negro hoys and girls grew up in the midst of Ignorance and poverty. They gave little thought to anything beyond earn­ ing a meager living by doing the menial tasks that had been designated as “Negro" Jobs. Living this kind of life there was little need for guidance services as they are known now. The labor shortage precipitated by World Wars I and II, plus the persistent efforts of democratic fronts have brought about a change in this matter. Negro boys and girls have been permitted to look be­ yond the horizon and view the green and fertile fields of democracy in which educational, occupational and social opportunities abound. This new look, which brought oppor­ tunity, also brought frustrating circumstances. It was learned that one imbued with the idea of higher education may find most of the avenues to higher education closed; the traditions of equality and inherent worth of the in­ dividual do not apply to all people alike; and training for a skilled or professional occupation does not guarantee entry. In spite of the limitations which still exist, Negro youths enjoy a greater opportunity than ever before and, therefore, need the kind of services that many feel can only be offered through organized programs of guidance ser- I* vices. The personnel needed to offer these services is not oresently available but should be trained. will they be trained?" raise at this point. "'Where This seemed a logical cuestion to In light of the slowness with which Negroes have been admitted to state supported white institu­ tions it appears that for some time yet it will be necessary to look to the state supported Negro institutions for train­ ing. The vast majority of Negro teachers are trained and employed in the states where the major portion of the Negro population lives. In 19^0 there were 56,875 Negro teachers 2 employed in the southern states. This figure represents 90 percent of the 63,097 Negro teachers employed in the United States at this time. The majority of these teachers were trained in the states with dual educational systems. It is imperative that data be readily available on the present efforts being made in Negro colleges and uni­ versities to oreoare individuals who will be competent to offer the guidance services which boys and girls need. In recognition of the fact that this need does exist, the Southern Regional Conference of State Supervisors of Guid­ ance Services end Counselor-Tralners passed a resolution, 2 Sixteenth Censuc of the United States, Labor Force, Parts 2, 3, 4 end 5. 5 That conferees Individually and as a group accept their responsibility to implement to the best of their ability State plans to provide for adequate counselor training for Negroes. The resolution was reported in a summary of the Proceedings of the Conference.3 A search of the literature did not reveal a single study that would provide the data which was sought in the present study, and yet, this data was Imperative because only after the existing conditions were known was it pos­ sible to advance proposals for making desired Improvements, Manley**' and Himes-’ have pointed out the need for for­ malized counselor training programs in the Negro Colleges. In their surveys only about one-tenth of the schools re­ ported having guidance workers or special guidance classes and services, and two-thirds of the teachers in these schools never had a course in guidance. Many of those who reported having taken courses in guidance Included their orientation and other undergraduate guidance courses. It seemed that these findings tended to show further evidence of the need for the data reported in this study. ^ Summary of the Proceedings of the Southern Regional Conference of State Supervisors of Guidance Services and Counselor Trainers, Little Rock, Ark., Nov. 14-17, 1949. **■ A. E, Manley and J. S. Himes, "Guidance in Negro Secondary Schools in the Southeastern Region", The Journal of Negro Education. Vol. XVII, No, 2, Spring, 1948. 5 J. S. Himes and A. E. Manley, "Guidance: A Critical Problem in Negro Secondary Education", School Review. Vol. LVI, No. 4, pp. 219-222, April, 1948. 6 Definitions of Terms Counselor. The term was used In its broadest sense and was used for lack of a better term* The recent National Vocational Guidance Association report on job titles^ and responsibilities serves to illustrate the difficulty in­ volved in trying to find a suitable term to describe guid­ ance workers. The term as used in this study may be applied to any student personnel workers such as the counselor, teacher-counselor, boys' advisor, girls' advisor, vocational coun­ selor, placement counselor, etc. Counselor training. The academic credit carrying courses in the colleges and universities included in this study that have as their prime objectives the development of persons with the characteristics and skills necessary to carry on an organized program of guidance services. State supported Negro colleges and universities. The four-year colleges and universities that have been set aside by state laws as institutions of higher learning for training Negroes and which are supported by state funds. State with dual educational systems. The seventeen Southern States with segregated school systems based on state laws. ^ "Job Analyses of Educational Personnel Workers", Occupations. Vol. XXX, No. 1, Part II: Special Report, Oct., 1951. 7 Scope end Limitations This study Included all of the four year state sup­ ported Negro colleges and universities in the states with dual educational systems. Thus, thirty colleges and uni­ versities in seventeen states were Included. The guidance training survey included all of the identified course titles, reported in the catalogues of the various schools, and which seem to have as their primary nuroose the eauining of teachers and counselors with the training, skills and character­ istics needed to offer a program of guidance services. With the exception of Delewa.re, ten public school administrators from these seventeen states were psked to identify the guidance needs of boys and girls within their respective states. The size of Delaware made it desirable to consider it as a special case even though it had a dual educational system. The small Negro population was not large enough to provide data from five administrators. This study was of a quantitative rather than of a quali­ tative nature and there were certain limitations due to the use of the questionnaire method of gathering data. Efforts were made to develop a reliable and valid questionnaire, but the writer could not fully control the respondents an­ swers to the questionnaire. If the respondents filled them out with hast and carelessness then the reliability and 8 Vplidity of the Instrument was probably impaired. A further limitation of the study grew out of the fact that a highly selective sampling of publio school administrators was used, and the statistics applicable to random sampling could not be legitimately applied to this study. The writer also used the personal Interview technique in gathering some of the data reported in this study, and also made use of catalogue announcements from the colleges and universities. These interviews were not standardized and the findings of the study are also dependent upon the reliability of the data reported in the various catalogues. Procedures and Techniques The writer used personal interviews, examined college catalogues, and mailed out questionnaires to gather the data reported in this study. A questionnaire was mailed to the select group of public school administrators sampled in this study. The writer felt that one way of determining the kind of training experiences counselors should have would be to define the needs they are to serve, and the questionnaire used was con7 structed with this purpose in mind.' It was felt that such a questionnaire would permit the respondents to identify the characteristics and skills that ^ See Appendix B: printed questionnaire. 9 are essential for meeting the guidance needs of boys end girls. When the plan was first proposed two questionnaires were envisioned; the first was to answer the question, “What are the guidance services needed by the boys and girls in your state?" The second questionnaire was to be used for ascertaining whether the administrators felt the training institutions were preparing people to render the services needed. A detailed, list of items was prepared which the writer felt would serve this purpose. Three major considerations served as guides when the Job of selecting items was undertaken: (1) Some of the needs of pupils as reported in the literature;® (2) The National Vocational Guidance Association publication on counselor preparation;^ and (3) The seven major guidance services suggested by Erickson.10 O Some books on the needs and problems of youths: Howard Bell, l o c . clt.: Harold Dillon, "Early School Leavers: A Major Educational Problem," National Child Labor Committee. New York, 19^9; R. E. Eckert and T . 0. Marshall, rWhen Youth Leave School," The Regents Inquiry. New York, McGraw-Hill Book Company, Inc., 1939; D. Reid, "In a Minor Key: Negro Youth in Story and Fact, American Council on Education. Wash­ ington, D. C., 1940. 9 Counselor Preparation. Washington, D. C., National Vocational Guidance Association, 1949. 10 Clifford E. Erickson, A Practical Handbook for School Counselors. New York, The Ronald Press, 1949, p. 4. 10 The first draft of items for the questionnaire rep­ resented a compilation from these three sources, additional items were gathered as a result of discussion with staff members, with students in the doctoral seminar, and from the Federal Security Administration publication on counsel­ ing competencies.'1*1 The War Manpower Commission’s report on counselor training was also used as a source for obtain­ ing i t e m s . ^ After the items were combined from each of the sources mentioned above the questionnaire had become so long that the original idea of using two questionnaires was discarded and the use of a single questionnaire with two columns was decided upon.^3 in column one the administrator was to in­ dicate whether he felt a given characteristic or skill was needed by the counselors serving the needs of pupils in his state. Column two was to be used to indicate whether the Negro colleges or universities in the state were offering the kind of training needed to provide counselors capable of rendering the services desired. A questionnaire of this nature would have forced a yes or no response and it was felt Counselor Competences in Counseling Techniques. Washington, D. C., Federal Security Agency, Miscellaneous Bulletin 3314, Nos. 3, 4, and 5, 1949. ^ War Manpower Commission, Bureau of Training, The Training of Vocational Counselors. Washington, D. C., 1944. See Appendix B: second trial questionnaire. i 11 this would be undesirable. This conclusion was reached after examining the questionnaire closely and realizing one in­ dividual could hardly be expected to possess all the character­ istics and skills listed, but one person might possess many of them to some degree. The blanks in column one were then replaced with three letters: E, H, and N which were to be used to indicate the degree to which a characteristic or skill should be possessed. With this refinement, the questionnaire was submitted to a group of graduate student b in guidance and to several staff members for further criticisms.^ There were three major criticisms which had to be rec­ tified: (1) some of the items were obviously amblglous, (2) some of the items appeared to be repetitious, and (3) there was no opportunity for a respondent to Indicate the lack of knowledge if he was not certain of the meening of a partic­ ular characteristic or skill. The first two criticisms were corrected by rewording and eliminating items, and the second by adding the letter MD M to column one to be used for indi­ cating a lack of knowledge. The questionnaire1^ was then administered to a group of graduate students enrolled in the Michigan State College 1951 summer school guidance work shop. Oral and written comments from this group indicated that after the elimlna- 1^' See Appendix B: third trial questionnaire. 15 See Appendix B: fourth trial questionnaire. 12 tlon of two repetitious items and one mlspelled word, the list should he satisfactory for the purpose for which it was devised, A tabulation of the responses of this group to each item indicated consistent agreement on the various items. The corrections were made and the questionnalre was printed in its final form.1^ The questionnaire was mailed to public school adminis­ trators in each state Included in the study. The recip­ ients of the questionnaire in each state were public school administrators who had been recommended by their state de­ partments of education. Letters had been mailed to State Directors of Negro Education in each state with a request for the names of at least ten Negro public school adminis­ trators most competent to list the student personnel and guidance needs that should be met by school counselors in their state.1? The rationale behind asking the state supervisor for a select list of administrators was the belief that the supervisor was in the best position to observe and know the qualifications of the administrators. The administrators were considered as a panel of judges, and for this study the opinions of men who had broad vision and a statewide perspective were needed. The writer felt the one best See Appendix B: printed form of questionnaire. See Appendix A: letter to State Supervisors. 13 source for securing the names of these persons in each state was the State Supervisor of Negro Education. It was felt that findings and conclusions should be based on the opinions of people so selected, i.e., administrators who had been nominated by their state departments of education as being the persons most qualified to know the needs to be served by counselors who may be trained in the schools that were studied. Catalogue announcements served as the primary source of the additional data that were collected about the colleges and universities. In some Instances data were collected by visiting the college campuses personally and conferring with the proper officials. Of the thirty colleges and universities reported In *1Q this study only ten offer work leading to the Master's degree. ° The undergraduate schools were Included because the writer felt something must be known about these Institutions because it seems desirable to promote the student personnel point of view as far as possible at the undergraduate level until the necessary pro­ fessional training at the graduate level is made more easily available. In regards to guidance training at the undergraduate level the National Vocational Guidance publication states Qualified undergraduates may be permitted to take certain professional courses in this area....stu- 18 See Appendix 0 for list of colleges and universities Included in the study. Counselor Preparation. New York, National Vocational Guidance Association, 19*4-9. 1^ dents should possess a broad liberal education with necessary basic training in such fields as labor, economics, psychology, sociology, and sta­ tistics .. .the emphasis upon counseling as a grad­ uate field of study does not preclude the desir­ ability of incorporating certain elements of counselor preparation in the program of under­ graduates . It seems desirable to offer the major portion of pro­ fessional training in guidance at the graduate level. But, there are possibly two good reasons for offering some of the courses at the undergraduate level: (1) in schools where there are no trained counselors there is a definite need for teachers who have at least been orientated to the student personnel point of view, and (2) schools having counselors can offer better programs of guidance services when teachers are prepared, by training, to contribute to the program. Plan of the Study In addition to the first chapter, the study was ar­ ranged in five additional chapters. In Chapter II is given a review of the pertinent data related to the study. The literature reviewed fell under one or more of the following headings: (1) Higher education for Negroes, and needs are basically the same, counselors, (2) Problems (3) There is a need for {Ur) Some guiding principles for guidanoe workers (5) Tools and techniques used, and (6) Preparation of guid­ ance workers. Chapter III describes the counselor in terms of the characteristics which the responding administrators feel J 15 are essential for serving the needs of boys and girls in the states with dual educational systems. The fourth chapter is a continuation of the analysis of the questionnaire mailed to the publio school adminis­ trators. It deals with the skills which the respondents considered essential for guidance workers. The course offerings of the various colleges are re­ ported in Chapter V, and an analytical statement is given for each state. Chapter VI is the final chapter. In Chapter VI is given a summary of the study, the conclusions drawn, and some suggestions for further study. The bibliography and the appendixes completed the final arrangement of the study. CHAPTER II REVIEW OF PERTINENT LITERATURE This study did not represent the first attempt to deal with higher and professional education for Negroes. Many people have recognized the need to give special attention to some of the problems involved. The Negro colleges play an Important part in the American Educational System and must, likewise, play an Important part in the training of school counselors. Patterson in a letter pointed out clear­ ly the Important role of the Negro College:^The fact that roughly 75 percent of Negro youth receiving a college eduoatlon get such an education from colleges for Negroes exclusively or primarily indicates that it is impossible to overestimate the important role which these institutions must play now and in the future in preparing youth to meet their full responsibilities of citizenship and development of the sort of technical competence needed in order that they may take their places in a great industrious civilization. Higher Education for Negroes Thompson in explaining the purpose of a special yearbook on Negro Higher Education stated:2 It has been the purpose of this yearbook to make a fairly comparative survey of the provision of higher F. D. Patterson, "A Letter to the Journal1*, Negro College Quarterly. Vol. 4, No. 1, March, 1946, p. 40. 2 Charles H. Thompson, "Negro Higher Eduoatlon in the United States", Journal of Negro Eduoatlon. Vol. 17, No. 3, Summer, 1948, p. 2. 17 and professional educational opportunities in the segregated Negro colleges and universities in the seventeen states where separate schools for the races are prescribed by lew. Fully 80 percent of all the Negroes who attend higher and professional institutions are registered in the separate Negro Higher Institutions in these seventeen states. Ac­ cordingly, a survey of the provisions offered by these institutions constitutes for practical pur­ poses an indication of the general status of higher and professional education for Negroes in the country as a v/hole. A report is given in this yearbook on the status of higher and professional education for Negroes in each of the seventeen southern states; but, there is no special refer­ ence relative to the training opportunities for school coun­ selors. The yearbook brings into sharp foous one of the big problems that must be faced when any program involving grad­ uate training for Negroes is considered. This problem is the relatively small number of colleges which offer graduate courses as was pointed out in Chapter X. Only ten of the colleges considered in this study offer graduate training and these schools are located in eight states; Alabama, Florida, Missouri, North Carolina, South Carolina, Texas, Tennessee and Virginia. North Carolina has two schools offering graduate training and there are two such schools in the state of Texas. One of the schools in Georgia may soon be added to this list. Presently none of the publloly supported colleges in Georgia have offered graduate training for Negroes. Fort Valley State College has been authorized to offer such courses in the fields of Agriculture, Home Economics and Education. 18 Problems and Needs are Basically the Same The literature to be reviewed was not limited to that whioh had been written by or about Negroes, because, as in the words of Boykin their problems are basioally the same as those facing other people.-* In a general way the problems of Negro youth are similar to those facing any other racial group*..Negro students should receive guidance in planning their courses, suggestions of appropriate contacts in the world of work help them to avoid experiences that might prove to be too discouraging, and dropping in­ cidental suggestions to stimulate independent thought would help the Negro students develop initiative and independence of action that will eventually lead to self guidance. In the same vein Williams has stated:**’ There is no need for special information in coun­ seling Negroes, there is need for the kind of data which offers insight into behavior, drives, and motiva­ tions. Such data, however, are needed about any and all individuals during a counseling process. The basic principles, whioh need emphasis and re-emphasis, is that all the psychological principles Involved in personality development and adjustment of white youth and adults are operative in personality frustrations of Negro youths and adults. Psychologist recognize certain basic needs of all people in our culture: the need for security, recogni­ tion and status, group acceptance, successful experiences, opportunity for achievement. The Negro has these same baBlc needs. Almost all individuals have some frustra­ tions, defeats, and resulting conflicts in trying to satisfy these needs. 3 Leander L. Boykin, "How Can We Improve the Vocational Education and Guidance of Negro Youth", Occupations. Vol. 26, No. 30, December, 19^7, p. I05 . * u^mPlaire Willis.ms, 'Special Considerations in Counselr ing,M The Journal of Educational Sociology. Vol. 22, May, 19^9, p. 608. 19 There la a Need for Counselors The writer wanted to point out some of the reports whioh deal with the needs and problems of pupils. It was felt a review of these studies would serve as a means of definitely indicating the necessity of training counselors qualified to help satisfy the problems and needs of youths. Smith has reported that the concerns and needs of pupils may be determined by a study of their wishes whioh, he said, are largely socially determined.5 Environment plays a great part in determining the nature and extent of adolescents' concerns. It is safe, therefore, to conclude that the concerns of youth are ac­ quired. They are largely social learnings. Ideals, hopes, wishes. Interests, and attitudes are picked up through membership in neighborhood, a family, a group. In other words, they are class teachings. In another study Smith discussed the interrelationship of occupational goals, social adjustment and social class position of urban Negro high school seniors.^ It has been suggested that most, if not all, of the major problems of youths can be grouped under one or more of the following eight categories: (1 ) adolescent growth and develop- ^ Benjamin F. Smith. "Wishes of Negro High School Seniors and Social Class Status." Journal of Educational Sooioloey. Vol. 25, No. 8 , April, 1952, P. ^ 7^ ^ _______ "A Critical Analysis of the Relationship Between Occupational Goals, Social Adjustment and Social Status of High School Seniors in Urban Negro High Schools in Two States," Un­ published Doctoral Thesis. New York University, School of Educa­ tion, 1951. 20 ment, (2) eduoatlon, marriage and family, (3) occupation, (4) leisure time, (5) (6) health and fitness, (7) delinquency and crime, and (8) citizenship.? One readily recognizes the great demand that is being made on schools for improved guidance services in statements Q typified by Warters when she stated: Modern life is creating new problems of physical and mental health. It is making much greater demands upon the individual's emotions. In a study of the problems and needs of Negro youth, Diggs^ pointed out five determinants of social maladjustment: (1) disorganization of family life, controls, (2) absence of community (3) lack of supervised recreation, (4) inferior home conditions, and (5) social and economic disadvantages. There are at least six classical research studies dealing with the problems and needs of youth. Each of them point out clearly the fact that our schools must assume more responsi­ bility for preparing youths who can keep pace with our dynamic society. Bell-*-0 in a comprehensive study of young people in Maryland reports what they believe their problems to be. 7 M. M. Chambers, Youth and the Future. Washington, D. C., American Council on Eduoatlon, 1942, Part II. 8 Jane Warters, High School Personnel Work Today. New York, McGraw-Hill Book Company, 194^, p. 7* ^ Mary H. Diggs, "The- Problems end Needs of Negro Youth as Revealed by Delinquency and Crime Statistics," JflQrnal of Negro Education. Vol. 9, 1940, pp. 311-320. 10 H. M. Bell, op. clt. 21 A l k e n ^ In a report for the Progressive Education Association points out the possibilities of providing more effective pro12 grams through experimentation. Dillon studied 1,300 drop­ outs and mentioned a number of problems which he feels can be partially solved by improved services in the schools. The New York State R e g e n t s ^ inquiry covering some 20,000 cases gather­ ed data on the characteristics and needs of school leavers in an effort to make available information that might be used in 14 planning school programs. Pace in his study dealt with an older group than did the other authors mentioned here, but his findings pointed out implications for educational planning that must be the concern of educators if the present complacency now abounding is to be overcome. Cheney1^ had seniors in 120 Montana high schools to list their beliefs as to what would be their greatest problems after leaving high school. Problems involving vocational adjustment, marriage, and getting along with other people were listed most frequently by this group. 11 W. M. Aiken, The Story of the Eight Year Study: With Conclusions and Recommendations. New York, Harper brothers, Inc., i WTh. J. Dillon, Early School Leavers. New York, National Child Labor Committee, I949, 94 pages. ■**3 R. E. Ekert and T. 0 . Marshall, When Youth Leave School. New York, McGraw-Hill, 1938. 14 Robert C. Pace, They Went to College: A Study of 951 Former University Students. Minneapolis, The University of Minnesota Press, 19^-1, 148 pages. -*-5 Truman Cheney. "A Method of Identifying Problems of High School Students," Occupations. Vol, 27, March, 195^, p. 387* 22 Some Guiding Principles for Guidance Workers Some Justification for the training of guidance workers was established in the preceding section by pointing out a few of the many problems, needs and characteristics of pupils. The literature reviewed in this section should serve to set up frame­ work that would govern and give some direction to the counselor in his efforts to serve the needs of pupils which should rep­ resent the basis for his actions. Many disciplines and movements have contributed to the development of guidance as it is known today, and each dis­ cipline or movement has emphasized the importance of whatever it had to contribute. These emphases have Influenced those who work and write in the field of guidance. It seems to follow that the degree to which a counselor has been influenced by a given discipline will determine to a great extent his con­ ception of a counselor's professional responsibility. The school counselor should be adept in the use of know­ ledge from each of the major contributing movements and dis­ ciplines. He should be able to make use of this knowledge in aiding individuals in dealing with their problems. W a r t e r s ^ has listed five major movements which have contributed to the development of guidance and they are: Jane Warters, o^. o l t .. chapter 3» 23 (1 ) the vocational guidance movement, movement, (3 ) mental hygiene, guidance clinics. (2 ) the measurement (40 social work, and (5 ) child These five movements have drawn from the same contributing disciplines, but each has developed Individual practices in their use of the knowledge gained. The contribu­ ting disciplines have been psychology, biology, physiology, sociology, anthropology, psychiatry, and medicine. A great deal has been written and spoken about the teacher as a counselor, and the role of the teacher in guidance work. 17 18 TQ 20 Arbuckle, ' Proctor, Shank, 7 and Strang have each indicated that the classroom teacher is the key person in any effort to organize a well rounded program of guidance services. Erickson 21 and Smith have also written about the responsibilities of the teacher in guidance as well as about the administrator and other staff members. 17 D. S. Arbuckle, Teacher Counseling. Cambridge, Mass., Addlson-Wesley Press, 1950. M. Proctor, Educational and Vocational Guidance. New York, Houghton-Mifflin Company, 1925. Shank, The Teacher as a Counselor, Washington, D. C., American Counoil on Eduoation, 1948. ^ R u t h Strang, The Role of the Teacher in Personnel Work,'New York, Bureau of Publications, Teachers dollege, Columbia University, 1932. 21 Clifford E. Erickson and Glenn E. Smith, Organization and Administration of Guidance Services. New York, McGraw-Hill Book C o m p a n y , 1946. 24 McLean 22 sees guidance giving the answers to questions of what, how and when: (1) We cannot know what to teach, how to teach and when to teach until we know thoroughly whom we are teaching, (2) We cannot know what, how and when to teach until we know from what homes, groups, societies and cultures our clients are emerging. (3) We cannot know what, how and when to teach until we can identify and project, not only the current and probable future needs of students, individually and in common, but the needs of our dynamic and emerging society to have them trained for active ser­ vice in and to society. Counseling is often recognized as the heart of the guid­ ance movement and Berdie2^ has described counseling as an educational technique. Froellch 2k has recognized some of the problems faced by small schools and summarized them ih five basic assumptions: (1 ) Guidance work is not confined to guidance experts, (2) an effective guidance program is possible in a small school, (3 ) guidance services cannot be superim­ posed upon a school but must become through a process of gradual growth an integral part of the school's pro­ gram, (k) when establishing a guidance program the range of services should be limited to funotlons which can be performed adequately by the available personnel, and (5 ) the development of the program is dependent upon the speed with which the staff acquires skill in handling additional guidance tools. 22 M. S. McLean, E. G. Williamson, Editor, Trends in Student Personnel Work. Minneapolis, University of Minnesota Press, 1949, p. 27. ^ Ralph F. Berdle, "Counseling: An Educational Tech­ nique," Educational and Psychological Measurement. Vol. 9. 1949, pp7 89-94. 2k C. ~ P. Froellch, Guidance Services in Smaller Schools. New York, McGraw-Hill Book Company, 1950, pp. 8-9. 