THE EFFECT OF A SUMMER GROUP COUNSELING INSTITUTE ON

SELECTED ATTITUDES AND PERSONALITY CHARACTERISTICS

OF JUNIOR COLLEGE COUNSELORS

APPROVED: '

Graduate Committee:

Major Professor

•JjL£d2/JX.. MiHjor Professor

Coiiand ctee Member

Committee Member

f '

:P

Dean of the School of Educati

Dean of the Graduate School

THE EFFECT OF A SUMU3B GROUP COUNSELING- INSTITUTE ON

SELECTED ATTITUDES AND PERSONALITY (mRACTfiRlSTICS

OF JUNIOR COLLSGS COUNSSLOFtS

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulf illracmt of the Requirements

'or the Degree of

DOCTOR OF PHILOSOPHY

By

Gary D, Yerett, B.M., M.Sd,

Denton, Texas

May, 1970

TABLE OF CONTENTS

Page LIST OP TABLES . . . . . . . . . . . . v

Chapter

I. INTRODUCTION 1

Statement of the Problem Hypotheses Background arid Significance of the Study Definition of Terras Chapter Bibliography

XI. ES/Oif or THE LITERATURE . . . . . . . . . . . 19

Introduction The Effect of Institutes on Counselors The Effect of Group Counseling on

Counselor The ft»o fc of Gi*uup Processes on Toaoheis Summary Chapter 8 i "b 1 i ography

:il. METHOD AND PROCEDURES h'9

Subjects Description of the Instrurcont Procedures for Collecting Data Procedures Followed During the Institute Treatment of the Data Chapter- Bibliography

17. STATISTICAL ANALYSIS OF RESULTS AND DISClTS-SiCH 6k

Statistical Treatment of the Data ?7ull Hypothesis One Null Hypothesis Tiro Null Hypothesis Three null hypothesis Four Null Hypothesis Five Tftil 1 Hypothesis Six Null Hypothesis Seven Null Hypothesis Eight Null nypothosia Nine Null Hypothesis Ten Summary'

iii

Parr® Y. NOX-STATIBTIGAL INFORMATION . . . . . . . . . . 86

VI. SUMMARY, RESULTS, CONCLUSIONS AND 1I3C01-WB??DATI QHS 91

The Purpose The Hypotheses The Method Results Conclusions Recommondati. on3

APP2NDIX . . . . . . . . . . . . 102

BIBLIOGRAPHY . 1 k-6

L I S T OF TAiiLS3

Table Page

I, t Value Derived on Pro- to Post-Test Mean Differences Between Groups on the Tennessee Self-Concept Scale 65

II. t Value Derived on Pre- to Post-Test Mean Differences Between .Fait and Treatr-ient Periods on the Tennessee Solf-Conoept Scale . . . 66

III, t Value Derived on Pre- to Post-Test ilean Differences Between Groups on the Trustworthiness 3uh-Scale of the Philosophies of Ifugjan ITatnre Scale . . . . . . . 67

IV. _t Value Derived on Pre-- to Post-Teat Mean Differences Between GTOUTJS on the Strength of Will and Nationality ouh-icale of the Phi 1 eso->M pg of } finnan fflytvtrQ Scale . . . . . . . 67

V. _t Value Derived on Pre- to Post-Test Mean Differences 3etv/een Groups on the Altruism Sub-o'cale of the Phi3osophleg of Human Nature Scale . . . . . . . . . . . . . . 68

VI. t Value Derived on Pre- to Post-Tost Kean Differences Between Groups on the Independence frora Group Pressures Sub-Scale of the Philosophies of Italian Nature Scale . . . . . . . 68

VII. t Value Derived on Pre- to Post-Test Mean .Differences Between Groups on the Complexity of Kalian Mature Sub-Scale of the Philosophies of Nuxnan Na-ture Scale . . . . 68

VIII. t Value Derived on Pre- to Post-Test Uean Differences Between Groups on the Variability of Tinman Nature ouh-ocale of the Philosophies of Human Mature Scale . . . . . ."V . .~ . . . . 69

f-X* li Value Derived on Pre- to Post-Test Mean Differences Between 7/ait and Treatment Periods on the Trustworthiness Suh-^calo of the Phi I nsophiea of Hur.an Nature Scale . . . . . . . 70

Table • Page

X. t Value Derived on Pro- to Post-Test Mean Differences Between ft'ait arid Treatment Periods on the Strength of V/ill and Rationality Sub-Scale of the Philosophies of Human Nature Scale 70

XI. t Value Derived on Pre- to Post-Test Mean Differences Between Wait and Treatment Periods, on the Altruism Sub-Scale of the Philosoyhioa of Human Nature Scale . . . . . . . . 71

XII. t Value Derived on Pre- to Post-Test Mean Differences Between !?ait and Treatment Periods on the Independence from Group Pressures Sub ǥȣ> C ci> lo of the Philosophies of Hunan Nature Scale . . . ~T . . . ." 71

XIII. t Value Derived on Pre- to Post-Test Mean differences Between ' 7ait and Treatment Periods on the Complexity of Human Katur© Sn'h~3cale of the Phi 1 os o phi oa of Human Nature rfc-v 1 e . . . . . . . . . . . . . . . 71

XI7. t Value Derived on Pre- to Post-Test Mean Differences Between Wait and Treatment Periods on the Variability of Human Nature Sub-Scale of the Philosophieg of Human Nature Scale . . . . . . . . 9 . . . . . '/2

XV. t Value Derived on Pre- to Post-Test Mean Differences Between Groups on the Expressed Control Sub-Scale of the Fundament a, 1 Inter-personal Relations Orientation—lie havior Scale. . 73

XVI. t Value Derived on Pre- to Post-Teat Mean Differences Betireen Groups on the Expressed Control Sub-Scale of the Fundamental Inter-ner&onal Eelatioris Orientation-—Behavior Scale". ~. ?k

XVII. t Value Derived on Pre- to Post-Test Mean Differences Betv-sen Groups on the Expressed Inclusion Sub-Scale of the Fundamental Interpersonal Relation Orion tat i on— Be hay 1 or Scale . . . . . . « . . . . . . . . . . 7'4

XVIII. jt Valuo Derived on Pre- to Post-Test Mean Differences Between Croups on the Wanted Affection Sub-Scale.of the Fundamental Interpersonal •iterations On Behavior Scale . . T . . . . . . . . . . . . .

vi

Table Pa,;rQ

XIX. _t Value Derived oil Pre- to Post-Test Mean Differences Qetv/een Groups on the Wanted Control Sub-Scale of the Fundamental Interpersonal Relations 0 r i en tat i o~n-~-"AehavToF*Bca 1 e . ~~-j •

XX. t Value Derived on Pre- to Post-Test Mean Differences Between Groups on the Uanted Inclusion Sub-Scale of the Fundamental Interpersonal Relations Crien'tati on — ~* Behavior Scale" . . . . . . . . . .

XXI. Value Derived on Pre- to Post-Test Mean Differences Between V/ai t and Treatment Periods on the Expressed Affection Sub-Scale of the Fundamental Interpergonal Relations Grientati on— Behavj.or Scale . .

XXII. t Value Derived on Pre- to Post-Test Mean Differences Between Vai t and Treatment Periods on the Expressed Control Sub-Scale of the Fundamental Interpe raona1 Relations Orienta-t 1on—Behavior Scale .

XXIII. t Value Derived on Pre- to Post-Test lie an Differences Between Y/ait and Treatment Periods on the Expressed I -.elusion dub-Scale of the Fundamental Intaroe.rs onal lie 1 at ions Orientati on~—.Behav i or Scale"". ,

XXIV. _t Value Derived cn Pre- to Post-Teat Mean

XXV.

75

XXVI

XX7II.

75

76

77

77

Differences Between W' md Treatment Periods on the Wanted Affection Sub-Scale of the Tr'r'"Hianioy-fo. I I nte rpe ra onal fielat 1 one Orientation.—Behavior Scale .

t Value Derived on Pre- to Poat-'1 est Mean Differences Between lifait and Treatment Periods on the Wanted Control Sub-Scale •of the Fundamental Interpersonal Relations Qri on,tat j. on— £ehay 1 or Scale . . . , 7"T .

i Value Derived on Pre- to Post-Test Mean Differences Between Wait and Treatment Periods on the Wanted Inclusion Sub-Scale of the Fundaraenta.1 Inter pors onal .Relations Orientation— flo hay lor S cale , , ,

t Value Derived on Pre- to Post-Test Mean •Differences Between Groups on the Rolceach Dogmatism Scale . 7 . ~ ~ .

77

78

78

79

Talbl©

XXVIII.

XXIX.

XXX.

Page

t Value Derived on Pre- t o P e s t - T e s t Mean i>if forencos Between Wait Periods on the HoTceach Dogmatism Sca le » , , . 80

t Value Derived on Pre- t o Poe t -Tes t Mean D i f f e r e n c e s Between Groups on Carkhuff*s Dia or imlna 11 on Index 81

t Value Derived on Pre- to P o s t - T e s t Mean D i f f e r e n c e s Between Wait and Treatment Periods on Carfchuff's D i scr iminat ion Index . . . . . . . . T . . . . . . . . . . . . 82

The worlc presented herein was performed pursuant to a Grant froa the U. S. Office of Education, Department of Health, Educat ion and We 1 f are .

CHAPTER I

INTRODUCTION

One of the nost important developments in higher education

in recent years has been the explosive growth of junior col-

leges. The junior college population doubled in the years

"between 1955 and 19^5 (^2); and Gleazer (23), executive direc-

tor of the American. Association of Junior Colleges, estimates

that there will he two and one half million students in junior

colleges "by the early 1970*s.

This increase in junior college population has intensi-

fied interest in counseling programs in the junior colleges.

Research points out the need for counselors in junior colleges,

because of the poorer mental health of junior college students

when compared to senior college students (7). MacKay (3'+)

found that the junior college population was more diversified

than was the senior college population in age and ability.

Another study (8) pointed out that junior college freshmen

scored at about the twenty-fifth percentile on standardized

tests using norms for college freshmen in four-year colleges,

and that there was a standard deviation's difference between

median scores for four-year college freshmen and two-year col-

lege freshmen, Tillery (U-6) indicates that junior college

freshmen are less well prepared academically, less mature

socially, and less intellectually motivated than are their

2

university peers. Furthermore, Tillery reports that most jun-

ior college students come from families with modest incomes

and relatively low occupational and educational status. Their

degree aspirations, choice of majors, and vocational plans are

significantly different from those of senior college freshmen.

Since jimior college students have a great muuber of personal,

vocational, and educational problems, it would seem necessary

to include counseling as an integral part of the total junior

college student personnel program.

One xray in which junior college counselors can work with

the many junior college students who have problems and who need

help is to use group counseling as an important part of their

program. Group counseling io bcneficial for the junior col-

lege student with problems in that it enables him to see that

others have problems similar to his own, and it provides the

counselee with opportunities to test new behavior in a non-

threatening environment (k). This non-threatening environment

allocs the group members to receive honest feedback and to

deal with their own feelings honestly (20). Students find

that they can really reveal themselves and that others will

still accept them (1*0. The group tends to develop a common

bondj and it promotes mutual affection, respect, and helpful-

ness which allows the members to develop a better self con-

cept (**). Many students find, too, that for the first time

they have found an adult who can accept them and who can

serve as a model. Counselees can also learn about theiaselves

as they listen to others talk about similar problems ('4) , and

they can serve as co-counselors in helping one another (18).

Research has shown that group counseling is effective in

dealing with a variety of problems that junior college students

have. Group counseling with college students has been found

effective in bringing about an increase in grade point aver-

age (1, 9, 13, 17, 22, 33, 39, and lowering the attrition

rate among freshmen and sophomores (1, 12, 17, ^5)• Larsen (32)

found that group guidance courses in the junior college brought

about an increased realism in self perceptions and improvement

in personality and attitudes, Gilbreath (22) found an increase

in ego strength as a result of group counseling, and LeMay (33)

found an increase in self-actualization and more positive self-

attitude. Hewer (25) and Wright ('43) found that group counsel-

ing was an effective means of bringing about realistic voca-

tional choices and in interpreting test results, and Kemp (28)

reported that group counseling was effective in improving read-

ing ability and study habits.

Group counseling can be quite beneficial for the counselor

as well as for the student, because the counselor has the oppor-

tunity to work with students who often avoid individual relation-

ships with the counselor. The group situation allows the coun-

selor to identify students who need more intensive help or who

need individual help (1^), and group counseling implements the

subsequent individual counseling (20). Gazda (13) and Kirkbride

(29) also point out that group counseling enables the counselor

to malce the best and most economical use of his time "by allow-

ing him to worTc with the maximum nunfber of students.

. The problem of providing coimseling services that are

needed for the students is of increasing concern to adminis-

trators and counselors. Administrators are seeing that coun-

seling must he an integral part of the junior colleges (4l).

The increased need for counseling and the explosive growth of

the two-year colleges has created a difficulty in providing

enough adequately trained counselors to meet the needs of jun-

ior college students.

It is difficult to train counselors to develop and use

the attitudes and skills necessary for group counseling. A

counselor who works with groups needs certain personality

characteristics as well as the techniques that are necessary

for successful group counseling (lU). Gazda and Bonney (19)

suggest that one way to help group counselors to acquire the

stills and personality characteristics that they need is by

"being involved in group counseling themselves during their

training. Arbuclde (2) suggests that a counselor can develop

certain personality characteristics and the skills needed in

group counseling through a process of being involved in a com-

bination of counseling and didactic method. Ilov/ever, little

has been done to investigate using group counseling as a means

of training group counselors (19).

Counselor educators at 5orth Texas State University

attempted to prepare junior college counselors to do group

counseling in a federally funded short—tern institute during

the summer session of 1969* The institute activities con-

sisted of a combination of group counseling for the partici-

pants, didactic instruction, and a supervised group counseling

practicum. The institute members were provided with oppor-

tunities to improve their group counseling skills and to make

positive personality changes. Enphasis in the institute was

on self-understanding and sensitivity to the needs of others

as they participated in a group counseling experience. The

members of the institute could experience and observe the

therapeutic potential of a group as they worked on their own

problems while helping others with their problems.

Statement of the Problem

The problem of this study was to measure attitudinal and

personality changes that toolc place in junior college coun-

selors as a result of a short-term group counseling institute.

Hypotheses

The following hypotheses were tested:

1. The participants in the group counseling institute

will have a significantly greater mean gain in self-concept,

as measured by the Tennessee Self-Concept Scale. than will

the members of the comparison group.

Z. Counseling institute participants, while in the

Treatment Period, will have a significantly greater mean gain

in self-concept, as measured by the Tennessee Self-Concept

Scale, than they will during the Wait Period,

6

3. The participants in the group counseling institute

will have a significantly greater mean gain on the Trust-

worthiness, Altruism, Independence, Strength of 'Jill and

Rationality, Complexity of Human Mature, and Variability of

Human Nature sub-scales of the Philosophies of Human Nature

Scale than will the members of the comparison group.

Counseling institute participants, while in the

Treatment Period, will have a significantly greater mean

gain on the six sub-scales of the Philosophies of Human

Mature Scale than they will during the Wait Period.

5. The participants in the counseling institute will

have significantly greater mean gains in satisfactory needs

for group affection, group control, and group inclusion, as

rue as ured "by the Fundamental Interpersonal Re 1 at i ons G'ri en-

tat ion—Dehavior Scale, than will the members of the compari-

son group.

6. Counseling institute participants, while in the

Treatment Period, will have significantly greater mean gains

in satisfactory needs for group affection, group control, and

group inclusion, as measured by the Fundamental Interpersonal

Pielations Orientation—Behavior Scale, than they will during

the Wait Period.

7. The participants in the group counseling institute

will have a significantly greater mean loss in dogmatism, as

measured by the Rolceach Dogmatism Scale. than will the mem-

bers of the comparison group.

8. Counseling institute participants, while in the

Treatment Period, will have a significantly greater mean loss

in dogmatism, as measured "by the Rokeach Dogmatism Scale , than

they will during the Wait Period.

9. The participants in the group counseling institute

will have a significantly greater mean loss on Carkhuff*s

D i s c r iinination Index than will the raeiubers of the comparison

group.

10. Counseling institute participants, while in the

Treatment Period, will have a significantly greater mean loss

on Carl-chuff*s Discrimination Index than they will during the

17ait Period.

Background and Significance of the Study

The question has he en raised as to whether graduate edu-

cation in counseling influences the personality and attitudes

of prospective counselors (if0). Counselor educators increas-

ingly accept the idea that their programs jnust offer far more

than just skill and knowledge in counseling (35). They gen-

erally "believe that their students not only learn theory and

techniques, "but that their attitudes toward themselves and

others change (^7). Those who train counselors generally

agree that the attitudes of the counselor are as important

as his slcills. Changes in attitude toward the people the

counselor works with and his attitudes toward himself are

expected to accompany the acquisition- of skill during his

training (36) f Self-understanding for counselors is seen

3

as a key to their fuller acceptance of themselves and their

clients. McKiimon (35) "believes that self-tmderstanding is

necessary for personal congruence atid counseling effective-

ness. Otherwise, he feels, the counselor's unrecognized

needs might operate subtlely to exploit the counselee. By

growing in self-understanding, the counselor can have greater

freedom in helping others to actualize themselves. Because of

the recognized importance of personality and attitudinal traits

of group counselors, TJurst (26) feels that more research needs

to he done to determine what effect counselor education has on

the personality, seIf-understanding, and attitudes of the coun-

selor in training.

Undoubtedly the most significant factor affecting coun-

selor education has heen the federally sponsored guidance and

counseling institutes (37). These guidance and counseling

institutes have served and continue to serve as a vital influ-

ence on the education of counselors and have accounted for a

large amount of the research that has heen done in counselor

education in recent years. The institutes have raised questions

which concern counselor education as a whole, hut a special

question that has heen raised is whether the institute pro-

grams are the "best way to train counselors (31). Are the in-

stitutes worthwhile considering the effort, the time, and the

increased cost over regularly scheduled courses? This seems

to he a question that needs to he answered if the federal

government is to continue to support the institute program.

The directors of guidance and counseling institutes, also

recognize that research and evaluation is a very important

part of the total institute program. In a survey of fifty

institute directors, Eisen (15) found that they believed that

federal funds should "be available for self-evaluation studies

by the institutes, and that this research was important in

evaluating the results of the institutes and in planning for

future institutes.

Several studies have pointed out that federally sponsored

guidance and counseling institutes can bring about an increase

in Tenor/J edge about counseling and guidance (5, 3, 27) and also

gains in counseling competence (3, 27). Those concerned with

counselor education and those directing the institutes also

believe that institutes should bring about seme degree of

attitude change concurrently with the Icnowledge that they

receive. Demos and Zuv/aylif (11) suggest that there is a

scarcity of research dealing with attitude changes that occur

to counselors in institutes and that more research needs to be

done in this area, particularly in the area of short-term pro-

grams.

A concern of counselor education is how best to bring

about the personality changes that they feel are necessary.

ArbucTcle (2) feels that concentration on the accumulation of

facts is not the best way to bring about these changes. Ue

emphasizes that counselor education cannot be at a remote and

academic level® He believes that counselor education should

10

"be primarily centered on self-eyaluaticm, self-i!ieasur.ement,

and self-analysis. To Arbuckle, a counselor educator may need

to "be more of a counselor than an educator if lie is to help

his students become more effective counselors.

One of the important methods that counselor educators are

using to bring about personality and attitudinal changes in

prospective counselors is through group counseling for coun-

seling students. Gazda a.nd Bonney (19) believe that group

counseling is a very important way to help train group coun-

selors and to "bring about desirable personality ti*aits and

attitudes that are needed for group counselors. Gazda and

OhIsen (21) mention several reasons why group counseling is

an effective means of training counselors. Group counseling

helps counselors to discover that others like themselves have

problems, that they can be helped by counseling, and that by

solving these problems they can live more richly. Too, it

helps to extend the prospective counselor's knowledge of human

behavior and to apply this knowledge in understanding peers.

Group counseling allows the prospective counselor to observe,

while obtaining help for himself, how a qualified counselor

assists various clients, and enables him to apply his knowl-

edge of counseling techniques by assuming the co-therapist's

role in attempting to help others. Foreman (16), too, empha-

sizes using group work as an important part of counselor edu-

cation. He suggests that T Groups can help "unfreeze" group

members so that they can learn—both emotionally and intel-

lectually more about themselves and others, gain feedback

1 1

all out their social impact on oilier.3, and increase their sensi-

tivity to the complexity of interpersonal relations. Muro (39)

suggests that an effort should he made to blend the didactic

and experiential phases of counselor education so that the

counselor candidates will he ahle to merge the intellectual

concepts gathered in theoretical courscs with the more affec-

tive approach of the T Group.

Cos "by (10) suggests that counselors in student personnel

worJc in higher education are generally ill-equipped for their

work. She believes that college counselors cannot come to

understand the dynamic relation within the changing social

system through the study of individual counseling or in a col-

lege praeticum. Cosby feels that student personnel worlcers,

if they are to be successful in meeting the needs of college

students, must be trained to worlc in groups and they must Tcnow

group processes, how the peer group influences its members,

and what intergroup tensions operate on the college campuses.

In addition to learning about group processes, junior college

coimselors need to develop healthy personality characteristics.

Klitzke (30) points out the need for research to find out what

personality characteristics and abilities are common to suc-

cessful junior college student personnel workers and to deter-

mine how these abilities can best be measured and strengthened.

Most of the stixdies that have been conducted to determine

what effcct guidance and counseling institutes and group coun-

« ^ T f i i -

12

counselors as subjects. However, since the eiaphas is on group

counseling is a rather reccnt phenomenon, there is a shortage

of counselors who have had training in group counseling. A

survey (20) shows that, out of fifty-four responses, only

thirty-three counselors who had written hooks, articles, or

dissertations ahout group counseling had had any graduate work

in group counseling at all. It would seem important to deter-

mine whether counselors who have had training and experience

in most areas of counseling could benefit from additional train-

ing in the fom of a group counseling institute. This seems

particularly important since Rochester (^3) found that coun-

selors with no experience made significant personality and

attitudinal changes, whereas those who had counseling experi-

ence made no significant change after an institute. The

question seems to he whether experienced jtmior college coun-

selors can make personality and attitudinal changes in a short-

term institute where the emphasis was on personality development

and self-unde rs tand ing.

Definition of Terras

1. ™ait Period.—The 17ait. Period was the period of time

between June 1, 196-9, and July 15, 1969, when the experimental

group was not involved in the short-terra group counseling insti-

tute. The u'ait Period served as a control period for the ex-

perimental group.

2. Treatment Period.—The Treatment Period was the period

of time between July 16, 1969, and August 20, 1969, when the

13

experimental group was involved in the short-term group coun-

seling institute. The Treatment Period served as an experi-

mental period for the experimental group.

3. Group Counseling.—Group counseling is defined as;

Group counseling is a dynamic interpersonal process focusing on conscious thought and behavior and involving the therapy functions of permissiveness, orientation to reality, catharsis, and mutual trust, caring, understand-ing, acceptance, and support. The therapy functions are created and nurtured in a small group through the sharing of personal concern with ones peers and the counselor(s). The group counselees are basically normal individuals with various concerns which are not debilitating to the extent of requiring extensive personality change. The group coiuiselees may utilize the group interaction to increase understanding and acceptance of value and goals and to learn and/or unlearn certain attitudes and behav-iors (20).

T Group.—The T Group technique is one approach to

group counseling which was introduced by the National Training

Laboratories. They have developed laboratory education pro-

grams designed to help normally effective persons improve their

interpersonal sTcills and ability to worlc as leaders and par-

ticipants in groups. The focus of the T Group is to help par-

ticipants learn about the dynamics involved in a work group as

they worTc in the group. The T Group may contain various group

exercises designed to highlight sx>ecific learning experiences,

but its structure is primarily unstructured. The data for

learning comes from within the group, and the group determines

its own rules and regulations. The successful T Group leads

to the development of open and honest expression of feelings

and ideas between members and to the breakdown of the internal

defenses which inhibit interpersonal relations (16).

CHAPTER BIBLIOGRAPHY

A"bel, W. II,, "Group Counseling and Academic Rehabilitation of Probationary Transfer Students," Journal of College Student Personnel. VIII (May, 1967)185-188.

2. Arbuckle, Dugald S., "The Education of the School Counselor," Journal of Counseling Psychology, V (Spring, 1958), 58-61.

3. , "The Learning of Counseling: Process Not Product," Journal of Counseling Psychology, X (Summer, 1963), itJ-lES.

U* Bennett, Margaret E., Guidance and Connse1ing in Groups, New York, McGraw-IIill Book Company, Inc., 19< 3.

5. Benoit, Robert B., "An Investigation of Changes in Knowl-edge and Attitudes of Counselor-Trainees During the Course of an NDEA Guidance Institute and Their Re-lation to Counseling Competence," unpublished doc-toral dissertation, Department.of Education, University of Southern California, Los Angeles, California, 1966.

6. Blocker, Clyde E., Robert H. Plummer, and Richard C. Richardson, Jr., The Two-Year College: A Social Synthesis, Englewood Cliffs, New Jersey, Prentice-IIall, Inc., 1965.

7. Bown, Oliver H. and Herbert Go Richer, "Mental Health of Junior College Students," Junior College Journal, XXOTII (December, 1967), 18-20.

8. Caves, Jack William, "An Evaluation of Growth and Change During a Guidance and Counseling Institute," unpub-lished doctoral dissertation, Department of Education, University of Texas, Austin, Texas, 1961.

9. Chestnut, William J., "The Effects of Structured and Un-structured Group Counseling in Male College Under-achievement," Journal of Counseling Psychology. XII (Winter, 1965), 388-39^

10. Cosby, Betty, "Professional Preparation for Student Personnel Work in Higher "Education," National Association of Women Deans and Cojunselors Journal, XXFlTl (Fall, 1965), 1^-18.

15

11. Demos, George D. and Fadil H. Zuwaylif, "Counselor Move-ment as a Result of an Intensive Six-Week Training Program in Counseling," Personnel and Guidance Journal, XLII (October, 1963), 126-128.

