The purpose of this study was to examine how three groups of counselors 1n Oregon's secondary schools viewed the issue of what tasks should be performed by the Oregon secondary school counselor. The three groups surveyed were: sixty-three counselors who have standard norms, sixty-six counselors who have basic norms, and fifty-six who do not have a counseling norm. The survey was developed by issuance of a questionnaire based on the 1973 ASCA policy on the Role of the Counselor in the Secondary School. How closely each of the three groups agreed with that policy was the basis of this study. The questionnaire was an original instrument which was based in part on direct statements from the ASCA Policy Statement, and in part by assertions made by the writer on inferences made in the ASCA Policy Statement. Review of the relevant literature showed some vast disagreements as to the opinion of various groups about tasks that counselors should perform. The literature also concluded that the difference in opinion cannot necessarily be attributed to levels of training. Some studies showed an advantage toward those with more training, some showed advanced training to be a disadvantage, but most showed no significant difference. However, only two used the ASCA Policy as a basis for their studies. The reliability of the questionnaire was .88 using the Spearman Brown Formula of odd and even items placed in matched groups. The four hypotheses were tested by use of the one-way analysis of variance, fixed design. All four hypotheses were accepted at the .O5 level of confidence and in addition, hypotheses one, three and four were accepted at the .01 level of confidence. The four hypotheses were: Hypothesis 1: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on the total group means. Hypothesis 2: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 1 questions which deal with the counselor and his relationship to the student and his family. Hypothesis 3: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 2 questions which deal with the counselor and his relationship to the school staff and administration. Hypothesis 4: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 3 questions which deal with the counselor and his relationship to his profession. Recommendations included the need for implementation of the 1973 ASCA Policy into all groups of counselors, counselor educators and administrators who work with the counselor. Also recommended was an in-depth study of the training of the 473 (54.55 percent) counselors in Oregon who do not hold counseling norms to ascertain how much training would be required to obtain the norm and then create training programs to complete the norms. The final recommendation was one to review certification practices in Oregon to avoid allowing "blanket" credentials to carry out any certified school tasks. Research which was recommended by the findings of this study included an attempt to discover how effectively the three groups of counselors carry out their tasks, since this study sought to define and not evaluate. Also recommended was an attempt to discover how counselors in practice differ in perception of counselor tasks with other groups of educators and school community. An item analysis to find specific areas of concern was also recommended. / Graduation date: 1974

The purposes of this investigation were: (l) To attempt to determine how well programs of guidance services were felt to be functioning in meeting the needs of pupils through an analysis of guidance services in selected high schools in Oregon, and (2) To develop recommendations for improving programs of guidance services in secondary schools based upon the findings of this study. The investigation focused on eight major areas of the total guidance program in 46 Oregon high schools of three size-ranges: Type 1, l, 000 or more pupils; Type 2, 500 to 999 pupils; and Type 3, 499 pupils or less. The analysis was based upon data secured through rating scales and check lists. Rating scales were completed and returned by four groups of respondents from each of the schools. These four groups were: 44 principals for a 95 percent return; 113 vocational instructors for an 81 percent return; 103 counselors for a 90 percent return; 3, 720 senior boys and 3, 247 senior girls, a total of 6, 967 pupils representing approximately 92 percent of all the seniors in these schools. One hundred fourteen student rating scales were eliminated as not contributing to the study and were not included in the total shown. Check lists of guidance facilities and materials were completed for all 46 schools included in this study. From the 7, 227 respondents and the data from the checklists, the following findings were determined: 1. Type l schools rated their total programs of guidance services as functioning 11 good 11 while Type 2 and Type 3 schools gave a rating of "fair" to their total programs. 2. The findings showed the functioning of five of the eight major areas of the guidance program were ranked in the same order by all three types of schools. 3. The counselor-student ratio was found to be l: 382, 1:361, and 1:365 in schools of Type 1, Type 2, and Type 3 respectively. The counseling space provided was considered adequate in the schools of all three types. The clerical assistance for counselors was considered adequate by 75 percent, 50 percent, and 40 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Occupational and informational materials were generally considered adequate in the schools of all three types. 4. Either the Basic Norm (4 year) or Standard Norm (5 year) counselor certification is currently held by 55 percent, 48 percent and 27 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Recommendations 1. That schools utilize organizations within the community for their unique services to create a cooperative partnership and positive publicity and establish guidance committees to advise and coordinate the total team approach and up-grade this team through in-service programs. z. That schools recognize orientation as a continuous service provided for all pupils through pre- and post-admission practices. A council of committees should plan and coordinate these various activities. Group procedures should provide for needed learning experiences, led by qualified personnel utilizing activities and materials appropriate to the maturation of the pupils. 3. That schools follow a planned program of individual inventory through an accurate, current record, which contributes to understanding each pupil and maintaining a balance between testing and other data-collecting methods. Intensive testing, with accurate interpretation to individual pupils is preferred to extensive testing with insufficient personal interpretation. 4. That schools utilize all persons who possess competencies to give first-hand information to pupils, which is accurate and current, or who can provide contact-experiences in educational, occupational, and training opportunities. Placement assistance should be extended within and without the school for present pupils, school leavers, and graduates. 5. That schools pursue regularly scheduled studies of all former pupils. A suggested sequence would be at one, two, and five years following the pupil's departure. 6. That further research be undertaken to seek means of overcoming weaknesses determined by this study. Special attention should be given to follow-up services. The development of valid criteria for the qualitative assessment through follow-up could reveal inadequacies and suggest innovations for curriculum and guidance practices. / Graduation date: 1967