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A REPORTOF A COUNSELLING INTERNSH I PATTHEWE S T ESSEX SECONDARYTUTOR IALUNIT. HARLOW. ENGLAND WITH A HEPORr ONAN INVESTI GAT I ONINTO THE RELATIONSHIP BETWEEN ASSER TI VE BEHAVIOR ANDJOB SATISFACTION

FORSTUDENTTE ACHER IN TE RNS

by

Ro n a l d1<. Wo o dmanB.A.lEd.)

A Report submit tedin partiOlI fulfi l lment of there qu i r e me n t s for the de gr e e of

Ma s te r of Education

Departme ntof Education Me mo r i alUn i v e rsit y

April 1991

St. John's Newf ou nd l an d

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The author retainsownership01thecopyright in hislher thesis.Neitherthethesisnor substantial extracts lrom IImaybeprintedOf otherwi se repr oducedwithout hisJherper- mtssco.

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Canada

ABSTRACT

Th einte rnshipwas carriedout att.no \~ c stEssex SecondaryTutorial Unit, Harlow, Engla nd, fromApril 19 85 to July1985 . Memor ia l univers ityof Newfound landoperates a ca mpu s in Harlow for students who\~ish to completean in te r nshipprogram as partial fulfillment of a degree prog ram.The Harlowcampusconsists ofa li b r ary, lecture facilities, dormitory ,kitchen, anddinni ng hall.

Themain purposeof the inte r nshipprogramwas to enhance the skills ofthe intern andto applytheory to rea r lif e situations.

Duringthecourse of the inte rn sh i p pr o g r a mthe intern experiencedand improved hisskill s inthe ar easof:

individual counselling;group couns ell ing; cas e conferenci ng ;parentmeetings; and, reportwriting .The internalso furtherdevelopedhis skills incommu n i c a t i o n withcommunityagencies; wor kedwith stud e nts at all levels of th e educ a t i ona l cont inu um; andat t e nde d in fo r matio n sessions on mUlticultural ism , Gyp sy educ a tion, th e spas t ic so ciety, and the British educationsystem.

Th e inte rnstudieda specialtopicscourse entitled counselling Pa r e n t s of Exceptiona l Child r e n 68 5 2 and completedseveral present at i onstoundergraduatestudent

11

teacher internson this topic.

The researchcomponent of the internsh ip wa s conducted to determinei fa relationshipexi s ts between assertiveness and jobsatisfactionfor student teacher interns. The result s show asignificant negativeco rr e l a t i o nfo r the sUbjects (r

=

=

The report con c l ud es witha summar yof the internship progra m.

ii i

ACKNOWLEDGEMENTS

I wouldlike to thank Dr. Glenn Sheppar d, He a d of the Departm en t of Educationa l Psycho l og yat the timeof th einternshipprogram, and Dr. Nor mceriIc, univ e r s i t y sup ervis or , forth e ir assistance instructuring the internshipprogra mand without whose hel p thiswould not hav ebeen po s s i ble.

Thank s is alsoextendedto Larry Ryan, Dr. Wayne Nesb i tt and Dr. Roy Ke l lihe r for their advice and enc ou rageme nt;to JaneRussell, coo pe r a t ing sup ervisor, an d Se a n Clark, He a d at the Westascexseco nd ar y Tutorial Unit, who gave so freelyof thei r tLmc, energy and expe rt i s e throughoutthe ent ire int e r ns hi p pr-cqr-am, A ver y sp ec ial thank- you is extended to the st ud entteacher int e rn s for their assistance with the research project. but mostly for th e kindness they showed r.o wornum)' childre nand the fr i e nds hi ps which were for ged .

I will forever be grateful to my Idfa nc ro h ...vho alwa y s supported mein my studies andmy children Ron ald and Sara h towhom I willalways fee l a degreeofgu il t fo r the long hou r!': spent awa y fromthem duringthe gr a du ate program.

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Ta b l e of Contents

Page

Abstr a ct ••.• • •.• •... •. •• •.•••..• ••.••..••.. •.••.••• ii Ack nowledge men ts ..•.. ...•.•. •.•••.•.• •. .••.••.•.• Iv Lis t of Tables •• . .•••••..•••.•.... .. ... .•.. ...

CHAPTERI STATEMENT OF THEOBJECTIVES .• ..••. •. ••• Intr o d u ct i on ..•• ••.•.•• • ..• .• •.•.• ••

Objectivesof The Internshi p Proq ra m...•.•... . . ••.. • •.• .• •..

Gene r al Objective 1 General Obje c tive2 GeneralOb j e ct i v e 3 Ge neralObjective 4 Ge nera l Objective5 GeneralObjective G GeneralObj ect i ve 7 Stru c tu r e andAdministra tionof Th e Int er nshi p Program •• •.•••.•• • .•.•

Introduc t i o n ••••. .. •.•••• •.•.••• Setting •. •••••..•• ..•.•• .••••• • • Sel ection•.• • •.• . • . .• .••.• • •. .•• Superv is io n .••.• . ••.•..• ••• ••.• . 10

CHAPTER II DISCUSSION Of THEODJECTIVES ••••.••••••

Introduction •.•.••.• •. •••. ••.•.• .. ••• 12 General Objective 1 •... •...••• 12 Activity A... .•... •...•.. .. . 12 Activity B•• .• • ... •••. .•.• .• ..•• 16

Activity C 17

Activity D HI

General Objective 2 .• •..• . . • • • . .•. •. . 19

Activity A 19

ActivityB 20

Ac tivi t y c .•• •.. ...••..•.• ...••. 22 Genera l Objective3 ....•.... ... .... . . 2S Activity A.. • . . . .... . .•. •.. 25

Activi t y B 27

Activity C.•.•.• . . . • • .. • .... . •..

Activity 0 Activity E Ac ti v i t y F ActivityG

29 30 Jl

32 GeneralObjective 4 .• ...• • .. .•• . ... 3S

Act i vi tyA Activ i ty B ActivityC

vi

J5 J7

GeneralOb j e c t i v e S •..• •. . ••• • •• • • •. • 39

ActivityA 39

Act ivityB••• • ••.•• .••• • • • ..• • • • 40 Ac tivity::: ••• •• .• •••.• ..•. .••••• 41 General Objec t i v e 6 ...••..••...•• •. 42

ActivityA .

Activity~..• .•••.•.•• .. . .. ••... 42 General Objective 7 •..••. ••• • •• • • ••.• 44 Summar y ••.•••.•••.••. .• • .•.••• ••.••• • 4S

CHAPTERIII THERES EARCH COMPONENT: AN INVESTIGATIONINTO THE RELATIONSHIP BETWEENASSERTIVE BEHAVIOURAND JOB SATISFACTIONFORSTUDENT TEACHER INTERNS •• • • •• •••• ••• •• • •••••• • • ••••••• 46

Introduction ..•••.•..•• •••.•••• • .••• 46 Pu r p o s e of The Study ••.• • • •• • • .••• • • 48 Definitio ns •....•. . ...••.. ..•... 48

Limitationsof TheStudy 50

Reviewof The Literatu re •••..••.•• • • Sl In str ume nt a t i on ••.•.•.•..•• •.•• ••. •. S6 Sample •...•... ... . ... .. . . ...•. 58 Procedur e ...•.. .•. ...•...•. 60 Analys i s of The Re sul t s ... . . . .. 61

SectionOne: The Pu r d ue Stude n t TeacherOpinionaire, Form B••.. 62 Se c t i o nTwo : The Rathus

As s ert i v en ess Schedule 70

vii

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Re su l tsand Discussion.•.. . ...•• 80 Summary . . . .. . .. . ... .... ... 83

CHAPTERIV SUMI'!ARY OF THEINTBRNSIIIPPROGRMI ••.••• as

BIBLI OGRAPHY•.•••• •••.. •• • •• • •• ••.••.•. •••.• •.. • ••.

APPENDI CES

Ap p e nd ix A•• ••. •.••.•.• •... ... . 95 AppendixB•.. . ... .... ... 10 3 Append Lx C.••. .••• ••.•• • II?

Appendix D ••••.•.••. .. . . . ... .• • .••.. 118

App e nd ixK.•. . .. • ..•.. .. . ... . .•.. 193 AppendixL.• • .. ..•.•• . • .•• • •..•.... . 197

I !

I

App e nd i x E Appe nd b: F

Ap pe nd i x G AppendixH Appendix I AppendixJ

Appendix M

Ap pe nd i x N .,. Appendix0

viii

125 156 172 176 179

200 20J 206

Appe ncHx P AppendixQ Appe ndixR Append ix 5 Appendix T AppendixU

Ix

212 214 218 220 222 224

List of Tabl es

Pa g e

TABLE 1 Student Teacher Inter n Yearsof

Teac hingExperienceand Se x 59

TABLE 2 Student Teacher Internby

Univers ityTraini ng and Sex ..•• . . . ...• GO TABLE 3 Rapport withSupervisi ng Te a c h er .. . . GJ TABLE 4 Rapport withPrincipa l .•.• •. • ••..• • ... 64 TABLE 5 Rap por t withunive rsi tySupervisor . ... 65 TABLE 6 Teach ing as a Profession •...••.••..•.• 65

"['ABLE 7 SchoolFacilities and Services. .. ... 66 TABLE a Professional preparation... 67 TA'3LE 9 Ra pp or t wit hStudents .•.• •• .• ..• •....• 68 TABLE10 Rapport withother Teachers ....•• .•.•• 69 TABLE 11 StUdentTeache r Load ••..••.•.•.• ....••

TABLE 12 Item An a lys is(RAS) ••••.• • •• .•• •. • •••• 72

CHAPTER I

INTRODUCTION

The rationale basic to an internshipin guidanceand co u nse llingis that counselloreff e c tiv e ne s s will be en hanced by varied experiences,throughthe application of the intern ' s skil ls, in a practical sit u a t i on , und e r th e supervisionof prcressIc nere in th e field. Th e internshi pprovides the inter nwith theop po r t u n i t y to apply and evaluatethe proceduresand theoriesle a r ne d in formals t.udy , Through supervisionthe intern is provided with feedback and directionfrom the cooperating counsell or,school head, other teachers, and the university supervisor.

1. OBJECTIVES OF THE INTERNS HI ppROGRAM

The following objec ti veswere formul atedto enhance the intern's kncwLedqeof recent developments in guidance and counselling.

General objective 1.

Todev e l op a broader viewot cou ns e l l ing by becoming awa reof theguidanc e and counselling serv ice s provided in Briti sh sc h o o ls , sp e c i f i c all y inHarlow, England.

A. To visit at least two schools with counselling services and to discuss theirapproachwi t h appropriatestaff.

B. T"observe the field supervisor in counselling

sessionswithin the internshipsetting. C. To observeat le a s t two other professiona lsin

counselling sessions.

D. To read at least one book concerning counsell i ng in Britia n .

Genera] Obj ective2

'1'0 becomeaware of community ser v i c es in the field of qui dance and couns ellingin Harlow, England .

~

A. Todiscuss with School Psychological Services (SPS) the procedure for referral of studentswhorequire spec ialservices.

B. Tovisitandconsultwith at least two community se rv ice centres inthe Harlow area.

C. To visitanddiscuss current issues in special services withat le a s t two professionals involved intheeducation of people requiring special services.

Genera l Objectlve3.

To participate ina cou ns elli nganl1therapy progra mfor ado les ce nts who are emotiona lly disturbed.

A. To counsel at least four students for ami n i mum of fivesessions each.

B. Tole a d a therapygroup for a minimumof six sessions.

C. To be availablefor crisis counselling during the duration of the internship.

O. To aid in the overall therapypro g r a m for adolescents who were emotionally disturbed. E. To consultwith the parents of at le a s t one student.

F. To consultwith the cooperating counsellor on a daily basisfo r theduration of theinte r ns h i p . G. To avail of opportunities which the cooperating

counsel lor, and/or university supervisor fel twould enhancethe intern's understandingofthe counsellingprocess.

Gen e r al Objective4.

To gainexp eri e n c e inworkingcoop erati velywith age nciesand/orschools serve dbythe intern' s

placemen t. Activit ies

A. To participate inat least two caseconferences conduc tedto determine if a particularstudent re qu ire s special placement.

B. To par ticipatein at least one meotinginvolving the mainstreamingof a studentin a regularschoo l.

c. To discusswi t h at lea s t one school head served by theWe s t EssexSecondary TutorialUnit , his pe r c e p tion of the role of the Unit.

GeneralObjective 5.

To increasethe intern's unde rs t a nd i ng and knowledge ofspecial education.

A.£lli.i.t.lli

A. To ha veformal and in f o r ma l discussionswith th e special education interns concerning specia l education in the xa rjcw area.

B. To visit at least two spec ialeducationinterns in their settin gs and participate in the ongoi ng activities.

c. Toread atle a s t two art i clesconcerning cu rren t is s u e s inspe c ial ed uc a t i o n.

Geperal ObjectivE!6

Totakea speci a l topic cour se....hi l ein Harl ow . Ac tivit i e s

A. To selectaspecial topic for study whilein Harlow.

B. To meetth e requirementsofthe course as outlined bythe uni versIty supervisor.

General Objec tive7.

To co nductaresearc h study int oth erelati onship betweenassert i v e behaviour andjobsa ti s fac t i o n for student teacher int erns.

A. To collectdata on assertivenessby adminis t e r i ng the RathusAssertivenessSchedule (W) to student teacher internsduring the ] ast week of their internship program.

B. To collectdata on student te ache r job satisfaction by administ eringthePurdue Student-Teacher oppiniona i re (PSTQ)du r i ngth elast week of their internshippr og r am.

C. To reviewthe literature onjob satisfa ction , assertiveness,andstu d e nt teach ing. D. '1'0 analyze thedata col lected from the student

tea che r interns.

I j

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E. To repor t and di s c u s s the results of therese arc h project.

II~ STRUCTUREANDADllI NI STRAT I ON OF TilE INT ERNSHIPPROGRAM

INTROpUCT IO N

The intern first approachedDr. Glenn Sheppard,nc a a of the De pa r t me nt of Educationa l Psychology , with the possib i l ity of doing an internshipprogram in part ial fulfillmen t of the re qui r e me nts for a mast e rsdeg re ein Educational Psychol og y. Theint ernha d read severa 1 repor t s of previous inte rn sh i p s (Cooper, 1982: Barry, 1983:Murphy , 1983) and felt thatthis experience ...ould best helpthe internfulf i llhis professional aspira t ion s .

The pos sib i lity of comple t i nganinter nship at Memorial' sHarlow Camp us wa s discussed.Dr. Sheppard sa i d thi s cou ldbe pos s i b l ei fa suitablesupervisor couldbe arra nged andsugge ste d theinterntalkto Dr. Norm an Garlie to see ifhe wouldbe available to take on this extraduty.Dr.Gar liewouldbe inHarlow supervisi nga group of specia l edu ca tio n stud e n t te a che r s andagr eed to supervise the inter n .

Th etown of Harl owis located in Essexcounty, En g land. Har l ow is relatively a new town anddevel o ped to re lieve thepre s s ure of housing andfactory space in Lo ndon. Since the town's in c orpo r a t i on in 1936 the populati o n has grownto ap proximately one hundred tho us and . The County Council of Esse>e provi ded a des c ription of the establishment of the town in a pUblica t ionprovided to visitors (Appendi>e A) . The town' s loca t i on provi deseasy access to facilities inLondon andcambridge.

Memoria l Univers ity hasconverted an ol d brewery, kno wnloc a ll y as"Th e Maltings ", into a resi dence for ap proximately thi r t y-one students.Tilebuildingal so hous es a libra ry ,televis ionroom,kitchens, dining room , laundr y room, andsemi nar room. since 1912 educa t i on st ude nts have be en going toHarlow to comple t eate a ching pc ecetcum.

SE L ECTION

In prepara t i on for the internshi p theint e rn me t wi t hthe unde rgrad ua tespec ialeducationstu d en t tea chers an d Dr. Ga r li e onseveral occasio ns. Theseorienta t io n me e tings provided a for umfo r those travelli ng to Harl o w

to di s cus s travelarrangements, accommodations, typesof pl aceme n ts ava i lable and a hi sto r y on the developmentof the town ofHarl ow. Severa l handoutswerepr-ov Ided at these meet i ngs conc erni ng schoolsinlIa r l ow(AppendixB) • the HarlowCamp us Trust (Ap pendi xC), andotha rassorted items (Append ixOJ.

The intern askedthe specialeducation int ern s for their ass i s t a nce in collec t i ngdatafor his researc h project. Thenatu re ofthe re se a r ch was not discusse dso as not toinfluenc e th e responsesof the stude nt teachers .

