View of The Life Career Game and Decision-Making Among Ninth Graders

(1)

RICHARD

RICHARD H.H. JOHNSON,JOHNSON,

Assistant

Assistant ProfessorProfessor ofof Counselor

Counselor Education,Education, University

University ofof Florida,Florida, Gainesville,

Gainesville, Florida.Florida.

THE

THE LIFE

LIFE CAREER

CAREER GAME

GAME AND

AND DECISION-MAKING

DECISION-MAKING

AMONG

AMONG NINTH

NINTH GRADERS

GRADERS

Training

Training inin decision-makingdecision-making hashas beenbeen recommendedrecommended asas anan appropriateappropriate strategystrategy for

for secondarysecondary schoolschool guidanceguidance programsprograms (Dilley,(Dilley, 1967;1967; Gelatt,Gelatt, 1962;1962; Lough Lough-ary,

ary, 1961;1961; Varenhorst,Varenhorst, 1966),1966), andand decision-makingdecision-making trainingtraining isis beingbeing triedtried inin several

several schoolschool systems,systems, particularlyparticularly inin PaloPalo Alto,Alto, CaliforniaCalifornia (Varenhorst,(Varenhorst, no

no date;date; Sherman,Sherman, 1967).1967). TheThe chiefchief purposepurpose ofof suchsuch trainingtraining isis toto increaseincrease students'

students' abilityability toto makemake wisewise decisionsdecisions regardingregarding allall aspectsaspects ofof theirtheir liveslives (Gelatt

(Gelatt && Varenhorst,Varenhorst, 1968).1968). Training

Training inin decision-makingdecision-making isis defensibledefensible becausebecause ofof thethe growinggrowing com com-plexity

plexity ofof ourour society.society. ForFor example,example, itit hashas beenbeen estimatedestimated thatthat 6060 millionmillion jobs

jobs willwill bebe affectedaffected byby automationautomation inin thethe nextnext generationgeneration (Wrenn,(Wrenn, 1964,1964, p.

p. 31).31). OccupationsOccupations chosenchosen byby highhigh schoolschool freshmenfreshmen maymay bebe substantiallysubstantially modified

modified byby thethe timetime studentsstudents areare readyready toto enterenter thatthat occupation.occupation. HelpingHelping students

students learnlearn howhow toto makemake decisionsdecisions isis justjust asas importantimportant asas helpinghelping themthem to

to makemake specificspecific decisions.decisions. Understanding

Understanding aa decision-makingdecision-making strategystrategy forfor guidanceguidance necessitatesnecessitates thethe clarification

clarification ofof thethe decision-makingdecision-making process.process. Decision-makingDecision-making maymay bebe viewedviewed as

as aa processprocess inin thatthat thethe outcomeoutcome ofof everyevery decisiondecision providesprovides thethe decision decision-maker

maker withwith informationinformation whichwhich cancan bebe usedused inin futurefuture decisions.decisions. SeveralSeveral investigators

investigators havehave offeredoffered modelsmodels whichwhich describedescribe thisthis processprocess (Bross,(Bross, 1953;1953; Clarke,

Clarke, Gelatt,Gelatt, && Levine,Levine, 1965;1965; CronbachCronbach && Gieser,Gieser, 1951;1951; Dilley,Dilley, 1965;1965; Gelatt,

Gelatt, 1962;1962; GelattGelatt && Clarke,Clarke, 1967;1967; KaldorKaldor && Zytowski,Zytowski, 1969;1969; Katz,Katz, 1966;1966; Krumboltz,

Krumboltz, 1966;1966; Wilson,Wilson, 1967;1967; Yabroff,Yabroff, 1964).1964). AlthoughAlthough thethe nomenclaturenomenclature used

used byby variousvarious investigatorsinvestigators isis diverse,diverse, thethe essentialessential ingredientsingredients ofof theirtheir m'odels

m'odels areare similar.similar. TheThe processprocess ofof decision-makingdecision-making appearsappears toto involveinvolve threethree systems:

systems: anan assessmentassessment system,system, anan evaluationevaluation system,system, andand anan integrationintegration system.

system. TheThe assesmentassesment systemsystem consistsconsists of:of: a)a) awarenessawareness ofof aa decisiondecision toto bebe made,

made, b)b) awarenessawareness ofof alternatives,alternatives, c)c) knowledgeknowledge ofof outcomesoutcomes associatedassociated with

with eacheach alternative,alternative, d)d) knowledgeknowledge ofof thethe probabilitiesprobabilities associatedassociated withwith eacheach outcome.

outcome. TheThe evaluationevaluation systemsystem involvesinvolves thethe personalpersonal desirabilitydesirability ofof thethe various

various outcomesoutcomes andand isis aa reflectionreflection ofof thethe individual'sindividual's values.values. TheThe inte inte-gration

gration systemsystem involvesinvolves thethe selectionselection ofof aa coursecourse ofof actionaction thatthat hashas thethe great great-est

est probabilityprobability ofof producingproducing aa desireddesired outcome.outcome. The

The LifeLife CareerCareer GameGame isis aa simulationsimulation gamegame thatthat waswas constructedconstructed toto give

give studentsstudents familiarityfamiliarity withwith thethe kindskinds ofof decisionsdecisions thatthat mustmust bebe mademade about

about jobs,jobs, furtherfurther educationeducation oror training,training, familyfamily life,life, andand thethe useuse ofof leisureleisure (Boocock,

(Boocock, 1968,1968, p.p. 107).107). StudentsStudents dividedivide intointo teamsteams ofof threethree oror fourfour and

and planplan upup toto eighteight yearsyears inin thethe lifelife ofof aa hypotheticalhypothetical person.person. TheThe teamsteams make

(2)

258

CANADIANCANADIAN COUNSELLOR,COUNSELLOR, VOL.VOL. 5,5, No.4,No.4, OCTOBER,OCTOBER, 19711971

experiences

experiences hehe willwill have,have, whetherwhether oror notnot hehe willwill work,work, andand howhow hehe willwill spendspend his

his leisureleisure time.time. OneOne roundround ofof thethe GameGame representsrepresents oneone yearyear ofof thethe hypo hypo-thetical

thetical person'sperson's life.life. EachEach teamteam receivesreceives aa scorescore afterafter everyevery roundround toto helphelp players

players evaluateevaluate thethe decisionsdecisions theythey havehave made.made. TheThe GameGame appearsappears toto bebe aa promising

promising techniquetechnique forfor aa decision-makingdecision-making approachapproach toto guidanceguidance sincesince itit cancan be

be playedplayed withwith aa groupgroup asas largelarge asas 30,30, itit adaptsadapts toto nearlynearly anyany timetime scheduleschedule (i.e.,

(i.e., oneone hourhour aa day,day, oneone hourhour aa week,week, aa halfhalf hourhour aa day,day, etc.),etc.), andand itit cancan be

be workedworked intointo thethe contentcontent ofof nearlynearly anyany coursecourse taughttaught atat thethe secondarysecondary level.

level.

PURPOSE PURPOSE The

The purposepurpose ofof thisthis studystudy waswas toto investigateinvestigate thethe effecteffect ofof thethe LifeLife Career

Career GameGame onon fourfour decision-makingdecision-making variablesvariables atat thethe ninth-gradeninth-grade level.level. These

These variablesvariables were:were: a)a) awarenessawareness ofof thethe importanceimportance ofof lifelife decisions,decisions, b)

b) exploratoryexploratory activity,activity, c)c) conceptconcept ofof self,self, d)d) conceptconcept ofof others.others. TheThe firstfirst two

two variablesvariables areare elementselements ofof thethe assessmentassessment systemsystem ofof thethe synthesizedsynthesized modelmodel of

of decision-makingdecision-making previouslypreviously discussed.discussed. TheseThese variablesvariables werewere chosenchosen be be-cause

cause theythey areare thethe firstfirst twotwo stepssteps inin decision-making.decision-making. AA personperson isis firstfirst awareaware of

of thethe needneed forfor aa givengiven decisiondecision andand hehe thenthen exploresexplores toto learnlearn ofof alternativesalternatives and

and thethe outcomesoutcomes ofof thethe alternatives.alternatives. ConceptConcept ofof selfself andand ofof othersothers areare ele ele-ments

ments ofof thethe evaluationevaluation systemsystem andand werewere selectedselected becausebecause theythey reflectreflect aa person's

person's valuevalue system.system. HowHow aa personperson viewsviews himselfhimself andand othersothers predeterminespredetermines which

which alternativesalternatives hehe seessees asas desirable.desirable. TheThe followingfollowing questionsquestions werewere thethe focus

focus ofof thisthis investigation:investigation: 1.

1. WillWill playingplaying thethe LifeLife CareerCareer GameGame affectaffect ninthninth gradegrade boys'boys' andand girls'girls' awareness

awareness ofof thethe importanceimportance ofof futurefuture lifelife decisions?decisions? 2.

2. WillWill playingplaying thethe LifeLife CareerCareer GameGame affectaffect thethe exploratoryexploratory activityactivity ofof ninth

ninth gradegrade boysboys andand girls?girls? 3.

