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A survey of the development of counseling and guidance services in colleges, universities and communities of Southern California resulting from the advisement and guidance program of the Veterans...

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A survey of the development of counseling and guidance services in colleges, universities and communities of Southern California resulting from the advisement and guidance program of the Veterans...

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Content A SURVEY OP THE DEVELOPMENT OF COUNSELING AND GUIDANCE
SERVICES IN COLLEGES, UNIVERSITIES AND COMMUNITIES
OF SOUTHERN CALIFORNIA RESULTING FROM THE
ADVISEMENT AND GUIDANCE PROGRAM OF
THE VETERANS ADMINISTRATION
A Thesis
Presented to ;
the Faculty of the Division of Social Studies
The University of Southern California
In PartEalRgÿXf illmeht
of the Requirements for the Degree
Master of Arts in^-Ge^&aHr-S'tud&es
by
Carl W*y'GIustafsson
June 1948
UMI Number: EP65884
All rights reserved
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a note will indicate the deletion.
O i s s e r t a t i s f l PuMisNng
UMI EP65884
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S o C . , / Cy «
This thesis, written by
Carl W. Gustafsson
under the guidance of hXSL... Faculty Committee,
and approved by all its members, has been
presented to and accepted by the Council on
Graduate Study and Research in partial fu lfill
ment of the requirements for the degree of
.Master, of.. Arts...in..S.Q.clal..G.t.ud^ ..
Dean
Date....
Faculty Committee
Chairman
TABLE OP CONTENTS
CHAPTER PAGE
!• THE PROBLEM AND DEFINITIONS OF TERMS USED ♦ . . 1
The problem . . . . . . . . . . . 1
Statement of the problem . . . . . . . . 1
Importance of the study .... .. . . . . 1
Definitions of terms used . . . . . . . . . . 3
Southern California Area . . . . . . . . . . 3
Advisement and Guidance Program ...... 3
Public Law 16 5
Public Law 346 .......... 5
Guidance center . . . . . . . . . . . . . . 5
Vocational adviser ........... ....... 6
Appraiser . . . . . . . . . . . . . . . . . 6
Counseling ....... ............... . . 6
Organization of thesis .............. 8
II. REVIEW OF THE LITERATURE.................... 9
Official publications of the Veterans
Administration . . . . . . . . . . . . 9
Literature on the establishment of the
program . . . . . . . . . . . . . . . . . 10
Aims of advisement program ......... 12
Literature of a critical nature ...... 14
III. SURVEY PROCEDURE ................................ 16
IV. THE SURVEY RESULTS.......................... 21
Ill
CHAPTER PAGE
The development of guidance services • • • • • 22
Services prior to the program........ 22
Services now available or projected for the
future ............................ 24
Extension of services to non veterans • • • 24
Extension of service to industry 27
Methods of financing ..................... 29
General evaluation of the Veterans Adminis
tration contribution .................... 30
Specific contributions ....................... 32
Training of counseling personnel.......... 32
Developing occupational information • • • • 36
Developing community interest in counseling 37
Furthering the use of standardized tests • • 38
Encouraging greater consideration of employ
ability or placement after completion of
training...... ........................... 41
Curriculum development . . . . . . . . 42
Furthering research in guidance........ .. 42
Improvement of facilities............... 44
V. SUMMARY AND CONCLUSIONS ........... 45
BIBLIOGRAPHY . ...................................... 49
APPENDIX........................................... 51
LIST OF TABLES AND FIGURES
TABLE PAGE
I. Answers to Questions One, Through Seven on
Interview Check Sheet . . . ................. 23
II. Number of "Yes" and "No" Answers to Question
Number E i g h t ..................... 33
FIGURE
1. Relative Monthly Case Loads - VA Guidance Centers 4
2. Publicity Brochure ..................... 39
CHAPTER I
THE PROBLEM AND DEFINITIONS OF TERMS USED
The vocational rehabilitation provisions of Public
Law 16 and the educational benefits of Public Law 346, both
of the 78th Congress clearly anticipated the need for
vocational and educational counseling of veterans* In order
to facilitate the readjustment of veterans under these laws,
the Veterans Administration instituted a far-reaching
program of counseling and guidance throughout the United
States.
I. THE PROBLEM
Statement of the problem* It was the purpose of this
survey to determine the extent to which the Veterans Adminis
tration Advisement and Guidance Program has contributed to
guidance in the schools and communities of Southern
California. More specifically an attempt was made to
determine the actual contributions and in a general way the
value of these contributions.
Importance of the study. During the week of August 19,
1947 representatives of all educational institutions of
Southern California met with representatives of the Veterans
Administration on the campus of the University of California
2
at Los Angeles to discuss various phases of the Vocational
Rehabilitation and Education program* The following selected
problems proposed by the educational institutions were made
the basis for a panel discussion:
1* By what methods can the present VA program of
advisement and guidance stimulate, encourage,
and develop guidance and counseling as a contin
uing service in colleges, universities and
communities?
2* How can colleges and universities effectively
utilize the program of advisement and guidance
of the VA in developing a cooperative training
program for public school teachers and adminis
trators?
3* How can the continuation of the present
counseling service be justified and financed as
the objectives of the veterans» program are
gradually achieved?
This discussion seemed to indicate that the Veterans Adminis
tration Advisement and Guidance program has stimulated and
encouraged the development of counseling programs* It was
also evident that institutions sponsoring guidance centers
have utilized the service in a variety of ways to accomplish
this purpose* Obviously some had made more progress than
others and this progress if carefully analyzed might assist
those now only taking the initial steps*
The necessity for studying this problem was also
emphasized by the following recommendation of the National
Education Association at its 1948 National Convention;
Work of Guidance Centers is increasingly effective*
Centers make positive contributions to total programs
of college counseling resources. Institutions need
to augment further their Guidance Center structure
with comprehensive student personnel organization
integrating the total student life and welfare.
Dangers are apparent, however, if faculty leave to
these agencies the total responsibility for student
guidance. Institutions should prepare now to absorb
costs of the presently Government subsidized guidance
machinery to maintain services after the veterans
program.^
II. DEFINITIONS OF TERMS USED
Southern California Area, This survey was limited
to the areas served by the Los Angeles and San Diego
Regional Offices of the Veterans Administration, There are
four Veterans Administration Guidance Centers in Metro
politan Los Angeles and one each in Burbank, Glendale,
Pasadena, San Bernardino, Riverside, Santa Ana, Long Beach,
San Diego, Compton, Santa Barbara, San Luis Obispo and
Bakersfield, The relative monthly case loads of these
centers is shown in Figure 1, Approximately 70,000 veterans
had completed advisement in the Los Angeles Regional Area
prior to April 1, 1948 with an estimated additional 30,000
receiving less than the full service.
Advisement and Guidance Program, Public Laws 16 and
346 of the 78th Congress authorized the Veterans Administration
^ Meeting the Special Needs of Veterans. Victor F,
Spathelf, Chairman, Committee on Student Personnel, (National
Education Association, Undated bulletin),
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to provide counseling service to veterans of World War !!•
In this survey it will henceforth be referred to as the
advisement program, (Further discussion of the development
of the program is included in Chapter II.)
Public Law 16, Under this law the Federal Government
assumes the responsibility for restoring employability lost
by virtue of a disability incurred in or aggravated by
service in World War II, Counseling is mandatory for all
veterans seeking rehabilitation under this law.
Public Law 546. Popularly known as the "G.I, Bill,*'
this law provides that veterans having non-service-connected
disabilities are entitled to counseling. It is required
only in certain instances where previous training under the
law has not been satisfactorily completed.
Guidance center. The Veterans Administration de
centralized its program in order to make use of the pro
fessional services of vocational counselors and psychologists
at the colleges and universities and to bring vocational
advisement close to the veteran*s home. Guidance centers
were established on a contractual basis at a per capita rate
with various educational institutions. Three types of
centers were established--plans A, B, C, Under Plan A the
institution*s personnel perform all counseling functions
6
while under Plan B the institutions furnish testing services
only. Where the institution was not equipped for or not
interested in either of the above plans, the Veterans
Administration authorized the establishment of a Plan G