25 Whether In a large or email school there Is a diversity of problems that are peculiar to groups with similar character­ istics and there is a diversity of problems possessed by a single pupil that are really a group of idiosyncrasies webbed together in such a manner that they give each individual his identifying traits or characteristics* For thos who feel that counseling is the heart of a program of guidance services, the assisting of a student to explore this web of individual character­ istics and then to make intelligent decisions based on their ex­ plorations with the idea of developing self direction becomes the primary responsibllty of the counselor. With this same group the area of operation for the counselor is limited only by the number and kinds of activities needed to satisfy this end. The number of specific activities carried on in such a process in working with a number of Individuals is practically limit­ less, but whatever these individual activities may be they can be classifed under one or more of the major guidance services; namely, the Pupll-lnventory, Informational, Counseling, Place­ ment and Follow-up It has been the purpose of this section to ooint out some of the basic definitions and guide posts which serve to give direction to the guidanoe movement. The diverseness of the definitions along with the varied purposes and principles which 25 Raymond N. Hatch, G-uldanoe Services in the Elementary School. Dubuque, Iowa, William C. Brown Company, 1951* P* 17- 26 have been stated points out clearly the difficulties involved. After a close observation of guidance practices and a rather comprehensive scrutiny of the guidance literature, one is forced to admit there is not complete agreement among those who write and work in the field as to every minute detail of guidance services. This should be expected In a field that is relatively new and which deals primarily with unpredictable and dynamic individuals as subjects. Tools and Techniques Used There is practically unanimous agreement as to the end purpose of guidance services as can be seen by an examination of the definitions and statements of principles in the pre­ ceding section. A further examination of the same section would lead one to conclude that there is not complete agreement as to how this end is to be reached. Guidance is a process Involving many varied activities and demanding the specialized services of many individuals. Guidance is a process which demands community wide effort and support for optimum operation; but, there is one individual; the school counselor, who is a trained professional worker and who possesses the baslo competencies needed to carry on a min­ imum of guidance activities in our schools. In view of the fact that there is a latitude of beliefs about the responsi­ bilities of the Counselor; ranging from a belief that his sole purpose is that of giving vocational guidance, (defined 27 in its narrowest sense), to that of believing he must assume responsibility for any needs beyond that of the immediate class­ room subject matter, we would logically expect a difference in emphasis as it relates to the characteristics and competence pos­ sessed by school counselors and the tools and techniques they may use. Without regard to disagreements there seems to be complete accord on the matter of competence in the collection, tation and use of the occupational data. interpre­ This, without a doubt, is one responsibility for the counselor and is one of the major Informational services. The world of work, is comprehensive with millions of workers and thousands of job classifications. The mass of data resulting from this fact raises a question as to what can be expected of the counselor in this matter. The field of occupations is so large, and so changing, that no course of study about the world of work should attempt to cover in detail the preparation and future opportunities for 22,000 Jobs that are known by ^+0,000 occupational titles. A course offered in college to train prospective counselors in occupations should show them how to use the Dictionary of Occupational Titles, how to recognize and classify occupations they may observe, how to select workers for various types of work, how to discover personal characteristics of workers, how to recommend training for Jobs, and in general, how to find, evaluate, use and Interpret lnforma26 tlon about occupations. 26 Walter J. G-reenleaf, Occupations: A Basic 0 ours a for Counselors. Washington, Federal Security Agency, Vocational Division Bulletin No. 2^7 , p. 1 . 28 One of the reports of the 8th National Conference of State Supervisors of Guidance Services and Counselor Trainers, (held at Washington, D. C., September 15-18, 19^8), dealt with Counselor Competencies in Occupational Information. This re­ port describes six major competencies in occupational infor­ mation: (1) Competence in the classification of the world of work; (2) Competence in the description of the world of work; (3) Competence in occupational variations as a result of socio-economic changes; placement facilities; (*0 Competence in training and (5) Competence in collection, abstracting, and filing of occupational information. evaluation, 27 ' The counselor makes use of both individual and group techniques in facilitating his occupational Information com­ petence. Billing,^® F o r r e s t e r , ^ and Hoppock^0 have given many helpful suggestions in their writings. Educational in­ formation and orientation complement occupational information in making up the broad area of informational services and taxes 2? Federal Security Agency, U. S. Office of Education, Counselor Competencies in Occupational Information. Washington, D. C., Division of Vocational Education, Miscellaneous Bulletin 331^, March, 19*4-9. 28 M. L. Billings, Group Methods of Studying Occupations. 2nd Edition, Scranton, Pa., International Textbook Company, 19*H. 29 Gertrude Forrester, Methods of Vocational Guidance.Boston. D. C. Heath Company, 19*+*4-. 30 Robert Hoppook, Group Guidance. New York, McGraw-Hill Book Company, 1949. 29 all of the resourcefulness and skills of the counselor. The Informational services are not to be thought of as separate and compartmentalized entitles even though there have been many publications dealing with occupations and others deal­ ing with education.-^ Among the multiplicity of characteristics, skills, com­ petencies and techniques and used by the counselor Is one; observation, which is the most natural and perhaps the most effective in aiding the counselor in his efforts to understand and give assistance to individuals. The use of observation is not by any means limited to the school counselor and any such claim would be faulty and erroneous. But there is no better way to study an individual in a natural setting than by ob­ serving and watching him closely. individuals and with groups. room setting, Observation is used with It is used in the formal olass- in testing and in counseling sessions. Of course, a great deal of subjectivity can and does enter into the process of observing, and, therefore, we often find the process being refined by the use of rating scales and check lists in an attempt to lend objectivity to the reporting of observations. Effective observing will entail systematic note taking end the notes should report the circumstances under which the observation was made. Skill in observing and note taking re- Ruth Strang, Educational Guidance: Its Principles and Practices. New York, The MacMillan Company, 19^7• 30 suits from purposeful practice in trying to note the indivi­ dual instances of behavior, which tend to attract attention, both favorable and unfavorable. Carefully reported observations v:ill result in a collection of data which is characteristic of the pupil observed. This information may then be filed with that which has been collected from other sources and serve as a basis for assisting the pupil in his effort to grow in self direction. The mere mention of observation as a technique for in­ dividual or group study, often raises the question of whether this is just another attempt to add more v:ork to the already over-worked personnel. But, while at first the suggestion of this further duty for an already busy teacher may seem to be out of order, a small portion of his time for actual observa­ tion of children may well be taken from some of the activities now carried on without eny significant loss to the latter and •7 . 0 with great benefit to the children themselves. - The counseling interview represents the very heart of guidance services and the pertinent material found in books, periodical literature, leaflets are legion. reports of conferences and mimeographed There is no substitute for the fact to face counseling session in which the counselee represents the ^ Clarence C. Dunsmoor and Leonard M. Miller, Principles and Methods of Guidance for Teachers, Scranton, Pa., Inter­ national Textbook Company, 19^9* P • 93• 31 center of activity, and where the recognized goal of all the action is that of assisting the client or counselee to grow toward self direction and self discipline. characteristics, skills, All the techniques, and tools of the counse­ lor are brought into action in the dynamic setting of a counseling interview. Erickson has indicated that the counseling interview varies in purposes, characteristics, and outcomes according to the basic needs to be served. He has identified five particular characteristics of the counseling interview. 1. It is a person-to-person relationship. 2. One participant (interviewer) has assumed or has been assigned the responsibility of helping the other participant. 3. The interviewee has some needs, problems, blocks, or frustrations he wants to attempt to change or satisfy. 4. The welfare of the interviewee is of a central concern. 5. Both participants are interested and willing to attempt to find some solutions to the inter­ viewee's difficulties.33 It was a common practice, at one time, to try to categorize counselors into two groups based on their ap­ proaches to the counseling process. One group was desig­ nated “directive or counselor-centered” , and the other was labeled "non-directive or client-centered". For the former 33 Clifford E. Erickson, The Counseling Interview. Newr York, Prentlce-Hall, Inc., 1950* P» 5* group the basic assumption is that the counselors training, experience, and information is superior to that of the counselee. The counselor sets the goal and attempts to direct the movement of the interview on the basis of abilities, needs, and interests of the counselee. For the latter group, the counselee is the center of attention and any superior skill or knowledge possessed by the counselor is to be used in helping the client to move toward goals that are decided upon in a democratic way to gain the insight needed to dis­ solve his own difficulty. The 11directive" counselor's claim they are following the pattern developed and reported by Williamson, P a r l e y , 35 and others pioneering in guidance at the University of Min­ nesota. Carl R o g e r s ^ is considered as being the leader of the client-centered movement. A close examination of the work and writings of the members of these seemingly dlchotomous groups would indicate that neither are purely directive or non-directive. Most counselors combine the basic concepts of the two groups, and operate somewhere along a continuum E . G . Williamson, How to Counsel Students. New York, McGraw-Hill Book Company, 1939» p. 562. 35 J. G. Parley and E. G. Williamson, Student Personnel Work. New York, McGraw-Hill Book Company, 1937* 36 Carl R. Rogers, Counseling and Psychotherapy. Boston, Houghton-Mifflln Company" 19^2. 33 between the two extremes depending upon the particular nature of the client and the orient?tion of the counselor.3? Due to the lack of agreement among the workers and writers in the field, no attempt will be made to list nor discuss in detail the seemingly indeterminate number of tools and techniques used by the counselor beyond the three which have been given brief mention; namely, tion, and counseling. Briefly, information, observa­ some of the tools and techniques treated by a major portion of the writers are: Case Study Cumulative Records Anecdotal Records Soclometrlc Devices Career Conferences Tests and Inventories Rating Scales and Check Lists Autobiographical Sketches Statistics Referrals The literature is replete with information treating these and other tools and Traxler^® has given an entire book to the matter. 3? Additional Books on Counseling: A. H. Brayfleld, Readings in Modern Methods of Counseling. New York, AppletonCentury, Inc., 1950; C. A. Curran, Personality Factors in Counseling, New York, Grune and Stratton Company^ 19^5 1 M . E . Hahn and M . S . MacLean, General Clinical Counseling. New York, McGraw-Hill, 1950; Frencis P. Robinson, Principles end Procedures in Student Counseling. New York, Harper and Brothers, 1950; Carl R. Rogers. Client-Centered Therapy. Boston, Houghton-Mlfflin, 1951; E. G. Williamson, Introduction to High School Counseling. New York, McGraw-Hill, 19A O . 3® Arthur E. Traxler, Techniques of Guidance. New York, Harper and Brothers, Publishers, 19^5. Preparation of Guidance Workers The preceding sections of this chapter dealt with the literature indicating the dire need of guidance services based on the problems of pupils, the principles and philosophy of guidance services, and the various tools and techniques used by the school counselor. In this section attention will be turned to the preparation of guidance workers; and of course, the direction of training should be greatly determined by the problems to bp met, the principles and philosophy of rules of the game, and the tools, techniques, and skills thet must be mastered. In G e o r g i a ^ schools the counselor is looked upon as the coordinator of the guidance services, and as the specialist in guidance. He is the one to provide the professional leader­ ship for the faculty in guidance matters, and encourage teachers. offer suggestions, A close check of duties performed by counselors will indicate there is reason to believe one may 68fely generalize this statement about counselors. The basic training of the counselor can be predicated on the purpose he is to serve. A major problem is that of setting up a valid list of basic training experiences. The dilemma faced by those planning experiences for coun­ selor trainees is pointed out clearly by the list of, Offerings in Guidance Work in Colleges and Universities. Summer, 19^9, as Ernestlng Bledsoe, “Counselors Plan In-Service Training Occupations, XXX, No. 7, Page ^9 5, April, 1951. A 35 prepared by the United States Office of Education. Specific Instructions went out from the United States Office that only the basic guidance courses were to be listed, but the insti­ tutions reporting sent a hodgepodge of courses. In retaliation Meyer wrote a stinging criticism in which he stated, “The publication shows an astounding lack of discrimination regarding what are not offerings in guidance work....has a valuable word lost all meaning because it is used to cover so many different things" This criticism should not lead one to conclude that we have no basis for planning counselor-training programs. There has been ample research in this area, to provide us with at least guide posts thet may be followed in planning training experiences at both the undergraduate and graduate level. It is interesting to note that the need for varying levels of training is recog­ nized by many program planners. The ideal program of training for the guidance worker emphasizes studies at the undergraduate level which provide a broad cultural background and required basic knowledge. It reserves the courses in the skills and techniques of guidance until the graduate years: and finally, it requires a period of in-servloe training under expert super­ vision. To reach an acceptable degree of competence, at least ^ George E. Meyer, "What Isn't Guidance," Occupations. Vol. 28, No. 3* PP« 162-163* December, 19^-9 • two years of graduate training will be necessary and a four year program leading to a Doctor of Philosophy degree should be considered as representing the ultimate level of training necessary for effective professional work.**'-*’ To meet the immediate need for counselors which arose as a result of World War II the War Manpower Commission issued a special training bulletin which was suitable for short-term training oourses for counselors.**2 Counselor-training at the advanced level has been treated by a committee of the American Psychological Association li'i J and in a study by Scales.***4, Continued in-service training for guidance duties is imperative and this matter has been discussed in two committee ill Wilma T. Donahue, "The Training of Guidance Workers," from The Measurement of Student Adjustment and Achievement. W. T .Dona.hu e , Editor, Ann Arbor, University of Michigan Press, 19^9, p. 81. **2 War Manpower Commission, The Training of Vocational Counselors. Bureau of Training, Washington, U. S. Government Printing Office, 19^4, p. 77. **3 Committee on Counselor Training, "Recommended Standards for Training Counseling Psychologist at the Doctorate Level," The American Psychologist. Vol. 7, No. 6 , June, 1952. **** Harry Scales, Counselor Training at the Advance Degree Level of Training in Selected Colleges and Universities in the U, S . . Unpublished Doctoral Dissertation, Stanford University, 1950. 37 reports from the proceedings of the eighth National Conference of the National Association of Guidance Supervisors and Coun­ selor T r a i n e r s . ^ In a recent report by a committee of division 17, American Psychological Association, an attempt was made to disouss the methodology of teaching guidance methods and procedures. The expressed purpose of this report is that of affording a medium for Instructors to present a report of materials and methods they are using. This report is not detailed enough to ex­ plore the full possibilities of the materials discussed but it does carry the names of the professors and the schools in which a particular methodology is used. This makes it possible for an interested reader to contact any specific professor directly whenever it is warranted. The National Vocational Guidance Association Publication on Counselor Preparation^ is probably the best single source for getting a prospectus for counselor training. This publi­ cation represents the painstaking work of individuals chosen from the following organizations and agencies: In-Service Preparation for Guidance Duties: Parts One and T w o . FSA, Office of Eduoation, Washington, Misc. 3314-7A and 7B, May, 1950, pp. 41 and 48. ^ Counselor-Training Committee, Counselor Training Methods and Procedures. Washington, American Psychological Association, 1952, p. 3 8 . ^ Counselor Preparation, Washington, National Vocational Guidance Association, 19^9, p. 37. 38 (l) American College Personnel Association; (2) American Psychological Association, Division of Counseling and Guidance; (3 ) National Rehabilitation Association; Guidance Association; (k) National Vocational (5) Office of Education, Federal Security Agency; 16) National Association of Guidance Supervisors; U. S. Employment Service, Federal Security Agency; end, (?) (8 ) The Veterans Administration. The Manual recognizes a common core of training for all counselors with the understanding that specialized training in specific areas is necessary, dependent upon the type and level of service for which the individual is preparing. The core areas are: 1. 2. 3. U'. 5. 6. 7. Philosophy and Principles Growth and Development of the Individual The Study of the Individual Collecting, Evaluating, and Using Occupational, Educational, and Related Information Administrative and Community Relationships Techniques Used in Counseling Supervised Experience In Counseling It is of particular interest to note that there was no attempt to spell out specific course offerings which would be needed to cover these core areas. Though this committee report on Counselor Preparation did not go so far as to suggest specific oourses or training activities there are references in the literature to which one may turn when seeking more de­ tailed data on training. The American Psychological Association, 39 Division Seventeen Report referred to above is one Illustration and so is the American Council on Education Publication by LeBsrre. After experimenting with two methods of teaching a graduate course in the principles and techniques of group guidance Hoppock reports, "The results appear to indicate the demonstration method is superior to the question and answer method." l±g Froe- lich in suggesting an outline for a basic guidance course points out, that students should be assisted to competence in the use of certain fundamental tools end techniques, and the tools and techniques to be taught should be selected on the practical basis of usefulness. Summary In this chapter an attempt was made to digest some of the more pertinent literature in the field of guidance that is related to this study. The literature was reviewed under the following categories: (1) higher education for Negroes, (2) problems and needs are basically the same, a need for counselors, (3 ) there is (4) some guiding principles for guidance 48 Corrine LeBsrre, Graduate Training for Educational Personnel Wo r k . Washington, American Council on Education, 1948, p. 54“ 49 Robert Hoppock, “Two Methods of Training Counselors for Group-Guidenee," Occupations. Vol. 27, No. 8, p. 532, May, 1949. 5® Clifford P. Froellch, "The Basic Guidance Cburse: An Overview or Training for Job Performance," School and Society, 1949:70:19-21. *K> workers, (5) tools and techniques used, and (6) preparation of guidance workers. The complexity of modern day living has brought with it a profusion of problems for our pupils which seems to make it Imperative that they be given some assistance with their prob­ lems. The fact that there are alternatives, and that Individuals are free to make choices, have been responsible for the growth of a democratic philosophy of guidance eervioes. The basic principles of the most acceptable concepts of guidance services all place emphases on the Importance of the individual. The guidance worker uses a number of tools, techniques, and skills in his efforts to assist individuals to grow towe.rd self direc­ tion. There is not complete agreement on the relative value of the tools and skills used by the guidance worker, and the extent to which one takes precedence over another is largely determined by the orientation end philosophy of the counselor. Neither is there full accord among those responsible for the training of guidance workers as to specific course titles and course content necessary for the satisfactory training of guidance workers. But, representatives of several professional groups who have vested interest In guidance services have been able to agree on what should be the oore area of training for all counselors. CHAPTER III CHARACTERISTICS OF THE GUIDANCE WORKER In this chapter the counselor was described In terms of the characteristics which the sampled public school adminis­ trators said he must possess to serve the needs of boys and girls in the states with duel educational systems. Essential Characteristics Table I lists the seventeen characteristics which admin­ istrators say ere essential for guidance workers if they are to serve the needs of boys and girls.^ These characteristics ere listed as a result of two-thirds agreement by the administra­ tors. Opposite each characteristic is listed its rank order based on the frequency with which it was checked as being essential, the number of administrators that checked it as being essential, and the final column shows the percentage of respon­ dents who indicated the characteristic is essential. Knowledge of Self and Intelligent Choice The lndlvldue-1 inventory is one of the major guidance services and 117 respondents or 96.6 percent of those return­ ing questionnaires agreed that the counselor must be one who believes a knowledge of self is basic for intelligent choice and optimum adjustment. This places upon the counselor a responsibility of developing the competence needed to asBlst See Appendix D for “Number and Percentage of Administra­ tors Returning Questionnaires by State11. TABLE I 2 CHARACTERISTICS CONSIDERED BY SCHOOL ADMINISTRATORS AS ESSENTIAL FOR GUIDANCE WORKERS Number and Percentage of Respondents iiu • Believes a knowledge of self is basic for intelligent choice end attainment of maximum efficiency Believes every individual has intrinsic worth as a person Possesses knowledge relative to child growth and development: A. Physical B. Social C. Emotional D. Mental Maintains a professional atti­ tude toward confidential in­ formation Believes the guidance worker has a responsibility to the client and society Is well adjusted in personal life possesses knowledge of the basic theories of personality development: A. Psychological B. Sociological C. Blosoclal Believes society has the obligation to help each indi­ vidual to live a life that is individually satisfying and socially effective Has had broad training in counseling and guidance courses Has had broad training in psychology Reads professional litera­ ture regularly Has had at least one course in mental hygiene 1 117 96.6 3 112 92.6 3 5 8.5 8.5 112 111 106 10 6 92.6 91.7 87.6 87 .6 3 112 9 2 . 6 _____ 6 109 90.1. 108 89.2 10 16 17 100 87 80 82.6 71.9 66.2 . . 11 98 81.0 12 95 78.5 13.5 93 76.9 13.5 93 76.9 7 15__ . .... _ QR . ...7 3 . 4 — . . .. ^ See Appendix E for "Response to Characteristics and Skill Questionnaire Items by Number and Percentage . 3 pupils in their efforts of self appraise1 and understanding. Knowledge of self will permit the selection of goals that ©re in keeping with appraised abilities. Intrinsic Worth of Individuals Guidance has a democratic basis and rests upon democratic principles. This second characteristic, mentioned by 112, 92.6 percent of the respondents, or and reported in Table I, in­ dicates that the administrators believe the counselor should feel that every Individual has intrinsic worth as a person. Knowledge of Growth and Development An examination of the characteristics dealing with phy­ sical, social, emotional and mental growth and development indicates the importance administrators place on growth and development. The physical well being of pupils is of great concern to the school and a mere observation of the physical appearance of a student may indicate the need for some remedial adaptation of the school curricula for him. More and more attention is being paid to personality development and social relationships in the school; therefore, It is of small wonder that the responding administrators stressed the importance of a knowledge of social and emotional growth. Individuals differ in their mental stature as they do in their physical, social or emotional maturation. The counselor should be competent to ob­ serve the significance of mentality as it relates to pupil adjustment at any developmental or grade level. hb Attitude Toward Confidential Information The counselor is a professional worker and, therefore, should perform as such. His loyalty is primarily to his client and 112, or 92.6 percent of the responding administrators signi­ fied their beliefs that this is true by pointing out that the counselor must maintain a professional attitude toward confi­ dential information. This characteristic is closely related to the one dealing with the belief in the intrinsic worth of individuals. Since they were checked with equal frequency it would seem to indicate that the administrators held them to be equal in Importance. Responsibility to Client and Society The responses given to characteristic six seem to sub­ stantiate the responses dealing with the worth of the indivi­ dual and with professional attitude toward confidential infor­ mation. There were 109, or 90.1 percent of the responding administrators who indicated that the guidance worker has a responsibility to the client and society. This appears to be another characteristic that specifically Implies respect for and loyalty to others. Well Adjusted in Personal Life A re-examination of the section on guiding principles for guidance workers given on page 22 of Chapter II will reveal that one of the major goals of guidance is that of aiding pupils in their efforts to gain self direction and optimum adjustment. There were 108, or 89.2 percent of the public school administrators who 45 agreed that the counselor must be well adjusted in personal life. This would seem to suggest that guidanoe workers who are well adjusted themselves can best serve the needs of boys and girls. Knowledge of Theories of Personality Development A descriptive study of the characteristics of a counselor would be incomplete if it failed to Include some reference to his understanding of personality. istics ten, An examination of character­ sixteen and seventeen in table I will Indicate the need for the counselor to possess knowledge of the basic theories of personality development. There were 10Q or 82.6 percent of the administrators who indicated it is essential that the coun­ selor have a knowledge of the psychological basis of personality; eighty-seven, or 71.9 percent checked sociological knowledge as essential end eighty, or 66.3 percent stated that knowledge of the blosoclal development is necessary. The responses to this item on personality tend to raise a question of why there were not more responses in the essential column relative to the charac­ teristic or broad training in sociology. This question may not be so puzzling when it is taken into consideration that these characteristics relative to knowledge about personality were stated rather specifically. This explanation seems tenable when it is noted that characteristic ten was checked more fre­ quently than the characteristic dealing with training in psy­ chology. The psychological theory of personality development recognizes the Individual as dynamic end unique. The socio­ 46 logical approach to personality would begin with the societal agregate and stress the Interpersonal rather than the Individual aspects of personality development. The blosoclal approach to an understanding of personality development recognizes the im­ pact of social forces and their resulting influences on molding personality characteristics; but, likewise, this approach takes into consideration the limitations which necessarily result from the biological nature of the Individual. These three concepts of personality will certainly over­ lap, but the contributions made by continuous investigations of these groups with varying orientations relative to person­ ality development should provide a great deal of stimulation to those who work as counselors. In interpreting the responses to these items it is of value to note that state certification requirements and the literature dealing with counselor-preparation indicate specifically that counselors should possess some competence in individual analysis, and it seems to the writer that a knowledge of personality development should precede any development of competence In individual analysis. It appears that the administrators substantiated this position by indicating this as an essential characteristic of the counselor. Social Responsibility The table of essential characteristics included some which are truly basic to a democratic concept of guidance services. The counselor should recognize his limitations as an individual 47 end thereby realize that the community with Its many agencies has some responsibility for the well being of its Inhabitants. This feeling is expressed by characteristic eleven which states: (the counselor) believes society has the obligation to help each individual to live a life that is Individually satisfying and socially effective. There were ninety-eight, or 81 percent of the administrators who checked this as an essential characteris­ tic. This seems to suggest a mutual interdependence between individuals and society. Such a position is in keeping with our democratic concept of individual freedom and responsibility in group living. This concept is compatible with the practice of working cooperatively with various agencies in the community in an effort to enhance the chances of pupils to succeed. Broad Guidance Training A look at the broad erea of guidance will Indicate that it includes a wide number of services, some rather general in nature, which can be rendered by classroom teachers. The more specialized guidance functions should be carried on by the school counselor who, by his training, job. is beet equipped to perform the In responding to characteristic number twelve, ninety-five, or 78*5 percent of the responding public school administrators Indicated that it was an essential characteristic, i.e., the counselor must have broad training in counseling and guidance courses If he is to serve the needs of boys and girls. When the response to this item is compared to the frequency with 48 which some others were checked; a question may be raised as to why there was not a higher percentage indicating the ne­ cessity of specialized training. The answer to this question is given in part by the response recorded under column two of the questionnaire. An examination of this column will indi­ cate that in many cases the administrators indicated by a small percent that training is not being offered by the state schools. This may suggest that the administrators feel some of these competences may be acquired by on the Job practice. Such an explanation of this phenomenon is superficial at best and what seems like a questionable response to an item may very well represent the true feeling of the group. In raising this question the inherent weakness of the questionnaire method of gathering information is clearly pointed out because we cannot be certain of the meaning of this item. Broad training in counseling and guidance courses will provide the counselor with the basic competence needed to provide some of the services which would come under the major guidance areas such as analysis of the individual, counseling, placement and follow-up, informational services, evaluation and service to the staff. To get such training it would be necessary for the trainee to take professional courses dis­ tributed among the following areas: Analysis of the individual, counseling techniques, occupational and educational information, administrative relationships in guidance and a supervised practicum. In addition, the trainee should take whatever supporting k9 and related courses as may be necessary. Such courses may be in psychology, sociology, education or economics. Coun­ seling is probably the most important of these major areas and ample opportunity should be given for the trainee to get a solid foundation in its theory and practice. This will re­ present a major undertaking and little success can be expected unless the trainee actually engage in counseling under proper supervision. Levels of Training It should be clearly understood that the school counselor cannot gain all the needed competences during one year or for whatever period of time it may take to complete the course re­ quirements for the Master’s degree. The essential character­ istics discussed in this chapter and the essential skills discussed in the following chapter may be gained in part at the undergraduate and masters level; but if counselors are to meet the needs as suggested by Implication in the question­ naire returns, there seems but little choice to conclude that advanced training beyond the master's level and continued inservice tra-lnlng are imperative. That so many characteristics selected as being essential were chosen more frequently than the one being discussed would seem to indicate that the high school administrators feel counselors should have a broad training base as suggested by 50 the so called student personnel point of view, rather than a narrower kind of training as may be the case for vocational counselors or counseling psychologists. This should not be understood to mean there would not be a place for those per­ sons v:lth more specialized and narrow training. They will be needed to render services to supplement the general service that can be offered by the counselors with more general train­ ing. This is suggested in the supplement to Part One of the National Vocational Guidance pamphlet on Counselor Prepara­ tion.