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An Investigation Of The Relationship Between Counselor Role-Function And Counselee Perception Of Help Received

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An Investigation Of The Relationship Between Counselor Role-Function And Counselee Perception Of Help Received

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Content This dissertation has been
microfilmed exactly as received
SMITH, Maurice Royal, 1932-
AN INVESTIGATION OF THE RELATIONSHIP
BETWEEN COUNSELOR ROLE-FUNCTION AND
COUNSELEE PERCEPTION OF HELP RECEIVED.
U niversity of Southern California, Ed.D., 1966
Education, guidance and counseling
University Microfilms, Inc., Ann Arbor, Michigan
INVESTIGATION OF THE RELATIONSHIP BETWEEN
COUNSELOR ROLE-FUNCTION AND COUNSELEE
PERCEPTION OF HELP RECEIVED
A D is s e r t a t i o n
P resen te d to
th e F ac u lty of th e School of E ducation
The U n iv e rs ity o f S outhern C a lif o r n i a
In P a r t i a l F u lf illm e n t
of th e Requirements f o r th e Degree
D octor of E ducation
J
by
Maurice Royal Smith
June 1966
This dissertation, written under the direction
of the Chairman of the candidate’s Guidance
Committee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirements for the
degree of D octor of Education.
.....
’ sw r-tfsqrrP' ..........
/ Dean
Guidance Committee
Chairman
. . i t s Z t j . S '
ACKNOWLEDGMENTS
The a u th o r i s g r e a t l y in d e b te d to h is committee c h a i r
man, Dr. E a rl C arnes, f o r h is guidance and a s s i s t a n c e
th ro u g h o u t the p la n n in g and w r i tin g o f t h i s d i s s e r t a t i o n .
The rem aining committee members, Dr. Elmer Wagner and Dr. D.
Welty L e fe v e r, a re a l s o acknowledged f o r t h e i r v a lu a b le
s u g g e stio n s and c o n s tr u c tiv e c r i t i c i s m .
The w r i t e r a ls o wishes to e x p re ss s p e c i a l a p p r e c ia tio n
to h is w if e , Beverley Anne, and to h is s o n s , Timothy and
Andrew, f o r t h e i r c o n tin u in g s u p p o r t, encouragem ent, and
fo rb e a ra n c e th ro u g h o u t t h i s u n d e rta k in g .
TABLE OF CONTENTS
Page
ACKNOW LEDGMENT ............................................................................................. i i
LIST OF T A B L E S ...................................................................................................vi
C hapter
I , INTRODUCTION ................................................................................... 1
Background of th e Problem ........................................ 1
S tatem ent o f th e Problem ............................................ 2
Im portance o f th e Problem ....................................... 4
S tatem ent of Hypotheses ............................................ 8
D e f in itio n s o f Terms Used . ................................10
Scope o f th e S t u d y ........................................................ 11
O rg a n iz a tio n o f th e Remainder
o f th e D i s s e r t a t i o n ..........................................12
I I . REVIEW OF THE LITERATURE................................................... 13
S tu d ie s Concerning th e D eterm in atio n
o f C o u n selo rs' R o le-F unctions .................... 13
S tu d ie s Concerning S tu d en t P e rc e p tio n s
o f Help Received from T h e ir
C u rre n t C ounselors ............................................ . 32
Summary o f th e Review o f th e L i t e r a t u r e . . 43
I I I . PROCEDURE......................................................................................46
C ounselor Sample ................................................................ 47
Counselee Sample ................................................................ 49
C o n s tru c tio n and A d m in is tra tio n o f th e
C ounselor R o le-F u n ctio n In stru m e n t . . . 50
C o n s tru c tio n and A d m in is tra tio n o f the
Counselee P e rc e p tio n In stru m en t . . . . 52
Time-Load Index ................................................................ 54
S t a t i s t i c a l A nalysis ...................................................... 55
i i i
C h ap ter Page
IV. RESULTS OF THE COUNSELOR STRUCTURED INTERVIEW
AND COUNSELEE INSTRUMENT ADMINISTRATION . . 57
R e s u lts o f th e C ounselor R o le -F u n c tio n
In s tru m e n t A d m in is tra tio n .............................. 57
R e s u lts o f th e Counselee In s tru m e n t
A d m in is tra tio n ............................................................ 70
R e su lts o f th e Ranking o f C ounselors
by Time-Load Index f o r Each
R o le-F u n c tio n .......................................................7 8
V. FINDINGS OF THE STATISTICAL ANALYSIS OF DATA . . 90
F in d in g s of th e S t a t i s t i c a l A n aly sis Con
c e rn in g th e O r i e n t a t i o n , Programming,
and C lass S ch ed u lin g R o le-F u n c tio n . . . 92
F in d in g s of th e S t a t i s t i c a l A n aly sis
C oncerning th e D i s c i p l i n a r i a n
R o l e - F u n c t i o n ................................................. 96
F in d in g s o f th e S t a t i s t i c a l A n aly sis
C oncerning th e C o u n selin g Role-
F u n ctio n .............................................................................. 101
F in d in g s o f th e S t a t i s t i c a l A n aly sis
C oncerning th e P a re n t C onference
R o le -F u n c tio n . . . . . .............................. . 1 0 5
Findings o f th e S t a t i s t i c a l A n aly sis
o f th e T eacher C onference Role-
F u n ctio n ............................................. . . . . . . 109
F in d in g s o f th e S t a t i s t i c a l A n aly sis
C oncerning th e C l e r i c a l A c t i v i t y
R o le -F u n c tio n ............................................................ 110
VI. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . . 119
S u m m a r y ........................................................................................ 119
C onclusions . . . . . . . . . .............................. 131
D i s c u s s i o n ...................................................................................133
Recommendations f o r F u r th e r Study .................... 140
BIBLIOGRAPHY ................................................................................................... 142
APPENDIXES
A. V a lid a tio n Q u e s tio n n a ir e f o r C o u n selo r Role-
F u n ctio n E s tim a tio n In s tru m e n t .............................. 154
B. C o u n selo r R o le -F u n c tio n E s tim a tio n In s tru m e n t . 156
C. C ounselee P e r c e p tio n o f Help R eceived In s tru m e n t 159
i v
Page
D. D ire c tio n s f o r A d m in is tra tio n o f Counselee
In stru m e n t * . ............................ . 1 6 1
E. Design of 2 x 2 Contingency Tables U t i l i z i n g
Chi-Square to T e st f o r Levels of
S i g n i f i c a n c e ................................................ 164
v
LIST OF TABLES
Table Page
1. Ranking o f C ounselors by P ercen tag e o f Time
Spent i n R o le-F u n ctio n #1 ( O r i e n t a t i o n ,
Programming, C lass S cheduling) ................................... 60
2. Ranking o f C ounselors by P ercen tag e o f Time
Spent in R o le-F u n ctio n #2 (A ttendance
A c t i v i t i e s ) ..........................................................................................61
3. Ranking of C ounselors by P erc e n ta g e o f Time
Spent in R o le-F u n ctio n #3 ( D i s c i p l i n a r i a n ) . . 6 2
4. Ranking o f C ounselors by P ercen tag e o f Time
Spent in R ole-F unction #5 (C ounseling
S essio n s w ith S t u d e n t s ) ..................................* . . . . 6 4
5. Ranking of C ounselors by P ercen tag e of Time
Spent in R o le-F unction #6 (P a re n t
C onferences) . . .....................................................................6 5
6. Ranking of C ounselors by P ercen tag e o f Time
Spent in R o le-F u n ctio n #7 (T eacher
C onferences) ............................................................................... 67
7. Ranking of C ounselors by P ercen tag e o f Time
Spent in R o le-F u n ctio n #8 (P ro v id in g
O ccu p atio n al In fo rm a tio n )..................................................... 68
8. Ranking o f C ounselors by P ercen tag e o f Time
Spent in R ole-F unction #10 ( C l e r i c a l
A c t i v i t i e s ) ..........................................................................................69
9. Ranking of C ounselors by P ercen tag e o f Time
Spent in R o le-F u n ctio n #11 (O th er M iscel
laneous D u t i e s ) 71
10. Range, Median, and Frequency of C ounselors
P la c in g as F i r s t o r Second-H ighest P er
centage o f Time f o r Each R o le-F unction . . . . 72
v i
T a b le Page
11. Response D i s t r i b u t i o n o f T o ta l Counselee Sample
from Counselee P e rc e p tio n o f Help Received
In stru m e n t ...................................................................................
12. Ranking o f C ounselors by Time-Load Index f o r
R o le-F unction #1 ( O r ie n ta ti o n , Programming,
C lass S cheduling) ....................................................................
13. Ranking o f C ounselors by Time-Load Index f o r
R ole-F unction #2 (A ttendance A c t i v i t i e s ) . . .
1*+. Ranking of Counselors by Time-Load Index f o r
R o le-F u n ctio n #3 ( D i s c ip l in a r ia n ) ..............................
15. Ranking o f Counselors by Time-Load Index f o r
R ole-F unction #5 (C ounseling S essio n s w ith
S tu d e n ts ) ........................................................................................
16. Ranking o f C ounselors by Time-Load Index f o r
R ole-F unction #6 (P a re n t C onferences) ....................
17. Ranking o f C ounselors by Time-Load Index f o r
R o le-F u n ctio n #7 (T eacher C onferences) . . . .
18* Ranking o f C ounselors by Time-Load Index f o r
R o le-F unction #8 (P ro v id in g O ccupational
In fo rm a tio n ) ..............................................................................
19. Ranking o f C ounselors by Time-Load Index f o r
R o le-F u n ctio n #10 ( C l e r i c a l A c t i v i t i e s ) . . . .
20. Ranking o f C ounselors by Time-Load Index f o r
R o le-F u n ctio n #11 (O ther M iscellaneous
D u ties) .............................................................................................
21. R e su lts o f C hi-Square T ests of 2 x 2 Contingency
Tables f o r C ounselor R ole-Function #1 (O rie n ta
t i o n , Programming, Class Scheduling) ....................
22. R e su lts o f C hi-Square T ests o f 2 x 2 Contingency
T ables f o r C ounselor R ole-F unction #3
( D i s c i p l i n a r i a n ) ........................... . ...................................
23. R e su lts o f Chi-Square T ests o f 2 x 2 Contingency
T ables f o r C ounselor R ole-F unction #5
(C ounseling S essio n s w ith S tu d e n ts) .........................
24. R e su lts o f C hi-Square T ests o f 2 x 2 Contingency
Tables f o r C ounselor R ole-F unction #6
(P a re n t C onferences) ...........................................................
v i i
75
81
82
83
84
85
86
87
88
89
93
97
102
106
T ab le Page
25. R e su lts o f C hi-S quare T ests o f 2 x 2 Contingency
Tables f o r C ounselor R o le-F u n ctio n #7 (Teacher
C onferences) .............................................................................. I l l
26. R e su lts o f C hi-Square T ests o f 2 x 2 Contingency
Tables f o r C ounselor R o le-F u n ctio n #10
( C l e r i c a l A c t i v i t i e s ) ................................. 115
v i i i
CHAPTER I
INTRODUCTION
Background of th e Problem
E d u c a tio n a l c o u n s e lin g and s c h o o l p e rs o n n e l work have
r e l a t i v e l y r e c e n t l y been re c o g n iz e d as a s i g n i f i c a n t p a r t
o f American e d u c a tio n a l p r a c t i c e . C o n g re s sio n a l a c t i o n ,
th ro u g h such l e g i s l a t i o n as th e N a tio n a l Defense E d u ca tio n
Act and V o c a tio n a l E d u c a tio n A c t, has fo cu se d much a t t e n
t i o n upon t h i s a r e a o f th e e d u c a tio n a l program . Glanz con
tin u e d i n t h i s v e in :
The in c r e a s e d co n cern f o r guidance by a c c r e d i t i n g
a g e n c ie s , th e ch an g in g p a t t e r n s o f te a c h e r t r a i n
in g , t h e s p u r t i n p o s t World War I I t r a i n i n g in
g u id a n c e , th e s e f a c t o r s , among many o th e r s i m i l a r
f o r c e s , have p ro v id ed a background a g a i n s t which
n a t i o n a l l e g i s l a t i o n s e rv e d as a c a t a l y t i c ag e n t
to b r in g ab o u t th e h e ig h te n e d co n cern f o r gu id
ance in American e d u c a tio n . (^9:259)
Guidance and c o u n s e lin g , as em erging fo rc e s i n p r e s
e n t-d a y e d u c a tio n , have la r g e l y been a c c e p te d as v a lu a b le
and r e q u ir e d f a c t o r s in th e e d u c a ti o n a l p ro c e s s . School
a d m i n i s t r a t o r s , p a r e n t s , and guidance p e r s o n n e l th em selv es
a r e c u r r e n t l y faced w ith th e i n c r e a s i n g r e s p o n s i b i l i t y f o r
p r o v id in g e f f e c t i v e guidance f o r A m erica's y o u th . Glanz
commented t h a t th e m ajor q u e s t i o n f o r a l l concerned i s :
"How and i n what p a t t e r n s may guidance b e s t be i n t e g r a t e d
i n t o th e t o t a l e d u c a tio n a l p ro c e s s? " (**9:259).
Many p o l i c i e s o r p h ilo s o p h ie s c o n cern in g th e f u n c tio n s
of s c h o o l c o u n s e lo rs a r e o b se rv a b le i n to d a y ’s e d u c a tio n a l
s e t t i n g . A ccording t o P e te rs and S h e r tz e r ( 7 5 ), laymen
commonly view a c o u n s e lo r as anyone who engages in i n d i v i d
u a l in te rv ie w s w ith s t u d e n t s , presum ably t o g iv e a d v ic e . A
p r a c t i c i n g p s y c h o lo g is t, on th e o t h e r hand, p u ts the empha
s i s on i n d i v i d u a l p e r s o n a l i t y developm ent and th e e n v iro n
m ental u n d e rs ta n d in g o f th e c o u n s e le e . O ther e d u c a to r s '
p e r c e p tio n s could be p la c e d somewhere on a continuum be
tween th e s e two ex tre m es.
S tatem en t o f th e Problem
The prom otion o f s e l f - s u f f i c i e n c y i s o f prim ary con
c e rn o f c o u n s e lo rs f o r t h e i r c o u n s e le e s . C ounselors in
many i n s t a n c e s a r e com m itted t o th e p h ilo so p h y t h a t s t u
d en ts w i l l e f f e c t i v e l y meet th e demands o f e d u c a ti o n a l
growth i n some d i r e c t r e l a t i o n s h i p t o t h e i r u n d e rs ta n d in g
o f th e " h e lp in g r e l a t i o n s h i p " th ey have w ith t h e i r co u n se
l o r . Such a program o f p e r s o n a l growth in c lu d e s group
c o u n s e lin g , academ ic a d v ise m e n t, i n d i v i d u a l c o u n s e lin g ,
te a c h e r c o n f e r e n c e s , and p a r e n t a l c o n t a c t — a l l o f which
a tte m p t t o b rin g about th e b e s t p o s s ib le u t i l i z a t i o n of
what th e s tu d e n t a lre a d y h a s. The s tu d e n t h im s e lf must
re c o g n iz e someone who i s a tte m p tin g t o e s t a b l i s h a h e lp in g
3
r e l a t i o n s h i p i f h is a b i l i t i e s and s e l f - m o t i v a t i o n a l e n e r
g ie s a re t o be r e le a s e d a n d /o r re c o g n iz e d .
The stu d y a t hand was conceived as a n o th e r means of
su p p ly in g p o s s ib le evidence in th e s e a rc h f o r b e t t e r
d e f i n i t i o n o f sc h o o l c o u n s e lo r r o l e - f u n c t i o n . Counselee
s a t i s f a c t i o n o f h e lp r e c e iv e d was th e v a r ia b le i n v e s t i g a t e d
as b ein g p o s s ib ly r e l a t e d t o c o u n s e lo r r o l e - f u n c t i o n . Spe
c i f i c a l l y , th e purpose o f t h i s stu d y was t o i n v e s t i g a t e th e
r e l a t i o n s h i p between th e r o l e - f u n c t i o n o f c o u n se lo rs as
d e fin e d a t s p e c i f i c sc h o o l s e t t i n g s and co u n sele e p e rc e p
ti o n o f h e lp r e c e iv e d .
The r e s e a r c h d esig n of t h i s stu d y i m p l i c i t l y reco g
n iz e d t h a t s tu d e n t r e a c tio n s t o th e h e lp c o u n selo rs promote
a r e but one i n d i c a t i o n of th e r o l e - f u n c t i o n s i t u a t i o n
w ith in which c o u n selo rs may work. Thomson c o n tin u e d ,
" C e r ta in l y , s tu d e n ts can be e x p e cte d t o respond e m o tio n a lly
t o any s e r v i c e which a f f e c t s th e d e c is io n s th ey make and
h e lp s them t o govern t h e i r b e h a v io r. These r e a c t i o n s , when
g a th e red s c i e n t i f i c a l l y and in s u f f i c i e n t num bers, and when
a c c u r a te ly com piled and a n a ly z e d , combine to i n d i c a t e
tre n d s re g a rd in g guidance s e r v i c e s " (9 7 :2 ). P ro p e r,
th o u g h tf u l u t i l i z a t i o n o f d a ta co n c ern in g t h i s v a r i a b l e f o r
r e s e a r c h i n v e s t i g a t i o n purposes may y i e l d v a lu a b le ev id en ce
f o r th o se r e s p o n s ib le f o r a d m in is te r in g c o u n s e lin g s e r v ic e s
i n high s c h o o ls .
At no tim e was i t a n t i c i p a t e d t h a t t h i s stu d y would
e s t a b l i s h a c a u s e - a n d - e f f e c t r e l a t i o n s h i p between c o u n s e lo r
r o l e - f u n c t i o n and counselee p e rc e p tio n o f h e lp r e c e iv e d .
However, th e se e k in g o f evidence t h a t a r e l a t i o n s h i p
between th e two v a r ia b le s does p o s s ib ly e x i s t was of
paramount im portance*
Im portance o f th e Problem
In an a r t i c l e d e a lin g w ith th e fu n c tio n s of sch o o l
c o u n s e lo rs and th e make-up o f p r o f e s s io n a lly sound counse-
lo r - e d u c a tio n program s, Arbuckle (9) ex p resse d h is concern
about th e number of sch o o l " c o u n se lo rs" who see them selves
s o le ly as c e n te rs o f in fo rm a tio n and who a re w i l l i n g to
come f o r t h w ith a d v ic e , but who appear t o be q u ite unable
t o become in v o lv e d in a c o u n s e lin g r e l a t i o n s h i p w ith a
norm al, o rd in a ry c h ild who may be tr o u b le d , w o rrie d ,
lo n e ly , o r concerned. The prim ary purpose of th e sc h o o l i s
not th e e m o tio n a l, o r s o c i a l , o r p h y s ic a l development o f
th e c h i l d , but r a t h e r h is i n t e l l e c t u a l developm ent. Even
though th e sc h o o l c o u n s e lo r i s concerned w ith th e educa
t i o n a l developm ent of th e c h i l d , in most cases they should
h elp him f i r s t , and t h i s in tu rn f u r t h e r s h is e d u c a tio n a l
developm ent.
James (64) co n tin u ed t h i s t h e s i s when ljie commented
t h a t many c o u n se lo rs o fte n avoid t h e i r prim ary r e s p o n s i b i l
i t y , c o u n s e lin g w ith s t u d e n t s , f o r s e v e r a l re a s o n s . The
f i r s t , and th e prim ary reaso n i s t h a t th e co u n se lo rs do
n o t know what t h e i r f u n c tio n s o r r e s p o n s i b i l i t i e s a r e .
C o n seq u en tly , th e co ncept th e y have o f c o u n s e lin g i s one o f
in fo rm a tio n g iv in g . This r o l e i d e n t i f i c a t i o n o f c o u n s e lo rs
as a d v is o rs sh o u ld be r e s i s t e d because c o u n s e lo rs fu n c tio n
i n human r e l a t i o n s and cannot be a ll-k n o w in g b ein g s who
have a ready answer f o r a l l s i t u a t i o n s .
The charge t h a t guidance s e r v i c e s i n s c h o o ls a re to o
o f te n based on th e em o tio n a l s u p p o r t o f a few persons
r e s p o n s i b le f o r e s t a b l i s h i n g th e program , o r th e s e s e r v i c e s
a re molded t o f i t th e convenience o f th e s i t u a t i o n by th e
r a t i o n a l i z a t i o n o f an a d m i n i s t r a t o r , was made by A nderson:
P r a c t i c e s and approaches f o r o r g a n iz in g guidance
s e r v i c e s a re based in very s m a ll p a r t on r e s e a r c h
f i n d i n g s . E x p erien ce in programs of p e rs o n n e l
s e r v i c e s and consensus among le a d e r s i n th e f i e l d
a re used f o r guides f o r th o s e who i n i t i a t e th e s e
s e r v i c e s . (6:167)
Thomson i n s i s t e d t h a t b a s i c t o th e improvement of
guidance s e r v i c e s i s a co n tin u o u s and c o n s t r u c t i v e program
o f e v a l u a t i o n . I t i s im p e ra tiv e t h a t a p p r a i s a l th ro u g h
r e s e a r c h f u r n is h th e groundwork upon which th e p la n n in g o f
guidance s e r v i c e s can be b u i l t w ith co n fid e n c e t o promote
p ro d u c tiv e n e s s and e f f e c t i v e n e s s . She c o n tin u e d :
A prim ary c o n s i d e r a t i o n in th e s t r u c t u r i n g o f
guidance s e r v i c e s i s th e d e te rm in a tio n of th e
p a r t i c u l a r a r e a s in which s t u d e n ts a r e most
l i k e l y t o seek and t o a c c e p t h e lp . W ithout such
p r i o r d e te r m in a tio n , a sc h o o l co u ld spend p r e
cio u s tim e p r e p a r in g t o h an d le a wide range o f
p o s s i b le s tu d e n t needs and f in d t h a t only a
l i m i t e d number were a c t u a l l y r e q u e s te d . A knowl
edge o f th e i n c l i n a t i o n s and re c o g n iz e d needs o f
s t u d e n ts in t h i s re g a rd i s e s s e n t i a l i n th e
i n t e r e s t o f economy of tim e and money, as w e ll as
in term s o f q u a l i t y and e f f e c t i v e n e s s o f s e r v ic e s
re n d e r e d . (97 :1 0 )
A nalyzing c o u n s e lo r s ' f u n c tio n s th ro u g h tim e - s p e n t-
ty p e s t u d i e s , D e rth ic k (2 7) found t h a t many c o u n s e lo rs
spend h a l f t h e i r a v a i l a b l e c o u n s e lin g tim e in a d m in is t r a
t i v e / c l e r i c a l d u t i e s . T ennyson's (94) stu d y of M isso u ri
c o u n s e lo rs showed t h a t up t o 80 p e r c e n t o f a c o u n s e lo r 's
tim e in s p e c i f i c i n s t a n c e s was ta k e n by such d u t i e s .
A r n o ld 's (11) s tu d y o f Ohio c o u n s e lo rs re v e a le d t h a t th ey
gave more tim e to d i s c i p l i n i n g , a tte n d a n c e , and t a r d i n e s s
d u tie s th a n t o c o u n s e lin g on e d u c a t i o n a l , v o c a t i o n a l , and
p e rs o n a l problem s. G inzberg (48) i n s i s t e d t h a t i t i s more
im p o rta n t t h a t c o u n s e lo rs i n s u r e in fo rm a tio n i s made a v a i l
a b le t o i n d i v i d u a l p u p ils r a t h e r th an f u n c tio n in g in
psycho-dynam ic a c t i v i t i e s .
B e rlin (15) c o u n te re d t h a t p e r s o n a l problem s o f s t u
d e n ts a r e th e p r o p e r , prim ary concerns o f c o u n s e lo r s . He
p o s t u l a t e d t h a t th e c o u n s e l o r 's job i s u s u a lly so i l l - d e
f in e d and a t th e mercy o f th e f a t e s because o f th e demands
p la c ed on s c h o o ls by th e in c r e a s e d number o f problem s due
t o e v e r - l a r g e r numbers o f d i s t u r b e d s t u d e n t s . Sometimes
th e s e a re d e s ig n a te d as f u l l - t i m e j o b s , more f r e q u e n tly as
p a r t - t i m e f u n c t i o n s , and in some i n s t a n c e s as a duty i n
^ a d d i t i o n t o t h e i r r e g u l a r te a c h in g a s sig n m e n ts. He main
t a i n e d t h a t no one o u ts id e o f a sc h o o l s e t t i n g i s i n t h e
p o s i t i o n t o h e lp th e co u n se le e as f u l l y from h is knowledge
7
o f th e t e a c h e r s , th e s c h o o l, and le a r n in g th e o ry as th e
sc h o o l c o u n s e lo r.
The C a l i f o r n i a Bureau of P u p il P erso n n el S erv ice s (21)
re p o r te d i t s s ta te - w id e stu d y in 1962 re g a rd in g p u b lic
sc h o o l c o u n s e lin g p r a c t i c e s in C a l i f o r n i a . I t re v e a le d
t h a t th e kinds of s e r v ic e s perform ed by C a lif o r n i a second
ary sc h o o l co u n selo rs in c lu d e d approxim ately 39 p e r c e n t o f
t h e i r tim e devoted t o c o u n s e lin g a c t i v i t i e s w ith in d iv id u
a ls o r groups o f s t u d e n t s , and t h a t n o n -co u n se lin g
a c t i v i t i e s , such as c l e r i c a l t a s k s , accounted f o r as much
e f f o r t and tim e.
Gardner (U3) n o ted t h a t numerous a ttem p ts have been
made t o d e fin e th e c o u n s e lo r 's r o l e . One way i s t o an aly ze
th e jo b ; a n o th e r way, t o d e s c rib e how an in d iv i d u a l
c o u n se ls. The D ic tio n a ry of O ccupational T i t l e s , compiled
by th e U. S. Department o f Labor, gives a job a n a ly s is .
A ll atte m p ts r e f l e c t th e d i f f i c u l t y o f d e f in in g th e counse
l o r ' s r o le i n term s o f what he does by h im s e lf , w ith
c o u n s e le e s , and w ith h is sc h o o l c o lle a g u e s .
In a c lo s e ly r e l a t e d a re a Thomson's (97) Southern
C a l i f o r n i a stu d y o f the comparison o f s t u d e n t s ' e v a lu a tio n s
o f guidance s e r v ic e s under v ary in g p lan s of o rg a n iz a tio n
re v e a le d t h a t b a s ic co u rse te a c h e r - c o u n s e lo r s * s tu d e n ts
asked f o r more h e lp , b u t co u n selees of f u l l - t i m e co u n selo rs
r e p o r t more h e lp r e c e iv e d . She a ls o n o ted t h a t s tu d e n ts
having f u l l - t i m e c o u n selo rs gave the most fa v o ra b le r a t i n g s
8
t o th e guidance h e lp r e c e iv e d , and th o se h av in g p a r t- tim e
co u n s e lo rs gave th e l e a s t fa v o ra b le r a t i n g s t o th e guidance
h e lp r e c e iv e d . T o ta l tim e a v a i l a b l e f o r c o u n s e lin g func
t io n s seemed t o be an im p o rta n t v a r i a b l e , t h e r e f o r e .
The dilemma seems t o be t h a t many o f th e s e in d i c a t e d
p e rc e p tio n s of c o u n s e lo r r o l e - f u n c t i o n a re a t odds w ith th e
APGA ( 1 ,2 ,3 ) and ASCA (4 ,5 ) p r o f e s s i o n a l s ta n d a rd s f o r
c o u n s e lo rs . I f c o u n se lo rs a re to a d e q u ate ly meet the
c h a lle n g e s o f th e needs of p re s e n t-d a y y o u th , c o n s id e ra b le
stu d y and p o s s ib le r e c t i f i c a t i o n o f t h i s problem seem
h ig h ly d e s i r a b l e . As Dugan has em phasized, "A deep
r e s p o n s i b i l i t y l i e s w ith th e p ro fe s s io n and w ith sch o o l
c o u n se lo rs th em selv es to c l a r i f y p e rc e p tio n s o f p r o f e s s io n
a l fu n c tio n s and s e r v ic e s f o r which c o u n se lo rs a re q u a l i
fie d " (3 0 :1 7 9 ). This stu d y i s one such a tte m p t.
S tatem en t o f Hypotheses
To i n v e s t i g a t e th e r e l a t i o n s h i p between c o u n s e lo r
r o l e - f u n c t i o n and co u n selee p e rc e p tio n o f h e lp r e c e iv e d ,
which was th e purpose of t h i s d i s s e r t a t i o n , n u l l hypotheses
were fo rm u la te d . The g e n e ra l problem was t o determ ine th e
degree o f a h e lp in g r e l a t i o n s h i p t h a t each c o u n s e lo r was
a b le t o prom ote, t o a s s e s s each s t u d e n t 's p e rc e p tio n s of
th e h e lp he re c e iv e d from h is c o u n s e lo r, and t o i n v e s t i g a t e
th e p resen ce o f a r e l a t i o n s h i p between th e two.
To accom plish t h i s g e n e ra l o b j e c t i v e , th e fo llo w in g
n u l l hypotheses were t e s t e d .
1. There is no d if f e r e n c e in counselee p e r c e p tio n of
h e lp re c e iv e d between groups o f co u n sele es having
c o u n selo rs w ith high le v e ls o f the o r i e n t a t i o n ,
programming, and c la s s sc h e d u lin g r o l e - f u n c t i o n
th an th o se h av in g co u n se lo rs w ith low le v e ls of
th e same r o l e - f u n c t i o n .
2. There is no d if f e r e n c e in counselee p e rc e p tio n of
h e lp r e c e iv e d between groups of co u n selees having
c o u n se lo rs w ith high le v e ls o f th e d i s c i p l i n a r i a n
r o l e - f u n c t i o n th a n th o se having co u n selo rs w ith
low le v e ls o f th e same r o l e - f u n c t i o n .
3. There i s no d if f e r e n c e in coun selee p e rc e p tio n of
h e lp re c e iv e d between groups of co u n selees h aving
c o u n se lo rs w ith high le v e ls of th e c o u n se lin g
r o l e - f u n c t i o n th a n those having c o u n selo rs w ith
low le v e ls o f th e same r o l e - f u n c t i o n .
There i s no d if f e r e n c e in co u n selee p e rc e p tio n o f
h e lp re c e iv e d between groups o f co u n selees having
c o u n selo rs w ith high le v e ls o f th e p a re n t c o n fe r
ence r o l e - f u n c t i o n th a n th o se having co u n selo rs
w ith low le v e ls of th e same r o l e - f u n c t i o n .
5. There i s no d if f e r e n c e in counselee p e rc e p tio n o f
h e lp r e c e iv e d between groups o f co u n selees having
c o u n se lo rs w ith high level's o f th e te a c h e r c o n fe r
ence r o l e - f u n c t i o n th a n th o se having co u n selo rs
10
w ith low le v e ls of th e same r o l e - f u n c t i o n .
6. There i s no d if f e r e n c e in counselee p e rc e p tio n o f
h e lp re c e iv e d between groups of co u n selees having
co u n selo rs w ith high le v e ls o f th e c l e r i c a l
a c t i v i t y r o l e - f u n c t i o n th a n th o se having counse
lo r s w ith low le v e ls o f th e same r o l e - f u n c t i o n .
D e f in itio n s o f Terms Used
Very few term s u t i l i z e d in t h i s d i s s e r t a t i o n a re un
f a m i l i a r t o most r e a d e r s . However, one term has v ary in g
i n t e r p r e t a t i o n s and c o n n o ta tio n s in th e p r o f e s s io n a l
l i t e r a t u r e . S ince i t s c o n te x t as used i n t h i s stu d y was
somewhat e x p l i c i t and b a s i c , i t w i l l be d e fin e d .
C ounselor r o l e - f u n c t i o n .- -T h is hyphenated term r e f e r s
t o a group of s p e c i f i c r e l a t e d a c t i v i t i e s , g ro ssly d e fin e d ,
w ith which a c o u n s e lo r spends h is time i n h is p r o f e s s io n a l
s e t t i n g . For purposes o f t h i s s tu d y , th e tim e o f concern
i s t h a t which i s s p e n t a t a p u b lic high sch o o l d u rin g th e
u su a l sc h o o l day.
The a p p a re n t combining o f th e concepts o f r o l e and
f u n c tio n , as p re s e n te d i n the p r o f e s s io n a l l i t e r a t u r e , was
not meant t o promote sem an tic problem s. The term r o l e -
fu n c tio n f o r p r e s e n t purposes combines APGA's ( 1 ,2 ,3 ) mean
in g of th e fu n c tio n o f th e c o u n s e lo r w ith S t i l l e r ' s (92)
concept t h a t r o l e would o f n e c e s s ity in c lu d e th e concepts
which s t u d e n t s , p a r e n t s , and te a c h e rs might c a rry o f the
11
c o u n s e lo r 's r o l e . The concepts o f a d m in is tr a to r s who
c o n t r o l c o u n s e lin g s e r v ic e s sh o u ld be added as a d d i t i o n a l
r o l e - d e f i n e r s , These concepts l i m i t th e degree to which
th e c o u n s e lo r m ight a c t as he p e r c e iv e s h is r o l e .
In t h i s same re g a rd B e n tle y 's (12) r o le p e rc e p tio n and
r o l e e x p e c ta tio n a re in c lu d e d . "Who" determ ines "what"
p r e s s u r e s i s n o t th e is s u e f o r t h i s s tu d y . The p r e s s u re s
o f a l l r o l e - d e f i n e r s are s y n th e s iz e d by each c o u n s e lo r, h is
a c tio n s a c t u a l l y perform ed b e in g th e r e s u l t . For purposes
o f t h i s stu d y t h i s a c t u a l p erfo rm an ce, f u n c tio n i n g , o r work
p r a c t i c e o f th e c o u n s e lo r in h is p r o f e s s io n a l sc h o o l
s e t t i n g i s termed r o l e - f u n c t i o n .
Scope o f th e Study
The purpose o f th e s tu d y , as p re v io u s ly d is c u s s e d ,
in v o lv e d high sc h o o l co u n selo rs and t h e i r c o u n s e le e s. S ix
l a r g e , p u b lic hig h sc h o o ls of Los Angeles and Orange
C ounties in th e G re a te r Los Angeles g eo g rap h ic a re a in
S outhern C a lif o r n i a were chosen as th e a r b i t r a r y s e t t i n g .
High sc h o o ls lo c a te d t o th e e a s t , s o u th , and w est of Los
Angeles C ity were in c lu d e d .
These hig h sch o o ls se rv e d g eo g rap h ic a re a s t h a t would
be c la s s e d e s s e n t i a l l y as suburban in c h a r a c t e r . The
fam ily w ag e -e arn ers c h a r a c t e r i s t i c a l l y commuted t o t h e i r
p la c e s o f b u s in e s s . S ocio -eco n o m ically th e communities
would be c la s s e d as m iddle-m iddle and low er-m iddle acco rd -
12
in g t o u s u a l n i n e - p o s i t i o n s o c i o l o g i c a l c l a s s i f i c a t i o n s .
The s tu d e n t bodies o f th e hig h sc h o o ls and s e r v i c e d commun
i t i e s were la r g e l y C au casian . N early a l l o f th e t e n t h - and
tw e l f th - g r a d e s tu d e n ts and t h e i r a s s ig n e d c o u n s e lo rs o f
each p a r t i c i p a t i n g h ig h sc h o o l f o r th e s c h o o l y e a r 196*+-
1965 com prised th e co u n se le e and c o u n s e lo r sam ples.
O rg a n iz a tio n o f th e Remainder
o f th e D i s s e r t a t i o n
In t h i s i n t r o d u c t o r y c h a p te r a b r i e f s ta te m e n t has
been made r e g a rd in g th e b a s ic d i f f i c u l t y and n a tu re o f th e
problem i n v e s t i g a t e d . A r b i tr a r y d e l i m i t a t i o n s and d e f i n i
t i o n s o f key term s were b r i e f l y d is c u s s e d . The re m ain d er
o f th e d i s s e r t a t i o n i s b r i e f l y d e s c r ib e d below.
C h a p ter I I c o n ta in s a review o f p e r t i n e n t l i t e r a t u r e .
The e x p l i c i t p ro c ed u res fo llo w ed in c o n d u c tin g t h i s r e
s e a r c h a re d e s c r ib e d i n C hapter I I I . Broad r e s u l t s of th e
a d m in is t r a tio n s o f th e in s tru m e n ts a re i n d i c a t e d in C hapter
IV, w h ile th e s p e c i f i c f in d in g s of th e s t a t i s t i c a l t e s t i n g
o f th e h y p o th eses a re p r e s e n te d in C h a p ter V. C h ap ter VI
c o n ta in s a summary o f th e stu d y w ith c o n c lu s io n s , im p lic a
t i o n s , and recom m endations drawn from th e f in d in g s .
CHAPTER I I
REVIEW OF THE LITERATURE
The problem o f c o u n s e lo r r o l e a n d /o r fu n c tio n d e f i n i
t i o n was c h a r a c te r i z e d g e n e ra lly by Wrenn. "O pinion on th e
s p e c i f i c p la c e of th e c o u n s e lo r in th e sc h o o l v a r ie s
w idely" (1 1 0 :1 7 8 ). Many well-known c o u n s e lo r ed u c a to rs
have p ro p e rly p u b lis h e d t h e i r p r o f e s s io n a l a t t i t u d e s con
c e rn in g what a c o u n s e lo r sh o u ld o r should n o t do i n h is
p r o f e s s io n a l s e t t i n g . However, they d o n 't ap p e ar t o agree
e s p e c i a l l y w e ll on th e s p e c i f i c r o le s of th e c o u n s e lo r in
th e sc h o o l even though common elem ents might be d e te c te d .
The e m p iric a l approach t o i n v e s t i g a t i n g c o u n s e lo r
r o l e - f u n c t i o n was th e concern o f t h i s s tu d y . The s tu d i e s
review ed i n th e fo llo w in g s e c tio n r e l a t e s p e c i f i c a l l y t o
d ete rm in in g c o u n s e lo r r o l e - f u n c t i o n p r im a r ily through
review o f re s e a r c h s tu d i e s accom plished and r e p o r te d in th e
p r o f e s s io n a l l i t e r a t u r e .
S tu d ie s Concerning th e D eterm in atio n
o f d o u n se lo rs ^ rtole-F unctions
Feder w rote on th e la c k o f u n i v e r s a l l y a c c e p te d d e f in
i t i o n s d e s c r ib in g jo b s and t i t l e s i n e d u c a tio n a l p e rso n n e l
13
14
work. He commented: "W ithin q u i t e broad b o u n d r ie s , job
d e s c r i p t i o n s a t v a rio u s l e v e l s have ap p e ared . What they
la c k i n u n ifo rm ity and u n i v e r s a l i t y , th e y make up i n
u n iq u e n ess" (3 8 :1 8 9 ). He a c c e p te d th e problem o f s a t i s f y
in g many d iv e r s e r o l e s as r e a l i t y , and commented, "th e
m ajor s o l u t i o n f o r th e problem would seem t o l i e i n th e
p r o f e s s i o n a l com petence o f th e i n d i v i d u a l and th e d ev elo p
ment o f s u f f i c i e n t i n s i g h t so t h a t he i s aware o f th e
p o t e n t i a l dangers in h is m u ltip le r o l e s and makes co n scio u s
com pensation f o r them" (3 8 :1 9 4 ).
G etz els (44) n o te d two b a s ic so u rc e s o f r o l e d e f i n i
t i o n . One i s i n s t i t u t i o n a l i n n a tu r e . Any i n s t i t u t i o n
in c lu d in g sc h o o ls develops c e r t a i n e x p e c ta n c ie s which s e t
b o u n d rie s f o r th e i n d i v i d u a l . The o th e r so u rc e i s i n d i v i d
u a l in n a t u r e . C o u n s e lo rs, l i k e o th e r i n d i v i d u a l s , d i f f e r
g r e a t l y i n p e r s o n a l i t y n e e d s, and d i s p o s i t i o n s . These
f a c t o r s in f lu e n c e t h e i r p e r c e p tio n o f t h e i r r o l e s . A nother
a u t h o r , M i l l e r ( 7 1 ), commented a d d i t i o n a l l y t h a t some
c o u n s e lo rs seem t o se e th em selv es as s p e c i a l i s t s in occupa
t i o n a l c h o ic e ; some as d is s e m in a to rs o f o c c u p a tio n a l
in f o r m a tio n ; some as c o n s u lta n t s t o s tu d e n ts in e d u c a tio n a l
p la n n in g ; some as s p e c i a l i s t s in m ental h e a l t h ; some as
t r o u b l e - s h o o t e r s and p ro b le m -s o lv e rs f o r s tu d e n ts w ith
p roblem s; and most as com binations o f th e s e r o l e s . S tu d ie s
c o n c e rn in g th e f i r s t o f th e s e two so u rc e s o f r o l e d e f i n i
t i o n w i l l be review ed n e x t , fo llo w ed by a d is c u s s io n o f th e
15
s t u d i e s concerned w ith r o l e d e f i n i t i o n by c o u n s e lo rs
th e m s e lv e s •
G ra n t's (51,5*2) s t u d i e s o f th e c o u n s e l o r 's r o l e i n
195 4 were d i r e c t e d tow ard th e d e te rm in a tio n o f th o s e a re a s
in which th e c o u n s e lo r was p e r c e iv e d as b e in g a b le t o p ro
v id e e f f e c t i v e a s s i s t a n c e t o s t u d e n t s . A q u e s t i o n n a i r e of
nine s i t u a t i o n s grouped i n t o th e th r e e a re a s o f (1) educa
t i o n a l p la n n in g , (2) v o c a tio n a l p la n n in g , and (3) p e r s o n a l-
em o tio n al problems was a d m in is te re d t o random sam ples o f
a d m i n i s t r a t o r s , c o u n s e lo r s , t e a c h e r s , and s tu d e n ts of
tw elve sc h o o ls in New York S t a t e . The re sp o n se s were
o rg a n iz e d by o rd e r o f p r e f e r e n c e i n t o t h r e e c a te g o r ie s
a c c o rd in g t o th e c h o ic e o f h e l p e r made by th e re s p o n d e n t:
(1) c o u n s e lo r , (2) o th e r sc h o o l p e r s o n n e l, and (3) non
sc h o o l p e o p le . In th e a r e a o f p e r s o n a l-e m o tio n a l c o u n s e l
i n g , 5b p e r c e n t o f th e c o u n s e lo r s , 27 p e r c e n t o f th e
a d m i n i s t r a t o r s , 33 p e r c e n t of th e t e a c h e r s , and only 4 p e r
c e n t o f th e s t u d e n ts th o u g h t c o u n s e lo rs sh o u ld work i n t h i s
a r e a . On th e o th e r hand, in th e a r e a o f e d u c a tio n a l coun
s e l i n g hig h agreem ent was i n d i c a t e d ; 88 p e r ce n t o f the
c o u n s e lo r s , 67 p e r c e n t o f th e a d m i n i s t r a t o r s , 76 p e r c e n t
o f th e t e a c h e r s , and 62 p e r c e n t o f th e s tu d e n ts ag reed on
t h i s as th e c o u n s e lo r 's jo b . A ls o , th e r e was f a i r l y high
agreem ent i n th e a re a o f v o c a tio n a l c o u n s e lin g , where 80
p e r c e n t o f th e c o u n s e l o r s , 80 p e r c e n t o f th e a d m in is t r a
t o r s , 70 p e r ce n t o f th e t e a c h e r s , and 50 p e r c e n t o f th e
16
s tu d e n ts c o n s id e re d t h i s t o be th e c o u n s e lo r 's fu n c tio n .
T his fin d in g backed E d g e rto n 's (34) c o u n s e lo r 's v o c a tio n a l
r o l e - f u n c t i o n o r i e n t a t i o n of 1926, and Cox's (26) and
Dieckmann's (28) l a t e r s tu d i e s l i s t i n g many d iv e rs e fu n c
tio n s o f c o u n se lo rs in o rd e r o f frequency. C onversely, on
th e r o le of v o c a tio n a l in fo rm atio n and p la n n in g , Boy (18)
r e c e n t l y i n s i s t e d t h a t t h i s was a t o t a l sch o o l f u n c tio n and
t h a t s u b j e c t - m a t t e r te a c h e rs through c u rric u lu m should have
th e m ajor r e s p o n s i b i l i t y f o r i t .
Concerning th e d iv e rs e p e r c e p tio n s o f c o u n s e lo rs '
r o l e s , a d m i n i s t r a t o r s , te a c h e r s , s t u d e n t s , and p a re n ts were
surveyed by E v r a if f (3 7 ). The resp o n d e n ts ranked th e s ix
most im p o rta n t fu n c tio n s of t h i r t e e n t h a t were l i s t e d . The
c o u n s e lin g fu n c tio n o f h e lp in g w ith sc h o o l problems was a
unanimous f i r s t c h o ic e , b u t then d if f e r e n c e s appeared.
P a re n ts and s e n i o r high s tu d e n ts p e rc e iv e d f u tu re c a re e rs
in fo rm a tio n as b ein g n ex t in im portance w h ile th e o th e r
th r e e groups p la c e d i t lower in th e s i x ra n k in g s. C onfer
ences w ith p a r e n ts and h a n d lin g p e rso n a l problems were next
in im portance f o r a d m in is t r a to r s and te a c h e rs only. Teach
e rs p la c e d m a in ta in in g c o n ta c t w ith r e f e r r a l a g e n c ie s in
th e to p s i x , w hile s e n io r hig h s tu d e n ts p la ced d i s c i p l i n e
in th e to p s i x .
B e rg stein and G rant (13) s tu d ie d p a r e n t s ' p e rc e p tio n s
o f th e r o le o f th e sch o o l co u n s e lo r. The c o u n s e lo r 's r o le
was lim ite d to p u p il s i t u a t i o n s d ev elo p in g from a n x i e t i e s ,
17
co n c e rn s, o r needed in fo rm a tio n r e l a t e d to e d u c a tio n a l
p la n n in g , v o c a tio n a l p la n n in g , and p e rs o n a l-e m o tio n a l-
s o c i a l a d ju stm e n t. F if t y p a ir s o f p a re n ts were matched a c
co rd in g t o t h e i r c h i l d r e n 's g e n e ra l sc h o o l perform ance,
i n t e l l i g e n c e q u o t i e n t s , and socio-econom ic s ta n d in g , and
s u b je c te d to in te rv ie w s which were s t r u c t u r e d around an
a d a p ta tio n o f th e Gardner and Thompson S o c ia l R e la tio n s
S cale (4 2 ). The a u th o rs found t h a t w hile th e c o u n s e lo r was
named w ith in c r e a s in g frequency by p a re n ts from lower to
h ig h e r g ra d e s , a ssig n e d s c a le v a lu es o f h e lp f u ln e s s d id not
d i f f e r from grade to grade. The p a re n ts p erce iv ed sch o o l
c o u n se lo rs to be more h e l p f u l than b e s t fam ily f r ie n d s and
more h e l p f u l th a n school p r i n c i p a l s . P a ren ts a t a l l fo u r
grade le v e ls p e rc e iv e d sc h o o l co u n se lo rs as more h e lp f u l
w ith e d u c a tio n a l and v o c a tio n a l problems than w ith p erso n
a l - e m o t i o n a l - s o c i a l problem s. This agreed w ith o th e r
e a r l i e r s t u d i e s (2 6 ,2 8 ,3 4 ,5 1 ,5 2 ) o f p a r e n t s ' and c o u n s e lo r-
e d u c a to r s ' r o l e - p e r c e p t i o n s *
B e rg s te in and Grant (14) co n tin u ed t h e i r r o le s tu d ie s
w ith t h e i r r e c e n t i n v e s t i g a t i o n o f p a r e n t s ' c o n c e p tio n s.
P a re n ts were q u e s tio n e d concerning who would p ro v id e h elp
on s ix stu d e n t-p ro b le m s i t u a t i o n s . The fin d in g s in d ic a te d
t h a t sc h o o l c o u n se lo rs were p erce iv ed most f r e q u e n tly as
b ein g concerned w ith problems of an e d u c a tio n a l and voca
t i o n a l ad ju stm e n t. Thus, fin d in g s from e a r l i e r s t u d i e s
(1 3 ,2 6 ,2 8 ,3 4 ,5 1 ,5 2 ) were ag ain s u b s t a n t i a t e d . A lso ,
18
p a r e n ts having s tu d e n ts in h ig h e r grades p e rc e iv e d counse
lo r s as being more h e l p f u l than did p a re n ts i n lower
g ra d e s . Even though th e c o u n s e lo rs enjoyed high s c a le
v alu e p o s itio n s when nom inated, p a re n ts i n i t i a l l y d id n o t
p e rc e iv e them as being concerned w ith problems commonly
th o u g h t to be w ith in t h e i r domain o f com petencies,
H itc h c o c k 's (61) n atio n w id e survey of over two th o u s
and co u n selo rs d eterm ined th o se d u tie s they th o u g h t should
be perform ed and were b ein g perform ed, i d e n t i f i e d v a lu a b le
background work, and focused c o u n s e lo r s ' a t t i t u d e s to r e
f l e c t p r i o r as w e ll as i n - s e r v i c e t r a i n i n g . An a n a ly s is of
the d u tie s which c o u n se lo rs were perform ing in com parison
w ith what th e y b e lie v e d they sh o u ld not have been doing
re v e a le d a s t r i k i n g stu d y o f c o n t r a s t s . Some a re quoted
below.
Of 9 86 co u n se lo rs who now a s s i s t p u p ils who a re
f a i l i n g sc h o o l work, 41 p e r c e n t do n o t f e e l i t
i s t h e i r jo b .
Of 1154 co u n selo rs who now a s s i s t p u p ils w ith
co u rse p la n n in g , 40 p e r c e n t do n o t f e e l i t is
t h e i r jo b .
Of 1152 c o u n se lo rs who now a s s i s t p u p ils w ith
o c c u p a tio n a l p la n s , 40 p er c e n t do n o t f e e l i t i s
t h e i r jo b .
Of 1101 co u n selo rs who now a s s i s t te a c h e rs w ith
p u p i l s ' problem s, 37 p e r c e n t do no t f e e l i t is
t h e i r jo b .
Of 893 co u n se lo rs who now i n t e r p r e t t e s t r e s u l t s
t o t e a c h e r s , 33 p e r ce n t do not f e e l i t i s t h e i r
j ob.
Of 499 co u n selo rs who now s i t in on case c o n fe r-
19
ences w ith o th e r c o u n s e lo r s , 29 p er ce n t do not
f e e l i t is t h e i r job.
Of 61*+ co u n se lo rs who now se rv e on c u rric u lu m
p la n n in g com m ittees, 29 p e r c e n t do n o t f e e l i t
i s t h e i r job.
Of 875 c o u n se lo rs now c o u n se lin g w ith p a re n ts of
f a i l i n g p u p i l s , 34 p e r c e n t do no t f e e l i t is
t h e i r jo b . (61:73)
In M issouri s e v e r a l s t u d i e s which concerned th e
q u e s tio n o f th e r o l e o f th e c o u n s e lo r have been r e p o r te d .
Guese (5 5 ), u sin g a q u e s tio n n a ire and an in te r v i e w , sought
to d eterm ine what d u tie s were perform ed by c e r t i f i c a t e d
M issouri c o u n s e lo rs . He found t h a t t h e i r d u tie s v a rie d
w idely a c c o rd in g to th e v a ry in g sc h o o l s i t u a t i o n s in which
they worked. Winslow (109) conducted an i n t e n s i v e e v a lu a
tio n of th e guidance s e r v ic e s o f fe re d in a s i n g l e high
s c h o o l, and re p o rte d t h a t the p u p ils of t h i s sch o o l tended
to r a t e th e guidance program h ig h e r th an d id p a r e n t s , te a c h
e r s , and a d m in is t r a tiv e o f f i c i a l s . He a l s o found t h a t s t u
dents and te a c h e rs d e fin e d th e c o u n s e lo r ’ s r o l e d i f f e r e n t l y .
DuBois (29) i n v e s t i g a t e d c o u n s e lo r r o l e d e f i n i t i o n s of
g ra d u ates from v a rio u s co u n selo r t r a i n i n g i n s t i t u t i o n s . No
s i g n i f i c a n t d if f e r e n c e s among th e g rad u ates o f th e d i f f e r
e n t i n s t i t u t i o n s were n o te d . F re d ric k (40) compared the
r o l e of th e c o u n s e lo r as p erce iv ed by c o u n s e lo r s , ad m in is
t r a t o r s , and t e a c h e r s . He found a g r e a t e r congruence of
r o le p e rc e p tio n between p r i n c i p a l s and c o u n se lo rs th an be
tween te a c h e rs and c o u n s e lo rs . This d is a g re e d w ith
20
E r ik s e n 's (35) l a t e r C a lif o r n ia study where p r in c ip a ls and
c o u n se lo rs were l e a s t in agreem ent.
Tennyson (9 h, 95) made a much more comprehensive study
o f th e job fu n c tio n s and r e s p o n s i b i l i t i e s o f 152 (95 per
c e n t) M issouri c e r t i f i c a t e d secondary school co u n selo rs.
The two q u e s tio n s s tu d ie d concerned how co u n selo rs appor
tio n e d t h e i r time and what co u n selo rs b e lie v e d to be the
proper a l l o c a t i o n of time w ith r e s p e c t to each fu n c tio n .
Functions performed by the co u n selo rs were c l a s s i f i e d under
four major s e r v ic e s : (1) a s s is ta n c e to s tu d e n ts ; (2J a s
s is ta n c e t o te a c h e r s ; (3) a s s is ta n c e to th e a d m in is tra tio n
and g en e ra l school program; and (4) re s e a rc h a s s is ta n c e to
th e sc h o o l. While s p e c i f i c counselors v a rie d g r e a tly as to
tim e sp e n t in th e groups of a c t i v i t i e s , g en e ra l fin d in g s
were re p o rte d . A ssis ta n c e to s tu d e n ts occuped the major
p o rtio n o f c o u n s e lo rs ' time (60+ p er c e n t) ; h a l f o f t h i s
tim e was spent s p e c i f i c a l l y in in d iv id u a l co u n selin g i n t e r
views. Academic p lan n in g and e d u c a tio n a l- v o c a tio n a l coun
s e l i n g occuped 3U-38 p er cent of both the "tim e now spent"
and "tim e should spend" c a te g o r ie s . Fourteen p er ce n t of
c o u n s e lo rs ' tim e was shown to have been sp en t in a s s is ta n c e
to te a c h e r s — c o n sid e ra b ly le s s than the 20 p e r cent recom
mended by Dugan (3 0 ). Although counselors in g en eral p re
fe r re d to devote le s s time t o s e rv in g th e a d m in is tra tio n ,
f u r t h e r a n a ly s is re v e a le d t h a t fu n c tio n s such as atten d an ce
and d i s c i p l i n e were not being perform ed, nor were they
21
d e s i r e d , by l a r g e num bers o f c o u n s e l o r s .
S c h m id t’s (85) w e l l - d e s i g n e d s t u d y i n 1962 c o n c e r n in g
t h e c o n c e p ts o f t h e r o l e o f s e c o n d a ry s c h o o l c o u n s e l o r s was
u n d e r ta k e n t o p r o v id e a d d i t i o n a l c l a r i f i c a t i o n o f c o u n s e l o r
f u n c t i o n and r o l e . He a t t e m p t e d t o i d e n t i f y c o n c e p ts o f
t h e a c t u a l and t h e i d e a l r o l e s o f s e c o n d a r y s c h o o l c o u n s e
l o r s a s th e y w ere p e r c e i v e d by f o r t y - e i g h t p a i r s o f f u l l
tim e s e c o n d a r y s c h o o l c o u n s e lo r s and t h e i r s e c o n d a r y s c h o o l
p r i n c i p a l s , and t o d e te rm in e any s i m i l a r i t y t h a t e x i s t e d
betw een t h e s e v a r i o u s r o l e c o n c e p t s . An u b r a n - n o n - u r b a n
b a la n c e was a c h ie v e d by r e d u c i n g , a c c o r d in g t o g e o g r a p h ic
d i s t r i b u t i o n , t h e num ber o f c o u n s e l o r s from s c h o o ls i n th e
h e a v i l y p o p u la te d u rb a n a r e a s u n t i l th e y e q u a le d t h e number
o f c o u n s e lo r s from s c h o o ls in n o n -u rb a n a r e a s .
A Q - s t o r t o f f i f t y s t a t e m e n t s o f c o u n s e l o r r e s p o n s i
b i l i t y was d e v i s e d from T e n n y s o n 's (9 4 ) l e n g th y l i s t . The
ite m s w ere c l a s s i f i e d as a p p r o p r i a t e o r i n a p p r o p r i a t e and
as t o w here t h e a s s i s t a n c e was b e in g d i r e c t e d - - t o w a r d s t u
d e n t s , t e a c h e r s , a d m i n i s t r a t i o n , p a r e n t s and com m unity, o r
s c h o o l r e s e a r c h . Each c o u n s e l o r was a s k e d t o s o r t th e
s t a t e m e n t s tw ic e a c c o r d i n g t o ( a ) w hat he was c u r r e n t l y
d o in g , and (b) w hat he s h o u ld i d e a l l y do i n h i s w ork. Each
p r i n c i p a l was a l s o a s k e d t o s o r t th e s t a t e m e n t s a c c o r d in g
t o (a ) w hat t h e c o u n s e l o r was c u r r e n t l y d o in g i n h i s
s c h o o l , and (b ) w hat t h e c o u n s e l o r s h o u ld i d e a l l y do i n h i s
w ork. The a v e r a g e c o r r e l a t i o n betw een w hat t h e c o u n s e lo r s
22
viewed th e m selv es t o be doing and what th e p r i n c i p a l s in
th e same s c h o o ls saw t h a t a c t u a l f u n c tio n t o be was 0 .6 1 .
The av erag e c o r r e l a t i o n o f 0,60 d e s c r ib e d th e r e l a t i o n s h i p
between what th e c o u n s e lo rs and th e p r i n c i p a l s f e l t was th e
f u n c tio n a c o u n s e lo r sh o u ld i d e a l l y perform . The m ajor
d i f f e r e n c e s between a c t u a l and i d e a l r o l e s i n d i c a t e d by
c o u n s e lo rs were t h a t g r e a t e r im p o rtan ce was given t o the
i d e n t i f i c a t i o n o f e x c e p tio n a l s tu d e n ts in th e i d e a l s i t u
a t i o n , and t h a t in c r e a s e d a t t e n t i o n t o te ac h e rs* s t u d e n t -
problems was fa v o re d . On th e u n d e s ir a b le s i d e , th e counse
l o r s i n d i c a t e d t h a t s u b s t i t u t i n g f o r th e p r i n c i p a l i n h is
absence and t r a n s c r i p t p r e p a r a t i o n sh o u ld be even le s s
im p o rta n t th a n th e y w ere.
E rik s e n (35) r e c e n t l y i n v e s t i g a t e d what c o u n s e lo r s '
r o l e s sh o u ld be i n la r g e C a l i f o r n i a hig h sc h o o ls by compar
in g r o l e - p e r c e p t i o n s o f groups o f t e a c h e r s , c o u n s e lo r s ,
p r i n c i p a l s , and c o u n s e l o r - e d u c a t o r s . She soundly r e j e c t e d
h e r h y p o th e s is t h a t th e groups were in e s s e n t i a l agreem ent,
and concluded t h a t m ajor c o n s id e r a ti o n sh o u ld be p la c e d on
th e fo rm a tio n o f a c e n t r a l com m ittee composed o f r e p r e s e n t
a t i v e s o f a l l groups t o r e c o n c i l e t h i s dilemma l o c a l l y . Of
note was t h a t te a c h e rs and p r i n c i p a l s ag reed th e m ost,
w h ile c o u n s e lo rs and p r i n c i p a l s a g re e d th e l e a s t !
T o lle f s o n , e t a l (9 9 ), a s s e s s e d th e degree o f change
in guidance a c t i v i t i e s a f t e r p a r t i c i p a t i o n o f c o u n s e lo rs
and t h e i r a d m i n i s t r a t o r s i n an NDEA I n s t i t u t e and found
23
some r a t h e r d e f i n i t e changes in a t t i t u d e s w ith r e s p e c t to
th e optimum amount of tim e t h a t sh o u ld be devoted to c e r
t a i n c o u n s e lo r a c t i v i t i e s # Host n o ta b le was th e r e d u c tio n
o f tim e s p e n t in a d m i n i s t r a t i v e and c l e r i c a l a c t i v i t i e s .
These d u t i e s i d e a l l y would be su p e rse d e d by i n - s e r v i c e
t r a i n i n g ; r e s e a r c h , e v a l u a t i o n , and fo llo w -u p ; f a c u l t y con
f e r e n c e s ; and v o c a tio n a l placem ent. A d m in is tra to rs ag reed
g e n e r a lly w ith c o u n s e l o r s , b u t ten d ed to u n d e re s tim a te th e
amount o f tim e consumed by c l e r i c a l a c t i v i t i e s and o v e r e s
tim a te th e tim e devoted to f a c u l t y c o n fe re n c e s and in -
s e r v i c e t r a i n i n g a c t i v i t i e s .
Swann's (93) stu d y as a s c h o o l c o u n s e lo r on th e chang
in g r o l e o f th e sc h o o l c o u n s e lo r review ed th e a r e a q u i t e
e x t e n s i v e l y . She found t h a t th e c o u n s e lo r is t h a t person
in th e s c h o o l who i s p a r t i c u l a r l y s e n s i t i v e to th e n e e d s,
b o th v e r a l i z e d and u n e x p re sse d , o f c h i l d r e n . He i s an
em pathic l i s t e n e r whose p e r s o n a l i t y i n v i t e s freedom o f
e x p re s s io n and t r u s t . He i s a s to re h o u s e o f in fo rm a tio n
a b o u t v o c a tio n s , c o l l e g e s , and p s y c h o lo g ic a l t e s t i n g , which
he can s k i l l f u l l y communicate to s t u d e n t s , t e a c h e r s , and
p a r e n t s . In h e r own stu d y Swann (93) c a te g o r iz e d th e s e
r o l e c h a r a c t e r i s t i c s under two h e a d in g s: (1) th e in fo rm a
t i o n a l f u n c t i o n , and (2) th e c a t a l y t i c - a d j u s t i v e f u n c tio n .
She su rv ey ed th e te a c h e rs in h e r s c h o o l, a c o lle g e c l a s s in
g u id a n c e, and a s t a f f in a hig h s c h o o l h av in g no guidance
program . A ll o f th e groups were in g e n e ra l agreem ent.
24
P ro v id in g v o c a tio n a l and e d u c a tio n a l in fo rm a tio n to s t u
d en ts and p a re n ts was a major fu n c tio n . A m a jo rity f e l t
t h a t academic problem c o u n selin g should be handled by
te a c h e r s . Few f e l t t h a t fin d in g jobs f o r co u n selees was a
m ajor f u n c tio n .
Dunlop (33) r e c e n t l y surveyed the a t t i t u d e s o f counse-
l o r - e d u c a t o r s , c o u n s e lo r s , high sc h o o l a d m i n i s t r a t o r s ,
p a r e n t s , and hig h sch o o l s e n io rs to determ ine t h e i r p e rc e p
t io n s of th e a p p r o p ria te n e s s o f c o u n s e lo r perform ance of
v a rio u s s p e c i f i c ta s k s . Tasks were r e p r e s e n t a t i v e of
s e v e r a l a r e a s commonly a s s o c ia te d w ith c o u n s e lo r r e s p o n s i
b i l i t y : e d u c a tio n a l, v o c a tio n a l, and p e rs o n a l c o u n s e lin g ;
t e s t i n g and d ia g n o s is ; t e a c h e r - r o l e ex p ectan cy ; a d m in is t r a
t i v e - c l e r i c a l ; and p r o f e s s io n a l b e h a v io r. E f f o r ts by
c o u n s e lo rs to perform e d u c a tio n a l guidance s e r v ic e s were
approved by c o u n s e lo r s ' c o lle a g u e s and by lay p e rs o n s . A ll
r o l e - d e f i n i n g groups a g a in dem onstrated a high le v e l of
su p p o rt f o r co u n selo rs to be concerned w ith v o c a tio n a l
guid an ce. A lso , groups were in agreem ent t h a t co u n selo rs
should be capable in th e a r e a o f t e s t i n g and d ia g n o s is .
P r o f e s s io n a l e d u c a to rs r e j e c t e d the a p p r o p r ia te n e s s of
a d m i n i s t r a t i v e - c l e r i c a l t a s k s , b u t lay groups su p p o rte d
such involvem ent. The a u th o r commented:
I t would ap p ear t h a t th e r e i s no u n iv e r s a lly
a c c e p ta b le r o l e d e f i n i t i o n f o r th e high school
c o u n s e lo r. However, i f c o u n selo rs are to do th e
work f o r which they a re presumably b e s t t r a i n e d ,
i . e . , c o u n s e lin g as opposed t o c l e r k i n g ,
25
a d m in is te r in g , o r te a c h in g , and i f in t h e i r work
they a re to meet w ith accep tan ce from t h e i r p eers
in e d u c a tio n , from s t u d e n t s , and from p a tro n s o f
th e sch o o l in th e community, e f f o r t s must be made
to promote the c o u n s e lo r 's p r o f e s s io n . (33:1028)
S e v e ra l s tu d i e s have been re p o r te d which d e a l t prim a
r i l y w ith th e d i s c i p l i n a r i a n r o l e . I t i s of so much con
c e rn in th e l i t e r a t u r e t h a t a b r i e f review seems w arra n ted .
C o r t a l e 's (25) lim ite d survey of s e l e c t e d s e n i o r high
sch o o l a d m in is tr a to r s in Long I s la n d su p p o rte d th e m a jo rity
o f c o u n selo rs t h a t th e c o u n s e lin g s t a f f should n o t handle
d i s c i p l i n a r y p ro b le m s - - e s p e c ia lly th e p u n itiv e a s p e c ts .
G i l b e r t 's (46^ r e c e n t stu d y o f s t u d e n t s ' resp o n se s backed
t h i s v iew p o in t. He found t h a t c o u n s e lin g r e l a t i o n s h i p s
in v o lv in g c o u n se lo rs who had no r e s p o n s i b i l i t y f o r d i s c i
p lin e were more in keeping w ith s t u d e n t s ' d e s c r ip tio n s of
id e a l c o u n se lin g r e l a t i o n s h i p s than were c o u n s e lin g r e l a
tio n s h ip s w ith co u n selo rs who had been as sig n e d r e s p o n s i
b i l i t y f o r d i s c i p l i n e .
Many o th e r w r i t e r s and c o u n s e lo r-e d u c a to rs a ls o i n s i s t
t h a t d i s c i p l i n a r y d u tie s have no p ro p e r place in counse
l o r s ' r o l e - f u n c t i o n s ; among them a re Boy ( 1 8 ), Dugan (3 1 ),
Wrenn (1 1 1 ), Isak sen ( 6 2 ), Masoner (7 0 ), Block (1 6 ),
Rogers (8 1 ,8 2 ), Corbin ( 2 4 ), and Tennyson (9 5 ). O ther
c o u n s e lo r -e d u c a to rs , however, argue t h a t c o u n selo rs should
become in v o lv ed in d i s c i p l i n a r y c a s e s . Sem antic d i f f i
c u l t i e s could account f o r some o f th e e x p re sse d d i f f e r e n c e s .