12. DelVeese, Harold L., "The Extent to Which Group Counsel-ing Influences the Academic Achievement, Academic Potential and Personal Adjustment of Predicted Low-Achieving First Semester College Freshmen," unpub-lished doctoral dissertation, Department of Education, University of Illinois, Urbana, Illinois, I960.

13» Dickinson, William A. and Charles B. Truax, "Group Coun-seling with College Underachievers," Personnel and Guidance Journal, VL (November, 1966), 2'-13-2 7,

1^. Dye, II. Allan, Fundamental Group Procedures for School Counselors, Boston, Houghton Mifflin Company,19^8.

15. Eisen, Irving, "Director Recommendations for National Defense Counseling and Guidance Training Institutes," unpublished doctoral dissertation, Department of Education, Rutgers University, New Brunswick, New Jersey, i960.

16. Foreman, Milton E., "T-Groups: Their Implications for Counselor Supervision and Preparation," Counselor Education and Supervision. 711 (Fall, I967), '49-53.

17. Garneski, Thomas M. and Robert A. Ileimann, "Summer Group Counseling of Freshmen," Junior College Journal. XXXVII (May, 1967), U0J43Z

18. Gazda, George M., "The Effects of Short-Term Group Coun-seling on Prospective Counselors," unpublished doc-toral dissertation, Department of Education, University of Illinois, Urbana, Illinois, 1959.

19. ^ and Warren C. Boraiey, "Effects of Group Counseling in Role Behavior of Counselors in Train-ing," Counselor Education and Supervision. IF (Summer, 1965), 191-197.

20» ,, Jack A. Duncan and M. Eugene Meadows, "Group Counseling and Group Procedures: Report of a Survey," Counselor Education and Supervision. VI (Summer, 1967), 305-310.

2 1 • and Merle Ohlsen, "The Effects of Short-Tevrm flrmm infr rm Prrv'smnt.ivfi nnnnfifilnra .w

;16

22. Gilbreath, Stuart II., "Group Counseling with Male Under-achieving College Volunteers," Personnel and Guid-ance Journal, VL (January, 1967)7~^69-^76,

23. Gleazer, Edmund J., "Emphasis," Junior College Journal, XXXVII (November, 1966), ?.

2k, TIart, Darrell JI. , "A Study of the Effects of Two Types of Group Experiences on the Academic Achievement of College Underachievers," unpublished doctoral dissertation, Department of Education, Michigan State University, East Lansing, Michigan, \96k.

25. Hewer, Vivian H,, "Evaluation of Group and Individual Counseling: A Follow-Up," Journal of College Student Personnel, VIII (July, 196?77 265-269.

26. Hurst, James C., "The Comparative Effectiveness of Two Experimental Counselor Training Procedures," unpub-lished doctoral dissertation, Department of Edu-cation, Brigham Young University, Provo, Utah, 1966.

27. Jos1in, Leeman C., "Knowledge and Counseling Competence: An Investigation of Two Outcomes of a Counselor Education Institute," unpublished doctoral disser-tation, University of Michigan, Ann Arbor, Michigan, 1962.

28. Kemp, C. Gratton, "Behaviors in Group Guidance (Socio Process) and Group Counseling (Psyche Process)," Journal of Counseling Psychology. X (Fall, 1963), 373-377.

29. Kirkbride, Virginia K., "Group Approaches to Student Personnel Services in Higher Education," National Association of Women Deans and Counselors Journal, XXIV (April, 1961), 127-131. "

30. Klitzke, Louis L., "Needed Research in Junior College Personnel Services," Junior College Journal, XXX (April, I960), **52-**59.

31. Klopf, Gordon and Nancy K. Cohen, "The Impact of the NDEA Counseling and Guidance Institutes on the Professional Education of School Counselors," Counselor Education and Supervision, I (Spring, 1962), 151-161.

32. Larsen, Howard B., "Group Guidance in the Junior College," unpublished doctoral dissertation, Department of Education, Stanford University, Palo Alto, California, 19 6U.

17

33. LeMay, Morris L,, "An Experimentally Controlled Investi-gation of the Effccts of Group Counseling with College Underachievers," unpublished doctoral dis-sertation, Department of Education, University of Oregon, Eugene, Oregon, 1966.

MacXay, William R. , "Junior College Counseling is Dif-ferent," Counselor Education and Supervision, V (Summer, 1966), 182-189.

35. Mclfirmon, Dan W., "Group Counseling with Student Coun-selors," Counselor Education and Supervision, VIII (Spring, 1969), 195-201.

36. Hunger, Paul F. and Carleton A. Johnson, "Changes in Attitudes Associated with an NDEA Counseling Insti-tute," Personnel and Guidance Journal, XXXVIII (May, I960), 751-753."

37. , R. A. Myers and D. F. Brora, "Guidance Institutes and the Persistence of Attitudes: A Progress Report," Personnel and Guidance Journal, XLI (January, 1963), 115-419.

38. Muro, James J., "Some Aspects of the Group Counseling Experience," Counselor Education and Supervision, VIII (Summer, 1968), 371-378.

39. Ofman, William, "Evaluation of a Group Counseling Pro-cedure," Journal of Counseling Psychology, XI (Summer, 1964), 152-159.

40. Patterson, C. H., "Effects of Counselor Education on Personality," Journal of Counse1ing Psychology. XIV (September, 1967)

41. Priest, Bill J., "On the Threshold of Greatness," Junior College Journal, XXXVII (September, 1966), 6-8.

hZ. Renetzlcy, Alvin, editor, Standard Education Almanac, Los Angeles, Academic iiedia, Inc., 19^8.

43. Rochester, Dean E., "Persistence of Attitudes and Values of XDEA Counselor Trainees," Journal of Counseling Psychology, XIV (November, 1967), 535-537.

U'h, Roth, Robert M., Hans ManTcsch and Kenneth Peiser, "The Eon-Achievement Syndrome, Group Therapy, and Achieve-ment Change," Personnel and Guidance Journal, VIL (December, 196777393-398.

1 3

U-5, Smith, B. M., "Small Group Meetings of College Freshmen and Frequency'of Withdrawals," Journal of College Student Personnel, IV (March, 1 9 6 3 T , 1 6 5 - 1 7 0 .

h6, Tillery, flarry Dale, "Differential Characteristics of Entering Freshmen at the University of California and Their Peers at California Junior Colleges," unpublished doctoral dissertation, Department of Education, University of California, Berkeley, California, 196^.

'-*7. Winkler, Ronald C., Paul F. Munger, C. Timothy Gust and John J. Teigland, "Changes in the Concepts of Self and Others of NDEA Guidance Institute Members," Journal of Counseling Psychology, X (Fall, 1 9 6 3 ) . 2 2 7 - 2 3 1 .

'48. Wright, E. Wayne, "A Comparison of Individual and Multiple Counseling for Test Interpretation Interviews," Journal of Counseling. Psychology* X (Sirring, 1 9 6 3 ) » T2ST135.

CHAPTER II

REVT E(,7 OF THE LITERATURE

Introduction

An important development in counselor education in recent

years has "been the emphasis on the personality and attitudinal

development of prospective counselors. Counselor educators (2)

have come to recognize that student counselors need improvement

in attitudes and positive perceptions of self and others as

much as they need improvement in technical competence. The

realization by counselor educators that counselor attitudes and

personality characteristics are important has been heightened

"by research concerning the significance that counselor atti-

tudes and personality has on counselor effectiveness. Effective

comiselors have "better self-concepts (3)» are less dogmatic (28),

are less prejudiced (3k)f are more open-minded ( ) , and have

a greater tolerance- for ambiguity (7) than counselors judged

to he ineffective. Superior counselors also provide higher,

levels of accurate empathy, warmth, and genuineness, and they

are more self-confident, free from undue concern \rith self, and

tend to he more optimistic and positive in their outlook than

are counselors considered inferior (^5). Counselors judged

effective by their supervisors tend to score high on the Rurtur-

ance and Affection scales of the Edward * s Personal Preference

Schedule (15). Effective counselors are less concerned with

20

what is useful and with wealth, they have fewer needs to

manipulate or control others, they arc kinder and more sympa-

thetic, and they tend to have higher religious motives; hut

they are not extreme about their religious beliefs (12).

Superior counselors are seen as affable, friendly, likeable,

sociable, accepting, capable, and satisfied with themselves

and their surroundings {2k),

The importance of certain personality and attitudinal vari-

ables has prompted counselor educators to attempt to provide

experiences that will promote these desirable changes.in the

personality and attitudes of their counselor trainees. Person-

ality development has been particularly emphasized in ND3A

guidance, and counseling ins Li Lutes, and a significant amount

of research has been done involving personality changes in the

members of the institutes. Counselor educators have also used

group counseling as a means of promoting self-understanding and

personality and attitude development.

The Effect of Institutes on Counselors

One of the most important developments in counselor edu-

cation has been the initiation and development of federally

supported guidance and counseling institutes. These institutes

have made a major impact by increasing the number of counselors

who were trained. As with other federally supported programs,

the federal government has encouraged directors to conduct

research on the effectiveness of their institutes (17).

21

Evaluating institute programs is a somewhat complicated

procedure "because of the difficulty in determining what out-

comes are desired and which ones can "be measured. Evaluation

has tended to center around whether the institute has brought

ah out increased Tcnowledge ahout counseling, whether it has

increased counseling competence, if it has changed the inter-

ests of institute members, and if it has changed the attitudes

and personality of the participants in the institutes.

Increased Knowledge

Research seems to indicate that guidance and counseling

institutes have proved effective as a means of increasing

knowledge ahout counseling theory and techniques. Caves (9)

found that thirty-five counselors in a summer guidance and

counseling institute made a significant increase in the amount

of factual Icaowledge that they had ahout guidance and counsel-

ing and Joslin (26) reports that thirty-nine enrollees in-

creased significantly in the amount of knowledge that they

possessed. Benoit (5), in a study of four institutes, found

that the level of didactic information possessed "by the coun-

selor-trainees had been raised significantly. The criterion

used to measure counselor knowledge was the .-IDEA Comprehensive

Examination, an objective type examination.

Counseling Competence

The impact of institutes on counseling competence has

been the subject of several investigations. Joslin (26)

22

reports that judges rated post-test counseling tapes to be sig-

nificantly higher than pre-test counseling tapes on fourteen

different interview dimensions. An investigation "by Caves (9)

indicates that counselors were more competent, as measured by

a constant roles test, as a result of attending a guidance and

counseling institute. These two studies seem to indicate that

guidance and counseling institutes can increase the cnrollees*

level of counseling competence.

Career As pi rati oris

Investigators have also investigated whether guidance and

counseling institutes can bring about a change in career aspi-

rations and in occupational interests. Coleman and Shertser

(11), in a study of six hundx-ed students in eighteen full-year

institutes, found that nine out of ten participants changed

either educational or career aspirations during the institute.

Institute participation resulted in a substantial increase in

the number of institute members r/ho planned to remain in

secondary school guidance for fifteen years, and there was

also a significant increase in the number of participants who

pla?med to get a doctorfs degree in counseling. Grenfell (22),

hoy/ever, reports that there were no significant changes on the

Strong Vocational Interest TUanTc scores of members of thirteen

guidance and counseling institutes in the 1961-1962 academic

year. These studies seem to indicate that career aspirations

can change as a result of guidance' and counseling institutes,

but that measured interests may not change.

23

Counselor Atti tudes

The instrument most frequently used in investigating

counselor attitudes has "been Porterfs Test of Counselor Atti-

tudes , which assesses five counselor attitudes: understanding,

supportive, probing, interpretative, and evaluative. Most of

the institutes did find significant changes in at least some

of the five sub-scales.

Rochester ClO) found that there was a significant improve-

ment on all attitudinal categories in a sample of institute

members of eight academic year-long institutes. lie found that

trainees with no prior experience or part-time experience made

significant changes while trainees with full-time counseling

backgrounds did not change significantly. In a follow-up

study, however, Rochester ('41) found that the attitude changes

were not completely permanent. Only the Evaluative sub-scale

score remained significantly different from that of the pre-

test score. Another study, similar to that of Rochester's,

found results that were comparable to those found by Rochester.

Munger and Johnson (35) reported that institute members in a

six-week guidance and counseling institute made significantly-

greater changes in the Evaluative, Understanding, and Probing

sub-scales of the Porter Test of Counselor Attitudes than did

a comparison group of thirty-one teachers in a local school.

A follow-up study (36), however, reported that the attitude

changes did not persist over a period of time. Only the Prob-

ing sub-scale scores did not decrease after a period of twenty-

seven months. This study did find that the attitude changes

2k

associated with institute training were more persistent for

trainees who were later counselors than for those who did not

he c ome c ouns e1 or s.

.Kassera (27) found that a summer session institute brought

ah out signif icantly gx eator changes on the Evaluative, Support-

ing, Probing, and Understanding scales of Porter's Test of

Counselor Attitudes than did a regular education program. Demos

and Zuwaylif (1^) reported that forty secondary school counse-

lors, in a six-week summer institute, made significant gains on

all five sub-scales of the Porter's test.

The Webb-Harris version of the Semantic Differential was

used by Benoit to determine whether members of four NBEA guid-

ance and counseling institutes had made any significant atti-

tudinal changes. Benoit reports that there was no observable

change in attitude by the one hundred and nineteen counselor

trainees at the end of an academic year.

The research seems to indicate that institutes can change

counselor attitudes that are measured by Porter's Test of Coun-

selor Attitudes, particularly those attitudes of institute mem-

bers who have not counseled before and who engage in counsel-

ing after the institute is over.

Counseling Acceptance of Self and Others

An important personality variable that has been measured

in guidance and counseling institutes has been the acceptance

of self and. also the acceptance of others by the institute

members. Kassera (27) found that an institute did bring about

25

a significantly greater increase in the members1 acceptance of

others, as measured by the Berber*s Acccptance of Self and

Others Scale, than was reported for a comparison group; but

there was no increase in the acceptance of self, as measured

by the same instrument, ffrightsman, Richaid, and Noble (U9),

using twenty-five members of a seven weelcs summer institute

as subjects, found that the institute members did not make

significantly greater mean gains on the Tennessee Self-Concept

Scale than did a comparison group of nineteen graduate students

enrolled in an introductory guidance and counseling course. In

another study (ty?) involving self-concept change, it was found

that twenty-eight members of an academic year institute made a

significantly greater gain in self-ideal self relationship, as

measured by the Butler-TTaigh Q-Sort, than did a comparison group

consisting of thirty-nine members of an institute for high school

science teachers. There was no significant change in the ideal

self-others relationship and in the self-others relationship.

The research would indicate that institutes have had a limited

success in bringing about changes in self-acceptance and accept-

ance of others.

Dogmatism

One personality trait that has been investigated to deter-

mine whether it would change as the result of counseling insti-

tutes has been dogmatism or close-mindedness. Eassera (27),

using BoT-ceach's Dogmatism Scale, Form D, reported that there

2 6

institute members and a comparison group. A similar s-tudy (ty?)

utilizing BoTroachts Dogmatism Scale, Form E, also found no sig-

nificant change in dogmatism scores by institute members.

General Personality Assessment

A variety of other instruments have been used to measure

the personality and attitudinal changes that talce place as the

result of guidance and counseling institutes. Clark (10), in a

study involving thirty members in a summer counseling institute,

found that there were changes on the Edward's Personal Preference

Schedule and on the Qui 1 ford~Zinlinerinan Temperament Survey; hut

there were no significant changes found on the Minnesota Halti~

phasic Personality Inventory. Changes were found on the Affili-

ation, Heterosexual, Evaluation, and Dominance Scales of the

Edward's Personal Preference Schedule and on the Restraint Scale

Gni 1 forrl-Zj,mmeman Ternneramcnt Survey. The results of

this particular research study are somewhat questionable, how-

ever, because there was neither a control group nor a comparison

group used.

Holt (23), in a study using Edward*s Personal Preference

Schedule and the Sixteen Personality Factor Questionnaire. found

that the enrollees in an NDEA counseling and guidance institute

made significant changes in Intraception, Nuturance, and Cyclo-

thymia while members of a control group of coiui.selors and teach-

ers on the job; and a control group of counselors not in the

C / * \ r\ 1 AI* 4 - J ~ ^ 1 . . _ v . - • "

2 7

Another instrument used to measure personality and atti-

tudinal changes in a guidance and counseling institute was the

A11 nort-Vernon-Lindze.y 3tudy of Values which Rochester (U-0) ad-

ministered to participants in eight academic yea,r~long >»D£A

counseling and guidance institutes. He found that personality

changes occurred in only three of the eight institutes and that

those participants who had already had part-time or full-time

counseling experience did not laalce any significant changes.

Howe re r, those institute membe rs with no experience did nalce

significant changes. A follow-up study by Rochester (*fl) indi-

cated that the few changes in personality which occurred during

the institute were still observable one year after the institute

ended.

A Q-Sort measuring attitudes toward the counselor role was

used by Caves (9) to determine whether counselor-trainees in a

summer institute had made significant changes in their concept

of the ideal counselor and their concept of themselves as coun-

selors . The use of the Q-Sort did not indicate any significant

change in attitude toward the counselor role, either in actual

self or ideal self, when the group was viewed as a whole. How-

ever, Cave does report "that significant individual changes in

both actual self and ideal self were found.

A lengthy opinionnaire was used by Jones (25) to measure

the attitude changes that tool: place in thirty counselors who

had participated in a NDEA summer institute. The results of

the opinionnaire indicate that there were some attitudinal

28

changes that resulted from participation in the institute. The

institute members reported that they had adopted an understand-

ing and accepting attitude rather than an advising or informing

one. The counselors reported that they became better listeners

and were more permissive in their approach to counseling. They

felt that they were more self-confident in their ability to use

certain professional techniques and that they were more sure of

themselves•in working with counselors, parents, and fellow edu-

cators ,

The Effect of Group Counseling on Counselors

There is an increasing trend in counselor education to pro-

vide an opportunity for prospective counselors to be participants

in a group counseling situation. Two major reasons given for

this trend are that the coun.selor trainees can make constructive

changes in their attitudes and personality traits and that they

can learn how to "be "better individual and group counselors "by

observing an experienced counselor at work and experiencing the

feelings that clients have in a counseling session. lucKinnon

(33) suggests that counselors need self-understanding in order

to accept themselves as well as their clients, and he feels that

the counselor trainee needs to he involved in counseling so that

he can understand himself better. Since individual counseling

is expensive in time and staff, and since group counseling is

recognized as an effective counseling procedure, JIcKimion sug-

gests that group counseling is an effective tray to provide a

means of bringing about desirable personality and attitudinal

29

changes and a means of training more effective individual and

group counselors.

Gazda and Ohlsen (19* 21) were two of the first investi-

gators to evaluate the use of group counseling as a weans of

training counselors. In a study using thirty-four prospective

counselors, Gazda and Ohlsen found that the members of the ex-

perimental group who participated in a group counseling experi-

ence made a few significant changes that were not observed in

the control group, particularly on the Autonomy and Abasement

scales of the Edward'a Personal Preference Scale. However, the

experimental group appeared less healthy at the termination of

group counseling than it had at the. beginning; hut a follow-up

testing indicated that, there was an increase in the direction

of improved mental health over the pre-counseling "by the ex-

perimental group. Gazda and Chlsen suggest that the seven weeks

experimental period was probably too short a period for group

counseling and that results from group counseling might be more

detectable after a longer period of tiiae.

AnJcer and Duffey (1) indicate that the most effective way

to train group counselors and provide the opportunity for per-

sonality change is to place the inexperienced cotuiselor in a

group with an experienced cotuiselor and to give him a group to

lead under the supervision of an experienced counselor. This

allows the prospective group leader the opportunity to partici-

pate in a group, to observe an experienced leader, and to be

able to utilize his knowledge and gain experience by leading a

group.

30

TTIth the increased use of group counseling for prospec-

tive counselors there hare "been several attempts to evaluate

the use of group counseling as a moans of improving the atti-

tudes, personality, and counseling effectiveness of counselor

trainees. One study, conducted "by Tirt, Betz, and Sngle ('4-8),

attempted to determine if providing group counseling for coun-

seling practicum students would Taring about an increase in self-

concept. An experinenfcol group of eighteen subjects who re-

ceived group counseling and a control group of seventeen subjects

who did not receive group counseling were compared to see if

there was any significant difference in the mean change in self-

concept on the Butler-TIaigh Q-Sort after a semester's time. The

results indicated that- the group which received group counseling

made no significantly greater change in self-concept than did

the group which received no group counseling.

Gazda and Bonney (20) used group counseling for counselors

in training to see whether the role behavior of the counselors

would change in a group. The subjects in this study were twenty-

four school counsel ors who had Masters' degrees in counseling and

were enrolled in a summer ATDEA guidance institute. Gazda and

Bonney report that the participants changed significantly' in four

of nineteen roles that they assumed in a group. These roles were

Information Giving, Interpretive, Aggressor, and Xon-Participant.

These results seem to indicate that the group members became less

inhibited, more self-confident, more aware of self, more involved

,31

Research has also heen done on the effectiveness of dif-

ferent types of counseling groups in promoting personality

change in prospective counselors. In a study hy Betz (It), two

different types of group counseling approaches v/ere used to try

to increase the so If-awareness of thirty tfDZA "institute members.

One group counseling approach, experienced hy fifteen of the

institute members, was affective group counseling which focused

primarily on the expression of feelings and on examination of

interpersonal group relationships. The second approach, called

cognitive group counseling, focused primarily on content rather

than feelings; and the fifteen participants v/ere encouraged to

examine experiences on an intellectual level. The members of

the tvro groups ire re rated hy judges concerning their behavior

in individual counseling sessions, and it was found that the

members in the affective counseling groups made significant

changes in counseling behavior Trhile the members in the cog-

nitive group did not malce significant changes in their behavior

as counselors. The participants in the affective group signifi-

cantly increased their affective responses as compared to pre-

dominantly non-affective pre-treatment responses -K'hile the

members of the cognitive group made no such changes.

"artin (3D, in a study using twenty-eight members of a

NDEA year-long institute as subjects, compared the effectiveness

of using group counseling as an adjunct to the practicum to a

procedure vhere the practicum students did not receive group

counseling. At the end of the practicum experience there were

.32

no significant differences "between the amount of knowledge,

the categorized counselor responses, interviewing effective-

ness, or self-orientation of the counselors. There was a dif-

ference, however, in the interaction orientation variable as

measured by 13ass f s Orientati on Inventory. The group which

received no group counseling placed more importance on super-

ficial conventional interpersonal relationships than did the

group which received group counseling.

Another study, conducted "by :.IcKinnon (33), attempted to

determine whether group counseling should "be offered to coun-

selor trainees who were enrolled in a practicum course. The

sample for this study consisted of fourteen students who were

enrolled in a counseling practicum and fourteen counselor edu-

cation students who had not taken their practicum. The stu-

dents in the practicum who received group counseling served a3

the experimental group, and the students who were not. talcing

the practicum served as a control group. An adaptation of the

Thematic Apperception Test and ratings of counselor types using

the CouTiselor Verbal Besponse Scale were the criterion measures

used to determine the effectiveness of using group counseling

as an adjunct to the practicum experience, HcKinnon concluded

from the study that counselor trainees* responses and percep-

tual gains are not greatly different regardless of exposure

to group counseling or practicum or a combination of group

counseling and a practicum.

33

Sherwin ( ) also inves tigated the effect that group coun-

seling as a part of the practicujn would have in changing coun-

selor responses in the counseling interview. Three groups of

thirteen members, each group from an NDEA year-long institute,

were used in this experiment. One of the groups received three

quarters of practicum courses, another group two quarters of

practicum, and the third group participated in three quarters

o-f group counseling as well as two quarters o^ practicum. The

results of the study' indicated that there were no significant

changes in counselor effectiveness and counselee interview

am ong the g r oup.

The use of group counseling as a means of training group

counselors and therapists has "been iuve» tigaicd rather sub-

jectively in several studies. Ormont (3°) lias used group coun-

seling as a means of training marriage counselors and family

life educators, and he feels that it is a very effective means

of training counselors to deal with marital problems. The pro-

spective counselors involved in the group counseling felt that

their training as counselors had "been enhanced, shortened, and

sharpened by the group counseling experience. They reported

increased capacity to experience feelings of jealousy, love,

fear, and hate; and they felt that they had learned a great

deal more about themselves. There were indications of im-

proved familial relations so that not only did the participants

benefit from the experience, but the other members of the fami-

ly did also.

3k

Anker and Duffey (1) report using group counseling as a

means of training group psychotherapists to work in Vet-e ran* s

Administration Hospitals. Even though they have not evaluated

this technique empirically, they feci that the consensus opin-

ion of the participants is tha,t it is an efficient method of

training group therapists. Using group therapy as a training

method allows the trainee to become involved in a group and

also gives him the opportunity of watching a trained theraxaist

at worTc.

Bonney and Gazda (6) have used group counseling experi-

ences as a means of training counselors. Group coimseling was

provided for twenty-four prospective counselors in an NDEA sum-

raer institute who were receiving training in group counseling.

The institute consisted of the group counseling experience,

didactic instruction, and a practicum where the institute mem-

hers served as leaders of counseling groups. Eighteen months

after the institute ended, the institute participants were

sent a questionnaire concerning their reactions to the experi-

ence of group counseling. Twenty-two of the original twenty-

four members of the institute responded, and their answers were

tabulated and evaluated. The results of the questionnaire indi-

cated that the respondees had generally positive reactions to

their group counseling experiences. The participants in the

institute felt that the group counseling helped them understand

how they perceived others and how they were perceived; it

changed their concept of themselves and improved their relations

35

with colleagues and clicni;s. Group counseling also increased

their faith in the philosophy and "basic principles of coun-

seling. The participants unanimously recommended group coun-

seling for prospective counselors, hut only one of them had

sought counseling for himself after the institute had ended.

The criticism of the group counseling experience by the partici-

pants indicated that there were not enough sessions and that

there was a lack of individual follow-up "fay the counselors.

T-Group experiences hare he en used in counselor education

to prepare counselors to he better observers of human nature

and to be sensitive to the feelings of individual clients.

Foreman (lq) involved counselor educators and prospective coun-

selors in T-Group experiences modeled after the National Train-

ing Laboratory program to improve communication among the par-

ticipants and to make thera aivare of the feelings of others.

The T-Group experience consisted of fifty-four hours of involve-

ment over two consecutive weekends, and the members were asked

to evaluate their experiences after the final session had been

concluded. A follow-up survey was given to the counselor edu-

cators and to tlie students four months later, and the results

were analyzed. The participants in the T-Group experiences

stated that their staff relationships had been improved, and

the counselor educators felt that the counselor trainees would

be better counselors because of the T-Group experience. The

students felt that there had been an improvement in their inter-

personal relationships, but they indicated that the group was

too "big and that it required too much time. The staff was

divided in its feelings ah out whe the r the students were more

responsive to the feelings of others, "but a majority fel t that

the students performed hotter in the counseling sessions.

A program using a National Training Laboratory approach

was also used by Scegars and McDonald (^3) to try to improve

the effectiveness of coxmselors in training. To evaluate the

use of ?-"roups in counselor education, Seegars and McDonald,

used a questionnaire and the Interpersonal CliocTc hi st, a rat-

ing scale to measure interpersonal roles. The nine students

involved in the program were involved in T-Groups weekly

throughout a semester period. At the conclusion of the se-

mester, the students rated themselves on the Interpersonal

Che el: List; and the results of the post-tests were compared

with the pre-test scores. The students described their inter-

personal behavior as managerial and competitive before and

after the T-Group experience; however, changes did take place

in their Ideal ratings from pre- to post-testing. The stu-

dents* Ideal ratings shifted from aggressive, distrustful, and

self-effacing behavior toward more dominant and competitive

qualities in interpersonal relations. The pooled ratings also

indicated that the group members were more perceptive of other

members* behavior. The subjective evaluation gathered after

the T-Oroup experience indicated that the group was unanimous-

ly in favor of providing T-Group experiences for all counselor

trainees.

37

Sensitivity training is another group method used "by

counselor educators to make counselor trainees wore effective

counselors. Delatiey (13) used sixteen students in counselor

training as subjects in an experiment to determine whether

sensitivity training could he used to improve the prospective

counselor's perception of non-verbal comniunication. The instru-

ment used to determine the effectiveness of the sensitivity

training was a short movie with actors portraying counselors

in a counseling situation. The actors wore coached by coun-

selors and drama instructors to portray certain emotions in

simulated counseling interviews. The counseling students used

a Semantic Pifferential to determine what emotions were shown

on the screen. The sixteen subjects were divided into two

groups, one group receiving didactic group sensitization where

the students sit in a row facing the leader, while the other

group participated in experiential group treatment where the

group was seated in a circle so that they could concentrate

cn non-verbal clues. The results from this experiment seem

to indicate that both means of sensitivity training had some

effect on the participants. The group which was involved in \

the didactic sensitivity training changed their perception of

the person communicating the non-verbal clues, while the group

receiving the experiential sensitivity training changed their

perceptions of the emotions coi:m;unicated by the non-verbal

clues.

33

The Effect of Group Processes on Teachers

Group counseling, T-Groups, and sensitivity training have

also "been used to try to effect attitude changes in teachers

and it; prospective teachers. Padgett (39), in a s t u d y involv-

ing three hundred and t;vo prospective teachers, found that

there was a significant change in So If-Criticism, Identity,

Moral-Uthical Tariahility, and Distribution on the Tennessee

Self-Concept Scale for those prospective teachers who received

group counseling as a part of their education class and that

there was no significant change in the control group which did

not reccive the counseling. He also found a significant gain

on the 3 Scale of the TEHP Attitude Scale for those who re-

ceived the counseling*

Muro and Olinraart (37) report that fifteen teacher edu-

cation students who had received fifteen weeks of group coun-

seling were significantly more self-acceptant, as measured "by

the Pill's Index of Adjustment, and 7alues . than were thirteen

non-counseled students. There was no significant change, how-

ever, in the dogmatism or the preference for complexity levels

of the students in the experimental or control groups.

Another type of group process that has "been used to at-

tempt to change the attitudes of student teachers is the T~

Group Laboratory experience. A study "by Cabianca (8) attempted

to determine the effect that a week-long T-Group Laboratory ex-

perience would have on student teachers* self-esteem, personal

needs, and attitudes toward their students. The subjects in

39

the study consisted of twenty-eight student teachers, fourteen

of whom '.rere involved in the T-Group experience and fourteen

of whom were not involved in any training group experience and

who served as the control group. The results of the pre- to

post-test changes showed that the experimental group made no

significantly greater attitude changes than did the control

group on the Tennessee Self-Concept Seale, the Ad.jecti ve ChecTc

List, or the Minnesota Teacher Attitude Inventory, Subjective

feedback by the T-Group Laboratory participants did reflect a

positive attitude toward the experience, particularly in terms

of learnings regarding self and attitudes toward others.

Teacher educators have also been interested in using sensi-

tivity training to try to maTce teacher trainees more e f f e c t i v e

as teachers. T/hitcomb (U6) reports that sensitivity training

was used to try to increase the se 1 ["-acceptance of student

teachers so that the student teachers might better accept their

students. Thirty-seven student teachers 'were involved in the

study, half of whom were involved in a sensitivity training

group with the other half receiving no sensitivity training.

The members in the experimental program were involved in ten

hours of sensitivity training in a setting away from the cam-

pus. The results of the study indicate that sensitivity train-

ing had no measurable effect on self-concept, as measured by a

Q-Sort, or on success as a teacher, as measured by Ryan's

Classroom Observation Record. A similar study conducted by

k-0

would hare any significant impact on tho attitudes of elementary

teachers. The sensitivity training was conductcd as a part of

an inservice teacher-training program in human relations. Fifty-

one public elementary school teachers who served as subjects for

the research were divided into three groups. The first group

received twenty hours of sensitivity training, the second group

received twenty hours of Icctures on the principles of human

relations, and a third group served as a control group "because

they received no human relations training at all. The criteria

measures used to determine the effectiveness of the treatment

were the Minnesota Teacher Attitude Inventory, a Q-8ort, student

absenteeism, and teacher absenteeism. In comparing the effec-

tiveness of sensitivity training with a conventional class in

human relations, it was reported that there was a significant

decrease in.student absenteeism Tor the group which received

sensitivity training while the same decrease was not noted for

those who received the course in human relations. The group

which received the sensitivity training made significantly

greater mean gains on the Minnesota Teacher Attitude Inventory

and 011 the Q-Sort than did the control group, and the students

of the teachers in the experimental group had a significantly

greater reduction in absenteeism than did the students of the

teachers in the control group.

Summary

Research conducted in the last decade indicates that the

personality and attitudinal characteristics of counselors are

*il

extremely important in determining the effectiveness -of the

counselor in the counseling relationship. Self-concept, amount

of dogmatism, prejudice, and amount of self-understanding have

"been shown to have an important effect on the performance of

counselors. Since this is true, counselor educators hare been

interested in finding methods and procedures that can he used

to promote the personality and attitudinal growth that they

rcel is desirable for counselor effectiveness. Two of the

methods of bringing about personality and attitudinal change

that have boon explored arc federally funded guidance and

counseling institutes and opportunities for counselors to

participate in group counseling as a part of their training.

federally supported guidance and counseling institutes

have been found effective in increasing counselor knowledge

and counseling effectiveness in a counseling situation. The

research, however, does not present a clear picture as to the

effectiveness of guidance and counseling institutes in bring-

ing about personality and attitudinal changes in the partici-

pants of the institutes. The personality and attitudinal

changes that have been reported have been found in counselors

who have not had experience, and these changes have persisted

over time only in those who worTced as counselors. There were

few significant personality and attitudinal changes found in

any of the studies, and none of the studies reported signifi-

cant changes in institute members who had already had experi-

ence as counselors.

Il2

Group counseling has also "been used to try to bring about

personality and attitudinal changes in prospective counselors.

There'lias l een a significant amount of subjective positive

feedback concerning the use of group counseling, sensitivity

groups, and T-Groups in training counselors; hut there is a

scarcity of objective research concerning the efficacy of us-

ing group counseling to bring about personality and afctitudinal

changes in prospective counselors.

Teacher educators hare used group processes to try to pro-

mote personality and ati.ltudinal changes among student teachers.

The results of these studies are mixed, but there are soii:e indi-

cations that teacher educators hare been able to change soiue

attitudes aud improve fhe self-concept of prospective tcachers

in a feir of their studies.

CHAPTER BIBLIOGRAPHY

1. Anlcer, James M. and Robert F. Buffey, "Training Group Psychotherapists: A Method and Evaluation," Group Psychotherapy, XI (December, 1958), 31^-319.

2. Arbuckle, Dugald S., "The Education of the School Coun-selor." Journal of Counseling Psychology, V (Spring, 1958), 5 8 ^ u

3. Bear, Richard L., "The Relationship of Counselor Self-Concept and Counseling Effectiveness," unpublished doctoral dissertation, Department of Education, University of Indiana, Bloomington, Indiana, 1§65.

k, Betz, Robert L., "A Study of Two Types of Group Counsel-ing on the Counseling Performance of Counselor Candidates," unpublished doctoral dissertation, Department of Education, Michigan State University, East Lansing, Michigan, 196^.

5. Benoit, Robert Bryan, "An Investigation of Changes in Knowledge and Attitudes of Counselor-Trainees During the Course of an NDEA Guidance Institute and Their Relation to Counseling Competence," unpublished doc-toral dissertation, Department of Education, Univer-sity of Southern California, Los Angeles, California, 196k,

6. Bonney, Warren C. and George M. Gazda, "Group Counseling Experiences: Reactions by Counselor Candidates," Counse1or•Education and Supervision. Y (Summer, 1966), 205-211.

7. Brams, Jerome M., "The Relationship Between Personal Char-acteristics of Counseling Trainees and Effective Communication in Counseling," unpublished doctoral dissertation, Department of Education, University of Missouri, Columbia, Missouri, 1957#

8. Cabianca, William A., "The Effects of a T-Group Laboratory Experience on Self Esteem, Tweeds, and Attitudes of Student Teachers," unpublished doctoral dissertation, Department of Education, Washington State University, Pullman, Washington, 1967.

ty4.

9. Caves, Jack T=7., "An Evaluation of Growth, and Change During a Guidance and Counseling Institute," un-published doctoral dissertation, Department of Education, University of Texas, Austin, Texas, 1961.

10. Clark, Charles M., "Changes in Response Patterns of Counseling Institute Trainees," unpublished doc-toral dissertation, Department of Education, The Ohio State University, Columbus, Ohio, i960.

11. Coleman, Charles and Bruce Shertzer, "Changes in Career Aspirations: A Study of NDEA Counseling and Guid-ance Institute Participants," Vocational Guidance Quarterly, XII (Winter, 1963), 133-139.

12i Coutts, Robert LaRoy, "Selected Characteristics of Coun-selor Candidates in Relation to Levels and Types of Competency in the Counseling Practicum," unpublished doctoral dissertation, Department of Education, Florida State University, Tallahassee, Florida, 1962.

13. Delaney, Daniel J. and Robert A. Heimann, "Effectiveness of Sensitivity Training on the Perception of Non-Verbal Communications, " Journal of Counseling Psy-chology, XIII (April, 1966), 436TW0.

Ik. Demos, George D. and Fadil H. Suv/aylif, "Counselor Move-ment as a Result of an Intensive Six-Week Training Program in Counseling," Personnel and Guidance Journal, XLII (October, 1963)~125-123.

15. , "Characteristics of Effective Counselors," Counselor Education and Supervision. V (Spring, 1966), 163-165.

16. Dickinson, IF. A. and Charles 3. Truax, "Group Counseling with College Underachievers," Personnel and Guidance Journal. VL (November, 1966), 24-3-2U-?. "

17. Eisen, Irving, "Director Recommendations for National Defense Counseling and Guidance Training Institutes," unpublished doctoral dissertation, Department of Edu-cation, Rutgers University, New Brunswick, New Jersey,

18. Foreman, Milton E., "T-Groups: Their Implications for Counselor Supervision and Preparation," Counselor Education and Supervision. VII (Fall, 1 9 Z 7 ) , '49-53.

k t?

19. Gazda, George M., "The Effects of Short-Term Group Counseling on Prospective Counselors," unpublished doctoral dissertation, Department of Education, University of Illinois, Urbana, Illinois, 1959.

20 . and Warren C. Bonney, "Effccts of Group Counseling in Role Behavior of Counselors in Train-ing," Counselor Education and Supervision, 17 (Sum-ner, 19^577 191-197.

21. and ilerle Ohlsen, "The Effect of Short-Term Group Counseling on Prospective Counselors," Personnel and Guidance Journal, XXXIX (April, 1961), ZW^W.

22. Grenfell, John E., "The Effect of National Defense Edu-cation Act Counseling Institutes on the Measured Interests of Institute Enrollees," unpublished doctoral dissertation, Department of Education, Oregon State University, Corvallis, Oregon, 1966.

23. Holt, Fred D., "A Study of Change in Certain Personality Variables of Counselors in Training," unpublished doctoral dissertation, Department of Education, University of Florida, Gainesville, Florida, 1962,

2h. Johnson, Dorothy Ethel, "Study of Interests and Person-ality Characteristics of Counselor Trainees on Counseling Effectiveness," unpublished doctoral dis-sertation, Department of Education, Purdue University, Lafayette, Indiana, 196^.

25. Jones, Vernon, "Attitude Change in an KDEA Institute," Pe rs onne 1 and Gui dance J ouriia 1 f XLII (De cembe r. 1963). 337-392. '

26. Joslin, Leeraan C., "Knowledge and Counseling Competence; Investigation of Tr.?o Outcomes of a Counselor Educa-tion Institute," unpublished doctoral dissertation, Department of Education, University of Michigan, Ann Arbor, Michigan, 1962.

27. Kassera, Fayne J., "Changes in Certain Selected Counselor Attitudinal Characteristics as a Concomitant of Coun-selor Education," unpublished doctoral dissertation, Department of Education, University of Colorado, Boulder, Colorado, 1968.

28. Kemp, C. Gratton, "Influence of Dogmatism on the Training of Counselors," Journal of Counseling Psychology. IX (Summer, 1962), 155-157. '

h6

29. Klopf, Gordon and Nancy K. Cohen, "The Impact of the NDEA Counseling and Guidance Institutes on the Professional Education of School Counselors," Counselor Education and Supervision, III (Spring, 1962), 151-161.

30. Lee, Walter S., "A Study of the Effectiveness of Sensi-tivity Training in an Inservice Teacher-Training Program in Human Relations," unpublished doctoral dissertation, Department of Education, University of California, Los Angeles, Los Angeles, California, 196?.

31. Martin, Carol L., "Video Tape Analysis of Three Variations in Supervised Counseling Practicum Experience," unpub-lished doctoral dissertation, Department of Education, University of Georgia, Athens, Georgia, 1966.

32. McKinnon, Dan W., "Some Effects of Concomitant Group Coun-seling Experience on Students in the Counseling Prac-ticum," unpublished doctoral dissertation, Department of Education, University of Arizona, Tucson, Arizona, 1967.

33. , "Group Counseling with Student Counselors," Counselor Education and Supervision, VIII (Spring, 1969), 195-201.

3^. MilliRen, Robert L., "The Relationship Between Prejudice and Counselinc Effectiveness," Personnel and Guidance Journal. XLIII (March, 1965), 710-712.

35. Hunger, Paul F. and Carleton A. Johnson, "Changes in Atti-tudes Associated with an NDEA Counseling and Guidance Institute," Personnel and Guidance Journal, XXXVIII (May, I960), 751-753.

36. _, R. A. Myers and D. F. Brown, "Guidance Institutes and the Persistence of Attitudes: A Pro-gress Report," Personnel and Guidance Journal, XLI (January, 1963),

37. Muro, James J. and F. W. Ohrunart, "Effects of Group Coun-seling on Dimensions of Self-Acceptance, Dogmatism, and Preference for Complexity with Teacher-Education Students," S.P.A.T.E. Journal, V (Spring, 1966). 25-30.

38. Ormont, Louis R., "The Use of Group Psychotherapy in the Training of Marriage Counselors and Family Life Ediicators," Marriage and Family Living. I (May, 1962)* 1^.-150.

>47

39. Padgett, Harry S., "Effects of Group Counseling on Self-Concept and Professional Attitudes of Prospective Teachers," unpublished doctoral dissertation, Depart-ment of education, University of Georgia, Athens, Georgia, 1967.

kO. Rochester, Dean E., "Attitude and Personality Changes of Counselor Trainees in Eight Academic Year Long NDEA Guidance and Counseling Institutes," unpublished doc-toral dissertation, Department of Education, Florida State University, Tallahassee, Florida, 1965.

in, , "Persistence of Attitudes and Values of KDEA Counselor Trainees," Journal of Counseling Psychology, XIV (June, 1967), 535-537.

k2. Busso, J. Robert, James ICelz and George Hudgan, "Are Good Counselors Open-Minded," Counselor Education and Supervision, III {Winter, 1964), 7^-77.

'43. Seegars, James E. and Robert L. McDonald, "The Role of Interaction Groups in Counselor Education." J ournal of Counseling Psychology, X (Summer, 1963;, I56-I62.

'4-4. Shorwin, Richard, "Three Variations in Supervised Practicum Compared Among Groups in Relation to Categorized Coun-selor Responses Ratings of Over-All Effectiveness and Counselor Interview Ratings," unpublished doctoral dis-sertation, Department of Education, University of Georgia, Athens, Georgia, 1966,

Tollefson, Nona F,, "Relationship of Counselor Meed Orien-tation to Counselor Effectiveness and Counselor Per-sonality," unpublished doctoral dissertation, Department of Education, Purdue University, Lafayette, Indiana, 1965.

k6. Whitcomb, David B., "Exploratory Study of the Relationship Between Laboratory Sensitivity Training and the Self-Perceptions and the Success of Student Teachers,M

unpublished doctoral dissertation, Department of Edu-cation, University of Southern California, Los Angeles, California, 1966.

^7. tinkler, Ronald C,, Paul F. Munger, C. Timothy Gust and John J, Teigland, "Changes in the Concepts of Self and Others of ISTDEA Guidance Institute Members," Journal of Counseling Psychology, X (Summer, 1963). 227-231.

ks

h8. Wirt, Michael, Robert B. and Kenneth Engle, "The .Effects of Group Counseling on'the Self-Concepts of Counselor Candidates," Counselor Education and Supervision, 7111 (Spring, i 9 69X7^89^19^.

U9. Wrightsman, Lawrence S., Wayne C. Bichaid and Frank C. Ifohle, "Attitude Changes of Guidance Institute Par-ticipants," Counselor Educat ion and Supervision, V (Summer, 1966), 212-220.

CHAPTER III

METHODS AND PF.0CSDURE3

This study was conducted to investigate personality and

attitude changes that resulted from a fire-weeks group coun-

seling institute conducted on the North Texas State University

campus during the second summer session of 1069, The study

was instituted as an integral part of the institute grant, and

it was used as one of the means of evaluating the effectiveness

of the institute.

This institute was designed to improve the professional

competence of junior college counselors "by helping them "become

skilled group counselors capable of facilitating the thera-

peutic potential of a group, particularly in a group of junior

college students. To assist the junior college counselor in

becoming a more effective group counselor, the following were

considered essential objectives for each participant in the

institute:

1. Development of the sTcills necessary to become an effective group counselor

2. Heighten sensitivity to the dynamics of group interaction

3. Increase sensitivity to the needs of the group counseling members with emphasis on listening and re-sponding to feelings

U, Awareness and understanding of the therapeutic potential in a group

5. Enhance the participants* knowledge of person-ality dynamics

k9

50

6. An involved understaiicling of group dynamics, group processes, and group counseling

7. To learn 'the skiiIs of membership and leader-ship

8. Self-understanding and the development of attitudes and values which are helpful in working with groups

9. Improved professional competence in the "basic sTcills of counseling

10. oTcin i?i helping group members communicate more effectively

11. A worlcing Ten owl edge of pertinent research and literature related to group counseling

12. Development and implementation of a group coun-seling program on the campus of each participant. (This aspect of the program will stimulate greater involvement and learning effectiveness and will assist in continuance of a program in group counseling after the training period lias ended.) (9)

This study was not designed to completely evaluate the

institute, hut it was designed to determine if certain se-

lected desirable personality and atti tudi.ua 1 changes had, talcen

place.

* Subjects

This study involved two groups—an experimental group of

twenty-four subjects and a comparison group of eighteen sub-

jects. The experimental group was chosen by the instructors

of the institute from those who applied to the group counsel-

•f- ing institute and who met the requirements listed in the insti-

tute brochure (Appendix B). The institute brochure was sent

to all of the junior colleges listed in the Junior College

directory which had counselors.

The participants in the institute were employed as junior

college counselors. They had to meet the admission standards

51

of the Graduate School of l\Torth Texas State University and hold

a Master's degree in counseling with no uore than three hours

credit in group counseling. They needed a grade point a\'erage

of " 13" or better in all of their previous graduate work and had

to he recommended by their employer or supervisor for the com-

ing year.

The comparison group consisted of graduate students en-

rolled in the second six Teel-cs of surmuer school at North Texas

State University. They, too, had to meet the requirements of

the North Texas State University Graduate School, have a Mas-

ter's degree in counseling with a grade point average of "B" on

their graduate work, and have no more than three hours credit

in group counseling. They needed experience in counseling to

he considered for the group. The members of the comparison

group were enrolled in at least one of the following courses:

a course designed to prepare group counselors, a course in edu-

cational psychological research, a seminar in student personnel

worTc, and a seminar in guidance and counseling.

Description of the Instruments

Five different instruments were used to measure the selected

personality and attitudinal changes that took place as a result

of the group counseling institute.

The Tennessee SoIf-Concept Scale provides a comprehensive

measure of self-concept. The scale consists of one hundred

Likert-type self descriptive statements which the subject uses

52

to portray M s own picture of himself. The scale is self-

administering for individuals and for groups, and it lias a

sixth grade reading level. The author of the scale states

that it is applicable to the whole ran.se of psychological ad-

justment from healthy, ire 11 -adjusted people to psychotic pa-

tients (r>). The Counseling; porm of the Scale was used for

this research project, and the score used was the Total Posi-

tive bcore to get an overall picture of the individual's self-

concept ,

Test-retest reliability for the Total Positive Score is

.89. The standardization group froia which the nomas were de-

veloped was a broad sample of 636 people of different ages and

intellectual aoilities froiu all over the country. The norms

were overrepresented in the number of college students, white

subjects, and in persons in the twelve to thirty age braclcet

(6).

? h e Tennessee Self-Concept Scale doss meaningfully dis-

criminate psychotic from nornals and different psychiatric

groups from one another. It correlates well with the Minnesota

Multiphasic Personality Inventory and the Edward's Personal

Preference Scale. Crites (5) states that the initial data on

the Scale's psychometric attributes indicate that it "measures

upM by traditional criteria rather well, although he does indi-

cate that Fitts does not show it to he hotter than other self-

concept measures. The Scale has shown that it can measure

change that occurs through group counseling (2).

53

Another instrument that was used to measure personality

and attitudinal change was the Philosophies of Unman Mature

Scale de re loped lay "7right smart (16). It attempts to measure

six variables or dimensions which are important in describing

how a person feels about others. These dimensions are: (1)

Trustworthiness, or the extent to which people are moral,

honest, and reliable; (2) Altruism, or the extent of unself-

ishness, sincere sympathy, and concern for others; (3) Inde-

pendence, or the extent to which a x>erson can maintain his"

conviction in the face of social pressures toward conformity;

CO Strength of "ri 11 and Rationality, or the extent to which

people understand the motives behind their behavior and the

extent to t»iixon control uiio11' Om.i OoiJ"

plexity of Human Mature, which deals with the extent to which

people are complex and hard to understand or simple and easy

to understand; and (6) Variability of Hunan Mature, which cuts

across the first four dimensions and relates to the extent of

individual differences in basic nature and the basic change-

ability in human nature.

For each of the six scales there are fourteen Lilcert-type

items, half of them stated negatively and half positively. The

split-half reliability coefficient ranges from .ilO to .73 for

graduate students as compared to a range of ,60 to .92 for

undergraduate students. Test-retest reliability ranges from

.52 to .R3 on the sub-scales. Thev sura of the first four di-

mensions provided a test-retest reliability of .90 over three

months time.

The Philosophies of Hunan Mature Scale has been used to

compare theological students and counselors (11), to measure

attitudes of guidance institute participants (17), and to meas-

ure attitudinal changes in counseling practicians (1).

The third instrument used to measure change was the Funda-

mental Interpersonal Relations Orientation—Behavior Scale or

PIT?C~B developed "by Schutz. This scale is "based on the as-

sumption that there are three basic interpersonal needs, and

these are sufficient to account for interpersonal "behavior.

The needs proposed are control, affection, and inclusion. In-

clusion is defined as the need to establish and maintain a

satisfactory relationship with people with respect to inter-

action and association. Control is the need to establish and

maintain a satisfactory relationship with respect to control

and power. Affection is defined as the need to establish and

maintain satisfactory relations with others with regard to

lore and affection (15).

The scale furnishes six scores which include expressed

inclusion, wanted inclusion, expressed control, wanted con-

trol, expressed affection and wanted affection (lk). This

scale is a cumulative chit fcnan-type scale, and it consists of

fifty-four items. Split-half reliability on the 71 £0-33 is

reported at and test-re test reliability ranges from .71

to .82.

The 7150-13 has been used to picTc college roommates (7),

to choose members of therapy groups (10), and to measure

client and counselor comparability (13).

55

Mother instrument that was used to measure change was

the HoT:each Dogmat ism Scale, Pom £. This instrument measures

individual differences in authoritarianism and general intoler-

ance. It is a Likort-type scale, and it consists of forty

items which re re taken from the sixty-four items whi ch made up

^orm D of the Hokeach Dogmatism Scale.

rTorms were gathered using college students, from the Mid-

west, New York, and England. The reliabilities range from .68

to .03 on Form E, The scalc correlates we 11 with peer rank-

ings and with the California F Scale and the Ethnocentric

Scale.

Low scores (mere open-minded) on the ?iOT~oach Dogmatism

^cale have been found to he related I.a counselor permisBi^e-

ness, understanding, and supportivenese (21) and also to prac-

tician supervisors* ratings (12),

The fifth instrument that was used was the 3iscriai.na 1.ion

Index developed hy Carkhuff. This experimental scale consists

of sixteen excerpts taken from one counseling session. Four

helper responses follow each of the sixteen excerpts, and the

subject is asked to rate each of the four excerpts as to how

well it communicates an accurate empathio undors;tardin^ and a

respect for all of the feelings of the other person, and guides

the discussions of that person into specific feelings and experi-

ences.

The subjects were to rate the four responses to the six-

teen excerpts from 1.0 (low) to 5.0 (high) as to how well they

K6 p

facilitated the expression of eounselee feelings. The excerpts

have been rated lay a panel of experts, and the total amount of

deviation from the experts* ratings is the score obtained for

the scale.

The D i s c r x minat ion Index is able to discriminate between

students, beginning counselors, and experienced counselors (^).

It has also demonstrated that it can discriminate meaningfully

between high-level experienced counselors and low-level experi-

enced counselors (3).

Procedures for Collecting Data

The five instruments used to measure personality and at-

tif.udinal change, the Tennessee Self-Conccpt Scale, the Philoso-

phies of Human ^ahire Scale, the "tmdameatal Interpersonal

r.c I.'iti onship Orion tati on—Behavior Scale , the P.oJceach Dogmatism

Scale, and Carkhuff's Diacrimination Index, were administered

three times to the twenty-four members of the experimental group

who had been chosen to participate in the group counseling insti-

tute, The first administration of the scales was called the Pre-

TTait administration (Appendix B), and the scales were mailed to

each of the participants with the instructions for completing

the instruments (Appendix C), The participants were told that

the instruments were for research purposes only, and that they

were to be answered honestly. Return envelopes were included

so that the subjects could mail the scales back to Xorth Texas

State University, and the par ticipants we re asked to return the

instruments by the first weelc in Junec All of the instruments

o 7

were returned by all participants by June 6, 1969. Postmark

dates indicated that sojie scales wore in the mail a week or

more.

The five .instruments were administered again during the

first meeting of the group counseling insti tute on July 16,

i960. r"he institute participants were given three hours to

complete the instruments, and all members finished within two

hours, rphis second administration of the instruments was

called the Pre~Treatment administration.

The third administration of the instruments used was dur-

ing the next to last meeting of the institute on August 20,

1969. The institute members were given the same instructions

and the s ainc amount of tine that had he on given during the Pre-

Tait and Fre-Treatment administrati on.

The members of the experimental group served as their own

control group as the mean gain during the five wee Its before the

institute was compared with the mean gain on the instruments

during the institute.

The comparison group completed the scales 011 two different

occasions. The administration of the pre-test toolc place dur-

ing the first school day of the second six weelcs of summer

school at Xorth Texas State University, The members of the

comparison group were given packets containing directions and

the instruments on July 16, 19-9> and they vrere aslced to return

the completed instruments on the following day. The members

of the control group were told that the instruments would be

58

used for research purposes only, and a request was made that

they answer as honestly as possible., Twenty-one subjects tooTc

instruments with them and returned them on July 17, 19&9- The

post-test, using the sane instruments, tooTc place on August 20,

19$9, the day after the Post-Treatment administration for the

experimental group. Again, the comparison group members were

to return the completed instruments the following day. Eighteen

members of the twenty-one members who completed the pre-tcst com-

pleted the instruments used in the post-test. These eighteen

students who completed the pre-tcst and the post-test maTce up

the members of the comparison group.

Procedures Followed During the Institute

The members of the experimental group participated in a

group counseling institute for junior college counselors which

began on July 16, 1969, and ended on August 20, 1969. The in-

stitute was held at North Texas State University and facilities

of the University such as meeting rooms, auditoriums, and video-

tape equipment were used by the institute.

The group counseling institute consisted of a number of

different types of learning activities. An activity that en-

compassed a considerable part of the institute time was didactic

instruction conducted by the institute instructors and guest

lecturers. The members of the institute received instruction

in group dynamics, group processes, group COUP.SCling theory,

communication theory, and personality theory, Information was

.59

provided concerning group size, membership, group leadership,

a.nd the process of organizing a group. Speakers from neighbor-

ing junior colleges spoke on tJio needs of the junior college

students and on the role of the community college counselor.

Extensive readings were required of the institute members in

group dynamics, group processes, and group counseling to sup-

plenent the didactic instruction. Films and tapes which were

concerned with group counseling and group leadership were pre-

sented to the institute members.

The institute members were involved in group discussion

<-virC,. problem bolving activities as a part of their learning

experience. They were given the opportunity to pose questions

and be involved in discussion with the institute instructors

and with the guest lecturers. T-CI roup experiences, role-play-

ing, and various other group techniques were used to help

develop group leadership skills and to stimulate group involve-

ment and participation.

As a part of the institute experience, the twenty—1* our

institute aseiiioers v,cre di vided into two counseling groups which

Mere led by two of the institute instructors. Sach group met

iox* approximately thirty hours during the institute period. In

the groups the members were able to concentrate on some of their

problems, to watch an experienced leader lead a counseling group,

and to experience the therapeutic effect that a group can have

on its members. At least one of tke group sessions of each

groun was video-taped, and the members were able to see the

60

group courts e ling Bess ion and to analyze the processes that

occurred.

Another part of the insti tute program involved, the mem-

bers of the institute serving as co-counselors of counseling

groups. These groups met once a week, and the institute mem-

bers made tape recordings of the sessions so that institute

instructors could critique the sessions. The institute in-

structors also observed personally some of the counseling

groups and provided feedback on the v/ay the co-counselors *vei>e

leading the group.

A final activity of the institute consisted of having the

members involved in the institute juialce plans as to how they

could use group counseling on their campuses. They were.asLed

to turn in a proposal shoving hov they hoped to use groups to

help them perform their jobs more effectively in their own

junior colleges.

All participants in the training program were required to

participate in all of the training program activities, and each

of them received six hours graduate credit for their worlc in

the institute.

Authorities in the field of group counseling and group dy-

namics trho spoke to the institute members rrere Merle Ohlsen,

"'alter Li ft on, C. G rat ton Eemp, and Merl Bonney. Carl R.

Tiogers spoke to the group for an hour over a long-distance

telephone hook-up. Area junior college student personnel ad-

ministrators served as guest lecturers on counseling in the

junior college.

61

The comparison group was not involved in the activities

of the institute, hut they were involved with regular required

graduate counseling courses during the second six wee Its of the

summer.

Treatment of the Data,

The research hypotheses were converted to null hypotheses

for statistical treatment.

Data obtained on all measures were treated statistically

for significance of difference between uean change using

fisher's t. ?isherfs jfc for correlated means was determined

for all measures between the V/ait Period and Treatment Period,

and Fisher's _t for independent means determined for all meas-

ures "be tiro en the experimental group and the comparison group.

.1 significance level of .05 was required for rejection of the

null hypothesis for all computations. A two-tailed test was

used to determine the significance level.

CHAPTER BIBLIOGRAPHY

1. Anderson, Sharon J., "Changes in Attitudes, Personality, and Effectiveness of Counselor Trainees in Counsel- . ing Practicuums," unpublished doctoral dissertation, Department of Education, North Texas State University, Denton, Texas, 1968.

2. Ashcraft, Carolyn and William II. Fitts, "Self-Concept Change in Psychotherapy," Psychotherapy, I (Spring, 196'4), 115-118.

3. Cannon, John R. and Robert R. CarJdiuff, "Effects of Rater Level of Functioning and Experience Upon the Discrimi-nation of Facilitative Conditions," Journal of Con-sul tin;; and Clinical Psychologyt XXXI11 (March, 1969),

k. Carkhuff, Robert R., "Helper Communication as a Function of Ilelpee Affect and Content," Journal of Counseling Psychology, XVI (March, 1969), 125-131.

5. Crites, John 0., "Test Reviews: Tennessee Self-Concept Scale by We II. Fitts," Journal of Counseling Psy-chology, XII (Fall, .196577330-331.

6. Fitts, William H., Tennessee Self-Concept Scale Manual, Nashville, Counselor Recordings and Tests, 1965.

7. Haines, Lewis E., "An Evaluation of the FIRO-B and the EPPS for Predicting College Roommate Compatibility," unpublished doctoral dissertation, Department of Education, Washington State University, Pullman, Washington, I960.

8. Kemp, C„ Gratton, "Influence of Dogmatism on the Training of Counselors," Journal of Counseling Psychology, IX (Spring, 1962), 155-157.

9. Landreth, Garry L., "A Short-Terra Training Program in Group Counseling for Junior College Counselors," unpublished project proposal, North Texas State University, Denton, Texas, 1968.

10. Lorr, Maurice and Douglas M. ilcNair, "An Interpersonal Behavior Circle," Journal of Abnormal and Social Psychology. LX7II (July, 19^3lT~^75.

62

63

11. Mason, Robert Lee, "A Comparative Study of the Relation-ships Between Seminary Students and Counselor Trainees in Their Perceptions of Hainan Nature and Tendencies Toward Authoritarianism," unpublished doctoral dissertation, Department of Education, University of Georgia, Athens, Georgia, 1966.

12. Milliken, Robert L. and John J. Paterson, "Relationship of Dogmatism and Prejudice to Counseling Effec-tiveness," Counselor Education and Supervision, YI (Vf inter, 19^7), 125-129.

13. Paravenian, Samuel D,, "The Effects of Counselor-Client Compatibility on the Client Evaluation of the Coun-seling Relationship," unpublished doctoral dis-sertation, Department of Education, Purdue University, Lafayette, Indiana, 1966.

I'-J-. Schutz, William C., FIRO: A Three Dimensional Theory of Interpersonal Behavior, New Yorlcj Holt, Rinehart & Ifinston, Inc., 1953.

15. , "On Group Composition," Journal of Abnormal and Social Psychology, LXII (March, 19<xT), 275-281.

16. Wrightsman, Lawrence S., "The Measurement of Philosophies of Human Nature," Psychological Reports, XIV (June. 196*0 , 7^3-751.

CHAPTER IV

STATISTICAL ANALYSIS OF RESULTS AND DISCUSSION

The purpose of this chapter is to present and analyze the

results obtained from the data collected. The data analyzed

were mean differences "between the experimental and comparison

groups and "between the r/ait Period and the Treatment Period on

the criterion measures. The statistical methods used to ana-

lyze the data were Fisher's t technique for independent means

to determine significant changes "between the experimental and

comparison groups ar;d Fisher's t technique for correlated means

to determine the significant changes "between the 1/ait and Treat-

ment Periods. The research hypotheses were converted to null

hypotheses for statistical treatntent and a significance level

of .05 was required for rejection of the null hypotheses, A

two-tailed test was used to determine the level of significance. {

Means and standard deviations of all tests are shown in Ap-

pendix P.

Null Hypothesis I

There will he no significant difference in degree of change

in self-concept, as measured by the Tennessee Self-Concent Scale.

in participants in the group counseling institute and in members

of the comparison group.

6 5

Tlio results of the statistical treatment computed to test

this hypothesis are shown in Table I.

TABLS I

t-YALTJE DERIVED Olf PIUS- TO POST-TEST MS AH DIFFEHENCSd B£TV/£2N . GROUPS ON 'PITS T2?r-7ESSEE SSLF-CONCSPT SCALS

Group Number Mean Difference

S.D. t Value

Signifi-cance

Experimental 2k -2.5^16 19.3605 •

n.teo6 1.03**

Comparison 13 2.8338 n.teo6 1.03**

In the comparison of pre- to post-test mean differences for

tl J.O risontal and Comparison groups, a t raluo of 2.02 is re-

quired for significance using ^0 degrees of freedom. The t

value obtained, 1.03^, fell beleu the level of significance;

therefore, the null hypothesis of no significant difference in

mean gain between groups was accepted. This seems to indicate

that the institute did not bring about any significant increase

in self-concept; thus the experimental hypothesis, that the Ex-

perimental group would make a significantly greater gain in self-

concept than -rould the Comparison group, was rejected.

Ifull Hypothesis II

There will be no significant difference in degree of change

in self-concept, as measured by the Tennessee Self-Concept Scale,

in counseling institute nenbers while in the Wait Period and in

the Treatment Period.

66

TTiq results of the statistical treatment computed to test

this hypothesis are shown in Table II.

TABLE II

t-YALUE D3RIVED ON PES- TO POST-TEST MEAN DIFF2HEI?C£3 BSTU^SIf VuIIT AND T^ATKENT PERIODS-ON THE

TE:r X388EE SELF—COHC3PT SCALE

Group dumber

!-3—in-gErrr;;^XT.1:.,,^^,•.srr:;!,..,,ts i»«sgcss

Mean 8.D. Difference

t Signifi-Yalue eance

Wait 2k

Treatment 2k

.2083 10.3600

-2.5^16 19.3605 .5099 NSD

A t value of 2.07, using twenty-three degrees of freedom,

was needed to reach significance at the .05 level of signifi-

cance in the comparison of the Wait Period and the Treatment

Period Groups on the Tennessee Self-Concept Scale. The t value

of .5099 that was obtained does not indicate a significant change

"between the periodsj therefore, the null hypothesis of no signifi-

cant differences in mean gains between the periods is accepted.

Thus, the experimental hypothesis that the institute members

would make a significantly greater increase in self-concept

during the institute was rejected.

Full Hypothesis III

There will bo no significant difference in degree of change

on the six sub-scales of the Philosophies of Human Mature Scale

67

in participants in the group counseling institute and in laera-

"bers of the cociparison group.

The result3 of the statistical treatment computed to test

this hypothesis are shown in Tables III, IV, V, VI, VII, and

VIII.

TABLE III

t- VALUE DERIVED ON PRE- TO POST-TEST HEAN DIFFERENCES BETWEEN GROUPS ON TlfE TRUSTWORTHINESS SUB-SCALE OF THE

PHILOSOPHIES OF HUMAN NATURE SCALE

Group Number lie an S.D. Difference

t Signifi-Value cance

Experimental 2k

Comparison 13

2.^533 8.2208

7.1761 .6032 N3D

t-VALUE DERIVED ON PRE GROUPS ON THE STREN

OF THE PHIL

TABLE IV

f- TO POST-TEST MEAN DIFFERENCES BE WEEN GTH OF WILL AND RATIONALITY SUB-SCALE iGSOPHIES OF HUMAN NATURE SCALE

Group Number Mean S.D. Difference

t Signifi-Value cance

Experimental 2h

Comparison 18

1.5333 7.1^09

3.0000 5.5876 .6799 USD

68

TABLE V

jt-VALUE DERIVED ON PRE- TO POST-TEST MEAN X)IFFERSNCES BETWEEN GROUPS OS TJIS ALTRUISM SUB-SCALE OF THE PHILOSOPHIES OF HUMAN NATURE SCALE

Group Number He an Difference

asanas-.

S.D. t Value

Signifi-cance

Experimental 2k .6250 %.2k52

1.9kkk ^.8?02 .539 NSD

Comparison 18 1.9kkk ^.8?02

TABLE VI

t~ VALUE DERIVED ON PEE- TO POST-TEST MEAN DIFFERENCES BETWEEN GROUPS OX TIIE INDEPENDENCE FROM OJROHP PRESSURES SUB-

SCALE OF TIIE PHILOSOPHIES OF HUMAN NATURE SCALE

Group Nuabe r Mean Difference

S.D. t Value

Signifi-cance

Experimental 2k .6250 7.k?11 1.^29 1.^29 NSD

Control 18 6.0555 16,0916

TABLE VII

t-VALUE DERIVED ON PRE- TO POST-TEST MEAN DIFFERENCES BETWEEN GROUPS ON THE COiiPLEXITY OF IfUMAN NATURE SUB-SCALE

OF THE PHILOSO?1 IIES OF HUMAN NATURE SCALE

Group Number Mean Difference

S.D. t Value

Signifi-cance

Experimental 2k 2.2083 6.6519 1.912 NSD

Control 18 -1.5000 5.1881

69

TABLE Till

t-VALUE DERIVED ON PRE- TO POST-TEST MEAN DIFFERENCES BETWEEN GROUPS ON THE VARIABILITY OF JiIB£AN NATURE SUB-SCALE

OF THE PHILOSOPHIES OF 1IUMAN NATURE dCALE

Group Number Mean Difference

S.D. t Signifi-Value cance

Experimental 2k 1.5000 9.3107 I.U9U NSD

Comparison 18 -2.5555 6.3265

Using forty degrees of freedom, the t value required for

significance in the comparison of mean difference gains in pre-

to post-test scores on the six sub-scales of the Philosophies

.of Kuiaan Nature Scale .waa 2.02. As indicated in Tables III, IV,

V, VI, VII, and VIII, the jt values for the mean change scores

on the Trustworthiness, Strength of V/ill and Rationality,

Altruism, Independence from Group Pressures, Complexity, and

Variability of Human N&tnre sub-scales of the Philosophies of

Human Nature Scale did not reach the .05 level of significance.

However, the t value obtained on the Complexity of Hunan Nature

sub-scale did approach significance with a value of 1.912. The

obtained t values would indicate that the null hypothesis was

accepted and that the experimental hypothesis that the Experi-

mental group would make a significantly greater mean gain in

scores on the six sub-scales of the Philosophies of Unman Nature

Scale was rejected.

70

Null Hypothesis 17

There w i l l "be no s i g n i f i c a n t d i f f e r e n c e in degree of

change on the s i r s u b - s c a l e s of the Ph i l o sonh i e s of J!ui:an

Xature 3ca l e i n counse l ing i n s t i t u t e ^eubers while in the

l*»rait Pe r iod and i n the Treatment P e r i o d ,

The r e s u l t s of the s t a t i s t i c a l t r ea tmen t computed t o

t e s t t h i s hypo thes i s a r e shown in Tables IX, X, XI, XI I , X I I I ,

and XI7.

TAPLE IX

t-TALTTE DEPJYED OX PP.E- TO POST-TEST HE AN DJP^SEENCSS P,ET;rSEN "AIT AND TPEATXEXT PSPI0D3 OX TIIE TPXSTV/CIiTuIXSSS 3EP-

e c a l e or t t i s p h i l o s o p h i s e o? -toman natupe soaxe

Eroup Hm.iLe r He an D i f f e r e n c e

S.D. t 7alue

S i g n i f i -cance

V.'ait 2 k .5;-M6 3.3363

2k Ik.5399 .6321 ESQ

T r e a t n e n t 2k -1 .9166 Ik.5399

TABLE X

t-7ALEE DEPI7ED OX PIE- TO POST-TEST HEA" DIP^EPENCEE PET17EEN T7AIT A,TD TPSATLIENT PEBI0DS OX THE STPEHETH OP "ILL AND

PAT IOXALITY' EIIP—SCALE OF TTIS PHILCSOPHIES o" ::;::;ax ha thee s c a l e ~

Croup Xuiaher He an D i f f e r e n c e

3 . 3 . t VTa I ue

S i g n i f i -cance

' "a i t 2k 2.1250 * 6.2002

2k .220 XSD

Treatment 2k 1-5333 7.1^09

71

T A P L P I I I

c : : * 2 2 - T C P O S T - t s s t : S A P D I F P E P S P C S S n s T T n a ^ . . - i i > P P ^ T P S P T r n n i o D S OP T I C A L T r n j s i :

0 J ? T j r - ? n n o 3 o p t u s s o r t i d p a p - a t p p p s c a l e

C r o u p PlUlibOr " . roan P i f f c r e n c c

' 3-. P .

V a l u e 3 i g n i . f i - -

r a n c o

P a i t

T r e a t m e n t

2'f.

2 ' f

2 . 6 2 5 0

. 6 2 5 0

7 . 0 0 9 2

° . 2 ' . r 5 2 . 6 8 1 P S D

TABLE X I I

1 - Y A L U 2 D P P I T 2 D OP P P P - TO P Q 3 T - T E 3 T P P ^ P

" A I T ; . " 3 t b c a t : : - ™ s a a o o s o ~ ^ r j

? s 3 3 i ! s s ; s r a - s c i K c r i n s raiS^es"*'"" 2 2 p a t p p : : s c a l ! T ~

' " r o u p Pii}:i"be r - ' c a n P i f T e r e n c e

3 . 3 . t P a l u e

P i g n i f i -C clIlCC

T a i l ; 2'f . 1 6 6 6 7 . S 3 2 8

T r e a t m e n t 2k . 6 2 5 0 7.h?11 . 2 0 3 P S D

t a p l : : i i i

£ - v A L U i D P 3 I 7 3 D OP P P P - TO P C o T - T S S T L T A T D I ™ * T ^ r v 3 P w r » r v . . 'AIT APD T Z ^ A T . 2 I T T P P P J 0 D 3 O S TTC C O P P L I

P A T U P P 3 L P 3 - S C A L P CP T P S P P I L 0 3 C P P T S 3 * ' OP T"n"T"." \~T T 'T^ rr^rnn r r» i •?"-.I 11 ""—

ft r o u p P u n l i e r , r or*n

P i f f o r e i i c e P . P .

P a l uc o i g n i f i .

c a n c o

72

rp t p t i? v*TTr JL „ixJL =>

jfc-yALTJII D2PJTSD C?7 PIS- TO P03T-T22T I IE AX DIFH2TGNCS3 7AIT API) TP^ATilEPT PPIH0D3 OP THE TAPIABILITY OF IHZLAX

!"ArnIELP 3PP-3 CALE 0? TIT2 PriLOPPPIIIEE . L O •-•niTT'

rJ> \s.i V-U ••-A

Group Punbe r He an Difference

S.D. t *rral ue

Signifj ~ car.ce

".'ait

Treatment

2h

2','-

.2500

1.3000

O

9.P10? .363 PSD

The t rallies of the Trustworthiness, Strength of T.'ill and

Rationality, Altruism, Independence from Croup Pressure, ancl

Tariability of Human Haturc sub-scales of the Phi lot?opViicr. of

Human nature ocale did not reach the _fc value of 2,07, using

twenty-three degrees of freedom, needed to reach significance.

However, the _t value obtained, 2.03, on the Complexity of Huinan

nature sub-scale of the Phi 1 o;~ophj.es of IXuiaan Paturo Scale does

reach the .05 Iere 1 of significance. Those results indicate

that the institute members did not improve their scores signifi-

cantly on fire of the six sub-scales of the Philosophy*es of

Human Mature Scale hut that the members did maT:e a signifi-

cantly greater mean gain on the Complexity of Human Mature sub-

scale during the Treatment Period than they did during the ;7ait

Period. These results indicate that the null hypothesis could

he partially rejected because the Institute did have the effect

73

"behavior is complex and that the determining causes of behavior

are complex.

Null Hypothesis V

There will "be no significant difference in degree of

change in satisfactory needs for group affection, group con-

trol, and group inclusion, as measured "by the Fundamental

Interpersonal Relations Orientation--Behavior Scale. in par-

ticipants in the group counseling institutes and in members

of the comparison group.

The results of the statistical treatment computed to test

this hypothesis are shorn in Tables XV, XVI, XVII, XVIII, XIX,

and XX.

TABLE XV

t-YALUE DERIVED ON PRE- TO POST-TEST MEAN DIFFERENCES BETWEEN — GROUPS OX THE EXPRESSED AFFECTION SUB-SCALE OF TIES

FUNDAMENTAL INTERPERSONAL RELATIONS 031ENTATION— BEHAVIOR SCALE

Group Number Mean Difference

S.D. t Value

Signifi-cance

Experimental 2h M66 1.5789 1.657

Experimental 1.657 NSD

Comparison 1« -.0555 1.0736

yh

TABLE ATI

t - ^ i L u s d e p i y e d o x t h e - t o p o s t - t e s t i i & u d i f f s p e x c e s b e t s / s e x csoxjps ox Tiz e x t p ^ h s e d c o x m o L SUB-SCALU OF THE

FUXDAI,: EXTAL I X° EBPEP3 QXAL P; SLAT 10X3 CTJ EXT AT I OX—J3EIIAv I OH S CAPS •

Croup Xuinfoe r ; !.'ean D i f f e r e n c e

S . D . t S i g n i f i -'7a I ue e a n c e

E x p e r i m e n t a l 2'i . Of4l6 1 . 0 1 9 7 . 3 6 3 KSD

Compar i son 18 . 1 6 * 6 1 . 1 1 ^ 0

TABLE ATI I

t-7ALTJE DEPI7ED OX PUS- TO P03T-TE3T iiEAX DIPFEBEXCE3 PETu'EEX CP0PP3 0?: TJTE EXPPE33ED IXCLU3IGX SUE-SCALE Of TIIE

FFXDA2 'EXTAL I XTEPPEPS CXAL PETATI 0X3 GST£:;TlTlCX—BEiiATI oil TCALE

Or cup • Xiiriher Mean S . D . D i f f e r e n c e

t S i g n i f i -T f a l u e c a n c e

E x p e r i m e n t a l 2k

C o m p a r i s o n I S

.3750 1.V3 79

-.6666 I . 2 9 0 9 2.367 .05

TABLE XVIII

t-YALTTE DEHI7SD OX PPE- TO P03T-TS3T ME AX DIPFEPEXCE3 BEHEST G-P0UP3 OX THE I.7 AX TED AFFECTIOX 3UH-SCALE OF TIIE

mXD.kMEXTAL I XTEPPEP3 OXAL PELATI OXS OPI EXr! ATiLY,~-MlAiAV'Tag SCALE

Group Xuraber - ' e a n S . D . D i f T e r e n c e

t Signifi-Value cance

« • JL _ "1 I .

75

TABLE XIX

t-YALUE DERIVED ON PBS- TO POST-TEST JEAN DIFFERENCES BETWEEN GROUPS ON THE VENTED CONTROL 3UB-3CALS OF TIE

FUNDAMENTAL TNTE'HPER3 ONAL ItELATT CN3 OBT ENTATI C'I\~~.,*SIIAYI OF SCALE

Group Number lie a n Di T f e r e n c e

S . D . t V a l u e

S i g n i f i -c a n c e

E x p e r i m e n t a l 2b . '1533 2 . 1 2 0 9 1 .57 '* N3D

C o m p a r i s o n IV - . 5 0 0 0 1 . 5 7 2 3

TABLE XX

t-YALUS DERIVED ON PRE- TO POST-TEST LEAN DIFFERENCES BETWEEN CROUPS ON THE WANTED INCLUSION SUB-SCALE OF THE

^irNDA-iENTAL INTERPERSONAL RELATIONS Olil ENTATI OlClPLnAfT OR SCALE

Group Number Mean D i f f e r e n c e

S . D . 1 V a l u e

S i g n i f i -c a n c e

Expe r i ne n t a 1 2 '-?• . 5 ? 3 3 2 . ^ 1 3 7 1.088 '+ NSD

C o n p a r i s o n IB - . 3 3 3 3 2 . 9 0 5 9

The t v a l u e n e e d e d t o r e a c h a s i g n i f i c a n c e l e v e l of . 0 5 ,

u s i n g f o r t y d e g r e e s of f r e e d o m , was 2,0.2 i n c o n p a r i n g mean g a i n s

of t h e E x p e r i m e n t a l a n d C o m p a r i s o n g r o u p s on t h e s i x s u b - s c a l e s

of t h e F u n d a m e n t a l I n t e r p e r s o . r ? a l R e l a t x ons O r i e n t a t i o n — B e h a v i o r

S c a l e . The t a b l e s i n d i c a t e t h a t t h e mean c h a n g e s on f i v e of t h e

s i x s u b - s c a l e s of t h e "TRO-B d i d n o t h a v e t v a l u e s w h i c h r e a c h e d

76

Inclusion. However, there was a significant t value on the mean

change between the Experimental and Comparison groups on the Ex-

pressed Inclusion sub-scale of the FIRO-D. These results indi-

cate that the institute had no effect on its participants on five

of the six sub-scales of the Fundamental Interpersonal Relations

Orientation—"eha-jor Scale, hut that the members of the insti-

tute did become significantly more interested in including others

in a group than did the•members of the Comparison group. Null

hypothesis rT, therefore, should he partially accepted.

Null Hypothesis VI

There will he no significant difference in degree of change

on the satisfactory need for group affection, group control, and

group inclusion, as Lie as u red by the Fundamental Interpersonal Hc-

lati ons Orientation—Be liar i or Scale, in counseling institute

members r/liiie in the "."ait Period and the Treatment Period.

The results of the statistical treatment computed to test

this hypothesis are shown in Tables XXI, XXII, XXIII, XXIV, XXV,

and XXVI.

TABLE XXI

t-VALin ^EPIVED OX PRE- TO P0ST-TS3T 1ISAN DIFFERENCES BETWEEN Vi'AIT AND TBEATSISTT PERIODS ON TIES EXPRESSED AFFECTION

Sun-SCALE OF TITS FTTXDAZIENTAL INTERPERSONAL RE I. AT ICNS OFJ ENTATI ON—BE! !A7I OR 3 CALE

Group - Number -lean Di fference

S . B . . t Value

Signifi-cance

n'ai t 2k -.20^33 .1.2903 1.353 NSD

Treatment 2k .kl666 1.5789'-*

77

TABLE XXII

T - Y ALUS D2BIYED OX ?S3- TO POST-TEST USAX DIFFERENCES BETWEEN uAIT AMD TREAT: IEXT PERIODS OX TIE EXPRESSED CONTROL

3US-SCALE OF THE PUXD-LVEXTAI' IXTERPERSOXAL PEL ATI 0X3 ORI 3XTATI OX—3EIIA71 OP 3 CALE

Group ' Xuz-ibcr Mean Difference

S.D. t Yaluc

Signifi-cance

;i a,l t

•Treatment

2k

2k

-.3333

' .oki6

l.'-?907

1.0197 .312 X3D

TAELE XXIII

t-YALUE DEP.IY TAI"n AXD

SUB-

ED OX PRE- TO POET-TEST I TREATMENT PERIODS OX TIE SCALE OF THE FT/XT)AiuErrTAT,

IEAX DIFFERENCES BETWEEN EXPRESS ED IXCLTJ31 OX IXTSRPERSOXAL

PEL AT I 0X3 ( >RIXXTATI OX—RE1 LAY I OR SCALE

Group Xui:i7")o r "can Dif f crcnco

S.D. i-

Yalue Signifi-cance

Tait

Treatment

2 k

2k

-. k-533

.3750

1.632k

1. '-''379 1.','30 XSD

•

TABLE XXIY

t-YALUE DERIYED OX PRE- TO POST-TEST I.IEAX DIFFEREXCE3 3ETV7EEN 7rAIT AND TREATMENT PERIODS OX THE V.'AXTED AFFECT 1ON

SIX;—?CALE TXE FFNDAI IEXTAL I TT SPREES OXAL T> ELATI CX3 OFI EXTATI OX -EE! :A"I jR SCALE

Group Nunbe r Moan Di fference

S.D. t Yaluc

Signifi-cance

"i'ai t

Treatment

2k

2k

-.'4-533

.5kl6

1.3703

1.6067 1.653 XSD

?

TABLE 7CT7

t-TALUS BERITCD C;,t PP™- TO PO jT-TS3T !,1T:A2\ DIF?2n2:iC2S BSTVr'ESN ~ TAX? ATD TPJSATI.rSXT PSPJ 0D3 G?T TIE TARTEI) COT7TBQL

STJB-3CALE or TIE "rmCZSTTAL IirPEBPEPSOSAL PEL.vmT G:T3 OPJ EXTATI or--BE*TAYT OP. SGALS

Group "uj.iher . Xean Bi Terence

S.D. t Value

Signifi-cance

7/ai t 2-4 -.3750 1.7273

2'l .^5 "3 1.230 XSD

Treatment 2'l .^5 "3 2.1209

TABLE XX7X

t-TrALUE DEBITED 0?: PES- TO POST-TEST M3A.T DITTEa£XC33 3ZT»-i£S?J TAIT AXD TBEATIIEXT PERIODS OX THE JAXTED OCLU3IOTT

SUB-SCALE -OF TITS PUX.DA?f EXT AT, I?rrEPPSB30.XAL , f T 1 ilELAXI 0X3 ClilEZCTATI OX—BEIIAYI OH »CALE

uuhe r t Value

E-roup Signiri Difference

T7ait 2'-?• -.7033 2.1307 lJ-!39

2k 2. >4137 lJ-!39 X3D

Treatment 2k .5333 2. >4137

As indicated in Tallies XXI-XXTI, none of the six sub-scales

of the ^urclamcntal Tntcr~>e racial Pel a Eions Orientati or—Behavior

Scale yielded a t value which uras significant at the .05 level

o* significance. The t_ value needed to reach significance in

conparing the mean gain on the PIP.O-D daring the "ait and Treat-

ment Periods was 2.06, using twenty-three degrees of freedom.

The results indicate that the null hypothesis should ho accepted.

Therefore, it v,'ould seem tliat the institute did not have a

.79

significant effect upon the satisfactory needs for group af-

fection, group control, and group inclusion.

*Tull Hypothesis VII

^here will he no significant difference in degree of change

in dogmatism, as measured hy the Tloheach Dogmatism Scale, in

participants in the group counseling institute and in members

of the comparison group.

The results of the statistical treatment computed to .test

this hypothesis arc shown in Table XX77I,

TAf-LJ X1TII

t-TAITTB DEBITED C/T ?KE- TO P0G7-TG3T LISAS DTTTSTSTOSS TiETZESN — n n n r m ^ n>T rnyrn T> A-rrri iir*TT T\nnm " \ P

^ 4, V W W JL ***' V*,**. JL A«J " J * ~4**i xifc £ ''-*"3 * V-'

Group Xumhe r "can Di"Terence

r t r\ " J # —/ • t Talue

Signifi-cance

Experimental 2k -16.3333 tf-2.502 Experimental 1.652 I\TSD

Comparis on 13 .5000 10.350

In the comparison of pre- to post-test mean differences for

the Experimental and Comparison groups, a _t value of 2.02 was

required for significance at the .05 lercl, using forty degrees

of freedom. The t ralue obtained, 1.652, was not sufficient to

reject the null hypothesis. The reported _+ value indicated that

the gain made hy the Experimental group was not significantly

greater than that of the Comparison group. Therefore, the

30

experimental hypothesis was rejected and the null liypothesis

accepted. These results seen to indicate that the institute

had no significantly greater impact on reduction of dogmatism

than did the regular counseling curriculum.

M l Hypothesis YIII

There will "be no significant difference in degree of change

in dogmatism, as measured by the HoZcoach Dogmatism Scale, in

counseling institute members while in the Tait Period ar.d in the

7re atnent To ri od.

TI13 results of ' .O O btju tistical treatment computed to test

this hypothesis are shown in Table XXTTII.

mrv r"* -vr-rrrrT T T 1 ;, ill

-f .(TTTT1 n''?T}T'T r.~>T Ti V I"fi --m . *T j ~?T^'*Tn "« T> > T7**t h~m f »A.*. *• — V j ~ 1 jl „ i_> i . '^ 'O a. — i x i J X . i i x j i . J i f i i i K

"/AIT AND TREATMENT PERIODS OX TIE nOISACII D0G1IATIS1I SCALE

Group dumber -lean Difference

3.D. -f V

Value Signifi-cance

"'ait 2k 13.0000 53 M 2

2h hz.502 1.836 NSD

Treatment 2h -16 .8333 hz.502 1.836

A t value of 2.06, using twenty-three degrees of freedom,

was needed to reach a significance level of .05 in the compari-

son of the Tait Period and the Treatment Period. The t ralue

obtained, 1.^36, "*"as not large enough to reject the null hypo-

thesis of no significant difference in mean change in dogiaatisia,

The results would indicate that the institute did not signifi-

cantly reduce the amount of dogmtJsui of the meters of the

institute while they were participating in the institute. On

the "basis of these results, the experimental hypothesis would

hare to he rejected and the null hypothesis accepted.

"nil Hypothesis IS

There rill he no significant difference in degree of change

on CarTchu'f#s Discrimination Index in the participants in the

institute and in members Gf the comparison group.

The results of the statistical treatment computed to test

this hypothesis are shown in Table XIIX.

rfM T>T •"? ^

4. t r \ 1171? I j *"* > jta. J—i U J- i

PTX^D 0^ PES- TC POST-TEST '-ISAX SirTIlIlSZTCES BCTY^LA 'groups" ox* catc^tiet * s pi s e n m ?tati on ixdex

Group Yuiube r Mean Difference

S.D. t Yalue

Signifi-cance

Experimental

Comparison

2k

18

-3.5333

- .6111

9.0227

6.1022 3.156 .01

t n the comparison of pre— to post—test moan differences for

the Experimental and Comparison Groups, a t value of 2.02 was

required for significance. The t_ yaluc obtained, 3.156, indi-

cates that the null liypothesis should he rOjOctea and the ex-

perimental hypothesis should he accepted. Since the Experimental

jrroup made a significantly greater mean loss on Carldiuff*s

Piscr.l nil na t i on Index than clid the Comparison group, this so ens

to indicate that tho parfcicipants in the institute v/ere signifi-

cant I?' better ahle to discriminate among responses that can

facilitate a counseling interview. This result sugges is that

the institute participants should he hotter ahle to v/orlc with

clients or lead a group more effectively as a result of the

institute.

Xull Hypothesis X

There v/ill he .no significant difference in degree of change

on CarTdiuff's Disoriui nati on T ndox in counseling i.nsti. lute ncu-

hers r.'hile in the TTai t Period and in the Treatment Period,

The results of the" s fcatistical treatment computed to test

this hypothesis are shov.'n in Table XXX. •

rp ^ T > T "T*

t-VAlVZ DSMVSD ??.2~ rf10 POST-TEST :iEAX DTTTSn^XCES BETffEEN ;7AIT AXD TTJUlTXETf P2PJCD'3 OX CiHIGIUF^'3

D I 3 " A T I GX IXDEX

Group "Tu: ;1:e r nean Difference

S.D. JL Value

Signifi-cance

Tait

Treatment

2h

Oh

2.5'M 6

f> f OOO : J 3

5.233-'-f

9.0227 5.'^t .001

A Jfc value of 2. Of, using tv/enty-- three degrees of freedom,

ras needed to reach a significance„ leve 1 of .05 in tho compari-

son of the v7ait Period to the Treatment Period. The reported t

°3

-<-aluc, was large enough so that it reached a signifi-

cance level of .001; and this t_ value was sufficient enough so

that the null hypothesis of no difference in periods could he

rejected and the experimental hypothesis accented. Those re-

sults indicate that the institute members, while in the insti-

tute, were significantly hotter able to determine which responses

-vere ahle to facilitate a counseling session and which responses

wore not ahle to in order to T-eep a counseling session moving in

a facilitati^c direction.

Summary

The purpose of this chapter was to present the data that

were obtained for this study. The null hypotheses were presented

and the data utilized to accept or reject the nail hypotheses.

mhere was no significant difference in the degree of change

in self-concept "between the experimental and comparison groups

and between the V/ait Period and the Treatment Period; therefore,

A;ull Hypothesis I and A:ull Hypothesis II were accepted.

The jfc value found "lien comparing the changes made hy the

experimental and comparison groups on the Philosophies of Unman

'Tatnre Scale was not large enough to reject the null hypothesis;

therefore, ?Tull Hypothesis III was rejected.

Only one of the six sub-scales of the I'Mlosou3ij.es of Human

-Tature Scale yielded a significant t value when, the Wait Period

and the Treatment Period of the experimental group we re compared..

The suh-scale that did yield a significant t value was the' Com-

plexity of Human Mature sub-scale, and this result seems to

indicate that the institute members cane to see Iniman nature

as i,i ore complex and less simple in cause and in he liar i or.

These results mean thai M l Hypothesis 17 was partially re-

jected*

The hypothesis that the institute members would score

significantly higher than the comparison group members in group

affection, group control, and group inclusion, as measured by

the "undanental Interpersonal Itelationrship Crientati on—Beharior

> ca le, was nartiallr accepted, A significant i ralue wars found

on the erepressed need to include others in a group. This indi-

cates that the institute members "became more interested in in-

cluding others in groups as the result of the institute. Nail

Hypothesis 7, then, was partially rejected.

There were no significant t rallies found between the ';7ait

Period group and the Treatment Period group on satisfactory needs

for group affection, group inclusion, and group control; there-

fore, Hull Hypothesis 71 was accepted.

There re re no significant degrees of change in dogmatism,

as measured "by the Holceach Dogmatism Scale, "between the experi-

mental and comparison groups and between the 7,"ait Period and the

Treatment Period of the institute members. Hull Hypotheses 711

and 7TII were "both rejected as the result of insufficient jt

values. It should he pointed out, however, that the institute

members did maTce a substantial decrease in dogmatism; hut it

was not enough to "be significant.

35

The institute rcoiibers r.iarle s ign if leant I y greater mean

losses on Carldmff *s Discrt3.iino.tion Tnrlex than did the com-

parison group, and they laada significantly greater neau losses

'.rhile in the Treatment Period than the;- did rhile in the Wait

Period. ?Tull Hype theses IX and X, then, rere rejected and the

experi:lental hypotheses accepted. These results indicate that

the institute did have an effect in improving the institute

as risers * ability to discriminate hetv/ecu counselor responses

thai r.o-'ld r.ia!ie the conine ling sessions productive and those

that '.vould not facilitate the counseling cessions.

CHAPTER V

N0!\T-S T AT 13 TICAL I NP OEM AT I OW

The participants in the institute were given an opportunity

to evaluate the changes in personality and attitudes that had

occurred as a result of the institute in a subjective manner as

well as through objectire personality avkd attitude instruments.

It was felt that the institute participants could provide infor-

mation ahout their own personality and attitude changes and

about the changes that had taken place in others.

The institute members were asked to respond to three ques-

tions that were posed to then on the last day of the institute,

August 19, 1969. The questions that t^ey were asked to respond

to were, "What changes, if any, did you see in your personality

and attitudes that occurred as a result of the institute?11;

"What personality and attitude changes did you notice in fellow

institute members as the result of the institute?"; and "Can

group counseling work?", £ach of the twenty-four institute

members responded to all three of the questions.

In response to the first question, "What changes, if any,

did you see in your personality and attitudes that occurred as

the result of the institute?", the institute members generally

felt that their basic personality structure was essentially

unchanged and that they had not made many observable behavior

changes. The general feeling was, however, that there had been

37

changes in their attitudes toward themselves and in their atti-

tudes about other3. The institute members felt that they had

more positive feelings about their own abilities and that they

were more sensitive abo-.it the nee da and feelings of others.

The following response is typical of those received:

The change in my attitudes towai-d myself is partly centered around the negative feelings I had about me physically—I didn't really think I had much going for me physically. But the more important change for me to maintain is the recognition and expression of my positive feelings for others. I learned it is hard for other peo-ple to be concerned about ir.e when I block out any attempt on their part to couummicate their concern to me. My suspicious attiticle toward others is rather unfounded, and putting people to the test is actually not all that neces-sary. I can't show too much overt change yet.

Another typical response to the question of personality and

attitudinal change was:

The most important change I have experienced, I be-lieve, is the way I feel about myself in terms of feeling adequate. I still get nervous or "uptight" at times, but the group has given me a lot of feedback that says, "tfe see you as someone we respect and someone who cares a great deal." This is very important to me. I guess for most of my life I've worried about how others saw me, and now somehow, while others are important to me, I don't feel that I need to even "je so concerned about what they are thinking about me. I guess that the message has coins across that people see iae as pretty adequate. I feel that I am listening to people more seriously now, and that'I am understanding what they say much more clearly. I am under-standing what they mean. I'm also finding that I can really disagree with people without either rejecting them or being rejected by them.

Other members of the group counseling institute reported

that they were less rigid, more flexible, more concerned about

co-workers, more aware of how people perceive them, more toler-

ant, more confident, more optomistic, more open and understanding,

and less structured as the result of their participation in the

33

The responses to the second question, "iVhat personality

and attitilde changes did you observe in fellow institute mem-

"bers as a result of the institute?" indicated that the insti-

tute participants felt that some of their fellow participants

in the institute had made changes in personality and attitudes,

Each of the responses to the question described the changes in

attitudes and personality of at least three other people in the

institute, and some of the members mentioned more than ten other

members of the institute who had made observable personality and

attitude changes. Typical responses concerning different indi-

viduals are included below:

has shed many of the shackles that bound hira to his rigid, militaristic, list-making lifej and he be-came a more feeling person, much more sensitive to and interested in others.

has begun to invest more of himself. I think that he has begun to see his adequacies and to see that he can be loved for what he has to offer— which is anything but the "average" that he considered himself.

has made real positive growth in acceptance of self—realizing real potential and overcoming feelings of inadequacy.

_______ has changed from a still robot into a sparkly little girl.

A Kora general type of response concerning the changes that had

taken place in the members of the institute was:

In some individuals I have noted a greater degree of flexibility, adaptability—greater capacity for enduring frustration. Some of these people have become less struc-tured in their living. Some others, who rere relatively non-verbal, gradually became able to assert themselves because they acquired a greater sense of value in their relation to the group. Also, some of these acquired a greater trust of others as time went on. People who had displayed some negativism for group process gradually

39

swung around to a more favorable frasno of reference as group interaction touched then. I noted a greater effort displayed by some group members in attempting to under-stand the feelings of others, which enhancsd the group process insofar as its potential for helping each member was conce rned.

The third question, "Can group counseling work?", was

answered affirmatively "by all of the institute members. The

feeling was that the group counseling experiences that they

had been involved in v/ere evidence that group counseling could

have an impact on the lives of people. The following state-

ments are representative of the responses of the institute mem-

bers.

Yes I I fjn very much encouraged and excited about group possibilities. I see opportunities I was not arare of before. I,n not a salesmen, but group counseling is something I could feel good about selling.

I feel quite strongly that groups do help people understand themselves and others—tis a oreat wa.y to grow.

If I say that I have changsd, I fia going to have to say that group counseling works because it has been the vehicle for my change, I have lived through some very profound and meaningful experiences both in my counsel-ing group and in leading a group for my practicuia experi-ence. I am nearly at the point of saying that good group counseling seems to be more effective in inducing change than in working with students individually. I have a very positive attitude toward groups.

In summary, the responses of the institute members seem to

indicate that the institute members could see some personality

and attitude changes in themselves and in the other members of

the institute. The members did report that there were no basic

changes in the total personality structure as the result of the

"til "fcA A mairtti -*-•*r* r-*T-11 ~ ~i~ — -•»

90

result of the institute was the unanimous feeling "by the insti-

tute members that group counseling does vrork and that it can

change the lives of individuals \rho are involved in group coun-

seling.

CHAPTER VI

SUMMARY, RESULTS, CONCLUSION'S, AMD REGOIBlENDATIGNS

The primary purpose of this study was to determine the

effectiveness of a five week group counseling institute in

changing the personality and attitudes of junior college coun-

selors .

The purpose of the study was to measure the attitudinal

and personality changes that took place in junior college coun-

selors as the result of the activities that were included in.a

short-term group counseling institute.

The hypotheses were stated as follows:

1. The participants in the group counseling institute will

have a significantly greater mean gain in self-concept, as meas-

ured by the Tennessee Self-Concept Scale, than will the merabers

of the comparison group.

2. Counseling institute participants, while in the Treat-

ment Period, will have a significantly greater mean gain in self,

concept, as measured Toy the Tennessee Self-Concept Scale, than

they will during the Wait Period.

3. The participants in the group counseling institute will

have a significantly greater mean gain on the Trustworthiness,

Altruism, Independence, Strength of Hi11 a d Rationality, Com-

plexity of Human Nature, and Variability of Human Mature sub-

scales of the Philosophies of Human Mature Scale than will the

92

k. Coimseling institute participants, while in the Treat-

ment Period, will have a significantly greater mean gain on the

six sub-scales of the Phi 1 oaophi.33 of Hmnan Nature Scale than

they will during the Wait Period.

5. The participants in the counseling institute will have

significantly greater mean gains in satisfactory needs for group

affection, group control, and group inclusion, as measured "by

the Fundamental Interpersonal Relations Orientation—Belmvior

Scale, than will the members of the comparison group.

6. Counseling institute participants, while in the Treat-

ment Period, will have a significantly greater mean gain in

satisfactory needs for group affection, group control, and group

inclusion, as measured by the Fundamental Internersonal Relations

Orientation—Behavior Scale, than they will during the Wait Peri-

od.

7. The participants in the group counseling institute will

have a significantly greater mean loss in dogmatism, as measured

by the Rokeach Dogmatism Scale. than will the members of the com-

parison group,

8. Counseling institute participants, while in the Treat-

ment Period, will have a significantly greater mean loss in

dogmatism, as Measured by the XloTceach Dogmatism Scale. than, they

will during the Wait Period.

9. The participants in the group counseling institute will

have a significantly greater mean loss on Carkhuff *s Discrimi-

nation Index than will the members of the comparison group.

. 93

10. Counseling institute participants, while in the

Treatment Period, will have a significantly greater mean loss

on CarFchuff *s Discrimination Index than they trill during the

Wait Period.

The subjects employed in the experimental group were

twenty-four junior college counselors who had applied and had

"been admitted to a short-terra group counseling institute that

was held at North Texas State University during the second sum-

mer session of 19^9. '%he comparison group consisted of eighteen

doctoral students who were talcing counseling courses at .North

Texas State University during the same period as the institute.

The participants in the group counseling institute were in-

volved in a number of different types of learning activities.

The institute members received didactic instruction in group

processes and group leadership techniques from the institute

instructors; listened to several lectures on topics concerning

group counseling techniques, problems in group counseling, and

the needs of junior college students; participated in counsel-

ing" groups, led "by the institute instructors, which "were designed

to encourage self-oxnloration by the institute participants; and

served as co-facilitators of other counseling groups as a part

of a practicujn.

The instruments used to determine whether personality and

attitudinal changes had occurred were the Tenn.es see Self-Concept

SLsai® > t h e RoTceach Dogmatism Scale., the Fundamental Interpersonal

Relationship Orientation—Behavior Scale, the Philosophies of

9**

Human Nature Scale, and CarJchufffs Discrimination Index, All

five of these instruments were administered to the institute

members three different times. The institute participants com-

pleted the Pre-Wait administration of the instruments "by mail,

and the instruments were returned by June 6, 1969. The Pre-

Treatment administration of all five instruments occurred on

July 16, 1969, the first day of the institute; and the Post-

Treatment administration of the instruments occurred on the

last day of the institute, August 19, 1969. The period from

the Pre-Wait administration to the Pre-Treatment administration

was called the Wait Period, and the period from the Pre-Treat-

ment administration to the Po3t-Treatment administration was

called the Treatment Period. The compacts on"group couple ted

the saiiie five instruments on July 17, 19^9, a-nd then again on

August 20, 19^9»

Following the collection and tabulation of the data, the

results were analyzed using Fisher's t test. Fisher's t for

correlated means was determined for all measures between the

Wait Period and Treatment Period, and Fisher's jfc for independ-

ent means was determined for all measures between the experi-

mental and comparison groups. A significance level of .05 was

required for the rejection of the hypotheses which had been

converted to null hypotheses. A two-tailed test was used to

determine the significance level.

95

.Results

The hypothesis that participants in the group counseling

institute would have a significantly greater mean gain in self-

concept than would the members of the comparison group wa3 re-

jected.

The hypothesis that the counseling institute members would

make a significantly greater mean gain in self-concept during

the Treatment Period than they would during the Wait Period was

rejected. One possible explanation for the small changes in

self-concept that were found in "both the experimental and com-

parison groups was the fact that the average subject, in the

study scored higher than average on the Tennessee Self-Concept

Scale, and these high scores \>onlC, zzxXze it questionable as to

the need for group improvement in self-concept. The high scores

on the pre-tests of this instrument would make it quite diffi-

cult for there to be any significant improvement in self-concept

scores.

The hypothesis that participants in the group counseling

institute would have a significantly greater mean score on the

six sub-scales of the Philosophies of Human Nature Scale than

would the Eieabers of the comparison group was rejected.

The hypothesis that the participants in the institute would

have a significantly greater mean gain on the sis sub-scales of

the Philosophies of Human Mature Scale during the Treatment

Period than they would during the IFait Period was partially ac-

cepted. There was a significantly greater increase on the

96

Complexity of Human Nature sub-scale of the Philosophies of

ifenan Nature Scale during tlie tir:e of the institute than there

was during the '.fait Period. This seems to izidicate that the

institute participants believed to a greater extent, as a re-

sult of the institute, that human nature is complex in origin

and in nature rather than simple and easy to understand. This

particular suh-scale is related to o pe n~mi nd e due s s and laclc of

dogmatism.

The hypothesis that the participants in the institute would

have significantly greater mean gains on the satisfactory needs

for group affection, group control, and group inclusion than

would the members of the comparison group is partially accepted.

Institute members uada a significantly groater mean gain on the

expressed need to include others in groups. This finding was

consistent with a goal of the institute which was to interest

the junior college counselors in setting up groups and leading

them.

The hypothesis that the counseling institute members, while

in the Treatment Period, would have a significantly greater mean

gain in satisfactory needs for group affection, group control,

and group "behavior than they would during the Wait Period was

rejected. In spite of the fact that there were no significant

gains ciade on the six sub-scales of the Fundamental Interpersonal

Relations Orientation—Behavior Scale by the institute partici-

pants during the institute, it should be noted that there was

change in all six sub-scales in the predicted direction.

97

The hypothesis that the participants would have a signifi-

cantly greater mean loss in dogmatism, as measured by tho

RoReach Dogmatism Scale, than would the members of the compari-

son group was rejected.

The hypothesis that the counseling institute members, while

in the Treatment Period, would have a significantly greater mean

loss in dogmatism than they would during the Wait Period was re-

jected, The institute members, while participants in the group

counseling institute, had a substantial loss in their scores on

"kh0 RoRea.ch Dogmatism Scale; however, the mean loss was not suf-

ficient enough to reject the null hypothesis and accent the

expe rimental hypothesis,

The h y p o t h e s i s vhich stated that the participants in the

institute would have a significantly greater mean less on

Carlchuff *s Discrimination Index than would the members of the

comparison roup was accepted.

The hypothesis that stated that the counseling institute

participants, while in the Treatment Period, would have a sig-

nificantly greater mean loss on Carkhuff's D i s crimjnation Index

than they would during the ftrait Period was accepted.

The significant mean loss by the institute participants on

Carlchuff *s Discrimination Index indicates that they became bet-

ter able to discriminate among responses that would facilitate a

counseling interview. Research indicates that this reduction in

their score on this particular instrument means that they can re-

spond to clients in a more effective manner and are more effective

counselors.

9 3

Conclusions

This study vras undertaken to try to determine whether a

short-term group counseling institute could }iave an effect in

changing the personality ar.d attitudes of experienced junior

college counselors. The research was conducted so that the

effectiveness of the federally funded institute could "be evalu-

ated "by the institute instructors and in response to federal

government recommendations that more research "be conducted on

the institutes.

Prom the statistical results obtained, it would appear

that the short-term group counseling institute did not have a

very great effect on the personality and attitudes of the insti-

tute lei pants. The results of the study did indicate that

the institute members had 7:ecome more interested in including

others in groups and tliat they saw human nature as more complex

and less simple than they had. done before. The institute had a

very significant effect on the perception the junior college

counselors had of responses that would facilitate counseling

sessions with clients. The increased ability of the institute

members to recognize statements that would facilitate client

self-exploration seens to indicate that the institute partici-

pants became better group leaders as the result of their partici-

pation in the institute.

The lack of more positive findings on all of the instruments

used to measure changes in the personality and attitudes of the

institute members is consistent with previous research that has

99

been conducted on changes in the attitudes and personality of

counselor trainees. Research had demonstrated that institutes

can bting ahout improvement in counselor knowledge and coun-

selor competence, hut institutes have not he en shown to he very

effective in bringing ahout attitude and personality changes

that can he measured with standardized instruments. The re-

sults of this study are also consistent with research that lias

"been concerned with using group counseling as a means of chang-

ing counselors* attitudes and personalities. Group counseling:

has not been effective in bringing ahout changes on measured

personality traits and in attitudes of prospective counselors.

Another explanation for the laclc of more positive findings

is the level of education and experience of tho subjects. The

fact that the experimental group had at least a Master's degree

in counseling meant that they had already experienced activi-

ties that would tend to give them desirable counselor person-

ality traits and attitudes. Since the subjects already had

training that should have improved their personality traits

and attitudes, it was much more difficult to improve their

scores significantly on the instruments used to measure per-

sonality and attitudinal changes. There have been almost no

positive results found in changing the attitudes and person-

alities of experienced counselors *rho have had training in

counseling. Therefore, in spite of the fact that the results

of the study did not show that the institute members nade sig-

nificant changes in all of the personality traits and attitudes

100

that yore measured, it doe.3 seera that more positive results

were found as the result of the institute that was studied

than have "been found in previous research on the subject.

The non-statistical data would indicate that the insti-

tute did bring about changes in the attitudes of the institute

members, even though participants in the institute difl. not feel

that there had been any basic personality change. The insti-

tute members reported that they were able to accept themselves

and others better as a result of the institute. Kach of the

inatitute participants also reported that they had observed

personality and attitude changes in at least three other mem-

bers of the institute. The areas of change seemed to be con-

centrated in the areas of self-acceptance and in being able to

better accept and relate to others in a better way. The insti-

tute members indicated that they felt that group counseling did

worlc. They stated that they had seen changes in their own atti-

tudes and had seen behavior changes in felloe institute members

as the result of group counseling and that this had influenced

their feelings about the effectiveness of group counseling.

There seemed to be some difference between some of the

statistical results and some of the non-statistical results,

particularly in the area of gains in self-esteem. The insti-

tute participants reported that they had gained in self-concept

and that they felt better able to relate to others as the re-

sult of the institute. However, there was no significant in-

crease on the Tennessee Self-Concept Scale as the result of

101

the institute participation. Another instrument that measures

self-esteem might have "been more effective in measuring; the

chang6s in self-concept that the non-statistical results indi-

cate had talren place. It seems that the Tennessee Self-Concept

Seals did not measure the same Icinds of change in self-esteem

that the institute ncinbers felt had talcen place.

He c ontme ndat i ons

In view of the findings of this study, the following recom-

mendations are inades

1. That further research "be conducted during future insti-

tutes on the process involved in the institute rather than on

outcome criterion that is used to evaluate the institute.

2. That further research "be conducted to determine whether

the instruments used in the study discriminated between compe-

tent and incompetent group counselors.

3. That a follow-up study "be conducted to determine whether

the attitude and personality changes that were observed had last-

ing effects.

U-, That a follow-up study "be conducted to determine how

many of the counselors involved in the institute actually formed

counseling groups as the result of the institute.

5. That other instruments "be used to measure changes in

personality and attitudes in future institutes.

6. That raore junior college counselors he given the oppor-

tunity to participate in a short-term group counseling institute.

APPENDIX A

It is imperative that counseling programs seek to prevent problems from growing beyond the point where the individual requires special help to deal adequately with them. In achieving this goal, group counseling offers many advantages over present practices.

Eligibility and Selection

Participants must be currently employed or pro-vide evidence of being employed as a junior college counselor. Applicants from any state may apply. The Institute will enroll twenty-four participants selected on the basis of the following criteria:

Purpose of the Institute

This Institute is designed to improve the profes-sional competence of junior college counselors by helping them to become skilled group counselors capable of facilitating the therapeutic potential of a group. The major objectives of the Institute are:

1. to gain an involved understanding of group dy-namics, group process, and group counseling.

2. to enhance, through participation in group pro-cess, self-understanding and awareness of the effect of the counselor's attitudes, values, and personality in the group counseling process.

3. to heighten sensitivity to the dynamics of group interaction.

4. to develop proficiency in helping group members communicate more effectively.

5. to increase competency in group counseling through supervised laboratory experience.

6. to develop and implement a program for group counseling on the campus of each participant.

1 That they meet the admission standards of the ' Graduate School of North Texas State University.

2. That they hold a Master's Degree in Counseling with no more than three hours credit in group counseling.

3. That they have a grade-point average of B or better in all previous graduate work.

4. That they possess personality characteristics, at-titudes, and motivation necessary for effective functioning as a potential coordinator of group counseling programs as evidenced by written evaluation from various references.

Applicants will be asked to submit transcripts of all graduate work, a resume of past experience, and a letter of recommendation from his employer or supervisor for the coming year.

In selecting individuals for participation and other-wise in the administration of this program, North Texas State University will not discriminate on the ground of the race, creed, color, or national origin of any applicant or participant.

The purpose of this Institute is (1) to involve each participant in a short, intensive, experiential learning situation, (2) to assist each participant in involving the other members of the Student Person-nel Services staff on his campus as support personnel for a group counseling program, and (3) to provide follow-up assistance to insure continuance of a group counseling program on each campus.

Stipends and Costs

Participants selected for the Institute will receive stipends of $75 per week plus $15 per week for each dependent. Participants are exempt from the pay-ment of tuition or fees but must provide their own textbooks and travel.

1 02

APPJSNDIX A

iat counseling programs seek to om growing beyond the point I requires special help to deal n. In achieving this goal, group lany advantages over present

Institute

lesigned to improve the profes->f junior college counselors by come skilled group counselors g the therapeutic potential of a )jectives of the Institute are:

ed understanding of group dy~ ocess, and group counseling.

lgh participation in group pro-anding and awareness of the inselor's attitudes, values, and ; group counseling process.

ivity to the dynamics of group

ency in helping group members re effectively.

tpetency in group counseling id laboratory experience.

nplement a program for group campus of each participant.

his Institute is (1) to involve a short, intensive, experiential 2) to assist each participant in nembers of the Student Person-lis campus as support personnel lg program, and (3) to provide :o insure continuance of a group Dn each campus.

Instructional Program

The instructional program will consist of (1) di-dactic instruction, (2) group discussion and group problem solving, (3) involved interaction observa-tion, (4) group counseling and T-Group experiences for all participants, (5) group process analysis via video-tape analysis, (6) interaction with nationally recognized authorities in the field of group counsel-ing, (7) a practicum in group counseling, (8) indi-vidual supervision and consultation, and (9) inde-pendent study.

This five weeks of full-time intensive study and interaction will be followed by three seminar sessions to be held in October, 1969, to discuss problems en-countered in group counseling programs. Those participants who are unable to commute to the NTSU campus for these sessions will receive inter-action via audio tapes.

Graduate Credit

Participants will earn six semester hours of grad-uate credit upon successful completion of the instruc-tional, practicum, and institute activity requirements. Credit may be applied toward a graduate degree at North Texas State University if other requirements for admission have been met.

Ed 596 Education Institute (Group Process and Group Counseling) 3 credits

Ed 597 Education Institute (Practicum in Group Counseling) 3 credits

Facilities

The Institute will be conducted in the air condi-tioned facilities of the recently completed Speech and Drama Building which has two professionally equipped video taping studios.

Staff

D R . G A R R Y L . L A N D R E T H , I

Assistant Professor of Edi North Texas State Univer

D R . D O N E . B E C K

Assistant Professor of Coi North Texas State Univer

D R . R O B E R T C . B E R G

Assistant Professor of Ed North Texas State Unive

Lecturers and Consult

D R . M E R L E . B O N N E Y

Distinguished Professor of North Texas State Univer!

D R . C . G R A T T O N K E M P

Professor of Education Ohio State University

D R . W A L T E R M . L I F T O N

Coordinator Pupil Personi Rochester City School Dis

D R . M E R L E O H L S E N

Professor of Education University of Illinois

D R . C A R L R . R O G E R S

Consultant Center of Studies of the Pe

Institute participants will 1 interact formally and inform, nationally recognized autho group counseling.

102

, •r>-",-,-r*.TT|r XT T"> J.X L J : * . ~J J . iJ

"perin-ental Pre - Pre- Pos t -ron;j " Tfai t TrcatLiCirt . Treatment

Tes t ( s ix '.70 cT,:s) rno s t (s i x v:eeT^ ) rnco t *"-r ' T rfi T> P "T? T ;* "7™'' - rprv?rn t? nT>. * ** • * zLx A ^ / .1 ivillJl .* A. i i u i

Control Pre- Post -f?rov.-o Test (s i : : r/eclcs) Test

1 ^ -(VI 3TOI.T C

May 16, 1969

Dear

We are concerned that each of the participants in this Insti-tute gain as much from this experience as is absolutely pos-sible. To help us obtain this objective, it will be necessary for each of you to complete a series of instruments which will assist us in analyzing our approach to this kind of training. This research is considered to be a vital part of the Institute program. Therefore, it is important that you complete each of these instruments as thoroughly and as honestly as possible.

Please do not feel that you are being evaluated in any way— this is not the purpose, ffe need this information to assist us in our approach to the total Institute group and for research purposes.

The scores that are derived from the instruments will not be used for any other purposes. My research assistant will be responsible for scoring the instruments, and neither I nor any of the other instructors of the Institute will see the indi-vidual scores.

On the following page there are instructions which need to be followed as closely as possible. Again, may I remind you that it is important that you be as honest as possible in responding to each instrument.

Please complete these instruments as soon as possible. We need to receive them no later than May 30. This is a must.

I am looTcing forward to seeing you July 16.

Sincerely,

Garry L, Landreth, Director Group Counseling Institute

GLL:ge Encl •

* -""I -jr-v - n •< > X " r T% *3.01' 1' oA 'J X A * }•

DIRECTIONS:

Please complete the instruments enclosed in the following order:

1. ^ Scale

2. Tennessee Self-Concept Scale

3. FIRO-B Scale

Facilitative Interpersonal Functioning Scale

5. PHN Scale

Notice that on the Tennessee Self-Concept Scale the items are not numbered consecutively. Be sure that the item number on the test "booklet corresponds with the item number on the answer sheet.

I i uo 1 A

I JH r - *

3 £ CO • - *

tr*

£«

3 frl & H § a f*| rA 3 £T> o o fi* r~> o

0 8 55

_.3Li}

m

3 &4

r-4 S|

3 5H

O r-f

•?

*->

0 %o

«c <s o

£ 8

I O

0 w 1 B

K £ <3, O-v

S 3

a. B S i

K3 § W W « £ l «

8?

£« O « 3 (55 &4 «< o &3 ro *

rJ3 r * 4 H 3 53

fe: o IH t v l £ « £3 M M 8

PS § & O

» « < o

1

CD M % CO fc3 e-*

C5 M

CO a, £?

o

LZl^'L

S 6

i

. O O O «ni » » n j .Arg j r tc nyrrfnOT ii_

o o a *

VlV

H 0 1 P i

£ H

1 3

IH

2 2

M

O

W

P=3 CO

B

o

d .

8 8 -

8 •• C \

1 A €\l

h $

- 3 -CVJ

t>a

3

JC £-»

<?*

5 o 2

PS

c+\ CVJ

7*1 r*

\ A j CJ

£

f

r ~ cv

a

3

o £ 4 4 o J®

$ 2

O f C\ . t can

CNI

o o

o M H O g

M Q

S5 O J—i

fH O

£ « &3 g O r .5 • -c=3 --i =3 f f l O

^ CU - 5

o *» o r~^

•Jtl fe« o

o o

o < n

c>

3 M fel

&S f-1

a o K

S

L-3

e g

o W £-* iTl t£ |

< C-H CO

1

E

O

3 3 £-«

a » : h o O !?2

M Q

< i-3

~ 4

*u

o

o

e

O -

Q

O

£ s

o o

o IH ta o

3 CO

O *-Z IH t-3 C3 CO. 12; r=>

a o g

o

r a

H

L-3

i a

5

o O < n o

o H rr!,

O < A «»

H r - T

O O

P

3

O CO Hi «

CO M

o o

« o *^3

o

w §

3

o :o

co CO M o o g

o • •

CM r H

« g

3

o o

i ? g CO

^25 M £-*

a

107

cu t o

SS

B m

t H

£

P

I

5S £

w Q w >

€ 0 co CO

158 £3 Di C-i f s <V P f s « £H ^ k 3 < O >-3 £

o o • •

cv

o o «•

< n

5j H

CO b b o «

o o

M IH M CO

6

r,2 E-»

r w CO

1 £-«

»»*«• c-<

ta

CH

§

W

o 525 H i

&3 §

B O

g 6

Hi W *

<* t a

sJ <

3 CO

CD w CM

!>: & C * Hi

c w

8 g

M «T

»H CQ

ctf t O

a « O-O ?4 U o P« CH

&

~ •*> O

• ° <1 a

° « I S S

$ . { o .1

103

tH hS CO

S > H i S3

Hi

H< CO

CO

>3

H i

W H 0

£3

B H M 23 <—«

Ht

r!5

W

S

B O

n -

8 0

oo

c fcO 3 <

tu

V \

fcO

8

o t o

4

© 0

o o

CO

On

O <r\ «•

C \

o o

O to

H O Q C3

b 8 S 12 c# d

_ J S ^ 2 3 £ £ £ < o e <3

ko io C r i o rn . C I 0 0 ^ O H* g JL| eo P«,

W { ^ J CO ~

vO

o br^

3

\ A

© fcO

4

E*

hot

- 5

g •ri - P <S

•P C (D

•H

&

O

*c o

8 00

*~? ,rr».

o vD

O o

o c*> oo

r i «~cdk

C3 O

•H - P r*

O CO

o o vc

CM r~i

CO c*<

3

3 * CO G> d

0 5

u 'U 6

CO

a o o o

u o

O I • o o

© CL

*?

o & • d

£

5 o u

xs

fcO

• 3 - p

© c o • H

cj o , 3

•H 3

•H o o r-i a o

CD d o a o o

8 ^ b H i 3 O P i

•54 O © ra

©

o o

-{3 O fc3

s* * 3

© H O «r-* CD

• H « C{ - p - p •% a O CO A4 h3 «1 o —.

• d * d o t j * H S £ * 3 Q C5 * w <0

H

o

£ ° v O . f 'V: cs 7 «« >

c \ ! o \ i

o c vc

o

o <T">s

o o cY

O >5 G j r v o ?

; w ! H i « i

o o

o O O o o O

«e » •

Cv1

hO c|

•ri -P © G

Cj - P CO

109

- 4 5 t2 C i * 3 O * J £

•r i v3 (3 > > ^

03 ta © o o

£ - p

8 &

$ • 3

3 3

+1 §

ft

4^

§ • d XX g o ? ^ o* d o ©

T> GJ £ „« ••

o o C 3

CM

Q l

" f rr>f

o O

<

- ^ t !

en M CO

TO e-*

EH CO

s IY! E-i

£2: g

13

6-1 tO *-3P»

M

O

C3 t o

o

Cu

1 A I r - f

c tiO'

5

3

c fc3 5?

CD P

© ^

© O

&<a CO *d

o 0 S> -*

^ Ch Q £ CO O

« h ' l o o 3 r3 ©

CO

v o b

S < * g £ O

a a

O O o r "1 O

^ »• CO Q < 5 L ! L j

P«

§

o . ' » « 5 - 5 S k ,-4 O © CT O

W l j o Q ^ r-S

o e> S , ^ - P

Q s CO O

W O

S-» O

r . • • • S

o ' t d H 5 r , ® l f c _ u a « n t q ^3 H g «M'JP - P fa

a ' o

n o

C S M CO T >

P * E-» M

> E-« H J J9 £> a &3 O

H &: O < M CM

• 3 CO W © CO

C O to fA

8 f r j o S H

a , \ « /

K S-« 8 -

8 8 . I S ;

C N r - 8

5

O CM

O

to'

<3

O FCC

3

3 C O

* 5

to Ǥ

o o «• O N

O O C \ J O

• • 1 « s

?

o F V

1X g O o o

u o 6 O

o I M - a s S . ,

0

s

1 • r !

8 • H « 3 ) §

CO • H

N

CJ

C O

tt)

0 ) F O

^ 4 O <D

Q <

i I

O

3

§ 1 3

1 - 3

T *

I R .

CU

8 *<

O 8

O

o o 8

cu r / \

111 O o

$ £ O

&

<D . g o

A a A © to ©

3

CO 0) &•

6 S I O

• H 4 *

§ £

I O-i c J O 5 Q • T " N ! ^

O ! o c:

: I o O ?

4 TAT>T7'nT "V* V* -rti i i'

•* .'•p » *tc* * u r n r» rn t v n » , ; r \ n ^ r r * r n r ^^,TCf r * . A . ' n *. t r "* <"P"r r r> P p C JL-A-.> A.-S-j' O i -X~> ,J„j * X X ! J.iu t I ->i. i.U»i ;.Li .•_<.»->

Ins ';:rui;icnt

Lxiperiiiiental Croup

L're-'7ai t -To an * -j"' «

Pre-Treat-Prc-

" 'a i t uoiit uoirt liiou

'rc-- Pos L- Pos t -"roat-- T rea t - ' rroat-

san •J , .lean :.:r-nt

1. P.oT,.oacTi Do;;ma-

2. T)1.3 cr i -.rinat i on T.acTo;;

? 1 TJ P 3. I ]

EMpreaged AfTootion

Expressed Control

Expressed Inc lus ion

'"anted A f f e c t i o n

Wanted Control

"'anted Inc lus ion

U, PI li 1 os o nhi e s of Hu::ian " a t a r e

Trus f:\vor thiness

S t reng th Altruism

°p.oo 5-'?. 2 9 107.00 11.9° 90.16 '42.93

51.50 15.09 5'+.O'J • 16.25 h<.h5 16.58

'4.66

2.53

5.25

5.16

+ .12

k. 16

16.16

Ik. 66

11.75

2.33

1.75

1.73

2.6

2.06

3.06

l.2'l

9 .3 3

9.17

'j.f45 • 2.85 ;f.37 2.90

2.25

'4.79

5.25

3.75

2. ''5

16.70

1.6.79 I >-.'.3 2

1.73

1.99

2.33

1.33

3. l'i

10.'12

10.71 10.71

2

5.16

5.25

'-1.20

'<. O'-f

19.16

i s . 3 7

1.67

1.77

2 JO

2.5'-!

.70

3.65

9.39 15.00 9.07

112

113

Tna irirnoiit

T • iclc pc ncte ce

Ooirrnloxity

T-rar ia"bi 1 i t y

5, Tennessee O'iiCG •"> +

Pre- Pre - ro3 j-t ** T}0> t -Pre- P r e - Trea .L

^ L r

fn>» r% -f .L T -

Trc a t~ Treat • VTai t nr * Lv i t r.iCTi't ;-C 'it Lieut i^cnt llOObT. i • •

•<-\ * I -.uan o -n .i' •- 0 vTI. TT"

7. 53 11 .20 7 . 75 1 1 HQ -L .l « •.-/

3 • 37 12.2'f

17. ' '5 J .72 15. o< 9.02 13 • 16 • 11. 'M

T **

-i J * o

J ph c -

1*. IS Q 'r.r> -- • k

17 .66 10.29

35?. Oy 25 • ( J 360. 03 /T 357 tf} t * j y

25.11

11'4

r*r^ :ipa r i s on CJ r o up

Pro - ^ ^ T o s t - "? O>:! t -Tes-fc ? 0 3 t "TV% 4- Tc : t

I ' . V 1.110 lit . .can T> n r *" O 1

" \ D .

"o";cacli Dozuat i sm " 'calo

9 5 . 5 5 9-6.05 3-0,37

a ci" iiiiina!; x on Jiyl

'•"".q3 U . < 3 U6.22 1 1 . 0 3

T> jl ^

r?.;'J o:l A'" f e c t i o n

<r> ^ i t t- Mr ^ * ' "*

*> r\h

^ . •• !

Z:cp r e a r e d C o n t r o l

2 . 3 3 ? 1° * A- -v

2 . 5 0 2 . 0 0

nxpx'O.SHO'I I n c l u s i o n

^ cr ^ ^ • j „•>

1 frO x , y /» o<> 1 * •_/

l . f t ?

T a n t e d A f f s c t i o n

5 . 8 3 2 . ^ 7 < "'.j J * / *

2 . 5 2

T"antsd C o n t r o l

3 . 3 3 1.97 * - • - J 1 . ^ 7

T a n t e d I n c l u s i o n

^ . 5 5 3 . 5 7 >4.22 3 . 2 2

P' l i 1 os onh i e s of , Ti::an ^ a t u r e •

Trus tv ro r t l i i nes s 1 7 . 6 1 l ' i . 8 8 1 3 . 5 5 13 .92

S t r e n g t h 1 5 . 8 3 10 .07 18 .33 1 1 . 0 0

Al t ru i s i i i 17,CO 11 .83 18.9'-? 13 .20

Tnde pcndance 8 . 2 2 1 3 . 9 1 l'i.27 13 .52

Co;nplc:;it3~ 12 .72 7 . 3 7 11 .22 7 <'{. 1 •

^ a r l a b i l i t y 11 .83 7 . 7 9 9 . 2 7 8 . 0 7 ^ o i r o s s e c . . - *i r* rn .. . ».

A ff on *"*•> nff { U , 9 y - i 3 2 . 9 9

TENNESSEE (Department of Mental Health)

SEIF CONCEPT SCALE

ky H. F i t t s , PHD.

Published by

Counselor Recordings and Tests

Box 6184 - Acklen Station Nashville, Tennessee 37212

INSTRUCTIONS

On the top l ine of the separate answer sheet., f i i l in your name and tne other information except for the time information in the last three boxes. You w i l l f i l l these boxes in later. Wri te only on the answer sheet. Do not put any marks in this booklet .

The statements in this booklet are to help you describe yourself as you see yourself. Please respond to them as i f you were describing yourself to yourseSf. Do not omit anv i teml Read each statement careful ly ; then select one of the f ive responses listed below. On your answer sheet, put a c i rc le around the response you chose. I f you want to change an answer after you have c i rc led i t , do not erase i t but put an _X_ mark through the response and then c i rc le the response you want.

When you are ready to start, f ind the box on your answer sheet marked time started and record the t ime. When you are finished, record the time finished in the box on your answer sheet marked time finished.

As you start, be sure that your answer sheet and this booklet are l ined up evenly so that the item numbers match each other.

Remember, put a c i rc le around the response number you have chosen for each statement.

Completely Mostly Partly false Mostly Completely Responses- false false and true true

part ly true

1 2 3 4 5

You w i l l f ind these response numbers repeated at the bottom of each page to help you remember them.

© Wi l l iam H . Fitts, 1964

'I

- • /

D 1 I t e i

Page I No.

I , 1 have a healthy body

3 . I am an attract ive person

« 5 . I consider myself a sloppy person

19. I am a decent sort of person

21. I am an honest person ^

23. I am a bad person 2:

37. I am a cheerful person

39. I am a calm and easy going person 3S

41 . I am a nobody ^

55. I have a family that would always help me in any kind o f trouble 55

57. I am a member of a happy family 57

59. My friends have no confidence in me

73. ! am a fr iendly person 73

75. I am popular wi th men 75

77. I am not interested in what other people do 77

91 . I do not always fel l the truth 91

93. I get angry sometimes 93

Completely Mostly Partly false Mostly Completely Responses- false false and true true

part ly true

1 2 3 4 5

1 1 o J Jr . /

Ite Page 2 No.

2 . I l ike to look nice and neat al l the time

4 . I am full of aches and pains

6 . I am a sick person

2 20. I am a religious person

2 22. I am a moral fai lure

24. I am a morally weak person 2

38. I have a lot of self-control ^

40. I am a hateful person ^

42. I am losing my mind ^

56. I am an important person to my friends and family 5

58. I am not loved by my family •*'

60. I feel that my family doesn't trust me ^

74. I am popular wi th women

76. I am mad at the whole world

78. I am hard to be fr iendly wi th

92. Once in a whi le I think o f things too bad to talk about

94. Sometimes, when I am not feeling w e l l , 1 am cross

Completely Mostly Partly false Mostly Completely Responses- false false and true true

part ly true

1 2 3 4 5

1 ~

n n Item Page 3 n 0 .

7 . I am neither too fat nor too th in ^

9 . I l i ke my looks just the way they are ^

1 1 . 1 would l i ke to change some parts o f my body

25 25. I am satisfied w i th my moral behavior

27 27. I am satisfied w i th my relat ionship to God

29. 1 ought to go to church more. 29

/ Q 43. I am satisfied to be just what I am

45 . I am just as nice as I should be ^

47

47 . I despise myself

61 . I am satisfied w i th my fami ly relationships 61

fi ^

63 . ! understand my fami ly as we l l as I should 65 . I should trust my fami ly more ^

79. I am as sociable as I want to be 79

81. I t ry to please others, but I don ' t overdo i t ^

Q o

83. I am no good at a l l from a social standpoint

95 . I do not l ike everyone I know ^

97. Once in a w h i l e , I laugh at a d i r ty Joke 97

Completely Mostly Partly false Most ly Completely Responses- false false and true true

par t ly true

1 2 3 4 5

1 oo

_ . Item Page 4 No.

8 . i am nei ther too ta l l nor too short 8

10. I don ' t feel as we l l as I should 10

12. I should have more sex appeal 12

26. I am as rel igious as I want to be 26

28. I wish I could be more trustworthy 28

30. I shouldn't te l l so many lies 30

44 . I am as smart as I want to be 44

46 . I am not the person I would l i ke to be 46

48 . I wish I d idn ' t g ive up as easily as I do 48

62. I treat my parents as we l l as I should (Use past tense i f parents are not l i v i ng ) . 62

64 . I am too sensitive to things my fami ly say 64

66 . I should love my fami ly more 66

80. I am satisfied w i t h the way I treat other people 80

82. I should be more po l i te to others 82

84. I ought to get along better w i t h other people 84

96. 1 gossip a l i t t l e at times gg

98. A t times I feel l i ke swearing 98

Complete ly Mostly Partly false Most ly Completely Responses - false false and true true

part ly true

Page 5 Item No.

13. I take good care of myself physically -*-3

15.

17.

31.

33.

35.

49.

51.

53.

67.

69.

71.

85.

87.

89.

99.

try to be careful about my appearance

often act like 1 am "all thumbs" ^

am true to my religion in my everyday life 31

try to change when I know I'm doing things that are wrong 33

sometimes do very bad things 35

can always take care of myself in any situation ^

take the blame for things without getting mad ^1

C O

do things without thinking about them first

try to play fair with my friends and family ^

take a real interest in my family.

give in to my parents. (Use past tense i f parents are not l iving)

69

71

try to understand the other fellow's point of view 85

get along well with other people ^

do not forgive others easily. 89

would rather win than lose in a game ^

Responses -Completely

false Mostly false

Partly false and

partly true

Mostly true

Completely true

f «?o Item

Page 6 No.

14. I feel good most o f the time 14

16. I do poorly in sports and games 16

18. I am a poor sleeper 18

32. I do what is right most of the time 32

34. I sometimes use unfair means to get ahead 34

36. I have trouble doing the things that are right 36

50. I solve my problems quite easily 50

52. I change my mind a lot 52

54. I try to run away from my problems 54

68. I do my share of work at home 68

70. I quarrel w i th my family 70

72. I do not act l ike my family thinks I should 72

86. I see good points in al l the people I meet 86

88. I do not feel at ease w i th other people gg

90. I f ind i t hard to talk wi th strangers 90

100. Once in a whi le I put o f f unti l tomorrow what I ought to do today 100

Completely Mostly Partly false Mostly Completely Responses- false false and true true

partly true

1 2 3 4 5

w v

FHN SCALE

The next section of this questionnaire is a series of attitude statements. Each represents a commonly held opinion and there are no right or wrong answers. You will probably disagree with some items and agree with others. We are interested in the extent to which you agree or disagree with matters of opinion.

Read each statement carefully. Then on the separate answer sheet, indicate the extent to which you agree or dis-agree "by circling a number for each statement. The numbers and their meanings are indicated below.

If you agree strongly - circle +3

If you agree s omewhat - circle +2

If you agree slightly - circle +1

If you disagree slightly - circle -1

If you disagree somewhat - circle -2

If you disagree strongly - circle -3

First impressions are usually best in such matters. Read each statement, decide if you agree or disagree and the strength of your opinion, and then circle the appropriate number on the answer sheet. Be sure to answer every statement.

If you find that the numbers to be used in answering do not adequately indicate your own opinion, use the one which is closest to the way you feel.

i olf

1. Great successes in life, liTce great artists and inventors, are usually motivated "by forces they are unaware of,

2. Most students will tell the instructor when he has made a mistake in adding up their score, even if he had given them more points than they deserved,

3. Most people will change the opinion they express as a result of an onslaught of criticism, even though they really don't change the way they feel.

k. Most people try to apply the Golden Rule even in today's complex society.

5. A person's reaction to things differs from one situation to another.

6. I find that my first impression of a person is usually cor-rect.

7. Our success in life is pretty much determined "by forces outside our own control.

8. If you give the average person a job to do and leave him to do it, he will finish it successfully.

9. Nowadays many people won't make a move until they find out what other people think.

10. Most people do not hesitate to go out of their way to help someone in trouble.

11. Different people react to the sajme situation in different ways.

12. People can he described accurately by one term, such as "introverted" or "moral" or "sociable."

13. Attempts to understand ourselves are usually futile.

I**. People usually tell the truth, even when they know they would be better off by lying.

15. The important thing in being successful nowadays is not how hard you work, but how well you fit in with the crowd,

16. Most people will act as "Good Samaritans" if given the oppor-tunity.

17. Each person's personality is different from the personality of every other person.

125

18. It's not hard to understand what really is important to a person.

19. There's little one can do to alter his fate in life.

20. Most students do not cheat when talcing an exam.

21. The typical student will cheat on a test when everybody else does, even though he has a set of ethical standards,

22. ?Do unto others as you would have them do unto you" is a motto most people follow.

23. People are quite different in their basic interests.

I think I get a good idea of a person's "basic nature after a "brief conversation with him.

25. Most people have little influence over the things that happen to them.

26. Most people are basically honest.

27. It's a rare person who will go against the crowd.

23. The typical person is sincerely concerned about the prob-lems of others.

29. People are pretty different from one another in what "makes them tick."

30. If I could ask a person three questions about himself (and assuming he would answer them honestly), I would know a great deal about him.

31. Most people have an unreal istically favorable view of their own capabilities.

32. If you act in good faith with people, almost all of them will reciprocate with fairness toward you.

33. Most people have to rely on someone else to make their important decisions for them,

3^. Most people with a fallout shelter would let their neigh-bors stay in it during a nuclear attack.

35. Often a person's basic personality is altered by such things as a religious conversation, psychotherapy, or a charm course-

126

36. When I meet a person, I look for one "basic character-istic through which. I try to understand him,

37. Most people vote for a political candidate on the "basis of unimportant characteristics such as his appearance or name, rather than because of his stand on the issues.

38. Most people lead clean, decent lives.

39. The average person will rarely express his opinion in a group when he sees the others disagree with him.

kO. Most people would stop a7td help a person whose car is disabled.

kl. People are unpredictable in how they'll act from one situation to another.

k2. Give me a few facts about a person and 1*11 have a good idea of whether I'll like him or not.

^3. If a person tries hard enough, he will usually reach his goals in life.

UU. People claim they have ethical standards regarding hones-ty and morality, but few people stick to them when the chips are down.

U5. Most people have the courage of their convictions.

k6. The average person is conceited.

Uy. People are pretty much alike in their basic interests.

^8. I find that my first impressions of people are frequent-ly wrong.

f49. The average person has an accurate understanding of the reasons for his behavior.

50. If you want people to do a job right, you should explain things to them in great detail and supervise them closely,

51. Most people can make their own decisions, uninfluenced by public opinion.

52. It's only a rare person who would risk his own life and limb to help someone else.

^ _ Ppk A Ti l A A. <3 "? 1 1 **r J - i r n 4 "I •% -I « " Al- ~ - — *

12?

5>4. Some people are too complicated for me to figure out.

55. If people try hard enough, wars can be prevented in the f uture„

56. If most people could get into a movie without paying and he sure they were not seen, they would do it.

57. It is achievement rather than popularity with others that gets you ahead nowadays..

58. It's pathetic to see an unselfish person in today's world because so many people tafce advantage of hira.

59. If you have a good idea about how several people will react to a certain situation, you can expect most people to react the same way.

60. I think you can never really understand the feelings of other people.

61. The average person is largely the master of his own fate.

62. Most people are not really honest for a desirable reason: they're afraid of getting caught.

63. The average person will stick to his opinion if he thinks he's right, even if others disagree.

6k, People pretend to care more about one another than they really do.

65. Most people are consistent from situation to situation in the way they react to things.

66. You can't accurately describe a person in just a few words.

67. In a local or national election, most people vote.

68. Most people would tell a lie if they could gain by it.

69. If a student does not believe in cheating, he will avoid it even if he sees many others doing it.

70. Most people inwardly dislike putting themselves out to help other people.

71. A child who is popular will be popular as an adult, too.

72. You can't classify everyone as good or bad.

128

73. Most persons have a lot of control over what happens to them in life.

yh. Most people would cheat on their income tax if they had a chance.

75. The person with novel ideas is respected in our society.

76. Most people exaggerate their troubles in order to get sympathy.

77. If I can see how a person reacts to one situation, I have a good idea of how he will react to other situ-at i ons.

73. People are too complex to ever he understood fully.

79. Most people have a good idea of what their strengths and weaknesses are.

30. Nowadays people commit a lot of crime and sins that no one else ever hears about.

81. Most people will speak out for what they believe in.

82. People are usually out for their own good.

83. When you get right down to it, people are quite alike in their emotional makeup.

8U. People are so complex, it is hard to know what "makes them tick."

F I R O B WILLIAM C. SCHUTZ, Ph.D

DIRECTIONS: This questionnaire is designed to ex-

plore the typical ways you interact with people. There

are, of course, no right or wrong answers; each person

has his own ways of behaving.

Sometimes people are tempted to answer questions

like these in terms of what they think a person should

do. This is not what is wanted here. W e would like

to know how you actually behave.

Some items may seem similar to others. However,

each item is different so please answer each one with-

out regard to the others. There is no time limit, but do

not debate long over any item.

NAME,

GROUP-

DATE—

MALE~

.AGEL

.FEMALE^

e

w

LLr*

C O N S U L T I N G P S Y C H O L O G I S T S P R f S S , I N C .

5 7 7 C o l l e g e A v e n u e , P a l o A l i o , C a l i f * * # ! * ' * 4 3 0 6

0 Copyright 1957 by Witllam C Schutz. Published 1967 by Oamuttfttg Psychologists Ml riphts., reserved. fhh test, or ports thereof, may not b* mpradmed tn my form without pem'mipn of the pvblUhw.

12 -1

APPENDIX I

which of the following answers best applies to you. Place the it the left of the statement. Please be as honest as you can. sometimes 4. occasionally 5. rarely 6. never

what to do.

unships with

•rganizations ity.

;ly influence

ormal social

nal relation-

9. I try to include other people in my plans.

10. I let other people control my actions.

11. I try to have people around me.

12. I try to get close and personal with people.

13. When people are doing things together I tend to join them.

1 4 . 1 am easily led by people.

15. I try to avoid being alone.

ements, choose one of the following answers:

some 4. a few 5. one or two 6. nobody people

•pie.

what to do.

h people are

people

•

people

23. I try to get close and personal with people.

• • 24 I let other people control my actions.

25. I act cool and distant with people. charge of

>nships with • 26. I am easily led by people.

,ly influence I I 27. I try to have close, personal relation-I I ships with people.

For each of the next group of statements, choose one of the following answei

1. most 2. many 3. some 4. a few 5. one or twc people people people people people

• • • • • • •

28. I like people to invite me to things.

29. I like people to act close and personal with me.

30. I try to influence strongly other peo-ple's actions.

31. I like people to invite me to join in their activities.

32 I like people to act close toward me.

33. I try to take charge of things when I am with people.

34. I like people to include me in their activities.

people

• 35. I like people to a

toward me.

• • • • •

36. I try to have othe the way I want thi

37. I like people to as in their discussion:

38. I like people to a me.

39. I like people to lr pate in their activi

40. I like people to act

For each of the next group of statements, choose one of the following answei

1. usually

•

2. often 3. sometimes

41. I try to be the dominant person when I am with people.

4. occasionally

•

5. rai

48. I like people to ii activities.

• • • • • •

42. I like people to invite me to things.

43. I like people to act close toward me.

44. I try to have other people do things I want done.

45. I like people to invite me to join their activities.

46. I like people to act cool and distant toward me.

47. I try to influence strongly other peo-ple's actions.

• • • • • •

49. I like people to act with me.

50. I try to take charge with people.

51. I like people to in pate in their activii

52. I like people to act

53. I try to have othe the way I want thei

54. I take charge of th people.

129

APPENDIX J

SCALE R

The following is a study of what people think and feel about a number of important social and personal questions. This is not an intelligence test nor an information test. There are no right or wrong answers. The best answer is your personal opinion. We have tried to cover many differ-ent and opposing points of view; you may find yourself agreeing strongly with some statements, disagreeing just as strongly with others, and perhaps rather uncertain on others, f/hether you agree or disagree with any statement, you can "be sure that many people feel the same as you.

Respond to each statement by placing your response in the appropriate place on the separate answer sheet. Indi-cate the extent to which you agree or disagree by circling a number by the number for each statement. The numbers and their meanings are indicated below.

I agree a little - circle +1

I agree on the whole - circle +2

I agree very much - circle +3

I disagree a little - circle -1

I disagree on the whole - circle -2

I disagree very much - circle -3

131

1. The United States and Russia have just about nothing in common.

2. The principles I have come to "believe in are quite different from those believed in by most people.

3. The highest form of government is a democracy, and the highest form of democracy is a government run by those who are most intelligent.

k. Even though freedom of speech for all groups is a worth-while goal, it is unfortunately necessary to restrict the freedom of certain political groups,

5. It is only natural that a person would have a much bet-ter acquaintance with ideas he believes in than with ideas he opposes.

6. There are certain "isms" which are really the same even though those who believe in these "isms" try to tell you that they are different.

7. Fundamentally, the world we live in is a pretty lonesome place.

8. Most people just don't give a "damn" for others.

9. I'd like it if I could find someone who would tell me how to solve my personal problems.

10. It is only natural for a person to be rather fearful of the future.

11. There is so much to be done and so little time to do it in.

12. Once I get wound up in a heated discussion, I just can't stop.

13. In a discussion I often find it necessary to repeat my-self several times to make sure I am being understood,

1^. In a heated discussion, I generally become so absorbed in what I am going to say that I forget to listen to what the others are saying.

15. It is better to be a dead hero than a live coward,

16, While I don't like to admit this even to myself, my secret ambition is to become a great man like Einstein or Beethoven or Shakespeare.

132

17. Most people are failures and it is the system that is responsible for this.

18. It is only natural for a person to have a guilty con-science.

19. In the history of mankind there have probably been just a handful of really great thinkers#

20. There are a number of people I have come to hate because of the things they stand for.

21. A man who does not believe in some great cause has not really lived.

22. It is only when a person devotes himself to an ideal or cause that life becomes meaningful.

23. To compromise with our political opponents is dangerous because it usually leads to the betrayal of our own side.

2^. In times liRe these it is often necessary to be more on guard against ideas put out by people or groups in one1s own carap than by those in the opposing camp.

25. A group which tolerates too much difference of opinion among its own members carmot exist for long.

26. There are two kinds of people in this world: those who are for the truth and those who are against the truth.

27. My blood boils whenever a person stubbornly refuses to admit he *s wrong.

28. A person who thinks primarily of his own happiness is beneath contempt.

29. Most of the ideas which get printed nowadays aren't worth the paper they are printed on.

30. I sometimes have a tendency to be too critical of the ideas of others.

31. In this complicated world of ours the only way we can know what's going on is to rely on leaders or experts who can be trusted.

32. It is often desirable to reserve judgment about what's going on until one has had a chance to hear the opinions of those one respects.

TOO

33. In the long nan the "best way to live is to pick friends and associates whose tastes and beliefs are the same as one's own.

3k. Young people should not have too easy access to "books which are likely to confuse them.

35. The present is all too often full of unhappiness. It is only the future that counts.

36. There's no use wasting your money on newspapers which you Imow in advance are just plain propaganda.

3?. If a man is to accomplish his mission in life, it is sometimes necessary to gamble "all or nothing at all."

38. Unfortunately, a good many people with whom I have dis-cussed important social and moral problems don't really understand what *s going on.

39. Most people jiist don't know what's good for them.

^0. To one who_really takes the trouble to understand the world he lives in, it's an easy matter to predict future events.

APPENDIX K

FACILITATIVE INTERPERSONAL FUNCTIONING SCALE

The facilitator is a person living effectively him-self and who discloses himself in a genuine and constructive fashion in response to others. He communicates an accurate empathic understanding and a respect for all of the feelings of other persons and guides discussions with those persons into specific feelings and experiences. He communicates con-fidence in what he is doing and is spontaneous and intense. In addition, while he is open and flexible in his relation-ships with others, in liis commitment to the welfare of the other person he is quite capable of active, assertive and even confronting behavior when it is appropriate.

You will read a number of excerpts taken from therapy sessions. Rate each excerpt 1.0, 1.5* 2.0, 2.5* 3.0* 3.5* 4.0, ^.5, j2£ 5.0* using the continuum below.

1.0 None of these conditions are communicated 1.5 to any noticeable degree in the person.

2.0 Some of the conditions are communicated 2.5 and some are not.

3.0 All conditions are communicated at a 3.5 minimally facilitative level.

U.O All of the conditions are communicated, if.5 and some are communicated fully.

5.0 All are communicated fully, simultaneously and continually.

The following series of excerpts will involve a number of helpee stimulus expressions and in turn a number of helper re-sponsesc That is, there will be sixteen expressions by helpees of problems and in response to each of the individual expres-sions there will be four possible helper responses.

These helpees can be considered to be helpees in very early contacts. They may not be formal helpees. They may be simply people who came to another person in a time of need, seeking his help. In this case consistently throughout, the same helpee and the same helper are involved.

You may rate "these excerpts Ire e ping in mind that tnose responses that the helper makes that the helpee can employ most effectively are rated the most high. Be sure you rate each of the four helper responses for each of the sixteen excerpts.

All ratings should "be recorded on the Facilitative Interpersonal Functioning Scale answer sheet. You should continually refer to the rating scale continuum.

Excerpt 1

He 1 pee

I don't know if I am right or wrong feeling the way I do. But I find myself withdrawing from people. I don't seem to socialize and play their stupid little games any-more. I get upset and come home depressed and have head-aches. It seems all so superficial. There was a time when I used to get along with everybody. Everybody said, "Isn't she wonderful. She gets along with everybody. Everybody likes her." I used to think that was something to be really proud of, but that was who I was at that time. I had no depth. I was what the crowd wanted me to be—the particular group I was with.

Helper Res ponses

1. You know you have changed a lot. There are a lot of things you want to do but no longer can.

2. You are damned sure who you can't be any longer but you are not sure who you are. Still hesitant as to who you are yet.

3. Vfho are these people that make you so angry? Why don't you tell them where to get offl They can't control your existence. You have to be your own person.

k. So you have a social problem involving interpersonal difficulties with others.

Excerpt 2

He 1pee

I love my children and my husband and I like doing most household things. They get boring at times but on the whole I think it can be a very rewarding thing at times. I don't miss working, going to the office everyday. Most women com-plain of being just a housewife and just a mother. But, then again, I wonder if there is more for me. Others say there has to be. I really don't know.

Helper Responses

1. Hmm. Vilio are these other people?

2. So you find yourself raising a lot of questions about yourseIf—educationally, vocationally.

137

3. Why are you dominated "by what others see for you? If you are comfortable and enjoy being a housewife, then continue in this job. The role of mother, homemaker can he a full-time, self-satisfying job.

if. While others raise these questions, these questions are real for you. You don't know if there is more out there for you. You don't know if you can find more fulfillment than you have.

Excerpt 3

He 1 pee

Sometimes I question my adequacy of raising three "boys, especially the baby, I call him the baby—well, he is the last, I can't have any more. So I know I kept him a baby longer than the others. He won't let anyone else do things for him. If someone else opens the door, I have to open it, I encourage this. I do it. I don't know if this is right or wrong. He insists on sleeping with me every night and I allow it. And he says when he grows up he won't do it any more. Eight now he is my baby and I don't discourage this much. I don't know if this comes out of my needs or if I'm making too much out of the situation or if this will handi-cap him when he goes to school—breaking away from mama. Is it going to be a traumatic experience for him? Is it some-thing I'm creating for him? I do worry more about my children than I think most mothers do.

He 1 per Responses

1. So you find yourself raising a lot of questions as to if what you are doing is right for your child.

2. Is it perhaps possible for you to have the child become involved in a situation such as some experiences in a public park where the child could play and perhaps at a distance you could supervise—where the child can gain some independence.

3. Could you tell me—have you talked to your husband about this?

While you are raising a lot of questions for your-self about yourself in relation to your youngest child, you are raising some more basic questions about yourself in relation to you. In lots of ways you're not certain where you are going. Not sure who you are.

13?

Excerpt k

He 1 pee

It's not an easy thing to talk about. I guess the heart of the problem is sort of a sexual problem. I never thought I would have this sort of problem. But I find myself not getting the fulfillment I used to. It's not as enjoyable— for my husband either, although we don't discuss it. I used to enjoy and look forward to making love. I used to have an orgasm but I don't any more. I can't remember the last time I was satisfied. I find myself being attracted to other men and wondering what it would be like to go to bed with them. I don't know what this means. Is this symptomatic of our whole relationship as a marriage? Is something wrong with me or us?

Helper Responses

1. Perhaps you feel your marriage and role of mother is holding you back and preventing you from being something else you want to be. Your resentment here against your husband is manifested in your frigidity. Perhaps it is your way of pay-ing him back for keeping you down in this role, for confining you, for restricting you.

2. What about your relationship with your husband, his role as father and companion?

3. You don't quite know what to make of all this, but you know something is dreadfully wrong and you are determined to find out for yourself, for your marriage.

k. What's happened between you and your husband has raised a lot of questions about you, about him, about your marriage.

Excerpt 5

He 1 pee

Gee, those people! Who do they think they are? I just can't stand interacting with them any more. Just a bunch of phonies. They leave me so frustrated. They make me so anxious. I get angry at myself. I don't even want to be bothered with them any more. I just wish I could be honest with them and tell them all to go to helll But I guess I just can't do it.

Helper Responses

2. Damn, they make you furious! But it's just not them. It's with yourself, too, because you don't act on how you feel.

3. Why do you feel these people are phony? say to you?

What do they

h, Maybe society itself is at fault here, making you feel inadequate, giving you this negative view of yourself, leading you to he unable to successfully interact with others.

Excerpt 6

HeIpee

They wave that degree up like it's a pot of gold at the end of the rainbow. I used to think that, too, until I tried

i-.oTr.Tvo- "being a. house wife} I don't care to get a degree, associate with, the first thing they ask is,

I answer. "I don't have a

it. I'm happy But the people I "Where did you get your degree?" degree." Christ, they look at you freak, some backwoodsman your husband picked up along the way They actually believe that people with degrees are better. fact, I think they are worse. I've found a lot of people with-out degrees that are a hell of a lot smarter than these people. They think that just because they have degrees they are some-thing special. These poor kids that think they have college or they are ruined. It perpetrate a fraud on t they will end up digging are looked down upon

Helper Responses

answer. like you are some sort of a

In

to go to seems that we are trying to

;hese kids. If no degree, they think ditches the rest of their lives. They

That makes me sick.

1. You really resent having to meet the goals other people set for you.

2. What do you mean by "it makes me sick"?

3. Do you honestly feel a degree makes a person worse or better? And not having a degree makes you better? Do you realize society perpetrates many frauds and sets many pre-requisites such as a degree. You must realize how doors are closed unless you have a degree, while the ditches are cer-tainly open,

k, A lot of these expectations make you furious. Yet, they do tap in on something in yourself you are not sure of— something about yourself in relation to the other people.

Excerpt 7

ll'Q

Ilelpee

so frustrated know what and damn,

I get just don't sensitive, me so on edge. I can't handle it

and furious with my daughter. I to do with her. She is bright and she has some characteristics that wake

She just—I sometimes, feel myself getting more and more angryI She won't do what you tell her to. She tests limits like mad. I scream and yell and lose control and think there is something wrong with me. I'm not an understanding mother or something. Damnt What potential1 What she could do with what she has.

she doesn't know what she's got. She gets I just don't know what to do with her.

so nice and then, "boy, she can he as ornery And then I scream and yell and I'm about

ready to slam her across the room. I don't like to feel this way. I don't know what to do with it.

There are times by too cheaply. Then she can "be as she can he.

to way

HeIper Responses

1. So you find yourself screaming and yelling at your daughter more frequently during the past three months.

2. Why don't you try giving your daughter some very precise limitations. Tell her what you expect from her and what you don't expect from her. Xo excuses.

3. While she frustrates the hell out of you, what you are really asking is, "How can I help her? How can I help myself, particularly in relation to this kid?"

While she makes you very angry you really care what happens to her.

Excerpt 8

He 1pee

He is ridiculous 1 wants to do it, the way else exists. It's eve: range of things I have

Everything has to he wants it done.

take care of the him, errands for stupid, I'm not

-ything he wants to to do—not just he Oh no. I have to

t

I have an identity wrapped up in him. punch him right in noa +.111 nTr he is

kids. him. If I don't do it right away, I* a good wife or something stupid like

he done when he It's as if nobody

do. There is a a housewife and do his typing for

m that.

of my own, and I'm not going to have it It ma.kes—it infuriates met I want to

the mouth. What am I going to do? Who anyway?

l'fl

Helper "Responses

1. It really angers you when you realize in how many ways he has taken advantage of you.

2. Tell me—what is your concept of a good marriage?

3. Your husband makes you feel inferior in your own eyes. You feel incompetent. In ma-ny ways, you make him sound like a very cruel and destructive man.

h. It makes you furious when you think of the one-si dedness of this relationship, lie imposes upon you every-where, particularly in your own struggle for your own identity. And you don't know where this relationship is going.

Excerpt 9

He 1 pee

I finally found somebody I can really get along with. There is no pretentiousness about them at all. They are real and they xmderstand me, I can he myself with them. I don*t have to worry about what I say and that they might take me wrong, because I do sometimes say things that don't come out the way I want theiu to. I don't have to worry that they are going to criticize me. They are just marvelous people! I just can't wait to be with them. For once I actually enjoy going and interacting. I didn't think I could ever find people like this again. I can really be myself. It's such a wonderful feeling not to have people criticizing you for everything you say that doesn't agree with them. They are warm and understanding, and I just love theint It's just marvelous I

Helper Responses

1. Sounds like you found someone who really matters to you.

2. VHiy do these kind of people accept you?

3. That's a real good feeling to have someone to trust and share with. "Finally I can be myself.n

U-. Now that you have found these people who enjoy you and who you enjoy, spend your time with these people. Forget about the other types who make you anxious. Spend your time with the people who can understand and be warm with you.

1--/2

Excerpt 10

He Ipee

I'm really excitedl We are going to California. I'm going to have a second lease on life. I found a marvelous job. It's greati It's so great, I can't believe it's true— it's so greati I have a secretarial job. I can be a mother and can have a part-time job which I think I will enjoy very much. I can be home when the kids get home from school. It's too good to be true. It's so exciting. New horizons are un-folding. I just can't wait to get started. It's greatt '

Helper Responses

1. Don't you think you are biting off a little bit more than you can chew? Don't you think that working and taking care of the children will be a little bit too much? How does your husband feel about this?

2. Hey, that's a mighty good feeling. You are on your way now. Even though there are some things you don't know along the way, it's just exciting to be gone.

3. Let me caution you to be cautious in your judgment. Don't be too hasty. Try to get settled first.

h. It's a good feeling to contemplate doing these things.

Excerpt 11

He 1pee

I'm so pleased with the kids. They are doing just marvelously. They have done so well at school and at home; they get along together. It's amazing. I never thought they would. They seem a little older. They play together better and they enjoy each other, and I enjoy them. Life has become so much easier. It's really a joy to raise three boys, I didn't think it would be. I'm just so pleased and hopeful for the future. For them and for us. It's just greati I can't believe it. It's marvelous.

Helper Responses

1. It's a good feeling to have your kids settle once again.

U?3

2. Is it possible your kids were happy before, "but you never noticed it "before? You mentioned your "boys. How about your husband? Is he happy?

3. Do you feel this is a permanent change?

Hey, that's great 1 Whatever the problem, and you know there will be problems, it's great to have experienced the posi-tive side of it.

Excerpt 12

lie I pee

I'm really excited the way things are going at home with my husband. It's just amazing1 We get along great together now. Sexually, I didn'-t know we could be that happy. I didn't know anyone could be that happy. It's just marvelousl I'm just so pleased, I don't know what else to say.

Helper Responses

1. It's a wonderful feeling when things are going well maritally.

2. It's really exciting to be alive again, to feel your body again,, to be in love again.

3. Is your husband aware of these changes?

Now don't go overboard on this right now. There will be problems that lie ahead and during these periods that you have these problems, I want you to remember well the bliss you experienced in this moment in time.

Excerpt 13

He 1pee

I'm so thrilled to have found a counselor like you. I didn't know any existed. You seem to understand me so well. It's just great I I feel like I'm coming alive again. I have not felt like this in so long.

Helper Responses

1. Gratitude is a natural emotion.

lU'i-

2. This is quite nice hut remember, unless extreme caution is exercised, you may find yourself moving in the other direction.

3. That's a good feeling,

k. Key, I'm as thrilled to hear you talk this way as you arei I'm pleased that I have "been helpful. I do think we still hare some work to do yet, though.

Exce rpt 1*4-

He1pee

Xo response. Moving about in chair.

Helper Responses

1. You can't really say all that you feel at this moment,

2. A penny for your thoughts.

3. Are you nervous? Maybe you haven't made the progress here we hoped for.

You just don't know what to say at this moment.

Excerpt 15

HeIpee

Gee, I'm so disappointed. I thought we could get along together and you could help me. ire don't seem to he getting anywhere. You don't understand me. You don't know I 'in here. I don't even think you care for me. You don't hear me when I talk. You seem to he somewhere else. Your responses are independent of anything I have to say. I don't know where to turn. I'm just so—doggone it—I don't know what I'm going to do, hut I know you can't help me. There just is no hope.

Helper Responses

1. I have no reason to try and not to help you. I have every reason to want to help you.

2. Only when we establish mutual understanding and trust and only then can we proceed to work on your problem effec-tively.

1 i. J

3. It's disappointing and disillusioning to think you have made so little progress.

k. I feel "badly that you feel that way. I do want to help, and I'm wondering, "Is it me? Is it you, or both of us?" Can we work something out,

Sxcerpt 16

He 1 pee

Who do you think you are? You call yourself a therapist 1 Damn, here I am spilling my guts out and all you do is look at the clock. You don't hear what I say. Your responses are not attuned to what I'm saying. I never heard of such therapy. You are supposed to he helping me. You are so wrapped up in your world you don't hear a thing I'm saying. You don't give me the time. The minute the hour is up you push me out the door whether I have something important to say or not. I uh—it makes me so goddamn madI

Helper Responses

1. You are suggesting I'm wrapped up in myself. Do you think that perhaps, in fact, this is your problem?

2. I'm only trying to listen to you. Really, I think we are making a whole lot of progress here.

3. You are pretty displeased with what has heen going on here.

U-. All right, you are furious, hut I wonder if it's all me or is there something else eating you.

BIBLIOGRAPHY

Books

Bennett, Margaret E, Guidance and Counseling in Groups, New York, McGraw-Hill Book Company, Inc. , 19&3.

Blocker, Clyde E. , Robert II. Plunnner and Richard C. Richardson, Jr., The Two-Year College: A Social Synthesis, Englewood Cliffs, New Jersey, Prentice-Hall, Inc., 19^57

Fitts, William H. , Tennessee Self-Concept Scale Manual, Nashville, Counselor Recordings and Tests," 1965.

I>ye, IT. Allan,. Fundamental Group Procedures for School Coun-selors , Boston, Houghton Mifflin Company, 19^8^

Renetzky, Alvin, editor, Staadard Education Almanac, Los Angeles, Academic Media, Inc.^ 193*87

Schutz, William C., FTRO: A Three Pimensional Theory of Inter-personal Behavior, Mew York, Holt, Rinehart & Winston, Inc., 1958.

Articles

Abel, W. II., "Group Counseling and Academic Rehabilitation of Probationary Transfer Students," Journal of College Stu-dent Personnel, VIII (May, 1967), 185-138.

Anker, James M. and Robert F. Duffey, "Training- Group Psycho-therapists: A Method and Evaluation," Group Psychotherapy, XI (December, 1958), 31^-319.

Arbuclcle, Bugald S., "The Education of the School Counselor," •Journal of Counsel ing Psychology, V (Spring, 1958), 58-61.

, "The Learning of Counseling: Process Not Product," Journal of Counseling Psychology, X (Summer. 1963), 163^15^: • '

Ashcraft, Carolyn and William II. Fitts, "Self-Concept Change in Psychotherapy," Psycho the rapy. I (Spring, 196*+), 115-118.

ll',6

I J!;, j?

Bonney, Warren C. and George M. Gazda, "Group Counseling Experiences: Reactions by Counselor Candidates , " Counselor Education and Supervision, V (Summer, 1966), 205-211.

Bown, Olirer H. and Herbert G. Richer, "Mental Health of Junior College Students," Junior College Journal, XXXVII (December, 1967), 18-20."

Cannon, John R. and Robert R. Carkhuff, "Effects of Rater Level of Functioning and Experience Upon the Discrimi-nation of ^acilitative Conditions," Journal of Consist-ing and Clinical Psychology, XXXIII "(March, 1969). 189-195.

Carkhuff, Robert R., "Helper Conmxmication as a Function of Ilelpee Affect and Content." J ournal of Counseling Psy-chology, XVI (March, 1969), 125-131.

Chestnut, William J., "The Effects of Structured and Unstruc-tured Group Counseling in Male College Underachievement," Journal of Counseling Psychology, XII (Winter,.. 1965) * 368-39^.

Coleman, Charles and Bruce Shertzer, "Changes in Career . Aspirations: A Study of XDEA Counseling and Guidance Institute Participants," Vocational Guidance Quarterly, XII (Winter, 1963), 133-139.

Cosby, Betty, "Professional Preparation for Student Personnel Work in Higher Education," National Association of Women Deans and Counselors J ournal, XXVIII (Fall, 19^577 l'-i-lS.

Crites, John 0., "Test Reviews: Tennessee Self-Concept Scale by W. II. Fitts," Journal of Counseling Psychology, XII (Fall, 1965), 330-331.

Delaney, Daniel J. and Robert A. Heimann, "Effectiveness of Sensitivity Training on the Perception of Non-Verbal Communications," Journal of Counseling Psychology, XIII (April, 1966), 36-WO.

Demos, George D. and Fadil II. Zuwaylif, "Counselor Movement as a Result of an Intensive Six-Week Training Program in Counseling," Personnel and Guidance Journal, XLII (October, 1963), 125-128.

, "Characteristics of Effective Counselors," Counselor Education and Supervision, V (Spring. 1966). 163-165. *

fr.Q

DicTcinsoxi, W. A. and Charles B. Truax, "Group Counseling with College Underachievers , " Pcrsoime 1 and Guidance Journal, VL (November, 19 6 6 ) , 243-2W?.

Foreman, Milton E., "T-Groups: Their Implications for Coun-selor Supervision and Preparation," Counselor Education and Supervision, VII (Fall, 1967), **9«53.

Garneski, Thomas M. and Robert A. Heiraann, "Summer Group Counseling of Freshmen," Junior College Journal, XXXVII (May, 1967), **0-1*3.

Gazda, George M. and Warren C. Bonney, "Effects of Group Counseling in Role Behavior of Counselors in Training," Counselor Education and Supervision, IT (Sumner, 1965), 191-197.

, Jack A. Duncan, and M. Eugene Meadows, "Group Counseling and Group Procedures: Report of a Survey," Counselor Education and Supervision, VI (Sum-mer, 1967), 305-310.

and Merle Ohlsen, "The Effects of Short-Term Group Counseling on Prospective Counselors," Personnel and Guidance Journal, XXXIX (April, 1961), 634-633."

Gilhreath, Stuart H., "Group Counseling with Male Underachiev-ing College Volunteers," Personnel and Guidance Journal, VL (January, 1967) , ^69-^7^

Gleaser, Edmund J., "Emphasis," Junior College Journal, XXXVII (November, 19o6), 7*

Hewer, Vivian H., "Evaluation of Group and Individual Counsel-ing: A Follow-Up," Journal of College Student PersonneI, VIII (July, 1967), 2^5-269.

Jones, Vernon, "Attitude Change in an NDEA Institute," Per-sonnel and Guidance Journal, XLII (December, 19o3)» 337-392.

Hemp, C. G rat ton, "Behaviors in Group Guidance (Socio Process) and Group Counseling (Psyche Process)," Journal of Counsel-ing Psychology. X (Fall, 1963), 373-377.

, "Influence of Dogmatism on the Training of Counselors," J ournal of Counseling Psychology, IX (Sum-mer, 1962), 155-157.

l'-f9

ICirTcbride, Virginia K. , "Group Approaches to Student Per-sonnel Services in Higher Education," National Associ-ation of Women Deans and Counselors Journal, XXIV "(April, 193TT7 127-131,

IClitzIce, Louis L., "Needed Research in Junior College Per-sonnel Services," Junior College Journal, XXX (April, I960), 4*52-1*59.

Klopf, Gordon and Nancy K. Cohen, "The Impact of the NDEA Counseling and Guidance Institutes on the Professional Education of School Counselors," Connse 1 or Educati011 and Supervision, I (Spring, 1962), 151-161.

Lorr, Maurice and Douglas 11. McNair, "An Interpersonal Be-havior Circle," Journal of Abnormal and Social Psychol-ogy, LXVII (July7T953l, 53-75.

MacKay, William R,, "Junior College Counseling is Different," Counselor Education and Supervision, 7 (Sununer, 1966), 182-189.

McKinnon, Dan 'v., "Group Counseling with Student Counselors," Counselor Education and Supervision. VIII (Spring, 1969), 195-201,™

ilillilcen, Robert I,, "The Relationship Between Prejudice and Counseling Effectiveness," Personnel and Guidance Journal, XLIII (March, 1965), 710-7127 ~

and John J, Paters011, "Relationship of Dograatism ana Prejudice to Counseling Effectiveness," Counselor Education and Supervision, YI (Winter, 1967). 125-129.

Munger, Paul F. and Carleton A. Johnson, "Changes in Attitudes Associated with an NDEA Counseling and Guidance Institute," Personnel and Guidance Journal, XXXVTTT (May. I960). 751-753.

R. A. Myers and D. F. Brown, "Guidance Insti-tutes and the Persistence of Attitudes: A Progress Report," Personnel and Guidance Journal, XLI (January, 1963)> ^15-**19.

Muro, James J.f "Some Aspects of the Group Counseling Experi-ence," Counselor Education and Supervision, VIII (Summer. 1968), 371-373.

and F. W. Ohmnart, "Effects of Group Counseling on Dimensions of Self-Acceptance, Dogmatism, and Prefer-ence for Complexity with Teacher-Education Students," S.P.A.T.E. Journal. V (Spring, 1966), 25-30.

150

Ofman, William, "Evaluation of a Group Counseling Procedure," Journal of Counseling Psychology, XI (Summer, 196^), 152-159.

Oraont, Louis 5., "The Use of Group Psychotherapy in the Training of Marriage Counselors and Family Life Educa-tors," Marriage and Faiaily Living, I (3.1ay, 1962) , lVj-150.

Patterson, C. H., "Effects of Counselor Education on Person-ality," Journal of Counseling Psychology, XIV (September, 1967) , W P 5 & 8 .

Priest, Bill J., "On the Threshold of Greatness," Junior Col1ege Journal, XXXVII (September, 1966) , 6 - 8 .

Rochester, Dean E., "Persistence of Attitudes and Values of MDEA Counselor Trainees," Journal of Counseling Psy-chology, XIV (November, 1967), 535-537.

Roth, Robert M., Hans JianTcsch and Kenneth Peiser, "The X on-Achievement Syndrome, Group Therapy, and Achievement Change," Personnel and Guidance Journal, VIL (December, 1967), 393-393.

Russo, J« Robert, James ICelz and George Iludgan, "Are Good Counselors Ooen-IIinded," Counselor Education and Super-vision, III (Winter, 196^T7~7l?-77.

Schutz, William C,, "On Group Composition," J ournal of Ab-normal and Social Psychology, LXII (March, 196lT7 275-281.

Seegars, James E. and Robert L. McDonald, "The Eole of Inter-action Groups in Counselor Education," Journal of Coun-seling Psychology, X (Summer, 1963), 156-162".

Smith, B. M., "Small Group Meetings of College Freshmen and Frequency of Withdrawals," Journal of College Student Personnel, IV (March, 1963) , 165-170.

TTinTcler, Ronald C., Paul F. Munger, C. Timothy Gust and John J. Teigland, "Changes in the Concepts of Self and Others of XD2A Guidance Institute Members," Journal of Counseling Psychology. X (Fall, 1963), 227-231.

Wirt, Michael, Robert B, and Kenneth Sngle, "The Effects of Group Counseling on the Self-Concepts of Counselor Candidates," Course lor Education and Supervision, VIII (Spring, 1969), 189-19**.

i n I

Wright, E. Wayne, "A Comparison of Individual and Multiple Counseling, for Test Interpretation Interviews," Jcarnal of Counseling Psychology> X (Spring, 1963)> 126-135.

Wrightsman, Lawrence S., "The Measurement of Philosophies of Human Mature," Psychological Reports t XIV (June, 196 k ) , 7^3-751.

, Wayne C. Richaid and-Frank C. Noble, "Xttitude Changes of Guidance Institute Participants." Counselor Education and Suporvision, V (Summer, 1966), 2 1 2 - 2 2 0 .

Unpublished Slaterials

Anderson, Sharon J., "Changes in Attitudes, Personality, and Effectiveness of Counselor Trainees in Counseling Prac-ticuras," unpublished doctoral dissertation, Department of Education, North Texas State University, Denton, Texas, 1968.

Bear, Richard L., "The Relationship of Counselor Self-Concept and Counseling Effectiveness," unpublished doctoral dis-sertation, Department of Education, University of Indiana, Blooraington, Indiana, 1965.

Betz, Robert L., "A Study of Two Types of Group Counseling on the Counseling Performance of Counselor Candidates," unpublished doctoral dissertation, Department of Edu-cation, Michigan Stats University, East Lansing, Michigan, 196*K

Benoit, Robert Bryan, "An Investigation of Changes in Knowledge and Attitudes of Counselor~Trainees During the Course of an NDEA Guidance Institute and Their Relation to Counsel-ing Competence," unpublished doctoral dissertation, Department of Education, University of Southern California, Los Angeles, California, 196U.

Brains, Jerome M, , "The Relationship Between Personal Character-istics of Counseling Trainees and Effective Communication in Counseling," unpublished doctoral dissertation, Depart-ment of Education, University of Missouri, Columbia, Missouri, 1957.

Cabianca, William A., "The Effects of a T-Group Laboratory Experience on Self Esteem, Needs, and Attitudes of Stu-dent Teachers," unpublished doctoral dissertation, Department of Education, Washington State University, Pullman, Washington, 19&7.

152

Caves, JaoTc W, , "An Evaluation of Growth and Change During a Guidance and Counsel ins Institute," unpublished doctoral dissertation, Department of Education, University of Texas, Austin, Texas, 1961.

ClarTc, Charles M., "Changes in Response Patterns of Counsel-ing Institute Trainees," unpublished doctoral dissertation, Department of Education, The Ohio State University, Columbia, Ohio, i960 .

Coutts, Robert LaRoy, "Selected Characteristics of Counselor Candidates in Relation to Levels and Types of Competency in the Cotmseling Practicum," unpublished doctoral dis-sertation, Department of Education, Florida State Uni-versity, Tallahassee, Florida, 1962.

De'feese, Harold L. , "The Extent to Which Group Counseling Influences the Academic Achievement, Academic Potential, and Personal Adjustment of Predicted Low-Achieving First Semester College Freshmen," unpublished doctoral dis-sertation, Department of Education, University of Illinois, Urbana, Illinois, i960.

Eisen, Irving, "Director Recommendations for National Defense Counseling and Guidance Training Institutes," unpublished doctoral dissertation, Department of Education, Rutgers University, Xew Brunswick, New Jersey, i960.

Cazda, George II., "The Effects of Short-Terra Group Counseling on Prospective Counselors," unpublished doctoral disser-tation, Department of Education, University of Illinois, Urbana, Illinois, 1959.

Grenfell, John E., "The Effcct of National Defense Education Act Counseling Institutes 011 the Measured Interests of Institute Enrollees," unpublished doctoral dissertation, Department of Education, Oregon State University, Corvallis, Oregon, 1966.

Haines, Lewis E. , "A11 Evaluation of the FIPtO-B and the EPFS for Predicting College Roommate Compatibility," unpub-lished doctoral dissertation, Department of Education, Washington State University, Pullman, Washington, I960,

Hart, Darrell H., "A Study of the Effects of Two Types of Group Experiences on the Academic Achievement of College Underachievers," unpublished doctoral dissertation, Department of Education, Michigan State University, East Lansing, Michigan, 196'-*.

153

Holt, Fred D„ , "A Study of Change in Certain Personality Variables of Counselors in Training," unpublished doc-toral dissertation, Department of Education, University of Florida, Gainesville, Florida, 1962.

Hurst, James C,, "The Comparative Effectiveness of Two Experi-mental Counselor Training Procedures," unpublished doc-toral dissertation, Department of Education, Brigham Young University, Provo, Utah, 1966.

Johnson, Dorothy Ethel, "Study of Interests and Personality Characteristics of Counselor Trainees on Counseling Effectiveness," unpublished doctoral dissertation, Depart-ment of Education, Purdue University, Lafayette, Indiana, 19#*.

Joslin, Leeman C., "Knowledge and Counseling Competence: Investigation of Tr/o Outcomes of a Counselor Education Institute," unpublished doctoral dissertation, Depart-ment of Education, University of Michigan, Ann Arbor, Michigan, 1962.

Eassera, Wayne J., "Changes in Certain Selected Counselor Attitudinal Characteristics as a Concomitant of Coun-selor Education," unpublished doctoral dissertation, Department of Education, University of Colorado, Boulder, Colorado, 1968.

Landreth, Garry I., "A Short-Term Training Program in Group Counseling for Junior College Counselors," unpublished project proposal, Korth Texas State University, Denton, Texas, 1963.

Larsen, Howard B., "Group Guidance in the Junior College,tt

unpublished doctoral dissertation, Department of Edu-cation, Stanford University, Palo Alto, California, 196**.

Lee, Walter S., "A Study of the Effectiveness of Sensitivity Training in an Inservice Teacher-Training Program in Human Relations," unpublished doctoral dissertation. Department of Education, University of California, Los Angeles, Los Angeles, California, 1967.

LeMay, Morris L., "An Experimentally Controlled Investigation of the Effects of Group Counseling with College Under-achievers," unpublished doctoral dissertation, Department of Education, University of Oregon, Eugene, Oregon, 1966.

15**

Martin, Carol L., "Video Tape Analysis of Three Variations in Supervised Counseling Practicum Experience," unpub-lished doctoral dissertation, Department of Education, University of Georgia, Athens, Georgia, 1966.

lias on, Robert Lee, "A Comparative Study of the Relationships Between Seminary Students and Counselor Trainees in Their Perceptions of Human Nature and Tendencies Toward Authoritarianism," unpublished doctoral dissertation, Department of Education, University of Georgia, Athens, Georgia, 1966.

McEinnon, Dan W., "Some Effects of Concomitant Group Coun-seling Experience on Students in the Counseling Prac-ticuin," unpublished doctoral dissertation, Department of Education, University of Arizona, Tucson, Arizona, 1967.

Padgett, Harry S., "Effects of Group Counseling on Self-Concept and Professional Attitudes of Prospective Teachers," unpublished doctoral dissertation, Depart-ment of Education, University of Georgia, Athens, Georgia, 1967.

Paravenian, Samuel D., "The Effects of Counselor-Client Com-patibility on the Client Evaluation of the Counseling Relationship," xmpublished doctoral dissertation, De-partment of Education, Purdue University, Lafayette, Indiana, 1966.

Rochester, Dean E,, "Attitude and Personality Changes of Counselor Trainees in Eight Academic Year Long JNTD£A Guidance and Counseling Institutes," unpublished doc-toral dissertation, Department of Education, Florida State University, Tallahassee, Florida, 1965.

Shervrin, Richard, "Three Variations in Supervised Practicum Compared Among Groups in Relation to Categorized Coun-selor Responses Ratings of Over-All Effectiveness and Counselor Interview Ratings," unpublished doctoral dis-sertation, Department of Education, University of Georgia, Athens, Georgia, I966.

Tillery, Harry Dale, "Differential Characteristics of Enter-ing Freshmen at the University of California and their Peers at California Junior Colleges," unpublished doc-toral dissertation, Department of Education, University of California, Berkeley, California, 196'*-.

155

Tollefson, Nona F., "Relationship of Counselor Seed Orientation to Counselor Effectiveness and Counselor Personality," un-published doctoral dissertation, Department of Education, Purdue University, Lafayette, Indiana, 1965.

Whitcomb, David 13., "Exploratory Study of the Eelationship Betr/een Laboratory Sensitivity Training arid the Self-Per-cepfcions and the Success of Student Teachers," unpublished doctoral dissertation, Department of Education, University of Southern California, Los Angeles, California, 1966,