Summer 1965

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ing to taped recording of interviews" ( 584). ''Theory is fineactual practice very difficult-more !raining needed here" ( 563). "Reducing the speculative and theoretical ideas" ( 559). Responses related to this type are found in the category of curriculum revision. The second most frequent type of comment concerned more expert and individual supervision. Twenty-four Ss (32%) responded in this manner. Examples of these are as follows: "Workshop supervised by one with the 'know how' of counseling. We have had workshops, but expert leadership was wanting. All involved were in the same inexperienced position" ( 556). "Much more supervised counseling. Supervision and correction are necessary-otherwise we have the blind leading the blind" (554). "More intensive supervision of practicumi.e.; ratio of qualified instructors to students is bad-more pel·· sonal instruction and criticism would help, especially of our tapes" (564): "More clinical supervision" (551). "Moresupervision of the subjects with their tapes" (552). Another type of response related to the previous ones specifically·suggested smaller classes. Nine of the respondents (12%) W11uit:u ihis improvement. Some of these comments were: "Smaller classes and more personalized instruction. (The classes held 75 to 100 and technique was, as a result, hard to teach.)" (510). "By having smaller groups for Father Curran's courses" (512). "Breaking class into smaller groups even for theory-not enough time or patience given to really answering questions" (565). "Limiting classes to few students (or dividing clases into smaller groups toward end of course for more personal supervision and criticism of actual counsel practice" (580). In order to summarize the trend of these types of responses indicating a desire for more individual attention, a recount was made of the respondents who mentioned either of these first three types: more practicum, more supervision, or smaller classes. A total of 39 Ss (53%) suggested revision of the program in terms specifying different aspects of more individual attention.