A NEEDS ASSESSMENT AND EVALUATION

OF THE BROOKS COMPOSITE HIGH SCHOOL

GUIDANCE PROGRAM
JANET L. ROMMENS
B.A., St. Mary's University, 1978
B.Ed., St. Mary's University, 1979

A One-Credit Project
Submitted to the Facu1ty of Education
of The University of Lethbridge
in Partial Fu1fillment of the
Requirements for the Degree

MASTER OF EDUCATION

LETHBRIDGE,ALBERTA
May, 1993

ABSTRACT

It has been determined that a guidance and counselling

department must be an integral part of the educational process
in secondary schools.
department

have

effectively

The goals of a guidance and counselling

been

dealing

constructed
with

the

to

assist

students

educational,

career,

in
and

personal/social issues that they face.

To be effective,

guidance and counselling departments

must take a team approach and work with students, parents,

teachers,

counsellors,

representatives

of

school

administrators,

community agencies

to

ensure

and

that

the

guidance

and

programs and services being offered are effective.

To

determine

the

effectiveness

of

counselling department, it is recommended that this department

administer
intervals

needs
to

assessments

determine

if

recognized and addressed.

and

the

evaluations

students'

needs

at

regular

are

being

That is the purpose of this study.

The needs assessment and evaluation addressed students'

concerns about
Brooks

the guidance and counselling department at

Composite

High

School.

Section

students' perceptions about the knowledge,

A discussed

the

approachability,

and availability of the guidance and counselling department.

In Sections B, C, and D, the students evaluated the importance
of the services being offered, and then the students rated the
performance

and

delivery

of

these

services.

discussed the educational services being offered.

111

Section

Section C

dealt with the career services being offered, and Section D

examined the personal/social services being offered.
Detailed analyses of the results revealed that there was
a positive relationship between the actual and perceived roles
of

the

counsellors

department.
needs

in

and

the

guidance

and

counselling

The department is seen to be meeting students'

availability,

awareness,

approachability,

and

appointment scheduling.
From the same analysis, it was concluded that students
see a

need for

improvement

~n

two major areas.

Firstly,

students saw a need for improved access to counsellors during

scheduled class time.

Secondly,

it was apparent that many

students were unaware of the full spectrum of services offered

by the guidance and counselling department.
Students

perceived

their

greatest

needs

from

those

services listed in the educational section followed by the

career, and personal/social sections respectively.
other than in individual personal counselling,

In fact,

students did

not rate the personal/social section as an important program

component

when

compared

with

the

education

and

career

sections.
Administrative tasks such as registration, post-secondary
information,

graduation requirements, program planning,

credit records ranked highest respectively.

Furthermore, the

students confirmed that counsellors do well in these

~v

and

activities.
the

Thus, students clearly perceived counsellors in

traditional

role

of

administrative tasks.

performing

school-related

TABLE OF CONTENTS

PAGE

List of Tables ........................................

I.

II.

lX

THE PROBLEM ......................................

Introduction .....................................

Rationale ........................................

The Purpose of The Study .........................

Hypothes i s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..

Questions Guiding the Study ......................

Limitations of the Study .........................

Assumptions

Definitions of Terms .............................

Summary ..........................................

REVIEW OF THE LITERATURE .........................

Introduction .....................................

Rationale for Guidance and Counselling Services

in Schools ....................................

The Goals of School Guidance and Counselling

Servi ces ...................................... 11
The Requirements of a Comprehensive Guidance and
Counselling Program ........................... 12
The Roles and Functions of the Counsellor ........ 15

vi

The Perceived Role of the Guidance Counsellor ....

17

The Purposes of Needs Assessments and Evaluations.

20

Summary ..........................................

21

III. RESEARCH DESIGN ..................................

24

General Method ...................................

24

Research Population ..............................

24

Instrumentation ..................................

25

Pilot Study ......................................

26

Data Collection ..................................

26

ANALYSIS OF THE DATA.............................

28

Demographic Summary ............................. .

28

Tables One to Five ......................... .

29

IV.

Statistical Analysis

30

Section A: Students' Perceptions of the

Guidance and Counselling Department ........ .

30

Table Six .................................. .

31

Section B: Education ............................ .

34

Tabl e Seven ................................ .

35

Section C: Career ............................... .

48

Table Eight ................................ .

48

Section D: Personal/Social ...................... .

56

Table Nine ................................. .

56

Vl.l.

v.

SUMMARY, RECOMMENDATIONS AND CONCLUSIONS .........

65

Surrnnary ..........................................

65

Importance of Services ...........................

65

Table Ten ...................................

69

Performance of Services ..........................

70

Table Eleven ................................

73

Recommendations for Further Study ................

74

Recommendations for Practice .....................

74

Conclusion .......................................

78

Bibliography

79

Appendices
Appendix A:

Questionnaire .....................

83

Appendix B:

Consent Form ......................

91

Vlll

LIST OF TABLES

TABLE ONE:

GRADE LEVEL

TABLE TWO:

STUDIES LEVEL

TABLE THREE:

GENDER

TABLE FOUR:

YEARS AT THIS SCHOOL

TABLE FIVE:

NUMBER OF CONTACTS

TABLE SIX:

COUNSELLOR AVAILABILITY

TABLE SEVEN:

EDUCATION

TABLE EIGHT:

CAREER

TABLE NINE:

PERSONAL/SOCIAL

TABLE TEN:

IMPORTANCE OF SERVICE

TABLE ELEVEN:

PERFORMANCE OF SERVICE

lX

CHAPTER

I~

THE PROBLEM
INTRODUCTION

Often the initial reason a

student

seeks counselling

revolves around course selection and career decisions.

With

further examination on the part of the guidance counsellor

through empathic listening,

questioning,

and collaboration

with administration and staff, however, it is often disclosed

that

more

intricate

problem

is

at

the

unanticipated interest in career planning.

base

of

this

In such cases,

more intense personal and group counselling is made available

to the student by the counsellor or an appropriate outside
agency.
The majority of students, however, rarely have contact
with a counsellor unless it deals specifically with program or
post-secondary planning.
are

the

focus

of

this

It is these" invisible" students who

study.

To meet

the needs

of

all

students more fully, the Guidance and Counselling Department

at Brooks Composite High School determined that it would be
necessary to survey the students themselves as to their needs
and how well these needs were being met by the Guidance and
Counselling

Program.

It

was

hoped the

results

could be

carefully analyzed to redirect and improve the counsellors'

efforts and roles where necessary,

to phase out irrelevant

programs, and to introduce new programs where required by the

students.

The way in which the department chose to gather

1

information parallelled the experience of John Holland who is

quoted by Collison (1982) as saying,

II

If you want to know what

a kid wants to do, then walk up and say,

want to do?'

'Kid, what do you

RATIONALE

With

increasing

fiscal

restraints

expectations on the entire school system,

and

societal

it has become a

necessity from both a professional and managerial perspective

for counsellors to address the perceived needs of students and
to evaluate their effectiveness in meeting these needs.

We

must specifically determine what it is that counsellors should

and can do to answer students' concerns if we are to make the
most effective use of our limited time and resources.

As

professionals in the field of education, we are continually

faced

with

increasingly

difficult

priorities,

and

it

is

through needs' assessment instruments that we can best set up

our programs to reflect the needs of students.
In

1981

The

Report

of

the

Task

Force

on

School

Counselling and Guidance in Alberta recommended that school

systems

offer

counselling.
recommended
counselling

a
In

that

comprehensive
order
a

services

to

local
be

program

deliver

this

assessment

undertaken

in

to

guidance

program,
of

it

guidance

identify

various client groups, particularly student needs.

needs

and
was
and
of

As well,

the Canadian Guidance and Counselling Association (C.G.C.A.)

endorsed the basic premises of The Report of the Task Force on

School Counselling and Guidance in Alberta.
As a result of the recommendations of the task force on
school counselling and guidance in Alberta, two documents were
produced in October of 1984, Guidance and Counselling Services
in

Alberta

Schools

and Career

Education.

Guidance

and

Counselling Services in Alberta Schools strongly recommended

that systematic student needs assessments and evaluations take
place at regular intervals.
THE PURPOSE OF THIS STUDY

The purpose of this study is to determine which needs the

students of Brooks Composite High School perceive as important
for the guidance and counselling department to deliver.

In

addition, the study will determine how well the services are
currently being delivered.
HYPOTHESIS

The

Null

significant

Hypothesis

differences

states
between

that
the

there

will

services

be

no

currently

provided by the Guidance and Counselling Program and the

perceived needs of the students of Brooks Composite High
School.
QUESTIONS GUIDING THE STUDY

This study will attempt to determine if the Guidance and

Counselling Program is meeting the perceived needs of the
students at Brooks Composite High School.
questions will be addressed in this study:
3

The following

1.

What are the perceived needs 'of the students at Brooks

Composite High School?

2.

Does the current Guidance and Counselling Program at

Brooks Composite High meet the perceived needs of the
students?
LIMITATIONS OF STUDY

There are several limitations to this study:

1.

There are limitations to survey questionnaires because of

participant bias and tendency.

2.

The

students

are

the

only

group

to

be

surveyed.

Identification and recognition of the needs of other

groups,

such

as

teachers,

parents,

administrators,

counsellors, and the community, are not included in this

study.
3.

The chief researcher is a member of the guidance and

counselling department.
ASSUMPTIONS

There are assumptions that underlie this study.

it

is

assumed

that

the

participants

questionnaire with thought and honesty.

will

reflect

the

actual

student

will

First,

answer

the

Second, their answers

needs

as

well

as

their

impressions on the level of services currently being offered.

DEFINITION OF TERMS

There are several terms that must be defined:

1.

Need:

Kaufman (1972) defined an educational need as "a

measurable outcome discrepancy between what is and what

4

should be"

(p.49).

In this paper,

the term "need"

is

used to mean a condition among members of a specific

group

(students)

that

reflects

an

actual

lack

of

something or an awareness that something is lacking.

2.

Guidance and Counselling:

not synonymous.

These terms are related but

The terms refer to distinct functions

and activities.
A.

According to Guidance and Counselling Services in Alberta

Schools (Alberta Education, 1984), guidance is an
instructional process that has specific content and is
group-oriented in approach.

Guidance activities

are

intended to provide structured learning experiences for

all

students.

preventative
program

Guidance
orientation

orientation.

has
as

The

well

developmental

and

as

service

and

orientation

is

program

addressed through the Career and Life Management (CALM)

curriculum.

It is the intent of guidance to equip a

student with knowledge, skills, and strategies to deal

with

certain

tasks,

challenges,

or

issues

as

an

individual progresses through school.

B.

According to Guidance and Counselling Services in Alberta

Schools (Alberta Education, 1984), "Counselling is
intended to assist students with specific personal and/or
social difficulties or particular educational or career
issues.

Counselling

services

may

preventative and/or crisis oriented"

5

be

developmental,

(p. 12).

3.

According to Guidance and Counselling Services in Alberta

Schools (Alberta Education, 1984), "Needs Assessment is
defined as the process of ascertaining and documenting
the discrepancy between "what is" and "what should be".
The product of this process shall be a needs statement
identifying, listing and describing the present level of
the services

("what is"),

the desirable goals of the

services

("what should be") and the difference between

the two"

(p. 31).
SUMMARY

Guidance

and

counselling

programs

have

been

an

established part of school systems for many decades and have

often been the subject of criticism.
fiscal

restraints,

Long before the latest

there has been much concern about

the

with the current emphasis on

future of guidance services.

financial accountability, many educational programs in Alberta

are

under

scrutiny

eliminated.
that

will

and

in

fear

of

being

down-sized

or

In many cases it appears that the only programs

survive

identifiable

are

those

and measurable

that

criteria.

can

be
It

justified
is,

by

therefore,

crucial that guidance counsellors regularly conduct a needs

assessment and evaluation of their programs.
Accountability

to

others

important reason to evaluate.

is

certainly

not

the

most

Most guidance counsellors cite

the improvement of guidance programs as the primary purpose.

According to Blocher and Rapoza (1972), "professional practice
6

can only improve where accurate and immediate feedback

available" (p. 107).

lS

This feedback can then be used to ensure

that the programs being offered do in fact meet the perceived

needs of the students.

CHAPTER II.
REVIEW OF THE LITERATURE

Introduction
Most counsellors would agree that school guidance and
counselling programs are vital, dynamic services established
to meet the needs of students in today's rapidly changing
society.
and

At times, counsellors report being quite overwhelmed

strained

(students,

in attempting

staff,

to meet

administration,

have for their services.

all

the

needs

central office,

others

parents)

For this and many other reasons, it

is extremely important that students' needs be prioritized.

In

order

effective,

for
it

guidance

is

and

necessary

counselling

that

the

program

students

to

be

routinely

complete a needs assessment to determine what they perceive as

their specific needs.
With the ongoing cutbacks in educational funding, many
programs are currently being subjected to careful examination
as to their relevancy and need.

In current literature, many

authors question the future of guidance and counselling in our

schools.

These

debates

and

inquiries

have

led

to

much

discussion about how school counsellors can best serve their

students, teachers, parents, and administrators.

One method

to ensure that guidance and counselling services are relevant

to students'

needs

is

to complete a

evaluation at regular intervals.

needs assessment and

Developing School-based Guidance and Counselling Programs

in Alberta Schools (Alberta Education, 1990) explains that a
needs

assessment

and

evaluation

allow

the

guidance

and

counselling department to identify and prioritize the services

currently offered in the school and to offer direction in
terms of program services currently needed in the school.

As

well, it assists in determining the role and responsibility of

the counselling person(s) in the school.
Rationale For Guidance and Counselling Services in Schools

The

complexity

of

today's

society

has

encouraged

educational policy makers to recognize a need for effective

and

comprehensive

schools.

guidance

and

counselling

services

in

Research into the pressing need for such services in

Canada began in 1980 with a Position Paper on School Guidance

Services (Canadian School Trustees' Association, 1980).

The

changing dynamics of the family unit; the expanded role of

career education; the increased number of troubled students
within the schools; the abuse of alcohol and/or drugs; and an
increase

in

the

awareness

of

an

responsibility

for

health and well

reasons

for

the

cited

introduction

individual's
being are
of

personal
a

few

developmental

and

preventative guidance and counselling services.

just

The Report of

the Task Force on School Guidance and Counselling in Alberta

(Alberta Education, 1981) supports the need for comprehensive
guidance and counselling services in schools.

Further,

position Paper on Guidance and Counselling Services in Canada

9

(Canadian

Guidance

and

Counselling

Association,

1982)

indicates a need for a guidance and counselling policy which

ensures

access

to

comprehensive

services to all Canadians.

guidance

and

counselling

The position paper describes the

services that should be available and establishes guidelines

for operating practices.
One of the recommendations from The Report of the Task
Force on School Guidance and Counselling in Alberta (Alberta
Education, 1981) was that Alberta Education should assume a
leadership

role

to

ensure

that

adequate

guidance

counselling services exist

in all Alberta schools.

result,

"recognizes

Alberta

Education

that

and
As a

guidance

and

counselling is an integral component in the total education of

young

people",

and,

therefore,

"guidance

and

counselling

services should help students perform to their full potential

in school, and ultimately to make a positive contribution to
society" (Alberta Education, 1984, p. 48).
These developments have provided a window of opportunity
for

educating

comprise
programs

policy

comprehensive
and

the

makers
school

appropriate

about

the

guidance
role

of

components

which

and

counselling

school

counsellors.

Within this promising environment, however, there is also an

escalating emphasis placed on program accountability, which is
inevitably

linked

cutbacks.

Thus,

to

budget

constraints

and

educational

it is clear that guidance and counselling

program development must be guided by systematic planning and

10

proven practices which include needs

assessments,

clearly

written role descriptions, and evaluations.

The Goals of School Guidance and Counselling Services

Before
guidance

an

can

effective
be

assessment

conducted,

the

of

goals

counselling
of

guidance

and
and

counselling services must be examined.

According to Guidance and Counselling Services in Alberta
Schools (1984), the goals of guidance and counselling programs
are as follows:
1.

to assist students to relate effectively to others

2.

to

assist

students

to

maximize

students

to

acquire

their

academic

potential

3.

to

assist

the

knowledge,

skills, attitudes, and habits required to respond

to the opportunities and expectations of the world
of work

4.

to assist students to cope more effectively with

personal

problems

achievement,

which

career

impede

educational

development,

and

personal and/or social growth

5.

To

provide

information

regarding

available

educational and treatment services for exceptional

students.

6.

To

request

the

assistance

of

teachers,

administrators, and parents in the identification

11

of

personal,

social,

and

intellectual

needs

of

through

students (p. 13).

It

is

suggested

that

these

goals

be

met

proactive, preventative, and developmental approach with the

intention of reaching as many students, parents, teachers, and
administrators as possible.

In this context, the counsellor

becomes a catalyst, a sharer of information and ideas, and a

provider of materials.
counselling

program

To be most effective, the guidance and

should

be

delivered

approach in which the principal,

through

counsellor (s),

team

teachers,

parents, students, and representatives of community agencies

have some part to play (p.13).
Requirements of a Comprehensive
Guidance and Counselling Program

The effectiveness of guidance and counselling programs is

namely, the program

based upon four fundamental assumptions:

must

be

independent,

integrative,

developmental,

and

equitable.
Borders

and

Drury

(1992)

state

that

guidance

counselling is a "distinct, comprehensive program"

rather

than

an

programs,

its

coincides

with

(1978).

add-on

service.

curriculum is
the

Goals

The manual,

Like

based

of

Basic

on

other
a

and

(p. 488)

educational

philosophy which

Education

for

Alberta

Guidance and Counselling Services in

Alberta Schools (1984), provides specific student competencies

or

outcomes,

program

goals

or
12

objectives,

intervention

strategies to assist students in meeting those objectives, and

materials and resources to assist in program development and
evaluation.

With

the

aid

of

this

manual,

many

school

districts have created comprehensive guidance and counselling

policies.

At the school level, many guidance and counselling

teams have used the manual to create role descriptions for

school

counsellors,

to

set

goals

and

obj ecti ves,

and

to

perform effective evaluations of the services provided.

According to Guidance and Counselling Services in
Alberta

Schools

guidance and counselling program is

an

"integral component" of the total education program (Alberta

Education, 1984, p. 7).

Accordingly, guidance and counselling

programs

are

school's

total

service"

(Guidance and Counselling Services,

Although

the

underlying

intended to be a

"vital,

dynamic part

educational program rather

program

purposes

has

are

to

its

own

than an add on
1984,

distinct

facilitate

of

the

p. 10).

goals,

its

instructional

process and students' academic success (Myrick, 1987).

As an integrative program, guidance functions are infused
into all areas of the traditional curriculum as well as some
specific

classes.

For

example,

communication

skills

are

infused into the language arts curriculum; critical thinking

skills are infused into the science and math curriculum; and
career guidance can be infused into all traditional curriculum
areas.

As well,

some curriculums such as Career and Life

Management 20 and the health curriculums at the elementary and

13

junior high level specifically and-purposefully address many

group guidance functions.
Integration also promotes a team approach to guidance and
counselling
students,

services.

The

administration,

team

teachers,

includes
parents,

counsellors,
and community

agencies.
According to current literature (Guidance and Counselling
Services in Alberta Schools, 1984; Borders and Drury, 1992)
effective

guidance

and

counselling

programs

must

be

developmental in nature.
These
theories
(Piaget,
Erikson,
Loevinger,
Kohlberg,
Gilligan,
and
Selman)
describe
sequential, hierarchical stages of functioning in
the various developmental domains. A developmental
program is designed to help students cope with
normal developmental tasks that characterize each
developmental stage.
The program vigorously
stimulates and actively facilitates the total
development of students, including their personal,
social,
educational,
and
career
development.
(Borders and Drury, 1992, p. 488)
More specifically, Guidance and Counselling Services in
Alberta Schools

(Alberta Education, 1984) states that it is

the intent of guidance to equip a student with the knowledge,

skills, and strategies to deal with certain tasks, challenges,
or issues as he or she progresses through school.
The

fourth

assumption

for

effective

guidance

and

counselling programs is that the programs should serve all

students equally (Guidance and Counselling Services in Alberta
Schools,

1984;

Keeping the Options Open:

Recommendations,

1986; Gerstein & Lichtman, 1989; Myrick, 1987).

14

All students

refers to those which are exceptional, gifted and talented,

average,

atypical,

and other
Borders

boys,

handicapped,

low-achieving,

students in the school.

According to

(1992),

all

"special"

and

Drury

girls,

this

means

that

students

experience equal access to counsellors, the guidance program,

resources, and all other services provided either directly or
indirectly by the guidance and counselling department.
The Roles and Functions of the Counsellor

School guidance and counselling programs are divided into

three

broad

categories--educational,

and/or social.
Services

in

educational

career,

and

personal

According to Guidance and Counselling

Alberta

Schools

(Alberta

Education,

services

include

assessment

of

1984) ,

educational

progress and academic ability, facilitation in the transition

from one school or grade to another, assistance in overcoming
handicaps, program planning,

course selection, provision of

post-secondary information, and provision of information about

school.
Career

services

include

assessment

of

interests

and

aptitudes, provision of information about the world of work,

and assistance in relation to the students' educational and
career plans to students' abilities, achievements, interests,
values, attitudes and goals.
Personal and/or social services include provision of, or
referral to,

services which help students develop positive

attitudes toward themselves and cope more effectively with

15

behaviours which may interfere with their school progress and

personal relationships.
In addition, the responsibilities of a counsellor include
counselling, coordinating, and consulting.

Guidance and

Counselling Services in Alberta Schools (Alberta Education,

1984, p. 24) lists counsellor responsibilities as follows:
group guidance and individual counselling of an
educational, career, and personal/social nature
acting as a resource person to teachers

in the

delivery of affective education to students

acting as a resource person to teachers

in the

teaching of specific themes

group

and

individual

testing

of

interests,

aptitudes, abilities, and achievement

consulting with parents, administrators, teachers,
and community agencies
liaison with feeder schools and post-secondary
institutions
securing, maintaining, and distributing current
information

in

education,

career,

and

personal and/or social areas

sharing professional expertise with staff, parents,
and community
involvement

and

participation

in

research

and

follow-up activities related to the school program

16

promotion of tolerance and understanding through

the

breakdown

of

bias,

discrimination,

and

stereotyping
Miller

(1988)

conducted

study

to

determine

which

functions counsellors in excellent schools saw as important to

their counselling programs.
identified

with

functions.

These included career assistance,

counselling

and

eight

Thirty-four original items were

consultation,

educational

planning,

discipline.

The

depending

on

elementary

emerging

as

organization,

school

grade

most

professional

rank ordering of

specific

the

coordination,
development,

assessment,

the

functions

levels.

counsellors

important

For

rated

differed

example,

counselling

consultation and professional development higher

and

the
and

than did

either the middle school or secondary school counsellors.

Secondary

school

counsellors

rated

career

assessment

and

educational planning higher than did either the middle school

or the elementary school counsellors.

None of the factors was

considered exclusive to middle schools only (p. 92).

such

as

this

can

help

counsellors

develop

Studies

appropriate

functions for their schools.

The Perceived Role of The Guidance Counsellor

Another very important reason to regularly complete a

students' needs assessment is to clarify the actual role of
the

guidance

counsellor.

Since students

are

the primary

recipients of counsellors' assistance, their own reports of

17

how they perceive counsellors may be necessary to develop

program

objectives

(Hutchinson

&

which

Reagan,

respond

1989).

to

the

Students

students'

tend

needs

to view the

functions which are emphasized most by counsellors as being

those

that are most

important.

The kinds of experiences

students have actually had with counsellors also influence

their perceptions (Hutchinson & Reagan, 1989; Van Riper, 1971;
Wells & Ritter, 1979).

For example, if the students' primary

contact with counsellors revolves around course scheduling,

they will perceive that function to be a major dimension of
counsellors'

roles.

Obviously,

then,

guidance counsellors

will have to take an active part in clearly establishing their

roles

if

they

want

students

to

see

them

fulfilling

the

functions that are most important.

Hutchinson and Reagan (1989) reveal that students often
view counsellors in extremely general terms.

Thus, the term

"counsellor" becomes quite generic in that the services which

are provided vary greatly in quality and quantity.
who have not utilized the services of a
perceive

counselling

less

favourably

Students

counsellor often

than

those who

have

utilized the services (Gelso, Brooks, & Carl, 1975; Hutchinson

& Reagan, 1989).

In a study by Peterson and DeGracie (1983),

students who have been in personal contact with a counsellor

at least once during a year are more positive about the role
of

the

counsellor with regard to personal,

career counselling.

academic,

and

As well, the study reveals that students

18

perceive

counsellors

as

spending

most

of

their

time

on

registration of students, academic and vocational concerns,

and personal counselling respectively.

The students believe

that counsellors should spend the greatest amount of time on

individual personal counselling.
Current literature provides suggestions for improving the
perceived image of school guidance and counselling services.
Hohenshil

(1981)

stresses

the

need

for

counsellors

establish a clearer role and function in their school.

to

Miller

(1988) cites an article by Sheeley that also stresses the need

for counsellors to establish clear roles and functions of
their responsibilities.

Herr (1984) emphasizes the need for

counsellors to become more assertive about their successes and

to demonstrate their areas of proficiency.
by Peer

(1985)

written

goals

A study conducted

reveals the need for counsellors to develop

and

plans

which

clarify

their

responsibilities, directions, and evaluations.

accurate

perception

department,

of

the

guidance

and

program

To ensure an
counselling

it is necessary to have a clearly defined role

description, which is based on timely needs assessments.

in turn must be followed by regular evaluations.

19

This

The Purposes of Needs Assessments and Evaluations

According to Guidance and Counselling Services in Alberta
Schools

(Alberta Education,

1984),

the

first

step

in the

process of examining guidance and counselling services, with

an idea of making worthwhile changes, is to use an instrument
to assess the needs of those who use the provided services.
Needs

assessments

add

relevancy

counselling services in schools.

members

of

to

the

guidance

and

It is important that the

the guidance and counselling services

team be

responsive to the specific needs of students and others with

whom they interact.
A

needs

assessment

promotes

interest

in

program

development and demonstrates the need for improvement.

addition,

it

provides a

data base

for

the

In

evaluation of

ongoing guidance program modules and for the development of

new activities.

Depending on the results of the assessment,

ongoing activities can be maintained, modified, or eliminated

from the program and new activities can be developed and
implemented (Stiltner, 1978; Rimmer & Burt, 1980).
A needs

assessment

is

also

method

for

involving

students in setting goals and priorities for the counselling

program.

Students

counsellor's
direction

of

Consequently,

gain

functions
the

information regarding
and

make

guidance

students

and

can have a

planning and development.

20

suggestions

the
as

counselling
direct

role

school
to

the

program.
in program

Because of the dynamic character of the society in which

we live,

review of student,

school,

and community needs

should be conducted on a regular basis to respond to the ever

changing situations.
Program

evaluations

effectiveness

of

are

counsellors

conducted
and

to

guidance

improve

the

programs

by

contributing to the attainment of goals and purposes (Shertzer

&

Stone,

1976;

Rimmer

&

Burt,

1980).

Needs

assessment

techniques are an integral part of educational planning and

evaluation that can be used by school counsellors to plan
effective

guidance

activities.

programs

and

to

evaluate

on-going

They are conducted to establish program goals

based on the skills of the counsellor and on the needs of the

students.
Summary

Counselling

and

guidance

programs

have

been

an

established part of school systems for several decades, but

even these programs are the subject of recent criticism.

Long

before the latest fiscal restraints, there was much concern

about the future of guidance services.

It seems that the only

programs that can survive are those that can be measured by

"justifiable" criteria.

Accountability to others, however,

should not be the only reason to complete needs assessments

and

evaluations.

guidance programs
practice

can

only

Most
as

experts

cite

the

the primary purpose.

improve

where
21

accurate

improvement

of

"Professional
and

immediate

feedback

is

available.

Evaluation

is

(Blocher

II

important

for

&

job

Rapoza,
security,

1972,

p .107) .

professional

improvement, and positive self-esteem for all counsellors.

Counsellors must learn to think of an evaluation as a
tool to help them, rather than hurt them.

If counsellors can

prove through evaluations that their programs are having a

positive

effect,

they

will

have

made

counselling

less

vulnerable to attacks by critics and will have more confidence

in their own professional ability.

If there are negative

results from such evaluations, counsellors' subsequent efforts

to improve their programs will not only better serve the
students but will also show employers that a sincere effort to
improve is in progress.
All

staff

educational,

members

personal,

have

responsibility

for

the

and social development of students.

Implementation of guidance and counselling services is not the

sole

responsibility

participation
establishment

of
of

of

the

other

counsellor

school

staff

but

involves

members.

guidance and counselling services

the
The

should

provide a common set of expectations and clear understanding

for

students,

teachers.

parents,

administrators,

counsellors

and

In formulating the expectations of guidance and

counselling services,

the input from the above individuals

should be obtained and clearly communicated to all concerned.

The concept of services implies that guidance and counselling
activities

be

identified,

organized,
22

implemented,

and

evaluated in relation to the needs-of the client groups.

must

be

emphasized

that

students'

concern.

23

needs

are

of

It

primary

CHAPTER III.
RESEARCH DESIGN

General Method
The questionnaire was used as the primary instrument in
this study to:
1.

Systematically evaluate the existing guidance and

counselling program at Brooks Composite High
School; and

2.

Identify the needs of the students that the Brooks

Composite High School Guidance and Counselling
Program is designed to serve.
Research Population

One hundred nine students from Brooks Composite High

School were randomly chosen from a total population of 553
students.

Thirty-eight of the students were in grade ten,

thirty-four of the students were in grade eleven, and

thirty-seven of the students were in grade twelve.

These

numbers were a proportionate representation of the total

student population from each grade level.
Fifty-four of the respondents were female, and fiftyfive of the respondents were male.

At the time of the

survey, there was a higher proportionate number of males

attending Brooks Composite High School; therefore, the
chosen sample reflected the population.

24

Instrumentat-ion

A questionnaire was developed containing 91 questions.

The questionnaire was divided into four sections.

In

Section A, the first five questions solicited information

regarding personal data:

grade level, studies level, sex,

years in attendance, and number of contacts with the

guidance counsellor during the year to date.

Questions six

through eleven were on a five-point Likert scale and asked

general information about the guidance counsellors and the
program.

The questions in Sections B, C, and D solicited

information regarding education, career, and personal and/or

social counselling.
Frequency responses were calculated for each item using
StatView II.

A percentage for each of the response

categories was also calculated.

Information from three documents was used to develop
the survey questions.

Some of the questions were taken from

the questionnaire, Guidance Services Needs Assessment, which

was administered in the
1988.

Foothills School Division No. 38 in

Additional questions were derived from a

questionnaire, Guidance and Counselling Needs Assessments

and Monitoring Instruments "How, Why and What" To Use,
administered by Edmonton Public School Board in 1989.
Additional questions were generated based on objectives in
Guidance and Counselling Services in Alberta Schools.

25

Pilot Study

To ensure content validity in the survey instrument,

the questionnaire was administered to two school-based
administrators, a guidance counsellor, and a classroom
teacher.

There were no recommended changes.

The

questionnaire was then administered to a class of fifteen

students.

It was determined that many grade ten students

were unaware of some of the services provided by the

guidance and counselling department.

As a result of the

pilot study, the last response category for the question,

"How well is this service currently performed" was changed
from "Service is not provided" to "Not Aware of Service".
Data Collection

In Section A, questions one through five revealed

personal data including grade level, studies level
(advanced, general, Integrated Occupation Program, other),
gender, years in attendance, and the number of contacts with
a guidance counsellor during the current year.
Questions six through eleven determined counsellor
availability, counsellor awareness of students' needs,
counsellor approachability, student awareness of services,
and ease of access to services.
In Section B, even-numbered questions between twelve
and forty-six determined which educational needs students
perceived as important services for the guidance and
counselling department to deliver.
26

Odd-numbered questions

between thirteen and forty-seven determined how well

educational services offered by the guidance and counselling
department were delivered.
In Section C, even-numbered questions between fortyeight and sixty-eight determined which career and/or
vocational needs students perceived as important services
for the guidance and counselling department to deliver.
Odd-numbered questions between forty-nine and sixty-nine
determined how well career and/or vocational services
offered by the guidance and counselling department were
delivered.
The final section of the questionnaire dealt with
personal and/or social concerns.

In Section D, even-

numbered questions between seventy and ninety determined

which personal and/or social needs students perceived as
important services for the guidance and counselling
department to deliver.

Odd-numbered questions between

seventy-one and ninety-one of Section D determined how well

personal and/or social services offered by the guidance and
counselling department were delivered.
There was a parental consent form for each of the
students who volunteered to participate in the study
(Appendix B).

Since human subjects were involved, the

necessary procedures were taken through the Human Ethics

Committee.

27

CHAPTER IV".
ANALYSIS OF THE DATA

Demographic Summary
The

questionnaire

was

administered

randomly chosen students out of a

to

109

(N=109)

total population of 553

students.
According to Table One,

38

(34.86%)

students were in

grade ten; 34 (31.19%) students were in grade eleven; and 37

(33.94%) students were in grade twelve.

These numbers were a

proportionate representation of the total student population

from each grade.
According to Table Two, 66 (60.55%) of the students were
taking courses towards an advanced diploma; 42 (38.53%) of the
students were taking courses towards a general diploma; and
one

(0.92 %)

student

was

enrolled

in

the

Integrated

Occupational Program (lOP).

According to Table Three, 54 (49.54%) of the respondents
were female while 55 (50.46%) of the students were male.
According to Table Four, 43 (39.45%) of the respondents
had

been

in

the

school

one

year;

32

29.36%)

of

the

respondents had been in the school two years; and 34 (31.18)

of the respondents had been in the school for three years.
Table Five revealed the number of meaningful contacts
each respondent had had with a counsellor throughout the year.
It should be noted that the questionnaire was administered in
the month of June, and, therefore, accurately reflected total
28

contacts

for

respondents

the
had

school year.
not

had

any

Only

11

contact

(10.09%)

with

of

the

counsellor.

Seventy (64.22%) of the respondents had one-to-three contacts

while 20 (18.35%) of the respondents had experienced four-tosix

contacts

with

counsellor.

Eight

(7.34%)

of

the

respondents had seven-or-more contacts with the counsellor.

TABLE 1:

QUESTION
1

GRADE

GRADE LEVEL

FREQUENCY

PERCENTAGE

MODE
mode

10

38

34.86

11

34

31.19

12

37

33.94

TABLE 2: STUDIES LEVEL

QUESTION
2

LEVEL

FREQUENCY

PERCENTAGE

MODE
mode

ADVANCED

66

60.55

GENERAL

42

38.53

I.O.P.

0.92

OTHER

0.0

TABLE 3: GENDER

QUESTION

SEX

FREQUENCY

PERCENTAGE

FEMALE

54

49.54

MALE

55

50.46

29

MODE

mode

TABLE 4: YEARS AT THIS SCHOOL

QUESTION

YEARS

FREQUENCY

PERCENTAGE

MODE

ONE

43

39.45

mode

TWO

32

29.36

THREE

34

31.19

FOUR

FIVE

TABLE 5: CONTACT
QUESTION

CONTACT

FREQUENCY

PERCENTAGE

NONE

11

10.09

ONE-THREE

70

64.22

FOUR-SIX

20

18.35

SEVEN+MORE

7.34

MODE

mode

Statistical Analysis
Section A: Students' perceptions of the
Guidance and Counselling Department

In Section A,
students'

questions six through eleven dealt with

perceptions

of

the

guidance

and

counselling

department.
Table Six shows the frequencies, percentages, and modes
(marked with an *)
scale.

for each category on a five-point Likert

The 5 categories for each question were Disagree (D);

Disagree Somewhat

(DS); Undecided (U); Agree Somewhat

and Agree (A).

30

(AS);

TABLE 6:
COUNSELLING DEPARTMENT
(N=109) *=MODE

QUE.

D.

D.S.

U.

A.S.

A.

2
(1.93)

7
(6.42)

5
(4.59)

39
(35.78)

56
(51.38)*

2
(1.83)

10
(9.17)

23
(21.1)

47
(43.12))*

27
(24.77)

6
(5.5)

6
(5.5)

10
(9.17)

32
(29.36)

55
(50.46)*

7
(6.42) )

21
(19.27)

29
(26.61)

35
(32.11)*

17
(15.6)

10

1
(0.92)

3
(2.75)

9
(8.26)

27
(24.77)

69
(63.3)*

11

31
(28.44)
*

19
(17.43)

20
(18.35)

26
(23.85)

13
(11.93)

and

Somewhat)

The

areas

of

agreement

(Agree

exceeded the levels of disagreement

Agree

(Disagree and Disagree

Somewhat) for all questions (#6, #7, #8, #10) in this section
except for questions #9 and #11.
Therefore,

improvements

in

the

following

areas

are

necessary:
Item #9: Student Awareness of Guidance and Counselling
Services.

When asked if

the

students were

aware

of

the

services offered by the guidance and counselling department,

17 (15.6%) of the respondents agreed, and 35 (32.11%) of the
respondents agreed somewhat.

Twenty-nine (26.61%)

respondents were undecided.

31

Item #11: Availability During Class Time.

When asked if

teachers made it easy to see a counsellor during class time,

31 (28.44%) of the respondents disagreed, and 19 (17.43%) of
the respondents disagreed somewhat. Thus, the combined level
of

disagreement

was

45.87%.

Only

respondents agreed with the statement.

of the respondents agreed somewhat.

13

(11.93%)

of

the

A further 26 (23.85%)
The combined levels of

agreement (Agree and Agree Somewhat) totalled 39 (35.78%) of

the respondents.
Over fifty percent of the respondents were in agreement
(Agree and Agree Somewhat) with survey items #6. #7, #8, and
#10.

Therefore,

the majority of respondents perceived the

guidance and counselling department

Commendations

were

given

to

the

in a

positive manner.

guidance

and

counselling

department in the following areas:

Item #6: Guidance Counsellor Availability.

When asked if

the guidance counsellors were readily available to students,

56 (51.38%) of the respondents agreed, and 39 (35.78%) of the
respondents

agreed

somewhat.

Thus,

95

(87.11%)

of

the

respondents felt the guidance counsellors were available to

students when needed.

The combined level of disagreement

(Disagree and Disagree Somewhat) corresponded to the opinions

of 9 (8.35%) of the respondents.
Item #7: Guidance Counsellor Awareness.

When asked if

the guidance counsellors were well informed of students' needs

and concerns, 27

(24.77%) of the respondents agreed, and 47

32

(43.12%) of the respondents agreed somewhat.

Therefore, 74

(67.89%) of the respondents felt that the guidance counsellors

were

aware

of

students'

needs.

The

combined

levels

of

disagreement (Disagree and Disagree Somewhat) corresponded to

the opinions of 12 (11.00%) of the respondents.
Item #8: Counsellor Approachability.
guidance

counsellors

individuals,

55

were

(50.46%)

When asked if the

approachable,

non-threatening

of the respondents agreed,

(29.36%) of the respondents agreed somewhat.

overwhelming majority of
viewed

counsellors

the

respondents

positively

as

and 32

Therefore, an

[87

(79.82%)]

approachable

and

non-

threatening. The combined levels of disagreement (Disagree and

Disagree Somewhat) corresponded to the opinions of 12 (11.00%)
of the respondents.
Item #10: Student Appointment Scheduling.

When asked if

it was important that students be able to book their own

appointments,

an overwhelming majority were

in agreement.

Sixty-nine (63.30%) of the respondents agreed, and 27 (24.77%)

of the respondents agreed somewhat.

Only one (0.92%) of the

respondents disagreed, and only 3 (2.75%) of the respondents

disagreed

somewhat.

As

respondents were undecided.

ability

to

book

well,

only

(8.26%)

of

the

Students obviously felt that the

appointments

on

their

own

time

was

an

important aspect of the guidance and counselling department.

33

Section B: Education
In Section B, questions 12 through 47 dealt with the
students' perceptions of how important an educational service
was and how well the service was currently being performed by
the guidance and counselling department.
questions

The even-numbered

(12 through 46) dealt with the importance of the

educational services.

The odd-numbered questions (13 through

47) correspondingly recorded students' perceptions as to how

well the service was being performed.
Table Seven shows the frequencies, percentages, and modes
(marked with an *) for each category on a Likert scale.

The

even-numbered questions, regarding the educational services,

had

5 categories

Important;

to

Average

choose

from:

Importance;

Very
Below

Important;
Average

Fairly
or

Low

Importance; and Service Not Necessary.

The odd-numbered questions, regarding the performance of
educational services, also had 5 categories to choose from:
Performed Excellently; Performed Fairly Well; Performed in an
Average Manner; Performed in Below Average Manner; and Not
Aware of Service.

34

TABLE 7
EDUCATION
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

12

16
(14.68)

22
(20.18)

45
(41.28)*

12
(11.01)

14
(12.84)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

13

8
(7.34)

46
(42.20)*

37
(33.94)

6
(5.5)

12
(11.01)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

14

24
(22.02)

24
(22.02)

36
(33.03)*

13
(11.93)

12
(11.01)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

26
(23.85)

37
(33.94)*

18
(16.51)

24
(22.02)

15
(3

.67 )

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

16

26
(23.85)

31
(28.44)*

30
(27.52)

11
(10.09)

11
(10.09)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

17

2
(1. 83)

23
(21.10)

34
(31.19)*

24
(22.02)

26
(23.85)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

18

66
(60.55)*

22
(20.18)

10
(9.17)

7
(6.42)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

19

46
(42.20)*

34
(31.19)

17
(15.60)

7
(6.42)

5
(4.59)

r--.

35

4
(3

.67 )

TABLE 7
EDUCATION
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

20

70
(64.22)*

23
(21.10)

11
(10.09)

1
(0.92)

4
(3 .67 )

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

21

44
(40.37)*

37
(33.94)

18
(16.51)

6
(5.5)

4
(3 .67 )

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

22

59
(54.13)*

30
(27.52)

17
(15.6)

1
(0.92)

2
(1. 83)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

23

31
(28.44)

45
(41.28)*

23
(21.10)

7
(6.42)

3
(2.75)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

24

57
(52.29)*

27
(24.77)

17
(15.6)

4
(3.67)

4
(3 .67 )

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

25

21
(19.27)

49
(44.95)*

25
(22.94)

11
(10.09)

3
(2.75)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

26

40
(36.7)*

32
(29.36)

22
(20.18)

7
(6.42)

8
(7.34)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

27

15
(13.76)

31
(28.44)

32
(29.36)*

16
(14.68)

15
(13.76)

36

TABLE 7
EDOCATION
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

28

70
(64.22)*

25
(22.94)

9
(8.26)

4
(3 .67)

1
(0.92)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

29

38
(34.86)

45
(41.28)*

19
(17.43)

4
(3 .67 )

3
(2.75)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

30

12
(11.01)

34
(31.19)

40
(36.70)*

11
(10.09)

12
(11.01)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

31

13
(11.93)

36
(33.03)*

30
(27.52)

11
(10.09)

19
(17.43)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

32

47
(43.12)*

40
(36.70)

16
(14.68)

5
(4.59)

1
(0.92)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

33

29
(26.61)

49
(44.95)*

18
(16.51)

6
(5.5)

7
(6.42)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

34

25
(22.94)

23
(21.10)

36
(33.03)*

14
(12.84)

11
(10.09)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

35

8
(7.34)

24
(22.02)

36
(33.03)*

13
(11.93)

28
(25.69)

37

TABLE 7
EDUCATION
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

36

30
(27.52)

34
(31.19)*

27
(24.77)

12
(11. 01)

6
(5.5)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

37

18
(16.51)

25
(22.94)

30
(27.52)*

20
(18.35)

16
(14.68)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

38

69
( 63 .30) *

24
(22.02)

10
(9.17)

3
(2.75)

3
(2.75)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

39

39
(35.78)*

35
(32.11)

20
(18.35)

9
(8.26)

6
(5.5)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

40

61
(55.96)*

21
(19.27)

18
(16.51)

4
(3 .67 )

5
(4.59)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

41

28
(25.69)

33
(30.28)*

22
(20.18)

9
(8.26)

17
(15.60)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

42

32
(29.36)

38
(34.86)*

20
(18.35)

10
(9.17)

9
(8.26)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

43

9
(8.26)

19
(17.43)

21
(19.27)

15
(13.76)

45
(41.28)
*

38

TABLE 7
EDUCATION
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

44

42
(38.53)*

35
(32.11)

22
(20.18)

6
(5.5)

4
(3.67 )

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

45

24
(22.02)

31
(28.44)*

25
(22.94)

19
(17.43)

10
(9.17)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

46

59
(54.13)*

28
(25.69)

19
(17.43)

1
(0.92)

2
(1.83)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

47

29
(26.61)*

28
(25.69)

29
(26.61)*

11
(10.09)

12
(11.01)

Item

#12:

Students

Understand

School

Rules

and

Regulations.

When asked, 38 (34.86%) of the respondents felt

that

fairly

it

was

counsellors
regulations.

help

important

students

to

or very

important

understand

school

that

the

rules

and

Twenty-six (23.85%) of the respondents felt that

this help was of low importance or that it was not necessary

for the guidance and counselling department to convey this
information.
When

asked,

in

Item

#13,

how well

the

guidance

and

counselling department performed in this area, 54 (49.54%) of

the

respondents

felt

they were performing

39

fairly well

or

excellently.

Twelve

(11.01%)

of -the respondents were not

aware of the service at all.

Item #14:

Teach Study Skills.

When asked about

the

importance of the guidance and counselling department teaching

studying skills, 48 (44.04%) of the respondents felt that this
was fairly important and very important.

Twenty-five (22.94%)

of the respondents felt this service was of low importance or

not necessary.
When

asked,

in

Item #15,

how well

the

guidance

and

counselling department performed in this area, 30 (27.52%) of

the

respondents

excellently.
that

this

manner.

felt

they were performing

fairly well

or

Thirty-seven (33.94%) of the respondents felt

performance was
Twenty-four

being

(22.02%)

delivered

in

an

average

of the respondents were not

aware of the service.

Item #16: Teach Examination Writing Skills.

When asked

about the importance of teaching examination writing skills,

57

(52.29%)

of the respondents stated that this was fairly

and/or very important. Twenty-two (20.18%) of the respondents

felt that this service was of low importance or not necessary.
When asked,

in

Item #17,

how well

the

guidance

and

counselling department performed in this area, 25 (22.93%) of

the

respondents

excellently.
that

this

manner.

stated that

Thirty-four

performance was

this was done

(31.19%)
being

fairly well or

of the respondents felt

delivered

in

an

average

However, 24 (22.02%) of the respondents stated that

40

this service was performed in a below average manner, and 26

(23.85%) of the respondents were not aware of this service.
Item #18: Keep Accurate Records of Credits.

Eighty-eight

(80.73%) of the respondents felt that it was very important

that the guidance and counselling department keep accurate
records of credits completed by students.
When

asked,

in

Item #19,

how well

the

guidance and

counselling department performed in this area, 80 (73.39%) of

the respondents felt this service was performed excellently to
fairly well.

Seventeen (15.60%) of the respondents felt it

was performed in an average manner.

Item

#20:

Ninety-three

Information About

(85.32%)

of

the

Graduation

respondents

Requirements.

felt

service was extremely and/or fairly important.

that

this

Only 1 (0.92%)

thought the service was performed in a below average manner.

When

asked,

in

Item #21,

how well

the

guidance and

counselling department performed in this area, 81 (74.31%) of

the

respondents were pleased with this

(9.17%)

of the respondents felt

performance.

Ten

the performance was below

average or they were not aware of the service.

Item #22: Help Plan High School Program.

Eighty-nine

(81.65%) of the respondents felt that this service was very

and/or fairly important.

Only one (0.92%) of the respondents

disagreed and stated that this service was not very valuable.
When

asked,

counselling

in

Item #23,

department

was

how well

performing
41

the

guidance

and

this

service,

76

(69.72%)

of

the

respondents

felt

this

service was

being

performed in an excellent and/or fair manner. Twenty-three

(21.10%) of the respondents believed it was being performed in
an average manner.
Item #24: Resolve Wrong Course Selection.

Eighty-four

(77.06%) of the respondents felt this service was very and/or

fairly important.

Eight (7.34%) of the respondents, however,

felt this service did not have much importance.

When

asked,

counselling
(67.90%)

of

exceptional.

in

Item #25,

department
the

was

how well

performing

respondents

felt

this

the

guidance

and

this

service,

74

performance

was

Seventeen (15.60%) of the respondents felt this

was performed in an average manner.

Item

#26:

Seventy-two

Keep

Track

(66.06%)

of

the

of

Progress

and

respondents

felt

Achievement.
this was

an

important service of the guidance and counselling department.

Twenty-two

(20.18%)

of

the respondents

thought

it was

of

average importance.
When asked,

in

Item #27,

how well

the

guidance and

counselling department performed in this area, 46 (42.20%) of

the respondents felt this service was performed fairly well to
excellently.

Thirty-two (29.36%) of the respondents thought

the performance was of an average manner.

Sixteen (14.68%) of

the respondents felt this service was performed in a below

average manner, and 15 (13.76%) of the respondents were not
aware of this service.
42

Item #28: Provide Assistance During Registration Time.

Ninety-five (87.16%) of the respondents felt this assistance
during

registration

time

was

extremely

important.

Four

(3.67%) of the respondents did not see this service as being

valuable.
When

asked,

in

Item #29,

how well

the guidance and

counselling department performed this service, 83 (76.14%) of

the

respondents

indicated

excellently to fairly well.

this

service

was

performed

Four (3.67%) of the respondents

felt it was performed in a below average manner.

Item

#30:

Parental

Discussions

Regarding

Progress.

Seventy-four (67.89%) of the respondents rated this service as

average to fairly important for the guidance and counselling
department

to

perform.

Twenty-three

(21.10%)

of

the

respondents did not see this service as being important or

necessary.
When asked,

in

performed by

the

(44.96%)

the

of

performance.
performed

Item #31,

guidance

how well

this

service was

and counselling department,

respondents

were

impressed

with

49
the

Thirty (27.52%) of the respondents felt it was

in an average manner.

Eleven

(10.09%)

of

the

respondents felt this service was performed in a below average

manner, and 19 (17.43%) of the respondents were not aware of
this service.
Item
Program.

#32:

Assist

in

Making

Changes

to

High

School

Eighty-seven (79.82%) of the respondents felt this

43

service was vital to their progress ln high school.

Six

(5.51%) of the respondents felt this service was not important

or not necessary.
When

asked,

performed by

in

the

Item #33,

how well

guidance and

this

counselling

service was

department,

78

(71.56%) of the respondents felt this service was performed

excellently to fairly well.
Item #34: Provide Information About Alternative Schools.
Forty-eight
important

(44.00%)

for

the

of

this

(22.93%)

felt

guidance and counselling

provide this service.

felt

the respondents

that

it was

department

to

Thirty-six (33.03%) of the respondents

service was of average importance.

Twenty-five

of the respondents felt that this service was of

little or no importance.
When

asked,

in

Item

#35,

about

the

guidance

and

counselling department's performance in this area, 60 (55.05%)

of

the

respondents

and/or fair.

felt

that

the performance was

average

Thirteen (11.93%) of the respondents felt this

service was performed in a below average manner.

Twenty-eight

(25.69%) of the respondents were not aware that this service

was offered by the guidance and counselling department.
Item #36: Provide Information About Alternate Sources of
Courses.

Sixty-four (58.71%) of the respondents felt this was

a vital service of the guidance and counselling department.

Eighteen (16.51%) of the respondents felt this service was of
little or no importance.
44

When

asked,

performed by
(39.45%)

of

in

the
the

Item #37,

guidance and
respondents

how well

this

service was

counselling department,

stated that

performed fairly well to excellently.

this

43

service was

Thirty (27.52%) of the

respondents stated that this performance was of an average

manner.

Twenty (18.35%) of the respondents felt this service

was performed in a below average manner, and 16 (14.68%) of

the respondents were not aware of this service.
Item

#38:

Provide Materials

Institutions.
this was

Post-Secondary

Ninety-three (85.32%) of the respondents felt

vital

department.

Regarding

service of the guidance and counselling

Six (5.5%) of the respondents felt this service

was of little value.

When asked,
performed by

in

the

Item #39,

how well

this

service was

guidance and counselling department,

74

(67.89%) of the respondents said this service was excellently

provided.

Fifteen (13.76%) of the respondents disagreed with

the department's performance in this area.

Item

#40:

Institutions.

Assist

in

Eighty-two

Registering
(75.23%)

at

Post-Secondary

of the respondents felt

that this service was of vital importance.

Nine (8.26%) of

the respondents felt that this service was not important or

necessary.
When asked,

in

Item #41,

how well

the guidance

and

counselling department performed this service, 61 (55.97%) of

the respondents felt the department was doing an above average
45

job.

Nine (8.26%) of the respondents felt this performance

was below average, and 17 (15.60%) of the respondents were not

aware of this service.
Item #42: Arrange Tours of Post-Secondary Institutions.
Seventy (64.22%) of the respondents felt it was important for
the

guidance

service.

and

counselling

department

to

provide

this

Ten (9.17%) of the respondents felt this service was

of low importance, while 9 (8.26%) of the respondents believed

this service was not necessary.
When asked,
service

by

(25.69%)
fairly

the

in Item #43, about the performance of this

guidance

and

counselling

of the respondents felt

well

to

excellently.

respondents did not

acceptable.

feel

department,

28

the department was doing

Fifteen

(13.76%)

of

the

the department's performance was

Forty-five (41.28%) of the respondents were not

aware of this service.

Item

#44:

Institutions.

Arrange

Speakers

from

Post-Secondary

Seventy-seven (70.64%) of the respondents felt

this was a

vital service of the guidance and counselling

department.

Ten (9.17%) of the respondents did not see this

service as being important or necessary.

When

asked,

in

Item #45,

how well

the

guidance and

counselling department performed this service, 55 (50.46%) of

the

respondents

felt

performed.

Nineteen

performance

was

it

was

(17.43%)

below

excellently

fairly

well

of the respondents felt this

average,
46

to

and

10

(9.17%)

of

the

respondents were not aware this service was performed by the

guidance and counselling department.
Item #46: Provide Information About Student Financing.
Eighty-seven
absolutely

(79.82%)

vital

department.

of the respondents

service of

the

felt

guidance

this was an

and

counselling

Only three (2.75%) of the respondents rated the

service as being of low importance or not necessary.

When asked,
provided,

57

in

Item #47,

(52.30%)

of

the

how well

this

respondents

satisfied with the department's performance.

service was

were

more

than

Eleven (10.09%)

of the respondents were not satisfied with the performance of

the department, and 12

(11.01%) of the respondents were not

aware of this service.

47

Section C: Ca-reer
In

Section

C,

questions

48

through

69

dealt

with

students' perceptions of the importance of providing career

information. Again, the even-numbered questions inquired about
the importance of the service to the students.

Odd-numbered

questions asked the students to determine how well the service

was

being

performed

by

the

guidance

and

counselling

department.

Table Eight presents the data from Section C and

shows

responses

the

on

five-point

Likert

Scale

in

frequencies and percentages of the total respondents.

TABLE 8: CAREER
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

48

34
(31.19)

37
(33.94)*

21
(19.27)

12
(11.01)

5
(4.59)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

49

11
(10.09)

18
(16.51)

28
(25.69)

18
(16.51)

34
(31.19)
*

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

50

55
(50.46)*

31
(28.44)

13
(11.93)

6
(5.5)

4
(3 . 67 )

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

51

24
(22.02)

33
(30.28)*

32
(29.36)

7
(6.42)

13
(11.93)

48

TABLE 8: CAREER
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

52

47
(43.12)*

37
(33.94)

17
(15.60)

(2.75)

5
(4.59)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

53

15
(13.76)

35
(32.11)*

35
(32.11)*

(6.42)

17
(15.6)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

54

39
(36.11)

40
(37.04)*

22
(20.37)

(2.78)

(3 .7)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

55

13
(11.93)

28
(25.69)

33
(30.28)*

12
(11.01)

23
(21.10)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

56

44
(40.37)*

38
(34.86)

23
(21.10)

(2.75)

1
((0.92)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

57

18
(16.51)

35
(32.11)*

28
(25.69)

17
(15.60)

11
(10.09)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

58

36
(33.03)

46
(42.20)*

20
(18.35)

(3 .67 )

(2.75)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

59

15
(13.76)

37
(33.94)*

30
(27.52)

10
(9.17)

17
(15.60)

49

TABLE 8: CAREER
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

60

27
(24.77)

33
(30.28)*

29
(26.61)

11
(10.09)

9
(8.26)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

61

8
(7.34)

14
(12.84)

22
(20.18)

15
(13.76)

50
(45.87)
*

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

62

46
(42.20)*

32
(29.36)

21
(19.27)

8
(7.34)

2
(1. 83)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

63

23
(21.10)

32
(29.36) *

27
(24.77)

12
(11.01)

15
(13.76)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

64

20
(18.35)

40
(36.70)*

29
(26.61)

8
(7.34)

12
(11.01)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

65

13
(11.93)

20
(18.35)

32
(29.36)*

16
(14.68)

28
(25.69)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

66

47
(43.12)*

33
(30.28)

17
(15.60)

10
(9.17)

2
(1.83)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

67

33
(30.28)

34
(31.19) *

24
(22.02)

11
(10.09)

7
(6.42)

50

TABLE 8: CAREER
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANCE

BELOW
AVERAGE

NOT
NECESSARY

68

43
(39.45)*

41
(37.61)

15
(13.76)

10
(9.17)

0
(O .0)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

69

11
(10.09)

38
(34.86)*

29
(26.61)

16
(14.68)

15
(13.76)

Item #48: Information About Available Jobs.

Seventy-one

(65.13%) of the respondents felt it was very important for the

guidance and counselling department to provide this service.

Twelve (11.01%) of the respondents felt this service was not
necessary, and 5 (4.59%) of the respondents were not aware
that this service was available.
When asked,
performed,

29

in Item #49,

(26.60%)

how well

this service was

of the respondents agreed that the

guidance and counselling department was doing a good job.

Eighteen (16.51%) of the respondents felt this service was
performed in a below average manner, and 34 (31.14%) of the
respondents were not aware that this service was available.
Item #50:
occupations.

Information Regarding Future Careers and/or

Eighty-six (78.90%) of the respondents felt this

was an important service to be provided by the guidance and

counselling department.

Ten (9.17%) of the respondents felt

this service was not necessary.

When asked, in Item #51, about the performance of this
51

service, 57 (52.30%) of the respondents felt the service was

above average.
service was

Seven

(6.42%)

performed in a

of the respondents felt this

below average manner,

and 13

(18.35%) of the respondents were not aware of this service.

Item #52: Assist With Post-Graduate Planning.
four

Eighty-

(77.06%) of the respondents felt that this service was

important.
When asked, in Item #53, about the quality of performance
of the guidance and counselling department, 50 (45.87%) of the
respondents

felt

the

service provided was

above

average.

Seven (6.42%) of the respondents felt that the service was of

a below average manner,

and 17

(22.02%)

of the respondents

were not aware of the service.

Item #54:
About Jobs.

Inform Students Where to Locate Information

When asked about this service, 79 (73.15%) of the

respondents felt it was important.

When asked,
service
(37.42%)

by
of

the
the

in Item #55, about the performance of this

guidance

and

respondents

counselling
felt

provided in an above average manner.

the

respondents

manner.

felt

Twenty-three

this

that

this

service

41
was

Thirty-three (30.28%) of

performance was

(21.10%)

department,

of

an

average

of the respondents were not

aware of this service.

Item #56: Provide Information About Job Search Skills.
Eighty-two (75.23%) of the respondents felt that this service
should be provided by the guidance and counselling department.
52

Four (3.67%) of the respondents felt that this service was not
necessary.
When asked, in Item #57, about the performance rating of
the guidance and counselling department, 53 (48.62%) of the
respondents were pleased with the service provided to them.
Seventeen (15.60%) of the respondents, however, felt that this
service was performed in a below average manner.

Eleven

(10.09%) of the respondents were not aware that this service

was provided by the guidance and counselling department.
Item #58: Assistance With Occupational and/or Vocational
Choices.

Eighty-two (75.23%) of the respondents felt that

this was a relevant service for the guidance and counselling

department to provide.

Seven (6.42%) of the respondents felt

that this service was unnecessary.

When asked, in Item #59, about the quality of service
provided,

52

(47.70%)

of the respondents stated that the

quality was above average.

Ten (9.17%) of the respondents

felt the performance was below average, and 17 (15.60%) of the

respondents did not know that the service was available to
them.
Item #60: Provide Job Placement Help Within the School.
According to 60

(55.05%)

of the respondents,

this was an

important service of the guidance and counselling department.

Eleven

(10.09%)

of the respondents

felt

this service had

little importance, and 9 (8.26%) of the respondents did not

feel it was a necessary service.
53

When

asked,

ln

Item

#61,

how well

the

service

was

performed, 22 (20.18%) of the respondents felt the service was

above average.
feel

this

Fifteen (13.76%) of the respondents did not

service was a priority.

Fifty

(45.87%)

of the

respondents were not aware that this service was provided by

the guidance and counselling department.
Item #62: Provide Career Testing.

When asked if it is

important to provide this service to the students, 78 (71.56%)

of

the

respondents

strongly agreed.

Ten

(9.17%)

of

the

respondents felt that this service was unnecessary.

When asked, in Item #63, 55 (50.46%) of the respondents
felt that the guidance and counselling department did an above
average job with providing career testing.
the respondents

felt

Twelve (11.01%) of

that this service was not adequately

performed, and 15 (13.76%) of the respondents were not aware

that this service could be accessed by them.
Item

#64:

Parental

Consultation

Career Plans.

Sixty (55.05%)

this

should

service

counselling department.

be

Regarding

Students'

of the respondents felt that

provided

by

the

guidance

and

Eight (7.34%) of the respondents did

not feel this service was important, and 12

(11.01%) of the

respondents felt this service was not necessary at all.

When asked, in Item #65, to rate the performance of the
service provided, 33 (30.28%) of the respondents agreed that
the performance was above average.
respondents

were

not

Sixteen (14.68%) of the

satisfied with
54

the

service,

and

28

(25.69%)

of the respondents were not aware that they could

access this service.

Item #66:
rate

the

World of Work Visits to School.

importance

respondents

of

this

service,

80

When asked to

(73.40%)

of

replied that this was very important.

the

Twelve

(11.00%) responded that this service was not necessary or was

of little importance to them.
When asked, in Item #67, to rate the performance of this
service,

67

(61.47%)

of

the

service was above average.

performance

was

below

respondents agreed that

this

Eleven (10.09%) replied that this

average.

Seven

(6.42%)

of

the

respondents were not aware that this service was available.

Item #68: Career Exploration Activities.

Eighty-four

(77.06%) of the respondents replied that this service was very

important.

Ten

(9.17%)

of

the

respondents

countered by

stating that this service was not important to them.

When asked, in Item #69, to rate the performance of the
guidance

and

counselling

department,

49

(44.95%)

of

the

respondents felt that this service was performed fairly well

to excellently.

Sixteen (14.68%) of the respondents were not

satisfied with

this

respondents

were

not

performance,
aware

that

service.

55

and
they

15

(13.76%)

could

of

access

the
this

Section D: Personal and/or Social

In

Section

D,

questions

70

through

91

dealt

with

questions about the students' perceptions of the roles of the

guidance

and

counselling

department

in

dealing

personal and/or social issues of the students.

with

the

Even-numbered

questions gathered information about the importance of the

provided

service.

Odd-numbered questions

then

rated

performance of the guidance and counselling department.

the

Table

Nine presents the data from Section D and shows responses on

a five-point Likert Scale in frequencies and percentages of
the total respondents.

TABLE 9:
PERSONAL/SOCIAL
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

70

26
(23.85)

41
(37.61)*

29
(26.61)

7
(6.42)

6
(5.5)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

71

4
(3.67)

25
(22.94)

40
(36.70)*

15
(13.76)

25
(22.94)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

72

30
(27.52)

36
(33.03)*

29
(26.61)

8
(7.34)

6
(5.5)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

73

13
(11.93)

28
(25.69)

33
(30.28)*

19
(17.43)

16
(14.68)

56

TABLE 9:
PERSONAL/SOCIAL
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

74

28
(25.69)

31
(28.44)*

24
(22.02)

13
(11.93)

13
(11.93)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

75

12
(11.01)

27
(24.77)

31
(28.44)*

17
(15.60)

22
(20.18)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

76

35
(32.11)*

33
(30.28)

20
(18.35)

11
(10.09)

10
(9.17)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

77

18
(16.51)

22
(20.18)

34
(31.19)*

18
(16.51)

17
(15.6)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

78

40
(36.70)*

35
(32.11)

20
(18.35)

10
(9.17)

4
(3 .67 )

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

79

10
(9.17)

26
(23.85)

33
(30.28)*

13
(11.93)

27
(24.77)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

80

18
(16.51)

27
(24.77)

29
(26.61)*

14
(12.84)

21
(19.27)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

81

10
(9.17)

20
(18.35)

27
(24.77)

13
(11.93)

39
(35.78)
*

57

TABLE 9:
PERSONAL/SOCIAL
(N=109) *=MODE
QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

82

32
(29.36) *

29
(26.61)

22
(20.18)

11
(10.09)

15
(13.76)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

83

15
(13.76)

22
(20.18)

28
(25.69)

12
(11.01)

32
(29.36)
*

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

84

41
(37.61)*

33
(30.28)

21
(19.27)

8
(7.34)

6
(5.5)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

85

27
(24.77)

26
(23.85)

28
(25.69)*

16
(14.68)

12
(11.01)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

86

40
(36.70)*

27
(24.77)

19
(17.43)

8
(7.34)

15
(13.76)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

87

12
(11.01)

25
(22.94)

34
(31.19)*

12
(11.01)

26
(23.85)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

88

31
(28.44)*

27
(24.77)

29
(26.61)

11
(10.09)

11
(10.09)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

89

19
(17.43)

23
(21.10)

32
(29.36) *

10
(9.17)

25
(22.94)

QUESTION

VERY
IMPORTANT

FAIRLY
IMPORTANT

AVERAGE
IMPORTANT

BELOW
AVERAGE

NOT
NECESSARY

58

TABLE 9:
PERSONAL/SOCIAL
(N=109) *=MODE

90

58
(53.21)*

29
(26.61)

15
(13.76)

3
(2.75)

4
(3 . 67)

QUESTION

EXCELLENT

FAIRLY
WELL

AVERAGE
MANNER

BELOW
AVERAGE

NOT AWARE

91

32
(29.36)

35
(32.11)*

22
(20.18)

15
(13.76)

5
(4.59)

Item #70: Develop Personal Communication Skills.

Sixty-

seven (61.45%) of the respondents stated that this service was

important.

Thirteen

(11.92%)

of the respondents felt that

providing this service was of little importance or that the

service was not necessary.
When asked, in Item #71, 29 (26.61%) of the respondents
rated

the

service

provided

significant number of

as

being

respondents,

service was not adequately provided.

above

however,

average.
felt

that

A
the

Fifteen (13.76%) stated

that the performance was below average.

Twenty-five (22.94%)

of the respondents were not aware that this service could be

accessed.
Item #72: Develop Decision Making and Problem Solving
Skills.

Sixty-six

(60.55%)

of

the

respondents

providing this service was very important.

felt

that

Eight (7.34%) of

the respondents felt that it was not necessary to provide this

service.

Six (5.5%) of the respondents were not aware that

this service was available.

When asked, in Item #73, to rate the performance of the
59

service provided,

41

service was

above

respondents

stated

(37.62%)

average.
that

acceptable standard.

of the respondents felt this

However,

this

19

performance

(17.43%)
fell

of

below

the
an

Again, 16 (14.68%) of the respondents

were not aware that this service was available.

Item #74: Develop Self-Awareness.

For 59 (54.13%) of the

respondents, it was important for the guidance and counselling

department to offer this service.

Twenty-six (23.86%) of the

respondents felt that it was of little importance or was not

necessary to offer this service to the students.
When asked,

in Item #75,

to rate the performance of

offering this service, 39 (35.78%) of the respondents stated

that the performance was above average.

Seventeen (15.60%) of

the respondents, however, felt that provision of the service

was below an acceptable level.

Twenty-two

(20.18%)

of the

respondents did not know that this service was available to

them.
Item #76: Conflict Resolution.

Sixty-eight (62.39%) of

the respondents felt it was necessary to provide this service.

However,

11

(10.09%)

of the respondents did not feel this

service was necessary.

Ten (9.17%) of the respondents were

not aware that this service could be accessed.

When asked, in Item #77, 40 (36.69%) of the respondents
felt that the guidance and counselling department delivered
this service effectively.

Eighteen (16.51%) of the respondents

disagreed by saying that the delivery was below an average

60

manner.

In addition, 17 (15.60%) o-f the respondents were not

aware that they could use this service.

Item #78: Present Student's Point of View to Teachers and
Administrators.

When considering the importance of this

service, 75 (68.81%) of the respondents stated that this was

very important.

Fourteen (12.84%) of the respondents did not

feel that this service was important or necessary.

When asked, in Item #79, about the performance of the
guidance

and

service,

it was

respondents.

counselling
rated as

department

in

average by 69

delivering
(63.30%)

of

this
the

Thirteen (11.93%) of the respondents felt that

the department did a below average job with this service.

As

well, 27 (24.77%) of the respondents were not aware that this

service could be used.
Item #80:

Parental Communication on Student's Behalf.

Forty-five (41.28) of the respondents felt that this was an

important service of the guidance and counselling department.
Thirty-five (32.11%) of the respondents felt that this service
was not very important or was not necessary.
When asked, in Item #81, to rate the performance of this
service, 27 (24.77%) of the respondents said the service was
performed in an average manner.

Thirteen

(11. 93 %)

of the

respondents felt that this service was performed in a below

average manner.

In addition, 39 (35.78%) of the respondents

were not aware that this service could be accessed.

Item #82: Development of positive Self-Image.
61

Sixty-one

(55.97%)

of

important.

the

respondents

felt

that

this

service

was

Twenty-six (23.85%) of the respondents disagreed

by stating that this service was of little importance or was

not necessary.
When asked,

in Item #83,

to rate the delivery of this

service, 28 (25.69%) of the respondents felt that the service

was delivered in an above average manner.
the

respondents

differed

by

stating

Twelve (11.01%) of

that

they

delivery was done in a below average manner.

(29.36%)

of

the

service

was

respondents

provided

by

did not
the

realize

guidance

felt

the

Thirty-two
that

and

such a

counselling

department.
Item #84: Provide Drug and/or Alcohol Information.

Of

the respondents surveyed, 74 (67.89%) stated that this service

was very important.
with

this

by

Fourteen (12.84%) respondents disagreed

stating

that

this

service

was

of

little

importance or was not necessary.

When asked,

in Item #85,

to rate the delivery of this

service, 53 (48.62%) of the respondents felt the service was

delivered in an above average manner.

Twenty-eight (25.69%)

of the respondents stated that the delivery was of an average

manner.

Sixteen (14.68) of the respondents stated that the

delivery was of a below average calibre.

Twelve

(11.01%)

respondents stated that they did not realize that this service
was available to them.
Item #86:

Outside Agency Referral

62

System.

Sixty-one

(61.47%) of the respondents stated that it was very important

for the guidance and counselling department to deliver this
service.

Twenty-three (21.10%) of the respondents felt that

this service was of little importance or was not necessary.

When asked, in Item #87, to rate the performance of this
service, 37 (33.95%) of the respondents felt the service was
delivered in an above average manner.

Thirty-four (31.19%) of

the respondents stated the delivery was done in an average

manner.

Twelve

(11.01%)

of the respondents felt

that the

delivery of the service was done in a below average manner.

Twenty-six (23.85%) of the respondents did not realize that
the

guidance

and

counselling

department

delivered

this

service.
Item #88: Family Life and Sex Education.

Fifty-eight

(53.21%)

of the respondents felt that the delivery of this

service

was

important.

However,

22

(20.18%)

of

the

respondents felt that this service was of little importance or

was not necessary.
When asked, in Item #89, 42 (38.53%) of the respondents
felt

that

excellently

the
or

delivery
fairly

of

this

well.

service

Thirty-two

was

performed

(29.36%)

of

the

respondents thought the service was delivered in an average

manner.

Ten (9.17%) of the respondents felt that the delivery

of the service was in a below average manner.

Twenty-five

(22.94%) of the respondents were not aware of this service.

Item #90: Individual Counselling for Personal Problems.
63

A strong majority, 87 (79.82%), of -the respondents felt that

the

delivery of

(6.42%)

of

the

this

service was

respondents

very

important.

Seven

differed by stating that

this

service was of little importance or was not necessary.

When asked, in Item #91, 67 (61.47%) of the respondents
rated

the

delivery of

the

service as

fair

to

excellent.

Fifteen (13.76%) of the respondents felt that the delivery of

the service was of a below average manner.

Five (4.59%) of

the respondents were not aware that the service existed.

64

CHAPTER

V~

SUMMARY, RECOMMENDATIONS, AND CONCLUSIONS

Summary

The purpose of this project was to determine which needs

the students of Brooks Composite High perceived as important
for the guidance and counselling department to consider in
their planning for student services.

