The Developmental Effects of Microcounseling in a Programmed Counseling Series

Abstract

The problem. The problem was concerned with a need to determine the extent to which microcounseling influenced the cognition and retention of selected life coping skills as presented in a class environment using a specially designed series that focused on the abilities called coping skills. Procedure. In this study three groups of junior high students were organized into an experimental project that operated under a counseling program format. The study divided the students into three groups, experimental, control one and control two. The program was constructed to study the influence that microcounseling would have on students who worked through a programmed series designed to foster growth in the area of coping skills. The series was titled Self Incorporated and consisted of fifteen programs. To determine the results of this project the California Psychological Inventory was selected and administered on a pre and post test basis. The population of this study represented boys and girls from the grade levels of seventh, eighth, and ninth grade. Findings. There was no significant gain as represented by the California Psychological Inventory. The test results reflect that there is no difference in the mean values on each of the eighteen psychological characteristics between those who have had microcounseling and Self Incorporated, those who have had Self Incorporated only, and those who have received no treatment at all. Conclusions. Under this project design and using the stated testing procedure, it was the conclusion of this study that better results could be obtained by constructing a different project combination.