3. WillWill playingplaying thethe LifeLife CareerCareer GameGame affectaffect ninthninth gradegrade boys'boys' andand girls'girls' concept

concept ofof selfself andand conceptconcept ofof others?others?

INSTRUMENTS INSTRUMENTS The

The ConcernsConcerns ofof YouthYouth InventoryInventory (COY)(COY) waswas usedused toto measuremeasure aware aware-ness

ness ofof thethe importanceimportance ofof lifelife dicisions.dicisions. TheThe COYCOY isis aa ratingrating scalescale thatthat asks

asks studentsstudents toto checkcheck thethe degreedegree toto whichwhich theythey seesee lifelife decisionsdecisions asas importantimportant to

to ninthninth graders.graders. TheThe instrumentinstrument beganbegan asas anan open-endedopen-ended questionnairequestionnaire inin which

which studentsstudents werewere askedasked toto listlist thethe decisionsdecisions theythey sawsaw asas importantimportant toto ninth

ninth graders.graders. FromFrom thisthis questionnairequestionnaire 4040 statementsstatements werewere chosenchosen andand de de-veloped

veloped intointo aa ratingrating scale.scale. AA split-halfsplit-half reliabilityreliability waswas computedcomputed onon thethe students'

students' COYCOY scoresscores forfor thisthis studystudy andand thethe reliabilityreliability coefficientcoefficient usingusing Spearman-Brown

Spearman-Brown correctioncorrection formulaformula waswas .90..90. The

The ChecklistChecklist ofof ExploratoryExploratory ActivitiesActivities (CEA)(CEA) waswas usedused toto measuremeasure exploratory

exploratory activity.activity. TheThe instrumentinstrument asksasks studentsstudents toto checkcheck anyany exploratoryexploratory activities

activities thatthat theythey havehave engagedengaged inin onon theirtheir ownown initiative.initiative. ToTo encourageencourage honesty

honesty thethe studentsstudents areare askedasked toto writewrite thethe namename ofof thethe personperson fromfrom whomwhom they

they soughtsought help.help. The

The BillsBills IndexIndex ofof AdjustmentAdjustment andand ValuesValues (IAV)(IAV) isis anan unpublishedunpublished adjective

adjective checklistchecklist developeddeveloped byby RobertRobert E.E. Bills.Bills. TheThe adjectivesadjectives areare ratedrated twice-as

twice-as thethe subjectsubject seessees himselfhimself andand asas hehe seessees others.others. TheThe instrumentinstrument yields

yields aa scorescore forfor conceptconcept ofof selfself andand aa scorescore forfor conceptconcept ofof others.others. TheThe IAIAVV manual

(3)

Spear-man-Brown

man-Brown prophecyprophecy formula)formula) ofof .53.53 forfor thethe SelfSelf andand .92.92 forfor thethe OthersOthers measures.

measures.

PROCEDURES PROCEDURES The

The subjectssubjects werewere 3939 ninth-gradeninth-grade studentsstudents enrolledenrolled inin aa citizenshipcitizenship classclass at

at thethe UniversityUniversity ofof MissouriMissouri LaboratoryLaboratory School,School, Columbia,Columbia, Missouri.Missouri. AtAt thethe beginning

beginning ofof thethe secondsecond semestersemester theythey hadhad beenbeen divideddivided randomlyrandomly intointo twotwo groups.

groups. TheThe groupgroup containingcontaining 1919 studentsstudents (9(9 boysboys andand 1010 girls)girls) waswas selectedselected as

as thethe experimentalexperimental groupgroup whilewhile thethe otherother group,group, containingcontaining 1010 boysboys andand 10

10 girls,girls, waswas usedused asas aa controlcontrol andand diddid notnot playplay thethe Game.Game. Both

Both groupsgroups werewere administeredadministered thethe threethree instrumentsinstruments usedused inin thethe studystudy one

one weekweek beforebefore thethe experimentalexperimental groupgroup beganbegan playingplaying thethe Game.Game. AtAt thethe time,

time, thethe COYCOY waswas anan open-endedopen-ended questionnairequestionnaire andand waswas notnot scored.scored. Inde Inde-pendent

pendent tt teststests ofof meansmeans andand F F teststests ofof variancesvariances werewere computedcomputed toto deter deter-mine

mine ifif therethere werewere differencesdifferences betweenbetween thethe controlcontrol andand experimentalexperimental groupsgroups on

on thethe otherother twotwo instruments.instruments. ThereThere werewere nono significantsignificant differencesdifferences atat thethe .05

.05 levellevel ofof confidenceconfidence betweenbetween thethe twotwo groupsgroups onon eithereither ofof thethe instruments.instruments. These