^ Psychological Training Characteristic 13*5 wes checked as essential by ninetythree, or 76.9 percent of the respondents. The response to this particular characteristic would seem to validate those dealing with physical, social, emotional and mental develop­ ment of the lndlvldua.l as well as the one dealing specifically with personality. It is noteworthy that this characteristic was not selected as frequently as those Just mentioned. This may be due to the fact that it is a little more general, there­ by not dealing in specific terms "with the components related to human adjustment and behavior. This may also suggest that ^ Counselor Preparation, o p . clt.. Chapter V. 51 it really does not matter which department or subject matter discipline trains the counselor to understand and deal with pupils so long as he is able to understand the many facets and ramifications of human personality and development. Here again the broadness of training must be limited by the time and opportunity available for trainees to receive advanced and in-service training. Professional Literature The counselor's responsibilities make it imperative that he read professional literature regularly. Ninety-three, or 76.9 percent of the administrators called this an essential characteristic. The professional literature represents a medium through which it is possible to exchange ideas and secure suggestions which make it possible for the local coun­ selor to benefit from successful practices that have been tried by others. The current professional literature comple­ ments and supplements the textbooks. Mental Hygiene Training Mental hygiene concerns itself with the adjustment of individuals and their efforts to use the various adjustive mechanisms in an attempt to maintain normal equilibrium. The Importance of a knowledge of mental hygiene was recognized when eighty-nine or 73*6 percent of the administrators indi­ cated the essential nature of course work in this area. 52 Summery Table I shows seventeen characteristics which have been designated as being essential for those counselors who are to serve the needs of boys and girls. The criterion of two-thirds agreement was arbitrarily decided upon as being the cutoff point in determining whether a characteristic would be called essen­ tial. This list of characteristics, by responses given, sug­ gests the responsibilities which school administrators expect counselors to assume. The breadth of the characterlstics scored as essential by the respondents to the questionnaire seems to suggest that these administrators want a guidance worker whose training is general rather than narrowly specialized. If this interpreta­ tion is correct it could mean there is a need for the general counselor in each school, and for specialists who ere able to give remedial aid end therapy on assignment to several schools. The school administrators in checking the seventeen character­ istics discussed as essential have provided an idealized and collective picture of the type of guidance worker which they would like to see the state supported institutions produce. CHAPTER IV SKILLS ESSENTIAL FOR GUIDANCE WORKERS In the preceding chapter it was indicated that there are certain characteristics which represent the minimum es­ sentials for successful school counselors. In the present chapter the skills which seem to be essential for guidance workers are discussed. For the sake of clarity it should be noted that the items designated as characteristics were distinctive and typical mental or personal qualities. The discussion of skills deals with the mastery and deftness in application of the various tools, techniques and specialized knowledges which should be required of those who are engaged in successful guidance practices. Table II lists the thirty-two skills which were selected as being essential for guidance workers by the responding public school administrators. The list was based on two-thirds a- greement among those returning questionnaires. The rank of each item is shown along with the number and percentage of re­ spondents who checked it as essential. Counseling Interview There seems to be almost complete agreement among those who work end write in the field that the counseling interview represents the very heart of a program of guidance servloes. It appears that the responding administrators expressed general 54 TABLE II SKILLS CONSIDERED ESSENTIAL FOR GUIDANCE WORKERS Skills Skilled in the use of the basic techniques available for the study of the Individual: A. B. C. D. E. mumper ana Percentage of Respondents Rank No. Percentage 1 4 12 19 114 108 101 93 94.2 89.2 83.5 76.9 22 91 75.2 26 89 89 73.6 73.6 27 87 71.9 28 31.5 87 82 71.9 67.8 2.5 112 92.6 2.5 112 92.6 5 106 87.2 6.5 106 87.6 6.5 106 87.6 CO • o\ " ... 104 85.9 8.5 104 85.9 10.5 103 85.1 10.5 103 85.1 13 100 82.6 Counseling Interviews Observation Cumulative record Anecdotal record Interpretation of Individual test F. Interpretation of group test G. Case conferences H. Administration of group test I. Administration of individual tests J. Interest Inventories Able to organize and administer guidance services Able to assist students In a study of their own interests and abilities Able to gain the confidence and cooperation of the staff Able to initiate a successful counseling relationship Able to evaluate a guidance program Able to carry on follow-up studies of drop-outs, transfers and graduates Able to proceed with a successful counseling relationship Skilled in the use of occupational information Skilled in the use of educational information Able to terminate a successful counseling relationship Skilled in the collection of educational information 15 95.... 78.5 _ 55 TABLE II (CONTINUED) SKILLS CONSIDERED ESSENTIAL FOR GUIDANCE WORKERS Number and percentage of Respondents Rank Skills Skilled in the evaluation of occupational Information 15 Able to interpret the guidance program to interested community members 15 Skilled in the evaluation of educational information 19 ... Skilled in interpreting recorded data to other individuals 19 _ Able to vork with the librarian and other teachers to provide proper reeding materials for the pupils and staff 19 Able to evaluate a counseling session 19 Skilled in the collection of occupational information 23.5 Able to devise record forms that ere tailored to the pro­ gram and Institution in i;hich they are used 23.5 . _ Skilled in getting the coopera­ tion of community service organizet ion 29.5 Able to make proper use of referral services 29.5 Able to participate in a curriculum study program -21,-5 __ No. Percentage 95 78.5 95. 78.5 93 . 76.9 93. ... 76.9 93 76.9 93 ... 75.2 91 _ 91. 76.9 _ 75.2 8? 71.9 87 71.9 ___ 82 67.8 ... 56 agreement since 114, or 94.2 percent indicated this skill is essential. This Important skill is also one which ranks high on the list in Appendix C which Indicates skills that are not provided for in the state supported schools. References to the counseling Interview* are legion as was pointed out in Chapter II. There are those who believe the counselor must be the very center of attention because of his superior knowledge pnd training. On the other hand, there are those who believe the counselee must be the center of attention in the Interview. No attempt was made to resolve this issue in this study; but it might be of Interest to note that the respondents failed to agree that it is essential for the coun­ selor to always have specialized knowledge superior to that of the counselees. Organizing and Administering Guidance Services Administrators who must work with personnel of varying philosophies and temperaments readily recognize the importance of administrative relationships. This is substantiated by their response to skill number 2.5 in Table II. There were 112, or 92.6 percent of them who agreed the counselor must possess the skills needed to organize and administer guidance services. First, the counselor should secure the support and backing of the administration, since the administrator is ultimately re­ sponsible for the success. Secondly, the counselor should 57 secure the warm support of the teaching staff. Classroom teachers have more time with pupils than any other of the school personnel. There are many guidance activities which can be carried on by teachers who are sympathetic toward the development of successful guidance practices. A clear know­ ledge of line and staff relationships supplemented with an understanding of the nature of status and roles will facili­ tate the development of administrative and staff support. After getting support the counselor should serve as the specialist which his position demands. He should exert leadership by helping the teachers to understand the roles they are to play and by indicating the services which class­ room teachers can offer. He should take full advantage of the use of committees by capitalizing on correct committee assignments. Through his own and committee resourcefulness, he should maintain a reservoir of ideas and plans which can be used to maintain interest and expedite successful guidance practices . Any specific plan for organizing and administering a successful program of guidance services in a given school will depend upon the resources of the particular individuals involved. auction. This includes their state of readiness for program It is of utmost Importance for the counselor to bear in mind that he cannot successfully Implement a program of 58 guidance services alone. Practically any phase of the pro­ gram will depend upon the optimum support of the school staff and in many instances upon community support. More was said about community support when reference was made to skill number 2?.5Studying Interests and Abilities One hundred e.nd twelve, or 92.6 percent of the respon­ ding administrators indicated that it is essential for school counselors to be skilled in assisting students in a study of their own interests and abilities. This is understandable when one recognizes the importance of the individual inven­ tory in guidance services. The response to this item seems to validate the response to characteristic number one in Table I which dealt with a knowledge of self. A primary objective of guidance is helping pupils to understand themselves so they will be more adept in undertaking self direction. To develop skill in this area the counselor would be expected to have background training in sociology, anthropology, psy­ chology. Here again the administrators validated their state­ ments of belief by indicating that characteristics ten, six­ teen and seventeen from Table I are essential for successful counselors. The counselor should be able to make use of a number of teachniques in his effort to help pupils to study their own Interests and abilities. 59 Observation Special skill is needed if optimum use is to be made of observetion es a technique for studying individuals. One hundred and eight, or 89.2 percent of the responding adminis­ trators checked this skill es being essential for those who are to serve pupils* needs es guidance workers. Observation is probably the most natural method of all that are used for studying individuals, but it represents only one of the ten basic skills pointed out by this group of public school administra tors . It was topped in frequency of selection only by counseling. Teachers and counselors see students in many roles dur­ ing the course of their direct and indirect contacts, but only teachers who are mindful of the various fa.cets of human adjustment take advantage of this opportunity by careful and objective observation. Individual and group characteristics can sometimes be identified by close observation. Knowledge of an individual's characteristics which is gained through observation will make it possible to anticipate possible be­ havior patterns as pupils carry on their various relation­ ships and act their rol es . Cumulative Records There were 101, or 83.5 percent of the respondents who indicated that the counselor must be skilled in the use of the cumulative record. This, of course, will Include record­ ing pertinent data in the record and using it for the we^Ll 6o being of pupils after it has been recorded. There are numer- » ous generalizations which can be made about any permanent personnel records which are to be kept for pupils. The follow ing are examples: 1. Records must serve some useful purpose. 2. Records should be easily available to those who ere supposed to use them. 3. Records should be used. Records should be as brief and simple as possible, but detailed enough to provide at least this basic information. 5. Records ere static end individuals are not. 6. Records are recorded by imperfect human beings and are therefore subject to error. Anecdotal Record The accurate recording of anecdotes makes it possible to add objectivity to ones observations. There were 93> o f 76.9 percent of the responding administrators who considered skill in the use of anecdotal records important. When wri­ ting anecdotes, an attempt is made to get a word picture or portrait which provides a factual account of an incident or particular bit of behavior of an individual. Caremust be taken so that any personal urge to color this account will be overcome. Observing and recording are complementary and skill in both come with constant practice. The suggestion given for ge.lning competence in observation as a technique for studying the individual applies likewise to gaining skill in the writing and using of anecdotes. 61 The counselor must avoid these pitfalls when recording or using anecdotes: (1) The urge to record that which is in­ terpreted in an action rather than that which is objectively observed; (2) An accumulation of a mere bulk of anecdotes whose very volume render them useless; and (3) The possibility of discarding seemingly insignificant but actually pertinent behavior descriptions whenever editing becomes necessary to avoid an accumulation of bulk. Interpreting Individual Tests It is interesting to note the Importance which has been pieced on the interpretation of individual tests. There were 91, or 75*2 percent of the administrators who indicated tha.t this is an essential skill. Here again the weakness of the questionnaire method of gathering data is glaringly pointed out, because the response to this item raises the question of whether the respondents were actually conscious of the advantages of the Individual measuring instruments when com­ pared with the regular paper and pencil group tests, or whether the response was merely a reflection of the “obsession” educa­ tors seem to have for any idee that bespeaks individualizing the educational process. There is room for questioning the validity of the cul­ turally loaded group tests when used with any underprivileged or minority group. The use of the Individual test may minimize 62 this cultural effect. Knowledge of the meaning of the results of the more widely used individual Instruments seems imperative for counselors who are going to assume their obligations in the area of Individual analysis* The Individual instruments nay be in the nature of intelligence scales such as the WechslerBellevue or Stanford-Binet, projective instruments like the ^orscharch or TAT,.or some of the performance tests used for appraising vocational flttness. These and other individual instruments give the examiner an opportunity to make detailed observations the.t would be impossible when group tests are used. Interpreting Group Tests The interpretation of group tests was not checked quite as frequently as was the interpretation of individual tests. In this case 89, or 73-6 percent of the respondents indicated that skill in the interpretation of group tests is essential for counselors. There are, of course, valid criticisms against the use of group tests which limit their usefulness. A thorough knowledge of the most frequently used paper and pencil instru­ ments is imperative and an acquaintance with the sources from which added information about testB can be gathered is desir­ able . 63 Administering Tests The respondents placed eoual importance on the adminis­ tering of group and individual tests. In each case 87» or 71.9 percent of them indicated that this skill is essential. A test must be administered and scored before it can be in­ terpreted. This fact may raise a question of why test inter­ pretation was indicated as being essential more frequently than was test administration. One possible explanation may be that some of the respondents would assign the test adminis­ tering responsibility to psychometrists who would not be responslbile for counseling and Interpreting, or they might assume that administration is only incidental in Importance when compared with the matter of interpretation. Case Conference Table II indicates ten basic techniques which are avail­ able for the study of the Individual. There were 89, or 73 ♦6 percent of the respondents who indicated that it is essential for the counselor to be skilled in the use of the case con­ ference as a technique. The case conference affords an ex­ cellent opportunity for synthesizing data provided by many Individuals and collected from many sources. Interest Inventories The final technique selected as being essential for the study of the individual was the Interest Inventory. Table II 6k shows that 82, or 67.8 percent of the respondents believe this Is an essential characteristic. There are a number of standardized interest inventories which are distributed by coromercial publishing houses. The two most commonly known vocational interest Inventories are the Kuder^ Preference 2 Record and the Strong Vocational Interest Inventory. It is not always necessary to have a standardized instrument to gather information relative to the Interest of pupils. A common procedure used in Judging Interest is the process of asking pupils to list in the order of their preference the Jobs they like or the kind of recreational activities which they prefer. At the same time the published Inventories are useful adjuncts to this procedure. The real value of the attempts to determine interest is not to be found in the mere collection of factual data, but rather in the application of the findings. The counse­ lor relates Interest data to whatever other information he has collected and as such it is recognized as an integral part of the data which are available for assisting the pupil. Frederick Kuder, Kuder Preference Record: Chicago, Science Research Associates. Vocational. ^ E. K. Strong, Vocational Interest Blanks and Manual. Stanford, Stanford University Press, 19^7. 65 Staff Confidence In the Counselor At his best the counselor can only carry a part of a total program of guidance services. The respondents have recognized the Importance of the entire school staff. Table II shows that 106, or 87.6 percent of the administrators felt it is essential for the counselor to be able to gain the con­ fidence and cooperation of the staff. One of the major guid­ ance services is that of providing services to the staff. It is possible that the respondents are suggesting that ser­ vices to the staff must be preceded by winning stsff confi­ dence and cooperation. It appears that the broad training of the guidance worker discussed in the preceding chapter night give him the desired knowledge of human behavior and administrative relationships needed to be able to gain the confidence and cooperation of the staff. Interview Relationships Table II indicates that the respondents recognized three distinct steps or stages in the counseling process - initiat­ ing, proceeding with and terminating the relationship. There were 106, or 87.6 who indicated the ability to initiate the relationship is an essential skill tha.t must be possessed by the counselor; 104, or 85.9 percent indicated it is essential to be able to carry on the relationship; and 100, or 82.6 per­ cent said it is essential to be able to terminate the relation ship successfully. 66 It is noteworthythat these responses substantiate the contention that the counselor be skilled in the use of the counseling interview. The successful counseling interview depends almost entirely upon the establishment of the proper relationship between the counselor and the counselee. The counselor must be aware of the importance of a workable re­ lationship as he goes through the nrocess of initiating, proceeding with, and terminating a counseling session. There is also the danger of getting so entangled in the mechanics of the process that sight might be lost of the fact that the client and not the process should be the center of attention. There is no tailored pattern for establishing the warm, permissive and properly controlled relationship which is known as rapport. A major portion of the Initial and even some time during subsequent contacts may be spent in developing this relationship. When the vrorking relationship permits the coun­ selor and counselee to venture into the exploratory process which characterize an interview; or when the relationship permits the counselor to provide some information, if that be the case; or when the counselee starts feeling free and talkative in the permissive setting, the second step of the process is in operation and the interview proceeds. No coun- ^ Oarl Rogers, Counseling: and Psychotherapy. Boston, Houghton-Mifflln Company, 19^2, Chapter IV. 67 eeling interview can be carried on Indefinitely. Therefore, the counselor must be able to call into play his skill for terminating the session. Progra.m Evaluation Table II reveals that 106, or 87.6 percent of the admin­ istrators feel it is essential that the counselor be able to evaluate a guidance program. This skill is also recognized as one of the major guidance functions. Expansion and improve­ ment of guidance services should be predicated on a close ob­ servation and evaluation of the practices, procedures, tools, techniques and skills commonly employed by guidance workers, and especially by the workers in the local institution. Eval­ uations may take the form of surveys in which a collection of successful practices is compiled. Attitude of the personnel Involved, i.e., administrators, teachers, counselors, students and any others who may be concerned. Evaluation may take the form of determining the reliability and validity of the tools and techniques used and of the counselors who use them. This is by no means a simple undertaking, because in addition to the technical difficulties Involved, the guidance workers are often reluctant to have their own work observed and appraised. It should be noted that the administrators indicated the essen­ tial nature of evaluation but failed to indicate that proficlenoy in the use of basic statistical procedures is essential. Most 68 counselors have both good end poor prectlces, as well as effi­ cient and Inefficient methods. Nevertheless, through a process of continuous evaluation— simple or complex--guldance services can be improved. Follow-Up Studies To serve the needs of boys and girls, counselors must be able to carry on follow-up studies of drop-outs, transfers, and graduates. There were lO^J-, or 85*9 percent of the admin­ istrators who Indicated that this is an essential skill. The response to this item tends to substantiate the contention that the counselor must be able to evaluate a guidance program. The findings of such follow-up studies may stand as a testimonial or as incriminating evidence as to the worth of a given guidance program. The follow-up may be used as an in-service training technique to stimulate Interest in guid­ ance, or the findings from the use of this technique may serve as a basis for indicating specific needs that should be served. The effective follow-up study is no longer confined to surveys of the students who are able to graduate, but Includes those people who have dropped out of school before graduation. Among this group is found a large number of unmet needs which the counselor must serve. The follow-up is an expensive under­ taking in time and money, and it will sometimes require con­ siderable perseverence to complete the collection of the data 69 which Is being sought. In many cases members of the group under study will have moved out of the community served by the local school making the study. Occupational and Educational Information Table II indicates that skill in the use of occupational and educational Information are equally essential. In both cases there were 103, or 85*1 percent of the respondents who indicated that these are essential skills. The informational service is considered one of the major areas of guidance. This service includes, among many other things, the collection, evaluation and use of both educational and occupational infor­ mation. In each case the administrators indicated these are essential for counselors if they are to serve the needs of boys and girls. There were 95* or ?8.5 percent who indicated the collection of educational information was essential; 93* or 7o.9 percent Indicated that skill In the evaluation of educa­ tional information is essential; and 91» or 75*2 percent felt skill in the collection of occupational Information is essen­ tial. Interpreting Program to the Community There were 95 or 78.5 percent of the administrators who indicated it is essential tha.t the counselor be able to inter­ pret the guidance program to interested community members. is certainly essential that the program be understood by the It 70 community if it is expected to experience success, but it is interesting to note that the administrators placed the responsibility for interpretation on the shoulders of the counselor rather than on their own. A real guidance program is a community program and it should be recognized as such. The degree to which the lay members of the community under­ stand the program may often determine the degree to which the program receives support. It is agreed that the counse­ lor can and should assume some responsibility for interpreting the program to the community and the ability to perform this responsibility is a worthwhile virtue. At the same time, the principal should recognize that he is ultimately responsible for the success of any part of the school program and as such he must assume his appropriate share of the obligation for interpreting the school program to the community. Interpreting Recorded Data to Others It is not at all surprising to note that Table II indlcs.ted it is essential for the counselor to be skilled in in­ terpreting recorded data to other individuals. It is surpris­ ing to note that only 93, or 76.9 percent of the administrators marked this as an essential skill. It is surprising because so much of the counselor's work deals with recorded data and the ability to Interpret this data may often determine the success or failure of a conference with a client. 71 Working With the Librarian and Other Teachers There were 93* or 76.9 percent of the respondents who indicated it is essential that the counselor be able to work v:ith the librarian and other teachers to provide proper read­ ing materials for the pupils and staff. The literature is replete with guidance materials and information, some of which has been published and distributed without proper thought having been given to the ethical principles that should govern the publishing and marketing of informational materials. The counselor should be competent to screen out suitable materials and he must maintain continued contact with reliable sources of guidance materials. Evaluating Counseling Sessions There were 93* or 76.9 percent of the administrators who indicated that it is essential for the counselor to be skilled in the evaluation of a counseling session. Here a- gain is a validating item and this response substantiates the selection of skill number 6.5 as being essential. It will not suffice for the counselor to know the steps Involved in the counseling process, but he must be able to gauge the rel­ ative value of a given session. There is always the general objective of encouraging self-direction and growth which per­ meates any counseling session and the counselor has the re­ sponsibility of determining the degree to which this objective 72 has been attained, after each session. He might concern him­ self with the extent to which proper rapport was established; the ratio of participation of client to counselor; the degree to which problems were identified; the degree to which therapy took place; and the effectiveness with which some tool or technique was used. Many counselors work alone and their in- service improvement will depend largely upon the degree to which they are able to evaluate or Improve upon their own coun­ seling sessions. Devising Record Forms Many schools utilize record forms which are distributed by commercial publishing firms; but there were 91| or 75.2 percent of the responding administrators who indicated it is essential that the counselor be able to devise record forms that are tailored to the program and institution in which they are used. Commercial record forms are seldom entirely satis­ factory for a specific school and in some cases their cost may prove to be prohibitive. Commercial records may sometimes give too much space for lrrevalent data and in many instances fall to provide a.mple space for data which teachers feel to be pertinent. The counselor must be able to work with teachers inservice in developing records. the technlce.l assistance needed. He should be able to provide Records are a vital pert of 73 any well organized program of guidance activities end It Is significant that the counselor be adept In their construction and use. Cooperation of Community Service Organizations A real guidance program Is a community program which demands and depends upon community cooperation and support. There were 87, or 71*9 percent of the respondents who Indi­ cated it is essential that the counselor be skilled In getting the cooperation of community service organizations. There are a number of agencies and Individuals in the community who are able to supplement the Individualized and group services of­ fered by the counselor. It is his responsibility to work cooperatively v.’lth them in an effort to make available every possible opportunity for optimum development of his client. Referral Services Proper use of referral services makes it possible for the counselor to give more effective aid to his clients; there­ fore, it is not surprising to note that 87, or 71.9 percent of the respondents indicated it is essential for the counselor to be skilled in the use of referral services. In certain respects the school counselor is a general practitioner like the general medical practitioner. Since there ere e number of specialists, the counselor must be sble to recognize the ?b need for a particular referral service end be prepared to direct his clients to the proper source for assistance. Curriculum Study There would be little Justification for a program of guidance services which failed to have its impressions re­ flected in the school's curriculum. Table II indicated that there were 82, or 67.8 percent of the respondents who indi­ cated that it is essential that the school counselor be able to participate in a curriculum study program. G-uldance activities based on pupils' needs will often necessitate curriculum modifications end revisions. These changes grow out of data gathered in studying individual students, or they may be the results of follow-up studies of graduates and dropouts. The counselor must be able to give some technical assistance to curriculum study groups based on his knowledge and understanding of pupils. He oc­ cupies a strategic position which affords him an opportunity to determine needs that ere more basic than those superficial ones which are often easy to discern, but may tend to be only symptomatic of something more serious. The curriculum is an outstanding aspect of the total school environment. cations for guidance. Because of this fact it has many impli­ The rigid programs often found in schools must be supplanted by programs flexible enough to bend them­ 75 selves to meeting student needs. A willingness to make cur­ riculum changes, when need warrants it, should precede or accompany any plans for guidance services if optimum success is expected. Changes should serve some worthwhile purpose, but can only be accomplised in cases where schools have the resources required for continuous curriculum study. The counselor should play a major role in determining the changes t o be m a d e . Summary In this chapter the thirty-two skills shown in Table II have been discussed. The administrators responding to the questionnaire have Indicated, by a minimum of two-thirds agree cent, that these skills are essential if the needs of punlls are to be served by the school counselor. It is of particular importance to note that the essential skills mentioned here ere based on the needs to be served. These essential skills identify the minimum functions which can be performed by the school counselor if he is to assume responsibility for the application of guidance services in the public schools. First of all the counselor should be able to carry on a counseling interview; he should be able to initiate, pro­ ceed with and terminate p successful counseling relationship; he should be able to appraise and evaluate a counseling session. In Instances where the client needs special assis­ tance, which the counselor is not capable of rendering, he should be able to make use of nroper referral services. 76 The counselor should be skilled in the use of a number of basic techniques which he may use for the study of an in­ dividual client. He should be able to administer and interpret group and individual tests. use of anecdotal records, He should also be able to make cumulative records, interest inventories and observation. case conferences, There are other baBic techniques which many counselors are able to use, based on their individual competencies, but these given here seem to represent the minimum essentials. The informational services represent one of the major areas of responsibility for the guidance worker. The coun­ selor should be skilled in the collection, use and evaluation of occupational and educational information. He should be skilled in gaining the cooperation of the librarian or other key persons in order that proper informational materials will be available for pupils and staff. The counselor should possess the necessary skills for organizing, administering and evaluating guidance services. This would seem to require him to possess a number of other skills in addition to those which have been mentioned in the preceding paragraphs. He should (1) esslst students in a study of their own Interests and abilities; confidence end cooperation of the staff; (2) obtain the (3) be capable of devising record forms that are tailored to an Individual 77 school program; C^) interpret recorded data to others; should be able to Interpret the guidance program to interested com­ munity members; ^5) should be able to get the cooperation of community service organizations; (6) should be able to carry on follow-up studies of dropouts, transfers end graduates; and (7) should be able to participate in curriculum study programs. It is interesting to note the number of specific remedial shills which were not listed as essential. The respondents also failed to give two-thirds agreement on the essential requirement of skill in the use of a number of group guidance techniques. These ommissions would seem to warrant at least two conclusions: (1) The counselor identified by the partici­ pating administrators i6 a general guidance worker requiring broad training; and (2) Specific remedia.1 services probably should be offered by some specialist other than the counselor, with the staff assuming responsibility for a number of group guidance activities. CHAPTER V GUIDANCE COURSES IN THE COLLEGES AND UNIVERSITIES This survey included thirty state supported Negro col­ leges and universities that are located in the seventeen southern and border states. Table III lists the schools and indicates the number of institutions found in each state, and also shows whether a school has a graduate department. In this chapter the guidance courses offered by each college or university were listed end comments were made whenever they were warranted. It must be pointed out again that this is primarily a quantitative, rather than a qualitative survey; therefore, evaluative statements will be held to a minimum e.nd qualita­ tive statements will be made with reservations. Sources of Information The primary source of the data Collected and used in this chapter came from the catalogues of the institutions being discussed. In each instance where course titles are from catalogues they represent the announcement for the school year of 1951-52. fourth year, They are courses offered in the third and or above. Personal visits were made to some campuses snd in a few instances it was possible to talk with a responsible official of the Institution while attending 79 TABLE III LEVELS OF TRAINING- IN STATE SUPPORTED NEGRO COLLEGES AND UNIVERSITIES College or University Alabama A & VL College Alabama Stete College Arkansas A.M.&N. College Delaware State College Florida A & M College Albany State College Fort Valley State College Savannah. State College Kentucky State College Grambling College Southern University Bowie State Teachers College Maryland State College Morgan State College Aloorn A. & M. College Jackson College Lincoln University North Carolina A & T College North Carolina College at Durham Elizabeth City Teachers College Fayetteville Teachers College Winston-Salem Teachers College Langston University South Carolina A & M College Tennessee State A & I University Prarie View State College Texes Southern University Virginia State College Blue Field State College West Virginia State College Training Level Under Gradua t e Graduat e x x x x X x X X x x X x X x X X X X x X x x x X X X X 80 professional meetings. In every instance a check list of courses was mailed to each Institution in an effort to get a reaction from an official of the school relative to their course offerings. Conversations with state supervisors of guidance services afforded an opportunity to gain additional insight into some of the problems of counselor training in the southern region. Statements relative to requirements for counselor certification in the various states which are made in this chapter are based on Woellner's* report on certi­ fication requirements unless otherwise indicated. Common Core Training Areas The publication, 2 Counselor Preparation, is regarded as one of the most acceptable guides for use In counselor training. In Tables IV and V are shown the common core train­ ing areas suggested by the manual on counselor preparation along with the characteristics and skills that have been desig­ nated as being essential for guidance workers. It should be the purpose of training in each core area to provide the trainee with certain skills and pertinent experiences. The area under which a given characteristic or skill should be a teaching Robert C. Woellner and A. K. Wood, Reculreraents for Certificetion of Teachers. Counselors. Librarians and Adminis­ trators of Elementary Schools. Secondary Schools and Junior Colleges. The University of Chicago Press'] 16th Edition, 1951-52. 2 Counselor Preparation, o p . cl t . 81 objective or goal, or an expected outcome, 1b use of checks (x) in the appropriate columns. shown by the The first characteristic listed in Table IV can be used for an illus­ tration: the check in the first column of that table, under the core area of philosophy and principles, indicates that one of the expected outcomes of e class dealing with the prin­ ciples of guidance is that the trainee will accept the belief that a knowledge of self is basic for intelligent choice and attainment of maximum efficiency. There are instances in which certain characteristics or skills may legitimately be expected outcomes in more than one core area; and in instances vrhere this is true, checks have been placed opposite that characteristic or skill under whatever areas are involved. There is always danger of categorizing in cases where the impression is given that counselor-training can be neatly compartmentalized. The grouping was used merely for the sake of convenience and is not being used to suggest that the train­ ing of counselors can be carried on without the complete lntergration of instruction in every core area. Trainee Screening The characteristic, “is well adjusted in personal life“ , does not lend itself very well to the kind of grouping scheme used and, therefore, core area. no effort was made to Include it under any Any school which accepts the responsibility for 82 TABLE IV ESSENTIAL CHARACTERISTICS FOR SCHOOL COUNSELORS AND NVGA CORE TRAINING AREAS i 1—1 E * CL O ft) G o 1 1 C Q 3 CD o a 1 73 •H CL 43 G CX-H O Ip Cl) 43 ftp in C o > i> -i G .G i-l 3 ft) • H Qj CQ rH i-l ftp 4-3 C L G f t p <13ftp c C ft) 43 W r tLp Ip —CL1 CD o fC > g H ) c»D P. f • K 1—1 GO W X g ft)M CD c G O > i l4 3 CL 03 Q i-i 4-3 CL G> iC CL 4 l i—1 £•»i —I no si 4-3 C P -3 CL f—i CQr-i ftp CD ,o Si ex g C s a) ft) ft) CD CQ 3 O u O,—I a 43 Pi 3 CO CO G CQ i 1—1 3 C LI > O ftp OH 43 c O >3ftP P, CLVh •r C-if G O CD — 1 i —-11p G 3 G c ft) i—1 .GO 1 ., £O 4G-3 f43t-p3 O O 1-1 C O P.G p— G f t) si O 1-1 03 *5 3 3 i—l rH Ph cP E CQ Eh o 43 E CO < CHARACTERISTICS________________________________________________ Believes a knowledge of self is "basic for intell­ igent choice and attainment of maximum efficlence_______ x________________________________x Believes every individual has intrinsic worth as a person_______________________ x_________________ x Possess knowledge rela tive to child growth and development: A. Physical x B. Social X C. Emotional X X D. M e n t a l ______ Maintains a professional attitude toward confiden­ tial information____________x relieves the guidance worker has a responsi­ bility to the client and society_________________ x______________________ x Is well adjusted In X •personal life Possess knowledge of the basic theories of nersonality development: X X X A. Psychological X X X 5. Sociological X X X C . biological relieves society has the obligation to help each individual to live a life that is individually satis­ fying and socially effective x . 83 TABLE IV (CONTINUED) ESSENTIAL CHARACTERISTICS FOR SCHOOL COUNSELORS AND NVGA CORE TRAINING- AREAS i—t CO 3 1 *d Pt -H o > i—1*H G Co CQ CD 1 —* rG h i Q •d G CDI-l x a 1 aS 0 •H •d C M 3 JG 4-3 V4 rH as 3 4-3 ^ 43 O G P a> •d e? s co X X X X O «d - < DG H Ph O a s _* h G d 43 O G as r l Ci S 43 p q )H O Pi as Vh 3 43 3 O O O G G O M -rH 43 X CD C Q p. h d a> •d 4 3 W as rH CD o 0 1 ■rH > C Xi aS cq C CD O > *H •H 43 43 as O SrH p CD tn CQ ■H J>> G 43 *H *rl 43 a rd c 3 << X E O G G •H d CD a> bO G> G CD p CD bD •H P. G « -H W rH •H CD C QrH •d C Q CD CD CD G 3 C Q C Q3 c r G •H 0 i> 0 •H 3 G O p CD G .G O P i -H O CD 3 Eh P a> 43 43 as S 43 0 CD JX 3 CO d CD rH rH — 1I CO X X X x X ^Psychology, Sociology, Education and Economics Courses Not Considered Part of NVGA Core. X 8*4TABLE V ESSENTIAL SKILLS FOR SCHOOL COUNSELORS AND R A IN IN G AREAS 1 i P,-H o np 3 C O to >> 0) jb >H cl o. O -H C QO 3 i— 1-H iH 3 Jb (H a, o Skilled In the use of basic techniques avail­ able for the study of the individual: A. Counseling Inter­ view 3. Observation C. Cumulative Record D. Anecdotal Record E. Interpretation of Individual Test F. Interpretation of Group Test G . Case Conference H. Administration of Group Test I. Administration of Individual Tests J. Interest Invento­ ries Able to organize and administer guidance services Able to assist students in a study of their own inter­ ests and abilities Able to gain the confidence and cooperation of the staff Able to Initiate a successful counseling relationship Able to evaluate a guidance program Able to carry on follow up studies of dropouts, transfers and graduates__________ > 1 — 1«rl TO rrt £ > to M C D •P X i rH 3 4-3 cd cO 3 <+-! rcj ,3 4L> o 4-3 O 3 U to cp 6 X 1 •H t> -H P 3 M o to .3 4-3 rH Vr C O O 3 P >> 3 4-3 CP 1 cO O «P 3 a) rrf W <0 3 rH - T O•H r lf f iP ai C O 3 'd 6 o H a U cd o 4-3 cd i— t 3 Cl co ih 3 3 O O o -rH o 4-3 1 ■ c 1 3 E O TO O O CL O H 3 ■P 3 O ■H 3 T C O3 O p ■H TO 4 > 3 TO •H cd 3) 4-3 rH CO T O TO P Pm 43 3 hO TO *3* O' 3 •H 43 ■H -H 3 rH 3 •H •H 3 3 TO O TO E 3 TO •P E TO TO E-t TO O 3 TO •H 3 cd P, X w p TO TO rO 3 •H 3 > 3 P 3 O TO P, 3 CP X X X X X X X X X X X X X X X X X X X X X x 4-3 +3 TO X X X X X * 3 a> x to •H i— i rH << 85 TABLE V (CONTINUED) ESSENTIAL SKILLS FOR SCHOOL COUNSELORS AND INING AREAS i i Pi"H o > i —1-H CDrcJ > c CDI-l p cq CQ CD i>»O) ■P xi C 43 £1 rH P. p, cd O *H CQ O X5 O O C +3 rH i —1*H ^ P CO •H U c c P XiP-i P CD'P Pt Ci> E 1 1 cd > O np H P CD •a ■P +3 p w cd p i —i rH O •* C D•H CD rH« 43 X! CQ cd +3 P «P E O P U rH ■H cd o O CQ +3 P cdiH P >»*P Pi cdH p P •O P o o O -H +3 -3 . CO o 4 1 E CD o P o •H X5 fp CQ p P CQ O -H CD43 > CQ ■HrH +3 CD CQffi +3 CO43 •H P P *H P s E 'p P P O O P •H •P CD CQ CD O P CD •H u CD P bO X P w •H rH CQ >p CD CD CD CD P co P o:bO H P P > O hO P P CD •H rH i —1 o* Able to proceed with a successful counseling X X relationship Skilled in the use of occupational Information Skilled in the use of X educational information Able to terminate a suc­ cessful counseling relation­ X X ship Skilled in the Collection of X educational Information Skilled in the evaluation X of occupational information Able to interpret the guid­ ance program to Interested X community members Skilled in the evaluation X of educational information Skilled in interpreting recorded data to other X X individuals Able to work with the librarian and other teachers to provide proper reading materials for X X pupils and staff Able to evaluate a counseling X X X session Skilled in the collection of X occupational Information Able "co aeVldS fedord fbl’niB that are tailored to the pro­ gram and institution in which X X they are used Skilled in getting the co­ operation of the community X service organizations Able to make proper use of X X X referral services *Psychology, Sociology, Education and Economics Courses are not considered Part of NVGA Core 86 training guidance workers must be willing to use some method of screening prospective trainees and should seek out candi­ dates who seem to fit this criterion while eliminating those who do n o t . ALABAMA Alabama has two state supported Negro Colleges: Alabama Agricultural and Mechanical College at Normal and Alabama State College at Montgomery. There is no state supervisor of guidance services in Alabama; however, an observer from the state vocational office was in attendance at the Southern Regional Meeting of the National Association of Guidance Super­ visors and Counselor-Tralners, New Orleans, 1?52 and he was personally contacted by the investigator. Alabama Agricultural and Mechanical College Alabama Agricultural and Mechanical College is thesta'te land grant college for Negroes and offers only undergraduate work. There is no formal program for training school counselors. Nor are there any present ing program. plans for organizing a formaltrain­ Those courses listed in the school’s catalogue with titles which suggest that they may be appropriate back­ ground courses for guidance work are listed under psychology or education. Those in psychology are: educational psychology, ohild psychology and adolescent psychology. ere: Those in education child development and guidance, test and measurements, 87 and mental hygiene. In response to the course check list the respondent Indicated, “Since the program has not reached the planning stage, I ©m not in position to indicate the courses that would or should "be Included, “ in a formal counselortraining program. Alabama State College Alabama State College offers work leading to the Master's degree in education. from this Institution. It was not possible to get a catalogue A personal visit was made to the cam­ pus April 1, 1952 and an interview was held with Dr. W. E. Anderson, Director, Division of G-raduate Educa-tlon. Under­ graduate degrees are offered in elementary and secondary ed­ ucation. It was felt by the college staff that these curricula orovide sufficient courses pertaining to human relations to give the student the kind of background needed to take more advanced professional courses in guidance. level there are two guidance courses: At the undergraduate guidance in the ele­ mentary school; and guidance in the secondary school. There is no formal program for training school counselors at Alabama State, but there are plans for organizing such a program. It is proposed that the program will be offered in the educational psychology department. The education department presently offers eight courses which would contribute to a counselor-training program. They are (1) principles of guid- 88 anee; (2) vocational guidance; personality diagnosis; (3) clinical guidance; (4) (5 ) measurement of human behavior; (6) Philosophy of Education; (7 ) osychology of learning; and (8) mental hygiene. Alabama does not have counselor certification. The col­ lege assumes that its primary responsibility is that of pre­ paring people to qualify for teaching certificates issued by the state. The present guidance courses are being offered so that classroom teachers, may be able to perform a few guidance functions. There seems to be little chance for a real counselor- training program until the state starts issuing a counselor's certificate. Analysis Alabama is one of the eight states which provide gradu­ ate training in the institutions studied. One of its colleges, Alabama A and M does not have a graduate program and does not offer a course In the principles of guidance. The graduate courses in guidance are offered at Alabama State College. An examination of the titles of the courses and a look at Tables IV and V will indicate courses for the core areas of principles and philosophy, growth and development of the individual, study of the individual, occupational and educational information and other titles which may be placed under allied subject areas. Assuming the course titles suggest their contents and will prove 89 satisfactory for the core areas names, there is still a com­ plete lack of titles suitable for the areas: in counseling, techniques used administrative and community relationships, end supervised experience in counseling. It appears that Alabama provides the kind of training which would permit an opportunity to equip guidance workers with some of the basic principles and philosophy, a chance to become acquainted with the techniques used for studying individuals and an opportunity to ga.in some competence with the informational services. There is a need to provide ad­ ditional training wThich would eauip the trainee with the know­ ledge needed to synthesize the skills and characteristics he may acquire. This can be done by adding proper course offerings under the three core areas not presently covered; namely, techniques used in counseling, administrative and community relationships, and supervised experiences in counseling. ARKANSAS The Arkansas Agricultural, Mechanical and Normal College is the state supported Negro college in Arkansas. Three days were spent visiting the campus at Pine Bluff, the State Super­ visor of Guidance Services in Little Rock, and public school counselors who work under the supervision of the CounselorTrainer. The state issues a counselor's certificate, and counselors working in certified guidance programs may have part of their salaries reimbursed with federal funds. The 90 Counselor-Tralner at Arkansas A. M. and N. is charged with the responsibility of supervising these programs and teaching three courses in guidance at the undergraduate level on the campus. The three courses taught are: the guidance program; (1) principles and practices of (2) occupational information end vocational guidance; and (3 ) tools and techniques of guidance. The other courses required for state certification are offered at the University of Arkansas which has dropped its racial barrier end admits Negroes to its courses. In addition to the three courses taught by the counselortrainer there were other courses listed in the catalogue whose titles suggest they are suitable for background training in guidance. statistics, These courses were labor problems, mathemetical the family, courtship and marriage, to social work, social ce.6e work, introduction child development, tests and measurements, philosophy and history of education, adolescent psychology end techniques in corrective reading. are distributed among the economics, These courses sociology, psychology, mathematics and education departments. The counselor-trainer appended to the questionnaire this statement, “skills In the use of statistical methods are pertinent, but the methods used in teaching these skills are poor; and this criticism is not limited to counselors trained in our state alone, but seems to be rather general where the counselor training program is limited to a one year offering. I think that skill in this area 91 Is absolutely essential for maximum efficiency, but the skills should be correctly taught". Analysis Arkansas A. M. and N. is probably offering as many guid­ ance courses at the undergraduate level as it is feasible to offer. The principles course affords an opportunity for orien­ tation and a chance to develop within the trainee a student personnel point of view. The Information course may provide the student with the minimum essentials needed to deal effec­ tively with occupational and educational information. The tools and techniques course offers a chance to provide the trainee with some of the tools of the trade. Since Arkansas makes provisions for graduate training in guidance at the State University there is no need to expand the undergraduate guidance offerings at A. !•'. and N. An attempt to put more professional courses in the undergraduate program would likely weaken the subject matter, major and minor fields. DELAWARE Delaware is a small border state which has an exceeding­ ly small Negro population. It supports one college for Negroes, Delaware State College wrhich offers only undergraduate courses. Negroes are admitted tc the University of Delaware for graduate study. 92 The courses offered at Delaware State which seem to be suitable for background courses in guidance and are distributed emong the psychology, departments. sociology, home economics and education Their titles as listed in the catalogue are: social psychology, and measurements, anthropology, the family, child psychology, psychology of adjustment, educational tests adolescent psycholgy, guidance of ouplls in elementary schools, educa-tlonal sociology, philosophy of education, child development and care. Dr. J. G. Finney, formerly Head, Education Department, Delaware State College and presently Professor of Education at North Carolina College stated, "we did not try to offer any of the guidance courses, basic or otherwise. No member of the staff was sufficiently trained to perform this function. Those students seeking guidance courses at the graduate or under­ graduate level had to secure such courses at the University of Delaware. We were not in position to offer the kind of salary that would be commensurate to the training and experience of the person who would be needed to fill such an important po ­ sition. 11 Analysis Delaware, like Arkansas, has made provision for the train­ ing of all counselors at the State University. Delaware State can make an optimum contribution to counselor-training in its 93 undergraduate orogrem by continuing and strengthening its uresent offerings and possibly adding undergraduate courses in the principles of guidance and. occupational and educational information. Their psychology and sociology offerings should provide a satisfactory background for advanced and professional courses in guidance. FLORIDA Florida Agricultural and Mechanical College at Tallahas­ see is the state supported Negro Institution of higher learn­ ing and offers courses leading to the Master's degree. Florida does not have a state supervisor of guidance services, but the size and zeal of Florida delegations at the various professional meetings leaves no doubt about the interest in the growth of guidance in that state. In response to the check list of course titles it was indicated that there is no formal counselor-treining program at Florida A and M; but there ere plans to organize a formal program for training school counselors. The catalogue gives c relatively extensive listing of undergraduate courses which might serve as background courses. among the education, These courses are divided psychology and sociology departments. The titles are measurement and evaluation of educational growth, principles end techniques of vocational guidance, principles and techniques of educational guidance, adolescent psychology, 94 psychometric methods, introduction to clinical psychology, the psychology of learning, advanced educational psychology, personnel psychology, child development, measuring intelli­ gence, the dynamics of human behavior, the family, principles and practices of social work and mental hygiene services. At the graduate level the following courses are offered, principles end techniques of research, use and interpretation of tests and reading diagnosis and improvement. The following graduate courses are planned as part of the nroposed counselortraining program: occupational information, psychology of adjustment, theories and techniques of counseling, theories of personality and organization and administration guidance services. Analysis The rather extensive undergraduate offerings at Florida A and M should provide satisfactory background training for those Interested in guidance. It might be advisable to offer a course in occupational information. From the graduate courses offered and proposed for of­ fering it would seem that the program planners have assumed that the trainees would have already had a course in the prin­ ciples of guidance. (Florida offers a principles course at the undergraduate level). The course titles as suggested cover six of the seven core areas shown in Tables IV and V, but no mention is made of a practlcum experience. The inter­ 95 pretation of the course titles assumes that during the courses taken in psychology, the trainee will have ample opportunity to gain the needed knowledge relative to growth and development. GEORGIA The state of Georgia has three state supported Negro colleges, none of which offers graduate courses. Albany State College is located at Albany; Fort Valley, the land grant college, is located at Fort Ve.lley; and Savannah State College is located in Savannah. Georgia has a state supervisor of guidance services, but none of these three institutions have formal counselor-training programs. the attention of the writer, It has been brought to since the data about these schools were collected, that graduate offerings are to be available in these Institutions in the very near future. Albany State College The Albany State College listed one economics, one ed­ ucation, one mathematics, and two home economics courses whose titles suggest they may be appropriate background courses for guidance workers. Their titles were: labor problems, tests and measurements, elements of statistics, child guidance and family relationships. In response to the check list it was Indicated that they plan to organize a formal program for training school counselors and five other course titles were 96 added to the list taken from the catalogue. mental hygiene, principles of guidance, ministration of the testing program, Their titles: organization and ad­ counseling techniques in elementary and secondary schools and student personnel work. Fort Valley State College The Fort Valley State College failed to return the course title check list and the only information available is that which was taken from the catalogue. The economic, sociology, psychology and education departments list a total of seven courses which might contribute to the undergrsduate background training of a counselor. to statistics, The course titles were: Introduction labor problems, ohilosophy of education, intro­ duction to anthropology, the family, social psychology and child guidance. Savannah State College Savannah State College, the third state supported Negro College In Georgia, indicated in its response an intention to set up a formalized counselor-training program, but failed to indicate Just what courses would be offered in this pro­ gram. The college catalogue shows five education courses which as background courses should enhance the counselors' pre-professional training in human relations and adjustment. The five course titles were: educational psychology, elemen­ tary principles of guidance, child psychology, psychology of adolescence and elements of statistics. 