gressional action on the supplemental appropriation has been completed. your information, there is attached a list of the total 1,000 fellowships. For Since our last appearance before this committee, arrangements have been completed for the establishment of 50 summer counseling and guidance training institutes, a list of which is attached for the record. These will be financed from the initial appropriation of $2 million. Our staff is at present negotiating contracts for the establishment of some six or eight regular session institutes for the academic year 1959-60. These would be financed from the requested supplemental appropriation of $1 million. INSTITUTIONS WITH INSTITUTE DIRECTORS CONDUCTING COUNSELING AND GUIDANCE TRAINING INSTITUTES UNDER THE NATIONAL DEFENSE EDUCATION ACT, SUMMER SESSION, 1959 Arizona State University, Dr. Sandford S. Davis. Atlanta University, Dr. Paul I. Clifford. Boston University, Dr. Dugald S. Arbuckle. College of the City of New York, Dr. Dorothy Davis Sebald. George Washington University, Dr. Mitchell Dreese. Kansas State Teachers College, Pittsburg, Dr. Emory G. Kennedy. Loyola University, Chicago, Dr. Robert C. Nicolay. Louisiana State University and Agricultural and Mechanical College, Dr. Russell E. Helmick. Marquette University, Dr. Raymond J. McCall. Marshall College, Dr. Clarke F. Hess. Michigan State University, Dr. Walter F. Johnson. Montana State University, Dr. Robert E. Gorman. New York University, Dr. Milton Schwebel. North Carolina State College, Dr. Roy N. Anderson. Ohio State University, Dr. Herman J. Peters. Oklahoma State University of Agriculture and Applied Science, Dr. Harry K. Oregon State System of Higher Education, Dr. Daniel W. Fullmer. Purdue University, Dr. Lee E. Isaacson. Rutgers, the State University, Dr. Winfield Scott. State College of Washington, Dr. William P. McDougall. Syracuse University, Dr. W. J. Dipboye. Temple University, Dr. Roy B. Hackman. Texas Technological College, Dr. Aldrena Beatrix Cobb. University of Alabama, Dr. Ralph M. Roberts. University of California, Berkeley, Dr. Clifford P. Froehlich. University of Connecticut, Dr. Edward A. Wicas. University of Delaware, Dr. Wilfred A. Pemberton. University of Denver, Dr. Harry R. Moore. University of Florida, Dr. Ted Landsman. University of Houston, Dr. Frank L. Stovall. University of Kansas, Dr. E. Gordon Collister. University of Toledo, Dr. Robert Gibson. Wayne State University, Detroit, Dr. William Evraiff. The National Defense Counseling and Guidance Training Institutes SUMMER-1959 U.S. DEPARTMENT OF HEALTH, ARTHUR S. FLEMMING, Secretary Office of Education LAWRENCE G. DERTHICK, Commissioner 77 COUNSELING AND GUIDANCE TRAINING INSTITUTES Introduction The U.S. Commissioner of Education has announced 50 Counseling and Guidance Training Institutes to be conducted in the summer of 1959. This brochure is intended primarily for prospective enrollees. It describes briefly the origin and purpose of the Counseling and Guidance Training Institute Program, what an institute is, who may enroll, the financial provisions for enrollees, and how one applies for admission to an institute. There is also included a list of the 1959 summer institutes, together with other detail furnished by the host institutions. The Origin and Purpose Public Law 85-864, The National Defense Education Act of 1958, authorized a program of Federally-financed Counseling and Guidance Training Institutes. The Institutes are one of several features of this act designed, in the words of the act itself, "to insure trained manpower of sufficient quality and quantity to meet the national defense needs of the United States." Title V of the act is entitled, "Guidance, Counseling, and Testing; Identification and Encouragement of Able Students," and it is in two parts. Part B of Title V authorizes the Commissioner of Education to arrange through contracts with institutions of higher education for the operation by them of institutes for the purpose of improving the qualifications of personnel engaged in counseling and guidance of students in secondary schools, or of teachers in secondary schools preparing to engage in such counseling and guidance. The insti tutes are intended to assist in training the professional personnel who carry out the programs of counseling and guidance in secondary schools that are also encouraged by the act. The Nature of an Institute A Counseling and Guidance Training Institute, for the purposes of the act, is an academic program conducted at an accredited institution of higher education. The standards of faculty and quality of instruction are to be equal to those required by the institution in its regular academic programs of equivalent level. An institute ordinarily will be of graduate level, but undergraduate work may be offered in special cases where it is necessary to accomplish the approved purposes of the institute. Enrollees will devote full time to the program of studies. In general, institutes were developed cooperatively by representatives of counselor-training institutions and of State and local school systems. This kind of preplanning makes it possible for an institute to organize learning experiences from many sources to meet specific objectives related to the needs of secondary school counseling personnel. It was recognized, moreover, in establishing the institutes, that levels of preparation would vary among prospective enrollees. Accordingly, the level and type of instruction will also vary. Some institutes will provide enrollees with the opportunity for actual counseling experience under supervision; others will provide them with the opportunity to observe experienced counselors in rooms equipped with one-way screens. Again, learning experiences with psychological testing may range from self-administration, scoring, and study of selected tests and their manuals, through group and individual testing techniques, to the integration of data derived from psychological testing with the counseling process itself. In addition to learning experiences by doing, the institutes will offer appropriate blocks of instruction stressing the contributions of the behavioral sciences, especially of psychology. This will provide the theoretical bases underlying the work of the counselor. To meet a unifying purpose, however, all institutes will provide enrollees with instructional activities to be shared in common. These may take the form of seminars on a given topic, of group discussions for exchanging views to develop group cohesiveness, of lectures by an outstanding specialist in a relevant area of counseling and guidance, or of demonstrations with accompanying critiques. Consequently, the enrollee should give careful consideration, before making application, to the specific objectives of an institute and the relevance of his own training and experience. By so doing he should best meet his own needs for improving his competencies as a counselor. Questions and Answers The Office of Education has received many inquiries about the Counseling and Guidance Training Institutes Program. The following questions are among those most frequently asked. Any individual who is considering attendance at an institute will find it helpful to review these questions and the answers to them. ENROLLMENT 1. Who are eligible to enroll in an institute? Persons engaged in counseling and guidance of students in secondary schools and in need of improved qualifications for this work or teachers in such schools preparing to engage in such counseling and guidance may be eligible to enroll. 2. What does the term secondary schools include? The term secondary schools as used here includes both public secondary schools and private nonprofit secondary schools. Further, it means a school which provides secondary education, as determined under State law, except that it does not include any education provided beyond grade 12. 3. What educational level must an enrollee have attained? The enrollee must have attained at least the bachelor's degree. Some institutes may require a more advanced educational level. 4. What training and experience in counseling and guidance should a prospective enrollee have? This will vary in accordance with the prerequisites established by the institution conducting the institute. The students attending are to have training and experience appropriate to the instructional content of the institute. 5. Does the concept of a "full-time training institute" rule out secondary school teachers participating after the regular school day or on Saturdays? Yes. Part-time or inservice study may be very valuable, but Congress saw the institutes as a full-time activity composed of full-time |