The study examined the perceptions of counselor trainees and faculty for multicultural training courses. It developed curriculum information, compared program emphases in the training categories of awareness, skills and knowledge, and explored training importance and opportunity. Professional guidelines were reviewed to identify the training expected from courses which prepared counselors to work with clients from diverse populations. Survey forms were developed and administered to trainees and faculty. The resulting data were analyzed by descriptive methods, primarily of mean scores and ranked preferences. The Kruskal-Wallace and Mann-Whitney interpretations of group differences were used to identify statistically significant variations in group responses. The Macintosh programs, EXCEL and STATVIEW 512+ were used to manage the survey data. The ASK model classification system, derived from the relevant literature, was created to identify and compare training categories of awareness, skills and knowledge emphases in the courses visited. Selected findings: (1) Two major ideologies were evident; training based on a strong general knowledge curriculum and training based on awareness and cultural contact. (2) There appeared to be a steady, sequential, slow movement from knowledge-only training through awareness opportunities toward skill-oriented cultural experiences. (3) There was little demand for ethnically diverse instructors, (although 9 of 11 instructors who participated represented groups other then Anglo) and great demand for ethnically diverse presenters. (4) There was agreement about the importance and training opportunities currently provided (more then 50% of the responses), Indicating general satisfaction with current training. (5) A pattern of responses emerged that indicated those who received the least diverse training and had the least cultural contact perceived themselves to be the most adequately trained and indicated little awareness of cultural concerns. (6) Conversely, those with the most diverse training, the most cultural contact and who indicated the greatest cultural concern, wanted even more training. (7) The multicultural course was perceived to be a very important part of counselor training. (8) The skills development component of training was provided at a minimal level in the multicultural training course.

The purpose of this study was to determine if the System of Multicultural Pluralistic Assessment (SOMPA) information which included the Adaptive Behavior Inventory for Children (ABIC) and the Estimated Learning Potential (ELP) was redundant of information on the teacher-scored Hahnemann Elementary School Behavior Scale (HESB) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scores for male and female Black, White, and Chicano Learning Handicapped (LH) and Resource Specialist Program (RSP) fourth grade-age students. LH students in the Sacramento City Unified School District system were considered more academically handicapped than RSP students. If these various tests were found to be redundant, valuable time and money could be saved and the requirements of PL 94-142 could be met. Method. Thirty Black, 30 White and 30 Chicano LH and RSP students were drawn from a parent population of 250 fourth grade-age special education students assessed during the 1978-1979 school year. Of the 90 students selected for this study, 25 males and 5 females were selected for each ethnic group. LH/RSP membership was unequal for the groups. For the Blacks there were 23 LH and 7 RSP; for Whites there were 26 LH and 4 RSP; while the Chicanos were equally divided with 15 in each classification. Permission for testing was obtained from each parent involved in the study; subsequent to the receipt of permission, the teacher of each student completed the HESB and each parent was interviewed on the SOMPA. Those students not already assessed with the WISC-R were also tested with this instrument. Results. The results of this study showed that there was a significant relationship between the HESB and SOMPA ABIC for White and Chicano students. The correlations between the SOMPA ELP verbal scores and SOMPA ABIC showed that only for the Black population was there a significant relationship (r = .51, p < .002). Correlations of the WISC-R verbal, performance and full-scale scores and the SOMPA ABIC for the Blacks were significant (r = .62, .50 & .63 respectively). Chicanos showed correlations between the WISC-R performance and SOMPA ABIC (r = .34). No significant differences were found among the means of the three ethnic groups or between the sexes on the (a) SOMPA ABIC, (b) SOMPA ABIC subtests, and (c) the SOMPA ELP subtests. The HESB distinguished between the Chicano group and the other ethnic groups, however, and all these tests showed significant differences between the LH and RSP students. There were also no significant differences in the number of Blacks, Whites and Chicanos predicted for special education by the SOMPA ABIC, SOMPA ELP, and WISC-R. Conclusions. The HESB, some ABIC subtest scores, and the ELP performance scores were sensitive to the LH/RSP classification. The HESB distinguished between the ethnic groups and showed the Chicanos to have more academically successful behavior. Neither the SOMPA ABIC, SOMPA ELP or WISC-R discriminated on the basis of ethnic membership.

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Because most academic advisement programs were established to accomodate traditional student populations, it was the purpose of this study to compare the effectiveness of these systems as perceived by traditional and non-traditional undergraduate students at three of Tennessee's regional universities. Traditional and non-traditional students were also compared on the extent to which they exhibit self-directed learning. A comparison of mean scores was made for responses made to items contained in the American College Testing (ACT) Survey of Academic Advising, including the total mean score for the Oddi Continuing Learning Inventory (OCLI) between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, and married/unmarried students. There were no significant differences found as to the perception of overall advisement effectiveness between traditional/non-traditional students, full-time/part-time students, students at the three universities, males/females, students of different races, or married/unmarried students. However, differences were found among the groups. Part-time students were more satisfied with the performance of their advisors in relation to various questions than full-time students. Non-traditional students were generally more satisfied with their personal relationship with their advisors and also obtained a higher mean score on the OCLI than traditional students. Significant differences were found among students responding from the three universities to questions regarding advisor availability, referrals by advisors, and the initiation of meetings on the part of the advisor. It is recommended that academic advisement programs be evaluated on a continuing basis and that advisors be made available to meet the needs of various groups represented in each college, especially part-time and non-traditional students. It is also recommended that more research be conducted relative to the various groups that presently make up student populations as to possible correlation between various individual and group characteristics that might impact academic advisement. Included in those additional studies could be examination of differences of perceived advisement between students at various types and sizes of institutions as well as a comparison of perceived advisement effectiveness between institutions having various student/advisor ratios. (Abstract shortened with permission of author.)