9? Analysis Each of the three institutions discussed here serve ©s teacher-training institutions. In each case there ©re course titles listed which should be beneficial as undergraduate background courses for guidance workers. In each school there is at least one course in guidance and Albany State listed five course titles v;hich will be part of a oroposed counselortraining nrogram. These course titles would provide offerings in five of the seven core areas shown in Tables IV and V, but no titles are suggested for the informational area nor the practicum area. Such a proposed program will not provide an opportunity for trainees to get training experiences in the essential informational and practicum skills which the admin­ istrators check as Important. KENTUCKY Kentucky is a border state and supports one Negro Col­ lege, Kentucky State College, which is located in Frankfort. Kentucky State College does not offer graduate training, but Negroes are admitted to the University of Kentucky. In response to the course title check list it was indicated that there is no formal program for training school counselors at Kentucky State and there are no plans to organize such a program. The Kentucky State College catalogue lists three sociology and four education courses which might be helpful background courses 98 for the school counselor. disorganization, measurements, The course titles were: social psychology, social the family, tests and educational statistics, educational sociology and child psychology. Analysis Training for counselors is provided at the University of Kentucky so the job of Kentucky State College should remain that of offering a good undergraduate program. It seems de­ sirable that at least an Introductory course in guidance be added to the undergraduate program at Kentucky State. LOUISIANA Louisiana supports two institutions of higher learning for Negroes. Neither offers work at the graduate level. The two schools are Grembllng College end Southern University. G-rambling College The dean of the college, in response to written Inquiry, notes that G-rambling College does not have a formal program for training school counselors and there is no anticipation of an early Initiation of such a program. The catalogue in­ dicates the primary function is teacher-education with special efforts to prepare teachers for rural work. Two course titles are listed which should prove to be suitable background courses for guidance workers. The two courses are child psychology and human growth and development. 99 Southern University Southern University is a land grant oollege located at Scotlandville, Louisiana. Southern University did not respond to the written request for data, relative to the status of counselor-training in that institution. It was possible to secure a listing of their course offerings from the catalogue and it was also possible to secure a personal interview with Dean Martin Harvey, Director of Student Personnel Services. Southern does not have a counselor-training program. It offers only undergraduate courses and there are no immediate plans for setting up a counselor-training program. The courses offered which might do most to enhance the background train­ ing of the school counselor are principles of guidance, tech­ niques of counseling, ality, abnormal psychology, psychology of person­ exceptional children and labor economics. Analysis Louisiana does not have any reauirements for a counselor's certificate at the present. In twTo personal conversations with the state supervisor of guidance services, no knowledge was gained as to the present status of planning for such a certifi­ cate. G-ra.duate training in guidance is available at Louisiana State University. Under the present circumstances it seems most desirable to expand and Improve the undergraduate background courses at G-rambling and Southern so that those who choose to 100 continue at the University for gradua.te training will be p.ble to receive optimum value from such training. seems, G-remblln, it should most certainly offer at least a course in the principles of guidance. MARYLAND Maryland is a small border state with three state sup­ ported Negro Colleges: Bowie State Teachers College, Mary­ land State College and Morgan State College. Negroes are admitted to the University of Maryland where they can take gradua.te courses In guidance. No graduate work is offered at the three Negro Colleges. Bowie State Teachers College In response to written inquiries about counselor-training at Bowie, the president of the college wrote, “I wish to. Inform you that this institution does not offer anything in the training of counselors". No catalogue was secured from this school so it is not possible to report a list of course offerings. Maryland State College Maryland State College is a land grant school located at Princess Ann, Maryland. There were two courses listed in the catalogue whose titles indicate they might be suitable under­ graduate courses for school counselors, ‘ ■‘■'hese courses were family life education and anthropology. The respondent stated that they have no formal counselor-training program but plan to 101 organize such a program. Six other course titles were added to the two given in the catalogue. The course titles were: rural sociology, urban sociology, vocational guidance, tests and measurements, vocational education, general psychology and adolescent psychology. In commenting the respondent stated, “it does not appear thft the state supported Negro Colleges in Maryland have formal organized programs for training school counselors. There are included in the offerings of the various schools certain courses that might lend themselves to background training for teachers who may have to devote some time to counseling activities. Throughout the state, those persons serving as counselors have received their training at the graduate level, universities. It is my opinion, mostly in Eastern therefore, that the lack of organized counselor-trainers programs may lessen the emohasis placed on guidance techninues in the various courses offered which might ordinarily be Included in such a training program” . This position is well taken and points out a real need for expansion of present counselor-training programs to supply trained personnel needed in the schools. Morgan State College Morgan is the third of three state supported Negro col­ leges in Maryland. Some teacher-training is carried on, but Morgan is primarily a liberal arts college. the course title check list, In response to it was indicated that Morgan 102 Strte College has a formal program for training school coun­ selors end personnel workers in general. Morgrn does not have r graduate progrrm, although certification requirements in Mrryland do not specify the necessity of graduate training in guidrnce, it was suggested that graduate credits in guid- rnee ere preferable. At this point the weekness of the survey method of research is pointed out, because it wes not possible to determine the full implications of the statement that this undergraduate school has a counselor-training program and a program for training personnel workers in general. there are a. number of courses at Morgan whose titles indicate the school can give a number of background courses which should orove beneficial for the school counselor, are twenty-five of these courses: there one in economics— labor economics; eleven in education— philosophy of education, ucational psychology, adolescent psychology, ed­ advanced educa­ tional psychology, principles and practices of educational and vocational guidance, extra-curricular activities in the second­ ary school, pupil growth and personality adjustment— Part I, guidance end pupil adjustment— Fart II techniques of counseling, occupational Information and guidance, and guidance of learning activities in the elementary schools; seven in psychology-psychology of exceptional children, applied psychology, abnormal psychology, psychology of personality, Introduction to clinical psychology, psychological statistics, construction administra­ tion and analysis of psychological test; six in sociology-- 103 the community and its social pgenciee, social nsychology, cultural anthropology, the family, collective behavior and family relationships. Analysis The Information from -Maryland seemed to have been somev;hat contradictory. In one instance there was a report that the state suooorted institutions are not giving any formalized counselor-training; and, in another, a report that Morgan State College offers formalized counselor-training. Since gradua.te courses are off-red at the University of Maryland, the schools discussed here should concentrate on improving their offerings at the undergraduate level. Morgan State College has a rela­ tively complete offering in guidance; but there is some ques­ tion as to how many of these courses should be taken at the undergraduate level if the student is to get a broad liberal education. MISSISSIPPI There are two state supoorted Kegro colleges in Mississippi, Jackson College and Alcorn Agricultural and Mechanical College. Mltx.ough Mississippi has counselor certification which reauires graduate training, neither of these Institutions offers grad­ uate training. Jackson College Jackson College is located at Jackson, Mississippi. The 10 4 catalogue lists six course titles which might prove beneficial as background training for school counselors. The titles were: family relationship, anthropology, educational sociology, edu­ cational nsychology, adolescent psychology, remedial reading and clinical oractice. In answer to the written inquiry, rel­ ative to counselor-training, the acting dean of instruction replied, "We regret to say that we do not have a formal program for the training of school counselors. Presently, there is no plan for the offering of work in this field". Alcorn Agricultural and Mechanical College Alcorn A. and M. College is the state land grant college located at Alcorn, Mississippi. The college catalogue lists four course titles which might serve as background courses for counselor-training. These are elements of statistics, the family, educational psychology and child growth and develop­ ment. In response to the course title check list, no formal orogra.m for training counselors was indicated at Alcorn, nor are there plans at present for the organization of such a program, "but we do offer several courses in our education curriculum which we hope are helpful to teachers who will have to provide graduate services in the schools". These course titles were given in addition to those listed in the catalogue: principles of guidance, organization end adminlstration of extra-curricula activities, mental hygiene, tests and measure­ ments and vocational guidance. 105 Ana lysis No provisions are made for training counselors in the two schools discussed here, out both of them make an effort to equip teachers vith some basic knowledge of guidance during the course of their regular teacher-training program. In order to train counselors to meet the needs as suggested by the responding administrators it would be necessary to start vith the orinciples of guidance courses at -Jackson College and go right through each of the core areas. Alcorn listed some undergraduate courses which may satisfy the core require­ ments under the orinciples of guidance. It is doubtful the undergraduate training would nermit ample opportunity for the trainee to gain the needed competences to make the administra­ tion course as useful as it should be. There seems to be ample Justification for suggesting the need for the initiation of an entire counselor-tr?ining program in the state of Mississippi. MISSOURI Missouri is a border state and Lincoln University is its lone state-supported Negro Institution of higher learning. -incoln University offers some graduate work on the cemous, but Negroes have been admitted to the University of Missouri and many take their graduate training there. Lincoln Univer­ sity does not have a formal counselor-training program and in 106 its reply to the check list expressed uncertainty such p training program would be organized. ps to whether An examination of the school catalogue revealed a number of course titles which j.nry enhance the undergraduate training of a guidance worker: one course in home economics, child care and development; one in psychology, mental hygiene; four in sociology, sociology, the modern family, social psychology, educational social anthro­ pology; nine in education, psychology of childhood, educational tests and measurements, osychology of adolescence, educational statistics, psychology of human relations, problems of child development, extra-curricular activities, social foundations of education, and philosophy of education. Analysis An examination of this list of course offerings at Lincoln reveals that not even a. course in the orinciples of guidance is offered at this institution. Graduate training is available at this school, but a complete counselor training program is avaliable only at the University of Missouri. With the proper personnel it would be possible to organize a training program at Lincoln as part of their graduate program, but for the present it might be more feasible to suggest the offering of courses in the principles of guidance, tools and techniques and possibly another dealing with occupational and educational in­ formation which would be available to students in their teacher- 107 training program. Further training in guidance could be taken in the established training program at the University of Mis­ souri . NORTH CAROLINA There are five state supported Negro colleges in North Carolina; two of which offer work leading to the Master's degree. The State Agricultural and Technical College at ureensboro and the North Carolina. College at Durham have been authorized to award graduate degrees. colleges: There are three teacher's Elizabeth City Teachers College, Fayetteville Teachers College and V.'inston-Selem Teachers College. North Carolina issues a counselor'6 certificate and the college at Durham has been designated as an official counselor-tralning insti­ tution. Each of the colleges offers at least one course in guidance. North Carolina Agricultural and Technical College In response to the course title check list, the A. and T. College indicated it does have a formal program for training school counselors. The college catalogue gives a rather com- orehensive listing of courses whose titles suggest they would be suitable for counselor-training. courses: Among the undergraduate one in economics, labor problems; one in mathematics, elementary statistical methods; and four in education, adoles­ cent psychology, Introduction to guidance, measurement end evaluation and vocational guidance. It is of particular interest to note the number of grad­ uate courses included In the catalogues: recent labor legislation, three In economics, social security legislation, employ­ ment problems of the American Negro; twenty-five in education, statistics in education, mental hygiene for teachers, educa­ tional psychology, measurement and evaluation, educational sociology, techniques and methods of research, diagnostic techniques In vocational guidance, the field of guidance, psychological aspects of guidance, school and community guid­ ance programs, student personnel progra~m and problems, case work in guidance, orinciples and practices of vocational guidance, diagnostic techniques in vocational guidance, re­ search and studies in occupational and educational opnortunitle personnel administration, guidance for rural youth, guidance in the school, principles of guidance, techniques in counseling occupational information, diagnostic techniques in guidance, administration of guidance, guidance laboratory (practicum), techniques in educational and vocational guidance; one in mathematics, mathematical statistics; two in psychology, industrial psychology and social osychology; one in sociology, community organisations. The writer has visited the A. and T. College on several occasions. There is one staff member in residence holding a doctor's degree in guidance and two other persons with equiva­ lent training are ad.ded to the staff in the summer. In view 109 of the fact that the one full time orofessor In guidance has flso been assigned a number of additional administrative de­ tails associated with the operation of the veterans* program, the rather Impressive number of courses listed in the catalogue was somewhat surprising. North Carolina College at Durham This college has been designated as an official counselortraining institution by the State Department of Public In­ struction and is presently engaged in offering courses which will satisfy the state requirements for counselor certifica­ tion . The catalogue does not show an extensive listing of undergraduate or graduate courses in guidance, but courses leading to the Master's degree with a major in guidance are being offered. The major courses are offered In education. Supporting and elective courses are offered in home economics, psychology and sociology. The state certification require­ ments as well as the graduate school will permit the trainee to take the principles of guidance course for undergraduate or graduate credit. There are two persons in residence to teach guidance courses, with a third being added for summer courses. Additional teaching oersonnel is available from the University of North Carolina. The program is in an ex­ perimental stage and modifications are being made as often 110 as the need rrises. With the exception of a supervised practicum in counseling, courses have been offered in each of the major areas specified by the state certification renuirements as veil as those suggested by the National Voca­ tional Guidance Association. The practicum experience is to be offered as soon as there is a demand. The major areas specified for counselor-training and certification by the state of North Carolina are: a. principles of guidance b. analysis of the individual c. counseling techniques d. occupational and educational information e. administrative relationship of the guidance program f. supervised practicum The trainee is also reculred to have additional work distributed among related courses in the areas of education, economics, psychology and sociology. Undergraduate courses given at North Carolina College which might be helpful background courses for the school coun­ selor: one in economics, tion, pupil development, economics of labor; four in educa­ learning and its measurements, teaching and guidance procedure and principles of guidance; two in home economics, child development, and family and social relation­ ships; seven in psychology, abnormal psychology, mental hy­ giene, adolescent psychology, individual differences, psychology Ill of learning, psychology of personality and psychological measurements; two in sociology, the family and cultural anthropology. •Graduate offerings which may enhance the professional development of the counselor are distributed among sociology, psychology and education: one in sociology, personality; four in psychology, culture and abnormal psychology, clinical applications in psychology, basic procedures of clinical psy­ chology, survey of projective techniques; thirteen in education, educational statistics, remedial reading, the extra-class life of the school, human growth and development, mental hygiene in teaching, psychology of exceptional children, mental measurements, educational tests and measurements, occupational and educational information, measurements in guidance, organ­ ization and administration of guidance services, tools and techniques of counseling and guidance practicum. « The Teachers Colleges None of the three teachers colleges offerB work at the graduate level. Each one follows almost inflexible curricula which are designed to satisfy the state requirements for pri­ mary and grammar grade teaching certificates. The colleges make no formal efforts to train counselors; but the basic training for teacher certification affords an opportunity to take courses which should prove to be beneflcal for those who may later decide to take formal training in guidance. Personal 112 visits were made to each of these schools. The following titles, common to the three institutions, may be helpful courses: educational psychology, child psychology, tests :nd measurements, philosophy of education, principles of guidance, mental hygiene, social psychology, marriege and family relationships and sociology of the family. Analye is Probably no effort should be made to set up counselor training programs in the three teachers colleges. It seems that A. and T. College and North Carolina College both have the potential for developing satisfactory programs which should make it possible to train the kind of counselors de­ scribed by the responding administrators in chapters III and IV. Each of these schools offers courses under the major core areas as suggested by the National Vocational Guidance Association; and each has tried to acquire the services of teachers competent to teach the reoulred courses. It is possible that A. and T. College needs to re-examine the rather extensive listing of courses given in its catalogue to de­ termine just which ones can be offered in their minimum train­ ing program. North Carolina College, the designated counselor- training institution, should be able to offer a creditable program through the Joint efforts of its residence staff e.nd resource persons from the greater university. 113 OKLAHOMA Langston University is the sole Negro institution of higher learning in Oklahoma. There is no formal program ior training counselors, nor are there any efforts to orga­ nize such a nrogram. Oklahoma is another of the border states which has admitted Negroes to the State University; and, there­ fore, no graduate work is offered at Langston. The undergraduate courses whose titles suggest they may be helpful to a school counselor are: one in education, educational measurements and evaluation; one in home economics, elementary child care and training; two in mathematics, the fundamentals of statis­ tics and mathematical statistics; four in psychology, mental hygiene, growth and development of school children, adolescent development and behavior, psychology of exceptional children; three in sociology, the family and marriage, the child and society and social anthropology. Analysis At the present there are no requirements for certifica­ tion as a counselor in the state of Oklahoma. Langston Univer­ sity reports there are no efforts to organize a formal coun­ selor training program. Training in guidance is available at the State University and there is little need to attempt to set up such training at Langston; however, the addition of at least a course in the principles of guidance in its under­ graduate program might be desirable. 114 SOUTH CAROLINA The South Carolina State Agricultural end Mechanical College 18 located at Orangeburg. It Is a land grant college, suiTiosedly serving as an all inclusive Institution of higher learning for Negroes in South Carolina. both graduate and undergradua te work. 'The college offers South Carolina has a State Suoervisor of Guidance Services, but no requirements for counselor certification. South Carolina A. and M. does not have a formal train­ ing program for counselors; but in response to written in­ quiry indicated that there are plans for organizing such a program. The college catalogue lists seven undergraduate courses which might be suitable background courses for the school counselor: human growth and development, history and philoso­ phy of education, mental hygiene, vocational guidance, guidance. measurements in education, child and adolescent psychology and child There were also two graduate courses listed in the catalogue which might well become part of any proposed counselortraining program: educational guidance in the elementary school and education in the secondary school. Analysis The organization of a guidance program at South Carolina A. and M. would have to start from the beginning. However, 115 with a graduate program already available at Orangeburg, it night be feasible to continue plans for organizing a suitable counselor training program. TENNESSEE Tennessee has one state supnorted institution of higher learning for Negroes, State University. Tennessee Agricultural and Industrial In answer to lnciuires relative to counselor- training, the Vice-President replied, "Please be advised that we do not offer a course of study to train counselors". Tennes see A. and I. offers undergraduate courses in education, psy­ chology and home economics which may be suitable for persons who later choose to study counseling. These Include two courses in education--guidence and extra-curricular activities, tests and measurements; four In psychology— abnormal psychology vocational and industrial asychology, clinical psychology, psychometrics; two in home economics--child. development, and the growth of children as related to guidance. There are seven graduate courses which might prove helpful to the school counselor. Three are in education— seminar in testing, ed­ ucational statistics, counseling the high school pupil; and four are in osychology--mental testing, educational psychology, mental hygiene and personality development and child psychology 116 Analysis Tennessee does not have any state requirements for counselor certification and Tennessee A. and I. does not have a counselor training program. Here again is an instance of one of the schools under study having a graduate program and still failing to offer the kind of training for school counselors which the nubile school administrators indicated is needed. In order tc organize a training program at this school it would be necessary to set up satisfactory course experiences in each of the core areas shown in tables IV and V. It is true that there are courses with the word guidance in their titles; but it is questionable whether they would prove satlsfactory, since they were not set up as counselortraining experiences. TEXAS Pith respect to counselor-training for Negroes in Texas, hiss Virginia. Hufstedler, counsultant in Pupil Personnel Services, Texas Educational Agency, stated in a personal con­ versation to the writer that, "Counseling training is not as well developed and comprehensive as it would be if federal funds were available. he do not use such funds for guidance" At a national meeting of State Supervisors of Guidance Services and Counselor-Trainers, Michigan State College, September 13, 1952. 