The int e r nalsomet withDr. Royston Kel l e her anda groupof regul a rclassroom st udent teachers to ask fo r theiras s i stance in the res earchproject.Al l student teachers, speci al education and regular, were ver y coope rativeandsupp ortive of the interninhisproject.

One other mee t ing pr io r to Leavinq for Harlow was held betweenDr. Wa y ne Nes bi t,professor with the Departmentof Ed uc ationa l Ps ycho l ogy,Mr . Lar r yRya n , Psycholog istfor the RomanCatho l icSchool Bo ard fo r st.

Jo hn 's, Dr.Garlie , andth e inte r n to di s c us s pos s ibl e pl a c eme nt settings in Ha rlo w.Dr . Nesbit had ac te das supervi sor fo r undergra duate speci a l educ a t i on stude nt teach ers in Ha rlow and the r eforewas familia r withthe

schools in Harlow. Mr. Ryanhad be e ninHarl owas a graduate intern. Their advice was welco med and prov e d to bebe nefic i a l. Bothme n sugge sted andstressed the impor t a nce of be i ngpla c edin onesetting onl y , sothe full impact and participation ofa si ngl e settingcould be experienced.

Ini tial corr e s pondence fail ed to secu re a placement forth einter n befor earrival atHarlowandthe first four dayswere spent incons Lderfnq all possible set t ings.Mr.Hug hBlis s, Ar e aEduc a tionOffi ce r for West Essex, Or . ca r t re andtheint e r n had ame e ting todi s c us s theintern' sinte r.e s ts andwha t possible pl acem e nt set tings wereavailable. Or. Ga r li e contactedMr.Sea n Clark, Hea d of west Ess e xSecondary Tuto rialUn i t.After abrie f meeting inwhichMr. Cl a rk ta lkedabout the philosophyofthe unit andtheinte rn di scus s e d his intereststhe ur:.it was decid ed uponas th e plac e ment setting.

TheUn i t....as firstestabl i s hed at Spri ngh ills, Harlow but was latermo v edto Tany' s Dell, in the centre ofHarlo.... , when mare su itable accommodat ions were available. TheUn i t serv es all the secondary schools in West Essex.

The Units founder, Mr.Se a nCl a r k, pr-epar-ed abrief outliningthe rea s o ns fo r the establishment of theUnit, terms ofre f erence, admission arrangements, probl emsand st igmas , day to dayrunningof the Unit,and the Units releva nce to educationin West Essex (Appendix E).

Th eUn i t can have an enrol mentoftwent ystuden ts, but duringthe stay of the interntherewerefifteen stude nts , a staffof threeteachers, a secretary and a parttime vol u ntee r assist an twelfare worker.

The West Essex Secondary Tutorial unit providedthe internwithopportunitiestoexplore hisinterests, allowed flexibility so the internco uldvi s i t other schoo ls, andprovided access to Schoo lPsychological Se r v ices (SPS )and other communityagencies.

SUPERVIS ION

Supervisionduring the internship was continuous. Fiel d supe rvisor,Ms.JaneRus se l andschool head, Mr.

SeanClark,we re consulted on a daily basis.Mr. Bill Whalen , a teacherat theUnit, alsoprovi de d the intern with advice and enc ou r a ge me nt throug h out the internshi p. Fo r ma l me eting s were held regu l a rly to discuss cases and planstrateg i es fo r therapyand eva luat ivepurposes. Dr. Garliemet withthe internon severaloccas ions

11 throughout the internship to discuss the direction of the internship, to go over seminar preparations, to discuss the research project, and to discuss cases with which the intern was involved.

CHAPTERII

DISCUSS I ON OFTHEOBJECTIVES

IlITRODUCTI ON

Todiscus s the objectivesoutlined in ChapterI eacn activ ity re l ate d to a particular object ivewillbe exami ne dby ide nt ify i ng thoseexp e r i e nc e s which ful fill that activity. Dueto the range of experiences.... it hin th e int e r ns sett in g only themajor experiences will be discus sed for each objecti ve.

Genera lObjecti v e 1

Todevelo p a br oa d ervie wof counsellingbybe c omi ng aware of theguidanceand counsel lingservi ce s provided in Britishschools, specificall y in Harlo w,England.

Act i y i ty A

'1'0visit at least two schools with counselling servi cesandto di s cu s s their approach with appropriate st att .

One scho ol vi s i t ed by the internwas sassacrce compre hen siv e School inHa rlo w.~lr. Peter Jarman, Head master , explained theho us e sys tem in place in hi s sc ho o L Th e schoo l is dividedinto th reehouses or sch o o l s, a lowerschoo l, 11 middleschool andanupper school.When astud en t enters PassmoresCompre hensive

13 school he is placed....ith a horne roo m teacherwhowill sta y wi ththe cl assfor three to five years .The teac hers in the schoo l have a holisticapproach.A studen t who requi resas s i s t ance wi thsocial,academic, perso na l, and famil y concer nswillfi rst go to the homeroomte acher fo rhel p . Ot herschoolpersonnelwi l l alsomake ini t ia l referra lsto the horne roomteacher. Ifthe home room tea c h erfeels the student req ui r e s assistancehe is unable to provide, he will referthe studenttothe house hea d. Thehouse head isult i mate l yre s po n s i b le for counse lling st Udentsbelonging tohis hous e.Themor e ser ious pr oblems arediscussed in ate ammeet ing anda course of action initiated to help the student. This syst e m is ro oted inthe pastoralcare sys tem,wh ich be li e ves that al l st af f are responsi b lefor the academic, soci al and emot ionalwell bei ngof students .

Mr.Jarma n said therewere ti mes whe n it was nece s sery for him to per form inacounse llors role ,but thi s was mostl y incrisis situations. He did not couns el st udentson a longter m basis. Theho u s ehe ads were als o respo nsibl e fo radmini ste ring disciplineandonl ythe mos t ser i ousdisciplinepr obl emswe r e sent to the Headma ster. Other dutie sof theHead maste r incl u d ed

14 acting as a Lda l s on person betweenthe school and communityagencies, and, schooland parents.Mr. Jar man was concerned the r e was n01: a fulltimecounsell orat the schoo l andnot enoughti me was availabl eto house heads for counsel lingpurposes.Th e r e f or e, only the most se rio usconcerns of students rec e i ve d attention.

A secondschool visited was King Harold Comprehunsive School. At this sc hoo l the int ernspoke with twohouse heads,Mr. C. Seymourand Mrs. M.

Gateho use,whowere respons iblefor counselling students be l ong ing to their respective houses. Mr. Seymour and Mrs.catenc ue ehad the same concernasth a t ofMr .Ja r man of Passmorescomprehensive Scho o l.

Mr.Seymour, Mrs. Gatehouseand Mr. .rnra a n expresseda desire to seeful l time counsellors hir edas they felt th atmany concerns of studentswerenot met unde r theexistingsystem.The y stated that counsellors with tr a i n i n g in family counselling wou ld bemast benefic i a l.

InNeWfoundland schools , guidanceandcouns e l li ng is carr iedout by trained counsellors, educationa l thera p i s t s and educationalpsychol ogis ts. The tra i ned counsell or s in Newfoundlandperformsuchdu t i e s as :

15 (a) academic, behaviourial, and social assessments; (b) individual interviews; (e) group counselling; (d) vocational counselling; (dl liaison between the school and community agencies: and (e) liaison between the school and home.Counselling programs are determined through a process of needs assessment involving students, teachers, and parents.

In schools without trained counsellors the principals and teachers deal with situations as they arise and refer the more serious concerns to personnel outside the school. However, all schools carry aut components of a guidance and counselling program depending upon the school resources, community resources, and needs of the students. These pr-cqz-ame are usually preventive in nature and cover such topics as child abuse, aLcobot and drug abuse, and suicide. outside agenciesmay also be involved in providing expertiseto schools who request assistanceon any of these programs.

The current allocation of one counsellor per one thousand students is inadequate to meet the needs of Newfoundland etiudent; , The result is counsellors are often shared between two to six schools and having to spend valuable time travelling.It also makes i t impossible and impractical to provide trained counsellors to many rural

16 schools.

Careereducatio ninBr i t i s h schoolsis not a primary funct ionof school staff. The Harlow Careers Office (HCO) pr ov i d e s a careereducation program to all schools inthe Harl oware a . Career Officers fromACO provides directi on tost ude ntsinexplor at i on of interests, vocational trai ni ngpossib ilities, and help in making realistic caree r de c i s i ons.

InN~wfoundlandschools,ca r e er educationis a major focu s ofthe guidancecounsellor. If there is no gui dance counsellorass igned toth e schoola memberof the teach i ngsta ff is assignedtoloo k after ca rec r edu c a t i on. Allhi gh schools in NeWfoundland have in f o rma t i o n on setting up career resource centres as sup pliedbytheprovincial Departmentof Education. Th e y als ohave computerised career information.

ACTIV I TY B.

To observe the fiel dsupervisor incou ns ellin g sessi o ns withinthe inte rnship setting.

The intern observed the field eupervisc r , Mrs.Jane Rus s el l, innume rouscounselli ng sessionsina varietyof settin g s (offic e, classroom, outside and whilepl a y ing games). The int e r n alsoobserv ed her counsell ingparents on howto act as agen tsof change forth e i r chil d re n.

17 One series of sessions whichlasted severalwe e ks involved a fourteen year old girl who was involvedin exhibitionist actsand flirting with boys. The girl in questionwas concerned about getting a"ba d reputation "

but was unable to understand how her actions contributed to the town gossip concerning her.The counselling focused onthe client identifying those behaviours which may be interpreted by others as exhibitionist or flirting acts.

Once she ackncwj.edqed inappropriate behaviour exf s t.ed , she wasta ught to generate alternative behaviours, and role playwhat wou'Ld happenifeach one were selected. This process was found to be beneficial for this client and she fel t the gossipconcerning her de c r e a s e d as she became more selective in her behaviours.

ACTIVITY C

To obse rveat le asttwo oth erprofe s sionals in coun s elling sessi o ns.

The intern had the opportunity to observe several other professionals in counsellingsessions.Two of the sessions were conducted by Mr. San Clark at the West Essex SecondaryTutorial Unitand Mr. Jarman, Headmaster at Passmoores comprehensive School.

18 Mr. Clark 'sapproach was based upon Reality Therapy. Heha d the students explore possible consequences for th e i rbe ha vi our and discussed with them what alternative ac tion they could havetaken. The clientsare confronted in ways that helpthem decide what was best for the m and totake res pons ibi lity for their decisions.

IncounsellingsessionsMr. Clark would st op the cl i e nt fromju s t i f y ing their behaviour cecausc of other pe o pl e or past events . He was concerned with focusing on the pre s e nt in orderto change behaviour inthe future.

Mr.Ja rm a n ta ke sa more humanistic approach. Heha d the studentdiscusshi s concerns and was very emphat icin hi s response.He felt the relationship with a clienthas to be one of acceptance of the presenting problems as exp re s s ed by the clientand uses ref Iect l cn of the cli en ts feel i ngsto helpdevelop a sense of understand ing andac c eptance.

ACTIVITY D.

To rea.d atleast on e book co nc e rning couns el ling in Britain .

Toga inmor e insight and broaden the intern's knowledge aboutcounse llingin Britain the internread following book:

19 Bolger,A. W. (Ms.). (1982). Counsell...in.9-i.n

Britain: A Reader. London: Batsford Academic and Educational.

Bol ge r selected articles from professionals inthe fi eld which covereda broad range of concerns under te n he a d i n gs:

1. Beginnings

2. AQue s t i o n ofDefin ition 3. Counselling in Education: Schools 4. counselli ng in Education: After scnoots 5. Cou nsel lingforWork

6. Cou nsell ing in Personal Matters 7. counse ll ingin Medical Settings 8. Pas to ral Counselling

9. CounsellingTraini ngand counselling Methods 10 . Professiona l and Ethical Matters

Asummar yofthistext is provided in AppendixF.

Gen era l Objective 2

Tobe c omeawar e of communi ty services inthe fi e l d of guidanc e and cou ns el l ing in Harlow.

ACTIVIT Y A.

Todi scu sswithSc ho ol Psyc hologi c al services (BPS) , the pr oce dure for refer ral of st ude ntswhorequire spec ia l services .

The inte r n visited School Psychological Services (SPS ) anddiscussed re f e r r a l pr oc e d ur e s with Mr. Pe t er Pe nrose,Head Sc ho ol Psycho logist.Mr. Penrosestated the initia l refe rra l come s from thecl a ssroomtea c h er.The teac her file s a comprehens ivereportto SPS the

20 ps ycho l ogis t determinesif formal assessment would be conducted . The psychologist completesa formal report afterhomeVi sit s, interv iewswith the student, and te a cher s.A casecon f e r e nc e is held todi s c us s to discuss there po r t.Thiscase conferenceis similar to team me e ting swhi ch ar e hel d in Newfound la nd sc h ools . At the case conference it is determinedwhethe rthe child could be he l pe d in regular school ori fhewould be nerLt by a sp ecia l placement.The psych ologist comp l etes a report ba s edupo n thete a c hers observation, case conference, and sess i ons with the child. This report issent toa special unit and the personnel attha t un i t reviews the report, interviewsthe teachers, the child, and parents. Th e final step involves the child's parents visi tingthe specia l un i t whichispLaninq to helptheir child . I f all part ie s agre e ,th e child is placed in the unit fora pred ete r mi n e dti me and progress monitored to determine whenmai n s treaming in t o regular schoo l could take place.

Mr Penrose also spoke of the function of thewest EssexSecondaryTutorial Unit and prepareda brief on changeshe feels are ne c e s s ar y forthe Unit (Appen d i xG).

ACTIVITY B.

Tovis it and consultwi t hat leas t twocommunity servicocentres inthe Harlowarea.

21 Two service centres visited bythe inter nin Harlow were the HarlowAdv iceCentre (HAC) and the Citize ns Adv i ce Burea uServices (CABS).

HACis run bythe Har low Council throughthe Depart mentof Informa tion Servic e s.HAC provides as s i stance to cit izenson awi derange of is sues inc l udi ngconsumer inf or mati on , legal matters, taxation, emplo ym e nt, welfare rights,housing, tourist inf ormat i on , vo lu nta ry help,and councilservices.

Twoothe rservice s prov i dedby HACar e the pUbli c ati on of a communi ty ne ws p ap e r for one pa re nt familiesand aidto volunta ry or ganizations suchasthe Har l owSh ared Care , Har lowAlcohol Advisoryserv ice,and the CareAtte ndan t Scheme. Aid to these organizations includ e adviceonru nni nggr oup s , informationonsimi l a r nat ional organizatio ns, ass i s ta n c ein finding eccommod at rcns, fin an cia l support, profes sionaladv ice and gu i dancewith probl e ms, rec ru i t me n t ofvoluntee r s , andprovisionof transpo r tat ionwhen ne e de d (HAC pamphlet, 1983).

CABSprovides same of the sameservicesas HAC, however , CABS pr og r a m is na t i on al and covers the entir e Un i ted Kingdom. The aims of CABS asout li ned in an information pamphl e t are:

1. To ensure thatind i v i d ual s do no t suffer through ignorance of their rights and responsibilitiesof services available; or through an inability to express their needs effect ive ly.

2. To ex e r c i s e are s pon s ib l e influence on thedev el op me nt of social policies and services , both locallyand na tio na l ly . (CABS pamphlet, 1984) The function of CABS is describedas providing imp a rt i a lecvtce , information, referral ,acti on, advocacy and feedback, fr e e of charge to any ind ividual who requestsuch assistance. Although the emphasisis upon se l f- hel p, whereverpossible, CABS takesactionand act s as advocates for citizens unable tosp e a k. for themselves.

ACTI VI T Y C.

'1'0vis i t and dis cusscur r e nt is sue sLnspe c ia l services with at leasttwo profe s sionals involved in the education of people requiringspec ial services.

Onespecial unit visited bythe intern was th e Schoo l EncouragementProgram (SEP). Mrs. Joanne Oakley , Hea dTutor atth e unit, explained the main purpose of the un i t wa s to help schoolphobics between the ages of ele v e n and sixtee n overcome their fear of schools. Mr s. Oakleystated the main aim of the SEP program was to:

"..•prov ideeducat ionwithin a small group of childrenwhoare schoo l phobic, or have a related disability maki ngthem inc a pa bl e of coping in sc h ool, withthe ultimate aim to get

2J themback intofu l l time schooling

within a no r mal schoo l andca pableof copingwith lifeand soc iety. "

(S EP pamph let, 1985)

At the time of the internsvisit therewere two groups of six students attending the unit fortwo hours per day.Mrs. Oakley prep areda brie f for the Area Ed uca t i o n Officeto havethet imespent wi t h each group increasedto fivehours pe r day,thesame as for regUlar school stud ents,and forthe hi ring of cma l e tuto r (Appendix H).

An outline of theSEP program was also pr e p a r e dby Mrs. Oakley andis presente d inAppend!x r .

Anotheruni t visitedby the intern was Hare Street Ju n ior Remedial unit withMrs. G. Wi t h ri ngton asHe a d Tutor. The studentsin thisunit....ere much like our remedial specialeducation st ud e nts inNe wf ou nd l and.

Howe v e r , in this unitthe studentsare taken outof requt ar-school complete ly , for a period of upto one year, for a compre he ns i ve re me d i a l program.Mrs. Withringtonsaid theunithad grea t success in returning students to regUlar schoolwiththe necessary skillsto pe r f o l:m academicallyand socially.

The int e r n found the students at the unitto be very interested in their work and highly motivated.All were keen to sha retheirprojectswit hthe int e r n.Mrs.

Wit hringtonandthe interndiscussed the concept of mai ns t reamingand bothagreed that it was difficult to ta ke stude ntsawayfrom their regularschool, friends and envi ronme nt. Howe ve r, Mrs.Withringtonwas no t sure that the studentsher unit served would have as great a suc c e s s inregularschool because they would not be able torec e i v e the attentionand continuous therapyne e de d for themto enjoy success. The internstated that perhaps acla ssinz-equ Lar'schoolfor these students would give the mthe advar.tage of beingaround a familiar environment while at the same time providing them witha service they re qui r e.

While atthi s uni t, the intern had the opportunity to discuss the unit's philosophy with a parent of one of th e studen ts.The parenthad great praise for thework at the unitand showedmeexa mp le s of her child 'swork bef o re he enteredthe uni t and some examplesofwhat he cou l ddo eightmonths later. It was obvious the student made great gainsandwhen questioned, the mother attr ibutedhi s successto the following factors :

1. sma llgr oup ins t r u c t i on ,

2. te a che r dedication, motivation, love and understanding,

3. pare ntalinvolvement.

The inter nwas most interested in how parentswere invo lvedinthechild' s work at the unitand asked the

25

pa rentto explain. She said all par entswho have children at the unitcome to the unit for a half day each week to spend time with their child .Thistimeis spent in help i ngwit h projec t s, readingtohimorbe ingread to.

The te a c h e r alsohas timeto spend witheach parent to discussthe childI5 pr o g r e s s and to suggest ways the pare n t sca n help at home. This particularparent said she neve r reallyund e rst ood howimp o r t a n t itwa s to read to childre n, to encouragethe m, or justto spe nd ti mewith them inplayact iv it ies. She said the unit was as mu c han educat i o n for her and herhusbandasit wa s fortheir

Despi tethe success of the unit, i t was closedin September1986 andall remedialwo r k carriedout by the unit now takespLac -a inr-eq uLer-schoolsby an i tinerant te a c h e r.

Genera l objective----l...

'1'0 part icl eJatein a couns ellingand thorapyproqram for adole sc entsWhoare emot ion a l l y di sturbed.

ACTIVITY 1\

TO couns elat leastfour st Uden t s formin i mum of five sessionseach .

26 Th e in ter ntookadvantage of the opportuni tyto do mor eindiv idualcounselling than wa s planned.The support and coo p erationofth e school head and fieldsupervisor made the couns e llingof the s eve r y"d i s r upt i ve" students a most rewardi ng experience. Th estudents selected for individualcounse llingwere from a varietyof backgrounds and ha d exhib itedan assortment of non-conforming behaviour. These included obscene language, destruction of property, ta nt r ums , fistfights, arguments, shopli f t i ngand other pettycrimes werecommonbehav iou rs fo r the s e students.

Due to the se ve ri ty of the in a ppro pri a t e behaviour of the students atth e Unit, and the purpose of the Unit , rea l i tytherapy combined with behaviourmodificationwas the selectedapproach.This does not mean that cou nsel lors atthe Unitwe re not empathetic. In fact on numer ous occasions the internobserved the counsellors usingrefl ective think ingas a techniqueto helpstudents clarify thei r though ts .

It wa s the feeling ofthe counsellors that for the r a pyto be successful the stUdents would have to be the onesto rocogn ize th e need for change . The basic job of the coun se llorwas to helpstUde ntsmodify their beh a v i our by gettingthem to face reality. The

27 counsellorsdidnot make value judgements or decisions for the students, thi swas the re s pons i b il i t y ofthe st udent.

The experience of taking part in a counse lling progra m of th i s nature provided the intern withthe opportunity to develop, practice, and incooperate new skillswith hispe r s ona l styleof counselling.The inter n doe s not believe tha t anyonetype of therapy is the answer, but theco un s el l o r must judqe for himself the counse l lingprocesshe will follow fo r a particula r client.

Four case st udiesare presentedin AppendixJ.

ACTIVITY B.

Tolead a therapygrou pfor a mi nimumof si x sessions.

The inte rn inte r viewed anumbe r of students at the Tutoria l Unit,read theirfilesand discussedth e i r cases withapprop riatestaff. From this, si xstudents were sel ected who mightbenef i t from an encounter group.

A1thoughthey had simil arproblemsthey wereat di ffe ren t stagesof therapy at the Tutorial Un it.Theaims afthe thera py grou pwere:

1. providea forumfor students to expresstheir conce rnsabout thei r pr og r e s s ina non-thr eatening environment, 2. tohe ar others points of v iew aboutthe i r

be haviou r ,

I

j

I

3. provide a means for students to help eachc t.her- unde r s t a nd themse lves.

Rules for the gro upwere ke pt to a minimum, basically members were asked torespe c t othe rswhen they werespeaki ng, and not to discuss the group with others in the school.The intern enc ou r a g e d the membersto expre s s their feelings and at times used direct confrontationto help members overcome their fe a r.Itwas importan t fo r the inte r nto provide the memberswit h support sothe y would no t fe e l threatened .

As the gro up prog r e s s e d severa l members emergedas lea ders at v11lrioustimes.Thiswas evidentby the support and understa nd i ng theydeveloped for eachother.

Resista ncewithin the gr oup was evident on several occasionsandit was thE' le a de r s h i p of other students which hel pe d th egrou p explore Whyth i s was so.

Theinte rn fou ndthis ac ti v ityto be one of the most chal l e nging, re wardingand inspiringactiviti esof the internsh i p program. It enabledthe intern to see the concern stude nts deve l o p for each other and th e power of peer counse lling.

ACTI VITY C.

To be avail abl e fo r crisiscounsel l ingduri ngthe duration of theint ernship.

cr i si s cou ns elling wa savery important segment of

29 work at the Tutorial Unit. The characteristicsand pe r s o na l i t ies of the student sweresuchtha t a crisis situation could develop at anytime. Crisiscounse l l ing often involved help i ng studentssettle-iLaputies , counsel lingan individualstudenton someurgent matter, orgettingtothe bottom of who was to accept responsibility for destroying property. crisis counse llingoccurred almos t daily and was an effective meansof therapy becaus e thestudents received he l p when needed. Ital s oall o wed the cou nsel lorto help the students fo r mul a t e alte rnativesolutionsand select the most approp ria te oneina situation which theypresently face.

ACTIVITY D

To aidin the overall therapy program fo r adolesc entswho we reemotionally disturbed.

'l'he therapy program at the Tutorial Unitwa s continuous.The counsellorsat the Unit alsota ught academic subjects to students. Thisdual role appearedto be an adva ntage.forth e therapy program. Theco unsel lors and studentsspent the entire schoo l day togethe r and thisprovided thecounsellorswit hthe opportuni ty to observe the stu dents in reallif e situations .

30 A tokenrewar dsystemha d been in placeat the TutorialUnit but due to main stre a ming of se vera l students, and the shorttime re main ing inthe school year, this program was not in useduring the int e r ns stay . Discussionsofi ts valueontheovera ll therapy pr o g r a m at the Tutorial Unit were he l dwi thall staff members and they allagree that it was veryef fe ct ive in helpi ngstuden tsde velopapp r op r i a tebeh a v i our pat te rn s inth r e a ten i ng situati ons . The pr o g r a m will be st ar ted again in the nextsc ho o l year.

ACTIVI TY E

Toco nsult with the paren tsof at leas t one eeueene.

The int e rn bec ame invo lvedin three paren t meetings.Several ca se conferenceswere heldwith tho parents of a bo y whom th eint e rn wa s co un s el l ing regularly.The parent s we re upset at the slow pace of academic progressbutwere pleased wi th theimpr ov eme nt in their son's beha viour.Both pa ren t s displ ay ed negative feelingsaboutthe Unit and expre s sed ade s i re fo rthei r son to return to r-equ Laz-school.The inte rn discus sed the boy'slearning diff iculti es and suggestedtothem tha t their son receiveremed ia l hel pwhen he returned to regular scnoct. Both parentswerepleasedwiththis suggestion and discussed itwi t htheheadma st.er of the

31 child'sschool. Follow up with the school and parents indicated remedial help was provided to the student.

The progress of two otherstudents was discussed wi t h appropriate parents. Inboth cases the parentswere plea sed wi t hthe behavlourial gainsbei ng made, bu t ha d some concern asto whether the progress made would carry over to the r-equj ar-school. The intern stressedthe importance of close,r equ Ie r contact with the school to showthe studentthat the home and school were concerned abo ut hi s prog ressand working together to help him. One of the parentswas concernedthat there was noteno ugh empha s i s placed upon academics and his sonwouldbe behindhi s mates when he returned to school. A full report on the academic standing of this student was pre s ented to the pa re nt s so they wouldbetterund ers t a nd hi s leve l of achieveme nt . Itwa s also impressed upon the m tha t ina pp ropr iatebehaviour was there a s o n theirson was at the Unitand was themain point of concern.

The meetings the intern had with parents were very successfuland allowed for greater cooperalion bet wee n the TutorialUni t and the horne.

ACTIVI TY F.

'1'0 consult with the cooperati ng coun s e l l or on a daily basisfor the durationof thein t e r ns hi p.

32 The inte r nme t with thefi e l d supervisor, Jane Russell, on a dai l y ba s i s . Thesemeetings were inf o r mal andco n s i s t e d ofdiscuss i o ns of studentprogress, evaluation of the therapy program and ways to improve deliveryof se rv ices to students .Oftenthe schoo l he ad and othe rst a f f membe r s who wer einvol ved withthe stude nttookpart in thesedis cu s sion s.

ACTIV I TY G.

To ava il of opportunitieswhich the cooperating co uns ello r , and/oruni v er s itysupervisorfelt W"Juld.

enh ance the intern'sunderstandingof thecOUn~.ielling process.

Th e intern att e nded severalpre sent at ionswhichthe univer si t y supervisorfelt wouldenha nc e his

understandi ng of the counselli ngpr oc e s s and delive ryof special ser v i c e s . Theyin clude d:

(1) A tal kby Dr. L. Karagia nis of Me mor ial Un i ve r si t y , on multiculturi s m.Dr. Karag ianis was inBr i tianasa gue stof the Brit is h Counc il tour on multicul tu ri sm. (Ap pe nd i xK) (2) Mrs.Nes bit , on gypsy education services.

(App e nd ix M)

(3) spast i c Society meetingat Ty e Green . (AppendixN)

33 (4) Dr. H. Blis s , Area Educatio nOfficia l forwe st;

Es s ex, on the education sy s t em inBr i tian. (Appen dixL)

The in t e r n foun d the presentat ions on multicul tu r a li sm and Gy psy education to be very interesting. The intern 'spastexpe riencein livi ng and working in several multicultura l communitiesafford e dhim withthe opport u n ity toidentify withthe problems ass o ciate d with minority rights. If racismand dis c r imi na tionareto end then education will have to dest roy themyt h s and stereo type s which dif f ere n t societies have concerning th eminorities in the ir commun ity.

The problems associated with educating th e Gypsy and ot h e r travelling populations canbe compared to education in outport Newfou nd l a n d a generat ion ago . Theyouth in theoutports wouldleavesch oolearly inthe spring to take par t in the fi sh e r y. The needto provide ha d precede nceoverthe luxury of education. As more families at tachedan import a nc e to education mor e studen t s completed th e i r high school education. Newfound lande rs saw educatio nas awayto improve th e i r quality ofl i fe.

The Gypsypop ula t ionseeeducatio n as awayto pr es erve theircul tu r e. This is evidenced inthe number of Gy p sy

34 or ganiz ationspromoting their Romanyba ckqrou nd, and st r ugglin gtodev e l op appropriate educat.Lcna I delivery systemsbased on theirlife style.

The int ern was amazed at the scope of services pr ov idedto handicappedpeople throughthe spastics Soci e ty. Th e network of support and services is the re sul t of many years of dedicated work by parentsandthe handicapped.In NeWfou ndland, the Association for communit y Li vi ng continues tolob b y for theri g ht s ofthe han d icappedand have been successfu lin educa ting the pub Lao abouttheneeds ofthe handicapped.

Two of the major goals of thesetwo groups is community access and 1 lving, and employment.

TheBr i ti s h and Newfoundland education systems simi larinthei racknowledgmentof every child'srightto an ed ucat ion . TheBritishEducation hct , 19B1, ensures every chi ldhas acc e s s to educational facilltiesand also gave pa rents a le ga l ri ght to be invol ved inallaspects of the irch ild r en ' s education.No more can a studen t be sent to sp e c i al classes or denieda coursewithout the par e ntsco nsen t .

InNewfoundl a nd , the Departmentof Educationhas put apoli cy in placewhic hgovernsthe del iveryof speci a l serv ices and pr ograms to students. The program planni ng

35 team approachallows for all those involvedin a child's education to takepart in the deve lopm e n t of the educationa1 plan.

Mr. Bliss felt that th i s pr ocessis workingmuc h betterin the primary schoolsthan in the comprehensive schools, andit would take someti meto filter through the entire sys t e m.'rhe int ern felt thisstatement app l i e sto the Newfoundland situationwhen comparingthe impl ementationofthe policy inpr ima r yand elementary schoolsto thatof highschools.

GeneralObjecti ve 4

Togainexperienc e work ingcooperat i v ely with agenci esand / or schoo l s ser vedby thein t e rn's pl ac ement.

ACTIVITY A

Toparticipate in at leasttwocase conf erences conductedto det erm ine ifa particularst u dent requires spec i a l placement .

The intern acc ompanied thefi e ld sup e rv i s o r on several visits, to comprehensiveschools, tointerview studentsandte a che r s conce r ni ng possi bleplacementat the Tutor i a l Unit. One such vis i t wasto Ki ngHar ol d comprehensive Sc h ool where, on thi s par t.Lo uj.er-accession, two case conferenceswere held . Th e internand field

JG supe rvisormettwo house hea ds,Mr. C.Seymour and Mrs. M.Ga t ehou s e , and interviewed twostude nts.

Theteac he r int e r vlaws co nsi s t e d of a discussionof each st ude nt's ma j or proble ms,theeff o r t s of bot h the scho o land home to help thestudent, and the attitudeof the studen t towardssohcct,ho me , peersand the commu nity ingene r al.

One of thesestudents wasturneddowntor ad mi s s i o n totheTutorial un i tdu e to hi s excess Ivedes t r u c ti ve behav iour and con ti nued encounters withth ela w . I twas fe l t that thispar t i c ul a r student wo uld be betterserved bya boa rd i n ginstitutionset up to deal withthese partic ula r probl e ms.Du r i ng thestudent in t e r v i e w this at ud e nt showedco mplete disregard and indifference to aur attempt s to discuss his si tuation. He wouldshout,refuse to si t stil l ,andkept saying that i fhe went tothe un i t he wo u lddestroyeverythingandstartari ot.He did no t inanyway snowthathe ',:Mtedor woufd accept anysort of disc i plin e.Whe n asked what his parentsfe l t about hi s prob l ems, he said it wasnon e ofthe i r business (with a fewobscen i ties thr own in ).

Th e second student, on the other hand,exp r-easocl ackn owledg ment of hispred i c a me nt. He saidhe knew he

"mes sed up " but di dnot knowhowto get th ings

37 st raightene d out . He said heun d erstood thatifthi ngs conti nued he wouldendup in a re s i dent i a l school . He was co nc er n edth a t his trouble .igh t cause his parentsto se pa ra t e, and hedidnot wan tthat to happen.The field supervisor an d the inter n fe l t that thi s typeof dis c l osureinsuchII shor t interviewwas an indi c a tion of his deternln ationto tr y andch ange thi ng !!..

ACTIVITY B

'1'0 partic ipate in at least onemee ting inVolvingthe mains t r e a.llli ng ofIlstuden t into aregul arschool .

Th e internac c o mpaniedthe field superviso r to sees aer-es comp rehe nsiveSc hool and met withMrs. S. Sc o t t, headof hous e,and Mr.T. fiher,ateacher . We dis cussed the beha v i o urial andac a demi c prog r ess ofa st uden t who wo uldbe retu r ning to Passmores aft e r aye a r at theUn i t.I twas decid edtha t the student woul d return to peasm ores for eve days a wee k ,his pr ogre s s monitor e d and time Ince eesedaccord ing to hisperf orma nce.

The inte r nfollOlo'ed uponthi s st udent on seve ral occasionsand di s cover edtheeeuce ne was imp rovin g daily andvery happy with hi ssuccess. Although happy tobe backwithhis friend s ,he did saythatseve ral stUdents tried to gethi minv olved in skipping classes,but without succes s. Af te ron e month this stude n t wa s

38 attendingPassmo re s ful l time.

ACTI V IT Y C.

To ddseuaswithat lea st onesch o o l head servedby theWe stEs sex seco ndar y Tutoria l Unie,his per ce ptio nof the rol e of theTuto ria l Unit.

The inte rn discussedtherole of The Tutori alUnit withMr. Peter Jarman,Hea dmasterof Passmorcs Comp r ehensiveSchool.Mr. Jarman reported a real need for suchTutoria lUni ts butal sofe l t thatsome of the students sen t there couldbe hel p e d inaregu l a rsc hoo l with proper guidancestaff .Hedi d saytha t his school hadgrea t su c c e s s withstude n t s returning from the Tutoria l Unit.Mr . Jarman also stated thatthe real purpos e of the Tutoria l Unit mustbe kept inmind , to help studentswi themot i on a l and behaviourial pr-obIe ms cont rolth eir act ions. He fel t that therewas some dan ge r the Tutor i alUnit could become a dumping ground for problemstude nt s.

Mr. Ja rmandid say thata goodre f e rral procedure and a pol icyoutli n ingmaximum timeli mit s fora seueenes stay at theTutor ia l Unitwouldhe l p pr event this from happening . Mr. Ja r man was very pleased withthe Unit and had gr e a t praise for the staff.

39 General Obj e ctiv e 5.

'1'0 increa s e theinte rn' s understandingand knowledge of speci a l educ a t ion .

ACTI V IT y A

Tohave forma land inf ormaldisc us sionswith the specia ledu cation intf.lrnsconcerning spe c ial ed ucation in the Harlow ar ea.

Living arrangements for the internand student teac hertnt.ernewere such that contactoccurred on a da i l yba s i s. In in formaldiscussions,the special educationteacher interns reviewedtheir impressions aboutthe Britishsystem of special education, as wel l as their re wa rd i ng and not so rewarding moments.

Thest u den t te a c he r internshad a commonfeeling of pra i sefor the Bri tish te a c he r s com:nitmentto their students, forthe tea ch e r aide system , and for the emphasisuponsocialskills training as opposedto a more academic, text book oriented teachi ngprogram. Many studentteacher interns felt thatintegrationor mainstreami n gin Britian was behindthe Newfoundland systembutwas gainingin popularity. They noted thatin the pr e\{iousyear several spe cialschoo lshadclosed down due to mai ns t reaming.

40 Manyof the spec ial educat i on in terns wer e impressed with fa c il i t i e s and pr ogra ms fo r the hnnd Lcappe d,Some schoolshav e swi mming po olsand all have extra-curricu l a pr ogr a ms such as horse riding.canoeing , ca mpi ng , and a we ll organized sports activities.

ACTIVITY B.

Tovisit atle a s t two specialed u c a t ionint e rns in thei r placem en tsandparti c i pa t e in the ongoing activiti e s .

The internvisitedseveral spe ci a leduc ation st ude nt te a c h e r interns atthe i r placements. One visitwas to the Mead School for theMentall yHa ndica p p e d wi t h inte r ns Donna Reddi ck and Su z anne Crewe.Asecondvi s i t was to

TyeGr e e n School for The MentallyHandi cappe d wi t h interns Sharon Alexander and Dou g Cha s sio n.

Whileat theseuni t s, theinte r n spoke withteachers and teacher aides. He also spent some timewith the stUdents,usuallyon a onetoone basis.

The programsatthe s etwo sc hools were simil a r.Both schoolshad a wellor gan i ze d progra m oflife skills, and otheractivitiesplanned fo r eachweek of th esc hoo l ye a r. However, the students at Tye Greenwer e olde r and more emphasis placed upo ncommunit y access.

41 This was th e interns first experience with students withsevere handicapping conditions,andit did takesome time to get use to their behaviours.The intern felt that nat everybody could he l p childrenwith severe challenging ne e ds, and those who did, were veryspecial themselves.

ACTIVITY C

To read at lea sttwoarticle sconcerningcurrent issues inspe c i a l ed u ca tio n.

The intern had taught special education in Newfoundlandand completed severa l courses in this of education. The internwas interested in le a r ni ng more about current is s ue s in special education so he would be betterpr.li!pared to meetthe needs of these pupils.

The intern read the followingarticles concerning current is s ue s in special education and two of them are summarized inAppend ixo.

Kerfoot,S., Barnett , S., &Giles, c. (1985).

Problemsolvingat Barking Abbey.~ Journal of Education, li,147-150. Lorenz, S., Sloper,T. ,sCunningham, C. (1985).

Reading and Downs syndrome.BritishJournalof special Education,

aa,

Victor, T. (198S).Gypsy education: At the crossroads. British .Jour na l of special

~,.li,6-B.

White ,T., &Mille r,S. R. (1983) . Ds yl e x !a :Aterm in search of definition.Journalof speciam

~, 17, (1),5-10.

42 GeneralObje ct ! va G

'1'0 tak ea sp ec i al to p i ccourse'<Ih i ~ ein Harl o w.

ACTIV I TY A.

To select a spe c i a l topi cforstud y whilein Harl ow.

The int ern andthe Department of Educational psy c hologyunde r Dr . Glen Sheppa rd dt e c u s s ec several areaswhLc hth e interncou ldfocus upon asa.special topic . The pur p ose of such a course wa s to provide tile internwithth e opportunity toexp l o r e and s tudy an are a of intere s twhichcouldbe affiliated withtheinternship progra m. The intern'suniversitysupervisorsuggested

"Cou ns el li ng Paren tsof Exceptional Ch ildren " as a topic duetothe avai labilityof materialand the possibility of doing semina rswit hthe special educa t io n internswho would be do i ng an undergraduatecourse entitled"~

wit hpa ren tsof Exc e pt i onal Children"Education 3690. A pro posal forthisto p i c waspresentedtothe School of Gradua t escudLee ,and final approva lwas received from the RUles,Reg u lationsan d CoursesCommittee onApril 25. 19 85 (AppendixH) •

ACTIYITY B.

Tomeet the requirement sof theccwrce asout linQcl.

by theun ive rsi t ysu p ervis o r.

4J

The internandthe university supervisormet to di scussthe requirements and evaluation ofthe course.

The followingtext was selected:

Buscaglia, L. (1975) .The disabled and their parents:Acounsellingchallenge.

Thorofare, NJ:CharlesSl ack .

Evaluationwould be based upon (a) a book reporton the text, (b) severalpresentationstostudents in Education 3630, "Wo r k i n g withParents of Exceptional Chi Idren"; Rod, (c) discussionswith theun ive r s i ty supervisor.

The book reportwas comp l e t e dand passed intothe uni versitysupervisorduring thela s t week of the internshipprogram.The int e r n received a "B"grade for the report.

Presentat ionsto the special education st u de nt teacher interns inclUdedthe followingtopi cs:

(1). Empa thi c listening - guidelines - howto 1is t e n - common mistakes - empathicphrases (2) Direct feedbackmodel (3) Helping model by Carkhuff

- help the clientto explorehimself - helpthe clientto understand the

problem

- help the clientto actuponthe understanding

(4) Ega n' s model

- focusing,explorationandclarification - challengingskills, development of ne ...

po r s p e c t i v e s andgoal setting - action

The presentations were well received and led to some in t ensediscussionas to how theory wouldworkina conf e rencingsituation. The studentsroleplayed cou n sellingpare n tsof exceptional children andfou nd this exe r c i s e to be beneficialin helping themunderstand the process.

