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In addition to these educational workers, representatives of community services, such as clinics and counseling centers; representatives of test publishing companies, U.S. Government officials, and leaders in educational and professional organizations were participants in many places.

In summary, the picture most typical of institute staffs shows a core of able, experienced counselor trainers devoting full or half time to their duties, surrounded by a group of supplementary speakers representing a wide variety of backgrounds and viewpoints.

Curriculum

What did the counseling and guidance training institutes attempt to teach? The first conclusion drawn from a study of the technical reports is that schedules were much more highly organized than is customary in college work. Course work usually offered under three or four different labels might be pulled together into one course because of its special significance for counselors. Interspersed between lectures on counseling techniques or on mental tests might come a school guidance director's explanation of practices in a particular city or State system, or a social worker's talk on community referral facilities. The same basic concepts would be presented in lectures, discussed in small group seminars, and applied in practicum activities. The schedules worked out for enrollees were often complex, but with careful planning their many strands were woven into an intelligible pattern. (A few sample time schedules can be found in app. C.)

This complexity makes it difficult to summarize in conventional terms what the curricula of the institutes consisted of. By breaking down the list of offerings into the areas under which MacMinn and Ross classify their survey data on courses offered in 152 counselor training institutions, it is possible to rank these areas according to the frequency with which they appeared in the programs of the 50 institutes. Table 7 shows these ranks along with those that MacMinn and Ross found for regular counselor training programs. (While the discussions in the technical reports do not always tell just how much time or emphasis a given area received, they do show whether or not it was given some special consideration in the planning of the total program.)

It is evident that there is a fairly high relationship for both the high- and the low-ranking areas. "Counseling" and "Analysis of

1 MacMinn, Paul, and Ross, Roland G. Status of Preparation Programs for Guidance and Student Personnel Workers. Bulletin, 1959, No. 7. U.S. Dept. of Health, Education, and Welfare. U.S. Govt. Printing Office, 1959.

the Individual" occupy the top two places in each list. "Placement" and "Followup and Evaluation" rank low in each. The two areas where large differences in rank occur are "Methods of Research" and "Practicum."

Table 7.-Areas of Preparation Rank Order for Ma-ter's Programs in 152 Councelor Training Institutions (MacMinn and Ross, Op. Cit., p. 23) and in Institutes

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1 An error in the table from which these ranks were taken has been corrected here.

The difference in rank for "Research" is probably less significant than it appears at first glance. It is true that very few institutes offered special courses in research methods, but they did bring research methods, concepts, and findings into other courses. There was a good deal of emphasis on statistics in the testing courses classified under "Anaylsis of the Individual." Many of the directors were strongly research oriented and many of the enrollees participated enthusiastically in research projects growing out of the institute experience itself, such as evaluation and followup studies.

The reports show "Practicum" to be not only one of the three most frequent offerings, but also likely to occupy a central place in institute plans. In a good part of the 33 institutes where practicum was offered, it tended to be the focus around which the rest of the work was organized. The high rank accorded to practicum in institute programs is one the features to be discussed in more detail in the next chapter.

The kinds of course ranking below 4 in table 7 were infrequently offered. Only 10 of the 50 institutes offered courses in either "Psychological Foundations" or "Philosophy and Principles." Still fewer offered any of the others. None had a designated course in the "Followup" area, though many enrollees helped to plan followup

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projects. Because of the way in which programs were organized and the extensive use made of special lecturers, films, field trips, and the like, it is safe to assume that at least a limited amount of material from these special areas did actually find its way into institute pro

grams.

There is one special area not appearing among the MacMinn and Ross categories that received considerable emphasis in institutes because of the expressed purpose of the National Defense Education Act. In one way or another, most institutes arranged to devote some special attention to high-ability students. In a number of cases, special courses were developed for this purpose. In other instances, study of talented students was part of other courses. Several institutes emphasized this aspect of a counselor's work in their practicum activities, selecting high school clients of high academic ability. Probably all enrollees gained some awareness of the part counseling may play in the lives of able students.

Classification in terms of categories like those shown in table 7 does not reveal interesting differences between courses given the same label. In one instance a course on "Educational and Vocational Information" may consist only of detailed factual information about the "Dictionary of Occupational Titles," the sources of pamphlets about vocations, and the ways in which filing systems for occupational materials are set up. In another, a course with the same title may focus on the vocational choice process and the influence of many psychological and sociological factors on it. A course labeled "Mental Measurement" may consist in one place of lectures on statistics as it applies to the construction of tests; in another, of practice in synthesizing test information from individual students' cumulative records into meaningful patterns. In general, within any one of the areas considered important for counselor preparation, some institutes presented factual, systematic information, others challenging prohlems and practice in solving them. The possibility of carrying out the latter plan within the institute framework was recognized by many of the faculty members.

Graduate Credit

The policy of the Office of Education was to leave the matter of granting credit for institute work strictly to the sponsoring institutions. It is interesting to note that all 50 of these institutions did grant graduate credit for completion of the institute programs. The amount of credit and the requirements varying in accordance with

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regular summer school practices in the institutions in question. All but a very small number of the enrollees received graduate credit. There was some difficulty in fitting the program that has been described into the framework of course titles and course numbers with which registrars work, but in each college or university this was worked out to the satisfaction of administrative authorities. But it will almost certainly be found that when institute enrollees present themselves for further graduate work, some of the knowledge and skills they bring will be different from the work ordinarily represented by the course titles on their transcripts. Their advisers and instructors may wish to inquire about the actual content of the institute courses for which standard course titles were used. It is likely that enrollees will differ from the average graduate student in some areas of preparation.

CHAPTER 6

Costs

HE TOTAL EXPENDITURES for the 1959 short-term Counseling and Guidance Training Institutes were $2,157,076. Because this was a contract program, all costs incurred by the training institutions providing the instruction are included in this figure. Since title V(B) specified that stipends should be paid to enrollees and their dependents, these costs too are included in the total costs.

Figure 1 shows the proportion of costs for each purpose. Almost 72 percent of the expenditures were for stipends, $1,087,236, or 50.4 percent for enrollees themselves; $459,680, or 21.3 percent for their dependents. In selecting enrollees, no limit was placed on the number of dependents for whom allowances would be paid. The average number of dependents for the 2,160 enrollees who received stipends was 2.1. It is to be noted that stipend totals include all payments made to enrollees. There was no allowance for travel or for any other expenses they may have incurred.

The $515,424 labeled "Direct Costs" in figure 1 covers the salaries of institute directors and faculty members; travel allowances for faculty; fees and deposits required by the training institution; supplies, materials and equipment. The $94,736 item labeled "Indirect Costs" covers the part of the general operating expense that institutions were entitled to charge to this particular account. Such costs were allocated in accordance with standard cost accounting procedures. It can be seen from figure 1 that the amount paid to the training institutions to cover direct and indirect costs constituted slightly over 28 percent of the total expenditures for the institute program.

The financial reports from the 50 separate institutions show that there was considerable variation in costs from place to place. There would be little to be gained by a detailed analysis of these variations, however, since they are based on many factors. The most important of these factors is the type of institute that was conducted. It has already been noted that it is not possible to classify the institutes into

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