117 Texas supports Prarie View State College and Texas Southern University for Negroes. Both of these institutions offer v:ork leading to the Master's degree. Prarie View Prririe View is- a land grant college with graduate facilities, but it does not have a formal program for the training of school counselors. In response to inquiry, it was indicated that there are plans for organizing such a program. The catalogue lists a number of course titles at the undergraduate level which might orove helpful in en­ riching the background of the counselor. There were seven in education— child psychology, adolescent psychology, vo­ cational guidance, educational psychology, tests and measure­ ment, teaching of reading, child guidance; four in sociology, social osychology, introduction to social case work, intro­ duction to social group work and the family. Prairie View offers some graduate courses which may nrove helpful, especially when plans for a counselor-training program ere completed. There were four in education— vocational guidance, administration of student personnel, principles of guidance, diagnosis and remedial treatment in the elementary school; two in psychology— principles and practice of measure­ ments, mental adjustment; one in home economics— survey course in the education of exceptional children; one in mathematics— 118 statistics; end two In sociology— problems of child welfare fnd introduction to social welfare. Texas Southern University The Texas Southern University has a. counselor-training program which affords an opportunity for the trainee to secure r.he Master of Arts degree or the Master of Education degree. Either degree requires the completion of the same basic courses in guidance. The program for a Master's degree in guidance places suitable courses under seven broad areas, five of which repre­ sent distinct areas of competence in counselor-training: 1. General education a. b. c. 2. Principles and philosophy of guidance services a. b. 3. study of Individual differences psychology of personality mental hygiene Inf or mat ions.1 services a. 5. principles of guidance vocational and educational guidance Understanding the individual a. b. c. Ll. history and comparative education philosophy of education educational planning occupational Information Techniques in counseling a. techniques of counseling 119 o. Supervised practice in counseling end guidance a. 7. practicum in counseling and guidance Approved electives a. (example) educational measurements Texas Southern offers a number of other graduate and undergraduate courses which might be beneficial for the school counselor. Other graduate courses include administration of ouoil personnel in the secondary school, methods of dealing with exceptional children, psychology of remedial counseling, adolescent psychology, educational statistics, school use of social agencies, projective technioues, administration of a testing program, principles of social casework end clinical sociology. The undergraduate courses which might be helpful are tests and measurements, educational osychology, child develop­ ment, labor legislation, vocational and industrial psychology, introduction to clinical psychology, mental hygiene, group testing, abnormal osychology, the child and society and social' anthropology. Analysis Texas has a counselor's certificate and a State Consultant for Student Personnel Services. Both of the institutions dis­ cussed here offer work leading to the Master's degree, but only one, Texas Southern University, has a formal counselor-training 120 program. In setting ur> the progrem the school has followed a general pattern which Is suitable when compared to the core program shown In tables IV and V. Prairie View has plans for a counselor-training program and presently offers graduate courses v.hich will become pert of a formalized training program. In response to the check list used in gathering these data, Prarie View indicated it plans to use its present guidance courses as part of the formal program which is now being proposed. In view of the fact that it already has graduate facilities it seems that It should be possible to set up a formal training program. The presence of consultive services at the state level should enhance the development of counselor training in Texas. VIRGINIA The Virginia State College, located at Petersburg, offers both graduate and undergraduate work. In response to written inouiry, the dean of the graduate school indicated they do not have, end are not planning a counselor-training program. In the same communication it was stated, “We offer a major in guidance for the Master's degree". A consideration of the position taken by the Virginia State Department of Education relative to the role of guidance in the public schools may partially explain in this seemingly contradictory statement coming from Virginia State College. An inquiry relative to certification In Virginia brought this response, "The guidance program in a school involves such a variety of activities and 121 of personnel end is so closely Integrated with the Instructional irobrpm that it does not seem practicable to establish certifi­ cation qualifications for participation in the program". The catalogue carries the titles of eleven undergraduate courses which may prove suitable as background courses for the counselor: elementary statistics, vocational guidance, .. social psychology, osychology of exceptional children, the mentally deficient child, adolescent psychology, abnormal psychology, clinical psychology, applied psychology, the family and introduction to psychology. offerings are: Courses listed as graduate statistical analysis, principles of guidance, problems in guidance, personality adjustment, occupational information end analysis, student personnel administration, techniques of counseling, seminar in guidance and advanced educational psychology. Analysis The course titles given in the catalogue indicates that courses are given in each of the core areas shown in Tables IV and V except two, study of the individual and supervised practicum. It would seem that there is a need to provide some course v;ork under these two areas. WEST VIRGINIA The state of West Virginia supports two Institutions of higher learning for Negroes. Neither of the two--West Virginia. State College and Bluefleld State College offers 122 graduate training. Negroes are admitted to the University of V/est Virginia where graduate work in guidance is offered. The counselor's certificate in V/est Virginia, for the most part, embraces work at the graduate level. Bluefleld State College No catalogue was secured from Bluefield State College and the data relative to this institution is limited to that reported in a written communication in which the following was stated: Bluefield does not have a formal program for training school counselors, and there is no plan for such a orogrem at this time. The only course being currently offered in keening with your in­ quiry is Principles and Techniques of G-uldsnce, a three hour course open to Juniors and seniors. This course is designed to introduce to the prospective teacher some general principles of personnel work. West Virginia State College In response to a written inquiry relative to counselor training at West Virginia State College, the dean responded: Pleese note the enclosed requirements for teechercounselor certification as outlined by the West Virginia State Department of Education. You will note that the requirements, for the most part, em­ brace work on the graduate level and first call for undergraduate certification as noted. WTest Virginia State College has no graduate school; however, it does offer certain courses in counseling and guidance. An examination of the college catalogue showed ten courses which might be considered of a guidance nature and helpful as background courses for a school counselor: child care and 123 development, labor problems, principles of guidance, psy­ chological testing and clinical techniques, human development ana adjustment, osychology of individual differences, human growth end development, abnormal psychology, the family and marriage relations and sociel case work. Analysis Neither of the colleges has counselor training programs; but both offer some courses of a guidance nature in an effort to aid their teacher-treinees gain some understanding of guid­ ance principles. This purpose is in keeping with the suggestions in chapters III and IV in which it was pointed out that teachers are expected to be able to carry on certain guidance functions to supplement those of the counselor. In light of that fact that counselor-training is avail­ able at the University of West Virginia and since neither of these institutions has a. graduate program, it is possible that they should continue, for the present at least, to Improve upon the quality of their present guidance offerings and leave the Job of formal counselor-training to the university. Both schools seem to recognize the purnose of offering guidance courses at the undergraduate level and, therefore, should be able to evaluate their own work on the basis of the stated objectives. Summary In this chapter the various courses offered in the col­ leges and universities being studied were listed. Wherever possible the courses were taken from the catalogues of the colleges considered. Some of the schools did not issue cat­ alogue announcements. In some instances course titles were included which the college representetives had listed in personal interviews or written communications. Such courses are listed as being offered or proposed for offering. Each college under study assumes a major responsibility for teacher-training and, therefore, ings reflect this fact. the undergraduate offer­ All of the schools in their pro­ fessional courses for teacher-training tend to offer courses related to human understanding and adjustment. This means that each school offers courses which should provide a. help­ ful background training for orospective school counselors. In these institutions course offerings of a guidance nature are scattered among the economics, education, home economics, mathematics, psychology and sociology departments. They include such titles as labor problems, child growth and development, elementary statistics, personality development, principles of guidance and family relationships. bourses of similar, but more advanced nature are offered in the ten in­ stitutions offering graduate work. These ten institutions 125 are located In the eight states of Alabama, Florida, Missouri, North Carolina (two), South Carolina, Tennessee, Texas (two) and Virginia. These state supported institutions seem to assume that their primary responsibility is to offer courses which will satisfy the state requirements for whatever professional school certificates are offered in a given state. An examination of the course offerings and a check of the certification require­ ments will verify this as a fact. Although courses of guidance nature are offered in each of the seventeen states at the undergraduate level, and at the graduate level in eight of them, there may be some doubt con­ cerning the equivalency of their value when compared with courses of similar titles in institutions with formal counselor training programs. This doubt is based on the hypothesis that the lack of an organized program for training counselors would tend to lessen the guidance emphasis which should ordinarily permeate such courses if they are being given as part of a formalized counselor-training program. There was a general consensus of opinion that a basic guidance course should be available for prospective teachers in order that they might be able to gain some understanding of guidance principles. Those responsible for course offerings in the colleges under study seem to be in accord with public school administrators relative to the matter of teachers being lroes were cited. The r-mainder of the chapter was given over to discussion of oertiner.t literature grouped under the following headings: (1) higher education for Negroes, problems and needs are basically the same, counselors, (2) (3 ) “the need for (h) some guiding principles for guidance workers, (5^ tools and techniques used and (6) the preparation of gu l&e.nc e workers . Chapter III dealt with the essential characteristics which the school counselor should possess if he is to meet 129 the guidance needs of pupils. There were seventeen charac­ teristics which the responding administrators, by the criterion of two-thirds agreement, indicated as being essential. On the basis of analysis of these responses an attempt was made to describe an effective counselor in terms of his beliefs, attitudes and training. In general, it was found that the counselor should be basically democratic in his thoughts and action. Also, he should for the most part be a general guidance worker capable of carrying on some specific guidance activities. Further, he should be adept in making use of the resources of school staff members and the service agencies of the community. The essential skills of the counselor were discussed In Chapter IV. These skills were based on the same criterion of agreement as were the essential characteristics, i.e., two-thirds agreement by the responding administrators. The discussion of skills dealt with the ability to apply the various tools, techniques and specialized knowledge required of the school counselor. There were thirty-two of these skills so designated by the administrators. This chapter further de­ scribed the composite picture of the counselor and his role which was developed in Chapter III. Two broad conclusions were reached from analysis of the data: (1) the counselor identified here is a general guidance worker with broad train­ ing and many skills which enable him to work with many of the 130 common problems found among pupils end (2) many of the soecific remedial services would hove to be orovided by some soecialist ocher then the counselor, while the school staff members would assume responsibility for a number of group guidance activities. In Chapter V attention was turned to the thirty colleges and universities included in this study. The titles of courses which might be considered pertinent to the professional growth of school counselors were listed. In cases where undergraduate courses were listed, an effort was .cede to indicate their im­ portance in the background training of guidance workers. bradurte courses i.-ere listed and discussed in the light of their relationship to the core training areas suggested by the National Vocational 3-uidance Association nublication on Counselor Preparation-^- and the essential characteristics and skills desiginrted by the oublic school administrators in response to the questionnaire sent to them. It was found that every school offers at least one course that should orove helpful in the training of guidance workers. Conclusions After examining the literature oertinent to this study and collecting and interpreting the information discussed in Counselor Preparation, 0 £>. clt. 131 ecling c'hapters, the following conclusions sees to be 1. The guidsnce needs of puoils residing in the states \-ith duel sducfticnrl systems =re basically the seme as those of purils residing elsewhere. 2. Public school administrators, state guidance officials, rr.d college officials included in this study express an awarenes of the need for trained guidance vorkers. 3. The provisions :::ac.e for training school counselors in the thirty institutions of hluher learning oiscussed in tliis study are generally inadequate. h. The nubile school e.dministrr tors included in this study apnear to be in reasonable agreement on the kinds of pupil needs which school counselors should be ^repared to p. The public school administrators included in this study seer, to feel that counselors should have a broad general training in guidance rather than narrow specialized training ir. vocational guidance. 6. The oublic school administrators included in this study seem to feel that counselors should have broad training in guidance as a base and specific enough training in the study of human growth and adjustment that it will be possible to understand individual nroblems and their many ramifications in our social setting. 132 In vieK o:' the chrrr cterist ics enc. shills selected ‘ school administrators included in this study, 11 the t .nrny cf the snecinli zed services needed by a - •our11s vc uld i.rve to be t o y idea bv sore specie list other ro cour.seuor ana tr.e teecr-ino staff vculc. neve tc ‘■rr.6- s^or. £ 1 c1 -it.v ;fc c. r> ruidpr.cf r e c ­ur e rctivities . it seers the t a basic end introductory course in .uidance smould be creviced lor prospective teachers so thrt :hey vlll be competent to eld vith guidr-nee functions es suc- ?• -he school counselor described by the responding public school editini st r rt ors in terms of essential charpcterp na shills seems to be rp 1 £,uiapnee woruer, coordinator of school guidance services, f helping "arm’' to pur ils and staff and a technician in the use of the most com­ monly used guidance tools and shills. 10. It appears that the characteristics and shills I- dentitled as being essential for guidance vorhers by the responding administrators r.a.y be set up as specific teaching objectives or goals In counselor-training courses. 11. The Isch of an organized program for training coun­ selors may tend to lessen the guidance emphasis vhich should permeate the teaching of any course vhose title suggests that it is of a guidance nature. 133 12. The extent to which couneelor-trrinlng ventures :r: initiated end succeed in the various colleges end univer­ sities included in this study appears to be releted to the certif icetion requirements of the verious states. 13. -he stete supported be to colleges end universities seen to resume that their primary responsibility is to offer t-.ose courses which will srtisfy the st-te re^uir-sents for whatever professional certificates ere grr-nted in the narticu1ar stete. heed for Further Study This study dee It with only a smell aspect of the entire c- res. of counselor tre ining. The specific problems deeling with this subject ere legion end this present survey study is only e srmple. Further studies which are suggested as a result of the present investigation include the following: 1. There is e need for e more detailed nuelitative study of present and potential counselor-training opportunities in each state of the states studied, course content, 2. m e.g., budgets, facilities, etc. There i6 a need for a qualitative study in which effort would be made to compare present and potential train­ ing opportunities in each of the states studied with the op­ portunities in states where counselor-training programs are well established. 13^ 3. There Is r need to conduct a detailed study of the fessional end personal qualifications of the counselorir.ers themselves. It is possible the t a oregram is only Ooob as the personnel rho carry it out. b. There is a need to analyze the charseteristics end 11s vhich rere deeignrted by the administrators as necessary, thrt it rill be possible to determine the extent to rhich y should be emphasized in a counselor-training ororram. BIBLIOGRAPHY Aiken, Durward W., 11Counseling, " Current Trends In Higher Education. Washington, D. C., Department of Higher Education, National Education Association, 19^9, PP. 19-26. Aiken, W. M., The Story of the Eight Year Study: With Conclusions and Recommendations. New York, Harper Brothers, 19^3• Allport, Gordon, Personnallty--A Psychologic?1 Inter­ pretation. New York, Henry Holt a.nd Company, 193?. American Psychological Association, "The Place of Experimental Psychology in the Undergraduate Cur­ riculum," American Psychologist. Vol. 2, pp. 57-62, 19^7 . A.rbuckle, D. S., Teacher Counseling, Cambridge, Mass., Addison-Wesley Press, 19-50. Arthur, Grace, Tutoring as Therapy, New York, Common Wealth Fund, 19 ^6 . Bacon, F. L., "Whpt is Expected of the Counselor,11 School Review. Vol. 57, pr>. 37-^1, 1?^9. Baruch, D. W., "Mental Hygiene as Part of TeacherEducatlon," Journal of Psychology. Vol. 13, pp. 6 ^ 108, 1 9 ^ 2 . Bear, Robert, and Odberts, H. S., "A Note on Apprais­ ing Counselors-in-Training," Journal of Clinical Psy­ chology. Vol. pp. 308-10, 19^8. Bell, Howard M., Matching Youth and Jobs. Washington, D. A.raerican Council on Education, 19*K>. ________ , Youth Tell Their Story. Washington, D. C., The American Council on Education, 1938. Berdle, Ralph F., "Counseling— A.n Educational Technioue," Educational and Psychological Measurement. Vol. 9, pp. 89-9^, 136 13. Berger, Donr.ld, "Guidance In the Elementary School," Teachers College Record. Vol. 49, No. 1, pp. 44-50, October, 1947. 14. Berkshire, J. R. and J. F. T. Bugental, et al, "Test Preferences In Guidance Centers," Occupations, Vol. 24, No. 6, pp. 337-343, March, 1948. 15. Billings, Mildred L., Group Methods of Studying Oc­ cupations , 2nd Edition, Scranton, Pa., International Textbook Company, 1941. 1 6 . Bledsoe, Ernestine, "Counselors Plan In-Service Train­ ing," Occupations. Vol. 3 0 , No. 7 , pp. 495-99, April, 1952 . 17. Boykin, Leender, "How Can We Improve the Vocational Education and Guidance of Negro Youth," Occupations, Vol. 26, No. 3, pp. 165-70, 1947. 18. Brayfield, Arthur H., and G. T. Mickelson, "Dispari­ ties in Occupa.tional Information Coverage," Occupations. Vol. 29, No. 7 , pp. 506-11, April, 1951* 19. Brayfield, Arthur H., Readings in Modern Methods of Counseling. Nev; York, Appleton-Century, Inc., 1950. 20. Calvler, A.mbrose, Natlonal Survey of the Higher Ed­ uce t Ion of Negroes: A Summary. Washington, U. S. Government Printing Office, 1 9 4 3 . 21. __________ , The Vocational Education and Guidance of Negroes. U. S. Office of Education, Washington, Federal Security Administration, Bulletin # 3 8 , 1937. 22. Carroll, H. A., Mental Hygiene: The Dynamics of Ad­ justment . New York, Prentice-Hsll, 1951. 23. Chambers, M. M., Youth and the Future. Washington, D. C., American Council on Education, 1942. 24. Cheney, Truman A., "A Method of Identifying Problems of High School Students., " Occupations. Vol. 27, No. 6 , pp. 387-90, March, 1952. 25. Christensen, Thomas E., "Responsibilities of the High School Principal in the Guidance Program," School Re­ view. Vol. 57, PP. 149-154, 1949. 137 26. Cole, Luella, Psychology of Adolescence. New York, Farrar end Rinehart, Inc., (Revised), 19L2 . 2?. Commission on Teacher Education, Helping Teachers Understand Children. Washington, D. C., American Council on Education, 19^5* 26. Committee on Counselor Training, 11Recommended Stan­ dards for Training. Counseling Psychologist et the Doctorate Level, 11 The American Psychologist. Vol. ?, No. 6, June, 1952. 29. Counselor Competencies in Counseling Techniques, Wash­ ington, U. S. Office of Education, Federal Security Agency, Miscellaneous Bulletin 331^, Nos. 3, L and 5> 19^9. 30. Counselor Preoara.t ion. New York, National Vocational Guidance Association, 19^9. 31. Counselor Training Committee, Counselor Trsining Methods and Procedures. Washington, D. 0., American Psychological Association, 1952. 32. Crow, L. D., and A. C. Crow, Mental Hygiene. McGrawHill Book Company, 1951. 33* Curran, C. A., Personality Factors in Counseling. New York, Grune and Stratton Company, I 9 L5 . 3^. Darley, John G., Testing and Counseling in the High School Guidance Program. Science Research Associates, Chicago” 19^7. 35• Darley, John G. and E. G. Williamson, Student Personnel Work, New York, McGraw-Hill Book Company, 1937. 3c. Dearborn, Walter F. and John \‘i . Rothney, Scholastic. Economic a.nd Social Background of Unemployed Youth. Cambridge, Mass., Harvard University Press, 1938. 37. Diggs, Mary H., "The Problems and Needs of Negro Youth as nevealed by Delinquency and Crime Statistics," Journal of Negro Education. Vol. 9, pp. 311-20, I 9 L 0 . 33. Dillon, Harold, Early School Leavers: A Ma .lor Educat ionsl Problem. New York, National Grhiid Labor Committee, I 9 D 9 . 138 39- Division of Counseling and Guidance, Counseling News and Views, Wpshlngton, D. C., American Psychological Associa­ tion, Vol. 2, pp. 3-12, I 9 I 9 . 10. Donahue, Wilma T., Editor, The Measurement of Student Adjustment and Achievement. Ann Arbor, University of Michigan Press, 1919 • 11. Doll, E. A., Vineland Social Maturity Scale and Manual of Directions. Educational Test Bureau, Educational Publishers, Inc., Nashville 5> Tennessee. 22. Douglas, H. R., 11The Problems of Youth," The North Cen­ tral Association Quarterly. Vol. 1 3 , pp. 221-31, October, 1338. 13. Driscoll, Gertrude, "Community Leadership Role of the School Psychologist," Teachers College Record. Vol. $ 1 , No. 1, pp. 201-12, January, 1950. ^!. _______ , How to Study the Behavior of Children. Teachers College Bureau of Publications, New York"j lpll. 15. Dunlap, Mollie E., Institutions of Higher Learning Among Negroes in the United Sta.tes. Uilberforce, Ohio, Wilberforce University^ 19^7. 16. Dunsmoor, C. C. and L. M. Miller, Principles and Methods of Guidance for Teachers. Scranton, Pennsylvania, Inter­ national Textbook Company, 19l9» 17. Eckert, R. E., and T. 0. Marshall, When Youth Leave School, The Regents' Inquiry, Nev: York, McGraw-Hill,Book Company, Inc., 1939. IS. Edgerton, Harold A., "The Place of Measuring Instruments in Guidance," Donahue, W. T., Editor, The Measurement of Student Adjustment and Achievement. Ann Arbor, Univer­ sity of Michigan Press, 19^9. 19. Elliott, M. H., "Pa.tterns of Friendship in the Classroom," Progressive Education Association, Vol. 18, pp. 383 - 9 0 , 1911. 50. Erickson, C. E., A Pre-Ctlca.l Handbook for School Counselors. New "York, The Ronald Press, 13 I 9 • 51 • ________ , The Counseling Interview;. Nevr York, PrenticeHall, Inc., 1950. 52. ________ , "Some Transitional Problems of Student Person­ nel Services, "College and. Uni ve.ral t.y, Jan., 195G- 13? 53* > pnd S. A. Hs.mrin, Guidance in Secondary Schools. New York, D. A opleton-Century Company, 1 9 3 9 * 54. Erickson, G. E. and Glenn Smith, Organiza tion and Ad mlnlstratlon of Guldrnee Services, New York, McGrawHiil Book Company, 19477 55* Faulkner, N. J., "The Improvement of Education Through Personnel Service," Negro College Quarterly, Vol. 3, No. 2, pp. 59-67, June, 194p • 5c. Fenton, Norman, Menta1 Hygiene in S0hool Practices. Stanford, Stanford University Press, 1948. 57* Forrester, Gertrude, Me thods of Vocational G-uidenoe. Kern York, D. C. Heath Company, 19447 56. Froelich, C. P., Guidance in Smaller Schools, McGrawHill 3ook Company, 1 9 5 0 . 59. ___________ , "The Basic Guidance Course: An Overview or Training for Job Performance," School and Society, Vol. 7 0 , pp. 1 ?-2 1 , l?n?. 60. _______ , "Content of the Manual on Counselor Preparation", Occupations. Vol. 2 7 , No. 8 , pp. 541-45, May, 1949. 61.__ _______ , and Helen E. Spivey, Guidance Workers Prepara tlon, U. S. Office of Education, Federal Security A d ­ ministration, 1949. 62. Germane, C. E., and E. G. Germane, Personnel Work in High School. New York, Silver Burdett Company, 19^-1. 63. Gluckeltal, Samuel, "A Proposed Code of Ethics for Counselors," Occupations. Vol. 3 0 , No. 7> April, 1952. 64. Gray, William H., "Administrative Provisions for Guid­ ance in Negro Colleges and Universities," Journal of Educational Research. Vol. 3 6 , No. 1, pp. 2o-34. 05. Greenleaf, W. J., Occupations: A Basic Course for Coun­ selors . Vocational Division, Federal Security Agency, Washington, Bulletin No. 247. 66. Guilford, J. P., Fields of Psychology — B p s lc and Applied. New York, D. Van Nostrand Company, Inq, Second Edition, 1950. 1^0 ~? • uulick, quiry, L. K., t;ducf tlon for American Llf e .Regents In­ Nev: York, McGraw-Hill Book Company, 1933. cc. Heim, Hilton E., " Concenturl Trends In Counseling ,11 Personnel end Guldrnce Journa. 1 . Vol. 31 > Ho. L, pp. 2 3 1 - 3 5 , Ja.nuary, 1 9 5 3 * £ 9 . Heim, Hilton E. e n& H. B. HacLean, General Clinicr 1 Counseling. Hew York, McGraw-Hill Book Company, 195'C* 70. He.rap, Henry, Prepare tlon of Teachers jr. the Area of Curriculum and Instruction. Homograph No. 2, Austin, University of Texas, Printing division, 195^. ?1. Harrison, E. G., “See '.That They Choose ,11 Occupe- tlons. Vol. 30, pp. 277-9, January, 1951. 72. Hatch, Raymond N ., Guidance Services in the Elementary School. Dubuque, Iowa, William. C. Brown C omo any, 1951. 73* Heston, Joseph C., “Personality Inventories as Tools in Guidance," Occurs tlons. Vol. ^ 0 , pp. L97-5C1, April, 1951. ?H. Himes, Joseph S., and A. E. Hanley, "Guidance in Negro Secondary Schools in the Southeastern Region," The Journa1 of Nenro Education. V 01 . 1 7 , No. 2, Spring, 1?L8. 75. Hoppock, Robert, Group Guidance. New York, McGraw-Hill Book Company, 19-9 . ?6 . Hoppock, Robert, "Two Hethods of Training Counselors for Group Guidance," Occupations. Vol. 27, No. 8 , May, I 9 R 9 . 77. Horn, Carl M., A Survey of Guidance Services and Practices in Michigan Public Schools,(Unpublished Doctoral Thesis), Michigan State College, East Lansing, Michigan. 7c. Houston, C. G., "A Limited Survey of Professional Standards and Training of College Personnel Workers," Educational and Psychological Me a sur em ent s . Vol. 9, pp. ^ 5 - 5 6 , 19^-9 . 79. Hurlock, Elizabeth B., A.dolescent Development. New York, McGraw-Hill Book Company, 19^9 . 80. In-Service Preparatlon for Guidance Duties. Parts One and Two, Washington, Federal Security Administration, U. S. Office of Education, Miscellaneous Bulletin 331^-7A and ? 3 , May, 1950. 1L1 Ivanic, Mary J. M., "A V;ay to Ep.se Emotional Blocks to Leerninc, 11 Understanding the Child, Vol. 15, 0 0 . 15-51, 19-9 • Jacobson, Paul B., "The Cost of Attending High School, 11 -he Bulletin of the National Association of Secondary School Princlra I s . Vol. 25, pp. 3-23, January^ l p H . Ja.ger, Harry A., 11Trends in Counselor Training," Gcounatlons. Vol. 26, pp. 1 7 --82, 1=23. "Job Analyses of Educational Personnel honkers," Occupa­ tions . Vol. 3 ' j , Ho. 1, Part 2, Special Report, October, I35U • ones, A.rthur J., Principles of Quids nee. Nev: York, McGraw-Hill Book Company, 1730. Kit son, K. P., !_ Find My Vocation. Met: York, Book Company, I 93 I. McGraw-Hill _______ , "The Training of the Vocational Counselor," J ourns-1 of Ollnlcal Psycho log:/-. Vol. 1, pp. 160-152, 19^5 • Kremen, Benjamin, "Counselor Certification in the United States," Cccuna tlons, Vol. 2 ?, Mo. 8 , pp. 531-66, May, 1?51. Kuder, Fredrick, Kuder Preference Record: Vocational, Chicago, Bcience,..-Research Associates, 5? Vest Grand Avenue, Chicago I LeBgrre, Corinne, Graduate Tralnlng for Educational personnel Work, Washington” American 'Council on Ed­ ucation, I 9 L8 . Lee, Harold F., "Some A-soects of a G-uidance Program for the Post-V.’ar Negro College," Negro College Quarterly. Vol. 2 , No. A, pp. 121 - 1 3 , Dec., I 9W I Levy, John and Ruth ’'unroe, The Happy Family. A.If red Knope, New York, 1938. Lindersmith, A-. R. and A.. L. Strauss, Social Psychology, New York, bryden Press, 19 I 9 • Lloyd-Jor.es, Esther, "Goals and Roles in the Guidance Program," Teachers College Record. Vol. 53 > No. 1, October, 1952* 11-2 95* ______> 11Centrifugal end Centripetal Guidance Programs for children," Teachers College Record, Vol. 5 1 , op. 715, 1949. 96. MacLean, Malcolm S., “Adolescent Needs and the Curricu­ lum, “ from E. G-. Williamson (Editor), Trends in Student Personnel Work. Minneapolis, University of Minnesota Press, pp. 27-39,” 19^9. 97. Manley, Albert S., and Joseph S. Himes, “Culdance A Critical Problem in Negro Secondary Education .11 School Review, Vol. 5 6 , No. 4, pp. 2 1 9 - 2 2 , April, 1 ?45. 95. Martinson, Ruth A., “Duties of Elementary School Coun­ selors,“ Occunatlons, Vol. 30, No. 3, PP • 167-70, December, 1951. 99. Me theirs on, Robert H., G-uida nee Policy and Pre ctlce. New York, Harper and Brothers, I 9L9 . 100. Meyer, George E., “Uhat Isn't Guidance," Occupations. Vol. 23, No. 3, p p • 162-63, December, 19^9• 101. Morrow, V,T. R., “The Development of. Psychological In­ ternship Training," Journal of Consulting Psychology, Vol. 1 0 , pp. 165-33, 1946. 102. Moser, V,r. E., “Evaluation of a Guidance Program by Means of a Student Checklist," Journal of. Educations 1 Reseach. Vol. 12, pp. 609 - 6 1 7 , 19^9. 103. Murphy, Gardner, Personality: A Blosoclal Approach to Orglns and Structure. New York, Harper and Brothers, 1947. 104. Nelson, Kenneth G . .Scattergram. Printed Leaflet, East Lansing, Michigan State College, Institute of Counseling, Testing and Guidance. 105. Offerings in Guidance Work in Colleges and Universities. Summer. 19^9. Washington, D. C., Federal Security Agency, U. S. Office of Education, Division of Vocational Education, 1949. * 106. Pace, Robert C., They Went to College: A Study of 951 Former University Students. Minneapolis, J-he University of Minnesota Press'] 1941. li+3 107. 103. Polnrntier, Prul 0., "Titles of School Guidance Yorkers," Occupa tlons, Vol. 23, -op. 72-9-52, 1950. , end Clark, Glynn E., "Group Procedures in Guid­ ance in Secondary Schools," Occupations. Vol. 29, ho. 7, pp. ho2-9c, Ap ril, 1951. 109. Patterson, F. D., "A Letter to the Journal," Negro College Quarterly. Vol. 1, No. 1, p. 1-0, Kerch, 192-6. 110. Pitts, Raymond J., 11Tine Marriage Course: One Approach to the Problem of the Family, The Negro College Quarterly. Vol. 2, No. 2-, December, 1922-. 111. Prescott, Daniel A., Er.ot ion and the Eduye t Ive Process. 'Washington, D. C., American Council on Education, 1935. 111. Proceedings of the 1952 Southern P-eglona 1 Conference of State S'uoervisors of Guidance Services a nd 5oUn S 51 qr Trainers. Mimeographed Report, Fgderal Security Administretion, U. S. Office of Education, Division of Vocational Education, 1952. llg. Proctor, W. K., Educatlonal and Vocr tlonal Guidance. New York, Houghton-Mifflin, 1925* 11-. P.eid, Ira B., In a Klnor K e y: Negro Youth ir. Story a nd Fact. YYshington, D. C. , American Council on Education, 1 oho . r.emr.ers, H. H., Problems of High School Y o u t h : Purdue Opinion Poll for Young People. Report Number One, Lefe-yette, Indiana, Purdue University, I 9L9 . Robinson, F. P., Princinles and Procedures in Student Cpunsellng. Kev York, Harper and brothers, 1950. Rogers, Cc-rl R., Client Centered Theremy, Boston, KoughtonKifflin, 19511, Counseling and Psych other a~oy. Boston, Houghton Kifflin C o m p a n y , 1722. P.useell, P.. D., "Guidance Development in Negro Colleges," Occupations. Vol. 28, op. 25-27, 192-9. ILL 120. Scales, Harry H., Counselor Training at the Advaneed Decree Level of Trrlnlng In Selected~£olieges and Universities in the United States. (Unpublished Doctoral Dissertation), Stanford, Stanford University, 1950- 121. Schwebel, Milton, "The Faculty and the C-Uid.rnce Pro­ gram.“ Occupations. Vol. 28, op. 36 ^- 6 9 , 1950. 122. Segar, Willie B., “Beginning Steps In Guidance in the Elementary School," OccunatIons. Vol. 3 0 , op. Ll3-15» March, 1352. 123. Shaffer, L. F., The Psychology of Ad .lustme n t . Boston, Heughton-Mifflin domoany, 1936. 12L. Shank, Donald J., et. al., The Teacher as a Counselor. Washington, D. C., American Council on”Educ?tlon, 19^-8. 125. Smith, Benjamin F., "V.'ishes of Negro High School Seniors and Social Class Status," The Journal of Educatlonal Sociology. Vol. 2 5 , No. 8, 00. L£6-75> Aoril, 1951* 126. Smith, Benjamin F., A Critics1 Analysis of the Relatlonshlo Between Qccuoatlonal ^oals. Social Adjustment and Social Status of High School Seniors in Urban Negro High Schools in (Two States! (Unpublished Doctoral Dissertation) New York, Nev; York University, School of Education. 