Historically Black College And University Student Perceptions Of The Effectiveness Of University Counseling Centers

Author : Gail Boyes Miles
Publisher :
ISBN 13 :
Total Pages : 184 pages
Book Rating : 4.:/5 (731 download)

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Download or read book The Effects of Four Orientation Approaches on Disadvantaged Black Freshman Students' Perceptions of Counseling Center Services written by Gail Boyes Miles and published by . This book was released on 1980 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lack college students have not used counseling center services because they were unaware of the services provided by such centers. The purpose of this study was to determine the effects of four orientation approaches on disadvantaged black students' perceptions of counseling center services. The 86 students in the sample included 48 black freshman students entering the Program for Academic Counseling and Tutoring and 38 black freshman students entering the Special Services Program during the 1980 summer quarter at the University of Florida. These students were divided into four groups, each group receiving similar and different orientation approaches. In the first group, 31 students participated in a large group orientation which acquainted them with the services of the counseling center and provided them with a brochure explaining these services. In the second group, 18 students participated in the large group orientation, received the counseling center brochure, and were sent a personalized letter from the director of the center welcoming them to campus and explaining the services of the center. In the third group, 19 students participated in the large group orientation, received the center brochure, were taken on a tour of the center, and participated in a small group orientation in which a black counselor acquainted them with the services of the center. In the fourth group, 18 students participated in the large group presentation, received the center brochure, and participated in an individual orientation in which a black counselor acquainted them with the services of the center. The students in the four groups completed the Counseling Appropriateness Check List (CACL) and a self-report questionnaire at the end of their orientations. The 66 item CACL was used to measure their attitudes toward the appropriateness of discussing problems with a counselor in the counseling center related to satisfactory adjustment to college life, career exploration and career choice, and personal and social adjustment. The self-report questionnaire was used to determine students' knowledge about the location and services of the counseling center and expected use of the center for problems. An analysis of variance indicated no significant differences among the four groups on their responses to the three CACL factors and their CACL total scores. An analysis of variance of repeated measures was performed to evaluate differences in responses to questions concerning each factor within each group. This analysis indicated that these students were more likely to consider vocational and educational problems as more appropriate than personal problems for discussion with a counselor in the counseling center. There was a correlation between the scores of the CACL and knowledge of the center for the students in group 3 who received the small group orientation, but not for students in the other groups. The students in group 4 who received the individual interviews were more likely to discuss a future personal problem with a counselor in the counseling center than the students in other groups. The results of a six-week follow-up indicated that no significant changes occurred in the students' responses to the CACL items. Based on the results of this study, four conclusions were drawn. First, personalized orientations do not affect students' attitudes toward problems appropriate to discuss with a counselor in the counseling center. Second, the traditional counseling center brochure appears to be as effective in changing student attitudes toward the center as a more personal approach. Third, information-dissemination appears to be most effective through small-group orientation. Fourth, students seem more likely to use the counseling center for solving personal problems if they have had an opportunity to see a counselor individually.