Usefulness of in-service training workshops for counselors.

Abstract

The desirability of continuing education and training for school counselors is well recognized (Ohlsen, 1969). According to the Commission on Guidance in American Schools (Wrenn, 1962), the school counselor should "consider professional updating a continuous process . , . and . . . attempt to understand himself better through counseling or other professional help [pp. 180-181]." The recurrent upheavals within the youth culture in the ensuing decade underscore the relevance of the Commission's charge.Consistent with this view, O'Hara (1968) pointed out the responsibility of counseling educators to cooperate with school officials in providing postgraduate on-the-job monitoring of former students: "That counseling educators should know what their graduates are doing and provide them with opportunities for further professional growth is obvious [p. 213]." Gust (1969) believes that on-site supervision of the counselor's care-giving activities could ultimately bolster the profession's public image by enhancing the quality of services delivered.However, in-service supervision or training is more frequently preached than practiced and rarely evaluated when it has been implemented. Controlled experimental investigations of its impact are essentially nonexistent, which is unfortunate from an applied as well as a scientific perspective. Financially beleaguered administrators can hardly be faulted for being reluctant to subsidize a new spending adventure whose effective-1 This report is based on data collected as part of an in-service training program for secondary school counselors funded to the second author by the New York State Bureau of Guidance and sponsored by the Capital District Personnel and Guidance Association of Albany. First and second authorship was determined by a coin toss.Requests for reprints should be sent to Stephen I.

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