center with Veterans Administration personnel performing
all counseling functions.
Vocational adviser. Counselors employed by the
Veterans Administration are known as advisers.
Appraiser, To avoid confusion, counselors working
in guidance centers and employed by institutions are known
as appraisers. The senior appraiser in a center is often
known as the "director** of the center while the adviser in
charge of the Veterans Administration activities in the
center is designated "chief" of the center.
Counseling, There will be no attempt in this survey
to adhere to any finely drawn definitions of such terms as
"counseling," "guidance," "advisement," etc. They will be
used Interchangeably and will mean, in general, the
systematic and inseparable aspect, of the educational process
that is peculiarly concerned with helping individuals dis
cover their needs, assess their potentialities, develop their
life purposes, formulate plans of action in the service of
these purposes, and proceed to their realization.
The philosophy of the counseling procedure employed
by the guidance centers is the opposite of the directive or
paternalistic approach. The emphasis is on assisting the
veteran to better understand his aptitudes, abilities and
interests so that he can make an intelligent selection of
educational and vocational objectives.
The counseling procedure is also systematic with
four principal steps outlined by the Veterans Administration:
1. The first step, which continuously parallels all
others, is to assemble and organize occupational
information covering the nature of the work done,
the training requirements, the working conditions,
the employment requirements and outlets, with
respect to the occupations comprising the fields
affording employment for the disabled and the
non-disabled. This step includes also systema
tizing information as to what educational and
training facilities may be utilized to prepare
persons for meeting the employment or educational
requirements essential to attain their occu
pational or educational objectives.
2. The next step is to make a Survey of the indi
vidual for the purpose of ascertaining through
recognized counseling techniques the veteran*s
interests, aptitudes, attainments and personality
traits which have greatest significance in de
limiting the occupational fields and educational
pursuits in which the veteran may have the
greatest possibility of success, considering
particularly the limitations imposed by any
physical or mental disability. The counseling
techniques, of course, include interviewing,
the review of school training records, the
survey of work history and the use of objective
tests.
3. Having the information regarding the occupational
requirements and training facilities, on one
hand, and the information respecting the
veteran * s potentialities and attainments, on the
8
other hand, the next step is to make a direct
application of one to tne other. This includes
comparing the veteran^s occupational capacities
with the occupational demands, employment require
ments and training possibilities in the occu
pations comprising the fields indicated by the
data as being suitable to the veteran*s vocational
aptitudes and interests and likewise, the veteran/s
educational potentialities with the educational
achievement required for the attainment of the
educational objectives desired by him. Each
occupational field and each educational objective
is to be considered with reference to the question
of whether the principal object to be accomplished
is occupational adjustment or educational adjust
ment giving first consideration to objectives
which seem to meet the needs and desires of
veterans most completely.
4. Another step in the counseling procedure is to
provide such personal counseling as is necessary
to guide the veteran in making intelligent use
of the clinical and professional services available
to him through the Veterans Administration and
other agencies for the purpose of assisting him
in making and maintaining the mental, emotional
and social adjustments essential to the attain
ment of his objectives.^
III. ORGANIZATION OP THESIS
The organization of the remainder of the thesis
follows conventional form. Chapter II contains a review of
the literature while Chapter III outlines the method used
in making the survey. A discussion of the results in
Chapter IV is followed by a 'summary and conclusions. Chapter V.
2
Ira D. Scott, Manual of Advisement and Guidance
(Washington, D.C.: United States Government Printing
Office, 1945), pp. 2-3.
CHAPTER II
REVIEW OF THE LITERATURE
The present investigator has not found any indication
that any similar studies have been attempted. The few
articles which have appeared in periodicals are, in the
main, only descriptive of the program.
Official publications of the Veterans Administration.
The basic policies of the advisement program are contained
in the Manual of Advisement and Guidance prepared by Ira D.
Scott, Chief, Advisement and Guidance Service for Vocational
Rehabilitation and Education. Its intended uses are
enumerated in the foreword:
a. As it is the official issue of the Veterans
Administration for prescribing the procedures
and techniques to be applied by vocational
advisers and appraisers in executing the Advise
ment Record Forms and in rendering counseling
services under the program for the vocational
rehabilitation, education and training of
veterans, the Manual will be designated in all
contractual agreements relative to supplying
such services as the issue setting forth the
requirements and standards of performance to be
met by the contracting parties.
b. As a source of instruction material for the
training of personnel to perform functions re
quiring the application of counseling techniques,
including the organization and use of occupational
information, in the advisement and guidance of
veterans under the Veterans Administration
program, the Manual should be used as the
principal instruction book for training such
personnel.
10
c. As a working manual for effecting the proper
application of the prescribed principles and
procedures relating to advisement and guidance
for determining the relation between counseling
and training activities, the Manual is to be
used by all personnel concerned with such
functions and activities.
d. As a reference in supplying information to indi
viduals, organizations and agencies interested
in cooperating in the counseling program,
regarding the nature and scope of the advisement
and guidance activities affecting veterans'
interests with which the Veterans Administration
is concerned.^
The use of a thorough and complete set of instructions was
intended to promote a uniformity of understanding and
application of procedures involved. This manual has been
further implemented by other instructions, bulletins and
P
circulars including a manual of operating procedures.
Literature on the establishment of the program.
After the passage of Public Laws 16 and 346 the Veterans
Administration set up a screening and advisement procedure
operated entirely by its own personnel. As the program
developed, it became evident that additional assistance would
be necessary and that it would be profitable to call upon
the more highly trained personnel of the educational
^ Ira D. Scott, Manual of Advisement and Guidance
(Washington, D.C.: United States Government Printing Office,
1945), pp. iii-iv.
2 Advisement and Guidance Operations, VA Manual M7-2,
(Washington, D.C.: United States Government Printing Office,
1947).
11
3
institutions. This policy of decentralization, as it was
called, was announced in March of 1945. The announcement
described the general outline of the guidance center plan
and stated the purpose as follows:
It is the purpose and plan of the Veterans Adminis
tration, in brief, to provide counseling and guidance
services to veterans, both the disabled and any others
who desire and are entitled to such services, at an
adequate number of centers so located as to be con
venient to veterans' homes, and to be staffed by
personnel who can coordinate all the pertinent con
siderations respecting the different kinds of counseling
a veteran may need.4
Grier, discussed briefly, the early operation of a guidance
center under this plan^ and Mathewson presented what might
be considered a job analysis of the work of the "vocational
appraiser" in such a center.® The work of the vocational
adviser in the service of the Veterans Administration was
discussed by Schneidler who was employed by the Veterans
Administration and interested in recruiting qualified
3
N. M. Grier, "VA Guidance Center, University of
Pennsylvania," School and Society, 62:204-5, September, 1945.
^ "Colleges Cooperate with the Veterans Administration,"
Occupations, 23:317-319, March, 1945.
^ Loo, cit.
6
Robert H. Mathewson, "The Vocational Appraiser in
a University Veterans Guidance Center," Occupations,
24:7-8, October, 1945.
counselors*
12
7
Alms of advisement program. Ward outlined several
areas in which it was felt that the Veterans Administration
was doing much to improve counseling. Specifically he
called attention to technical information dealing with the
prognosis of success in training for various occupations,
dissemination of up-to-date occupational information, the
employment of psychological consultants on a local level,
and the encouragement of research projects. He also stated
at the same time the policy of development of guidance
services, the extent of which this survey is attempting to
evaluate in one regional area.
It is our hope that perhaps the institutions and
agencies which are now providing counseling services
through Veterans Administration guidance centers may
be able to continue counseling services to people of
their respective communities. Perhaps those who have
become experienced counselors through the Veterans
Administration program will later find an opportunity
to provide counseling services through colleges, public
school systems, and other community agencies. We hope
that improvement and expansion of counseling services
will result from the Veterans Administration counseling
program. 8
Scott asks the question, "... what may be considered
G-* Schneidler, "Opportunity in the Veterans Adminis
tration for Professional Counselors," Occupations, 24:491-97,
May, 1946.
^ Carlos E. Ward, "What the Veterans Administration
is Doing to Improve Counseling," Occupations, 25:498-500,
May, 1947.
13
its (the advisement and guidance program) greatest contri
bution to guidance?" and answers the question as follows:
Surely, any program which comprehends the use of all
the best guidance facilities and personnel offered by
the educational institutions and other suitable
establishments of the various states on the basis of
expecting and receiving full payment for service, must
be regarded as making a major contribution to the
development of guidance as a profession.^
He further enumerates what he considers the reasons making
for this so-called contribution:
1. Making available funds so that private and public
agencies might participate on a remunerative
basis.
2. Distributing participation among civilian
agencies, thus giving needed assistance in
developing guidance facilities.
3. Providing a body of trained and experienced
personnel.
4. Providing the best service to the veteran while
at the same time performing the above contri
butions and all at no greater cost to the federal
taxpayer than would have resulted from the
establishment of adequate facilities entirely
within the Veterans Administration.^^
The most complete description of the advisement
program to be found in the literature was prepared by
Williams, Weeks and Lindgren. In addition to outlining its
development nationally they discussed factual aspects of the
program in California and its specific contributions to
^ Scott, op. cit., pp. 493-497.
Loc. cit.
14
guidance. They emphasized several other important consider
ations not mentioned by other writers. For example, they
suggested that the program has encouraged educational
personnel to think in terms of terminal programs, the selec
tion of vocational objectives, rather than mere educational
programming. They found also that the program has impressed
administrators and counselors with the importance of adequate
facilities, that the personal counseling program has had a
stimulating effect, and that counselors have had an oppor
tunity to increase their knowledge and skill in the use of
n
psychological tests and other counseling techniques.
Wrenn also noted the close relationship established between
the counseling done and the training taken: "One leads
directly to the other and a great deal of the educational
work of the country, as well as much of the on-the-job
IP
training, is directly influenced by VA counseling."
Literature of a critical nature. Too short a time
has elapsed since the inception of the program to have
allowed for the appearance of any critical evaluation. It
might also be presumed that writers have hesitated to level
William M. Williams, Harold T. Weeks, Henry C.
Lindgren, "Veterans Administration and Public School
Guidance," California Journal of Secondary Education,
April, 1947.
C. Gilbert Wrenn, "Trends and Predictions in
Vocational Guidance," Occupations, 25:503-515, May, 1947.
15
criticism at this time for fear of destroying the confidence
of the veteran in the service he is receiving. Super asks
the question, "How is the work with veterans affecting
guidance?" Though his discussion came early in the program
(October, 1946) and is very brief, it does raise some
thought-provoking points. He suggested that:
1. Overworking of counselors may lower standards.
2. Short contact counseling might be a danger.
3. There might be too great a use of untrained
personnel.
4. Some schools place too great an emphasis on
monetary considerations with little interest
in rendering the best possible s e r v i c e .
15 Donald E. Super, "Reflections on the Vocational
Guidance of Veterans," Occupations, 25:40-41, October, 1946.
CHAPTER III
SURVEY PROCEDURE
In order to determine the effect of the advisement
program on the development of guidance services it was
obviously necessary to first evaluate the services available
in the school or community prior to the program* A com
parison of these services with those now in existence could
then be assumed to give a general indication of the develop
ment of guidance activities# Having made such a comparison,
one would then be in a position to consider the effect of
the advisement program upon this development*
The questionnaire method for making this was not
chosen for several reasons. It is difficult to explain in
an accompanying letter the purpose of the study and it was
realized that it is also difficult to so design a question
naire so that each question will be interpreted in the same
way by the persons completing it. This survey, too, involved
the gathering of information that in some cases could not
be publicized. A guidance center director obviously would
not be anxious for his school board to hear of his future
plans from other sources. Personal interviews with
responsible school and community officials were, therefore,
chosen as the best means of collecting the necessary data.
17
The selection of officials to be interviewed (a
complete list is provided in the Appendix) was made with
several considerations in mind. Availability, of course,
was a practical consideration. Ideally, such a survey
should have included the highest administrative level re
sponsible for guidance services. This was not possible in
many instances for this level encompassed university and
college presidents, school board members, and county boards
of supervisors. There were also situations where such
interviews might have focused premature attention upon the
guidance director ^s plans.
The first person interviewed in each school or
community was the individual charged with the operation of
the center. He in turn usually suggested one or more
persons interested in guidance who had been in fairly close
contact with the program and who also were capable of
reasonably predicting the attitude of administrators, who
could not be contacted for the reasons already stated. The
interview results were checked carefully against the obser
vations of three Veterans Administration Officials of the
Los Angeles Regional Office; the Chief of the Division of
Vocational Rehabilitation and Education; the Chief of the
Advisement and Guidance Section and the Field Supervisor of
Guidance Centers. In addition, the various responses were
discussed with the Technical Assistant of the Division of
18
Readjustment Education of the California State Department of
Education who actively represents the various state schools
and who is in an excellent position to judge the accuracy
of the statements received.
The interview method, too, has certain weaknesses.
Since only sixteen schools and communities were involved,
however, the time factor was not prohibitive. Another
difficulty, that of insuring uniform interviews, was
alleviated by the use of a standardized interview. A check
list was prepared on the basis of the needs outlined pre
viously and from suggestions contained in the literature
(see Chapter II). Criticisms of its content and suggestions
for improvement were made by the Chief of the Advisement and
Guidance Section and Field Supervisor of Guidance Centers of
the Veterans Administration. Questions finally selected
were as follows;
1. Did you have a Counseling Unit or Guidance Center
prior to the V.A. contract? ______yes. no.
If so, what was the general nature of this service?
19
2* Is the service of your center available to non
veterans, i.e.;
a. _____ Adult enrollees in school?
b. _____ Any adult in the community?
c. _____ High school students?
d. ____ Elementary school students?
3. If not, do you intent making such services available
to:
a. _____ Adult enrollees in school?
b. _____ Any adult in the community?
c. _____ High school students?
d. _____ Elementary school students?
4# If so, are or will these services be comparable to
those offered to veterans? _____yes no.
5. Is industry using your service? yes no.
If not, do you intend extending your service to
industry? _____yes______no.
6. Do you intend to continue the operation of the center
upon expiration of the V.A. program? _____yes
no#
7. Will you incorporate any of your experience gained
from the V.A. guidance center into your schools?
yes no.
8. Do you feel that the V.A. advisement program has
been of value to you in any of the following?
a. _____ Training of counseling personnel.
b. _____ Developing occupational information.
c. _____ Developing community interest in counseling.
d. _____ Furthering the use of standardized tests.
e. Encouraging greater consideration of
employability or placement after completion
of training.
f. _____ Curriculum development.
g. _____ Furthering research in guidance.
h. _____ Improvement of facilities.
9. To what extent has the V.A. advisement program, in
your opinion, contributed to guidance in your
community?
20
a. _____ Completely responsible for the present
guidance program in the school or
community.
b. _____ Responsible for giving great Impetus to
guidance#
c. _____ Has improved the guidance program already
in existence.
d. _____ Has not contributed to guidance service.
e. _____ Has hindered the improvement of guidance.
f. _____ (The following statement was made in lieu
of the above.)
CHAPTER IV
THE SURVEY RESULTS
The results of the survey are presented in accordance
with the plan outlined in Chapter III. The first question
of the interview check list was designed to evaluate the
services available in the various communities and schools
prior to the Veterans Administration program. The next five
questions of the check list provided data concerning the
services now in existence or projected for the future and
question number nine attempted a measurement of the develop
ment of services attributable to the advisement program. In
addition to this method of evaluation, there is also pre
sented in this chapter a discussion of the degree to which
the contributions suggested in the literature (see Chapter
II) have actually been existent in the various schools and
communities.
The data are presented in terms of the responses
of schools and/or communities. Where two or more indi
viduals from one school responded differently to a question,
that disagreement was pointed out. Since there were only
sixteen schools or communities surveyed, the data are not
given in percentages as such a procedure would have been
misleading.
22
THE DEVELOPMENT OF GUIDANCE SERVICES
Services prior to the program. As has been mentioned
previously, fifteen of the sixteen Veterans Administration
guidance centers are sponsored by school systems.^ As shown
in Table I, ten maintained no guidance center or counseling
unit prior to the Veterans Administration contract and no
center or unit existed in the area now served by the center
sponsored by the non-school agency. Of the five units in
existence only two were theoretically available for use by
other than students enrolled in the schools. Actually none
extended service to persons outside the school system and
one limited service to only one school group in the community.
If a center or unit were defined as a centralized counseling
service supplementing teacher counselor activity, then only
two of the five could be actually designated as such.
Educational counseling service was offered in some
degree by all of the schools concerned ranging from part
time teacher-counselor programs to well integrated guidance
programs. One school maintained a general placement service
in connection with its guidance program. Two considered
their occupational libraries sufficient to meet the needs
^ Of these, one is operated on a plan C basis with
the school furnishing space only. A second is operated on
a plan B basis with the school contracting for testing
services only.
TABLE I
ANSWERS TO QUESTIONS ONE,
ON INTERVIEW CHECK
THROUGH
SHEET
SEVEN
23
Yes No Projected
Question 1:
Did you have a Counseling Unit or
Guidance Center prior to the V.A.
contract? 5 11
Question 2i
Is the service available to non
veterans, i.e.;
Adult enrollees in the school 12 4 1
Any adult in the community 10 6 2
High school students 10 6 2
Elementary school students 3 13 1
Question 4s
Are these services comparable to
those offered to veterans?
Question 6:
Is industry using your service?
12
11 5 1
Question 6s
Do you intend to continue the
operation of the center upon
expiration of the V.A. program? 8 3
Question 7:
Will you incorporate any of the
experience form the V.A. program
into your schools? 14 2
Not definitely projected but continuation may be possible.
24
of the student body. None offered any service to industry
and only one coordinated its guidance program with curriculum
development. Of the five schools having centers or units
only two housed the services in adequate facilities. Guidance
frequently consisted of educational programming under the
direction of the various department heads and could be
generally summed up as inadequate to meet personal, social,
and educational needs of the students.
Services now available or projected for the future.
Eight of the institutions definitely plan to continue the
operation of the centers upon the expiration of the Veterans
Administration contract. Five indicated a desire to do so
but felt that plans were too vague at the present time to
say definitely, or more exactly stated, school administrations
have not yet approved. Of the three not planning or
desiring to continue, two are the plan C and B centers, and
the other operated a guidance unit prior to the program and
will continue that service.
Extension of services to non veterans. Various
methods have been used to lay the groundwork for continued
operation, some of which will be discussed later in this
chapter. The most common approach has been to extend the
services to non-veteran groups. As shown in Table I, page
23, twelve centers have extended services to non-veteran
25
adult enrollees in the school and one center expects to make
such service available. Often this has resulted in good
relationships with regular school counselors or teachers who
need assistance with problem cases. Ten centers are offering
their services to any adult in the community, a much needed
service never before available through other than private
agencies*
The same number of centers make their services
available to high school students. The Veterans Educational
Counseling Service, sponsored by the Los Angeles City
Schools, has counseled 812 A-12 students and by June of 1948
P
will have served an additional 2,000. The center reports
the project extremely successful and this opinion appears
to be shared by the high schools receiving the service.
Ninety-three per cent of the students learned more about the
jobs and educational opportunities they had previously con
sidered; the same percentage felt their plans for the future
were more secure. Ninety-eight per cent of the parents
enthusiastically approved the program. Only two per cent
were indifferent. Twenty-eight per cent of the 812 students
defined new objectives; thirty-eight per cent modified their
plans, and thirty-four per cent verified previous plans.
P
This guidance center located at Los Angeles City
College is the largest in the United States in terms of
numbers of veterans counseled per month.
26
The service was offered on a voluntary basis and produced
nearly one hundred per cent attendance on the days the
counselors were in the schools.
All centers extending services to non-veterans
indicated that these services are comparable to those
offered to veterans (see Table I, question 2, page 23). The
above mentioned high school project included;
1. Discussions with Senior Problems teachers on
questions of student background, mental abilities,
and educational achievement of the class as a
whole.
2. Orientation by classes as to the nature of the
experiences they were to have.
3. Group testing.
4. Individual interview.
5. Individual testing.
6. Studying of occupational information.
7. Final evaluation interview.
To develop community interest, the parents were
invited to come with the student at the time of the last
interview. Ninety-eight per cent of the parents responded
and expressed themselves as overwhelmingly in favor of the
program. In fact, one difficulty has been the explanation
to the parents that they cannot at the present time receive
the same service due to budget and personnel limitations.
27
Extension of service to industry. In response to the
question, "Is industry using your service," eleven insti
tutions responded affirmatively and one intends such
extension at a later date. The Veterans Administration has
actively promoted a policy of cooperation between centers
and the California ^tate Employment Service and with various
employees many of which maintain extensive on-the-job
training programs under the G.I. Bill. Such cooperation
works two ways* Not only does it allow for effective place
ment and vocational counseling through a better knowledge of
job opportunities, but it becomes a source of referral to
the centers. Employers have gradually become more conscious
of individual differences and the value of counseling. One
large bank refuses to hire veterans until they have gone
through the advisement process, for it guarantees a high
degree of selection and stability of new employees. Certain
private schools have also made extensive use of the centers *
services to reduce the drop-out rate of their students.
The University of Southern California Veterans
Guidance Center has recently assisted in an experimental
program of testing and test research with the Los Angeles
Police Department and the Delinquency Control Institute.
A test battery was first standardized on 130 members of the
Juvenile division. Then the same tests were given to a
group of eighty men desiring to transfer into the Division.
28
These tests and other indices were used to select thirty men
for training with the Division. It is believed that this is
the first extensive experiment of this type on the West
Coast.
Another type of service being extended to other
agencies and to industry is being developed by University
of California Extension Division through the Veterans
Administration center which it sponsors. A separate test
scoring department, operating under a separate budget as a
branch of the Extension Division, will score tests at a
