CENTRE FOR NEWFOUNDLAND STUDIES

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Memorial University of Nev£oundland

Faculty of Edueation

The undersigned certify that they have read, end do recomwm

far acceptaoea, a thesis entitled "Adjustment and Achievement: A

Comparison of hm Ikthods of Counsalling" submitted by Keith C. Dicks,B.A..

in partial fulfillment of the reqvir-te for the degree of Master of

Education.

Supervisor

Date

h a m S T l l E N T AND ACRIBYEMEm: A CWARISON

OF TWO METHODS OP COUNSELLING

BP

Keith Chrrlos DicLs, B.A. Q

A Theaie submitted in partial fulfillmDnt of the requirments for the ~ e j r e e of

Hastes of Education

Dep~remcnt of Educati-1 Psychology btaorial University ot Newfoundland

Abstract

Adjustment and achievment: A Caparison of Two Methods of

Counselling

by Keith C. Dieks

This thesis was designed t o set up a short-term cotmselling

pro$r.mmo i n an ins t i tu t ional se t t ing end to evaluate the resu l t s of

tha t programme. It was hoped that tho evaluation of ccunselling

propranme i n t h i s kind of setting might have lead to the establisherit

of a permanent counselling progr-3 designed to meet the needs of the

population involved.

This research was also designed t o aeseas the resu l t s of counselling

by using surltiple measurement c r i t e r i a which might hwe been able t o

-=re more variables of change atul thus yield more seemate indieations

of change through eounselliog.

On the basis of the review of the l i te ra ture , i t was proposed

that those persons who were more adjusted, also held a higher aehleve-t

level than those who were not as well adjusted. I t was also noted tha t

counselling could pmducc both positive and negative changes and therefore

the study was designed t o take t h i s into account.

TWO groups were counselled with differing methods of counselling,

while am group acted as a control. The groups were pre and post tested

with the Bell Adjustment Inventory, the money Problem Check List, the i r

grade paint averages, and a rating scale administered to the teachers

fnvolved. The data were collated an(l evaluated.

Generally the resu l t s yieldel no s igni f i tan t differences between

any of the groups a t the end of the couwelling progr-e. Recmmend~tione

a d suggestions for further research were a d e .

It is with pleasure that the witer acknowledges the invaluable

assistance of those persons who contributed to the development and

completion of this study.

Spacial appreciation is extended to Dr. L. D. Klas, thesis

supedsor, for his continued interest and work with this investigation.

The added assistance of Sister Perpetua Kennedy, Ph.D. and

Dr. T. 01-, thesis edttee. is &ratefully acknwledged since their

encouragement aod asslstanco wall vital. The help of Dr. W. Spain in

the area of data analysis is recognized. A special thank you is

extended to Dr. T. Boak who guided the completion of this thesis in the

absence of Dr. L. D. Klas.

The miter viehea to extend warm appreciation to Miss Diane Barrett

far the tming and proof-reading of the manuscript.

@inally, the witer acknovledges the invaluable assistance of the

roth her J. B. Darey, former Provincial, Christian Brothers of Canada,

and the Christian Brothers of Canada without whose assistance this study

could not have been carried out.

Table of Contents

Page

betract ...................................................... iii hlmovledgements .............................................. iv List of Tables ................................................ viii Chapter 1 Introduction ...................................... 1

Purpose of the Study .................................. 2

Setting of the Study .................................. 2

Significance ef the Study ............................. 3

................................... Definition of Terns 4

uypotheaes ............................................ 8

Limitations of the Study .............................. 10 Organization of tho Repmt ............................ 11

Chapter 2 Rwies, of Literature ............................... 13

change through Counselling ............................ 13 Personal Development .................................. 18 Mjw-t and Achievement ............................ 20

...... counteracting 8olrAchievemat through Adjvatment 21

s-ary ............................................... 24

Chapter 3 Method ........................................ 25 ........................... overall ~esign of the Study 25

............................. scriptio ion of the Sample 27

................................ Preparatory Procedures 28

.......................... Pemieaion for the Study 28

.............................. Intelligence Testing 28

............................ mtching ef the Groups 28

................. 1~diddue.1 Request to Participate 29

Practice Intervi-s ............................... ................................ Iostrvments and Scales

The Bell Adjuetment Inventory ..................... Woney Problem Check List; High School Form ....... Fatins Scale ......................................

............................... Grade Point Average

Method of Data Collection and Scoring ................. Tbe Pall Adjustment Inventory ..................... Nooney Problem Cheek List ......................... Fating Seal= ......................................

............................... Grade Point Average

...................................... Analysis of Data

................................... chapter 4 hlysis of Data

Results of Hypothesea Testins ......................... Hypothesis 1 ......................................

...................................... Hypothesis 2

..................................... Hypothesis 31

..................................... Hypothesis 3b

..................................... Hypothesis 3e

..................................... Hypothesis 3d

Hypothaaie 3e ..................................... Hypothesis 3f .....................................

..................................... Hypothssia 4a

Hypothesis 4b ..................................... Bppothesis 5 ...................................... Hypothesis 6 ......................................

Discussion ............................................

P w

Chapter 5 S-y ............................................ 54

0. .................................. Outline the Study 54

Swmary of Rypotheses. Outcomes and Discvesion ........ 54

Rec-ndations £0. Further S t d g ......................a

Bibliography .................................................. 61

A p p d i x A .................................................... 66

Appeudiv B .................................................... 69

List of Tables

Table Page

Hierarchical Relationship betveeo Adjustment and Achievement ....................................... Overall Design of the Study Before Data Analysis ...... Description of the Sample ............................. Coefficients of Reliability for Subrests of the ............................. Bell Adjustment Inventory

slrmmary of the Means (M) an& Standard Deviations (SD) of the Grade Point Averages per Group for Each Time of Measurement ........................................ Levels of Difference Between the Experienental ................ Groups or Repeated Ueasures of G.P.A.

suanary of Unadjusted Eav Scores, Uaan Pro Scores, tiean Post Scores and Standatd Deviations for the Blting Scale per Group ................................ Anal~sls of C w e d n c a Between Groups on the pacing Scale .......................................... 8-7 of Hean Prc Scores 6. Hean Past Scores and Standard Deviations (SD) per Graup for the Bell Adjustment Inventory ............................. linslysis of Covariance BeOrlan Groups on the Ball .................................. Adjustment Inventory

S-ry of re and Post Weam 04) and Standard Derrhtloas (so) for Each Croup on the h o n e y ....... Problem Check List (Circled and Totsllcd Scores

Suanary of Analysis of Variance of Absolute Differanca of Change Bemeen Grows 1 and 2 and Groups 1 and 3 on Grade Poirt Average, the Bltinp scale, money Problem Check Lint (Circled and ~otdled) and the Bell Adjustment ~nventary ...........

Chapter 1

Intmduction

I n the process of c o w e l l i n g , the counsellor o f t en deals with s e a l

are- of a peraon's l i f e , but seldOh does he deal with all ereas. I s it

sufficient for a counsellor t o lhit his eoncap and work t o a c l ient ' s

a e a d d c achievement or Toeationel planning vithout also becoming inmlved

with other aspects such aa the person's social W family l i f e or his self

cmeeptl It ii p s e i b l e for a counselling p r o g r m t o aperate i n sueh

a vay the t it deals only vi th t h e immediate aspects of a peraon's l i f e ,

s ~ ~ b a s a e e d d e achievement, vithout sufficiently exploring the maw

0 t h mpects of s person's developnent.

At the t ine of th is study, the evaluation of e-elling p m g r w s

sewed t o be inconclusfve with regard t o the elYectipenlses of couo~ellfng

a i t h individuals. I n a revin of the l i te ra ture , Carbhef and TRlax

(I%?-1966) reported tha t many studies i n counselling show no significant

differences between treated end untreated groups. Other studies such as

Bergin, 1966, reportea the* t h e experimental @ups showed more p o s i t i w

and more negative changes than those not treated. However, theso studies.

08 we11 as other s t d i e s of counselling effectiveness sssssred counselling

efieotiveness v i th o w one outcome criterion, (Davis, 1959-1@60; O k ,

1964; Sawyer and Martin, 19691.

The practice or evaluating counselling effectiveness with a single

criterion sews limited since the counselling process varies acaording

to meh factors as approsfh used, probleni dealt with, setting and age of

e l i m t . lileslet (1971. p.45) =we:

"the anwer l i e s in greater theoretical spaeiriciry a n t o the kinds or degrees of patient changes (in-and ertm-therapy) that should occur with various m u m o f oarients raceivioa various t h e r a ~ i s t inter- vmtfons .... 1; &r s r d s there i s no &wer t o the criterion problem."

(an decided by the P d l y Covrt andlor the Department of Social Services)

may be admitted to this home. Several boys have been transferred to

the orphanage from the Boy's BDme and Training schools operated by the

Department of Social Servioes, or who have been accepted an the basis of

emtionel andlor behavioral disturbance. At the time of the study. there

m s no io-1 counselling progranme In operation. in this institution.

The h ~ o e aecommodatas children in grade levels f r m kindergarten to grade

eleven. Until September 1970, boys attending Wemorial University of

Nwfoundlmd lived at the orphanage; they now live in either e university

residence or in a private hone.

The orphanage is on twenty-six acres of land. It includes a three-

storey monastery, a chapel, a kitchen, e refectory, and s i x dormitories,

with an approxbta average of twenty boys assigned to each dormitory.

The dormitories ate segregated by grade levels, and each p o v p has an

assigwd classroom space in which supervised study ia provided. Near

the dormitories there are recreation areas vhich include television room.

lounge ar-, and activity roome for pool, table tennis, and table games.

The facilities also include outdwr bashtball, hand-ball and tennis

carte, a gymnasium and an indoor swimming pool. liear the main entrance

are sdmlnietrative offiees, e staff lounge end an infirmary.

The counselling interviawe took place in a -11 office nenr the

clasaroms in tha basement.

Significance of the Stvdy

This study is of eignifieance for two reaeoos:

1. The measured intelligence scores of the subjects produced a

normal dietribution (see Table 2): haever the over-all academic

results for these bq-a has been belov average. Since these boys do not

have aa much one-to-one adult contact as those in a normal family

setting, and since no formal counselliw pxrog-e exists at the E m ,

the attention which can be given to the educationa.1, vocational, and

persrm81-s0cisl dwelopment is nonewhat limited. In line with such

limitations this study evaluates a counselling progr-e oriented toward

the edtleational,vocatiopal and personal-social needs of these boys in

an effort to assesa &ether or w t such a progrmme is in fact able to

provide help to boys in such a settin%. In addition, the study will give

some indication as to how the dtfferent developmental areas are affeceed

by the counselling progr8ame.

2. Ae mentimed at the beginning of this chapter, studies which

have evaluated the outcome of coonselling tended to do so with only a

few criteria. This s e e d to limit knwledge about actual counselling

effectivemas. A mora refined approach, using multiple eriterie to study

both the positive 3rd negative effects of counselling, is felt to be

mora Informative and more likely to r e d t in a valid evaluation of

counselling effectiveness (Bates, 1968; Kiesler, 1971).

Definition of Te-

The follovfng are definitions of terms used in this study:

Ilchiwement

Wade Point Average obtained in school examinatiolla at Christmae.

1970. Easter, 1971, end June, 1971.

Adjustment

The scores obtained by the students on the Bell Adjustment Inventory

1962, Revised Student Form H (Bell, 1962) on the six scales of H m e

Mjustmant. Health Adjustment, Submissiveness (Social Adjustment), gqlotionality

and aoscility, and %~~ulinity-femininity. The inventory obtains fnfomtim,

5 about "hov d l the individ-1 understands end he. lparned t o live with

his feelings and eswtions" (Bell. 1962). The s i x scales are defined as

follower

sol. Adtustment. Individvals scoring high here tand t a fee l that

their haae relations have been uneatisfactory; lov score. indicate

rratisfactior~ with regard to hon. d j w t m n t .

W t h Miusment. His6 .cores on Health Adjustment reflect

either a history of health difficulty or an excessive prcccnteetion with

one's body, or both.

Subaiaslveness. Those scoring high tend t o be s u t d s d o and

retiring in their social eoutaets. T ~ D M with larr 8foZeS teed to be

s e l f - e a n f i d ~ t and assertiva.

%mtionalit~. Individuals with high scores tend to be unstable

aDtiuually while those with l m soores tand t o he eswtiaaala aecure.

Boatilit?. Individuals with high scores rend t o be b o t i l e and

cr i t ica l in w f i a l relationships. Those with low scores t d to be

friendly and accepting t m r d people.

Mascul in i t r fcmfnini t~ Malee who score high tend t o bL srrongly

rulsculine in their interest^ whlle those who score lov tend te ha== the

interests of females.

Citiz- hi^ Grades

The average results of a rating ecsle used t o evaluate the indivfdusl

child by each d his subject teafhe.8 on citizenship in schwL. See

Appendix A for a copy of the rating score.

Hdueatioual C-ellin&

Bducati-1 Co-elling included the following procedwes:

1. A discussionwith the client of his grade point areage.

2. A dieeuesian with the eli-t of his abi l i ty cmpard with

k. Cnrrieulm end teaching procedure

3. Discussion on and -1-tion of =problem area not indicated

on the b n e y Problem Check l i s t but brought up by the counsellee during

the counselling i t se l f .

4. Tbe discuaaion of teachers' upectadcies end the counaallee'a

1 relationships with his teachers.

5 - Intcgation, by discuaoion, of t h e counsellee's prchlem arena

in t a t a l relationship t o his Wme, the school, society snd the camsellee

hm8elf.

Voultimal Couosellieg

Tnoluded i n Mcational counselling Vera the following procedures:

1. Discussion with the elieat aboue his vocat io~al and

o c c u p a t i o ~ plans arter high schml.

2. Bn assesment with the counsellee .f his @*pressed interests

sad rnoatimxa &s, leading to i u r t h a r e f i n a n t t-d a particvlar

t h i s prvticaar ~oeat i - goal.

k. The smainistration aDd intvpratatlon of a rocstionsl interest

bl&, i f requested by the counsellac.

5 . me pmvi*ion of occupatlo~al iniormption, i f requested 4.

the counsellee snd d-d necessarg by the counsellor.

I l l t a i m f s

Intalliganoa i e defined as the aeorea obtained on the verbal

t Roblaa

A problem i s tha t rs indicated by the client on the Wooney Roblen

Check U a t (see above).

Stmtvzed Feedback

Information given t o the couoaellee in the Mwney Problem Cheek

List on his grade p l a t average (Achievement), on the results Irom

a m vocational interest testing, o r on the feaaibillty of any vocational

plans he msy have expressed.

Variability Ranae

The rsnge of scores from the highest t o the lowest obtained on the

Eel1 Adjustment Inventory, the )*ronel. Problem Check List, grade point

averme results, an8 eltieenship ratings. The range of score8 was

ecm6idued separately mr each of there evaluation cr i te r ia .

-theses

Three diiferent g r o w s e r e involved in th is study. Group number

I received personal-social, educational and vocational counselling; group

number I1 received only educational a d vocationel counselling, vhile

group number 111 acted as a eontml group and received no counselling.

Pach o f t h e three groups v a n evaluated i l l B pre and post fashion using

the measurement cr i te r ia of the Bell Adjustment Inmntory, the Mmw

ROblem Cheek List, grade p i n t avereke (achieverdent) md a rating scale

of school bebador (citizmship).

me following hyBotbeses are Proposed:

1. There w i l l be no significant difference between the groups as

measured by g r e e p i n t awrage as iollows:

a. Between kOUpS 1 a d 11 h m : i. mis tmas and Easter

ii. Easter and June iii. Christmsa and June

b. Between groups I1 and I11 Pram: i. Christmas end Easter

'.t I -

ii. Easter and June iii. Christmas and Jvne

K', I .:. c. i. Between Christmas groups and I Esster and 111 f rm:

ii. Easter and June iii. Chrietmas and June

2. There rill be no s i w i c a n t difference between the groups as

measured by the pre and post administratio11 of the reting scale as

follows:

a. Between groups I and I1

b. Between group. I1 and 111

0. Between groups I and I11

3. There will be no s w i f i e a n t difference between the groups on

-h of the 8k scales of the Bell Adjust-t Inventory as fall-:

a. EIow Adjustmot: i. Between. groups I and 11 ii. Setween. groups 11 and 111 iii. Between %reups I and 111

b. BCalth Adfustment: 1. Between groups I and 11 ii. Be- groups I1 and 111 iii. Between groups I and 111

I. Between groups I and I1 11. Between groups 11 and 111

iii. Between groups I and 111

d. B m t W l i t y : i. Between groups I and 11 li. B o W h gmups 11 and I11 iii. Betvsen groups I and 111

e. aostil i ty: i. Between groups I and I1 ii. Between groups I1 and 111

iii. BLtween groups I and 111

f. msculinity-femininity: i. Between groups I and 11

ii. Betrean groups 11 and 111

iff. Between groups I and I11

4. There will be no significant difference beoreeo grwps na

meaaured by the Iboney Problem Check List as follows:

a. Circled Score: i. Between groups I and I1 ii. Between groups 11 and I11 iii. Beoreen p u p s I and 111

b. Totalled Sfore: i. Between groups I and I1 ii. Beoreen groups 11 and I11 iii. Between groups I and I11

S. Group I will have a greater absolute difference of chsnge

(when considering both positive and negative changes) than coup 11,

which In turn will have a greater absolute difference of change than

6. There will be a siznifisant positive correlation t o the level

of .05 between the final scores of adjustment and grade point average as

a . Home Mjus-t and Grade Point Average

b. Health Adjustmant and Crade Point Average

e. Sabmlseiveness and Grade Point Average

d. Emotionality and Grade Point Average

e. Rontility and Crade Polnt Average

f. Hasculiniuy-feninidt~ end Grade Point Average

limitatione of the Study

Some limitations af this study are aa follows:

1. The subjects in each group w a r e matched on tba three criteria

of intelligence level, grade level, and age level. There are other

~arsible factare such as exposure to different teachers and differing

stwarions fro. relativs and friends, which mag affect the matchlog,

but which were not controlled by random selection.

t

11

2. W i n g th is at*, there n r c a w e internal fluctuations of

the institution cauaing changes in the study schedules and an ine-se

i n the st* tifM available. B o r e w , a1 groups were affected equally

4. t h i s increasa fn tima.

3. I n any testing situation, there i s the possibility that studsnts

will not apply themselvas. This possibility exists here with the pre

a d post tasting situations.

h. Gennal i~ed epplieability of the findings t o other settings

may be aorc lfmited than usual beesuse of the speeifio nature af the

adt ing .

5. The strike by the teaeaers within the Eaviouhdlana Teehers'

Asmiat ion caused the students i n (Iradcs 9, 10 and 11 t o be out oi

~ h o o l f o r s i r weeks. This may haa interfered with the applicability

an8 a~propriatonees of educational c-selling during that tin perfed

end with the m o m t of s o b 1 wrk dono during that period. The effects,

i f any, ~ u l d have heen W distributed

6. The counselling i n t e d e v s were carried out i n the tifM between

the pse aod post evaluetiona. 11qy cPfhcts of c m s e l l i n g wuld be due

to that limited numher of -selling i n t e n l w a ~onducted during ths t

period of time. I n addition, since no counselling had previously been

set up a t the institution, the investigator found it necessary t o spend

saae of the i n i t i a l interview time explaining the coullsellm's role t o

the students.

Organization of tho Report

Chapter 1 haa presented an introduction t o the study. Chapter 2

v i l l ~ n t a i a a rcviav of the l i t e r a t m e related t o ths subject. A

data anYYsis wi l l be presented in Chapter 3. Chapter 4 will diacuas

the findings a f t b e study vhile the summary, eonelusxons aod some

recamendations wi l l be contained in Chapter 5.

Chapter e

R d w of Literature

The rsvinr of literature for this study has been carried out in the

arras related to: (1) change through counselling, (2) personal develoment.

(3) a4lustment and achievement, on4 (4) counteracting nos-achier-t

thmu%h adJustment. This reriev is presented helm.

Change through Counselling

One tends to expect change throlrsb a counselling process, but ehange

may or may not t e e Place. Dsnerrlly, one hopes that when a person enters

a rounselling relstionship, he dues so with aotivation to attatn eertaln

goals and one alsr, bows that a wunssllor ar therapist can facilitate

tne attainment sf these go&. The change may not a l w h be positive as

Bergin, 1966, indicated. He EOn~luded t m t "psychotherapy eao and does

maLs people wrse than their control counterparts (p. 235)." Braucht,

1970, dieagreed with Bergin; be msintained that the "Deteriorstion Effect"

s- by Bergin xaa p~obably bsesuse of research prohleme such as crMerion

n*llditr, lack or experiment@. control, and inadequate experimental

methodolo$y and design.

Bsrgin bad reviewed Barren a n l l h r y , 1955. whose research demonstrated

deteriorating effects in the trestmmt soup, while the control pow tended

to nhov hprwemeat. The authors' comments on their results tended ta

suppcrt Broucht's ideas about resePreh ptobleas. Barron and I s y felt that

even though therap had not b e p , 3imple comitment to therapy may begin

action to breathe neurotic cirele. This commitment may be a moti~ation

ior mid a beginning of change. They @.so suggested that the initial

intemiew Pad teatitlg, may be therkpeUtiC in nature; even being placed on

a waiting list e m an hportant step f o m r d for the counsellee and c s .

1 4

help fac i l i t s te iaprov-t without e o u n s e l l l ~ or theraw. Bergin.

1975, s ta tes tha t the lssue of nsgativc effects of therapy has c- up

only i n recent years. k l y studlea t r iad t o assess the chasge in

clients a a s d n g that all change due t o treatmeat vould be p s i t i v e . Be

Mted tha t the idea o r the negetive changes in therapy had not occured

to some researchers. Bergin described results whieh showed that therapy

pmduees greater positive results than wuld occur without thempy. That

i s , "65 parsent fl those i n theragy get better. But 40 percant of those

YM never see a therapist also iapmve. That leaves us with 25 prcent

whose improvemellt can fa i r ly be s t t r i h t e d t o the benefits of therspy

(p. 98)". Ep.eeack (1952) reviewed the l i t e r a t w e t o tha t date and

ameluded tha t there uas an inverse relatzonship between recovery md

papchotherepy. He noCRB that there Was failure t~ prove that theraw

fac i l i te tes the recovery of pstients.

... ro* 213 of a group of neurotic patients wi l l recover o r impm~a t o a marked extent v i t h ~ n about 2 years of the oneat of the i r i l lness, whether the) are treated by means of psychotherapy or not (p.32e).

Levitt (1957) drev similar corClusions t o that of Ep.senek.

The experience ei the counseUor also appears t o be related t o the

amant of e-aelling change. Lmord, 1954, studied changes in aaustment

by using scores from the Thenatie Arpmeption Test. H e separately

analysed results obtained by q u l e n c e d therapists and inexperienced

therapist. and found "those i n themgy with experienced therapists t o ham

s i ~ i f i c a n t l y improved on both tes t r , whereas those in theraw vi th

inexperienced therapists not t o have impmpad ... i n Pact they mwdered

on a significant decrease i n health on the T.A.T. (p. 217)." Carl

Rogers, 1973, reels that the experienced c m s e l l o r or therapist w not

I 1 5

neeesaarily be tha m e t efiective when compared with inexperienced

coun%ellors OF even unqualified persoas. Be notes that in many instances

thrrPpiats bacome academically q d i f i s d t o praetiee vlthout d

ae- in tahi l i ty for the i r rePults or methods. "In ay estimation, uo narst

face the fact that in dealing with h- b e i q s , a cer t i f ica te does not

I giva mxh assuraoee of rea l quairication (p. 383)". Bergin, 1979.

cited the difficulty of identitying a particular type of therapist profile

?4ith npsciiie end results of theram, but said tha t the thcrapiste whe

are peychologieally h e a t h i e r ahb who have the capacity t o form

s w w i a t e relaticnships m t h Others, get the beat reeults..

Cartnight snd Vogel (1960) eqncludsd tha t adjustment c-8

regardless ef the direction of chanse, were larger for those subjacte

reseiving theraw than for thew not receiving therapy. Carkhuff sod

W w (1965-1966) studied tha l i te ra ture in an ateempt t o explsin the

remen lor the iregomt lack of reported signifie& difreraneen betreen

c-elled g m p a and the i r controls. Their findings indicated that:

(1) t h e e are no overell difiezomcn between traditionally traated p u p a

and the i r eontrola and (2) the treatnent groups shoved significmtly

greater w i a b i l l t y on change ludic- than did the control p u p s . In

0 t h ~ W s , experfmental p u g s tended t o show more positive and more

negative ohages than did eontrol gmupe, thus zndicating tha t counselling

r ~ ~ i producing both positive and negative change.

In the i r st* with Junior high school students Uinlr and Isaksen

(1959) repmted no s i g n i f i m t differences i n Wustment artcmea letxeen

control cad treatment g ~ n m 5 . Hovever, as reported by Csrkhuif ahb m,

the m i a b i l i t y of change iadices for the counsellad group was greeter

than that for the contml group. Mi& and Isaksen also found t t h t the

16

counsellor may have both a positive and a negative eff'eet.

Carkhuif art hum concluded that the problem i n mny Btudies xrrs

the variety of counsellors performing therapy. Sznce many different

Persons end different approaches in counselling produce different effects

in clients (some effects being positive end others negative), overall

rssearch resvlts Muld tend t o balance each other out, thereby producing

the finsl result of no significant difference.

Why are there such differeness i n the effects of eounsulling?

Hills and Villi- (1965) investigated the difference i n the effects

W ~ e n t w methods or t e s t feedback t o students. It was byPothesized

tha t c m m i e a t i a n of edraEati0rw.l-vocational t e s t results thro- the

0-ellor's w i t t e n summary muld bring abovt substantial positive

0hlu)ges in aelf-parceptions of olients. It vas found tbat e-unicated

results in n i t t o n i m did not have a positive effect, in fact, results

rhich differed f r m the clients' prccollceived notions of themaelvea had

negative effects. Bi l l s and Wil l~mn Felt tha t the:

lCay t o the positive self-perception changes assoeisted with brief educatiod-vocational counselling s e w t o res t where the eliant-centered theorietn have proposed it does, i n extended personal-e4lustment ~ounaelling, namely, i n the client-counsellor interpersonel relationship (p. 281).

Through ax-past fact0 analysis, the rcscachers were able t o d l n o w v

why there were negstive results end suhnequently advocate a a e d n g l y

betetr pmcess, namely tha t a f an i n t e r p e r s o d relationship precess.

Mitchell (1969) pointed out that many estimations of change

&er oounselling urrc eeverely lfrmted by the re l iabi l i ty and validity

of the instruments used t o measure change. He concluded tha t -st studies

provzded l i t t l e infornation about t t e sctual c-elling process, and

tha t chsnge within the interview had rarely been considered a legitimate

17 variable. Since most teats are not available in emugh forms. it ie

difficult to give a subject enough tests, other than pre and post, to

evaluate the change process within various steps. Hitchell used a

previously developed questionnaire both to waltzate change vithin the

intenie~ and to see if individual results rather than overall group

results, could be used in research. He found positive results for both

areas of coneern.

It seem there may be lhiterioos in the evaluation of celmselling

by overall ovcoone data, which iwlvdes too few aeasures of clients'

ohnnges. Schmldt (1972) feels that sine* hvman behavior is campler,

research needs to use "multivariate" aethods of data aoalysia. This

rould necessitate the use of many tests to give the counsellor a more

valid picture of the counaellee throughout the process and therefore

pzmide a more accurate assessment of ceunselling.

Data should be evaluated for variability of chenge in both

qerImenta1 and control gmups since it appears that counselling can

produce positive and negative change. It also se- desirable to assess

individval results of counselling as well ea group results, since it

is through tbts kind of assessment that bath positive and negative changes

can be s e a . Seh~nte (1972) felt that research may be imptorred by taking

the individuelity of subject goals into account. Ha eoneluded that it

was possible to achieve an assessment of overall treatment effectiveness

when ebangea in each s~bjeet were walo~ted in tern that apply v5iqualy

to that individual. As Braucht (1970) painted out:

Basearch in psychotherapy should involve individval predictions. The wholesale appliearioo. of research strategies and designs ... cam, ac best, result in confusing conclusions st deceptively impressive significance levels. At worst, as we have seen, this can roeult in reporting "deterloration" when improvewnt is the essa (p. 298).

t: c$>Yl,G &

1 I -. I , -

I t o -a te tk .rn~*_m.. n t h e w me aboeated that n s a h e n

should not accept a lov standsrd i n research since the reported outcomes

i of that reaearch can hare eoneiderable effects on society. Be statad

I t he need for more r e r i c i e a experimental aesignri which include sppropriste

t ro la and which avoids special relation of c l ients which can prajvdfee

rC8emEh reaylts. ''',,';t "< ' . ? . , 4\J,'$,t * p e r s o d De-velopnt

Within the sdueational proeeas, one i s primarily concerned with

personal dealomant of the indlviduDl i n educational, i n t e l l e c t d ,

s ics l , motional. end aoekl. a=. An walwntion of a counsellins

programme i s essentially a stud3 of how the c-aellce bas develqed i n

we or more of theaa arm. A8 Kuhlem (1952) ~ l O t d :

... it i s unfortuoete tha t although much research has been dcne on the nature of physical, L n t a l l s c t d , and Social deeelepmcnt, f e r iFlestigatiOn8 ha- bean made o f t h e inttrrelationshigs of these wrioua aapeets of develoment i n the ssnre i n d i v i d w (p. le ) .

se f e l t tha t growth in one area s f an iadimdual could only be under-

s t& * looki~g a t it i n ralatim, t o other aspects ot gowth. BeiLen

(1955) also observed ths t "there i s hsrdly sny aspect of de-lopent

tha t i s not affected by sene other (P. 57)."

HnPIghurat (1953) viewed en i n d i v i d d ' s grovlh a. a series of

aevelopental trrsbs. Be feLt thsae tasks t o be progressive goals an

itldividual had t o teacb before saciety considered h i r t o be s rcasomh4

happy and suceessiul person.

A devslopnentel task i s a task which arises a t 01- atout a certain period i n the l i f e of the i n d i v i m , aueeassAU achiw-t br a c h leads t o h is hagpiBeSa and success with la ter tasks, while failure leads t o rmhappinesa i n the individual, disapproval by eoeiety, and difficulty with Lster teak8 (p. 2).

Havigbvratvsst on to say that thete *are rug reasons why the Ccnfept

of developmental taske i r r usefvl to eduaatms. F i rs t , it helps in

dkcwer ing and i n *Myin$ the pmpoeee of education, since education

in the effort of society t o help the Mivldual achieve certain

developmental tasks i n h i s l i f e , and eecondly, there era certain tim-

in dmrelopmnt when certain tasks should be taught aod learned. '%hem

tbo bcdy i s ripe, and aoeicty requires. and the self is reedy t o achieve

a certain task, the teachable r,ment has ccne (p. 51". In caunaclling,

r s i n t r a d i t f o d educatlw, one sbould be aware of the possibili ty that

rrona eouoMllin% prwraoees ~.ap be designs$ t o e w e certain aspects of

an iMividuel before he i s d a w h p e n t a l l y randy.

Critas and Semllr (1967) eancAuded a srcss~seetionaL 4

longitudianul study on the i a t e n a l a t h s h i p of adjuement, educational

acbievesmat, 4 vocational aaturity as dimansions af adolascent

developmmt. Four mmdred and eighty-tbme f i f t h graders were followed

up @wen ypare l a te r ae twelfth @err. Analysis af the drtr provided

a hicrarchicnl eosst-t of dnrelapl.nt i n which uljostrscot ans a general

d t r e r u h u h i l e educatianal aohieve~enc and vocational mnturity were -re

e p ~ c l f i c d iuaa iow. The explai6.d that:

Adjustmnant appears t o be a suprafaceor on which both educ6tlm-d ~Neveaneat and voceti-1 maturity have "loadiogs", the r r h d ~ 1 e h i p bat we^) thrn bring a function of th i s c-nelitg. Thr better adjusted adolescent, as perceived by his couosellors mud reachers i 8 more edueationally advanced ps all .a aore vmatiomallirmtnre (p. 495).

CTites and S@r f s l t that the post relevant theoretical fr-rk for

the i r results xer a c of W n g h u r s t .

Adjustment and Achiev-nt

It seems iron the previous saeticn that the reletionship between

ldjuatnent and achievement i s a hlerarchieal one, rather than a eo-

ordinate one. This vss proposed W Vernon (1950) and l s t e r verified by

Critee a d E d a r (1967). (ace Tabls 1) .

Klerarchical Relationship between Adjustment ~ n d AeNWement*

Adjustment

Bducationsl Vocational & b i e v w t Maturity

*mites and w a r , 1967. p.b95

It seems ths t when one has mastered a basic step i n dewqsaent, other

sequential develomental a rms s r e mre easily attained. W e n (1952)

noted tbat ganerally with a superiority in one t r a i t there was a snperfority

In other t ra i t s .

M e W (1970) imresti&%tsd the relationship of certllin feetors of

persod and social adjuatmsnt (aa ~ I B U T B ~ 4. the Winnetha &ale for

Rating Scbool Behavior end Attitudes, the California Test of Personality,

the Rogsrs Test of Personal Adjustmaut and the ~orsehrch) t o that of

academic achievement (as measured hy a ra t io of educations age, on the

i ~etropol i tan Achievement ~ t s t , and mental age. on the Calimrnia Teat

of Mental Matuity). Re found that:

1. mere the intelligmea oi the subjects was average for the

grade, tho inaividusls who appeared better W u s t e d on the complete t e s t

aatterx achieved mra rdemately.

2. The Wirmetha Scale, the California Test of Pmaonulity, self

and social adjustment, e.Da the Favnily Maladjustment score en the Rogere

Test of P e z a d i t y Adju8tr?eut, all e m e l a t e d at a s i g n i f i c ~ n t level

vith the achiw-nt ratio.

3. The high achievers could be discriminated Rom low achievers,

on the bssis of pU the t e s t seorts, except the Rorschach.

crabhie and scott (1972) recently resorted a h i e internorrelation

or the self reponad feelings of insdeqwy. &nerd4 there ss- t o he

n direct association betuem &justmcnt aad achievement, vith aajustmant

as a pro-reqnfsite t o ackieu-ut, But not necessarily accompsnisd bY

aehiaVement.

C~mtereeting 1Po~Achlev-nt through Adjustment

It scan. tha t he* camselling ior edueatioml kcbievement can

he carried out, it i a necessary for the ~ounsellae to he de*elopentallY

ready for aehieve2mnt comaelling. Thst is, he a u l d be a devalopmeotally

adjusted indiviausl hemre a positive and significant change in achievement

can tahe place. Pcrhbps thia consiieration has repercaesions 14 counselling

pmeessea vhifh hops t o imprave aeaienila achievement through counselling.

Roth a d W~trsburg (1963) q l a i n e d the i r cormtruets of the Aon-

Achinrsment 8yndr- which they developed. Their eonstructa were:

1. A student's poor achxe~ement does not ar i se from an inability

t o aehiaw.

2. Poor achievement i s an expression of the studeat's 0hDise.

3. His choice fr pmr rhievemsnt operates in the preparation

be makes for it.

V"-'".'.TJrlF"T,-.n- -'"-yV , ? . # - 22

4. POOX (~~hl.evBDBnt is a EunetLan of the preparation for

lehieppoot &a W the n taent .

5. Pwr a d d s l l l l s are es ontgrmth of achimment o w e .

6. POOL- aehiev-t m y ba erpressed as -Kall l k i t e d

anoot, or aehin-t i n de*t cbaonel.9.

7. patttternr of choice for poor achieveseat do aot d a g o

SpUtPnowrr = w e .

8 . l e h l e n r n t pattarna ere part of p r s o l u l f t y orgmiratioo.

9. The counasllW n s l a t t d p can ssn. as the ippetum t o

cim@a the acbicvmc~.t pattsms.

mw pmwes t-gh wh-h r n k d -rebars s e l t th is c-e in

a c h i w m t pot tern d d tek place uls to a l l a the emansellas to

l e e as poesible. The aurbor viewed any u p t e w i m of a d i f f i c u l q w i t h

era&-- a e b l r p a t s d i t y difficulty which d g E t direct attentton

w y f r o l at* or prepnatiw. If there we10 intentional escapes, then

i t u y be wid the client wes viewed .s ch00s.W fafinre m a w it

wesllar). f m the fmWell01 to help hfn his self d e f w t W

Both e t (1967) s a t out t o si@fScmtly r.ina grade paint avara$a

of pqtmt ia l drilrp outs. In their process the autbms dealt w i t h etody

habits in b t h lucbotitntive d elient-amtered gKaup thersp~. Stdoare

de,patrirs gzoup dyr.edss, recagniclen of their osn dcfenca p.ttups tor

taw* res-ibilitg for their d r r i s i w , e o ~ i d e r s t i o n of Cba%r deferme

+p parent d d s , parent relationsblpe aod en emmination of -tiwal

Tho authers f e l t tha t the appropriate metlU-4 of deal* with

social *eft md t o encourage achiev-t md d e ~ e l o p e n t of - a d d =

s k i l l s by helping the person change previous behavior.

Nelson (1967) proposed an approach t o counselling low achieving

students based on the Individual Psychology of Alfred Adler. The

imciplas of Individual Peychology i n relation t o oon-achievemot are

1. Each person wishes to achieve.

,I 2. learning occurs from l i f e experiences.

3. Failure t o learn i n certain areas bring about die~ouragement

In relatiomhip to learning.

4. Each person develops a l i f e style which governs a l l h i s

actions and perceptions of l i fe .

5. The way a student behaves in relation to h is academic work

8 consistent with hi8 l i f e style.

6. When he can conceptualize h is l i f e style, he in i n a better

t ion to change behavior which hinders hlm.

7. The counsellor ean help th is change. Nelson f e l t that these

principles worked by f i r s t identifying the counsellee's l i f e style uaing

tea ts ad/or interviews, then confronting him with h is l i f e style, md

f i w l l y relating the student'# l i f e style to h i s academic work. The

counsellor mvet then help the person both identify goals and m e towards

them.

Schuartz and Ohlsen (1968) stvdied socially effective b e b i o r

using three typan of atudeuts, namely (1) soeially effective. (2) aggressive,

and (3) withdram. Each studeat's Luterviev was aoalgsed for tapice content

and affect associated with the contmt. In general it was found that

the socially effective group diecussad more topics than the tro other

groups, and dispLayed more affect than the other two types. It seeme

I 4

l ikely t h e the lmre adJUatsd i n a d d u a l sill dieplay mow

effective behavior.

The gmeml trend ssas to indicate that e oomselling prress

which ~ W B Per the consideration of all aspect= of the individual is

more f m i l i t a t i w t o adepw%s counrellor-client inta-em1 rehtionnhipB

and a process d o h can assist aokievsasnt t h r o w aQlustment.

8urmar).

rt eeoas fcaeihzc taa t eoUn&lw which i i n i t a i t s c l r t o w a

v l p o t a of a psrsmr, dthwt sivixg eonsideration to all W t R of

ma'. l i f e , ws the r i sk of insisring a pereon develop ski l l s or

producc t e a im. rhick he i s aa yet re* and thereby possibly PDddYcSng

nsgstive a mtrel reaults. Rinoe pos~nal-occial adJustment s w t o k

st the bnse M OCber p a t s ~ a l d m % X n W s , suoh as e & m i a achibprreet.

a emsmellill& preaess us+ *tam$ ezlcntstfon as I basle M O T .

while #*ill eetlsidering all other aopaets M tm person's &@mLlOwnt, i s

advocated.

m a r a a t i c m h i p bataaee adJvetaent and aehiav-nt MS, m h e r

investimted by this a t w .

C h a w %

WaOhoa

This chapter presents the des+ or the study. It will include

inflo2aation swut the Zollovillg. the o v e r a design of the study,

description of the sample, prepretory pmoeduFe, instnmrnts md scales,

methea of ash couectioa and soorins, ~ n d analmi* or data.

~nr(rll Doaim or t h e 8 t ~ d y

Tbia st* ms a prcpost d u a t i o n e t a cauaerrll;~ prom-.

A cauaealUw p r o s r a w ~ ( f s set UP and NII by the i n s w f . w r in t h e

setti&=. asnrlQea i n c h e w r 1, h Uwmber, 1970 to w, l9Tl.

l%o expmimmtol groups wrt c-selled, each with e differsat

a~=cueh. IPrpcrimsntU g m q DxW€? DM ararived pereonrrl-wclsl,

e&nEian&, and rrrcatianal c o w e l l i n g rs defined in Chaptea 1. This

ammaea w!s basad Da t h e theoretical rmmwork of Vernon (1950) aaa

Haviehurst (1953) rs discussea in Chapter 2. Tg. Bsphwia vag to m p

the person reach a listisfactow l s l c l of sddutrrm~nt t o himelf, to his

essocle.tse, t o hia m i & sit-tims snd his Surroundiwa, Md to latagrats

these MJwtMnts wi$h e&e~tionrrl ?A vocstionrrl couosellitq in aa

trttampt t e r a i ~ his level oi weAex&e Wiwements. M t l l moup

nMba two t a e i v e d e d w a t i d and vocmtlonal counselling an dafinad in

Chapter 1. The enphaais hwe Y48 to attm t o raise nchieveaaqt lasrcl

and m a t i - goals, but m t to desl with perwrutl-social

BBdastDNtt exeee.

w s appmuh w chosen m aa t o ansess the t&uwwicll irgarvork,

cited saops, throvgb r eaaparisoo oP gmnp om's a d j u a b n t ratings, grade

soid srere@.z, 08 p e b l m Lna ritlzsnsblp Wedos, If.th tbOse ob

gmup num$ct t m . Gzo~p three acted as e. to4td, ma reeeired no eormnelling.

25

26

The d i f f e r e n c e e between ~ r r m p s on t h e p r e d poet t r s t i q ~ rare

e v a l u a t e d t o assess the r e s u l t s produced by the two appmachee t o ! co-eUi*. The o v e r a l l d e e i g a of t h e study is r e p r e s e n t e d fll Table 2.

O v e r a l l Design oE t h e Stvdg Before Data A w l y s i s *

G m q Pta- Apprmch l n t e m e d i a t e Past - T e s t T a t T e s t

1 B.A.I. Par-Soc., GP A B.A.I., M.P.C.L. Ed.. Vaf. (Easter) M.P.C.L G.P.A. G.P.A. R.S. P.S.

2 s.A.I., per-ac., GPA B.A.I. X.P.C.L. Ed., Voe. (Easter) M.P.C.L. G.P.A. G.P.A. R.S. R.S.

3 B.A.I. None GPA B.A.I.

(CW.t*d) ;;:::L. (Easter) M.P.C.L.

G.P.A. 5.3. R.S.

-

* A b b r w i a r b s w i t h i n the t e b l e are:

1. B.A.I.: B e l l AdjWCmWAt IWentorY 2. X.p.c,L.: money Problem Chack L i s t 5. G.P.A.: Grade P a i e t A v e r q e 4. R.S.: Bating S c a l e 5. POFSOC.: P ~ 1 8 0 n ~ l - S o ~ i a l Counsel l ing 6. ~ d . : Eduut i -1 Caunselllmx 7. V%.I V e c a t l e n a l Counsel l ing

Description of the Smpla

The subjefts in th i s stndy were boys i n grades 8, 9. 10, 11 and

special education, with ages ranging fron 13 to 18 years, who had b-

i n the Bnre for W. years or move. There rare 48 b o p i n thie eategoq.

I Thirteen natehed boy5 were placed i n each of the three g m q a end

: randomly ansignad an experimental cwdition. This s q l s of 39 w e d I

to psrticipate i n the study. The renalning 9 born of the origin* 48 m e

either lmable t o be matched, lnv.li&ted the intelligence tes t , or refused

to par t idpate i n the study. nuretora. 84% of the possible pawlatton

participated l o the study (see b b l a 3).

neseription of tb Sample

~ r d e I ider Age Lwel Aumber of I n t e l l i g n s a Ruder M a 1 of subjects Leval* of

Subjaeta t iubj r t s

8 17 13 - 14 6 89 and below 9

9 5 14 - 15 8 90 - LO9 24

10 8 15 - 16 9

11 6 16 - 17 10 110 and up 6

Ae nusured by LorgcTbardlle Intelligence Tests, Verbal Battay, Levels 4 snd 5.

Preparatory Rcedures

Pemisain far the S t d x

The id- of a oolmrrelling etudy within the institution nu first

discussed with the Superintendent, and later submirted in writing.

+ w e n t was given verbally and later in vriting from the Provioeislatr

(see Appendix 0 ) .

The principals of the elementary school and the high s c b l w e

contwted Pnd the study crrpleined ro them. Their assistance m e necessary

to collect students' grades frm their school records and to adnhister

the rating sule to the teachers, vSo muld rate the boys on six criteria.

It wes also requested that the inveotipator be allowed to contact any

teachar in the scbls, if neeasearp, to better help tke snbjeeta. Verbal

Cot u c h of these requests was given.

Intellia-e Testilx

O m of the criteria an whic'l the boys in each group were matched

w e intelligence. There were no recent intelligeoec ratings available

on these boys, so it vas necessary to establish levels prior to matching.

The Lorgrmmzadlle Intelligence Tests. Verbal Battery, Levels 4 and 5

Gorse-Thorndike. 1957) were &ministered on Septwber 8, 9 and 10. 1970.

This test was cbasen because of its vide uss in Piew£oundland and

bsutuse of its availability. The fact that the test may heve b-

eulhtrallr biased in this setting vas not a necessary eonaideratton since

the test nu used to match only, and not vsed to record a t m s intelligence

level, although it appears the results were reasonably -mate.

Matching of the he0506

It m s decided to match the subject ethio grqlpe on three criteria,

L namely, (1) grade level, (2) intellipencr level, and (3) aae. Socia-

29

econwic status was not considered aa a matching criterion since the bays

considered for the study had been in the orphanage for two years or mre.

Matching by grade lepel avtomatieally placed eaeh boy in the e m

dormitory where he was exposed to the same staff, the same rime schedules,

and the same stndy times and area. Those at grade 8 level and in

special education were exposed to the same school and the same teaching

staff. Those at the Grade 9, 10 and 11 levels were exposed to the same

school, but only to some of -e teaching staff.

A three section code system (G.I.A.) was devieed to match these

eubjects. G.I .A . refers to Grade, Intelligence level, and Age Level

respectively. After the codes hsd been fixed for caeh subject an

impartial assistant randomly rssigncd numbers 1 to 42 to the list of

eubleets. A liar of numbers pnd appropriate codes was then made and

matching was done on the basib of these assigned codes. Thirteen groups

of three were matched, resvlting m three lists of thirteen groups each;

each list was then randomly essimed an experimental condition. ~ r m p

one, received personal-social, educational and vocational counselling;

group two, received educatioaml snd vocational counselling; and group

three acted as 1 control.

Individual Bequest to Participate

me next procedure was to intenview each boy assigned to an

experimental situation. ThesWs interviews were carried out wer a one

manth period since the inveatigahor's time was limited and the boys were

available only dnrlng after school hours and before or after stvdy periods.

The selection far the interview was nased on whoever was available at the

tlme.

The purposas of the Tqtelviw with eaeh subject was to report back

--

30

the intelligence test result* to the subject and to poli&t hie ce.-

operstion in the etudy. The teat was interpreted by ran* and aq test

1 variable. which either the investigator or the subject felt had entered

I into its interpretation. Rlese variables ranged f r w a lack of .uttivctim

and inCcrest to work at the test aileqwtely, as reported by the student,

to observatiw the hemtigator M y have made during the caeting. If

I neeasaary intelligence level was h t h e r interpreted in relation to

the boys' *resent acadeaic atandinas. All were interpreted so as to

prm%de encourag-nt with s&ool work. MCDI the interpretatton of the

- test r d t each subject ras asked if he would help the investigator in

, his Mrk as 1011~s:

1. 5 c h subject in Gwup 1 - asked to see the investigator

periwticrrlly to talk -1. school mrk, et+, better mar-, future

educstion and voostional plane, an4 to diseuse personal problems nod

other s r w s if he vishad. Be was n 9 M to take fuo tests at the b a g i d q

Of November; he ME told that these were quastio-ires about himself

and d d brVD nothing to do with hts ability. Be vaa asbd te take the

s- tests w i n inElay. The ~onfiiantiality aspect of e m e l l i n g vas

expl*inrd.

2, gaeh subject in Group 2 was asked to nee the investigator

pariodiully to talk oeer s e w 1 work, study, better mrks, future

OdUcatirm end vaatictral plane. Ae vss asked to cake two more teats in

Novaber; he was tald that these were quastionnairea about himself and

would have nothlns to do with his abllicy. He was asked to take the snne

tests again in my.

3. BPeh subjsft in Grwp 3 I- to take the tests as outlined. I

Out of the 40 aubjecte interwinred, only aw refused. This 1

I person refused bruusa of the test raqvirpment but was willing to be

31

ebunselled. His place xas f i l l e d by another subject with appropriate

chuactar i s t ics , a d t h i s boy u t e ermnaellsd outside of the study.

Practiee Lnt-iexa

I n dea l iw with group nunbet 2, personal-social areas had t o ba

avoided i n ddiscosimns sincs there -1d mot have otharuise been a 01-

distitletion between the process in $-p 1 and that i n %reap 2. (see

definitions of counsallin$ p.6 and 7). It vas therefore f e l t neeesMCY

for the investigator to practice mididing these issues with the clients.

Boleplnring was carried out with an associate who deliberately brought up

persod-roc ia l areas. * P intersiovs vere video-taped and playad

back to the f ~ ~ l t y edviaez for analysis and eritieissl.

The tefhniqvas agreed up- and practiced when theee pusml-

1. To reeogniea the problam exists ~o the client LWrta he f.

understood, but not t o deal with the problem directly.

2. To r e s t r u ~ t u r s the interview by 8treesing the importance of

edycrtional and v o e s r i a d eounselliding.

3. fe intreduee t q i u r l arrae related t o edncational md ~ a t i o d

c-selling and t r a move mag f r a the per.ona1-social areas.

4. To suggest that the ulucational and vocational area8 shoald be

i: deplt r i t h i n the prosent h t a m i a r . Md tht ha might consult s-e

else nbmt the problem or t ry t o salve it himself.

5. I f the personal problem was darned too serious, to rellove the

subject from the study a d eouoeel him on that ~roblen . Removal of a

subjwt fros the study bcuvec of a vcrioue problem was necessary i n mur

EPSB.

32

1natnrmMts and Scales

The inst-nts end scales used to evaluate the pre and post

Thc f i r s t Bell Adjustment Inventory Student Form was published in

1934 after three years of reeeerch and experimental use vlrh high r c b o l

and college studente (Bell, 1963). It oaiginally contained measures of

home, health. social and amotinnal adjustment.

... the Bell Adjustment lnsmtory i s a self remr't of the .: id iv idual ' s l i f e adjunfmente as they have been uperiemed , by him... Tba Inventory seeks to obtain info-tion from the . M i v i d w l concerning what be thinLs and fee ls about h is family d relatienships; h i s f w t i r m i n g body; h i s frieads and - acquaintances mtaide the h-; including h w aggressive o r

,, 11 retiring he is around them and bov much he fee ls he can rrost people; and finally, hn, -11 he haa come to play the roles society w e s t s of hi.l (p. 3).

he devel-t of the original form, there was an attempt to include

a measure of hostil i ty, hut t h o was difficulty finding suitable items.

There xps also a need for s o e i o - c c a d c bacggrouad items as well as

awe it- of nascolinity-Eemininity. I n 1957 these were ineluded i n the

original t e s t as an experimestal t e s t edition, but a f te r analysis it n e

decided t o remoM the sacio-economic it= but t o include the meeeures of

hes t i l i ty , and rmseulimity-femininity. The 1962 revised student form,

therefore, provides sir measures of personal and social adjuetment:

1. haw adjnetnent

2. hcalth rdjvsfmeot

3. submissiveness

4. emotionality

5. hos t i l i ty

5. masculinity-feninity

These ate dafined sad described i n Chapter 1.

33 The ccefficients of raliabilitg eonputed by correlatw odd-oven

items and applying the Speama~Broun Rophesy Fornula, ranged from .80

to .89 (Bell, 1963, p. 14)(sae Table 4).

Tabla 4

Coefficients of Reliability for Subtests of the Bell Mlustmaot Inventory

P.B.

a home adjustment b health adjustllent E submi~sivenesa d emotionality e hostility f maesulinitpfesinlnity

The validity of the slx scales was established by having high school

altd college counsellors select students who they felt wvld represent

opposite extremes of each variable. The cross validation studit. made it

apparent that scales a, b, e, and d:

... clearly distinguish between the representative extreme groups by large raw scata differences and that section of sharply separate male college students from f d e s . Section e, which eeeks to distinguish between very friendly and very hostile student-. prodaces a much -1ler (though statistically significant) difference (Bell, 1963, p.15).

The cootent validity of favr scales was investigated by a correlation

with z~levant scores from the Thurstone Personality Schedule, t h Allport

As~enda~)~e-S~bmi~~ioo Test, the krmeuter Personality Inventory, the

Duilford-zinme- Teqeromenr Survey (hostility scale) and tbi Haaeulinitg-

Pdninity aule of the W I . The produet moment correlations tange from.

r - .72 to r - .93. The validity of the instrment is not Without

significance since original fovr scales of a, b, c , and d have been studies

by 8ell for the past 28 years and that seales e and f have been studies far

34

The inventory le eell-administui*, with no time l i m i t . It

requiras sppmrinstely M minntes t o complete the 200 qucations. m h

person i s t o interpret the questions for himself and answer either yes

or no on the hand seored answer sheet.

Deaariptive n- me availsble lor high school (male and female)

an3 college (male and female) which pmvide a description of the raw

score rawea obtained 7-g the subJeot. This description indicates either

excellant, good, a-verage, poor, or unsatisfactory adjuatmrnt on each of

the six sealee irom a t o f. This t e s t seemed t o have wide use as a

fa i r l7 liable indieator of adSuatment, hence it m a chosen o. the

evaluator of the ad.iuatment dimension for thia study.

Ths Bell Adjwtment I m ~ n t o r y ha% been previously used in djuatment-

aehierrment studies t o assess the level or adjustment in relation t o the

level oi e h i m n t . Resnick (1951) rewrtad a paaitive eorrelstion

vith the Bell lldjustment Inventory and Aehinemant, while Grifiztha (1953)

r e p r t ~ d o meg~t i~le oomeIBtlon. Daaa an3 Saker (1961) designed a studg

t o clsrify the status of the Ball AaJuatment Inventory as a predietnr oi

school aehiev-nt. It- fadiesting social ewe and extraversion, conflict

with parents, ead personal pfoblems, vhen subJected t o item anslyein,

indicated that:

Eigh eehievBlaet i n high acbool m y be defined...as relative *don iro. ~ o l l l l i e t with parents, an3 from persona problems, ewpledvl th social ease aod &reversion In other ~ I . d s , (IS Bell AdjuetpsDt increases, G.P.A. also increases (p. 356).

There m n also found Do be significant correl@tions between BOU a d j u e a m t

Bcores on home, social and emotional &¶justmen% and weas point averago.

T b s i x scales provide more infomation than the oae a4lust-t score on

most other t e s t s and m v i d e s a saVce or eorrdetion with sene scales on

Bhe Moonay Problem Check List ss w e l l as providing information about problem

OTW within t h e oetting of the atuw.

mmey Pmblan Check Listis: High Sehoal Farm

Tha Lloonm Problem Check List (Iboney aod Dordon, 1950) io

of 330 problems divided into eleven e a t w r i e s of 30 items each.

a l i s t

mess

~atagorioe are:

1. h e a t h and physic& develmpent

2. Atturc roeational and edwt.i-I

3. a o c i a anb recreational ac t iv i t ies

4. courtship, sex and naniage

5. socia-psychological relations

6. p e r s r m ~ - p ~ y l relations

7. mas and relxgion

8. hose and family

9. ii-e l i v i w conditions and emplow&

lo. &justmwt t o sehQol m r k

U. ourriculm and teaehlng procedures

Tbe student is asked t o mad thr- the l i s t Md underline any probltln

Miqh he feela applies to him. After he has done th is , he i s asked t o

~e-read those he hns underlined and eimle the ptoblems which are of

najm c ~ a e e r n t o him. The w e of the check L i e itsssmes that:

1. studanta recognize the i r o m pmblems

2. the problems rhiah studeats actually experience sre it- on the

=heck l i a t

3. the students are r i l l i n s to honestly indlcate the i r prohllaas

( U e r ~ t v e , 19931.

1950 revised edition resulted frw a series of studies and

W e s made aver a 10 par period. It originatad from e desire t~

systematize the senior author's methods of discovering the problems of

young people. The PossiDilzty of a check l i s t approach was explored,

H and m 1941 and 1942 the first publiswd editions of these edueetional

forma were rPady. The xtems for the edltions and various foras ware

selected and developed from a master l i s t of over 5,000 =terns f r m t h e

folloYlng sources:

1. Emeriences of the author as counseUor and administretor.

2. W s i s of ease records and counselling intervie- n t h

school and college students.

3. Reviev of the l i te ra ture m. student pmblems.

4. Bntllysia of paragraphe m i t t e n by hOO0 hlgh school students

describing the i r personal problems.

5. Intensive antllysis af erpreaaed probless oi 250 students i n

grades 7 thn,ugh 12.

6. R e ~ i e r of 5,000 cards itemizing the personal-educat=ansl needs

erpresaed by 950 students i n grades 6, 9 and L2.

7. Other miscellaneous sources. (Moonay and Gordon, 1950, p.11)

Selection and phrasing of items uas baaed on such e r i t e r i s as language

level or students, rapla reading, c-onallty t o groups and level of

significance t o the mdividual. The items were centered on a personal

orientstion rather than a general s o e i d orientatLon, rrnd "vague enough

i n 'touchy' spots t o enable the atudent t o check the item and s t i l l fee l

that he can hide h is specific problems in l a t e r cenferences i f he chooses

t o do aa (Mooney and Oardon, 1950, p. 12)". There vas a general aim t o

select i tens which vould give a naive, rapid "feeling" response from

the subject; that i s , a spontsneous, rsther than a deliberate, reaction

was soupht .

Validation oi th is check l i s t vas c u r i e 4 out differently mm

other tes ts , because it Xes nat intended t o be a tes t . The cheek list

con be used for maqy purpose8 and therefore the authors f e l t a singla

o v e r 4 1 i n k of validity for the cheek l i s t wuld be meaningless.

The W u a l fm the t e s t cite8 several studies vhich indicate that stadmtr

respnd t o the check l i s t well and feel that it i a representative of Lheir

p m b l m . Thcse results are qmitite similar t o Mmney'a original research

on the cheeL l i s t s . In one of t2us first s r t ic les i n which Moonay (1943-

1944) e n s & the Emblem Cheek Mat, High Schwl Form, it vea assmed

t h a t raaqy students m a be unwilling t o mark the i r personal problem..

I t tiound thrrtthe average number of problem msrked vas 4, (hrer

901 of the h%h school atatdents said they ell.lolad f i l l i n g out tlle list

and 781 of the Btudents said they appreciated the chanee to indicate the i r

pmbl-. At thrrt time the l i s t vaa taouSht t o be userul i n t h s t it helped

both the student an& his couneellor t o get a piature of the students

p r o b l m , end tha t it helped the eounaello- t o diecover those who -tM

and needed c-elling maat. It vas also thought t o be u s e m for resaarth

~ r b e r * in disaorsring patterns of problems which tend t o be assmiated

with @ven p m b l w or partieulsr factore. lhis vsl id i ty and usefullness

s t i l l held constant a t the t ine of th ia stuay.

Ihr oheok l i s t uas deeigned t o rerlect the changes i n circ-t-ea

or the indiddual C X changes in his f e l i n g ~ about these G ~ T C ~ E ~ S .

Tharafore, i f re l iabi l i ty is considered t o be the ~0nsistenCy of result,=

betvcul a first and second edmiaistration of the t e s t , then chsa&es i n

the person's l i r e may be reflected in the eheek l i s t , thus sltering the

reliability. Boremr, the= l a a s s w e e thrrt the data remeets the concerns

of a poup slld r m i n stable over a period of t h . An unpublished study

39

by Gordon (Nooney and Gordon, 1950, p.9) on the CoUege form, investigated

the resa l t s between the f i r s t and second admin~stration of the form t o

116 college 8tudenta. The frepuency with xhioh each item was marbed on

the f i r s t administration vae correlated with the frequency with -&ich each

of the same i t a s xas marked on the second &inistratzon. The cormlatian

eoerfieient vas . 9 3 The same rererenee c i tes a eore ls t ional study over a

10 week period. The eleven problem areas mre ranked according t o nean

number or problems checked i n each wea, and th ia order vas found t o be

v ir tua l ly the ssme f r m one adminiatretion to another. The rank order

correlation c o ~ f n c l e n t a r a s e d frco .90 t o .98. The check l i s t i s

f e l t by the investigator t o exhibit sufficient re l iabi l i ty tor use in

thia study.

Ratina B d c

The investigatw f e l t the need t o eveluate overt behaviors as they

appear t o the teacher and t e evaluate vhether or not counselling could

e w e t h i s mart behavior. Althowh t h i s study was not an investigation

of the meth~d(s) of ~hanglng t l a ~ s r ~ ~ m . behavior, it VW hoped that

educational counselling might aifect behavior i n the echo01 i n the areas 1 of interest in and motivation toward school uork, respect ror teachers'

situetions, and &equate work habits.

mere wae no available iost-ent lor th is purpose; therefore, the 1 Investisator devised his m. The E d e aes-d the teachers have had

a C-E~ t o observe these areas of kebavior in the elasnrocon, snd are

able t o be objective i n rating the stnbent.

The aix scale Rating Scale inaluded the areas of:

work Pmduetion md Ab~lzt r . The degree t o which a pupil acNeves

in relation t o hie aoadexaic abi l i ty , ss rsted by the teacher.

34

Individunl Adjustment. The degree to which the pupil appcers

e a t o r t a b l e i n the schwl setting and i s able to cope with it.

Assigned Classroom Work. The nmount of mrk a student does i n the

dassrann within a given tima.

Covrtesy to Teachers. The degree t o which the student ie polite t o

and respects teachers.

B. The degree to which honework ie prepared.

Claes Prograss. The degree towhich the student fac i l i ta tas progress

i n the elass by discussion and genere1 co-operativeness.

guch area had a five point scale with point 1 1 s the level a t which

the desired bsbwior is rated m t present, wiving t o point 5, vhere the

behavior i s rated as always Present. These six areas Vera adapted frm Davis

(1959) who aseased the effeete of a c-selling programme on classroom

behavior. The Citizenship Grades used tomeasure changes fn behavior vere

i n the areas of eo-operative atti tude, covrtasy for others, prmptness.

cming prepared for wrk, using class t ine t o the best advantage end

hPvins respect foc school property.

The actual development of the rating scale followed the g u i d a u e s

that Thorndike and Uga. (1969) se t d m for the construction of rating

scalas. They suggested that the parson doing the rating should have the

opportunity to ohserve the Person ratad; that the t r a i t rated 10 ob~emabld:

that the t r a i t be defined am accurately as possible; that the scales have

a ~ltandezd to which t o ccmp~re the behavior. These svggestionr ware enbodied

i n the doclopmmt of thia seela.

Thorndike and Ragan pointed out that many ratings of the lume person

have the same effeot on re l iab i l i ty se the lengthening of a tes t .

... the Sprs-n B r a £0-la...== legitimately be applied in estimating the re l iabi l i ty of poaled independear ratings. Time,

I i£ the re l iabi l i ty of aw ra ter i a represented by a eorre la t im of .55, re have the follarlag estimates for the re l iabi l i ty of pooled ratings:

2 ratars .71 3 ra ters .79 5 raters .86

10 ra ters .92 (p. 433)

In th is study, w h pupil i n Grade 8 w~ rated by 5 teachers, those in

special e d ~ ~ ~ a t l o u by 1 teacher (3 students), while t b s e in grades 9, 10

and 11 were rated by 5 or nore teachers rho had cLararoon exposure t o

them.

The rating scale as f i r s t c o n s t ~ e t a d . re* pre-tested by teachers

a t 1 high =h-1 t o assess m r d b , ease of under.tanding, nnd appropriatenass

of eonta t . The constructive e r i t i e i s , of these teachers end the faculty

advisore were ineorporsted in tbe f ina l scale which was xaed during the

s t d y . A eopy of th is f i d seals is f d in Appendix A.

6 r a d ~ Point Amrae

k--t has bean defioed as Grde Point Average for purposes

of th is study. This averaxe i s the averwe resul t s of a l l school subject.

obtained by the student a t the eud of term e d o a t i o o s or tea ts givan by

the sehoal.

Tha success of counselliag is frequently aseesaed by using grade

point average u, the mtcomr miterian. Co-lliag studies which s t ress

a d - t i o d cms~el l iPg, s M y habits. and ss forth, seek t o find m

appmpriate eppfoLCh t o raise G.P.A.. end the use oT the grades obt~ined

f r ~ m aehool d ~ t i o n s i s a =-n practice t o prwide marniogful data.

of- (1964) m l l u t e d the process af fmmselling on study habits and

ski l l s , and evaluated th is by wing the grade point errerase as outcomr

criterion; t h e e xare positive and eignififant results. Br- (1965) and

Bates (1968) both used grade point average t o assess the outeoaa oi thei?

counselling sogranmes which were oriented toward i m p r ~ t of @e&s

through the impwvmvnt of academia & i l l s apd academic adjustnent.

Grade point average vas elao a neMtssary criterion for t h i s st*

since the rant ionship betwean adjustment an8 afhieremcnt (C.P.A. I was

aasessea. For t h i s study, onLy the resulta or eXemiMtions designed a ~ b

e v e n hr the nehwln w e used, so as t o ensure s- maasure of inter&

validity of these results. The grade eleven resulta a t the of June

8ae&m Yere not used because these resul t s v ~ r e Msed en a Rlblic

Bramilfation system and were not on the atme criterion Level as t b r e

administered by the school. Therefore, for grade U students, WIJ two

n a w e s of G.P.A. vere awdlable, (Christmas and Easter). 041y s i x

subjeeta were i n t h i s c s t w r y and it vss assrnned t h s t the overall results

w l l l not be mast ly affected tgr it.

Method of Data Collection and Scoring

The Bell Addustment Invantcq

The administration af t h i s t e s t ma conducted by t w Wlel

~ r s o n s an6 scoring was conaueted WJ onone of these persons. The Investigator

a d not .wry wt the teating and scoring (pra and post) since it xas f a t

there might be scasa ~ubJect ive biases which oould m e e t the results.

Thc pro-test results of t h i s inventory were h d e d t o the investigator

after sowing, but were not bn- so as t o avoid biases vhcn inta'vinrlng

subjects. The post-teat resulta vena handed t o the investigator after

semlllg, and bath t h e pre-test and post-test scwas were tabulated for the

f i r s t time.

Kc-me~ Roblea, Chsck &I&

The adninis t rs t im or t h i s teat was conducted by tuo iapertial

persons and scaring rras conducted by one of these porsons. The inves t rp tor

42

did not carry out the testing md scoring (pre and post) so as to m i d

possible subjective biases.

The pretest results of Group I were given to the investigator for

use as structured feedback in the subjects' interviews. The results of

Groups 11 and I11 were not known. The post-test results of Group I, I1

md I11 were given to the investigator and all resulte of the pre-test

m d poet-test vere tabulated for the first time.

Bating Scale

Thie scale wae abioietered by the investigator to the teachers at

both pre and post conditions.

The pretest was scored by an impartial person and tabulated by

the investigator. The post-test was scored and tabulated by the

investigator.

Grade Point Average

The grades for each of the ntudent's academic subjects aad his grade

point average vere tabulated by the investigator with the help of eehool

personnel. Thie procedure was carried out at Christmas. Easter and June

(prcevaluation. mid-evaluation, and poat-evaluations respectively).

Analysis of Data

The data was analyzed for each hypothesis as follows:

1. Hypothesis 1, 2, 3 and 4 were evalvated by an analysis of

C O T I ~ ~ ~ ~ D C B between the groups thereby testing the differences of the post

scoi-es with the pre scores used as covariates.

2 . Hypothesis 5 was evaluated by subjecting the abealute difference

of change on each measurement per groq to a t-test analysis of significance.

3. The data for Hypothesis 6 was analyzed by a test of correlation

between adjustment scores end grade point average.

Chapter 4

hlyais of Data

The Purpose Of this study was to evalrute the effects of a

c ~ e l l i n s prop=-e by using multiple =titeris to assess the results.

This chapter contains an examination of the data collected and also

presents any dffferenees which exist betweon the expnimental group..

keults of Bvpothesis Testing

Bmotheais 1. (There will be no eignifi-t difference between

the groups as measured by grade point average). This hypothesis was

evaluated by aubjaetfng the grsda paint averages to a Cro-factor

wlysls of variance with repeated measures. The results of this

analreis support the null hypothesis indicating that there were no

signtficant differences b e m a r the three experimental groups a.

measured by grade point averages at Cbrismms, Easter end June. me

results are s e i z e d in Tables 5 a d 6.

Table 5

S-ry of the &an8 0 and Standard Deviations (SD) of the Grade Point Avereges par Group for Each

The of Ueasurement

Group I Group I1 Croup IIT

M SD M SD I4 SD

Chris- 60.800 14.182 61.627 ll.399 57.210 13.607

E~ater 56.231 16.604 57.245 12.562 55.509 9.240

JUM 65.636 11.614 63.789 13.916 64.l56 10.441

Table 6

Levels of Difference Between the Eaperiemental Groups on repeated Heasures of G.P.A.

Chris- - Pre-Test (1-2-3) p - 0.9256732 Christaas - Easter - June between 1-2-3

b y other Cambination of Time a d Groups

Hypothesis 2. (There will he no significant difference hew-

the groups aa measured by the pre and post administration of the

rating scale). The hypothesis was first evalvated by an analyeis of

variance beween two groups at one the. The adysia yielded the results

of no sipifieant difference between the averages or post scarea of

group I and TI and between groups I1 and 111. It is therefore logical

to aae- there muld ba na sipifieant difference between groups I,

and 111, however the analysia yielded a significant difference of

p - 0.012. To imrestigate this discrepanc~ it was decided to further evaluate

the hypothesis by an analysis of covariaoee between groups I, TI end

111 thereby testing the differences of the post scores with the pre

scores usad as emriatee. This overell analysis of the three povps

caused the null hypothesis to he rejcted aince there was a statistical

differme of p - 0.036. A s m r y of these results is s h m in Tsblea

7 and 8.

Table 7

Summary of Unadjvsted Raw Scores, &an Pre Scores, Eleen Post Scores and Standard Deviations for the

Rating Scale per Group

Group 1 Group 2 Group 3

Pre Post Pre Poet Pre Post

Standard Deviation

0.569 0.732 0.521 0.564 0.723 0.705

Table 8

.balysis of Covariance Between Groups on the Rating Scale

croups ~roups Groups Grav~s 1.2.3 1.2 2.3 1,3

Post - Test . 0.036 p = 0.223 p - 0.171 p - 0.012 M f f erencee

Bypothesia 3 states that there will be no significant differ-=

ween the groups on each of the five sealea of the Bell Adjastment

lnventory. The result. are btlor.

Rnothesis 3s. The analysis of covariance of the adjusted post

Fbm Adjvsrmant scores, using the pre scores as covariatas, indicated

no significant difference betveen any of the groups. -thesis 3a was

therefore accepted (See Tables 9 and 10).

Table 9

' . Sumarg of Hean Prs Scorea M1 Mean Post scores and SFadaard Deviations (SD) per Group for'the Bell Adjvs-nt lnventory

Group 1 Group 2 Group 3

Pre Post Pre Post Pre Post

Home 4 AdjusfmBnt M 9.250 8.333 13.818 10.545 14.400 16.183

S.D. 5.396 5.662 6.661 9.059 6.398 6.080

i~ fi Mjusoont M 7.417 7.583 9.909 7.727 11.300 10.455

5 i

S.D. 4.814 3.848 4.969 5.623 5.458 5.592

S.D. 5.172 6.097 6.857 5.591 5.287 6.057

tlostiliey M 10.283 10.333 16.091 13.091 15.653 15.455

S.D. 5.617 5.449 6.107 6.268 3.406 4.083

r'zz? M 16.333 19.667 16.727 16.727 16.400 17.273 L S.D. 4.075 2.146 4.221 4.474 2.836 4.338

Table 10

Analysis of Covarhec Between Groups on the Bell Adjust-t Inventory

Gmmps Groups Groups Groups

1 2. 3 1, 2 2, 3 1, 3

u- Adjustment

sub- lissiv-sa

0.999 0.999 0.999 0.237

BmotiopPlity 0.078 0.999 0.057 0.043*

Hascu1inity- P d n i n i t p

0.444* 0.016* 0.990 0.043*

*Significant Difference

Wwtheels 3b. I n t h i s hymthasis the adjuated post W l t h

Adjustment scores were eleo subjected t o an analysis of covariansa wlth

the pre score* used as covariatcs. aEra again the resu l t s indicated no

significant differences between the groups. This hypothesis was accepted

(See Table8 9 and 10).

Bypothesis 3c. 2% analysis of covariance of the adjuated post

Subli88ivene~B scores of a l l groupe indfcated tkac there were no significant

d i f fe rewes between any of the groups. This hypothesis var also accepted.

Bypothesie 36. This hypothesis was first evaluated by an analyaia

of variance bemeen groups. Hypothesis 36 i and if were accepted, hovwer

6ypothesin 36 iiiwaa rejected when a sipifieant difference between

povpe I and I11 rsas indicated. Therefore an analysis of covariance was

c~rried out with all poups with the o w a l l results indicating no

significant differences beorten the changes in groups after the poet

testing. (See Tablee 9 and 10).

6ypcthssis 36. The malysis of covariance of the adjusted post

Bostility scores, with the pre scores used ae cmriataa, indicated

that there were no significant differences between any of the groups

(see Teblee 9 and 10). This hypothesis was also accepted.

Hypothelie 3f. Initially the scores of the Masculinity - P8lioinity scale were subjected to an ~nalysi~ of variance which yielded

significant. differencee between groups I and I1 and between I eud 111,

but not between groupe I1 and 111. Therefore an overall analysis of

covariance of the three poups was done using the pre scores ns cmaristes.

This analysis indicated significant differeaces b e m e n the groups. The

d l hypothesis was therefore rejected (see Tables 9 and 10).

Hypothesis 4 predicts there will be no sigoifieant diffnence between

the groupa as measured by the Mooney Problem Check Mst.

tlgPothesis 4a. The awlyeis ol cmrarianes of the adjusted post

circled scores on the Moaney Problem Check List indicated no significant

differencee (p - 0.999) b e w e n any of the groups. Thia hypothesie was

indicated no eigntfieant difference (P = 0.999) between the adjusted

49

experimental group. Thus this section of the hypothesis was al80 accepted.

Bmotheais 5. This hypothesis states that group I will have a

greater absolute difference of change (when considering both positive and

negative changes) than group 11, which in turn, will have a greater

absolute difference of change than grovp 111. The individual sections of

this hypothesis are presented below:

1. Grade Point Average: The analysis of data showed no eignificant

differencee between the changes in groups I and I1 and between the ehenges

in groups TI and 111. The meam and standard deviations are shown in Table

5 while the t-test results for the groups are depicted in Table 12.

2. Citizenship Rating Scale: Kere again the data analpie yielded

no significant differences between the changes in groups I and XI and

groups 11 and 111. The relevant data for these results are s h m in

Tables 7 and 12. This section of hypothesis 5 was therefore rejcted.

3. Bell Adjustment Inventory-Home Adjustment Seale: The analysis

of the pra and post scores of this scale showed no significant differences

in changes between groups I and 11 and groups 11 and 111. This part of

hypothesis 5 was not vpheld (see Tables 9 and 12).

4 . Bell Adjustment Inventory-Health Adjustment Scale: Again there

were oo significant differences between the changes in groups I and I1

and groups 11 and 111 after the t-test analysis had been completed, thvs

causing this part of the hypothesis to be rejected (see Tables 9 and 12).

5. Bell Adjustment Inventory-Subdssiveness Seale: Here the

analysis indicated that there were significant differences between changes

measured in groups I and I?., but there were no significant differ-ce.

betwean the changes maasured in groups I1 and 111. Since a11 criteria

were net net, this section of the hypothesis was rejected (see Tables 9

and 12 for e svmoary of results).

50

Table 11

s-q of Pre and Post Nesns Of] L) Standard Deviatioas (SD) for Each Grovp or, the Hodney Problem Check List

(Circled and Totalled scores)

Circled Scorss

Group 1 Crarp 2 Group 3

Pre Post R e Post Pre Post

Re Post Pre Post Pra Post

6. Bell Adjustmot Iveatarg-Pmotionalit Scale: There were m

sigDifi-t diEferences indicated by the nraluation of the changes

Paasurea i n groups I and I1 and between the changes measured In grovps I1

and 1x1. This saction of hypot&sis 5 was therefore rejected (see Tables

9 end 12).

7. Bell Mjusuwnt Inventory-Kostflity Scale: This aection of the

hypothais was also rejected e k e the analysis s h d no slgnifieant

differences between the changes measured in %laups I and I1 and In groups

I1 and 111 (me Tables 9 a0.d 12 for a s-q of results).

Table 12

S m r y of Analysis of Variance of Absolute Difference of Change Between Groups 1 and 2 end Groups 2 and 3 on Grade Point Average, Rating Scale, W n e y Problem Check list (Circled end Totalled)

aod the Bell Adjustment Imntory

t - test 1-2 t - test 2 - 3

Grade Point Averaae 1.7430 Bating Sale 0.1260 money Problem (Circled) 0.6197 Moonay Problpn (Totalled) 0.2521 FI- Adjvetment 0.9535 FIealth Mjuacnmt 0.8785 Suhissivenese 2.7290* Psotio~lity 0.5732 Bostility 0.3731 Uasculinity-femininity 0.7613

- -

* indicates significance

8. Bell Adjustment Imrmtary-%seulinitpfemiiinity Scale: The

t-test analysis indicated thee there mere no significant diffarences be-

tween changes maemred in she groups. This part of the hypothesis was

not upheld (see Tables 9 and 12).

9. Nooney Pmblem Check List-Circled Scoree: There was no

~ l ~ ~ i f i ~ a n t differences reported between the changes measured in groups

1 and 11 and in groups TI and I11 (nee Tables 11 and 12). This seetion

of the hypothesis vas also rejected.

lo. W n e y Problem Check List-Totalled Scares: The analysis of

dats agein s h d no signifisant differences between groups I. I1 and 111

mpasvred within the groups. Agein t N s part of the hypothesis

ves rejected (see Tables 11 and 12).

Hmothaeis 6. (Thare will be a signifirant positive corralation

to the level of .05 between tbe final scares of adjustment and grade

point average). The results of the analysis of data far chis hypothesis

indicated that there was no significant positive correlation between any

of the post-subtest scores of the Bell Mjvstmenr Inventory and the past

Rade Point A w a g e scores. The specific correlation results are as

follovs:

'1. r - 0.07749 between 8- Mjd~uetment Sforas and Grade Point

Average.

2. r - 0.03236 between Health Adjustment Scores and Rsde Pafnt Average.

3. r - 0.18050 between Subnissiveaass Seores and Grade Point Average.

4. r - 0.02931 between Pmationality Scores and Glade Point Average. 5. r - 0.15317 between Hostility Scores and Grade Paint Average.

6. r - 0.08169 between Ibsculinity-Femininity Scores a d Rade

Point Average.

Macussion

It appears that the overall results of this study shov that there

were no significant differences ol changes between the three azpexi-tal

groups at the end of counselling programme when the post scores had been

adjusted with the pre scares as covariates. Barever, there ware ieolated

areas of difference betreen groups as measured by the Eating Scale a d

the Bell Mjvatmanc Inventory. The results of Hypothesis 2.2 (see Table

8) . Rppotbesis 3d end f (see Table 10) and Hypatheais 5(5) Sumissiveness

Scale (see Table 12) indicate soae difEerencca between groups. lImrmet.

53

it i s assmed tha t these four differencas do not hold enough experimental

value t o e f fec t the overa l l decision tha t t h i s study prodvcd no significant

changes between groups. This i so la ted va r i a t ion in t h e overa l l r e s u l t s

could be expected by chance. It was the purpose of t h i s study t o evaluate

the outcame of therapy u s i w multiple c r i t e r i a so tha t the evalvation

~ U l d not have t o r e l y upon an inaqequate number of masuremeor eri t- ia,

and thus r i s k changes not being measured. Since t h i s study has v s d

rnd t lp le measuremaot c r i t e r i a , many variables have been evaluated with

the overa l l results of the study showing no changes because of the

coursell ing programme.

Chapter 5

This chapter includes a sumnary ~f the resvlts of this study, a

discussion of these results, and recWat1or.s for action sad further

research.

Outline of Study

Ire mentioned in Chapter 3, each experkntal group in this study

received a different approach within e counselling programme edueted

in a bop' orphanage. Group 1 received education, vocational and

personal counselling; Crovp 2 received edveational end vocational

counselling; and Group 3 acted as a eontrol. The programme was run

from December, 1970 to Nay, 1971 and multiple measurement criteria were

ured to evaluate the outcomes of the counselling.

Slunnary of Bypotheeis, Outcomes and Discussion

Ewotheaie 1. There w i l l be no significant difference be&*" the

groups as measured by grade polot average as fallows:

a. Between groupe I and 11 froa:

i. Christmas and Easter if. Easter and June iii. Chrism. and June

b. Between groups I1 and I11 from:

i. Christmas and Easter ii. Easter sud Juoe iii. Chrisms and June

i. Christmas and Easter ii. Easter and June iii. Christmas and Jvne

55

This hppothesis was supported since the results indicated there

were no significant differences between any of the groups' scares on

Grade Point Average measured at Christmas, Easter and June.

Hv~othesis 2. There will be no sfgnifieant differences between

the groups as measured by the pre and post administration of the rating

scale as follm:

a. Betreen grovps I and 11

b. Between groups I1 and 111

c. Between groups I end I11

The analysis of data ebawed a significant difference between

groups I and 111 but not between grovps I and IT, and I1 and 111 at the

and of the counselling p r o g r m as measured on the rating scale in the

pre and poet conditions.

-thesis 3. There will be no sisnifieant difference b e m e n

the groups on each of the five scales of the Bell Adjustment Inventory

as follows:

a. Home Adjust-t:

i. Between gmape I and I1 ii. Bchreen groups 11 and I11 iii. Between grovps I and I11

b. Health Adjustment:

i. Between groups I and I1 ii. Batweeo groups 11 and 111 iii. Between grovps I and I11

1. Beneon groups I a d I1 ii. Between groups 11 and 111 iii. Betxsm gmupa I and 111

I. Between groups I and 11 11. Bctweeo gloups I1 and I11 iii. Between groups I and XI1

e. Hostility:

i. Behreen groups I and I1 ii. Between groups 11 and 111

ill. Betwoen groups I and 111

i. Between groups I snd I1 ii. B e m e n groups I1 and I11

iii. Between groups I end I11

The null hypothesis was also upheld here with no signifielmt

differences reported batween groups on the Bell Adjustment Inventory at

the end of the counselling after pra and poet measurements.

Hmothoeis 4. There will be no significant differencs between

-ps as measured by the Nooney Problem Check List as follows:

a. Circled Score:

i. Bern- groups I and I1 ii. Between groups 11 and 111

iii. %tween groups I and 111

h. Totalled Score:

i. Between groups I and I1 ii. Between gmups TI and I11 iii. Berveen paups I and 111

hla significant differenfes between any of the groups were reported

here after an analy.ysia of data m a completed. The null hypothesis was

again mpported.

The overell results of these four hypotheairr fit well into the kind

of trend Eysanck (1952) noted in his review of literature. Rc coneluded

there was a failure to prove that therapy facilitates the recovery of

patients. Similar fonclvsiona were dram by Csrkhupf and Truax (1965 - 1966) who r e v l e d the literature and reported that many studies in

cmnselliog show no signififant differences between treated a d untreated

groups. However, io this study, it was hoped that the use of multiple

57

measurement criteria may have yielded measurements indicating chaitse.

Mitchell (1969) advocated the use of mare measurements to assess change

thmughrmt thempy. Mitchell attainad positive results with this approach

and also Schmidt (1972) stated the counsellor needs to use more tests to

attain a valid picture of the outcone results. Despite the use of

multiple measurement criteria this study did not ahow significant result*.

Emothesis 5. Group I will have a greater absolute difference of

change (when conaidering both positive and negative changes) than group

11, which in torn, will have a greater ebsolvts differem* of change

than m p 111.

This hypothesis was not upheld since there were no eignlfiurnt

differences between the three groups when the a m of the absolute

differences between pre and post measures on all tests was evaluated.

Csrkhuff a d Truax (1965-1966) reviewed the literature in as

attempt to explain the frequently reported "no-significant differ-e"

in eo-elling studies. They reported that even though there are no

overall differences noted, experimental groups tended to ahow more

positive and more negative changes t h did control groups. Stdies by

Cartwight and Vogel (1960) and Hink and Isalaen (1959) reported sinibr

results. This form of data analysis did not show the kinds of chlnges

as previously reported h other stud*#.

t&othesis 6. There will be a significant positive correlation

to the level of .05 between the final scores of adjustment and grade

point average as foll-:

a. Borne Mjustwnt and Grade Point Averaae

b. Health Adjustment and Grade Point Average

E. SYbmis~Ivenes~ and Grade Point Average

68

d. Emotionality and Grade Point Average

a. Hostility and Grade Point Average

f . Masculinitpfemininity and Grade Point Avez~ge

The eorrelatians for each of the areas above were not ai-ifieant.

a d therefore this hypothesis was not upheld.

The review of the literature previded much support for the predicted

attc- of this hypothesie. The work of Bavlghvrst (19531, Crites and

Semlar (1967) and Liebman (1970) a11 suppart the positive correlation of

adjustrent with achievement. Haever this study did not replicate thin

relationehip. It is possible that given the limited nunbee of

oounselling intervim available to the clients, as liated in the

limitatione of this study, not enmgh tine was available to change

adjustment and aehievem~nt to the appropriate level for each student so

this correlation muld exist.

Rec-endations for Further Study

The folloving are a list of points to be considered in fvrthar

research:

1. Il. mentioned in Chapter 1, lhitations of the Study, much

covnnelling tine seemed to be spent in defining the eaunselling

program= to the clients. It is euggeated that a study. conducted ovet

a longer period of time, eould bc implemented which might take this

problem of role definition into aeswnt and siaultaneously prov5.de more

counselling tine ralat~d to the areas of need.

2. The research area related to the measurement of change in

individualti who have taken part in a counselling progr-e needs more

iwestiption. There seeme to be r o w for the develepment of methods

to better evaluate the outcomes of therapy for individuals which in turn

59

m y masaitate the uae of more 7aeasur-t criteria andlor mere measures

on the same variable mar longer periods of time.

3. h multivariate approach in data analysis would correct for the

changes which occur by chance, thua indieattng more aecorately if change

bad actually t a b place.

4. Other settings, other than traditional institutions, could be

investigated in a similar manner or as indicated in 1 and 2 above.

5. Thls study atteapted to control the varying effects of different

eowellors by cmdycting the sevdy with ona counsallor. It was therefore

rucesaary for one counsellor to vary his approaehee in counselling

depending on the clients irseigned experimental condition. It fa poaalble

that ehc counsellor was not effective vith either one or the other matbods

of therapy since one approach m y have meant a departure from the

ccuneellors' established techniques. It ia therefore recommended that

an effort be made to mme closely match counsellors' teehniquas d

to the appropriate expetiaental group so as to avoid these

possible biasee.

6. Since this work ie quite out-dated, caution is sugsested before

basing further rescerch on it since other studies may have heen more

succeesful vith this area.

One of the difficulties inherent in research is the ~pplicatioo

of pre designed methode of measurei%nt co the inveetigatien of persons

who may or may not be able to be evaluated by that method. giesler (1971)

discussed the problem of the "uniformity myths" of research in which all

clients are expected to respond in the same wag to a therapist who i s

su~poaed to operate in the same ma-= with all persons, thua insvring

controlled studies with uniformity of research outcome. Baevec researchers

nre beginniw to look m e m d more at the interdependant variables in

60

euch research aod to consider Mividval client-counsellor relationships

and oute-O. This study is perhapa limited in that it had expected to

measure all ~liants with similar methods and had expected the single

therapist to be consistant in the assigned approach ro the co-ellees.

It i a suite possible that this study has produced more p~sitive resulte

for some of the students without their being shorrn through the rsseareh

data. One hopes. regardless of the resoareh outcome, that positive wts-s

for indilduls were realized.

A. Bocks

Ravighurst, 8. J., Buman Developmcmt and Education. New York Longmans Green, 1953.

~ o h l e n . R. G., The Psycbologg of Molescent Devalo-nt. A m Pork Barper, 1952.

Thorndike, R. L.; and Bagan, H., Measurement and Evaluation i n Psy~bology and Education. Uev Pork John Wiley and Sons Ine., 1969.

Vernon. P. E.. The Structure of Human Abilit ies. XI* York: John W i l q h Sons Inc.. 1950.

BPrron, P.; and Learg. T. P., "Changes i n Peychonevrotlc Patients with and without Psychotherapy," Jouraal of Conaultins Psycholopy. 701. 19, 1955, pp. 239 - 245.

Bates, H., "A t e s t of Grovp Counselling," Pa~sonmel 6 Guidance Journal. Vol. 46, 1968, pp. 749 - 753.

Beilen, E., "The Application of 6eoera.l Developmental Principles t o the Vocational ksa." Journal of Cwnsellins. psycho log^. Vol. 2. 1955, pp. 53 - 57.

Bergin. A. E., "Psychotherapy Can be Dangerous," Plyeh01og.l Todap. Vol. 9. 1975, pp. 96 - 104.

Braucht, N.G.. "The Deterioration Effect: A Reply t o Ber$in," Journrl sf Abaorm-1 Psyeholog~. Vol. 75, 1970, pp. 293 -299.

B r m , w. P.. "Student t o Student Counselling for A c d e a i c AdJus-t," Personnel end Guidance Jounal . Vol. 43. 1965. pp. 811 - 817.

Carkhxff, R. R.; and huax, C. B., "Toward Explaining Success & Failvra i n Interpersonal learning Erpecienees," Psrso-1 and Gvidanee Journal. Vol. 44. 1965, pp. 723 - 723.

Carhrright, R. D.; and Vogel, J. L., "A Comp~~ison of Chanscs in Psychoneurotic Patients during Matched Periods of Therapy and no Therapy," Journal of Consultinx psycho lo^. Vol. 24. 1960. pp. 121 - 127.

Crabbie. J. I.: and Scott. W. A., "Acadaaic and Personal Adjustment," Journal of Counsellim Psychology. Vol. 19, 1972. pp. 58 - 64.

Critcs, J. 0.: and Senlar, I.J., "Adjustmat, educational Achieveent, and Vocational Maturity as Dimensions of Development in Adaleasence." Journal of Counselling Psycholw. Vol. 14. 1967, pp. 489 - 496.

Dana, R.; and hker, D. E.. "Righ School Acbiav-nt sod the Bell Adjustment Imrentory." Psychological Reports. Vol. 8. 1961, pp. 353 - 356.

Davie, D. A.. "Effect of Group Gvidaoce and Individual Counselling on Citizenship Behavior " Personoel and Guidaace Jmmal. Vol. 38. 195;. p T 2 4 4 . --

b n d . 8.. "Adiustment chanaes over Thera~v from Thematie Apbpparfep~ion Test htings." in ~w&therapy and Personalit7 Change. ed. Rogers. C.R.' and Dynond. R., Chicago: University of Chicago Press, 1954. pp. 54 - 67.

Eysemk, H. J., "Effectiveness of Psychotherapy", A.P.A. Hoaitor. Vol. 6. 1975, p. 4.

Griffiths, G., "me Construetiom of a Personality Scale to Predict A c a d d c Achiev-t," Journal of Applied psycho lo^. Vol. 37. 1953, pp. 361 - 366.

Eilla. D.A.: and Williams, J. E., "Effects of Test Infoemation upon Self-Evaluation in Brief Educetional a d Vocational Counselling," Journal of Counselling Psvchologp. Vol. 12, 1965, pp. 275 - 281.

Kiesler. D. 3.. "Experimental Designs in Psychotherapy Research," in Handbook d Psyebthetap~ and Behavior Change: An Experhenfa1 Analveis. ed. Bergin, A. E.; and Garfiald, S. L., New Pork: John Willg and Sons Ioe., 1971, pp. 36 - 74.

Liehn, 0. B.. "The Relatiwhip of Personal Social Adjustment to Aeaddc Achievormt in Elementary Sehaal." Diaertation Abetraets, 1970, pp. 67.

Levite, E. E.. "The Results of Psychotherapy with Children," JourPel of Consulting Peycholog~. Vol. 21, 1957, pp. 189 - 196.

MaIntyre. C. J., "The Validity of the llomay Problem Check List," Journal of Lpplied Pspcholou. Vol. 37, 1953. pp. 270 - 272.

Nitchell, K. R., "Fqeated Measures and Evaluation of Change in the Individual Client During Counselling," Journal of Counrellinp Psgcholo~. Vol. 16, 1969, pp. 522 - 527.

Mink. 0. C.; and Iaaksen, 8. L., "A Coaparison of the Effecti~eness of Pon-Directive Therapy and Clinical Counselling in the Junior Bigh School," The School Cosnmllar. Vol. 6. 1959, pp. 12 - 14.

Nelson, H. 0.. "lndividnal Psychology as a Basis for hselling of L m Achieving Students." Journal of Cowelllng Psychology. Vol. 46, 1967, pp. 283 - 287.

O h a n . W., "EMluation of a Grmp Counselling Procedure,'' Journal of Counselling Payeholo~. Vol. 11. 1964, pp. 152 - 157.

Basnick, J., '4 Study of s- Eelationship between Bigh Sehool Grades and Certain Aspects of Mjwtment," Journal of Educational Basearch. Vol. 44, 1951, pp. 321 - 340.

Pagers, C. E., "some Pew Challenges," bmcrican Ps~ehologist. Vvl. 41. 1973, pp. 379 - 387.

Roth. B. H., st al,, "The Nan-Achievement Spndrme, Group Therapy and AchievPacnt Change." Personnel and Guidance Journal. Vol. 46. 1967, pp. 393 - 393.

Buth, R. 11.; and Meyfegersburp, 8. A.. "Tho No*-Achievement Syndmdromo," Personnel and Guidance JaUrnnl. Vol. 44. 1963. pp. 535 - 540.

Sawyer. R. hl.: and Martin, L. 8.. "Specialized Study Skills, Developmental Baading, and Counselling " Journal of Experimental Education. Val. 37, 1969: p p n

Schmidt, P. K., "Use of Tests in School Guidance," School Guidance Worker. Vol. 27. 1972, pp. 27 - 31. -

Sehartz, P. K.; and Ohlsen, H. H., ''A Content Analysis Technique for Bvaluating Ontcomee in Counselling," JOU-1 of Couneelling Ps~chology. Vol. 47. 1969, pp. 346 - 354.

Bell. H. U.. The Bell Mlwtmeot Invsntory, %vised 1962 Student Form - A Manual. California: consulting Pagcholo$ista Press 1%~. . 1963.

brae. I . ; and Thorndike, R. L., Examhers Manual - Lorgr Thorndik Intellillence Tests. Boston: mloughton Hifflin C q a n ~ , 1957.

Mooney, R. L.; and Gordon, L. V . . Tho Noanqr Problem Check *. New Pork: The Psycbologieal Corporation, 1950.

n

Teacher. Grade

The following i s a rating form t a be used for a research thesis by

K. C. ~ i c k s , a t Memorial University. You ace kindly asked to evaluate

the following student.

s N d m t

Grade

Other teachers i n your school wi l l be evaluating the s m e studmt.

Please do not consult others as t o their evaluations eince it l a

absolutely necessary that govr evaluation be an independent one.

The resul t s of your e~aluatioll w i l l be confidential: only the general

results of e l l evaluations wi l l be used.

T h d you,

geith C. Dicks, Gradvate Student

Please rate this student an the six areas belov. S h l y place a cheek mark ( ) at the appeopriate point along the horizontal scale.

1. Work Production and Ability:

I I Always mrks d Solnetirms works Never works

and to ability level; to ability. adequately; ia ia achieving. underachiwiog.

2. Individual Adjustment:

Appears totally appears co have Hot at all adjusted to echool. prohlema but able adjusted to school.

to cope adequately.

3. Assigned Classlaom Work:

'hlYaIs m&s use ' Works oecaeionally. &ever mrks d of class time to mrk. elass tlme.

4. courteey to Teachers:

Is always polite; Is occasionally Is frequently Never talks baclr: is friendly. polite aud friendly. impolite; talks

back; is insult*.

I I 8-rk ia always Is oceasiooally Is never prepared.

well prepared. prepared.

6. Claes Progress:

Prequently helps claes Occasionally helps Hiders class pmgross. elass progress. progress. Ex. Takes part in dlaeussion; &. Oceaeionally &. Doesn't take - never disrupts class; is disrvpts; sometimes part in class eo-operative. diseuases. discussioo; isn't

co-operative.

September 17th, 1970

This is to inform you of the progress made so far in my theses at

So far I have compiled statistical information f r w your files. That is, I have e list of the boys including their date of birth, date of admission to , @ad@, grade point average of their last term's school work and home t-.

It was decided to work with only those boy* in Grade eight to eleven inelusiva. The boys ere to be divided into three groups of appmxhtely thirteen; the grouping ptofedure will he randmized selection and matching procedure betwen gmups will be based an age, gtade and apprmimte intelligence 1-el.

Administration of intelligema tests (large-Borndike, 1957, U.S.A.) was therefore necessary. and was efempliahed on September 9th. 10th and 11th. This was done by donitory and vithin their stdy period; actual time of administration to each group wae one hour.

h e each group has been formed, it will be necessary to intervier each cNld individually, explain the procedure of the study and what he and I lnag be doing during the year (7 months). Be will be askad to eo- operate and if he agrees, his partisipation will be expected throughout. Each grovp cf children will receive a different type of attention. One group will receive guidsnca in academic work, future education, vocational planning and personal co-lling. They will also receive a aeries oi apprmhtaly nine scheduled events ovteide . which hopefully will broaden their experiences and make them more aware of the recreational, cultural, and other educational ponaibilitias in-. This will be done by field trips, movies, and went. at the drts and Culture Center. The extra expense of this will be provided for the boys. These activities will be oa weekends so as not to interfere with atudy. You will be provided arffh a tentative schedule of this an soon as it is dravn up.

A second group will reeeive guidance counselling in the areas of a c e d d e work, educational and vocational planning. B e third group will not be given any counselling, but used as a control gtoup by which to campare the other groups' perfomnces.

Each child will be interviewed by me appcaxlmately once a mrmth by a scheduled appointment plan, to heep a running check on his situation in school and hie personal situation. It may be necessary for the o*o

groups receiving counselling to assemble very occasionally for the purpose of guest speakrs on vocational areas in which they are Interested or any other counselling procedures necessary. Also if any child in these two groups requires or requests extra tine from me, it Will be given.

It will therefore be necessary for me to at two eveniws a week from 8:00 p.m. (eonsidering study times) until approximately 10:30 p.m.; tentatively, Tuesday and lhursday evenings. and I have discussed the appropriateness of areas for interviews and it seem8 most practical to have an area in the rain. building. He have already discussed the possibility of my using the secretary's anti-office but I feel this nay be too inconvenient for you since there are confidential items about: I would like to sunpeat m e of the nev small classrwms in the bas-nt next to the furnafe ram. Thia would he out ef the way a d quite private for the sake of confidentiality with the boys and at the s a w time quite accessable. I hope this suggestion is eomrenient.

As e ~ n as the boys are grouped, I should like to begin interviews which would take place every night for a week. I should like this to begin Septamber Zlst; from then on the regular schedule as ontlined abwe will be set up.

The actual purpose of this study is to access the effects of Guidance Cotmsellling. It i s hoped that those boys counselled on an individual basis will show an ioprovewnt in personal adjustment, a raise in academic grde average, be rated as "imprwed" atudents by their teachers, and he considered to have henefitea psychologically. educationally and sachlly as rated by me.

I am happy to repoet the very kind co-operation of Principal. , and of . Principal,

, in their willingness to allow me to obtain echo01 grades of these boys and to establish any contact felt necessary with teachers andlor Guidance Couneellors.

If any matter requirea further explaination, please contact me. Thank you for your co-operation.

Poura truly,

Keith C. Dicb,

Dr. L. m e , As8istant Professor of Education Thesis Chairmm