FRESHMAN EVALUATION Of Faculty Counselors

Kiell, Norman

doi:10.1002/j.2164-4918.1957.tb01784.x

Cited by 6 publications

(2 citation statements)

References 5 publications

(1 reference statement)

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“…Previous studies of problems appropriate for counseling or of attitudes toward counseling typically have examined but a single point of view, most often that of the counselee (Danskin, 1955;Davis, 1953;Fory & Black, 1954;Form, 1952;Friedenburg, 1950;Grant, 1954;Grigg & Goodstein, 1957;Hood, 1953;Kiell, 1957;Koile & Bird, 1956;Thrush, 1957). Studies that compare attitudes of counselee and counselor have been concerned with evaluation of counseling which already has occurred (Callis, Polmantier & Roeber, 1957;Richardson, 1954).…”

mentioning

confidence: 99%

Differential perceptions of counseling role.

Warman¹

1960

Journal of Counseling Psychology

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mentioning

confidence: 99%

Differential perceptions of counseling role.

Warman¹

1960

Journal of Counseling Psychology

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“…Kiell (21) utilized client-satisfaction checklists to evaluate the counseling procedures of the faculty at Brooklyn College. He found that students were not aware of, or familiar with, counseling procedures.…”

Section: Miscellaneous Studiesmentioning

confidence: 99%

Chapter VIII: The Evaluation of Guidance and Personnel Services

Rothney¹,

Farwell²

1960

Review of Educational Research

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As THE GUIDANCE movement enters into its second half-century, there is general recognition of the need for evaluation of its services, but little evidence that the need is being met. Guidance services, like many others in education, are still offered largely on the bases of hope and faith. Cottle's statement (8) three years ago about the paucity of, and the great need for, co-operative and better-designed research is as apropos today as it was then.Only three books evaluating guidance services have been published during the 50 years since such services began, and one describing an extensive follow-up appeared during the period under review. (All other reports were brief articles in which the period covered from the application of the guidance service to its evaluation was relatively short.) In that book Rothney (34) described his attempt to assess vocational, educational, and social activities of two groups at six months, two and one-half years, and five years after high-school graduation. The experimental group consisted of 343 subjects who had been counseled and who were compared with 342 members of a control group who had received no special counseling while they were in senior high school. The many findings of the research were summarized in his statement that counseling did 3eem to assist in the accomplishment of the objectives of the American secondary school.General discussions of the need for evaluation of guidance services appeared frequently, and some of them raised issues that should be considered by evaluators. Patterson's discussion (27) of matching versus randomization in studies of counseling merited special attention. Callis, Polmantier, and Roeber (3), in their summary of five years of research on counseling at the University of Missouri, raised some crucial questions. Coleman (6) listed 26 evaluative studies that he thought were needed. Heist (18), Hall (17), the Fifty-Eighth Yearbook of the National Society for the Study of Education, Part II (1), and Strang (37) placed evaluation studies high on their lists of researches desirable in guidance. The Criterion ProblemResearchers were plagued with the problem of securing adequate terminal measures of attempts to provide guidance services. At times the concern went beyond the problem of how to evaluate, to a consideration of the very difficult problem of what to assess. Investigators used, as

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Programmed versus face-to-face counseling.

Gilbert¹,

Ewing²

1971

Journal of Counseling Psychology

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Interviews under four conditions were conducted with men students planning to enter the University of Illinois. Under normal-1 condition, 96 students were interviewed by experienced counselors using their normal style; under normal-2 condition, 97 students were interviewed by the same counselors after these counselors had participated in writing a Self-Counseling Manual (presumably a learning experience for the counselors); under a programed counseling condition, 104 students read a branching Self-Counseling Manual; and under a simulated programed counseling condition, 95 students were interviewed by counselors who followed closely the text of the Self-counseling Manual. Before and after the interview the students answered questions about vocational plans; major; estimates of abilities, interests, and probable academic achievement; and expected problem areas. Following the interview they indicated which problem areas had been discussed and how helpful the interview had been. At the end of the first semester the students completed another questionnaire covering college major and estimated abilities and interests. Comparisons among the responses of the students in the four treatment groups showed that although the students preferred the normal counseling, they also reacted favorably to the programed counseling. More problems were covered under programed counseling, but the students believed more help was received under normal counseling. Flexibility was greater under normal counseling. Appropriate changes in estimates of ability, interests, and probable achievement were seen to have occurred under all forms of counseling between pre-and post-counseling testing and between pre-counseling testing and responses given at the end of the semester. Changes were as great, or greater, under programed counseling than under normal counseling. These findings suggest that programed counseling may be useful either in place of or in addition to normal counseling.-University of Illinois.

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FRESHMAN EVALUATION Of Faculty Counselors

Cited by 6 publications

References 5 publications

Differential perceptions of counseling role.

Differential perceptions of counseling role.

Chapter VIII: The Evaluation of Guidance and Personnel Services

Programmed versus face-to-face counseling.

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