In addition, the study

determined how well appropriate services were currently being

delivered.
In this study,

109 students at Brooks Composite High

School were randomly chosen from the total school population

of 553.

Thirty-eight of the students were in grade ten,

thirty-four of the students were in grade eleven, and thirtyseven of the students were in grade twelve.

Fifty-four of the

respondents were female, and fifty-five of the respondents

were male.
The questionnaire was developed based on a questionnaire
used

by

Additional

the

Foothills

School

Division

No.

38

(1988).

questions were gathered from the Guidance and

Counselling Needs Assessments and Monitoring Instruments "How,

Why and What" to Use questionnaire, " which was administered by
Edmonton School Board in 1989.
Importance of Services

The questionnaire consisted of 91 questions.

The first

five questions in Section A revealed personal demographic

data.

Questions six through eleven determined the students'

65

perception of the guidance and counselling department based on

a five-point Likert scale.

Frequency and percentage responses

were

question

calculated

values:

on

each

based

on

the

following

Disagree - 1, Disagree Somewhat - 2, Undecided - 3,

Agree Somewhat - 4 and Agree - 5.

The
sought

sections

following,

namely Sections

information pertaining to educational,

personal and/or social needs respectively.

B,

C and D,

career,

and

All even-numbered

questions requested information from the students regarding

the importance of the service.
five-point

Likert

Responses were based on a

scale with the

following values:

Very

Important - 1, Fairly Important - 2, Average Importance - 3,

Below Average Importance - 4 and Not Necessary - 5.
All

odd-numbered

questions

requested

regarding how well the service was being delivered.

information
Responses

were based on a five-point Likert scale with the following

values:

Excellent - 1, Fairly Well - 2, Average - 3, Below

Average - 4 and Not Aware of Service - 5.

In Section A, questions six through eleven revealed the
students' perceptions of the counsellors and the guidance and
counselling department at Brooks Composite High School.
on

the

analysis

of

the

frequencies

and

Based

percentages

of

responses to these questions, it was determined that there was

a positive relationship between the actual and perceived roles
of

the

counsellors

and

the

66

guidance

and

counselling

department.

Apparently the department was seen to be meeting

students' needs in the following areas:

1.

counsellor availability

2.

counsellor awareness of students' needs

3.

counsellor approachability

4.

appointment scheduling

From the

same

analysis,

it

could

be

concluded

that

students saw a need for improvement in two areas:

1.

improved

access

for

students

during

scheduled

classes
2.

improved

student

awareness

regarding

the

full

spectrum of services offered by the guidance and

counselling department
Based on the analysis of frequencies and percentages, the
perceived needs

of

the students at

Brooks Composite High

School were prioritized and rank ordered in Table Ten.

The

percentages and frequencies for the categories "Very Important

Service" and "Fairly Important Service" were combined in order
to

prioritize

the

students'

needs

accurately.

Students

perceived their greatest needs from those items listed in the

educational

section

followed

by

personal/social sections respectively.

the

career,

and

Administrative tasks

such as registration, post-secondary information, graduation

requirements,

program planning,

highest respectively.

67

and credit

records

ranked

Other than in individual personal counselling (79.82%),

students

did

not

rate

the

personal/social

section

as

an

important program component when compared with the education

and career sections.
in

the

traditional

administrative tasks.

Students clearly perceived counsellors

role

of

performing

school-related

Although students clearly specified a

need for individual counselling,

other identified needs in

this section were not given high priority.

68

TABLE 10 .

Rank Order* Comparison of Important Services

Rank Section/Question
B-28 Registration
1
B-20 Graduation Requirements
2
B-38 Information Post-Secondary
2
B-22 Plan High School Program
3
B-18 Record Credits
4
D-90 Individual Personal Counselling
5
B-46 Student Financing
5
B-32 Change High School Program
5
6
C-50 Info. Future Careers/Occupations
7
B-14 Study Skills
7
B-24 Resolve Incorrect Course Selection
7
C-52 Post-Graduate Planning
7
C-68 Career Explorations Activities
8
B-40 Registration at Post-Secondary Inst.
8
C-56 Job Seeking Skills
8
C-58 Occupational/Career Choices
9
C-66 World of Work Visitors to H.S.
10
C-54 Find Information - Occupations
11
C-62 Career Testing
12
B-44 Speakers - Post-Secondary
13
D-78 Present Student Views to Teachers/Admin.
14
D-84 Drug/Alcohol Information
15
B-30 Parental/Consultations - Academic
16
B-26 Track Progress
17
C-48 Info. - Part/time & Summer Jobs
B-42 Tour Post-Secondary Institutions
18
19
D-76 Conflict Resolution
20
D-86 Referrals
20
D-70 Communication Skills
21
D-72 Decision Making
B-36 Alternate Sources for Courses
22
D-82 Develop positive Self-Esteem
23
C-64 Parental Consultation - Career Choices
24
C-60 Job Placement Within School
24
B-34 Alternate Schools
25
D-74
Self-Analysis
25
D-88 Family Skills/Sex Education
26
B-16 Examination Skills
27
D-80 Parental Communication - Student Behav.
28
B-12 Rules/Regulations
29

%
87.16
85.32
85.32
81. 65
80.73
79.82
79.82
79.82
78.90
77.06
77.06
77.06
77.06
75.23
75.23
75.23
73.40
73.15
71.56
70.64
68.81
67.89
67.89
66.06
65.13
64.22
62.39
61.47
61.47
60.55
58.71
55.97
55.05
55.05
54.13
54.13
53.21
52.29
41.28
34.86

Rank
Order
indicates
the
percentage
of
students
checking either Very Important Service or Fairly
Important Service.
B - Education Section
C - Career Section
D - Personal/Social Section
69

Performance of Services
Based on the analysis of frequencies and percentages, the
individual needs were prioritized in Table Eleven according to
how well

the service was performed.

frequencies

for

the

categories

The percentages and

"Performed

Excellently",

"Performed Fairly Well", and "Performed in an Average Manner"

were combined in order to distinguish how well services were
currently being delivered, according to the students.
In an effort

to

look at

only those needs

that were

performed from fairly well to excellently, the following list

was

established.

"Performed

The

Excellently"

percentages
and

from

Performed

the

Fairly

categories
Well"

were

combined to highlight the following needs at Brooks Composite

High which were being met in an above average manner.
1.

graduation requirements (74.31%)

2.

credit records (73.39%)

3.

program changes (71.56%)

4.

registration (71.15%)

5.

high school program planning (69.72%)

6.

post-secondary information (67.89%)

7.

wrong course selection resolution (64.22%)

8.

world of work visitors to the school (61.47%)

9.

individual personal counselling (61.47%)

10.

post-secondary registration (55.97%)

11.

career/occupational information (52.30%)

12.

financial - loans, bursaries, scholarships (52.30%)

70

13.

post-secondary speakers (50.46%)

14.

career testing (50.46%)

Once again, however, the majority of these needs fit into

the educational and career categories respectively, with the
single exception of individual personal counselling.

Further,

the students confirmed that counsellors do well in activities

that they spend much of their time performing, most of which
are administrative tasks.
Some

students were unaware of

the many guidance and

counselling services offered as indicated in Table Eleven.

This

is

especially

personal/social section.
students

were

accessed

them nor

especially

unaware

true

true

for

needs

listed

in

the

One explanation might be that many

of

services

personally

of many grade

because

needed
ten

them.

they

had

This

students who

may

not
be

are most

unfamiliar with the range of services offered at the high

school.
A second explanation is that many of the needs of which
students were unaware were addressed through the Career and
Life Management

mandatory

course

(post-graduate

planning,

examination skills, communication skills, study skills, selfesteem, decision-making skills).

this

as

guidance

and

Students do not tend to view

counselling

counsellors do in fact instruct the course.

service

although

As well, Career

and Life Management promotes a preventative and developmental

71

approach to guidance and counselling as prescribed by Alberta

Education.
A third reason that some services, such as post-secondary
tours (41.28%), alternate schools (25.69%), and job placement
(45.87%),
aware

had a higher percentage of students who were not

they were

offered was

priority within the system.

lack

of

interest,

or

the

because

the

services

lacked

This could be due to finances,

need

community agencies.

72

for

referral

to

outside

TABLE 11Rank Order* of Level of Performance

Rank Section/Question
B-21 Graduation Requirements
1
B-23 Plan H.S. Program
1
B-19 Record Credits
2
B-29 Registration
3
B-33 Changes to Program
4
B-25 Resolution Course Select.
5
B-39 Post-Secondary Info.
6
7
C-67 World of Work Visits
B-13 School Rules
8
C-51 Future Career Info.
9
D-91 Individual Counselling
10
11
B-47 Student Financing
12
C-53 Post-Graduation Planning
13
B-41 Post-Sec. Registration
14
C-63 Career Testing
15
C-59 Career Choice Assistance
C-57 Job Seeking Skills
16
D-85 Drug/Alcohol Information
16
17
B-45 Post-Secondary Speakers
B-31 Academic Parental Consult.
18
19
B-27 Track Progress
C-69 Career Exploration Act.
19
C-55 Where to Find Job
20
D-73 Decision Making Skills
20
D-89 Family Life/Sex Education
21
D-77 Conflict Resolution Skills
22
B-37 Alternate Sources/Courses.
23
D-87 Referrals
24
D-75 Self-Analysis
25
D-71 Communication Skills
26
D-79 Student Point of View
27
B-35 Alternate Schools
28
B-15 Study Skills
29
C-65 Parent Consult. - Careers
30
D-83 positive Self-Image
31
B-17 Examination Skills
32
C-49 Job Availability
33
D-81 Parental Communication
33
B-43 Post-Secondary Tours
34
C-61 Job Placement
35
*
*
*

%A/A
90.82
90.82
88.99
88.57
88.07
87.16
86.24
83.49
83.48
81.66
81.65
78.91
77.98
76.15
75.23
75.22
74.31
74.31
73.40
72.48
71. 56
71.56
67.90
67.90
67.89
67.88
66.97
65.14
64.22
63.31
63.30
62.39
61.46
59.64
59.63
54.12
52.29
52.29
44.96
40.36

%B/A
5.50
6.42
6.42
3.67
5.50
10.09
8.26
10.09
5.50
6.42
13.76
10.09
6.42
8.26
11. 01
9.17
15.60
14.68
17.43
10.09
14.68
14.68
11.01
17.43
9.17
16.51
18.35
11.01
15.60
13.76
11.93
11.93
16.51
14.68
11. 01
22.02
16.51
11.93
13.76
13.76

%N/A
3.67
2.75
4.59
2.75
6.42
2.75
5.50
6.42
11.01
11. 93
4.59
11.01
15.60
15.60
13.76
15.60
10.09
11. 01
1.83
17.43
13.76
13.76
21.10
14.68
22.94
15.60
14.68
23.85
20.18
22.94
24.77
25.69
22.02
25.69
29.36
23.85
31.19
35.78
41.28
45.87

Rank Order indicates the percentage of students checking

either Performed Excellently, Fairly Well or Average.
B = Education; C = Career; D = Personal/Social
A/A = Performed Excellently, Fairly Well or Average;
B/A = Performed in a Below Average Manner;
N/A = Not Aware of the Service
73

Recommendations for FUrther Study

Guidance and counselling programs attempt to address a
wide diversity of student, parent, teacher, and administrator
needs and interests.
central focus.

As a result,

programs often lack a

A more comprehensive needs assessment would

include representatives from all of these groups in order to

provide a focus which is based on a consensus among these
groups.
Some form of needs assessment and evaluation should be
done at regular intervals, perhaps yearly.

The magnitude of

this study, however, was far too great to be undertaken on a

yearly basis and would be better suited to a district-wide
evaluation done less often.
Further research should be done to compare the perceived
needs of various subgroups within the student population.

For

example, such variables as grade level, high school program,

gender, or achievement level could assist in providing better
program planning to meet their needs.
Recommendations for Practice
1.

With spiralling demands on counsellors' time to meet the

many needs of their students, it is essential that school
boards continue to provide adequate support to fund
guidance and counselling programs.

One major conclusion

of this study must be that serious consideration be given

to

allotting

additional

counselling program.
74

time

for

the

guidance

and

2.

It will be necessary to develop more precise and focussed

role descriptions for counsellors if the perceived
students' needs as well as the needs of parents,
teachers, and administrators are to be met.
are often unsure of their roles and,
adequately
others.

communicate

As a result,

administrative
students

their

Counsellors

therefore, do not

professional

roles

to

they are often bogged down with

tasks.