Be f ore each presentation the inter nmet with the instructo r, Dr.N.Garlie, to discuss the presentation, andag a inattheend of eachle s s o n for revLev,

The in t e r n received a "B"gradeashisfinal mark for th eco u r s e.

GeneralObj ective 7.

Toco n du cta re s e a r chst u dy intoth ere l at i on sh ip be t we e n assertiv ene s san djo bsatis f a c tionfor student teacher in t e rns.

The research component~Iillbe dealt with in detail inCha pt e r 3.

45 lillI<HA!!Y

Ch a p te r two describe d howea c h acti vi tyfac i l i t a ted thesuc cess f u l compl e tionof each objective. Th e sup port andsu pervisionofth e internby theHe a dllas t er . cooperatingte a ch er , and universit y su pervisor provided the intern with the OpPol" t u n i tyto furthe r de velopand strengthenhis skillsinall aspect s of a comp r e h e n s i v e counsel lingprog ram.

All t..[thein te r ns experience s arenot discussed withi n th i s report. There were manyex pe rie nc e s whichdid notfall und er any particularobjec t ive , but were a part of a moreholi st i c counse ll i ngprogram.

CHAPTER II I

THERESEARC HCOMPONENT: AN INVESTIGATION INTOTilE RE LAT I ONSHIP BETWEEN ASSERTIVE BEHAVIOUR AND JOB SATISFACTIO NFOR STUDENT TEACHERINTERNS

Chapte r 3 will deal with: (a) purpose of the study: (b) def i ni tio ns; (c) limitations of thestudy; (d) a review of the related literature; (e) Inet runentnt.Icnr (f) the sample; (g) the procedure:onu , (h) an nna Lysis ofresul ts.

INTRODUCTION

There hasbeen great deal of research in rece nt tim e son job satisfactionand assertive behaviour. Re searcherssu c h as Chapman (1982) andJo r d e-Bl o o m (1986) studi ed job sa tisfactionof teachers in general. Ot her researchersstud ie d job satisfaction of primary te ac hers (Gal lowa y , Boswell, Pa nckhu rs t, Boswell &arecn, 1985);

special educato r s (Abelson, 1986): middle school teachers (Watland, 198 8 ) ; and femaleel e me n t a r y teachers (Wangb e rg, Me t z e r ,& Levitov, 1982). Other researchers hav e inv e s ti g ate d there l ati ons h i p between job sa t i s fact ion an dparticular issues within the field of

47 educationsuch as teacher burnout (Re t i s h, 1986), teacher retention (Mat thes , 19 8 9 ) , productivity(Owuamanam, 1984), te a c he r shortage (Shr e e v e, Norby, Goetter, Stueckle , Midgley, "Goetter, 1988) , and rnainstreaning (Lombardo&Lambardo, 198 7).

Aswell , assertivebehaviouralsoreceived wide atte n tion. Researchershave developedratingscales to measure assertiveness andtr ain ing programs to develop what they seeas appropriateasserti ve behaviour (Bates&

Zimmerman, 1971; Walp!n, 19 7 5 ) ,th e equilibrium between passive accepta nceand ov e r t aggress i ve ness . Assertion traininghas beentouted as thecur e of many

inte rperso nalcommunicationproblems (Hulb e r t , 1983). It can al leviatestressand anxiety (Bo we rs, Eicher, &se.cxs 198 3; Raschke, Dedrick, Strathe&Hawkes, 198 5) ; and inappropriate responses (Rimm, Hil l , Brown&Stuart, 1974; Mc ca mp be ll &Ruback, 1985). The goal isto provide the individualwithgreater self- respect , dignityand comm unicat ionsk ill stost a nd up for ones rights without violati. ngthe rightsof others (Cotler, 19 7 5).

PURPOSE OF THE:STUDY

The liter a tu r e reviewedestablishesa linkbetween po o r jo b sat is fa ct ionand poorself-esteem, burnout, and stress.The implications may affectquality education, teac herre t e n t i on , and professionalism.'rbe st ud e n t teac herinternmust pocess effect i ve in t erp e r s onal co mmunicationskillstoadequately expresshisvLs hns, opini o n s and feelin gsto others. Researchhas shown the significance of assertivebehaviourtoeffecti ve communication(Hul b e r t, 1982; Hulbert , 198 3;HaI o y , 1963;

Robinson' Ca lhoun, 1984). Ramsa y (196 6 ) researchedth e imp o r t a n c e of human relations to the st ud e n t t.oa c n c r and reportedhumanre l a ti ons ski lls wou l dena blethe student te ac h e r to relate ef fective l yto membersof hisclassroom and of th e sc h o ol community.

The purposeof the presentstudywas to determine if a re l a t i on s h i p existsbetween jobsntl sruct l onand ass e rt ivebehaviourand led tothe fo ll owi ngque s tion :

1. Is there a relationsh ip betweenjob satisfact ionand assertivebehaviour for student teacher interns?

DEFI NITIONS

1. JobSatisfaction

Priceand Bently (197 6) defined jo b moraleas the

49 degree of professional interest and enthusiasm that a person displays toward the achievement of individual and groupgoals in a given job situation.

For the purpose of this study, job satisfaction refers to the mental and emotional reaction of a person tohi s job and is determinedbythe individuals perceptionof how satisfiedhe is with his job situation.

2. Assertiveness

Wolpa (1973) defined assertiveness as the proper expressio nof any emotion, other than anxiety, toward another perso n. Assertiveness is also described as standing up for one's rights without violating the rights of others, or as the ability of an individual to ef fectivelyconvey personal positions, opinions, beliefs or feelings to another person (Kelly&Kelly, 1983).

AlbertiandEmmons (1974) defined assertiveness as behaviourwhich enables a person to act in his own best in terest, to stand up forhims e l f withoutdue anxiety, to expresshis honest feelingscomfortably or to exercise his own right without denying the rights of others.

Cotler (1975) looked at assertiveness not so muchas a behaviouristicprocedure, but as a philosophy ofli f e wi t h the goal of acquiring greaterself-respectand dignity fo r the individual.

50 For thepurposeof this stUdy, assertiveness refers toth e abi li t yof an in dividualto standup for one 's rig htswitho utvi olat ing the rightsof others. J.St ud en t Teacher Interns

Forthepurposeof this stud y , student teacher intern refe rs toa groupofstuden t teacher int e rn s comp l e tinga thre e monthinter ns hipcomponent for prrr-tfaI ful f ilme ntof an undergraduatedegree inpr Lmnry , elementary,hi g h school or specialeducation from the FaCUl t y ofEduca ti onat Memorialuniversity of Ne wf o u ndla n d and plac ed in schools inwest Essex Cou n ty, Engla nd fromApri l 25,1985 to JUly 21\. 19 8 5.

LIMITATIONSOF THESTUDy

The results of the study was limitedby the fol lowing fa c t ors:

1.Thestuden t teac he r in te r n s Were pl a c e din Br i t i sh scho o l s and there foregene ralizationof th e results toot he r loca tio ns is questionable .

2.TheSUbjectsconsisted of in t e r ns from a variety of un ivers i t yprog r a ms with varying periods of stud y.

Therefore, thefindingsmay notbe generaliz ed for any one parti c ul a r gr oup.

51 3. Se veralof the subj ectswor-ked for various period s of time inth e Newfoundland school system and re tur ned to universityfor further study. Teaching expe rie nc e mayhave influencedtheir assertivebe havio ur and jobaat.Lerect.Lonas student teacherinterns.

4. The size of the sampl ewas too small to allow for analysisof subgroups basedupon training.placements , sex, or age, therefore generalizations cannot be madefor anyo ne group.

REVIEWOF BELATED LITERATURE

Areview of the literature pertai n ingto job satisfa ction , assertive behav iour, and studen t teacher interns re vealedan abundance of research in these areas. Howe v er , thi s writer did not identifyany res e a r c h cond ucted to dete rmine if a relationshipexistsbetween job satis f ac ti on and assertive nessfor student teacher int e rns.

Thesatisfactionof teachersboth with their jobs and over al l career progress is becomingan issue of increas ingresearch interest (Chapman, 1983). The percep t ions of te achersregardingprofessionalismand job satisfaction are importa nt , paz-tLcu'tar'Lyata timewhen the public is cal ling fo reduc a t i o nal excel l e nc eathome