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Expectations of standard normed, basic normed and non-normed counselors in Oregon's secondary schools concerning counselor tasksLindley, Raymond Earl 15 October 1973 (has links)
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
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An analysis of guidance services in selected high schools in OregonFoster, Robert Morrison 05 May 1967 (has links)
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
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