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A survey of the guidance program of the junior high schools of the Sweetwater Union High School District

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A survey of the guidance program of the junior high schools of the Sweetwater Union High School District

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Content A SURYET OF THE GUIHÂHCE PROGRAM OF THE JOTIOR HIGH
SCHOOLS OF THE SWEETWATER ÜHIOH HIGH SCHOOL DISTRICT
A T h e s is
P r e s e n te d to
th e F a c u lty o f th e S ch o o l o f E d u c a tio n
The U n iv e rs ity , o f S o u th e rn C a l i f o r n i a
I n P a r t i a l F u l f i l l m e n t
o f th e Reg_uirements f o r th e D egree
M a ste r o f S c ie n c e i n E d u c a tio n
by
D a n ie l Woodrow L a n g sto n
F e b ru a ry 1948
UMI Number: EP70483
All rights reserved
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^his thesis, ^written under me direction of the fïJ ^ i
Chairman of the candidate^s Guidance Committee
and approved by all members of the Committee,
has been presented to and accepted by the Faculty
of the School of Education of The University of
Southern California in partial fulfillment of the
requirements for the degree of Master of Science
in Education.
Date ........
Dean
Guidance C om m ittee
....
Chaiifman
TABLE OF CONTENTS
CHAPTER PAGE
I THE PROBLEM A W D DEFINITIONS OF TERMS USED . . 1
The p r o b l e m ......................................................................... 1
S ta te m e n t o f th e p r o b l e m ........................................ 1
Im p o rta n ce o f th e s tu d y ; ............................. 2
D e f i n i t i o n o f te rm s u s e d ....................................... 5
G uidance program ............................................................ 5
J u n i o r h ig h s c h o o l s ............................................ 5
P r o g r e s s iv e e d u c a tio n i ........................................ 5
L im i ta t io n s o f th e s t u d y ....................................... 7
The sco p e o f th e p r o b l e m .................................. 7
W eaknesses o f th e p ro blem ................................... 7
O r g a n iz a tio n o f th e re m a in d e r o f th e t h e s i s . 9
I I REVIEW OF RELATED INVESTIGATIONS ...........................10
E v a lu a tio n o f g u id an c e prog ram s .................... 10
S u rvey s o f g u id an ce p r a c t i c e s ...........................15
I I I THE MATERIALS USED AND GROUP STUDIED • . . • 31
The q u e s t i o n n a i r e and m ethods u s e d . . . . 31
The g ro u p s s t u d i e d ........................................... ............ 37
IV ORGANIZATION OF THE GUIDANCE PROGRAM
AND TECHNIQUES U S E D .........................................................39
The o r g a n i z a t i o n o f th e g u id an c e program . 39
T ec h n iq u e s u s e d i n th e g u id a n c e program . 36
i i
CHAPTER PAGE
? QUESTIONNAIRE RESULTS AND IMPLICATIONS • . . . 60
The t e a c h e r s e f f e c t i v e n e s s i n
th e g u id an ce p r o g r a m ........................................................ 60
The t e a c h e r s a t t i t u d e tow ard g u id a n c e . . . 66
The t e a c h e r s a t t i t u d e tow ard
p r o g r e s s i v e e d u c a tio n .................................................. 68
S i g n i f i c a n t c o r r e l a t i o n s ........................................ 73
O th e r i m p l i c a t i o n s o f th e s t u d y ................................75
VI SUM M ARY AID SUGGESTIONS FOR IMPROVEMENT . . . 87
Summary o f f i n d i n g s ............................................................. 87
F a c to r s r e l a t e d to f u n c t i o n a l w e ak n e sses . 89
P ro p o se d a p p ro a c h e s to th e problem . . . . 93
BIBLIOGRAPHY.....................................................................................................110
APPENDIX...............................................................................................................123
LIST OF TABLES
TABLE PAGE
I O b s ta c le s To Maximum E f f e c t i v e n e s s Of
G uidance Program As L i s t e d By Those
I n te r v ie w e d I n J u n i o r H igh S c h o o l s ................................30
I I F requency D i s t r i b u t i o n Of R esp o n ses To Item s
D e a lin g W ith G uidance E f f e c t i v e n e s s ................... 61
I I I F req u en cy D i s t r i b u t i o n Of R espon ses To Item s
D e a lin g W ith A t t i t u d e Toward G uidance . . . . 66
IV F requen cy D i s t r i b u t i o n Of R espon ses To Item s
D e a lin g W ith A t t i t u d e Toward P r o g r e s s iv e
E d u c a tio n ....................................................... . . . . . . 69
V C o r r e l a t i o n C o e f f i c i e n t s From The
Q u e s t i o n n a i r e .................................................................................7t5
VI Mean S c o re s Made On E ach Of T hree Sub-G roups
Of The Q u e s tio n n a ir e F o r M a rrie d T e a c h e rs ,
Male And Fem ale, And F o r Those l o t M a rrie d . . 77
V II Mean S c o re s And C r i t i c a l R a tio s On Each Of
The F iv e M ajor Sub-G roups Of The Q u e s tio n n a ir e
O b ta in e d F o r A l l The T e a c h e rs , F o r Those Who
D id l o t P a r t i c i p a t e , And F o r Those Who Did
P a r t i c i p a t e In The P la n n in g Of The G uidance
P r o g r a m ................................................................................................79
IV
TABLE PAGE
V I I I A C om parison Of Mean S c o re s On E ach Of T hree
Sub-G roups Of The Q u e s tio n n a ir e F o r T e a c h e rs
In Each Of The T hree J u n i o r High S c h o o ls
S tu d ie d • . • . .......................................................................81
IX F requency D i s t r i b u t i o n Of R esponses To Item s
D e a lin g W ith B ackground In G uidance . . • . # 83
X F req u en cy D i s t r i b u t i o n s Of R esponses To
M is c e lla n e o u s Item s ......................... . . . . . . . 84
XI Mean S c o re s On Each Of Two Sub-G roups Of The
Q u e s tio n n a ir e ( A t t it u d e Toward G uidance And
G uidance E f f e c t i v e n e s s ) Made F o r T e a c h e rs
Who U s u a lly Had A F re e P e r io d And F o r Those
Who U s u a lly B id l o t ................................................. 86
LIST OF FIGURES
FIGURE PAGE
1 Map Of San Diego County S ch o o l D i s t r i c t s . . 6
2 A S co re C a rd .F o r E v a lu a tin g E d u c a tio n a l And
V o c a tio n a l G uidance P la n s In S econd ary
S c h o o l s ...........................................................................................13
3 Check L i s t Of The Guidance A c t i v i t i e s
Of H igh S cho ol T e a c h e rs .............................................. 18
4 A Check L i s t On The V alu es Of G uidance
Program s In The S econdary S c h o o l s .......................... 19
6 O u tlin e Of G uidance O r g a n iz a tio n . . . . . . 39
6 C o u n se lin g R eco rd , S w eetw ater U nion
H igh S ch o o l D i s t r i c t .............................................................39
7 S chool H e a lth R ecord ........................................................ 56
8 C o r r e l a t i o n C h a rt F o r S c o re s Of 46 T ea ch e rs
In Group Two (B ackground In G uidance) And
Group T hree (G uidance E f f e c t i v e n e s s ) . . . . 74
9 C o r r e l a t i o n C h a rt F o r S c o re s Of 46 T e a ch e rs
In Group F our ( A t t it u d e Toward G uidance)
And Group F iv e ( A t t it u d e Toward P r o g r e s s iv e
E d u c a t i o n ) ......................................................................................76
A SUEVEY O B ' THE GUIDAKCE PROGRAM OP THE JUNIOR HIGH
SCHOOLS OP THE SWEETWATER UHIOE HIGH SCHOOL DISTRICT
CHAPTER I
THE PROBLEM AND DEFINITION OF TERMS
In 1938 th e S w eetw ater U nion High S ch o o l D i s t r i c t
in a u g u r a te d a g u id a n c e program th ro u g h o u t th e J u n io r H igh
S c h o o ls i n th e d i s t r i c t . The a d m i n i s t r a t i o n , w o rk in g w ith
members o f th e s t a f f , s e t up a g u id a n c e program b a se d on
th e m ost g e n e r a l l y a c c e p te d p r i n c i p l e s and te c h n iq u e s of
c o u n s e lin g and g u id a n c e . A ll members o f th e s t a f f , th e
c l a s s room t e a c h e r s , home room t e a c h e r s , n u r s e s , s p e c i a l
t e a c h e r s , and new ly a p p o in te d c e r t i f i c a t e d c o u n s e lo r s w ere
d e le g a te d d e f i n i t e g u id an ce r e s p o n s i b i l i t i e s . ^ A cco rd in g
to th e b e s t c r i t e r i a a v a i l a b l e , th e o r g a n i z a t i o n and p r a c
t i c e s i n u se a r e so u n d , y e t c e r t a i n f u n c t i o n a l w eaknesses
a p p e a r to impede th e p ro g ra m 's e f f e c t i v e n e s s .
I . THE PROBLEM
S ta te m e n t o f th e p ro b le m . I t was th e p u rp o se o f
t h i s s tu d y (1) to p r e s e n t th e o r g a n i z a t i o n o f th e g u id a n c e
a c t i v i t i e s o f th e J u n i o r H igh S c h o o ls o f S w ee tw ate r U nion
H igh S ch o o l D i s t r i c t ; (£) to l o c a t e f u n c t i o n a l in a d e q u a c ie s ;
1 I n f r a , C h a p te r IV.
and (3) to sum m arize th e s tu d y and make c o n s t r u c t i v e
s u g g e s tio n s f o r im provem ent;
Im p o rta n ce o f th e s t u d y . F a r to o many s t u d e n t s
a re s t i l l e lim in a te d from s c h o o l, much human en erg y has
b een w a s te d , much crim e and m isery have r e s u l t e d from th e
la c k o f b e t t e r g u id a n c e . The i n c r e a s i n g s c h o o l p o p u l a t i o n ,
th e changed c o n d itio n s i n th e home, th e th o u sa n d s o f m is
f i t s , m a la d ju s te d and i n s a n e , th e i n c r e a s e i n l e i s u r e tim e ,
th e s h i f t i n g p o p u la tio n a l l s h a r p ly em phasize th e n e ed f o r
g u id a n c e .
Democracy h as w idened th e o p p o r tu n ity f o r y o u th
to make h is own c h o ic e s ; b u t s o c i a l ch anges have
c o n f r o n te d him w ith p ro b lem s w hich a re f a r beyond
h i s a b i l i t y to s o lv e u n a id e d and a l o n e . 2
The r a p i d l y i n c r e a s i n g c o m p le x ity o f m odern in d u s
t r i a l , s o c i a l and econom ic l i f e n e c e s s i t a t e s c o n s t a n t r e
a d ju s tm e n t o f th e g u id a n c e program to m eet c h a n g in g p u p i l
n e e d s . K e fa u v e r and D avis b e l i e v e t h a t :
E a r ly w r i t i n g s and d i s c u s s i o n s c o n c e rn in g
g u id a n c e c o n ta in l i t t l e t h a t c o u ld be c o n s id e re d
i n v e s t i g a t i v e i n n a t u r e . They c o n s i s t e d m o stly
o f d e s c r i p t i o n s o f a c t i v i t i e s c a r r i e d on i n some
^ D. ¥ e l t y D e fe v e r, A rc h ie M. T u r r e l l , mid H enry
I . W e itz e l, P r i n c i p l e s and T ec h n iq u e s o f C o u n se lin g and
G uidance (New York : The R onald t r e s s ïïômpany, 1 9 4 1 ),
p . 13.
s c h o o l o r c i t y and o f o p in io n s o f p e rs o n s as to
th e need f o r g u id a n c e o r a s to th e form o f g u id
ance s e r v i c e t h a t s h o u ld be a d o p te d . As th e
movement has m a tu re d , i t i s n a t u r a l t h a t t h e r e
s h o u ld be a d e s i r e to ta k e s to c k to d e te rm in e
th e e f f e c t i v e n e s s o f th e program s t h a t have b een
d e v e lo p e d .3
Upon a n a l y s i s , th e n eed f o r s c i e n t i f i c i n v e s t i g a
t i o n i n g u id an c e becom es a p p a r e n t. The b a s i s o f i n t e l
l i g e n t e v a l u a t i o n , o f good ju d g m en t, i s r e l i a b l e f a c t
and t h e r e a r e so few i n th e f i e l d o f g u id a n c e t h a t th e
need f o r much r e s e a r c h i s u r g e n t . I n f a c t , t h e r e a r e so
few e s t a b l i s h e d f a c t s , w r i t e s A rth u r J o n e s , t h a t th e f i e l d
i s "an e a sy p rey f o r th e g u id an ce quacks and e d u c a ti o n a l
c h a r l a t a n s " su c h a s th e a s t r o l o g i s t , th e p h r e n o l o g i s t , th e
4
p h y sio g n o m is t and th e g r a p h o l o g i s t ;
I t i s o f u tm o s t im p o rta n c e t h a t we d e v e lo p and u s e
a te c h n iq u e t h a t w i l l y i e l d u s r e l i a b l e f a c t ; f a c t t h a t
w i l l g iv e u s a b a s i s f o r th e d is c o v e r y o f a d d i t i o n a l f a c t .
A s c ie n c e m ust be c u m u la tiv e . A know ledge o f f a c t s and
p r i n c i p l e s o f t e a c h i n g and gu id an ce may n o t alw ays make
^ G rayson N. K e fa u v e r and A l b e r t M. D a v is ,
^ I n v e s t i g a t i o n s i n G u id a n c e ," O c c u p a tio n s , 1E ;E 5,
November, 1933.
^ A r th u r J . J o n e s , P r i n c i p l e s o f G uidance
(New Y ork: M cG raw -H ill Book Company, T f3 Q ), p# 72.
one an e x p e r t t e a c h e r o r g u id a n c e w o rk e r, b u t f a c t s can
h e lp and th e y a r e a l l we can g iv e t o o u r s u c c e s s o r s . The
work o f th e g r e a t a r t i s t - t e a c h e r o r g u id a n c e w ork er te n d s
to be b o rn and to d ie w ith him . I t i s o n ly th ro u g h a
s c i e n t i f i c a n a l y s i s o f h i s m ethods and equipm ent t h a t h i s
work i s made o f g e n e r a l b e n e f i t to mankinds W e n e ed s k i l l
f u l g u id a n c e w o rk e rs , b u t s t i l l more we need f a c t s . ^
The d i s t r i c t i n w hich t h i s s tu d y was made i s l o c a te d
on th e o u t s k i r t s o f "boom to w n ", w here th e p o p u la tio n
t h r e a t e n s to jump from 1 6 0 ,0 0 0 to 3 0 0 ,0 0 0 i n l e s s th a n two
y e a r s . I t w ould a p p e a r t h a t su c h r a p i d l y c h an g in g con
d i t i o n s r e q u i r e new i n f o r m a tio n , new p r o c e d u r e s , new
te c h n iq u e s ; Only by c o n tin u o u s i n v e s t i g a t i o n , r e s e a r c h
and r é a d a p t a t i o n can a g u id a n c e program become and re m a in
e f f e c t i v e .
I t i s hoped t h a t th e n e ed s o f o v e r 2 ,0 0 0 s t u d e n t s
a n n u a lly w i l l be met more a d e q u a te ly a s a d i r e c t r e s u l t
o f t h i s s tu d y .
^ I b i d . , p p . 70 e t sq q .
I I . DEFINITION OF TEEMS USED
G uidance p ro g ram . The term g u id a n c e program a s
u s e d i n t h i s s tu d y r e f e r s to o n ly th e o r g a n iz e d g u id a n c e
a c t i v i t i e s o f th e s c h o o l s . These in c lu d e th e a c t i v i t i e s
o f th e p r i n c i p a l s , c o u n s e l o r s , home room t e a c h e r s and
c l a s s room t e a c h e r s ; w h e re in th e y make u s e o f t h e f o llo w
in g te c h n iq u e s : th e S t u d e n t 's P e r s o n a l C h a rt, th e I n t e r
view , Group G uidance, th e Q u e s tio n n a ir e , T e s t s , Case
S t u d i e s , M arking, R a tin g S c a le s , A n e c d o ta l R ecord Form s,
Community S u rv e y s, Home V i s i t s , N urses* H e a lth R eco rd s
and S c r e e n s .^
J u n io r High S c h o o ls . The te rm J u n i o r H igh S c h o o ls
r e f e r s to th e t h r e e y e a r i n s t i t u t i o n s t h a t in c lu d e th e
s e v e n th , e i g h t h and n i n t h y e a r s . I t i s th e i n te r m e d i a t e
l e v e l o f th e 6— 3— 3 p la n .
P r o g r e s s iv e e d u c a ti o n ^ The term p r o g r e s s i v e e d u ca
t i o n r e f e r s to th e m odern, d e m o c ra tic , c h i l d c e n t e r e d
e d u c a tio n a s d i s t i n c t from th e o l d e r a u t h o r i t a r i a n , s u b j e c t
c e n t e r e d s c h o o l.
^ I n f r a , C h a p te r IV.
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I I I . LIMIÏATIOHS OF THE STUDY
The scope o f th e p ro b le m . T h is stu d y was c o n c e rn e d
w ith th e g u id an c e program o f th e t h r e e J u n i o r H igh S c h o o ls
o f th e S w ee tw ate r U nion H igh S ch o o l D i s t r i c t . The N a tio n a l
C ity J u n i o r H igh S ch o o l i s th e l a r g e s t w ith an e n ro llm e n t
o f 800 s t u d e n t s i The C hula V i s t a J u n i o r High S ch o o l and
th e S o u th w e st J u n i o r H igh S c h o o l have e n ro llm e n ts o f 500
and 250 s t u d e n t s r e s p e c t i v e l y . The d i s t r i c t in c lu d e s
s e v e r a l e le m e n ta ry s c h o o l d i s t r i c t s s o u th o f San D ieg o ,
C a l i f o r n i a i I t in c lu d e s C hula V i s t a U nion, N a tio n a l C ity
U n io n , Otay U nio n, S o u th Bay U n io n , Monument and San Y s id ro
U nion. The d i s t r i c t i s b o r d e re d on th e n o r t h by th e l i m i t s
o f th e C ity o f San D ieg o , on th e w e st by San D iego Bay and
th e P a c i f i c O cean, on th e s o u th by th e M exican b o r d e r and
on th e e a s t by th e f o o t h i l l s o f th e C o ast Range (s e e
F ig u r e I ) .
W eaknesses o f th e p ro b le m . The s u b j e c t i v e n a tu r e
o f th e p ro b lem a t once i n d i c a t e s th e n e c e s s i t y f o r c a u t i o n .
T h is i n v e s t i g a t o r h as fou n d no a p p ro a c h t h a t c o m p le te ly
e l i m i n a t e s th e s u b j e c t i v i t y o f th e q u e s t i o n n a i r e , y e t i t
i s p o s s i b l e to be r e l a t i v e l y o b j e c t i v e i n th e t r e a tm e n t
o f th e d a t a .
8
S in c e no s a t i s f a c t o r y c r i t e r i a f o r l o c a t i n g fu n c
t i o n a l w e ak n e sses have been d e v e lo p e d i t h as b e en n e c e s s a r y
to d e v e lo p a p p r o p r i a te ones* An a tte m p t has b een made to
s e l e c t q u e s tio n s w ith i n h e r e n t v a l i d i t y .
. «
I t i s re c o g n iz e d t h a t no q u e s t io n n a ir e m ethod i s
r e l i a b l e u n l e s s a l l p a r t i e s c o n c e rn e d a re c o n s c i e n t i o u s .
The 46 t e a c h e r s in c lu d e d i n t h i s s tu d y were a s s u r e d t h a t
t h e i r an sw ers w ould n o t be u s e d f o r any p u rp o se o t h e r
th a n th e s t a t e d o n e .
I t would be f a l l a c i o u s to c la im th e d is c o v e r y o f
c a u s e - e f f e c t r e l a t i o n s h i p s i n t h i s s tu d y ; I t can be s t a t e d ,
how ever, t h a t c e r t a i n f a c t o r s a re a s s o c i a t e d w ith o t h e r
f a c t o r s w hich s h o u ld be o f v a lu e in l o c a t i n g d i f f i c u l t i e s .
One o f th e r e a l d a n g e rs i n r e s e a r c h i s th e m is
i n t e r p r e t a t i o n o f f a c t s * S in c e f a c t s a lo n e do n o t make
t r u t h , i t i s o n ly a f t e r a l l th e f a c t s o f a s i t u a t i o n a r e
d is c o v e r e d , r e l a t e d , i n t e g r a t e d and made i n t o a c o h e r e n t
sy stem t h a t th e s o l u t i o n to su c h problem s a s t h i s a re
fo u n d . So much depen ds on th e p ro c e s s o f i n t e g r a t i o n and
th e o b j e c t i v e e v a l u a t i v e te c h n iq u e s a r e so in a d e q u a te t h a t
th e b e g in n e r can o n ly a tte m p t to f o llo w a p p ro v e d r e s e a r c h
p ro c e d u r e s .
IV. 0RGMI2ATI0H OF THE REMAINDER OF THE THESIS
C h a p te r I I re v ie w s th e r e l a t e d i n v e s t i g a t i o n s .
C h a p te r I I I p r e s e n t s th e m a t e r i a l s and te c h n iq u e s
u s e d t o g e t h e r w ith th e m ethod o f p ro c e d u re t h a t h as been
fo llo w e d .
C h a p te r IV o u t l i n e s th e o r g a n i z a t i o n o f g u id an c e
f u n c t i o n s and g u id a n c e t e c h n iq u e s u se d i n th e J u n i o r
H igh S c h o o ls s t u d i e d .
C h a p te r V d i s c u s s e s th e q u e s t io n n a ir e r e s u l t s
and i m p l i c a t i o n s .
C h a p te r VI sum m arizes th e stu d y and makes con
s t r u c t i v e s u g g e s tio n s f o r im provem ent.
CHAPTER I I
REVIEW OF RELATED INVESTIGATIONS
Each l e a d e r i n th e f i e l d o f g u id a n c e has c o n tr i b u te d
one o r more te x tb o o k s on th e s u b j e c t , many o f them q u i t e
e x h a u s tiv e t r e a t m e n t s . F r e q u e n tly books on e d u c a tio n d e a l
b r i e f l y w ith th e s u b j e c t , e i t h e r i n c h a p te r form o r i n
c i d e n t a l l y . E d u c a tio n a l m ag azin es o f t e n c o n ta in a r t i c l e s
on e d u c a t i o n a l , s o c i a l - r e c r e a t i o n a l , p h y s i c a l o r v o c a t io n a l
g u id a n c e . Numerous i n v e s t i g a t i o n s o f g u id an ce o r g a n iz a
t i o n s and g u id a n c e p r a c t i c e s have been c o m p le te d , y e t to
t h i s i n v e s t i g a t o r ’ s know ledge no a n a l y s i s o f th e f u n c t i o n a l
in a d e q u a c ie s o f a g u id an c e program a s th e y r e l a t e to s t a t u s
o f th e te a c h i n g p e rs o n n e l h a s been a tte m p te d . A few , how
e v e r , a r e s u f f i c i e n t l y r e l a t e d to m e n tio n .
7
E v a lu a tio n o f g u id an ce p ro g ra m s. R alph W . J e s s o n
d e s c r i b e s th e g u id an ce program i n u se i n Jo h n H. F r a n c is
P o ly te c h n ic H igh S c h o o l. He has e v a l u a t e d t h a t program
and made s u g g e s tio n s f o r im provem ent. He u se d a s c o re
R alp h W. J e s s o n , "An E v a l u a t i o n o f th e Guidance
Program i n a L arg e C ity S e n io r High S c h o o l," (u n p u b lis h e d
M a s te r ’ s t h e s i s . The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a ,
Los A n g e le s , 1 9 3 8 ).
11
oar&G d e v is e d by W illia m M a rtin P r o c to r ^ a s th e b a s i s o f
h i s e v a l u a t i o n . Mr. J e s s o n c o n c lu d e s t h a t :
The s tu d y i n d i c a t e s t h a t o c c u p a tio n a l o r i e n t a
t i o n need s to be s t r e s s e d and t h a t fo llo w -u p
s t u d i e s o f g r a d u a te s and o t h e r s who le a v e b e fo re
g r a d u a tio n a r e d e s i r a b l e . R ecords a re n o t a d e q u a te ,
c o u n s e lin g tim e n e ed s to be in c r e a s e d , and a con
tin u o u s program m ust be c a r r i e d on to im prove th e
g u id a n c e m ind edn ess o f th e f a c u l t y . 10
G raysoh K e fa u v e r and H a ro ld Hand^^ a p p r a is e d th e
g u id a n c e s e r v i c e s o f t e n s e l e c t e d c i t i e s on th e J u n i o r
H igh, S e n io r.H ig h and C o lle g e l e v e l . The s tu d y d e a l t
w ith a wide v a r i e t y o f item s w hich r e p r e s e n t a c o n c e rn
o f program s o f g u id an c e and in c lu d e d a t h r e e y e a r f o llo w -
up stu d y o f s t u d e n t s e n t e r i n g th e s e v e n th g rad e o f th e
J u n i o r H igh S c h o o l. The a u th o r s have e v a lu a te d th e
g u id a n c e program on th e b a s i s o f in f o r m a tio n p o s s e s s e d
by s t u d e n t s , p la n s h e ld by s t u d e n t s and on th e b a s i s of
^ A sam ple o f th e f i r s t p a r t o f th e s c o r e c a r d
i s g iv e n i n F ig u re 2.
^ W illia m M a rtin P r o c t o r , " E v a lu a tio n o f G uidance
A c t i v i t i e s , " V o c a tio n a l G uidance M ag azin e, 9 :5 8 - 6 9 ,
Novem ber, 193in — —
J e s s o n , 0 £ . c i t i , p . 70.
G rayson 1 . K e fa u v e r and H a ro ld C. Hand,
A p p r a is in g G uidance i n S econdary S ch o o ls (lew Y ork:
!he M acm illan Company, Ï 9 4 1 ) , p. S57.
12
FIGÜEE 2^^
A SCORE GARD FOR EVAIUATIMG EDUCAÏIOEAl AED VOCATIOHAl
GUIDAHGE PLANS IN SECONDARY SCHOOLS
(by H. D, A n d erso n , J , J . H a l l , 1 . L. H a l l , and M. B. R oss)
P re p a re d u n d e r th e d i r e c t i o n o f
W illia m M a rtin P r o c t o r , S ta n f o r d U n i v e r s i ty
SCHOOL . PLACE . .
DATE fflH JIE E lT GRADES INCIÜdEd
S C O î ® ~ SCORE
P e r f e c t^ S c o r e Your S co re
Ite m s Item s ite m s Item s ite m s ite m s
I , I I 1 , 2 , 3 a , b , c I , I I 1 , 2 , 3 a , b , o
e t c . e t c ; a n d etc* e tc * and
1), 2) 1), 2)
e t c . e t c .
TO) I . ORGANIZATION
50 1 . S iz e o f s t a f f
(A s t a f f member, d i r e c
t o r o r c o u n s e lo r ) sh o u ld
be d e f i n i t e l y a s s ig n e d
to c o u n s e lin g on a b a s i s
o f one s i x t y m inute
p e r io d f o r e a c h g roup
o f n o t more th a n n in e ty
p u p i l s r e f e r r e d to su c h
s t a f f member)
40 2; E f f i c i e n c y o f s t a f f
26 a . W e ll-d e f in e d d u t i e s
o f i n d i v i d u a l s t a f f
m embers.
16 b . D i r e c t l i n e s o f
a u t h o r i t y .
1 p
J e s s o n , og. c i t . , pp; 103-9,
13
th e a d ju s tm e n t o f s t u d e n t s . A check l i s t p re p a re d by th e
a u th o r w hich in c lu d e d a l a r g e number o f ite m s i n e ac h o f
th e s e t h r e e a r e a s was u s e d f o r th e c a n v a s s and th e d a ta
f o r e ach c i t y were f u r n i s h e d by th e p e rs o n i n g e n e r a l
c h a rg e o f th e g u id an ce program .
The su rv e y d o es n o t f u r n i s h e v id e n c e on th e q u a l i t y
o f th e g u id an c e work o r on th e e f f e c t i v e n e s s o f th e g u id
ance a c t i v i t i e s i n u s e , b u t i t does i n d i c a t e th e scope o f
th e g u id an c e s e r v i c e s .
The a u th o r s c o n c lu d e t h a t t h e r e i s n e ed f o r a more
s y s te m a tic a n a l y s i s and a p p r a i s a l o f g u id a n c e s e r v i c e and
to w a rd t h i s end d e s c r i b e a more co m p lete a p p ro a c h to
e v a l u a t i o n th a n was fo llo w e d i n t h e i r own w orki I t i s
recommended t h a t a p p r a i s a l by co m p ariso n w ith ap p ro v ed
program s o f g u id an ce and by a n a l y s i s o f th e b e h a v io r o f
s t u d e n t s w ould p ro v id e th e r e a l t e s t w hich l i e s i n th e
answ er to w hat h as happened to th e s t u d e n t .
D o c to r F ra n c e s Morgan W ilson^^ i n h e r s tu d y o f
p ro c e d u re s f o r e v a l u a t i o n o f g u id an c e program s d e s c r i b e s
F ra n c e s M organ W ilso n , P ro c e d u re s i n E v a lu a tin g
a G uidance Program (New Y ork: B ureau o f P u b T T c a tib n s ,
I ’ e a e h e rs* College^, C olum bia U n i v e r s i t y , 1 9 4 5 ), p . 200;
14
th e need f o r e v a l u a t i o n , th e h i s t o r y and m ethodology o f
th e g u id an c e s u rv e y , th e u s e o f th e q u e s t io n n a ir e and th e
i n te r v ie w i n th e e v a l u a t i o n o f g u id an ce a s w e l l as th e
u s e o f o b s e r v a tio n and s e l f - e v a l u a t i o n i n th e g u id an c e
s u r v e y ;
D o c to r W ilson s t r e s s e d th e n eed f o r e v a l u a t i o n i n
g u id an ce and h as a tte m p te d to a p p r a is e th e s e v e r a l e v a l
u a t i o n te c h n iq u e s . Her d e s c r i p t i o n and a p p r a i s a l o f th e
q u e s t io n n a ir e a s an e v a l u a t i o n te c h n iq u e i s p a r t i c u l a r l y
p e r t i n e n t to th e p r e s e n t s tu d y ; A lth o u g h th e q u e s t i o n n a i r e
rem a in s one o f th e m ost p r o d u c tiv e in s tr u m e n ts f o r edu
c a t i o n a l a d v a n c e , sh e d i s c u s s e s s e v e r a l w eak n esses su c h
a s th e s u g g e s tiv e n a tu r e o f q u e s t i o n s , w hich f r e q u e n t l y
l e a d r e s p o n d e n ts to g iv e d e f i n i t e l y wrong o r m is le a d in g
in f o r m a tio n and th e f r e q u e n t l y e n c o u n te re d r e s e n t f u l
a t t i t u d e o f th e r e c i p i e n t who g iv e s o n ly h a l f h e a r te d
c o o p e r a tio n i n f i l l i n g i t o u t . O th e r w eak n esses l i s t e d
were th e f a c t o r o f s e l e c t i o n , th e in f lu e n c e t h a t th e
i n v e s t i g a t o r may have on th e r e s p o n d e n t, th e d i f f i c u l t y
i n s e c u r i n g th e d e s i r e d in f o r m a tio n and th e u n f o r t u n a t e
f a c t t h a t q u e s t io n n a ir e s a r e f r e q u e n t l y p o o rly p r e p a r e d .
The a u th o r has p ro v id e d a w e a lth o f recom m endations on
th e c o r r e c t te c h n iq u e s f o r c o n s t r u c t i n g , a d m i n i s t e r i n g .
15
d i s t r i b u t i n g , e s t a b l i s h i n g v a l i d i t y and r e p o r t i n g q u e s tio n
n a i r e r e s u l t s t h a t ev ery o n e who p la n s to sen d o u t a q u e s
t i o n n a i r e s h o u ld c o n s u l t .
D o c to r W ilson c o n c lu d e s t h a t w h ile th e q u e s t io n n a ir e
h as many w eak n esses i t i s , n e v e r t h e l e s s , a v a lu a b le i n s t r u
ment f o r u se i n s u r v e y s : i t i s e f f e c t i v e i n th e l o c a t i o n o f
a r e a s i n n eed o f s p e c i a l i n v e s t i g a t i o n ; i t i s e co n o m ical i n
term s o f tim e , f i n a n c e , and p e r s o n n e l; i t s b a s e i s b ro a d
p r o v id in g o p p o r tu n ity f o r more e x te n s iv e p a r t i c i p a t i o n ; and
i t s v a lu e h as b e e n s u p p o r te d by r e s e a r c h i n th e f i e l d .
S u rv e y s o f g u id an ce p r a c t i c e s . M ild re d E l i z a b e t h
M i l le r ^ ^ made a su rv e y o f th e g u id an c e p r a c t i c e s i n th e
h ig h s c h o o ls o f th e U n ite d S t a t e s , w h ereas t h i s s tu d y i s
l i m i t e d to th e f u n c t i o n a l a s p e c ts o f th e J u n i o r High
S c h o o ls o f one s y s te m . By means o f l i b r a r y r e s e a r c h
and a q u e s t i o n n a i r e s i m i l a r to th e one u se d i n t h i s s tu d y ,
M ild re d E l i z a b e t h M i l l e r , "G uidance A c t i v i t i e s
o f C lassroom T e a c h e rs i n High S c h o o l," (u n p u b lis h e d
M a s te r ’ s t h e s i s . The U n i v e r s i t y of S o u th e rn C a l i f o r n i a ,
Los A n g e le s ).
^ A sam ple o f h e r q u e s t io n n a ir e i s g iv e n on
page 12.
16
she e o n c lu d e d t h a t th e g u id a n c e v ie w p o in t i s e s s e n t i a l to
e f f e c t i v e g u id a n c e ; t h a t t e a c h e r s a r e fu n d a m e n ta lly im
p o r t a n t i n th e program ; t h a t t e a c h e r s m ust have a d e q u a te
in f o r m a tio n ; t h a t t e a c h e r s m ust l i v e a r i c h , w e ll ro u n d ed
l i f e ; t h a t t e a c h e r s a r e d o in g more o r l e s s in d e p e n d e n t
r e a d in g o f g u id an ce m a t e r i a l ; t h a t g u id an c e c a n n o t he
s e p a r a t e d from t e a c h i n g ; t h a t n e a r l y a l l t e a c h e r s c o n s u l t
g u id an c e r e c o r d s ; t h a t a b o u t h a l f o f th e t e a c h e r s con
t r i b u t e m a t e r i a l on v o c a t i o n a l in f o r m a tio n to th e c l a s s
room g u id a n c e l i b r a r y and t h a t 95 p e r c e n t o f th e te a c h e r s
16
g iv e e x t r a h e lp to p re v e n t f a i l u r e s .
D onald Turney W illia m s^ ^ i n h i s i n v e s t i g a t i o n o f
se c o n d a ry s c h o o ls o f .S o u th e rn C a l i f o r n i a so u g h t to d e t e r
mine th e e s s e n t i a l v a lu e s and l i m i t a t i o n s i n g u id an c e
p r a c t i c e . H is a n a l y s i s , w hich was l i m i t e d to se v e n s e l e c t e d
se c o n d a ry s c h o o l s , was d e te rm in e d from i n te r v ie w s and by
M i l l e r , p i t . , C h a p te r V I I I .
1*? D onald T urney W illia m s , ?3ome V alu es and
l i m i t a t i o n s o f G uidance Program s i n Seven S e le c te d
S econ dary P u b lic S c h o o l System s i n S o u th e rn C a l i f o r n i a , "
( u n p u b lis h e d M a s te r ’s t h e s i s , The U n i v e r s i ty o f S o u th e rn
C a l i f o r n i a , Los A n g e le s) 1 9 3 7 ).
17
1 ft
th e u se o f a check l i s t 4 W illia m s s o u g h t h is i n f o r m a tio n
on v a lu e s and l i m i t a t i o n s o f g u id a n c e hy q u e s t io n i n g g u id
ance f u n c t i o n a r i e s su c h a s d e a n s , c o u n s e lo r s , g u id a n c e
d i r e c t o r s , p r i n c i p a l s and v i c e - p r i n c i p a l s , w hereas t h i s
i n v e s t i g a t i o n w i l l be b a s e d upon th e r e a c t i o n s o f c l a s s
room t e a c h e r s .
W illiam s* c o n c lu s io n s r e l a t i v e t o th e l i m i t a t i o n s
o f g u id an c e t h a t a r e p e r t i n e n t to th e p r e s e n t i n v e s t i g a t i o n
19
a r e , i n b r i e f summary, a s f o llo w s :
A c l e a r e r c o n c e p tio n o f g u id a n c e i s n e c e s s a r y on
th e p a r t o f g u id an c e f u n c t i o n a r i e s b e f o r e more e f
f e c t i v e g u id an ce program s can e v o lv e . C lassroom
t e a c h e r s do n o t f u l l y r e a l i z e th e t r u e v a lu e s and
l i m i t a t i o n s o f th e g u id a n c e f u n c t i o n s w i t h i n t h e i r
c la s s ro o m s . The home room g u id a n c e d e v ic e i s
s e r i o u s l y ham pered by th e heavy lo a d p e r t e a c h e r .
These o b s t a c l e s w hich a r e p e r t i n e n t to t h i s i n v e s t i g a t i o n
a re g iv e n i n d e t a i l e d , t a b u l a r form i n T ab le I .
W illiam s* c o n c lu s io n s r e l a t i v e to th e v a lu e s o f
g u id an c e in c lu d e th e f o llo w in g :
The p r e s e n t a t t i t u d e o f e d u c a to r s and th e p u b lic
i s n o t q u i t e so a p a t h e t i c to w a rd g u id a n c e a s in th e
p a s t , and t e a c h e r s a r e aw akening to th e need f o r i n -
s e r v i c e t r a i n i n g on g u id a n c e éSO
A sam ple o f th e check l i s t i s g iv e n a s F ig u r e 4 .
W illia m s , c i t . . pp. 1 1 6 -1 2 0 .
20 I b i d . . pp. 12 0 -1 2 1 .
18
21
FIGURE 3
( P o r t i o n o f th e f i r s t page)
CHECK LIST OF THE GUIDANCE ACTIVITIES OF HIGH SCHOOL TEACHERS
same o f s c h o o l_________ . ________ C ity o r D i s t r i c t
E n ro llm e n t S u b je c t you te a c h ■
C o lle g e d e g r e e Ye a r s o f t e a c h in g e x p e r ie n c e Se x ; M . F
P le a s e check o n ly w hat you do a s a c la ss ro o m t e a c h e r , n o t a s a
Home-room t e a c h e r .
Check y o u r answ er to th e f o llo w in g q u e s tio n s ;
1. Have you e v e r had a c o u rs e i n g u id an c e o r c o u n s e lin g ? Yes Ho
E. Are you i n t e r e s t e d i n g u i d a n c e ? .......................................................Yes Ho
3 . Do you th in k t h a t a l l g u id a n c e is. s e p a r a t e from t e a c h
in g and s h o u ld be h a n d le d by c o u n s e l o r s ? ............................ Yes Ho
4 . I s t h e r e a c o u n s e lo r i n y o u r s c h o o l ? .......................................... Yes Ho
5 . I s t h e r e a dean o f g i r l s ? ....................................................... Yes Ho
6. I s t h e r e a dean o f b o y s ? ..................................................................... Yes Ho
7. Are th e r e o c c u p a tio n s c l a s s e s o r v o c a t i o n a l i n t e r e s t
g ro u p s? . Yes Ho
8 . I s th e r e a d e f i n i t e g u id a n c e program c a r r i e d o u t i n
th e home-room o f y o u r s c h o o l ? Yes Ho
9 . Have th e s t u d e n t s i n y o u r c l a s s e s been g ro u p ed by
a b i l i t y ? ............................................................................................................Yes Ho
Check i n th e a p p r o p r i a te colum n y o u r answ er O fte n Occa- l e v e r
to th e f o llo w in g q u e s t io n s : s i o n -
1 . Have you a tt e n d e d t e a c h e r s ’ m e e tin g s
d e v o te d to a d i s c u s s i o n o f g u id an c e?
2 . Of m e n ta l h y g ien e ?
a l l y
3 . Do you re a d books o r a r t i c l e s on th e s e
t o p ic s ? . .
4 . How o f te n do y o u c o n s u lt th e r e c o r d s i n
th e o f f i c e f o r in f o r m a tio n a b o u t p u p i ls ?_ _
5 . Do you show y o u r s t u d e n t s how to b u d g e t
t h e i r tim e by m aking o u t d a i l y schedules?__
6. Do you d is c u s s y o u r s t u d e n t s ’ s tu d y h a b i t s
and t r y to b r i n g a b o u t im provem ent?
7. Do you v i s i t th e homes o f y o u r p u p ils ?
M i l l e r , op; c i t . , ppi 2 3 -2 6 .
19
FIGURE 4
Â CHECK LIST 01 THE VALUES OF GUIDAHCE PROGRAMS IE
22
THE SECOBDARY SCHOOLS
C i ty _________________________________ S iz e
1935-36
J r . H igh S chool E n ro llm e n t Type
S r . H igh School * î - ' ' ' : « ‘
J r . C o lle g e . - ■
J r . C o lle g e L o c a tio n
ft
J r . C o lle g e D i s t r i c t
P e r s o n r e p o r t i n g and p o s i t i o n h e ld
I . c o n c e p t o f G uidance
I n d i c a t e by check m ark.
Yes Ho
A. G uidance i s d i s t r i b u t i o n o f y o u th a s e f f e c
t i v e l y a s p o s s ib le to e d u c a ti o n a l and vo
c a t i o n a l o p p o r t u n i t i e s , an d h e lp in g th e
i n d i v i d u a l to make th e o p tim a l a d ju s tm e n t
to e d u c a tio n and v o c a t i o n a l s i t u a t i o n s . . •
B. I f n o t , w h e re in does y o u r c o n c e p t o f
g u id a n c e v a ry ? ....................................................................
A gree D is a g re e
C. To c l a r i f y th e u n d e r s ta n d in g o f w hat con
s t i t u t e s a l e g i t i m a t e g u id a n c e program and
th e r e l a t i o n s o f g u id a n c e to c e r t a i n f e a t u r e s
o f th e s c h o o l, th e f o llo w in g se v e n p o i n ts
a re r a i s e d . ( I n d i c a t e a g re em e n t o r d i s
ag reem en t by a check m a r k .)
1 . I t does n o t in c lu d e c o n t r o l o f a t t e n d a n c e ._
2. I t i s n o t to be c o n fu s e d w ith d i s c i p l i n a r y ’
c o n t r o l o r o v e r - s i g h t o f s o c i a l c o n d u ct
w i t h i n th e s c h o o l ; . ................................... .....
3; I t does n o t in c lu d e norm al d ia g n o s is o r
o t h e r m ethods o f t e a c h i n g ...................................
4 . S u p e r v is io n i s n o t g u id an c e . .........................’
5 . C u rricu lu m -m a k in g i s n o t g u id a n c e . . . . ’
6 . E x tr a - c u r r i c u l u m a c t i v i t i e s a r e n o t
alw ays g u id a n c e ............................................................
7. V o c a tio n a l t r a i n i n g i s n o t g u id a n c e ,
i t i s t e a c h i n g 4 .......................................................
22 if iiiia m s , op. c i t . . p . 30.
20
Oct
TABLE I
OBSTACLES TO MAXIMUM BFFECTIYEBESS OF GUIDABCE PROGRAM AS
l is t e d by those I nterviewed i n ju n io r h ig h schools
Veiy slo w ,
O b s ta c le s to g u id an c e d i f f i c u l t o f
f u n c t i o n i n g a r e im provem ent
Tempor
a r i l y
d i f f i c u l t
S l i g h t and
p a s s in g
d i f f i c u l t y
No
d i f f i
c u lt y
Lack o f tim e , p u p i l
lo a d to o heavy . . . 7 5 1 1
I n t r u s i o n o f o u ts id e d u t i e s 5 7 1 1
I n s u f f i c i e n t c l e r i c a l h e lp 6 4 4
O ffic e and equipm en t n o t
c o m p le te ly f u l f i l l i n g
n e ed s . . . . . . . 1 4 1 8
Lack o f a d e q u a te fu n d s
and m a t e r i a l s 4 . . 1 2 6 5
In a d e q u a te r e c o r d s o f p u p i ls
f a m ily , h i s d ev elo p m en t
as an i n d i v i d u a l . . 4 6 6
No c o n v e n ie n t c h i l d
g u id a n c e c l i n i c . . 4 2 1 7
No tw e n ty - f o u r h o u r s c h o o l
f o r y o u th w ith d e f i n i t e
home p ro b lem s . . . 7 1 4 2
C u rric u lu m n o t r e v i s e d so
t h a t i t w i l l f u n c t i o n i n
harmony w i t h an a d e q u a te
p o lic y o f g u id a n c e . 1 3 7 3
T ea ch in g s t a f f n o t
c o o p e r a tin g . . . . 2 5 7
Lack o f g u id a n c e t r a i n i n g
w ith many t e a c h e r s . 3 1 0 1
Guidance p o l ic y n o t u n d e r
s to o d by s t a f f o r p a r e n t s 3 7 4
Terms and te c h n iq u e s n o t
w e ll d e f i n e d , hence th e
p h ilo s o p h y o f g u id a n c e n o t
f u l l y a p p r e c i a te d . 3 7 4
D u tie s and a u t h o r i t y o f
g u id a n c e p e rs o n n e l n o t
d e f i n i t e l y d e f in e d ; 1 6 5 2
No jo b a n a l y s i s made 2 8 4
Lack o f u n d e r s ta n d in g o f
g u id an c e program by
community 4 . . . . . 6 8
W illia m s , o ^ . o i t . . p . 107.
CHAPTER I I I
THE MATERIALS USED AND GROUPS STUDIED
The q u e s t i o n n a i r e and m ethods u s e d . The c h i e f s o u rc e
o f d a ta was th e q u e s t i o n n a i r e (s e e A ppendix A) w hich c o n s i s t e d
o f s e v e n p ag es o f q u e s tio n s and a c o v e r s h e e t w hich c o n ta in e d
a n o te o f s u p p o r t from th e d i s t r i c t s u p e r i n t e n d e n t . I n a d d i
t i o n , th e u s u a l i n tr o d u c to r y s ta te m e n t by th e a u th o r was i n
c lu d e d w hich i n d i c a t e d th e im p o rta n c e o f th e s tu d y , a n a s s u r
ance t h a t th e r e s p o n s e s would be se e n and u s e d o n ly by th e
a u th o r and o n ly f o r th e p u rp o se of t h i s s t u d y , an i n d i c a t i o n
o f th e tim e r e q u i r e d to c o m p lete th e q u e s t i o n n a i r e , and a
f i n a l p l e a f o r c o o p e r a t i o n . The se v e n pages o f q u e s tio n s
w ere d iv id e d i n to s i x g ro u p s d e s ig n e d to d e te rm in e : ( 1)
b ack g ro u n d i n e d u c a tio n ; (2) b ack groun d i n g u id a n c e , (3)
e f f e c t i v e n e s s i n g u id a n c e ; (4) a t t i t u d e to w a rd g u id a n c e ;
(S) a t t i t u d e to w a rd p r o g r e s s i v e e d u c a tio n ; and ( 6)
m is c e lla n e o u s .
W eights were a s s ig n e d a r b i t r a r i l y to th e r e p l i e s on
th e f i r s t g roup o f e i g h t q u e s tio n s on e d u c a ti o n a l b a ck g ro u n d .
F iv e p o i n ts were g iv e n f o r a b a c h e l o r ’ s a g a i n s t t e n f o r a
m a s t e r ’ s d e g re e . Those t e a c h e r s h o ld in g a g e n e r a l e le m e n ta ry
a n d /o r a g e n e r a l j u n i o r h ig h w ere g iv e n f i v e p o i n t s com pared
to t e n p o i n t s f o r th e g e n e r a l se c o n d a ry c r e d e n t i a l . I t was
22
a g a in a r b i t r a r i l y d e te rm in e d to a l l o t one p o i n t o f c r e d i t
f o r e a c h two u n i t s o f g r a d u a te work beyond th e b a c h e l o r ’ s
d e g re e b e c a u se i t was b e lie v e d t h a t th e mere a c c u m u la tio n
o f g r a d u a te u n i t s was n o t th e s o le i n d i c a t o r o f e d u c a ti o n a l
b a ck g ro u n d . S c h o l a s t i c a v e ra g e was g ra d e d and w e ig h te d as
f o llo w s : i n u n d e rg ra d u a te ”A” a v e ra g e was g r a n te d te n
p o i n t s , an ”A -’* a v e ra g e e i g h t , a s i x , a f o u r ,
a ”B -” two and a ”C+” o r lo w e r was g iv e n no p o i n t s . I t i s
i n t e r e s t i n g to n o te t h a t o n ly f i v e t e a c h e r s o u t o f f o r t y -
s i x r e p o r t e d a o r lo w e r u n d e rg r a d u a te a v e ra g e . Grad
u a t e p r o f e s s i o n a l s c h o l a s t i c a v e ra g e was g ra d e d and w eighed
i n th e same f a s h i o n . F iv e p o i n ts w ere g iv e n f o r each
a r t i c l e p u b lis h e d i n e d u c a tio n a l m a g a z in e s . T h is sy ste m
o f g r a d in g and w e ig h tin g gave a q u a n t i t a t i v e s p re a d o f
from tw e lv e to s i x t y - t h r e e p o i n t s . I t was th e s e w e ig h te d
s c o r e s t h a t were u s e d th ro u g h o u t t h i s s tu d y f o r d e t e r
m in in g c o r r e l a t i o n s and r e l a t i o n s h i p s i n th e t a b u l a t i o n s .
The se co n d group o f q u e s tio n s on b ack g ro u n d i n
g u id an c e c o n s i s t e d o f s i x t e e n q u e s t io n s . The re s p o n d e n t
was r e q u i r e d to an sw er w h e th e r o r n o t he had had c o u rs e s
i n any one o r more o f s i x t e e n s p e c i f i c f i e l d s i n g u id an ce
su c h a s : m e n ta l h y g ie n e , g e n e r a l p sy c h o lo g y , v o c a t io n a l
g u id a n c e , e d u c a ti o n a l m easu rem en ts, c o u n s e lin g o r g u id a n c e .
28
p e r s o n a l i t y , p ra c tic u m i n c o u n s e lin g o r g u id a n c e , c h i l d
p sy c h o lo g y , p h o n e tic s and sp e e c h p a th o lo g y , abnorm al
p sy c h o lo g y , c l i n i c a l p sy c h o lo g y , problem s o f human b e h a v io r ,
b io lo g y and o t h e r s . T here were th r e e b l o c k s , ”y e s ” ,
" q u e s tio n * o r "n o ” to be ch eck ed . V alu es o f two p o i n t s
f o r " y e s " , one p o i n t f o r " q u e s tio n " and z e ro f o r "no" were
a r b i t r a r i l y a s s i g n e d . T h is p ro c e d u re gave t o t a l s c o r e s
v a r y in g from s i x p o i n t s t o t w e n ty - s ix w h ich w ere u s e d
th ro u g h o u t t h i s stu d y to d e te rm in e c o r r e l a t i o n s and r e
l a t i o n s h i p s i n th e t a b u l a t i o n s o f r e s u l t s .
Group t h r e e o f th e q u e s t io n n a ir e c o n s i s t e d o f t h i r t y
q u e s tio n s c o n s t r u c t e d t o m easure e f f e c t i v e n e s s i n th e g u id
ance program . Only q u e s tio n s t h a t a p p e a re d to have h ig h
i n h e r e n t v a l i d i t y were s e l e c t e d . S ince a d e q u a te in f o r m a tio n
a b o u t s t u d e n t s i s e s s e n t i a l i n an e f f e c t i v e g u id a n c e program ,
q u e s tio n s such a s : ( 1) do you c o l l e c t and send m a t e r i a l to
th e c o u n s e lo r s f o r perm an en t f i l i n g ; and (5} do you e v e r
make c ase s t u d i e s o f p u p i ls i n y o u r home room; s h o u ld be
i n d i c a t i v e o f th e t e a c h e r s ’ e f f e c t i v e n e s s a s g u id a n c e
w o r k e r s 4 A lso , q u e s tio n s su c h a s : (2) do you c o n s u l t th e
s t u d e n t s ’ c u m u la tiv e r e c o r d s ; and ( 6) do you v i s i t th e
home o f e a c h o f y o u r home room p u p i ls and (7) do you con
s u l t th e n u r s e s ’ r e c o r d s ; p ro v id e a m easure o f th e employment
24
o f good g u id a n c e te c h n iq u e s w h ich a re e s s e n t i a l p r e
r e q u i s i t e s to e f f e c t i v e n e s s 4 Q u e stio n s su c h a s : (24)
do s t u d e n t s c o n s u lt you abo ut home r e l a t i o n s h i p s ; (26)
do s t u d e n t s c o n s u l t you a b o u t b o y - g i r l r e l a t i o n s h i p s ;
and (26) do s t u d e n ts c o n s u l t y o u a b o u t c h a r a c t e r o r m o ral
p ro b le m s; s h o u ld f u r n i s h a y a r d s t i c k o f s tu d e n t c o n fid e n c e
i n th e home room t e a c h e r w hich i s a g a in c o n s id e r e d an
e s s e n t i a l p r e r e q u i s i t e to g u id a n c e e f f e c t i v e n e s s . On each
o f th e t h i r t y q u e s tio n s i n t h i s g roup th e t e a c h e r s were
r e q u e s te d to check u n d e r one o f f o u r w ords: f r e q u e n t l y ,
»
o c c a s i o n a l l y , seld o m , o r n e v e r ; th u s p r o v id in g c o n s id e r a b le
l a t i t u d e o r ra n g e i n th e d e g re e o f e f f e c t i v e n e s s . An
a ssig n m e n t o f t h r e e p o i n ts to e a c h an sw er i n th e " f r e
q u e n tly " colum n, two p o i n ts f o r e a c h an sw er u n d e r
" o c c a s i o n a l l y " , one p o i n t f o r e a c h an sw er u n d e r "seldom "
and z e r o p o i n t s f o r e a c h answ er u n d e r " n e v e r " , gave t o t a l
s c o r e r e s u l t s w hich ra n g e d from n i n e t e e n to s e v e n t y - f i v e
p o i n t s . I t was th e s e s c o r e s t h a t w ere u s e d th ro u g h o u t
t h i s s tu d y .
The f o u r t h g ro u p o f tw e n ty -o n e q u e s tio n s w ere
s e l e c t e d t o su p p ly an in s tru m e n t f o r m e a su rin g a t t i t u d e s
to w ard g u id a n c e . T h is group began w ith a few d i r e c t
q u e s tio n s su c h a s : ( 1) a r e y o u i n t e r e s t e d i n g u id a n c e ;
25
( 2) do you ap p ro v e o f th e home room g ro u p g u id a n c e program ;
and (3) do you b e li e v e th e home room t e a c h e r s s h o u ld a s s i s t
th e c o u n s e lo r s i n th e c o r r e c t i o n o f s t a n d a r d i z e d t e s t s ? An
h o n e s t answ er to su c h q u e s tio n s a s th e s e s h o u ld g iv e some
i n d i c a t i o n o f a t t i t u d e tow ard g u id a n c e . I t was th e p u rp o se
o f th e s e q u e s tio n s su c h a s : ( 8) do you d i s l i k e t e a c h e r s ’
m e e tin g s d e v o te d to a d i s c u s s i o n o f g u id a n c e ; (9) do you
r e a d books o r a r t i c l e s on g u id a n c e ; and (19) do you r e s e n t
th e p re s e n c e o f c o u n s e lo r s on th e f a c u l t y ; to d e te rm in e
w h e th e r th e t e a c h e r had f r i e n d l y , r e c e p t i v e , c o o p e r a tiv e
a t t i t u d e to w ard th e program a s i t was o p e r a te d . The t e a c h e r s
w ere r e q u e s t e d to an sw er " y e s " , " q u e s tio n " o r "no" to each
o f tw e n ty -o n e q u e s t io n s . F or each o f th e q u e s tio n s where
a " y e s" answ er i n d i c a t e d th e c o o p e r a tiv e a t t i t u d e , v a lu e s
o f tw o, one and z e ro p o i n t s w ere a r b i t r a r i l y a s s ig n e d to
" y e s " , " q u e s tio n " and ?no" a n sw e rs, r e s p e c t i v e l y 4 Where
"no" i n d i c a t e d th e d e s i r a b l e a t t i t u d e th e h ig h e r p o i n ts
w ere a s s ig n e d to th e n e g a tiv e r e s p o n s e . The q u a n t i t a t i v e
t o t a l s c o r e s f o r e a c h o f th e f o r t y - s i x t e a c h e r s ran g ed
from t e n t o f o r t y . I t was th e s e s c o r e s t h a t w ere u se d
th ro u g h o u t t h i s s tu d y to d e te rm in e c o r r e l a t i o n s and r e l a
t i o n s h i p s i n th e t a b u l a t i o n s .
I t was th e p u rp o se o f th e f i f t h g ro u p o f tw e n ty - th r e e
26
q u e s tio n s to p ro v id e a m easurem ent o f a t t i t u d e to w a rd
p r o g r e s s i v e e d u c a tio n ; I t was done by p r e s e n t i n g i n
q u e s tio n form some o f th e t y p i c a l , f r e q u e n t l y q u o te d con
c e p ts o f th e o l d e r and o f th e new er p h i l o s o p h i e s . Such
s t a te m e n t s a s : (5) th e c h i l d ’ s pow ers f u r n i s h th e m a t e r i a l
and th e s t a r t i n g p o in t f o r a l l e d u c a tio n ; (7) e d u c a tio n
i s a p ro c e s s o f l i v i n g and n o t a p r e p a r a t i o n f o r l i f e ; and
(20) th e p ro c e s s and th e g o a l o f e d u c a tio n a r e one and th e
same t h in g ; a re d e s ig n e d to e x p re s s th e new er p o i n t o f
view . On th e o t h e r han d , t h e r e a r e s ta te m e n ts su c h a s :
(12) s ta n d a r d s o f s c h o l a r s h i p s h o u ld be m a in ta in e d ; (21)
c h i l d r e n sh o u ld s i t q u i e t l y i n t h e i r s e a t s w ith o u t con
s t a n t re p rim a n d in g ; and (22) c h i l d r e n s h o u ld n o t q u e s tio n
th e t e a c h e r ’ s a u t h o r i t y ; w hich w ere m eant to p o r tr a y some
o f th e d e b a ta b le dogma o f th e o l d e r d i s c i p l i n a r i a n p h i l
o so p h y . The t e a c h e r s were r e q u e s te d t o re sp o n d " y e s " ,
" q u e s tio n " o r "no" to each o f th e s ta te m e n ts i n t h i s s tu d y .
R esp o n ses t h a t i n d i c a t e d sym pathy w ith th e n ew er, s o - c a l l e d
p r o g r e s s i v e p o i n t o f v iew , and r e j e c t i o n o f th e o l d e r , w ere
a s s ig n e d th e g r e a t e r num ber o f p o i n t s . H ence, v a lu e s o f
tw o, o n e , and z e ro p o i n t s w ere g iv e n r e s p e c t i v e l y to " y e s " ,
" q u e s tio n " and "no" a n s w e rs , w h e rev e r an a f f i r m a t i v e answ er
i n d i c a t e d sym pathy w ith th e new er p h ilo s o p h y . Where * ’no"
27
i n d i c a t e d a r e j e c t i o n o f th e o l d e r p o i n t o f v iew , v a lu e s
o f tw o, one and z e ro p o i n ts were a s s ig n e d to " n o ",
" q u e s tio n " o r "y es7 re s p o n s e s r e s p e c t i v e l y * The t o t a l
s c o r e s f o r each o f th e f o r t y - s i x on t h i s group o f q u e s tio n s
ra n g e d from se v e n to f o r t y - s i x p o i n t s , w hich w ere th e
s c o r e s u s e d to d e te rm in e c o r r e l a t i o n s and r e l a t i o n s h i p s
i n th e t a b u l a t i o n s .
The l a s t gro u p o f sev en m is c e lla n e o u s q u e s tio n s
were in c lu d e d i n th e hope t h a t an a n a l y s i s o f th e re s p o n s e s
and t h e i r r e l a t i o n s h i p , i f an y , to th e o t h e r f i v e grou ps
o f r e s p o n s e s m ig h t shed l i g h t on th e f u n c t i o n a l in a d e q u a c ie s
o f th e program ; w h e th e r, f o r i n s t a n c e , y e a r s o f te a c h in g
e x p e rie n c e o r p a r t i c i p a t i o n i n th e c o n s t r u c t i o n o f th e
g u id a n c e program had any r e l a t i o n s h i p w ith a t t i t u d e tow ard
g u id an c e o r w ith e f f e c t i v e n e s s i n th e program .
The g ro u p s s t u d i e d . The f o r t y - s i x t e a c h e r s who
f i l l e d o u t th e q u e s t io n n a ir e w ere l o c a te d a t one o f th r e e
J u n io r H igh S c h o o ls i n th e S w eetw ater U nion H igh S chool
d i s t r i c t . N a tio n a l C i ty , C a l i f o r n i a , Twenty, s i x t e e n and
te n t e a c h e r s w ere a s s ig n e d to th e N a tio n a l C ity J u n io r
H igh S c h o o l, th e C hula V i s t a J u n i o r H igh S c h o o l and to th e
S o u th w est J u n i o r H igh S c h o o l, r e s p e c t i v e l y . A p p ro x im ately
40 p e r c e n t o f th e t e a c h e r s i n t h i s group w ere m ale w ith
an age ra n g e from tw e n ty -tw o t o s i x t y - f i v e .
CHAPTER IV
ORGANIZATION OF THE GUIDANCE PROGRAM AND TECHNIQUES USED
The o r g a n i z a t i o n o f th e g u id an c e prog ram . T h is c h a p te r
was d e s ig n e d to p ro v id e a r a t h e r d e t a i l e d p i c t u r e o f th e g u id
ance p la n i n th e s c h o o ls s t u d i e d . A lth o u g h th e w eak n esses
and in a d e q u a c ie s o f th e program w ere d is c o v e r e d to be f u n c t i o n
a l r a t h e r th a n s t r u c t u r a l some know ledge o f th e s t r u c t u r a l
p l a n seem s b a s i c to any a n a l y s i s o f f u n c t i o n a l a s p e c t s .
Some form o f g u id a n c e was th e d u ty o f e v e ry member o f
th e s t a f f and w ith o u t w h o le - h e a r te d , s y m p a th e tic , e n t h u s i a s t i c
c o o p e r a tio n o f th e s u p e r i n t e n d e n t , p r i n c i p a l s , c o u n s e l o r s ,
s c h o o l n u r s e , home room t e a c h e r s and c l a s s room t e a c h e r s th e
program w ould l o s e much o f i t s e f f e c t i v e n e s s . G uidance was
n o t so m e th in g t h a t c o u ld be fo u n d i n th e o f f i c e o f th e
c o u n s e lo r ; i t was m eant to be p a r t o f e v e ry a c t i v i t y o f th e
s c h o o l. W hile in te rd e p e n d e n c e o f th e g u id an ce f u n c t i o n s
c a n n o t be o v e rlo o k e d , a t th e same tim e t h e r e m ust be some
scheme f o r o r g a n i z a t i o n o f r e s p o n s i b i l i t i e s ; so t h e r e i s
p r e s e n t e d i n F ig u re 5 a d ia g ra m m a tic a l o u t l i n e o f th e
o r g a n i z a t i o n o f th e program .
However in te r d e p e n d e n t th e g u id a n c e f u n c t i o n s may b e ,
i t i s , n e v e r t h e l e s s , n e c e s s a r y t h a t th e g u id an ce a c t i v i t i e s
o f th e s c h o o l be c o o r d in a te d i n su c h a way t h a t a l l th e f o r c e s
29
FIGURE 6
ÛUTLIIE OF GÜIBAHCE ORGANIZATIOE
Boys^ C o u n se lo r
9B H-R
t e a c h e r s
ISA C la s s
Ite a c h e rs
9A G la ss
te a c h e r s
9B C la s s
t e a c h e r s
7A C la s s
t e a c h e r s
7B C la s s
te a c h e r s
A l l 9A
s t u d e n ts
A ll 9B
s t u d e n ts
A ll 7A
s t u d e n ts
BB C la s s
t e a c h e r s
A l l 8A
s t u d e n ts
A l l 8B
s t u d e n ts
A ll 7B
s t u d e n t s
7A H-R
t e a c h e r s
8A H-R
t e a c h e r s
8B H-R
t e a c h e r s
7B H-R
te a c h e r s
9A H-R
t e a c h e r s
G i r l s ’ C o u n se lo r
30
may a c t i n a u n i f i e d and c o n s i s t a n t p a t t e r n upon th e p ro b
lem s o f th e c h i l d ; to w a rd t h i s end p a r t i c u l a r r e s p o n s i
b i l i t i e s and d u t i e s w ere p la c e d upon c e r t a i n i n d i v i d u a l s
and a g e n c ie s t h a t w ere b e s t e q u ip p e d to h a n d le them e f
f e c t i v e l y . T here w ere some f u n c t i o n s t h a t c o u ld be e f f e c
t i v e l y p e rfo rm e d by th e t e a c h e r and o t h e r s t h a t c o u ld be
p e rfo rm ed o n ly by one w ith s p e c i f i c t r a i n i n g f o r th e t a s k .
I t was o b v io u s ly im p o s s ib le f o r one o r two s p e c i a l i s t s t o
c a r r y on a l l th e g u id a n c e d u t i e s i n a sy stem o f t h a t s i z e .
To e x p re s s i n w r i t i n g th e p u r p o s e s , m ethods o f p ro c e d u r e ,
and d u t i e s , was c o n s id e r e d h e l p f u l n o t o nly i n p l a c i n g
d e f i n i t e r e s p o n s i b i l i t y b u t a l s o to o f f s e t p o s s i b l e
"fo g g y " t h i n k i n g .
G uidance f u n c t i o n s o f th e p r i n c i p a l * The p r i n c i p a l
was th e d i r e c t r e p r e s e n t a t i v e o f th e s u p e r i n te n d e n t and a s
su c h was r e s p o n s i b l e f o r th e e n t i r e e d u c a tio n a l program o f
h i s s c h o o l , i n c lu d in g th e g u id an c e program . H is g u id a n c e
f u n c t i o n s , s u b j e c t to th e a p p ro v a l o f th e s u p e r i n t e n d e n t ,
w ere as f o llo w s :
1 . O rg a n iz e g u id an ce program and d e p a rtm e n t.
2* S e l e c t , t r a i n and s u p e r v is e c o u n s e lo r s .
3 . S u p e rv is e s u b j e c t and home room t e a c h e r s .
4 . M a in ta in m o rale o f th e s c h o o l.
31
5# R e v ise s c h o o l program and c u r r i c u l a .
6 . D evelop e x t r a - c u r r i c u l a program .
7é H andle problem c a s e s r e f e r r e d by c o u n s e lo r s
and home room t e a c h e r s .
8. E v a lu a te a l l c r e d i t s .
9 . H andle p ro b lem s o f c l a s s i f i c a t i o n , w ith th e
a s s i s t a n c e o f th e c o u n s e lo r s .
10. C o u n sel w ith members o f th e f a c u l t y c o n c e rn in g
te a c h in g p ro b le m s.
11. C onduct th e g e n e r a l program o f r e g i s t r a t i o n .
G uidance f u n c t i o n s o f th e c o u n s e l o r . The c o u n s e lo r ,
as a t r a i n e d s p e c i a l i s t , had c e r t a i n d e f i n i t e f u n c t i o n s .
He was a sk ed to p e rfo rm o n ly th o s e f u n c t i o n s t h a t c o u ld n o t
be p e rfo rm ed e f f e c t i v e l y by o t h e r s . He d id n o t r e l i e v e th e
t e a c h e r o f h e r g u id an c e r e s p o n s i b i l i t i e s ; h i s o r h e r work
was s u p p le m e n ta ry .
1 . Keep p e rs o n n e l r e c o r d s and do r e s e a r c h i n
i n d i v i d u a l d i f f e r e n c e s and a d ju s tm e n ts .
E. Do i n d i v i d u a l c o u n s e lin g and a d ju s tm e n t w ork.
3 . F o llo w -u p o f a l l p u p i l s .
C onduct th e t e s t i n g program and t a b u l a t e r e s u l t s .
5. I n te r v ie w s t u d e n t s who r e c e i v e u n s a t i s f a c t o r y
n o t i c e s .
3E
6 . Hold c o n fe r e n c e s w ith p a r e n t s c o n c e rn in g
problem s o f th e i n d i v i d u a l s t u d e n t .
7. Make a v a i l a b l e new l i t e r a t u r e i n th e f i e l d
o f g u id a n c e .
8 . A d ju st program c o n f l i c t s and program lo a d s ;
9; A dvise i n s e l e c t i o n o f c u rr ic u lu m s u i t e d to
i n t e r e s t s , n e e d s and a p ti t u d e s *
10; Help a t tim e o f r e g i s t r a t i o n .
1 1 . P ro v id e s t u d e n t s w ith o r d i r e c t them to
s o u r c e s o f v o c a t i o n a l in f o r m a tio n .
12. A tte n d a l l c o u n s e lo r s m e e tin g s .
13. M eet w ith home room t e a c h e r s to d i s c u s s
group g u id an c e p la n s and p ro b le m s.
14. I n te r v ie w e ac h s t u d e n t a t l e a s t once e ac h
s c h o o l y e a r .
15. U t i l i z e and c o o p e ra te w ith s p e c i a l s e r v i c e s ,
su c h a s s c h o o l n u r s e , s e r v i c e o r g a n i z a t i o n s , e tc
16. R e fe r a l l i s s u e s i n v o lv i n g p o l i c i e s o r
p ro c e d u re s to th e p r i n c i p a l .
17. A s s i s t t e a c h e r s i n t h e a n a l y s i s o f d i f f i c u l t
p roblem s o f m a la d ju s tm e n t o f p u p i ls and b r in g
t o g e t h e r g ro u p s o f t e a c h e r s f o r c o n s i d e r a t i o n
o f s p e c i a l c a s e s .
33
G uidance f u n c t i o n s of th e home room t e a c h e r . The
home room t e a c h e r , w o rk in g w ith a s m a ll g rou p th ro u g h o u t
m ost o f th e e n t i r e J u n i o r High S chool e x p e r ie n c e , had th e
m ost d i r e c t o p p o r tu n ity f o r g u id a n c e . As g u id a n c e d i r e c t o r
o f a home room s e c t i o n th e f o llo w in g d u t i e s were assum ed
by th e home room t e a c h e r :
1. M a in ta in h e l p f u l , f r i e n d l y , p e r s o n a l i n t e r e s t
i n e a c h p u p i l .
2; O r ie n t s t u d e n t s i n th e s c h o o l l i f e and r o u t i n e .
3. D evelop s c h o o l and community c i t i z e n s h i p ,
l e a d e r s h i p and p e r s o n a l i t y .
4 . Aid th e s t u d e n t i n p la n n in g h i s e d u c a tio n a l
program th ro u g h to g r a d u a tio n .
5 . Become a c q u a in te d w ith th e problem s o f each
s tu d e n t th ro u g h a s tu d y o f h i s p e r s o n a l c h a r t
and th ro u g h c o n fe r e n c e s .
6. Work d i r e c t l y w ith a l l a d ju s tm e n t problem s
i n h i s o r h e r home room g ro u p .
7. V i s i t th e home o f e a c h s tu d e n t i n h e r grou p
a t l e a s t o n ce;
8 . T each g roup g u id an c e c l a s s e s .
9. I n te r v ie w s u b j e c t t e a c h e r s r e g a r d i n g th e
p r o g r e s s o f h e r home room p u p i l s .
34
10# R e fe r to c o u n s e lo r o r to th e m ain o f f i c e
a l l c a s e s i n need o f s p e c i a l a t t e n t i o n .
11. C o l le c t and send a l l p e r t i n e n t in f o r m a tio n
to th e c o u n s e lo r f o r c e n t r a l f i l i n g .
12. C o o p e ra te f u l l y w ith a l l o t h e r g u id an ce
f o r c e s i n th e s c h o o l.
G uidance f u n c t i o n s o f th e c l a s s room t e a c h e r . Ho
s u b j e c t t e a c h e r sh o u ld have f e l t t h a t th e p re s e n c e o f th e
c o u n s e lo r s r e l i e v e d h e r o f g u id an c e r e s p o n s i b i l i t i e s , f o r
e v ery d u ty t h a t she c o u ld p e rfo rm b e t t e r th a n th e c o u n s e lo r
was s t i l l h e r ’ s .
The c l a s s room t e a c h e r can no more be d iv o rc e d
from g u id a n c e th a n can th e c o u n s e lo r ; i n f a c t , sh e
i s more fu n d a m e n ta lly i m p o r t a n t . 24
The c l a s s room t e a c h e r ’ s g u id a n c e d u t i e s in c lu d e d
th e f o llo w in g :
1 . A rouse i n t e r e s t s and d e v e lo p r i g h t a t t i t u d e s .
2 . S t r e s s o c c u p a tio n a l in f o r m a tio n o f th e s u b j e c t .
3; A rra n g e t r i p s to i n d u s t r i a l p l a n t s , museums,
c o u r t h o u se , e t c .
A r th u r J . J o n e s , P r i n c i p l e s o f G uidance
(Hew Y ork; M cG raw -H ill Book Gompany, 1UÎ5 ) , p . ^4.
35
4 . E ncourage and d e v e lo p s p e c i a l i n t e r e s t s
and a b i l i t i e s .
5 . P ro v id e re m e d ia l i n s t r u c t i o n to h a n d ic a p p e d
s t u d e n ts o r r e f e r to s p e c i a l t e a c h e r s .
6; Lead a c lu b w h e re in she e n co u rag e d th e d e
v elopm ent o f s p e c i a l i n t e r e s t s , l e a d e r s h i p
a b i l i t y , p e r s o n a l i t y , e t c .
7. C o l le c t and sen d a l l p e r t i n e n t in f o r m a tio n
to c o u n s e lo r f o r c e n t r a l f i l i n g .
8. C o o p e ra te w ith home room t e a c h e r and c o u n s e lo r
i n th e i n t e r e s t o f th e p u p i l s .
9 . Make n o te o f i n d i v i d u a l d i f f e r e n c e s and a d j u s t
h e r t e a c h i n g m ethods a c c o r d i n g l y , i n so f a r as
t h i s i s p r a c t i c a l .
G uidance and th e s t u d e n t .
When c h i l d r e n b e g in to r e a l i z e t h a t t h e i r t e a c h e r s
a r e n o t mere p o lic e m e n whose param ount d u ty i s to p u t
o v e r p r e s c r i b e d c o u r s e s w hich a re i r r e l e v a n t , o r to
e n fo r c e s t a n d a r d s w hich a r e im p o s s ib le , b u t a re d e v o te d
to h e lp in g them become b e t t e r and h a p p ie r p e o p le by
m e e tin g t h e i r n e e d s w h a te v e r t h e i r n e e d s happen to b e ,
t h e r e w i l l be few er te m p ta tio n s f o r c h i l d r e n to d e v e lo p
p r o t e c t i v e c o l o r i n g i n th e form o f many a n t i - s o c i a l and
n e g a tiv e a t t i t u d e s w hich now to o o f t e n c o n s t i t u t e th e
c h i e f c o n t r i b u t i o n o f th e s c h o o l to many o f o u r
c h i l d r e n .2 5
Ben D. Wood, The M ajor S tr a te g y o f G uidance
A m erican C o u n c il on E d u c a tio n , 1954, p . 28.
36
T ec h n iq u e s u s e d i n th e g u id a n c e program . Any and
a l l m ethods o f o b ta in in g r e l i a b l e in f o r m a tio n t h a t was
h e l p f u l i n w o rk in g e f f e c t i v e l y w ith th e s t u d e n ts w ere con
s i d e r e d v a lu a b le i n th e g u id a n c e program ; Any in f o r m a tio n
t h a t w ould a i d th e s tu d e n t i n th e d is c o v e r y o f h i s n e e d s ,
i n t e r e s t s and a p t i t u d e s was r e c o r d e d on th e s t u d e n t ’ s p e r
s o n a l , c u m u la tiv e r e c o r d c h a r t ; The te c h n iq u e s u s e d and
fo u n d m ost v a lu a b le f o r a c c u m u la tin g t h i s in f o r m a tio n and
a s s i s t i n g th e s tu d e n t i n i t s u s e a r e d e s c r ib e d v e ry b r i e f l y .
The program a s o u t l i n e d i n th e s e p ag es was n o t c o m p lete o r
i n c l u s i v e to th e p o in t o f a r r i v i n g a t a d e s i r e d i d e a l . I t
w as, on th e o t h e r h an d , a minimum e s s e n t i a l s program e s t a b
l i s h e d w ith th e hope t h a t as tim e p r o g r e s s e d th e p la n w ould
grow and r e n d e r i n c r e a s i n g l y v a lu a b le s e r v i c e to t h e s t u d e n t .
T h ere was no f i x e d o r f i n a l l y e s t a b l i s h e d m ethod o f g u id a n c e
p ro c e d u re b u t r a t h e r a g ro w in g and e x p a n d in g s e r v i c e a s th e
f a c u l t y fo u n d th ro u g h e x p e rie n c e w here change was n e c e s s a r y
o r f u r t h e r re fin e m e n t u n d e r e x i s t i n g l i m i t a t i o n s p o s s i b l e .
C u m u lativ e r e c o r d c h a r t . C u m u lativ e r e c o r d s t h a t
show b o th a c r o s s s e c t i o n and a lo n g ra n g e view o f a l l th e
f a c t o r s i n f l u e n c i n g th e s t u d e n t s ’ e d u c a t i o n a l , s o c i a l ,
p h y s i c a l and f u t u r e v o c a t io n a l l i f e w ere k e p t i n a c e n t r a l
f i l e i n th e c o u n s e l o r s ’ o f f i c e s . T e a c h e rs were u rg e d t o
37
c o n s u lt them f r e q u e n t l y . I n f o r m a tio n h e l p f u l t o th e s o l u
t i o n o f many o f t h e i r p ro b le m s, th ro u g h a b e t t e r u n d e r s ta n d
in g o f th e s t u d e n t s , a s w e ll a s in f o r m a tio n h e l p f u l to th e
s o l u t i o n o f th e s t u d e n t s ’ p ro b lem s c o u ld be fo u n d t h e r e .
The r e c o r d s (s e e F ig u r e 6) in c lu d e d in f o r m a tio n on fa m ily
b a ck g ro u n d , p e r s o n a l i t y , s c h o l a s t i c r e c o r d , a d ju s tm e n t
p ro b le m s, l e i s u r e tim e a c t i v i t i e s , s p e c i a l i n t e r e s t s , edu
c a t i o n a l p l a n s i v o c a t i o n a l p l a n s , h e a l t h , p a r t i c i p a t i o n i n
e x t r a - c u r r i c u l a r a c t i v i t i e s , t e s t r e s u l t s , and a n e c d o ta l
r e c o r d s .
The c u m u la tiv e r e c o r d in f o r m a tio n was u s e f u l i n th e
f o llo w in g w ays:
1 . To a s s i s t p u p i l s i n a t t a i n i n g a r a t i o n a l view
o f t h e i r own a b i l i t i e s and l i m i t a t i o n s .
E. To h e lp p u p i l s s e l e c t t h e i r e d u c a t i o n a l p ro g ram s.
3 . To a s s i s t i n i d e n t i f y i n g p u p i l s w ith s p e c i a l
a b i l i t i e s and a p t i t u d e s .
4 . To d e te rm in e th e n e e d f o r d i f f e r e n t i n s t r u c
t i o n a l m a t e r i a l s and m ethods.
5 . To a s s i s t i n th e l o c a t i o n o f th e c a u se s
o f f a i l u r e s .
6 . To h e lp d i s c o v e r th e c au se o f b e h a v io r
d i f f i c u l t i e s .
38
7. To a i d th e s tu d e n t i n d i s c o v e r i n g and ch o o s
i n g e x t r a - c u r r i c u l a r a c t i v i t i e s .
8 . To h e lp p u p i l s r e a l i z e and a p p r e c i a t e th e
i n t e r e s t th e s c h o o l h as i n them ;
9 . To a s s i s t th e s tu d e n t i n p la n n in g a b a la n c e
betw een work and p la y ,
10. To h e lp p u p i ls i n t h e i r f u t u r e v o c a t io n a l
p la c e m e n ts and f o llo w - u p a d ju s tm e n ts .
11. To a id th e s t u d e n t i n m a in ta in in g sound
p h y s i c a l h e a l t h th r o u g h p r o p e r l i v i n g .
IE ; To a s s i s t th e s t u d e n t to p a r t i c i p a t e i n v a r i e d
and i n t e r e s t i n g s o c i a l a c t i v i t i e s ;
13. To en co u rag e p u p i ls and t e a c h e r s to a n a ly z e
t h e i r n e e d s , i n t e r e s t s and a p t i t u d e s .
These c u m u la tiv e r e c o r d s sh o u ld p ro v e o f r e f e r e n c e
v a lu e to th e p u p i l a f t e r he had l e f t s c h o o l , and p e rh a p s
to p a r e n t s , p lac em en t b u re a u s , e m p lo y e rs , and p e rs o n n e l
d e p a rtm e n ts .
I n t e r v i e w s . The i n te r v ie w was u s e d r e g u l a r l y by
c o u n s e l o r s , n o t o n ly f o r o b t a i n i n g in f o r m a tio n f o r th e
c u m u la tiv e r e c o r d c h a r t , b u t a s an a id i n th e d is c o v e ry
o f and s u b s e q u e n t a d ju s tm e n t o f s t u d e n t p ro b lem s; Not
o n ly th e c o u n s e lo r , b u t e v e ry member o f th e f a c u l t y .
Jî’lG U K IS b
S W E E T W A T E R U N I O N H I G H S C H O O L D I S T R I C T
COUNSELING RECORD
N A M E (L A ST N A M E F IR S T ) E N T E R E D F RO M
D A T E O F B IRTH
DATE S C H O O L
P L A C E O F B IR TH
R E S I D E N C E
R A C E
OC C U R . O F FAT HE R
39
D A T E O F E N T R A N C E
N A T IO N A L IT Y
OC C U R . O F MOTHER
(TO BE R E C O R D E D IN 7B. 8A, 9A, IDA, & 12A)
N AM E A GE ED U C ATION CITIZEN
FATHER a MOTHER
LIVING L A N G U A G E LIVING TO G ETH ER
G U A R D IA N
A D D R E S S O F F A T H E R IF N O T A B O V E R E S I D E N C E (P E N C IL ) M O T H E R T H E S A M E .
N o . O F B R O T H E R S O L D E R ____________________Y O U N G E R _____________________N O . O F S I S T E R S O L D E R ____________________ Y O U N G E R .
E d u c a t i o n a n d O c c u r a t i o n o f o l d e r b r o t h e r s a n d s i s t e r s i f i n f o r m a t i o n i s o f v a l u e .
N U M B E R o f w a g e e a r n e r s i n FAMILY- P U R I L S S R E N D IN G M ON EY RER W E EK -
TEST DATA
I n t e l l i g e n c e T e s t s
G R A D E DATE TE ST M. A.
E d u c a t i o n a l T e s t s
I. Q. g r a d e d a t e t e s t C. a . GR. RL. ED. A.
7 B
HEALTH CONDITIONS
8 A 9 A l O A 1 2 A
P h y s i c a l C o n d i t i o n s
(s i g h t , h e a r i n g ,
D EF O R M ITIE S, ETC.)
R e f e r t o N u r s e s r e c o r d f o r f u r t h e r i n f o r m a t i o n .
PUPIL CHARACTERISTICS
(I n c l u d e c a s e s t u d y d a t a , r e r s o n a l i t y , s t u d y h a b i t s , c o o r e r a t i o n , e t c .)
SCHOLASTIC ABILITY
7 B 8 A 9 A l O A 1 2 A
G e n e r a l S c h o o l S t a n d i n g
E a s i e s t S u b j e c t s
M o s t D i f f i c u l t S u b j e c t s
( F i r s t i t e m b a s e d o n g r a d e s r e c e i v e d ; l a s t t w o , r u r i l a n a l y s i s .)
P R O B L EM
ADJUSTM ENT RECORD
A D J U S T M E N T M E A S U R E CO NT AC T ED BY
7 B
PUPIL ACTIVITIES
8 A 9 A 1 0 A 1 2 A
A t h l e t i c s
E x t r a C u r r i c u l a r
A c t i v i t i e s
j
R e c r e a t i o n
H o b b i e s
'
H o m e D u t i e s
R e m u n e r a t i v e W o r k
V o c a t i o n a l P l a n s
E d u c a t i o n a l P l a n s
9 A
PHY S ICA L EDU CATION
H O M E R O O M - G U I D A N C E
E N G L IS H ____________________
S O C IA L S C I E N C E
1 0 B
P HY S ICA L EDUCATION
E N G L IS H
EDUCATIONAL GUIDANCE
9 B 1 I B
PHY S IC A L ED U C A T IO N
H O M E R O O M - G U I D A N C E
E N G L IS H
S O C IA L S C I E N C E
l O A
P H Y S IC A L ED U C ATION
E N G L IS H
PHYSICAL ED U CATION
EN G L IS H
U. S. HISTORY
1 2 B
PHY SICAL ED U CATION
CIVICS
1 1 A
PHY SICAL EDUCATION
E N G L IS H ___________________
U. S. HISTORY
1 2 A
P H Y SIC AL ED UCATION
P R O B S . AM. D EM O C R A C Y
A d d i t i o n a l R e m a r k s :
40
home room t e a c h e r s , c l a s s room t e a c h e r s , n u r s e s and p r i n
c i p a l s were c o n s t a n t l y u s i n g th e in te r v ie w i n g u id a n c e
p ro b le m s, f o r e v e ry a s p e c t o f t e a c h i n g i s g u id a n c e ; Some
o f th e p u rp o se s o f th e i n te r v ie w w ere:
I t $ 0 s e c u r e a d d i t i o n a l in f o r m a tio n a b o u t
th e p u p i l .
2; To p ro v id e in f o r m a tio n t h a t w i l l a s s i s t th e
s t u d e n t i n b e t t e r u n d e r s ta n d in g h im s e lf .
3. To a s s i s t th e p u p i l i n p la n n in g e v e ry ph ase
o f h i s l i f e .
4 ; To o b t a i n i n f o r m a tio n t h a t w i l l be h e l p f u l
i n a d j u s t i n g th e c u r r ic u lu m to m eet p u p il
n e e d s.
5 . To a s s i s t th e p u p i l i n r e c o g n i z i n g new i n t e r
e s t s , n e e d s , and o p p o r t u n i t i e s .
6. To a s s i s t th e p u p i l i n a d j u s t i n g to h is p h y s i c a l ,
s o c i a l and p s y c h o lo g ic a l n e e d s .
I t became i n c r e a s i n g l y im p o r ta n t t h a t th e i n te r v ie w
be w e ll c o n d u c te d and p r o f i t a b l e to b o th in te r v ie w e r and
th e p e rs o n i n te r v ie w e d , so t h e r e i s p r e s e n te d h e re an o u t
l i n e o f p ro c e d u re and g e n e r a l p r i n c i p l e s recommended to
th e t e a c h e r s f o r th e in te r v ie w .
41
1 . P re p a re f o r th e i n t e r v i e w .
a . C a r e f u l ly stu d y a l l a v a i l a b l e d a t a , th e
s t u d e n t ’ s p e r s o n a l c h a r t , m ain o f f i c e
r e c o r d s and c o n s u lt home room t e a c h e r
and c o u n s e lo r .
b . Choose a q .u ie t, r e s t f u l p l a c e , f r e e from
i n t e r r u p t i o n ;
c . P a r t i a l l y p la n th e in te r v ie w i n te rm s o f
a r e a s to be c o v e re d , in f o r m a tio n n e e d e d ,
h e lp to be g iv e n , and r e s u l t s to be
e x p e c te d .
d . E ncourage s t u d e n t to v o l u n t a r i l y come
f o r th e i n te r v ie w .
2 . E s t a b l i s h r a p p o r t .
a . Remark a b o u t e v e n ts o f th e d a y , m u tu a l
f r i e n d s , e t c .
b . Show f r i e n d l y i n t e r e s t i n th e s tu d e n t
and h i s p ro b lem .
c . Use any o t h e r sound p r i n c i p l e s o f m e n ta l
h y g ie n e t h a t w i l l c r e a t e th e p r o p e r
a tm o sp h e re .
d . S t a t e p u rp o se o f th e in te r v ie w .
4 2
3 . P e rm it th e s t u d e n t to t a l k .
a . Allow freedom o f e x p r e s s io n .
b . E ncourage th e s tu d e n t to s e l f - a p p r a i s a l .
c . L e a m a l l you can a b o u t th e s i t u a t i o n .
d . D iagnose c a r e f u l l y ; do n o t jump to con
c l u s i o n s ; The o b v io u s problem i s n o t
alw ays th e r e a l o n e.
4 . Q u e s tio n t a c t f u l l y ;
a . Avoid p u t t i n g th e s t u d e n t on th e d e fe n s e .
b . A ct l e i s u r e l y and d o n 't f o r c e th e d i s
c u s s io n a lo n g .
c . A ttem p t to g e t th e s t u d e n t ’ s p o in t o f view .
d . Use te rm in o lo g y and i l l u s t r a t i o n s w ith in
p u p i l ’ s co m p reh en sio n .
e . Make n o te o f e v a s io n s and i n c o n s i s t e n c i e s .
f . Do n o t ta k e a l l answ ers a t f a c e v a lu e .
g . I n c ase o f p o o r s c h o l a r s h i p d i s c u s s :
Time o f stu d y
P la c e o f s tu d y
P ro c e d u re of s tu d y
Home, s c h o o l, and s o c i a l r e l a t i o n s h i p s w hich
may be a s o u rc e o f m e n ta l c o n f l i c t s .
5# Choose a p l a n .
43
a . Make s u r e t h a t a l t e r n a t e p o s s i b i l i t i e s
and p la n s have b een made.
b . The p u p i l m ust make th e f i n a l d e c i s i o n ;
c . The t e a c h e r sh o u ld n o t a tte m p t to do
e v e iy th in g i n th e f i r s t i n te r v ie w .
d . I f i n s t r u c t i o n s a r e g iv e n , make them s p e c i f i c
e . Give s p e c i f i c r e f e r e n c e s to h e l p f u l m a t e r i a l .
6* T erm in a te th e i n t e r v i e w .
a . The t e a c h e r sh o u ld s to p a t th e l o g i c a l tim e
and n o t be o v e r - s o l i c i t o u s .
b . Demand so m e th in g t h a t c a l l s f o r a c t i o n b e f o r e
s e e in g th e s t u d e n t a g a in ;
G. E x te n t an i n v i t a t i o n to r e p o r t p r o g r e s s .
d . P la n a d e f i n i t e f o llo w -u p to in s u r e s u c c e s s .
I t was s t r e s s e d t h a t th e i n te r v ie w c o u ld become a
m ost u s e f u l g u id an c e te c h n iq u e . T e a c h e rs w ere a d v is e d to
l e a r n more a b o u t t h i s te c h n iq u e and th e n to g a in s k i l l i n
i t s u s e ;
Group g u id a n c e . The home room g u id an c e program p r o
p o se d to o f f e r g u id an c e th ro u g h group i n s t r u c t i o n , b e c a u se
i t i s e f f i c i e n t to d is s e m in a te b a s i c in f o r m a tio n a b o u t
common p ro b lem s i n a g ro u p . A long w ith th e r e g u l a r in fo rm a
t i o n a b o u t s o c i a l cu sto m s, s a f e t y , t h r i f t , o r i e n t a t i o n .
44
e d u c a ti o n a l and v o c a t i o n a l g u id a n c e , th e home room t e a c h e r
i n j e c t e d id e a s on d e v e lo p in g s p e c i a l a b i l i t i e s , on tim e
b u d g e ts , stu d y h a b i t s , w here to f i n d m a t e r i a l s , lo n g ran g e
p la n n in g , how t o u se a v a i l a b l e o p p o r t u n i t i e s , how to ex
p lo r e a v o c a t i o n a l , e d u c a t i o n a l , and v o c a t io n a l f i e l d s , how
to work o u t a w e ll- b a la n c e d program , how to c a p i t a l i z e
s t r e n g t h s and im prove w e a k n e sse s, how to a c q u ir e more s e l f -
d i r e c t i o n , and how to r e a d f a s t e r , T h is in f o r m a tio n was
o f f e r e d i n su ch a way t h a t when th e s tu d e n t a p p e a re d f o r
i n d i v i d u a l c o n fe re n c e w ith th e c o u n s e lo r he had b ackground
in f o r m a tio n f o r h i s p e r s o n a l p ro blem s w h ich p e r m itte d him
to s o lv e them w ith a minimum o f a s s i s t a n c e .
Group d i s c u s s i o n s were c o n s id e r e d v a lu a b le i n th e
g u id a n c e program b e c a u se th e y :
1 . Are more e f f i c i e n t i n term s o f t e a c h e r tim e ,
2 , P ro v id e a n a t u r a l s o c i a l s i t u a t i o n ,
3; H elp th e i n d i v i d u a l to l e a r n to f u n c t i o n
i n a g ro u p ,
4 ; Have t h e r a p e u t i c v a lu e f o r th e s t u d e n t ,
5 , P ro v id e o p p o r t u n it y f o r home room t e a c h e r to
o b se rv e s t u d e n t s a s th e y f u n c t i o n i n a g ro u p ,
6 . S tim u la te ’ c o n s i d e r a t i o n o f common p roblem s
and o f t e n l e a d to t h e i r s o lu tio n *
46
7. E ncourage th e d ev elo p m en t o f h ig h and s i m i l a r
i d e a l s , a im s, i n t e r e s t s , p u rp o se s and p l a n s ;
I t was recommended t h a t th e t e a c h e r p a r t i c i p a t e ,
a s a member o f th e g ro u p , i n s e e k in g th e s o l u t i o n o f a
common p ro b lem . A ll m ust l e a r n t o g e t h e r , The t e a c h e r
was n o t t h e r e to e x p r e s s a p p ro v a l o r d i s a p p r o v a l , b u t t o
c o n t r i b u t e to th e d e v e lo p in g s o l u t i o n o f th e p ro b lem .
The t e a c h e r s were a d v is e d to sum m arize, r e s t a t e ,
and re v ie w p r o g r e s s a s th e d i s c u s s i o n moves a lo n g , and to
e n c o u ra g e e x te n s i v e p a r t i c i p a t i o n i n th e g ro up d i s c u s s i o n .
F r e q u e n t, o r a lm o s t c o n s ta n t a t t e n t i o n , was g iv e n to th e
dev elo p m en t o f c h a r a c t e r , c i t i z e n s h i p and c u l t u r e .
The q u e s t i o n n a i r e . As th e g u id a n c e program was ex
te n d e d th e u se o f th e p u p i l q u e s t i o n n a i r e became more e x
te n s iv e b e c a u s e , a lth o u g h i t s v a lu e i n o b t a i n i n g r e l i a b l e
in f o r m a tio n i s l i m i t e d , i t h as g r e a t v a lu e i n s t i m u l a t i n g
s tu d e n t s e l f - a n a l y s i s . A ls o , th e in f o r m a tio n on th e s e
b la n k s may be u se d a s a b a s i s o f gro u p d i s c u s s i o n s . Or
th e y may be u s e d , w here tim e p e r m i ts , i n a more i n d i v i d u a l
iz e d way— i n c o n n e c tio n w ith an i n te r v ie w o r a c o n fe r e n c e .
In t h i s way th e t e a c h e r may s e c u r e a f a i r l y a c c u r a te p i c
t u r e o f th e e x t e n t and k in d o f r e a d in g a c h il d d o e s ; th e
k in d o f m ovies he l i k e s and how f r e q u e n t l y he a t t e n d s ;
46
th e k in d o f games he l i k e s and p la y s ; and o t h e r in f o r m a tio n
o f a c u l t u r a l , s o c i a l , and r e c r e a t i o n a l c h a r a c t e r . Where
home room t e a c h e r s may n o t have tim e to in te r v ie w a l l s t u
d e n t s , th e q u e s t i o n n a i r e was c o n s id e re d a v a l u a b l e , a lth o u g h
in a d e q u a te s u b s t i t u t e .
T e s t i n g . The t e a c h e r s w ere u rg e d to make maximum
u s e o f t e s t s , b u t were c a u tio n e d t h a t t e s t r e s u l t s g iv e
a ro u g h m easure o f minimum a b i l i t y w i t h in a l i m i t e d f i e l d ;
t h a t d ia g n o s is o r d e c i s i o n sh o u ld n o t be made on th e b a s i s
o f t e s t s a lo n e . When o n ly t e s t r e s u l t s a re known, v e ry
l i t t l e i s known. I t i s one s o u rc e o f v a lu a b le in f o r m a tio n .
When t e s t s a re p r o p e r ly a d m in is te r e d and i n t e r p r e t e d th ey
o f f e r v e ry v a l u a b l e , r e l i a b l e o b j e c t i v e a i d s i n g u id a n c e .
The Terman S h o rt Group T e s t o f m e n ta l a b i l i t y was
g iv e n to a l l s t u d e n ts i n o u r J u n i o r H igh S c h o o ls and th e
r e s u l t s re c o rd e d on th e s t u d e n t s ’ p e r s o n a l c h a r t s , w hich
were a v a i l a b l e to t e a c h e r s . The S ta n f o r d A chievem ent
T e s t was g iv e n to a l l new s t u d e n ts who came to u s w ith o u t
t r a n s c r i p t s o r who came from o t h e r s t a t e s . T hese r e s u l t s
were u s e d as an a i d i n g ra d e p la c e m e n t. R e a d in g com pre
h e n s io n t e s t s were a d m in is te r e d from tim e to tim e a s an
a i d i n th e d is c o v e ry o f s t u d e n t s i n need o f re m e d ia l
r e a d in g i n s t r u c t i o n . C o u n se lo rs f r e q u e n t ly a d m in is te r e d
47
s p e c i a l t e s t s to i n d i v i d u a l s a s an a i d i n a d j u s t i n g
i n d i v i d u a l p ro b le m s.
I t was i n th e above f a s h i o n , a s w e ll a s o t h e r s ,
t h a t t e s t s were o f g r e a t g u id a n c e v a l u e . The f o llo w in g
l i s t , g iv e n to th e t e a c h e r s , i s by no means e x h a u s tiv e ,
b u t i t s e r v e d to i n d i c a t e some o f th e g e n e r a l c o n c lu s io n s
r e g a r d in g th e v a lu e o f t e s t s i n g u id a n c e , a s w e ll a s
some o f th e d a n g e r p o i n t s .
1 . T e s ts a re m e re ly a i d s . When o n ly t e s t r e s u l t s
a re known, v ery l i t t l e i s known.
2 i T e s ts m ust be a d m in is te r e d o n ly by th o s e w ith
th e n e c e s s a r y t e c h n i c a l t r a i n i n g , b u t t h i s
does n o t e x c lu d e t e a c h e r s w ith th e r e q u i r e d
t r a i n i n g .
3 . T e s ts u se d f o r i n d i v i d u a l g u id an c e m ust have
r e l i a b i l i t y c o e f f i c i e n t s o f a t l e a s t .9 4 and
v a l i d i t y c o e f f i c i e n t s o f a t l e a s t .5 6 .
4 . T e s ts m ust be a n a ly z e d i n r e g a r d to t h e i r
a p p r o p r i a t e n e s s f o r th e i n d i v i d u a l and w ise
s e l e c t i o n s m ust be made to g a in f u l l e s t
i n f o r m a tio n .
5 . T e s ts f r e q u e n t l y do n o t m easure th e t r a i t
d i r e c t l y , b u t r a t h e r some p ro d u c t o f th e
t r a i t w hich c a l l s f o r c a u t i o n i n th e i n t e r
p r e t a t i o n .
4 8
6 . The t e s t s i t u a t i o n i s c o n t r o l l e d , o b j e c t i v e ,
s ta n d a r d f o r a l l , hence i t s v a lu e i n g u id a n c e .
7. T e s t r e s u l t s a re i n t e r p r e t e d a c c o r d in g to th e
same s ta n d a r d s f o r a l l , hence i t s v a lu e .
8. T e s t r e s u l t s a r e f i v e d and n o t s u b j e c t to
memory— th e y a r e f a c t s .
9 . T e s t r e s u l t s th e m se lv e s a re o f l i t t l e v a lu e
u n t i l w ise i n t e r p r e t a t i o n makes them u s e f u l .
10. The r a t e o f g ro w th may be o b ta in e d by
r e p e a t e d t e s t i n g .
11. T e s t r e s u l t s i n d i c a t e w eak n esses and s t r o n g
p o i n ts v a lu a b le to th e c o u n s e lo r i n g u id a n c e .
12. T e s ts h e lp i n d i v i d u a l s to v i s u a l i z e t h e i r
s t r e n g t h s and w e a k n e sse s, th u s e n a b l i n g them
to c a p i t a l i z e s t r e n g t h s .
13. T e s ts i n d i c a t e n e e d s , i n t e r e s t s and a p t i t u d e s ;
th e y have g r e a t d i a g n o s t i c v a lu e ;
14; T e s ts p e rm it more e f f e c t i v e lo n g tim e p la n n in g .
Much harm has b e en done i n th e p a s t th ro u g h m is
i n t e r p r e t a t i o n o f t e s t r e s u l t s ; T e a c h e rs were u rg e d to
u se c a u t io n i n t h e i r i n t e r p r e t a t i o n s , y e t no t e a c h e r , how
e v e r g r e a t h e r wisdom , c o u ld a f f o r d to o v e rlo o k th e v a lu e
o f t e s t s i n g u id a n c e .
49
Case s t u d i e s . The e a se s tu d y m ethod was u se d i n
a l l s i t u a t i o n s o f s e r i o u s m a la d ju s tm e n t, b u t i t s u se was
l i m i t e d to s p e c i a l c a s e s , e x c e p t i n s o f a r a s th e c u m u la tiv e
r e c o r d was a c a se h i s t o r y i t s e l f . I t was o f t e n n e c e s s a r y
t h a t th e c o u n s e lo r make a r a t h e r i n t e n s i v e s tu d y o f an
i n d i v i d u a l b e fo re any a d e q u a te s o l u t i o n to th e prob lem
c o u ld be fo u n d . In th e s e s t u d i e s p a r e n t s , n u r s e s , t e a c h
e r s and even p r i v a t e p h y s ic ia n s were c a l l e d upon f o r c a se
c o n fe r e n c e s ;
T his g e n e t ic a p p ro a c h was c o n s id e r e d e s s e n t i a l to
a co m p lete u n d e r s ta n d in g o f any i n d i v i d u a l and a l l t e a c h
e r s , e s p e c i a l l y home room t e a c h e r s , w ere u rg e d to a c q u a in t
th e m se lv e s f u l l y w ith t h i s te c h n iq u e . I t was found u s e f u l
and a p p l i c a b l e to many o f t h e i r own p ro b le m s, as w e ll a s
problem s o f th e s t u d e n t s . I n f a c t , t h i s e a s e m ethod, o r
g e n e t ic a p p ro a c h , was b a s i c i n a l l th e g u id a n c e te c h n iq u e s
u se d .
The c a se s tu d y was a w r i t t e n r e c o r d o f a l l s i g n i f i
c a n t in f o r m a tio n a b o u t th e p u p i l ; I t d id n o t in c lu d e a l l
th e d e t a i l s o f s e p a r a t e r e c o r d s ; I t t h e r e f o r e r e q u i r e d
judgm ent and c a r e f u l d i s c r i m i n a t i o n on th e p a r t o f th e
p e rs o n m aking th e c a se s tu d y . I t became an e v a l u a t i o n ,
a view i n p e r s p e c t i v e o f a p e rs o n ; I t s c o n te n t was to
5 0
be o f su c h a n a tu r e t h a t i t s u g g e s te d i n t e r p r e t a t i o n #
Much d e t a i l e d in f o r m a tio n o b ta in e d i n th e whole p ro c e s s
o f in f o r m a tio n g a th e r in g was to be e li m i n a t e d , and much
was to be sum m arized.
F o r f u r t h e r in f o r m a tio n t e a c h e r s were a d v is e d to
c o n s u l t R uth S tr a n g , The R ole o f th e T each er i n P e rs o n n e l
Work, p ag es 297-318#
M ark in g . I t was b e li e v e d t h a t a s c h o l a r s h i p r e c o r d
had a much h ig h e r c o r r e l a t i o n w ith f u t u r e e d u c a ti o n a l s u c
c e s s th a n does th e i n t e l l i g e n c e q u o t i e n t , hence th e p r e
d i c t i v e v a lu e o f th e s c h o l a r s h i p r e c o r d . I f th e c o u n s e lo r
o r t e a c h e r was to d i s c u s s w i t h th e s t u d e n t o r p a r e n t s th e
f a c t t h a t a mark r e p r e s e n t e d p r o g r e s s up o r down, w hich
i s i m p o r ta n t, o r on a s u s t a i n e d l e v e l , s h e , o f c o u r s e ,
had to a c q u a in t h e r s e l f w ith th e s t u d e n t ’ s s c h o l a r s h i p
r e c o r d .
R a tin g s c a l e s . R a tin g s c a l e s w ere n o t o f g r e a t
v a lu e a s m e a su rin g d e v ic e s ; how ever, th e y w ere c o n s id e re d
im p o r ta n t i n t h a t w ide a r e a o f p e r s o n a l i t y where s u b j e c t i v e
judgm ent and im p re s s io n o f t e n d e te rm in e s u c c e s s o r f a i l u r e .
I n th e S w eetw ater U nion H igh S chool D i s t r i c t r a t i n g
s c a l e s were u s e d o n ly to a s s i s t th e c o u n s e lo r i n f o r m u la tin g
51
an o p in io n o f th e p e r s o n a l i t y t r a i t s o f th e p u p i l s . These
r a t i n g s c a l e s were u s e d a s one means o f i n t e r p r e t i n g to a
s tu d e n t h i s own problem — o f g i v in g to him a p i c t u r e of
h im s e lf a s o t h e r s se e him; F o r exam ple, th e c o u n s e lo r
d i s c u s s e d , among o t h e r t h i n g s , th e s tu d e n ts * s t r e n g t h s
and w e a k n e sse s; showed him t h a t i n th e o p in io n o f t h r e e
o r f o u r t e a c h e r s he was d e p e n d a b le i n r o u t in e m a t t e r s , b u t
t h a t he had no r e s o u r c e f u l n e s s . These r a t i n g s c a l e s were
n o t u s e d to c r y s t a l i z e th e te a c h e r s * o p in io n s r e g a r d i n g
s t u d e n t s , b u t r a t h e r t o a i d th e s t u d e n t i n u n d e r s ta n d in g
h im s e lf .
R a tin g s c a l e s were u se d o n ly by th o s e p e rs o n s who
had a d e q u a te o p p o r tu n ity to o b se rv e th e i n d i v i d u a l i n a
v a r i e t y o f s i t u a t i o n s . Time was to be ta k e n f o r c a r e f u l
c o n s i d e r a t i o n i n th e m arking o f su c h a s c a l e . E ig h t o r
te n su ch r a t i n g s f o r an i n d i v i d u a l may s e r v e t o throw
some l i g h t on b e h a v io r . But t h i s in f o r m a tio n was n o t
i s o l a t e d from o t h e r m a t e r i a l c o l l e c t e d . I t was exam ined
and i n t e r p r e t e d i n th e l i g h t o f a l l o t h e r e x i s t i n g i n
f o r m a tio n a b o u t th e p u p i l .
O b s e r v a tio n . O b s e rv a tio n , a s a g u id an c e t e c h n iq u e ,
was i n c r e a s i n g i n s i g n i f i c a n c e . The need to know more
a b o u t th e J u n i o r H igh S ch o o l boys and g i r l s was f e l t ;
52
A lth o u g h a l l members o f th e f a c u l t y p a r t i c i p a t e d i n t h i s ,
i t was fo u n d t h a t o b s e r v a tio n s made by th o s e who w ere n o t
a c q u a in te d w ith th e s t u d e n t were m ost o b j e c t i v e and v a l
u a b le ; These o b s e r v a t i o n s w ere w r i t t e n on a n e c d o ta l
b la n k s p ro v id e d o r , i f n o t a v a i l a b l e , on any p ie c e o f
p a p e r handy* T o g e th e r w ith th e more t e s t e d t e c h n iq u e s ,
b r i e f d e s c r i p t i v e a c c o u n ts o f s p e c i f i c e p is o d e s w hich
o c c u r r e d i n th e c l a s s room , on th e p la y g ro u n d , i n th e
c a f e t e r i a , d u r in g s o c i a l g a t h e r i n g s , o r e ls e w h e re w ere
u se d to g iv e v a lu a b le i n s i g h t i n t o th e b e h a v io r and
a t t i t u d e s o f th e s t u d e n t s . E x p e rie n c e had shown t h a t th e
g r e a t e s t d a n g e r was n o t t h a t th e f i l e s w ould be f i l l e d
w ith vo lu m inous b u t more o r l e s s u s e l e s s o b s e r v a t i o n s ,
b u t t h a t th e t e a c h e r s w ould r e c o r d to o few o f t h e i r ob
s e r v a t i o n s th ro u g h f a i l u r e to re c o g n iz e th e s i g n i f i c a n c e
o f a c t i v i t i e s . A u s e f u l r u l e em ployed was t o r e c o r d a t
l e a s t one o b s e r v a tio n e ach week. The suprem e o b j e c t i v e
i n t h i s te c h n iq u e was to r e c o r d o b j e c t i v e l y c o n d u c t
c o n c r e t e l y o b s e rv e d , and to a v o id i n t e r p r e t a t i o n *
T h is te c h n iq u e was n o t u s e d w id e ly enough o r lo n g
enough t o p e rm it i t s e v a l u a t i o n , b u t i t p ro m ised to be
one o f th e m ost v a lu a b le d e v ic e s .
53
Community s u r v e y s . S tu d ie s o f th e v a r io u s n e ig h
bo rh o o d s o f th e community sh ed v a lu a b le l i g h t on p u p i l
a c t i v i t y . S tu d e n ts from th e same n e ig h b o rh o o d o f t e n r e
f l e c t th e s o c i a l e n v iro n m e n t; A more a d e q u a te u n d e r
s t a n d in g o f p u p i l n e ed s r e s u l t e d from a b e t t e r u n d e r
s ta n d in g o f n e ig h b o rh o o d e n v iro n m e n t; F o r i n s t a n c e , th e
ab sen c e o f n e ig h b o rh o o d r e c r e a t i o n a l and c u l t u r a l f a c i l
i t i e s o f f e r s a c h a lle n g e to th e s c h o o l to p ro v id e an
a n t i d o t e f o r t h i s s i t u a t i o n . I f t e a c h e r s were n o t a c
q u a in te d w ith th e e n v iro n m e n ta l c o n d i t i o n s i n th e v a r io u s
n e ig h b o rh o o d s o f th e com m unity, th e y w ere u rg e d to c o n s u lt
th e c o u n s e l o r s , o r b e t t e r s t i l l , to embark on a su rv e y o f
t h e i r own.
Home v i s i t s . E x p e rie n c e d e m o n s tra te d t h a t home
v i s i t s were o f trem endous v a lu e to th e home and to th e
sc h o o l a s w e ll as to th e c h i l d . Numerous t e a c h e r p ro b
lem s a s w e ll a s s t u d e n t p roblem s w ere s o lv e d th ro u g h
home v i s i t s . S in c e home room t e a c h e r s were e x p e c te d
to have v i s i t e d th e home of e a c h o f t h e i r s t u d e n ts a t
l e a s t o n c e , c l a s s room t e a c h e r s c o u ld p r o f i t a g r e a t
d e a l by c o n s u l t i n g th e home room t e a c h e r s . E x p e rie n c e
l e d to o b se rv a n c e o f c e r t a i n p r e c a u t i o n s ; v i s i t s s h o u ld
be made by a p p o in tm e n t; th e y s h o u ld em phasize s e r v i c e
54
to th e home and to th e c h i l d ; th e y a re moat v a lu a b le i f
made soon a f t e r th e c h i l d e n t e r s th e s c h o o l; and th e y
s h o u ld n e v e r be f o r c e d d e s p i te o u r b e l i e f t h a t th e y a re
o f i n c a l c u l a b l e v a lu e to th e s c h o o l.
When home v i s i t s w ere made, an o u t l i n e form f o r
r e p o r t i n g them was o b ta in e d from th e c o u n s e l o r s . T h is
r e p o r t in c lu d e d a d e s c r i p t i o n o f th e n e ig h b o rh o o d , home,
f a m ily , and s t u d e n t w ith fo llo w -u p s u g g e s t i o n s .
B u rse s c u m u la tiv e h e a l t h r e c o r d s . I n a d d i t i o n to
th e h e a l t h r e c o r d s k e p t on th e s t u d e n t 's p e r s o n a l c h a r t ,
w hich were n o t e x t e n s i v e , th e n u rs e m a in ta in e d a r a t h e r
c o m p lete c u m u la tiv e h e a l t h r e c o r d o f e v e ry c h i l d (se e
F ig u r e 7 ) . T ea ch e rs w ere u rg e d n o t to o v e rlo o k th e s e
a s v a lu a b le a id s i n g u id a n c e .
D i f f e r e n t i a l s c r e e n i n g d e v i c e s . A ll s t u d e n ts need
g u id a n c e ; i t was n o t a s e r v i c e to be g iv e n o n ly to th e
m a la d ju s te d , y e t f o r p r a c t i c a l r e a s o n s a d e q u a te g u id an ce
c o u ld n o t be p ro v id e d f o r a l l s t u d e n t s r e g a r d l e s s o f th e
s e r i o u s n e s s o f th e n e e d . S in c e r e l i a b l e s c r e e n i n g d e
v i c e s f o r s i f t i n g o u t th e more s e r i o u s c a s e s t h a t a r e i n
need o f im m ediate a t t e n t i o n were n o t a v a i l a b l e , th e s c h o o l
d i s t r i c t r e l i e d upon th e a l e r t n e s s o f th e members o f th e
f a c u l t y .
FIGURE 7
SCHOOL HEALTH RECORD
HEALTH INVENTORY
85
ite--------
■ ad e------
ç e ----
eight-
i^ erage.
rthopedic.
e a rin g
;etli__
broat.
jngs---------------------
lands— ^ ^
idocrine----------------
ervous System-------
'entai Alertness____
iront Present______
O D E. G, satisfactory; 1, 2, 3— Slightly, m oderately, markedly unsatisfactory; G O , correction; R, referred to physician; N , parent notified; O Circle defects treated. ( - ) N o inform ation obtained N, correction
'^AM E ...... .
)ate o f birth-
Vddress 1 . .....
2 .
3 .
"ather,_______
Last F i r s t
SCHOOL HEALTH RECORD
_________ Sex— M ale/Fem ale Color— W h ite/M exican/C olored
R ace —__________ Place o f birth...... ................................................
Telephone 1 . ___________________ School 1. ...................................... —
2 2 ------
3 ....................................... 3 ---------------------------------------------
.......................... M o th e r - — ....... :-------------------------------------------------------
DISEASE HISTORY YEAR YEAR YEAR
I M M U N I Z A T I O N
A N D T E S T S
DATE RESULT DATE RESULT DATE RESULT
ihickenpox-
)iphtheria.-
lerman Me a.
Whooping Cough___ Tuberculosis......... .. .
Tuberculosis Contact----
les___ -----------
----------
Schick Test__
T and A— date________ -----------
-------------- Poliomyelitis________
Otitis Media................
---------- ----
:arlet Fever
inallpox_ _
Scarlet Fever—
--------------
---- -----—
Chest X-ray-----
DATE
P H Y S I C I A N S N O T E S
N A M E
•
56
The f o llo w in g l i s t o f symptoms o f m a la d ju stm e n t i s
by no means e x h a u s tiv e b u t i t was s u g g e s te d to s e rv e as
p o s s ib l e l e a d s f o r o b s e r v a t i o n . S hould th e t e a c h e r or
c o u n s e lo r c o n s id e r th e problem a c o m p lic a te d on e, a p ro
f e s s i o n a l p s y c h i a t r i s t c o u ld be c a l l e d i n a t th e expense
o f l o c a l s e r v i c e o r g a n i z a t i o n s .
1 . M annerism s
a . P o s in g
b . B a i l b i t i n g
c . S o p h i s t i c a t i o n o r la c k o f i t
d . S e l f - c o n s c i o u s n e s s — to an abnorm al d eg ree
e . Speech p e c u l i a r i t i e s
f . H e s i t a t i o n s
2 . E scape m echanism s
a . I l l n e s s
b . F a n t a s t i c s t o r i e s
c . Bay d ream in g
d . Truancy
e . T a r d in e s s
f . P r o j e c t i o n (b la m in g th e o t h e r fe llo w )
5 . R e l a t i o n s h i p s w ith o t h e r p e o p le
a . E v a s iv e n e s s
b . J e a lo u s y
5 7
c . Demand f o r a t t e n t i o n ( e x c e s s iv e )
d . Lack o f c o n s i d e r a t i o n
e . A voidance o f r e s p o n s i b i l i t y
f . F a u l t f i n d i n g
g . A g g re s s iv e n e s s
4é E m o tio n al i n s t a b i l i t y
a . F l a r i n g up a t s l i g h t p r o v o c a tio n
b . Becoming t e a r f u l w ith o u t c au se
c . E x h i b i t i n g i n a p p r o p r i a t e b o i s t e r o u s n e s s
d# Showing undue a n x ie ty a b o u t g r a d e s , h e a l t h ,
s o c i a l and econom ic r e l a t i o n s h i p
e . A c tin g m orose o r d e p re s s e d
f . Showing r a p i d f l u c t u a t i o n o f mood,
w ith o u t c a u se
g. S u f f e r in g v a so m o to r o r r e s p i r a t o r y
d i s t u r b a n c e s
The t e a c h e r s were e n c o u ra g e d to se e k c o n s t a n t p ro
f e s s i o n a l growth* T h u s, th e y were rem in d ed t h a t th e l i f e
work o f a t e a c h e r w i l l be i n c r e a s i n g l y f a s c i n a t i n g to him
i f he a d o p ts th e s tu d e n t a t t i t u d e ^ T here w i l l be th e con
s t a n t c h a lle n g e o f new and a s y e t u n e x p lo re d f i e l d s o f
m ethod, m a t e r i a l s , and c h i l d p sy ch o lo g y w hich c a l l f o r a
c o n s ta n t r é a d a p t a t i o n o f h i s own t e a c h i n g p r a c t i c e s , and
58
w h ich b r i n g new and i n t e r e s t i n g i n s i g h t s a s a r e s u l t of
h i s own w id e n in g p r o f e s s i o n a l h o riz o n .
The t e a c h e r s were u rg e d to become f a m i l i a r w ith th e
b e s t books on m easu rem en t, c h i l d s tu d y and g u id a n c e . I t
i s n o t enough, how ever, t o become a c q u a in te d w ith th e back
ground and th e o ry o f g u id a n c e . A dapted a p p l i c a t i o n o f th e
p h ilo s o p h y o f g u id a n c e s h o u ld be made to th e l o c a l s i t u a t i o n
w h e rev e r p o s s i b l e ; T e a c h e rs who have n o t had c o u rs e s d e a l
in g w ith p s y c h o lo g ic a l p s y c h i a t r i c p ro b lem s w i l l be much
more co m petent to a s s i s t w ith th e more o b sc u re and d i f f i c u l t
problem s o f a d ju s tm e n t i f th e y w i l l become a c q u a in te d w ith
th e w r i t i n g s o f l e a d e r s i n th e s e f i e l d s , o r w ith r e c e n t
te x tb o o k s and s t u d i e s d e a l i n g w ith v a r i o u s a s p e c ts o f c h i l d
and a d o le s c e n t p s y c h o i c e .
A l l t h i s c a l l s f o r tim e w hich busy t e a c h e r s may g iv e
u n w i l l i n g l y u n l e s s th e y se e th e g u id a n c e f u n c t i o n as an
e s s e n t i a l p a r t o f t h e i r whole jo b o f t e a c h i n g th e p u p i l .
Too o f t e n t e a c h e r s f e l t t h a t g u id an c e was a vague and
n e b u lo u s f i e l d o u ts id e t h e i r i n t e r e s t s and t r a i n i n g , and
one to w hich th e y c o u ld make l i t t l e c o n t r i b u t i o n even i f
th ey t r i e d . A lth o u g h some o f th e a d j u s t i v e a s p e c t s o f
g u id an c e do h a v e , i n some i n s t a n c e s , o b s c u re and t e c h n i c a l
r a m i f i c a t i o n s t h a t c a l l f o r th e a s s i s t a n c e o f e x p e r t s .
59
by f a r th e l a r g e r p a r t o f g u id a n c e i s n e i t h e r o b sc u re
n o r t e c h n i c a l . Good t e a c h e r s have alw ays b e en g u id a n c e
w o rk e rs as w e ll as t e a c h e r s , and th e y alw ays w i l l b e .
The p h ilo s o p h y and te c h n iq u e s o f g u id an ce a re m ere ly
t o o l s t h a t a id th e t e a c h e r i n d o in g th e t h in g t h a t she
w ould a tte m p t to do w ith o u t them . T hus, th e o r g a n iz a
t i o n and te c h n iq u e s o f th e S w ee tw ate r D i s t r i c t g u id an c e
program was b a se d on th e m ost modern and a c c e p ta b le
p h ilo s o p h y .
CHAPTER Y
Q,UESTXOHMIRE RESULTS AHD IMPLICATIONS
The t e a c h e r *3 e f f e c t i v e n e s s i n th e g u id a n c e p ro g ram .
I t was one o f th e p u rp o se s o f t h i s stu d y to l o c a t e fu n c
t i o n a l w eak n esses o f th e g u id a n c e p rogram . Toward t h i s end
th e r e s u l t s on group t h r e e o f th e q u e s t io n n a ir e (g u id an c e
e f f e c t i v e n e s s ) a re p r e s e n te d i n t a b u l a r form i n T ab le I I .
When i t was d is c o v e r e d ( q u e s t io n one) t h a t 61 p e r c e n t o f
th e t e a c h e r s seldom o r n e v e r c o l l e c t and se n d m a t e r i a l
( a n e c d o ta l r e c o r d s , r a t i n g s c a l e s , e t c . ) to th e c o u n s e lo r s
f o r perm anent f i l i n g and t h a t 30 p e r c e n t seldom o r n e v e r
c o n s u l t th e s tu d e n ts * a c c u m u la tiv e r e c o r d s ( q u e s t io n tw o ),
t h e r e was some e v id e n c e o f an u n h e a lth y s i t u a t i o n . Note
t h a t 64 p e r c e n t e i t h e r seldom o r have n e v e r made a c a se
s tu d y o f a home room p u p i l ( q u e s tio n f i v e ) and t h a t 82 p e r
c e n t seldom o r n e v e r v i s i t th e homes o f t h e i r home room
p u p i ls ( q u e s t io n s i x ) . The f a c t t h a t 41 p e r c e n t seldom
o r n e v e r c o n s u l t th e n u rse s* h e a l t h r e c o r d s ( q u e s t io n
sev en ) d i s c l o s e s t h a t "e a c h t e a c h e r , a g u id a n c e worker**
i s a dream n o t y e t r e a l i z e d . Alm ost 33 p e r c e n t seldom
o r n e v e r s e e k o u t th e c o u n s e lo r f o r an i n te r v ie w r e g a r d
in g one o f t h e i r p u p i l s ( q u e s tio n tw e n ty - o n e ) . S i x t y -
th r e e p e r c e n t o f th e t e a c h e r s r e p o r t e d t h a t s t u d e n t s
61
TABLE I I
FR EQ U EN C Y DISTRIBUTION OF RESPONSES TO ITEMS DEALING
WITH GUIDANCE EFFECTIVENESS
Item s
F r e
q u e n t
ly
Occa
s i o n
a l l y
S e l
dom N ever
1. Do you c o l l e c t and sen d
m a t e r i a l to th e c o u n s e lo r s
f o r perm anent f i l i n g ? • . 3 16 15 13
a. Do you c o n s u l t th e s tu d e n ts *
c u m u la tiv e r e c o r d s ? • • • 8 24 11 3
3; Do you u se th e e n t i r e g u id
ance p e r io d f o r g u id a n c e —
e i t h e r group o r i n d i v i d u a l ? 36
7 1 3
4 . Do you d e v o te as much as
f i f t e e n m in u te s a day to
p r e p a r a t i o n f o r y o u r g u id
ance c l a s s ? .................... . IE 17 12 5
6 . Do you e v e r make c a se s t u d i e s
o f p u p i l s i n y o u r home room? 4 17 12 13
6. Do you v i s i t th e home o f each
o f y o u r home room p u p i ls ? 1 7 11 87
7. Do you c o n s u l t th e n u rse s*
h e a l t h r e c o r d s ? .................... 8 19 10 9
8. Do you ta k e a f r i e n d l y ,
h e l p f u l p e r s o n a l i n t e r e s t
i n e a c h p u p il? . . . . . 35
9 1 1
9, Do y ou te a c h group g u id an c e
a s o u t l i n e d i n th e m anual? 34 8 2 2
TABLE I I (COHTIEUED)
62
Item s
F re
q u e n t
ly
Occa
sio n *
a l l y
S e l
dom N ever
10. Do you a id th e s t u d e n t i n
p la n n in g h i s e d u c a tio n a l
program th ro u g h to
g ra d u a tio n ? . .......................... 11 20 7 8
11. Do you i n te r v ie w s u b j e c t
t e a c h e r s r e g a r d i n g th e
p r o g r e s s o f y o u r home
room p u p ils ? . .................... 12 22 6 6
1 2 . Do you r e f e r to th e c o u n s e lo r
o r th e m ain o f f i c e a l l c a s e s
i n n eed o f s p e c i a l a t t e n t i o n ? 2 5 13 5 3
13. Do you s t r e s s o c c u p a tio n a l
in f o r m a tio n o f y o u r s u b j e c t ? 24 6 7 9
14. Do you a rra n g e t r i p s to
i n d u s t r i a l p l a n t s , museums,
c o u r t h o u se , e t c . ? . . . 3 13 7 23
15. Do you e n c o u ra g e and
d e v e lo p s p e c i a l i n t e r e s t s
and a b i l i t i e s ? .................... 25 17 2 2
1 6. Do you p ro v id e r e m e d ia l
i n s t r u c t i o n to h a n d ic a p p e d
s t u d e n ts o r r e f e r to
s p e c i a l t e a c h e r s ? . . . . 11 17 9 9
17. Do you t r y to d e v e lo p
s p e c i a l i n t e r e s t s , l e a d e r
s h ip a b i l i t y , p e r s o n a l i t y ,
e t c . i n y o u r c lu b ? . . . 32 10 1 3
TABLE I I {CONTINUED)
63
F r e - O cca-
q u e n t- s i o n - S e l-
Item s lÿ a l l y dom N ever
Do y o u c o o p e r a te w ith home
room t e a c h e r and c o u n s e lo r
i n th e i n t e r e s t o f th e
p u p i l ? 29 13 2 2
Do you d e t e c t m a la d ju s t
m ents and r e f e r to th e
c o u n s e l o r s ? 19 19 6 2
Do you se e k o u t th e
c o u n s e lo r f o r an in te r v ie w ? 15 16 7 8
Do you a d j u s t y o u r t e a c h i n g
te c h n iq u e to i n d i v i d u a l
d i f f e r e n c e s ? 33 9 3 1
Do you d i s c u s s p u p ils *
p ro b lem s w ith t h e i r p a r e n ts ? 1 31 9 5
Do s t u d e n t s c o n s u l t you
a b o u t h e a l t h p ro b lem s? . . 8 14 21 3
Do s t u d e n t s c o n s u l t you
a b o u t home r e l a t i o n s h i p s ? 3 14 21 8
Do s t u d e n t s c o n s u l t you
a b o u t b o y - g i r l r e l a t i o n s h i p s ? 6 11 20 9
Do s t u d e n t s c o n s u lt you
a b o u t c h a r a c t e r o r m oral
p r o b l e m s ? 5 19 16 6
Do s t u d e n t s c o n s u lt you
a b o u t p e r s o n a l i t y
d i f f i c u l t i e s ? • 6 17 17 6
18.
19.
2 0;
21.
22.
23.
24.
25.
26.
2 7 .
64
TABLE I I (COHTIHUED)
Item s
F r e
q u e n t
l y
Occa
s i o n
a l l y
S e l
dom N ever
28. Do s t u d e n t s c o n s u lt you
ab o u t s o c i a l p roblem s? 6 18 16 6
29. Do you g iv e t e s t s f o r
d i a g n o s t i c p u rp o se s o n ly ? 2 12 13 19
30. Do you make o u t c h a r a c t e r
r a t i n g s c a l e s f o r y o u r
p u p i ls ? ........................................ 3 4 9 30
T o ta ls ..................... 419 438 280 243
65
aelcLom o r n e v e r c o n s u lte d w ith them a b o u t home r e l a t i o n
s h i p s o r b o y - g i r l r e l a t i o n s h i p s ( q u e s t io n s tw e n ty - f o u r
and t w e n t y - f i v e ) , w hich i n d i c a t e s t h a t tw e n ty -n in e t e a c h e r s
( o f th e f o r t y - s i x ) were i n e f f e c t i v e i n t h i s a s p e c t o f g u id
a n c e , Q u e s tio n s tw e n ty -n in e and t h i r t y sh e d l i g h t on th e
r o o t s o f th e p ro b lem . S ev en ty p e r c e n t r e p o r t t h a t th ey
seldom o r n e v e r gave t e s t s f o r d i a g n o s t i c p u rp o se s o n ly and
85 p e r c e n t seldom o r n e v e r made o u t c h a r a c t e r r a t i n g s c a l e s
f o r th e p u p i l s . From t h i s i t m ig h t a p p e a r t h a t a l a r g e
m a jo r ity o f th e t e a c h e r s had l i t t l e c o n c e rn f o r m e e tin g th e
n e ed s o f t h e i r s t u d e n t s e i t h e r i n th e f i e l d o f g u id a n c e o r
i n s u b j e c t m a tte r . However, t h e r e a r e a number o f o t h e r
f a c t o r s to be c o n s id e r e d b e f o r e any su c h c o n c lu s io n s can
be made. Note t h a t 38 p e r c e n t o f th e an sw ers (se e t o t a l s .
T ab le I I ) i n d i c a t e d i n e f f e c t i v e n e s s i n th e g u id an c e program .
The t e a c h e r 's a t t i t u d e to w ard g u id a n c e . The r e s u l t s
o f group f o u r on a t t i t u d e to w ard g u id an c e a r e p r e s e n te d i n
T ab le I I I , where i t was r e p o r t e d t h a t o n ly 52 p e r c e n t
a p p ro v e d o f th e home room gro u p g u id a n c e program* When o n ly
30 p e r c e n t a g re e t h a t the home room t e a c h e r sh o u ld a s s i s t
th e c o u n s e lo r i n th e c o r r e c t i o n o f s t a n d a r d i z e d t e s t s t h e r e
i s e v id e n c e o f re s e n tm e n t and d i s a p p r o v a l o f t h i s r e q u i r e
ment ( q u e s t io n t h r e e ) . F o r t y - e i g h t p e r c e n t approv e o f th e
66
TABLE I I I
FREQUENCY DISTRIBUTION OF RESPONSE TO ITEMS DEALING
WITH ATTITUDE TOW ARD GUIDANCE
Item s R esponses
Yes ? No
1# Are you i n t e r e s t s ! i n g u id an c e? • • • • . 37 5 4
Do you approve o f th e home room group
g u id a n c e program ? 24 9 13
3. Do you b e li e v e th e home room te a c h e r s
s h o u ld a s s i s t th e c o u n s e lo r s i n th e
c o r r e c t i o n o f s t a n d a r d i z e d t e s t s ? • • • • 14 7 26
4 . Do y o u b e li e v e t h a t c o u n s e lo r s sh o u ld
be p a id e x t r a f o r th e work t h a t th e y do? 22 9 16
6 . Do you b e lie v e t h a t s in c e th e c o u n s e lo r s
a r e t r a i n e d and g iv e n tim e f o r c o u n s e lin g ,
th e y sh o u ld n o t e x p e c t t e a c h e r s to g iv e
30 much o f t h e i r tim e to g u id a n c e ? , . . 18 8 20
6 . Have you re a d th e i n t r o d u c t i o n to th e
g u id an c e m a n u a l ? ....................................................... 42 4
7 . Do you th in k t h a t g u id an c e i s s e p a r a t e
from te a c h i n g and s h o u ld be h a n d le d by
c o u n s e lo r s ? 5 4 37
Si Do you d i s l i k e t e a c h e r s ' m e e tin g s
d e v ô te d to a d i s c u s s i o n o f g u id an c e? * • 7 6 33
9. Do you r e a d books o r a r t i c l e s on g u id a n c e ? 32 4 10
10. Do you t h in k c o u n s e lo r s a re an
u n n e c e ssa î^ ’ lu x u ry ? 6 3 37
SABLE I I I (COEÏIHÜED)
6 9
Ite m s R esponses
Yes ? No
11. Do you b e li e v e t h a t a p oor d i s t r i c t should,
t r y to e s t a b l i s h a g u id a n c e program ? . 4 . 34 5 7
12. Do you b e li e v e t h a t e f f e c t i v e g u id a n c e
i s more im p o r ta n t th a n know ledge o f
s u b j e c t m a tte r ? . . . . . ......................... 25 12 9
13. Do you b e li e v e t h a t y o u r m ost im p o rta n t
f u n c t i o n i s t o g u i d e , r a t h e r th a n to
t e a c h s u b j e c t m a t t e r ? ....................................... . 26 9 11
14. Do you b e li e v e t h a t c h a r a c t e r , c i t i z e n
s h i p and c u l t u r e a re more im p o r ta n t th a n
th e t h r e e ”Rs"? . . . . ........................................ 34 6 6
16 4 Do you b e li e v e t h a t good g u id an ce i s
a b s o l u t e l y e s s e n t i a l to s u c c e s s i n l i f e ? 20 11 16
16. Do you b e li e v e t h a t p a r e n ts a re more
r e s p o n s i b l e f o r g u id in g t h e i r c h i l d r e n
th a n th e sc h o o l? . ....................................................... 33 7 6
17i Do you b e l i e v e th e c h u rc h i s b e t t e r
e q u ip p e d to o f f e r g u id an c e th a n th e sc h o o l? 1 8 37
18. Do you b e li e v e t h a t th e c o u n s e lo r sh o u ld
do a l l th e g u id in g t h a t he e a u j l e a v in g
o n ly t h a t w hich he has no tim e f o r to
th e t e a c h e r s ? ................................................................. 12 12 22
19. Do you r e s e n t th e p re s e n c e o f th e
c o u n s e lo r s on th e f a c u l t y ? . . . .................... 3 43
20. Do you b e lie v e t h a t t e a c h e r s a re
fu n d a m e n ta lly r e s p o n s i b l e f o r th e s u c c e s s
o f any g u id an c e program ? ........................................ 39 3 4
21. F u r t h e r comments on g u id an ce ..............................
F a v o ra b le Q u e s tio n U n fa v o ra b le
T o t a l s ..................... 683 131 206
68
e s t a b l i s h e d p r a c t i c e o f c o m p e n sa tin g c o u n s e lo r s ( q u e s t io n
f o u r ) . I t was th e p r a c t i c e to g r a n t an ex&ra $ 1 2 0 .0 0 p e r
y e a r to c o u n s e lo r s p ro v id e d th e y h e ld th e C a l i f o r n i a C o u n sel
in g C r e d e n t i a l . A lm ost 67 p e r c e n t o b j e c t to g i v in g so much
o f t h e i r tim e to g u id a n c e ( q u e s t io n f i v e ) . E le v e n p e r c e n t
b e li e v e d t h a t g u id an ce i s s e p a r a t e from t e a c h i n g and sh o u ld
be h a n d le d by c o u n s e lo r s ( q u e s t io n s e v e n ) . F i f t e e n p e r c e n t
d i s l i k e te a c h e r s * m e e tin g s d e v o te d to g u id a n c e ( q u e s t io n
e i g h t ) . Only 69 p e r c e n t r e p o r t e d r e a d in g books o r a r t i c l e s
on g u id an c e ( q u e s t io n n in e ) and t h i r t e e n p e r c e n t c o n s id e r e d
c o u n s e lo r s an u n n e c e s s a ry lu x u ry ( t e n ) . F o r t y - s i x p e r c e n t
b e l i e v e know ledge o f s u b j e c t m a tte r i s more im p o rta n t th a n
e f f e c t i v e g u id an c e (tw e lv e ) and 26 p e r c e n t b e l i e v e t h a t th e
t e a c h e r s h o u ld n o t be a sk e d to p a r t i c i p a t e i n t h e " g u id in g ”
e x c e p t when th e c o u n s e lo r d o e s n 't have tim e f o r i t . The
t o t a l s i n T able 111 show t h a t 22 p e r c e n t o f th e answ ers
e x p re s s e d an u n d e s i r a b l e a t t i t u d e tow ard g u id a n c e .
The t e a c h e r 's a t t i t u d e to w ard p r o g r e s s i v e e d u c a ti o n .
The r e s u l t s o f th e f i f t h gro u p o f q u e s tio n s on a t t i t u d e
to w a rd p r o g r e s s iv e e d u c a tio n a r e shown i n t a b u l a r form i n
T ab le IV. S in ce th e p u rp o se o f th e stu d y was n o t to d e t e r
mine a t t i t u d e to w ard p r o g r e s s i v e e d u c a tio n , t h i s in f o r m a tio n
i s v a lu a b le o n ly a s i t may be r e l a t e d to g u id a n c e e f f e c t i v e n e s s
69
TABLE IV
FREQUENCY DISTRIBUTION OF RESPONSES T O ITEMS DEALING
WITH ATTITUDE TO W ARD PROGRESSIVE EDUCATION
Item s R esponses
Yes ? No
I . The s o - c a l l e d p r o g r e s s i v e e d u c a tio n i s
s u p e r i o r t o th e o l d e r m ethods? . . . . . . 16 16 13
E. The p r a c t i c e o f p r o g r e s s i v e e d u c a tio n
i s d e f i n i t e l y w o rth w h ile ? E6 16 4
3 . The a c t i v i t y a p p ro a c h i s th e o n ly
w o rth w h ile e d u c a tio n ? 6 10 30
4 . The o n ly t r u e e d u c a tio n comes th r o u g h th e
s t i m u l a t i o n o f th e c h i l d 's p o w e r s ? .................31 7 8
5. The c h i l d ’ s pow ers f u r n i s h th e m a t e r i a l
and s t a r t i n g p o i n t f o r a l l e d u c a tio n ? . . . E8 7 11
6. Mere a s s i m i l a t i o n o f im p o rta n t f a c t ,
a p a r t from th e d i r e c t i n t e r e s t s o f th e
c h i l d , i s h a rm fu l t o h i s m i n d ? .............................. 6 6 34
7. E d u c a tio n i s a p r o c e s s o f l i v i n g and
n o t a p r e p a r a t i o n f o r l i f e ? . 29 10 7
8. The s c h o o l m ust r e p r e s e n t r e a l l i f e — l i f e
more r e a l and more v i t a l to th e c h i l d
th a n t h a t w hich he c a r r i e s on i n th e home,
i n th e n e ig h b o rh o o d , o r on th e p la y g ro u n d ? 18 9 19
9. The t r u e c e n t e r o f th e s c h o o l s h o u ld
be th e c h i l d 's own s o c i a l a c t i v i t i e s ? . . . 13 17 16
70
TABLE IV (CONTINUED)
Item s R esponses
Yes ■ ? No
10. The o n ly way to make th e c h i l d c o n s c io u s
o f h i s s o c i a l h e r i t a g e i s to e n a b le him
t o p e rfo rm th o s e fu n d a m e n ta l ty p e s o f a c
t i v i t y w hich make c i v i l i z a t i o n what i t i s ? 25 10 11
11. The s o - c a l l e d e x p r e s s iv e o r c o n s t r u c t i v e
a c t i v i t i e s a r e th e v e ry h e a r t o f e d u c a tio n ? 22 11 13
12. S ta n d a rd s o f s c h o l a r s h i p sh o u ld
be m a i n t a i n e d ? 39 6 2
13. Only th ro u g h th e c o n ti n u a l and s y m p a th e tic
o b s e r v a tio n o f c h ild h o o d i n t e r e s t s can th e
a d u l t r e n d e r e f f e c t i v e e d u c a tio n ? . . . . 36 6 4
14. E d u c a tio n i s th e fu n d a m e n ta l m ethod o f
s o c i a l p r o g r e s s and re fo rm ? 39 2 5
15. At th e j u n i o r h ig h s c h o o l l e v e l , th e
c h i l d 's n eed s a r e c o n c e rn e d w ith p e r s o n a l
d ev elo p m en t and a d ju s tm e n t r a t h e r th a n
w ith th e a c q u i s i t i o n o f s u b j e c t m a tte r? 23 12 11
16. A c h i l d i s l i k e l y to l e a r n more d u r in g
one hour i n a f a c t o r y th a n d u rin g th r e e
h o u rs o f s u p e r v is e d re a d in g ? . . . . . . . 21 16 9
17. Where t h e r e i s no a c t i v i t y t h e r e i s
no l e a r n i n g ? 14 11 21
18. The mere m em orizing o f f a c t s , d a t e s , o r
w ise s a y in g s i s a w a ste o f t i m e ? 13 10 23
19. Open d e fia n c e o f th e t e a c h e r i s more
s e r i o u s th a n f r e q u e n t daydream ing? . . . . 21 9 16
71
TABLE IV (CONTINUED)
•Items R esp o n ses
Yes ? No
20. The p r o c e s s and th e g o a l o f e d u c a tio n
a re one and th e same th in g ? .................................... 17 10 19
21. C h ild re n sh o u ld s i t q u i e t l y i n t h e i r
s e a t s w ith o u t c o n s ta n t re p rim a n d in g ? . . 4 26 9 11
22. C h ild r e n sh o u ld n o t q u e s tio n th e
t e a c h e r 's a u t h o r i t y ? 23 11 12
23. T ex tb o o k s a re th e b e s t medium o f
i n s t r u c t i o n ? . . . • * ............................................. 8 17 21
D e s ir a b le Q u e s tio n U n d e s ir a b le
T o t a l s ......................... 445 237 376
72
o r a t t i t u d e to w ard g u id a n c e w hich w i l l be d is c u s s e d i n th e
f o llo w in g p a g e s. S u f f ic e i t to n o te t h a t 35 p e r c e n t o f
th e an sw ers e x h i b i t an u n d e s i r a b l e a t t i t u d e to w ard p r o g r e s s iv e
e d u c a tio n .
S i g n i f i c a n t c o r r e l a t i o n s . The c o r r e l a t i o n s fo u n d to
e x i s t betw een th e w e ig h te d s c o r e s o f th e q u e s t i o n n a i r e w hich
w ere d e riv e d as shown i n C h a p te r 111 a re g iv e n i n t a b u l a r
form i n T able ? . A lth o u g h th e c o r r e l a t i o n betw een e d u c a tio n
a l b ack g ro u n d and g u id an c e e f f e c t i v e n e s s i s r a t h e r low
(fQ .3 7 ) i t i s s u f f i c i e n t l y h ig h to i n d i c a t e one p o s s ib l e
avenue o f im provem ent i n th e g u id an c e program ; t h a t i s , t o
i n c r e a s e th e e d u c a tio n a l back g ro u n d o f th e t e a c h e r s . As
e d u c a ti o n a l background i s b ro a d e n e d , a t t i t u d e to w ard g u id an c e
becomes more wholesome (fO .2 8 ) a s w e ll a s a t t i t u d e to w a rd
p r o g r e s s i v e e d u c a tio n ( 4 0 .2 0 ) . The m ost s i g n i f i c a n t r e l a t i o n
s h i p , how ever, was foun d betw een g u id an c e e f f e c t i v e n e s s and
b a ck g ro u n d i n g u id an c e (s e e F ig u r e 8, r= ^ 0 . 6 6 ) , w hich i s
s u f f i c i e n t l y h ig h to w a r r a n t th e g e n e r a l i z a t i o n t h a t th e
b e t t e r h e r background i n g u id a n c e , th e more e f f e c t i v e th e
t e a c h e r w i l l b e . I t c o u ld a lm o s t be s a i d t h a t no p u b lic
s c h o o l g u id a n c e program can be f u l l y e f f e c t i v e u n t i l a l l
th e t e a c h e r s p o s s e s s a sound b a ck g ro u n d in th e p r i n c i p l e s
and te c h n iq u e s o f g u id a n c e ; T h is r e l a t i o n s h i p p o i n t s th e
73
TABLE V
CORRELATION COEFFICIENTS* FROM THE QUESTIONNAIRE
E d u c a tio n a l B ackground and G uidance B ackground f 0 ,4 1
E d u c a tio n a l B ackground and G uidance E f f e c t i v e n e s s + 0 ,3 7
E d u c a tio n a l B ackground and A t t i t u d e Toward Guidance + 0^28
E d u c a tio n a l B ackground and A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n + 0 ,2 0
G uidance E f f e c t i v e n e s s and G uidance B ackground -+ 0 ,66
G uidance E f f e c t i v e n e s s and A t t i t u d e Toward G uidance + 0 ,2 7
G uidance E f f e c t i v e n e s s and A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n + 0 ,3 7
G uidance B ackground and A t t i t u d e Toward G uidance + 0 .3 4
G uidance B ackground and A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n + 0 . 3 2
A t t i t u d e Toward G uidance and A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n + 0 .7 3
Y ears o f T ea ch in g and A t t it u d e Toward G uidance + 0 .1 9
Y ears o f T e a c h in g and G uidance B ackground + 0 . 2 2
Y ears o f T ea c h in g and G uidance E f f e c t i v e n e s s + 0 .3 6
Y ears o f T e a c h in g and A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n + 0 .3 4
Y ears o f T ea ch in g and B ackground i n E d u c a tio n + 0 .1 9
^ A ll c a l c u l a t i o n s w ere made from raw s c o r e s and
n o t from s t e p s o r i n t e r v a l s .
-O
c
o
6 5 .
V - i - é f n
iSÿira Dl
xatLicxmrf i:c L
± t
75
way to w ard a c o n t i n u a l l y more e f f e c t i v e g u id an c e program .
G uidance e f f e c t i v e n e s s was r e l a t e d to a t t i t u d e tow ard g u id
ance ( r - f O . 2 7 ) and a t t i t u d e tow ard p r o g r e s s i v e e d u c a tio n
(i-0 .3 7 ) w ith c o r r e l a t i o n s low enough to be o f q u e s tio n a b le
s i g n i f i c a n c e . I t does a p p e a r, how ever, t h a t th e more w hole
some o n e 's a t t i t u d e tow ard g u id an c e ( o r to w ard m odem e d u ca
t i o n ) , th e more e f f e c t i v e he i s l i k e l y to be i n a g u id an ce
prog ram . I n a s i m i l a r m anner, good b ack g ro u n d i n g u id an ce
i s r e l a t e d , i n a p o s i t i v e way, to d e s i r a b l e a t t i t u d e tow ard
g u id an c e and to w ard p r o g r e s s iv e e d u c a tio n by c o r r e l a t i o n s
of-f 0 .3 7 a n d 0.32 r e s p e c t i v e l y . I t w ould seem t h a t know l
edge i s d e s i r a b l e . I t was n o t a t a l l s u r p r i s i n g to f i n d a
h ig h c o r r e l a t i o n (+ 0 .7 3 w hich i s shown g r a p h i c a l l y i n F ig u re
9) betw een d e s i r a b l e a t t i t u d e tow ard g u id a n c e and a sympa
t h e t i c a t t i t u d e to w ard p r o g r e s s i v e e d u c a tio n , when i t i s
rem em bered t h a t th e new er p h ilo s o p h y i s c h i l d c e n te r e d and
c o n c e rn e d w ith m e e tin g th e g ro w th n eed s o f th e s t u d e n t s .
O th e r i m p l i c a t i o n s o f th e s tu d y . A co m p ariso n o f
mean s c o r e s made on e a c h o f t h r e e su b -g ro u p s (g u id a n c e
e f f e c t i v e n e s s , a t t i t u d e to w ard g u id a n c e , and a t t i t u d e tow ard
p r o g r e s s i v e e d u c a tio n ) o f th e q u e s t io n n a ir e f o r m a rrie d
t e a c h e r s and by th o s e n o t m a rrie d (s e e T able VI) shows no
s i g n i f i c a n t d i f f e r e n c e i n th e s e t h r e e a r e a s . The l a r g e s t
76
uc'3*;?pIa:i/lofr-- i3!Çi£_:]^ip::
id iia tT ^ r s :
I^L
77
TABIÆ VI
MEAl SCORES MADE CE EACH OF THREE SUB-GROUPS OF THE
Q.ÜESTI0E1AIRE FOR MARRIED TEACHERS,
MALE AID FEMALE, AID FOR THOSE HOT MARRIED
Sub-G roup M a rrie d Hot M a rrie d
G uidance E f f e c t i v e n e s s * 5 3 .6 5 6 .8
A t t i t u d e Toward G uidance* 2 8 ,8 2 8 .3
A t t i t u d e Toward P r o g r e s s iv e E d u c a tio n * 2 5 .1 2 4 .9
* The C r i t i c a l R a tio s h e re a r e
1 .0 , 0 .2 , and 0 .1 r e s p e c t i v e l y ,
78
d i f f e r e n c e fou nd (5 3 .6 a g a i n s t 5 6 .8 ) i n g u id a n c e e f f e c t i v e
n e s s i n f a v o r o f th e s i n g l e t e a c h e r s may be p a r t l y due to
u n c o n t r o l l e d v a r i a b l e s . The s i n g l e te a c h e r s may, f o r
i n s t a n c e , have more b ack g ro u n d i n g u id a n c e . At any r a t e
th e d i f f e r e n c e i s to o s l i g h t to be s i g n i f i c a n t a s i n d i c a t e d
by th e 1 .0 c r i t i c a l r a t i o .
In T ab le V II i s shown a co m p ariso n o f th e mean s c o r e s
on e a c h o f th e f i v e m a jo r s u b -g ro u p s o f th e q u e s t io n n a ir e
o b ta in e d (1) f o r a l l th e t e a c h e r s , (2) f o r th o s e who d id n o t
p a r t i c i p a t e , and (3) f o r th o s e who d id p a r t i c i p a t e i n th e
p la n n in g o f th e g u id a n c e program . Those who d id p a r t i c i p a t e
i n p la n n in g th e program a r e somewhat more e f f e c t i v e g u id an ce
w o rk e rs ( o r = 2 . 1 ) ; how ever, h e re a g a in p a r t o f t h i s d i f
f e r e n c e i s p ro b a b ly due to s u p e r i o r e d u c a tio n a l and g u id an ce
b ack g ro u n d ( o r = 3 .4 ) p o s s e s s e d by th e p l a n n e r s . D e s p ite
t h i s r e s e r v a t i o n , i t s t i l l a p p e a rs s a f e to c o n c lu d e t h a t
p a r t i c i p a t i o n i n th e p la n n in g o f th e program e n c o u ra g e s th e
t e a c h e r to become a more e f f e c t i v e g u id an c e w o rk er and i s
v e ry a p t to le a v e h e r w ith a more f r i e n d l y a t t i t u d e tow ard
th e pro g ram .
A co m p ariso n o f mean s c o r e s made on e a c h o f t h r e e
su b -g ro u p s (g u id a n c e e f f e c t i v e n e s s , a t t i t u d e to w ard g u id a n c e ,
and a t t i t u d e tow ard p r o g r e s s i v e e d u c a tio n ) o f th e q u e s t io n
n a i r e f o r t e a c h e r s i n each o f th e t h r e e J u n i o r H igh S c h o o ls
79
TABLE V II
M EAM SCORES AID CRITICAL RATIOS O H EACH OF THE FIVE MAJOR
SUB-GROUPS OF THE QUlSTiOMAIRE OBTAIllD FOR ALL THE
TEACHERS, FOR THOSE W H O DID HOT PARTICIPATE, AHD FOR THOSE W H O
DID PARTICIPATE IH THE PLAHHIHG OF THE GUIDAHCE PROGRAM
S u b -g ro u p
A l l
T e a c h e rs
Did n o t
P a r t i c i p a t e CR*
D id
P a r t i c i p a t e
E d u c a tio n a l B ackground 3 7 .8 3 6 .2 1 .6 4 5 .2
G uidance B ackground 1 5 .4 1 3 .3 3 .4 2 0 .5
G uidance E f f e c t i v e n e s s 5 4 .7 5 3 .2 2 .1 6 2 .2
A t t i t u d e Toward G uidance 2 7 .6 2 6 .9 1 .3 3 0 .5
A t t i t u d e Toward
P r o g r e s s iv e E d u c a tio n 2 4 .9 2 4 .2 1 .5 2 8 .1
* R e p r e s e n ts a com parison b etw een th o s e who
d id n o t p a r t i c i p a t e and th o s e who d id
p a r t i c i p a t e .
80
s t u d i e d shows no s i g n i f i c a n t d i f f e r e n c e s (s e e T able V III),
The somewhat lo w e r a v e ra g e ( t h r e e p o i n t s ) made by th e
t e a c h e r s o f S o u th w est J u n i o r High S c h o o l may w e ll be chance
e r r o r due to to o few e a s e s , s in c e t h e r e were o n ly te n
t e a c h e r s a t t h a t s c h o o l. O r, s in c e th e S o u th w est J u n io r
H igh S chool was l o c a t e d i n th e m ost r u r a l a r e a and hence
u n d e s i r a b l e , th e p e r c e n t o f y o u n g e r t e a c h e r s was h ig h e r
t h e r e . I t has b e e n shown t h a t t h e r e e x i s t s a + 0 .3 5 c o r r e l a
t i o n betw een y e a r s o f te a c h in g and g u id a n c e e f f e c t i v e n e s s .
These c o n s i d e r a t i o n s m ight t h e r e f o r e a c c o u n t f o r th e s l i g h t
d i f f e r e n c e s found i n T ab le V I I I .
The t e a c h e r 's b ackgro und i n g u id a n c e . A b r i e f
e x a m in a tio n o f th e r e s p o n s e s to th e q u e s tio n s on background
i n g u id an c e shown i n T able IX p r o v id e s e v id e n c e o f r e a l
n eed f o r more t r a i n i n g i n th e f i e l d o f c o u n s e lin g and g u id
a n c e . S ix ty - o n e p e r c e n t o f th e t e a c h e r s i n d i c a t e d t h a t
th e y had n e v e r had a c o u rs e i n c o u n s e lin g o r g u id a n c e ; 37
p e r c e n t had n e v e r had a c o u rs e i n m e n ta l h y g ie n e ; 61 p e r
c e n t had n e v e r had a c o u rs e i n v o c a t i o n a l g u id a n c e ; 59 p e r
c e n t had no c o u rs e i n p e r s o n a l i t y ; and 35 p e r c e n t i n d i c a t e d
t h a t th e y d id n o t r e a d books on c o u n s e lin g and g u id a n c e .
The o n ly c o u rs e s l i s t e d on w hich a m a j o r it y of th e t e a c h e r s
81
TABLE V I I I
A COMPARISON OF M EAN SCORES 01 EACH OF THREE
SUB-GROUPS OF THE QUESTIONNAIRE FOR TEACHERS I I EACH
OF THE THREE JUNIOR HIGH SCHOOLS STUDIED
J u n i o r H igh S chool
G uidance
E f f e c t i v e n e s s
A t t i t u d e
Toward
G uidance
A t t i t u d e Toward
P r o g r e s s iv e
E d u c a tio n
C hula V is ta 5 5 .8 2 8 .7 2 6 .0
N a tio n a l C ity 55 + 3 2 8 ,1 2 6 ,1
S o u th w est 6 2 .0 2 8 .3 2 4 .1
N o te ; The g r e a t e s t d i f f e r e n c e h e re betw een C hula V is ta
and S o u th w est i n G uidance E f f e c t i v e n e s s y i e l d s a
C r i t i c a l R a tio o f o n ly .8 ; Hence, none o f th e s e
d i f f e r e n c e s a r e s i g n i f i c a n t .
8 2
TABIE IX
FREQpENCY DISTHIBUTIOH OF HESPOESES TO ITEMS DEA1IH&
WITH BACKGROÜHD IE GOIDAECE
Item s R esponses
Yes ? No
Have y o u e v e r had a c o u rs e i n ;
1. M en tal H ygiene? ....................................................... 1 17
2. C o u n s e lin g o r G uidance? . . ......................... 29
3. G e n e ra l P sy ch o lo g y ? .............................................
4 . V o c a tio n a l G uidance? ........................................ 2 29
6. E d u c a tio n a l M e a s u r e m e n ts ? .................... • • . 8
6. P e r s o n a l i t y ? ; ....................................................... 3 27
7. P ra c tic u m i n C o u n se lin g and G uidance? . . . 4 3 27
8. C h ild P sy ch o lo g y ? . ............................................. 1 6
9. P s y c h o lo g ic a l a s p e c ts o f crim e? . . . . 0 38
10. P h o n e tic s and Speech P a th o lo g y ? . . . . 28
11. Abnormal P sy ch o lo g y ? . ................................... 2 34
12. C l i n i c a l P sycholo© r? ........................................ 43
13. P ro b lem s o f Human B e h a v io r? ......................... 2 26
14. B io lo g y ? . ................................................................. 1 8
16. Do you r e a d books on C o u n s e lin g
and G uidance? . + . . . ; .................... 1 16
16.
Have you ta k e n c o u rs e s n o t l i s t e d b u t
c l o s e l y c o n n e c te d w i t h C o u n se lin g ? . . . 22 4 20,
83
gave p o s i t i v e r e s p o n s e s w e re , w ith one e x c e p ti o n , th o s e
u s u a l l y r e q u i r e d f o r t e a c h i n g c r e d e n t i a l s , su c h as
g e n e r a l p sy c h o lo g y , e d u c a tio n a l m e a su re m e n ts, c h i l d
p sy c h o lo g y and b io lo g y .
M is c e lla n e o u s r e s u l t s . Only e i g h t o f th e f o r t y -
s i x te a c h e r s (s e e T able X) p a r t i c i p a t e d i n p la n n in g th e
g u id an ce pro g ram . These w ere th e key t e a c h e r s s e l e c t e d
by th e a d m i n i s t r a t i o n to o rg a n iz e and s e t up th e program .
N ote t h a t o n ly se v e n o f th e t e a c h e r s w ere accu sto m ed to
h a v in g a f r e e p e rio d * In a d d i t i o n to t h i s m ost o f th e
c l a s s e s were l a r g e , so t h a t th e m a j o r it y o f th e t e a c h e r s
had a heavy t e a c h in g lo a d . To th e q u e s tio n "why h a v e n 't
you c o m p leted more g r a d u a te work" f i f t e e n t e a c h e r s o r
a lm o st 33 p e r c e n t gave f i n a n c i a l r e a s o n s . The re m a in in g
t h i r t y - o n e r e s p o n s e s were d i s t r i b u t e d among more th a n a
dozen r e a s o n s su c h as "no i n t e r e s t " , " d o n 't know", " th e
f o u r y e a r r e q u ir e m e n t" , and o t h e r s n o t p e r t i n e n t to t h i s
s tu d y .
T able XI g iv e s th e mean s c o r e s on e a c h o f two sub
g ro u p s o f th e q u e s t io n n a ir e ( a t t i t u d e to w ard g u id an c e and
g u id an c e e f f e c t i v e n e s s ) f o r t e a c h e r s who u s u a l l y had a
f r e e p e rio d and f o r th o s e who u s u a l l y d id n o t . T here was
84
TABLE X
FREQUENCY DISTRIBUTIONS OF=RESPONSES
TO MISCELLANEOUS ITEMS
Item s* R espo nses
Yes No
Did you p a r t i c i p a t e i n th e c o n s t r u c t i o n
and in a u g u r a ti o n o f th e g u id an c e program ? 8 38
I n th e l a s t few y e a r s , have y o u
u s u a l l y had a f r e e p e rio d ? ........................................ 39
Are you m a rrie d ? . . . . .................................................. 16
Money O th e r
Why h a v e n ’ t you c o m p lete d more g ra d u a te work? 15 31
Y e ars F requency
How many y e a r s have you been te a c h in g ? . . • . 1 -5 16
6-10 18
10-15 7
15-20 5
20-25 0
25-30 1
* O rd er r e a r r a n g e d f o r more c o n v e n ie n t t a b u l a t i o n of
ansWê^rs.
85
TABLE X I
MEAH SCORES O H EACH OF TW O SÜB-GHOUPS OF THE
QUESTIOHHAIHE {ATTITUDE TOW ARD GUIDAHCE AHD GUIDAHCE
EFFECTIVEHESS) MADE FOR TEACHERS W H O USUALLY HAD A FREE
PERIOD AHD FOR THOSE W H O USUALLY DID HOT
W ith l o W ith
A l l F re e F re e
S u b -g ro u p T e a c h e rs P e r io d CE P e r io d
A t t i t u d e Toward G uidance 2 7 .6 2 6 .3 2 .0 3 1 .9
G uidance E f f e c t i v e n e s s 6 4 .7 5 4 .0 1 .1 5 8 .2
86
a a i g n i f i o a n t d i f f e r e n c e i n a t t i t u d e to w ard g u id an c e w ith
th e mean s c o re o f th o s e who had a f r e e p e r io d l o c a t e d +61
S ta n d a rd D e v ia tio n s above th e o t h e r gro u p (C R =2.0). The
group w ith a f r e e p e r io d was a ls o more e f f e c t i v e g u id an c e
w o rk e rs . A lth o u g h t h e r e a r e u n d o u b te d ly u n c o n t r o l l e d
v a r i a b l e s i n th e p i c t u r e , i t seems e v id e n t t h a t t e a c h e r s
w ith th e l i g h t e r lo a d were more c o o p e r a tiv e and somewhat
more e f f e c t i v e i n th e g u id an ce p rogram .
CHAPTER VI
SUM M ARY AND SUGGESTIONS FOR IMPROVEMENT
I t was th e p u rp o se o f t h i s s tu d y (1) to p r e s e n t th e
o r g a n i z a t i o n o f th e g u id a n c e a c t i v i t i e s o f th e J u n i o r High
S c h o o ls c o n c e rn e d ; (2) to l o c a t e f u n c t i o n a l w e a k n e sse s;
and (3) to sum m arize th e stu d y and make c o n s t r u c t i v e su g
g e s t i o n s f o r im provem ent. Toward t h i s end C h a p te r IV
p r e s e n te d th e o r g a n i z a t i o n o f the g u id an c e program and
l i s t e d th e s p e c i f i c g u id an c e f u n c t i o n s and r e s p o n s i b i l i t i e s
o f th e p r i n c i p a l s , th e c o u n s e lo r s , th e home room t e a c h e r s ,
th e c l a s s room t e a c h e r s , th e n u r s e s and s p e c i a l te a c h e r s ^
The d i s t r i c t had in a u g u r a te d w hat a p p e a re d to be a m odern,
p r o g r e s s i v e g u id an c e program w hich sh o u ld have p ro d u ce d
s a t i s f a c t o r y r e s u l t s .
Summary o f f i n d i n g s . As e v id e n c e d by th e q u e s tio n
n a i r e , th e program had b e e n s u c c e s s f u l i n some r e s p e c t s .
However, c e r t a i n d e f i n i t e in a d e q u a c ie s were im p ed in g th e
p rogram .
The home room gro u p g u id a n c e program was n o t s a t
i s f a c t o r y . Only 52 p e r c e n t o f th e t e a c h e r s a p p ro v e d o f
th e program ; Only a few o f th e t e a c h e r s had e v e r made a
e a se s tu d y o f one o f t h e i r own home room p u p i l s . The
88
s tu d y showed t h a t 63 p e r c e n t o f th e t e a c h e r s w ere i n
e f f e c t i v e i n th e a r e a s o f home and b o y - g i r l r e l a t i o n s h i p s ;
t h a t 70 p e r c e n t f a i l e d to make u se o f s t a n d a r d iz e d t e s t
r e s u l t s ; and t h a t 85 p e r c e n t seldom o r n e v e r made o u t
c h a r a c t e r r a t i n g s c a l e s . A lm ost 57 p e r c e n t o b je c te d to
g iv in g so much o f t h e i r tim e to g u id a n c e and 46 p e r c e n t
b e l i e v e d t h a t know ledge o f s u b j e c t m a t t e r i s more im p o r ta n t
th a n e f f e c t i v e g u id a n c e . T h u s, l i t t l e d o u b t rem a in s t h a t
th e g ro u p g u id an c e phase o f th e program was n o t e n t i r e l y
s a t i s f a c t o r y .
The stu d y showed c o n s id e r a b le t e a c h e r r e s i s t a n c e
to th e program as i n d i c a t e d by an unwholesome a t t i t u d e
to w a rd th e g u id an ce p rogram . Many o f th e t e a c h e r s w ere
n o t c o o p e r a tin g w h o le h e a rte d ly i n th e program o f g a t h e r i n g
th e n e c e s s a r y in f o r m a tio n a b o u t th e s t u d e n t s . S ix ty -o n e
p e r c e n t o f th e t e a c h e r s seldom o r n e v e r c o l l e c t e d and
s e n t m a t e r i a l (a n e c d o ta l r e c o r d s , r a t i n g s c a l e s , e tc . ) to
th e c o u n s e lo r s f o r perm anent f i l i n g ; S eventy p e r c e n t
o b je c te d to c o r r e c t i n g s t a n d a r d i z e d t e s t s a d m in is te r e d to
t h e i r home room g ro u p s and 52 p e r c e n t d is a p p ro v e d o f th e
e s t a b l i s h e d p r a c t i c e o f a d d i t i o n a l c o m p e n sa tio n f o r t r a i n e d
c o u n s e l o r s . E x a m in a tio n o f th e r e s p o n s e s to o t h e r q u e s tio n s
on a t t i t u d e to w a rd th e g u id an c e program makes i t s t i l l
89
c l e a r e r t h a t t h e r e was s i g n i f i c a n t t e a c h e r re s e n tm e n t and
r e s i s t a n c e to th e g u id an c e program .
The s tu d y showed f u r t h e r t h a t many o f th e t e a c h e r s
f a i l e d to make u se o f th e in f o r m a tio n a v a i l a b l e i n t h e i r
e f f o r t s to a s s i s t th e s tu d e n t to s o lv e h is p ro b le m s.
T h ir t y p e r c e n t seldom o r n e v e r c o n s u lte d th e s t u d e n t s ’
c u m u la tiv e r e c o r d s and 41 p e r c e n t seldom o r n e v e r con
s u l t e d th e n u r s e s ’ h e a l t h r e c o r d s . T h i r t y - t h r e e p e r
c e n t seldom o r n e v e r s o u g h t th e c o u n s e lo r f o r a s s i s t a n c e
and 60 p e r c e n t n e v e r made home v i s i t s i n an e f f o r t to
u n d e rs ta n d and h e lp t h e i r home room s t u d e n t s .
F a c to r s r e l a t e d to f u n c t i o n a l w e a k n e s s e s . T here a re
s e v e r a l r e a s o n s f o r t h i s u n d e s i r a b l e c o n d i t i o n , th e m ost
im p o rta n t o f w hich i s ig n o ra n c e o f th e p r i n c i p l e s and t e c h
n iq u e s o f g u id a n c e . The s tu d y has d e m o n s tra te d a r a t h e r
h ig h p o s i t i v e c o r r e l a t i o n (+-0.66) betw een back g ro u n d i n
g u id an c e and g u id a n c e e f f e c t i v e n e s s . At th e same tim e T able
V II I p ro v id e s ample e v id e n c e t h a t a m a jo r ity o f th e te a c h e r s
o f th e d i s t r i c t had l i t t l e o r no t r a i n i n g i n th e a r e a o f
g u id a n c e . The d i s t r i c t was r e l a t i v e l y p o o r and th e s a l a r i e s
had b e e n com m ensurate w ith t h e i r p o v e rty u n t i l r e c e n t l y .
B ecause o f th e low s a l a r i é s . T ab le IX i n d i c a t e s , te a c h e r s
who may have had th e i n c l i n a t i o n to re m a in a b r e a s t o f
90
d e v elo p m e n ts i n m odern e d u c a tio n had n o t th e m eans. T his
c o n d i t i o n r e s u l t e d i n q u i t e g e n e r a l f a c u l t y ig n o ra n c e o f
th e p r i n c i p l e s and te c h n iq u e s o f c o u n s e lin g and g u id an ce
and was a c o n t r i b u t i n g f a c t o r i n t e a c h e r r e s i s t a n c e to
and i n e f f e c t i v e n e s s i n th e g u id an ce pro g ram . The r e l a
t i o n s h i p betw een b a ck g ro u n d i n g u id an c e and e f f e c t i v e n e s s
i s h ig h enough to i n d i c a t e t h a t no p u b lic s c h o o l gu id an ce
program c an be f u l l y e f f e c t i v e u n t i l a l l th e t e a c h e r s
p o s s e s s a sound b ack g ro u n d i n th e p r i n c i p l e s and te c h n iq u e s
o f g u id a n c e . T h is r e l a t i o n s h i p p o i n t s th e way to w ard a
c o n t i n u a l l y more e f f e c t i v e g u id an c e pro g ram .
Unwise s u p e r im p o s itio n o f th e g u id a n c e program upon
an u n p re p a re d f a c u l t y was th e seco nd im p o r ta n t c a u s a l f a c
t o r . The a d m i n i s t r a t i o n had q u i te c o r r e c t l y d e c id e d t h a t
th e d i s t r i c t s h o u ld have a good gu id an ce pro g ram , so th e
l a t e s t s tr e a m lin e d m odel was b u i l t and s e t down upon a 1914
e n g in e . I t m ight a s w e ll have been p la c e d on a m ule. The
form was t h e r e b u t n o t th e s p i r i t . A lth o u g h some a tte m p t
was made t o e n l i s t t e a c h e r c o o p e r a tio n , i n s e t t i n g up th e
g roup g u id a n c e program a t l e a s t , i t was n o t v e ry s k i l l f u l l y
o r th o ro u g h ly done and hence was n o t c o m p le te ly s u c c e s s f u l .
When r e s i s t a n c e and la c k o f c o o p e r a tio n r e a r e d i t s u g ly
head th e a d m i n i s t r a t i o n p lu n g e d on i m p a t i e n t l y and a t tim e s
91
a u t o c r a t i c a l l y , w hich q u i t e n a t u r a l l y l i d n o t im prove th e
s i t u a t i o n , f a b l e VI p r o v id e s e v id e n ce t h a t th o s e t e a c h e r s
who d id p a r t i c i p a t e i n p la n n in g th e program had a more
c o o p e r a tiv e a t t i t u d e and w ere more e f f e c t i v e g u id an c e
w o rk e rs .
The f a c t t h a t th e group g u id a n c e program w as, from
th e o u t s e t , an added b u rd en to an a lr e a d y to o heavy t e a c h i n g
lo a d c o n t r i b u t e d to i t s u n f a v o r a b le r e c e p t i o n . T ab le IX
i n d i c a t e s t h a t th e t e a c h e r s were accu sto m ed to t e a c h i n g
c o n tin u o u s ly from e i g h t ^ t h i r t y to t h r e e - t h i r t y w i t h tw e n ty -
f i v e m in u te s f o r lu n c h and a tw e n ty - f i v e m in u te home room
p e r io d t h a t had d e g e n e ra te d i n t o a s tu d y p e r io d and an
a d m i n i s t r a t i v e d e v ic e . The i n t r o d u c t i o n o f th e g u id a n c e
program r e s u l t e d i n r e p l a c i n g th e r e l a t i v e l y r e s t f u l home
room ( to b o th s t u d e n t s and t e a c h e r s ) w ith a dynam ic, en ergy
dem anding group g u id an c e p ro g ram . T h is a ro u s e d re s e n tm e n t
and r e s i s t a n c e by p u p ils and t e a c h e r s a l i k e .
I t i s b e li e v e d , t h e n , t h a t th e c ru x o f th e d i s t r i c t ' s
d i f f i c u l t y r e s t s i n (1) ig n o ra n c e o f th e p r i n c i p l e s and
te c h n iq u e s o f c o u n s e lin g and g u id a n c e ; (S) f a i l u r e to p re p a re
a d e q u a te ly th e t e a c h e r and e n l i s t h e r c o o p e r a tio n b e f o r e
th e i n t r o d u c t i o n was made; and (3) a d d in g th e program t o an
a l r e a d y to o heavy t e a c h i n g lo a d .
92
P ro p o se d a p p ro a c h e s to th e p ro b le m . U n f o r tu n a te ly
l i t t l e can be done a b o u t th e unw ise i n t r o d u c t i o n o f th e
program , b u t much may be a cc o m p lish e d to w ard e l i m i n a t i n g
ig n o ra n c e th ro u g h i n - s e r v i c e t r a i n i n g o f t e a c h e r s i n g u id
a n c e . The o b j e c t i v e o f t h i s program sh o u ld in c lu d e th e
p ro m o tio n o f grow th in :
1 . The u n d e r s ta n d in g , and d e s i r e to a p p ly , th e
p r i n c i p l e s and te c h n iq u e s o f c o u n s e lin g and
g u id a n c e .
2. The u n d e r s ta n d in g o f c h i l d r e n .
3. The u n d e r s ta n d in g o f r e c e n t d e v elo p m e n ts and
tr e n d s i n e d u c a tio n and p sy c h o lo g y .
4 . The u n d e r s ta n d in g o f th e community and i t s
e f f e c t s upon th e c h i l d .
The u n d e r s ta n d in g o f th e changes i n th e
A m erican s c e n e , e s p e c i a l l y a s th e s e a f f e c t
a s p e c t s o f g u id a n c e , su c h a s c h o ic e o f a
v o c a tio n .
6 . The a b i l i t y and d e s i r e to s e t up o b j e c t i v e s
by s t u d y i n g p u p i l s ’ p r e s e n t n e e d s .
7. The a b i l i t y and d e s i r e t o c o n t r i b u t e e f f e c t i v e l y
to th e maximum p e r s o n a l i t y a d ju s tm e n t o f th e c h ild ,
93
8 . The u n d e r s ta n d in g o f th e r e l a t i o n s h i p
betw een th e s e v e r a l g u id an c e f o r c e s ,
9 , The a b i l i t y and d e s i r e to make maximum
u se o f th e g u id a n c e te c h n iq u e s .
10. The a b i l i t y and d e s i r e to c o n t r i b u t e
e f f e c t i v e l y to th e c o n tin u o u s im provem ent
o f th e g u id a n c e program .
I t i s p ro p o se d to r e a c h th e s e o b j e c t i v e s i n th e
f o llo w in g w ay s:
I , P ro v id e a l l members o f th e s t a f f w ith a handbook
o f e s s e n t i a l g u id a n c e in f o r m a tio n th o ro u g h ly
a d a p te d to th e l o c a l s i t u a t i o n . T h is handbook
s h o u ld i n c lu d e :
A. I n t r o d u c t i o n .
1 . E x p r e s s io n o f a p p r e c i a t i o n f o r
c o o p e r a tio n g iv e n th u s f a r .
2. S ta te m e n t o f p u rp o se o f th e handbook.
B. Our p h ilo s o p h y o f g u id a n c e .
1. l e e d f o r g u id a n c e .
E. M eaning o f g u id a n c e .
C. Our o b j e c t i v e s o f g u id a n c e .
1 . E d u c a tio n a l
2. P h y s i o a l - h e a l t h .
94
3 . S o c i a l - r e c r e a t i o n a l .
4 . V o c a tio n a l.
D. O r g a n iz a tio n o f o u r g u id a n c e program .
1. D is c u s s io n o f in te rd e p e n d e n c y o f g u id a n c e .
2. D ia g ra m m a tic a l o u t l i n e o f o u r o r g a n i z a t i o n ,
E. O r g a n iz a tio n o f g u id a n c e f u n c t i o n s i
1 . The f u n c t i o n o f th e p r i n c i p a l .
2. The f u n c t i o n o f th e c o u n s e lo r .
3 ; The f u n c t i o n o f th e home room t e a c h e r .
4 . The f u n c t i o h o f th e c l a s s room t e a c h e r .
5. The f u n c t i o n o f th e s t u d e n t .
F . T ech n iq u es u s e d i n g u id a n c e .
1. C um ulative r e c o r d c h a r t .
2 . I n t e r v i e w s .
3. Group g u id a n c e .
4 . The q u e s t i o n n a i r e .
5é T e s ti n g .
6. Case s t u d i e s .
7 ; Mark in g .
8 . E a tin g s c a l e s .
9 . O b s e r v a tio n o r a n e c d o ta l r e c o r d s .
10. Community s u r v e y s .
11. Home v i s i t s .
95
12. U urses* c u m u la tiv e h e a l t h r e c o r d s .
13. S p e c ia l s e r v i c e s .
14. S c re e n s .
G. C o n c lu s io n s .
H. S e l e c te d b i b li o g r a p h y .
I I . A rran g e s t a f f m e e tin g s f o r d i s c u s s i o n o f
p e r t i n e n t g u id a n c e p ro blem s as a means o f
s t i m u l a t i n g p r o f e s s i o n a l g ro w th . Ko one
who h as p a r t i c i p a t e d i n th e i n a u g u r a ti o n and
o p e r a t i o n o f an e f f e c t i v e g u id a n c e program
w i l l o b j e c t t o th e n e c e s s i t y o f s p e c i a l i z e d
g u id a n c e s e r v i c e s . E x p e rie n c e has ta u g h t u s ,
how ever, t h a t no program o f g u id a n c e w hich i s
d e le g a te d s o l e l y to s p e c i a l i s t s f u n c t i o n s
p r o p e r l y , and t h a t s p e c i a l i s t s a r e v a lu a b le
to th e e x t e n t t h a t t h e i r s e r v i c e s and con
t r i b u t i o n s a re u n d e rs to o d and u s e d by th e
e n t i r e t e a c h i n g s t a f f . F o r t h a t r e a s o n a
c a r e f u l l y p la n n e d and c o n tin u o u s program f o r
th e e d u c a tio n o f ev ery member o f th e t e a c h i n g
s t a f f i n th e p h ilo s o p h y and m ethodology o f
i n d i v i d u a l i z e d e d u c a tio n i s n e c e s s a r y . One
e x tre m e ly v a lu a b le means to t h i s end i s th e
96
p r o f e s s i o n a l i z e d , r e g u l a r l y s c h e d u le d s t a f f
m e e tin g s w hich a r e d e v o te d to a s tu d y o f th e
s c h o o l ’ s p ro b le m s.
F o r th e l a s t s e v e r a l y e a r s th e s t a f f o f th e
S w eetw ater U nion H igh S chool D i s t r i c t has met
r e g u l a r l y f o r s e v e n t y - f i v e to n i n e t y m in u te s
on th e t h i r d T uesday i n e a c h m onth. These
m e e tin g s a re u s u a l l y d e v o te d to a d i s c u s s i o n
o f g e n e r a l s c h o o l p ro b le m s. I t i s p ro p o se d
to c o n c e n tr a te f o r th e coming s c h o o l y e a r on
s u b j e c t s d e a l i n g w ith g u id a n c e , a s f o llo w s
S eptem ber 16, 1947. C hula V is ta J u n i o r
High S c h o o l. S o c ia l m e e tin g a s u s u a l ,
O c to b er E l, 1947. n a t i o n a l C ity J u n i o r
High S c h o o l. The f u n c t i o n o f th e
t e a c h e r i n g u id a n c e .
November 18, 1947. S outhw est J u n i o r High
S c h o o l, S p e c ia li z e d s e r v i c e s — th e need
f o r them , and how we want them to f u n c t i o n .
December 1 6 , 1947. C hula V is ta J u n i o r H igh
S c h o o l. The home room t e a c h e r and g u id a n c e .
Ja n u a ry 2 0 , 1948. n a t i o n a l C ity J u n i o r High
S c h o o l. The c u m u la tiv e r e c o r d and th e
s tu d y o f th e i n d i v i d u a l p u p i l .
26
A more d e t a i l e d program w i l l be w orked o u t w ith
a t e a c h e r s ’ c o m m itte e .
97
F e b ru a ry 17, 1948. S o u th w est J u n i o r High
S c h o o l. P r i n c i p l e s and te c h n iq u e s o f
group g u id a n c e .
March 16, 1948. C hula V is ta J u n io r H igh
S c h o o l, The v a lu e s and l i m i t a t i o n s o f
s t a n d a r d i z e d t e s t s .
A p r i l 20, 1948. n a t i o n a l C ity J u n i o r High
S c h o o l, The o p p o r t u n i t i e s i n r e g u l a r
c o u rs e s o f s tu d y f o r o c c u p a tio n a l g u id a n c e .
May 18, 1948. S o u th w e st J u n io r High S c h o o l,
R e p o rts on c a se s t u d i e s and d i s c u s s i o n
o f th e m ethod i n g e n e r a l .
June 15, 1948. C hula V i s t a J u n io r H igh S c h o o l,
Summary o f y e a r ’ s g u id an c e work by
p r i n c i p a l s .
Ample o p p o r tu n ity s h a l l be p ro v id e d a t e a c h o f
t h e s e m e e tin g s f o r a d i s c u s s i o n o f problem s
d i c t a t e d by f e l t n e ed s i n th e s p e c i f i c s i t u a t i o n
a t th e s p e c i f i c tim e f o r th e p a r t i c u l a r p u p i ls
f o r whom e a c h t e a c h e r i s r e s p o n s i b l e .
I I I . A rran g e f o r f u r t h e r i n - s e r v i c e t r a i n i n g by p ro
v i d in g f o r e x te n s iv e p a r t i c i p a t i o n o f th e t e a c h e r s
i n m aking and r e p o r t i n g c a s e s t u d i e s . E ach
t e a c h e r , d u r in g th e s c h o o l y e a r 1 9 47-48 , w i l l
be g iv e n th e o p p o r t u n it y o f p r e p a r i n g a c a se
s tu d y . The v a lu e o f t h i s p ro c e d u re i s w e l l
sum m arized by R uth S tr a n g when she s a y s ;
98
Judged o n ly by i t s v a lu e to th e i n d i v i d u a l
p u p i l s t u d i e d , th e e a se h i s t o r y c o n fe re n c e i s
an e x tr a v a g a n t p ro c e d u re . Ju dged from th e
s t a n d p o in t o f i t s v a lu e i n th e i n - s e r v i c e edu
c a t i o n o f t e a c h e r s , i t s c o s t i s amply j u s t i f i e d .
In su c h c o n fe re n c e s t e a c h e r s become a c q u a in te d
w i t h m ethods w hich s p e c i a l i s t s and t e a c h e r s
s k i l l e d i n g u id a n c e u se to a p p ro a c h p ro b lem s o f
c h i l d d e v e lo p m e n t, th e k in d o f in f o r m a tio n th e y
t h in k s i g n i f i c a n t i n p a r t i c u l a r c a s e s , th e mean
i n g and i n t e r p r e t a t i o n th e y g iv e to th e s e f a c t s ,
th e summary and i m p l i c a t i o n th e y draw , and th e
recom m endations th e y make. Such an e x p e r ie n c e
i s an e x tre m e ly im p o rta n t way to i n c r e a s e
t e a c h e r s ’ i n t e r e s t i n and u n d e r s ta n d in g o f
p u p i l s . 27
The c a s e s tu d y p ro v id e s th e means f o r p u t t i n g
t o g e t h e r i n t o a u n i f i e d w hole th e v a r io u s m a t e r i a l s
o f in f o r m a tio n a b o u t th e i n d i v i d u a l c h i l d . The
c a se s tu d y e m p h a size s th e i n t e r r e l a t i o n s h i p o f th e
f a c t o r s i n f l u e n c i n g c h i l d r e n and a l s o c a l l s a t t e n
t i o n to th e "w h o len ess o f c h i l d d e v e lo p m e n t."
S in c e i t i s im p o s s ib le f o r a t e a c h e r to c a r r y on
a c a se s tu d y o f a l l p u p ils i n h e r home room g ro u p ,
she w i l l be a sk e d to s e l e c t one f o r p r a c t i c a l
c a se s tu d y e x p e rie n c e * When a t e a c h e r h a s s e l e c t e d
h i s e a s e , an o u t l i n e o f p ro c e d u re f o r h i s s p e c i a l
R uth S tr a n g , "The T e a c h e r’ s C o n t r ib u t i o n to th e
G uidance o f C h i ld r e n ," T e a c h e rs C o lle g e R e co rd , V ol. 4 0 ,
Ho. 1 , pp. 2 2 -3 .
99
n e ed s w i l l be f o r m u la te d , and he w i l l c a r r y o ut
h is program u n d e r th e s p e c i f i c d i r e c t i o n o f a
c o u n s e lo r who w i l l c o n f e r w ith him a s to p la n a
and a s s i s t him a s he p r o g r e s s e s . An i l l u s t r a t i o n
o f su ch a s p e c i f i c p la n may be somewhat a s f o llo w s :
D i r e c t i o n s f o r o b s e r v in g c a se i n i n d i v i d u a l
g u id a n c e .
1 . Review m a t e r i a l on o b s e r v a tio n w hich was once
c o v e re d i n th e c o u rs e on grow th and d e v e lo p
ment of c h i l d r e n .
2 . R e fe r to s e l e c t e d b ib lio g r a p h y i n G uidance
M anual f o r s tu d y o f e a se m ethod.
3 . Read c a se h i s t o r y and c u m u la tiv e r e c o r d
m a t e r i a l c a r e f u l l y and d e te rm in e p o i n t s
to be w a tc h e d .
4 . P la n th e o b s e r v a t i o n te c h n iq u e s you w i l l u s e .
5. C o n fe r w ith c o u n s e lo r f o r f u r t h e r s u g g e s tio n s
and a p p ro v a l o f p la n .
6 . Make o b s e r v a tio n s and r e c o r d sam e.
7; P la n in te r v ie w w ith s t u d e n t . (Read i n s t r u c t i o n
on in te r v ie w i n th e G uidance M a n u a l.)
8 . Have i n te r v ie w w ith s t u d e n t .
9 . Make c a r e f u l n o t a t i o n s and reco m m en d atio n s.
10. W rite r e p o r t and p la n f o llo w - u p .
11. C arry o u t f o llo w -u p p la n and w r ite r e p o r t .
100
I n g e n e r a l , th e work s h a l l be so d i r e c t e d t h a t
e a c h t e a c h e r w i l l r e c e i v e t r a i n i n g i n r e a d in g
r e c o r d s , in te r v ie w i n g , r e c o r d i n g c ase d a t a ,
m aking o b s e r v a t i o n s , u s i n g r a t i n g s c a l e s , e v a l
u a t i n g and c o r r e l a t i n g v a r io u s f a c t o r s i n a
c a s e , su ch a s r e a d in g a b i l i t y w ith academ ic
ach iev e m e n t o r h e a l t h w ith a tte n d a n c e and
s c h o l a r s h i p . I f th e c a s e s t u d i e d in v o lv e s
g iv in g s p e c i a l t e s t s , and i f th e t e a c h e r i s
e q u ip p e d to do su c h w ork, he may co n d u ct the
t e s t . W henever p o s s i b l e , th e t e a c h e r w i l l be
e n c o u ra g e d to c a r r y o u t th e p la n s w ith th e
s t u d e n t and to f o llo w -u p s u g g e s tio n s w hich he
has made.
T e a c h e rs s h a l l be e n co u rag e d to s e l e c t a e a se
w hich r e p r e s e n t s some t y p i c a l problem o r a s p e c t
o f d ev elo p m en t i n w hich th e y a r e e s p e c i a l l y
i n t e r e s t e d , su c h a s :
A, A s tu d e n t who has n o t e x p re s s e d any s p e c i a l
i n t e r e s t o r e n th u s ia s m and who has n o t
i n d i c a t e d any su ch i n t e r e s t by p a r t i c i p a t i n g
i n s c h o o l a c t i v i t i e s o t h e r th a n th o se i n
th e c l a s s room.
101
B. A s tu d e n t whose r e c o r d s i n d i c a t e t h a t he w i l l
be an e a r l y c a n d id a te f o r s p e c i a l a d ju s tm e n ts
i n S w ee tw ate r U nion H igh S ch o o l b e ca u se o f
d i f f i c u l t i e s su c h a s h e a l t h , home p ro b le m s,
o r a s s o c i a t e s .
C. A s tu d e n t who ra n k s h ig h i n s c h o l a r s h i p ,
b u t whose a m b itio n s a r e n o t com m ensurate
w ith h i s a b i l i t y .
B. Any a v e ra g e s tu d e n t p la n n in g to e n t e r c o l l e g e .
1 . A M exican, l e g r o o r Ja p a n e se boy o r g i r l .
F. A s t u d e n t who d i s p l a y s d e c id e d i n c o n s i s t e n c y ,
su c h a s h ig h i n t e l l i g e n c e w ith m ed io cre o r
p o o r a c h ie v e m e n t.
G. A s t u d e n t w ith one o r more h a n d ic a p s — h e a l t h ,
a b i l i t y , home c o n d i t i o n s , f i n a n c e .
H. A s t u d e n t who has an e x c lu s iv e i n t e r e s t
i n any one t h i n g .
I . A s t u d e n t who e s p e c i a l l y a p p e a ls t o you as
one whom you would l i k e to s tu d y and c o u n s e l.
J . A s t u d e n t whom you f a i l e d l a s t se m este r*
T hese s u g g e s tio n s a r e m ere ly i n d i c a t i v e o f ty p e s
o f stu d y w h ich c an be made and w hich w i l l in v o lv e
f o r e a c h s tu d e n t i n v e s t i g a t e d ;
^niversHy of California Library
103
A. S tudy o f th e r e c o r d s .
B. O b s e rv a tio n o f i n d i v i d u a l s t u d e n t s a s th e y
a re s e e n i n c l a s s room s, p la y g ro u n d s , h a l l s ,
lu n c h room , s t r e e t e a r s ;
C. C o n fe re n c e s w ith t e a c h e r s , c o u n s e lo r s and
p e rh a p s p a r e n t s ab out i n d i v i d u a l s t u d e n t s .
D. P la n n in g an i n te r v ie w w ith e a c h s t u d e n t .
E. I n te r v ie w w i t h each s t u d e n t .
F . F a m i l i a r i t y w ith r e s o u r c e s i n th e s c h o o l
and community w hich prom ise to have s p e c i a l
v a lu e f o r th e s t u d e n ts c o n c e rn e d .
G. H e lp in g th e s t u d e n t and p e rh a p s th e p a re n t
to make a p la n ,
H. C a rry in g o u t th e p la n w ith th e s t u d e n t ,
and m o d ify in g and r e c o n s t r u c t i n g th e p la n
when n e c e s s a r y .
I . A w r i t t e n summaiy o f th e e a s e w ith recom
m en d a tio n s f o r f u r t h e r w ork.
IT . A rran ge f o r e x te n s i o n c o u rs e s i n g u id a n c e to be
o f f e r e d i n th e c e n t r a l l y l o c a t e d S w ee tw ate r H igh
S c h o o l. C o lle g e c r e d i t s h a l l be o f f e r e d f o r
th o s e who w ish i t , and i f i t can be a rr a n g e d ,
g ra d u a te c r e d i t s h a l l be g iv e n .
103
The o r g a n i z a t i o n o f th e m a t e r i a l o f th e c o u rs e
s h a l l grow o u t o f th e i n t e r e s t s and n eed s o f
th e t e a c h e r s th e m s e lv e s . Q u e stio n s a r i s i n g
from th e u se and i n t e r p r e t a t i o n o f th e cum ula
t i v e r e c o r d form m ig h t w e ll occupy some tim e .
Why a re th e v a r io u s ite m s on th e b la n k ? What
i s th e p a r t i c u l a r s i g n i f i c a n c e o f n a t i o n a l i t y
o f th e p a r e n t s i n c h i l d s tu d y ? The p la c e o f
th e c o u n s e lo r , o r o f th e home room t e a c h e r , o r
o f th e c l a s s room t e a c h e r i n g u id an c e may be
s t u d i e d ; The r e l a t i o n s h i p betw een c o u n s e lo r s
and t e a c h e r s , o r any o t h e r f e l t need may be
ta k e n u p .
V. M a in ta in an a d e q u a te g u id an ce l i b r a r y w h ich w i l l
p ro v id e t e a c h e r s w i t h a re a d y r e f e r e n c e to th e
b e s t m a t e r i a l s w hich r e s e a r c h and g u id an c e
s p e c i a l i s t s have c o n t r i b u t e d to th e g e n e r a l
pro b lem . T h is m a t e r i a l s h a l l be so l o c a t e d t h a t
i t i s p r a c t i c a l l y u n d e r f o o t a t a l l t im e s . The
t i t l e s i n t h i s l i b r a r y s h a l l be s i m i l a r to th e
s e l e c t e d b i b l i o g r a p h i e s p u b lis h e d from tim e t o
tim e i n O c c u p a tio n s — The V o c a tio n a l G uidance
M ag azin e.
104
VI. Reduce th e t e a c h e r lo a d to p ro v id e an o p p o r tu n ity
f o r more e f f e c t i v e c l a s s and home room t e a c h e r
g u id a n c e . As has b e e n p o in te d o u t , members o f
th e f a c u l t y have b e e n te a c h in g c o n tin u o u s ly from
e i g h t - t h i r t y u n t i l t h r e e - t h i r t y w ith o n ly a
t w e n ty - f iv e m in u te lu n c h p e r i o d . The a d m i n i s t r a
t i o n , on th e recom m endation o f th e g u id a n c e
co m m ittee , h a s a lr e a d y made some a d ju s tm e n t by
s h o r t e n in g th e day tw en ty m in u te s and by le n g th e n
in g th e lu n c h p e r io d by f i f t e e n m in u te s . I t i s
hoped t h a t th e g u id a n c e com m ittee w i l l be a b l e ,
as tim e goes on, to in d u ce th e a d m i n i s t r a t i o n to
p ro v id e each t e a c h e r w ith a f r e e p e r io d . S ince
t h i s problem r e s i d e s so c o m p le te ly i n th e hands
o f th e a d m i n i s t r a t i o n we n eed n o t d i s c u s s i t
h e re .
V I I . From tim e to tim e , d i s r u p t th e r e g u l a r c l a s s e s
th ro u g h o u t th e s c h o o l and d e v o te as much a s two
h o u r s , i f n e c e s s a r y , e x c l u s i v e l y to g u id a n c e .
Such c r i t i c a l tim e s a s t h a t o f p r e r e g i s t r a t i o n
o r p e rh a p s a s e r i o u s d i s a s t e r i n th e community
w ould f u r n i s h a d e q u a te r e a s o n f o r c o n c e n tr a ti n g
on g u id a n c e . T h is p ro c e d u re w ould s e r v e th e
106
d u a l p u rp o se o f (1) p r o v i d in g th e n eed ed g u id
ance a t th e r i g h t tim e ; and (2) p ro m o tin g
u n d e r s ta n d in g o f g u id an c e a s e s s e n t i a l l y b a s i c
i n th e e d u c a ti o n a l p r o c e s s .
V I I I . Im prove th e g u id an c e program th ro u g h c o n tin u o u s
r e s e a r c h .
A c o n tin u o u s p r o c e s s o f e v a l u a t i o n i s e s s e n t i a l to
th e d ev elo p m en t o f a good g u id an c e program . I f th e g u id a n c e
program has b e en d e v e lo p e d i n te rm s o f th e n e e d s , i n t e r e s t s ,
a b i l i t i e s , o p p o r t u n i t i e s , and s o c i a l r e s p o n s i b i l i t i e s o f
th e p u p i l s , i t i s im p o r ta n t f o r u s to d e te rm in e w h e th e r o r
n o t th e program i s s e r v i n g th o s e n e e d s . E v a lu a tio n s h o u ld
be c a r r i e d on, th e n , i n te rm s o f th e o b j e c t i v e s w hich have
b een p r e v i o u s ly d e te rm in e d ;
The f o llo w in g q u e s tio n s i l l u s t r a t e th e ty p e o f
a n a l y s i s w hich can be c a r r i e d on to d e te rm in e th e e f f e c t i v e
n e s s o f th e program :
1 . To w hat e x t e n t a re p u p i ls a id e d i n b r i d g i n g
th e gap t o h ig h s c h o o l?
2 . To w hat e x te n t a re p u p i l s o r i e n t e d to th e s c h o o l?
A dapted from "G uidance M anual f o r T e a c h e rs" by
E r ic k s o n H am rin, C h a p te r X I I I .
106
3. To w hat e x t e n t does th e s c h o o l l e a r n a b o u t
i t s p u p ils ?
4 . To w hat e x t e n t i s th e s c h o o l c o n c e rn e d w ith
a s s i s t i n g e a c h p u p i l to make maximum p ro g r e s s ?
5. To w hat e x t e n t a r e a l l p u p i ls b e n e f i t i n g
from th e g u id a n c e program ?
6. To w hat e x t e n t does th e g u id a n c e program
r e n d e r a l l ty p e s o f s e r v i c e s ?
7. To w hat e x te n t i s th e s c h o o l a c t i v e l y r e
o r g a n iz in g i t s program b e ca u se o f th e
g u id an c e program ?
8. To w hat e x t e n t does th e s c h o o l e n c o u ra g e ,
c o o r d in a te and d i r e c t th e d ev elo p m en t o f
community g u id an c e s e r v i c e s ?
9. To w hat e x t e n t a re p a r e n t s c o o p e r a tin g w ith
th e g u id a n c e program ?
10. To w hat e x t e n t a r e t e a c h e r s becom ing
" t e a c h e r s o f c h il d r e n " ?
11. To w hat e x t e n t a re p u p i ls p a r t i c i p a t i n g i n
d e te r m in in g th e l i f e o f th e s c h o o l?
12. To w hat e x t e n t a r e p u p ils in fo rm e d o f f u t u r e
v o c a t io n a l and e d u c a ti o n a l o p p o r t u n i t i e s ?
107
13. To w hat e x te n t a r e p u p ila a s s i s t e d to b rid g e
th e gap to c o l l e g e , to l i f e , and to employm ent?
14. To w hat e x t e n t d o es th e s c h o o l s tu d y and f o llo w -
up fo rm e r s t u d e n ts ? Does th e program " f o llo w
th ro u g h " ?
15. To w hat e x t e n t h a s th e g u id a n c e program s t i m u l a t e d
a community i n t e r e s t and a community program f o r
i t s y o u th ?
16. To w hat e x t e n t i s g u id a n c e becom ing a c o n tin u o u s
p r o c e s s o f s e r v i c e , p a r t i c i p a t e d i n by a l l mem
b e rs o f th e s c h o o l and b e n e f i t i n g a l l members of
th e s c h o o l? Are p u p i ls becom ing i n c r e a s i n g l y
s e l f - d i r e c t i v e ?
17. To w hat e x te n t h as th e program lo w e re d p u p il
m o r ta li t y ?
Of th e many te c h n iq u e s o f e v a l u a t i o n , th e f o llo w in g
a r e some o f th e more p r o d u c tiv e ones and s h o u ld prove
v a lu a b le :
1 . .The q u e s t io n n a ir e i s o b j e c t i v e and s h o u ld
prove u s e f u l .
2 . I n te r v ie w s w ith t e a c h e r s , p a r e n ts and
p u p i l s a r e h e l p f u l .
3 . S u rv ey s o f s t u d e n t ’ s problem s o f t e n r e v e a l n e e d s .
108
4 . D is c u s s io n o f th e gu id an ce program can he u s e d .
6 . The s tu d e n t c o u n c il may assum e e f f e c t i v e l e a d e r
s h ip i n th e p r o c e s s o f e v a l u a t i o n .
6. P a r e n t a l g ro u p s , su c h a s P .T .A . , can
c o n t r i b u t e much.
W e p ro p o s e , t h e n , to re d u c e t e a c h e r r e s i s t a n c e t o
th e g u id a n c e program by p r o v id in g a l l t e a c h e r s w i t h a
handbook o f e s s e n t i a l in f o r m a tio n ; by a r r a n g i n g s t a f f
m e e tin g s f o r d i s c u s s i o n o f p e r t i n e n t g u id a n c e p ro b lem s;
by a s k in g e a c h t e a c h e r to c a r r y th ro u g h one c o m p lete c a se
s tu d y and to r e p o r t on i t ; by a r r a n g in g f o r e x te n s i o n
c o u rs e s i n g u id an ce to be o f f e r e d c o n v e n ie n tly i n th e
h ig h s c h o o l; by o c c a s i o n a l l y ab an d o n in g th e r e g u l a r
s c h e d u le o f c l a s s e s , when th e need a r i s e s , and c o n c e n tr a t
in g on g u id a n c e ; by p r o v id in g an a d e q u a te g u id a n c e l i b r a r y ;
by a r e d u c t i o n i n th e t e a c h i n g lo a d ; and by im p ro v in g th e
g u id an c e program th ro u g h c o n tin u o u s r e s e a r c h .
In c o n c lu s io n , we can do no b e t t e r t h a n to quote
Ben D. Wood:
Wood, p i t . , pp; 25-6
109
G uidance c an n o t r e a l i z e i t s f u l l p o t e n t i a l i t i e s
u n t i l (1) a g r e a t e r s h a re o f th e e d u c a ti o n a l b u d g e t
i s a l l o t t e d to i t s f u n c t i o n s , and (2) a m a j o r it y o f
a d m i n i s t r a t o r s and t e a c h e r s g e n u in e ly a c c e p t , w ith
b o th mind and h e a r t , th e th e o r y t h a t th e w e lfa r e o f
th e i n d i v i d u a l p u p i l i n s o c i e t y i s param ount to b o th
d e p a r tm e n ta l l o y a l t y and c u r r i c u l a r p a t t e r n . These
two ch an g es c a n n o t be made by p u r e ly t e c h n i c a l a d
v a n c e s . The g u id an ce l e a d e r s m ust t u r n t h e i r a t t e n
t i o n to th e p h ilo s o p h y , a d m i n i s t r a t i o n , f i n a n c e ,
t e a c h e r - t r a i n i n g , and c u rric u lu m -m a k in g f o r c e s i n
o u r s c h o o l s , a s w e ll as c o n tin u e t h e i r work o f
t e c h n i c a l r e s e a r c h and s e l f - e d u c a t i o n . S e l f -
e d u c a tio n i s e s s e n t i a l , b u t i n s u f f i c i e n t . I t i s
o n ly to o o b v io u s t h a t c o n s t r u c t i v e , s y s te m a tic
lo n g - te r m g u id a n c e c an n o t become a r e a l i t y u n l e s s
a c t i v e and h e a r ty c o o p e r a tio n o f th e m a jo r ity o f
s c h o o l o f f i c e r s and t e a c h e r s r e p l a c e s t h e i r p r e s e n t
a t t i t u d e , w hich f r e q u e n t l y i s one o f a c t i v e o p p o s i
t i o n , and a lm o st n e v e r b e t t e r th a n i n d i f f e r e n t
t o l e r a n c e b a s e d on la c k o f u n d e r s ta n d in g . In o th e r
w o rd s, one o f th e i n d is p e n s a b l e p r e r e q u i s i t e s to
th e r e a l i z a t i o n o f g u id an c e p o t e n t i a l i t i e s i s to
c o n v e r t P r o f e s s o r M o rris o n ’ s e x h o r t a t i o n in to a
d e s c r i p t i o n : T e a c h e rs (s h o u ld ) spend h a l f t h e i r
tim e s tu d y in g t h e i r p u p i l s as i n d i v i d u a l s , and th e
r e s t o f t h e i r tim e d o in g w hat t h a t s tu d y shows t o
be d e s i r a b l e and n e c e s s a r y .
B I B L I O G R A P H Y
SELECTED BIBLIOGRAPHY
GENERAL PRINCIPLES AND TECHNIQUES
A l l e n , R ic h a rd D ., O r g a n iz a tio n and S u p e r v is io n o f G uidance
i n P u b lic E d u c a tio n . Hew Y ork; I n o r P u b li s h i n g Company,
1 9 3 il lEO pp.
T h is i s a v a lu a b le d i s c u s s i o n o f p la n s f o r th e o rg a n
i z a t i o n of g u id a n c e i n p u b l ic s c h o o ls w hich s t r e s s e s
th e o r g a n i z a t i o n i n P r o v id e n c e , Rhode I s l a n d .
B e n n e tt, M a rg a re t, and H a ro ld Hand, S chool and L i f e .
Hew Y ork: M cG raw -H ill Book Company, l93Ü . Ï W pp.
The p ro b lem s p u p i ls t y p i c a l l y e n c o u n te r i n t h e i r f i r s t
y e a r o f h ig h s c h o o l a re c o v ered by t h i s w e l l w r i t t e n
and u s e f u l t e x t .
B rew er, John M ., and o t h e r s . H is to r y o f V o c a tio n a l G u id an ce,
lew Y ork: H a rp e r and B r o t h e r s , 1 9 ^ . 344 pp.
Mr. B rew er has w r i t t e n a com prehensiv e t r e a tm e n t o f th e
v o c a t io n a l g u id a n c e movement i n c l u d i n g b r i e f d e s c r i p
t i o n s o f v a r io u s ty p e s o f o r g a n i z a t i o n o f g u id an c e i n
c i t i e s and i n r u r a l d i s t r i c t s .
C o le , R o b e rt C . , V o c a tio n a l G uidance f o r B oys, lew Y ork;
H a rp er and B r o t h e r s . ^62 pp.
T h is book t e l l s how to o rg a n iz e and la u n c h e f f e c t i v e
g u id a n c e a g e n c ie s i n s c h o o ls and com m u nities and w i l l
be welcomed by everyone c o n c e rn e d w ith g u id in g th e
dev elopm ent o f young p e o p le , boys and g i r l s a l i k e .
"The d i s t i n c t i o n o f t h i s book i s i n i t s p r a c t i c a l
wisdom . " — S econdary E d u c a tio n .
Cox, P h i l i p W. L . , and Jo h n C. D u ff, G uidance by th e C la s s -
room T e a c h e r, le w Y ork: P r e n t i c e - H a l l , I n c o r p o r a te d &
T93ÏÏ. 535 pp.
T h is book i s p la n n e d to a s s i s t t e a c h e r s i n r e o r i e n t i n g
th e m s e lv e s and t h e i r work to th e h y p o th e s is t h a t ed u ca
t i o n i s e s s e n t i a l l y g u id an c e by th e c la s s ro o m t e a c h e r .
I t d i s c u s s e s a v a r i e t y o f p r a c t i c a l p ro b lem s t h a t .
t e a c h e r s m ust m eet i f th e y assume th e r o l e o f g u id a n c e
o f f i c e r s .
I l l
Cox, R aeh el Bunaway, C o u n se lo rs and T h e ir Work. H a r r is b u r g ,
P e n n s y lv a n ia : A rc h iv e s t ’r e s s , Ï9 4 5 . 3ÛÔ pp.
T h is i s a s tu d y o f one hundred c a r e f u l l y s e l e c t e d
c o u n s e l o r s , u s i n g c a se stu d y te c h n iq u e s l a r g e l y .
T h is g iv e s an i n t i m a t e and d e t a i l e d p i c t u r e o f th e
v a r i e d a c t i v i t i e s o f th e s c h o o l c o u n s e lo r , o f h is
t r a i n i n g , e x p e r ie n c e , g e n e r a l b a ck g ro u n d , and h is
own a p p r a i s a l o f h is p o i n ts o f s t r e n g t h and w eak n ess,
and o f h i s p r e p a r a t i o n f o r th e jo b .
C u l b e r t , Ja n e P . , The V i s i t i n g T e a c h e r a t Work. New Y ork:
The Commonwealth Fund, l9 2 9 l 2 3 5 p p .
T h is e a r l y book i n th e f i e l d p r e s e n t s th e e s s e n t i a l
f e a t u r e s o f th e work o f th e v i s i t i n g t e a c h e r .
B a r l e y , Jo h n G ., T e s tin g and C o u n se lin g i n th e High S chool
G uidance Program . C hicago : S'cience R e se a rc h A s s o c i a t e s ,
1943. Ee S pp.
Here i s a book s u i t a b l e f o r u se e i t h e r as t e s t s i n
c o u rs e s on g u id a n c e o r as r e f e r e n c e s f o r c o u n s e lo r s
and t e a c h e r s i n s e r v i c e .
E n d i c o t t , F ran k S . , One Hundred G uidance L e s s o n s . New Y ork:
I n t e r n a t i o n a l Textbook Company, 1937. 238 pp.
T h is p o p u la r te x tb o o k , w hich has been w r i t t e n a s a
d i s c u s s i o n m anual to be p la c e d i n th e hands o f s t u d e n t s ,
o u t l i n e s one hu n d red d i s c u s s i o n s w hich to u c h p r a c t i c a l l y
ev ery phase o f m odern g u id a n c e .
E r ic k s o n , C l i f f o r d E . , and Glenn S. S m ith , The O r g a n iz a tio n
and A d m i n i s t r â t ! on o f Guidanoe S e r v i c e s . Hew York :
McGraw-liill B o o k Company. 2 76 pp.
Mr. E r ic k s o n p r o v id e s s p e c i f i c and d e t a i l e d s u g g e s tio n s
f o r th e e s t a b l is h m e n t o f a com plete g u id an c e program in
any s c h o o l s y s te m , u t i l i z i n g sound p r i n c i p l e s o f
a d m i n i s t r a t i v e p ro c e d u r e s .
G a r r e t, L a n n e tte , C o u n se lin g M ethods f o r P e r s o n n e l W orkers.
Hew Y ork: F am ily W elfare A s s o c ia t io n o f A m erica, 1946.
167 pp.
l i a
B ecause o f t h e i r common i n t e r e s t s i t i s b e li e v e d t h a t
p e rs o n n e l w o rk ers and c a se w o rk e rs can do much to h e lp
eac h o t h e r th ro u g h an exchange o f t h i n k i n g a b o u t a c t u a l
m ethods o f work and th e s h a r i n g o f d e v e lo p e d p r i n c i p l e s .
H am rin, S h ir le y A ., and C l i f f o r d E. E r ic k s o n , G uidance i n
th e Secondary S c h o o l. C h a p te r X, D. Hew Y ork: D.
App1e10n -G e n tu ry Company, 1939. 465 p p .
The fu n d a m e n ta l c o n c e p t o f g u id an ce i s s t r e s s e d and
some a t t e n t i o n i s g iv e n to f a l s e o r m is le a d in g
p r a c t i c e s .
Hanna, P a u l R . , and R e se a rc h S t a f f . Works P r o g r e s s Ad
m i n i s t r a t i o n , P r o j e c t Ho. 6 5 -9 7 -2 9 6 , S u b p ro je c t Ho. 26.
Y outh S e rv e s th e Community. Hew Y ork; D. A p p le to n -
C en tu ry Company, 1936. 303 pp.
D r. Hanna d e m o n s tra te s t h a t e d u c a tio n can be p la n n e d
to a id y o u th i n e f f e c t i v e p a r t i c i p a t i o n i n community
l i f e . T h is book shows w hat c o o p e r a tiv e a c t i o n can
do i n co m m u n ities.
H eck, A. 0 . , A d m in is tr a tio n o f ^ p i l P e r s o n n e l . B o sto n ;
G inn and C om jpajoyÏ9'29'. "IT sT ppT
H e lp fu l s u g g e s tio n s r e g a r d i n g ite m s t h a t sh o u ld be
in c lu d e d i n r e c o r d s and sam ple form s a re c o n ta in e d
i n t h i s book.
J e s s o n , R alp h W., "An E v a lu a tio n o f th e Guidance Program i n
a L arge C ity S e n io r H igh S c h o o ." U n p u b lish e d M a s te r ’ s
T h e s is , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los
A n g e le s .
The a u th o r h as d e s c r i b e d and e v a lu a te d th e g u id a n c e
program i n u se i n Jo h n H. F r a n c i s P o ly te c h n ic High S c h o o l.
J o n e s , A r th u r J . , P r i n c i p l e s o f G u id a n ce . T h ird E d i t i o n .
Hew Y o rk : M cG raw -H ill BooF“Company, 1945. 572 pp.
T h is book i s a co m p reh en siv e and s y s te m a tic t r e a tm e n t
o f th e need f o r g u id a n c e , p u rp o s e , b a s i c a s s u m p tio n s ,
p r o c e d u r e s , and m ethods o f e v a l u a t i o n .
113
, The E d u c a tio n o f Y outh f o r L e a d e r s h ip . Hew York :
M cG raw -H ill Book Corapany, T93Ô. 246 p p .
T h is t r e a tm e n t o f a n im p o r ta n t s u b j e c t com bines th e
h i s t o r i c a l p o in t o f view w ith t h a t o f c o m p a ra tiv e
e d u c a tio n ; and p r e s e n t s exam ples o f e d u c a tio n f o r
l e a d e r s h i p i n A th e n s , Home, E n g la n d , R u s s ia , and
th e U n ite d S ta te s *
K e fa u v e r, G rayson H ., and H a ro ld C. Hand, A p p r a is in g
G uidance i n S econd ary S c h o o ls . Hew Y ork: The
M acm illan Company, 194T% 26Ô pp.
T his book p r o v id e s a n a c c o u n t o f a n a tio n w id e a tte m p t
to a p p r a is e g u id an c e i n a l l i t s p h a s e s . A lth o u g h th e
p la n o f th e stu d y i s i n t e r e s t i n g , th e c h i e f perm anent
v a lu e i s i n th e r e v e l a t i o n o f th e d i f f i c u l t i e s in v o lv e d
i n such an u n d e r t a k in g . The s u g g e s tio n s g iv e n in
C h a p te r X, "Some P r o p o s a ls f o r th e A p p r a is a l o f
G u id an ce", a r e e s p e c i a l l y tim e ly and im p o r ta n t.
L e f e v e r , D. W elty , A rc h ie M. T u r r e l l , and Henry I . W e itz e l,
P r i n c i p l e s and T ec h n iq u e s o f G u id an ce. Hew Y ork; The
R onald P r e s s Company, 1941. 5È2 pp.
T h is book d e s c r i b e s an e x c e l l e n t d i s c u s s i o n o f th e
p u rp o se and f u n c t i o n o f g u id a n c e w ith i l l u s t r a t i o n s
o f c a s e s . A tim e ly e v a l u a t i o n o f th e b ro a d e n in g
c o n c e p ts o f g u id an c e w ith an em phasis upon th e
know ledge o f th e s p e c i a l i s t s i n g u id a n c e .
McKnown, H arry G ., Home Room G u id an ce. Hew Y ork: McGraw-
H i l l Book Company, 1934. 44? pp.
P r a c t i c a l l y e v e i y th i n g t h a t i s known s p e c i f i c a l l y
a b o u t g u id an c e i n th e home room i s in c lu d e d i n t h i s
volum e— o r g a n i z a t i o n , p ro g ra m s, e v a l u a t i n g , and
o t h e r t o p i c s . F o r a tr e a tm e n t o f c l u b s , assem b ly
p ro g ram s, e x c u r s i o n s , and o t h e r a c t i v i t i e s on th e
e le m e n ta ry sc h o o l l e v e l , se e n e x t ite m .
M i l l e r , M ild re d E l i z a b e t h , "G uidance A c t i v i t i e s o f C la s s
room T e a c h e rs i n H igh S c h o o l." U n p u b lish e d M a s te r ’ s
T h e s is , The U n i v e r s i ty o f S o u th e rn C a l i f o r n i a , Los
A n g e le s.
The a u th o r has made a s tu d y o f th e g u id a n c e p r a c t i c e s
i n th e h ig h s c h o o ls o f th e U n ite d S t a t e s .
114
lew York S t a t e C o u n se lo rs A s s o c ia t io n , P r a c t i c a l Handbook
f o r C o u n s e lo rs . C h icago; S c ie n c e R e se a rc h A s s o c ia t e s ,
1945“ 160 ppl
T h is v e ry c o m p lete handbook has b e en p r e p a r e d to a s s i s t
c o u n s e lo r s and t e a c h e r s i n h ig h s c h o o ls . W hile new to
th e p ro b lem s e n c o u n te re d i n g u id in g young p e o p le , i t
w i l l a ls o be h e l p f u l a s a r e f e r e n c e to th o s e who may
have had e x te n s i v e e x p e r ie n c e i n g u id a n c e .
P a te r s o n , D. G ., G. G. S e h n e id l e r , and 1 . G. W illia m so n ,
S tu d e n t G uidance Tec h n iq u e s , le w Y ork; M cG raw -H ill
B ook C om pany, 193F I 316 p p .
T h is book i s an e x c e p t i o n a l l y p r a c t i c a l p r e s e n t a t i o n
o f th e u s e s of t e s t s i n a g u id an c e program , and i n
c lu d e s a w o rth w h ile p r e s e n t a t i o n o f d i a g n o s ti c
te c h n iq u e s b a sed on o b j e c t i v e r e c o r d s .
S tr a n g , R u th , and Latham H a tc h e r, C h ild D evelopm ent and
G uidance i n R u ra l S c h o o ls , lew Y ork; H arp er and
B r o t h e r s ,“T 9 4 3 . 218 pp.
T h is book i s f u l l o f s u g g e s tio n s f o r t e a c h e r s
i n r u r a l a r e a s .
S tr a n g , R u th , P u p i l P e r s o n n e l and G u id a n ce . lew Y ork;
The M acm illan Company, T94Ü. 356 p p .
P u b lis h e d by th e a u th o r , t h i s book s e rv e d to fo c u s
th e a t t e n t i o n o f a d m i n i s t r a t o r s and t e a c h e r s on c h i l d
d ev elo p m en t i n s t e a d of s u b j e c t m a t t e r . S u i t a b l e f o r
u s e by c o u n s e lo r s a t a l l l e v e l s o f th e s c h o o l.
, The Role o f th e T ea ch e r i n P e r s o n n e l Work, lew
York ; B ureau o f P u b l i c a t i o n s ," t e a c h e r s C o lle g e ,
Colum bia U n i v e r s i t y . 497 pp.
A lth o u g h g r e a t l y e n la r g e d and r e v i s e d , t h i s p o p u la r,
volume rem ain s th e same i n :
P u rp o s e — To h e lp t e a c h e r s and p r i n c i p a l s do b e t t e r
g u id a n c e work w ith i n d i v i d u a l s b e ca u se o f
i n c r e a s e d u n d e r s ta n d in g o f them .
P o in t o f view — The problem o f g u id a n c e i s su rv e y e d
th ro u g h th e t e a c h e r ’ s e y e s .
R e a d a b i l i t y — C l e a r , c o n c r e t e , and i n t e r e s t i n g .
1X5
T r a x l e r , A rth u r E . , S e c h n iq u e s o f Gui& ance, New Y ork:
H a rp er and B r o t h e r s , 1^4:5• “3 9 4 pp*
î r a x l e r s e t f o r t h c o n c r e t e , s p e c i f i c in f o r m a tio n r e
g a rd in g m ea su rin g in s t r u m e n t s , r e c o r d fo rm s, and form s
o f o r g a n i z a t i o n o f a g u id an c e program . C o u n s e lo rs ,
t e a c h e r s , and a d m i n i s t r a t o r s , w h e th e r i n t r a i n i n g o r
o u t i have fo und t h i s to be an a u t h o r i t a t i v e g u id e i n
th e g a t h e r i n g and u se o f in f o r m a tio n .
W illia m s , D onald T u rn e y , "Some V alu es and L im i ta t io n s o f
G uidance Program s i n Seven S e le c te d S econdary P u b lic
S ch o o l System s i n S o u th e rn C a l i f o r n i a . " U n p u b lish e d
M a s t e r 's T h e s is , The U n i v e r s i ty o f S o u th e rn C a l i f o r n i a ,
Los A n g e le s, 1937.
Mr. W illia m s made t h i s stu d y on v a lu e s and l i m i t a t i o n s
o f g u id an c e by q u e s t io n i n g g u id an c e f u n c t i o n a r i e s such
a s d e a n s , c o u n s e l o r s , g u id a n c e d i r e c t o r s , p r i n c i p a l s ,
and v i c e - p r i n c i p a l s .
W illia m so n , E. G ., How to C o u n sel S t u d e n t s . A Manual o f
T ec h n iq u e s f o r C TinTcai C b u h se lo ra . Few Y prk: McGraw-
H i l l Book Company, 1939. 562 pp.
T h is i s a com p reh en siv e t r e a tm e n t o f c l i n i c a l c o u n s e l
i n g w hich g iv e s s p e c i f i c i n s i g h t i n to th e work o f th e
c o n s u l t i n g p s y c h o l o g i s t .
, and J . G. B a r l e y , S tu d e n t P e rs o n n e l Work. An
O u tlin e o f C l i n i c a l P r o c e d u r e s , ^ew' Y ork: M cG raw -H ill
Book Company, 1937. 313 p p .
A m ost th o ro u g h and s c i e n t i f i c p r e s e n t a t i o n o f c l i n i c a l
p ro c e d u re s f o r g u id in g c o lle g e s tu d e n ts i s d e s c r i b e d
i n t h i s book;
W ilso n , F ra n c e s M organ, P ro c e d u re s i n E v a lu a tin g a G uidance
P ro g ram . lew Y ork: B u reau o f P u b l i c a t i o n s , T e a c h e rs
C o lle g e , Colum bia U n i v e r s i t y . £10 pp.
D r. W ilson has made a co m p reh en siv e stu d y o f th e fu n c
t i o n s o f g u id an ce and th e f a c t o r s w hich c o n t r i b u t e to
i t s s u c c e s s o r f a i l u r e . The v a r io u s te c h n iq u e s of
o b s e r v a t i o n , i n t e r v i e w , e t c . , a re d is c u s s e d i n r e l a t i o n
to t h e i r u se i n a g u id a n c e program , and a program o f
s e l f - e v a l u a t i o n f o r an i n d i v i d u a l s c h o o l i s d e v e lo p e d .
116
Wood, Ben D . , and F . S. B e e rs , "The M ajor S t r a te g y o f
G u id a n c e ," O c c u p a tio n s , X I I . ( A p r i l , 1 9 3 4 ), 8 -1 2 .
T h is b r i e f b u t e x c e l l e n t work i s a w id e ly q u o ted
a r t i c l e u r g in g th e s tu d y o f p u p i ls as i n d i v i d u a l s
and th e p r o v i s i o n o f th e n e c e s s a r y av en u es o f
a d ju s tm e n t i n d i c a t e d by su c h s tu d y .
MENTAL GROW TH AND DEVELOPMENT
B e n n e tt, M a rg a re t E . , and H aro ld Hand, D e sig n s f o r P e r s o n a l i t y
New Y ork: M cG raw -H ill Book Company, 1 9 3 8 ." 222 pp.
B e n n e tt and Hand have d e s c r ib e d a s tu d y o f human p e rs o n
a l i t y to g u id e th e p u p i l tow ard wholesome se lf-k n o w le d g e *
i n t e l l i g e n t s e l f - d i r e c t i o n , and a d ju s tm e n t i n th e v a r io u s
p h a se s o f l i v i n g .
B io s , P . , The A d o le s c e n t P e r s o n a l i t y . New Y ork: D.
A p p le to n -C e n tu ry Company, 1^41, 516 pp.
T his volume c o n ta in s f o u r lo n g c a se h i s t o r i e s from
th e f i l e s o f th e stu d y o f a d o le s c e n ts o f th e P r o g r e s s iv e
E d u c a tio n A s s o c ia t io n . The e d u c a ti o n a l i m p l i c a ti o n s
o f th e c a se h i s t o r y d a ta a r e d e v e lo p e d .
B ro ck , S am uel, The B a sis o f C l i n i c a l N e u ro lo g y . Second
E d i t i o n . B a ltim o re : W illia m s and W olkins\ 1945. 393 pp.
T his e x c e l l e n t , c o n c is e te x tb o o k a p p e a rs i n a con
s i d e r a b l y r e v i s e d e d i t i o n . The l a s t r e p r i n t o f th e
f i r s t e d i t i o n was p u b lis h e d i n 1944 and was im m e d ia te ly
s o ld o u t. D r. B rock has made few ch an g es i n th e b a s i c
p a t t e r n o f th e book; he has m ere ly r e to u c h e d i t h e re
and t h e r e . T here a r e t h r e e s h o r t a d d i t i o n a l c h a p te r s
by o t h e r a u th o r s : J o s e p h M oldaver, E rv in g Sim ons, and
P a u l F . H o e fe r.
J e r s i l d , A rth u r T . , C h ild P s y c h o lo g y . R e v ise d and E n la rg e d .
New Y ork: P r e n t i c e - l T a l l , I n c o r p o r a t e d , 1940. 592 pp.
Among th e t o p i c s co m p leted i n t h i s book a r e th e de
velop m ent o f la n g u a g e ; e m o tio n s; th e d e v elo p m en ts o f
s o c i a l b e h a v io r and l e a r n i n g ; th e g ro w th o f u n d e rs ta n d
in g ; th e m easurem ent and p r e d i c t i o n o f i n d i v i d u a l
117
d i f f e r e n c e s i n m e n ta l a b i l i t y , p e r s o n a l i t y , and
c h a r a c t e r ; and some a s p e c t s o f a p p lie d c h i l d
p sy c h o lo g y ,
K l e in , D avid B . , M ental H y g ie n e : The Psychology o f p e r s o n a l
A d ju s tm e n t. New Y ork: Henry H o lt and Company, 1944.
498 pp.
F a c ts and p r i n c i p l e s o f m e n ta l h y g ien e a re p r e s e n te d
w ith th e p u rp o se o f o r i e n t i n g b e g in n in g s t u d e n ts o f
c l i n i c a l p s y c h o l o ^ and, a lso * o f m e e tin g th e needs
and i n t e r e s t s o f th e n o n p r o f e s s i o n a l .
M organ, Jo h n J . , C h ild P s y c h o lo g y . T h ird E d i t i o n . New Y ork;
F a r r a r and R i n e h a r t , I n c o r p o r a t e d , 1942* 688 pp.
T h is book p r o v id e s a g e n e r a l tr e a tm e n t o f c h i l d
p sy c h o lo g y w r i t t e n i n somewhat more p o p u la r s t y l e .
M urray, H. A ., E x p lo r a tio n s i n P e r s o n a l i t y . New Y ork:
O xford U n i v e r s i t y P r e s s ,~T9"SB. 961 pp.
T h is i s one o f th e m ost v a lu a b le s t u d i e s o f p e r s o n a l i t y
from th e c l i n i c a l and e x p e r im e n ta l s t a n d p o i n t s .
P l a n t , J . S . , P e r s o n a l i t y and th e C u l t u r a l P a t t e r n . New
Y ork: Commonwealth Pund, l9%9. 432 pp;
D r. P l a n t p r e s e n t s a d i s c u s s i o n o f th e i n t e r - p l a y
betw een th e p e r s o n a l i t y and th e e n v iro n m e n t. The
a u t h o r , a p s y c h i a t r i s t , has s t u d i e d th e e f f e c t o f
th e c u l t u r a l p a t t e r n upon t h e p e r s o n a l i t y d e v elo p m e n t.
P r e s c o t t , D a n ie l A . , E m otion and th e E d u c a tiv e P r o c e s s :
A R e p o rt o f th e Committee on th e R e la ti o n “ o f Eniotion
to th e E d u c a tiv e P r o c e s s . “ W a sh in g to n , D .C .: A m erican
C o u n c il on E d u c a tio n , 1938. 323 pp.
T h is co m p reh en siv e re v ie w o f th e l i t e r a t u r e c a l l s
s p e c i a l a t t e n t i o n to th e im p o rta n c e o f a f f e c t i v e
b e h a v io r i n c h i l d d e v e lo p m e n t. The em phasis i s
upon th o s e s t u d i e s w hich have a p p l i c a t i o n t o th e
f i e l d o f e d u c a tio n and w h ich w i l l be u s e f u l to
a d m i n i s t r a t o r s and t e a c h e r s .
118
S h a f f e r , L. S . , The P sychology o f A d ju s tm e n t. B o sto n ;
Houghton M i f f l i n Company, lW36. 6O Ù pp.
Here i s a s y s te m a tic t r e a t i s e on th e p s y c h o lo g ic a l
fo u n d a tio n s o f human p e r s o n a l i t y , th e form s o f a d -
j u s t i v e b e h a v io r , and th e m ethods o f m e n ta l hygiene
in m e e tin g w ith v a rio u s problem s o f a d ju s tm e n t.
Z a c h ry , C a r o lin e , and M. L ig h ty , E m otion and C onduct i n
A d o le sc e n c e . New Y ork; D. A p p le to n -C e n tu ry Company,
1940. 563~pp.
T h is book p ro v id e s a com p rehensiv e a c c o u n t o f th e
f i n d in g s from an e x te n s iv e stu d y o f a d o le s c e n c e
u n d e r th e a u s p ic e s o f th e P r o g r e s s iv e E d u c a tio n
A s s o c ia t io n .
SPECIALIZED TECHNIQUES
A l l e n , F r e d e r i c k H ., P sych o- th e ra p y w ith C h i ld r e n . New
Y ork: W . W. N o rto n Go nip a n y , 1942. 5 l l pp.
T h is book i s th e m ost co m p lete e x p o s i t i o n o f r e l a t i o n
s h ip th e ra p y a s p r a c t i c e d w ith c h i l d r e n a t th e P h i l a
d e lp h ia C h ild Guidance C l i n i c .
A lle n , R ic h a rd D ., Case C o n feren ce P roblem s i n Group G uidance
New Y ork; I n o r P u b lis h in g Company, 1933. 151 p p .
T h is book g iv e s v e ry p r a c t i c a l h e lp s on th e problem s
and te c h n iq u e s o f th e c a s e c o n fe re n c e m ethod.
A lle n ,W in d e ll G ., C um ulative P u p il R e c o rd s . New Y ork:
B ureau o f P u b l i c a t i o n s , T e a c h e rs C o lle g e , C olum bia
U n i v e r s i t y , 1943. 69 pp.
T h is work i s a r e c e n t and com prehensive s tu d y f o r
th e im provem ent o f c u m u la tiv e r e c o r d s i n se c o n d a ry
s c h o o ls .
119
Bingham* W a lte r Van D yke, A p titu d e s and A p titu d e T e s t i n g .
New York: H a rp er and B r o t h e r s , 1937. 390 pp.
T h is i s one o f th e b e s t r e f e r e n c e works on a p t i t u d e
m easurem en t. I t c o n ta in s a t h o u g h tf u l p r e s e n t a t i o n
o f th e th e o ry o f a p t i t u d e and a com prehensive
s u rv e y o f th e v a r i o u s ty p e s o f a p t i t u d e t e s t s i
B rew er, John M ., and o t h e r s , Case S tu d ie s i n E d u c a tio n a l
and V o c a tio n a l G uidance. B o sto n : Ginn and Company,
I 9 â 6 . 243 p p .
T h is book i s s u i t a b l e f o r u s e i n an e d u c a tio n a l and
d i s c u s s i o n program c o n c e rn in g th e c a se s tu d y . I t
p r e s e n t s 138 c a s e s c l a s s i f i e d u n d e r su c h h e a d in g s
a s " A t t it u d e Toward S ch o o l W ork", "P roblem s o f a
P e r s o n a l o r S o c ia l N a tu re " , and "Problem s i n Re
a d ju s tm e n t and P ro m o tio n " .
Brown, J . P . , The Psychodynam ics o f Abnorm al B e h a v io r.
New Y ork: Me Üraw-Hi11 Bo ok Company, I9 4 o . 4Ô4 pp .
Here i s a more a d v an ced and g e n e r a l l y t e c h n i c a l
tr e a tm e n t o f abnorm al p sy ch o lo g y recommended f o r
th o s e who d e s i r e a s t r o n g e r , d e e p e r e x p l o r a t i o n
i n to t h i s f i e l d .
D e tje n , Mary F o rd , and W . E r v in , Home Room G uidance Program s
f o r th e J u n i o r H igh S ch o o l Y e a rs . B o sto n ; H oughton
M i f f l i n Ô o m p a n y r9 4 0 . pp.
The book d e s c r i b e s p r a c t i c e s in many s c h o o ls i n th e
g roup d i s c u s s i o n o f g u id a n c e p ro b lem s.
F e n to n , Norman* The C o u n s e lo r 's I n te r v ie w w ith th e S tu d e n t .
S ta n f o r d U n i v e r s i ty 2 r e s s , S ta n f o r d t l n i v e r s i t y ,
C a l i f o r n i a , 1943. 36 pp.
T h is i s a b r i e f b u t th o ro u g h t r e a tm e n t o f th e
p e r s o n a l i n te r v ie w .
K an n er, L eo, C h ild P s y c h i a t r y , lew Y ork; Thomas, 1935.
527 pp.
D r. E a r n e r has w r i t t e n one o f th e m ost u s e f u l ,
a lth o u g h c o n s e r v a t iv e , a c c o u n ts o f th e work o f
th e p s y c h i a t r i s t i n th e s tu d y and t r e a tm e n t o f
c h i l d r e n w ith p ro b lem s.
1 2 0
K u n tz , A l b e r t , The Autonom ic N ervous S ystem . T h ird E d it i o n .
P h i l a d e l p h i a : Lea and S e b ig e r , 1945^ §*87 pp.
A new e d i t i o n o f t h i s fu n d a m e n ta l work i s t r u l y welcome.
I t i s p a r t l y r e w r i t t e n , and th e r e v i s i o n e x te n d s even
to th e i l l u s t r a t i o n s . The a u th o r th u s o u t l i n e s th e
problem he w ish e s to s o l v e , "To d e s c r i b e th e autonom ic
n e rv o u s sy stem b r i e f l y b u t a d e q u a te ly a s a component
p a r t o f th e n e rv o u s sy ste m a s a whole and i n r e l a t i o n
to th e e f f e c t o r o rg a n s in n e r v a te d th ro u g h th e autonom ic
n e r v e s ; to p o in t o u t i t s d e v e lo p m e n ta l and g e n e r a l
p h y s io lo g ic r e l a t i o n s h i p s to th e c e r e p a t h o lo g i c and
c l i n i c a l d a ta b e a r in g on th e f u n c t i o n a l a c t i v i t y o f
t h i s d i v i s i o n o f th e n e rv o u s sy stem and d i s e a s e . "
Low rey, Lawson G ., P s y c h i a tr y f o r S o c ia l W orkers. New York:
Colum bia U n i v e r s i ty P r e s s , 19431 5W7 pp.
T h is book i s n o t o n ly m atu re b u t v e ry much to th e p o i n t .
I t s a u th o r has s p e n t a l i f e t i m e i n th e s e r v i c e s c o n n e c t
in g p s y c h ia tr y w ith s o c i a l work and now p r e s e n t s a t e x t
d e s ig n e d to f u r t h e r t h i s t a s k . T here i s no d o u b t b u t
w hat th e t e x t was b a d ly n eeded and t h a t th e e x e c u tio n
i s e x c e l l e n t . The B o o k 's o n ly draw back i s i t s r e f e r e n c e
l i s t w hich r e p r e s e n t s o n ly w o rk ers i n a c e r t a i n l i n e o f
th o u g h t .
McKnown, H arry 0 . , Home Room G u id an ce. Second E d i t i o n .
New Y o r k : ,M cG raw -H ill Book Company, 1946. 521 pp.
T h is book p r e s e n t s a co m prehen sive d i s c u s s i o n o f th e
p h ilo s o p h y and p r i n c i p l e s o f home room g u id a n c e and
a d e t a i l e d p r e s e n t a t i o n o f program m a t e r i a l s and
a c t i v i t i e s i n th e m a jo r a r e a s o f g u id a n c e . T h is e d i t i o n
b r in g s th e e x te n s iv e b i b l i o g r a p h i e s u p - t o - d a t e and p r e
s e n t s added program m a t e r i a l s drawn l a r g e l y from s c h o o ls
w hich u se d them . Recommended a s a b a s i c t e x t f o r a l l
home room t e a c h e r s .
M aslow , P a u l , R o rsch ack P sy c h o lo g y . B ro o k ly n : B ro o k ly n
C o lle g e P r e s s , 1945. M imeographed and p a p e r-b o u n d .
149 pp.
T h is i s th e m ost th o ro u g h a tte m p t so f a r a t a
p h i l o s o p h i c a l and p s y c h o lo g ic a l e v a l u a t i o n o f th e
R o rsch ack T e s t. How ever, th e a u th o r has f a i l e d
1 2 1
to f i n a l l y c l a r i f y h is th o u g h ts and re d u c e them to
d e f i n i t e c o n c e p ts . The m a n u s c r ip t, t h e r e f o r e , i s
more l i k e an e ssa y th a n a s c i e n t i f i c t h e s i s .
R a p a p o rt, D a v id , D ia g n o s tic P s y c h o lo g ic a l T e s t i n g . C hicago;
Y e ar Book P u b ï i s h e f s , 1946^46, volume £ , 5 1 6 pp.
Volume I I , 573 pp.
T h is i s th e m ost im p o r ta n t c o n t r i b u t i o n to th e problem
o f t e s t p sy ch o lo g y p u b lis h e d s in c e th e b e g in n in g o f
t h i s d e c a d e . I n th e i n t r o d u c t i o n th e a u th o r s a y s i n
r e g a r d to th e i n t e n t i o n o f th e work t h a t i t i s , "An
a tte m p t to e x p lo re s y s t e m a t i c a l l y th e d i a g n o s ti c
p o t e n t i a l i t i e s o f e i g h t p s y c h o lo g ic a l t e s t s u se d
s i m u lt a n e o u s ly ." The t e s t s a p p lie d were th e W ec h sler-
B e lle v u e A d u lt and A d o le sc e n t I n t e l l i g e n c e S c a le , th e
Babcock D e t e r i o r a t i o n T e s t, th e S o r t i n g T e s t, th e
H anfm ann^K asanin T e s t, th e R orschack T e s t, th e T hem atic
A p e rc e p tio n T e s t, th e World A s s o c ia t io n T e s t, and th e
Szondi T e s t. "The e i g h t t e s t s w hich a re th e s u b j e c t
o f th e i n v e s t i g a t i o n r e p o r t e d h e re w ere w elded in o u r
c l i n i c a l work i n to a s i n g l e d i a g n o s t i c t e s t . " R e s u lt
o f th e r e s e a r c h has b e en to show t h a t th e w eak n esses
and i m p o s s i b i l i t i e s o f one t e s t can be overcome by th e
u se o f com plem entary o n e s.
R i v l i n , H arry B . , E d u c a tin g f o r A d ju s tm e n t; The C lassroom
A p p lic a tio n s o f M ental H y g ie n e . Sew T o rk : D. A p p le to n -
C en tu ry Company, 1 9 3 6 . 419 pp.
The a u th o r em p h asizes th e p o s i t i v e a s p e c t s o f
a s s i s t i n g i n p u p i l a d ju s tm e n t r a t h e r t h a n th e
c o r r e c t i o n o f m ajo r e m o tio n a l m a la d ju s tm e n ts
w ith s p e c i a l em phasis on e a se s t u d i e s .
R o g ers, C a rl R . , C o u n s e lin g and P s y c h o th e r a p y . B oston;
H oughton M i f f l i n dompany7^T94SJ 450 pp.
The a u t h o r , o f t e n r e f e r r e d to a s th e f a t h e r o f " th e
h o n - d i r e c t i v e t e c h n iq u e " , p ro v id e s a c l e a r and
co m p reh en siv e d i s c u s s i o n o f one s c h o o l o f th o u g h t
r e g a r d i n g th e m ethods o f p sy c h o th e ra p y w ith r e l a t i o n
to c o u n s e lin g .
A P P E N D I X
APPENDIX A
THE QUESTIONNAIRE
To the Certificated Sraployees of
Sweetwater Union Hi^h School District
One of our fellow teachers, Mr. Daniel Langston of the National City Junior
High School faculty, needs your cooperation in connection vâth a study he
is making for his Master’s degree. He hopes to have your answers to a num
ber of questions on a questionaire seeking information in the field of
guidance. Your help in this matter will be appreciated by both of us.
J. M. McDonald
September 24, 1941 District Superintendent
j | S 5 j : > ( c > ^ 5 | c î i t ï ! f ; 5 ( c 5 { c ^ ^ 5 t c ^ 5 | c
Dear Fellow Teachers:
By conscientiously answering the questions included in this questionaire
youywill not only be doing me a personal favor, but you will be providing
information which may lead to still further improvement of our guidance
program. Your individual answers will be seen and used only by myself as
a basis for an objective analysis of the functional aspects of our guidance
program. Please do not sign your name.
By actual experimentation it takes only twelve minutes to complete this
questionaire. It is essential that I receive one hundred percent returns.
May we have your cooperation?
Very gratefully yours,
October 13, 1941 Dan Langston
123
CHECK LIST OP 5üïDA3?cr3 ACTIVITIES AND ATTITUDES
OP JUNIOR HIGH SCHOOL TEACHERS
1. What c o lle g e or u n i v e r s i t y degree do you hold?
2* What te a c h in g c r e d e n t i a l s do you hold? ________
3. How many u n i t s o f work beyond th e b a c h e lo rs
degree' Have you c o m p l e t e d ? ...................................
4. A pproxim ately what was your u n d e rg ra d u ate
s c h o l a s t i c averag e? (B-, C, o r C4 e t c . ) .
5. Your g ra d u a te p r o f e s s i o n a l s c h o l a s t i c average? . . .
6. What c r e d e n t i a l s o th e r than te a c h in g do you hold? .
7. How many a r t i c l e s have you had p u b lis h e d in
e d u c a tio n a l m agazines? . . . . . . .
8. F u r th e r comment.
P le ase* ch eck in th e a p p r o p r ia te column
3. G eneral Psychology? . . . . ....................
4. V o c atio n al guidance? . . . . . . . .
5. E d u c a tio n a l m easurements? . . . . . .
6. P e r s o n a lity ? . .................................... . .
7. P racticu m in co u n selin g and guidance?
8. C h ild Pyschology? . . .. .. . .. .
9. P y s c h o lo g ic a l a s p e c ts o f crim e? . . .
1 0 .P h o n e tic s and speech p ath o lo g y ? . . .
1 1 .Abnormal psychology? ...................................
a course in : ----- - —
Yes ? , No
— *— -------—— ——- —
guidance? ...........................................................
-J.
Have you ever taken a co u rse in :
12. C l i n i c a l Psychology? . . « .
1 3 o Problems o f human b eh av io r?
14. Biology?
15. Do you re a d books on c o u n se lin g and
g u idance? ..................................................
16. Have you t a ken c o u rses no b 11s te d b u t I
c lo s e ly connected w ith co u n ao lin g ? . , . I
124
' 2
Yes ? No i
..... ..
1
i
--------
! 1
1 1
P le a s e check in the a p p r o p r ia te column
! P re - j O c c a -
jquent- | s io n -
) l y I a l l y
S e l-
dom
1. Do you c o l l e c t and send m a t e r i - I
a l to th e c o u n se lo rs f o r p e r - I
manent f i l i n g ? .
2. Do you c o n s u lt the s tu d e n ts
cum u lativ e re c o rd s? .
L.
i
3. Do you u se the e n t i r e guidanc
p e r io d f o r g u id a n c e — e i t h e r
group or in d iv id u a l? . . .
4. Do you d evote as much as f i f
te e n m inutes a day to p r e p a r
a t i o n f o r your guidance c la s s ?
5. Do you ever make case s tu d ie s
o f p u p ils in your homeroom? . .
6. Do you v i s i t the home of each
of your home-room p u p ils ? . . .
7. Do you c o n s u lt th e n u rse s
h e a l t h re c o rd s ? ...................................
8. Do you tak e à f r i e n d l y , h e lp f u l
p e rs o n a l i n t e r e s t in each
p u p il? ............................................ .
j-
Never
k
125
9.
10.
11.
12.
13.
14.
15.
16.
17.
13.
19.
20.
2 1.
Do you te a c h group guidance as
o u tlin e d in the m anual?................
Do you aid the s tu d e n t in p l a n
nin g h is e d u c a tio n a l program
th roug h to g ra d u a tio n ? . .............
Do you in te r v ie w s u b je c t teac
e rs r e g a r d in g the p ro g re s s of
your home-room p u p ils ?
Do you r e f e r to the co u n selo r
or the main o f f i c e aH cases
in need of s p e c i a l a t t e n t i o n ? • • •
Do you s t r e s s o c u p a tio n a l
in f o rm a tio n of your s u b je c t? .
Do you a rra n g e trip s, to in d u s
t r i a l p l a n t s , museums, c o u rt
hou se , e t c . ? ...o..#..
Do you encourage and develop
s p e c i a l i n t e r e s t s and a b i l i t i e s ?
Do you p ro v id e re m e d ia l i n s t r u c
tio n to handicaped s tu d e n ts or
r e f e r to s p e c i a l te a c h e rs? . . . . . .
Do you t r y to develop s p e c i a l
i n t e r e s t s , le a d e r s h ip a b i l i t y ,
p e r s o n a l i t y , e t c . i n your c l u b ? ..
Do you co o p erate w ith home-room
te a c h e r and c o u n selo r in the
I n t e r e s t of the p u p il? . .^....
Do you d e t e c t m aladju stm ents
and r e f e r to the c o u n se lo rs?
Do you a d j u s t your te a c h in g
tech n iq u e to in d iv i d u a l d i f
fe r e n c e s ? .
Do you seek out the c o u n se lo r
f o r an in te rv ie w ?
: P r e -
quent
ly
' Occa-
s ion
a l l y
S e l -
dom
Nev 3r
I
............
1
I
1
1
!
j
L . . . . . . . . . . . . . .
1
1
1
!
i
i ...
1
1
I
j
126
P le a s e check in th e a p p r o p r ia te column-
22. Do you d is c u s s p u p ils problem s w ith
t h e i r p a r e n t s ? . . . . . . . .
2 3 . Do s tu d e n ts c o n s u lt you about
h e a l t h probloms ?..
24. Do s tu d e n ts c o n s u lt you about home
r e l a t i o n s h i p s ?
25. Do stud-ents c o n s u lt you about boy-
g i r l r e l a t i o n s h i p s ? . . .
2 6 . Do s tu d e n ts c o n s u lt you about c h a r
a c t e r or m oral problem s? . . . . .
a l i t y d i f f i c u l t i e s ?
28. Do s tu d e n ts c o n s u lt you about s o c i a l
problem s? . . . . . . . . . . . . .
2 9 o Do you g iv e t e s t s f o r d ia g n o s tic pur
pesos only? . . . . . . o. o. « .
l e s fo r your p u p ils ? . .
F r e
quent
l y
Occa
s i o n
a l l y
S e l
dom
T---
Never
............................. ______________
P le a s e check in th e a im r o p r ia te column
1. Are you i n t e r e s t e d in guidance? .
2. Do you approve of the home-room group
guidance program? .. . .. . .. ..
3. Do you b e lie v e th e home-room te a c h e rs
should a s s i s t the c o u n se lo rs in the
c o r r e c t i o n of s ta n d a r d iz e d t e s t s ? . .
4. Do you b e lie v e t h a t c o u n se lo rs should be
p a id e x tr a f o r th e work t h a t they do?
5. Do you b e lie v e t h a t sin c e th e c o u n se lo rs
aro t r a i n e d and g iv en t i n e f o r c o u n s e lin g ,
they should n o t expect te a c h e rs to g iv e so
much o f t h e i r time to gu idance? .
6. Have you re a d th e i n tr o d u c ti o n to the
g uidance manual? e e e o e e e *
_Y 0J3 ' ? No
127
7 .
10.
11.
12.
13.
14.
15.
16.
17.
18.
Do you th in k t h a t g u idance is s e p a ra te from
te a c h in g and should be handled by c o u n s e l
o rs? .........................
Do you d i s l i k e te a c h e rs m eetings devoted to
a d is c u s s io n of guid an ce? . . . . . . . .
Do you re a d books o r a r t i c l e s on guidance?
Do you th in k c o u n se lo rs a re an u n n e c e ssa ry
lu x u ry ? # # ^ # # #
Do you b e lie v e t h a t a poor d i s t r i c t should
t r y to e s t a b l i s h a g u id an ce program? . . .
Do you b e li e v e t h a t e f f e c t i v e guidance is
more im p o rtan t than knowledge of s u b je c t
ma t t e r ?
Do you b e lie v e t h a t your most im p o rtan t
f u n c t i o n is to g u id e , r a t h e r than to te a c h
s u b j e c t m a tte r? . . . . . . . . . . . . .
Do you b e lie v e t h a t c h a r a c t e r , c i t i z e n s h i p
and c u l t u r e a re more im p o rtan t than the
th re e 'Rs * ?
Do you b e lie v e t h a t good guidance is a b
s o l u t e l y e s s e n t i a l to su ccess in l i f e ? . .
Do you b e lie v e t h a t p a r e n ts a re more r e s
p o n s ib le f o r g u id in g t h e i r c h ild re n than
the school? . . . . . . . . . . . . . . .
Do you b e li e v e the church is b e t t e r e q u ip t
to o f f e r guidance than the school? . . . .
Do you b e lie v e t h a t th e co u n selo r should
do a l l the g u id in g t h a t he can, le a v in g
only t h a t which he has no time fo r to the
te a c h e rs ? • •
19.
2 0 .
Do you r e s e n t th e p re se n c e of the c o u n s e l
o rs on the f a c u l ty ? . . .
Do you b e li e v e t h a t te a c h e rs a re fundamon-
t a l l y r e s p o n s i b l e f o r the success of any
guidance program? . .
Yes ? No
21. F u rth e r comments on g u id an c e.
± < 50
P le a s e check in the a p p r o p r ia te colurmi,
DO YOU BELIEVE 1ÎÎAT:
1, The s o - c a l l e d p r o g r e s s iv e e d u c a tio n i s s u p e r io r
to the o ld e r m e t h o d s ? ..............................................................
2, The p r a c t i c e o f p r o g r e s s iv e e d u c a tio n i s d e f i n
i t e l y w orthw ile? ; ................................................................
3. The a c t i v i t y approach i s the o n ly w orthw hile
e C l uc a t ion? » • • • • • ••• • • • • • • • • •
4 . The only t r u e e d u c a tio n comes throu gh the
s t i m u l a ti o n o f th e chi Ids powers ? ....................
5. The Childs powers f u r n is h the material and
starting point for a l l education? .........
6. Mere a s s e m il a t i o n o f im p o rta n t f a c t , a p a r t
from the d i r e c t i n t e r e s t s , o f the c h i l d , i s
harm ful to h is mind? . . . ........................................
7# E d u ca tio n i s a p ro ce ss o f l i v i n g and not
a p r e p a r a t i o n fo r l i f e ? ...................................................
8, The sc h o o l must r e p r e s e n t r e a l l i f e - - l i f e
more r e a l and more v i t a l to the c h i l d than
t h a t which he c a r r i e s on in the home, in
the neighborhood, or on the playground? ..................
9& The tr u e c e n te r o f the sc h o o l should be the
Childs own s o c i a l activities? ................ .
10# The o n ly vmy to make th e c h ild con scio u s of
h is s o c i a l h e r i t a g e us t& enable him to p e r
form tho se fu n d am e n ta lt^ n es o f a c t i v i t y
which make c i v i l i z a t i o n what i t i s ? ............................
11. The s o - c a l l o d e x p re s s iv e or c o n s t r u c t iv e
activities a re th e very heart o f educi t ion?
12. S ta n d ard s of s c h o la r s h ip si ould be rnr.in-
to-ineCi? • • • • • • . * • * • o : • • • • « *
13. Only through the c o n tin u a l and sy m pathetic
o b s e r v a tio n of ch ild h o o d i n t e r e s t s can the
a d u l t re n d e r e f f e c t i v e ed u ca tio n ?
1 4. E d u ca tio n i s th e fundm ontal m ethod o f
s o c i a l p ro g re s s and reform ? . . . . . . ', ,
15. At the ju n io r h ig h sch o o l l e v e l , the c h i I d s ’
needs a re concerned w ith p e rs o n a l d ev elo n o n t
a.nd a d ju s tm e n t r a t h e r th an w ith th e a c q u is
i t i o n o f s u b j e c t m a tte r? . . . . . . . . . . .
Yes
?
No
1..... i
:
129
DO YOU BELIEVE /THAT:
16. A c h ild is l i k e l y -'tw'leariL.iîio-3ae . d u rin g
one hour i s a f a c t o r y than d u rin g th re e
hours of su p e rv ise d r e a d i n g ? .........................
17. Where th e re i s no a c t i v i t y th e re i s no
le a r n in g ?
18. The mere m em orizing of f a c t s , d a t e s , or
wise sayings i s a waste of time? i . .
19. Open d e fia n c e of the te a c h e r i s more
s e rio u s than f r e q u e n t daydreaming? * i
20. The p ro ce ss and the goal of e d u c a tio n
a re one and the same th in g ? .........................
21. C h ild re n should s i t q u i e t l y in t h e i r
s e a ts m t h o u t c o n s ta n t rep rim an d in g ?. .
22. C h ild re n should n o t q u e s tio n the te a c h
e rs a u th o r i ty ?
23. Texhook8 a re the b e s t medium of i n s t r u c
tio n ? .
Yes ? No
7
1. How many y e a rs have you been te a c h in g ?
2. Did you p a r t i c i p a t e - in the c o n s tr u c tio n and in a g u a ra -
t i o n of the guidance program? (P le ase do n o t c o n s i
d er w r i t i n g a b u l l e t i n f o r home-room g u id a n c e .) ______
3. Why h a v e n ’t you completed more g ra d u a te work?
4. In the l a s t few y e a r s , have you u s u a l ly had a f r e e
p e rio d ? _________________ _______ _____________ ___ ___________
5. Where is the n e a r e s t adequate guidance l i b r a r y th a t
you know o f ? _____________________ _________________________
6. Are you m arried ?
you have? ______
I f so, how many c h il d r e n do
7. We would a p p r e c i a te f u r t h e r c r i t i c i s m on the guidance
program in the space provided below . ______________
l/nlversity of Southern Califnmia UbfBOf

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Asset Metadata

Creator Langston, Daniel Woodrow (author)

Core Title A survey of the guidance program of the junior high schools of the Sweetwater Union High School District

Contributor Digitized by ProQuest (provenance)

Degree Master of Science

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-107029

Unique identifier UC11271477

Identifier EP70483.pdf (filename),usctheses-c40-107029 (legacy record id)

Legacy Identifier EP70483.pdf

Dmrecord 107029

Document Type Thesis

Format application/pdf (imt)

Rights Langston, Daniel Woodrow

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA