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Memorial University of Nevoundland

Faculty of Edueation
The undersigned certify that they have read, end do recomwm

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

Comparison of hm Ikthods of Counsalling" submitted by Keith C. Dicks,B.A..
in partial fulfillment of the reqvir-te

for the degree of Master of

Education.

Supervisor

Date

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

OF TWO METHODS OP COUNSELLING

BP

Keith Chrrlos DicLs, B.A.

A Theaie submitted i n partial fulfillmDnt

of the requirments for the ~ e j r e eof
Hastes of Education

Dep~remcntof Educati-1
Psychology
btaorial University o t Newfoundland

Abstract
Adjustment and achievment:

A C a p a r i s o n of Two Methods of

Counselling
by Keith C. Dieks
This t h e s i s was designed t o set up a short-term cotmselling
pro$r.mmo i n an i n s t i t u t i o n a l s e t t i n g end t o evaluate the r e s u l t s of
t h a t programme.

It was hoped t h a t tho evaluation of ccunselling

propranme i n t h i s kind of s e t t i n g might have lead t o the e s t a b l i s h e r i t

of a permanent counselling progr-3

designed t o meet the needs of the

population involved.
This research was also designed t o aeseas the r e s u l t s of counselling
by using surltiple measurement c r i t e r i a which might h w e been able t o

-=re

more variables of change atul thus yield more s e e m a t e indieations

of change through eounselliog.

On the b a s i s of the review of the l i t e r a t u r e , i t was proposed
t h a t those persons who were more adjusted, a l s o held a higher aehleve-t
l e v e l than those who were not as well adjusted.

I t was also noted t h a t

counselling could pmducc both p o s i t i v e and negative changes and therefore

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

TWO groups were counselled with d i f f e r i n g methods of counselling,

while am group acted as a control.

The groups were pre and post t e s t e d

with the Bell Adjustment Inventory, the money Problem Check L i s t , t h e i r

grade p a i n t averages, and a r a t i n g s c a l e administered to the teachers
fnvolved.

The d a t a were collated an(l evaluated.

Generally the r e s u l t s y i e l d e l no s i g n i f i t a n t differences between

any of t h e groups a t the end of the couwelling progr-e.

a d suggestions f o r f u r t h e r research were a d e .

Recmmend~tione

It is with pleasure that the witer acknowledges the invaluable

assistance of those persons who contributed to the development and
completion of this study.
Spacial appreciation is extended to Dr. L. D. Klas, thesis
supedsor, for his continued interest and work with this investigation.
The added assistance of Sister Perpetua Kennedy, Ph.D. and

Dr. T. 01-,

thesis e d t t e e . is &ratefully acknwledged since their

encouragement aod asslstanco wall vital.

The help of Dr. W. Spain in

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

extended to Dr. T. Boak who guided the completion of this thesis in the
absence of Dr. L. D. Klas.
The miter viehea to extend warm appreciation to Miss Diane Barrett
far the tming and proof-reading of the manuscript.

@inally, the witer acknovledges the invaluable assistance of the

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

and the Christian Brothers of Canada without whose assistance this study

could not have been carried out.

Table of Contents
Page

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

hlmovledgements

Purpose of the Study

..................................

Setting of the Study

..................................

.............................
Definition of Terns ...................................
Significance ef the Study

............................................ 8
Limitations of the Study .............................. 10
Organization of tho Repmt ............................ 11
Chapter 2 Rwies, of Literature ............................... 13
uypotheaes

change through Counselling

Personal Development

............................ 13

..................................

18

............................ 20
counteracting 8olrAchievemat through Adjvatment ...... 21

Mjw-t

and Achievement

............................................... 24
........................................ 25
overall ~esignof the Study ........................... 25
scriptio ion of the Sample ............................. 27
Preparatory Procedures ................................ 28
Pemieaion for the Study .......................... 28
Intelligence Testing .............................. 28
mtching ef the Groups ............................ 28
1~diddue.1 Request to Participate ................. 29
s-ary

Chapter 3 Method

...............................
................................
The Bell Adjuetment Inventory .....................
Woney Problem Check List; High School Form .......
Fatins Scale ......................................
Grade Point Average ...............................
Method of Data Collection and Scoring .................
Practice Intervi-s

Iostrvments and Scales

Tbe Pall Adjustment Inventory

.....................

.........................
Fating Seal= ......................................

Nooney Problem Cheek List

...............................
......................................
chapter 4 h l y s i s of Data ...................................
Results of Hypothesea Testins .........................
Hypothesis 1 ......................................
Hypothesis 2 ......................................
Grade Point Average

Analysis of Data

.....................................
.....................................
.....................................
Hypothesis
Hypothesis 3d .....................................
Hypothaaie 3e .....................................
Hypothesis 3f .....................................
Hypothssia 4a .....................................
Hypothesis 4b .....................................
Bppothesis 5 ......................................
Hypothesis 6 ......................................
Discussion ............................................
Hypothesis 31
Hypothesis 3b
3e

P w
Chapter 5

S-y

Outline

0
.

............................................ 54
the Study .................................. 54

Swmary of Rypotheses. Outcomes and Discvesion

Rec-ndations

0.

Further S t d g

........

54

......................a

.................................................. 61
.................................................... 66
Appeudiv B .................................................... 69
Bibliography

Appdix A

List of Tables
Table

Page

Hierarchical Relationship betveeo Adjustment

and Achievement

.......................................

......
.............................
Coefficients of Reliability for Subrests of the
Bell Adjustment Inventory .............................

Overall Design of the Study Before Data Analysis

Description of the Sample

slrmmary of the Means (M) an& Standard Deviations (SD)

of the Grade Point Averages per Group for Each Time
of Measurement

........................................
................

Levels of Difference Between the Experienental

Groups or Repeated Ueasures of G.P.A.

suanary of Unadjusted Eav Scores, Uaan Pro Scores,

tiean Post Scores and Standatd Deviations for the
Blting Scale per Group

................................

Anal~slsof C w e d n c a Between Groups on the

pacing Scale

..........................................

of Hean Prc Scores 6.

Hean Past Scores
and Standard Deviations (SD) per Graup for the
Bell Adjustment Inventory
8-7

.............................

linslysis of Covariance BeOrlan Groups on the Ball

Adjustment Inventory

..................................

of re and Post Weam 04) and Standard

Derrhtloas (so) for Each Croup on the h o n e y
Problem Check List (Circled and Totsllcd Scores
S-ry

.......

Suanary of Analysis of Variance of Absolute

Differanca of Change Bemeen Grows 1 and 2 and
Groups 1 and 3 on Grade Poirt Average, the Bltinp
scale, money Problem Check Lint (Circled and
~ o t d l e d )and the Bell Adjustment ~nventary

...........

Chapter 1
Intmduction

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

are-

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

I s it

sufficient for a counsellor t o lhit his eoncap and work t o a c l i e n t ' s

a e a d d c achievement or Toeationel planning vithout also becoming inmlved
with other aspects such aa the person's social W family l i f e o r his self

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

cmeeptl

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

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

0 t h mpects of s person's developnent.

At the t i n e of t h i s study, t h e evaluation of e-elling

pmgrws

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

a i t h individuals.
(I%?-1966)

I n a revin of t h e l i t e r a t u r e , Carbhef and TRlax

reported t h a t many studies i n counselling show no significant

differences between treated end untreated groups.

Bergin, 1966, reportea the* t h e experimental @ups

and more negative changes than those not treated.

08

Other studies such as

showed more p o s i t i w
However, theso studies.

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

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

1964; Sawyer and Martin, 19691.

The practice or evaluating counselling effectiveness with a single

criterion s e w s limited since t h e counselling process varies acaording

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

lileslet (1971. p.45) =we:

" t h e anwer l i e s in greater theoretical spaeiriciry a n t o the kinds

or degrees of patient changes (in-and ertm-therapy) that should occur
with various m u m o f oarients raceivioa various t h e r a ~ i s tintervmtfons
1; &r
s r d s there i s no &wer t o t h e criterion problem."

....

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

may be admitted to this home.

Several boys have been transferred to

the orphanage from the Boy's BDme and Training schools operated by the
Department of Social Servioes, or who have been accepted an the basis of
emtionel andlor behavioral disturbance. At the time of the study. there
m s no io-1

counselling progranme In operation. in this institution.

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

eleven. Until September 1970, boys attending Wemorial University of
Nwfoundlmd lived at the orphanage; they now live in either e university
residence or in a private hone.
The orphanage is on twenty-six acres of land.

It includes a three-

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

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

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

assigwd classroom space in which supervised study ia provided. Near
the dormitories there are recreation areas vhich include television room.
lounge ar-,

and activity roome for pool, table tennis, and table games.

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

carte, a gymnasium and an indoor swimming pool.

liear the main entrance

are sdmlnietrative offiees, e staff lounge end an infirmary.

The counselling interviawe took place in a -11

office nenr the

clasaroms in tha basement.

Significance of the Stvdy
This study is of eignifieance for two reaeoos:
1.

The measured intelligence scores of the subjects produced a

normal dietribution (see Table 2):

haever the over-all academic

results for these bq-a has been belov average.

Since these boys do not

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

setting, and since no formal counselliw pxrog-e

exists at the E m ,

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

persrm81-s0cisl dwelopment is nonewhat limited. In line with such
limitations this study evaluates a counselling progr-e

oriented toward

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

an effort to assesa &ether or w t such a progrmme is in fact able to
provide help to boys in such a settin%.

In addition, the study will give

some indication as to how the dtfferent developmental areas are affeceed

by the counselling progr8ame.

2.

Ae mentimed at the beginning of this chapter, studies which

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

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

effectivemas.

A mora refined approach, using multiple eriterie to study

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

mora Informative and more likely to r e d t in a valid evaluation of
counselling effectiveness (Bates, 1968; Kiesler, 1971).
Definition of TeThe follovfng are definitions of terms used in this study:
Ilchiwement
Wade Point Average obtained in school examinatiolla at Christmae.
1970. Easter, 1971, end June, 1971.
Adjustment

The scores obtained by the students on the Bell Adjustment Inventory

1962, Revised Student Form H (Bell, 1962) on the six scales of H m e
Mjustmant. Health Adjustment, Submissiveness (Social Adjustment), gqlotionality
and aoscility, and %~~ulinity-femininity. The inventory obtains fnfomtim,

about "hov d l the individ-1

5
understands end he. lparned t o live with

his feelings and eswtions" (Bell. 1962).

The s i x scales are defined as

follower
sol. Adtustment.

Individvals scoring high here tand t a f e e l that

their haae relations have been uneatisfactory; lov score.

indicate

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

W t h Miusment.

His6 .cores on Health Adjustment reflect

either a history of health difficulty or an excessive prcccnteetion with

one's body, or both.

Subaiaslveness.

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

retiring in their social eoutaets.

T ~ D Mwith larr 8foZeS teed to be

s e l f - e a n f i d ~ t and assertiva.
%mtionalit~. Individuals with high scores tend to be unstable
aDtiuually while those with l m soores tand t o he eswtiaaala aecure.
Boatilit?.

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

c r i t i c a l in w f i a l relationships.

Those with low scores t d to be

friendly and accepting t m r d people.

M a s c u l i n i t r f c m f n i n i t ~ Malee who score high tend t o bL srrongly
rulsculine in their interest^ whlle those who score lov tend te ha== the

interests of females.

Citiz- hi^ Grades

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

child by each d his subject teafhe.8

on citizenship in schwL.

See

Appendix A f o r a copy of the rating score.

Hdueatioual C-ellin&
Bducati-1

Co-elling

included the following procedwes:

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

2.

A dieeuesian with the eli-t

of his a b i l i t y cmpard with

k.

3.
on

Cnrrieulm end teaching procedure

Discussion on and -1-tion

of =problem

area not indicated

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

the counselling i t s e l f .

4.