Those p r o f e s s io n a ls fa v o rin g c o u n s e lo r involvem ent w ith
d i s c i p l i n a r y cases a re A rbuckle ( 8 , 1 0 ) , Hatch and S t e f f l r e
( 5 8 ) , W illiam son (1 0 7 ), Byrne ( 2 0 ) , Andrew and W illey ( 7 ) ,
and S c o tt (8 7 ). T h e ir main t h e s i s i s e s s e n t i a l l y t h a t d i s
c i p l i n e p ro p e r ly r e q u ir e s some r e h a b i l i t a t i v e m e a su re s; i t
i s n o t m erely th e f o r c in g o f c o n fo rm ity . W illiam son in
d is c u s s in g d i s c i p l i n e i n s i s t e d t h a t i f i t i s seen as th e
" c o n s t r u c t i v e l i f e - s t y l e o f l i v i n g as a human b e in g in v o lv
in g th e m a in ta in in g o f human r e l a t i o n s h i p s w ith o t h e r s , we
th en se e new ways i n which c o u n s e lin g can p lay a s i g n i f i
c a n t r o l e i n d i s c i p l i n e . . . . c o u n s e lo rs p a r t i c i p a t e in
d i s c i p l i n e th ro u g h t h e i r normal a c t i v i t i e s o f h e lp in g the
i n d i v i d u a l t o a c h ie v e optimum growth and a l s o by i n s i s t i n g
upon accommodation t o s ta n d a rd s r e q u ir e d by membership in
s o c ie ty " (1 0 7 :7 8 ).
S e v e ra l s t u d i e s i n th e l a t e 19 4 0 's and e a r l y 1950's
e x p lo re d th e fu n c tio n s o f c o u n s e lo rs d eterm in ed s o l e l y by
t h e i r r e p o r t s o f how t h e i r tim e was s p e n t. A rnold (11)
su rv ey ed 125 Ohio c o u n s e lo rs who sp e n t o n e - t h i r d o r more o f
t h e i r tim e c o u n s e lin g . The c o u n s e lo rs were asked t o re c o rd
th e m inutes s p e n t on a number o f a c t i v i t i e s th ro u g h o u t two
t y p i c a l days. He found t h a t more tim e was b ein g given t o
a tte n d a n c e , t a r d i n e s s , d i s c i p l i n e , and sc h o o l f a i l u r e th a n
was given t o c o u n s e lin g . F u rth erm o re, c o n s id e r a b le tim e
was b e in g d ev o ted to sc h ed u le-m a k in g , e s p e c i a l l y n e a r th e
b e g in n in g and end o f each s e m e s te r. V o c a tio n a l, e d u c a tio n
a l , and p e rs o n a l problem c o u n s e lin g was deemed g ro s s ly
27
in a d e q u a te . A s i m i l a r stu d y by Martyn (69) found t h a t some
c o u n se lo rs were spending 80 p e r c e n t o f t h e i r tim e on
v ario u s c l e r i c a l d u t i e s . When th e a c t i v i t y o f s c h e d u lin g
and r e g i s t e r i n g f o r c la s s e s was e lim in a te d , c o u n se lo rs
s t i l l sp e n t 43 p er c e n t of t h e i r tim e on c l e r i c a l work. He
a l s o su g g ested t h a t w h ile poor o f f ic e management may have
been a c o n t r ib u t in g f a c t o r , many co u n selo rs p u rp o sely kept
them selves busy w ith c l e r i c a l work because th ey were d e f i
c i e n t in c o u n s e lin g s k i l l s .
A C a l i f o r n i a Bureau of P u p il P erso n n el S e r v ic e s ' (21)
survey q u e s tio n n a ir e stu d y r e p o r te d in 1962 p re s e n te d d a ta
re g a rd in g p u b lic sc h o o l c o u n s e lin g p r a c t ic e s in C a lif o r n i a .
Survey resp o n d en ts e n r o l l i n g 75 p e r c e n t o f th e secondary
s tu d e n ts of th e S ta te e s tim a te d th e amount of c o u n s e lo r
tim e devoted t o th e d i f f e r e n t s e r v ic e s d e s c rib e d i n the
C a lif o r n i a P u p il P erso n n el S erv ice s c r e d e n t i a l and to
c l e r i c a l as w e ll as o th e r t a s k s . R e su lts in c lu d e d :
(1) c o u n se lin g w ith i n d iv i d u a ls o r groups o f s t u d e n t s , 39
p e r c e n t; (2) c o n s u ltin g w ith te a c h e rs and s t a f f on prob
lems of g u id a n ce, 10 p e r c e n t; (3) c o n s u ltin g w ith p a re n ts
o f s t u d e n t s , 11 p e r c e n t; (4) s e rv in g as l i a i s o n between
s c h o o l, community, and community a g e n c ie s , 2 p er c e n t; and
(5) n o n -c o u n se lin g a c t i v i t i e s such as c l e r i c a l t a s k s , 38
p e r c e n t. Although th e accuracy o f th e s e e s tim a te s might
be q u e s tio n e d s in c e few sc h o o ls kept logs o r re co rd s of
c o u n s e lo r s ' a c t i v i t i e s , i t was s t i l l r a t h e r r e v e a lin g t o
28
f in d t h a t o v e r o n e - t h i r d o f th e co u n selo r’ s* tim e was
devoted t o n o n -c o u n s e lin g s e r v i c e s .
G o ld 's (50) tim e stu d y o f a se co n d ary s c h o o l c o u n s e lo r
re c o rd e d h is a c t i v i t i e s o v e r a one-month p e r io d . His coun
s e l i n g lo ad c o n s is te d o f fo u r hundred t h i r t y high sc h o o l
sophomores and s e n i o r s ; th e t o t a l tim e a v a i l a b l e f o r
c o u n s e lin g was tw o - th ir d s o f th e sc h o o l day. Of t h i s tim e
* 1 6 p e r c e n t was s p e n t i n c l e r i c a l - t y p e a c t i v i t i e s . More
th a n h a l f o f th e rem ain in g 5*4 p e r c e n t o f t o t a l tim e was
ta k e n by p u p il v i s i t s s p e c i f i c a l l y f o r programming o r p ro
gram ch an g es. T alks w ith t e a c h e r s , d e a n s, th e p r i n c i p a l ,
and o t h e r c o u n s e lo rs about problems to o k 8 p e r c e n t. A
wide v a r i e t y o f o t h e r a c t i v i t i e s ( in c lu d i n g c o u n s e lin g
in te r v ie w s w ith s t u d e n t s ) took th e m in o rity re m a in d e r o f
tim e and c o n t a c t s . These f in d in g s g e n e r a lly s u p p o rte d
s i m i l a r e a r l i e r s t u d i e s by P u r c e ll ( 7 7 ) , V a s s e llo and
K indred (10 4 ) , and Martyn (6 9 ).
In Gannon's c r i t i c a l i n c i d e n t te c h n iq u e stu d y o f
c o u n s e lo rs in a c t i o n , e d u c a ti o n a l c o u n s e lin g a c t i v i t i e s
were d e fin e d as a d v iso ry fu n c tio n s c o n c e rn in g s t u d e n t s '
s e l e c t i o n o f and perform ance in high s c h o o l c o u r s e s , stu d y
h a b i t s , and e n ro llm e n t o r i e n t a t i o n . I t was an u n u su al
c o u n s e lo r in d e e d who p e r c e iv e d h is r o l e as a i d in g t h e s t u
d en t i n d is c o v e r in g t h e "why" o f h i s t r u a n c y , th e "why" o f
h is n o t s tu d y i n g , o r th e "why" o f h is k ee p in g "bad" company.
He c o n tin u e d t h a t c o u n s e lo rs " a re o f te n in v o lv e d i n d u tie s
29
t h a t few i n d i v i d u a l s c o u ld s e r i o u s l y c o n s tr u e as guidance*
such as r e c o r d k e e p in g , ch a p e ro n in g d a n c e s , and d r i v i n g th e
bus f o r th e t r a c k team . Many o f t h e i r e f f o r t s more l o g i c a l
ly c l a s s i f y them as j u n i o r a d m i n i s t r a t o r s " ( 4 1 :4 1 ) . Knapp
and Denny e a r l i e r had commented on th e u n r e s t o f c o u n s e lo rs
c o n c e rn in g t h i s same "e x c e ss o f q u a s i - a d m i n i s t r a t i v e d u t i e s
w ith a c o rre s p o n d in g n e g l e c t o f g u id an ce and c o u n s e lin g "
( 6 8 :5 0 ) .
Wrenn r e p o r t e d t h r e e o f th e most a m b itio u s s t u d i e s o f
c o u n s e lo r r o l e - f u n c t i o n in h i s r e p o r t o f th e Commission on
Guidance i n American S c h o o ls. D ata from two s t u d i e s o f
se c o n d a ry and one o f e le m e n ta ry sc h o o l c o u n s e lo rs were
u t i l i z e d c o n s i s t i n g o f (1) a 10 p e r c e n t random sam ple o f
th e a c t i v e members o f th e American School C o u n se lo r A s s o c i
a t i o n , (2) a " c l u s t e r " sam ple o f e le m e n ta ry s c h o o l co u n se
l o r s , and (3) F la n a g a n 's (39) P r o j e c t TALENT, a n atio n w id e
s tu d y o f th e t a l n e t s o f some 440,000 h ig h s c h o o l s e n i o r s ,
t h e i r c o u n s e l o r s , t h e i r gu id an ce p ro g ram s, and t h e i r sc h o o l
program s. The two se c o n d a ry s c h o o l s t u d i e s (ASCA's and
P r o j e c t TALENT) d e a l t w ith d i f f e r e n t groups o f c o u n s e lo r s .
ASCA members had a t l e a s t f i f t e e n hours o f g ra d u a te work in
p r o f e s s i o n a l g u idance c o u rs e s and were c u r r e n t l y employed
f o r a t l e a s t o n e - t h i r d o f t h e i r tim e in work d i r e c t l y
r e l a t e d t o g u id a n c e . On th e o t h e r h an d , th e TALENT s tu d y
was a random sam ple o f h ig h s c h o o ls w ith t h e i r s t a f f s . The
p o r t i o n o f th e ASCA s tu d y co n cern ed w ith what c o u n s e lo rs do
30
a n d /o r sh o u ld do in sc h o o ls was o f prim ary i n t e r e s t h e re .
Wrenn commented, "The e x i s t i n g l i t e r a t u r e r e v e a le d l i t t l e
o f th e s o r t o f in fo rm a tio n p ro v id ed in t h i s study" (111:
113).
The p r o je c t TALENT stu d y (39) r e p o r te d by Wrenn (111)
provided in fo rm a tio n on th e s e n io r high sch o o l c o u n s e lo rs '
ran k in g s o f fre q u e n c ie s of c o u n s e lin g and o th e r sc h o o l
d u t i e s . Those d u tie s ranked h ig h e s t i n frequency were
c l e a r l y th o se o f " c o u n se lin g f o r c o lle g e " and " c o u n se lin g
f o r high sc h o o l program ," "A d m in isterin g t e s t s " and
" te a c h in g " to o k alm ost as much tim e. About h a l f as f r e
quent as th e to p two d u tie s were " c o u n se lin g f o r developing
p o t e n t i a l " and " c o u n se lin g f o r in ad eq u ate achievem ent."
S t i l l lower was " c o u n s e lin g f o r o c c u p a tio n s ." Wrenn com
mented t h a t th e meaning o f each check l i s t item f o r each
p a r t i c i p a n t could vary c o n s id e ra b ly . However, th e low
ra n k in g of v o c a tio n a l c o u n s e lin g su g g e sted a d i s t u r b i n g
absence o f what many assume t o be a v i t a l c o u n s e lin g a re a
f o r a d o le s c e n ts . I f f u r t h e r r e s e a rc h upholds t h i s f in d in g ,
a b a s ic change i n th e p e rc e iv e d purposes of c o u n s e lin g
s e r v ic e s has o c c u rre d .
Responses in d i c a t e d t h a t c o u n s e lin g s tu d e n ts (d ev elo p
m e n tal, e d u c a ti o n a l, v o c a tio n a l, p e r s o n a l, e t c . ) was the
b a s ic a c t i v i t y t o be m ain tain ed i n th e f u t u r e . From one-
h a l f to o n e - th ir d of th e co u n se lo rs s a id t h a t (1) c o n fe r
ences w ith groups of p a r e n ts and c o u n s e lin g in d iv i d u a l
31
p a r e n t s , (2) t e s t a d m i n i s t r a t i o n and i n t e r p r e t a t i o n ,
(3) c o n fe re n c e s and c o u n s e lin g w ith t e a c h e r s , and (4) s t u
d en t group guidance and o r i e n t a t i o n , were very im p o rta n t
a c t i v i t i e s . Of im portance t o o n e - s i x t h , o r l e s s , of th e
c o u n s e lo rs were (1) e v a l u a t i o n , fo llo w -u p , r e s e a r c h ;
(2) r e f e r r a l s t o and c o n ta c t w ith community a g e n c ie s ;
(3) v o c a tio n a l in f o r m a tio n , c o l l e c t i o n and d is s e m in a tio n ,
c o n ta c ts w ith em p lo y ers; and (4) involvem ent i n c u rric u lu m
developm ent. As p r e s e n t a c t i v i t i e s t h a t sh o u ld n o t be
m a in ta in e d as c o u n s e lo r d u t i e s , o n e - h a l f to o n e - t h i r d
claim ed c l e r i c a l work and s u p e r v is in g stu d y h a l l . One-
f i f t h , o r l e s s , l i s t e d (1) r o u tin e d i s c i p l i n e (n o t c o u n s e l
i n g ) , (2) d u tie s norm ally o f t e a c h e r s , (3) p sy c h o m etric
d u t i e s , (4) working on sc h o o l s c h e d u le , (5) c la s s sp o n so r
s h i p , s tu d e n t a c t i v i t i e s , and (6) te a c h i n g , as b ein g in a p
p r o p r i a t e . The in fo rm a tio n from th e s e s t u d i e s le d to
W renn's (111) and ASCA's ( 4 ,5 ) r e c e n t recom mendations as to
th e p ro p e r r o l e o f th e c o u n s e lo r.
D unlop's (33) e a r l i e r - q u o t e d comment t h a t th e counse
l o r ' s a p p r o p r ia te image must be prom oted by c o u n se lo rs
th em selv es seems to be in agreem ent w ith many o f th e p ro
f e s s i o n a l c o u n s e lo r-e d u c a to rs of prominence i n to d a y 's
l i t e r a t u r e . Knapp and Denny (68) e a r l i e r had urged counse
lo r s t o show more ' i n i t i a t i v e in d e f i n i n g t h e i r r o l e s . The
most o v e r t a tte m p t t o d e f in e and promote p ro p e r c o u n s e lo r
r o l e - f u n c t i o n p e r c e p tio n was t h a t fo rm a liz e d r e c e n tly by
32
th e American School C o u n selo r A s s o c ia tio n which was based
on s e v e r a l i n v e s t i g a t i o n s , in c lu d in g a ssessm en t o f th o se
a t t i t u d e s o f a r e p r e s e n t a t i v e sam pling o f ASCA members (4 ,
5 ). I t seemed a p p r o p r ia te in t h i s b r i e f review o f th e l i t
e r a t u r e c o n c ern in g c o u n s e lo r r o l e - f u n c t i o n t o in c lu d e th e
m ajor recom mendations o f th e p r o f e s s i o n a l o r g a n iz a tio n
which s p e c i f i c a l l y r e p r e s e n ts c o u n s e lo r s .
S p e c i f i c a l l y , ASCA m a in ta in ed t h a t th e s c h o o l counse
l o r ^ prim ary r o l e i s i n c o u n s e lin g . O ther r o l e s p ro p e rly
assumed in c lu d e c o n s u l t a n t , re s o u rc e p e rs o n , r e s e a r c h e r ,
and e d u c a to r , but only as th o se r o l e s s u p p o rt h is c o u n s e l
in g r e l a t i o n s h i p s . A d d itio n a l f u n c tio n s which a re b a s ic
in c lu d e : ( ! ) p la n n in g and development o f th e guidance
program , (2) p u p il a p p r a i s a l , (3) e d u c a tio n a l and occupa
t i o n a l p la n n in g , (4) r e f e r r a l work, (5) p la cem en t, (6) p a r
e n t h e lp , (7) s t a f f c o n s u l t i n g , (8) l o c a l r e s e a r c h , and
(9) p u b lic r e l a t i o n s . For ex p an sio n and f u r t h e r su g g e s
t i o n s f o r th e im p lem e n tatio n of th e s e r o l e - f u n c t i o n s , th e
r e a d e r i s r e f e r r e d t o th e b a s ic r e f e r e n c e s ( 1 , 2 , 3 , 4 , 5 ) .
For purposes o f f u r t h e r re s e a r c h S t i l l e r (92) i n s i s t e d t h a t
th e s e s t a t e d f u n c tio n s a re th e p ro p e r t a k e - o f f p o in t t o
r e c t i f y th e d e a rth o f i n v e s t i g a t i o n o f guidance i n th e
secondary s c h o o l.
S tu d ie s C oncerning S tu d e n t P e rc e p tio n s of Help
Received from T h e ir C u rren t C ounselors
Many su rv ey s t u d i e s which a tte m p te d t o e v a lu a te
33
guidance s e r v ic e s i n a s p e c i f i c l o c a ti o n have in c lu d e d
stu d e n ts* o p in io n s . Most o f th e s e s tu d i e s asked s t u d e n t s ,
as w e ll as a d m i n i s t r a t o r s , t e a c h e r s , o r p a r e n t s , to r a te
th e guidance s e r v ic e s f o r p s e u d o -e v a lu a tiv e p u rp o ses.
S tu d ie s o f t h i s s o r t g e n e ra lly in d ic a t e d t h a t most s tu d e n ts
b e lie v e d t h a t a guidance program added som ething o f value
to t h e i r sc h o o l e x p e rie n c e . T y le r (102) noted t h a t a la rg e
number o f in a d e q u a te ly c o n t r o l l e d su rv ey s re v e a le d t h a t
from 80 to 90 p e r c e n t o f th e s tu d e n ts were s a t i s f i e d w ith
c o u n s e lin g probably because c e r t a i n b u i l t - i n s o c i a l conven
tio n s made f o r p o s i t i v e f in d in g s in s tu d i e s planned t h i s
way. S h e r tz e r and Stone commented t h a t "such su rv ey s can
be d e c e p tiv e s in c e they te n d t o r e v e a l only th e p o s i t i v e
and le a d to h e ig h te n e d contentm ent w ith our l o t " (8 9 :6 8 7 ),
Such a s u p e r f i c i a l survey was n o t th e purpose f o r t h i s
s tu d y , so s t u d i e s o f t h i s type were n o t review ed. For
purposes o f d e f in in g th e s e t t i n g of t h i s s tu d y , th e concern
was how c o u n sele es p e rc e iv e d t h e i r c o u n s e lo r s , n o t from th e
p e r s o n a l, communicating v ie w p o in t, or th e dynamic v a r ia b le s
o p e ra tin g w ith in th e in te rv ie w o r c o u n s e lin g s e s s i o n , but
as h e lp in g persons by a s s e s s in g t h e i r c o u n s e le e s ' s a t i s f a c
t i o n o f h e lp re c e iv e d i n th e v a rio u s h e lp in g s i t u a t i o n s
t h a t a re commonly p re s e n te d in th e high sch o o l s e t t i n g .
The p r o f e s s io n a l l i t e r a t u r e c o n ta in e d very l i t t l e work
co n cern in g th e s p e c i f i c to p ic o f s tu d e n t p e rc e p tio n o f h elp
re c e iv e d a s s e s s e d a t th e time th e s tu d e n ts were having
34
t h e i r r e l a t i o n s h i p s w ith t h e i r c o u n s e lo r s . Some fo llo w -u p
o r l a t e r e v a lu a t iv e su rv ey s were a v a i l a b l e . However, t h a t
s e t t i n g was deemed in a p p r o p r i a t e f o r t h i s s tu d y due t o th e
t i m e - f a c t o r v a r i a b l e . S e v e ra l r e l a t e d s t u d i e s , e s p e c i a l l y
some c o n c e rn in g s tu d e n t assessm en t o f c o u n s e lo r r o l e in
t h e i r common s e t t i n g , were a v a i l a b l e , and were in c lu d e d .
Rothney and Roens (84) some tim e ago perform ed a fo llo w -u p
of hig h sch o o l s tu d e n ts which i n d i c a t e d t h a t s tu d e n ts were
b e t t e r a d j u s t e d , employed f u l l - t i m e more f r e q u e n t l y , be
lie v e d they had chosen t h e i r l i f e ' s work c o r r e c t l y , and
f e l t b e t t e r a b le t o meet l i f e ' s problem s because o f more
thorough and i n t e n s i v e high s c h o o l c o u n s e lin g s e r v i c e s .
S c h u ltz (86) r e p o r te d t h a t Brigham (19) a l s o found s i g n i f i
c a n t d i f f e r e n c e s in fa v o r o f th o se who had been s u b je c te d
t o an i n t e n s i v e program o f g u id a n ce. R othney's (83) very
e x te n s iv e fo llo w -u p stu d y y ie ld e d no s t a t i s t i c a l l y s i g n i f i
c a n t fin d in g s t h a t co u n sele d s tu d e n ts l a t e r f a r e d b e t t e r
even though p o s i t i v e tr e n d s o f b e t t e r ad ju stm e n t i n v a rio u s
a re a s were i n d i c a t e d .
A s h o r t tim e - la p s e fo llo w -u p was done by S c h u ltz (86)
who i n v e s t i g a t e d a t t i t u d e s tow ard c o u n s e lin g from s tu d e n ts
who u t i l i z e d th e s e r v i c e most and th o se who used i t l e a s t
in a la r g e M ichigan h ig h s c h o o l. Among th e a r e a s t e s t e d ,
s i g n i f i c a n t d i f f e r e n c e s fa v o red by th e most co u n sele d group
were i n d i c a t e d in c o u n s e lo r r o l e - f u n c t i o n s o f a s s i s t a n c e
w ith p e rs o n a l a d ju stm e n t problem s, a c c e s s i b i l i t y o f th e
35
c o u n s e lo r, p la n n in g p o s t- s c h o o l a c t i v i t i e s , and h elp in
p ro v id in g m eaningful sc h o o l e x p e rie n c e s . These f in d in g s
seemed to r e f u t e a t l e a s t p a r t i a l l y th o se o f Edgerton (3*0,
Grant (5 1 ,5 2 ) , Cox (2 6 ), and Dieckmann (28) which in d ic a t e d
t h a t s tu d e n ts p e rc e iv e d c o u n se lo rs as h e lp in g p erso n s
m ainly i n e d u c a tio n a l- v o c a tio n a l a r e a s . C a r a v e ll o 's (23)
r e l a t e d study found t h a t s tu d e n ts p e rc e iv e d th e c o u n s e lo r
as being h e l p f u l in p o s t-h ig h sch o o l p la n n in g , t e s t i n t e r
p r e t a t i o n , and to a l e s s e r degree i n h e lp in g w ith p e rs o n a l
p roblem s.
Jenson e a r l i e r had produced evidence s u p p o rtin g
S c h u ltz 1 (86) f in d in g s . J e n s o n 's e i g h t thousand high
sch o o l s tu d e n t sample had i n d i c a t e d , through a q u e s tio n
n a ir e survey which a s s e s s e d t h e i r a t t i t u d e s toward c o u n s e l
in g h e lp , t h a t th e m ajor c o u n s e lin g -o b je c tiv e - p ro b le m - a re a s
to which they re a c te d p o s i t i v e l y were:
A. in c re a s e d u n d e rsta n d in g o f p e rs o n a l a b i l i
t i e s , i n t e r e s t s , a m b itio n s , p e r s o n a l i t y ,
e t c . ;
B. th e d isc o v e ry o f th e th in g s f o r which one i s
b e s t s u i t e d to do and be h a p p ie s t doing w hile
in sc h o o l and a f t e r f i n i s h i n g s c h o o l;
C. fin d in g out how t o make r e a l p ro g re ss toward
s e l e c t e d goals in sc h o o l and work;
D. le a r n in g how t o get along b e t t e r w ith fr ie n d s
and o th e rs a t s c h o o l, a t home, o r in th e
community;
E. d ev e lo p in g more co n fid en ce i n a b i l i t y t o make
"good" d e c is io n s about problems which b o th e r
now o r th o se which may a r i s e in th e f u t u r e ;
and
F. le a r n in g t o do th e th in g s known t o be " b e st"
f o r s e l f and s o c ie ty b u t which a re no t easy
t o do. (65 :502 )
36
G ib so n 's (*+5) su rv ey of hig h sc h o o l s e n io r s r e v e a le d
t h a t c o u n s e lo rs did no t communicate w e ll w ith s tu d e n ts con
c e rn in g th e r o l e and s e r v i c e s o f th e guidance program .
Many s tu d e n ts f e l t " s h o r t-c h a n g e d ” when they d id n o t r e
c e iv e i n t e r p r e t a t i o n o f t e s t d a ta o r were inform ed i n such
vague term s t h a t they were u n ab le to d is c e r n what t h e i r
r e s u l t s c o u ld mean t o them. S tu d e n ts saw th e r o l e s of
c o u n s e lo rs as a d m i n i s t r a t o r s , d i s c i p l i n a r i a n s , a c t i v i t y
d i r e c t o r s , p a r t - t i m e l i b r a r i a n s , e t c . Manv s tu d e n ts f a i l e d
t o re c o g n iz e th e c o u n s e lin g f u n c tio n as a m ajor duty o f th e
seco n d ary s c h o o l guidance w orker! A nother s tu d y , conducted
bv H e ilfr o n ( 6 0 ) , e x p lo r in g th e a t t i t u d e s o f s tu d e n ts t o
ward th e r o l e o f th e hig h s c h o o l c o u n s e lo r , r e v e a le d t h a t
s tu d e n ts e x p e c te d c o u n s e lo rs to devote th em selv es t o i n d i
v id u a ls who o v e r t l y e x h i b i t e d problem s. The s tu d e n ts did
n o t t h in k th e " w e ll a d ju s te d " s tu d e n ts were i n need of
c o u n s e lin g . Lack o f com m unication m ight w e ll have been a
f a c t o r prom oting t h i s c o n c lu s io n .
I s a r d and Sherwood (6 3) sam pled s t u d e n t s ' e x p e c ta tio n s
o f th e c o u n s e lo r 's r o le in th e p r e s e n t a t i o n and i n t e r p r e t a
t i o n o f t e s t d a t a , and t h e i r degree o f e x p re s se d s a t i s f a c
t i o n w ith c o u n s e lin g s e s s io n s e x p e rie n c e d d u rin g th e e a r ly
p a r t of t h e i r freshm an y e a r i n c o l le g e . R atin g s by th e
c o u n s e le e s , r e f l e c t i n g deg rees o f s a t i s f a c t i o n w ith th e
e x p la n a tio n o f t e s t d a t a , were c o n s i s t e n t l y h ig h d e s p ite
t h e c o u n s e lin g methods u sed . A lso , what th e co u n sele e
37
e x p e cte d o f th e c o u n s e lo r seemed to be r e l a t e d t o h is
degree o f s a t i s f a c t i o n w ith c o u n s e lin g . The s a t i s f i e d
c o u n se le e s ten d ed t o i n d i c a t e t h a t t h e i r e x p e c ta tio n s had
been r e a l i z e d . For them, th e i n t e r v i e w ( s ) had se rv e d th e
purposes of o r i e n t a t i o n , s e l f - e x p l o r a t i o n , c l a r i f i c a t i o n ,
e t c . C o n v e rse le y , d i s s a t i s f a c t i o n w ith th e in te rv ie w s were
i n d i c a t e d when c o u n se le e s ex p e cte d th e c o u n s e lo rs t o
(1) p in p o in t " th e b e s t program" f o r them t o t a k e , (2) t e l l
them "what th e t e s t s p ro v e ," o r (3) th e y " d i d n 't ex p e c t
a n y th in g t o come o f i t and n o th in g d id ." The a u th o rs con
j e c t u r e d t h a t d i f f e r e n c e s between s a t i s f i e d and d i s s a t i s
f i e d c o u n se le e s could a l s o be a t t r i b u t e d t o v a rio u s
p e r s o n a l i t y t r a i t s such as s e lf- a w a r e n e s s o r autonomy, and
t o t h e i r p re v io u s e x p e rie n c e s w ith c o u n s e lo r s .
King and M atteson (67) found s i m i l a r p e r c e p tio n s in
t h e i r Michigan S ta te U n iv e r s ity s tu d e n t p e r c e p tio n s tu d y .
They n o te d t h a t s tu d e n ts f e l t most f r e e t o ta k e e d u c a ti o n a l
problems t o th e C ounseling C e n te r; n e x t in o r d e r were voca
t i o n a l problem s, s o c i a l problem s, and p e r s o n a l problem s.
A nother i n t e r e s t i n g f in d in g was th e tendency f o r s tu d e n ts
t o use th e C e n te r f o r h e lp i n d e a lin g w ith e i t h e r p e r s o n a l-
s o c i a l - t y p e problems o r e d u c a t i o n a l - v o c a t i o n a l - t y p e p ro b
lems , b u t not b o th . These f in d in g s were i n t e r e s t i n g due t o
th e c o n s id e r a tio n t h a t th e s e s tu d e n ts were very r e c e n t l y i n
hig h sc h o o l where th e y had developed many o f t h e i r a t t i
tu d es tow ard c o u n s e lin g .
38
While p e r s o n a l i t y v a r i a b l e s were n o t u n d er i n v e s t i g a
t i o n f o r th e p r e s e n t d i s s e r t a t i o n , s t u d i e s o f co u n se le e and
c o u n s e lo r p e r s o n a l i t y and c o u n s e lo r b e h a v io r t h a t were
r e l a t e d t o th e problem fo llo w . H e ilb ru n i n h is stu d y con
c e rn in g c o u n s e lin g r e a d in e s s d e fin e d c e r t a i n ty p e s o f
c o u n s e lo r b e h a v io r which prom oted b e t t e r co u n sele e p e rc e p
t i o n o f him, th u s prom oting co n tin u a n c e o f th e in te r v ie w .
These p a t t e r n s o f b e h a v io r v a r ie d w ith th e p e r s o n a l i t y
c h a r a c t e r i s t i c s o f th e c o u n s e le e . I t was concluded t h a t
th e low c o u n s e lin g -r e a d y c l i e n t , w hether he sought h elp f o r
more c irc u m s c rib e d problem s o f a v o c a tio n a l o r e d u c a tio n a l
n a t u r e , o r f o r more p e rv a s iv e p e r s o n a l a d ju stm e n t problem s,
was more s e l f - a c c e p t i n g , s e n s i t i v e to s o c i a l a p p e a ra n c e s ,
r e s p o n s i b l e , and p s y c h o lo g ic a lly -m in d e d , i f m ale. The
co u n se le e was d eterm in ed t o be more s e n s i t i v e to s o c i a l
a p p e a ra n c e s , r e s p o n s i b l e , and p s y c h o lo g ic a lly -m in d e d , i f
fem ale. For th e s e ty p e s (low c o u n s e l i n g - r e a d i n e s s ) of
c o u n s e le e s th e c o u n s e lo r sh o u ld i n i t i a t e a c tio n s which ten d
to in c r e a s e th e s t a t u s o f th e c l i e n t fs r o l e and to "acknowl
edge and c l a r i f y th e c l i e n t s ' s f e e l i n g s about h is p e rc e iv e d
i n f e r i o r s t a t u s r o l e " (5 9 :3 5 6 ). For th e h ig h c o u n s e lin g -
ready male and fe m a le , H e ilb ru n s u g g e s te d c o u n s e lo r a c tio n
t h a t would " r e f r a i n from making undue e a r l y demands" by
ta k in g g r e a t e r i n i t i a t i v e and r e s p o n s i b i l i t y in th e coun
s e l i n g i n t e r a c t i o n . For s h o r t- te r m e d u c a tio n a l and voca
t i o n a l c o u n s e lin g t h i s "may mean t h a t th e c o u n s e lo r should
39
n ev er expect a given c o u n selin g -re ad y c l i e n t to do more
th a n in c o rp o r a te e x p e rt advice" (5 9 :3 5 7 ).
Grigg and Goodstein (5 3) co n tin u ed in t h i s vein w ith
th e co n c lu sio n t h a t c l i e n t s who f e l t t h a t t h e i r co u n se lo rs
to o k a c tiv e i n t e r e s t s in them and were not p la y in g a
p a s s iv e r o l e o f merely i n t e r e s t e d l i s t e n e r s tended to
r e p o r t g r e a t e r c o u n s e lin g s a t i s f a c t i o n . This su g g e ste d
t h a t in th e c l i e n t s ' e y e s , th e c o u n s e lin g pro cess to be
m eaningful must be a c t i v e .
