Download or read book Expectations of Standard Normed, Basic Normed and Non-normed Counselors in Oregon's Secondary Schools Concerning Counselor Tasks written by Raymond Earl Lindley and published by . This book was released on 1973 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how three groups of counselors 1n Oregon's secondary schools viewed the issue of what tasks should be performed by the Oregon secondary school counselor. The three groups surveyed were: sixty-three counselors who have standard norms, sixty-six counselors who have basic norms, and fifty-six who do not have a counseling norm. The survey was developed by issuance of a questionnaire based on the 1973 ASCA policy on the Role of the Counselor in the Secondary School. How closely each of the three groups agreed with that policy was the basis of this study. The questionnaire was an original instrument which was based in part on direct statements from the ASCA Policy Statement, and in part by assertions made by the writer on inferences made in the ASCA Policy Statement. Review of the relevant literature showed some vast disagreements as to the opinion of various groups about tasks that counselors should perform. The literature also concluded that the difference in opinion cannot necessarily be attributed to levels of training. Some studies showed an advantage toward those with more training, some showed advanced training to be a disadvantage, but most showed no significant difference. However, only two used the ASCA Policy as a basis for their studies. The reliability of the questionnaire was .88 using the Spearman Brown Formula of odd and even items placed in matched groups. The four hypotheses were tested by use of the one-way analysis of variance, fixed design. All four hypotheses were accepted at the .O5 level of confidence and in addition, hypotheses one, three and four were accepted at the .01 level of confidence. The four hypotheses were: Hypothesis 1: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on the total group means. Hypothesis 2: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 1 questions which deal with the counselor and his relationship to the student and his family. Hypothesis 3: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 2 questions which deal with the counselor and his relationship to the school staff and administration. Hypothesis 4: A significant difference will exist among Group A, Group B, and Group C in the perception of tasks of the counselor on Section 3 questions which deal with the counselor and his relationship to his profession. Recommendations included the need for implementation of the 1973 ASCA Policy into all groups of counselors, counselor educators and administrators who work with the counselor. Also recommended was an in-depth study of the training of the 473 (54.55 percent) counselors in Oregon who do not hold counseling norms to ascertain how much training would be required to obtain the norm and then create training programs to complete the norms. The final recommendation was one to review certification practices in Oregon to avoid allowing "blanket" credentials to carry out any certified school tasks. Research which was recommended by the findings of this study included an attempt to discover how effectively the three groups of counselors carry out their tasks, since this study sought to define and not evaluate. Also recommended was an attempt to discover how counselors in practice differ in perception of counselor tasks with other groups of educators and school community. An item analysis to find specific areas of concern was also recommended.