Tbe discuaaion of teachers' upectadcies end the counaallee'a

relationships with his teachers.

5-

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

i n t a t a l relationship t o his Wme, the school, society snd t h e camsellee

hm8elf.
Voultimal Couosellieg
Tnoluded i n Mcational counselling Vera the following procedures:

1. Discussion with t h e elieat aboue his v o c a t i o ~ a land

o c c u p a t i o ~plans arter high schml.
2.

Bn assesment with the counsellee f.

sad rnoatimxa &s,

t h i s prvticaar ~ o e a t i -

k.
bl&,

h i s @*pressed interests

leading to i u r t h a r e f i n a n t t-d

a particvlar

goal.

The smainistration aDd intvpratatlon of a rocstionsl interest

i f requested by the counsellac.

5.

me pmvi*ion of occupatlo~aliniormption, i f requested

the counsellee snd d-d

4.

necessarg by the counsellor.

I l l t a i m fs
Intalliganoa i e defined as the aeorea obtained on the verbal

Roblaa
A problem i s t h a t rs indicated by the client on t h e Wooney Roblen

Check U a t (see above).

S t m t v z e d Feedback
Information given t o the couoaellee i n the Mwney Problem Cheek
List on his grade p l a t average (Achievement), on the results Irom

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

plans he msy have expressed.
Variability Ranae

The rsnge of scores from the highest t o the lowest obtained on the
Eel1 Adjustment Inventory, the )*ronel. Problem Check List, grade point

averme results, an8 eltieenship ratings.

ecm6idued separately

The range of score8 was

mr each of there evaluation c r i t e r i a .

-theses

Three diiferent g r o w s e r e involved i n t h i s study.

Group number

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

number I1 received only educational a d vocationel counselling, vhile
group number 111 acted as a eontml group and received no counselling.
Pach o f t h e three groups v a n evaluated

ill B

pre and post fashion using

the measurement c r i t e r i a of the Bell Adjustment Inmntory, t h e M

m
w

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

of school bebador (citizmship).

me

following hyBotbeses are Proposed:

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

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

a.

b.

Between kOUpS 1 a d 11 h m :
i. m i s t m a s and Easter
ii. Easter and June
iii. Christmsa and June
Between groups I1 and I11 Pram:
i. Christmas end Easter

-I.:.

'.t

ii. Easter and June

iii. Christmas and Jvne

K',

c. i.
Between
Christmas
groups
and
I Esster
and 111 f r m :

ii.
iii.

2.

Easter and June

Chrietmas and June

There rill be no s i w i c a n t difference between t h e groups as

measured by the pre and post administratio11 of t h e r e t i n g s c a l e as

follows:

3.
-h

a.

Between groups I and I1

b.

Between group. I1 and 111

0.

Between groups I and I11

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

of the

8k

s c a l e s of the Bell Adjust-t

Inventory as fall-:

a.

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

b.

BCalth Adfustment:
1. Between groups I and 11
ii. Begroups I1 and 111
iii. Between groups I and 111

I. Between groups I and I1

11. Between groups 11 and 111
iii. Between groups I and 111
d.

BmtWlity:

i. Between groups I and 11

li. B o W h gmups 11 and I11
iii. Betvsen groups I and 111
e.

f.

aostility:
i. Between groups I and I1
ii. Between groups I1 and 111
iii. BLtween groups I and 111
msculinity-femininity:
i. Between groups I and 11
Betrean groups 11 and 111

ii.

iff. Between groups I and I11

4.

There will be no significant difference beoreeo grwps na

meaaured by the Iboney Problem Check List as follows:

S.

a.

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

b.

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

Group I will have a greater absolute difference of chsnge

(when considering both positive and negative changes) than coup 11,
which In turn will have a greater absolute difference of change than

6.

There will be a siznifisant positive correlation t o the level

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

and Grade Point Average

a.

Home M j u s - t

b.

Health Adjustmant and Crade Point Average

e.

Sabmlseiveness and Grade Point Average

d.

Emotionality and Grade Point Average

e.

Rontility and Crade Polnt Average

f.

Hasculiniuy-feninidt~end Grade Point Average

limitatione of the Study

Some limitations af this study are aa follows:

1.

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

of intelligence level, grade level, and age level.

There are other

~arsiblefactare such as exposure to different teachers and differing

s t w a r i o n s fro. relativs and friends, which mag affect the matchlog,
but which were not controlled by random selection.

11
2.

there n r c a w e internal fluctuations of

W i n g t h i s at*,

t h e institution cauaing changes i n t h e study schedules and an ine-se

i n the st*

tifM available.

Borew,

a1 groups were

affected equally

4. t h i s increasa fn tima.
3.

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

will not apply themselvas.

This possibility exists here with the pre

a d post tasting situations.

h.

G e n n a l i ~ e depplieability of t h e findings t o other settings

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

adting.

5.

The strike by the teaeaers within t h e Eaviouhdlana Teehers'

A s m i a t i o n caused the students i n (Iradcs 9, 10 and 11 t o be out oi

~ h o o flo r s i r weeks.

This may haa interfered with the applicability

an8 a~propriatoneesof educational c-selling

during that t i n perfed

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

The effects,

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

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

the pse aod post evaluetiona.

11qy

to that limited numher of -selling

period of time.

cPfhcts of c m s e l l i n g wuld be due

i n t e n l w a ~onductedduring t h s t

I n addition, since no counselling had previously been

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

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

the students.
Organization of tho Report
Chapter 1 haa presented an introduction t o t h e study.

Chapter 2

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

data anYYsis w i l l be presented in Chapter 3.

Chapter

4 will diacuas

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

recamendations w i l l be contained i n Chapter 5.

Chapter

R d w of Literature
The rsvinr of literature for this study has been carried out in the

arras related to:

(1) change through counselling, (2)personal develoment.

(3) a4lustment and achievement, on4

(4) counteracting nos-achier-t

thmu%h adJustment. This reriev is presented helm.

Change through Counselling

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

may

or may not t e e Place.

Dsnerrlly, one hopes that when a person enters

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

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

tne attainment sf these go&.

The change may not a l w h be positive as

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

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

Braucht,

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

s-

by Bergin xaa p~obablybsesuse of research prohleme such as crMerion

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

methodolo$y and design.
Bsrgin bad reviewed Barren a n l l h r y , 1955. whose research demonstrated
deteriorating effects in the trestmmt soup, while the control pow tended

to nhov hprwemeat.

The authors' comments on their results tended ta

suppcrt Broucht's ideas about resePreh ptobleas.

Barron and I s y felt that

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

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

ior mid a beginning of change. They @.so

suggested that the initial

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

a waiting list

em

an hportant step f o m r d for the counsellee and c s .

14
help f a c i l i t s t e iaprov-t

without e o u n s e l l l ~or theraw.

Bergin.

up

1975, s t a t e s t h a t the lssue of nsgativc effects of therapy has c-

only i n recent years.

k l y studlea t r i a d t o assess the chasge i n

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

Be

Mted t h a t the idea o r t h e negetive changes i n therapy had not occured

to some researchers.

Bergin described results whieh showed that therapy

pmduees greater positive results than wuld occur without thempy.

i s , "65 parsent fl those i n theragy get better.

YM never see a therapist a l s o iapmve.

That

But 40 percant of those

That leaves us with 25 p r c e n t

whose improvemellt can f a i r l y be s t t r i h t e d t o t h e benefits of therspy

(p. 98)".

Ep.eeack (1952) reviewed t h e l i t e r a t w e t o t h a t date and

ameluded t h a t there uas an inverse relatzonship between recovery md

papchotherepy.

He noCRB that there Was failure t~ prove that theraw

f a c i l i t e t e s the recovery of pstients.

...

ro*
213 of a group of neurotic patients w i l l recover
o r i m p m ~ at o a marked extent v i t h ~ nabout 2 years of t h e oneat
of t h e i r illness, whether the) are treated by means of
psychotherapy or not (p.32e).
Levitt (1957) drev similar corClusions t o that of Ep.senek.
The experience ei the counseUor also appears t o be related t o the
amant of e-aelling

change. Lmord, 1954, studied changes i n aaustment

by using scores from the Thenatie Arpmeption Test.

H e separately

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

therapist.

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

s i ~ i f i c a n t l yimproved on both t e s t r , whereas those i n theraw v i t h

inexperienced therapists not t o have impmpad

... i n Pact they mwdered

on a significant decrease i n health on the T.A.T.

(p. 217)."

Carl

Rogers, 1973, reels that t h e experienced c m s e l l o r or therapist

not

15
neeesaarily be tha m e t efiective when compared with inexperienced
coun%ellors OF even unqualified persoas. Be notes that in many instances
thrrPpiats bacome academically q d i f i s d t o praetiee vlthout d
a e - i n t a h i l i t y for t h e i r rePults or methods.

face t h e fact that i n dealing with h-

"In ay estimation, uo narst

b e i q s , a c e r t i f i c a t e does not

giva mxh assuraoee of r e a l quairication (p. 383)".

Bergin, 1979.

cited the difficulty of identitying a particular type of therapist profile

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

are peychologieally h e a t h i e r ahb who

have t h e capacity t o form

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

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

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

reseiving theraw than for t h e w not receiving therapy.

Carkhuff sod

W w (1965-1966) studied tha l i t e r a t u r e in an ateempt t o explsin the

remen lor the iregomt lack of reported signifie&
c-elled

g m p a and t h e i r controls.

difreraneen betreen

Their findings indicated that:

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

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

greater w i a b i l l t y on change ludic-

than did the control p u p s .

In

0 t hW
~ s , experfmental p u g s tended t o show more positive and more
negative ohages than did eontrol gmupe, thus zndicating t h a t counselling
r ~ producing
~ i

both positive and negative change.

In t h e i r st*

with Junior high school students Uinlr and Isaksen

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

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

m,

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

than that for the contml group.

Mi& and Isaksen also found t t h t the

16

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

Carkhuif

art

hum concluded that t h e problem i n mny Btudies xrrs

the variety of counsellors performing therapy.

Sznce many different

Persons end different approaches in counselling produce different effects

i n clients (some effects being positive end others negative), overall
rssearch resvlts Muld tend t o balance each other out, thereby producing
t h e finsl result of no significant difference.

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

Hills and Villi-

(1965) investigated the difference i n the effects

W ~ e t nw methods or t e s t feedback t o students.

It was byPothesized

t h a t c m m i e a t i a n of edraEati0rw.l-vocational t e s t results thro0-ellor's

the

w i t t e n summary muld bring abovt substantial positive

0hlu)ges i n aelf-parceptions

of olients.

It vas found tbat e-unicated

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

rhich differed f r m t h e clients' prccollceived notions of themaelvea had
negative effects.

B i l l s and W i l l ~ m nFelt t h a t the:

lCay t o the positive self-perception changes assoeisted with

brief educatiod-vocational counselling s e w t o r e s t where

the eliant-centered theorietn have proposed it does, i n
extended personal-e4lustment ~ounaelling,namely, i n the
client-counsellor interpersonel relationship (p. 281).

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

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

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

Mitchell (1969) pointed out that many estimations of change

&er

oounselling u r r c eeverely lfrmted by the r e l i a b i l i t y and validity

of t h e instruments used t o measure change.

He concluded t h a t -st

provzded l i t t l e infornation about t t e sctual c-elling

studies

process, and

t h a t chsnge within the interview had r a r e l y been considered a legitimate

17
variable.

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

difficult to give a subject enough tests, other than pre and post, to
evaluate the change process within various steps. Hitchell used a
previously developed questionnaire both to waltzate change vithin the
i n t e n i e ~and to see if individual results rather than overall group
results, could be used in research.

He found positive results for both

areas of coneern.
It seem there may be lhiterioos in the evaluation of celmselling
by overall ovcoone data, which iwlvdes too few aeasures of clients'
ohnnges.

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

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

This

rould necessitate the use of many tests to give the counsellor a more
valid picture of the counaellee throughout the process and therefore
pzmide a more accurate assessment of ceunselling.
Data should be evaluated for variability of chenge in both
qerImenta1 and control gmups since it appears that counselling can
produce positive and negative change. It also se-

desirable to assess

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

is through tbts kind of assessment that bath positive and negative changes
can be s e a .

Seh~nte (1972) felt that research may be imptorred by taking

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

was possible to achieve an assessment of overall treatment effectiveness

when ebangea in each s~bjeetwere walo~ted in t e r n that apply v5iqualy

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

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

...

:t

-.
1

c$>Yl,G &
I

I ,

t o -ate

tk

.rn~*_m..

t h e w

me aboeated that n s a h e n

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

of that reaearch can hare eoneiderable effects on society.

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

Be statad

t r o l a and which avoids special relation of c l i e n t s which can prajvdfee

rC8emEh reaylts.

''',,';t
.,

.?

"<
4\J,'$,t

'
* p e r s o d De-velopnt

Within the sdueational proeeas, one i s primarily concerned with

personal dealomant of t h e indlviduDl i n educational, i n t e l l e c t d ,
s i c s l , motional. end aoekl. a=.

An walwntion of a counsellins

programme i s essentially a stud3 of how t h e c-aellce

w e or

more of theaa arm. A8 Kuhlem (1952)

bas develqed i n

~lOtd:

...

it i s unfortuoete t h a t although much research has been dcne on

the nature of physical, L n t a l l s c t d , and Social deeelepmcnt, f e r
iFlestigatiOn8 ha- bean made o f t h e inttrrelationshigs of these
wrioua aapeets of develoment i n the ssnre i n d i v i d w (p. l e ) .
se f e l t t h a t growth i n one area s f an iadimdual could only be underst&

looki~ga t it i n ralatim, t o other aspects ot gowth.

BeiLen

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

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

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

aevelopental trrsbs.

Be feLt thsae tasks t o be progressive goals an

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

happy and suceessiul person.
A devslopnentel task i s a task which arises a t 01-atout a certain
period i n the l i f e of the i n d i v i m , aueeassAU achiw-t
br

a c h leads t o h i s hagpiBeSa and success with l a t e r tasks, while

failure leads t o rmhappinesa i n the individual, disapproval by
eoeiety, and difficulty with Lster teak8 (p. 2).

Havigbvratvsst on t o say t h a t t h e t e *are rug reasons why the Ccnfept

of developmental taske i r r usefvl t o eduaatms.

F i r s t , i t helps in

d k c w e r i n g and i n * M y i n $ the pmpoeee of education, since education

i n the e f f o r t of society t o help the M i v l d u a l achieve c e r t a i n
developmental tasks i n h i s l i f e , and eecondly, there era certain tim-

i n dmrelopmnt when certain tasks should be taught aod learned.

'%hem

tbo bcdy i s r i p e , and aoeicty requires. and the s e l f is reedy t o achieve

a c e r t a i n task, t h e teachable r,ment has ccne (p. 51".

In caunaclling,

r s i n t r a d i t f o d educatlw, one sbould be aware of the p o s s i b i l i t y t h a t

rrona eouoMllin% prwraoees ~.ap

be designs$ t o e w e c e r t a i n aspects of
an i M i v i d u e l before he i s d a w h p e n t a l l y randy.
Critas and Semllr (1967) eancAuded a s r c s s ~ s e e t i o n a L4
longitudianul study on the i a t e n a l a t h s h i p of adjuement, educational
acbievesmat,
developmmt.

4vocational a a t u r i t y as dimansions af adolascent

Four mmdred and eighty-tbme

up @wenypare l a t e r ae twelfth @err.

a hicrarchicnl eosst-t

f i f t h graders were followed

Analysis af the drtr provided

of dnrelapl.nt i n which uljostrscot ans a general

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

e p ~ c l f i cd i u a a i o w .

The explai6.d that:

Adjustmnant appears t o be a suprafaceor on which both educ6tlm-d

~ N e v e a n e a tand voceti-1
maturity have "loadiogs", the
r r h d ~ 1 e h i pbat we^) thrn bring a function of t h i s c-nelitg.
Thr better adjusted adolescent, as perceived by h i s couosellors
mud reachers i 8 more edueationally advanced ps all .a aore
vmatiomallirmtnre (p. 495).
CTites and S@r

f s l t t h a t the p o s t relevant t h e o r e t i c a l fr-rk

t h e i r r e s u l t s xer a

c of W n g h u r s t .

for

Adjustment and Achiev-nt

It seems iron the previous saeticn that the reletionship between

ldjuatnent and achievement i s a hlerarchieal one, rather than a eoordinate one.

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

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

Klerarchical Relationship between Adjustment ~ n AeNWement*

d

Adjustment
Bducationsl
&bievwt

Vocational
Maturity

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

It seems t h s t when one has mastered a basic step i n dewqsaent, other
sequential develomental a r m s s r e mre easily attained.

W e n (1952)

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

I n other t r a i t s .

M e W (1970) imresti&%tsdt h e relationship of certllin feetors of

p e r s o d and social adjuatmsnt (aa

4.t h e Winnetha &ale for

~ I B U T B ~

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

the Rogsrs Test of Personal Adjustmaut and the ~ o r s e h r c h )t o that of

academic achievement (as measured hy a r a t i o of educations age, on t h e

~ e t r o p o l i t a nAchievement ~ t s t and
,
mental age. on the Calimrnia Teat
of Mental Matuity).

Re found that:

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

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

aatterx achieved mra rdemately.

2.

The Wirmetha Scale, the California Test of Pmaonulity, self

and social adjustment, e.Da the Favnily Maladjustment score en the Rogere
Test of P e z a d i t y Adju8tr?eut, all e m e l a t e d at a s i g n i f i c ~ n tlevel
vith t h e achiw-nt
3.

ratio.

The high achievers could be discriminated Rom low achievers,

on the bssis of

pU

the t e s t seorts, except t h e Rorschach.

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

or t h e self reponad feelings of insdeqwy.

&nerd4 there ss-

t o he

n direct association betuem &justmcnt aad achievement, vith aajustmant

as a pro-reqnfsite t o ackieu-ut,

But not necessarily accompsnisd bY

aehiaVement.
C~mtereeting1Po~Achlev-nt
It scan. t h a t he*

through Adjustment

camselling ior edueatioml kcbievement can

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

ready for aehieve2mnt comaelling.

Thst is, he a u l d be a devalopmeotally

adjusted indiviausl hemre a positive and significant change i n achievement

can tahe place.

Pcrhbps thia consiieration has repercaesions 14 counselling

pmeessea vhifh hops t o imprave aeaienila achievement through counselling.

Roth a d W~trsburg (1963) q l a i n e d t h e i r cormtruets of the AonAchinrsment 8yndr1.

which they developed.

Their eonstructa were:

A student's poor achxe~ementdoes not a r i s e from an inability

t o aehiaw.
2.

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

3.

His choice frp m r rhievemsnt operates i n t h e preparation

be makes for it.

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

22

is a EunetLan of the preparation for

4. POOX (~~hl.evBDBnt

lehieppoot &a

W the n t a e n t .

5.

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

6.

POOL-aehiev-t

my

anoot, or aehin-t

ba erpressed as -Kall

i n de*t

lkited

cbaonel.9.

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

7.

SpUtPnowrr = w e .
8 . l e h l e n r n t pattarna ere part of p r s o l u l f t y orgmiratioo.
9.

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

cim@a the acbicvmc~.tpattsms.

mw pmwes t-gh

wh-h

a c h i w m t pottern d

l e e as poesible.

r n k d -rebars

d tek place

uls

s e l t t h i s c-e

in

to a l l a the emansellas to

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

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

era&--

w y f r o l at*

or prepnatiw.

If there we10 intentional escapes, then

i t u y be wid the client wes viewed .s ch00s.W

wesllar).

f m the

Both e t

fmWell01

to help hfn

(1967) s a t out t o si@fScmtly

of p q t m t i a l drilrp outs.

fafinre m a w it
his self d e f w t W

r.ina grade paint avara$a

In their process the autbms dealt w i t h etody

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

de,patrirs gzoup dyr.edss, recagniclen of their osn dcfenca p.ttups t o r

taw*
+p

res-ibilitg

for their d r r i s i w , e o ~ i d e r s t i o no f Cba%rdeferme

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

Tho authers f e l t t h a t the appropriate metlU-4 of deal*

with

s o c i a l *eft

m d t o encourage achiev-t

md d e ~ e l o p e n tof - a d d =

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

Nelson (1967) proposed an approach t o counselling low achieving
students based on the Individual Psychology of Alfred Adler.

The

imciplas of Individual Peychology i n r e l a t i o n t o oon-achievemot are

1. Each person wishes t o achieve.

,I

2.

learning occurs from l i f e experiences.

3.

Failure t o learn i n c e r t a i n areas bring about die~ouragement

I n r e l a t i o m h i p t o learning.

4.

Each person develops a l i f e s t y l e which governs a l l h i s

actions and perceptions of l i f e .

5.
8

The way a student behaves in r e l a t i o n t o h i s academic work

consistent with h i 8 l i f e s t y l e .
6.

When he can conceptualize h i s l i f e s t y l e , he i n i n a b e t t e r

t i o n t o change behavior which hinders hlm.

7.

The counsellor ean help t h i s change.

Nelson f e l t t h a t these

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

t e a t s ad/or interviews, then confronting him with h i s l i f e s t y l e , md
f i w l l y r e l a t i n g the student'# l i f e s t y l e t o h i s academic work.
counsellor mvet then help the person both identify goals and m

The
e towards

them.
Schuartz and Ohlsen (1968) stvdied socially effective b e b i o r
using three typan of atudeuts, namely (1) s o e i a l l y effective. (2) aggressive,
and (3) withdram.

Each studeat's Luterviev was aoalgsed f o r tapice content

and a f f e c t associated with the contmt.

In general it was found t h a t

the s o c i a l l y e f f e c t i v e group diecussad more topics than the tro other

groups, and dispLayed more a f f e c t than the other two types.

It seeme

I4
likely t h e t h e lmre adJUatsd i n a d d u a l sill dieplay mow
effective behavior.

The gmeml trend

which

ssas

to indicate that e oomselling prress

Per
B the consideration of all aspect= of the individual is

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

rehtionnhipB

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

8urmar).

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

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

ma'.

l i f e , ws

of

the r i s k of insisring a pereon develop s k i l l s or

producc t e a im. rhick he i s

aa yet re*

nsgstive a mtrel reaults.

Rinoe pos~nal-occial adJustment s

and thereby possibly PDddYcSng

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

a emsmellill&preaess us+

*tam$

ezlcntstfon as

to k

achibprreet.

basle

M O T .

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

advocated.

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

investimted by this a t w .

MS,

mher

Chaw %

WaOhoa

This chapter presents t h e des+

inflo2aation swut the Zollovillg.

or the study. It will include

the o v e r a design of the study,

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

methea of

ash couectioa and soorins, ~

~nr(rl
Doaim
l

Tbia st*

m s a p r c p o s t d u a t i o n e t a cauaerrll;~ prom-.

set UP and NII by the i n s w f . w r in t h e

A cauaealUw p r o s r a w

asnrlQeai n

setti&=.

n analmi*
d
or data.

or t h e 8 t ~ d y

~ ( f s

c h e w r 1, h Uwmber, 1970 to

l%o expmimmtol groups wrt c-selled,

w , l9Tl.

each with e differsat

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

e&nEian&,

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

ammaea w!s basad

Da

t h e theoretical rmmwork of Vernon (1950)

Haviehurst (1953) rs discussea in Chapter 2.

aaa

Tg. Bsphwia vag t o

m p

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

essocle.tse, t o hia m i &

sit-tims

snd h i s Surroundiwa, Md to latagrats

these M J w t M n t s wi$h e&e~tionrrl?A vocstionrrl couosellitq i n aa

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

M t l l moup

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

Chapter 1. The enphaais h w e Y48 to attm t o raise nchieveaaqt lasrcl
goals, but m t to desl with perwrutl-social

mati-

and

BBdastDNtt exeee.
w

s appmuh

w chosen m aa t o ansess the t&uwwicll

cited saops, throvgb

soid

[email protected],

gmup num$ct t m .

r eaaparisoo oP
08

irgarvork,

gmnp o m ' s a d j u a b n t ratings, grade

p e b l m Lna ritlzsnsblp Wedos, If.th tbOse ob

G z o ~ pthree acted as .e to4td, ma reeeired no eormnelling.

25

26

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

e v a l u a t e d t o assess the r e s u l t s produced by the two appmachee t o

co-eUi*.

The o v e r a l l d e e i g a of t h e study is r e p r e s e n t e d fll T a b l e 2.

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

Gmq

PtaTest

Apprmch

B.A.I.
M.P.C.L.
G.P.A.

Par-Soc.,
Ed.. Vaf.

lntemediate
T a t

GPA
(Easter)

R.S.
per-ac.,
Ed., Voe.

X.P.C.L.
G.P.A.

GPA
(Easter)

R.S.

None

L
::;.

GPA
(Easter)

* A b b r w i a r b s w i t h i n the t e b l e are:
B.A.I.:
X.p.c,L.:
G.P.A.:

B.A.I.
M.P.C.L.
G.P.A.

R.S.

5.3.

1.
2.
5.
4.
5.
6.
7.

B.A.I.
M.P.C.L.
G.P.A.

R.S.

B.A.I.

(CW.t*d)

B.A.I.,
M.P.C.L
G.P.A.

P.S.

s.A.I.,

PastTest

B e l l AdjWCmWAt I W e n t o r Y
money Problem Chack L i s t
Grade P a i e t A v e r q e
R.S.:
Bating S c a l e
POFSOC.:
P ~ 1 8 0 n ~ l - S o ~Ci oa ul n s e l l i n g
~ d . : Eduuti-1
Caunselllmx
V%.I
Vecatlenal Counselling

Description of the Smpla

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

special education, with ages ranging fron 1 3 t o 18 years, who had bi n the Bnre for
I

:
I

W.

years or move.

There rare 48 b o p i n t h i e eategoq.

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

randomly ansignad an experimental cwdition.

to p s r t i c i p a t e i n the study.

48 m e

the intelligence t e s t , or refused

e i t h e r lmable t o be matched, lnv.li&ted

t o p a r t i d p a t e i n the study.

T h i s s q l s of 39 w e d

The renalning 9 born of the origin*

nuretora. 84% of t h e possible p a w l a t t o n

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

neseription

~rde
Ma1

Iider
of
Subjaeta

Age L w e l

- 14
- 15
15 - 16
16 - 17

of tb Sample

Aumber of
subjects

Intellignsa
Leval*

Ruder
of
tiubjrts

17

13

89 and below

14

90

- LO9

24

10

11

9
10

110 and up

Ae n u s u r e d by L o r g c T b a r d l l e Intelligence Tests, Verbal B a t t a y ,

Levels 4 snd 5.

Preparatory Rcedures
P e m i s a i n far the S t d x

The id-

of a oolmrrelling etudy within the institution nu first

discussed with the Superintendent, and later submirted in writing.

+went

was given verbally and later in vriting from the Provioeislatr

(see Appendix 0 ) .
The principals of the elementary school and the high s c b l w e
contwted Pnd the study crrpleined

ro

them. Their assistance m e necessary

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

the rating sule to the teachers, vSo muld rate the boys on six criteria.
It wes also requested that the inveotipator be allowed to contact any
teachar in the s c b l s , if neeasearp, to better help tke snbjeeta. Verbal
Cot u c h of these requests was given.

Intellia-e

Testilx

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

w e intelligence.

There were no recent intelligeoec ratings available

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

The Lorgrmmzadlle Intelligence Tests. Verbal Battery, Levels 4 and 5
Gorse-Thorndike. 1957) were &ministered on Septwber 8, 9 and 10. 1970.
This test was cbasen because of its vide uss in Piewoundland and

bsutuse of its availability. The fact that the test may heve beulhtrallr biased in this setting

vas

not a necessary eonaideratton since

the test nu used to match only, and not vsed to record a t m s intelligence
level, although it appears the results were reasonably -mate.
Matching of the he0506
It m s decided to match the subject ethio grqlpe on three criteria,

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

29

econwic status was not considered aa a matching criterion since the bays
considered for the study had been in the orphanage for two years or mre.
Matching by grade lepel avtomatieally placed eaeh boy in the e m
dormitory where he was exposed to the same staff, the same rime schedules,
and the same stndy times and a r e a .

Those at grade 8 level and in

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

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

school, but o n l y to some of

-e

teaching staff.

A three section code system (G.I.A.)

eubjects.

G.I.A.

respectively.

was devieed to match these

refers to Grade, Intelligence level, and Age Level

After the codes hsd been fixed for caeh subject an

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

eubleets.

A liar of numbers pnd appropriate codes was then made and

matching was done on the basib of these assigned codes.

Thirteen groups

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

each list was then randomly essimed an experimental condition.

~ r m p

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

group two, received educatioaml snd vocational counselling; and group
three acted as

control.

Individual Bequest to Participate

me next procedure was to intenview each boy assigned to an

experimental situation.

ThesWs interviews were carried out wer a one

manth period since the inveatigahor's

time was limited and the boys were

available only dnrlng after school hours and before or after stvdy periods.
The selection far the interview was nased on whoever was available at the
tlme.

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

--

30

the intelligence test result* to the subject and to poli&t

operstion in the etudy.

1
I

hie ce.-

The teat was interpreted by ran* and aq test

variable. which either the investigator or the subject felt had entered
into its interpretation. Rlese variables ranged f r w a lack of .uttivctim
and inCcrest to work at the test aileqwtely, as reported by the student,

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

I

the boys' *resent acadeaic atandinas.

All

with s&ool work.

prm%de encourag-nt

If

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

were interpreted so as to

MCDIthe interpretatton of the

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

his Mrk as 1 0 1 1 ~ s :
1.

5 c h subject in Gwup 1

periwticrrlly to talk -1.

asked to see the investigator

school mrk, et+,

better mar-,

future

educstion and voostional plane, an4 to diseuse personal problems nod

other s r w s if he vishad.
Of November; he

and d
s-

ME

Be was n 9 M to take

fuo

told that these were quastio-ires

d brVD nothing to do with hts ability.

tests w i n inElay.

tests at the b a g i d q
about himself

Be vaa a s b d te take the

The ~onfiiantialityaspect of e m e l l i n g vas

expl*inrd.
2,

gaeh subject in Group 2 was asked to nee the investigator

pariodiully to talk

oeer

sew1

OdUcatirm end vaatictral plane.

work, study, better mrks, future

Ae vss asked to cake two more teats in

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

would have nothlns to do with his abllicy. He was asked to take the snne
tests again in my.

3.

BPeh subjsft in G r w p 3

Out

of the 40 aubjecte interwinred, only aw refused. This

I-

to take the tests as outlined.

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

31
ebunselled.

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

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

Practiee Lnt-iexa
I n d e a l i w with group nunbet 2, personal-social areas had t o ba
avoided i n ddiscosimns sincs there -1d
distitletion between the process in $-p
definitions of counsallin$ p.6 and 7).

mot have otharuise been a 011 and t h a t i n %reap 2.

(see

It vas therefore f e l t neeesMCY

for the investigator t o p r a c t i c e mididing these issues with the c l i e n t s .

Boleplnring was carried out with an associate who deliberately brought up
p e r s o d - r o c i a l areas. * P

intersiovs vere video-taped and playad

back t o t h e f ~ ~ l edviaez
t y
f o r analysis and eritieissl.

The tefhniqvas agreed up-

and practiced when theee pusml-

1. To reeogniea the problam e x i s t s

~o

the c l i e n t LWrta he f.

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

2.

To r e s t r u ~ t u r st h e interview by 8treesing the importance of

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

3.

i:

fe intreduee t q i u r l arrae r e l a t e d t o edncational md ~ a t i o d

and tra move

c-selling
4.

mag f r a the per.ona1-social

areas.

To suggest t h a t t h e ulucational and vocational area8 shoald be

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

e l s e nbmt t h e problem or t r y t o salve i t himself.
5.

I f the personal problem was darned too serious, t o rellove the

subject from t h e study a d eouoeel him on that ~ r o b l e n . Removal of a

s u b j w t fros the study b c u v e c of a vcrioue problem was necessary i n mur

EPSB.

32
1natnrmMts and Scales
The inst-nts

end scales used to evaluate the pre and post

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

1934 after three years of reeeerch and experimental use vlrh high r c b o l
and college studente (Bell, 1963).

It oaiginally contained measures of

home, health. social and amotinnal adjustment.

...

.: ,

the Bell Adjustment lnsmtory i s a self remr't of the

i d i v i d u a l ' s l i f e adjunfmente as they have been uperiemed
by him... Tba Inventory seeks to obtain info-tion
from the
M i v i d w l concerning what be thinLs and f e e l s about h i s family
relatienships; h i s f w t i r m i n g body; h i s frieads and
acquaintances mtaide the h-;
including h w aggressive o r
retiring he is around them and bov much he f e e l s he can rrost
people; and finally, hn, -11 he haa come to play the roles
society w e s t s of hi.l (p. 3).

-d

, 11

he devel-t

of the original form, there was an attempt to include

a measure of hostility, hut t h o

was difficulty finding suitable items.

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

of nascolinity-Eemininity.

a w e it-

I n 1957 these were ineluded i n the

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

decided t o remoM the sacio-economic it=
h e s t i l i t y , and rmseulimity-femininity.

but t o include the meeeures of

The 1962 revised student form,

therefore, provides sir measures of personal and social adjuetment:

1. haw adjnetnent
2.

hcalth rdjvsfmeot

3.

submissiveness

4.

emotionality

5.

hostility

5.

masculinity-feninity

These ate dafined sad described i n Chapter 1.

33
The ccefficients of raliabilitg eonputed by correlatw odd-oven
items and applying the Speama~BrounRophesy Fornula, ranged from .80
to .89 (Bell, 1963, p. 14)(sae Table 4).
Tabla 4
Coefficients of Reliability for Subtests
of the Bell Mlustmaot Inventory

P.B.
a
b

home adjustment
health adjustllent
submi~sivenesa
emotionality
hostility
maesulinitpfesinlnity

d
e
f

The validity of the slx scales was established by having high school
altd college counsellors select students who they felt wvld represent

opposite extremes of each variable.

The cross validation studit. made it

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

...

clearly distinguish between the representative extreme groups

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

The cootent validity of favr scales was investigated by a correlation

with z~levantscores from the Thurstone Personality Schedule, t h Allport
A s ~ e n d a ~ ) ~ e - S ~ b m iTest,
~ ~ i o othe krmeuter Personality Inventory, the
Duilford-zinme-

Teqeromenr Survey (hostility scale) and tbi Haaeulinitg-

Pdninity a u l e of the W I .

.72 to r

.93.

The produet moment correlations tange from.

The validity of the instrment is not Without

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

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

34

The inventory

le

eell-administui*,

with no time l i m i t .

requiras sppmrinstely M minntes t o complete t h e 200 qucations.

It
m h

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

or no on t h e hand seored answer sheet.

Deaariptive

n-

me availsble lor high school (male and female)

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

score rawea obtained 7-g t h e subJeot.

