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A proposed counseling and guidance program for the Harper Elementary-Junior High School Houston, Texas

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A proposed counseling and guidance program for the Harper Elementary-Junior High School Houston, Texas

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Content A PROPOSED COUNSELING AND GUIDANCE PROGRAM FOR THE HARPER ELEMENTARY-JUNIOR HIGH SCHOOL HOUSTON, TEXAS A Thesis Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Samuel Pr De Bose June 1948 UMI Number: EP69650 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. in the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI Dissertation R jblishing UMI EP69650 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code uesf ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 This thesis, w ritte n under the direction o f the Chairm an of the candidate's Guidance Committee and approved by a ll members of the Committee, has been presented to and accepted by the F acu lty of the School o f Education of The University of Southern C a lifo rn ia in p a rtia l fu lfillm e n t of the requirements fo r the degree of M aster of Science in Education. Dean Date?:j <r. Guidance Committee Chairman TABLE OF CONTENTS CHAPTER PAGE I. THE PROBLEM AND PROCEDURE........................ 1 Statement of the problem . . . . . . . . 3 Importance of the problem . 4 Method of investigation .... ............ 6 Procedure and source of data ........ 7 The Harper School and the community.......... 10 Organization of remaining chapters ..... 11 II. RELATED LITERATURE .............................. 15 An experiment in guidance . .............. 14 Guidance in the junior high school ..... 15 Guidance in the elementary school ...... 18 Guidance by the classroom teacher...... 21 III. FINDINGS OF THIS INVESTIGATION............. 29 Guidance defined . . . . . . . . . . . . . . 29 A definition for guidance .. . . . . . . . . 30 Method of research followed.. ............... 30 General plan ................ 30 Findings of this investigation on paid personnel .... ........ 32 The principal as a guidance functionary . . . 32 The teachers as guidance workers ...... 35 The custodian--a factor in gathering much pertinent information . . . . . . . . . . . 38 The cafeteria manager supplies information . 42 iii CHAPTER PAGE The school clerk--the keeper of records • . . . 43 The school nurse— a factor in guidance • • • • 45 Tabulation of student needs and wants ........ • 45 IV. SECURING INFORMATION ON 8HÏCH TO BASE GUIDANCE . . 56 Kinds of information needed 56 Where to get information .......... . 67 Personal information blank ...... . . . . 68 Case study . . * . ............................70 The interview a source of information............ 72 Home visits and parent relations ....... 73 Cumulative records............................ 74 Measurement— a source of information and a part of the record.......................... 76 V. THE GUIDANCE PROGRAM FOR THE HARPER ELEMENTARY- JUNIOR HIGH SCHOOL................................79 The counselor ........ , 79 Qualifications................................ 79 Duties.......................................... 80 Selection of the counselor................. 80 Functioning of the guidance program through the counselor...................................... 81 The guidance committee.................... 83 The junior high school consultant and curricu lum director..................................84 iv CHAPTER PAGE The elementary school director and curriculum chairman ............................. 84 The school nurse............................... 86 The school clerk............................... 86 The librarian.......... ................ 89 Director of athletics 90 A The principal.................................. 91 Guidance through the teachers • • • .......... 93 The homeroom teacher in guidance.............. 94 The classroom teacher in guidance........... 96 BIBLIOGRAPHY .......................................... 101 APPENDIX............................... ............... 103 LIST OF TABLES TABLE PAGE I. Analysis of Teachers' Position on Guidance • • • 39 . II. Analysis of the Philosophy of the Teachers in Regards to Guidance . . . . . . . . . . . . . 40 III. A Chart Showing the Formal Academic Training of the Teachers .......... 41 IV. A Chart Showing the Enrollment and How it is Divided— Attendance and Causes of Absence . . 46 V. An Analysis of Factors in the Home That Affect Most the Reactions of the Children.......... 47 VI. A Chart Showing Club Choices of the Students . . 48 VII. A Chart of Vocational Choices of the Students . 49 VIII. A Diagram of the Proposed Guidance Program for the Harper Elementary-Junior High School . . . 100 CHAPTER I THE PROBLEM AND PROCEDURE Guidance in the schools consists of giving pupils such information and advice as they need to become adequate citizens, producers and consumers in the community and creating simultaneously a desire for wholesome experiences. Guidance, therefore, is the promoting of the growth of the individual through self direction; the.assisting of the individual to become progressively more able to solve his own problems and make his own choices.^ Guidance is not new. Human beings have always needed direction. Guidance in some form or guise must have been practiced even by the primitive man. Indeed, evidences are not lacking among lower animals of something closely akin to a system of guidance. Bees and ants seem to be able to distribute their populations advantageously for accomplishing the type of work required in the economy of their groups, and to their several tasks and necessary modes of life. Accounts of early history often reveal the use of various sorts of guidance. There appears in the Old Testament an account of two well known characters, which reads; "And the boys grew; and Esau was a cunning hunter, a man of the ^ Arthur J. Jones, Principles of Guidance (New York; McGraw-Hill Book Company, Inc., 1945), p. 66. p field; and Jacob was a plain man, dwelling in tents," The guidance given these boys was an integral part of their lives, intrinsic in the day's regimen. Esau's counselor was his father, while Jacob turned to his mother for guidance. So the boys grew to be more and more unlike; their native differences augmented by companionship with people of widely differing tastes and temperament. As early as Plato's time it was thought by philosophers such as he that methods should be devised by which every artisan could be assigned to his occupation, "that for which he was naturally fitted. Guidance has become generally recognized as an important aid in public education. In order that desirable results may be achieved in dealing with individuals and groups, formal counseling is provided in most of the larger schools and school systems. Since the junior high school deals with children who are passing through a period of rapid growth and consequently subject to many maladjustments, and since differentiating majors or curricula in education are usually chosen by pupils while in junior high school, these schools have felt the need for more adequate guidance and counseling services. The recent trend in pupil direction in the ^ Genesis 25:27 ^ Arthur E. Payne, Organization of Vocational Guidance (New York: McGraw-Hill Book Company, Inc., 1925), p. 9. 3 elementary schools, especially in the upper grades of these schools, has given a unique status to the combination elementary and junior high schools. As a result of investi gation and literature in the field the writer feels that this type of school is not too popular in the American system of schools, yet it is important because many school systems find it advantageous to operate this type of school. It makes use of one plant with one administrative officer serving as principal of the two schools. It is in most cases a small plant serving hardly more than twelve hundred students. Statement of the problem. It is the problem of the present investigation to discover to what extent a guidance program is needed in the Harper Elementary Junior High School of Houston, Texas, and, with that information to suggest a guidance and counseling program v/hich might be suitable for any elementary junior high school corresponding in size and problem difficulties with the Harper School. It is realized that any plan formed for a definite school would need some modification or revision to meet the needs of another institution. The plan incorporated herein is to be thought of only as a guide, since the school and the community used by the writer is one with which he is familiar and no attempt is being made to establish typical features and problems common to every school of this type. 4 It seems inevitable that an adequate guidance program will become a desired part of the functions of the school, because of the effects of the sharp changes in the social structure as a result of World War II. Social evolution is taking place through education for the children of all the people. Wage increases have brought about superior standards of living. The problems of youth have increased and demand more and more attention from school authorities. As a result, the writer will attempt to develop a workable guidance program for the school, one which will function for the greatest good of the pupils. It is there fore the purpose of the present study to: (1) propose a guidance program for the school mentioned in the light of student needs; (2) make the program practicable; and (3) to make use of the latest available information relative to guidance, guidance functions, philosophy of guidance, and the techniques and administrative phases of guidance. Importance of the problem. Guidance is a fundamental human need. Human beings need help and they are dependent one upon the other. Anthropologists infer that there is little difference between the peoples of most diverse races in native capacity. Experts in the study of ethnology assert that the traits which were formerly held to be fundamentally associated with race, and the distinguishing inherent abilities 5 and limitations, are all a product of culture, and not nature. As this claim has come to be supported with convincing evidence, the meaning and importance of guidance has become more definitely recognized, and a stronger claim can be made for a service which may be potent in settling the destiny of individuals.^ Society is therefore obliged to set up certain guide posts to help individuals along this way. Society's members must conform to the laws of society, in the home, in the school, in the church and in other realms of human relations. The chaotic situation in world affairs shows the need for guidance in everyday affairs and relations. The selection of war as the only means of settling differences, national unemployment, housing and food shortages in times of plenty are all adequate testimony for the need of 5 guidance. If man exerted as much genius in human relations as he does in science and technological advances, our problems would be solved. People are naturally opened to guidance,. There are, of course, certain difficulties that men must encounter before they turn to someone or some agency for help. When ^ A. I. Kroeler, Anthropology (New York: Harcourt and Brace Company, 1923), Chapter 4. ^ National Resource Committee, Technological Trends and National Policy (Washington, D. C.: United States Government Printing Office, 1937), p. 7. 6 they discover that they are in trouble or that they need help, they are then confronted with the problem of doing something; Where to go? and Who to see? Guidance is there fore an important factor in any school, because educational institutions are society's answer to the recognized need for inducting youth into adulthood. The writer gives the following six statements as justification for the important position of guidance in recent trends in public schools: 1. A greater percentage of school age children are enrolled in today's schools. 2. The curriculum is being expanded and varied. 3. A more functional type of education is being offered. The current trend is the shifting of responsi bility from the home to the school. 5. The curriculum is now being adapted to the student rather than the student being adapted to the curriculum. 6. Society is attempting to safeguard equality of opportunity in the schools. Method of investigation. The general plan of pro cedure was decided upon after a careful study of the methods of assembling data for similar researches. An interview 7 with the principal of the Harper School discloses that no guidance program, as such, has ever been attempted in this school. A canvass of literature on guidance reveals that there are no detailed treatises on the combination elementary and junior high school. The next concern was to decide upon a method of gathering data concerning the needs of the school being studied. It was decided to use the technique of interviewing the paid school personnel to ascertain the needs of the school in regards to the setting up of a guidance program. Besides the examination of the school's records and files to obtain information as to present and probable future enrollment, the social studies classes were utilized to discover the wants of the students. Social studies is a required subject in the junior high grades and is taught in the upper grades of the elementary school which is not departmentalized. Procedure and source of data. An interview was held with the principal to gain direct information about the school and to discover the following: 1. Position on present trends in counseling and guidance in today's schools. 2. Number of people employed in the school. o. Probable future status of the school. 4, Funds available for a guidance program. 8 5. A statement of the needs of the school in regards to a counseling and guidance program. 6. What are the over-all guidance needs of the school? 7. filhat is the economic status of the students and of the community? 8. What are the community problems, advantages, and opportunities? The twenty-six teachers were interviewed to discover the following: 1. Philosophy in regards to counseling and guidance in the school. 2. Formal training in counseling and guidance. 3. Formal or informal methods already in use in particular class or subject. 4. The particular needs of each class. 5. The over-all needs of the school in the light of the specific community. The school custodians were interviewed to discover the following: 1. General habits of cleanliness of the students* 2. General deportment of student body. 3. Definite characteristics of the school. The cafeteria manager was interviewed to discover: 1. The health habits of the students as indicated by 9 food purchases. 2. Economic status of pupils. The school clerk supplied information from school records in regards to attendance, enrollment, work permits issued, and number of children traveling by public conveyance to school. The school nurse who visits the school two days per week gave a picture of the general condition of the health of the school population. Through the utilization of the social studies classes in discussion, written essay and teacher check lists, the following points were discovered: 1. Type of work in which parents are engaged. 2. Status of family as to home ownership. 3. Number of children in family. 4. Church affiliation. 5. Difficulty in school attendance and why. 6. Subject liked the most. 7. Subject thought most beneficial for life. 8. Desired life vocation. 9. General philosophy of life. 10. College plans. 11. Immediate plans upon leaving junior high school. 12. What is expected of Harper School and faculty. 10 13. Elementary schools attended other than Harper. 14. Club interests at Harper. 15. Hobby. 16. Sports in which interests lie. 17. Grade and age. The.Harper School and the community. The Harper school is the oldest of its kind in the city of Houston. Its present status of combination elementary-junior high school grew out of the need of a junior high school on the west side of the city which was serviced only by an elementary school. The number of students graduating from the then elementary school could not be accomodated in the nearest junior high. Besides this group of junior high students, three other elementary schools in this section graduated each year a large number of students. The Harper school building was enlarged in 1926 and the junior high department was added with seven teachers to handle the departmentalized school. In 1932, a new residential section was opened just inside the city limits. The section grew so fast that soon the elementary school in that section gradu ated a large class each year. These graduates were enrolled in the junior high department of Harper. This increased the enrollment in the junior high department to more than fifty per cent of its former enrollment. The students from the 11 new section are transported each day on two school busses. Today there are nine hundred and forty one (941) students at Harper. There are twelve (12) teachers in the junior high department with fourteen (14) teachers in the elementary school. The Harper School is located on the west side of the city of Houston in a section known as the Sixth Ward. The section is predominately an industrial section not at all appropriate for a school site. Since the founding of the school, business and industry has pushed the residential section back almost completely isolating the school from the residential community. As a result forty per cent {40%) of the elementary school population comes to school by public conveyance. Only twenty per cent (20^^) of the junior high school population lives within walking distance of the school. In spite of this, and in view of the enormous cost of this very elaborate school plant, the institution will have to solve its problems and continue to operate for many more years in this location. Organization of remaining chapters. Following the present chapter describing the problem of the investigation, the second chapter will summarize problems and findings in related literature. Chapter three gives the findings of the investigation as a result of interviews with the paid 12 personnel at Harper School, Tabulation of the findings through the social studies classes are also presented in this chapter. Chapter four deals with the ways of securing infor mation on which to base guidance, the kind of information needed, and where to get it. This chapter does not deal with broad generalizations, but rather with specific situations in regards to Harper School, The difficulties of guidance are all interpreted from the standpoint of the findings of the interview and from library investigation. In Chapter five the investigation sets up a proposed guidance program for the Harper Elementary-Junior High School of Houston, Texas. The proposed program is based on findings growing out of the present investigation. CHAPTER II RELATED LITERATURE Guidance in some form has always been given, even before education began as a conscious process in the life of the human race. For in that period education was entirely guidance; the parents guided the offspring in the customs, mores, and tribal relations. Guidance has, then, in some form or other, always been given, but the recognition of its fundamental importance is comparatively new. Just as recent trends have shown the need for guidance, it has been only recently that any appreciable amount of information in printed form has reached the average individual. The infor mation available has mainly dealt with the need, aim, and function of guidance, rather than giving information or findings or real research value. The teacher of today is in need of a model for setting up of a guidance program. Techniques and functional procedures are ambiguously stated and hard to interpret. No hard and fast rule to fit any particular situation is available, nor is that condition totally expected or advisable. The guide post in this field is noticeably absent. It is therefore important that the counselor, the teacher, and all the school personnel be familiar with current writings in the field of guidance. 14 The writer here attempts to state the principles of guidance as presented by recognized authorities in the field. Most books on guidance have been written since 1915, Those published before that date, although sometimes listed as vocational guidance books, give directions for doing things but not information about the conditions and oppor tunities which will enable a pupil to determine his fitness to enter a given field. Books of more recent dates con taining subjective opinions about guidance are numerous. They contain many helpful suggestions for teachers who are confronted with guidance problems in schools which do not have trained counselors or directors for the work. A search for literature on the adjustive phase of guidance shows that educational writers have not given it the attention that they have given vocational guidance. A thesis by Ann Amelia Coombs, which is reviewed below, is the only report which does more than mention the subject. The writer was unable to find any report which does more than barely touch on a scientific investigation of guidance on the junior high level. An experiment in guidance. One of the best accounts of an experiment in guidance is given by Herbert C. Bruner.^ This thesis is a report of a five year experiment in offering 1 Herbert 0. Bruner, The Junior High School At Work, Teacher's College, Columbia university, 1925. 15 an enriched curriculum and guiding pupils according to their interests, aptitudes and abilities in the junior high school of Okmulgee, Oklahoma. Besides the core curriculum of English, citizenship, mathematics, and physical education, there is a required combination course which contains nine weeks work in each of the following; music appreciation, art appreciation, spelling, and penmanship, and geography. The distinctive feature, however, is the large number of broadening and finding courses. Twenty-eight such courses, either nine or eighteen weeks in length, are offered. Every pupil must elect one or more each semester. Each course requires actual work in the field, shows the type of work to which it may lead, the possibilities in allied fields and informs the pupil concerning the amount of wages which may be earned by qualified workmen. A wide variety of extra curricular activities are also offered. The results, so far as they can be measured, are favorable. More pupils are retained in school since the new program has been in force. Standard tests are given regularly and show that the pupils are above average in the required subjects. The voters, teachers and pupils are enthusiastic about the plan. Guidance in the junior high school. It has been the traditional assumption that public schools are merely educative in function. To be sure, this is their originating 16 purpose and will remain their dominant one. But the scientific study of the careers of pupils indicates that the school system inevitably performs certain other functions which have large consequences for the students, inasmuch as they retard, close, lengthen, or determine the particular quality of the school education received. One of these additional school functions is the scientific guidance pro cedures which should be the function of every school. It is not at all accidental that the teaching profession should at the present time be deeply engrossed with the junior high school problem. There is adequate reason for such interest. Attention usually focuses on the most troublesome group of problems.2 It is precisely because the now obvious maladjustments seem to be more numerous and important in and about the close of the elementary school years and the first years of high school, that the effort of reconstruction has been most pronounced at this point in the school system. In consequence, the development of a guidance program in the junior high school is significant in view of current educa tional trends and practices. The need for guidance does not just begin at the junior high school level. There is a need for scientific guidance at all levels of the child's ^ L. V. Koos, The Junior High School (New York; Harcourt Brace and Company, 17 development. The school system is, however, the most pliable device for the administration of the guidance program. The need becomes acute in the last two years of elementary school and is constant throughout the remaining years of the presently organized school system. The writer will therefore, in this investigation, treat the problem of guidance in the light of elementary and junior high school needs. While the worth of a school cannot be determined in the extent to which it realizes the ultimate aims of educa tion, yet the aims of education still hold the basic or educational foundation for school direction. The Commission on the Reorganization of Secondary Education of the National Education Association, set up several main objectives of education that the writer will use as a guide in the working out of a guidance program for the combination elementary-^ junior high school. The committee regarded the following as the main objectives of education; 1. Health 2. Command of the fundamental processes 5. Worthy home membership 4. Vocation, citizenship 5. Worthy use of leisure time Ethical character Cardinal Principles of Secondary Education, United States Bureau of Education, Bulletin No. 35, 1918. 18 It is the duty of the junior high school to make its contribution to the achievement of these ends. Granting that there are differences among our pupils sufficiently important to be recognized, it follows that we must provide the machinery for their discovery. It is important that the machinery be prepared and the function must be performed even before the differences may be dis cerningly recognized. Hence, guidance in the latter years of the elementary school, growing more intense and more directive in the junior high school. There will be an opportunity for pupils to explore several fields to see where they fit. They will thus have a basis for making a selection when the time for specialization comes. The junior high school should make provisions for educational and vocational information and guidance. Guidance adds no new objective to the schools' program. It embraces assisting the student in making a broad range of choices and decisions that affect his life plans in many areas.^ Guidance in the elementary school. Education must be a joyous process. When joy abounds life is lived to its fullest extent. The elementary school, and the secondary school, must be a joyous experience for pupils. Guidance in ^ A. M. Turrell, "Essentials of Guidance a Reply," Phi Delta Kappan, X;58-59, October, 1937. 19 the elementary school becomes more informal than in any other phase of the school life. A program of elementary school life activities is essential as it will make possible many desirable experiences that cannot be crowded or formalized into the regular curriculum, as well as make active and real, much that is now in the curriculum but meaningless to the child. The short interest span of children of elementary school age proves a blessing in disguise. Frequent changes in activities as well as in those holding offices in clubs and the like widens the area of type-experiences for all. Pupils activity should per meate so thoroughly the elementary school program that no distinction or line can be drawn between curricular and extra-curricular activities. Education, in order to accom plish its ends both for the individual learner and for society, must be based on experience— v/hich is always the c actual life-experience of some individual. Gregariousness, competition, play, love of adventure, desire for leadership, or selected fellowship, curiousity, approval of peers, self-expression, self-display, desire to collect objects, manipulation, and emulation are traits that do not suddenly appear in boys and girls after grade school ^ John Dewey, Experience and Education (Hew York: The Macmillan Company, Inc., 1938), p. 229. 20 graduation. By this same token it is clearly evident that these elementary school children must have the advantage of a guidance program for direction. The writer has already indicated that guidance in the elementary school can best be furthered through activities. Doubtless, the fact that children normally engage in play and work out of school has seemed to many educators a reason why they should concern themselves in school with things radically different. School time seemed too precious to spend in doing over again what children are sure to do anyway.^ In some social condition this reasoning has weight. The writer, however, like Dewey, feels, rather, that the school, especially the elementary school, should be pupil activity schools. In these schools we should find self-expression, initiative, assuming of responsibility, creative activity, and spontaneity. The elementary school life activities should be especially valuable in attaining the objectives of citizenship, ethical character, leisure and health. At this point the writer would like to direct attention to an excellent statement of objectives for elementary education presented by the Committee of Elementary Education: It is the function of the public elementary school to help every child: ^ John Dewey, Democracy and Education (New York: The Macmillan Company, Inc., 1935], p. 113. 21 1* To understand and practice desirable social relationships 2* To discover and develop the child’s own desirable individual aptitudes 3. To cultivate the habit of critical thinking 4. To appreciate and desire worthwhile activities 5. To gain command of the common integrating knowledge and skills 6. To develop a sound body and normal mental attitudes • • • The committee believes that all six of these objectives contribute to the attainment of character, that to the extent these objectives are pursued, character will be attained.' The writer wishes to state that in his own readings and experiences, he has found that the presence of elementary school activities not only articulate the elementary school more closely with life as it is now lived by the child, but articulates the elementary school more intimately with the secondary school. Hence it results in the justification of this investigation which has as its purpose the setting up of a counseling and guidance program for the combination elementary-junior high school. Guidance by the classroom teacher. There are a quantity of general considerations confirming the teacher’s 7 Committee on Elementary Education, Hew York Council of Superintendents, "Cardinal Objectives in Elementary Education (New York: Department of Education] 1929). 22 place in guidance. In a school set-up which includes the homeroom, the obvious intention is to use the homeroom at least for guidance purposes to the extent of keeping pupils in touch with requirements and regulations affecting the entire plant or any part thereof. Aside from this perfunc tory performance, necessitated in schools too large to make frequent assemblage of all pupils in one room for routine direction, the homeroom has come to be looked upon as focal point for individual guidance and personnel work for the pupils. Administrative and guidance workers go through the homeroom in dealing with an individual pupil, and hold the homeroom teacher more or less responsible for a complete personnel accounting of all the members. Theoretically such a plan sounds well, but the home room teachers are trained as teachers and not as guidance workers. The heavy teaching load placed on teachers makes them feel that the homeroom period is something of a free period, especially since many schools do not furnish any type of outline or set of general principles or practices to follow in utilizing the period for guidance purposes. Con sequently a feeling is growing among a certain group of guidance experts that the homeroom as a guidance institution will not be able to meet the challenge of present day demands.^ 8 Grayson N. Kefauver, Address at Conference on Counsel- ing and Guidance and Personnel, Stanford University, July 10- 15, 1933. 23 The same objection might be made to the effectiveness of the guidance efforts of the classroom teachers as are made to the work of the homeroom teacher* Unless one takes the position of the progressive educationalists and considers all teachers guides, he would hold that the teacher should teach the curriculum, with its materials and leave the guidance problems to the trained people in that particular type of procedure. Teachers are— as yet--largely trained to be subject-minded. They are subjected to a regimentation of majors and minors which are apt to become pretty much their world. In advising or counseling with pupils they are more apt than not to be biased in favor of some particular line, or work, or college, or school, and thus be inca pacitated for the work of an unbiased umpire such as a guidance and counseling expert must become. Homeroom procedures in guidance are planned for some school systems quite elaborately, as indicated in the book about homerooms by Evans.^ The homeroom teachers of some schools do not have advisory duties, but perform only the functions of an administrative nature such as keeping attendance records and the conduct of supervised study periods. Joliet, Illinois schools furnish such an example. 8 Evan C. Evans, Home Rooms (New York: A. S. Barnes Company, 1930) 10 Monograph 14, National Survey of Secondary Education, (Washington: United States Government Printing Office] 1933), p. 106. 24 The homerooms of Pasadena, California junior high schools have been assigned very definite, though broad, responsibilities in the guidance programs of these institu tions, with problems to. attack in "Adjustment to the school. Effective Study, Educational Guidance, Exploratory Experiences, Vocational Choice and Planning, and Personality and Social Ad justment•" A very carefully-developed set of discussion questions is set up for homeroom attack in the Central Junior High School of Muskegon, Michigan, The questions are decided upon by committees composed of pupils and teachers, a semester 1 p in advance. Separate handbooks to act as outlines for homeroom guidance activities in the junior high schools of Los Angeles were experimental with beginning in 1932, These were the product of seven counselors working with the depart ment of Educational Research, and suggested for the seventh year the objectives would be Orientation and Integration; the eighth year would be devoted to Exploration and Adjustment; while the ninth year would be given to Educational * 1 * 1 Course of Study for Home Room Guidance, Curriculum Monograph, No, 53, Pasadena City Schools, July 1931. 12 R, T. Guyer and G. M, Harris, Guidance in Central Junior High School, Muskegon, Michigan, stenciled booklet, 1932, p. 12. 25 Stimulation.^^ Necessarily, teachers and homeroom teachers will be called upon to assist in the guidance work regardless of how well manned the service is, for to be truly successful', co-operation must exist between all the parts and workers in the school. Most schools must reply on current personnel in conducting their guidance activities. Although the general objectives of guidance remain fairly constant, frequent improvements in techniques and the ever changing nature of everyday life in given communities indicate the necessity for continuous study of the problem. The establishment of faculty committees and the procurement of consultant or advisory service to give leadership to such study should be extended to guidance as it has been to curricular and other phases of the school. Some authorities contend that more real guidance should be injected into teaching, while others maintain that more teachers should be drawn into the guidance program. The writer feels that in the small school, such as the one that this investigation deals with, the classroom teacher should be the main force of guidance direction. Dr. David Welty Lefever in his book. Principles and Techniques of Guidance, deals with the role of the classroom The Los Angeles Ci’ ty School District Psychology and Educational Research Division, A Course of Study for Home Room Guidance, Junior High School Grades, 1932. 26 teacher in guidance. He states that long before organized guidance programs appeared in the schools, teachers were making important contributions to the guidance of their students. Good teachers have always sought to understand their students; they have been the friends of youth; and it is to them that appreciative youth have returned with gratitude. However certain developments have conspired to increase the difficulties under v/hich teachers must work in rendering effective guidance. Many teachers, graduates of training institutions, still graduate their students as subject matter specialists. Secondary school offerings are likewise organized on the subject "compartment" basis. Yet the growth needs of the greatly expanded school popula tion are expressed, not in terms of subject matter classi fications, but of life problems. The situation is further complicated by the extensive number of individuals a teacher must deal with in a school day. Instead of having the same thirty-five students for six hours a day, the teacher may have six different groups of thirty-five individuals for an hour each. These situations call for adjustments in both thinking and procedure, if the guidance work of the teacher is to be more effective. Some of the needed adjustments are: a 27 revision of the basis of teacher-student assignment; a changed emphasis from subject matter goals to student development objectives; a curricular reorganization in line with the changed classification of students and the newer emphasis on student objectives; and finally, a different basis for evaluating student outcomes. Regardless of the possible increase in the number of specialists in guidance, the teacher will continue to play the central role in such a program. The teacher’s greatest contribution will be made as a part of his regular classroom activities, not in a special period set apart for guidance purposes; hence, the modifications in curricular and adminis trative organization which will make such contributions possible should be speedily effected. The conscientious guidance worker, recognizing his limitations in meeting these extremely complex problems, may frequently become discouraged by the magnitude of his task. However, in spite of these difficulties great advance ments have been made in guidance techniques and methodologies. . According to Phillip W. L. Cox, the role of the teacher in the educative process, so conceived is a dual one. He manipulates the situations to which the pupils respond, and he acts as guide, philosopher, and friend to his young ^" David W. Lefever, Principles and Techniques of Guidance (New York: The Ronald Press Company, 1944),~pp. 75-76. 28 companions as they engage in activities which the situations call forth. He seeks to stimulate interests in connection with various projects and experiences of the curriculum; he endeavors to get every child to desire to find out, to plan, to practice, to enjoy, to evaluate, to create whatever the project calls for or makes promising of richer experience. The writer feels that guidance is one of the most difficult problems confronting the teacher or school adminis tration. Although there is a wealth of written material dealing with the problem, almost all of the material deals with statement of problems, principles and techniques in the field. The classroom teacher should not expect a pattern to follow or a fast, hard rule to fit the various situations that will occur. Rather he should be familiar with current practices and recent changes, he should have an over-all knowledge of the field as it is. 15 Phillip W. L, Cox, Guidance'by the Classroom Teacher (New York: Prentice Hall, IncT] 1938), pp. 75-76. CHAPTER III FINDINGS OF THIS INVESTIGATION Before setting up the problems and the procedure to follow in this research, it seemed necessary to carefully study current concepts about guidance and to arrive at a definition of guidance to act as a gauge in gathering information. The discussion of the procedure will therefore consist of the following; A. guidance defined; B. method of research followed; C. organization of investigation. A. GUIDANCE DEFINED In this maze of human living we often handle and use many products without being able to define them* Electricity can be handled and used without one’s being able to define it. Certain phases of guidance are in the same category. It is not difficult to make a comprehensive and meaningful definition of guidance* As to what workers in the field have in mind as a sufficient and inclusive definition of what they are handling, this investigation will discuss that matter in the section concerning the philosophy of guidance, where an attempt is made at setting up a program adequate for the Harper School* In planning and organizing the study, this investigation has not placed emphasis on the conven tionally accepted fields of guidance (such as vocational. 30 social, moral, and educational) but, rather, has attempted to emphasize the functional nature of guidance under such functional headings as; general guidance program, ability grouping, exploratory courses, and the like, A definition for guidance. This investigation con siders guidance in the light of a service which is somewhat involved in- all other school procedures, and yet which can be thought of as having a distinct contribution in its own name. Hence, after a survey of definitions found in litera ture, the following functional definition of a guidance program was evolved; guidance is promoting the growth of the individual in self-direction, or assisting the individual to become progressively more able to solve his own problems and make his own choices; a guidance program therefore is held to consist of those agencies, persons, or activities which exert direct influence in the discovery and treatment of aptitudes, likes and dislikes, strengths and weaknesses of individuals, in adopting and preparing for complete living, B. METHOD OF RESEARCH FOLLOWED General plan. The general plan of procedure was decided upon after a careful study of the methods of assemb ling data for similar researches. A canvass of the literature 31 concerning the status of guidance in both the elementary schools and the junior high schools, disclosed that no such general research had been undertaken to date. The next concern was to decide upon a method of gathering comparable data on a subject so variously handled in different schools. Despite the known limitations of any type of questionnaire method, it was decided that a combination check-list and questionnaire be constructed to be used in gathering the needed data. After careful study, and much revision in the light of criticism by experts in the field, such a list was finally built. Since the investigation was confined to only one school, and since the writer is employed in that school, a complete picture was not difficult to arrange. In gathering information from and about the paid personnel, the usual procedure of presenting the questionnaire to be filled out and returned was not used at all. The writer interviewed the personnel, always keeping the questionnaire-checklist near to record data. The interviews were always informal and incidental with absolutely no hint of an investigation. After all necessary data had been obtained from the paid personnel, the secrecy was dropped and through the cooperation of the teachers and principal certain information was gathered from the students. Here again no hint of an investigation was made. The following pages will give the findings as obtained from the paid personnel at Harper School. Also listed are the findings as obtained from student reaction. 32 G. FINDINGS OF THIS INVESTIGATION ON PAID PERSONNEL The principal as a guidance functionary. The principal heads the guidance work in a general way, directing all guidance activities and advising with all guidance function aries# The principal also has the direct responsibility of preadmission guidance of pupils in the elementary schools whose intentions are to enter the Harper Junior High School upon completion of the sixth grade work. The principal visits the schools discussing with the sixth grade pupils and their parents the new phases of school life offered in the junior high school. The elementary classes in the Harper building naturally benefit from the close contact with the principal during their years in this building* This investigation revealed, however, that the prin cipal had not set up a counseling and guidance program for the school. He had made some few steps in the general direction of an attempt at guidance. Since the writer knew that there was no functioning guidance program in the school, the aim of his work was to discover to what extent a guidance program is needed in the school and to set up a program in the light of the needs of the school. It becomes therefore necessary through the interview and checklist to determine the position of the principal on such a program, especially in regards to philosophy, training and readiness. The following facts are presented as a result of the investigation: 55 1* The principal feels that all education, when conducted on a practical plane and dealing with vital curricular material adjusted to the indi vidual needs of pupils, is guidance. 2. He believes that all education is guidance and therefore that all curricular activities should be attacked in a direct manner with the goal of giving the children a viewpoint on life. 5. He feels that guidance is the heart of any classroom. The investigation further revealed these facts: 4. That there are 941 students enrolled in the school, 560 in the elementary department and 381 in the junior high department. 5. There are 26 teachers, and of the 26, 3 are men. 6. That the health service rendered included visits by the public school nurse twice a week. 7. That the school will remain an elementary-junior high school for many years. 8. That the local board does not set up a fund for a counseling and guidance program. 9. The school has a small fund that may be used to help set up such a program. 10. Truants make up of the school enrollment. 34 11# Only 60^ of Harper elementary graduates continue in the Harper Junior High Department. 12. Of the remaining 4: 0%, 39% do go on to other schools. 13. The remaining 1% end their school career. 14. The 3970 that goes to other schools leave without permission and get transfers through the use of false addresses and other unethical methods entered into with the knowledge of parents. (This shows a need for curriculum revision and the development of an interesting extra-curricular program.) 15# Failing work in school is done by 10^ of the enrollment. 16. Superior work in school is done by 10^ of the enrollment. 17. Most of the problems in discipline are handled by teachers. 18# The city recreation department maintains a play center on the school grounds after the regular school day is over. 19# A guidance program is needed for the school. 20. The needs of the junior high school are separate and distinct from the elementary school needs and should be treated individually. 35 21* The people of the community are of poor economic standing* The records reveal that the majority of the parents are common laborers# 22* 2% of the parents ovm their own homes. 23. 27fo of the students ■ live in broken homes. The teachers as guidance workers. The guidance activities of the classroom teachers are more or less general and incidental to their class work. There is no definite homeroom organization, so no attempt is made to carry on a definite program of guidance through the homeroom# The first period is designated as the homeroom or registra tion period, but only for administrative purposes, such as reports to the office and school activity announcements. In studying the teachers reactions and answers to the questionnaire-checklist, the writer observed that the following facts were evident: 1# 53^ of the teachers, 14 of them, believe that the teachers’ position in the guidance program is that of promoting the growth of the individual in self- direction or assisting the individual to become progressively more able to solve his own problems and make his own choices. 2. 23^ of the teachers, 6 of them, believe that good teaching comprehends all the school needs to do. 36 3. 11^ of the teachers, or 3 of them, believe that guidance is the teachers’ job. 4. 7.5^0 of them hold that there are guidance possi bilities in all phases of education. A picture of the philosophies of the teachers on present day guidance trends can be gathered from a study of their reactions on the subject. 5. Ten of the teachers hold only the bachelors degree, then have done graduate study above the bachelors degree but do not hold a masters degree, five of the teachers hold a masters degree and one has studied beyond a masters degree. 6. Twelve of the teachers have had courses in counseling in recent years. Of this number, eight are teaching in the junior high school department. 7. All of the teachers, except four, have had some type of recent study. 8. Eight of the teachers visit the parents of their students while 18 do not. 9. Six of the teachers notify parents of impending student failure while twenty do not. 10. Twenty-six, or 100^ of the teachers keep a personal record of each pupil. 11. Six teachers discuss the value of the school course with the children while twenty teachers do not. 37 12. Personal problems are talked over with the students by eight of the teachers; eighteen teachers make no attempt at helping students with personal problems. 13. Four teachers check the health habits of their children and give points on improving health, while twenty-two make no attempt to do this. 14* Two teachers encourage their students in habits of thrift. 15. None of the teachers interview their students regularly in regards to their work and success. 16. Eight teachers make a special effort to show how a given subject fits into life work. 17. The value of early vocational choice is discussed by ten of the teachers with their students. 18. Eight of the teachers regroup their students according to need and ability as improvement is shown. 19. None of the teachers have a program worked to serve the counseling and guidance needs of the class. 20. Two teachers stated the occurrence of pupil failure as a problem in the class. 21. All twenty-six of the teachers hold that the health of the class is normal; this is arrived at through the report of the school nurse. 38 22m Only the twelve junior high school teachers were asked if their subjects are exploratory; to this question only two answered in the affirmative, 23, Ninety per cent of the teachers hold that the school needs a counseling and guidance program and that a revision of the curriculum is essential. The custodian— a factor in gathering much pertinent information. Every worker in the school executes a measure of influence on the life of the students. Guidance consists in the forces which operate directly in the discovery and treatment of aptitudes, likes and dislikes, strengths and weaknesses, of individuals, in the areas of personal, vocational and social career-building. From the school custodian this investigation attempted to determine the general health habits of the school, to understand in some degree, the deportment of the student body and to know the definite characteristics of the school. From the interview with the school custodian the following general facts were obtained: 1. Besides the head custodian there are two other workers. This is the number used in all schools of this size in the city. 2. Student help is also used in keeping the grounds and building clean. The student help is not paid. The students who work regard their jobs as a school 39 TABLE I TEACHER POSITION ON GUIDANCE PRACTICE __________ Question__________________________________ Yes____Nb Do you visit the parents of your students? 8 18 Do you notify parents of impending failure? 6 20 Do you keep a personal record of each pupil? 26 0 Do you discuss the value of the course? 6 20 Are personal problems talked over with the students? 8 18 Are habits of thrift checked and encouraged? 4 22 Do you interview all pupils regarding their work and success? 0 26 Are health habits checked? 2 24 Do you point out to the pupils how a given subject fits into life work? 10 16 Do you discuss the value of early vocational choice? 8 18 Do you suggest changes in grouping 8 18 If a pet plan or procedure is used, indicate.. No No 40 TABLE II TEACHER'S PHILOSOPHY OP GUIDANCE The teachers were asked to select the statement that most nearly defined what they thought guidance meant. The numbers in the column to the right indicate the number of teachers who checked the statement as their choice. Statement There are guidance possibilities in all phases of education. The teacher's position in the guidance program is that of promoting the growth of the individual in self- direction, or assisting the individual to become progressively more able to solve his own problems and make his own choices. No. Good teaching comprehends all the school needs to do. Guidance is the teacher's job. Every teacher should be a good counselor. 14 41 TABLE III ACADEMIC TRAINING OP TEACHERS AT HARPER SCHOOL Amount of Training No. Bachelor’s degree only 10 Further study, but no higher degree 10 Master’s degree 5 Study above master’s degree 1 Received bachelor’s degree within last five years 6 Graduate study within last five years 16 No recent study 4 Have you had any courses in counseling and guidance? Yes 12 No 14 42 monotor duty. 3. When evening affairs are held in the school building it is always necessary to have a police officer on duty. This is necessary because of older boys in the neighborhood and not because of poor conduct on the part of Harper students. 4. Discipline problems sometimes arise in the morning before the principal arrives. These problems are handled by the head custodian who does nothing more than place the offending ones on the bench until the principal arrives. Because of the number of children who must travel by bus to school, a large number must of necessity arrive on the school grounds early so that the bus may return for a second load. 5. The custodian finds this student body helpful in keeping the building and grounds clean. The walls are suprisingly free of writing and drawings. The cafeteria manager supplies information. The whole child must be studied in order that a program be developed to satisfy the needs of the whole child. This investigation has therefore found it necessary to interview the cafeteria manager to obtain information in regards to the health habits of the student body as consumers. The economic status of the students can also be obtained from the interview. The 43 following facts were obtained: 1. The children are not sold plate lunches, but indi vidual dishes are available for selection. The selection, however, is varied and allows for the assembly of a well balanced lunch at a small cost. 2. The children make their own selections. There is a cafeteria worker on hand to help with the choice and to insure wise selecting. A strict and careful supervision is maintained because unwise selection of food is a definite characteristic of this student body. 3. Beacuse of the very low economic status of the community, it is necessary to provide a free lunch program at the school. 4. Fifty per cent of the children bring lunches from home. This group eats in the cafeteria and buys milk or a hot dish to supplement the sack lunch. The school clerk--the keeper of records. - Any indi vidual who is now living has a past. That past, regardless of its length, will in some way influence the future of the individual and may influence the future of society. This alone would justify the need of keeping records. This investi gation finds that such records at the Harper School are kept in a large degree by the school clerk. These facts were obtained from the school clerk: 44 1. There are 941 students enrolled in the school. Of this number 560 are elementary grade students, while 381 are in the junior high department. 2. The average daily attendance in this school is higher than in any other elementary-junior high school in the city. 3. Illness is the chief cause of absence, constituting eighty-five per cent of all the absences. Five per cent of the enrollment is truant while ten per cent of the absences are due to insufficient clothing. 4. Only sixty per cent of the students whs complete their elementary work in this building, remain here for their junior high years. Of the remaining forty per cent, one per cent drops out of school altogether. .The thirty-nine per cent left find some way to get around district restrictions and go to other schools in the city. This fact is evidence that there is a need for curriculum re vision and more especially the instituting of an extra-curriculum program of interest and value. 5. There are 210 elementary boys and girls traveling to school by bus and 291 junior high students using this means of transportation. This does not include the number of children who are brought to school by their parents. 45 On the following pages will appear several charts which reveal interesting and important factors concerning the status and attitudes of the student body at the school in question. The information one garners from a study of these charts further indicates the necessity for a well planned, practical guidance program for the boys and girls. The school nurse-^a factor in guidance. No school is fulfilling its duty to the student or to the community that does not keep in mind the health of the student. This investi gation obtained from the school nurse an over-all view of the health of the student body and the community. The report revealed that the health of this group of children is above average. There have been no general cases of student illness. Only at one time in the history of the school has it been necessary to close the school, and this was due to a city-wide epidemic and all schools were ordered closed for two weeks. The parents cooperate beautifully with the school nurse in protecting the health of their children. All of the children attending the school are vaccinated against the usual communicable diseases. D. TABULATION OF STUDENT NEEDS AND WANTS From a study of the results of the interviews with paid personnel the writer obtained a general picture of the Harper School. It then became necessary to gather information 46 TABLE IV ENROLLMENT AND ATTENDANCE CHART OF HARPER SCHOOL No. , Enrollment : Elementary school 560 Junior high school 381 Total 941 Per cent Causes of absence: Illness 85 Truancy 5 Lack of clothing 10 Total 100^ 47 TABLE V THE HOME FACTORS OF HARPER STUDENTS I. Parents of Harper School students are employed thusly: Common labor 66^ Domestic labor Professional status 15& II. The parent and sibling relationship of children attending Harper School appears to be that: Children whose parents own their own homes make up of the student body 4.23# Children without siblings 60 Children with one or more siblings 700 III. The church preference or affiliation of children attending the Harper School is divided in the following manner: Catholics 28 Protestants 703 No church affiliation 210 Note: This information outlines the factors in the home that have the greatest bearing on the attitudes of the children# 48 TABLE VI CLUB MEMBERSHIP CHOICE AT THE HARPER SCHOOL Type of Club Number of Members Hi Y 22 Girl Reserve 38 Gra Y 52 Brownies 59 Note: A far greater number of students at the school, 770 of them, have no club interest whatsoever. 49 TABLE VII CHART OF VOCATIONAL CHOICE OF HARPER STUDENTS Five hundred and twenty students at the Harper Elementary and Junior High School were questioned as to their voca tional choice. The tabulated answers are as follows: Vocation No. Medicine 11 Dentistry 6 Nursing 50 Law 11 Teaching 5 Bus ine s s 108 Mechanics 27 Railroad employee 60 Civil Service 78 No choice 164 Note: The self-imposed limits of ambitions, the few fields of interest, and the over-balance of students planning business careers are again convincing proofs of the need for a guidance program that would consist, in part, of vocational counseling. 50 as to the student likes, dislikes, problems, and capacities. The method of the investigation has already been treated in this work. It will not be necessary then, to discuss again the method of the investigation. The writer will, however, list the facts as obtained from the investigation as they relate directly to the students as shown in their responses. The facts are listed below; 1. Sixty-six per cent of the parents of the student body are common laborers. 2* Thirty-three per cent of their parents are domestic workers. 3* One per cent of the parents are professional people. 4. The children's parents own their own homes in 4.23 per cent of the cases. 5. Out of 941 children enrolled in the school, sixty of them have neither brother nor sister; while seven hundred of them have at least two or more siblings. 6. There are twenty-eight Catholics in the school, 703 Protestants, and 210 children who profess no faith or church preference. 7. One hundred and six children had been absent from school during the year because of insufficient clothing or lack of shoes. 8. Ninety-one children had been absent on the average 51 of four times to take care of smaller brothers and sisters. 9. Out of 518 students in the upper elementary school grades and junior high grades, seventy named social studies as the subject most liked, 100 named physical education, sixty-four named music, 106 named arithmetic, and 180 named industrial arts. 10. When the students were asked to name the subject given in school they thought most beneficial eighty-nine chose social studies, ten chose physical education, eighteen chose music, 241 chose industrial arts, and arithmetic was the choice of 162. 11. When asked to list their vocational preferences, eleven students indicated a desire to be doctors, six to be dentists, eleven to be lawyers, five to be teachers, fifty to be nurses, 108 wish to enter some field of business, sixty wanted to be rail road employees, seventy-eight wanted to be letter carriers, twenty-seven wanted to be mechanics, and sixty-four had no choice. Of the 108 who wished to go into business sixty-two had no idea of what kind of business they were interested in. Of the eleven who wanted 52 to be doctors, six of them did not like science as a school subject and three of this number came from families who are on the county relief rolls. The five who choose teaching as a profession are children of teachers. 12. Out of the five-hundred twenty students processed, only ninety one planned to attend college. 13. Only 104 students out of the 520 do not plan to enter high school following junior high school graduation. 14. Lead questions were asked to determine the attitude of the students towards Harper School. The answers revealed a. that 176 did not like attending the school. b. that of this number, six would attend no school while the remainder would like to attend some other school in the city. c. that all students preferred a school where more extra-curricular activities were offered in the school program. 15. Only sixty per cent of the Harper Elementary School graduates remain at Harper for their junior high education, and in that group only have remained at will. 16. There are four clubs open to the students; they are the Hi Y, Girl Reserve, Gra Y, and Brownies. 53 17. Of the 520 students processed, 380 had no hobby, sixty listed some form of athletics as a hobby, tvm listed reading as a hobby, fourteen listed cooking, thirty listed drawing, and thirty-four listed gardening, 18. Of the three sports featured by the physical education program, football ranks first in student interest, baseball, second and basketball, third. From the investigation certain general facts were established about the school. Every department and worker in the school entered into the establishment of these facts listed below: I. A curriculum revision is necessary at Harper School because a, an exceedingly large percentage of students are attending the school against their wishes and should be encouraged to enjoy their school life at the institution. b. an equally large percentage of children are assisted by their parents to illegally attend other schools in the city. Since this investigation did not set out to determine the necessity of a curriculum revision but rather to find the needs and the extent of the need of a counseling and guidance program at Harper School and to thereby set up a 54 counseling and guidance program according to the findings, the writer shall list the facts obtained that point toward the need of a counseling and guidance program. II. A counseling and guidance program is necessary at Harper School because; a. a large number of students attend school merely because they are forced to. b. a large number of children have no interest in school or in a chosen vocation. c. there is a complete lack of hobby interest among the majority of the children. d. twenty-five per cent of the students have no church preference nor affiliation. e. there are only two exploratory courses in the junior high department. f. subjects selected as the more beneficial do not coincide with fields selected for further study by the students. g. more than seventy per cent of the students who selected life vocations are completely unsuited for the work they have chosen. h. none of the students have a philosophy of life. i. few of the students plan to attend college. j. a complete fumbling in school by most of the children. 55 The investigator shall in the next chapter, discuss the organization and administration of guidance in the combination elementary-junior high school, thereby preparing the setting up of a working program for the Harper School. CHAPTER IV SECURING INFORMATION ON WHICH TO BASE GUIDANCE The purpose of this chapter is to present the results of a study of the current means of securing information about pupils, and the methods by which this information is used to make counseling more than guesswork and generalism. The information presented in this chapter is a result of a study and an investigation into the field with attention to the work and thinking of recognized authorities in the field. The investigation of this chapter is almost purely academic. Special attention is given to a study on guidance practices in the junior high schools of Southern California. This study is in the form of a thesis by Ruth Tait Seawell. A. KINDS OF INFORMATION NEEDED According to E. G. Williamson, Coordinator of Student Personnel Services and associate professor of psychology at the University of Minnesota, counseling cannot be effective unless the counselor is well informed about (1) the charac teristics and potentialities of the student and (2) the influences and resources of school, home, and community in which the student's problems arise and in which he must make adjustments. This means that the counselor must collect and interpret many facts before he is prepared to assist the 57 student.^ Just as a teacher must prepare for his classwork, the counselor must prepare himself for his interview with students. In such interviews he performs the counseling equivalent of instruction. Preparatory to interviewing students, the counselor must collect, review and interpret (tentatively) information about the student and his total environment. This is the process of analysis which precedes the diagnosis or interpretation of the students' problems and potentialities. Arthur E. Traxler, Associate Director of the Educa tional Records Bureau, gives ten areas of the history and development of the individual pupil within which we need information for guidance purposes. The areas may seem at first to consist of separate bits of information but they really contain factors which may dominate the individual's whole adjustment. One of the ten areas is background. It is desirable to obtain facts concerning the parents, including types of occupations, education, religion, health, birthplaces, citizenship and languages spoken. Likewise, the names, sex, birthdates, education and health of the siblings should be ^ William Martin Proctor, "The Role of the Counselor," The Challenge of Education, Stanford University Education Faculty, Chapter XXIII, (New York: McGraw Hill Book Company, Inc., 1937), p. 358. 58 listed. In addition, it is helpful to have information in regard to type of community in which the home is located, study conditions in the home, availability of books and magazines for home reading, and other factors, such as "broken homes." A second type of information has to do with school history and record of class work. Information should, of course, be available concerning names and types of schools attended, achievement in subjects and activities, and school difficulties encountered. There should be a complete record of the subjects studied by the pupil and of his progress in these subjects. This has, from the beginning, been the common kind of information kept for individual pupils in schools and it is probable that this is still true in the majority of schools in the United States. A third kind of information needed for guidance is the mental ability or academic aptitude of each pupil. It is generally recognized now that academic aptitude is not entirely an inate characteristic but is a combination of native capacity and training. The appraisal of the intelli gence or academic aptitude of each individual might be done by means of rating procedures, but tests are so much more reliable than opinion that they have become the standard procedure for use in investigating aptitude. Most secondary schools now administer one intelligence. 59 or academic aptitude test, test to their students at some time during their high school course, and a considerable number obtain the results of two or more such tests for each individual. Schools commonly employ tests yielding just one mental age and I.Q. and while the results of tests of this kind are helpful, in general the more diagnostic the test, the more valuable. The value is evidenced in scores in placement and guidance. Other things being equal, a school should give preference to an academic aptitude test that yields in addition to a gross score, separate scores for at least linguistic aptitude and quantitative aptitude, or language and non-language aptitude. A fourth kind of guidance information concerning the individual has to do with achievement and growth in different fields of study. The class record furnishes information Concerning the achievement of a student, but it is determined partly by the subjective judgment of the various teachers and is inevitably influenced to some extent by the effort, interest, enthusiasm, and personality of the student. The school should, if possible, supplement the class record with objective evidence of achievement based on comparable tests. A comprehensive achievement testing program should include for each pupil four or five tests v/hich are usually admin istered near the end of the year. The tests commonly used in such a program are an English test, a language test, if 60 the student is studying a foreign language, and either broad field tests or the appropriate subject tests in mathe matics, science, and social studies. The results of the test should be recorded cumulatively in either tabular or graphic form, or both. A fifth type of guidance information deals with the health of the individual pupil. This kind of information may be obtained from questionnaires, interviews with the pupil, tests, and records of examination by the home or school physician. In the cumulative folder or file for each pupil there should be a generally available and quickly readable summary of the health and physical characteristics of the pupil, including vigor and lassitude, assets, and disabilities or limitations. In addition, there should be a more detailed record of health, including periodic physical examinations and a disease history record. This information will usually be filed in the physical education office or the office of the school physician. A sixth type of information needed in guidance con sists of notes on the out-of-school experiences of the pupil. This type of information will be secured mainly by question naires and personal interviews. Special attention should be given to summer experiences and work experiences. Infor mation in regard to work experiences should cover such items 61 as type, duration, hours, earnings and the degree to which the individual liked and enjoyed the work, A seventh type of guidance information is concerned with educational and vocational interests of the individual pupil. The newer psychological school emphasizes the dynamic role of interest in all aspects of mental and emotional development. Interests should invariably of the reference points in personnel work with individuals. The school should secure two kinds of information about the interests of each pupil. In the first place, it should keep a record of his activities as an indication of functioning interests. In the second place, it should be able to make a summary statement concerning the interests of the pupil on the basis of observation and scores on standardized interest questionnaires. In the interpretation of interest data the counselor should keep in mind the fact that the interest of many indi viduals change markedly during the secondary school years. Trends in interest development may be fully as important as the pattern of interest at any given time. Closely related to interests is an eighth aspect of pupil development about which the school should obtain information for guidance purposes. This type of information includes the student’s special aptitudes, art, literature, music, mechanical skill, and so forth. In the case of many 62 students, perhaps the majority of them, the school cannot record anything very significant under this category, for a large proportion of the pupils have no unusually marked aptitude in any one field; but when a pupil has exceptionally high aptitude of a particular kind, the counselor should be informed of this good fact as soon as possible. A ninth, and very important, area in which the guidance department needs information about individual pupils is in that of personality. The eight categories already considered are indirectly related to personality. But here we are con cerned more directly with a complex of qualities which acting together tend to shape the personality of individuals. There is close agreement among teachers and counselors at all levels of the school that much attention should be given to personality development. It would, however, be impossible to suggest a list of personal characteristics which would be satisfactory to all educators. Every group that has tried to formulate a comprehensive set of personality traits has come out with a somewhat different list, although all of them overlapped to some extent. The components of personality may ultimately be isolated by means of factor analysis, but in the meantime, lists of personal character istics formulated as a result of a subjective analysis must be used as a basis of appraisal. One list that will un doubtedly be used extensively is included in the "Description 63 of Behavior" in the new revision of the American Council Cumulative Record form. It covers responsibility, creative ness, influence, adjustability, concern for others, serious- q ness of purpose and emotional stability. The last area of guidance information which will be mentioned here is plans for the future. This area should include educational and occupational plans as indicated by the pupil, his parents, and the counselor. The information will be obtained chiefly from interviews and questionnaires. Choices of programs of training and of occupations cannot be based on the attractiveness of the opportunities. Wide variations in the capacities and interests of indi viduals and the dependence of success in any situation on the possession of adequate capacity and proper interests make indispensable a careful consideration of the character istics of the individual when formulating his educational and vocational plans, Leonard V. Koos and Grayson N. Kefauver in their book. Guidance in the Secondary Schools, follow along with the fact that before guidance can be attempted the counselor must have basic information about the student. A long list of P 1941 Revision of American Council on Education Cumulative Cards for Junior and Senior High Schools, Pre pared by the Committee on the Revision of Cumulative Records, (Washington, D. C.: American Council on Education, 1941) 64 sources of information is given, but we are here concerned with the kind of information needed. These authors first obtained from the students information about educational plans, choice of curriculum, intentions to finish high school, intentions to attend higher institutions, choice of occupa tion, self analysis of characteristics, subject likes and dislikes, and home conditions. The value of this information to the counselor is obvious and is agreed on by many authori ties in the field. There is, however, a difference of opinion on how and when the information should be gathered. But here our concern is with the kind of information needed. These authors go on to list records of school work as a source of information and these records should reveal, record of scholarship, record of participation in extra curricular activities, aptitude shown in exploratory courses. Although these authors recognize the value of information concerning the home and community background of the student, no mention is made of securing information about the home from the parents. All information secured seems to come directly from the student. Clifford E. Erickson and Marion Crosley Happ in their book. Guidance Practices at Work, listed from the Occupational Information and Guidance Service of the United States Office of Education the following information necessary for counseling: 65 Personal Inventory A. To secure information about individuals by means of reports, records, tests and measurements, and personal interviews* B* To record through the use of cumulative record system information including 1# school record 2* tests and measurements a# intelligence b# achievements c. aptitudes d. interests 3. social and economic background 4. trait ratings 5. occupational experiences 6. recreational activities 7* physical and health data 8. other significant information C* To interpret personal inventory data as a basis for counseling by utilizing and extending the cumulative record system,3 As the investigation moves on, the writer finds that Arthur Jones states in his book. Principles of Guidance, that any fact that can have any bearing on the student as to his choices nov/ or later is important. Since it is not possible to obtain all the facts, we should have the most 3 Clifford E. Erickson, Guidance Practices at Work (New York: McGraw-Hill Book Company, Inc., 1946), pp. 2-3. 66 important facts about the individual. Jones states that these facts should include information not only concerning the various phases of his family history, home conditions, general outside associations, but also his work at school, his health, and his whole outlook upon life. Lefever remarks in his book. Principles and Techniques of Guidance, that it is necessary to hear from students themselves regarding their plans and choices. It is impor tant to know their educational plans; their subject likes and dislikes; the curricula they plan to enter; the type of future school for which they are preparing; and the length in years of their educational plans. Data should be assembled concerning their occupational choices, reasons for these choices, persistence and change in these decisions, home conditions, social background and much other pertinent in formation which can be supplied in great part by the student. Philip Cox listed four areas of knowledge and under standing that the counselor must have of the students * life before counseling can be effective and worthy. This list appears in his own book. Guidance By the Classroom Teacher. He states that first the counselor should become acquainted with the home and social background of the student. Secondly, the counselor must understand the mental and emotional con flicts the youth and their resulting effects. It is important, thirdly, to know the student’s aptitudes and 67 abilities and successes. The fourth area requires that the counselor know the out-of-school associations of the student. B. WHERE TO GET INFORMATION The collecting of information about the students whom he counsels is one of the most important problems with which the guidance worker has to deal. A wealth of knowledge is available concerning the occupational fields awaiting the counselee, the social and economic situations which he will face as well as problems of health and leisure time activities. These facts concerning the external environment are many. Likewise, the results of numerous research studies are available dealing with mankind in general, his nature and nurture, and his needs, interests and abilities. For counseling purposes, however, information must be assembled about one particular person; and the generalizations made from studying thousands of people and situations must be applied to this one individual. It is possible to classify sources of information about students into three general groups: (1) information obtained from individuals, either the person himself, or others; (2) facts gathered from sources such as school, court, or medical records; and (3) the picture of the indi vidual which standardized tests and inventories reveal. These items about students may be collected in a variety of 68 ways and involve autobiographies, case histories, interviews, questionnaires, social case techniques and staff clinics. Personal information blank. Whenever a pupil enters a school, the counselor should obtain vital and important data in an objective form concerning him.^ Pacts about the student furnish the working basis for the guidance program. It is obvious that if the school is to attempt any kind of guidance program at all, it must accumulate facts about each pupil. Information should be available from the first day the child enters school. At that time certain information is needed for placement and guidance purposes. The personal information blank is therefore a must for counselors. The information considered essentially a part of the blank is listed here: 1. Name 2. Date and place of birth 3. Sex 4. Address and telephone number 5. Names of parents and guardians 6. Occupations of father and mother 7. Number of brothers and sisters 4 Richard S. Allen, Organization and Supervision of Guidance in Public Education (New York: Ivor Publishing Company, 1934), p. 20. 69 8* Nationality or racial extraction of parents 9. Marital status of parents 10. Language spoken in the home 11. General health status 12. Nature of any physical handicap 13. Approximate average of school marks 14. Subject strengths 15. Subject weaknesses 16. Subject preferences 17. Nature and extent of participation in extra curricular activities. 18. Position of leadership 19. Hobbies 20. Clubs 21. Special talent 22. Vocational plans 23. Educational plans The essential data contained on the personal infor mation blank will be helpful to the counselor. This infor mation in most cases can be obtained from the student. Though the school keeps an adequate cumulative record on each of its students for administrative purposes, this should not preclude the counselor or teacher from having at least a brief record of his own for each student with whom he deals. Good individual counseling demands preparation. Background 70 knowledge regarding the student should be assembled and studied before the interview is held. Because preparation consumes time, it is too often overlooked while, in reality, it should be of paramount concern. Doctors, do not prescribe without a careful analysis of the patient's background. The position of the teacher or counselor who attempts indi vidual counseling is analogous. A study of existing, pertinent information concerning the student should precede the counseling i n t e r v i e w .5 Since no one source nor any one particular type of information can be sufficient for good counseling, the counselor must utilize all information and all sources of information. A different type of information is very often needed for special cases. Case study. The case study intensifies its study of the individual. A study of information asked in making use of the case study explains the type of information needed and indicates to what use it will be made. In modest case studies of ordinary students Lefever proposes the following:^ 1. General information a. name ^ Clarence C. Dunsmoor, Guidance Methods for Teachers Scranton, Pennsylvania: International Textbook Company, 1942), p. 256. ^ D. Welty Lefever, Archie Turrell, and Henry Weitzell, Principles and Techniques of Guidance (New York: Ronald Press Company, 19417, pp. 246-247. 71 b. date of birth c. place of birth d. address e. name of parents f. occupation of parents g. nationality of parents 2* Test data a. intelligence b. achievement c. personality and temperament 3, Health a. physical defects b. mental state 4. Scholarship a. scholastic record b. promotions c. changes in schools d. types of schools attended 5. Home conditions a# social and economic status b. general atmosphere of the home c. pupil's attitude toward his home 6, Social relations a. companions and friends b. relations with teachers 72 c. extra-curricular activities d. out-of-school activities e. use of leisure time 7. Interests a. educational and vocational plans b. avocational interests c. changes in interests d. curriculum in which enrolled The interview a source of information. The counselor must be careful in his approach. He must have a wealth of information available and every possible source must be exhausted. The interview, while not often thought of as a source of information, but as a technique of guidance, is really an excellent source of information. If and when the counselor gets the student to feel free to talk, very valuable and helpful information will be gained. At the same time, the method of guidance can be greatly facilitated. The rapport which is set up between the counselor and student at the beginning of the interview creates the psychological setting for what is to follow. The counselor, by his manner, must convey to the student the idea that he is interested in his welfare, development and happiness. A sympathetic attitude on the part of the teacher or counselor will allay any fears or mistrust which the student may have. 73 To build up the student's confidence, the counselor should appear at leisure. Home visits and parent relations. In order to guide a child adequately, it is necessary that the relationship between the parent and the teacher and counselor be one of understanding and cooperation. It is through the working together of school personnel and parents that children receive the greatest benefit. We cannot forget that here is another source of information for the counselor. No good counselor or teacher will allow this opportunity to pass by. The excellent source of information and techniques of guidance should be utilized more and more. Parents welcome sugges tions concerning their children for they are frequently con fused about their behavior. When parents understand the characteristics of various age groups, it is easier for them to understand children and their behavior. The school can do much to bring about this understanding and, at the same time, point to the parents the ways which the educational program in the school is planned to meet the developmental needs of boys and girls. The understanding which comes from indi vidual conferences with parents are invaluable. When those working with a child out of school and those working with him in school understand each other, and match facts about the child, the whole picture is thereby given. Peculiar character traits and quirks are understood in a sympathetic 74 light. No aspect of child guidance is more important than conferences between parents and teachers.^ Cumulative records. Any individual who is now living or v/ho has ever lived has a past. The past, regardless of its length, will in some way influence the future of the individual and may influence the future of society. This alone justifies the need for keeping records. If schools are to fulfill their obligations to the children of democracy, they must somehow bridge the gap that now exists between our aspirations for children as expressed in our social philosophy of education, and actual pupil accomplishments. We have developed a defensible social philosophy of education and restated it from time to time in a series of objectives or purposes of education in a democracy. However, our corresponding educational methodology has not been equally defensible because it has been weak, not only on evaluation, but also on an adequate follow-up system. We have been content to teach as though all children were the same. We know names, ages, addresses and telephone numbers. We turn guidance into a mere fad in educational procedure by attempting a major problem with no insight on the background of the students. ri Guidance in Elementary Schools, Los Angeles, Los Angeles City Schools, 1944, p. 34. 75 The counselor must have information about the indi vidual. He should know the individual’ s social and economic background, his likes and dislikes along with a number of other facts that will go to make up a satisfactory diagnosis of the particular case. Information may be obtained from a variety of sources* All basic data pertaining to a given pupil should be included in a cumulative record folder adequate for preser ving materials regarding his health, home and community background, and other essential developmental data. To this record, from time to time, should be added material related to other behavior or school accomplishments. The pertinent vital data concerning the pupil is of extreme importance to the school personnel. Test data and results are important. The records should include results of intelligence tests, a measure of personality and temperament, an inventory of student interest, and the results of several aptitude tests. Besides this information, a confidential sheet should be kept. This sheet should include the student's proposed program, all letters received and carbon copies of letters written concerning the pupil, records of any difficulty with juvenile officers, communications with parents, health cards, reports from dean's office, information gathered during interviews, and any other information. Records should be kept for the student's benefit, 76 since from time to time during his life, references will be made to his record. Often information on the student's record will determine the course he will take in life. Educational institutions demand records of the individual when he transfers from one to another or when he is graduated from one to the other. Business and industry are demanding more and more,records as a prerequisite to job placement. Governmental authorities have, in recent years, made use of school records. Accurate records are growing in importance and chang ing in character in both elementary and secondary schools. They are indispensable to the counselor. The writer has discussed here the importance of records, why they are kept and how they are kept. It follows then, that cumulative records are therefore an excellent source of information on the student. It is the source of information that systematically pertains to the student. By his record ye shall know him. Measurement— a source of information and a part of the record. According to Clarence C. Dunsmoor, testing involves a recognition of individual differences. Students are individuals and must be so treated. The student, not the test, is the center of interest. The old concept of tests as an instrument to be given, scored, and acted upon at a particular moment and then forgotten is outmoded. 77 The primary aim of objective testing is to assist in the continuous study of individuals to diagnose their strengths and weaknesses throughout their entire school lives. This aim is attained by means of systematically recorded measures and observations. Tests are not ends in themselves. They are merely designed for the purpose of helping us to under stand children better for purposes of instruction and guidance. Test results may be used by teachers; 1. To estimate the educational abilities of students and to adapt instruction to their individual needs; 2. To know intimately the cumulative achievement status of each student and to guide him toward his optimum development; 3. To discover the exceptionally gifted students in order to make special provisions for them; 4. To diagnose individual student weaknesses and disabilities in the different subject fields and to give remedial treatment based on the diagnosis; 5. To evaluate the achievement of each student in terms of his ability and chronological age, using this evaluation to further his success and happiness in school life; 6. To discover interests and aptitudes; 7. To show trends of interests over a period of time; 8. To assist in selecting courses and vocations.® Clarence 0. Dunsmoor and Leonard M. Miller, Guidance Methods For Teachers (Scranton, Pennsylvania: International Textbook Company, 1942), p. 261. 78 The aims of test results emphasizes the importance of this source 6f information to the counselor and to the teacher. CHAPTER V THE GUIDANCE PROGRAM FOR THE HARPER ELEMENTARY-- JUNIOR HIGH SCHOOL THE COUNSELOR In any guidance program the counselor is the most important worker. The principal, dean of boys, or dean of girls should be ruled out in the selection of a counselor. For staff members who must administer discipline and control the student group are less efficient in counseling because of student fear of them. The teacher to whom students normally turn for help, the more popular teacher, is poten tially the better counselor. However, this teacher should not be a confirmed sentimentalist. Qualifications. A counselor is needed to head the guidance program. The qualifications for the individual to be placed in charge are listed here: 1. an acceptable personality 2. good general educational qualifications 3. considerable special knowledge concerning occu pations and contact with industry and business 4. some special training in guidance work.^ ^ Leonard V. Eoos and Grayson N. Kefauver, Guidance in Secondary Schools (New York: The Macmillan Company, 1932), p. 570. 80 Duties. The counselor will have, in general, three types of duties to perform: group activities with students, individual counseling and administrative and coordinative duties. Selection of the counselor. The Harper School has two unique features that must be considered in setting up a counseling program. The school is, first of all, an elementary-junior high school. Secondly, it is comparatively small. It is not possible to employ a full-time counselor. It is therefore suggested that there be employed a teacher- counselor to head the guidance program. The basis for selection of this teacher-counselor includes the qualifica tions given above, as well as consideration of teaching load. It would not be at all advisable to select a teacher who has a full teaching load for the position of counselor. It is suggested that the class schedule at Harper be so arranged as to free the science teacher for at least one half of the school day. It is also suggested that, since she also has a major in the social sciences, that she be switched to the social studies department, where she will teach the two upper grades. Social' studies being required of all students in all the years of the junior high school means that the counselor will get to know each student at one time or another during his junior high years. This teacher would supervise the guidance program for the entire 81 school, both elementary and junior high departments. She qualifies for the position on the basis of her Master's degree in Education, with a concentration of study in the field of counseling and guidance. She has ten years of teaching experience in this school and has directed many extra-curricular activities during that time. She has a very pleasing personality and has served as president of many civic and social organizations. Her training in business and industry is meager. This, however, can and will be rectified. Functioning of the guidance program through the counselor. It is suggested that this teacher-counselor deal with group guidance in general through the many opportunities that will be presented in the school organization, and more specifically, group guidance may be facilitated through the social studies classes of this teacher. The class periods are fifty-five minutes long. With this time it would be possible to include the common guidance problems confronting the pupils of each class. Problems relating to school and home life, social situations, educational and vocational opportunities, cultural development and good taste. This arrangement is practical and timely. It is needed in the school program for it would aid students in making wiser educational and vocational choices; it would train pupils in making social judgments in problems of every day life; it would develop worthwhile attitudes toward the social problems 82 in the community; and it would organize the educational values of the experiences of every day living. The first function of the teacher-counselor is that of group guidance. Such work will include; 1. presenting information in regards to graduation requirements and curricular essentials; 2. how to choose electives; 3. how to choose a college; 4. how to select a vocation; 5. how to meet certain situations; 6. how to dress; 7. the solving of problems of conduct and personality adjustment when give and take circumstances or opposing viewpoints are to be considered# The functioning of the individual student in the guidance program, the school, and in everyday living is the second duty of the teacher-counselor. She must assemble personnel records and study individual differences of the pupils. She should supervise the testing program for the school. The teacher-counselor must not minimize the importance of the interview in the counseling program. This is listed as the third duty of the counselor. She should arrange an interview each term with each student on the junior high level, and in the upper elementary grades. The writer will 83 not attempt to set up the conditions for the interview, since most recognized authorities in the field have already given the conditions governing the interview as a technique in the counseling and guidance program. The fourth duty of the counselor is to know what I happens to graduates of the school, through a follow-up program. Although there will be several chairman heads and directors, the counselor should supervise the activity program. The activities that are approved will, of course, require a sponsor, but this should not decrease the fifth function of the counselor. THE GUIDANCE COMMITTEE The time to have a guidance committee is after the selection and development of a staff member who can lead the committee effectively.^ . The guidance committee will include, besides the counselor or chairman, the following people: 1. junior high consultant and curriculum chairman 2. elementary school director and curriculum chairman 3. school nurse 4. school clerk P John G. Darley, Testing and Counseling in the High School Guidance Program (Chicago, Illinois: Science Research Associates, 1943), p. 137. 84 5. school librarian 6. vocational advisor to students 7. boys' athletic advisor 8. girls' athletic advisor 9. school principal The guidance committee should represent a cross section of the school staff. Every department should be represented on the committee. It should touch the everyday life of the students at many points. The junior high school consultant and curriculum director. It is suggested that a junior high school teacher who has the necessary qualifications and experience, be named curriculum chairman for that department. This staff member will work with the counselor in coordinating the curriculum with student needs and abilities. This worker will be called on frequently to supply information from the junior high school. The elementary school director and curriculum chairman. This worker in the elementary school will have a detailed job. It is recommended that a teacher now be selected who can devote two full hours of each day to the guidance program. This worker will actually be the teacher-counselor for the elementary school. She should be qualified for the job and should at the same time handle the job of curriculum director 85 for the elementary school. If a special music teacher, physical education or practical arts teacher can be employed, and a schedule arranged so as to allow two full hours per day for the guidance program, the arrangement would be practical. At any rate, allowing for the proper time and the correct qualifications, the duties of the elementary school representative of the guidance committee are as follows: 1. to stimulate interest and furnish leadership in the articulation and coordination of the guidance services of the elementary school; 2. to serve as an advisory, deliberative, consultative source; 3. to serve as a clearing house for the consideration of ideas, suggestions, and problems on guidance as they pertain to the elementary school; 4. to recommend for consideration by the elementary school, worthy studies, techniques, procedures and practices in guidance;; 5. to study-suggestions and problems relating to better articulation of guidance between elementary and secondary schools; 6. to meet with the secondary school guidance council and consider certain common problems relating to guidance, including the articulation of guidance services between the elementary and secondary school; 7. to appoint committees which will report to the council on specific problems pertaining to guidance; •z 8. to review the work of these committees. Clifford E. Erickson and Marion Crosley Happ, Guidance Practices At Work, (New York: McGraw-Hill Book Company, Inc., 194677 PP* 15-16. 86 THE SCHOOL NURSE The function of the school nurse is even more varied than those of the school physician. Her duties include examining children, visiting homes, excluding contagious cases, administering first aid, and keeping health data. Much of the school nurse's time is spent correcting diffi culties which have arisen. With her specialized training, she might well devote more time to helping teachers and administrators in their work with boys and girls, advising their parents concerning health, and maintaining a sound health program in the school. It is therefore, suggested that the nurse for the Harper School concern herself with the regular and assigned duties of her office and serve as health consultant for the counselor of the school. She should also be available and helpful to the classroom teacher. She should keep, at all times, current and accessible, the health record of each child in the school. THE SCHOOL CLERK It is necessary for teachers and other personnel working with children to know each child individually. Cumulative records is one of the best ways of doing this. The record presents the events of the past and thereby helps the teacher to become acquainted with the child quickly. 87 The record supplies information which enables the teacher to see the child as an individual, showing both his strengths and his weaknesses. Although the teacher in the elementary school should have an individual record of each of his pupils, since it is practical and workable in the elementary school, there should also be a permanent record in the office. It is suggested that the Harper School adopt a permanent record card and that this card along with other records be kept current and accurate. The school clerk should supervise these records. She should be able to supply upon demand a record for each child in the school and should be available for consultation by the school counselor. The importance of record keeping as an aid to guidance work makes the school clerk an important factor in the school guidance program. The duties of the school clerk shall be: 1. preparation and supervision of preparation of records 2. keeping of records 3. compilation of all official reports, including attendance reports 4. responsibility for receipt and evaluation of transcripts of records 5. preparation of transcripts of record for other schools 6. checking students in regard to the next school requirements 88 7. checking students for eligibility to participate in athletic contests and other extra-curricular activities 8. checking students for graduation requirements. The school records shall be current and accurate. They should include the following information: 1. General information a. name b. date of birth c. place of birth d. address e. name of parents f. occupation of parents g. nationality of parents 2. Test data a. intelligence b. achievement c. personality and temperament 3. Health a. physical b. mental 4. Scholarship a. scholastic records b. promotions c. changes in schools 89 d. types of schools attended 5, Home conditions a# social-economic status b. general atmosphere of the home c. pupil’s attitude toward his home 6. Social relations a. companions and friends b. relations with teachers c. extra-curricular activities d. out-of-school activities e. use of leisure time 7* Interests a. educational and vocational plans b. avocational interests c# changes in interests d. curriculum in which enrolled THE LIBRARIAN Librarians frequently own no teaching duties, yet they are listed among the most important staff officers of the secondary school. The training of the librarian is specialized and requires a considerable amount of technical knowledge and information. As a result, the librarian may be consulted by any member of the school staff, be he teacher or administrator. 90 The importance of the library as a guidance device is frequently overlooked. The librarian will not wish this to occur; yet, unless she is familiar with, and sympathetic to the guidance movement, she may fail to make: her full contri bution. The principal and the counselor, working with the librarian, can do much to make guidance function there. In all fields of guidance and particularly in respect to vocational and occupational information, there is much of value that never comes to the student's attention. In order to make students "guidance conscious" many librarians have built up guidance libraries, special reading rooms, browsing tables, and the like. The librarian should have the cooperation and active help of teachers and counselors in this task. Her technical training and ability to advise administrators, teachers, and students on profitable guidance reading, makes her one of the most significant staff officers of the school.^ The writer suggests that the librarian at the Harper School be called upon as a consultant by the counselor of the school. She should be a working part of the guidance program, performing those duties expected of her position and training fully and cooperatively for the good of the child. ^ D. Welty Lefever, Archie M. Turrell and Henry Weitzel, Principles and Techniques of Guidance (New York: Ronald Press Company, 1946), p. 127. 90A DIRECTOR OF ATHLETICS Every school, regardless of its size or class, should provide athletic activities for its pupils. The job of the athletic director is therefore an important one in the school. He is equally important to the guidance program. It is suggested that, since Harper School is small and that a dean of boys and a dean of girls would be too expensive for the school, and not at all practical for the set-up, that the duties of the athletic director be divided. It is suggested that instead of one athletic director, that the boys’ physical education serve as athletic director for the boys and also perform the duties of dean of boys. The girls physical education teacher would then serve as director of athletics for the girls and also serve as dean of girls. The two directors will, of course, cooperate on points of common problems, interests, and the like. The directors should perform the following duties: 1. As a part of the guidance program, the director of athletics is responsible for keeping before the pupils at all times the opportunities for participation in athletics. He devises and administers a procedure whereby every new pupil who has athletic ability or interest may be encouraged to take part in athletics. 2. The athletic director is responsible for determining the eligibility and physical fitness of the participants. 3. In view of the fact that games constitute whole some and natural activity for growing boys and girls, it is the duty of'the director of athletics 91 to increase the opportunities and facilities for a wider participation. 4. The athletic director attempts to adjust the program to ability and age groups. 5. He cooperates with the director of extra-curricular activities in preventing pupils from over participation in athletics and other extra curricular fields. 6. The director of athletics enlists the cooperation of the entire school and seeks to develop a wholesome and sportsmanlike attitude toward athletics, not only on the part of the partici pants, but also on the part of those who support the school athletic p r o g r a m . ^ The two athletic directors should work as one. It is also suggested that every boy and girl who has an interest and an ability in athletics has an opportunity to participate. Pupil activity should be adjusted to athletic ability and physical fitness. Interest and participation in athletics should be stimulated properly but, at the same time, kept within appropriate bounds. The two directors should, in the performance of their duties as respective deans of boys and girls, utilize the interview and other recognized tech niques of counseling. THE PRINCIPAL No guidance program can succeed without the cooperation of the principal. It should be his duty to coordinate the activities and curriculum of the school to the best advantage ^ Erickson and Happ, ££. cit., p. 295. 92 of the student. It is suggested here that as part of the guidance committee the principal not take power away from the committee, but work with the committee for the good of the program. Guidance cannot be confined to one office, such as that of principal or counselor. Every officer and teacher has a role to play in making guidance effective. Neverthe less, the secondary school principal can and frequently does determine in advance whether a guidance program will succeed or fail.^ The growing trend is toward a lesser dictation of the principal into the guidance program. The principal cannot know all the children. A trained guidance worker should almost always direct the guidance program of the school. The writer here suggests the functions for the principal for the Harper School. 1. He should see that each member of the faculty has a definite guidance function to perform through the direction of the counselor. 2. He should be responsible for the supervision of all the guidance activities carried on in the school. 3. He should be responsible for building up spirit, morals, and the life of the school. ® Lefever, Turrell, and #eitzel, o£. cit., p. 129, 93 4* He should continually revise the school’s program, time schedule, curriculum as to best serve the pupils. 5. He should be responsible for the development of a program of student activities. 6. He should deal with the more serious problem cases. The next three generalizations, as to contributions of the principal in guidance work, are taken from the book by Ruth Strang, Pupil, Personnel, and Guidance. This completes the suggested list of guidance duties of the principal. 7. He should determine policies and provide conditions favorable to the development and guidance of all children. 8. He should be responsible in general for the growth of the teachers in service. 9. In the small school, he should have constructive individual contacts with pupils and parents. GUIDANCE THROUGH THE TEACHERS Even if a school has no trained counselors, it should do its best in providing for the guidance needs of its students. It cannot afford to ignore these needs and thereby continue to perpetuate a hypocrisy in professing to train its students for life. One of the most common approaches to the problem is through homeroom program and through guidance ^ Ruth Strang, Pupil Personnel and Guidance (New York: The Macmillan Company, 1940), p. 250. 94 emphasis by classroom teachers in their daily contacts with students# However, any attempts at effective guidance by using teachers for the job, either in whole or in part, demands of them improved standards of professional competency in guidance. To assume this broadened responsibility in the school’s program, teachers should have some training in the principles and methodology of guidance, particularly as applied to the homeroom and the classroom. The homeroom teacher in guidance. One of the most interesting and challenging roles of the teacher is the sponsorship of a homeroom. A homeroom is a unit of school organization which is under the direct supervision of a teacher known as a homeroom sponsor, and which serves as the school home for the students assigned to it for the pro vision of guidance and for the administration of certain kinds of school routine. It is obvious, however, that the predominant activity of the homeroom must be guidance, if the organisation is to merit its name. Furthermore, to be a true homeroom, it must be a daily or frequently attended period and Q not one to which a student goes but once a week. The Harper School schedule and class program is easily ° Clarence Dunsmoor and Leonard Miller, Guidance Methods for Teachers (Scranton, Pennsylvania: International Book Company! 1942), p. 45. 96 adaptable to the homeroom plan. VÆiile time and space will not permit a detailed outline of homeroom activities and plans, the writer, in suggesting a guidance program for Harper School, is doing so on the framework basis. It is suggested that the homeroom objectives at Harper should include specific intent to provide guidance of the educational, civic, ethical, social, and vocational types. It is suggested that the following aims be closely adhered to. 1. To make suitable and continuous provision for the school adjustment of all students; 2. To develop desirable civic, ethical, social attitudes in students and to provide opportunities for their practice in school situations through assumption of responsibilities and the development of group loyalty; 3. To encourage and cause the development of worthy and intelligent leadership and ^fellowship’; 4. To provide occupational information and to help students appreciate the vocational significance and values of school activities.9 No attempt will be made here to list the activities, functions, or techniques of homeroom procedures. The time needed, records, and information needed, nature of homeroom materials and professional training of the teachers are detailed aspects of the program and were not intended to be presented here in the framework of the proposed program for the Harper School. ^ Dunsmoor and Miller, 0£. cit., p. 47 96 The classroom teacher in guidance. It is certainly true that the good teacher will make some T/orthwhile guidance contributions in his contacts with students without any particular organization for this purpose. It is likewise, true that every teacher will inevitably engage in some type of guidance with his students, be it good or bad, without working out any consciously organized program. But surely if classroom teachers, in general, are to realize the potential ities for guidance inherent in their daily relationships with students, there must be planned activities and contacts, more or less systematically provided. Too, it is hoped that the administration of the school will clearly define the part, moderate or great, which teachers are expected to play in guidance. The writer suggests that a suitable school organiza tion for guidance by the teachers be set up for Harper School. It is further suggested that the individual class rooms be likewise organized for effective guidance work. While it is the administration’s duty to set the stage for guidance, successful carrying out of the program depends largely upon the individual efforts, enthusiasm, and initia tive of the teachers, who focus guidance upon the students. It is suggested that the organization of classes be so arranged as to realize the aims of guidance as these aims relate to civic, ethical, and social values. Such an 97 organization should have the following features as listed by Dunsmoor in his book. Guidance Methods for Teachers. 1. It creates a democratic procedure whereby students have more responsibilities delagated to them and are given more voice in carrying out the affairs of the group, which creates more opportunities for the highly desirable learning by doing. 2. It places the teacher in a better light with the group, since he thus becomes a member, though an older and more experienced one, to whom the group may look for leadership when this is necessary. This eliminates the ’dictator* feeling and the work and activities of the homeroom or class because of the new feeling become ’ours’ rather than merely ’ his ’ • 3. It provides a finer setting in which group pressure may be brought to bear for the common good and group morale can be developed. Viola tions are apt to be fewer and less severe when students realize it is a matter of conflict, not so much between themselves and all the rest of the group. 4. It provides one of the finest types of rich, varied, and extensive opportunities for the development of good leadership, along with the proper type of fellowship. Experience shows that many students have found the position of president, vice-president, or secretary of a homeroom or class group has been invaluable to them in securing positions of leadership in other activities outside of school, after they have gone out to make their way in occupational life or college. The guidance program at Harper School can function only if each worker gives his best to the effort. Every school officer and student is a vital part of the program. Every teacher worthy of the name must eventually become an important guidance worker. The job is neither easy nor ERRATUM Page 98 miÈsnumbered 99 difficult, but is within easy reach of anyone who has the right and the will to be a teacher. And the rewards are amazing in terms of better guided, more enlightened, and happier boys and girls, as well as in great personal.satis faction from the knowledge of a job well done. 100 TABLE VIII DIAGRAM OF ORGANIZATION OF PROPOSED GUIDANCE FORCE OF THE HARPER ELEMENTARY-JUNIOR HIGH SCHOOL The Counselor Junior high school consultant and curriculum advisor Elementary school director and curriculum advisor School Nurse School Clerk Librarian Vocational Advisors (industrial arts teachers) Athletic Boys’ physical education teacher and advisor Directors Girls * physical education teacher and advisor Hoi&eroom sponsors I Î f I The Pupils f I I ! f f I ilassroom teachers The Principal BIBLIOGRAPHY 101 Allen, Richard D#, Organization and Supervision of Guidance in Public Education. New York: Ivor Publishing Company, 1934. American Council of Education, Revision of American Council on Education Cumulative Record Card for Junior and Senior High Schools. Eugene Randolph Smith, Chairman, Washington, D. C., 1941. Bruner, Herbert 0., The Junior High School at Work. New York: Teachers’ College, Columbia University, 1925. Cox, Phillip W. L., Guidance by the Classroom Teacher. New York: Prentice Hall, Inc., 1938. Darley, John G., Testing and Counseling in the High School Guidance Program. Chicago Science Research Associates, 1934. Dewey, John, Democracy and Education. New York: The Macmillan Company, 1935. , Experience and Education. New York: The Macmillan Company, 1938, Dunsmoor, Clarence C. and Leonard M. Miller, Guidance Methods for Teachers. Scranton, Pennsylvania: International Textbook Company, 1942. Erickson, Clifford E., Guidance Practices at Work. New York: McGraw-Hill Book Company, Inc., 1946. Evans, Evan C., Home Rooms, New York: A. S. Barnes Company, 1930. Genesis, 25:27 Guyer, R. Y. and G. M. Harris, Guidance in Central Junior High School, Muskegon, Michigan: Stenciled Booklet. Koos, Leonard V. and Grayson N. Kefauver, Guidance in Secondary Schools, New York: The Macmillan Company, 1932. Koos, Leonard V., The Junior High School. New York: Harcourt Brace and Company, 1933. Kroeber, A. L., Anthropology. New York: Harcourt Brace and Company, 1932. Unfversffy of Southern California .Library 102 Lefever, David Welty, Archie M. Turrell and Henry I. Weitzel, Principles and Techniques of Guidance. New York: The Ronald Press Company, 1944. Los Angeles City Schools, Guidance in Elementary Schools, Los Angeles City Schools, 1944. Pasadena City Schools, Course of Study for Home Room Guidance. Curriculum Monogram No. 53, Pasadena City Schools, 1931. Payne, Arthur E., Organization of Vocational Guidance. New York: McGraw-Hill Book Company, 1935. Proctor, William Martin, The Role of the Counselor in the Challenge of Education. New York: McGraw-Hill Book Company, Inc., 1937. Strang, Ruth, Pupil Personnel and Guidance. New York: The Macmillan Company, 1940. Turrell, A. M., "Essentials of Guidance a Reply," Phi Delta Kappan, X, October, 1937. United States Bureau of Education, National Resources Committee, Technological Trends and National Policy. Washington, D. C.: United States Government Printing Office, 1937. United States Bureau of Education, Cardinal Principles of Secondary Education, Bulletin No. 35; Washington, D. C.: United States Government Printing Office, 1918. National Survey of Secondary Education. Washington, D. C.: United States Government Printing Office, 1923. New York State Department of Education, Council of Superin tendents, "Cardinal Objectives in Elementary Education," New York: State Department of Education, 1929. APPENDIX 104 SAMPLE OF PRINCIPAL'S CHECK-LIST QUESTIONNAIRE I* Position on present trends in counseling and guidance in today's schools. A. Good teaching comprehends all the schools need to do. B. Guidance is a name given to embody all the new things such as ability grouping, aptitudes testing, exploratory courses, interviewing, and the like, done in larger schools by a counselor or personnel director. C. Guidance consists in distributing youth as effec tively as possible to educational and vocational opportunities and helping the individual to make the optimal adjustment to educational and vocational situations. D. There are guidance possibilities in all phases of education. E. All education, when conducted on a practical plane and dealing with vital curricular material, adjusted to the individual needs of pupils, is guidance. II. Number of people employed in the school. III. Probable future status of the school (general information). A. Kind of school _______________ B. Grades included _______________ _ 0. Enrollment 1. Elementary _______________ 2. Junior high _______________ D. Number of teachers 1. Men 2. Women 105 E. What health service is rendered _______________ P. What other workers Future status of school (use space below) IV. Funds available for a counseling program. A. Does the local school system set up a special fund for guidance and counseling? B. Does the school have a fund that can be used in the guidance program? V. A statement of the needs of the school in regards to a counseling and guidance program. A. What per cent of the enrollment is truant? _______ B. What per cent of your elementary school graduates continues in junior high school in this building? _______________ C. What per cent goes to other schools? ____________ D. What per cent drops out of school? _______________ E. What per cent of enrollment is doing failing work? _______________ P. What per cent is doing superior work? ______ G. Does the office find it necessary to handle many discipline cases? . __________ H. What recreation facilities are utilized after school hours? 106 VI. What are the over-all guidance needs of the school? A. As principal, give a summary statement of over-all needs of this school. B. Would you separate the needs of the elementary school from the needs of the junior high school? VII. What is the economic status of the students and the community? A. Prom the office records, what is the occupation of the parents? _______________ B. How many own their homes? _______________ C. How many of the students live in broken homes? 107 SAMPLE OF TEACHER CHECE-LIST QUESTIONNAIRE I* Philosophy in regards to counseling and guidance in the school. A. Good teaching comprehends all the school needs to provide. B. Guidance is the teachers' job. 0. Every teacher should be a good counselor. D. There are guidance possibilities in all phases of education. E. The teacher's position in the guidance program is that of promoting the growth of the individual in self-direction or assisting the individual to become progressively more able to solve his own problems and make his own choices. II. Formal training, counseling and guidance emphasis. A. What degrees do you hold? ___________________________ B. What is the last date of study? C. Have you taken any courses in counseling and guidance? If so, list titles below. III. Formal or informal methods already in use in particular class or subject. A. Do, you visit the parents of your students? ________ B. Do you notify parents of impending failures? C. Do you keep a personal record of each pupil? D. Do you discuss the value of the school course? E. Are personal problems talked over with students? P. Are health habits checked? 108 G. Are thrift habits checked? __________ H* Do you interview all pupils regarding their work and success? _________ _ I. Do you show the pupils how a given subject fits into life work? ____ _____ J. Do you discuss the value of early vocational choice? K. Do you suggest changes in grouping? L. If a pet plan or procedure is used, please discuss. IV. What are the particular needs of the class? A. Does pupil failure present a problem in your class? B. Is the health of the class normal? C. How do you arrive at your answer? D. Is your subject exploratory? _____ E. State class problems. ___________ V. What are the over-all needs of the school in the light of this particular community?■ , A. State, in the light of your experience at this school, the peculiar features of the school and community. B* Compare this school and community with any other that you have worked in. 109 110 SAMPLE OF CUSTODIAN'S CHECK-LIST QUESTIONNAIRE I. General habits of cleanliness of the students. A. How many helpers do you use in your work? ________ B. Is this the average number allowed for a school of this size? __________ C. Is student help used in keeping the school clean? D. If so, is this student help paid? __________ II. General deportment of the student body. A. When evening affairs are held at the school, is a police officer always on hand? __________ B. Does a discipline problem ever arise during the morning period preceding the arrival of the teachers or the principal? __________ C. If so, how is the situation handled? _____________ III. Definite characteristics of the school. A. Do you find this school any different from other schools that you have worked in? __________ B. If so, explain. Ill SAMPLE OF CAFETERIA MANAGER'S CHECK-LIST QUESTIONNAIRE I* The health habits of the students in regards to correct food purchases* A. Is a plate lunch sold to all children eating in the cafeteria? __________ B* How is the selection of the child's lunch made? C. Does the cafeteria help have to supervise the students carefully to insure a balanced diet selection? ___________ II* Economic status of the students. A. Is it necessary to maintain a free lunch program at the school? _______ B. What per cent of the students bringing lunches from home supplement these lunches with milk purchases? 112 SAMPLE OP CLERK'S CHECK-LIST QUESTIONNAIRE I. ■ Enrollment. A. Number enrolled in the school. B. Number in the elementary school. __________ C. Number in the junior high school. __________ II. Attendance. A. Does the average daily attendance compare favorably with the standards set up by the local supervising board? __________ B. What are the usual causes for absence? C. What per cent of the elementary enrollment attends junior high school in this building? __________ ___ III. Work permits issued. A. Number of permits issued to elementary students. B. Number of permits issued to junior high school students. __________ C. Percentage of permits issued to boys and percentage issued to girls. __________ __________ IV. Children traveling to school via public conveyance. A. Number of children of the elementary school travel ing by public conveyance. __________ B. Number of junior high school students traveling by public conveyance. __________ 113 SAMPLE OF NURSES' CHECK-LIST QUESTIONNAIRE I. General condition of the health of the school population. A. Name and describe unusual cases of student illness. B. What steps are taken to immunize the students against certain diseases? C. Do the parents cooperate with the health officers? ilnfversfty of Southern California Library

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Creator De Bose, Samuel Paul (author)

Core Title A proposed counseling and guidance program for the Harper Elementary-Junior High School Houston, Texas

School School of Education

Degree Master of Science

Degree Program Education

Degree Conferral Date 1948-06

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

Tag education,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Digitized by ProQuest (provenance)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-57816

Unique identifier UC11268382

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Legacy Identifier EP69650-0.pdf

Dmrecord 57816

Document Type Thesis

Format application/pdf (imt)

Rights De Bose, Samuel P.

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