Changes

in

role

would

to view counsellors differently,

allow

perhaps

as

confidential sources of help.

3.

Currently Brooks School District #2092 does not have a

written policy pertaining to guidance and counselling
services

in

Brooks'

schools.

A general

model

for

guidance and counselling services should be developed for

the

entire

school

system.

This

should

include

philosophy statement along with goals and objectives, or

purposes

and

outcomes.

district-wide

handbook should also be devised.

plan

for

developing,

manual

or

This could include a

maintaining,

and

evaluating

comprehensive guidance and counselling program.

As well,

it could include role descriptions for counsellors at

elementary and secondary schools.
provide uniformity of

services

This framework would

throughout

the

school

district and enhanced communication among counsellors.

It would also provide the organizational structure and
focus

necessary

to

set

goals,
75

plan

obj ecti ves,

and

achieve outcomes.

Moreover, it would assist counsellors

in determining where community agencies should assume

more responsibility.
4.

Counsellors must ensure that students are aware of the

spectrum of services that the guidance and counselling
department offers.
team

effort

central

This could be accomplished through a

involving

office staff,

communi ty agencies.

the

counsellor(s),

parents,
It

students,

is necessary

teachers,

and outside

to promote

the

guidance and counselling program at every opportunity.

This can be accomplished in many ways:

newsletters,

handbooks,

visitations,

assemblies,

classroom

parent/community presentations,

counsellor visibility,

staff meetings, and representation on the school advisory

board.
S.

Administrative and clerical

tasks

take away from the

developmental and preventative aspects of the guidance

and

counselling

Education.
network

program

as

prescribed

by

Alberta

Therefore, it is recommended that a computer

system

be

linked

with

the

main

office

for

scheduling and other time-consuming administrative tasks.

As

well,

counsellors,

administrators

must

be

teachers,
encouraged

to

students,
place

and
higher

priority on the development and preventative aspects of

guidance and counselling programs.

76

6.

Early

intervention

guidance -and

counselling programs

should be introduced at the elementary level.

7.

Counsellors in Brooks School District #2092 should meet

regularly throughout the year to provide the support that
is essential if a program is to succeed.
the district presently sets up
counselling program.

considerably.

time

own guidance and

Therefore, there is a great range

of services and programs offered.

counselling

its

Each school in

available

at

As well, the amount of

each

school

varies

Guidance and counselling programs need

more coherent coordination in the above mentioned areas.

77

Conclusion
This study confirmed that the demands on a counsellor's
time

are

ever

important

to

increasing.
complete

Therefore,

regular

needs

it

is

assessment

extremely
so

that

priority can be given to those needs which students perceive

as most important.

Needs assessments must be viewed as a

valuable tool in reliable program planning.

It is imperative

that counsellors continue to seek feedback from the students

whom they serve.
Once a needs assessment and evaluation is completed, the
guidance and counselling department is in a better position to
identify and prioritize the focus for continued programs, in
addition to planning new programs.
program

is

initiated

within

assessments

can

establish

performance

and

services

After a needs assessment

school,

greater

provided

counselling program.

78

by

follow-up
awareness
the

needs
of

the

guidance

and

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82

APPENDIX A

83

Student Needs Assessment and

Performance Evaluation
Guidance and Counselling Services
Brooks Composite High School
This survey is designed to determine which guidance services
are considered important and how well such services in the
school are fulfilling their role.
The information will be
used to further improve the guidance services available to
you.
In order to ensure that the needs of all students are met as
well as possible, we would appreciate your time and careful
attention in completing this questionnaire. We are not asking
you to identify yourself so please answer as honestly as
possible.
All responses should be made in HB pencil on the answer sheet
provided.
Questions 1 through 11 deal with informational
questions about you and the guidance department. Questions 12
through 91 list a number of services that might be offered by
a high school guidance program.
They fall into three main
categories;
education,
career,
and
personal/social
counselling. We are interested in the importance you attach
to each service as well as how well the service is currently
being performed.
Please read each statement carefully and
respond to the five-point scale provided.
Make only one
response to each question.

84

Student Needs Assessment and Performance

Evaluation
Guidance and Counselling Services
Brooks Composite High School
Section A:

1.
2.

3.

Grade Level
A.
10
B.

c.

11

12

Studies Level
A. Advanced

B.

General

Sex
A. Female

B.

Male

c.

rop

D.

Other

4.

How many years have you been at this school?

A. 1
B. 2
C. 3
D. 4
E. 5

5.

How many appointments or meaningful contacts (including

classroom visits) have you had with a counsellor during
the past school year?
A. None B. 1 to 3
C. 4 to 6
D. 7 or more

For questions 6 to 11 use the following scale to determine to

what degree you agree or disagree with each of the following
statements?
A.
B.
C.
D.
E.

Disagree
Disagree Somewhat
Undecided
Agree Somewhat
Agree

6.

Guidance counsellors are available to students when

needed.

7.

Guidance counsellors are well informed about student

needs and concerns.

8.

Guidance counsellors are approachable, non-threatening

individuals.

9.

Students are well

guidance offers.

10.

It is important that students are able to book their

own appointments.

11.

Teachers make it easy for students to see a counsellor

during class time.

informed

85

of

the

services

that

For questions 12 through 91 select the appropriate letter, A

from the five point scale given below and at the
top of each successive page. Select one letter to respond to
the statements in Column I which deal with the importance of
the service and select one letter to respond to the statements
in Column II which deal with how well the service is currently
being performed.
through E,

Column I:

Column II:

What should be

What is

How important is it that

counsellors ... ?

How well is this service

currently performed?

A.
B.

Very important
Fairly important
Average importance

D.

Below average or low

importance
Service not necessary

A. Performed excellently
B. Performed fairly well
C. Performed in an
average manner
D. Performed in below
average manner
E. Not aware of service

c.

E.

Section B:

Education

How well is this

service performed?

How important is it that

counsellors ... ?
12. help me to understand school
rules and regulations?

13. How well is this

service performed?

14. teach me skills to help me

study?

15. How well is this

service performed?

16. teach me examination writing

skills?

17. How well is this

service performed?

18. keep an accurate record of

my credits?

19. How well is this

service performed?

20. inform me of my graduation

requirements?

21. How well is this

service performed?

22. help me plan my high school

program?

23. How well is this

service performed?

24. assist me to resolve problems

encountered if I select the
wrong courses?

25. How well is this

service performed?

86

Column I:

Column II:

What should be

What is

How important is it that

counsellors ... ?
A.
B.
C.

Very important
Fairly important
Average importance

D.

Below average or low

importance
Service not necessary

E.

How well is this service

currently performed?
A. Performed excellently
B. Performed fairly well
C. Performed in an
average manner
D. Performed in below
average manner
E. Not aware of service

26. keep track of my progress and

meet with me if I am
underachieving?

27. How well is this

service performed?

28. provide information on course

selection, course sequence,
course descriptions, timetabling and credit values at
registration time?

29. How well is this

service performed?

30. provide my parents with an

opportunity to discuss my
progress in high school?

31. How well is this

service performed?

32. assist me in making changes

to my high school program?

33. How well is this

service performed?

34. provide information about

other high schools and
alternate schools?

35. How well is this

service performed?

36. provide information about

alternate sources for
taking high school courses
such as summer school,
correspondence, and adult
classes?

37. How well is this

service performed?

38. make materials detailing

programs and requirements
at post-secondary institutions available to students?

39. How well is this

service performed?

40. assist students in registering

at post-secondary institutions?

41. How well is this

service performed?

87

Column I:

Column II:

What should be

What is

How important is it that

counsellors ... ?
A.
B.
C.

Very important
Fairly important
Average importance

D.

Below average or low

importance
Service not necessary

E.

How well is this service

currently performed?
A. Performed excellently
B. Performed fairly well
C. Performed in an
average manner
D. Performed in below
average manner
E. Not aware of service

42. arrange tours of post-secondary

institutions?

43. How well is this

service performed?

44. arrange for speakers from

post-secondary institutions?

45. How well is this

service performed?

46. supply information about

47. How well is this
student financeing, scholarships,
service performed?
bursaries and loans?
Section

c:

Career

48. provide information about

part time jobs and summer jobs?

49. How well is this

service performed?

50. provide information about

careers and occupations such
as educational requirements,
job descriptions, salary,
outlook, etc.?

51. How well is this

service performed?

52. assist students with making

a suitable plan for postgraduation?

53. How well is this

service performed?

54. inform students on where to

locate information about jobs?

55. How well is this

service performed?

56. provide information about

job applications, interviews,
resumes and job seeking
skills?

57. How well is this

service performed?

58. assist students with making

occupational/vocational
choices?

59. How well is this

service performed?

88

Column II:

Column I:

What is

What should be

How well is this service

currently performed?

How important is it that

counsellors ... ?
A.
B.
C.

Very important
Fairly important
Average importance

D.

Below average or low

importance
Service not necessary

E.

A. Performed excellently
B. Performed fairly well
c. Performed in an
average manner
D. Performed in below
average manner
E. Not aware of service

60. provide job placement help

within the school (Canada
Manpower)?

61. How well is this

service performed?

62. provide testing which will

assist students in examining
their abilities, personal
traits, and interests as they
pertain to future plans?

63. How well is this

service performed?

64. provide parents with an

opportunity to discuss
student's career plans?

65. How well is this

service performed?

66. provide opportunities for

students to talk to people in
different careers (Career Day
or class visitations)?

67. How well is this

service performed?

68. provide opportunities for

students to explore career
opportunities?

69. How well is this

service performed?

Section D:

Personal/Social

70. help me to develop personal

communication skills?

71. How well is this

service performed?

72. help me to develop decisionmaking and problem-solving

skills?

73. How well is this

service performed?

74. help me to understand myself?

75. How well is this

service performed?

89

Column I:

Column II:

What should be

What is

How important is it that

counsellors ... ?
A.
B.
C.

Very important
Fairly important
Average importance

D.

Below average or low

importance
Service not necessary

E.

How well is this service

currently performed?
A. Performed excellently
B. Performed fairly well
c. Performed in an
average manner
D. Performed in below
average manner
E. Not aware of service

76. assist me in resolving

conflicts between myself and
others (teachers, parents, or
friends)?

77. How well is this

service performed?

78. present my point of view to

teachers and administrators
to resolve conflicts?

79. How well is this

service performed?

80. communicate to my parents on

my behalf?

81. How well is this

service performed?

82. help me to develop a better

self-image?

83. How well is this

service performed?

84. provide information on drugs

and alcohol?

85. How well is this

service performed?

86. direct me to outside agencies

for particular concerns such
as social assistance, Alateen,
mental health services, child
abuse, family counselling,
pregnancy, etc.?

87. How well is this

service performed?

88. assist students in learning

about family life including
sex education?

89. How well is this

service performed?

90. provide students with an

opportunity for individual
counselling for personal
problems?

91. How well is this

service performed?

90

APPENDIX B

91

June 25, 1992

Dear Parent,
I am conducting a needs assessment and evaluation study of the
Brooks Composite High School guidance and counselling program.
The purpose of this study is to determine which guidance and
counselling services are considered to be important by
students as well as how well these services are currently
being delivered. I anticipate that your child and others will
benefit from participation in this study by providing
information on the current program which will enable the
researcher to recommend modifications if the need is
identified.
I would like your permission for your child to
participate in this study.
As part of this research your child will be asked to complete
a questionnaire.
Please note that all information will be
handled in a confidential and professional manner.
When
responses are released, they will be reported in summary form
only. Further, all names, locations and any other identifying
information will not be included in any discussion of the
results. You also have the right to withdraw your child from
the study without prejudice at any time.
If you choose to do so, please indicate your willingness to
allow your child to participate by signing this letter in the
space provided below, and return the letter to the school with
your child.
I very much appreciate your assistance in this study. If you
have any questions please feel free to contact me at the
school (362-4814) or at home (362-2247).
Also feel free to
contact the supervisor of my study, Dr. David Townsend at 3292451 or any member of the Faculty of Education Human Subject
Research Committee if you wish additional information.
The
chairperson of the committee is Dr. Jane O'Dea.
Yours truly,
Janet L. Rommens
Guidance Counsellor
Brooks Composite High School
A NEEDS ASSESSMENT AND EVALUATION OF THE
BROOKS COMPOSITE HIGH SCHOOL GUIDANCE PROGRAM
I agree to allow my child, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ , to
participate in this study.
Signature

Name

Date
92