This description indicates either

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

the six sealee irom a t o f. This t e s t seemed t o have wide use as a
f a i r l 7 liable indieator of adSuatment, hence it m a chosen o. the
evaluator of the ad.iuatment dimension for thia study.
Ths Bell Adjwtment I m ~ n t o r yha%been previously used i n djuatmentaehierrment studies t o assess the level or adjustment i n relation t o t h e
level oi e h i m n t .

Resnick (1951) rewrtad a paaitive eorrelstion

vith the Bell lldjustment Inventory and Aehinemant, while Grifiztha (1953)
r e p r t ~ do m e g ~ t i ~ loomeIBtlon.
e

Daaa an3 Saker (1961) designed a studg

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

school aehiev-nt.

It-

fadiesting social e w e and extraversion, conflict

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

indicated that:
Eigh eehievBlaet i n high acbool m y be defined...as relative *don
iro.~ o l l l l i e with
t
parents, an3 from persona problems, e w p l e d v l t h
social ease aod &reversion
In other ~ I . d s , (IS Bell AdjuetpsDt
increases, G.P.A. also increases (p. 356).
There m n also found Do be significant correl@tionsbetween B
O
U adjueamt
Bcores on home, social and emotional &justmen% and w e a s point averago.

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

score on

most other t e s t s and m v i d e s a s a V c e o r eorrdetion with sene scales on

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

within t h e oetting of the atuw.

OTW

mmey Pmblan Check Listis:

High Sehoal Farm

Tha Lloonm Problem Check List (Iboney aod Dordon, 1950) i o a l i s t

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

mess

~atagorioeare:
1. h e a t h and physic&

2.

develmpent

Atturc roeational and edwt.i-I

3.

a o c i a anb recreational a c t i v i t i e s

4.

courtship, sex and naniage

5.

socia-psychological relations

6.

p e r s r m ~ - p ~ yrelations
l

7. mas and relxgion

8. hose and family

9.
lo.

ii-e

l i v i w conditions and emplow&

&justmwt t o sehQol m r k

U. ourriculm and teaehlng procedures

Tbe student is asked t o mad thrMiqh he feela applies to him.

the l i s t Md underline any probltln

A f t e r he has done t h i s , he i s

asked t o

~e-readthose he hns underlined and e i m l e the ptoblems which are of

najm c ~ a e e r n t ohim. The

1.

w e of the check L i e itsssmes that:

studanta recognize t h e i r o m pmblems

2. the problems rhiah studeats actually experience sre it-

on t h e

=heck l i a t
3.

the students are r i l l i n s to honestly indlcate t h e i r prohllaas

( U e r ~ t v e ,19931.
1950 revised edition resulted frw a series of studies and
W

s made aver a 10 p a r period.

It originatad from e desire t~

systematize the senior author's methods of discovering t h e problems of

young people.

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

and m 1941 and 1942 t h e first

publiswd editions of these edueetional

forma were rPady. The xtems f o r the edltions and various foras ware
selected and developed from a master l i s t of over 5,000 =terns f r m t h e
folloYlng sources:
1. Emeriences of the author as counseUor and administretor.

2.

W s i s of ease records and counselling intervie-

nth

school and college students.

3.

Reviev of the l i t e r a t u r e m. student pmblems.

4.

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

describing t h e i r personal problems.

5.

Intensive antllysis af erpreaaed probless oi 250 students i n

grades 7 thn,ugh 12.

6. R e ~ i e rof 5,000

cards itemizing t h e personal-educat=ansl needs

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

7.

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

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

l e v e l or students, rapla reading, c-onallty
significance t o t h e mdividual.

t o groups and l e v e l of

The items were centered on a personal

o r i e n t s t i o n rather than a general s o e i d orientatLon, rrnd "vague enough

i n 'touchy' spots t o enable t h e atudent t o check the item and s t i l l f e e l
t h a t he can hide h i s specific problems in l a t e r cenferences i f he chooses
t o do aa (Mooney and Oardon, 1950, p. 12)".

There vas a general aim t o

s e l e c t i t e n s which vould give a naive, rapid "feeling" response from

t h e subject; t h a t i s , a spontsneous, r s t h e r than a deliberate, reaction
was soupht

Validation oi t h i s check l i s t vas c u r i e 4 out differently

other t e s t s , because it

Xes

nat intended t o be a t e s t .

mm

The cheek list

con be used for maqy purpose8 and therefore t h e authors f e l t a s i n g l a

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

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

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

pmblm.

Thcse results are qmitite similar t o Mmney'a original research

on the cheeL l i s t s .

In one of t2us first

s r t i c l e s i n which Moonay (1943-

1944) e n s & the Emblem Cheek Mat, High Schwl Form, it vea assmed
t h a t raaqy students m
It

a be unwilling t o mark t h e i r personal problem..

tiound thrrtthe average number of problem msrked vas

4,(hrer

901 of the h%h school atatdents said they ell.lolad f i l l i n g out tlle list
and 781 of the Btudents said they appreciated t h e chanee to indicate t h e i r
A t thrrt time the l i s t vaa

pmbl-.

taouSht t o be userul i n t h s t it helped

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

p r o b l m , end t h a t it helped the eounaello- t o diecover those who -tM
and needed c-elling

maat.

It vas also thought t o be u s e m for resaarth

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

with @ven

p m b l w o r partieulsr factore.

lhis v s l i d i t y and usefullness

s t i l l held constant a t t h e t i n e of t h i a stuay.

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

or the indiddual

CX

changes i n his f e l i n g ~about these G ~ T C ~ E ~ S .

Tharafore, i f r e l i a b i l i t y is considered t o be the ~0nsistenCyof result,=

betvcul a first

and second edmiaistration of t h e t e s t , then chsa&es i n

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

reliability.

Boremr, the= l a a s s w e e thrrt t h e data remeets the concerns

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

An unpublished study

39
by Gordon (Nooney and Gordon, 1950, p.9) on the CoUege form, investigated

the r e s a l t s between the f i r s t and second admin~strationof the form t o

116 college 8tudenta.

The frepuency with xhioh each item was marbed on

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

of the same i t a s xas marked on the second &inistratzon.
eoerfieient vas . 9 3
10 week period.

each

The cormlatian

The same rererenee c i t e s a e o r e l s t i o n a l study over a

The eleven problem areas mre ranked according t o nean

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

v i r t u a l l y t h e ssme f r m one adminiatretion to another.

correlation c o ~ f n c l e n t ar a s e d frco .90 t o .98.

The rank order

The check l i s t i s

f e l t by t h e investigator t o exhibit sufficient r e l i a b i l i t y tor use in

thia study.
Ratina B d c

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

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

t h i s mart behavior.

Althowh t h i s study was not an investigation

of the meth~d(s)of ~hanglngt l a ~ s r ~ ~

behavior,
m.
it

VW

hoped that

educational counselling might aifect behavior i n the echo01 i n the areas

of interest i n and motivation toward school uork, respect ror teachers'
situetions, and &equate work habits.

mere wae no available iost-ent

lor t h i s purpose; therefore, the

Investisator devised his m. The E d e aes-d

a

C-E~

the teachers have had

t o observe these areas of kebavior i n the elasnrocon, snd are

able t o be objective i n rating the stnbent.

The aix scale Rating Scale inaluded the areas of:

work Pmduetion md A b ~ l z t r . The degree t o which a pupil acNeves

i n relation t o hie aoadexaic a b i l i t y , ss rsted by the teacher.

1
1

34
Individunl Adjustment.

The degree t o which the pupil appcers

e a t o r t a b l e i n the s c h w l s e t t i n g and i s able t o cope with it.

Assigned Classroom Work.

The nmount of mrk a student does i n the

dassrann within a given tima.

Covrtesy t o Teachers.

The degree t o which t h e student ie p o l i t e t o

and respects teachers.

The
B.
Claes Prograss.

degree t o which honework ie prepared.

The degree towhich t h e student f a c i l i t a t a s progress

i n the e l a s s by discussion and genere1 co-operativeness.

guch area had a f i v e point scale with point 1 1 s the level a t which

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

behavior i s rated as always Present.

These six areas Vera adapted frm Davis

(1959) who a s e a s e d the effeete of a c-selling

behavior.

programme on classroom

The Citizenship Grades used tomeasure changes fn behavior vere

i n the areas of eo-operative a t t i t u d e , covrtasy f o r others, prmptness.

cming prepared f o r wrk, using class t i n e t o t h e best advantage end

hPvins respect foc school property.

The a c t u a l development of t h e r a t i n g scale followed the g u i d a u e s
t h a t Thorndike and U g a . (1969) s e t d m for the construction of r a t i n g
scalas.

They suggested t h a t the parson doing t h e r a t i n g should have the

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

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

a ~ltandezdt o which t o ccmp~ret h e behavior.

These svggestionr ware enbodied

i n the doclopmmt of t h i a seela.

Thorndike and Ragan pointed out t h a t many r a t i n g s of the

lume

have the same e f f e o t on r e l i a b i l i t y se the lengthening of a t e s t .

person

...

the Sprs-n
B r a 0-la...==
legitimately be applied in
estimating the r e l i a b i l i t y of poaled independear ratings. Time,
i the r e l i a b i l i t y of aw r a t e r i a represented by a e o r r e l a t i m
of .55, re have the follarlag estimates f o r the r e l i a b i l i t y of
pooled ratings:
2 ratars
.71
3 raters
.79
5 raters
.86
10 r a t e r s
.92
(p. 433)

In t h i s study, w h pupil i n Grade 8

w~

rated by 5 teachers, those i n

special e d ~ ~ ~ a tby
lou
1 teacher (3 students), while t b s e in grades 9, 10
and 11were rated by 5 or nore teachers rho had cLararoon exposure t o
them.

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

at

high =h-1

of e o n t a t .

t o assess m r d b , ease of under.tanding,

nnd appropriatenass

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

advisore were ineorporsted in tbe f i n a l scale which was xaed during the
s t d y . A eopy of t h i s f i d seals is f

d in Appendix A.

6 r a d ~Point Amrae
has bean defioed as Grde Point Average for purposes

k--t

of t h i s study.

This averaxe i s the averwe r e s u l t s of a l l school subject.

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

the sehoal.

Tha success of counselliag is frequently aseesaed by using grade

point average u, the mtcomr miterian.
ad-tiod

appmpriate eppfoLCh t o raise G.P.A..

f r ~ maehool d ~ t i o n i ss a =-n
of-

Co-lliag

studies which s t r e s s

c m s ~ e l l i P g , s M y habits. and ss forth, seek t o find m

end the use oT the grades obt~ined

practice t o prwide marniogful data.

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

s k i l l s , and evaluated t h i s by w i n g the grade point errerase as outcomr

criterion; t h e e xare positive and eignififant results.

Br-

(1965) and

Bates (1968) both used grade point average t o assess the outeoaa oi thei?
counselling sogranmes which were oriented toward i m p r ~ oft @e&s
through the impwvmvnt of academia & i l l s apd academic adjustnent.

Grade point average vas e l a o a neMtssary criterion for t h i s st*

since the r a n t i o n s h i p betwean adjustment an8 afhieremcnt (C.P.A.
aasessea.
even

hr

For t h i s study, onLy t h e resulta

or

the nehwln w e used, so as t o ensure s-

validity of these results.

was

eXemiMtions designed a ~ b

maasure of inter&

The grade eleven resulta a t t h e

of June

8 a e & m Yere not used because these r e s u l t s v ~ r eMsed en a Rlblic

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

administered by t h e school.
n a w e s of G.P.A.

Therefore, for grade U students, WIJ two

vere awdlable, (Christmas and Easter).

041y s i x

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

w l l l not be m a s t l y affected tgr it.

Method of Data Collection and Scoring
The Bell Addustment I n v a n t c q

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

~ r s o n san6 scoring was conaueted WJ onone of these persons. The Investigator

a d not .wry wt t h e teating and scoring (pra and post) since it xas f a t
there might be scasa ~ u b J e c t i v ebiases which oould m e e t t h e results.

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

after sowing, but were not bnsubjects.

so as t o avoid biases vhcn inta'vinrlng

The post-teat resulta vena handed t o t h e investigator after

semlllg, and bath t h e pre-test and post-test

s c w a s were tabulated for the

f i r s t time.
Kc-me~Roblea, Chsck &I&
The a d n i n i s t r s t i m

or t h i s teat was conducted by tuo iapertial

persons and scaring rras conducted by one of these porsons.

The i n v e s t r p t o r

42
did not carry out the testing md scoring (pre and post) so as to m i d
possible subjective biases.

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

use as structured feedback in the subjects' interviews. The results of
Groups 11 and I11 were not known.

The post-test results of Group I, I1

md I11 were given to the investigator and all resulte of the pre-test
m d poet-test vere tabulated for the first time.
Bating Scale

Thie scale wae abioietered by the investigator to the teachers at

both pre and post conditions.

The pretest was scored by an impartial person and tabulated by

the investigator.

The post-test was scored and tabulated by the

investigator.
Grade Point Average
The grades for each of the ntudent's academic subjects aad his grade
point average vere tabulated by the investigator with the help of eehool
personnel.

Thie procedure was carried out at Christmas. Easter and June

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

Analysis of Data
The data was analyzed for each hypothesis as follows:
1.

Hypothesis 1, 2, 3 and

COTI~~~~
between
DCB

4 were evalvated by an analysis of

the groups thereby testing the differences of the post

scoi-es with the pre scores used as covariates.

2.

Hypothesis 5 was evaluated by subjecting the abealute difference

of change on each measurement per g r o q to a t-test analysis of significance.

3.

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

between adjustment scores end grade point average.

Chapter 4
h l y a i s of Data
The Purpose Of this study was to evalrute the effects of a
c ~ e l l i n sprop=-e

by using multiple =titeris to assess the results.

This chapter contains an examination of the data collected and also

presents any dffferenees which exist betweon the expnimental group..
keults of Bvpothesis Testing
Bmotheais 1.

(There will be no eignifi-t

the groups as measured by grade point average).

difference between
This hypothesis was

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

w l y s l s of variance with repeated measures.

The results of this

analreis support the null hypothesis indicating that there were no

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

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

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

S-ry

of the &an8 0 and Standard Deviations (SD)

of the Grade Point Avereges par Group for Each
T h e of Ueasurement

Group I

Group I1
SD

SD

Chris-

60.800

14.182

61.627

E~ater

56.231

16.604

JUM

65.636

11.614

Croup IIT
I4

SD

ll.399

57.210

13.607

57.245

12.562

55.509

9.240

63.789

13.916

64.l56

10.441

Table 6
Levels of Difference Between the Eaperiemental Groups
on repeated Heasures of G.P.A.

- Pre-Test
-

Chris-

(1-2-3)

0.9256732

Christaas Easter
June between 1-2-3

b y other Cambination of
Time a d Groups

Hypothesis 2.

(There will he no significant difference hew-

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

rating scale).

The hypothesis was first evalvated by an analyeis of

variance beween two groups at one the.

The a d y s i a yielded the results

of no sipifieant difference between the averages or post scarea of

group I and TI and between groups I1 and 111.

It is therefore logical

there muld ba na sipifieant difference between groups I,

to aae-

and 111, however the analysia yielded a significant difference of

0.012.
To imrestigate this discrepanc~it was decided to further evaluate

the hypothesis by an analysis of covariaoee between groups I, TI end

111 thereby testing the differences of the post scores with the pre

scores usad as emriatee.

This overell analysis of the three povps

caused the null hypothesis to he rejcted aince there was a statistical

differme of p
7 and 8.

0.036.

s m r y of these results is s h m in Tsblea

Table 7
Summary of Unadjvsted Raw Scores, &an Pre Scores,
Eleen Post Scores and Standard Deviations for the
Rating Scale per Group

Group 1

Standard
Deviation

Group 2

Group 3

Pre

Post

Pre

Poet

Pre

Post

0.569

0.732

0.521

0.564

0.723

0.705

Table 8
.balysis of Covariance Between Groups
on the Rating Scale

croups

Post Test
M f ferencee

1.2.3

~roups
1.2

p = 0.223

0.036

Groups
2.3
p

0.171

Grav~s
1,3
p

0.012

Bypothesia 3 states that there will be no significant differ-=

ween the groups on each of the five sealea of the Bell Adjastment
lnventory. The result. are btlor.
Rnothesis 3s.

The analysis of covariance of the adjusted post

Fbm Adjvsrmant scores, using the pre scores as covariatas, indicated

no significant difference betveen any of the groups. -thesis

3a was

therefore accepted (See Tables 9 and 10).

Table 9
'

Sumarg of Hean Prs Scorea M1 Mean Post scores and

SFadaard Deviations (SD) per Group for'the Bell Adjvs-nt
lnventory

Group 1
Pre
Post

Home
AdjusfmBnt

fi

i~
Mjusoont
5

tlostiliey

Group 2
Post

Pre

Group 3
Pre
Post

9.250

8.333

13.818

10.545

14.400

16.183

S.D.

5.396

5.662

6.661

9.059

6.398

6.080

7.417

7.583

9.909

7.727

11.300

10.455

S.D.

4.814

3.848

4.969

5.623

5.458

5.592

S.D.

5.172

6.097

6.857

5.591

5.287

6.057

10.283 10.333

16.091

13.091

15.653

15.455

S.D.

5.617

5.449

6.107

6.268

3.406

4.083

16.333

19.667

16.727

16.727

16.400

17.273

S.D.

4.075

2.146

4.221

4.474

2.836

4.338

r'zz?

Table 10
Analysis of Covarhec Between Groups on the Bell Adjust-t

Inventory

Gmmps

Groups

Groups

Groups

1 2. 3

1, 2

2, 3

1, 3

uAdjustment

sublissiv-sa

0.999

0.999

0.999

0.237

BmotiopPlity

0.078

0.999

0.057

0.043*

Hascu1inityPdninitp

0.444*

0.016*

0.990

0.043*

*Significant Difference
Wwtheels 3b.

I n t h i s hymthasis the adjuated post W l t h

Adjustment scores were eleo subjected t o an analysis of covariansa wlth

the pre score* used as covariatcs.

aEra again the r e s u l t s indicated no

significant differences between the groups.

This hypothesis was accepted

(See Table8 9 and 10).

Bypothesis 3c.

2% analysis of covariance of the adjuated post

Subli88ivene~Bscores of a l l groupe indfcated tkac there were no significant

d i f f e r e w e s between any of the groups.

This hypothesis var also accepted.

Bypothesie 36.

This hypothesis was first evaluated by an analyaia

of variance bemeen groups. Hypothesis 36 i and if were accepted, hovwer

6ypothesin 36 iiiwaa rejected when a sipifieant difference between
povpe I and I11 rsas indicated.

Therefore an analysis of covariance was

c~rriedout with all poups with the o w a l l results indicating no

significant differences beorten the changes in groups after the poet
testing.

(See Tablee 9 and 10).

6ypcthssis 36.

The malysis of covariance of the adjusted post

Bostility scores, with the pre scores used ae cmriataa, indicated

that there were no significant differences between any of the groups

(see Teblee 9 and 10).

Hypothelie 3f.

This hypothesis was also accepted.

Initially the scores of the Masculinity

P8lioinity scale were subjected to an ~ n a l y s iof

~ variance which yielded
significant. differencee between groups I and I1 and between I eud 111,
but not between groupe I1 and 111. Therefore an overall analysis of
covariance of the three poups was done using the pre scores ns cmaristes.

This analysis indicated significant differeaces b e m e n the groups. The

d

l hypothesis was therefore rejected (see Tables 9 and 10).

Hypothesis 4 predicts there will be no sigoifieant diffnence between

the groupa as measured by the Mooney Problem Check Mst.

tlgPothesis 4a.

The awlyeis ol cmrarianes of the adjusted post

circled scores on the Moaney Problem Check List indicated no significant

differencee (p

0.999) b e w e n any of the groups.

Thia hypothesie was

indicated no eigntfieant difference (P = 0.999) between the adjusted

49
experimental group. Thus this section of the hypothesis was al80 accepted.
Bmotheais 5.

This hypothesis states that group I will have a

greater absolute difference of change (when considering both positive and

negative changes) than group 11, which in turn, will have a greater
absolute difference of change than grovp 111.

The individual sections of

this hypothesis are presented below:

1.

Grade Point Average:

The analysis of data showed no eignificant

differencee between the changes in groups I and I1 and between the ehenges
in groups TI and 111.

The meam and standard deviations are shown in Table

5 while the t-test results for the groups are depicted in Table 12.
2.

Citizenship Rating Scale:

Kere again the data analpie yielded

no significant differences between the changes in groups I and XI and

groups 11 and 111.
Tables 7 and 12.

3.

The relevant data for these results are s h m in

This section of hypothesis 5 was therefore rejcted.

The analysis

Bell Adjustment Inventory-Home Adjustment Seale:

of the pra and post scores of this scale showed no significant differences
in changes between groups I and 11 and groups 11 and 111.

This part of

hypothesis 5 was not vpheld (see Tables 9 and 12).

4.

Bell Adjustment Inventory-Health Adjustment Scale:

Again there

were oo significant differences between the changes in groups I and I1

and groups 11 and 111 after the t-test analysis had been completed, thvs
causing this part of the hypothesis to be rejected (see Tables 9 and 12).

5.

Bell Adjustment Inventory-SubdssivenessSeale:

Here the

analysis indicated that there were significant differences between changes

measured in groups I and,.?I

but there were no significant differ-ce.

betwean the changes maasured in groups I1 and 111.

S i n c e a11 criteria

were net net, this section of the hypothesis was rejected (see Tables 9
and 12 for e svmoary of results).

50

Table 11

s-q

of Pre and Post Nesns Of] L) Standard Deviatioas (SD)

for Each Grovp or, the Hodney Problem Check List
(Circled and Totalled scores)

Circled Scorss
Group 1

6.
sigDifi-t

Crarp 2

Group 3

Pre

Post

R e

Post

Pre

Post

Re

Post

Pre

Post

Pra

Post

Bell Adjustmot Iveatarg-Pmotionalit Scale:

There were m

diEferences indicated by the nraluation of the changes

Paasurea i n groups I and I1 and between the changes measured In grovps I1

and 1x1.

This saction of hypot&sis 5 was therefore rejected (see Tables

9 end 12).
7.

Bell Mjusuwnt Inventory-Kostflity Scale:

This aection of the

hypothais was also rejected e k e the analysis s h d no slgnifieant

differences between the changes measured i n %laups I and I1 and In groups

I1 and 111 (me Tables 9 a0.d 12 f o r a s-q

of results).

Table 12
S m r y of Analysis of Variance of Absolute Difference of Change
Between Groups 1 and 2 end Groups 2 and 3 on Grade Point Average,
Rating Scale, W n e y Problem Check list (Circled end Totalled)
aod the Bell Adjustment Imntory

Grade Point Averaae

Bating Sale
money Problem (Circled)
Moonay Problpn (Totalled)
FIAdjvetment
FIealth Mjuacnmt
Suhissivenese
Psotio~lity
Bostility
Uasculinity-femininity
-

- test 1-2

- test 2 - 3

1.7430
0.1260
0.6197
0.2521
0.9535
0.8785
2.7290*
0.5732
0.3731
0.7613

*
8.

indicates significance
Bell Adjustment Imrmtary-%seulinitpfemiiinity Scale: The

t-test analysis indicated thee there mere no significant diffarences between changes maemred in she groups.

This part of the hypothesis was

not upheld (see Tables 9 and 12).