These datadata indicatedindicated thatthat priorprior toto thethe studystudy therethere waswas nono differencedifference be be-tween

tween thethe experimentalexperimental andand controlcontrol groupsgroups withwith regardregard toto thethe variablesvariables beingbeing investigated.

investigated. Before

Before thethe GameGame waswas introducedintroduced toto thethe experimentalexperimental group,group, thethe teacher

teacher ofof thatthat groupgroup andand aa couselor-in-trainingcouselor-in-training metmet forfor threethree one-hourone-hour training

training sessionssessions withwith thethe researcher.researcher. BeforeBefore startingstarting thethe Game,Game, thethe teacherteacher divided

divided thethe classclass intointo fivefive groupsgroups ofof threethree studentsstudents eacheach andand oneone groupgroup ofof four

four students.students. TheThe teacherteacher groupedgrouped thethe studentsstudents onon thethe basisbasis ofof whichwhich onesones she

she feltfelt wouldwould workwork bestbest together.together. TheThe teacherteacher introducedintroduced andand conductedconducted the

the GameGame andand thethe counselor-in-trainingcounselor-in-training helpedhelped byby goinggoing fromfrom teamteam toto teamteam to

to answeranswer questionsquestions onceonce thethe studentsstudents beganbegan playing.playing. All

All sixsix teamsteams usedused thethe profileprofile ofof MaryMary (one(one ofof thethe hypotheticalhypothetical personspersons in

in thethe Game),Game), anan above-averageabove-average abilityability studentstudent whowho hadhad failedfailed allall ofof herher courses

courses butbut oneone duringduring herher sophomoresophomore yearyear inin highhigh school.school. TheThe GameGame waswas played

played eacheach FridayFriday forfor 5050 minutes.minutes. SixSix sessionssessions werewere conductedconducted coveringcovering aa time

time spanspan ofof sevenseven weeksweeks andand fourfour roundsrounds ofof thethe GameGame werewere completed.completed. One

One weekweek afterafter thethe completioncompletion oror roundround four,four, bothboth thth experimentalexperimental and

and controlcontrol groupsgroups werewere administeredadministered posttests.posttests. TheThe CEA,CEA, lAY-Self,lAY-Self, andand lAY-Others

lAY-Others werewere thethe samesame instrumentsinstruments usedused inin thethe pretest.pretest. TheThe COYCOY byby this

this timetime hadhad beenbeen developeddeveloped intointo aa checklistchecklist andand waswas administeredadministered inin thisthis form.

form. TheThe differencedifference scoresscores fromfrom pretestpretest toto posttestposttest forfor thethe CEA,CEA, lAY-Self,lAY-Self, and

and lAY-OtherslAY-Others werewere analyzedanalyzed statistically.statistically. TheThe posttestposttest scoresscores ofof thethe COYCOY were

were alsoalso analyzed.analyzed. AA two-factor,two-factor, unequalunequal n,n, analysisanalysis ofof variousvarious (ANOY(ANOYA)A) design

design waswas usedused withwith thethe scoresscores ofof eacheach instrumentinstrument toto testtest thethe effectseffects ofof treatment,

treatment, sexsex andand thethe interactioninteraction ofof treatmenttreatment andand sex.sex.

RESULTS

RESULTS ANDAND CONCLUSIONSCONCLUSIONS The

The ANOYANOYAA overover thethe COYCOY scoresscores showedshowed nono significantsignificant differencesdifferences forfor treatment,

treatment, sex,sex, oror interaction.interaction. ItIt cancan bebe concludedconcluded thatthat playingplaying thethe LifeLife Career

Career GameGame hadhad nono effecteffect onon ninth-gradeninth-grade boys'boys' andand girls'girls' awarenessawareness ofof future

future lifelife decisions.decisions. The

The ANOYANOYAA overover thethe CEACEA scoresscores showedshowed nono significancesignificance forfor treat treat-ment

ment oror sex,sex, butbut therethere waswas significancesignificance atat thethe .05.05 levellevel ofof confidenceconfidence forfor interaction

(4)

260

CANADIANCANADIAN COUNSELLOR,COUNSELLOR, VOL.VOL. 5,5, No.4,No.4, OCTOBER,OCTOBER, 19711971

Table

Table 1)1) werewere examinedexamined toto determinedetermine thethe sourcesource ofof thethe interaction,interaction, itit waswas found

found thatthat controlcontrol groupgroup boysboys hadhad higherhigher meanmean differencesdifferences thanthan controlcontrol group

group girls.girls. InIn thethe experimentalexperimental group,group, however,however, girlsgirls hadhad higherhigher meanmean differences

differences thanthan boys,boys, thethe boysboys showingshowing aa largelarge decreasedecrease inin exploratoryexploratory activity.

activity. TheThe effecteffect ofof playingplaying thethe LifeLife CareerCareer Game,Game, comparedcompared toto nono treat treat-ment,

ment, waswas toto decreasedecrease boys'boys' exploratoryexploratory activityactivity andand toto increaseincrease thethe explora explora-tory

tory activityactivity ofof girls.girls.

TABLE TABLE 11 Mean

Mean differencedifference scoresscores byby sexsex andand treatmenttreatment CEA

CEA IAV-OTHERSIAV-OTHERS Control

Control ExperimentalExperimental ControlControl ExperimentalExperimental BOYS

BOYS

+

.90.90 -2.90-2.90 -20.67-20.67

+

13.5713.57 GIRLS

GIRLS -1.90-1.90 -- .40.40 +12.44+12.44 -14.44-14.44

The

The analysisanalysis ofof thethe IAV-SelfIAV-Self scoresscores showedshowed nono significantsignificant differencesdifferences forfor treatment,

treatment, sex,sex, oror interaction.interaction. TheThe LifeLife CareerCareer GameGame hadhad nono effecteffect onon boys'boys' and

and girls'girls' conceptconcept ofof selfself inin thisthis study.study. The

The ANOVANOVAA overover thethe IAIAVV-Others-Others scoresscores showedshowed nono significantsignificant differ differ-ences

ences forfor treatmenttreatment oror sex.sex. ThereThere was,was, however,however, significantsignificant interactioninteraction atat thethe

.01

.01 levellevel ofof confidence.confidence. AnAn examinationexamination ofof thethe meanmean differencedifference scoresscores (see(see Table

Table 1)1) showedshowed thatthat inin thethe controlcontrol group,group, girls'girls' scoresscores increasedincreased whilewhile boys'

boys' scoresscores decreased.decreased. TheThe experimentalexperimental groupgroup showedshowed aa reversereverse effect.effect. Boys

Boys increasedincreased theirtheir scoresscores whilewhile girlsgirls decreased.decreased. ItIt appearsappears thatthat thethe effecteffect of

of thethe LifeLife CareerCareer GameGame waswas toto increaseincrease boys'boys' positivepositive conceptconcept ofof othersothers and

and toto decreasedecrease girls'girls' positivepositive conceptconcept ofof others.others. SUMMARY

SUMMARY ANDAND DISCUSSIONDISCUSSION Since

Since thisthis studystudy mademade useuse ofof aa ratherrather specificspecific population,population, thethe resultsresults should

should bebe viewedviewed cautiously.cautiously. TheThe datadata ofof thisthis study,study, however,however, dodo supportsupport the

the hypothesishypothesis thatthat thethe LifeLife CareerCareer GameGame affectsaffects decision-makingdecision-making variablesvariables at

at thethe ninthninth gradegrade level.level.

It

It shouldshould bebe notednoted thatthat eveneven thoughthough experimentalexperimental girls'girls' CEACEA scoresscores were

were higherhigher thanthan thethe controlcontrol girls'girls' scores,scores, thethe experimentalexperimental girlsgirls stillstill hadhad aa slight

slight decreasedecrease inin exploratoryexploratory activityactivity fromfrom pretestpretest toto posttestposttest (see(see TableTable 1).1). In

In fact,fact, threethree ofof thethe fourfour treatmenttreatment combinationscombinations showedshowed aa decreasedecrease inin ex ex-ploratory

ploratory activityactivity fromfrom pretestpretest toto posttest.posttest. OnlyOnly boysboys inin thethe controlcontrol groupgroup showed

showed aa slightslight increase.increase. FurtherFurther investigationinvestigation shouldshould bebe conductedconducted toto deter deter-mine

mine ifif studentsstudents tendtend toto reducereduce exploratoryexploratory activityactivity thethe secondsecond semestersemester ofof their

their ninth-gradeninth-grade year.year. The

The GameGame appearsappears toto havehave hadhad thethe greatestgreatest effecteffect onon students'students' conceptconcept of

of others.others. TheThe controlcontrol group,group, withoutwithout treatment,treatment, showedshowed aa decreasedecrease inin boys'boys' positive

positive conceptconcept ofof othersothers fromfrom pretestpretest toto posttestposttest andand anan increaseincrease forfor girls.girls. Whether

Whether oror notnot thisthis isis aa typicaltypical occurrenceoccurrence atat thethe ninth-gradeninth-grade levellevel wouldwould have

have toto bebe determineddetermined byby furtherfurther research.research. Nevertheless,Nevertheless, thethe LifeLife CareerCareer Game

Game hadhad aa powerfulpowerful enoughenough effecteffect toto reversereverse thethe directionsdirections forfor bothboth boysboys and

and girls.girls. There

There maymay bebe somesome counselorscounselors whowho areare interestedinterested inin usingusing thethe LifeLife Career

Career Game.Game. ThroughoutThroughout thethe studystudy observationsobservations werewere mademade andand studentstudent re re-actions

(5)

below

below alongalong withwith suggestionssuggestions forfor improvingimproving thethe useuse ofof thethe GameGame withwith ninthninth graders.

graders. 1.

1. ThereThere hashas beenbeen somesome questionquestion asas toto whetherwhether oror notnot ninth-gradeninth-grade studentsstudents could

could mastermaster thethe complicatedcomplicated rulesrules andand proceduresprocedures ofof thethe Game.Game. ItIt waswas ob ob-served

served thatthat theythey learnedlearned quicklyquickly andand easily,easily, includingincluding thosethose studentsstudents whowho ordinarily

ordinarily performperform poorlypoorly inin aa classroom.classroom. 2.

2. ItIt waswas observed,observed, also,also, thatthat students'students' enthusiasmenthusiasm forfor thethe GameGame seemedseemed toto go

go throughthrough cycles.cycles. TheThe studentsstudents tendedtended toto bebe boredbored whilewhile thethe rulesrules andand pro pro-cedures

cedures werewere beingbeing presented.presented. WhenWhen theythey actuallyactually startedstarted playingplaying thethe firstfirst round,

round, theirtheir enthusiasmenthusiasm waswas obvious.obvious. PlayersPlayers eager!eager!y.y. discusseddiscussed andand debateddebated within

within theirtheir teamsteams whilewhile tryingtrying toto makemake plansplans forfor theirtheir hypotheticalhypothetical person.person. Since

Since thethe nextnext twotwo roundsrounds werewere veryvery similarsimilar toto thethe firstfirst inin thatthat thethe hypo hypo-thetical

thetical personperson waswas stillstill inin highhigh school,school, thethe students'students' enthusiasmenthusiasm decreased.decreased. They

They appearedappeared boredbored withwith makingmaking thethe samesame kindskinds ofof decisions.decisions. InIn thethe fourthfourth round,

round, whenwhen decisionsdecisions hadhad toto bebe mademade aboutabout wherewhere toto gogo afterafter highhigh school,school, enthusiasm

enthusiasm increasedincreased onceonce again.again. ItIt mightmight bebe possiblepossible toto sustainsustain enthusiasmenthusiasm for

for ninthninth gradersgraders byby beginningbeginning thethe GameGame atat thethe pointpoint wherewhere thethe hypotheticalhypothetical person

person isis inin herher seniorsenior yearyear inin highhigh schoolschool ratherrather thanthan herher sophomoresophomore year.year. 3.

3. StudentsStudents tendedtended toto bebe frustratedfrustrated becausebecause thethe profileprofile ofof thethe hypotheticalhypothetical person

person whosewhose lifelife theythey werewere planningplanning diddid notnot provideprovide enoughenough information.information. They

They feltfelt asas ifif theythey didn'tdidn't knowknow thethe personperson wellwell enoughenough toto makemake decisionsdecisions for

for her.her. StudentsStudents mademade commentscomments suchsuch asas "I"I can'tcan't telltell whatwhat she'dshe'd bebe mostmost satisfied

satisfied with!"with!" PerhapsPerhaps thethe profileprofile couldcould bebe expandedexpanded withwith thethe useuse ofof pic pic-tures

tures andand addedadded bitsbits ofof informationinformation aboutabout thethe interestsinterests andand activitiesactivities ofof thethe hypothetical

hypothetical person.person. TheThe students,students, themselves,themselves, couldcould expandexpand thethe profileprofile before

before startingstarting thethe Game.Game. ThisThis wouldwould givegive themthem aa betterbetter understandingunderstanding ofof the

the hypotheticalhypothetical person.person. 4.

4. SeveralSeveral studentsstudents feltfelt restrictedrestricted byby thethe limitslimits ofof thethe Game.Game. ForFor example,example, they

they feltfelt thethe bookletsbooklets listinglisting educationaleducational opportunitiesopportunities werewere tootoo limited.limited. Information

Information aboutabout locallocal universities,universities, colleges,colleges, andand juniorjunior collegescolleges couldcould bebe added

added toto thethe choiceschoices inin thethe GameGame bookletsbooklets toto givegive thethe studentsstudents aa chancechance toto learn

learn moremore aboutabout schoolsschools theythey mightmight wantwant toto attendattend inin theirtheir locality.locality. Also,Also, information

information aboutabout locallocal jobjob opportunitiesopportunities couldcould bebe addedadded toto informinform studentsstudents of

of possiblepossible jobsjobs inin theirtheir community.community. In

In summary,summary, thethe LifeLife CareerCareer GameGame maymay aa usefuluseful technique.technique. IfIf used,used, it

it wouldwould bebe aa goodgood ideaidea toto expandexpand thethe profilesprofiles inin anan efforteffort toto makemake thethe hypo hypo-thetical

thetical personperson moremore real.real. SinceSince thethe GameGame isis highlyhighly adaptable,adaptable, thethe useuse ofof local

local educationaleducational andand occupationaloccupational informationinformation willwill provideprovide moremore choiceschoices ofof aa realisticrealistic naturenature forfor thethe students.students.

REFERENCES REFERENCES Bills,

Bills, R.R. ManualManual forfor IndexIndex ofof AdjustmentAdjustment andand Values.Values. UniversityUniversity ofof Alabama:Alabama: Unpublished

Unpublished manual,manual, (no(no date).date). Boocock,

Boocock, S.S. AnAn experimentalexperimental studystudy ofof thethe learninglearning effectseffects ofof twotwo gamesgames withwith simulated

simulated environments.environments. InIn Boocock,Boocock, S.S. && Schild,Schild, E.E. O.O. (Eds.),(Eds.), SimulationSimulation games

games inin learning.learning. BeverlyBeverly Hills:Hills: SageSage Publications,Publications, 1968.1968. Bross,

Bross, I.I. D.D. DesignDesign forfor decisions.decisions. NewNew York:York: Macmillan,Macmillan, 1953.1953. Clarke,

Clarke, R.,R., Gelatt,Gelatt, H.H. 8.,8., && Levine, Levine, L.L. AA decision-makingdecision-making paradigmparadigm forfor locallocal guidance

guidance research.research. PersonnelPersonnel andand GuidanceGuidance Journal,Journal, 1965,1965, 44,44, 40-51.40-51. Cronbach,

Cronbach, L.,L., && Gieser,Gieser, G.G. PsychologicalPsychological teststests andand personnelpersonnel decisions.decisions. Urbana:Urbana: University

University ofof IllinoisIllinois Press,Press, 1951,1951, 16-27.16-27. Dilley,

Dilley, J.J. Decision-makingDecision-making abilityability andand vocationalvocational maturity.maturity. PersonnelPersonnel andand Guidance

(6)

262

CANADIANCANADIAN COUNSElLOR,COUNSElLOR, VOl.VOl. 5,5, No.4,No.4, OCTOBER,OCTOBER, 19711971

Dilley,

Dilley, J.J. Decision-making:Decision-making: AA dilemmadilemma andand aa purposepurpose forfor counseling.counseling. Person Person-nel

nel andand GuidanceGuidance Journal,Journal, 1967,1967, 45,45, 547-551.547-551. Gelati,

Gelati, H.H. B.B. Decision-making:Decision-making: AA conceptualconceptual frameframe ofof referencereference forfor counsel counsel-ing.

ing. JournalJournal ofof CounselingCounseling Psychology,Psychology, 1962,1962, 9,9, 240-245.240-245. Gelati,

Gelati, H.H. B.,B., && Clarke,Clarke, R.R. RoleRole ofof subjectivesubjective probabilitiesprobabilities inin thethe decisiondecision pro pro-cess.

cess. JournalJournal ofof CounselingCounseling Psychology,Psychology, 1967,1967, 14,14, 332-341.332-341. Gelati,

Gelati, H.H. B.,B., && Varenhorst,Varenhorst, B.B. AA decision-makingdecision-making approachapproach toto guidance.guidance. Edu Edu-cation

cation Digest,Digest, 1968,1968, 33,33, 24-27.24-27. Kaldor,

Kaldor, D.,D., && Zytowski,Zytowski, D.D. AA maximizingmaximizing modelmodel ofof occupationaloccupational decision decision-making.

making. PersonnelPersonnel andand GuidanceGuidance Journal,Journal, 1969,1969, 47,47, 781-788.781-788. Katz,

Katz, M.M. AA modelmodel ofof guidanceguidance forfor careercareer decision-making.decision-making. VocationalVocational Guid Guid-ance

ance Quarterly,Quarterly, 1966,1966, 15,15, 2-9.2-9. Krumboltz,

Krumboltz, J.J. AA studystudy toto determinedetermine howhow counselingcounseling proceduresprocedures cancan bebe usedused toto help

help studentsstudents makemake decisionsdecisions andand plansplans moremore effectively.effectively. ResearchResearch inin Educa Educa-tion,

tion, August,August, 1966,1966, EDED 010185.010185. Loughary,

Loughary, J.J. CounselingCounseling inin secondarysecondary schools.schools. NewNew York:York: HarperHarper andand Broth Broth-ers,

ers, 1961,1961, 15-25.15-25. Sherman,

Sherman, V.V. TrialTrial andand testingtesting ofof anan experimentalexperimental guidanceguidance curriculum.curriculum. Re Re-search

search inin Education,Education, December,December, 1967,1967, EDED 020554.020554. Varenhorst,

Varenhorst, B.B. HowHow studentsstudents useuse valuesvalues inin decision-making.decision-making. ResearchResearch inin Edu Edu-cation,

cation, April,April, 1966,1966, EDED 012483.012483. Varenhorst,

Varenhorst, B.B. InformationInformation regardingregarding thethe useuse ofof thethe LifeLife CareerCareer GameGame inin the

the PaloPalo AltoAlto UnifiedUnified SchoolSchool District.District. ResearchResearch inin Education,Education, (no(no date),date), ED

ED 012939.012939. Wilson,

Wilson, E.E. AA tasktask orientedoriented coursecourse inin decision-making.decision-making. ResearchResearch inin Education,Education,

April,

April, 1967,1967, CGCG 001032.001032. Wrenn,

Wrenn, C.C. G.G. HumanHuman valuesvalues andand workwork inin AmericanAmerican life.life. InIn H.H. Borow,Borow, ManMan inin a

a worldworld atat work.work. Boston:Boston: HoughtonHoughton Mifflin,Mifflin, 1964.1964. Yabroff,

Yabroff, W.W. AnAn experimentexperiment inin teachingteaching decision-making.decision-making. ResearchResearch inin Educa Educa-tion,

tion, September,September, 1964,1964, EDED 010701.010701.

LE

LE "JEU

"JEU DE

DE CARRIERE"

CARRIERE" ET

ET LA

LA PRISE

PRISE DE

DE DECISION

DECISION CHEZ

CHEZ

DES

DES ETUDIANTS

ETUDIANTS DE

DE NEUVIEME

NEUVIEME ANNEE

ANNEE

RICHARD

RICHARD H.H. JOHNSONJOHNSON L'objectif

L'objectif dede I'etudeI'etude futfut dede determinerdeterminer l'effetl'effet dede lala participationparticipation auau "Jeu"Jeu dede Carriere"

Carriere" sursur quatrequatre variablesvariables relieesreliees

a

lala priseprise dede decision.decision. CesCes variablesvariables sont:

sont: a)a) lala connaissanceconnaissance dede I'importanceI'importance desdes decisionsdecisions dede vie;vie; b)b) I'activiteI'activite d'exploration;

d'exploration; c)c) IeIe conceptconcept dede soi;soi; d)d) IeIe conceptconcept desdes autres.autres. Trente-neuf

Trente-neuf sujetssujets dede neuviemeneuvieme ananneenee frequentantfrequentant l'Ecolel'Ecole ExperimentaleExperimentale de

de l'Universitel'Universite dede MissouriMissouri participerentparticiperent

aa

l'etudel'etude etet furentfurent assassignesignes auau hasard,

hasard, soitsoit

a

unun groupegroupe experimentalexperimental soitsoit

a

unun groupegroupe temoin.temoin. Les

Les donneesdonnees indiquerentindiquerent queque lala participationparticipation auau "Jeu"Jeu dede Carriere"Carriere" euteut des

des effetseffets significatifssignificatifs sursur deuxdeux desdes quatrequatre variables;variables; I'activiteI'activite d'explorationd'exploration et

et IeIe conceptconcept desdes autres.autres. L'A.

L'A. observa,observa, chezchez lesles etudiants,etudiants, uneune diminutiondiminution dede I'activiteI'activite d'explora d'explora-tion

tion etet uneune augmentationaugmentation dudu conceptconcept positifpositif desdes autres,autres, tandistandis queque chezchez lesles etudiantes,

etudiantes, II 'A.'A. notanota uneune augmentationaugmentation dede I'activiteI'activite d'explorationd'exploration (par(par rap rap-port

port auxaux etudiantesetudiantes composantcomposant IeIe groupe-temoin)groupe-temoin) etet uneune diminutiondiminution dudu concept

concept positifpositif desdes autres.autres. Au

Au courscours dede I'etude,I'etude, diversesdiverses observationsobservations furentfurent effectueeseffectuees etet lesles participants

participants furentfurent incitesincites

a

formulerformuler leursleurs reactions.reactions. DeDe cesces observationsobservations etet reactions,

reactions, 11'A,'A, presentepresente unun ensembleensemble dede suggestionssuggestions visantvisant

aa

faciliterfaciliter l'utilisa l'utilisa-tion