fixed rate. Although this project is distinctly an Extension
Division development it has been made financially possible
by the veteran case load handled in the center. It is hoped
that, as the center’s demands decrease, the scoring service
will be used increasingly by schools and industry. Super
vision of this activity rests with guidance center personnel.
Although not yet announced, it is obvious that this service
offers possibilities in the form of test standardization and
test validation.
Two centers, one sponsored by the Board of Supervisors
of Orange County and the other by the Pasadena City Schools,
have cooperated closely with the local joint apprenticeship
committees in the selection of apprentices. Results are
thus far unpublished but indications are that the projects
are achieving success.
29
The Director of Vocational Guidance at California
Polytechnic School is developing from the present Veterans
Administration program a coordinated faculty-advisor person
nel program to be closely coordinated with a guidance center
organized along the same plan as the present center. The
advisement program stimulated interest, directed attention
to guidance needs and presented a basic structure from which
to expand*
Methods of finaneing. The guidance people directing
these programs have been confronted with different con
siderations depending upon the personalities and policies
involved. The major problem always present, however, has
been the financial aspect. The advisement program has been
operated on a cost basis, and school business managers and
school boards cannot be expected to readily assume the added
financial burdens.
The costs of the above mentioned services have been
met in three ways: (1) by using profits from veteran
counseling; (2) by budget allocation from school funds; and
(5) by extending the additional services on a fee basis.
The contracts between the schools and the Veterans Adminis
tration with three exceptions provide for payment of twenty-
five dollars ($25) for each completed case of counseling.
In most instances the centers have not only met their costs.
30
but have made a profit and this profit, though not great,
can be used to good advantage in extending guidance services*
The Los Angeles City Schools District has regularly borne
twenty-five per cent of cost of operation of the Veterans
Administration Center which it sponsors in addition to
furnishing excellent housing* If present plans are effected
the District will gradually assume a greater proportion of
the budget as the veteran demand decreases and non-veteran
counseling is increased. Other schools are presently
inclined to follow this plan by supplementing the income from
veteran counseling as it decreases in order to maintain the
service* The centers operated by University of California
Extension Division and the University of Southern California
now offer the same service, given to veterans, to anyone who
requests it at a fee of twenty-five dollars ($25). The
latter, through efficient administration, has also been able
to extend added services to its various departments out of
the fees received from veteran counseling.
GENERAL EVALUATION OP THE VETERANS
ADMINISTRATION CONTRIBUTION
The question, "To what extent has the Veterans
Administration advisement program, in your opinion, con
tributed to guidance in your community?" was asked as a part
of the standardized interview, A choice of five suggested
51
answers was provided. In only one instance did all the
individuals interviewed agree that the advisement program
was completely responsible for the present guidance program
in the school. However, ten schools indicated that the
advisement program "was responsible for giving great impetus
to guidance," and two felt that it "has improved the guidance
.program already in existence." At one school three indi
viduals answered the question differently, two agreeing with
the last statement while one felt that great impetus has
been given. Several persons interviewed made the following
statements which seemed to more nearly express their views;
The program has been an excellent transition activity.
It has been a valuable experience but it has not done
much to influence the future program.
It has contributed and may have implications for the
future of the existing program. It has hit a segment of
the population that would not have been reached.
It has emphasized the dire need and necessity of
vocational guidance in this community.
It has given students a fuller appreciation of the
services ordinarily available.
It has made clear the need for adequate personnel,
facilities, materials and time to do an adequate
counseling job.
It has helped to develop a better understanding of
the uses and values of a well organized program.
Without the program the present service would have
been impossible.
Even in those three schools which are not making plans
to continue the centers upon expiration of the contracts.
32
all indicated that there had been considerable contribution
by the advisement program. Although the statements may have
been slightly biased because of the interviewer’s position
with the Veterans Administration, they nevertheless seem to
substantiate the other indices.
SPECIFIC CONTRIBUTIONS
Eight specific areas were listed by various writers
(see Chapter II) in which the advisement program could be
expected to contribute to the development of guidance
services. Each person interviewed was asked to state whether
or not, in his or her opinion, the advisement program had
been of value in any of these areas* The results are pre
sented in Table II and each area will be discussed in the
paragraphs that follow.
Training of counseling personnel. Twelve schools
indicated that the program had been of value in this respect.
The greatest proportion of counseling personnel employed by
the Veterans Administration and the schools were formerly
teachers or teacher counselors. The advisement program has
given them an opportunity to transfer into the counseling
field where they will in all liklihood remain. Many, as a
result of experience as an appraiser or adviser, have located
better positions in guidance work while others have accepted
33
TABLE II
NUMBER OP "YES" AND "NO" ANSWERS TO
QUESTION NUMBER EIGHT
Question No. 8
Yes No
Do you feel that the V.A. ' advisement
program has been of value to you in
any of the following?
a. Training of counseling personnel. 1 2 4
b. Developing occupation information. 1 6 0
c« Developing community interest in
counseling. 1 3 3
d. Furthering the use of standardized
tests. a 7
e. Encouraging greater consideration
of employability or placement after
completion of training. 1 4 2
f. Curriculum development. 5 1 1
g.
Furthering research in guidance. 7 9
h. Improvement of facilities. 7 9
34
very desirable administrative assignments.
The Veterans Administration has regularly conducted
an inservice training program for advisers and has also
encouraged graduate work on a part time basis. One graduate
course in counseling techniques was given, by special
arrangement with the Extension Division of the University of
Southern California, at the Los Angeles Regional Office.
Arrangements are now being made by the Veterans Administration
for a more intensive training program with psychological
consultants from schools and industry furnishing the major
part of the instruction.
Only at the University of Southern California has
there been an attempt to use graduate students as counselors
in the guidance center. In that case such students have
gained valuable counseling experience and seemingly at no
expense to the veteran due to careful selection of the
students. Generally schools have selected appraisers on the
same basis as they use in selecting counselors with the idea
of eventually absorbing them in the school staff in the
event the program is discontinued.
The guidance center sponsored by the Los Angeles City.
School System has promoted the most extensive effort in the
training of counselors. In an effort to orient school
counselors in the high schools to the program previously
mentioned, the staff of the center presented a workshop in
35
counseling and guidance. They were assisted by the personal
counseling staff of the Veterans Administration and by
members of the summer session staffs of the universities
including outstanding leaders such as Doctors Carl Rogers,
David Klein, and Bruno Klopfer. A total of one hundred
fifty persons attended the two ten-day sessions and the
center plans to accomodate three hundred in a similar program
during the coming summer*
The workshop was organized on two basic assumptions:
(1) good guidance is an integral part of the educative
process, and (2) the value and efficiency of guidance grows
in direct relation to the increased knowledge of those
participating in the program. The meetings were held from
9:00 A.M. to 12:00 M. daily. The 9:00 to 10:00 A.M. hour
each day was a general session. Experts in the field of
guidance presented methodology, procedure, techniques,
philosophy and modern trends in the field of counseling and
guidance. The participants were offered the opportunity to
specialize from 10:00 to 11:00 A.M. The three phases of the
program presented for this specialization were testing,
counseling techniques, and the personality. The 11:00 A.M.
to 12:00 M. hour was designated as the clinical session.
Four to six discussions were available each day. The
participants took this opportunity to investigate more inten
sively the areas of interest provoked in the preceding two hours.
36
Developing occupational information# Each person
interviewed expressed appreciation of the advisement briefs
prepared by the Los Angeles Regional Office of the Veterans
Administration# These briefs are prepared, by an occupa
tional specialist, on occupations for which the available
information is limited. They are written with an emphasis
on local employment conditions, trends, licensing require
ments, equipment needed, and performance requirements# Wide
distribution is made to other state and federal agencies,
schools, and individuals# A sample brief has been includêd
in the Appendix of this thesis.
Occupational reference files established by the
Veterans Administration in each center are being used in
creasingly by advisers and appraisers who are gradually
gaining àn understanding of the value of occupational infor
mation as a counseling tool. As was mentioned previously,
only two schools maintained complete and useable occupational
libraries prior to the establishment of the guidance centers.
At several centers, non-veteran students, especially high
school students, now make extensive use of the center .
reading rooms.
These reference files are arranged according to the
Dictionary of Occupational Titles and each file folder is
coded. This procedure simplifies the problem of refiling
and makes material more easily located. Each folder is
37
cross-referenced to books, periodicals, etc. which cannot be
filed. Widespread adoption of this system will greatly
stimulate the use of occupational information in the coun
seling process.
• z
One of the specific contributions mentioned by Ward
(see Chapter II) was the development of technical information
dealing with the prognosis of success in training for various
occupations. To date, five technical bulletins have been
issued concerning the requirements for success in the fields
of Law, Music, Dentistry, Medicine, and Engineering. They
present information relative to the nature of the training
programs, the requirements for entrance, including educational
prerequisites, the abilities considered necessary for
successful completion of the training program and a list of
recommended tests to aid the adviser in the evaluation of
these abilities. These bulletins serve as ready reference
tools in the counseling situation, supplementing and employed
along with other pertinent materials available to the
adviser or appraiser.
Developing community interest in counseling. It is
quite probable that the advisement program is partly
responsible for the present forward surge of guidance
^ Carlos E. Ward, "What the Veterans Administration is
Doing to Improve Counseling," Occupations, 25:498-500,
May, 1947.
58
mindedness. The centers, by rendering the service to
thousands of veterans, have indirectly affected many more
people in the communities. They have also initiated
favorable radio and newspaper publicity and many of the
directors have actively promoted the program through personal
contacts with clubs, agencies, schools and industry. Neat,
concise, thought provoking brochures have been distributed
by some centers to develop interest (see Figure 2).
In response to this question, (see Table II, page 33)
thirteen schools indicated that community interest had been
stimulated. Several persons commented upon the fact that
the program had for the first time extended guidance beyond
the school, reaching many in the community to whom it would
never have otherwise been available.
Furthering the use of standardized tests. Tests are
not new to guidance, yet eight schools indicated that the
program has furthered their use. The Veterans Administration
has limited the use of tests to those on an approved list
in order to insure that the veteran not serve as a guinea
pig. Many potentially useful measuring devices are not
included. Nevertheless, the list has been complete enough
to allow appraisers and advisers to become more familiar
with many tests and especially to learn that they are only
one of many counseling tools and are not infallible as such.
50
A VETERAN LOOKING FOR A JOB, OR A BETTER JOB,
THERE ARE SEVERAL SETS OF FACTS THAT CAN BE
HELPFUL.
1. You should know your abilities, aptitudes and interests.
2. You should know what training, if any, is required to m ake
the m ost o f your aptitudes.
3. You should know the facts regarding the perm anancy o f
the job you are considering, your futu re em ployability and
opportunities.
The Veterans Administration Guidance Centers, operated by University
Extension, University of California in downtown Los Angeles, on the
Berkeley campus, and at Santa Barbara can give you the answers. These
centers are staffed with experienced Vocational Counselors, trained
Psychometrists, as well as Veterans Administration representatives.
Complete libraries of job specifications and occupational prospects,
the latest in testing equipment, the best facilities of all sorts aid these
professionally trained counselors in helping you solve your,vocational
problems.
COST'?
There is no charge if you are an honorably
discharged veteran of World War II and
have not been previously counseled at a
local Center. Ordinarily this service would
cost $25 to $75.
HOW LONG?
There are three phases to the counseling.
First an interview in which tests are as
signed, second the tests which may take
from three to six hours, then a final inter
view to interpret the tests and, on the basis
of all the known facts—your physical con
dition, personality, aptitudes, interests— a
filial advisement.
WHAT KIND OF TESTS?
There are four. First the interest tests;
then the aptitude tests indicating the vari
ous fields in which you have ability (these
may prove surprising) ; the performance
tests which will give the counselor an idea
of how much you know and can do; and
finally the personality tests which you may
choose to take.
WHERE TO APPLY?
Call University Extension, University of
California at Los Angeles, Berkeley or
Santa Barbara or any University Extension
Center. There is no red tape, an appoint
ment will be made promptly.
In L^s Angeles, call TUcker 6123 or come in
person to Room 607, 815 South Hill Street.
VETERANS ADMINISTRATION GUIDANCE CENTERS
UNIVERSITY EXTENSION, UNIVERSITY OF CALIFORNIA
F I G U R E 2
P U B L I C I T Y B R O C H U R E
LIFELONG LEARNING
Vo). I November 3, 1947 No. 44
Published weekly by U n iversity E xtension, U n iversity of Cali
fo rn ia, 405 H ilgard Ave., Ix)s A ngeles 24. E n tered as second
class m a tte r .fan u ary 6, 1947, a t the P ost Office in Los Angeles,
C alifornia, u n 1er the A ct of A ugust 24, 1912. S ent free to those
desiring inform ation of U niversity E xtension activities.
40
A regular meeting of the psychometrists of the various
centers is held monthly and has allowed for a valuable inter
change of ideas and techniques.
The Veterans Administration has issued special in
structions to provide for the use of the General Educational
Development Test, the Law School Admission Test, the Moss
Scholastic Aptitude Test for Medical Schools and the Graduate
Record Examination. These instructions describe the tests,
their purpose, use to be made of them in the counseling
procedure, and examination procedures.
The state Departments of Education have arranged for
the establishment of official Veterans Testing Service
agencies in or near all communities where guidance centers
are located. Usually these agencies have been located in
the guidance centers, an arrangement that has resulted in a
considerable saving of time and expense to the veteran. The
counseling load has been increased by veterans who learn of
the advisement service when making application for the GED
tests and the cost of the service has been borne either
entirely or in part by the guidance center.
Several schools have established an effective method
of interchange of test results. Entrance examinations
results are furnished the guidance center and in return
scores on specific aptitude and interest tests are made
available to the school counselors and teachers.
41
Encouraging greater consideration of employability
or placement after completion of training. As has been
stated previously, guidance services in the schools have
often been concerned solely with planning the educational
program and completing that program. Whether or not the
individual can make use of the training in his social and
economic adjustment has not always seemed to be of much
concern.
Public Law 16 requires that the Federal Government
assume the responsibility for restoring employability to
disabled veterans who are in need of vocational rehabili
tation. It is necessary in counseling, therefore, to select
a specific occupational objective, a procedure that has been
applied as well to the veteran requesting training under
Public Law 346. The assumption is that education has voca
tional as well as cultural values and focuses attention upon
the assumption through more extensive utilization of terminal
programs.
Fourteen schools indicated that this aspect of the
advisement program has been of definite value. Although
the full implications will probably not be realized for some
time, two considerations deserve mention. The requirement
of establishing a counseling objective calls for more
training and the possession of more vocational information.
It also presses for institutional acceptance of responsibility
42
of placement of the student in the employment objective which
he has selected and for which he has been trained.
Curriculum development. That the selection of a
specific employment objective should cause school adminis
trators to evaluate terminal programs in light of the
employability of their graduates has already been discussed.
Are there implications for the development of curricula as
a result of stated vocational choices of students seeking
guidance? Five schools felt that there are and have con
sidered them in planning new courses and programs. This
aspect of the high school program of the Los Angeles City
Schools may provide interesting data when larger numbers of
students have participated.
Furthering research in guidance. Although Veterans
Administration officials felt that the advisement program
would encourage research projects,nine schools indicated
that no such contribution had been made (see Table 11). It
is evident;that, in this respect, the policy of the Veterans
Administration has done much to hinder research. In an
effort to protect the veteran against the release of con
fidential information and to coordinate research projects,
all research must be approved by the Central Office in
^ Loc. cit.
43
Washington, D.C. This has the effect of either restricting
research or driving it underground. Stone recommends the
use of data from the advisement program for research purposes
• ♦ ♦ it seems to me that the most important task
confronting us is the use of the wealth of material
now available due to the advisement and guidance
program of the Veterans Administration, which, with
few exceptions, is going to waste, and in these few
exceptions there is no coordinated plan of research
that will make possible the correlation of the
various studies. More and better research in
vocational guidance would include a nation-wide,
foundation-financed research project with these data.
There is need also for research in the sociology
of occupations, the gains to Counseling from the VA
program, the relationship of personal, social, and
educational adjustment, an index of satisfaction and
efficiency on various jobs, the development of
community counseling and adult adjustment centers.
Never before have we had the data available for
more and better research in vocational guidance than
we have at the present time.^
In spite of these difficulties seven centers have
managed some research activity, which has generally been
concerned with evaluation of the center’s services, and
development of test norms. Graduate students at the
University of Southern California and the University of
California at Los Angeles have been encouraged to develop
theses and dissertations within the scope of the advisement
program. Three immediate steps by the Veterans Adminis
tration- -easing approval requirements; issuance of a
^ Walter L. Stone, "Editorial Comment," Occupations,
26:440, April, 1948.
44
Technical Bulletin encouraging research; and active co
ordination by the Regional offices, would do much to
further needed guidance research.
Improvement of facilities. A typical guidance center
completely equipped to render guidance service consists of
reception space, counseling cubicles, group and individual
testing rooms and an occupational-informâtion library. The
implications of the improved facilities which have accom
panied the establishment of a veterans * counseling service
are not lost on counselors who are not employed in the center.
Of the five centers in operation prior to the advisement
program only two were closely integrated units under one
roof. Yet, only seven schools felt that the program had
been of value in the improvement of facilities. There are
two possible explanations. The first, is a question of who
gets the credit and certainly none should be taken from the
administrator who has given up needed classroom space to
make room for a guidance center. Secondly, the idea of an
integrated unit has become such a "must" that it is sometimes
difficult to remember that only two years ago one did not
exist.
CHAPTER V
SUMIMRY AND CONCLUSIONS
The Intent of this survey was to determine the
extent to which the Veterans Administration advisement
program has contributed to the development of guidance
services in the schools and communities of Southern
California. By interviewing responsible guidance people,
in the various school systems sponsoring guidance centers,
it was possible to measure generally the stimulus value of
the program.
The comparison of present guidance services with
those in existence prior to the program is of greatest
significance. Whereas only two of the schools operated a
centralized counselor service supplementing teacher
counselor programs reaching all students, eight schools are
now definitely planning continuation of the present guidance
centers with five others laying the groundwork for such
continuation. Counseling services were previously available
only to students enrolled in the schools and often limited
to certain students. Ten centers now make their services
available to any adult in the community and two others
project this service for the immediate future. Eleven
centers are cooperating with other governmental agencies
and with industry and one intends to provide such service.
46
later* Prior to the advisement program, no comparable
service existed. Fourteen schools plan to incorporate into
their programs experience gained from the operation of the
guidance centers. Wlien evaluating these developments, it
must be kept in mind that the program has been in effect in
the various schools for a period of from nine months to less
than three years*
It is also significant that the people who direct
these services willingly acknowledge that the advisement
program of the Veterans Administration is largely responsible
for the rapid development of guidance services. In ten
schools, the belief was expressed that the program is
responsible for giving great impetus to guidance and in two
others credit was given for making the present guidance
service possible*
In considering specific contributions, it was found
that all eight areas mentioned in the literature were found
valuable by the schools sponsoring centers. Twelve felt
that the program had been helpful in the training of
counseling.personnel. All sixteen valued the development
of occupational information and thirteen felt that it had
stimulated community interest in counseling. That the
program encouraged greater consideration of employability
or placement after completion of training, was considered
important by fourteen schools*
47
Some interesting projects that will be worthy of study
in the future were discovered. Small colleges especially
will be interested in the faculty-adviser guidance center
experiment at California Polytechnic School. The development
of the high school terminal guidance program by the Los
. ^ . ■ ■ ■ * ■ . - '
Angeles City Schools will be of interest to guidance workers
and administrators* The apparent success of the centers,
especially at the University of Southern California in the
selection of employees for governmental agencies and industry
may well enhance the stature of guidance generally. And,
above all, the establishment by the University of California
Extension Division of an independent test scoring service
must be considered a significant step forward.
In contrast to the positive picture of development,
certain negative aspects need to be considered* Why are
not all sixteen schools now committed to a program of con
tinued operation of existing facilities as recommended by
the National Education Association? There seem to be
several reasons, chief among which is the failure of certain
administrators to recognize the values that accrue. They
may not have been subjected to the proper amount of orien
tation regarding the necessity for guidance services. Some
schools may have built too ambitiously. Others have
actually objected to the idea of wholeheartedly accepting
any program sponsored by a federal agency* It can also be
48
said that some schools have been too interested in the
monetary aspects with little interest in rendering the best
possible service* And, above all, some administrators are
suspicious of the counseling being done and this, at times,
has not been without good cause* Full value must be given
and evaluation of the services must be made continuously if
the development of guidance is to be sound*
This survey has indicated that there is an intense
interest in the continuation of presently existing programs*
Progress has been made individually but more cooperative
effort is needed* Guidance directors should now formulate
definite goals and make them known through state agencies
and other organizations*
BIBLIOGRAPHY
50
Advisement and Guidance Operations, VA Manual M7-2,
Washington, D.G.: United States Government Printing
Office, 1947.
"Colleges Cooperate With the Veterans Administration,"
Occupations, 23:317-319, March, 1945.
Grier, N. M., "VA Guidance Center, University of Pennsylvania,"
School and Society, 62:204-205, September, 1945.
Mathewson, Robert H., "The Vocational Appraiser in a
University Veterans Guidance Center," Occupations, 24:7-8,
October, 1945.
Meeting the Special Needs of Veterans, Victor P. Spatholf,
Chairman, Committee on Student Personnel. (National
Education Association, Undated bulletin).
Schneidler, G., "Opportunity in the Veterans Administration
For Professional Counselors," Occupations, 24:491-497,
May, 1946. :
Scott, Ira D., Manual of Advisement and Guidance. Washington,
B.C.: United States Government Printing Office, 1945#
Stone, Walter L., "Editorial Comment," Occupations, 26:440,
April, 1948.
Super, Donald E., "Reflections on the Vocational Guidance of
Veterans," Occupations, 25:40-41, October, 1946.
Ward, Carlos E., "What the Veterans Administration is Doing
to Improve Counseling," Occupations, 25:498-500, May,
1947.
Williams, William M., Harold T. Weeks, and Henry C. Lindgren,
"Veterans Administration and Public School Guidance,"
California Journal of Secondary Education, April, 1947.
Wrenn, Gilbert C., "Trends and Predictions in Vocational
Guidance," Occupations. 25:503-515, May, 1947*
A P P E N D I X
52
Advisement Brief (Sample)
PHOTOENGRAVER 4-47.100
DESCRIPTION OP DUTIES Except in very small shop where he may
do all-around work, performs one of the following specialties
in the making of copper or zinc plates for use in relief
printing of illustrations : photographing material to be re
produced (photographer), transferring negative, in reverse,
to large piece of glass (stripper), printing from negative
on to metal plate (printer), inking surface of metal plate
to put patterns or shadings on certain parts (Ben Day
artist), etching surface of metal plate in acid solution to
leave the image in relief (etcher), cutting away by machine
the portions of metal not needed and mounting plate on a
wood block (router-blocker), cleaning and touching up the
plate to bring out light or dark portions (finisher), and
finally printing a copy of the engraving on a press to see
that the finished work is up to standard (proofer).
E1.ÎPL0YMENT OUTLOOK Good for about two or three years, then
fair.
Trends: Photoengraving is a limited field normally.
It was greatly over-manned during the depression, under
supplied during the war. During the next few years it can
probably absorb all ex-service journeymen and apprentices
returning to the trade plus trainees, but in the long run
it will level off and require replacements only.
Current: Apprentices are permitted at a ration of one
to every seven journeymen in a shop. Prom now until 1950
opportunities look bright for trainees and experienced
workers.
Jobs found in: Mainly small "service" shops which
sell to publishers, printers, and business firms; also in
newspaper plants, publishing houses and government agencies.
Considerable s eIf-employment.
Geographical factors: Larger cities generally support
photoengraving shops, as they must live off large printing
and publishing establishments. Best opportunities said to
be in New York, Illinois, and Pennsylvania.
Seasonal factors ; At present there is steady employ
ment throughout the year. In more normal times some
seasonality may be expected.
53
Limitations: Although the work is not heavy, women
are seldom employed. Negro workers are in the minority.
PROBABLE EARNINGS The last Census report rates photo
engravers as highest paid among printing trade workers.
Beginners: In the Los Angeles area apprentices start
at 40^ and work up to 95^ of journeyman pay.
Journeyman: In Los Angeles Area a minimum of $2.00
per daytime hour; time and a half for first three hours of
overtime and double time thereafter. For night workers,
$2.27 per hour. The work week is 37-J- hours.
ADVANCEMENT
Entry job: Apprentice.
Line of advancement: There are limited opportunities
for advancement other than through increased earnings.
Journeyman, foreman, self-employment; transfer to roto
gravure photoengraving.
HOW TO QUALIFY Through apprenticeship of six years including
864 hours of related technical instruction, usually preceded
by high or trade school printing courses.
Work experience: Related experience in the armed
forces may be given credit toward advanced standing.
Education: Formal education carries little weight.
Students and graduates of correspondence or trade schools
conducted for profit are not recognized by the union and
are compelled to serve the full apprenticeship term.
Prerequisites: High school graduation practically
mandatory because of intense competition among would-be
apprentices.
ENTRANCE REQUIREMENTS’
Physical factors: General good health, steady nerves,
eyesight, use of both hands needed by all workers; strength ■
of arms by photographer, color discrimination by etchers,
Ben Day artists and finishers; manual dexterity by strippers,
etchers and finishers.
Environmental factors: Inside, sometimes damp, some
times exposed to fumes, powder, metal-or wood-dust. Modern
54
shops have reduced hazards to a minimum.. Most work weeks
range from 35 to 3?J hours, none over 40, basic.
Personal characteristics: Artistic ability for color
etchers, Ben Day men or finishers; mechanical ability for
router-blocker. Patience, accuracy, initiative needed by
all.
PERFORMANCE REQUIREMENTS
Knowledge: Photography for the camera expert; some
knowledge of chemistry, optics, physics, color and art
useful to the etcher, finisher, printer, and stripper.
Equipment: Furnished by employer.
Labor organization: International Photo-Engravers »
Union. (AFL), 292 Madison Avenue, New York 17. Nearly 100^
organized.
SOURCES OF FURTHER INFORfelATION International Photo-Engravers*
Union of North America; American Photo-Engravers Association,
166 W. Van Buren St., Chicago, 4, 111.; Photo-Engravers
Board of Trade, 60 East 42nd Street, New York 17, New York.
Are You Thinking of Starting a Photo-Engraving Business?
XAinerican Photo-Engravers Association, 166 W. Van Buren St.,
Chicago 4, 111.). Photoengravers, 1946, M7-1 (BLS for VA)
See also Rotogravure Photoengravers. Photoengraving, 1946,
Occ. Abstract #91 (Occ. Index).
55
OFFICIALS I N T E R V I E W E D IN CONNECTION
WITH THE SURVEY
Edward M. Alkire
Chief, Advisement and Guidance Section
Los Angeles Regional Office
Veterans Administration
William D. Altus
Associate Professor of Psychology
Santa Barbara College
University of California
J. T. Anderson
Veterans Coordinator
Compton College
B. H. Barnes
Deputy Superintendent
Burbank City Schools
Margaret E. Bennett
Director of Pupil Personnel
Pasadena City Schools
Arthur H. Brayfield
Dean of Student Personnel
Long Beach Unified School District
Grace V. Byrd
Director
Bakersfield Junior College
Jerry Clark
Senior Appraiser
Veterans Administration Guidance Center
Santa Barbara College
University of California
Walter T. Coultas
Head Vocational Counselor
Veterans Educational Counseling Service
Los Angeles City Schools
Russell T. Gripe
Director, Veterans Administration Guidance Center
Glendale, California
56
David H. Dingilian
Head Supervisor
Veterans Educational Counseling Service
Los Angeles City Schools
Roy M# Dorcus
Professor of Psychology
University of California at Los Angeles
Harold W. Dunn
Senior Appraiser
Veterans Administration Guidance Center
Pasadena City Schools
Rhodes Elder
Director, Division of Vocational Education
Burbank Unified School District
B. F. Enyeart
Chief, Vocational Rehabilitation and Education Division
Los Angeles Regional Office
Veterans Administration
Burns L. Finiinson
Director
Veterans Administration Guidance Center
Bakersfield Junior College
Frances Ford
Acting Head Counselor
Long Beach Unified School District
Richardson Hastings
Field Supervisor of Guidance Centers
Los Angeles Regional Office
Veterans Administration
Wildred P. Kenna
Senior Appraiser
Veterans Administration Guidance Center
Santa Ana, California
P. A. Libby
Coordinator of Veterans Affairs
University of Southern California
Ben Lieberman
Director, Veterans Service Center
Santa Ana, California
57
Oral S. Luke
Chairman, Department of Psychology
Bakersfield Junior College
Ce 0, McCorkle
Assistant to the President
California Polytechnic School
Je W* McDaniel
Dean of Student Personnel and Registrar
San Bernardino Valley College
0. Be Here8on
Director of Vocational Guidance
California Polytechnic School
Harold M# Nichols
Business Manager
San Bernardino Valley College
Arthur G. Paul
President
Riverside College
Don De Prosser
Director, Veterans Administration Guidance Center
University of Southern California
Dewey Rowland
Administrative Assistant
Veterans Educational Counseling Service
Los Angeles City Schools
Lionel H. Russell
Director, Veterans Administration Guidance Center
San Bernardino Valley College
Cornelius H# Siemens
Director
Compton College
Buford L. Steffire
Chief Coordinator
Veterans Educational Counseling Service
East Los Angeles Junior College
He Ee Summers
Technical Assistant
Division of Readjustment Education
California State Department of Education
58
Llewellyn N$ Wiley
Manager, Veterans Administration Guidance Center
University of California at Los Angeles
C $ Paul Winner
Acting Recorder
California Polyteclirilc School
\^nfversîty of Southern California. Library

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Asset Metadata

Creator Gustafsson, Carl William (author)

Core Title A survey of the development of counseling and guidance services in colleges, universities and communities of Southern California resulting from the advisement and guidance program of the Veterans...

School Graduate School

Degree Master of Arts

Degree Program Social Studies

Degree Conferral Date 1948-06

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

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Wagner, Elmer E. (committee chair), Libby, P.A. (committee member), Warren, Neil W. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c39-432355

Unique identifier UC11314068

Identifier EP65884.pdf (filename),usctheses-c39-432355 (legacy record id)

Legacy Identifier EP65884.pdf

Dmrecord 432355

Document Type Thesis

Format application/pdf (imt)

Rights Gustafsson, Carl William

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