9. Nooney Pmblem Check List-Circled Scoree: There was no

~ l ~ ~ i f i ~differences
ant
reported between the changes measured in groups
1 and 11 and in groups TI and I11 (nee Tables 11 and 12).
of

This seetion

the hypothesis vas also rejected.

lo. W n e y Problem Check List-Totalled Scares: The analysis of

dats agein s h d no signifisant differences between groups I. I1 and 111

mpasvred within the groups. Agein t N s part of the hypothesis
ves rejected (see Tables 11 and 12).

Hmothaeis 6.

(Thare will be a signifirant positive corralation

to the level of .05 between tbe final scares of adjustment and grade
point average).

The results of the analysis of data far chis hypothesis

indicated that there was no significant positive correlation between any

of the post-subtest scores of the Bell Mjvstmenr Inventory and the past
Rade Point A w a g e scores. The specific correlation results are as
follovs:
'1.

Average.

2.

Average.

3.

Average.
4.

5.

6.

--

0.07749 between 8-

Mjd~uetmentSforas and Grade Point

0.03236 between Health Adjustment Scores and Rsde Pafnt

0.18050 between Subnissiveaass Seores and Grade Point

0.02931 between Pmationality Scores and Glade Point Average.

0.15317 between Hostility Scores and Grade Paint Average.
0.08169 between Ibsculinity-Femininity Scores a d Rade

Point Average.
Macussion
It appears that the overall results of this study shov that there

were no significant differences ol changes between the three azpexi-tal

groups at the end of counselling programme when the post scores had been
adjusted with the pre scares as covariates.

Barever, there ware ieolated

areas of difference betreen groups as measured by the Eating Scale a d

the Bell Mjvatmanc Inventory. The results of Hypothesis 2.2 (see Table
8 ) . Rppotbesis 3d end f (see Table 10) and Hypatheais 5(5) Sumissiveness

Scale (see Table 12) indicate soae difEerencca between groups.

lImrmet.

53

it i s assmed t h a t these four differencas do not hold enough experimental

value t o e f f e c t the o v e r a l l decision t h a t t h i s study prodvcd no significant

changes between groups.

This i s o l a t e d v a r i a t i o n in t h e o v e r a l l r e s u l t s

could be expected by chance.

It was the purpose of t h i s study t o evaluate

t h e outcame of therapy u s i w multiple c r i t e r i a so t h a t the evalvation

~ U l not
d
have t o r e l y upon an inaqequate number of masuremeor erit-ia,
and thus r i s k changes not being measured.

Since t h i s study has v s d

r n d t l p l e measuremaot c r i t e r i a , many variables have been evaluated with

the o v e r a l l results of the study showing no changes because of the
courselling programme.

Chapter 5

This chapter includes a sumnary ~f the resvlts of this study, a

discussion of these results, and r e c W a t 1 o r . s for action sad further
research.
Outline of Study
Ire mentioned in Chapter 3, each experkntal group in this study

received a different approach within e counselling programme e d u e t e d

in a bop' orphanage. Group 1 received education, vocational and
personal counselling; Crovp 2 received edveational end vocational
counselling; and Group 3 acted as a eontrol.

The programme was run

from December, 1970 to Nay, 1971 and multiple measurement criteria were
ured to evaluate the outcomes of the counselling.
Slunnary

Ewotheaie 1.

of Bypotheeis, Outcomes and Discussion

There w i l l be no significant difference be&*"

groups as measured by grade polot average as fallows:

a.

Between groupe I and 11 froa:

i.
if.
iii.

b.

Christmas and Easter

Easter and June
Chrism. and June

Between groups I1 and I11 from:

i.
ii.
iii.

Christmas and Easter

Easter sud Juoe
C h r i s m s and June

i.
ii.
iii.

Christmas and Easter

Easter and June
Christmas and Jvne

the

55

This hppothesis was supported since the results indicated there

were no significant differences between any of the groups' scares on
Grade Point Average measured at Christmas, Easter and June.
Hv~othesis2.

There will be no sfgnifieant differences between

the groups as measured by the pre and post administration of the rating

scale as follm:
a.

Betreen grovps I and 11

b.

Between groups I1 and 111

c.

Between groups I end I11

The analysis of data ebawed a significant difference between

groups I and 111 but not between grovps I and IT, and I1 and 111 at the
and of the counselling p r o g r m as measured on the rating scale in the

pre and poet conditions.

-thesis

3. There will be no sisnifieant difference b e m e n

the groups on each of the five scales of the Bell Adjustment Inventory
as follows:

a.

Home Adjust-t:

i. Between gmape I and I1

ii. Bchreen groups 11 and I11
iii. Between grovps I and I11
b.

Health Adjustment:
i.
ii.
iii.

Between groups I and I1

Batweeo groups 11 and 111
Between grovps I and I11

1.
ii.
iii.

Beneon groups I a d I1
Between groups 11 and 111
Betxsm gmupa I and 111

I. Between groups I and 11

11. Bctweeo gloups I1 and I11
iii. Between groups I and XI1

e.

Hostility:
i.
ii.
ill.

Behreen groups I and I1

Between groups 11 and 111
Betwoen groups I and 111

i.

Between groups I snd I1

B e m e n groups I1 and I11
Between groups I end I11

ii.
iii.

The null hypothesis was also upheld here with no signifielmt

differences reported batween groups on the Bell Adjustment Inventory at

the end of the counselling after pra and poet measurements.
Hmothoeis 4.
-ps

There will be no significant differencs between

as measured by the Nooney Problem Check List as follows:

a.

Circled Score:
i.
ii.
iii.

h.

Berngroups I and I1
Between groups 11 and 111
%tween groups I and 111

Totalled Score:
i.
ii.
iii.

Between groups I and I1

Between gmups TI and I11
Berveen paups I and 111

hla significant differenfes between any of the groups were reported

here after an analy.ysiaof data m a completed. The null hypothesis was
again mpported.

The overell results of these four hypotheairr fit well into the kind
of trend Eysanck (1952) noted in his review of literature.

Rc coneluded

there was a failure to prove that therapy facilitates the recovery of

patients.

Similar fonclvsiona were dram by Csrkhupf and Truax (1965

1966) who r e v l e d the literature and reported that many studies in

cmnselliog show no signififant differences between treated a d untreated
groups. However, io this study, it was hoped that the use of multiple

57

measurement criteria may have yielded measurements indicating chaitse.

Mitchell (1969) advocated the use of mare measurements to assess change
thmughrmt thempy.

Mitchell attainad positive results with this approach

and also Schmidt (1972) stated the counsellor needs to use more tests to
attain a valid picture of the outcone results. Despite the use of
multiple measurement criteria this study did not ahow significant result*.
Emothesis 5.

Group I will have a greater absolute difference of

change (when conaidering both positive and negative changes) than group

11, which in torn, will have a greater ebsolvts differem* of change

than m

p 111.

This hypothesis was not upheld since there were no eignlfiurnt

differences between the three groups when the a m of the absolute
differences between pre and post measures on all tests was evaluated.
Csrkhuff a d Truax (1965-1966) reviewed the literature in as
attempt to explain the frequently reported "no-significant differ-e"
in eo-elling

studies.

They reported that even though there are no

overall differences noted, experimental groups tended to ahow more

positive and more negative changes t

h did control groups.

Stdies by

Cartwight and Vogel (1960) and Hink and Isalaen (1959) reported sinibr
results.

This form of data analysis did not show the kinds of chlnges

as previously reported h other stud*#.

t&othesis

6. There will be a significant positive correlation

to the level of .05 between the final scores of adjustment and grade
point average as foll-:
a.

Borne Mjustwnt and Grade Point Averaae

b.

Health Adjustment and Grade Point Average

E.

SYbmis~Ivenes~
and Grade Point Average

68

d.

Emotionality and Grade Point Average

a.

Hostility and Grade Point Average

f.

Masculinitpfemininity and Grade Point Avez~ge

The eorrelatians for each of the areas above were not ai-ifieant.
a d therefore this hypothesis was not upheld.

The review of the literature previded much support for the predicted
attc-

of this hypothesie.

The work of Bavlghvrst (19531, Crites and

Semlar (1967) and Liebman (1970) a11 suppart the positive correlation of
adjustrent with achievement.
relationehip.

Haever this study did not replicate thin

It is possible that given the limited nunbee of

oounselling intervim available to the clients, as liated in the

limitatione of this study, not enmgh tine was available to change
adjustment and aehievem~nt to the appropriate level for each student so
this correlation m u l d exist.
Rec-endations

for Further Study

The folloving are a list of points to be considered in fvrthar

research:
1.

Il. mentioned in Chapter 1, lhitations of the Study, much

covnnelling tine seemed to be spent in defining the eaunselling

program= to the clients. It is euggeated that a study. conducted ovet
a longer period of time, eould bc implemented which might take this

problem of role definition into aeswnt and siaultaneously prov5.de more

counselling tine ralat~dto the areas of need.
2.

The research area related to the measurement of change in

individualti who have taken part in a counselling progr-e

iwestiption.

needs more

There seeme to be r o w for the develepment of methods

to better evaluate the outcomes of therapy for individuals which in turn

59

m y masaitate the uae of more 7aeasur-t

criteria andlor mere measures

on the same variable m a r longer periods of time.

3.

h multivariate approach in data analysis would correct for the

changes which occur by chance, thua indieattng more aecorately if change

bad actually t a b place.

4. Other settings, other than traditional institutions, could be

investigated in a similar manner or as indicated in 1 and 2 above.
5.

Thls study atteapted to control the varying effects of different

eowellors by cmdycting the sevdy with ona counsallor.

It was therefore

rucesaary for one counsellor to vary his approaehee in counselling

depending on the clients irseigned experimental condition.

It fa poaalble

that ehc counsellor was not effective vith either one or the other matbods

of therapy since one approach m y have meant a departure from the

ccuneellors' established techniques. It ia therefore recommended that
an effort be made to mme closely match counsellors' teehniquas d
to the appropriate expetiaental group so as to avoid these
possible biasee.

6. Since this work ie quite out-dated, caution is sugsested before

basing further rescerch on it since other studies may have heen more

succeesful vith this area.

One of the difficulties inherent in research is the ~pplicatioo

of pre designed methode of measurei%nt co the inveetigatien of persons
who may or may not be able to be evaluated by that method.

giesler (1971)

discussed the problem of the "uniformity myths" of research in which all

clients are expected to respond in the same wag to a therapist who i s
su~poaedto operate in the same ma-=

with all persons, thua insvring

controlled studies with uniformity of research outcome. Baevec researchers

nre beginniw to look m e m d more at the interdependant variables in

60

euch research aod to consider Mividval client-counsellor relationships

and oute-O.

This study is perhapa limited in that it had expected to

measure all ~liantswith similar methods and had expected the single
therapist to be consistant in the assigned approach ro the co-ellees.
It i a suite possible that this study has produced more p~sitiveresulte

for some of the students without their being shorrn through the rsseareh
data.

One hopes. regardless of the resoareh outcome, that positive wts-s

for indilduls were realized.

A. Bocks
Ravighurst, 8. J., Buman Developmcmt and Education.
New York Longmans Green, 1953.
~ o h l e n .R. G.,

The Psycbologg of Molescent Devalo-nt.

Barper, 1952.

A m Pork

Thorndike, R. L.; and Bagan, H., Measurement and Evaluation i n

Psy~bologyand Education. Uev Pork John Wiley and Sons
Ine., 1969.

The Structure of Human A b i l i t i e s .

XI* York: John W i l q h Sons Inc.. 1950.

Vernon. P. E..

BPrron, P.; and Learg. T. P., "Changes i n Peychonevrotlc

Patients with and without Psychotherapy,"
Jouraal of Conaultins Psycholopy. 701. 19, 1955,
pp. 239
245.

Bates, H., "A t e s t of Grovp Counselling,"

Pa~sonmel6 Guidance Journal. Vol. 46,
1968, pp. 749
753.

Beilen, E., "The Application of 6eoera.l

Developmental Principles t o the Vocational
ksa."
Journal of Cwnsellins. psycho log^.
Vol. 2. 1955, pp. 53 57.

Bergin. A. E., "Psychotherapy Can be Dangerous,"

Plyeh01og.l Todap. Vol. 9. 1975, pp. 96

- 104.

Braucht, N.G.. "The Deterioration Effect: A Reply t o

Ber$in," Journrl sf Abaorm-1 Psyeholog~.
Vol. 75, 1970, pp. 293 -299.
Brm,

w. P..

"Student t o Student Counselling for

A c d e a i c AdJus-t,"
Personnel end Guidance
J o u n a l . Vol. 43. 1965. pp. 811 817.

"Toward Explaining
Carkhxff, R. R.; and huax, C. B.,
Success & Failvra i n Interpersonal learning
Erpecienees," Psrso-1
and Gvidanee Journal.
Vol. 44. 1965, pp. 723 723.

Carhrright, R. D.; and Vogel, J. L., "A Comp~~ison

of
Chanscs in Psychoneurotic Patients during Matched Periods
of Therapy and no Therapy," Journal of Consultinx psycho lo^.
Vol. 24. 1960. pp. 121 127.

Crabbie. J. I.: and Scott. W. A., "Acadaaic and Personal

Adjustment," Journal of Counsellim Psychology.
Vol. 19, 1972. pp. 58 64.

Critcs, J. 0 . : and Senlar, I.J., "Adjustmat, educational

Achieveent, and Vocational Maturity as Dimensions
of Development in Adaleasence." Journal of Counselling
Psycholw. Vol. 14. 1967, pp. 489 496.

Dana, R.; and hker, D. E.. "Righ School Acbiav-nt

sod the
Bell Adjustment Imrentory." Psychological Reports.
Vol. 8. 1961, pp. 353 356.

Davie, D. A..
"Effect of Group Gvidaoce and Individual
Counselling on Citizenship Behavior " Personoel
and Guidaace J m m a l . Vol. 38. 195;. p T 2 4 4 .

--

bnd.

"Adiustment chanaes over Thera~v from Thematie

Apbpparfep~ionTest htings." in ~w&therapy and
Personalit7 Change. ed. Rogers. C.R.' and Dynond. R.,
Chicago: University of Chicago Press, 1954. pp. 54 67.
8..

Eysemk, H. J., "Effectiveness of Psychotherapy",

A.P.A. Hoaitor. Vol. 6. 1975, p. 4.
Griffiths, G., "me Construetiom of a Personality Scale to
Predict A c a d d c Achiev-t,"
Journal of Applied
psycho lo^. Vol. 37. 1953, pp. 361 366.

Eilla. D.A.: and Williams, J. E., "Effects of Test Infoemation

upon Self-Evaluation in Brief Educetional a d Vocational
Counselling," Journal of Counselling Psvchologp. Vol. 12,
1965, pp. 275 281.

Kiesler. D. 3.. "Experimental Designs in Psychotherapy Research,"

in Handbook d Psyebthetap~and Behavior Change: An

Experhenfa1 Analveis. ed. Bergin, A. E.; and Garfiald,
S. L., New Pork: John Willg and Sons Ioe., 1971, pp. 36

74.
Liehn,

0. B.. "The Relatiwhip of Personal Social Adjustment

to A e a d d c Achievormt in Elementary Sehaal."
Diaertation Abetraets, 1970, pp. 67.

Levite, E. E.. "The Results of Psychotherapy with Children,"

JourPel of Consulting Peycholog~. Vol. 21, 1957,
pp. 189 196.

MaIntyre. C. J., "The Validity of the llomay Problem

Check List," Journal of Lpplied Pspcholou.
Vol. 37, 1953. pp. 270 272.

Nitchell, K. R., "Fqeated Measures and Evaluation of Change

in the Individual Client During Counselling," Journal
of Counrellinp Psgcholo~. Vol. 16, 1969, pp. 522
527.

Mink. 0 . C.; and Iaaksen, 8. L., "A Coaparison of the Effecti~eness

of Pon-Directive Therapy and Clinical Counselling in the

Junior Bigh School," The School Cosnmllar. Vol. 6. 1959,
pp. 12
14.

Nelson, H. 0.. "lndividnal Psychology as a Basis for h s e l l i n g

of L m Achieving Students." Journal of Cowelllng
Psychology. Vol. 46, 1967, pp. 283 - 287.
O h a n . W.,

"EMluation of a Grmp Counselling Procedure,''

Journal of Counselling Payeholo~. Vol. 11. 1964,
pp. 152 157.

Basnick, J., '4Study of sEelationship between Bigh Sehool Grades

and Certain Aspects of Mjwtment," Journal of Educational
Basearch. Vol. 44, 1951, pp. 321 340.

Pagers, C. E., "some Pew Challenges," bmcrican Ps~ehologist.Vvl. 41.

1973, pp. 379 387.

Roth. B. H., st al,, "The Nan-Achievement Spndrme, Group Therapy

and AchievPacnt Change." Personnel and Guidance Journal.
Vol. 46. 1967, pp. 393 393.

Buth, R. 11.; and Meyfegersburp,8. A.. "Tho No*-Achievement Syndmdromo,"

Personnel and Guidance JaUrnnl. Vol. 44. 1963. pp. 535
540.

Sawyer. R. hl.: and Martin, L. 8 . . "Specialized Study Skills,

Developmental Baading, and Counselling " Journal of
Experimental Education. Val. 37, 1969: p
p
n
Schmidt, P. K., "Use of Tests in School Guidance," School Guidance
Worker. Vol. 27. 1972, pp. 27 31.

Sehartz, P. K.; and Ohlsen, H. H., ''A Content Analysis

Technique for Bvaluating Ontcomee in Counselling,"
JOU-1
of Couneelling Ps~chology. Vol. 47. 1969,
pp. 346 354.

Bell. H. U.. The Bell Mlwtmeot Invsntory, %vised 1962

Student Form A Manual. California: consulting
Pagcholo$ista Press 1%~. 1963.

brae. I . ; and Thorndike, R. L., Examhers Manual Lorgr

Thorndik Intellillence Tests. Boston: mloughton
Hifflin C q a n ~ ,1957.
Mooney, R. L.; and Gordon, L. V . . Tho Noanqr Problem Check
New Pork: The Psycbologieal Corporation, 1950.

*.

n
Teacher. Grade

The following i s a r a t i n g form t a be used for a research t h e s i s by

K. C. ~ i c k s ,a t Memorial University.

You ace kindly asked t o evaluate

the following student.

sNdmt
Grade
Other teachers i n your school w i l l be evaluating the s m e studmt.
Please do not consult others as t o t h e i r evaluations eince it l a
absolutely necessary t h a t govr evaluation be an independent one.

The r e s u l t s of your e ~ a l u a t i o l lw i l l be confidential: only the general

r e s u l t s of e l l evaluations w i l l be used.
T h d you,

g e i t h C. Dicks,
Gradvate Student

Please rate this student an the six areas belov. S h l y place a cheek
mark ( ) at the appeopriate point along the horizontal scale.
1.

Work Production and Ability:

I
Always m r k s d
and to ability level;
ia achieving.
2.

Solnetirms works
to ability.

Individual Adjustment:

Appears totally
adjusted to echool.
3.

I
Never works
adequately; ia
underachiwiog.

appears co have
prohlema but able
to cope adequately.

Hot at all
adjusted to school.

Works oecaeionally.

&ever m r k s
elass tlme.

Assigned Classlaom Work:

'hlYaIs
m&s use
of class time to mrk.

'

4. courteey to Teachers:
Is always polite;
talks baclr: is friendly.

Never

Is occasionally
polite aud friendly.

Is frequently
impolite; talks
back; is insult*.

Is oceasiooally
prepared.

Is never prepared.

I
8-rk
ia always
well prepared.

6. Claes Progress:

Prequently helps claes

pmgross.

Ex. Takes part in dlaeussion;

never disrupts class; is
eo-operative.

Occasionally helps
elass progress.

&. Oceaeionally

disrvpts; sometimes
diseuases.

Hiders class
progress.

&. Doesn't take

part in class
discussioo; isn't
co-operative.

September 17th, 1970

This is to inform you of the progress made so far in my theses at

So far I have compiled statistical information f r w your files.
That is, I have e list of the boys including their date of birth, date
of admission to
, @ad@, grade point average of their last
term's school work and home t-.
It was decided to work with only those boy* in Grade eight to
eleven inelusiva. The boys ere to be divided into three groups of
a p p m x h t e l y thirteen; the grouping ptofedure will he randmized
selection and matching procedure betwen gmups will be based an age,
gtade and apprmimte intelligence 1-el.
Administration of intelligema tests (large-Borndike, 1957, U.S.A.)
therefore necessary. and was efempliahed on September 9th. 10th
and 11th. This was done by donitory and vithin their s t d y period; actual
time of administration to each group wae one hour.

was

h e each group has been formed, it will be necessary to intervier

each cNld individually, explain the procedure of the study and what he
and I lnag be doing during the year (7 months). Be will be askad to eooperate and if he agrees, his partisipation will be expected throughout.
Each grovp cf children will receive a different type of attention. One
group will receive guidsnca in academic work, future education, vocational
They will also receive a aeries oi
planning and personal co-lling.
a p p r m h t a l y nine scheduled events ovteide
which hopefully
will broaden their experiences and make them more aware of the
recreational, cultural, and other educational ponaibilitias i
n
.
This will be done by field trips, movies, and went. a t the drts and
Culture Center. The extra expense of this will be provided for the boys.
These activities will be oa weekends so as not to interfere with atudy.
You will be provided arffh a tentative schedule of this an soon as it
is dravn up.

A second group will reeeive guidance counselling in the areas of

a c e d d e work, educational and vocational planning. B e third group
will not be given any counselling, but used as a control gtoup by which
to campare the other groups' perfomnces.
Each child will be interviewed by me appcaxlmately once a mrmth
by a scheduled appointment plan, to heep a running check on his situation
in school and hie personal situation. It may be necessary for the o*o

groups receiving counselling to assemble very occasionally for the

purpose of guest speakrs on vocational areas in which they are Interested
or any other counselling procedures necessary. Also if any child in these
two groups requires or requests extra tine from me, it Will be given.
It will therefore be necessary for me to at
two
eveniws a week from 8:00 p.m. (eonsidering study times) until approximately
10:30 p.m.; tentatively, Tuesday and lhursday evenings.
and
I have discussed the appropriateness of areas for interviews and it seem8
most practical to have an area in the rain. building. He have already
discussed the possibility of my using the secretary's anti-office but I feel
this nay be too inconvenient for you since there are confidential items
about: I would like to sunpeat m e of the nev small classrwms in the
bas-nt
next to the furnafe ram. Thia would he out ef the way a d quite
private for the sake of confidentiality with the boys and at the s a w time
quite accessable. I hope this suggestion is eomrenient.
As e ~ as
n the boys are grouped, I should like to begin interviews
which would take place every night for a week. I should like this to begin
Septamber Zlst; from then on the regular schedule as ontlined a b w e will
be set up.

The actual purpose of this study is to access the effects of Guidance

Cotmsellling. It i s hoped that those boys counselled on an individual
basis will show an ioprovewnt in personal adjustment, a raise in academic
g r d e average, be rated as "imprwed" atudents by their teachers, and he
considered to have henefitea psychologically. educationally and sachlly
as rated by me.

I am happy to repoet the very kind co-operation of

, and of
Principal,
, in their willingness to allow me to obtain
echo01 grades of these boys and to establish any contact felt necessary
with teachers andlor Guidance Couneellors.
Principal.

If any matter requirea further explaination, please contact me.

Thank you for your co-operation.

Poura truly,

Keith C. Dicb,

Dr. L. m e ,
As8istant Professor of Education
Thesis Chairmm