127. Smith, C. M. and Roos, M. M. , A Guide to Guidance, Nev; York, Prentice-Hall, Inc., I 9 LI. 128. Spaulding, Francis T., High School and Life: Regents Inquiry. Netv York, McGraw-Hill Book Company, 1939* 129. Speer, George S., "Certification of Counselors and Psychological Services by Professional Organizations," Occupations. Vol. 2 7 , pp. 311-16, 19^+9. 130. Stendler, C. B., Children of Brasstown. Urbane, University of Illinois Press'] 19 )+9” 131. Strang, Ruth, Pupil Personnel and Guidance. New York, The Mac-Millen Company, 19 ^ 0 . 132. _______ , The Role of the Teacher in Personnel Work. New York, Bureau of Publications, Teachers College, Columbia University, 1932. 145 133* > Educetlonal Guidance : Its Principles and Pra.o t Ices, Nev York, The Mr c.Mil Ian Company, l?k-7. 13L . » "Developing Guidance Services for Rural Children end Youth," Childhood Education. Vol. 26, pp. 279-280, 135• , Counseling Technics in College and Secondary Schools. Revised Edition, Nev York, H a m e r and Brothers, laio • M y s ].;o. Strong, E. K., Vocational Interest Blanks and Manual. Stanford, Stanford Jniversity Press, 1?^7. 137. Super, Donald E., Appraising V oca tlonal Fjttness. Nev York, Harper and. Brothers'] 1 ? ^ 9 . 136. , "Charting Cur Fields," Occupr tlons. Vol. 25, pp. 3 46-48, 1948. 139* , "Criteria of Vocational Success," Occuoa tlons. Vol. 30, pp. 5-9, October, 1951. 140. , "Vocational Adjustment," Occupations. Vol. 30, pp. 8 8 - 9 2 , November, 1951. 141. Symonds, ?. M., Dynrmlc Psycholog.vZ Nev York, AppletonCentury, 19^9. I"2. , "The Value of Courses in Mental Hygiene for the Personality Adjustment of Prospective Teachers," Mental Hygiene, Vol. 2 5 , pp. 568-75, 1941. 143. Terman, Lewis, M., and M. A. Merrill, Measuring Intel­ ligence. Boston, Koughton-Mifflin Company, 1937. 144. Thompson, Charles H., "The Availability of Education in the Negro Separate School; Editoral Note," Journal of Negro Education. Vol. 1 6 , No. 3, Summer, 194-7. 145. Thompson, Charles H., "Negro Higher and Professional Education in the United States," Journal of Negro Educa tlon, Vol. 1 7 , No. 3» PP • 22X-3', STImmer9 3TP4B. 146. T'raxler, A.rthur E., Techniques of Guidance. Nev York, Hfrper and Brothers'] 194-5. Troup, C. V., "A Study of the Student Personnel Services Offered by the Negro Colleges of Georgia," Ohio State University A-bstrsct of Dissertations, Columbus, Ohio, No. 55, PP. 325-331, 1 ? W . 146 148. V,elker, John L., "Professional Growth Through Volunteer Counseling," Occuoatlons. Vol. 2 7 , No. 6 , op. 401-2, May, 1949. 149. Car Manpower Commission, Bureau of Training, The Training Of Vocatlonal Counselors. Washington, D. C., 19 447 150 . carters, Jane, High School Personnel Work Today. New York, McGraw-Hill Book Company, I n c ., 1946. 151 . Wechsler, David, Measurement of Adult Intelligence. Williams and Wilkins Company, 1444. 152 . ’ ..esman, Alexander, G . , "Guidance Testing," Occupations. Vol. 30, No. 1 , 0 0 . 10-14, October, 1951. JL _5 ^ • Wilkerson, Doxey, Soeclel Problems of Negro Education. Washington, U. S. Government Printing Office, 1939. 15^. Williams, Claire T., "Special Considerations in Counseling," Journal of Educational Sociology. Vol. 2 2 . 0 0 . 608 - 1 3 . 1949. 155 . •'illlamson, E. G., Introduction to High School Counseling. New York, McGraw-Hill Book Company, 1940. 156 • _______ , How to Counsel Students, New York, McGraw-Hill Book Company, 1339. 157. 10o • (Editor) , Trends in Student Personnel 'Work, Minneapo­ lis, University of Minnesota, ^ress, 1949. _______ , "Supervision of Counseling Services," Educrtlonal and P sy cho logl ca 1 Measurement. Vol. 8 , pp. 297-11, 1948 . 15?. Woellner, Robert, and M. A. Wood, Reoulrements for Cer­ tification of Teachers. Counselors. Librarians. and Administrators f or Element ary~"5chool s . 5 econdary Schools and Junior Colleges" Che University of Chicago Press, Chicago, (loth Edition, I 95 I- 5 2 ) . 16 0 . V/renn, C. G., "The Basis of Training for Personnel Work," The Journal of Higher Education. Vol. 1 9 , on. 259-*ol, 1948. ______ , "The Guidance Movement," In W. T. Donahue (e d .), The Measurement of Student 4djus tment and Achievement. Ann Arbor, University of Michigan Press, 1949. 161 . 1^7 lc2 . ____ 11The Hole of Feculty Ac visors in p Personnel Progrrm, 11 Ooounrtlons. V 01 . 1 9 , -on. 506 -8 , Anrll, I 9 L 8 . 1-3* 1'renn, 0. Cl., "The Selection end Fducrtion of Student personnel workers ,11 Personne 1 end ^uldrnce Journal. Vol. 31, F o . 1, no. 9-1^, October, 1952. lei. t "Trends end Predictions in Vocrtionsl 0-uidrnce," Occuof tlons. Vqi. 2 5 , . 503 -I 5 , 19 1'?. Ic5- Zochrry, Caroline B ., rnd hrrgrret Lightly, Sr.otlon end Qonduc t in Adoles cence. hev: York, D. Ap-oleton-Century Gonprny, Inc., 19^-0 . APPENDICES APPENDIX A: CORRESPONDENCE Copies of the correspondence used in gathering rts for the study is shov:n in this section. Copy of the initirl letter to Strte Derertnents of Educrtion. ct cj 1. ao opy of the initiel letter to school pdministreors . c+ o opy of the follov-up letter to school eaministrr ors . opy of postel card enclosed in folXov.T-uo letter o school administrators. 5. Copy of letter to college presidents. 6 . Copy of initiel letter to college officials furnishing information. ?. Copy of folio tv—u T; letter to college officials. 150 Institute of Counseling Testing end Guidance Michigan State College East Lansing, Michigan July 11, 1951 Dr. J. C. Blair, Supervisor Division of Negro Education btate Department of Education Montgomery, Alabama uear i-lr. Blair: Your aid is being sought in an effort to complete a survey I am making. "Meeting the needs of youth ,11 is a common cry among educators. There is a auestion in ray mind as to hov; often training programs are set up on the basis of the needs to be met by the trainees once they are enmloyed. Please send me the names and addresses of at least ten Negro Public School Administrators most comnetent to fill out the nuestionnaire I am using for this study. The questionnaire Is being used to Identify the student personnel endguidance needs that should be satisfied by school-counselors who nay possibly be trained In the state supported Negro colleges of Alabama. A self-addressed stamped envelope is enclosed and your cooperation in this study will be greatly appreciated. Very truly yours, /s/ Hay Thompson North Carolina College At D u r h a m , North Carolina D u r h a m 151 Dear Sir: You have been recommended by your State Department of Education as one of the public school administrators most capable of listing the student personnel or guidance services needed by the boys and girls in your state. The recommendation states further that you are competent to give an opinion as to whether the state supported Negro college or university is giving the training necessary to prepare workers who will be cap­ able of rendering these services. This enclosed questionnaire is being used in an effort to determine what the real student personnel and guid­ ance needs are in your state. With your assistance it will be possible to determine the kind of training that should be provided in a training program for guidance workers set up to serve the needs of youth. Please complete the questionnaire and return it at the earliest possible date. A self-addressed stamped enve­ lope is enclosed. Please indicate whether you would like to have a summary of the pertinent findings. Yours truly, Ray Thompson, Guidance Consultant for Negro Schools RT/rmw Enclosures 152 North Caroline College Durham, North Caroline November lL, 1951 Mr. S. P. Nelson, Principal Lincoln High School Camden, Arkansas Dear Mr. Nelson: You were recommended by your State Department of Education as being competent to give an opinion relative to the guidance needs in your state. In an earlier letter we enclosed a questionnaire vhich we would like for you to complete and return to our office. It dealt with the guidance needs of your state. Ye would like to include your responses in our study so please use the enclosed postal card to check the statement applicable to your case and drop it in the mail. Thank you for your cooperation and please excuse this inquiry if you have already returned the requested data. Very truly yours, /&/ Hay Thompson, Guidance Consultant 153 COPY OF CARD ENCLOSED IN FOLLOK-UP LETTERS TO SCHOOL ADMINISTRATORS CHECK ONE C )1.Did not receive the ouestlonnalre. C )2. Hrve mailed the questionnaire. ( )3. vail mail the questionnaire. ( ) Send another copy of the questionnaire i$k Room 256 Abbott Hell Michigan State College East Lansing, Michigan May Ik, 1951 Dr. George Vi. Gore, President Florida A. & M. College !a11 aha.s see , Florida Dear Mr. Gore: I would like to include the Florida Agricultural and Mechanical College in a survey I am making to gather data for my doctoral thesis. At a later date it will be necessary to request some relatively detailed in­ formation concerning your course offerings in guidance, and I am requesting your cooperation. Your programs in education, sociology, and psy­ chology will be of primary concern to me. Plea.se let me knot; if it will be possible for you to offer your cooperation and if so, whether I should communicate directly with you or with some member of your staff. If you desire to have it a copy of the pertinent findings of the survey will be sent to you upon the completion of the study. I will appreciate whatever cooperation you may give. Very truly yours, /s/ Ray Thompson North C a r o l in a DURHAM. c o lleg e NORTH at Durham CAROLINA 155 Dear Sir: We are in the midst of setting up a counselortraining program and your cooperation with our efforts to collect information about what is being done in other colleges will be greatly appreciated... Please fill out the enclosed mimeographed sheet and return it to our office at your earliest convenience. We have just completed a survey of a select group of Negro public school administrators in the south. In each state the administrators were recommended by the state department of education as being the persona ’’most competent to list the student personnel end guidance needs that should be met by school counselors working in the Negro schools.” In addition to being asked to list these needs, the administrators were asked to indicate whether they felt the state-supported Negro college or university was training the personnel to meet these needs. There was practically unanimity on the part of the administrators in stating that the state-supported institutions are failing to train the personnel needed to render the proper guidance services in our schools. I am enclosing the printed questionnaire used for the survey and asking that you give your reaction to the questions raised. Kindly return the requested data in the selfaddressed stamped envelope. Thank you, and I shall be glad to provide you with a copy of any pertinent findings. Very truly yours, Ray Thompson Counselor-Trainer RT/rw Encl. (5) 156 North Carolina College Durham, North Carolina January 2 1 , 1952 Dr, J, H, Johnston, Dean Virginia State College Petersburg, Virginia Dear Dr. Johnston: In our letter of recent date, we requested that you would cooperate with our efforts to collect in­ formation about what is being done in other colleges relative to counselor training. A check list of courses, taken from your oaialogue, was enclosed in the afore-mentioned communication. We are asking you to kindly complete the cheok list and then return it to our office at your earliest convenience. We would like to use the data in planning for our proposed coun­ selor-training program. If there is a need to provide you with another check list, please let me know. Thank you for any consideration you might give our request. Very truly yours, Ray Thompson, Counselor-Trainer 157 APPENDIX B: INSTRUMENTS USED The stages through which the final printed form of the questionnaire used with school administra­ tors evolved are shown In this section. The course title check-list used with the colleges is also shown. 1. Initial trial oheck-list for administrators. 2. Second trial check-list for administrators. 3* Third trial check-list for administrators. Fourth trial check-list for administrators. 5* Final printed questionnaire for administrators. 6. Course title check-list for colleges. INITIAL TRIAL CHECK LIST FOR ADMINISTRATORS 158 On this and the following pages are listed some Items which I am asking that you will check with the letter (X) whenever you agree with a particular Item. The first list contains some of the specialized ser­ vices and activities that can be offered to the pu­ pils In your state if the properly trained personnel is available. Kindly check those services or activ­ ities that you feel should be available to the pupils in your state. Only check the Items you feel are really needs. INDICATE YOUR SELECTION V7ITH (X) : __1. Individual counseling by a trained counselor. __2. Alcove of educational Information. __3. Alcove of occupational Information. Group Intelligence tests; administered and scored. _5* Group achelvement tests; administered and scored. 6 . Group personality tests; administered and scored. jy» Group aptitude tests; administered and scored. ^8. Interest Inventories; administered and scored. __9. Group tests and inventories are Interpreted. 10. Individual tests and Inventories; administered, scored and interpreted. 11. Test results are used for Individual guidance. 12. Test results are used for individualizing and Im­ proving Instruction. 13• Remedial reading programs. 1^. Career planning programs and classes. 15• Individualized help based on case study conferences 16. Placement services; educational, vocational, social 17- Cumulative records for every pupil. 18. College day programs. 19. Follow up services; graduates, dropouts,transfers. 20. Orientation classes and programs for new pupils. 21. Group guidance. 22. Private rooms for counseling. 23* Classes in occupational and educational information 2L. Instructional program based on community surveys. 2 5 . Instructional programs based on follow up studies. 26. Individual health inventories. 2 7 . Student hand-books with detailed information about the school. 28. Improved instruction as a result of in-service training for teachers. 29. Assist students to study their own interest and abilities. 0. Embraslve extra-curricular activities. INITIAL TRIAL CHECK LIST FOR ADMINISTRATORS 159 INDICATE YOUR SELECTION WITH (X) : ,31. Part time work experience activities carrying course credits. .32. Made conscious of occupational significance of each course. J33• Refer students to agencies outside of the school when necessary. _34-. Remedial aid for study difficulties. .35* Individual assistance based on studies of soolograme .3 6. Ample filing space for student records. J37• Therapy through the use of the psychodrama. J38 • Play therapy. J39« Opportunity to make use of the autobiography, daily schedule, and diary for Individual study, appraisal and planning. 4-0. Detailed local occupational information based on community surveys. 4-1. G-iven individual interpretations of psyohographs. 4*2. Participation in group planning. 43• Individual assistance based on anecdotal records. 44-• Speeoh correction services. 4-5 • Speolal classes or units in personality and social adjustment• 46. Individual assistance based objective observations. [47. Trips to possible places of employment. 48. Visits to the next school unit. 4*9• Planning conferences with parents. [50. Laison with employment agencies. ,51. Periodical studies of pupil needs. ,52. Assistance with dating problems. PART TWO This second list gives some of the skills and char­ acteristics possessed by school counselors who are capable of offering the specialized servioes and activities listed in the first check-list. Indicate with an (X) those skills or characteristics which you feel there is a definite need for the counselor to possess if the pupils in your state are to benefit by the servioes and activities you checked on the first list. Check the item with a double (XX) if you feel the state supported college or university in your state Is failing to give the kind of training needed to provide these skills and characteristics. INDICATE YOUR SELECTION WITH (X) OR DOUBLE (XX) : 1. Believes every individual has Intrinsic worth as a person. i6o INITIAL TRIAL CHECK LIST FOR ADMINISTRATORS PART TWO INDICATE YOUR SELECTION WITH (X) OR DOUBLE (XX) : 2. Believes that society has the obligation to help each individual live a life that is individually satisfying and socially effeotive. 3. Possesses knowledge of ohe baslo concepts of growth and motivation. 4. Possesses knowledge of the basic theories of learn­ ing and maturation. 5. Possesses knowledge of the place of motivation in human behavior. 6. Possesses knowledge of basic ooncepts of mental hygiene. 7. Possesses knowledge of the basic theories of personality development. 8. Skilled In the use of the basic techniques avail­ able for the study of the Individual: B • observation b. counseling lntervlw c. Individual tests d. group tests and Inventories e. anecdotal records f . reports from professional consultants g. questionnaires h. play therapy 1. group therapy J . case conference k. rating scales 1. home visitations m. sociograms n. scattergrams• 9* Possesses knowledge of elementary statistics needed for reading professional literature and carrying on a minimum evaluation program. a. continuous and discrete measures b. standards of accuracy in computation c. construction and interpretation of graphs d. percentiles and quartiles e. construction and interpretation of tables f. measures of central tendenoy and dispersion g. sample theories h. Z and T scores 1. chi square J. testing hypothesis k. uses of the normal corve and other distributions 1. regression and correlation m. item analysis. INITIAL TRIAL CHECK LIST FOR ADMINISTRATORS PART TWO INDICATE XOUR CHOICE WITH (X) OR DOUBLE (XX) .3-0•Possesses the ability to collect, evaluate and use occupational Information. 11. Competent in the use of the dictionary of occupational titles. 12. Possesses the ability to conduct in-service training programs in guidance for the school staff. 13* Possesses knowledge of the vsrious adjustment mechanisms• 14. Possesses knowledge of the rudiments of employ­ ment office procedures. 161 162 SECOND TRIAL CHECK LIST FOR ADMINISTRATORS On this list are a number of characteristics end skills nossessed by some school counselors. This list also contains a number of student personnel end guidance services that can be offered by school counselors and staff members jointly. Please mark an (X) in column one for epch of the following charecteristics or skills that you feel should be possessed by counselors working with the boys end girls of your state. Make a double check in column two for each of the characteristics or skills for which you feel the state supported Negro college in your state is failing to give the prcoer kind of training. USE (X) IN COLUMN ONE AMD DOUBLE (XX) III COLUMN TWO: Column 1 Column 2 _____ Believes that every Individual has intrinsic worth as a person. _____ _____ Possesses a sense of responsibility to client end society. _____ _____ Possesses knowledge of the basic concepts of growth and development. _____ Believes that society has the obligation to help each individual to live a life that is individually satisfying and socially effective. _____ _____ Possesses knowledge of the basic theories of learning and maturation. ___ ________ Possesses knowledge of the place of motivation in human behavior. _____ _____ Possesses knowledge of the basic concepts of mental hygiene. _____ _____ Skilled in the collection, use and evaluation of educational and occupational information. Skilled in the use of the basic techniques avail­ able for the study of the Individual or groups: _____ _____ a . observation _____ b. counseling interview _____ c. individual tests; administration, Interpretation _____ d. group tests and inventories _____ e. anecdotal records _____ _____ f. cumulative records _____ _____ g. reports from professional consultants h. ouestionnaire _____ i. play therapy 163 SECOND TRIAL CHECK LIST (CONTINUED) FOR ADMINISTRATORS USE (X) IN COLUMN ONE AND DOUBLE (XX) IN COLUMN TUO: Column 1 Col­ umn 2 _____ ________ j. case conference _____ _____ X. group theropy _____ _____ 1. rating scales ______ ___________ in. sociodrams _____ _____ Skilled in the use of the dictionary of occupational titles. _____ _____ Familiar with the basic rudiments of employ­ ment office procedures. _____ _____ Able to conduct in-service training programs in guidance for the school staff. Possesses knowledge of elementary statistics essential for reading the professional litera­ ture and carrying on a minimum evaluation pro­ gram: _____ _____ s.. continuous end discrete measures _____ ________ b. standa.rds of accuracy in computation and rounding off numbers _____ _____ c. construction and interpretation of graphs _____ _____ d. percentiles and ouertiles _____ _____ e. construction and interpretation _____ _____ f. measures of central tendency and dispersion _____ _____ g. sample theories _____ _____ h. Z and T scores _____ _____ i. chi square _____ _____ J. testing hypothesis _____ _____ k. uses of the normal curve and other distribu­ tions _____ _____ 1. regression and correlation _____ ________ m. item analysis _____ _____ Able to work with the librarian and other teachers to provide proper reading materials. _____ _____ Able to organize and administer guidance services. _____ _____ Able to make optimum use of referral services. _____ _____ Able to initiate a successful counseling relation­ ship. _____ _____ Able to proceed with a successful counseling relationship. _____ _____ Able to terminate a successful counseling re­ lationship . _____ _____ Able to evaluate counseling sessions. 16k SECOND TRIAL CHECK LIST (CONTINUED) FOR ADMINISTRATORS USE (X) IN COLUMN ONE AND DOUBLE (XX) IN COLUMN TUO: Column 1 _____ _____ Col­ umn 2 _____ Able to evaluate a guidance program. _____ Able to initiate a curriculum study program within a school program. _____ _____ Able to participate in a curriculum study program. _____ _____ Able to carry on follow-up studies. _____ _____ Has had supervised counselor training experiences within a counselor training program. _____ Possesses knowledge of the basic techniques used in placement. _____ _____ Is well adjusted in personal life. _____ ________ A.ble to gain cooperation of the staff. _____ _____ Has had broad training in psychology. _____ _____ Has had broad training in sociology. _____ _____ Has had at least basic courses in philosophy. _____ _____ Maintains a professional attitude toward personal records. _____ _____ Maintains a professional attitude toward confi­ dential information. _____ _____ Has had broad inter-cultural contacts. __________ Hashad work experience other than teaching. _____ _____ Has had broad training in guidance courses. _____ Possesses knowledge of the basic theories of measurement and guidance. _____ ______ Acquainted with the major studies related to guidance; Youth Tells Its Story. Eight Year Study., etc. _____ _____ Skilled in interpreting recorded date to parents, teachers and pupils. _____ _____ Reads professional literature regular. Possesses knowledge of the basic techniques used in group guidance: _____ _____ a. visits to school, places of employment, etc. _____ _____ b. occupational and college conferences _____ _____ c. group discussions of disguised cases _____ d. career conferences __ _____ e . college days _____ _____ f. staged employment Interviews _____ _____ g. practice filling out Job and school applica­ tion blanks _____ _____ h. dramatizations and mock radio skits , _____ _____ 1. making and using occupational and educational handbooks. 165 SECOND TRIAL CHECK LIST (CONTINUED) FOR ADMINISTRATORS USE (X) IN COLUMN ONE AND DOUBLE (XX) IN COLUMN TWO: Col­ umn! Col­ umn 2 Has equivalent of undergraduate ma jor or minor in counseling and guidance. Has Master’s degree or equivalent in counseling. PART TWO Check in column one (X) for each of the following student personnel or guidance services you feel should be available to the boys and girls of your state. Check in column two with double (XX) each of the services you feel the state supported Negro college or university in your state is falling to train students to offer. USE (X) IN COLUMN ONE AND DOUBLE(XX) IN COLUMN TWO: Column 1 Co 1uan 2 _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ ______ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Individual counseling by trained counselors. Group tests; administered and Interpreted. Individual tests; administered and interpreted. Tests results are used for group guidance. Test results are used for individual guidance. Test results are used for individualizing and Improving instruction. Remedial reading programs. Career planning programs and classes. College day programs. Individualized help based on case study conferences Placement services Follow-up studies. Orientation classes and programs. Educational and occupational Information classes. Visits to places of employment and the next higher school. Instructional programs based on follow-up studies. Instructional programs based on community surveys. Student handbooks. A.sslst students in study of own interests and abil­ ity. 166 SECOND TRIAL CHECK LIST (CONTINUED) FOR ADMINISTRATORS USE (X) IN COLUMN ONE AND DOUBLE (XX) IN COLUMN TV70: Col-. umn 1 _____ Column 2 _____ Improved Instruction based on in-service training for teachers. __ _____ Part time work experiences carrying course credits. _____ _____ Embrasive extra-curriculum activity program. __ _____ Cumulative record for every pupil. _____ _____ Make students aware of the occupational signifi­ cance of ee.ch course. _____ _____ Refer students to agencies outside of the school whenever it is necessary. ________ Remedial services for those with study difficulties. _____ _____ Combined facilities of school, service clubs, and other community agencies. _____ _____ Individual and group assistance based on studies of sociograms. _____ _____ Individual Interpretations of psychograohs. _____ _____ Opportunity to make use of the autobiography, daily schedule and other tools for individual study. _____ _____ Participation in group planning. _____ _____ Speech correction services. _____ _____ Assistance based on anecdotal records. _____ _____ Lalson services with employment agencies. _____ _____ Periodical studies of pupil needs. _____ _____ Record forms that ere tailored for the local program and Institution in which they are used. _____ ______ Detailed occupational Information based on com­ munity surveys. _____ _____ A.lcoves of educational and occupational information. _____ _____ Assistance with dating problems. _____ _____ Individual assistance based on objective observa­ tions . 167 THIRD TRIAL QUESTIONNAIRE A questionnaire for determlng the degree to \^hich certain characteristics rnd skills should be possessed by the guidance _____ ______________ , and whether rorkers serving the youth of the state supported college (si and/or university is (are) of­ fering the training to provide these characteristics and skills,. This questionnaire contains a. number of characteristics and skills which have been mentioned as being imoortent to the individuals resoonsible for the application of guidance services in the public school. Please use the scale below to indicate in column one the degree to which you feel guidance workers should possess the following characteristics or skills to serve the needs of boys and girls in your state: Circle E if the characteristic or skill is absolutely essential Circle H if the characteristic or skill is helpful but not absolutely essential Circle N if the characteristic or skill is not neces­ sary or helpful Place an X in column two before each of the character­ istics or skills for which you feel the state supported Negro college (s) and/or university is (are) falling to give the proper kind of training. CHARACTERISTICS Column 1 Column 2 E H N _____ Believes a knowledge of self is basic for in­ telligent choice and attainment of maximum efficiency. E H N _____ Believes every individual has intrinsic worth as a person. E H N _____ Believes the guidance worker must always have a knowledge superior to that of the counselee. E H N Believes the guidance worker has a responsibility to the client and society. 168 THIRD TRIAL QUESTIONNAIRE (CONTINUED) Column 1 Col­ umn 2 E H N _____ Believes society has the obligation to help each individual to live a life that is indi­ vidually satisfying and socially effective. E H E K N N Possesses knowledge of the basic theories of learning: ____ a. field theories ____ b. association theories E HN E KN E KN Possesses knowledge relative to child growth and development: _____ a. physical ______ b. socia.l ______ c. emotional E HN E HN E H Possesses knowledge of the basic theories of personality development: ______ a. psychological ______ b. sociological N ____ c. biosociai E HN E H ______ Has had broad'training in psychology. i: _____ Has had broad training in sociology. E KN ______ Has had at least a basic course in philosophy. E HN ______ Has had at least one course In mental hygiene. E H N ____ Has had broad training in counseling and guidance courses. E H N ____ Has master's degree or equivalent in counseling and guidance. E H N ____ Has had supervised counseling experiences within a guidance training program. E H N______ Is well adjusted in personal life. E H N__ ____ Mainte.lns a professional attitude toward personal records. E H N _ _ Maintains a professional attitude toward confi­ dential information 169 THIRD TRIAL QUESTIONNAIRE (CONTINUED) Colutnn 1 Column 2 E H N _____ Maintains membership in at least one professional organisation. E EN ______ Has had broad inter-cultural contacts. E HN ______ Has had vork experiences other then teaching. E HN ______ Reads professional literature regularly. E HN ______ E H K Is acquainted with the major studies related to guidance such a s ” . Youth Tells Their Story. The Eight Year Study. etc. _____ Is familiar with routine procedures of the State Employment s ervice. Other characteristics not listed: E E E E E H H H H H N N N N N _____ _____ _____ _____ SKILLS E E E E E E E H H H H H E E E E E E H H H H H H N N N N N N K H N TP H N E H N N N N N N N . Adeot In the use of the basic techniques available for the study of the individua.l: a. observation b. counseling interview c . administration of group tests d. edministration of individual tests e . interpretation of group tests f . interpretation of individual tests anecdotal records R . h. cumulative records reports from professional consultants, 1. medical, etc. questionnaires j. projective techniques h. case conferences 1. home visits m . n . rating scales autobiographies o . 170 THIRD TRIAL QUESTIONNAIRE (CONTINUED) Column 1 E E E E E H H H H H N N N N K Col­ umn 2 p. c. r. _ s. t. daily schedules diaries sociometric techniaues personality inventories interest inventories E H N Skilled in the collection of educational information. E H N _ Skilled in the collection of occunetionel information. E H N Skilled in the use of occupational information. E E N _ Skilled in the use of educational information. E H N J5killed In the evaluation of occupational information. E H K ..Skilled in the evaluation of educational inf orniF t ion . E H N ..Skilled in the use of the dictionary of occupatlons.1 titles. E K N JSkllled in interpreting recorded date to other individuals. F E N .Able to conduct in-service training programs in guidance for the school staff. E H M .Able to interpret the guidance program to interested community members. E H N .Able to devise record forms that are tailored to the program and institution in vrhich they are used. E H N .Able to work with the librarian and other teachers to provide proper reading materials for the pupils and staff. E H N _Able to organize and administer guidance services. 171 THIRD TRIAL QUESTIONNAIRE (CONTINUED) Colunn 1 C0 1_ umn 2 E H M _____ Able to carry on follow-uo studies of drop outs, transfers end graduates. E K N _____ Able to gain the confidence and cooperation of the staff. E H N Able to assist students in a study of their own interests and abilities. E H N ____ Able to make proper use of referral services. N ____ Able to proceed i-;ith a successful counseling relationship. M H K ____ Able to terminate a successful counseling relation­ ship . N H H N _____ Able to initiate a curriculum study program. H N _____ Able to evaluate a counseling session. k N _____ Able to evaluate a guidance program. H N _____ Able to carry on community surveys. W w M w M M W f.l H W ____ Able to Initiate a successful counseling relation­ ship . M N M W H W H N H A H N w W M ['] Able to provide remedial services for those ■with: _____ a. speech difficulties b. reading difficulties c . study difficulties H H H H H H H Skilled in the use of group guidance technioues: _____ a. students follov-up alumni _____ b. occupational conferences _____ c. college and school conferences _____ d. visits to schools _____ e. visits to place of employment _____ f. group discussions of disguised cases ______ ,g. career conference N N IT N N N ii A ble to participate in a curriculum study program. 172 THIRD TRIAL QUESTIONNAIRE (CONTINUED) Column! E K N E H N E H N E ri ■i*Nf E n N E H r-T V — N M — H 14 E Z.7 1- N E H N E n r» E H N tr E n N E H r T• j E H N E H N E H N E H N E H N E H N E H N E H N TT Col­ umn 2 h. i. J. college day practice in having job interviews practice in filling out college application blanks k. practice in filling out job application blanks 1. dramatization and mock radio skits m. orientation classes and programs n. classes in educational and occupational information o. making and using educational and occupational handbooks. auditorium speakers P. Proficient in the use of statistics! procedures necessary for reading the professional litera-ture and carrying on a minimum evaluation program: P • continuous and discret measures b construction and interpretstion of graphs c standards of accuracy In computation and rounding off numbers d. percentiles and quartiles e . construction and Interpretation of tables f . measures of central tendency and dispersion £• sample theories h. Z and T soores 1 . chi square J. testing hypothesis k. the normal curve 1 . regression and correlation m. item analysis . . Other skills not listed: E E E E E H H H H H N N N N N COMMENTS AND SUGGESTIONS: THANK YOU FOR SPARING TEE TIME NEEDED TO FINISH THIS QUESTIONNAIRE. PLEASE RETURN IT IN THE SELF-ADDRESSED STAMPED ENVELOPE. Ray Thompson North Carolina College at Durham Durham, North Carolina 173 FOURTH TRIAL QUESTIONNAIRE A cuestionna.ire for determining the degree to xrhioh certain characteristics and shills should be possessed by the guidance workers serving the youth of ____________ , and whether the state supported college(s) and/or university is (are) offering the training to provide these characteristics and skills. * ■!!■ -ir -«■ if- if- i- This ouestionnaire contains a number of characteristics and skills which have been mentioned as being important to the individuals responsible for the e.polica tion of guidance services in the public school. Please use the scale below to indicate in column one the degree to which you feel guidance workers should possess the following characteristics or skills to serve the needs of boys and girls in your state: Circle E if the characteristic or skill is absolutely essen­ tial. Circle H if the characteristic or skill is helpful but not absolutely essential. Circle N if the characteristic or skill is not necessary. Circle D if you don't know. Place an X in column two before each of the characteristics or skills for which you feel the state supported Negro college(s) and/or university is (are) falling to give the proper kind of t ra ining. KARACTERISTICS Column Column E H N D _____ Believes a knowledge of self is basic for intelligent choice and attainment of maximum efficiency. E H ND _____Believes every individual has intrinsic worth as a person. E H ND Believes the guidance worker must always have knowledge superior to that of the counselee. E H ND Believes the guidance worker has a responsibility to the client and society. E K ND Believes society has the obligation to help each Individual to live a life that is individually satisfying and socially effective. 174 FOURTH TRIAL QUESTIONNAIRE (CONTINUED) Column 1___ Column 2 E H N D _Has had broad training In psychology. E 'H IT D _Eas had broad training in sociology. E H N D _Hes had ft least a basic course in philosophy. E H N D _Has had at least one course in mental hygiene. E H M D _Has had work, experiences other then teaching. M W W W W W W W H iJ D H N D Possesses knowledge of the basic theories of personality development: a,* psychological _ b . sociological c. aiosoclpl H N D XX N D Possesses knov.rledge of the basic theories of learning: p. field theories b. association theories H N D H N D H N D Possesses Icnox-zledge relative to child growth end development: a. physical b . social c. emotional Hl'ID S H H D Is well adjusted in personal life. E H N D Maintains a professional attitude toward personal records. E H N D Maintans a professional attitude toward confidential information. S H E D Maintains membership in at least one professional organization. E H N D Is acquainted with the major studies related to guidance such as: Youth Tell Their Story. The Eight Year Study, etc. 175 FOURTH TRIAL QUESTIONNAIRE (CONTINUED) Column Column 1 2 E H N D Reads orofesslonal literature regularlv. E H N D Has had broad training in counseling and guidance courses. E H N D Has had supervised counseling experiences within a guidance training program. E n N D Has master's degree or eouivalent in counseling and guidance. E H N D Is familiar with routine procedures of the state employment service. TT Please write in other characteristics not listed: E E E E E TT XI N D H H H H N N N i\ D D D D SKILLS E H N E H N IL H N E H N E H N E H N E H N E H N E H N D D D D D D D D D E E E E E E E E E E D D D D D D D D D D H H H H H H H H H H N N N N N N N N N N Skilled in the use of the basic techniques available for the study of the Individual: a . observation b. counseling interview c . administration of group tests d. administration of individual tests e . Interpretation of group tests f . Interpretation of individual tests g* anecdotal records h. cumulative records i. reports from professional consultants; medical e tc. J- questionnaire k. projective techniques case conferences 1. m. rating scales n. aut ob 1 o graphle s o . dally schedules n . diaries o . sociometric techniques r . personality Inventories s . interest inventories 176 FOURTH TRIAL QUESTIONNAIRE (CONTINUED) Column 1 Column E H N D ^Skilled in the collection of occupational in­ formation. E H N D __Skllled in the collection of educational infor­ mation . E H N D Skilled in the use of occupational Information. E H N D _Skllled in the use of educational information. E H N D __Skllled in the evaluation of occupational infor­ mation . E H N D ^Skilled in the evaluation of educational infor­ mation. E H N D __Skilled in the use of the dictionary of occupa­ tional titles. E H N D __Skilled in getting the cooperation of community service organizations. E H N D ^Skilled in interpreting recorded data to other individuals. E H N D __Able to conduct in-service training programs in guidance for the school staff. E H N D .^Able to interpret the guidance program to Interested community members. E H N D _Able to devise record forms that are tailored to the program end institution in which they ere used. E H N D Able to work with the librarian and other teachers to provide proper reading materials for the pupils and staff. E H N D __Able to organize and administer guidance services. E H N D ^ b l e to carry on follow-up studies of drop outs, transfers and graduates. 17? FOURTH TRIAL QUESTIONNAIRE (CONTINUED) 0 o lurnn 1 Column 2 E H N D _Able to gain the confidence me. cooperation of the stp.ff. E H N D _Able to assist students in a study of their own interests and abilities. E H N D _Able to make proper use of referral services. t?J l-J M 1 7j _Able to initiate a successful counseling relation­ ship . if! H M D _Able to proceed with a successful counseling re­ lationship . LJJ H N D _Able to terminate a successful counseling relation ship. H H N D _Able to participate in a curriculum study program. M H N D _Able to initiate a curriculum study program. H H II D _Able to evaluate a counseling session. W H N D _Able to evaluate a guidance program, W H N D _Able to carry on community surveys H ND H ND K ND H M D H ND H ND H ND H IID H IID H IID Skilled in the use of group guidance techniques: _a. students follow-up of alumni _b. occupational conferences _c. school and college conferences _&. visits to schools _e. visits to places of employment _f. grouo discussions of disguised cases _g. career conference _h. college day ~1. practice in having job interviews _j . practice in filling out school and college anolicftion blanks WtlHW H II D M L'J W t?J M M Able to provide some remedial services _a. speech _b. reading _c. study H N D H N D H K D 178 FOURTH TRIAL QUESTIONNAIRE (CONTINUED) Column Column 1 2 E H N S H N H N H N Tp D D D D E H N D rp H N D tT H 1'. D E H t D E H N D u M 1 H j S T"i IT 2 E 2 E S H D N D H N D H * D D n H D H D H N D H N D H N D i'i xl 1“ i—* TT ii ▼ It. 1. m. n. o . p . practice in filling out job application bla dramatisations and mock radio skits orientation classes and programs classes in educational and occupational Information making and using occupational and education, handbooks auditorium speakers Proficient in the use of the basic statistical procedures: a . continuous and discrete measures construction and interpretation of graphs c standards of accuracy in computation and rounding off numbers d. percentiles and quertiles e construction and Interpretation of tables f measures of central tendency and dispersion sample theories K h Z and T scores chi square testing hypothesis J k. the normal curve regression and correlation m. item analysis. b . . . . . . 1 . . 1 . Pie ase write in other skills not listed: r-n H H H H E H H £ ri 2 N D D N D N D N D T*T IN COMMENTS AND SUGGESTIONS: THANK YOU FOR SPARING- THE TIME TO FINISH THIS QUESTIONNAIRE. PLEASE RETURN IT IN THE SELF-ADDRESSED ENVELOPE. Ray Thompson Characteristics and Skills for Guidance Workers A questionnaire for determining the degree to which certain characteristics and skills should M( 7 he possessed hy the guidance workers sewing the youth of.................. and whether the state supported college (s) and/or university is (are) ollcring the training to provide these characteristics and skills. 1Uw tpiestionnaire contains a number of characteristics and skills which have been mentioned as being important to the ^rddti.tl* responsible for the application of guidance services in the public school. P l e a s e use the scale below to indicate in Column One the degree assess the following characteristics or skills to serve the needs of boys Ci r cl e E to which you feel guidance workers should and girls in your state: if the characteristic or skill is absolutely essential. 1 Ci r cl e H if the characteristic or skill is helpful but not absolutely essential. N if the characteristic or skill is not necessary. D if you don’t know. Place an X in Column Two before each of the characteristics or skills for which you feel the state supported Negro jllege(s) and/or university is (are) failing to give the proper kind of training. Ci r cl e Ci r cl e C H A R ACT I'.RI ST Ics nil I MN 1 11 \ COMMA 2 1) .......... Relieves a knowledge of self is basic for intelligent choice and attainment of maximum efficiency. 1! N 1) ........... Believes every individual has intrinsic worth as a person. II \ 1) ........... Relieves the guidance worker must always have knowledge superior to that of the counselee. 11 \ I) ...........Relieves the guidance worker has a responsibility to the client and society. II \I) ........... Relieves society has the obligation to help each individual to live a life that is individually satisfving and socially ellcetive. 11 \ I)............ Has had broad training in psychology. II \ 1)........... .Has had broad training in sociology. I! \ 1)............ Has had at least a basic course in philosophy. II \I) ........... Has had at least one course in mental hygiene. II \I) ........... Has had work experiences other than teaching. II Possesses knowledge of the basic theories of personality development: \ 1)............ a. psychological II \I) ........... 1>. sociological il \I) ........... e. biosocial. II Possesses knowledge of the basic theories of learning: \I) ........... a. held theories I II I II \I) ........... h. association theories. Possesses knowledge relative to child growth and development: \I) ........... a. physical ■II NI) ........... h. social ‘ II \ 1) ........... c. emotional 'II \ 1) ........... cl. mental. 1 11 \ 1) ...........Is well adjusted in personal life. ^ II \ 1) ........... Maintains a professional attitude toward confidential information. ' II \ 1) ........... Maintains membership in til least one professional organization. ^H \ 1) ...........Is acquainted with the major studies related to guidance such as: Y o u th T e ll T h e ir Sto ry, T h e E ig h t Year S tu d y , etc. 180 COLUMN' CO L U M N 1 2 ..... ... Rends professional literature regularly. i: H X I) F. H X r> F. H N D E H \ n ........Has master’s degree or equivalent in counseling and guidance. i: H N i) .... ... Is familiar with routine procedures of the state employment service. .........Has had hroad training in counseling and guidance courses. .. ....Has had supervised counseling experiences within a guidance training program. Please write in other characteristics not listed: E H X D F. H X n F II X n F FI X i) E II N D SKILLS Skilled in the use of the basic techniques available for the study of the individual: F H X n E II X r> ... ... b. counseling interview F. II X D ............... c. administration of group tests F. II X r> F. H X n F. H X n F. FI X F) F II X r> F. FT X n ........... i. reports from professional consultants; medical, etc. F. H X li ........... j. questionnaires F. H NT n ........... k. projective techniques F H X i) ....... I. case conferences F. H X r> ....... in rating scales F. FI X r> -... —... o. autobiographies F. H X n F. H X n .. ....... F H X n -... -... r. sociontelric techniques F. H X D F. H X n F. Ft X n F. H X r> E H X r> F H X r> E H X r> E II X n E II X n F H X D E H X D ... .... .a. observation -........ d. administration of individual tests ...... ..... e. interpretation of group tests — ........ f. interpretation of individual tests .. ..... g. anecdotal records ..... h. cumulative records ........... p. daily schedules q. diaries ....... s. personality inventories ---- -..t. interest inventories. -.......Skilled in the collection of occupational information. .. ... -... Skilled in the collection of educational information. ........ .. Skilled in the use of occupational information. -...... Skilled in the use of educational information. --- ------Skilled in the evaluation of occupational information. .. — ..Skilled in the evaluation of educational information. -..- —-.Skilled in the use of the dictionary of occupational titles. -.... — .Skilled in getting the cooperation of community service organizations. ...... .....Skilled in interpreting recorded data to other individuals. IM\ 1 X COM'MX 2 I) ........... Able to conduct in-service training programs in guidance for the school staff. XO .............Vblc to interpret the guidance program to interested communitymembers. XD ............ Able to devise record forms that are tailored to the programand used. X institution in which they are I* ...........Mile to work with the librarian and other teachers to provide proper reading materials for the pupils and stall. \ I) ............ Able to organize and administer guidance services. \ 1) XD Able to carry on follow up studies of dropouts, transfers,antigraduates. ............ Able to gain the confidence and cooperation of the staff. X I) ............ Able to assist students in a studs of their own interests and abilities. X 1> ........... Able to make proper use of referral services. Able to proside some remedial services: Xn ............ a. speech X 1)............ I), reading X 1)............ c. study. X I) ............ Able to initiate a successful counseling relationship. X I) ............ Able to proceed with a successful counseling relationship. X If ............ Able to terminate a suctessful counseling relationship. XD ............ Able to participate in a curriculum studs program. X 1) X 11............ Able to evaluate a counseling session. XD Able to initiate a curriculum study program. ............ Able to evaluate a guidance program. X I) ..............Able to carry on commutiitv survcvs. Skilled in the use of group guidance techniques: X I) ............ a. students follosv up of alumni X I) ............ b. occupational conferences X I) ....... ..... c. school and college conferences X I) ............ d. visits to schools X I) ............ e. visits to places of employment XD ............ f. group discussions of disguised cases X 1) ........... g. career conference X 1)............ h. college day X 1)............ i. practice in having job interviews X 1)............ j. practice in filling out school and college application blanks X I) ............ k. practice in filling out job application blanks X I) ............ 1. dramatizations and mock radio skits X 1) ........... m. orientation classes and programs X I) ............ n. classes in educational and occupationalinformation X 1) ........... o. making and using occupational and educational handbooks XD ............ p. auditorium speakers. Proficient in the use of the basic statistical procedures: X D ........ ... a. continuous and discrete measures COLUMN 1 COLUMN '2, 182 F. H ND ............ b. construction and interpretation ofgraphs 1' II N D ............ c. standards of accuracy in computation and rounding off numbers K H ND ............ cl. percentiles and quartilcs E H N I) .......... E H N D e. construction and interpretationoftables ........... f. measures of central tendency and dispersion E H X I) ............ g. .sample theories E H X I) ............ h. / and T scores E H X E H X I) .......... E H X I) ............ k. the normal curve FI II X E FI X D 1) i. j. 1) chi stpiare testing hypothesis I. regression and correlation ............ tu.item analysis. Please write in other skills not listed: E FI X n ........... e ii x n ..... ...... .... E H X 1) .... ........ C O M M E N T S ANl) SUGGESTIONS: THANK. Y O U F O R SPARING T H E TIME T O FINISH THIS QUESTIONNAIRE. PLEASE R E T U R N IT IN T H E SELF ADDRESSED S T A M P E D ENVELOPE. Ray Thompson North Carolina College at Durham Box 658 Durham, North Carolina 133 COUNSELING-TRAINING- PROGRAM Plep.se give your repctIon to the following oueetlons by circling the answer that applies. Yes No 1. Do you have p. formal program for training school counselors'? Yes No 2. Do you pirn to organize a formal nrogrrm for training school counselors? 3. Which of the following courses, taken from your catalogue, If any, would be counted as part of your formal counselor-training urogram if you have one or plan to Initiate one? DIRECTIONS: Circle "C" if the course v;ould be one of the core. Circle “E" if the course would be an elective. Circle "N11 if the course would not be counted. c E N 1. Ed. 30^e Human Growth and Development V E I'l 2. Ed. 30 4b Human Growth and Development c E N 3. Ed. 330a History and Philosophy of Education n vj E N 4. Ed. 300 b Mental Hygiene C E N 5. Ed. 309 Measurements in Education C E N o. / Ed. 313 Vocational Guidance n E N 7. Psy . 303 Child and Adolescent Psychology E N 8. Ed. 313 Child Guidance E N 9. Ed. 514a Educational Guidance in the Elem. School ,'1' _/ E N 10 . Ed. 514k Educational Guidance in the Sec. School c E N 11 . Ed. 516b Evaluation in the Secondary School c . NOTE: Plea.se write in other courses you are now offering or plan to offer. C E N 12 r\ E N 13 • • 184 C E N 14. CJ COUNSELING-TRAINING PROGRAM (CONTINUED) E N 15. 185 APPENDIX C NAME AND LOCATION OF COLLEGES AND UNIVERSITIES USED IN THE STUDY Institutions Alabama State College Alabama A. end M. College and N. College Arkansas A Delaware State College__ Florida. A a n d M. College Albany >ny State "College Fort Valley State College Savannah State College Kentucky State College Gramblirg College Southern University Bowie State Teachers College Maryland State College Morgan State College________ Alcorn A. and M. College Jrckson College Lincoln U n i v e r s i t y __________ North Carolina A & T College North Caroline. College at *urham Elizabeth City Teachers College Fayetteville Teachers College V.lnston-Splem Teachers Collep;e Langston U n i v e r s i t y ______ South Carolina A. & M College Tennessee State A & I University Prarle View A & M College Texas Southern University Virginia State Colleg______ Bluefield State College Nest Virginia State College L o o p tion Montgomery, Alabama. Normal, Alabama line 3~1 u f f A- rk ana aa Dover Ds lawfirs Tallahassee, Florida A Ibany, G-eorgia Fort Valley, Georgia Savannah, ,Georgia. Frankfort, .Kentucky Grambling, Louisiana Baton Rouge,. Lnulalana Bowie, Maryland Princess Ann, Maryland Baltimore.,. .J-Iaryland___ Alcorn, Mississippi Jachaon, MieFii.as.ippJ___ Jefferson City, Missouri Greensboro, North Carolina Durham, North Carolina Elizabeth City, North Carolina Fayetteville, North Carolina •Winston-Salem, North Carolina Langston, Oklahoma_______ Orangeburg, South Carolina Nsshv.lllfl., Tennessee Prarle View, Texas Kims tern,.. Jezas______ Petersburg, Virginia Bluefield, West Virginia Institute, .We.at. Virginia. 186 APPENDIX D NUMBER AND PERCENTAGE OF ADMINISTRATORS RETURNING QUESTIONNAIRES BY STATE State No. Mailed No. Returned Percent Returned alabame 10 8 80 Arkansas 10 7 70 Florida 10 7 70 Greorgie 10 6 6o Kentucky 10 Louisiana 10 8 80 Maryland 10 8 80 Mississippi 10 Missouri 10 9 90 North Carolina 10 8 30 Oklahoma 10 7 70 South Carolina 10 C 60 Tennessee 10 7 70 Texas 10 3 80 V irginia. 10 9 90 Nest Virginia 10 __o J?o____ l6o 121 75.625 TOTALS 70 70 187 APPENDIX E RESPONSE TO CHARACTERISTICS AND SKILT S C.UESTIONNAIRE ITEMS BY NUMBER AND PERCENTAGE Column Column ltd 1 E H D No . 117 4- -J- No . 9o .c 4 3.6 112 92 .6 9 7.4 62 51.2. 7 6.3 0 L.5 37.2 109 90.1 10 Characteristics N0 . 7* No • 0 0 0 0 9o 81.0 21 17.4 2 93 76.9 28 23.1 0 53 48.0 6 l 50.4 0 6? 57.1 43 35.5 7 89 73-0 32 26.4 0 N o . /-> 60 55 •5 2 5.5 0 5.8 7 0 0 2 5.8 37 34.3 1 .6> 63 38.3 1.6 0 0 43 39.8 0 !') 0 79 73.1 0 2 1.6 71 65.7 5.8 c 1.6 35 32.4 op 58.3 0 0 0 BelieveB a know­ ledge of self Is basic for intel­ ligent choice end attainment of max­ imum efficiency. Believes every in­ dividual hes intrin sic worth as person Believes the Gui­ dance worker must always have know­ ledge superior to that of the counselee. Believes the gui­ dance worker has a responsibility to the client and society. Believes society has the obliga­ tion to heir) each individual to live a life that is in­ dividually satis­ fying and socially effective Has had broad training in psy­ chology. Has had broad training in sociol­ ogy. Has had at least a basic course in philosophy Has had at least one course in Mental Hygiene 188 APPENDIX E (CONTINUED) 2 H nO . No . 3? 32.2 76 100 o? 80 62 .o 71.9 oo.2 21 34 3? 70 71 % 57.9 . 58.7 108 92.6 91.7 87 .6 87.6 89.2 112 112 111 D N "A •> No. be.< j 2 3.3 2 17.2 0 28.1 0 32 .2 0 0 0 0 0 0 0 37.2 0 26 ..33.0 0 0 0 s Q 2 3 £ 0 0 0 A 0 0 15 15 13 7.2 8.3 12 .2 12 .2 10 .5 0 0 0 0 0 0 0 ?2.o 9 7.4 0 0 51 50 .2 56 46.3 2 oj> 52.1 58 ^7.9 0 93 76.9 26 95 78.5 26 106 106 1.6 No. yj 22 38.9 0 0 2 33 81.5 o5 60.2 1.6 cv •^ 3 •3 86 81 No. . 45 10 Characteristics Column 2 Column 1 _. 0 0 79.6 75.0 0 0 0 0 7 6.5 28 25.9 62 59-3 28. 39.8 29 2 5 .4 0 0 64 59.3 3.3 0 0 0 s 0 0 0 21 lc .2 21.5 0 0 2 1V 6 29 26 .8 21.5 0 0 0 0 102 94.4 ■*> 8.3 Hes had work ex­ periences other then teaching ; Possesses knowledge of the basic theories of oersonality de­ velopment: p . psychological b. sociological c. biosocial Possesses knowledge of the basic theories of learning: 1 p. field theories b. pssocletion theories Possesses knowledge relative to child growth end develop­ ment : ! p. whyeice1 , b. social c. emotional d. mental Is well rdjusted in personal life Me into ins f profes­ sional attitude toward confidential inform mat ion M p inta ins member­ ship in at least one professional organization JCs acquainted with the major studies related to Guidance such as: "Youth Tell Their Story", "The Eight Year Study", etc. Reads professional literature regularly Has had broad training in counseling and guidance courses 189 APPENDIX E (CONTINUED) C olumn 1 E No. is c. N H No . 3?.? 70 79 . . 79 D No. 57.9 2 Ho. b 1.6 1 0.8 -7 -9 15 12.8 0 0 1.6 2 1.6 % o 33.7 Oy 57.1 108 ill 89. 2 13 1 0 .d 7 £ 0 yh.2 67 71.9 31..28.1 0 0 67 71.9 31 26.1 0 0 19 73.6 32 26.1 0 31 75.2 30 21.3 93 28 23.1 65 76.9 33.5 53.7 6l 51 58 !■ > 33.7 Cha ra.cteristics Column s iO No. 102 91. 1 ?8 30.7 37-9 0 0 1-2 39 38.9 82.1 n 55 5 0 .9 0 0 85 78.7 0 o q 62 57 .1 0 0 0 0 88 81.5 0 0 0 0 0 0 17 50 67 13.5 16.3 56 16.1 0 0 0 50.1 11.6 60 19.6 0 0 0 51 11.6 l 21 100 22.2 92 .6 69 63 51 65 I5 59 73.6 32 56 65 18 37.2 l o .6 61 lo 26.1 16.3 53-8 39.6 50.1 39.7 76 62.9 13 35.5 0 101 52.1 hi. 6 53.8 20 16.5 0 0 0 0 0 3.1 9 Q 0 2 0 1.6 8 10 0 6 .6 0 8.3 5 0 ll 0 0 0 0 £ c 0 7.8 0 0 57 25 62.0 52.8 1.6 0 1.1 11.5 23 15 35 96 23 .1 21.3 13.9 32.1 88.9 1.0 75 6 9 .1 Has had supervised counseling experiences within a guidance training program Has master’s degree or equivalent in counseling and guid­ ance Is familiar with routine procedures of the strte employment service Skilled in the use of the basic technioues available for the study of the individua1: t“Nft observation c b . counseling inter­ view c . administration of group test d . edriinistretion of individual tests e . interoretation of group tests f . interpret?tion of ind ividual test g • anecdotal records h. cumulative records 1. reports from pro­ fessional consul~ -- r ------- , etc questionnaires J. k. projective tech­ niques case conferences 1. m . rating scales n . autobiographies 0 . daily schedules p . diaries i t- sociometric tech­ niques r . personality inven tories 190 APPENDIX E (CONTINUED) 2 1 E Characteristics Column Column od. H .•/ No No. . . /j. . 0 6 7.8 37 30.0 91 75.2 30 2 - .3 95 73 .5 2 o 193 D No . . $ N 0 2 1.0 c> N o . //'/O r~j 72 00 .7 0 0 0 0 2d 37.0 21.5 0 Q 0 0 33 35.2 o 5 •1 18 12.9 0 0 0 0 2i 37-9 103 b5 .1 IS 12.9 0 0 0 0 37 3 1 .3 95 78.5 26 21.5 0 0 0 0 62 59.3 93 76.9 28 2 3 .I 0 0 0 0 55 51.3 o5 55 *8 5^ 12 6 ' c. 1.0 0 0 70 52.8 -7 71.9 32 28.1 0 0 0 J 08 o2 .9 SJ 7 o .9 23 23.1 0 0 0 0 61 75.0 73 oo .3 2d 39.7 0 0 0 0 37 80 .0 95 78.5 CO 21.5 0 0 0 0 :>i 75.0 91 75.2 30 22.8 0 0 0 0 07 52 .0 iM0 • .0 A> s. interest inven­ tories Skilled in the col­ lection of occurs tional inforrnation Skilled in the col­ lection of educational informati on Skilled in the use of occupational informa­ tion Skilled in the use of educational informatioi Skilled in the eval­ uation of occupational information Skilled in the eval­ uation of educational information Skilled in the use of the dictionary of occuoational titles Skilled in getting the cooperation of community service organisations Skilled in interpreting recorded data to other individuals Able to conduct inservice programs in guidance for the school staff Able to interpret the guidance program to interested community members Able to devise record forms that are tailored to the program and in­ stitutions in phich they are used. 191 APPENDIX E (CONTINUED) Column Column 1 S ChrracteristIcs 2 H D N No. 93 No . )o >3 76.9 28 2 3 . 1 N0 . 0 70 0 No. 0 w 0 No. 64 59-3 112 9 2 .0 q 7.4 0 0 0 0 97 89.8 10~4 35.9 17 1 4 .1 0 0 0 0 84 77.8 106 3 7 . 0 15 12 .4 0 q 0 0 65 60.2 •112 92 .0 9 7.4 0 0 0 0 48 44.4 37 71.9 3k 28.1 0 0 0 0 72 06 .7 ip 62 51.2 50 .4 1 0 . 8 sT 13 9 7.5 1 7 _ . 5-6 1 0 0 0 2.5 0.8 0 .8 4o 24 45 22.2 106 35.5 4 1 .3 39.7 &7.§ 0 ✓'*■' 41.7 88.9 104 35.9 17 14.1 0 0 0 0 96 88.9 100 82.6 15 12.4 2 1.6 4 3.4 96 88.9 82 67.8 37 3 0 .0 0 0 2 1.0 15 13.9 43. ' 35.5 o5 53.7 0 / 7.J+ 4 3.4 56 51.8 93 7 6 . 9 26 21.5 2 1.6 0 'O’ 100 92.0 50 48 61 65 . E>3 .7 15 1 2 . 4 . 37.0 _ Able to ■work with the librarian end other teacher to provide proper reading materials for the pupils and staff Able to organize end fdninister guidance services. Able to carry on follow-uo. studies of drop outs, transfers and graduates Able to gain the con­ fidence and cooperatio of the staff A.ble to ess:* t student in a study of their ov:n interests and abilities Able to make proper use of referral ser­ vices Able to provide some remedial services: a . speech b . reading c . study Able to initiate successfulccounseling relationship Able to -oroceed with a successful counsellnj relationship Able to terminate a successful counseling relationship Able to participate in a curriculm study program Able to initiate a. curriculum study pro­ gram Able to evaluate a. counseling session 192 APPENDIX E (CONTINUED) Column 1 E H D N ^ .■ No . 8?.o 15 12.4 No. 0 p 0 71 58.7 37-2 3 2.5 2 l.o 49 z-'^ 07 ol 50 .4 50.4 59 59 48.8 48.8 0 1 0 0.8 1 0 0.3 0 32 15 61 50 .4 60 49.6 0 0 0 0 0 3 10 2.8 a O 10b /o No. 0 0 No . 100 52 0 y 51.2 A 56 57.1 50 hb .3 41.3 2 2.5 1 .6 0 0 0 0 59 48.8 62 51.2 0 0 0 0 55 57 41 55.4 33.9 61.2 52 72 45 43.0 59.6 37-2 2 1.6 4.3 l.c 0 2 0 0 1.6 0 14 6 2 o? 55 *4 54 44.6 0 0 0 0 4o 71 53.7 50 41.3 0 0 0 0 45 21 17 .4 80 66.1 15 12.4. 5 4.1 •7 67 55.4 50 41.3 67 55.4 52 43.0 ;■J 35.5 74 61.1 4 75 62 .0 9 ,_Z-> *-r 37 Characteristics dolumn 2 4 0 y 33 3.3 0 0 15 1.6 0 0 24 3.h 0 0 8 0 0 0 )k ... ... . 92.6 Able to-evaluate a guidance program 45.4 Able to carry on community surveys Skilled In the use of group guidance techni­ ques : c, y .O a . students follow-uo 14.8 of alumni b. occupational con­ ferences 0 c . school end college conferences d. visits to schools 9.3 e . visits to pieces 25.9 of employment 50.9 f . group discussions of disguised cases 13.0 g. career conference 3.3 h . college day 35.2 i. practice in having job interviews 37.0 J. Practice in filling out school end col­ lege application blanks 41.7 k . practice in filling out job application blanks 6.5 1. dramatizations and mock radio orientation classes m. 13.9 and programs 22.2 n. classes in educetio a 1 end occupational information 7-4 0 . making and using occupational and educational hand­ books 0 P- auditorium speakers Proficient in the use of the basic statisti­ cal procedures: 193 APPENDIX E (CONTINUED) dolumn 2 Column 1 1 E No. H yo No. . y° 0 56 51.8 c 1.6 42 38.9 0 0 0 58 53.7 0 0 0 0 4o 37.0 43.0 2 1.6 6 4.9 4o 37.0 46.3 41.3 43.0 49.6 33.0 44.6 7 4 9 5 3 4 5.6 13 10.7 3.4 41 33.8 7-4 50 41.3 4.1 10 8.3 2 1.6 2.5 3.3 7 5.8 65 67 81 84 6£ 41 60 .2 62.0 75-0 77.8 58.3 37.9 43 ~2£.-7 7 5.8 1 ; 12.4 88 81.2 0 52 43.0 61 50.5 6 63 52.1 58 47.9 n •> 69 57.0 52 43.0 61 50.5 52 37.2 56 50 52 I —1 IT 60 40 54 O-N O 0 6 0 ..,49.6 42.1 ... 23 50.4 6.3 38.0 62.9 4 6 .3 7* 3.3 7 10 4o 76 56 No. . 5.8 47.9 21.5 No. 21.3 43.0 45 7o 4 52 5c; D N No. Characteristics a . continuous and discrete measures b. •construction and interpretation of graphs c . standards of accura in computation and rounding off numbers d . percentiles and cuartiles e . construction and interpretation of tables f . measures of centra! tendency end dis­ persion g. sample theories h. Z and T scores i. chi souare J * testing hypothesis k. the normal curve 1 . regression end correlation m . item analysis