Ohlsen r e p o r te d G i l b e r t 's (47) d i s s e r t a t i o n concerning
r
t e n t h and tw e l f th g r a d e rs ' p e rc e p tio n s of a c tu a l and id e a l
s tu d e n t- c o u n s e lo r r e l a t i o n s h i p s in th re e d i f f e r e n t school
system s in which th e degree o f c o u n s e lo r r e s p o n s i b i l i t y f o r
d i s c i p l i n e v a r ie d . Although te n th g rad ers d e s c rib e d the
i d e a l c o u n s e lin g r e l a t i o n s h i p somewhat d i f f e r e n t l y than did
s e n i o r s , a l l s tu d e n ts in th e v ario u s sch o o ls g e n e ra lly
agreed on t h e i r p e rc e p tio n o f th e i d e a l c o u n s e lo r as a non-
d i s c i p l i n a r i a n . Such a fin d in g enjoys much su p p o rt from
reco g n ized c o u n s e lo r-e d u c a to rs (1 6 ,1 8 ,2 4 ,3 1 ,6 2 ,7 0 ,8 1 ,8 2 ,9 5,
111). O ther fin d in g s were r e p o rte d as fo llo w s:
S i g n i f i c a n t d if f e r e n c e s between system s were
n o ted in the fo llo w in g dim ensions: (1) the ex
t e n t t o which th e c o u n s e lo r was ab le t o under
s ta n d and fo llo w th e s t u d e n t ; (2) th e e x t e n t t o
which th e c o u n s e lo r a c te d s u p e r i o r t o th e
s t u d e n t ; (3) th e s e c u r i t y o f th e c o u n s e lo r in th e
r e l a t i o n s h i p ; and (4) th e e x t e n t t o which the
c o u n s e lo r assumed r e s p o n s i b i l i t y f o r d i r e c t i n g
th e s tu d e n t o r th e s tu d e n t was p e rm itte d t o
d i r e c t h im s e lf . (73:405)
Roemmich and Schmidt a t San Diego S ta te C o lleg e formu
l a t e d a stu d y to "determ ine to what e x te n t sch o o l counse
lo r s a c t u a l l y p ro v id e c o lle g e s e l e c t i o n and c o lle g e p la n
ning a s s i s t a n c e , as p e rc e iv e d by s tu d e n ts " (8 0 :1 5 7 ), A ll
th e San Diego C ity and two San Diego County high schools
were in v o lv e d . Of th o se s tu d e n ts who in d ic a te d they were
going to c o lle g e : (1) only 5 p er c e n t in d ic a te d th ey r e
c e iv e d h e lp from te a c h e r s in s e l e c t i n g a s p e c i f i c sc h o o l
and in making c o lle g e p la n s , (2) 10 p e r c e n t re c e iv e d h elp
from c o u n se lo rs in making p la n s , and 5 p e r c e n t re c e iv e d
h e lp in s e l e c t i o n of a c o l l e g e , (3) o n e - th ir d made th e
s e l e c t i o n on t h e i r own, and (4) about h a l f r e c e iv e d h elp
from p a re n ts i n th e s e l e c t i o n of a s p e c i f i c sc h o o l o r in
making c o lle g e p la n s . These r e s u l t s leave room f o r i n t e r
e s t i n g s p e c u la tio n ! They a ls o appeared to c o u n te r the
i n s i s t e n c e of th e C a lif o r n i a Bureau of P u p il P erso n n el
S erv ice s (22) when th ey concluded r e c e n tly t h a t co u n selo rs
do in flu e n c e c o lle g e ch o ice and a tte n d a n c e t o a c o n s id e r
able d eg ree.
K e r r 's (66) stu d y a l s o concerned s t u d e n t s ' p e rc e p tio n s
o f h e lp fu ln e s s o r e f f e c t i v e n e s s p r im a r ily w ith th e c o lle g e
d ecisio n -m a k in g p ro c e s s . Through a q u e s tio n n a ir e adm inis
t e r e d to 1350 c o lle g e -b o u n d s e n io rs in Iowa high s c h o o ls ,
he a l s o found t h a t p a re n ts provided th e most v a lu a b le
a s s i s t a n c e . Thus, th e fin d in g s o f Roemmich and Schmidt
(80) were s u b s t a n t i a t e d . However, K err a ls o noted th a t
41
c o u n selo rs gave th e most a c c u ra te in fo rm a tio n concerning
c o l le g e s . S tu d e n ts f e l t t h a t they had re c e iv e d th e g r e a t
e s t a s s i s t a n c e from t h e i r sc h o o l c o u n s e lo r as a so u rce of
in fo rm a tio n and the l e a s t help i n d e a lin g w ith p e rs o n a l
problem s. Given g e n e ra l in fo rm a tio n and an h o n e st a p p r a i s
a l of t h e i r chances o f su c c ess i n c o l l e g e , the s tu d e n ts
wanted t o be ab le to th in k through t h i s in fo rm a tio n w ith
th e c o u n s e lo r, and then make t h e i r own d e c is io n s . Concern
in g o th e r a re a s of h e l p f u ln e s s , s tu d e n ts f e l t they had more
o fte n le a rn e d o f academic a b i l i t y from te a c h e rs and counse
lo r s , stu d y h a b its from te a c h e r s and p a r e n t s , a p titu d e s
from co u n se lo rs and t e a c h e r s , p e rso n a l c h a r a c t e r i s t i c s from
frie n d s and p a r e n t s , i n t e r e s t s from p a r e n t s , and t a l e n t s
from p a re n ts and t e a c h e r s . Such evidence r a i s e s q u e s tio n s
about th e e f f e c t i v e n e s s o f c o u n s e lin g s e r v ic e s in p ro v id in g
a s s i s t a n c e i n e d u c a tio n a l p la n n in g , or i t could be i n t e r
p re te d as an i n d ic a t io n o f in a d e q u a te o r i n e f f e c t i v e coun
s e l i n g programs in s p e c i f i c in s t a n c e s .
In th e s o u th e rn C a l i f o r n i a d i s t r i c t where W illiam s
(10 6) i n v e s t i g a t e d op in io n s re g a r d in g p ro p er d u tie s o f hig h
sc h o o l c o u n s e lo rs , i t was found t h a t s tu d e n ts and te a c h e rs
were no t in agreem ent. S tu d en ts ranked " h e lp in g w ith prob-
lemsu h ig h e s t in im p o rtan ce. He recommended t h a t s u f f i
c i e n t tim e sh o u ld be allow ed f o r co u n selo rs t o d eal
ad e q u ate ly w ith co u n selees who want or need i n te n s iv e
c o u n s e lin g . He a ls o contended t h a t more a s s i s t a n c e sh o u ld
42
be p ro v id ed t o a s s i s t s tu d e n ts in u n d e rsta n d in g t h e i r
a b i l i t i e s and i n t e r e s t s as w e ll as a id in g in choosing s u i t
ab le s u b j e c t s . P re s e rv in g th e co n fid en ce and ra p p o r t of
co u n selees in t h e i r r e l a t i o n s h i p s sh o u ld be of paramount
concern.
The r e c e n t study by R ippee, Hanvey, and P ark er o ffe re d
some s u g g e stio n s as t o what co u n se lo rs could do t o improve
th e p e rc e p tio n of t h e i r h e lp in g r o le s w ith s tu d e n ts and
te a c h e r s . A f i f t y - i t e m q u e s tio n n a ir e was developed from
Schm idt's (85) Q -so rt item s and a d m in iste re d to s tu d e n ts
and te a c h e rs o f th r e e sm a ll secondary s c h o o ls . T h e ir
resp o n ses were compared to th e i d e a l r o le s o f co u n selo rs as
determ ined by a group of p r o fe s s o r s and g r a d u a te -s tu d e n t
judges. The a u th o rs concluded t h a t a c o u n s e lin g program
e s ta b li s h e d i n a sm all secondary school* where no co u n se l
in g p re v io u s ly e x i s t e d , d id change s i g n i f i c a n t l y the
s t u d e n t s ' p e rc e p tio n s of th e h e lp co u n selo rs could p ro v id e.
The d i r e c t i o n o f t h i s change was determ ined by what the
co u n selo rs a c t u a l l y d id . Thus, i f co u n se lo rs fu n c tio n e d as
they "sh o u ld ," a more c o r r e c t image would fo llo w . There
was some evidence t h a t th e s tu d e n ts who were aware of what
c o u n selo rs a c t u a l l y d id would seek them o u t. They con
tin u e d , "One can c o n je c tu re t h a t where th e s tu d e n ts de
s c r i b e th e c o u n s e lo r as doing c l e r i c a l and a d m in is tr a tiv e
d u t i e s , th e c o u n s e lo r i s probably p erform ing such d u tie s
w ith in th e sc h o o l s e t t i n g " (7 9 :7 0 1 ). Esper (36) reached
43
s i m i l a r c o n c lu s io n s .
As a s e q u e l to e a r l i e r s t u d i e s which p r e s e n te d e v i
dence t h a t c o n ta c t w ith a c o u n s e lo r , o r , more g e n e r a l l y ,
w ith a guidance program , a l t e r e d s tu d e n t u n d e rs ta n d in g of
th e c o u n s e lo r ’ s r o l e in th e s c h o o l, P r a t t e and Cole (76)
perform ed a com parison of r e f e r r e d and s e l f - r e f e r r e d s t u
d en ts in t h e i r p e r c e p tio n s of c o u n s e lo r r o le b e h a v io r. The
a u th o rs concluded t h a t s tu d e n ts who come v o l u n t a r i l y f o r
c o u n s e lin g a p p a re n tly emerged w ith a d i f f e r e n t p e r c e p tio n
o f th e fu n c tio n s of th e c o u n s e lo r s . A lso concluded was
t h a t a r e l a t i o n s h i p between th e c o u n s e le e s ' p e rc e p tio n s o f
th e c o u n s e lo r s ' r o l e s and th e ty p e s o f problem s p re s e n te d
f o r c o u n s e lin g d id e x i s t .
Summary o f th e Review of th e L i t e r a t u r e
Much d isa g re e m e n t e x i s t s as t o th e s p e c i f i c r o l e s and
fu n c tio n s t h a t schooj. c o u n s e lo rs a re ex p e cte d t o f u l f i l l .
Many p a r e n ts and s c h o o l a d m i n i s t r a t o r s seemed to p e r c e iv e
c o u n s e lo rs p r im a r il y as c o u rse programmers. V o c a tio n a l-
e d u c a ti o n a l p la n n in g problems o f s tu d e n ts were a l s o p e r
c e iv ed as p ro p e r f o r c o u n s e lo r s , whereas p e r s o n a l-e m o tio n a l-
s o c i a l problems were c o n s id e re d o u ts id e t h e p ro p e r realm of
c o u n s e lo r s ' s e r v i c e s . I t was f r e q u e n tly r e p o r te d t h a t
c o u n s e lo rs were sp e n d in g much o f t h e i r tim e f u n c tio n in g as
c le r k s o r q u a s i - a d m i n i s t r a t o r s . Many ex p e ct the c o u n s e lo r
t o be a c t i v e in v a rio u s a d m i n i s t r a t i v e and i n s t r u c t i o n a l
1*4
a re a s such as cu rricu lu m planning* p u p il a tte n d a n c e , sched
u le making, d i s c i p l i n e , s u b s t i t u t e te a c h in g , and the l i k e .
Some c o u n s e lo r-e d u c a to rs p re s e n te d th e view t h a t
c o u n se lo rs them selves sh o u ld promote t h e i r p ro p e r r o le s and
fu n c tio n s e s s e n t i a l l y by prom oting and p erform ing th o se
a c t i v i t i e s which are deemed p r o f e s s i o n a l l y p ro p e r.
S h e r tz e r and Stone s t a t e d , " I t seems abundantly c l e a r th a t
c o u n selo rs w i l l co n tin u e to be the t a r g e t o f c r i t i c i s m and
w i l l in f a c t deserve th e c o n tr a d ic to r y b lu r o f p e rc e p tio n s
h e ld o f them u n t i l they them selves do som ething about i t "
(8 9 :6 9 0 ). A pparently co u n selo rs have no t communicated w e ll
w ith t h e i r p u b lic s co n cern in g t h e i r p ro p er r o l e . Such a
c r i t i c i s m is a t l e a s t p a r t i a l l y answered by th e r e c e n t
s e r i e s o f s t u d i e s and s ta te m e n t o f c o u n s e lo rs ' r o l e d e f in
i t i o n form ulated by th e American School C ounselor A sso c ia
ti o n (4 ,5 ) and American P erso n n el and Guidance A sso c ia tio n
( 1 , 2 , 3 ) .
R ecently Reed and S t e f f i r e concluded, a f t e r review ing
th e l i t e r a t u r e concerning r e s e a rc h in elem entary and s e c
ondary sc h o o l g uidance, c o u n s e lin g , and p e rso n n e l s e r v i c e s ,
t h a t most a u t h o r i t i e s have im p lied th e n e c e s s ity t o d e fin e
in c l e a r e r , o p e r a t io n a l terms th e r o l e s o f each member of
th e p u p il p e rso n n e l team. They c o n tin u ed : " L i t t l e
p ro g ress appears t o have been made a t t h i s p o in t. I t w i l l
no t be made u n t i l a l l p u p il p e rso n n e l s u b d is c ip li n e s sup
plem ent t h e i r own e f f o r t s a t r o l e d e f i n i t i o n by working
H5
t o g e t h e r tow ard a common end and as a t o t a l group j o i n w ith
o th e r e d u c a ti o n a l d ep artm en ts and a d m in is t r a to r s in determ
i n in g th e unique c o n t r i b u t i o n o f p u p il p e rs o n n e l s e r v i c e s
t o th e t o t a l e d u c a ti o n a l program" (7 8 :1 6 1 ).
The p e r c e p tio n t h a t a s tu d e n t has of a sc h o o l counse
l o r ' s r o l e has c r i t i c a l im pacts on th e s t r u c t u r e and
dynamics o f c o u n s e lin g r e l a t i o n s h i p s . The s t u d e n t 's p e r
c e p tio n s and e x p e c ta tio n s o f th e c o u n s e lo r sh o u ld i d e a l l y
c o r r e l a t e h ig h ly w ith th e a c t u a l r o l e he perform s i f th e
c o u n s e lin g ta s k i s to be done e f f i c i e n t l y and p r o d u c tiv e ly .
The l i t e r a t u r e s u g g e s te d t h a t th e developm ent of s t u d e n t s '
p e r c e p tio n s and e x p e c ta tio n s o f th e c o u n s e lin g f u n c tio n i s
r e l a t e d t o a c t u a l e x p e rie n c e s i n c o u n s e lin g r e l a t i o n s h i p s .
The re m a in d er o f t h i s stu d y w i l l a tte m p t to produce a d d i
t i o n a l e v id en ce of th e p r o b a b i l i t y t h a t such a t h e s i s would
p ro p e rly be a c c e p te d .
CHAPTER I I I
PROCEDURE
In t h i s c h a p te r procedures u t i l i z e d in th e development
o f th e stu d y a re d is c u s s e d . These procedures are d i s
cussed under th e fo llo w in g c a te g o r ie s : (1) C ounselor
Sample, (2) Counselee Sample, (3) C o n s tru c tio n and Adminis
t r a t i o n o f th e C ounselor R ole-Function In s tru m e n t, (4) Con
s t r u c t i o n and A d m in is tra tio n of the Counselee P e rc e p tio n
In s tru m e n t, (5) Time-Load In d e x , and (6) S t a t i s t i c a l
A n a ly s is .
As p re v io u s ly p r e s e n te d , th e g e n e ra l problem of the
stu d y was to d eterm ine th e degree o f h e lp in g r e l a t i o n s h i p
th e c o u n s e lo r was a b le t o prom ote, to a s s e s s each s t u d e n t 's
p e rc e p tio n s o f th e h e lp he re c e iv e d from h is c o u n s e lo r, and
to i n v e s t i g a t e the p rese n ce o f a r e l a t i o n s h i p between th e
two. The g e n e ra l h y p o th e tic a l id e a t o be t e s t e d was as
more c o u n s e lin g tim e is s p e n t, as a s s e s s e d by p erc e n ta g e s
o f tim e a v a i l a b l e in a c tu a l c o u n s e lin g a c t i v i t i e s , th e more
o r le s s h e l p f u l o r le s s s a t i s f i e d c o u n s e le e s ' p e r c e p tio n of
h e lp re c e iv e d from c o u n s e lo rs w i l l be in the v a rio u s c a t e
g o rie s t h a t s tu d e n ts a re commonly helped by c o u n s e lo rs . To
46
47
accom plish t h i s g e n e ra l o b j e c t i v e , th e pro ced u re follow ed
i s p re s e n te d below.
The p ro p o sa l o f stu d y was p re s e n te d t o v a rio u s high
sc h o o l d i s t r i c t s t o o b ta in t h e i r c o o p e ra tio n . The problem
and o b je c tiv e s were e x p la in e d to s p e c i f i c sc h o o l adm inis
t r a t o r s and c o u n se lo rs t o s o l i c i t t h e i r s u p p o r t. A d i s
t r i b u t i o n of fre q u e n c ie s of s tu d e n t resp o n ses from the
"C ounselor P e rc e p tio n o f Help Received" in stru m e n t (Appen
dix C) was l a t e r provided f o r each p a r t i c i p a t i n g sc h o o l.
C ounselor Sample
The c o u n s e lo r p o p u la tio n u t i l i z e d c o n s is te d of tw enty-
th r e e c l e a r C a l i f o r n i a P u p il P erso n n el S e rv ic e s C r e d e n tia l
h o ld e rs employed as co u n selo rs i n s e l e c t e d Southern C a li
f o r n ia h ig h sch o o l d i s t r i c t s . No attem p ts a t a r e p r e s e n ta
t i v e sam pling o f co u n selo rs in th e a re a were made. In a l l
cases a d m in is t r a to r and c o u n s e lo r w illin g n e s s to p a r t i c i
p ate were m a in ta in ed . To provide adequate coverage o f the
g e n e ra l s tu d e n t p o p u la tio n , co u n selo rs o f te n t h and tw e lfth
grade s tu d e n ts were chosen. In no in s ta n c e were s tu d e n ts
a ssig n e d t o co u n selo rs ac co rd in g t o t h e i r s e x ; many were
a s sig n e d by grad e. Some were a l s o a s s ig n e d e le v e n th -g ra d e
s tu d e n ts as p a r t of t h e i r lo ad . However, an attem p t t o
c o n tr o l t h i s v a r ia b le s t a t i s t i c a l l y was u t i l i z e d . Inform a
t i o n co n cern in g th e c o u n s e lo r sample was c o l l e c t e d through
th e s t r u c t u r e d in te rv ie w and "C ounselor E stim atio n o f Role-
48
f u n c tio n In stru m e n t" and i s r e p o r te d i n th e fo llo w in g
c h a p te r .
This sample o f c o u n s e lo rs was q u i t e p ro b ab ly n o t
r e p r e s e n t a t i v e . T h e r e f o r e , c e r t a i n b ia s e s c o n c e rn in g the
i n t e r p r e t a t i o n o f t h e i r r e s p e c t i v e r o l e - f u n c t i o n s i t u a t i o n s
m ight have been in tr o d u c e d . The bases o f t h e i r s e l e c t i o n
were (1) t h e i r w illi n g n e s s to p a r t i c i p a t e , (2) t h e i r
p o s s e s s io n o f c l e a r C a l i f o r n i a G eneral P u p il P e rso n n e l
S e rv ic e s C r e d e n t i a l s , and (3) t h e i r assignm ent to p r im a r il y
c o u n s e lin g d u tie s in th e g e n e ric s e n s e . Any o r a l l o f
t h e s e s e l e c t i v e c o n d itio n s could have produced b i a s e s .
Such c o n d itio n s as th e h a lo e f f e c t ; am ount, i n s t i t u t i o n , and
q u a l i t y o f t r a i n i n g ; p e r s o n a l i t y c h a r a c t e r i s t i c s ; and
s p e c i f i c , d iv e rs e jo b e x p e c ta tio n s from th em selv es and
o th e rs were a l l c o n t r i b u t i n g f a c t o r s very m inim ally con
t r o l l e d . The i n t e r p l a y o f such o p e r a tin g v a r i a b l e s could
do much tow ard in f lu e n c in g any p o s s i b le r e s u l t s o r f i n d in g s .
S in ce s e v e r a l d i f f e r e n t sc h o o ls and d i s t r i c t s were
in v o lv e d , v a ry in g p h ilo s o p h ie s c o n c e rn in g o r g a n iz a tio n of
c o u n s e lo r s e r v i c e s were i n e v id e n c e . However, th e s m a ll
sample o f t h i s s p e c i f i c g eo g rap h ic a r e a y i e l d e d le s s
ex tre m e ly d iv e rs e r o l e s , job s p e c i f i c a t i o n s , d u t i e s , e t c . ,
th a n a much l a r g e r sample m ight have produced. D e s c rip tiv e
comments c o n c e rn in g the community s e t t i n g s o f th e sc h o o ls
in v o lv e d were in c lu d e d p r e v io u s ly in th e "Scope o f th e
Study" s e c t i o n o f C h ap ter I . A ll o f th e s e c o n d itio n s could
49
promote b ia s e s which could y i e l d d is c re p a n c ie s w ith a
r e p e a t s tu d y .
Counselee Sample
The co u n selee p o p u la tio n f o r th e stu d y c o n s is te d of
e s s e n t i a l l y a l l th e co u n selees a s s ig n e d t o a l l th e counse
l o r s in th e sample f o r the sch o o l y e a r 1964-1965. The
'•Counselee P e rc e p tio n o f Help Received" in stru m e n t was ad
m in is te re d to a l l th e sampled s tu d e n ts in a grade l e v e l i n
a given sch o o l on th e same day. Since t h i s is n o t an ex
c e p tio n a l c h i l d s tu d y , th e counselee sample in c lu d e d s t u
d e n ts o f s l i g h t l y below a v e ra g e , a v e ra g e , above a v e ra g e ,
and h ig h e r le v e ls o f i n t e l l e c t u a l fu n c tio n in g as d e fin e d by
W echsler (105) and Terman and M e r r ill (9 6 ). The in stru m e n t
was n o t a d m in is te re d t o s tu d e n ts o f low le v e ls o f i n t e l l e c
t u a l f u n c tio n in g , o r o th e rs who could no t comprehend th e
v e r b a l a n d /o r p r in te d i n s t r u c t i o n s . A p i l o t a d m in is tra tio n
t o s tu d e n ts of th e s e c h a r a c t e r i s t i c s y ie ld e d a very low
r a t e o f u sab le answ ers. I d e n t i f i c a t i o n o f excluded s t u
d e n ts was l e f t to th e d i s c r e t i o n of th e s p e c i f i c sc h o o l
o f f i c i a l s i n th e i n t e r e s t o f ease o f m echanical a d m in is tra
t i o n and to promote le s s i n t e r r u p t i o n of r e g u l a r sch o o l
a c t i v i t i e s . C onsequently, the s tu d e n t sample of th e grades
in v o lv e d was as c lo s e t o th e t o t a l co u n selee load as
p r a c t i c a l l y p o s s ib le f o r each p a r t i c i p a t i n g c o u n s e lo r , b a r
r i n g ab se n te e s or b ein g excused, f o r th e one given day of
50
a d m in is t r a tio n . The t o t a l s tu d e n t p o p u la tio n was a p p ro x i
m ately s i x thousand.
C o n s tru c tio n and A d m in is tra tio n o f th e
C ounselor R o le-F u n ctio n In stru m en t
The "C ounselor R ole-F unction E stim a tio n In stru m e n t"
(Appendix B) was u t i l i z e d to a s s e s s c o u n s e lo r s ' r o l e - f u n c -
t i o n s , th e co u n se lo rs b ein g asked t o e s tim a te th e amount of
tim e s p e n t on each a c t i v i t y . The in stru m e n t was con
s t r u c t e d s p e c i f i c a l l y f o r t h i s s tu d y . Item s co n cern in g
d u t i e s , r o l e s , and fu n c tio n s of co u n selo rs were s e l e c t e d
from s i m i l a r in stru m e n ts and com prehensive c o u n s e lo r r o l e -
fu n c tio n l i s t s by Arnold (1 1 ), Schmidt (8 5 ), Tooker (1 0 0 ),
Block (1 6 ), Masoner (7 0 ), M ille r (7 2 ), Cox ( 2 6 ) , W right
(1 1 2 ), Dieckmann (2 8 ), Isak se n (6 2 ), Dugan (3 1 ), E rick sen
(3 5 ), Andrew and W illey ( 7 ) , Wrenn (1 1 1 ), Tennyson (9 5 ),
and E v r a i f f (3 7 ). Item s o f s i m i l a r i n t e n t were combined
i n t o common domains. This i n i t i a l com bination was p r e
s e n te d in p re lim in a ry form t o sev en te en p r o f e s s i o n a l coun
s e l i n g and guidance w o rk e rs , p r o f e s s o r s , and g rad u ate
e d u c a tio n a l c o u n s e lin g s tu d e n ts a t th e U n iv e rs ity o f South
ern C a l i f o r n i a in th e summer of 1964. A b r i e f e x p la n a tio n
of i n t e n t and s o l i c i t a t i o n o f s p e c i f i c c r i t i c i s m was r e
q u e s te d . (See Appendix A). S p e c i f ic comments re c e iv e d
concerned th e combining of r o l e s , c l e a r e r d i r e c t i o n s as t o
e s tim a tin g p e rce n tag e s o f tim e s p e n t in r o l e s , and c l e a r e r ,
more co n cise s ta te m e n ts o f r o l e - f u n c t i o n d e s c r i p t i o n s .
51
Thus, v a l i d i t y was e s t a b l i s h e d e m p ir i c a l ly th ro u g h ad m in is
t e r i n g th e in s tru m e n t t o v a rio u s p r o f e s s i o n a l s in th e f i e l d
w ith a q u e s t i o n n a i r e o v e r th e in s tru m e n t to a i d i n i t s
r e v i s i o n s .
A r e p e a te d a d m i n i s t r a t i o n o f th e r e v is e d in s tru m e n t
w ith th e v a l i d a t i o n q u e s t i o n n a i r e u t i l i z i n g many o f th e
i n i t i a l c r i t i c i s m s f o r a second e m p ir ic a l v a l i d a t i o n
a tte m p t was acc o m p lish e d , which i n d i c a t e d th e n e c e s s i t y o f
a few a d d i t i o n a l c h a n g e s, m ostly m inor in n a t u r e . The
second r e v i s i o n o f th e in s tru m e n t was t h a t fo rm a lly u t i
l i z e d f o r th e stu d y (Appendix B ).
A d m in is tra tio n was e f f e c t e d th ro u g h a s t r u c t u r e d i n
te rv ie w u s in g th e in s tru m e n t w ith i n d i v i d u a l s c h o o l counse
l o r s t o d eterm in e p e rc e n ta g e s o f tim e s p e n t i n v a rio u s
g ro s s ly d e fin e d r o l e - f u n c t i o n s . I n t h i s manner th e degree
o r q u a l i t y o f th e o p p o rtu n ity ( p o s s i b i l i t y ) o f a h e lp in g
s i t u a t i o n b e in g developed by th e c o u n s e lo r was a s s e s s e d .
The s t r u c t u r e d in te r v ie w was n e c e s s a ry t o allo w f o r e x p la n
a t i o n o f th e v a rio u s r o l e - f u n c t i o n d e s c r i p t i o n s . Such
e x p la n a to ry comments were o f f e r e d only when r e q u e s te d by
th e i n d i v i d u a l c o u n s e lo r .
Each c o u n s e lo r was a s s u re d t h a t re sp o n se s would be
s t r i c t l y anonymous. G reat c a re was ta k en t o a s s u re t h i s
anonymity w h ile c o l l e c t i n g th e d a t a , i n making fo llo w -u p
r e p o r t s t o s c h o o l s , and in f o rm u la tin g th e r e p o r t o f th e
i n v e s t i g a t i o n .
52
C o n s tru c tio n and A d m in is tra tio n o f th e
C ounselee P e rc e p tio n In stru m e n t
To a s s e s s th e f e e l i n g s o f s a t i s f a c t i o n o f s tu d e n ts
w ith th e h e lp th e y r e c e i v e d , th e "C ounselee P e rc e p tio n of
Help Received" in s tru m e n t (Appendix C) was u t i l i z e d . The
in s tru m e n t ite m s were ad a p ted p r im a r il y from S h e r r 's (88)
l i s t and in c lu d e d a l l th o s e a re a s covered in a com posite
l i s t o f item s most m entioned by s e v e r a l p r o f e s s i o n a l w r i t
e r s ( 7 ,5 8 ,9 8 ,1 0 1 ) . In c lu d e d were a l l o f Thomson's (97)
item s which H a r te r (57) had a l s o used f o r s i m i l a r a s s e s s
ment p u rp o s e s . The check l i s t was c o n s tr u c te d in th e f i n a l
form to allo w s t u d e n t s . a wide range of choice f o r a s s e s s
ment o f h e lp r e c e iv e d . While com plete s e p a r a t i o n o f th e
i n t e n t of each ite m i s im p o s s ib le , th e f i r s t seven item s
concern p r i n c i p a l l y sc h o o l and e d u c a ti o n a l a d ju s tm e n t, the
e i g h th d e a ls s p e c i f i c a l l y w ith v o c a tio n a l o r o c c u p a tio n a l
e x p l o r a tio n and p la n n in g a c t i v i t i e s , and th e n i n t h through
f o u r te e n th d e s c r ib e p r i m a r i l y s o c i a l and p e rs o n a l a d j u s t
ment s i t u a t i o n s .
The assessm en t column h ead in g s were fo rm u la te d as a
com posite a d a p ta t io n o f th e r e f e r e n c e in s tru m e n ts w ith
v a r i a t i o n s s in c e t h i s in s tru m e n t was d esig n ed s p e c i f i c a l l y
t o a s s e s s c o u n s e le e s ' p e r c e p tio n o f r e l a t i v e amounts o f
h e lp r e c e iv e d . The f a r l e f t c a te g o r y , f o r i n s t a n c e , com
bin ed th e h e lp n o t d e s ir e d and h e lp no t re c e iv e d s i t u a
t i o n s . Why h elp was n o t r e c e iv e d o r d e s ir e d was n o t th e
53
i s s u e . Only t h a t i t w a s n 't r e c e iv e d a n d /o r d e s ir e d by th e
s t u d e n t , w h atev er the re a so n s o r c a u s e s , were th e e s s e n t i a l
c o n d itio n s in v o lv e d . The column h ea d in g s were m erely a r
ranged in o r d e r , l e f t to r i g h t , by asse ssm en t o f s a t i s
f a c t o r y amounts o f h e lp d e l i v e r e d . T h e r e f o re , no c la im o f
a c o n tin u o u s , o r e q u a l i n t e r v a l , m arking s c a l e is made.
The "C ounselee P e rc e p tio n o f Help R eceived" in s tru m e n t
(Appendix C) was a d m in is te re d t o a l l o f th e a s s ig n e d coun-
s e l e e s o f grades 10 and 12 f o r th e c o u n s e lo r p o p u la tio n .
A d m in is tra tio n was s u p e rv is e d by th e r e s e a r c h e r u t i l i z i n g
one o f th e fo llo w in g p r o c e d u r e s :
(1) R e se a rc h e r a d m in is te r e d th e In s tru m e n t d i r e c t l y
t o s tu d e n ts i n c l a s s - s i z e d groups.
(2) R e se a rc h e r a d m in is te r e d th e In s tru m e n t d i r e c t l y
t o s tu d e n ts in la rg e groups w ith te a c h e r s a s s i s t
in g i n an a u d ito riu m , m u lti-p u rp o s e room, o r
o t h e r la r g e f a c i l i t y .
(3) C ounselors o r te a c h e rs a d m in is te re d th e I n s t r u
ment t o s tu d e n ts in a s s ig n e d c la s s ro o m s , fo llo w
in g e x p l i c i t , p r i n t e d i n s t r u c t i o n s (Appendix D ).
D e ta ile d v e r b a l e x p la n a tio n o f p u r p o s e s , p ro c e
d u res , e t c . , was p ro v id ed by th e r e s e a r c h e r p r i o r
to a d m i n i s t r a t i o n .
The th r e e p la n s o f a d m i n i s t r a t i o n were n e c e s s a r y to
conform t o th e various- d e s i r e s o f each sc h o o l a d m in is t r a
t i o n . D istu rb a n c e o f norm al s c h e d u le s and programs was
54
k e p t t o a minimum in t h i s manner. S ta n d a r d iz a ti o n o f
In s tru m e n t a d m in i s t r a t i o n was acco m p lish ed by th e use o f
s p e c i f i c i n s t r u c t i o n s (Appendix D) which in c lu d e d v e rb a tim
d i r e c t i o n s t o be re a d alo u d t o th e s tu d e n ts by whoever
a d m in is te r e d th e in s tr u m e n t.
Time-Load Index
To c o n t r o l th e e f f e c t s o f v a ry in g p u p il lo a d , v a ry in g
tim e a v a i l a b l e f o r v a rio u s c o u n s e lin g a c t i v i t i e s , and
v a ry in g tim e s p e n t p e r r o l e - f u n c t i o n f o r d i f f e r e n t cou n se
l o r s , a Time-Load Index was fo rm u la te d . A t h i r t y p e r cen t
answ er a f fo rd e d a s p e c i f i c r o l e - f u n c t i o n by two d i f f e r e n t
c o u n s e lo rs h a v in g d i f f e r e n t co u n sele e loads a n d /o r tim e
a v a i l a b l e f o r c o u n s e lin g could p ro b a b ly i n d i c a t e d i f f e r e n t
d eg rees o f h e l p f u ln e s s f o r th e v a rio u s a re a s of co u n sele e
h e l p . At l e a s t th e tim e and lo ad c o n d itio n s would no t be
c o n s t a n t . T h e re f o re , th e Time-Load Index (TLI) was formu
l a t e d as fo llo w s :
P * 1000
TLI =
Tc
S • —
Tt
T L I = Time-Load Index
P = P erc e n ta g e o f tim e i n d i c a t e d by th e c o u n s e lo r
f o r th e s p e c i f i c r o l e - f u n c t i o n
S = T o ta l number of s tu d e n ts a s s ig n e d t o a s p e
c i f i c c o u n s e lo r , i . e . , c o u n s e lo r lo ad
55
Tt = T o ta l p e rio d s i n a u su a l sc h o o l day a t th e
s p e c i f i c sc h o o l
Tc = Number o f p e rio d s u s u a lly sp e n t in co u n se lin g
d u tie s by th e s p e c i f i c c o u n s e lo r
The c o n s ta n t f a c t o r of 10 00 was used in th e num erator
m erely t o y i e l d a decim al number in d ex f o r e a s i e r t a l l y i n g
p u rp o ses. D iv id in g p erc e n ta g e of tim e p e r r o l e - f u n c t i o n
(P) by c o u n s e lo r load CS) was t o n u l l i f y the d i f f e r i n g s t u
dent loads v a r ia b le (S ). The f r a c t i o n o f th e denom inator
Tc was t o e q u a liz e th e v a rio u s p o r tio n s o f v a rio u s coun-
Tt
s e l o r s ' tim es a s sig n e d t o c o u n s e lin g a c t i v i t i e s . I t i s
g ra n te d t h a t t h i s was a very crude Index; however, ask in g
c o u n s e lo rs t o e s tim a te p e rc e n ta g e o f t o t a l tim e was a ls o
very cru d e. T h e re fo re , f o r t h i s stu d y a f i n e r in d e x was
not w a rra n te d .
S t a t i s t i c a l A n aly sis
This stu d y was d esig n ed t o i n v e s t i g a t e th e r e l a t i o n
s h ip between c o u n s e lo r r o l e - f u n c t i o n and coun selee p e rc e p
tio n o f h e lp re c e iv e d . I t must be remembered t h a t the
c o u n s e lo r p o p u la tio n u t i l i z e d was sm a ll and s e l e c t e d on
s e v e r a l c r i t e r i a and, t h e r e f o r e , probably not r e p r e s e n ta
t i v e of co u n selo rs a t la r g e .
When a stu d y c o n ta in s many v a r i a b l e s , only a few o f
which a re p o s s ib ly c o n t r o l l e d , and th e r e l a t i o n s h i p s f o r
i n v e s t i g a t i o n a re e x p lo re d s t a t i s t i c a l l y , i t i s n ec essary
56
to d eterm in e w hether o r n o t th e observed r e l a t i o n s h i p s a re
o f s u f f i c i e n t magnitude t o bfe c o n s id e re d s i g n i f i c a n t . For
a r e l a t i o n s h i p to be c o n sid e re d s i g n i f i c a n t in t h i s s tu d y ,
th e p r o b a b i l i t y f o r i t s chance appearance had t o be no
h ig h e r th a n f iv e chances out o f a hundred (5 p e r c e n t le v e l
o f s i g n i f i c a n c e ) . The one p e r c e n t l e v e l o f s i g n i f i c a n c e
was a l s o n o te d .
The tw e n ty -th re e c o u n se lo rs were ranked by Time-Load
Index f o r each r o l e - f u n c t i o n . Contingency t a b l e s of 2 x 2
d esig n f o r each counselee p e rc e p tio n item were d esig n ed f o r
each c o u n s e lo r r o l e - f u n c t i o n w ith th e c e l l s formed by:
(1) d ic h o to m izin g the co u n selees i n accordance w ith w hether
t h e i r c o u n s e lo rs ranked above o r below th e median case of
t h e i r ra n k in g by c o u n s e lo r r o l e - f u n c t i o n Time-Load Index,
and (2) dich o to m izin g th e co u n selees a t th e c l o s e s t p o in t
to th e median of t h e i r d i s t r i b u t i o n s o f t h e i r l e v e ls o f
s a t i s f a c t i o n of h e lp re c e iv e d as in d i c a t e d on th e "P ercep
ti o n o f Help Received" in s tru m e n t ite m s. C h i-sq u are was
th en employed to t e s t f o r the independence of th e groups of
c o u n s e le e s . Such design and t e s t i n g w ith c h i-s q u a re f o r
in d e p en d en t sam ples was su g g e ste d by S ie g e l (91) and
G u ilfo rd (5 6 ). Thus, 2 x 2 c h i-s q u a re t e s t e d contingency
t a b l e s were d esig n ed t o t e s t f o r th e presen ce o f s i g n i f i
c a n t r e l a t i o n s h i p s . (See Appendix E.)
CHAPTER IV
RESULTS OF THE COUNSELOR STRUCTURED INTERVIEW
AND COUNSELEE INSTRUMENT ADMINISTRATION
While th e s p e c i f i c problem a t hand was to i n v e s t i g a t e
th e r e l a t i o n s h i p between c o u n s e lo r r o l e - f u n c t i o n and coun
s e le e p e r c e p tio n of h elp re c e iv e d , th e survey r e s u l t s of
th e two in stru m e n t a d m in is tr a tio n s may be o f i n t e r e s t . The
c o u n s e lo r s t r u c t u r e d in te rv ie w s a ttem p ted t o e s t a b l i s h the
i d e n t i t y of t h e i r r o l e - f u n c t i o n s , and th e co u n selee p e rc e p
tio n o f h e lp re c e iv e d in stru m e n t sought to a s s e s s stu d e n ts*
im p ressio n s o f th e h e lp they re c e iv e d from t h e i r c o u n s e lo rs .
B rie f d is c u s s io n s o f th e r e s u l t s o f th e s e s u rv e y -ty p e
endeavors fo llo w .
R e su lts o f th e C ounselor R o le-F u n ctio n
in stru m e n t A d m in is tra tio n
Much in fo rm a tio n co n cern in g a s p e c i f i c c o u n s e lo r 's
lo a d , s tu d e n ts a s s ig n e d , r a t i o o f c o u n s e lin g p e rio d s to
t o t a l p e r io d s , and r a t i o s o f co u n selees p e r c o u n s e lin g
p e rio d was c o l l e c t e d through use o f th e "E stim atio n of
C ounselor R o le-F u n ctio n In stru m e n t" (Appendix B) and th e
s t r u c t u r e d in te rv ie w . However, t o a s s u re com plete
57
58
anonymity o f c o u n s e lo r s ' r e s p o n s e s , th e s e d a ta a re no t r e
p o r te d e x c e p t in th e fo llo w in g g e n e ra l fo rm a t. In t h i s
manner th e t r a c i n g o f an i d e n t i f i a b l e c o u n s e lo r th ro u g h o u t
th e stu d y i s deemed im p o s s ib le .
Most o f th e c o u n s e lo rs fu n c tio n e d w ith in a se v en -
p e rio d day. The le n g th o f tim e i n p e rio d s v a r ie d s l i g h t l y
w ith th e sc h o o l sy stem and th e d a i l y s c h e d u le o f th e s p e
c i f i c s c h o o l, bu t most f i t a p a t t e r n o f ±5 p e r c e n t v a r i a
t i o n . C o u n selin g -tim e t o t o t a l - t i m e r a t i o s ranged from
.500 t o 1.000 w ith tw enty o f th e tw e n ty - th r e e p a r t i c i p a t i n g
c o u n s e lo rs showing a .857 (6 t o 7 ) , o r h i g h e r , r a t i o . The
number o f c o u n se le e s p e r c o u n s e lin g p e r io d r a t i o was
computed y i e l d i n g a range of t h i r t y - t h r e e to one hundred
and fo u r. Seventeen o f th e c o u n s e lo rs showed r a t i o s in th e
range of f i f t y to s e v e n t y - e i g h t ; th e median r a t i o was
s i x t y - f o u r co u n se le es a s s ig n e d p e r c o u n s e lin g p e r io d .
R e s u lts o f th e " E s tim a tio n o f C ounselor R o le-F u n c tio n
In s tru m e n t" a ls o y ie ld e d ra n k in g d i s t r i b u t i o n s (T ables 1
th ro u g h 9 ) . C ounselors were ranked a c c o rd in g t o th e approx
im ate p e rc e n ta g e s o f a v a i l a b l e c o u n s e lin g tim e each s p e n t
in p e rfo rm in g th e p o s s i b le r o l e - f u n c t i o n s . Less th a n f iv e
p e r c e n t answers were l i s t e d as i f th e y were z e ro t o a i d in
th e r e l a t i v e ra n k in g s . In fo rm a tio n i n d i c a t i n g ra n g e ,
m edian, and number o f c o u n s e lo rs p la c in g each r o l e - f u n c t i o n
as f i r s t o r s e c o n d -h ig h e s t p e rc e n ta g e o f tim e was com piled
f o r summary purposes and p r e s e n te d in Table 10.
59
I n t e r p r e t a t i o n and d is c u s s io n o f th e in fo rm a tio n r e p o r te d
in T ables 1 th ro u g h 10 a re p r e s e n te d i n th e re m a in d e r o f
t h i s s e c t i o n .
The f i r s t r o l e - f u n c t i o n ( o r i e n t a t i o n , programming,
c l a s s s c h e d u lin g ) p e rc e n ta g e o f tim e e s tim a tio n s ranged
from 00 p e r c e n t t o ^0 p e r c e n t; th e median answ er was 20
p e r c e n t. F if te e n o f th e c o u n s e lo rs r a t e d t h i s r o l e w ith
15 p e r c e n t , o r h i g h e r , and tw elv e p la c e d t h i s as t h e i r
f i r s t o r s e c o n d -h ig h e s t tim e - s p e n t e s tim a tio n i n d i c a t i n g in
g e n e ra l t h a t t h i s i s a r o l e - f u n c t i o n o f some im p o rta n c e .
The ra n k in g f o r r o l e - f u n c t i o n number two ( a tte n d a n c e a c t i
v i t i e s ) ranged from 00 p e r c e n t t o 20 p e r c e n t; th e median
ra n k in g was 00 p e r c e n t. T h irte e n c o u n s e lo rs in d i c a t e d
th e y viewed tim e s p e n t i n t h i s r o l e - f u n c t i o n as le s s th a n 5
p e r c e n t. Only one c o u n s e lo r r a t e d t h i s fu n c tio n above 10
p e r c e n t o f tim e s p e n t. A ttendance a c t i v i t i e s seemed t o
occupy a p o s i t i o n o f r e l a t i v e l y minor im p o rtan ce f o r t h i s
group o f c o u n s e lo rs .
R o le - fu n c tio n number th r e e ( d i s c i p l i n a r i a n ) e s tim a
t i o n s i n d i c a t e d a range o f 00 p e r c e n t t o 2 5 p e r c e n t w ith
th e median a t 10 p e r c e n t. Seven c o u n s e lo rs a d m itte d 15
p e r c e n t o r more o f t h e i r tim e was s p e n t in th e s e a c t i v i
t i e s . While n o t a m ajor tim e - o c c u p i e r , d i s c i p l i n a r i a n
d u tie s were in h e r e n t in th e assig n m en ts f o r a c o n s id e r a b le
p o r tio n o f th e c o u n s e lo r sam ple. The f o u rth r o l e - f u n c t i o n
( a d m in is te r in g t e s t s ) had only one c o u n s e lo r sp e n d in g
60
TABLE 1
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT IN ROLE-
FUNCTION #1 (ORIENTATION, PROGRAMMING, CLASS SCHEDULING)
C ounselor P e rc e n ta g e o f tim e s p e n t in Time-Load
L e t t e r t h i s s p e c i f i c r o l e - f u n c t i o n Index
Code r e p o r te d by each c o u n s e lo r (computed)
N 00 .000
0 00 .000
E 05 .10 3
B 10 .200
C 10 .200
I 10 .190
T 10 .125
M 10 .294
Q
15 .429
K 15 .273
W 20 .495
A 20 .320
S 20 .444
G 20 .412
V 20 .645
D 25 . 494
H 25 .714
J 30 .612
P 30 .857
U 30 . 800
R 35 . 875
F 40 . 823
L 40 . 800
61
TABLE 2
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT
IN ROLE-FUNCTION #2 (ATTENDANCE ACTIVITIES)
Counselor
L e t t e r
Code
P erc e n ta g e o f time sp e n t in
t h i s s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
E 00 .000
I 00 .000
K 00 .000
W 00 .000
G 00 .000
V 00 .000
D 00 .000
H 00 .000
J 00 .000
U 00 .000
R 00 .000
F 00 .000
L 00 .000
B 05 .100
N 10 .H29
0 10 .286
C 10 .200
T 10 . 125
Q
10 .286
A 10 . 160
S 10 .222
P 10 .286
M 20 .588
62
TABLE 3
RANKING OF COUNSELORS BY PERCENTAGE OF TIME
SPENT IN ROLE-FUNCTION #3 (DISCIPLINARIAN)
Counselor
L e t t e r
Code
P ercen tag e o f tim e sp e n t in
t h i s s p e c i f i c r o l e - f u n c t i o n
re p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
W 00 .000
D 00 .000
F 00 .000
H 00 .000
J 00 .000
L 00 .000
B 00 .000
C 00 .000
N 00 .000
Q
00 .000
E 05 .103
I 10 .190
K 10 .182
A 10 .160
P 10 .286
S 10 .222
G 15 . 309
R 15 . 375
T 15 .375
U 20 .533
V 20 .6H5
0 25 . 714
M 25 . 735
63
enough tim e w ith i t t o w arra n t a more th a n 5 p e r c e n t
answ er, i n d i c a t i n g t h a t th e s e c o u n s e lo rs were no t expected
t o perform much t e s t a d m in is t r a tio n . (No t a b l e i s
p r o v id e d .)
R o le -fu n c tio n number f iv e (c o u n se lin g s e s s io n s w ith
s tu d e n ts ) y ie ld e d a d i s t r i b u t i o n w ith a range o f 20 p e r
ce n t t o 60 p e r cen t of a v a ila b le tim e s p e n t in s t r i c t l y
c o u n s e lin g in te rv ie w a c t i v i t i e s . P lea se n o te t h a t no de
s c r i p t i o n of th e te c h n iq u e s o f in te rv ie w in g o r manner o f
co n d u ctin g th e in te rv ie w was in v o lv e d . The median tim e
e s tim a tio n was 30 p e r c e n t. E ighteen o f th e tw e n ty -th re e
co u n selo rs in th e sample sp e n t o n e - f o u rth , o r more, o f
t h e i r tim e i n c o u n s e lin g -s e s s io n a c t i v i t i e s . This r o l e -
fu n c tio n was th e prim ary a c t i v i t y , as in d i c a t e d by being
a ffo rd e d th e f i r s t o r se c o n d -h ig h e st p erc e n ta g e o f a v a i l
a b le tim e by tw enty-tw o of th e c o u n s e lo rs .
The d i s t r i b u t i o n f o r r o l e - f u n c t i o n number s i x ( p a re n t
c o n fe re n c e s) i n d i c a t e d a range of 00 p e r ce n t t o 20 p e r
c e n t. The median answer was 10 p e r c e n t. While two coun
s e l o r s c o n sid e re d t h i s r o l e - f u n c t i o n in t h e i r e s tim a tio n o f
/
the f i r s t o r se c o n d -h ig h e s t p o s i t i o n , only s i x re p o rte d a
le s s th an 5 p e r ce n t amount o f tim e s p e n t. T h e re fo re ,
co n feren ces w ith p a re n ts seemed t o be a ffo rd e d an e s s e n t i a l
p o s it io n in how a c o u n s e lo r sp e n t h is tim e , b u t r e l a t i v e l y
l i t t l e tim e was allo w ed , o r deemed n e c e s s a r y , f o r i t .
The range f o r r o l e - f u n c t i o n number seven ( te a c h e r
64
TABLE 4
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT IN
ROLE-FUNCTION #5 (COUNSELING SESSIONS WITH STUDENTS)
C o u n selo r P e rc e n ta g e o f tim e s p e n t i n Time-Load
L e t t e r t h i s s p e c i f i c r o l e - f u n c t i o n Index
Code r e p o r te d by each c o u n s e lo r (computed)
V 20 .645
F 20 .412
S 20 .444
P 20 .571
0 23 .657
H 25 .714
U 25 .667
R 25 .625
L 25 .500
M 25 . 735
I 30 .571
K 30 .546
G 30 .617
J 30 .612
A 30 . 480
E 35 .720
T 35 . 875
Q
35 .999
D 40 . 790
B 50 .999
N 50 .999
W 50 .999
C 60 . 999
65
TABLE 5
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT
IN ROLE-FUNCTION #6 (PARENT CONFERENCES)
C ounselor
L e t t e r
Code
P ercen tag e o f tim e sp e n t in
t h i s s p e c i f i c r o l e - f u n c t i o n
re p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
F 00 .000
P 00 .000
G 00 .000
B 00 . 000
W 00 .000
C 00 .000
S 05 .111
A 05 .080
D 05 .099
U 08 .213
V 10 . 322
0 10 .286
H 10 .286
R 10 .250
L 10 .200
M 10 .29 4
K 10 .182
J 10 .204
T 10 .250
N 10 .42 9
E 15 . 309
I 20 . 380
Q
20 .571
66
c o n fe re n c e s) was 00 p e r c e n t to 15 p e r c e n t, th e median
answer was 05 p e r c e n t, and one c o u n s e lo r f e l t t h i s as h is
s e c o n d -h ig h e st tim e r a t i n g r o l e - f u n c t i o n . Nine c o u n se lo rs
gave t h i s a le s s th a n 5 p e r c e n t r a t i n g . T h e re fo re , con
s u l t i n g w ith te a c h e rs co n cern in g s tu d e n ts v a r ie d c o n s id e r
ably in im p o rta n ce. The e s tim a tio n s f o r r o l e - f u n c t i o n
number e ig h t (p ro v id in g o c c u p a tio n a l in fo rm a tio n ) y ie ld e d a
range o f 0 0 p e r c e n t t o 15 p er ce n t w ith th e median answer
being le s s th an 5 p e r c e n t, i n d i c a t i n g t h a t some co u n se lo rs
d id fu n c tio n as a p r o v id e r of o c c u p a tio n a l in fo rm a tio n t o a
minor degree. R o le -fu n c tio n number nine (m a in ta in in g
r e f e r r a l r e l a t i o n s h i p s w ith o th e r a g e n c ie s) was answered
w ith le s s th an 5 p er cen t r a tin g s from a l l of th e counse
lo r s o f th e s tu d y , i n d i c a t i n g they were n o t expected to
m a in ta in r e f e r r a l r e l a t i o n s h i p s o r work w ith o th e r sc h o o l
and community ag en cies t o any g r e a t e x t e n t . (No ta b le is
p r o v id e d .)
The d i s t r i b u t i o n f o r th e te n th r o l e - f u n c t i o n ( c l e r i c a l
a c t i v i t i e s ) y ie ld e d a range o f 00 p e r ce n t to 40 p e r cent
w ith 10 p e r cent as th e median answer. Nine c o u n selo rs
p la c e d i t in f i r s t o r se c o n d -h ig h e s t p o s i t i o n , w h ile e i g h t
gave a le s s th a n 5 p e r ce n t r a t i n g . T h e re fo re , c l e r i c a l
a c t i v i t i e s a ls o occupied a m ajor emphasis f o r many o f th e s e
c o u n s e lo rs , w hile o th e rs had such h elp p ro v id ed .
R o le -fu n c tio n number eleven ( o th e r m iscellan e o u s
d u tie s ) was a ffo rd e d a 00 p e r c e n t t o 20 p e r c e n t ran g e.
67
TABLE 6
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT
IN ROLE-FUNCTION #7 (TEACHER CONFERENCES)
C ounselor
L e t t e r
Code
P ercen tag e of tim e sp e n t in
t h i s s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
F 00 .000
P 00 .000
G 00 .000
B 00 .000
W 00 .000
C 00 .000
D 00 .000
K 00 .000
E 00 .000
S 05 .111
A 05 .0 80
M 05 .147
U 08 .213
V 10 . 322
H 10 .286
R 10 .250
J 10 .204
T 10 .250
I 10 .190
Q
10 .2 86
0 15 .42 8
L 15 . 300
N 15 .644
68
TABLE 7
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT IN
ROLE-FUNCTION #8 (PROVIDING OCCUPATIONAL INFORMATION)
C ounselor P ercentage o f tim e sp e n t in Time-Load
L e t t e r t h i s s p e c i f i c r o l e - f u n c t i o n Index
Code re p o r te d by each c o u n s e lo r (computed)
F 00 .000
P 00 . 000
W 00 .000
c 00 .000
D 00 . 000
K 00 . 000
E 00 .000
M 00 .000
V 00 .000
R 00 . 000
T 00 .000
Q
00 .000
N 00 .000
A 05 . 080
U 08 .213
G 10 . 206
B 10 . 200
S 10 .222
H 10 .286
I 10 . 19 0
0 10 .286
L 10 .200
J 15 .306
69
TABLE 8
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT
IN ROLE-FUNCTION #10 (CLERICAL ACTIVITIES)
C ounselor
L e t t e r
Code
P ercen tag e o f time sp e n t in
t h i s s p e c i f i c r o le - f u n c tio n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
M J 00 .000
R 00 .000
0 00 .000
N 00 .000
U 00 .000
I 00 .000
L 00 . 000
J 00 .000
0 07 .200
w 10 .248
T 10 .250
H 10 . 286
A 15 .240
G 15 . 309
F 20 .412
C 20 .400
V 20 .645
S 20 .444
K 25 . 455
B 25 .500
P 30 . 857
D 30 .593
E 40 . 823
70
Twelve co u n s e lo rs r a t e d i t as occupying le s s th a n 5 p e r
c e n t o f t h e i r tim e , making t h i s r a t i n g a l s o th e median.
However, two c o u n s e lo rs d id p la c e i t second in im p o rta n c e ,
i n d i c a t i n g t h a t th e a r b i t r a r y s h o r te n in g o f th e in s tru m e n t
th ro u g h c o l l e c t i v e l y grouping th e s p e c i f i c d u tie s may have
masked assessm en t o f l o c a l l y - i m p o r t a n t f u n c tio n s o f counse
l o r s . As p re v io u s ly d is c u s s e d , th e e m p ir ic a l v a l i d a t i o n
e f f o r t s , how ever, d id i n d i c a t e th e n e c e s s i t y o f th e combin
in g o f d u tie s i n t o th e g r o s s ly - d e f in e d r o l e - f u n c t i o n s as
th e y ap p e ar.
R e s u lts o f th e C ounselee In stru m e n t
Adrni n i s t r a t i on
To a s s e s s th e f e e l i n g s o f s a t i s f a c t i o n o f s tu d e n ts
c o n c e rn in g th e h e lp th ey r e c e iv e d , th e "C ounselee P ercep
t i o n o f Help Received" in s tru m e n t (Appendix C) was u t i l i z e d
w ith c o u n s e le e s . The in s tru m e n t was a d m in is te r e d t o groups
o f s tu d e n ts in grades te n and tw elve d u rin g th e l a t t e r h a l f
o f th e second s e m e s te r o f th e sc h o o l y e a r , 1964-65.
S ince la r g e group a d m in is t r a tio n o f th e co u n sele e
in s tru m e n t was u t i l i z e d , th e r a t e o f s tu d e n t s p o ila g e of
answer s h e e t s , i n t e n t i o n a l o r u n i n t e n t i o n a l , was h ig h .
Common in s t a n c e s in c lu d e d th o s e who answered more th a n one
c h o ic e , o m itte d c o u n s e lo r number, answer s h e e ts n o t r e
tu r n e d , answ er s h e e ts m u t i l a t e d , o r i n o t h e r ways making
t h e i r answers u n u sa b le .
M a in ta in in g anonym ity o f s tu d e n t re sp o n se s was o f the
71
TABLE 9
RANKING OF COUNSELORS BY PERCENTAGE OF TIME SPENT
IN ROLE-FUNCTION #11 (OTHER MISCELLANEOUS DUTIES)
C ounselor P ercen tag e o f tim e s p e n t in Time-Load
L e t t e r t h i s s p e c i f i c r o l e - f u n c t i o n Index
Code re p o rte d by each c o u n s e lo r (computed)
U 00 . 000
L 00 . 000
0 00 .000
T 00 .000
A 00 . 000
C 00 .000
V 00 . 000
s 00 .000
B 00 . 000
P 00 .000
D 00 . 000
E 00 .000
M 05 . 147
R 05 . 125
J 05 . 102
Q
10 .286
I 10 . 19 0
W 10 . 248
H 10 .286
G 10 .206
K 10 . 182
N 15 .644
F 20 . 412
TABLE 10
RANGE, MEDIAN, AND FREQUENCY OF COUNSELORS PLACING AS FIRST
OR SECOND-HIGHEST PERCENTAGE OF TIME FOR EACH ROLE-FUNCTION
Counselor
R ole-function
Frequency of counselors p la cin g as
Range Median f i r s t o r second-highest percentage
(per cent) (p er cent) of time (in clu d es t i e s )
1. O rie n ta tio n , program
ming, c la s s sched
u lin g 00-40
2. Attendance a c t i v i t i e s 00-20
3. D is c ip lin a ria n 00-2 5
4. Test a d m in istra tio n 00-10
5. Counseling se ssio n s
w ith stu d e n ts 20-60
6. Parent conferences 00-20
7. Teacher conferences 00-15
8. Providing occupation
a l info rm atio n 00-15
9. M aintaining r e f e r r a l
re la tio n s h ip s with
o th e r agencies 00-00
20
00
10
00
30
10
05
00
00
12
0
4
0
22
2
1
0
TABLE 10— Continued
Counselor
R o le-fu n c tio n
Range
( p e r ce n t)
Median
(p e r cen t)
Frequency of counselors p la c in g as
f i r s t o r se co n d -h ig h est percentage
of tim e (in c lu d e s t i e s )
10. C le r ic a l a c t i v i t i e s 00-40 10 9
11. O ther m iscellaneous
d u tie s 00-20 00 2
74
h i g h e s t c o n c e r n t o p ro m o te t h e o p p o r t u n i t y f o r a s t u d e n t t o
be more t r u t h f u l th r o u g h l e s s f e a r o f r e t a l i a t i o n i n any
m anner from any s c h o o l a u t h o r i t y . However so u n d t h i s p r o
c e d u r e may h av e b e e n , i t a l s o p ro m o te d t h e d i s a d v a n t a g e o f
d e c r e a s i n g t h e s i z e o f t h e s t u d e n t s a m p le . S in c e a f o l l o w -
up o f a s t u d e n t ' s a n s w e r s h e e t was i m p o s s i b l e , t h e s t u d e n t
N f o r t h e s t a t i s t i c a l a n a l y s i s was som ewhat lo w e r th a n t h e
g r o s s t o t a l o f e l i g i b l e s t u d e n t s .
The d i s t r i b u t i o n o f s t u d e n t s ' a n s w e rs f o r t h e t o t a l
n e t s t u d e n t sam p le i s p r e s e n t e d i n T a b le 11. R e p o r t i n g t h e
d i s t r i b u t i o n s o f t h e c o u n s e l e e s a s s i g n e d t o ea ch c o u n s e l o r
c o u l d e a s i l y d e s t r o y c o u n s e l o r a n o n y m ity , s o was n o t accom
p l i s h e d . The t o t a l d i s t r i b u t i o n i n c l u d e d d o e s co n v ey t h e
g e n e r a l m anner i n w h ich s t u d e n t s ' a n s w e rs w ere d i s t r i b u t e d .
No c o n c l u s i o n s w i l l be o f f e r e d ; h o w e v e r, a few g e n e r a l
comments seem w a r r a n t e d .
R e sp o n se s f o r ite m num ber 1, pro g ram m in g c l a s s e s , seem
t o i n d i c a t e t h a t t h e s e c o u n s e l o r s a c h i e v e d c o n s i d e r a b l e
r e l a t i v e s u c c e s s i n p r o v i d i n g t h i s s e r v i c e . The r e s p o n s e
p a t t e r n s o f ite m s 3 , 4 , 6 , 7 , and 8 ( p l a n n i n g my l o n g - r a n g e
e d u c a t i o n a l p ro g ra m , h e l p i n u n d e r s t a n d i n g my s t r o n g and
weak s u b j e c t a r e a s , h e l p i n u n d e r s t a n d i n g my a b i l i t i e s and
s c h o o l s k i l l s , p r e p a r a t i o n f o r c o l l e g e e n t r a n c e o r o t h e r
p o s t - h i g h t r a i n i n g , and h e l p i n g e t t i n g i n f o r m a t i o n a b o u t
c a r e e r s o r v o c a t i o n s ) i n d i c a t e some s u c c e s s i n m e e tin g s t u
d e n t s ' n e e d s i n t h e s e a r e a s c o n c e r n i n g e d u c a t i o n a l
TABLE 11
RESPONSE DISTRIBUTION OF TOTAL COUNSELEE SAMPLE FROM
COUNSELEE PERCEPTION OF HELP RECEIVED INSTRUMENT
Frequencies of answers in each category
Counselee of p ercep tio n of help received
P erception of _________________________________________________________________________
Help Received
Instrum ent Item Help no t Help d e s ire d Some help Very h e lp fu l; More help
d e sire d o r but not rece iv ed but enough help received
received received not enough rece iv ed than d e s ire d
1. Working out a
s a t i s f a c t o r y pro
gram o f c la sse s
each sem ester. 795
2. Help in planning
summer school
program, 366 5
3. Planning my long
range ed u c atio n al
program. 1138
Help in under
sta n d in g my
stro n g and weak
s u b je c t a re a s . 15 32
5. Learning b e t t e r
study h a b its . 2952
488
373
1019
1172
1017
1202
326
1465
2693
834
1546
1127
668
1354
532
103
78
119
110
117
TABLE 11— Continued
Frequencies of answers in each category
Counselee of p ercep tio n of help receiv ed
P erception of _________________________________________________________________________
Help Received
Instrum ent Item Help not Help d e s ire d Some help Very h e l p f u l; More help
d e sire d o r but n o t receiv ed but enough help receiv ed
receiv ed receiv ed not enough received than d e sire d
6. Help in under
sta n d in g my a b i l
i t i e s and school
s k i l l s . 1754 1157 1026 1243 104
7. P rep aratio n fo r
co lleg e entrance
or o th e r p o st-
high t r a i n i n g . 1440
8. Help in g e ttin g
inform ation about
c a re ers or
vocation. 1795
1184
1345
1213 1347 100
1013 1027 112
9. Help in fin d in g
s u i t a b l e e x t r a
c u r r i c u l a r
a c t i v i t i e s . 3570
10. Learning to un
d erstan d myself
b e t t e r . 32 72
698
675
379
508
572
724
69
110
TABLE 11— Continued
Counselee
P erception of
Frequencies of answers in
of p ercep tio n of help
each category
received
Help Received
Instrum ent Item Help not
d e sire d or
received
Help d e sire d
but not
received
Some help
received but
not enough
Very h e l p f u l;
enough help
receiv ed
More help
received
than d e s ire d
11. Learning t o get
along b e t t e r with
o th e rs . 3851 374 285 666 111
12. Learning to solve
personal
problem s. 3636 547 361 639 106
13. Help w ith s o c ia l
a c t i v i t i e s . 3946 524 337 409 69
1**.
Being able t o
speak to someone
about p ersonal
concerns but not
n e c e s s a rily
problem s. 3140 682 425 934 102
78
ad ju stm e n t and v o c a tio n a l e x p l o r a tio n . Success i n p ro v id
in g h e lp i n le a r n in g b e t t e r stu d y h a b i t s , item number 5,
was not so w ell i n d i c a t e d , which could be a t t r i b u t e d t o
s p e c i f i c system c o n tro ls o f c o u n selo rs n o t t o p ro v id e such
help s p e c i f i c a l l y . The low s a t i s f a c t i o n le v e ls in d ic a t e d
f o r h e lp in g item number 2, p la n n in g summer sc h o o l program s,
may w e ll be due t o th e m u c h -le ss-th a n 100 p e r ce n t s tu d e n t
e n tra n c e in summer s c h o o l.
The d i s t r i b u t i o n s f o r th e s o c i a l and p e rs o n a l develop
ment item s numbered 9 through 14 seem t o i n d i c a t e a d i f f e r
e n t p i c t u r e . R e la tiv e t o th e o th e r h e lp in g a r e a s , th e s e
co u n selees were not r e c e iv in g n e a rly as much h e lp i n th e s e
a re a s o f fin d in g s u i t a b l e e x t r a c u r r i c u l a r a c t i v i t i e s , l e a r n
in g t o u n d ersta n d m yself b e t t e r , le a r n in g t o g et along
b e t t e r w ith o t h e r s , le a r n in g t o so lv e p e rs o n a l problem s,
h e lp in g w ith s o c i a l a c t i v i t i e s , and b ein g a b le t o speak t o
someone about p e rs o n a l concerns but not n e c e s s a r ily p ro b
lems. The p re c e d in g d is c u s s io n o f th e in s t r u m e n t 's c a t e
g o rie s and l i m i t a t i o n s may i n d i c a t e some o f th e p o s s ib le
re a so n s.
R e su lts of th e Ranking of Counselors by
Time-Load tndex f o r Each R o le-F unction
The ra n k in g of th e 2 3 co u n se lo rs by TLI f o r each r o l e -
fu n c tio n y ie ld e d d i s t r i b u t i o n s o f low TLI t o hig h TLI.
These d i s t r i b u t i o n s a re re p o r te d in T ables 12 through 20.
The n u m erical q u a n tity was fo rm u late d t o promote r e l a t i v e
ran k in g s o n ly , th e r e s u l t i n g r a t i o making allow ances f o r
79
v a ry in g s tu d e n t load and amount o f tim e a v a ila b le f o r
c o u n s e lin g a c t i v i t i e s f o r each c o u n s e lo r. C ounselor
l e t t e r s as l i s t e d in th e t a b l e s were a s sig n e d f o r c o n s i s t
ency o f i n v e s t i g a t i o n purposes only and were not used in
any manner i n th e c o l l e c t i o n o f d a ta . Maximum c o n s id e ra
ti o n f o r anonymity o f c o u n s e lo r responses was thoroughly
m a in tain ed .
To f a c i l i t a t e th e p ro c e s s in g o f d a t a , th e le s s th a n 5
p e r cent answer on th e "C ounselor E stim atio n of Role-Func-
t i o n In stru m en t" was c o n s id e re d t o be a Time-Load Index
(TLI) o f .000 f o r ran k in g p u rposes. A lso, i f th e TLI was
g r e a t e r th a n .9 9 9 , i t was c o n s id e re d as .999. These anoma
l i e s were of no g re a t concern s in c e th e TLI f ig u r e s were
used only f o r grouping above o r below th e median p o s itio n
o f th e r e l a t i v e ra n k in g s . I f a s p e c i f i c r o l e - f u n c t i o n TLI
ran k in g y ie ld e d no t r u e dichotomy a t th e median (T ables 13,
18, and 2 0 ), t h i s d i s t r i b u t i o n could no t be u t i l i z e d f o r
f u r t h e r s t a t i s t i c a l a n a l y s i s . T h e re fo re , no 2 x 2 c h i-
sq u a re t e s t e d contingency t a b l e s w i l l ap p ear f o r th o se
r o le - f u n c tio n s which concerned checking and fo llo w in g -u p
a tte n d a n c e problem s, p ro v id in g o c c u p a tio n a l in fo rm a tio n ,
and m iscellan e o u s d u t i e s . A lso , t a b l e s f o r r o le - f u n c tio n s
concerned w ith t e s t a d m in is tr a tio n ( r o l e - f u n c t i o n number
fo u r) and m aintenance o f r e f e r r a l r e l a t i o n s h i p s w ith o th e r
ag e n cie s ( r o l e - f u n c t i o n number nine) do no t appear due to
t h e i r unim portance as in d ic a t e d by th e c o u n s e lo rs ' r e
sponses as t o how they sp e n t t h e i r tim e . Only one
80
c o u n s e lo r r e p o rte d r o l e - f u n c t i o n number fo u r as occupying
more th a n 5 p e r c e n t o f h i s tim e , w hile a l l c o u n selo rs
r e p o r te d r o l e - f u n c t i o n number nine a t le s s th an 5 p e r c e n t.
T ables 12 through 20, showing the ra n k in g by TLI, low
t o h ig h , fo llo w . These ran k in g s were an i n t e g r a l p a r t o f
th e s t a t i s t i c a l d e sig n . (See Appendix E.)
81
TABLE 12
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR ROLE-FUNCTION
#1 (ORIENTATION, PROGRAMMING, CLASS SCHEDULING)
C ounselor P ercen tag e o f tim e f o r t h i s Time-Load
L e t t e r s p e c i f i c r o l e - f u n c t i o n Index
Code re p o r te d by each c o u n s e lo r (computed)
N 00 .000
0 00 .000
E 05 . 103
T 10 . 125
I 10 .190
B 10 .200
C 10 .200
K 15 .273
M 10 .294
A 20 . 320
G 20 .412
Q
15 . 429
S 20 .444
D 25 . 494
W 20 .495
J 30 .612
V 20 .645
H 25 .714
L 40 .800
U 30 . 800
F 40 .823
P 30 . 857
R 35 . 875
82
TABLE 13
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR
ROLE-FUNCTION #2 (ATTENDANCE ACTIVITIES)
C o u n selo r
L e t t e r
Code
P erc e n ta g e o f tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
E 00 .000
I 00 . 000
K 00 .000
G 00 .000
D 00 .000
W 00 .000
J 00 .000
V 00 .000
H 00 .000
L 00 .000
U 00 . 000
F 00 . 000
R 00, .000
B 05 .100
T 10 . 12 5
A 10 .160
C 10 .200
S 10 .222
0 10 .286
Q
10 .286
p 10 .286
N 10 . 429
M 20 . 588
83
TABLE 14
RANKING OF COUNSELORS BY TIME-LOAD INDEX
FOR ROLE-FUNCTION § 3 (DISCIPLINARIAN)
C o u n s e lo r
L e t t e r
Code
P e r c e n ta g e o f tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r t e d by ea ch c o u n s e lo r
Time-Load
In d e x
( com puted)
D 00 .000
W 00 .000
J 00 .000
H 00 . 000
L 00 .000
F 00 .000
B 00 .000
C 00 . 000
Q
00 . 000
N 00 . 000
E 05 .103
A 10 .160
K 10 . 182
I 10 . 190
S 10 .222
P 10 . 286
G 15 . 309
R 15 J . 375
T 15 . 375
U 20 .533
V 20 . 645
0 25 . 714
M 25 .735
84
TABLE 15
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR ROLE-
FUNCTION #5 (COUNSELING SESSIONS WITH STUDENTS)
C ounselor
L e t t e r
Code
P e rc e n ta g e of tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
F 20 . 412
S 20 . 444
A 30 . 480
L 25 .500
K 30 . 546
I 30 .571
P 20 .571
J 30 .612
G 30 .617
R 25 .625
V 20 .645
0 23 .657
U 25 .667
H 25 . 714
E 35 .72 0
M 25 .735
D 40 .790
T 35 . 875
B 50 .999
C 60 .999
Q
35 .999
N 50 .999
W 50 .999
85
TABLE 16
RANKING OF COUNSELORS BY TIME-LOAD INDEX
FOR ROLE-FUNCTION #6 (PARENT CONFERENCES)
C ounselor
L e t t e r
Code
P ercen tag e o f tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
(computed)
F 00 .000
P 00 .000
G 00 .000
B 00 . 000
C 00 . 000
W 00 .000
A 05 .080
D 05 . 099
S 05 .111
K 10 . 182
L 10 .200
J 10 .204
U 08 .213
R 10 .250
T 10 .250
0 10 .286
H 10 .286
M 05 . 294
E 15 . 309
V 10 . 322
I 20 . 380
N 10 . 429
Q
20 .571
86
TABLE 17
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR
ROLE-FUNCTION #7 (TEACHER CONFERENCES)
C ounselor P ercen tag e o f tim e f o r t h i s Time-Load
L e t t e r s p e c i f i c r o l e - f u n c t i o n Index
Code r e p o rte d by each c o u n s e lo r (computed)
F 00 . 000
P 00 .000
G 00 .000
B 00 .000
C 00 . 000
W 00 .000
D 00 .000
K 00 .000
E 00 .000
A 05 .0 80
S 05 .111
M 05 .147
I 10 . 190
J 10 .204
U 08 .213
R 10 .250
T 10 .250
H 10 .286
Q
10 .286
L 15 . 300
V 10 . 322
0 15 . 428
N 15 .644
87
TABLE 18
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR ROLE-
FUNCTION #8 (PROVIDING OCCUPATIONAL INFORMATION)
C ounselor
L e t t e r
Code
P e rc e n ta g e of tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
F 00 .000
P 00 .000
C 00 .000
W 00 .000
D 00 .000
K 00 .000
E 00 .000
M 00 .000
R 00 . 000
T 00 .000
Q
00 .000
V 00 .000
N 00 .000
A 05 .080
I 10 . 190
B 10 .200
L 10 .200
G 10 .206
U 08 .213
S 10 .222
H 10 .286
0 10 .286
J 15 . 306
88
TABLE 19
)
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR
ROLE-FUNCTION #10 (CLERICAL ACTIVITIES)
C ounselor
L e t t e r
Code
P e rc e n ta g e o f tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
M 00 .000
R 00 .000
Q
00 .000
N 00 .000
I 00 .000
L 00 .000
U 00 .000
J 00 .000
0 07 .200
A 15 .240
W 10 .248
T 10 .250
H 10 .286
G 15 . 309
C 20 .40 0
F 20 .412
S 20 .444
K 25 .455
B 25 . 500
D 30 . 593
V 20 .645
E 40 .823
P 30 . 857
89
TABLE 20
RANKING OF COUNSELORS BY TIME-LOAD INDEX FOR ROLE-
FUNCTION #11 (OTHER MISCELLANEOUS DUTIES)
C ounselor
L e t t e r
Code
P erc e n ta g e o f tim e f o r t h i s
s p e c i f i c r o l e - f u n c t i o n
r e p o r te d by each c o u n s e lo r
Time-Load
Index
( computed)
L 00 .000
U 00 .000
0 00 .000
A 00 .000
T 00 .000
C 00 .000
S 00 .000
B 00 .000
D 00 .000
V 00 .000
E 00 .000
P 00 .000
J 05 . 102
R 05 .12 5
M 05 . 147
K 10 . 182
I 10 . 190
G 10 .206
W 10 .248
Q
10 .286
H 10 .286
F 20 .412
N 15 .644
CHAPTER V
FINDINGS OF THE STATISTICAL ANALYSIS OF DATA
As p r e v io u s ly p r e s e n te d , th e problem was t o i n v e s t i
g a te th e r e l a t i o n s h i p between c o u n s e lo r r o l e - f u n c t i o n as
d e fin e d by s p e c i f i c c o u n s e lo rs and t h e i r c o u n s e le e s ' p e r
c e p tio n o f h e lp r e c e iv e d . To produce evid en ce a p p l ic a b le
t o t h i s i n v e s t i g a t i o n , th e fo llo w in g n u l l h y p o th eses were
t e s t e d .
1. There i s no d i f f e r e n c e in co u n se le e p e r c e p tio n of
h e lp re c e iv e d between groups o f c o u n s e le e s having
c o u n s e lo rs w ith hig h l e v e l s of th e o r i e n t a t i o n ,
program m ing, and c l a s s s c h e d u lin g r o l e - f u n c t i o n
th a n th o s e h av in g c o u n s e lo rs w ith low l e v e l s o f
th e same r o l e - f u n c t i o n .
2. There i s no d i f f e r e n c e in co u n se le e p e r c e p tio n of
h e lp re c e iv e d between groups o f c o u n s e le e s h av in g
c o u n s e lo rs w ith h ig h l e v e l s of th e d i s c i p l i n a r i a n
r o l e - f u n c t i o n th a n th o se h av in g c o u n s e lo rs w ith
low l e v e l s o f th e same r o l e - f u n c t i o n .
3. There i s no d i f f e r e n c e i n c o u n sele e p e r c e p tio n o f
90
91
h e lp re c e iv e d between groups o f co u n sele es having
c o u n selo rs w ith high le v e ls o f the c o u n s e lin g
r o l e - f u n c t i o n th an th o se having c o u n selo rs w ith
low le v e ls o f th e same r o l e - f u n c t i o n .
4. There i s no d if f e r e n c e in counselee p e rc e p tio n of
h e lp re c e iv e d between groups o f co u n selees having
co u n selo rs w ith high le v e ls of th e p a r e n t c o n fe r
ence r o l e - f u n c t i o n th an th o se having co u n selo rs
w ith low l e v e ls o f the same r o l e - f u n c t i o n .
5. There i s no d if f e r e n c e in counselee p e rc e p tio n o f
h e lp re c e iv e d between groups o f co u n selees having
co u n se lo rs w ith high le v e ls o f the t e a c h e r c o n fe r
ence r o l e - f u n c t i o n th an th o se having c o u n selo rs
w ith low l e v e ls o f the same r o l e - f u n c t i o n .
6. There i s no d if f e r e n c e in counselee p e rc e p tio n of
h e lp re c e iv e d between groups o f co u n selees having
co u n selo rs w ith high le v e ls o f th e c l e r i c a l
a c t i v i t y r o l e - f u n c t i o n than th o se having counse
lo r s w ith low le v e ls o f th e same r o l e - f u n c t i o n .
I n v e s t i g a t i o n o f th e s e hypotheses was accom plished by
u t i l i z i n g 2 x 2 contingency t a b l e s . (See Appendix E .)
These t a b l e s were in tu r n t e s t e d f o r s i g n i f i c a n t d i f f e r
ences between dichotom ized groups o f co u n sele es by u t i l i z
in g th e c h i-s q u a re t e s t o f s i g n i f i c a n c e f o r two ind ep en d en t
sam ples c o r r e c te d f o r c o n t in u ity (5 6 , 9 1 ). Each n u l l
h y p o th e sis was t e s t e d fo u rte e n tim e s--o n c e f o r each o f the
92
i d e n t i f i e d a re a s o f h elp commonly p ro v id ed by c o u n s e lo rs .
R e su lts o f th e t e s t i n g o f th e 2 x 2 co ntingency ta b le s
a re p re s e n te d i n T ables 21 through 26. While the s p e c i f i c
fre q u e n c ie s of th e c e l l s of each t a b l e are not in c lu d e d ,
th e e x p la n a tio n of the design (Appendix E) and th e s e Tables
o f R e su lts p r e s e n tin g th e computed c h i-s q u a r e q u a n t i t i e s
f o r th e contingency t a b l e s , the le v e ls o f s i g n i f i c a n c e
i n d i c a t e d by th e c h i-s q u a re t e s t , and th e d i r e c t i o n s o f the
p o s s ib le r e l a t i o n s h i p s f o r each co u n selee in s tru m e n t item
(Appendix D) a re in c lu d e d f o r c o n tin u ed a n a ly z a tio n
p u rp o ses. T h e re fo re , in accordance w ith th e p r e s c rib e d
l i m i t s o f .01 and .05 le v e ls of s i g n i f i c a n c e , comments
co n cern in g th e f in d in g s o f th e s t a t i s t i c a l a n a ly se s of th e
contingency t a b l e s p re s e n te d in Tables 21 through 26
fo llo w .
Findings o f th e S t a t i s t i c a l A n aly sis Con-
c o rn in g th e O r i e n t a t i o n , Programming,
""and Class S ch ed u lin g ftole-F unction
Concerning r o l e - f u n c t i o n number one ( o r i e n t a t i o n ,
programming, and c la s s sc h e d u lin g a c t i v i t i e s ) , i t was very
s tr o n g ly su p p o rte d t h a t a r e l a t i v e l y hig h l e v e l of tim e
sp e n t by co u n selo rs was r e l a t e d to low counselee s a t i s f a c
t i o n le v e l in h e lp in g p la n summer sc h o o l program s, le a r n in g
b e t t e r stu d y h a b i ts , fin d in g s u i t a b l e e x t r a c u r r i c u l a r
a c t i v i t i e s , le a r n in g t o get along b e t t e r w ith o t h e r s , and
h e lp in g w ith s o c i a l a c t i v i t i e s . (See Table 21.) Q uite
TABLE 21
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES FOR COUNSELOR
ROLE-FUNCTION NUM BER 1 (ORIENTATION, PROGRAMMING, CLASS SCHEDULING)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re-
of Help Received Chi-square Level o f la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ifica n c e time c o n trib u te d by counselors (TLI)
1. Working out a satis*
fac to ry program of
c la s s e s each
sem ester. .3
2. Help in planning
summer school
program. 2 3.7
3. Planning my long
range ed u c atio n al
program. .2
Help in understand
in g my stro n g and
weak s u b je c t a re a s. 1.8
5. Learning b e t t e r
study h a b its . 16.1
6. Help in understand
in g my a b i l i t i e s
and school s k i l l s . .1
.001 low
.001 low
TABLE 21— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n c e time c o n trib u te d by counselors (TLI)
7. P re p aratio n fo r
c o lleg e en tra n ce or
o th e r p o st-h ig h
t r a i n i n g 20.1 .001 high
8. Help in g e ttin g in
form ation about
ca re e rs or v o catio n s. 2.2
9. Help in fin d in g
s u it a b le e x tr a - c u r
r i c u l a r a c t i v i t i e s . 7.8 .01 low
10. Learning to under
sta n d myself b e t t e r , 5.0 .05 low
11. Learning t o get
along b e t t e r with
o th e rs . 21.9 .001 low
12. Learning t o solve
personal problems. 6.3 .02 low
TABLE 21— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
13. Help w ith s o c ia l
a c t i v i t i e s . 10.0 .01 low
14. Being able t o speak
to someone about
personal concerns
bu t not n e c e s s a r ily
problem s. 1.3
V
to
cn
96
s tr o n g ly su p p o rte d r e l a t i o n s h i p s were i n d ic a t e d in the same
d i r e c t i o n s f o r co u n selee s a t i s f a c t i o n i n a id in g s e l f - u n d e r -
s ta n d in g and le a r n in g t o so lv e p e rs o n a l problem s. High
c o u n s e lo r tim e f o r t h i s r o l e - f u n c t i o n y ie ld e d very s tro n g
evidence o f a r e l a t i o n s h i p w ith hig h counselee s a t i s f a c t i o n
l e v e l s co n cern in g p r e p a r a tio n f o r p o s t-h ig h t r a i n i n g
a c t i v i t i e s .
Of th e fo u rte e n h e lp in g r e l a t i o n s h i p s i n v e s t i g a t e d ,
e i g h t i n d i c a t e d s i g n i f i c a n t r e l a t i o n s h i p s w ith high counse
l o r tim e f o r th e r o l e - f u n c t i o n o f o r i e n t a t i o n , programming,
and c l a s s sc h e d u lin g a c t i v i t i e s . Seven of th e e i g h t r e l a
tio n s h ip s were in th e d i r e c t i o n o f high c o u n s e lo r tim e sp e n t
being r e l a t e d t o low counselee s a t i s f a c t i o n . Five o f th e se
seven h e lp in g item s concerned the g e n e ra l c a te g o ry o f
s o c i a l / p e r s o n a l developm ent. T h e re fo re , evidence t h a t
c o u n se lo rs spending r e l a t i v e l y high amounts o f tim e in
a c t i v i t i e s c h a r a c t e r i s t i c of t h i s r o l e - f u n c t i o n promoted
low co u n sele e le v e ls o f s a t i s f a c t i o n of h e lp r e c e iv e d , e s
p e c i a l l y in th e s o c i a l development c a t e g o r i e s , i s p re s e n te d .
The s in g l e ca te g o ry o f high tim e sp e n t in th e r o le - f u n c tio n
r e l a t e d t o high counselee s a t i s f a c t i o n le v e ls concerned
s p e c i f i c a l l y h elp w ith c o lle g e e n tra n c e and p o s t-h ig h
sch o o l t r a i n i n g a c t i v i t i e s .
F indings o f th e S t a t i s t i c a l A n aly sis Concerning
th e D i s c i p l i n a r i a n R ole-F unction
R o le -fu n c tio n number th r e e concerned th e c o u n s e lo r as
TABLE 22
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES
FOR COUNSELOR ROLE-FUNCTION NUM BER 3 (DISCIPLINARIAN)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
o f Help Received Chi-square Level o f la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
1. Working out a s a t i s
fa c to ry program of
c la sse s each
sem ester. 66.5 .001 high
2. Help in planning
summer school
program. 2 8.4 .001 high
3. Planning my long
range ed u c atio n al
program. 70.5 .001 high
4. Help in understand
in g my s tro n g and
weak s u b je c t a re a s. 36.7 .001 high
5. Learning b e t t e r
study h a b i ts . 2.1
6. Help in understand
in g my a b i l i t i e s
and school s k i l l s . 13.8 *001 high
TABLE 22— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received C hi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ifica n c e time c o n trib u te d by counselors (TLI)
7. P rep aratio n f o r
co lleg e en tra n ce or
o th e r p o st-h ig h
t r a i n i n g . .3
8. Help in g e ttin g i n
form ation about
ca re e rs or v o ca tio n s. 13.2 .001 low
9. Help in fin d in g
s u it a b le e x tra -c u r
r i c u l a r a c t i v i t i e s . 2.1
10. Learning t o under
sta n d m yself b e t t e r . 7.9 .01 high
11. Learning to get
along b e t t e r with
o th e rs . 8.0 .01 high
12. Learning t o solve
personal problems. 8.9 .01 high
t £ >
C O
TABLE 22— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d t o r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
13. Help with s o c ia l
a c t i v i t i e s . .2
14. Being able to speak
to someone about
personal concerns
but not n e c e s s a r ily
problems. 8.9 .01 high
CD
CD
a d i s c i p l i n a r i a n . Very s tr o n g s u p p o rt t h a t r e l a t i v e l y hig h
l e v e ls o f tim e sp e n t in such a c t i v i t i e s were r e l a t e d t o
h ig h l e v e l s o f c o u n sele e s a t i s f a c t i o n i n th e h e lp in g a r e a s
o f w orking out programs o f c l a s s e s , h e lp in g p la n summer
sc h o o l program s, p la n n in g lo n g -ra n g e e d u c a ti o n a l program s,
h e lp in g t o u n d e rsta n d s t r o n g and weak s u b je c t a r e a s , h e l p
in g to u n d e rsta n d a b i l i t i e s and s c h o o l s k i l l s , a i d in g s e l f -
u n d e rs ta n d in g , l e a r n in g t o get alo n g b e t t e r w ith o t h e r s ,
le a r n in g t o so lv e p e rs o n a l p ro b lem s, and b ein g ab le t o
speak to someone about p e rs o n a l concerns i s p r e s e n te d .
(See Table 22.). High c o u n s e lo r tim e f o r t h i s r o l e - f u n c
t i o n y ie ld e d very s tr o n g evidence o f a r e l a t i o n s h i p w ith
low co u n se le e s a t i s f a c t i o n l e v e l s c o n c e rn in g h e lp in
g e t t i n g in fo rm a tio n about c a r e e r s o r v o c a tio n s .
Of th e f o u rte e n h e lp in g r e l a t i o n s h i p s i n v e s t i g a t e d ,
te n y ie ld e d very s i g n i f i c a n t r e l a t i o n s h i p s w ith t h i s r o l e -
fu n c tio n . Very s tr o n g evid en ce t h a t co u n sele e s a t i s f a c t i o n
in f iv e o f th e sc h o o l ad ju stm e n t h e lp in g item s and fo u r
s o c i a l / p e r s o n a l developm ent item s were r e l a t e d t o high
c o u n s e lo r tim e f o r h e lp in g . A lso , h ig h c o u n s e lo r tim e
seems r e l a t e d t o low co u n sele e s a t i s f a c t i o n f o r the s in g l e
v o c a tio n a l e x p l o r a tio n and p la n n in g h e lp in g ite m . No s i g
n i f i c a n t r e l a t i o n s h i p s between c o u n s e lo r time sp e n t and th e
h e lp in g a r e a s o f l e a r n in g b e t t e r s tu d y h a b i t s , p r e p a r a tio n
f o r c o lle g e e n tra n c e o r o th e r p o s t- h ig h t r a i n i n g , h e lp in
f in d in g s u i t a b l e e x t r a c u r r i c u l a r a c t i v i t i e s , and h e lp w ith
s o c i a l a c t i v i t i e s were e s t a b l i s h e d .
101
F indings o f th e S t a t i s t i c a l A n aly sis C oncerning
th e C o u n selin g R o ie-F u n ctio n
C ounseling a c t i v i t i e s o f th e s p e c i f i c se n se fo rm u late d
r o l e - f u n c t i o n number f i v e . The prim ary c r i t e r i a f o r de
f i n i n g such a c t i v i t i e s were m erely t h a t th e y in v o lv e d i n t e r
view te c h n iq u e s w ith s t u d e n t s , i n d i v i d u a l o r group. Topics
or c o n te n t o f th e c o u n s e lin g s e s s io n s in c lu d e d (a) p e rs o n a l
o r s o c i a l p ro b lem s, (b) c u r r e n t e d u c a tio n a l problem s, or
(c) f u tu r e c a r e e r s and e d u c a ti o n a l p la n s .
S i g n i f i c a n t d i f f e r e n c e s between th e two d ichotom ized
groups o f c o u n s e le e s were i n d i c a t e d . (See T able 2 3) E v i
dence i s p r e s e n te d t h a t c o u n s e le e s h a v in g c o u n s e lo rs spend
in g r e l a t i v e l y hig h amounts of tim e w ith t h i s r o l e - f u n c t i o n
p e rc e iv e d th e h e lp th e y r e c e iv e d w ith hig h l e v e ls of
s a t i s f a c t i o n i n th e a r e a s o f p la n n in g my lo n g -ra n g e ed u ca
t i o n a l program , h e lp in u n d e rs ta n d in g my s tr o n g and weak
s u b je c t a r e a s , l e a r n in g t o u n d e rsta n d m y self b e t t e r , and
l e a r n in g t o s o lv e p e r s o n a l problem s. E vidence t h a t low
s a t i s f a c t i o n le v e ls in th e h e lp in g a r e a s o f w orking out a
s a t i s f a c t o r y program o f c l a s s e s each s e m e s te r and h e lp in
p la n n in g summer sc h o o l program r e l a t e d w ith h ig h amounts o f
c o u n s e lo r tim e in c o u n s e lin g a c t i v i t i e s is i n d i c a t e d . No
s i g n i f i c a n t d i f f e r e n c e s were found f o r th e a r e a s o f l e a r n
in g b e t t e r s tu d y h a b i t s , h e lp i n u n d e rs ta n d in g my a b i l i t i e s
and sc h o o l s k i l l s , p r e p a r a t io n f o r c o lle g e e n tra n c e o r
TABLE 2 3
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES FOR COUNSELOR
ROLE-FUNCTION NUM BER 5 (COUNSELING SESSIONS WITH STUDENTS)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received C hi-square Level of la te d to r e l a t i v e l y HIGH amounts o f
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
1. Working out a s a t i s
fa cto ry program of
c la s s e s each
sem ester. 5.1 .05 low
2. Help in planning
summer school
program. 22.5
3. Planning my long
range ed u catio n al
program. 17.7
4. Help in understand
in g my stro n g and
weak s u b je c t a re a s . 8.3
5. Learning b e t t e r
study h a b its . 3.5
6. Help in understand
ing my a b i l i t i e s
and school s k i l l s . 2.1
.001
.001
.01
low
high
high
TABLE 2 3— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
o f Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n c e time c o n trib u te d by counselors (TLI)
7. P rep aratio n fo r
co lleg e entrance or
o th e r post-high
t r a i n i n g . 1,5
8. Help in g e ttin g in
form ation about
ca re e rs o r vo catio n s. .1
9. Help in fin d in g
s u it a b le e x tra -c u r
r i c u l a r a c t i v i t i e s . .3
10. Learning to under
sta n d myself b e t t e r . 8.5 .01 high
11. Learning t o get
along b e t t e r w ith
o t h e r s . . 3
12. Learning to solve
personal problems ^.4 .05 high
103
TABLE 2 3— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ifica n c e time c o n trib u te d by counselors (TLI)
13. Help w ith s o c ia l
a c t i v i t i e s . .1
14. Being able t o speak
t o someone about
personal concerns
but not n e c e s s a rily
problem s. 1.6
10 5
o th e r p o s t- h ig h t r a i n i n g , h e lp in g e t t i n g in fo rm a tio n
about c a r e e r s o r v o c a tio n s , h e lp in f in d in g s u i t a b l e e x t r a
c u r r i c u l a r a c t i v i t i e s , le a r n in g t o g e t a lo n g b e t t e r w ith
o t h e r s , h e lp w ith s o c i a l a c t i v i t i e s , and b e in g a b le t o
speak t o someone about p e rs o n a l concerns b u t n o t n e c e s s a r i
ly problem s.
F indings o f th e S t a t i s t i c a l A n a ly sis C oncerning
th e P a re n t C onference fto le-F u n ctio n
C ounselor r o l e - f u n c t i o n number s i x concerned c o n f e r
ences and te le p h o n e c o n v e r s a tio n s w ith p a r e n ts o f s t u d e n t s .
M a in tain in g th e l i n e s o f com munications w ith th e homes of
s tu d e n ts has been i n d i c a t e d by many w r i t e r s as a m ajor
purpose of h av in g c o u n s e lo r s .
Some very s i g n i f i c a n t d i f f e r e n c e s between th e d ic h o to
mized groups of c o u n s e le e s were i n d i c a t e d (T able 24). Very
s tr o n g evid en ce t h a t a r e l a t i o n s h i p e x i s t s between counse
l o r s sp ending h ig h amounts o f tim e w ith t h i s r o l e - f u n c t i o n
and h ig h le v e ls o f c o u n s e le e s a t i s f a c t i o n in th e a re a s of
p la n n in g my lo n g -ra n g e e d u c a ti o n a l program , h e lp i n u n d er
s ta n d in g my s tr o n g and weak s u b je c t a r e a s , h e lp in u n d er
s ta n d in g my a b i l i t i e s and s c h o o l s k i l l s , and l e a r n in g t o
u n d e rsta n d m y self b e t t e r was produced. E vidence o f h ig h
c o u n s e lo r tim e and h ig h counselee s a t i s f a c t i o n was a l s o
re n d e re d in th e a r e a o f le a r n in g t o so lv e p e r s o n a l p ro b
lems .
Low c o u n sele e s a t i s f a c t i o n l e v e l s were a s s o c i a t e d w ith
TABLE 24
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES FOR
COUNSELOR ROLE-FUNCTION NUM BER 6 (PARENT CONFERENCES)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level o f la te d to r e l a t i v e l y HIGH amounts o f
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
1. Working out a s a t i s
fa c to ry program of
c la s s e s each
sem ester. 1.7
2. Help in planning
summer school
program. . 1
3. Planning my long
range ed u c a tio n a l
program. 74.7
4. Help in understand
in g my stro n g and
weak s u b je c t a re a s . 2 5.5
5. Learning b e t t e r
study h a b its . .1
6. Help in understand
in g my a b i l i t i e s
and school s k i l l s . 20.2
,001
,001
high
high
001 high
TABLE 24— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
o f Help Received C hi-square Level o f la te d to r e l a t i v e l y HIGH amounts o f
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
7. P rep aratio n fo r
c o lle g e entrance or
o th e r p o st-h ig h
t r a i n i n g . 19.1 .001 low
8. Help in g e ttin g i n
form ation about
c a re e rs or v o ca tio n s. 42.5 ,001 low
9. Help in fin d in g
s u it a b le e x tr a -c u r
r i c u l a r a c t i v i t i e s . .0
10. Learning t o under
sta n d m yself b e t t e r . 11.0 .001 high
11. Learning to get
along b e t t e r w ith
o t h e r s . 3.3
12. Learning to solve
personal problems. 5.3 .05 high
TABLE 24— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ifica n ce time c o n trib u te d by counselors (TLI)
13. Help w ith s o c ia l
a c t i v i t i e s . .0
14. Being able to speak
to someone about
personal concerns
but not n e c e s s a rily
problems* .5
109
hig h c o u n s e lo r tim e s p e n t in th e a re a s o f p r e p a r a t i o n f o r
c o lle g e e n tra n c e o r o th e r p o s t- h ig h t r a i n i n g and h e lp in
g e t t i n g in f o rm a tio n about c a re e r s o r v o ca tio n s* Q uite
p o s s ib ly s tu d e n ts a s s o c i a t e d h e lp i n th e s e two a re a s as
p r o p e r ly b ein g p e r s o n a l c o n ta c t endeavors w ith them r a t h e r
th a n c o u n s e lo rs h e lp in g by c o n v e rs in g w ith t h e i r p a r e n t s .
No s i g n i f i c a n t d i f f e r e n c e s were n o te d in th e h e lp in g
a re a s o f w orking out a s a t i s f a c t o r y program of c l a s s e s each
s e m e s te r , h e lp in p la n n in g a summer sc h o o l program , l e a r n
in g b e t t e r stu d y h a b i t s , h e lp in f in d in g s u i t a b l e e x t r a
c u r r i c u l a r a c t i v i t i e s , le a r n in g t o get alo n g b e t t e r w ith
o t h e r s , h e lp w ith s o c i a l a c t i v i t i e s , and b ein g a b le t o
speak t o someone about p e rs o n a l concerns b u t n o t n e c e s s a r
i l y problem s. T h e r e f o r e , no evidence as t o p o s s i b le r e l a
t i o n s h i p s in e i t h e r d i r e c t i o n were y ie ld e d .
F in d in g s o f th e S t a t i s t i c a l A n a ly sis o f
th e T each er Conference R o le-F u n ctio n
The se v e n th r o l e - f u n c t i o n concerned c o n s u ltin g w ith
t e a c h e r s r e g a r d in g c o u n se le es and t h e i r p ro b le m s; case
c o n fe re n c e s were in c lu d e d . Very s t r o n g e v id e n c e of th e
e x is te n c e o f a r e l a t i o n s h i p between r e l a t i v e l y hig h amounts
o f tim e s p e n t i n t h i s r o l e - f u n c t i o n by co u n s e lo rs and hig h
co u n se le e s a t i s f a c t i o n le v e ls i n th e h e lp in g a re a s o f
w orking out a s a t i s f a c t o r y program o f c l a s s e s each s e m e s te r ,
p la n n in g lo n g -ra n g e e d u c a tio n program s, h e lp i n u n d e rs ta n d
in g s tr o n g and weak s u b j e c t a r e a s , h e lp i n u n d e rs ta n d in g
110
a b i l i t i e s and sc h o o l s k i l l s , and h elp i n g e t t i n g in fo rm a
t i o n about c a r e e r s o r v o c a tio n s i s in d ic a t e d . (See Table
2 5 .) A lso, n o te t h a t a l l b u t one of th e s e h e lp in g area s
a re in th e g e n e ra l c o n te x t of h e lp in g w ith sc h o o l and edu
c a t i o n a l a d ju stm e n t. A lso, a l l o f th e s i g n i f i c a n t r e l a
t io n s h ip s a re in th e high counselee s a t i s f a c t i o n d i r e c t i o n .
Evidence t h a t c o u n se lo rs h e lp in g te a c h e rs re g a rd in g
v o c a tio n a l e x p lo r a tio n f o r s tu d e n ts being r e l a t e d t o high
c o u n s e lo r s a t i s f a c t i o n i s a l s o in d ic a t e d .
No evidence o f e s t a b l i s h e d r e l a t i o n s h i p s between high
c o u n s e lo r tim e and co u n selee s a t i s f a c t i o n i s in d ic a t e d in
th e a re a s o f h e lp in p la n n in g a summer sc h o o l program ,
le a r n in g b e t t e r stu d y h a b i t s , p r e p a r a tio n f o r c o lle g e
e n tra n c e o r o th e r p o s t-h ig h t r a i n i n g , h e lp in fin d in g s u i t
a b le e x t r a - c u r r i c u l a r a c t i v i t i e s , le a r n in g t o u n d ersta n d
m yself b e t t e r , le a r n in g t o g et along b e t t e r w ith o t h e r s ,
le a r n in g t o so lv e p e rs o n a l problem s, h e lp w ith s o c i a l ac
t i v i t i e s , and b ein g a b le to speak t o someone about p e rs o n a l
concerns b u t not n e c e s s a r i l y problem s. P le a se n o te t h a t
a l l of th e s o c i a l / p e r s o n a l adjustm ent item s a re in c lu d e d in
t h i s group o f h e lp in g a re a s where no evidence o f a r e l a
tio n s h i p was d is c lo s e d .
