Katie Chilton

Discussion Questions for EDUC 665

March 2014

Discuss the importance of knowing the qualitative and quantitative design facets for
preparing the current school counseling program for assessment.
In order to better understand the current school counseling program and its
design; it is important to look at its various parts and how they shape the program. The
two design facets are qualitative and quantitative. The qualitative design looks at the
what and who of the program while the quantitative design looks at the how much of the
program (Gysbers, Henderson, 2012). Both ask important questions such as: Who is
served through the program activities- students, parents, teachers, administrators.
What are the results for students who experience these activities? How many students
are served in each of the levels of need categories? How many students are served by
population subgroup compared with the makeup of the total student population?
(Gysbers, Henderson, 2012, pg. 92). Obviously, these questions are important to ask
and that is why the qualitative and quantitative realms of the design are so crucial to
look at when assessing the school counseling program.
To identify current guidance and counseling activities we look no further than
qualitative design. To assess this part of the program, one must identify specific
activities that are conducted at each school level within the four program components
(Gysbers, Henderson, 2012). During this process the school counselor is looking at the
current activities of the program and how they shape the program. It is valuable to
record this information because it makes the information visible and more
understandable to others when one is trying to transform the current school counseling
program (Gysbers, Henderson, 2012, pg. 104). Other assessments to be made under the
qualitative design are the school counselors competencies that are used, groups and
subgroups, developmental needs, preventative needs, remedial needs, crisis needs, and
cultural needs (Gysbers, Henderson, 2012). Finally, it is good to look at the current
results that the program and its activities are contributing. Looking at the qualitative
information gathered is helpful to look at how the current program will fit into the new
program.
Understanding the current quantitative design looks at how school counselors

are actually spending their time in delivering the activities and figuring out how many
students are participating in them (Gysbers, Henderson, 2012). To be able to look at
how school counselors use their time in alignment with the program helps provide the
most information about the actual design of ones current program (Gysbers,
Henderson, 2012, pg. 114). Because school counselors are the most basic resource,
records of their actual program-related behaviors are the most critical data you will
gather...By specifying how school counselors allocate their time to each other program
components, you will be able to see what the program balance is (Gysbers, Henderson,
2012, pg. 114). Through qualitative design we can begin to see what takes up a lot of
time, what doesnt, and what the counselor wishes to do with time. The data gathered
from the quantitative realm of the program is useful information to show if the program
needs improvements or what needs to be done differently.
Both qualitative and quantitative design look at assessing data that help show
what competencies are used, how many students are served, and the results that might
be achieved. When we are able to gather information regarding how the school
counselor performs in all domains then we are able to get a better picture to assess the
current program with the new. The qualitative and quantitative designs ask the right
questions and these questions are able to help the school counselor and others what the
program looks like in detail. The information given can only be turned into good and is
able to break down the program into easily understood terms and undeniable data.

Reference:
Gysbers, N.C., & Henderson, P. (2012). Developing and managing your school guidance
th
& counseling program (5
ed.). Alexandria, VA: American Counseling Association.