2. The Guidance Provisions of the National Defense

Education Act of 1958..

11

11. Problems and Issues in Institute Operation.

12. Some Larger Professional Issues

13. Recommendations

Appendix

A. Title I (Sec. 101) and Title V, the National Defense

Education Act of 1958..

81

B. Counseling and Guidance Training Institutes Registry

Form

84

C. Selected Time Schedules Representative of Institute

Activities

86

Appendix-Continued

D. Institutions Sponsoring Counseling and Guidance Page
Training Institutes, Summer of 1959.

Tables

1. Lengths of Short-Term Institutes Held in the Summer

of 1959___

90

90

19

2. Number of Enrollees in Short-Term Institutes in the

Summer of 1959.

3. Statistical Summary of Enrollee Data-

4. Geographic Distribution of Enrollees in Short-Term

Institutes in the Summer of 1959-

26

5. Numbers of Enrollees from States Having Different

Numbers of Institutes..

28

6. Institute Participation Ratios Compared with Propor-

tion of 18-21 Age Group in College--

29

7. Areas of Preparation Rank Order for Master's Programs

in 152 Training Institutions and in Short-Term

Institutes..

Illustrations

FIGURE

1. Expenditures for the Short-term Institutes in the

Summer of 1959___

35

39

2. Seminar for exchange and integration of ideas and

experiences gained during the summer.

3. Observation of an interview in a one-way vision room.

4. Discussion with a supervisor of a tape-recorded inter-

view..

5. Demonstration of individual testing.

54

56

6. Laboratory experience. in making computations in a

course in statistics_

57

མམ་ལྔ་

50

53

The 1959 Short-Term Counseling and Guidance Training Institutes

INTRODUCTION

IN SEPTEMBER OF 1958, the 85th Congress passed Public Law 85-864, the National Defense Education Act. The step had not been taken lightly. For months congressional committees had been studying alternative bills. Widespread discussion had occurred in circles where educators and the educated were represented. Many proposals had been examined and compared. Congress realized that the provisions of this law would have widespread and to some extent unpredictable effects on the whole pattern of American education.

This report is an examination of the structure that was built upon title V (B) of the act during its first year. Part B authorized the establishment of counseling and guidance training institutes at colleges and universities for the purpose of improving the qualifications of secondary school personnel to engage in counseling and guidance.

We shall look first at the principles that guided the designers in their plans. We shall then turn our attention to the details of the structure itself, answering such questions as What? Who? Where? and How much? We shall then try to analyze the distinctive contributions to counselor education that this program has made. We shall grapple with the problems that were faced by the persons who planned and conducted this first round of institutes. We shall evaluate the outcomes as well as possible and try to determine how successfully the purposes of title V (B) of the National Defense Education Act have been achieved.

Public Law 85-864 expresses our shared conviction that education is of the greatest importance in American life. Title V expresses our shared conviction that guidance is of the greatest importance in education. In the institutes program we see these convictions given form and substance. It is well that we study it thoughtfully and learn from it as much as we can.

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PART I. THE BROAD PICTURE