F indings o f th e S t a t i s t i c a l A n aly sis Concerning
th e C l e r i c a l A c tiv ity R ole-F unction
R o le -fu n c tio n number te n in v o lv e d c l e r i c a l - t y p e
a c t i v i t i e s . Such a c t i v i t i e s in c lu d e d spending tim e keeping
TABLE 25
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES FOR
COUNSELOR ROLE-FUNCTION NUM BER 7 (TEACHER CONFERENCES)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level o f la te d t o r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
1. Working out a s a t i s
fac to ry program of
c la sse s each
sem ester. 13.1 .001 high
2. Help in planning
summer school
program. 3.5
3. Planning my long
range ed u c atio n al
program. 53.9 .001 high
4. Help in understand
ing my stro n g and
weak s u b je c t a re a s. 17.9 .001 high
5. Learning b e t t e r
study h a b its . 3.3
6. Help in understand
in g my a b i l i t i e s
and school s k i l l s . 28.3 .001 high
TABLE 25— C ontinued
Counselee P erception Computed Degree o f counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts o f
Instrum ent Item (df = 1) S ig n ifica n c e time c o n trib u te d by counselors (TLI)
7. P rep aratio n f o r
co lleg e en tran ce or
o th e r p o st-h ig h
t r a i n i n g . 3.1
8. Help in g e ttin g i n
form ation about
c a re e rs o r v o ca tio n s. 33.3 .001 high
9. Help in fin d in g
s u ita b le e x tra -c u r
r i c u l a r a c t i v i t i e s . 2.3
10. Learning t o under
sta n d myself b e t t e r . 2.9
11. Learning to get
along b e t t e r w ith
o t h e r s . .0
12. Learning t o solve
personal problems. 1.5
TABLE 25— C ontinued
Counselee P erception Computed Degree o f counselee s a t i s f a c t i o n re -
o f Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n c e time c o n trib u te d by counselors (TLI)
13. Help w ith s o c ia l
a c t i v i t i e s . .7
1U. Being ab le t o speak
to someone about
personal concerns
but not n e c e s s a rily
problems. .3
114
re c o rd s on c o u n s e le e s , fo rm u la tin g l i s t s o f s t u d e n t s , p re
p a r in g and checking t r a n s c r i p t s , w r itin g news a r t i c l e s ,
checking g ra d u a tio n re q u ire m e n ts , a lp h a b e tiz in g re c o rd s and
l i s t s , ty p in g l e t t e r s , d i t t o e s , s t e n c i l s , etc* Such d u tie s
have been c o n s id e re d im proper o r u n fo rtu n a te by many
a u t h o r i t i e s »
Of th e fo u rte e n a re a s the s t a t i s t i c a l a n a ly s is y ie ld e d
n in e com binations o f r a t h e r s tr o n g p r o b a b i l i t i e s of th e
e x is te n c e o f th e r e l a t i o n s h i p i n v e s t i g a t e d . (See Table
2 6 .) High amounts o f c o u n s e lo r time seem to be r e l a t e d
w ith hig h coun selee s a t i s f a c t i o n in th e a re a s o f h e lp in
fin d in g s u i t a b l e e x t r a - c u r r i c u l a r a c t i v i t i e s , le a r n in g t o
u n d erstan d m yself b e t t e r , and b ein g a b le to speak t o some
one about p e rs o n a l concerns b u t not n e c e s s a r i l y problem s.
Note t h a t th e se item s are a l l in the s o c i a l / p e r s o n a l
ad ju stm e n t a r e a s .
High c o u n s e lo r tim e a ls o seems r e l a t e d to low counse
le e s a t i s f a c t i o n in th e h e lp in g a re a s of p la n n in g my long-
range e d u c a tio n a l program , h elp in u n d e rsta n d in g my s tr o n g
and weak s u b je c t a r e a s , le a r n in g b e t t e r stu d y h a b i t s , h e lp
in u n d e rsta n d in g my a b i l i t i e s and sc h o o l s k i l l s , p re p a ra
tio n f o r c o lle g e e n tra n c e o r o t h e r p o s t-h ig h t r a i n i n g , and
h e lp in g e t t i n g in fo rm a tio n about c a re e rs o r v o c a tio n s .
Five o f th e s e a re a s a re in th e e d u c a tio n a l ad ju stm en t c a t e
gory. T h e re fo re , th e c o n d itio n t h a t c l e r i c a l a c t i v i t i e s of
th e co u n s e lo rs d e t r a c t s from co u n selee s a t i s f a c t i o n of h elp
TABLE 26
RESULTS OF CHI-SQUARE TESTS OF 2 x 2 CONTINGENCY TABLES
FOR COUNSELOR ROLE-FUNCTION NUM BER 10 (CLERICAL ACTIVITIES)
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce time c o n trib u te d by counselors (TLI)
1. Working out a s a t i s
fa c to ry program of
c la sse s each
sem ester. .0
2. Help in planning
summer school
program. .3
3. Planning my long
range ed u c atio n al
program. 8,7
4. Help in understand
ing my stro n g and
weak su b je c t a re a s. 10.3
5. Learning b e t t e r
study h a b its . 5.6
6. Help in understand
in g my a b i l i t i e s
and school s k i l l s . 10.5
.01
.01
.02
.01
low
low
low
low
TABLE 26— C ontinued
Counselee Perception Computed Degree of counselee s a t i s f a c t i o n re -
o f Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (df = 1) S ig n ific a n c e tim e c o n trib u te d by counselors (TLI)
7. P re p ara tio n fo r
co lleg e en tran ce o r
o th e r p o st-h ig h
t r a i n i n g . 71.1 .001 low
8. Help in g e ttin g in
form ation about
c a re ers o r v o catio n s. 66.7 .001 low
9. Help in fin d in g
s u it a b le e x tr a - c u r
r i c u l a r a c t i v i t i e s . 10.2 .01 high
10. Learning to under
stan d myself b e t t e r . 5.8 .02 high
11. Learning to get
along b e t t e r with
o th e rs . 1.1
12. Learning t o solve
personal problems. 1.7
TABLE 26— C ontinued
Counselee P erception Computed Degree of counselee s a t i s f a c t i o n re -
of Help Received Chi-square Level of la te d to r e l a t i v e l y HIGH amounts of
Instrum ent Item (d f = 1) S ig n ific a n ce tim e c o n trib u te d by counselors (TLI)
13. Help w ith s o c ia l
a c t i v i t i e s . .0
14. Being able to speak
t o someone about
p erso n al concerns
but not n e c e s s a rily
problems. 6.2 .02 high
118
re c e iv e d in e d u c a tio n a l ad ju stm en t a re a s seems h ig h ly
p ro b a b le . Note a ls o th e very s tr o n g evidence of low coun
s e le e s a t i s f a c t i o n in th e o b ta in in g o f v o c a tio n a l in fo rm a
t i o n .
No s i g n i f i c a n t d if f e r e n c e s were n o te d in th e counselee
p e rc e p tio n o f h e lp re c e iv e d in th e a re a s o f working out a
s a t i s f a c t o r y program o f c la s s e s each s e m e s te r, h e lp in
p la n n in g a summer sc h o o l program , le a r n in g to get along
b e t t e r w ith o t h e r s , le a r n in g t o so lv e p e rso n a l problem s,
and h elp w ith s o c i a l a c t i v i t i e s .
CHAPTER VI
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
T his c h a p te r w i l l a s s i m i l a t e th e m ajor f a c t o r s o f th e
s tu d y by p r e s e n tin g a b r i e f summary composed o f a r e s t a t e
ment o f th e problem , a b r i e f review o f th e p ro c e d u re , and a
b r i e f l i s t i n g o f r e s u l t s and f i n d i n g s . The c h a p te r a ls o
in c lu d e s a s ta te m e n t o f c o n c lu s io n s , a d is c u s s io n o f th e
s t u d y , and recom m endations f o r f u r t h e r re s e a rc h promoted by
t h e i n v e s t i g a t i o n .
Summary
R estatem ent o f th e Problem
T his stu d y was co n ceiv ed as a n o th e r means o f s u p p ly in g
p o s s i b le e v id en ce in th e s e a rc h f o r b e t t e r d e f i n i t i o n of
s c h o o l c o u n s e lo r r o l e - f u n c t i o n . Counselee s a t i s f a c t i o n of
h e lp r e c e iv e d was th e v a r i a b l e i n v e s t i g a t e d as b ein g pos
s i b l y r e l a t e d to c o u n s e lo r r o l e - f u n c t i o n . S p e c i f i c a l l y ,
th e purpose o f t h i s s tu d y was t o i n v e s t i g a t e th e r e l a t i o n
s h ip between th e r o l e - f u n c t i o n s o f th e c o u n s e lo rs as
d e fin e d a t s p e c i f i c sc h o o l s e t t i n g s and co u n sele e p e rc e p
t i o n o f h e lp r e c e iv e d . The g e n e ra l problem was t o
119
120
determ ine th e degree of a h e lp in g r e l a t i o n s h i p t h a t each
c o u n s e lo r was a b le t o prom ote, t o a s s e s s each s t u d e n t 's
p e rc e p tio n s o f th e h e lp he re c e iv e d from h is c o u n s e lo r ,
and t o i n v e s t i g a t e th e p resence o f a r e l a t i o n s h i p between
th e two.
To accom plish t h i s g e n e ra l o b j e c t i v e , th e fo llo w in g
n u l l hypotheses were t e s t e d :
1. There i s no d if f e r e n c e in counselee p e rc e p tio n of
h e lp re c e iv e d between groups o f co u n selees having
co u n se lo rs w ith hig h le v e ls of th e o r i e n t a t i o n ,
programming, and c la s s sc h e d u lin g r o l e - f u n c t i o n
th an th o se having co u n se lo rs w ith low le v e ls of
th e same r o l e - f u n c t i o n .
2. There i s no d if f e r e n c e i n co u n selee p e r c e p tio n of
h e lp re c e iv e d between groups of co u n selees having
c o u n se lo rs w ith hig h le v e ls of th e d i s c i p l i n a r i a n
r o l e - f u n c t i o n than th o se having co u n se lo rs w ith
low le v e ls o f th e same r o l e - f u n c t i o n .
3. There i s no d if f e r e n c e in co u n selee p e rc e p tio n o f
h e lp re c e iv e d between groups of co u n sele es having
c o u n se lo rs w ith high le v e ls of th e c o u n s e lin g
r o l e - f u n c t i o n than th o s e having c o u n se lo rs w ith
low le v e ls of th e same r o l e - f u n c t i o n .
4. There i s no d if f e r e n c e in co u n sele e p e rc e p tio n of
h e lp re c e iv e d between groups o f co u n sele es having
c o u n se lo rs w ith hig h le v e ls of th e p a re n t
121
co n feren ce r o l e - f u n c t i o n th a n th o se having counse
l o r s w ith low le v e ls of th e same r o l e - f u n c t i o n .
5. There i s no d i f f e r e n c e i n co u n selee p e r c e p tio n o f
h e lp re c e iv e d between groups o f c o u n sele es h aving
c o u n s e lo rs w ith h ig h l e v e l s o f th e te a c h e r c o n f e r
ence r o l e - f u n c t i o n th a n th o s e h av in g c o u n s e lo rs
w ith low l e v e l s o f th e same r o l e - f u n c t i o n .
6. There i s no d i f f e r e n c e in co u n sele e p e r c e p tio n o f
h e lp r e c e iv e d between groups o f c o u n s e le e s h av in g
c o u n s e lo rs w ith h ig h le v e ls o f the c l e r i c a l a c t i v i
t y r o l e - f u n c t i o n th a n th o se h av in g c o u n s e lo rs w ith
low le v e ls of th e same r o l e - f u n c t i o n .
Summary o f th e P rocedure
The c o u n s e lo r p o p u la tio n u t i l i z e d c o n s is te d o f tw en ty -
t h r e e c l e a r C a l i f o r n i a P u p il P e rso n n e l S e rv ic e s C r e d e n tia l
h o ld e rs employed as c o u n s e lo rs in s e l e c t e d Southern C a li
f o r n i a h ig h s c h o o ls . To p ro v id e ad eq u ate coverage o f th e
g e n e ra l s tu d e n t p o p u la tio n , c o u n s e lo rs o f t e n t h - and
tw e l f th - g r a d e s tu d e n ts were chosen. The c o u n sele e p o p u la
t i o n f o r th e s tu d y c o n s is te d o f e s s e n t i a l l y a l l o f th e
t e n t h - and tw e l f th - g r a d e c o u n s e le e s a s s ig n e d to t h e i r s p e
c i f i c c o u n s e lo r s ' s tu d e n t lo a d s f o r th e sc h o o l y e a r 1964-
1965. The t o t a l s tu d e n t p o p u la tio n numbered ap p ro x im ately
6 ,0 0 0 .
The "C ounselor R o le-F u n c tio n E s tim a tio n In stru m e n t"
122
(Appendix B) was u t i l i z e d to a s s e s s c o u n s e lo r s ' r o l e - f u n c -
t i o n s i n o r d e r t o d eterm in e th e degree o f a p e rs o n a l h e l p
in g r e l a t i o n s h i p w ith th e i n d i v i d u a l c o u n se le e t h a t was
p o s s ib le t o prom ote, approached from th e t i m e - a v a i l a b l e
v a r i a b l e i n t e r p r e t e d by th e c o u n s e lo r h im s e lf . The p h i l o
sophy was t h a t a l l th e p r e s s u r e s o f r o l e - d e f i n e r s and r o l e -
p e r c e iv e r s were s y n th e s iz e d by th e c o u n s e lo r r e s u l t i n g in
th e a c tio n s t h a t he a c t u a l l y perform ed. The a d m in is t r a tio n
o f th e r o l e - f u n c t i o n in stru m e n t was e f f e c t e d th ro u g h a
s t r u c t u r e d in te rv ie w w ith i n d i v i d u a l sc h o o l c o u n s e lo rs to
d eterm in e p e rc e n ta g e s o f tim e sp e n t in v a rio u s g r o s s ly
d e fin e d r o l e - f u n c t i o n s . In t h i s manner th e degree o f
q u a l i t y o f th e o p p o r tu n ity ( p o s s i b i l i t y ) o f a h e lp in g s i t u
a t i o n b ein g developed by th e c o u n s e lo r was a s s e s s e d .
To a s s e s s th e f e e l i n g s o f s a t i s f a c t i o n o f c o u n s e le e s
c o n c ern in g th e h e lp th e y r e c e iv e d , th e " P e rc e p tio n o f Help
Received In stru m en t" (Appendix C) was u t i l i z e d w ith counse
l e e s . The item s were adopted from s i m i l a r in s tru m e n ts by
Thomson (97) and S h e r r ( 8 8 ), and in c lu d e d in some manner
a l l o f th e a p p r o p r ia te a re a s i n d i c a t e d i n th e p r o f e s s i o n a l
l i t e r a t u r e . A check l i s t was fo rm u late d t o allo w s tu d e n ts
a wide range o f choice f o r a ssessm en t o f h e lp r e c e iv e d . No
c la im of a co n tin u o u s o r e q u a l i n t e r v a l m arking s c a le was
made. The in s tru m e n t was a d m in is te re d t o groups o f s t u
d e n ts in grades 10 and 12 d u rin g th e l a t t e r h a l f o f th e
second s e m e s te r o f th e sc h o o l y e a r , 1964-1965, u t i l i z i n g
123
s ta n d a r d iz e d d i r e c t i o n s (Appendix D ).
A ra n k in g o f the tw e n ty - th r e e c o u n s e lo rs by Time-Load
Index f o r each r o l e - f u n c t i o n was acco m p lish ed . E f f e c ts o f
v a ry in g c o u n s e lo r loads were e q u a liz e d s t a t i s t i c a l l y to
r e f l e c t d i f f e r e n c e s o f tim e made a v a i l a b l e t o c o u n s e le e s in
v a rio u s s i t u a t i o n s th ro u g h use o f a Time-Load In d ex . This
r a t i o was d e v ise d t o r e f l e c t th e v a rio u s co u n se le e lo ad and
a s s ig n e d tim e f a c t o r s f o r each c o u n s e lo r in th e c o u n s e lo r
ra n k in g s . Contingency t a b l e s of 2 x 2 d e sig n f o r each
Counselee P e rc e p tio n Item f o r each C o u n selo r R o le-F u n c tio n
were d esig n ed w ith th e c e l l s formed by d ic h o to m iz in g th e
c o u n se le es a c c o rd in g to w hether t h e i r c o u n s e lo rs ranked
above o r below th e median case o f t h e i r ra n k in g by Time-
Load In d ex , and d ic h o to m iz in g t h e i r c o u n sele e s a t th e
c l o s e s t p o in t t o th e median of t h e i r s a t i s f a c t i o n d i s t r i b u
t i o n s o f t h e i r manner of answ ering th e " P e rc e p tio n o f Help
Received" ite m s . Thus, 2 x 2 c h i- s q u a r e t e s t e d c o n tin g en cy
t a b l e s were d esig n ed t o t e s t f o r th e p re se n c e o f s i g n i f i
c a n t r e l a t i o n s h i p s . (See Appendix E .)
Summary o f th e F in d in g s
R e s u lts o f th e s t r u c t u r e d - i n t e r v i e w su rv ey w ith th e
"C o u n selo r E s tim a tio n o f R o le -F u n c tio n " in s tru m e n t a d m in is
t r a t i o n y ie ld e d i n t e r e s t i n g p r o f i l e s o f v a rio u s c o u n s e lo r s '
r o l e - f u n c t i o n s . I n d iv id u a l com parisons were n o t th e i s s u e
h e r e ; how ever, such com parisons could be b e n e f i c i a l in
124
o f f e r i n g a d d i t i o n a l evidence concerning the g e n e ra l q u es
t i o n of p ro p e rly e s t a b l i s h i n g c o u n s e lo r r o l e - f u n c t i o n s .
Most o f th e co u n selo rs fu n c tio n e d on an e s s e n t i a l l y f u l l
tim e b a s is in c o u n se lin g w ith in a se v e n -p e rio d day. The
number o f co u n selees p e r c o u n selin g p e rio d was computed
y ie ld in g a range of t h i r t y - t h r e e t o one hundred and fo u r.
Seventeen of th e co u n selo rs showed r a t i o s in the range of
f i f t y t o s e v e n ty - e ig h t ; th e median r a t i o was s i x t y - f o u r
co u n selees a ssig n e d p e r c o u n se lin g p e rio d .
The ra n k in g o f co u n selo rs by the p e rc e n ta g e o f time
sp e n t f o r each of th e elev en g ro s s ly d e fin e d r o l e - f u n c t i o n s
re v e a le d t h a t c o u n se lin g w ith s tu d e n ts was th e prim ary
a c t i v i t y ; i t re c e iv e d the f i r s t or second h ig h e s t p e r c e n t
age of a v a i l a b l e tim e by tw enty-tw o o f th e c o u n s e lo rs . The
o r i e n t a t i o n , programming, and c la s s s c h e d u lin g r o l e - f u n c
t i o n was next in im p o rtan ce, w ith f i f t e e n of th e co u n selo rs
r a t i n g t h i s r o le a t 15 p e r c e n t, o r h ig h e r , and tw elve
p la c in g i t as t h e i r f i r s t o r second h ig h e s t tim e - s p e n t
e s tim a tio n . While not a m ajor tim e - o c c u p ie r , d i s c i p l i n a r i
an d u tie s were in h e r e n t in th e assignm ent f o r a c o n s id e ra
ble p o rtio n o f th e c o u n s e lo r sam ple. A lso, co n ferences
w ith p a re n ts occupied an e s s e n t i a l p o s it io n in how a coun
s e l o r s p e n t h is tim e , but r e l a t i v e l y l i t t l e tim e was allow ed
f o r i t . C o n su ltin g w ith te a c h e rs co n cern in g s tu d e n ts
v a r ie d c o n s id e ra b ly in im portance. However, most counse
lo rs sp en t l i t t l e tim e w ith i t . The c l e r i c a l a c t i v i t i e s
12 5
r o l e - f u n c t i o n ra n k in g y ie ld e d much v a r i a t i o n . Nine counse
lo r s p la c e d i t in f i r s t o r se c o n d -h ig h e s t p o s i t i o n , w hile
e ig h t gave i t le s s th an 5 p e r c e n t o f t h e i r tim e . The
r o l e - f u n c t i o n s o f checking a tte n d a n c e , a d m in is te rin g t e s t s ,
p ro v id in g o c c u p a tio n a l in fo rm a tio n , and m a in ta in in g
r e f e r r a l r e l a t i o n s h i p s w ith o th e r ag en cies were o f very
minor im portance f o r th e s e c o u n s e lo rs .
R esu lts o f th e a d m in is tr a tio n of th e "Counselee P er
c e p tio n o f Help Received" in s tru m e n t to s tu d e n ts re v e a le d
t h a t th e s e c o u n se lo rs as a group seemed t o achieve c o n s id
e r a b le su c cess in p ro v id in g h elp in programming c l a s s e s .
P lanning lo n g -ra n g e e d u c a tio n a l program s, h e lp in under
s ta n d in g s tr o n g and weak s u b je c t a r e a s , h e lp in u n d e rsta n d
in g a b i l i t i e s and sc h o o l s k i l l s , p r e p a r a tio n f o r c o lle g e
e n tra n c e o r o th e r p o s t-h ig h t r a i n i n g , and h elp in g e t t i n g
in fo rm a tio n about c a r e e r s o r v o c a tio n s were o th e r area s in
which s tu d e n ts f e l t c o u n selo rs were very h e l p f u l . P ro v id
in g help in le a r n in g b e t t e r stu d y h a b i t s , item number 5,
was given a low r a t i n g by s tu d e n ts . The d i s t r i b u t i o n s f o r
th e s o c i a l and p e rs o n a l development item s numbered 9
through 14 in d i c a t e a d i f f e r e n t p i c t u r e . Counselees were
n o t r e c e iv in g n e a rly as much h elp in th e a re a s of fin d in g
s u i t a b l e e x t r a - c u r r i c u l a r a c t i v i t i e s , le a r n in g to under
sta n d s e l f b e t t e r , le a r n in g to get along b e t t e r w ith
o t h e r s , le a r n in g t o so lv e p e rs o n a l problem s, h e lp in g w ith
s o c i a l a c t i v i t i e s , and b ein g ab le t o speak t o someone about
126
_>
p e r s o n a l co n c ern s.
The s t a t i s t i c a l a n a l y s i s o f th e i n v e s t i g a t i o n of th e
r e l a t i o n s h i p between c o u n s e lo r r o l e - f u n c t i o n and co u n sele e
p e r c e p tio n o f h e lp re c e iv e d y ie ld e d s tr o n g e v id en ce o f th e
p r o b a b i l i t y t h a t such a r e l a t i o n s h i p d id e x i s t . Of e i g h ty -
fo u r co n tin g e n c y t a b l e s t e s t e d w ith c h i-s q u a re c o r r e c t e d
f o r c o n t i n u i t y , f o r t y - f i v e y ie ld e d s i g n i f i c a n t d i f f e r e n c e s .
(See T ables 2 1 -2 6 .) Evidence s u p p o rtin g th e fo llo w in g
fin d in g s was i n d i c a t e d .
1. There was s tr o n g ev id en ce t h a t r e l a t i v e l y HIGH
le v e l s of c o u n s e lo r tim e s p e n t w ith r o l e - f u n c t i o n
#1 ( o r i e n t a t i o n , program m ing, and c l a s s s c h e d u l
in g ) was s i g n i f i c a n t l y r e l a t e d t o r e l a t i v e l y LOW
le v e l s of co u n se le e s a t i s f a c t i o n in th e h e lp in g
a re a s o f:
a. h e lp in p la n n in g summer sc h o o l program
b. l e a r n in g b e t t e r stu d y h a b i t s
c . h e lp in f in d in g s u i t a b l e e x t r a - c u r r i c u l a r
a c t i v i t i e s
d. l e a r n in g t o u n d e rsta n d m yself b e t t e r
e . l e a r n in g t o g e t alo n g b e t t e r w ith o th e r s
f . le a r n in g t o so lv e p e r s o n a l problem s
g* h e lp w ith s o c i a l a c t i v i t i e s
Evidence was a l s o p re s e n te d t h a t r e l a t i v e l y HIGH
le v e l s o f c o u n s e lo r tim e sp e n t i n t h i s r o l e -
f u n c tio n was s i g n i f i c a n t l y r e l a t e d t o HIGH
counselee s a t i s f a c t i o n le v e ls in th e h e lp in g a re a
of p r e p a r a tio n f o r c o lle g e e n tra n c e o r o th e r p o s t-
h igh t r a i n i n g .
There was s tro n g evidence t h a t r e l a t i v e l y HIGH
le v e ls of c o u n s e lo r tim e sp e n t w ith r o l e - f u n c t i o n
#3 ( d i s c i p l i n a r i a n ) was r e l a t e d to r e l a t i v e l y LO W
le v e ls of counselee s a t i s f a c t i o n in th e h e lp in g
a re a o f h e lp in g e t t i n g in fo rm a tio n about c a re e rs
o r v o c a tio n s .
Evidence was a l s o p re s e n te d t h a t r e l a t i v e l y
HIGH le v e ls o f c o u n s e lo r tim e sp e n t in t h i s r o l e -
fu n c tio n was r e l a t e d to HIGH counselee s a t i s f a c
ti o n le v e ls in th e h e lp in g a re a s o f:
a. working out a s a t i s f a c t o r y program of
c l a s s e s each se m e ste r
b. h e lp in p la n n in g summer sc h o o l program
c. p la n n in g my lo n g -ran g e e d u c a tio n a l program
d. h e lp in u n d e rsta n d in g my s tr o n g and weak
s u b je c t area s
e . help in u n d e rsta n d in g my a b i l i t i e s and
sc h o o l s k i l l s
f . le a r n in g t o u n d ersta n d m yself b e t t e r
g. le a r n in g t o get along b e t t e r w ith o th e rs
h. le a r n in g t o so lv e p e rs o n a l problems
i . b ein g a b le t o speak t o someone about p e r
so n a l concerns but not n e c e s s a r i l y problems
There was s tr o n g ev id en ce t h a t r e l a t i v e l y HIGH
l e v e l s o f c o u n s e lo r tim e sp e n t w ith r o l e - f u n c t i o n
#5 (c o u n s e lin g s e s s io n s w ith s tu d e n ts ) was r e l a t e d
to r e l a t i v e l y LOW l e v e l s o f c o u n se le e s a t i s f a c t i o n
in th e h e lp in g a r e a s o f :
a . w orking out a s a t i s f a c t o r y program of
c l a s s e s each s e m e s te r
b. h e lp in p la n n in g summer sc h o o l program
Evidence was a l s o p re s e n te d t h a t r e l a t i v e l y HIGH
l e v e l s o f c o u n s e lo r tim e s p e n t in t h i s r o l e - f u n c
ti o n was r e l a t e d to HIGH co u n sele e s a t i s f a c t i o n
l e v e ls in th e h e lp in g a r e a s o f:
a. p la n n in g my lo n g -ra n g e e d u c a ti o n a l program
b. h elp in u n d e rs ta n d in g my s t r o n g and weak
s u b j e c t a re a s
c . l e a r n in g t o u n d e rsta n d m y self b e t t e r
d. l e a r n i n g t o s o lv e p e r s o n a l problems
There was s tr o n g ev id en ce t h a t r e l a t i v e l y HIGH
le v e ls o f c o u n s e lo r tim e s p e n t w ith r o l e - f u n c t i o n
#6 (p a re n t co n fe re n c e ) was r e l a t e d t o r e l a t i v e l y
LOW l e v e l s o f co u n sele e s a t i s f a c t i o n in th e h e l p
in g a r e a s o f:
a . p r e p a r a t io n f o r c o lle g e e n tra n c e o r o t h e r
p o s t- h ig h t r a i n i n g
b. h e lp in g e t t i n g in fo rm a tio n about c a re e r s
o r v o c a tio n s
Evidence was a l s o p r e s e n te d t h a t r e l a t i v e l y HIGH
l e v e l s o f c o u n s e lo r tim e s p e n t i n t h i s r o l e - f u n c
t i o n was r e l a t e d t o HIGH c o u n s e le e s a t i s f a c t i o n
l e v e l s i n th e h e l p in g a r e a s o f:
a . p la n n in g my lo n g -ra n g e e d u c a t i o n a l program
b. h e lp i n u n d e r s ta n d in g my s t r o n g and weak
s u b j e c t a re a s
c . h e lp i n u n d e r s ta n d in g my a b i l i t i e s and
s c h o o l s k i l l s
d. l e a r n i n g t o u n d e rs ta n d m y se lf b e t t e r
e . l e a r n i n g t o s o lv e p e r s o n a l problem s
There was s t r o n g e v id e n c e t h a t r e l a t i v e l y HIGH
l e v e l s o f c o u n s e lo r tim e s p e n t w ith r o l e - f u n c t i o n
#7 ( t e a c h e r c o n fe re n c e ) was r e l a t e d t o r e l a t i v e l y
HIGH l e v e l s o f c o u n s e le e s a t i s f a c t i o n i n th e
h e l p in g a r e a s o f:
a* w orking out a s a t i s f a c t o r y program o f
c l a s s e s each s e m e s te r
b . p la n n in g my lo n g -ra n g e e d u c a t i o n a l program
c. h e lp i n u n d e r s ta n d in g my s t r o n g and weak
s u b j e c t a r e a s
d. h e lp i n u n d e r s ta n d in g my a b i l i t i e s and
s c h o o l s k i l l s
e. h e lp in g e t t i n g in f o r m a tio n about c a r e e r s
o r v o c a tio n s
T here was s t r o n g e v id e n c e t h a t r e l a t i v e l y HIGH
130
l e v e l s o f c o u n s e l o r tim e s p e n t w i t h r o l e - f u n c t i o n
#10 ( c l e r i c a l a c t i v i t y ) was r e l a t e d t o r e l a t i v e l y
LOW l e v e l s o f c o u n s e le e s a t i s f a c t i o n i n t h e h e l p
i n g a r e a s o f :
a . p l a n n i n g my l o n g - r a n g e e d u c a t i o n a l p ro g ram
b . h e l p i n u n d e r s t a n d i n g my s t r o n g and weak
s u b j e c t a r e a s
c . l e a r n i n g b e t t e r s t u d y h a b i t s
d. h e l p i n u n d e r s t a n d i n g my a b i l i t i e s and
s c h o o l s k i l l s
e . p r e p a r a t i o n f o r c o l l e g e e n t r a n c e o r o t h e r
p o s t - h i g h t r a i n i n g
f . h e l p i n g e t t i n g i n f o r m a t i o n a b o u t c a re e r 's
o r v o c a t i o n s
E v id e n c e was a l s o p r e s e n t e d t h a t r e l a t i v e l y HIGH
l e v e l s o f c o u n s e l o r tim e s p e n t i n t h i s r o l e - f u n c
t i o n was r e l a t e d t o HIGH c o u n s e l e e s a t i s f a c t i o n
l e v e l s i n t h e h e l p i n g a r e a s o f :
a . h e lp i n f i n d i n g s u i t a b l e e x t r a - c u r r i c u l a r
a c t i v i t i e s
b . l e a r n i n g t o u n d e r s t a n d m y s e lf b e t t e r
c . b e i n g a b l e t o s p e a k t o someone a b o u t p e r
s o n a l c o n c e r n s b u t n o t n e c e s s a r i l y
p ro b le m s
131
C onclusions
C onclusions from a stu d y p ro p e rly r e l a t e t o th e hypoth
eses t e s t e d . On th e b a s is of th e f in d in g s th e n u l l hypothe
ses a re g e n e ra lly r e j e c t e d , i . e . , t h e r e a re s i g n i f i c a n t
d if f e r e n c e s in counselee p e rc e p tio n of h elp re c e iv e d be
tween groups o f co u n selees having co u n se lo rs u t i l i z i n g high
and low le v e ls o f tim e f o r v ario u s r o l e - f u n c t i o n s . A p re
s e n t a t i o n o f more s p e c i f i c c o n c lu sio n s fo llo w s.
1. On th e b a s is o f co u n selee e x p re s sio n o f s a t i s f a c
t io n w ith h e lp re c e iv e d in p re p a rin g f o r c o lle g e o r o th e r
t r a i n i n g i n s t i t u t i o n s , c o u n se lo rs perform ing h e a v ily in the
o r i e n t a t i o n , programming, and c la s s sc h e d u lin g r o le - f u n c
t i o n were h ig h ly s u c c e s s f u l . C o n v ersely , in th e s e v e r a l
a re a s of s o c i a l / p e r s o n a l developm ent, le a r n in g b e t t e r study
h a b i t s , and p la n n in g summer sc h o o l program s, co u n selo rs
d is p la y in g s i m i l a r perform ance were c o n s id e re d t o be unsuc
c e s s f u l h e lp in g p e rso n s.
2. On th e b a s is o f co u n selee e x p re ss o f s a t i s f a c t i o n
in th e v a rio u s f a c e ts of e d u c a tio n a l ad ju stm en t and s o c i a l /
p e rso n a l developm ent, c o u n selo rs m a n ife s tin g heavy p e r
formance in th e d i s c i p l i n a r i a n r o l e - f u n c t i o n were h ig h ly
s u c c e s s f u l . C onversely, i n v o c a tio n a l e x p l o r a tio n , counse
lo r s d is p la y in g s i m i l a r perform ance were deemed t o be
u n s u c c e s s fu l h e lp in g p e rs o n s .
3. On th e b a s is o f co u n selee e x p re s s io n o f s a t i s f a c
t i o n o f h e lp re c e iv e d in lo n g -ra n g e e d u c a tio n a l p la n n in g ,
132
u n d e rs ta n d in g d i f f e r e n t i a l s u c c e s s e s in s u b j e c t a r e a s , a i d
in g s e l f - u n d e r s t a n d i n g , and l e a r n in g t o so lv e p e r s o n a l
p ro b lem s, c o u n s e lo rs p e rfo rm in g h e a v ily in th e c o u n s e lin g
r o l e - f u n c t i o n were h ig h ly s u c c e s s f u l . C o n v e rsely , in
s h o r t - t e r m programming of c l a s s e s , c o u n s e lo rs d is p l a y in g
s i m i l a r perform ance were n o t s u c c e s s f u l .
4. On th e b a s is o f co u n sele e e x p re s s io n o f s a t i s f a c
t i o n o f h e lp r e c e iv e d in lo n g -ra n g e e d u c a ti o n a l p la n n in g ,
le a r n in g t o so lv e p e rs o n a l problem s and prom oting counse
le e s * s e l f - u n d e r s t a n d i n g s o c i a l l y , p s y c h o lo g ic a lly , and
i n t e l l e c t u a l l y , co u n s e lo rs p erfo rm in g h e a v ily i n th e p a r e n t
co n feren c e r o l e - f u n c t i o n were h ig h ly s u c c e s s f u l . C onverse
l y , in p r e p a r in g f o r c o lle g e o r t r a i n i n g i n s t i t u t i o n s and
v o c a tio n a l e x p l o r a t i o n , c o u n s e lo rs d is p l a y in g s i m i l a r
perform ance were c o n s id e re d t o be u n s u c c e s s fu l h e lp in g
p e r s o n s .
5. On th e b a s is o f co u n sele e e x p re s s io n o f s a t i s f a c
t i o n in th e v a rio u s f a c e ts o f e d u c a ti o n a l a d ju stm e n t and
v o c a tio n a l e x p l o r a t i o n , c o u n s e lo rs m a n if e s tin g heavy p e r
formance in th e te a c h e r co n fe ren c e r o l e - f u n c t i o n were
h ig h ly s u c c e s s f u l .
6. On th e b a s is o f co u n selee e x p re s s io n o f s a t i s f a c
t i o n o f h e lp r e c e iv e d in th e v a rio u s f a c e t s o f s o c i a l /
p e rs o n a l developm ent, c o u n s e lo rs m a n ife s tin g heavy
perform ance i n th e c l e r i c a l a c t i v i t y r o l e - f u n c t i o n were
h ig h ly s u c c e s s f u l . C o n v e rse ly , in th e s e v e r a l f a c e t s o f
133
e d u c a tio n a l ad ju stm en t and v o c a tio n a l e x p l o r a t i o n , counse
lo r s d is p la y in g s i m i l a r perform ance were n o t s u c c e s s f u l as
h e lp in g p e rso n s.
A g e n e r a l, broad c o n c lu sio n is a l s o e v i d e n t. The
kinds o f r o l e - f u n c tio n s t h a t co u n se lo rs perform very
obviously a re r e l a t e d t o th e p e rc e p tio n s e n t e r t a i n e d by
c o u n s e le e s. T h e re fo re , in o rg a n iz in g a c o u n se lin g program,
th e purposes and d e s ire d outcomes o f the s e r v ic e from
s t u d e n t s 1 v iew points sh o u ld be i n i t i a l l y fo rm u late d . This
framework sh o u ld then d i c t a t e th e r o l e - f u n c t i o n assignm ents
o f th e c o u n s e lo rs.
D iscu ssio n
L im ita tio n s
This stu d y was designed t o i n v e s t i g a t e the r e l a t i o n
s h ip between c o u n s e lo r r o l e - f u n c t i o n and counselee p e rc e p
t i o n of h e lp re c e iv e d . I t must be remembered t h a t the
c o u n s e lo r p o p u la tio n u t i l i z e d was sm a ll and s e l e c t e d on
s e v e r a l d e l im it in g c o n d i tio n s , and, t h e r e f o r e , probably not
r e p r e s e n t a t i v e o f co u n se lo rs a t l a r g e . A lso , no attem p ts
a t r e p r e s e n t a t i v e sam pling of co u n selo rs in th e geographic
a re a were made. In a l l cases a d m in is t r a tiv e and c o u n se lo r
w illin g n e s s t o p a r t i c i p a t e were m a in tain ed . T h e re fo re ,
c o n s id e ra tio n f o r p o s s ib le b i a s , e s p e c i a l l y in r e l a t i o n to
th e d i s t r i b u t i o n o f c o u n se lo r Time-Load Index f ig u re s f o r
th e r o l e - f u n c t i o n s , cannot be over-em phasized.
134 -
Even though a l l o f th e c o u n s e lo rs p o sse sse d c l e a r
C a l i f o r n i a P u p il P e rso n n e l S e rv ic e s c r e d e n t i a l s , t h i s l e v e l
o f p r o f e s s i o n a l p r e p a r a t io n was a mere minimum. The gradu
a t e i n s t i t u t i o n o r i n t e n s i t y o f t r a i n i n g a l s o was n o t
c o n t r o l l e d . P o s s ib le b ia s e s co u ld have been in tro d u c e d
th ro u g h th e s e v a r i a b l e s .
C oncerning th e c o l l e c t i o n of d a ta to a s s e s s counse
l o r s ' r o l e - f u n c t i o n s , th e u t i l i z a t i o n o f th e c o n s tr u c te d
in s tru m e n t i n an in te rv ie w was advocated by Gross (5 4 ),
However, t h i s pro ced u re promoted a s t r u c t u r e d s i t u a t i o n
which in i t s e l f co u ld have masked c e r t a i n s u b t l e t i e s of
com m unication. The c o u n s e lo r s ' knowledge o f th e r e s e a r c h
e r ' s p r i o r e d u c a tio n a l and p r o f e s s i o n a l le a r n in g promoted
by h is i n s t i t u t i o n of p r o f e s s i o n a l t r a i n i n g co u ld a l s o have
promoted b ia s e s i n th e r o l e - f u n c t i o n assessm e n t r e s u l t s .
Much in fo rm a tio n c o n c e rn in g a s p e c i f i c c o u n s e lo r 's
lo a d , s tu d e n ts a s s ig n e d , r a t i o s o f c o u n s e lin g p e rio d s to
t o t a l p e r i o d s , and r a t i o s o f co u n selees p e r c o u n s e lin g
p e rio d was c o l l e c t e d th ro u g h use o f th e " E s tim a tio n o f
C ounselor R o le-F u n c tio n In s tru m e n t" (Appendix B) and th e
s t r u c t u r e d in te r v i e w . However, in o r d e r t o p r o h i b i t any
p o s s i b le means o f t r a c i n g a s p e c i f i c c o u n s e lo r o r s e t o f
co u n se le e s th ro u g h o u t th e s tu d y , much o f t h i s in fo rm a tio n
which might have been d e s ir e d by some re a d e rs was not
in c lu d e d in th e r e p o r t .
M aintenance o f co u n sele e anonymity was of th e h ig h e s t
135
concern t o promote th e o p p o rtu n ity f o r a s tu d e n t t o be more
t r u t h f u l i n h is re sp o n se s th ro u g h le s s f e a r o f r e t a l i a t i o n
in any manner from any sc h o o l a u t h o r i t y . However sound
t h i s p ro ced u re might have b ee n , i t a l s o promoted th e d is a d
van tag e o f d e c re a s in g th e s i z e o f th e s tu d e n t sam ple. As
p r e v io u s ly d is c u s s e d , t h e r e was some s p o ila g e o f resp o n ses
on th e answer s h e e ts ; s tu d e n t absences on th e day o f i n
stru m e n t a d m in is t r a tio n o c c u rre d . S ince a fo llo w -u p o f a
s t u d e n t 's answ er s h e e t was im p o s s ib le , th e s tu d e n t N f o r th e
s t a t i s t i c a l a n a ly s is (52 88) was c o n s id e r a b ly low er th a n th e
g ro ss t o t a l o f e l i g i b l e s t u d e n t s .
O th er i n h e r e n t c o n d itio n s o f th e stu d y which could
p o s s ib ly promote o t h e r b ia s e s o r l im ite d use o f th e r e s u l t s
i n c l u d e :
1. The sc h o o ls s e l e c t e d were no t n e c e s s a r i l y r e p r e
s e n t a t i v e of S outhern C a l i f o r n i a hig h sc h o o ls as t o
community c h a r a c t e r i s t i c s , so cio -eco n o m ic l e v e l s
r e p r e s e n t e d , r a c i a l co m p o sitio n , e t c . , n o r could th e y
n e c e s s a r i l y be c o n s id e re d r e p r e s e n t a t i v e o f suburban
hig h sc h o o ls th ro u g h o u t th e c o u n try .
2. The m o b ility of th e s tu d e n t p o p u la tio n was n o t
c o n t r o l l e d . Undoubtedly some o f th e s tu d e n ts o f th e
sample moved i n t o t h e p a r t i c i p a t i n g s c h o o ls ' d i s t r i c t s
a f t e r th e s t a r t o f th e s c h o o l y e a r . T h e r e f o re , some
o f th e s tu d e n ts co u ld have had le s s o p p o rtu n ity f o r
136
c o n ta c t w ith t h e i r s p e c i f i c c o u n s e lo r s . This v a r i a b l e
a l s o co u ld have been i n c o n s i s t a n t from s c h o o l to
s c h o o l.
. S in ce s e v e r a l d i f f e r e n t sc h o o ls and d i s t r i c t s were
in v o lv e d , v a ry in g p h ilo s o p h ie s c o n c e rn in g o r g a n iz a tio n
o f c o u n s e lo r s e r v i c e s were e v id e n t. However, th e
s m a ll sample o f t h i s s p e c i f i c g eo g rap h ic a r e a y ie ld e d
not as ex tre m ely d iv e rs e r o l e s , jo b s p e c i f i c a t i o n s ,
d u t i e s , e t c . , t h a t a much l a r g e r sam ple might have
produced.
I m p lic a tio n s
C e r ta in i m p l ic a tio n s were produced by t h i s i n v e s t i g a
t i o n which seem w orthy of b r i e f d i s c u s s io n . Evidence was
produced t h a t co u ld le a d s i g n i f i c a n t l y t o a d d i t i o n a l recom
m endations i n th e s e a rc h f o r a more e f f e c t i v e r o le f o r
c o u n s e l o r s .
These c o u n s e lo rs were f a i r l y s u c c e s s f u l c l a s s sch ed
u l e r s o r programmers f o r s t u d e n t s . The r e l a t i o n s h i p of
h ig h l e v e l s o f c o u n s e lo r tim e s p e n t as co u rse programmers
and high co u n se le e s a t i s f a c t i o n l e v e ls i n p r e p a r a t io n f o r
p o s t- h ig h s c h o o l e d u c a tio n s t r o n g ly im p lie s t h a t th e
m a jo rity o f e n e rg ie s was sp e n t i n w orking out such
program s. On th e s u r f a c e t h i s seems s a t i s f a c t o r y ; how ever,
th e low l e v e l s o f c o u n se le e s a t i s f a c t i o n w ith s o c i a l /
p e rs o n a l d ev elo p m en tal h e lp i s q u i t e d i s t u r b i n g . I t a l s o
137
seems as i f c o ld ly f u l f i l l i n g th e m echanical requirem ents
o f th e p r e r e q u i s i t e s f o r a s p e c i f i c program was th e primary
i s s u e , w hile a id in g th e s tu d e n ts ' g e n e ra l development was
s a c r i f i c e d . I f co u n se lo rs are t o l i m i t t h e i r a c t i v i t i e s
s t r i c t l y to e d u c a tio n a l d i r e c t i o n - g i v i n g , s o c i a l / p e r s o n a l
developm ental guidance a c t i v i t i e s w i l l s u f f e r . What has
happened t o the concept o f e d u c a tio n a l c o u n s e lin g t o a id
th e development of th e in d iv i d u a l to h is f u l l e s t p o t e n t i a l
f o r l i v i n g a f r u i t f u l l i f e ?
Some comment concerning th e d i s c i p l i n a r i a n r o l e - f u n c
t i o n o f co u n selo rs seems w a rra n te d . The e x h ib ite d r e l a
t i o n s h ip between high le v e ls o f c o u n s e lo r tim e sp e n t w ith
d i s c i p l i n a r y concerns and high counselee s a t i s f a c t i o n of
h e lp re c e iv e d in e d u c a tio n and s o c i a l / p e r s o n a l ad ju stm en t
a re a s o f f e r s evidence c o n tra ry to th e p o s i t i o n advocated by
many p r o f e s s io n a l w r i t e r s . The prem ise t h a t co u n selo rs
cannot be d i s c i p l i n a r i a n s i f t h e i r co u n sele es are t o p e r
c eiv e them as a c c e p tin g persons ad v o c a tin g th e promotion of
h e lp in g r e l a t i o n s h i p s is not borne out i n th e s e fin d in g s .
One p o s s ib le e x p la n a tio n is t h a t th e d i s c i p l i n a r i a n r o l e -
fu n c tio n o f c o u n se lo rs is not in i t s e l f enough t o promote
o r p r o h i b i t th e p r o b a b i l i t y t h a t a h e lp in g r e l a t i o n s h i p
w i l l in f a c t be developed. The predom inant v iew point of
th e c o u n se lo rs in v o lv e d in t h i s stu d y could w e ll be t h a t
d i s c i p l i n e t o be t r u l y e f f e c t i v e must be r e h a b i l i t a t i v e in
n a tu r e . T h e re fo re , th e c o u n s e lo r a c tin g in d i s c i p l i n a r y
138
r o le s would pro b ab ly not be viewed as a d e t e r i o r a t i v e i n
flu e n c e for. a r e s p o n s ib ility - p r o m o tin g c o u n s e lin g r e l a t i o n
s h ip .
A nother n e c essa ry p o in t t o be made a t t h i s tim e i s
t h a t th e s e c o u n se lo rs were p r o f e s s io n a lly t r a i n e d and f u l l y
c e r t i f i c a t e d . While th e p o sse ssio n o f th e c l e a r P u p il
P erso n n el C re d e n tia l in C a lif o r n i a probably does not a s s u re
th e h ig h e s t o f p r o f e s s io n a l a c t i o n s , a t t i t u d e s , e t c . , in
every c a s e , n e v e r t h e l e s s , a c e r t a i n a tta in m e n t has been
reached f o r th e c o u n s e lo r as a p r o f e s s io n a l i f th e c l e a r
c r e d e n t i a l i s g ra n te d . Such a t t e s t e d p r o f e s s io n a l t r a i n i n g
and a t t i t u d e s might w e ll be a m ajor v a r ia b le o p e ra tin g f o r
th e d i s c i p l i n a r i a n r o l e - f u n c t i o n t o be p o s i t i v e l y r e l a t e d
t o counselee p e rc e p tio n of h e lp r e c e iv e d .
The t r a i n i n g , e d u c a tio n , background e x p e rie n c e , a c t i
v i t y , and o th e r a t t r i b u t e s n e c e s s a r ily in v o lv ed f o r a
person t o be c e r t i f i c a t e d as a c o u n s e lo r s u r e ly promote a
d i f f e r e n t a s p e c t o f th e q u e s tio n o f how sh o u ld co u n selo rs
o p e ra te and how they a re p e rc e iv e d . Most of th e work
s i m i l a r t o t h i s i n v e s t i g a t i o n re p o r te d in th e l i t e r a t u r e
made l i t t l e o r no r e f e r e n c e t o th e s e c o u n s e lo r v a r ia b le s .
The id e a su g g e ste d i s t h a t m erely because a p erso n is
la b e le d a c o u n s e lo r in a sc h o o l d o e s n 't mean t h a t he func
tio n s as one from th e p r o f e s s i o n a l s e n s e .
The r e l a t i o n s h i p shown between high le v e ls of counse
l o r tim e f o r a c t u a l c o u n s e lin g s e s s io n s and low s a t i s -
139
f a c t io n le v e ls produced in programming and c l a s s s c h e d u lin g
a c t i v i t i e s a ls o somewhat bears out th e p re c e d in g d is c u s
s io n . The in s tru m e n t i s i p s a t i v e in n a t u r e ; i f high le v e ls
of time are sp e n t in p e rc e iv e d c o u n s e lin g s e s s i o n s , tim e
f o r programming o r c l e r i c a l a c t i v i t i e s probably d e c re a s e s .
To answer th e c r i t i c s o f th e p rev io u s d is c u s s io n who would
claim t h a t , a f t e r a l l , s e l e c t i n g c la s s e s i s an im m ediate,
m ajor is s u e f o r s tu d e n ts to p ro g re ss tow ard e d u c atio n
o b j e c t i v e s , a t t e n t i o n i s d i r e c t e d t o the fin d in g t h a t much
time sp e n t in c o u n s e lin g s e s s io n s i s s i g n i f i c a n t l y r e l a t e d
to and probably promotes high counselee s a t i s f a c t i o n in
p la n n in g lo n g -ra n g e e d u c a tio n a l programs.
A m ajor is s u e of p r o f e s s io n a l co u n selo rs is t h a t ade
q u ate tim e f o r th e fu n c tio n o f c o u n s e lin g in d iv i d u a l s t u
dents i s not allow ed. Various sch o o l sy stem s' adm inis
t r a t o r s undoubtedly d i f f e r c o n s id e ra b ly on t h i s p o in t. The
tim e a v a ila b le f o r c o u n selin g in d iv i d u a l s tu d e n ts f o r only
fo u r o f th e s e t r a i n e d c o u n selo rs met th e minimum 50 p e r
c e n t o f tim e demanded by ASCA ( 4 , 5 ) , Wrenn (1 1 1 ), Dugan
( 3 1 ,3 2 ) , and o th e r w r i t e r s in th e f i e l d .
The evidence le a d in g t o th e s t a t e d co n c lu sio n s su p p o rt
th e im portance o f th e te a c h e r co n feren ce r o l e - f u n c t i o n in
sc h o o l and e d u c a tio n a l ad ju stm en t a r e a s . However, a n o th e r
o f ASCA's pro p o sed , e s s e n t i a l r o l e s , m a in ta in in g r e f e r r a l
c o n ta c ts w ith o th e r a g e n c ie s , was not reco g n ized f o r unde
term in ed reaso n s by any of th e s e c o u n s e lo rs ; n e i t h e r was
140
p a r t i c i p a t i n g i n fo llo w -u p s t u d i e s and r e s e a r c h . The
c l e r i c a l a c t i v i t i e s r o l e - f u n c t i o n , long d e s p ise d by p r o f e s
s i o n a l c o u n s e lo r groups and c o u n s e lo r - e d u c a to r s , d id
promote low le v e ls o f counselee s a t i s f a c t i o n , as many have
h y p o th e siz e d , in th e e d u c a tio n a l ad ju stm en t and v o c a tio n a l
e x p lo r a tio n h e lp in g a r e a s . I t i s s i n c e r e l y hoped t h a t work
in le s s e n in g c l e r i c a l d u tie s f o r co u n se lo rs w i l l c o n tin u e ,
th u s a id in g th e o p p o rtu n ity f o r co u n s e lo rs t o h elp s tu d e n ts
in the reco g n ized a rea s o f im portance.
Recommendations f o r F u rth e r Study
C e rta in im p lic a tio n s and concerns were produced by
t h i s i n v e s t i g a t i o n which in c lu d e th e fo llo w in g recommenda
t i o n s f o r f u r t h e r s tu d y :
1. A d m in is tra tiv e and sch o o l p e rso n n e l should e v a lu
a te e x i s t i n g secondary sc h o o l c o u n s e lin g in th e l i g h t
o f th e fin d in g s of t h i s s tu d y .
2. A d d itio n a l f a c t o r s im p o rta n t t o th e p r o p e r , s a t i s
fa c to ry o p e r a tio n of a c o u n s e lin g program sh o u ld be
c o n tin u a lly re s e a rc h e d . These would in c lu d e :
a. A d m in is tra to r a t t i t u d e s i n r e l a t i o n to
guidance p r i n c i p l e s and p r a c t i c e ;
b. S t a f f a t t i t u d e s towards c o u n se lin g p e rso n
n e l w ith in v ary in g p la n s o f o r g a n iz a tio n of
p u p il p e rso n n e l s e r v i c e s ; and
c. C h a r a c t e r i s t i c s and q u a l i t i e s o f th o se
141
r e s p o n s ib le f o r p la n n in g and im plem enting
p u p il p e rso n n e l s e r v ic e s programs and the
p o s s ib le r e l a t i o n s h i p o f th e s e t o th e success
o f s p e c i f i c program s.
3. Continued i n v e s t i g a t i o n s o f th e law fu l r e l a t i o n s
th a t e x i s t between a sc h o o l c o u n s e lo r and h is counse-
le e s should be promoted.
4. I n v e s t i g a t i o n s o f d i f f e r e n t i a l e x p e c ta tio n s o f
high sch o o l s tu d e n ts co n cern in g c o u n s e lin g s e r v ic e s as
t o o th e r v a r ia b le s such as g ra d e , s e x , socioeconom ic
l e v e l s , and e d u c a tio n a l o r v o c a tio n a l a s p i r a t i o n s
sh o u ld be u n d erta k en .
5. I n v e s t i g a t i o n s o f s t u d e n t s ', p a r e n t s ', a d m in is tr a
t o r s ' , and t e a c h e r s ' p e rc e p tio n s o f co u n selin g
s e r v ic e s in lo c a l communities sh o u ld be f u r th e r e d .
B I B L I O G R A P H Y
142
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F a l l , 13T7T-------------------- ------
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A P P E N D I X E S
153
APPENDIX A
VALIDATION QUESTIONNAIRE FOR COUNSELOR
ROLE-FUNCTION ESTIMATION INSTRUMENT
15U
15 5
U n iv e r s ity o f Southern C al.
J u ly 1964
Dear Fellow E d u c a to r,
Your h e lp as a p r o f e s s i o n a l e d u c a to r in v o lv in g ed u ca
t i o n a l c o u n s e lin g and guidance i s s o l i c i t e d i n e m p ir i c a l ly
v a l i d a t i n g th e a tta c h e d in s tru m e n t c o n c e rn in g th e e s tim a
t i o n o f sc h o o l c o u n s e lo r s ' r o l e - f u n c t i o n s . I t i s being
fo rm u la te d f o r use in a d o c t o r a l d i s s e r t a t i o n a t USC under
Dr. E a rl C arnes.
Would you p le a s e f i l l in th e b la n k s on th e in stru m e n t
a c c o rd in g t o your l a s t c o u n s e lin g p o s it io n ? Then, p le a s e
i n d i c a t e your r e a c t i o n s t o th e in s tru m e n t by answ ering th e
q u e s tio n s below.
Thank you very much f o r y o u r c o n s i d e r a t i o n , tim e , and
h e lp in t h i s manner.
Very s i n c e r e l y ,
M aurice R. Smith
What i s th e o f f i c i a l t i t l e o f your job?
Were any m ajor r o l e - f u n c t i o n s you s e rv e i n as a c o u n s e lo r
o m itted ?
I f " y e s ," what a re th ey ?
Do you f e e l th e r e were to o many item s?
I f " y e s ," which ones would you combine?
What o th e r kin d s o f in fo rm a tio n co n c ern in g y o u r sc h o o l s i t u
a t i o n do you f e e l im p o rta n t t o a s s e s s your tr u e r o l e -
f u n c tio n ?
P le a se s t a t e o th e r comments a n d /o r s u g g e s tio n s :
APPENDIX B
COUNSELOR ROLE-FUNCTION ESTIMATION INSTRUMENT
156
COUNSELOR ROLE-FUNCTION ESTIMATION INSTRUMENT
Please in d ic a te your o f f i c i a l program by number of p erio d s:
Counseling _______, Teaching , T estin g _______, Supervision , Other
How many stu d e n ts are assigned as your counselees? _____
Do you hold a c l e a r C a lifo rn ia Pupil Personnel Services c re d e n tia l? _____
Please in d ic a te th e approximate percentage of your a v a ila b le counseling time which you
spend in performing each of th e se p o ssib le ro le - fu n c tio n c a te g o rie s .
CHECK ONLY!
i f time spent
i s le s s than 5%
MAJOR FUNCTIONS!
estim a te p e r
centage of time
( t o t a l 100%)
1. O rie n ta tio n of co u n selees, scheduling c l a s s e s ,
a r t i c u l a t i o n a c t i v i t i e s f o r new and continuing
s tu d e n ts , program ad ju stm en ts, e t c .
2. Checking a tte n d a n c e , follow-up a c t i v i t i e s fo r
a b s e n t, ta rd y , or t r u a n t s tu d e n ts , e t c .
3. D is c ip lin a ria n d u tie s , handling m is-behavior
r e f e r r a l s from te a ch e rs and a d m in is t r a to r s ,
grounds and b u ild in g su p e rv is io n , e t c .
* + . A dm inistering t e s t s to stu d en ts and a s s o c i
ated a c t i v i t i e s .
157
5. Counseling w ith s tu d e n ts reg ard in g :
a . personal o r s o c ia l problems
b. c u rre n t e d u c atio n al problems
c. fu tu re c a re ers and ed u catio n al plans
6. Conferences and telephone conversations with
parents of stu d e n ts .
7. C onsulting w ith te a c h e rs reg ard in g counselees
and t h e i r problems, case conferences.
8. Providing occupational inform ation to te a c h
e rs and c o u n se le e s.
9. M aintaining r e f e r r a l r e la tio n s h ip s and working
w ith o th e r school and community agencies.
10. C le ric a l-ty p e a c t i v i t i e s (keeping records on
c o u n selees, form ulating l i s t s of s tu d e n ts ,
p re p arin g and checking t r a n s c r i p t s , w ritin g
news a r t i c l e s , checking graduate requirem ents,
a lp h a b e tiz in g records and l i s t s , typing
l e t t e r s , d i t t o e s , s t e n c i l s , e t c .)
11. Other m iscellaneous d u tie s , in clu d in g s t a f f
meetings of any s o r t , s u b s t i t u t i n g f o r teach
e r s , p arty and program plan n in g , follow-up
s tu d ie s and re s e a rc h , reading m a te r ia ls , e t c .
CHECK ONLY!
i f time spent
is le s s than 5%
MAJOR FUNCTIONS!
e stim a te p er
centage of time
( t o t a l 100%)
APPENDIX C
COUNSELEE PERCEPTION OF HELP RECEIVED INSTRUMENT
COUNSELEE PERCEPTION OF HELP RECEIVED
FOLLOW DIRECTIONS CAREFULLY. MARK ONLY ON IBM ANSWER SHEET AS OUTLINED.
T.. Under IDENTIFICATION NUMBER, mark y o u r c o u n s e l o r ' s number in t h e p r o p e r s p a c e
on t h e v e ry f i r s t l i n e o n l y . Your t e a c h e r W ill t e l l you y o u r c o u n s e l o r ' s
num ber. Leave t h e r e s t o f t h e IDENTIFICATION NUMBER l i n e s b l a n k .
IX. S k ip down t o t h e o n e - o f - f i v e c h o i c e s e c t i o n on y o u r answ er s h e e t . P l e a s e in
d i c a t e th e amount o f h e l p you f e e l you r e c e i v e d from y o u r c o u n s e l o r on ea ch o f
t h e f o l l o w i n g item s by m ark in g t h e a p p r o p r i a t e answ er b l a n k . S t a r t w i t h # 1 .
(Be s u r e t o mark one and o n iy one answ er f o r each i t e m .)
•o
0)
- O > -a
0) 0 )
-D *J > < 0 >
S 3 — ■ O —
U JO 0 1 -C C J «
._ o . - u u
in -O T3 4 ) 3 — 4) *5
oj-o «J0> 1 - 0 3 0. I. 0 1
T j o j U > e h- — »-
> — — C L 0) C L 0 1 C L —
) 4J m V I 0 1 — “ " — X — V I
o O 0 ) 0 0) LI 0) 4) 0 )
C u - a v X! o -c-c x : -O
o l c oi
ft U Q. V 3 0) C
“ I- W £ LI L o L. 1 0
L . 0 ) 0 0 3 0 C O . C
t o a r c w x > m 3 C lj
1. W orking o u t a s a t i s f a c t o r y p ro g ram o f c l a s s e s each
s e m e s t e r . _____ _____ _____ _____ _ _ _ _
2. H elp in p l a n n i n g summer sch o o l p ro g ram . ______ _____ _ _ _ _ _ _ _ _ _ _ _
3. P la n n i n g my long ra n g e e d u c a t i o n a l p ro g ram . _____ _____ ____________
If. H elp in u n d e r s t a n d i n g my s t r o n g and weak s u b j e c t
a r e a s . ____________ _____ ____________
5. L e a r n in g b e t t e r s t u d y h a b i t s . _ _ _ _ _ _ _ _____ _____ _____
6 . H elp in u n d e r s t a n d i n g my a b i l i t i e s and sch o o l s k i l l s . _______________________________
7. P r e p a r a t i o n f o r c o l l e g e e n t r a n c e o r o t h e r p o s t - h i g h
t r a i n i n g . ________________________________
8 . H elp in g e t t i n g in f o r m a t i o n a b o u t c a r e e r s o r
v o c a t i o n s . _____ _____ ____________ _____
9. Help in f i n d i n g s u i t a b l e e x t r a c u r r i c u l a r a c t i v i t i e s . _ _ _ _ _ _ ______ _ _ _ _ _ _ _ _
10. L e a rn in g t o u n d e r s ta n d m y s e lf b e t t e r . __________________ __
11. L e a rn in g t o g e t a lo n g b e t t e r w ith o t h e r s . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
12. L e a r n in g t o s o l v e p e r s o n a l p ro b le m s . ^____
13. Help w i t h s o c i a l a c t i v i t i e s . __________________ _____________
\ U . B eing a b l e t o s p e a k t o someone a b o u t p e r s o n a l
c o n c e rn s b u t n o t n e c e s s a r i l y p ro b le m s . _____ _____ _____ _____ _ _
15. I n d i c a t e y o u r sex by m ark in g t h e f i r s t answ er b la n k i f you a r e f e m a le ; mark t h e
sec o n d b l a n k i f you a r e m ale.
16. I n d i c a t e y o u r c l a s s by m ark in g t h e f i r s t answ er b l a n k i f you a r e a 10th g r a d e r ;
mark t h e seco n d answ er blank if you a r e a 12th g r a d e r .
APPENDIX D
DIRECTIONS FOR ADMINISTRATION OF COUNSELEE INSTRUMENT
161
162
PLEASE READ PRIOR TO ADMINISTERING QUESTIONNAIRE
Dear T each er o r P r o c t o r ,
The a d m i n i s t r a t i o n and c o u n s e lin g s t a f f of o u r sc h o o l
a re i n t e r e s t e d in g e t t i n g th e r e a c t i o n s o f many s tu d e n ts
c o n c ern in g th e h e lp th e y re c e iv e d th ro u g h t h e i r sc h o o l
c o u n s e lo r s . To ease th e burden o f g a th e r in g th e in fo rm a
t i o n and t o keep c l a s s d i s r u p t i o n a t a minimum, you are
asked t o a d m in is t e r th e e n c lo s e d q u e s tio n n a i r e t o your s t u
d e n ts to d a y .
D ir e c tio n s a re e x p l i c i t ; p le a s e fo llo w them t o th e
l e t t e r ! No tim in g i s r e q u ir e d . No names a re n e c e s s a r y .
A. D i s t r i b u t e a q u e s tio n s h e e t and IBM answ er s h e e t t o
each s t u d e n t . (S tu d e n t m onitors may h e l p .)
B. Read th e fo llo w in g d i r e c t i o n s aloud v erb a tim t o y o u r
s tu d e n ts ( i n d i c a t e d i n q u o te s ) :
1. "We a re a s k in g y o u r h e lp today in g iv in g us
some of y o u r r e a c t i o n s t o th e h e lp you r e
c e iv e d from y o u r c o u n s e lo rs so f a r t h i s y e a r .
You have been given a q u e s tio n s h e e t and an
IBM answ er s h e e t . Use any o rd in a ry p e n c il in
m arking y o u r answers by m arking a heavy l i n e
between th e d o tte d l i n e s c o rre sp o n d in g t o
y o u r answer ch o ice on th e answ er s h e e t
p r o v id e d ."
2. "Read th e d i r e c t i o n s marked 'Roman Numeral
One' s i l e n t l y . (P a u s e .) On th e f i r s t l i n e
u n d er 'IDENTIFICATION NUMBER' mark y o u r coun
s e l o r ' s number i n th e p ro p e r answer sp a c e .
Do t h i s now. Mark only y o u r c o u n s e l o r 's num
b e r ." ( P r o c to r : P le a se have c o u n s e lo r s '
names w ith t h e i r numbers on th e c h a lk b o a rd .
They a re p r i n t e d b elo w .)
C ounselor Number
163
3. "Skip down t o th e o n e - o f - f iv e choice s e c tio n
on your IBM answer s h e e t. I t s t a r t s w ith
NUMERAL ONE. You a re to i n d i c a t e th e amount
o f h elp you f e e l you re c e iv e d from y o u r coun
s e l o r on each o f th e fo llo w in g item s by mark
in g th e a p p r o p r ia te answ er blank on th e
answer s h e e t. S t a r t w ith #1. Mark one and
only one answer f o r each item . Remember,
choose th e b e s t answer d e s c r ib in g th e h elp
you f e e l you re c e iv e d as d e s c rib e d a t th e to p
o f th e columns. R efer t o Roman Numeral I I i f
you have more q u e s tio n s . You choose th e most
a p p r o p r ia te answer t o mark. When f in is h e d
w ith a l l o f th e ite m s , p le a s e w a it q u i e t l y
f o r f u r t h e r i n s t r u c t i o n s . " (Allow f iv e
m in u te s, o r lo n g e r, as n e c e s s a r y .)
U. "Everyone now p le a se check your answer s h e e t
t o see t h a t the f i r s t l i n e under IDENTIFICA
TION NUMBER and t h a t q u e s tio n s #1 through #16
have been answered w ith one and only one
ch o ic e . E rase th e old answer com pletely i f
you change a c h o ic e ."
C. T eacher o r m onitor p le a s e c o l l e c t p a p e rs , s e p a r a tin g
q u e s tio n s h e e ts and IBM answer s h e e ts . Put loose
answer s h e e ts and q u e s tio n s h e e ts in envelope o r box
p ro v id ed . PLEASE D O NOT FASTEN PAPERS TOGETHER w ith
paper c l i p s , ru b b er bands, s t a p l e s , e t c . Thank you
very much f o r your h e lp .
DESIGN OF
CHI-SQUARE
APPENDIX E
x 2 CONTINGENCY TABLES UTILIZING
TO TEST FOR LEVELS OF SIGNIFICANCE
164
165
F req u en cies o f c o u n s e le e s d i s t r i b
u te d by l e v e l s o f s a t i s f a c t i o n as
d eterm in ed by " P e r c e p tio n o f Help
R eceived" in s tru m e n t
Frequency in l e s s -
s a t i s f i e d h a l f
(below th e median
answ er)
Frequency in
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median answ er)
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Asset Metadata

Creator Smith, Maurice Royal (author)

Core Title An Investigation Of The Relationship Between Counselor Role-Function And Counselee Perception Of Help Received

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, guidance and counseling,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Carnes, Earl F. (committee chair), Lefever, David Welty (committee member), Wagner, Elmer E. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-222258

Unique identifier UC11360092

Identifier 6611590.pdf (filename),usctheses-c18-222258 (legacy record id)

Legacy Identifier 6611590.pdf

Dmrecord 222258

Document Type Dissertation

Rights Smith, Maurice Royal

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA