The Identification and Validation of Competencies Requisite to Effective Functioning of Secondary Counselors, Vocational Counselors, Elementary Counselors, Special Education Counselors, and Other Guidance Personnel. Final Report.

Autor/in	Jackson, Frank
Institution	Education Service Center Region 10, Dallas, TX.
Titel	The Identification and Validation of Competencies Requisite to Effective Functioning of Secondary Counselors, Vocational Counselors, Elementary Counselors, Special Education Counselors, and Other Guidance Personnel. Final Report.
Quelle	(1974), (157 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Counseling; Counseling Effectiveness; Counselor Attitudes; Counselor Educators; Counselor Role; Elementary Secondary Education; Guidance Objectives; Guidance Personnel; Job Skills; Postsecondary Education; Rating Scales; Special Education; State Surveys; Texas + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Rating-Skala; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The study sought to identify competencies required for effective functioning of various guidance personnel and to validate those identified competencies. A pilot study led to the development of the final survey instrument which listed 318 guidance-related competencies. The following respondents rated each competency in terms of its importance to success in his particular position: 50 percent of all elementary, secondary, and special education counselors in Texas public schools; all vocational counselors, occupational exploration teachers, and occupational investigation teachers in Texas public schools; and smaller samples of community college counselors and counselor educators. Analysis of the results indicated support for almost all of the competencies by the "core" counselor groups (secondary, elementary, special education, and vocational). Further analysis produced lists (included in the report) of competencies unique to each of these counselor groups. Utilization of a hierarchical analysis and elimination process established a list (also included in the report) of 157 competencies common to all guidance personnel and related to: staff consulting, pupil appraisal, public relations, educational and occupational planning, guidance program planning, placement, parent help, counseling, local research, referral work, and personal qualities. A graphic representation of the respondent groups' ratings of each competency is presented. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC