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An Analysis Of The Position Of The Elementary School Guidance Counselor

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An Analysis Of The Position Of The Elementary School Guidance Counselor

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Content This dissertation has boon (11 — . ' I B 19 microfilmed exactly as received HART, Robert Newton, 1922 — AN ANALYSIS OF THR POSITION OR THE ELEM ENTARY SCH(K)I GUIDANCE C'< )l NSE1 OR. University of Southern California Ed.D., 1961 Educ ation, adn lini st rat ion University Microfilms, Inc., Ann Arbor, Michigan ANALYSIS OF THE POSITION OF THE ELEirENTARY SCHOOL GUIDANCE COUNSELOR A Dissertation Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Doctor of Education by Robert Newton TTart JUTE 1961 'I his <its i ertati o n , ■'written u n d e r the d i r e c tio n o f the C h a i r m a n of the c a n d i d a t e ’s O u t d a n c e C o m m i t t e e a n d a p p r o v e d b y all m e m b e r s of the C o m m i t t e e , has been p r e s e n t e d to a n d a c c e p t e d b y the I ' m u l t y of the S c h o o l o f e d u c a t i o n in p a r t i a l f u l f i l l m e n t of the r e q u i r e m e n t s f o r the d c t/ree of I ) o c to r of lodu catton . Pnti .June-, l; r.;l ( I U l t / r l H t I ( . i i l / U H l t l l ) / TAHI-L OF CONTENTS LIST OF TABLES Chapter I. THE PROBLEM ................................... Introduction and Background The Statement of the Problem Hypotheses Delimitations, Definition of Terms and Limitations Design and Procedure of the Study The Nature of Some of the Responding Croups in the Study The Organization of the Remainder of the Dissertation II. A REVIEW OF LITERATURE RELATED To THE POSITION OF ELEMENTARY SCHOOL Cl’I DANCE COUNSELOR......................... Iatroduet ion The Selection and Qualifications of Elementary Counselors The Duties of Elementary Counselors In-Service Training for Elementary Counselors Personnel Policies lor Elementary Counse1 ora Evaluation of the Work of the Elementary Counselor Chapter Summary and Need for This Study III. SET LOTION Av 0 .'UALI'-’IC AT I >\S 0r - ’ ELEMENTARY SCHOOL crr'iAN” ' ' COUNSELORS............... Int roduc t, i on College Courses Important in the Training of Elementary Counselors Skills, Knowledges, or Abilities Important for the Elementary Counselor to Fossess Chapter Page IV. V. VI . VII. Selection Procedures and Requirenents for the Elementary School Guidance Counselor The Summary DUTIES PERFORMED BY ELEMENTARY SCHOOL GUIDANCE COUNSELORS ...................... Introduction Specific Duties Which the Elementary Counselor Should Perform Miscellaneous Items Related to the Role of the Elementary Counselor The General Kinds of Guidance Services the Elementary Counselor Should Perform The Summary IN-SERVICE TRAINING FOR THE ELEMENTARY SCHOOL GUIDANCE COUNSELOR ............... Introduction Kinds of In-Service Training and Related Questions Professional Associations Professional Contributions Orientation of New Elementary Counselors The Summary PERSONNEL POLICIES AFFECTING ELEMENTARY SCHOOL GUIDANCE COUNSELORS ............... Introduc t ion Salary Determinants The Work Day and Work Year Rases for Assignments Miscellaneous Personnel Policies The Role of the Elementary Counselor The Summary EVALUATING THE WORK OF THE ELEMENTARY SCHOOL GUIDANCE COUNSELOR ............... Introduc t i on Opinions of the Elementary Counselor's Work Results of the Elementary Counselor's Work 209 335 361 393 ii 1 Chapter Page The Cost of Elementary Counselors Services of the Counselor Beyond Those of the Teacher Important Contributions the Elementary Counselor Has Made to the Schools The Summary VIII. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS. Summary Coneluslons Recommendat ions BIBLIOGRAPHY ............................................. APPENDIX .................................................. 427 480 484 iv LIST OF TABLES Table Page 1. Duties recommended by selected authorities for elementary school guidance counselors to p e r f o r m ...................................... 42 2. Jury ratings of the relative Importance of selected college courses in the training of elementary counselors ..................... 65 3. Jury ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score m e t h o d ........... 67 4. Superintendents' ratings of the relative importance of selected college courses in the training of elementary counselors . 73 5. Superintendents' ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method. 76 6. Principals' ratines of the relative import ance of selected college courses in the training of elementary counselors .......... 79 7. Principals' ratines of the relative import ance of selected college courses in the training of elementary counselors as determined by the weighted score method . . 82 8. Counselors' ratio s of the relative import ance of selected college courses in the training of elementary counselors .......... 85 9. Counselors' ratings of the relative import ance of selected college courses in the training of elementary counselors as determined by the weighted score method . . 88 v Table 10. 1 1. 12. 13. 14. 13. 16. 17. 18. 19. Teachers* ratings of the relative Importance of selected college courses in the train ing of elementary counselors ............... Teachers' ratings of the relative importance of selected college courses in the train ing of elementary counselors as determined by the weighted score method ............... The ratings of the all school district group of the relative importance of selected college courses in the training of elementary counselors ......................... The ratines of the all school district group on the relative importance of selected college courses in the training of ele mentary counselors as determined by the weighted score method ......................... The ratings of all groups on the relative importance of selected coliege courses in the training of elementary counselors. . The ratings of all groups on the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method. All groups' rankings of the relative import ance of selected college courses in the training of elementary counselors .......... The deviations of the rankings of all school district groups from those of the jury on the relative importance of se lected college courses in the training of elementary counselors . . ............... The ten most important college courses for training elementary counselors as ranked by groups................................ . . . The jury's rating of the relative importance of certain skills, knowledges, or abili ties to the elementary school cnunselor . . Page 91 95 98 101 105 108 112 1 15 125 129 vi Table 20. 21. 22. 23 . 24 . 25 . 26. 27 . 28. 29 . The jury's rating of the relative importance of certain skills, knowledges, or abili ties to the elementary school counselor as determined by the weighted score method . . Superintendents' ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor Superintendents' ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score method. Principals' ratings of the relative import ance of certain skills, knowledges, or abilities to the elementary counselor . . . Principals' ratings of the relative import ance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score method. Counselors' ratings of the relative import ance of certain skills, knowledges, or abilities to the elementary counselor . . . Counselors' ratings of the relative import ance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score method . . Teachers' ratines of the relative importance of certain skills, knowledges, or abili ties to the elementary counselor .......... Teachers' ratings of the relative importance of certain skills, knowledges, or abili ties to elementary counselors as deter mined by the weighted score method . . . . The ratings of all school district groups on the relative importance of certain skills, knowledges, or abilities to the elementary counselor ........................................ Page 132 136 139 142 14 4 147 150 154 157 160 v i i Table Page 30. The ratings of all school district groups on the relative importance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score m e t h o d ................................... 163 31. The ratings of all groups on the relative importance of certain skills, knowledges, or abilities to the elementary counselors . 166 33. The ratines of all groups on the relative importance of certain skills, knowledges or abilities to tlif elementary counselor as determined hv the weighted score method . . 170 33. The ranking of all irroups on the relative importance of certain skills, knowledges, or abilities to the elementary counselor . 173 34. The deviations of all school district groups from the rankings by the jury of the rela tive importance of certain skills, knowl edges, or abilities to the elementary counselor........................................ 176 35. The six most important skills, knowledges, and abilities for elementary counselors to possess as ranked by g r o u p s ............ 1H3 36. .Jury ratings of the relative importance of selected duties for the elementary counselor to perforin......................... 313 .37. Jurv ratin-rs of the relative importance of selected duties for the elementary coun selor to perform as determined by the weighted score method ......................... 2 1^ 3h. Superintendents' ratings of the relative importance of selected duties for the elementary counselor to perforin . .. .. . 223 39. Superintendents' ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method . . 22^ vi ii Tab 1 e 40. 41 . 42. 43. 44. 45. 46. 47 . 48. 49. 50. Elementary principals' ratines of the rela tive importance of selected duties for the elementary counselor to perform .... Elementary principals' ratines of the rela tive importance of selected duties for elementary counselors to perform as determined by the weighted score method . . Elementary counselors' ratings of the rela tive importance of selected duties for the elementary counselor to perform .... Elementary counselors' ratings of the rela tive importance of selected duties for the elementary counselor to perform as deter mined by the weighted score method .... Elementary teachers' ratings of the relative importance of selected duties for the ele mentary counselor to perforin............... Elementary teachers' ratings of the relative importance of selected duties for the elementary counselor to perfotmas deter mined by the weighted score method .... The all school district group's ratings of the relative importance of selected duties for the elementary counselor to perform . . The all school district group's ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method . . All groups' ratings of the relative importance of selected duties for the elementary counselor to perform ......................... All groups' ratines of the relative import ance of selected duties for the elementary counselor to perform as determined by the weighted score method ......................... Rankings of all of the groups on the relative importance of selected duties for the elementary counselor to perform ............ ix Page 233 2 39 245 250 25 5 261 267 273 279 283 289 Table Page 51. The deviations of the rankings of all school district groups from those of the Jury on the relative importance of selected duties for the elementary counselor to perform . . 293 52. The ten most important duties for the ele mentary counselor to perform as rated by g r o u p s ...................................... 305 53. The most important services performed by the elementary counselor as ranked by various g r o u p s ...................................... 322 54. In-service training programs for elementary school guidance counselors .............. 337 55. Rankings of t lie relntive effectiveness of various kinds of in-service training for elementary counselors as ranked by the school district groups ...................... 345 56. Personnel policies affecting elementary school guidance counselors in selected districts.................................... 364 57. Changes in the behavior of pupils and in the school since the assignment of counselors to elementary schools ......................... 402 58. The most important service rendered by elementary counselors which teachers did not r e n d e r ............................ 412 59. The ;nost important contributions of the elementary counselor to his school .... 420 x CHAPTER I THE PROBLEM Iitroductioi and Background At this writing tha secondary school counselor'• position was ono of comparatively long standing. Its origin was In the field of roeational counseling and this field has always constituted one of Its most important re sponsibilities. But the elementary school's connection with Tooatlonal counseling was remote since an increasing majority of our youth hare gone on to the secondary school. However, as the position of secondary school counselor developed through the years the professional persons holding this position began to assume responsi bilities for educational guidance and, what was called by sone, "personal" counseling (dealing with emotional and social adjustment) as well as vocational counseling. In sone school districts it became evident that secondary school pupils were not alone in their need of educational and personal guidance. Indeed the view was held by some that if elementary school pupils were given adequate counseling service many of the problems which secondary pupils have would never develop. A few dis tricts appointed elementary school guidance counselors and a new professional position was born. In 1956 this 1 was still a comparatively mew posltioa though the aumber of school districts employing them was growing rapidly.* The Statement of the Problem As with any new position, there was a difference of opinion as to Just what role the elementary school guidance counselor should play and what his chief func tions should be. The needs of the various districts em ploying these counselors differed somewhat and it was natural that the duties that they performed differed ac cording to these needs. ttowever, there were some things that they hud in common and there were some services that they all tried to offer. It was important for the welfare of pupils and the elementary school guidance counselor that areas of agreement and disagreement be identified in regard to the qualifications of elementary school guid ance counselors and the services performed by these coun selors. There was much that needed to be known about other administrative factors relating to the elementary school guidance counselor also if this position was to achieve the status characteristic of a recognized pro fession. The purpose of this study was to aualyze from the *Ruth Martinson and Harry Smallenburg, Guidance in Elementary Schools (Englewood Cliffs, N.J.: Prent ice- flall, W M T , pp. 11-12. administrative standpoint ths professional position of tho elsnsntary school guidance counselor. It was hoped that by contacting authorities in this field and those sohool districts in the United States actually employing ele mentary school guidance counselors that areas of agreeaent and disagreement could be identified and certain standards developed in the following fire major areas of this in vestigation : 1. The selection and qualifications of elementary school guidance counselors 2. The duties which elementary school guidance counselors should perform 3. The in-service training for elementary school guidance counselors 4. Personnel policies relating to elementary school guidance counselors 5. Evaluation of the work of tho elementary school guidance counselor Hypotheses Because of the very broad scope of the study no specific hypotheses were put forth. Two general hypothe ses were offered: 1. Since the position of the elementary school guidance counselor was relatively new and still in a formative stage a wide range of selection practices, 4 duties, in-service training, personnel policies and evalu ation techniques would be evident. 2. Few if any school districts would have ele mentary school guidance counselors which net the standards set by the authorities. Delimitations, Definition of Terms and Limitations Delimitations This study was limited in scope to those school districts in the fifty states of the United States of America and the District of Columbia which employed ele mentary school guidance counselors which met the specifi cations below under special terms. It was also delimited to those authorities who qualified under the sped f icatiais given below under special terms. The study was further delimited to administrative factors related to the posi tion of elementary school guidance counselor; no attempt was made to investigate techniques of guidance and coun sel ing. Special terms Definitions of several special t^rms were import ant to the understanding of this study. The first was the "elementary school guidance counselor.1 * The following definition of this term was given to all authorities and school districts participating in this study and it was assumed that their aaswtrs ware riven with this definition kept in wind. The elementary achool guidance counselor*— For purposes of this study the elementary school guidance counselor is roughly comparable to the sore familiar sec ondary sohool guidanoe oounselor. He is a regular part of the school staff eren though he may be assigned to were thaw one school. Typically, he does not operate out of the central school district offices. He is not to be con fused with such highly specialized clinicians as psycholo gists, psychiatric social workers and psychowetrists whese services are typically available from the central office upon request and who are often required to hold a special credential. In terms of specialization the elementary school guidance counselor might be viewed as representing an Intermediate step between the classroom teacher and the aforementioned clinicians. His services are usually more immediately available to the school staff than those of the specialists. Some of the different titles that have been used to designate this position in various school districts are "guidanoe worker," "vice-principal in charge of guidance," "pupil personnel specialist," and "guidance consultant." The terminology used to designate the posi tion is unimportant except where it indicates a gross difference in the kinds of duties performed. The ele mentary school guidance counselor works with children in 6 grades one (or kindergarten) through six (or eight). Junior high school guidance counselors are net included although counselors working with seventh and eighth grade pupils are included if these pupils are part of an ele mentary school. The elenentary school guidance counselor should not be confused with the head of the whole school district's guidance program. A person who is a "teacher- counselor" must spend 50 per cent or rcore of his tine in guidance activities to warrant inclusion in this study. The elenentary counselor.— Hereafter in this dis sertation whenever the terms elenentary counselor or counselor are used they are meant to refer to the ele nentary school guidance counselor as defined above unless otherwise specified. The jury.— Whenever the tern jury is used it is neant to refer to the authorities as a group. To qualify as a member of the Jury a person must have either (l) written a hook or articles on elenentary school guidance in the last ten years, (2) supervised elenentary sohool guidance programs with considerable success, or (3) have been reconmended by a professor on the writer's dootoral conmlttee. The superintendent.— The tern superintendent in this study Includes not only the superintendent but in many eases his delegated representative. In nost cases this was an assistant superintendent, director of guidance 7 services or another central office administrator re sponsible for the guidance program of the school district. Limitations This study was subject to three of the usual limi tations of studies vhich employ questionnaires: 1. Answers given carelessly had as much "weight" in the study as those given after careful thought. 2. It was impossible to get completed question naires returned from all the districts which employed ele mentary counselors. 3. There was no way to check on how well the re spondents understood the questions although every effort was made to word the questions in a clear and concise man ner. This study had one advantage which most question naire type studies do not have, however. It hod no prob lem of getting a random, stratified or probability sample since it attempted to contact 100 per cent of the dis tricts employing elementary counselors. Hence, the study aimed at a 100 per cent sample. This was possible since relatively few school districts, even on a nationwide scale, employed elementary counselors. This study had two other limitations which were peculiar to it alone: 1. The superintendent of a school district 8 employing elementary counselors was sent four question naires. He was asked to fill one out himself (er have his delegated representative fill it out) and then send the other thr^e as follows: (a) one to an elementary school principal where a counselor was assigned; (b) one to the counselor at that school; and (c) one to a teacher at that same school. The difficulty centered around the fact that there was uo way of assuring that this prinoipal, counse lor, and teacher represented the typical viewpoints of principals, counselors and teachers in the school dis trict. One might speculate that the superintendent might have selected either superior personnel or personnel es pecially interested in elementary school guidance to com plete the questionnaires rather than typical personnel. 2. It was not certain that all school districts employing elementary counselors were even identified. In several cases districts were found which employed ele mentary counselors by writing directly to them when the state department of education of the state concerned had not identified the districts on a previous inquiry as em ploying elementary counselors. Surely, there must have been other such districts employing elementary counselors which were not contacted direotly and of which the state department of education had no knowledge. 9 Design and Procedure of the Study The design The study was of the surrey type and was oonducted on a nationwide scale. Its principal instrument was a 2 questionnaire derlsed by the writer to corer the fire major areas listed preriously under the Statement of the Problem, page 2. The procedure The first step of the study was to aoqulre addi tional background Information. In order to do this, the writer looked up every book and periodical article avail able which was related to guidance in the elementary school and was published between September, 1949, and October, 1959. Material written on elementary school guidance was abundant but references dealing specifically with the elementary counselor were rare. 3 4 A letter and form were then devised and sent to the state superintendents of schools in all fifty states and to the superintendent in Washington, D. C. This letter explained the study briefly, defined the position of elementary counselor and asked each state superin tend ont 2 See Appendix, p. 484, pp. 1-10 of the Question naire . 3 See Appendix, p. 485. *See Appendix, p. 487. 10 to givt the nanes of the superintendents and school dis tricts in his state which employed elenentary counselors. Thirty—six state superintendents replied giving the re quested information within two nonths. Follow-up letters** were sent to the remaining superintendents and all replied except three. Personal letters were written to the three remaining state superintendents and finally replies were obtained from all fifty states and the Distriot of Colum bia. In Nevada the superintendent replied that the state did not collect the type of information requested. He did send the names and addresses of all the county superintendents, however, and they were all contacted. In Washington the superintendent also replied that they did not have the information requested. He suggested that all first class districts in his state be contacted for the information and set a list of their names and addresses. This was done. In both Nevada and Washington several school districts were thus identified as employing elenentary counselors that might otherwise have been left out of the study. After this experience of two state superintendents acknowledging the fact that they did not collect informa tion on school districts employing elenentary counselors, r See Appendix, p. 488. it was felt that there wight be other such unidentified school districts in other states eren though state super intendents did not admit this voluntarily. It was decid ed, therefore, to contact direotly the superintendents of A the sohool districts of the 100 largest cities in the United States unless they had already been identified. It was thought that large school districts would be sore likely to employ elenentary counselors than the smaller 7 school dlstriots. A letter was devised to secure this information and sent to these large school districts. The majority of these large school districts responded indi cating for the most part that they did not employ element ary counselors. Several new school districts were ldentl- 8 fled in this manner, however. Follow-up letters were sent to those districts which did not reply to the first inquiry. Another method used to find school districts em ploying elementary counselors was to ask members of the g jury to identify them. A few school districts not pre viously identified were identified in this manner. ^Information Please Almanac 1960 (New York: Mc- Graw-Hi11, WTO)', rpl "S'SS-ST:-------------- 7 See Appendix, p. 489. Q See Appendix, p. 492. g See Definition of Terms for method used in choosing Jury. 12 Altogether by using the various Methods of identi fy ing school districts employing elementary counselors, 104 school districts were identified as employing then. Of this number, only 46 school districts were found that actually did employ them since many school districts were named by state superintendents which did not qualify under the definition of elementary counselor as used in this study. Of this latter number, 38 school districts par ticipated and returned their questionnaires in time to be Included in this study. Thus, 83 per cent of the school districts which actually employed elementary counselors in May, 196ot participated in this study. The next step was to devise a questionnaire to surrey practices and opinions in the fire areas liftted under the Statement of the Problem. The material for this questionnaire was dereloped after considerable research in manuals, periodicals, and books on elementary school guid ance. Many of the courses and skills listed in the ques tionnaire were recommended by rarlous authors as being im portant for the elementary counselor to possess. This was also true for the duties listed in the Instrument. Some of the material which related to in-service training, personnel policies, and eraluation of serrloes for the elementary counselor was also developed from issues raised by authors in the periodicals. Many of the questions in these last named three categories were developed on the 13 bMis of the writer's close working experience with an eleaentary school guidance pro grew in the Long Beaeh Uni fied School Oistrlot (Long Beach, California) where ele nentary counselors hare been employed for many years. When all the material was assenbled for the questionnaire it was found to be twenty-six pages long. Because of the excessive length of this instrument it was thought that refinement and shortening was necessary in order to ob tain adequate returns* This tentative questionnaire was sent to sixteen elementary counselors, elenentary princi pals, guidance supervisors, professors of guidance and central office administrators in Southern California for their reactions and suggestions for inproveaent. All of these persons had, at one time or another, worked closely with eleaentary counselors. Several of these persons were also to become members of the Jury. On the basis of the reaotlons and suggestions of the sixteen persons in this pilot study the questionnaire was revised and shortened. The final questionnaire^ was a more reasonable ten pages in length and was designed for ease of answering. ** Two different cover letters were written to *®See Appendix, p. 484, pp. 1-10 of the rjuestion- nalre. 11 In time trials it was found that the question naire could be answered in less than one-half hour. 14 12 accompany the questionnaires. The first was the one to be sent with the questionnaire to members of the jury. 13 The second was to be sent with the questionnaires to the school distrlots actually employing elementary counselors. The writer also obtained a letter of introduc tion^4 from the chairman of his doctoral committee, Dr. Emery Stoops, to accompany the questionnaires and the corer letters. The next step was to write the American Personnel and Guidance Association requesting their endorsement of the study. Dr. Arthur Hitchcock, Executive Director, re plied that it was the policy of the Association not to endorse studies by individuals but that he would be happy to lend his personal endorsement, tie was kind enough to permit the writer to quote him as endorsing the study in both the cover letter to members of the Jury and the one to the school districts. it was hoped that the endorse ment of a nationally known figure such as Dr. Hitchcock would encourage returns. One questionnaire with the appropriate cover let ter and the letter of introduction was sent to each of the 15 thirty members selected for the jury. After follow-up 12 13 See Appendix, p. 493. See Appendix, p-. 496. 14 See Appendix, p. 500. *®See Definition of Terms, "The Jury," for criteria used in selection of members of the Jury, p. 6. 15 16 letters were sent to eleTenv twenty authorities agreed to serve as members of the Jury and returned completed questionnaires. It was hoped that the jury would help for ■ulate criteria or standards in soie of the major areas ot the study against which practices in the school dis trict could be measured. Each packet sent to a member of the Jury contained a large, stamped, self-addressed enve lope to encourage returns. The packet sent to the superintendents of school distriots employing elementary counselors contained four identical questionnaires in addition to the appropriate cover letter and the letter of introduction. It also con tained a large, stamped, self-addressed envelope to en courage returns. The superintendent was asked to adminis ter the questionnaires in the following way: 1. The superintendent or his delegated repre sentative was to complete one questionnaire. 2. He was to select a typical elementary princi pal who had an elementary counselor assigned to his school to complete a second questionnaire. 3. He was to have the elementary counselor at that same school complete a third questionnaire. 4. He was to select a teacher at random at that same school to complete the fourth questionnaire. 1 ft See Appendix, p. 501. 16 5. He was to collect all completed questionnaires and return them to the writer in the large envelope pro vided . To encourage frankness there was no place on the questionnaires for respondents to sign their names or to identify themselves in any way except by school district. Superintendents were advised that the questionnaires were not to be used to evaluate an individual school district in any way and that answers of Individual respondents 17 would be kept in strictest confidence. Follow-up letters were sent to school districts which did not reply within a three-month period. When as many of the questionnaires were returned as could be obtained through follow-up letters to members of the Jury and school districts employing elementary counselors, the answers were tabulated and analyzed both by group and altogether. The five groups of respondents were the Jury (twenty members), the superintendents (thirty-four members), the elementary school principals (thirty-four members), the olementary counselors (thirty- four members), and the elementary school teachers (thirty members). There was a total of 132 respondents from school districts and a grand total of 152 respondents in all. The Jury opinions were often used as the standard in 17 See Appendix, p. 502. 17 determining good practice or ideal conditions* The anawers of the five groups of respondents were conpared 18 in the major areas of the study which surveyed opinion with areas of agreement, disagreement, and "no opinion” noted and analyzed. In areas that required a knowledge of adninistratire facts the answers of the superintendents only were analyzed since it was felt that this group had the most complete knowledge of these facts. Further, in analyzing the data from other school district groups it was found that their answers in the factual areas of the study were substantially the same as their superintend ents' where they were actually in possession of these facts. Through an analysis of the answers of all groups, conclusions were drawn and recommendations made in each of the five major areas of the study. The Nature of Some of the Responding Groups in the Study There were four different school district groups involved in the study. Some background information on these respondents and their school districts pertinent to the elementary counselor was Included in the study. Three questions were asked of all respondents except the counse lors and superintendents who were asked to answer four 18 See the Statement of the Problem, p. 2 18 each. The first question merely asked the respondents to Indicate their position or classification (teacher, coun selor, principal, or superintendent). The second question Inquired as to how long the respondent had been in the po sition Just indicated. The third question which was only for the counselors asked if they taught part tine and if so what percentage of their time they spent teaching. The fourth question was intended only for superintendents and asked how many years there had been elementary counselors In the respondents' districts. Question nusber five, for all respondents, asked if they had ever taken a course called Elementary School Guidance or one by another name but designed to train the prospective counselor speclflc- 19 ally for guidance counseling in the elementary school. The superintendents There were thirty-four superintendents or persons delegated by the superintendents who responded to the questionnaire. Of this number, 97 p<r cent responded to the second question with 24 per cent indicating they had been in their present classification for from zero to two years. Twenty-four per cent also reported being in their present Jobs from three to five years. Twelve per cent Indicated that they had been in their present positions 19 See Appendix, p. 484, p. 1 of the Questionnaire. 19 from six to ton years and 38 per cent said they had been in their present jobs over ten years. Eighty-eight per cent of the superintendents answered the question asking how long their districts had had elesentary counselors. Twenty-one per cent of the districts reported that they had had thes for from zero to two years and another 21 per cent said they had had them for fros three to five years. Twenty-four per cant Indi cated that they had had them fros six to ten years and another 24 per cent said that they had had them for over ten years. Of the 91 per cent of the superintendents answer ing question number five, only 27 per cent indicated that they had taken a course designed specifically to train the prospective counselor for counseling in the elesentary sohool . About 65 per cent said they had not taken such a course. The elesentary principals There were also thirty-four elesentary school principals responding to the questionnaire and lOO per cent of then answered question number two. Twelve per oent of them said that they had been in their present classification between zero and two years while 18 per cent reported that they had held their present Jobs for fros three to five years. Forty-four per oent claimed 20 that they had held their present jobs fron six through ten years and 27 per cent clained a tenure in their present position of over ten years. lighty-fire per cent responded to the fifth iten which asked If they had ewer taken a college course called Elementary School Guidance or a course by another name but with the sane purpose. About 56 per cent lndloated that they had. About 29 per cent reported that they had not taken such a course. The elenentary counselors Thirty-four elenentary school guidanoe counselors also responded to the questionnaire. Of these, 38 per cent said that they had been in their present classifica tions for two years or less while 41 per cent clained a tenure in their present positions of fron three to fire years. About 15 per cent clained to hare held their pres ent Jobs fron six through ten years but only 6 per cent reported that they had been in their present positions for orer ten years. Nlnety-seren per cent answered the question re garding part-tine teaching by counselors and 88 per cent of the counselor-respondents reported that they did not teach at all. Nine p<r cent of the counselors indicated that they did teach part-time. Three per cent taught about 50 per cent of the time, 3 per cent taught about 21 40 per oent of the time, and 3 per oent taught only about 10 per cent of the tine. About 97 per cent of the counselore answered the question asking the respondent whether or not he had taken a course oalled Elewentary School Guidance or one just like It. About 44 per cent said that they had taken such a course and 53 per cent said that they had not. The elewentary teachers There were only thirty elewentary teachers in the study. All thirty (100 per cent), however, answered the seoond question. Only 3 per cent had been in their pres ent classifications for two years or less. Ten per cent reported that they had been In their present positions for fron three through fire years while 27 per cent had been in their jobs for fron six through ten years. About 60 per cent said that they had been in their present posi tions over ten years. All thirty of the teachers answered question num ber fire and 47 per cent said that they had taken a col lege course called Elewentary Sohool Guidance or one just like it. Fifty-three per cent reported that they had not taken suoh a course. All School District Group The answers for this group were obtained by adding tog ether the tabulations of the superintendents, principals. 22 counselors, and toachers. Thor© wore 132 respondents in this large group and all were employees of school dis tricts. There were 131 replies to question nusber two with 20 per oent reporting two years or less experlenoe in their present job classification. There were 23 per cent who reported that they had been in their present positions fron three through fire years while 24 per cent reported that they had held their Jobs for from six through ten years. About 32 per cent said that they had held their present classifications for orer ten years. Only 123 (about 93 per cent) of the 132 respond ents answered question number fire. About 43 per cent said that they had taken a college course called Element ary School Guidance or one very similar to it and designed to train prospeotire counselors specifically for element ary school guidance counseling. About 50 per cent indi cated that they had not taken such a course. Summary of the responding groups There were thirty-four superintendents (mostly directors of guidance), thirty-four elementary principals, thirty-four elementary counselors, and thirty teachers for a total of 132 school district respondents. The teachers, as a group, were by far the most experienced in their po sitions since around 60 per cent of them had been teaohere for over ten years. The counselors had held their posi tions for tbe shortest time with only 6 per cent 23 Indicating that they had been elesentary counselors for over ten years and about 38 per cent replying that they had held their Jobs for tvo years or less. The principals and superintendents fell in between these two extreme groups in terms of longevity In their positions. Most of the elementary counselors in the study were full-time counselors with only a small minority indi cating that they taught even on a part-time basis. School districts broke themselves up into almost even numbers in the categories which indicated the number of years a school district had employed elementary c o u n s e l ors: zero through two years— seven district; three through five years— seven districts; six through ten years— eight districts; and over ten years— eight districts. Elementary school counselors were brand new in some districts while at least one district had had them over thirty years. A greater percentage of elementary principals had taken a college course in elementary school guidance than any other group. Fewer superintendents had taken it than any other group. The counselors and teachers ranged be tween these two extremes. A surprisingly large percentage (43 per cent) of the All School District Group had taken such a course. There was probably a relationship between the fact that so many of these respondents had taken such a course and that the district employed elementary counsel ors. Although no data were available, one was certain 24 that 43 per cent of the comparable school employees In districts not employing elementary school counselors had not taken a course in elementary school guidance at the time this study was done. The Organization of the Remainder of the Dissertation Chapter IT is devoted to a review of the literature written in the ten years (1949-1959) previous to this wri ting in the five major areas of the study. At the end of this chapter a summary of the literature reported on is made and the place and the need of the present study is pointed out in relation to the existing body of literature. Chapter III is devoted to the findings from the first of the five major areas of the questionnaire: the selection and qualifications of elementary counselors. The following format is used in reporting the findings: 1 . Jury's opinions 2. Superintendents' opinions 3. Principals' opinions 4. Counselors' opinions 5. Teachers' opinions 6. Composite opinions and practices of school district employees as a whole (groups above: two through five) 7. Composite opinions and practices of all re spondents (groups above: one through five) 25 8, Comparisons among all groups showing areas of agreement, disagreement and where there Is nothing known or no opinion was expressed 9. Chapter summary Chapter IV is devoted to reporting the findings from the questionnaire on the second major area: the duties performed by elementary school guldanoe counselors. Chapter V reports on in-service training for elementary school guidance counselors. Chapter VI reports on person nel policies relating to elementary school guidance coun selors and chapter VII gives the findings In the evalua tion of the work of the elementary school guidance counse lor. Although the topics were different, a similar format to the one used in chapter III, with variations acoording to the topic under consideration, was used in reporting 20 the findings in parts of chapters IV through VII. Chapter VIII, the final chapter, consists of three main parts. The first part Is a summary of the findings fron chapters III through VII. The second part consists of conclusions drawn from these findings. The third and perhaps most Important part of the final chapter is made up of recommendations in the form of standards for elementary counselors in the five major areas of the study. 20 Sviprg- CHAPTER II A REVIEW OP LITERATURE RELATED TO THE POSITION OP ELEMENTARY SCHOOL GUIDANCE COUNSELOR Introduction Chapter II reviews the litoraturo related to sone administrative factors of the position of elementary school guidanoe counselor. A brief discussion of the need for a guidance worker in the elementary school and a short history of the position cones first. After that, the chapter is divided Into six sections, the first five of which are devoted to reviewing literature in the five major areas* of the dissertation. The last section of this chapter is devoted to a summary of the five previous sections and a discussion of where this study fits into the existing body of literature. This chapter attempts to review all periodical articles and books published between September, 1949, and October, 1959, which dealt with the elementary counselor and that were available to the writer. Most of the articles on the elementary counselor dealt with the duties he performed and the techniques involved. This study made no attempt to cover techniques, however. There was some information available on the se lection of elementary counselors in the areas of training *See the Statement of the Problem, p. 2. 28 and personal qualifications. Little information was available on personnel policies relating specifically to them. There has been some material written on the evalu ation of the guidance program in the elementary school but most authors did not assume the presence of a counselor, so that these have not been very helpful. The writer was able to find only a little information on ln-servioo training for elementary counselors but some information was available on the in-service program in guidance which the counselor should provide for the elementary school teachers. Though growing in numbers, the position of ele mentary counselor was still uncommon so that most artloles written about guidance in the elementary school assumed that the entire program was carried on by classroom teach ers and headed by the principal. Need for elementary counselors In the great majority of articles and books writ ten by guidanoe authorities the need for elementary coun selors was pointed out. Although it was recognized that comparatively few school districts employed them it was generally agreed that they were needed, liorrls Krugman said that wherever the services of a counselor in an ele mentary school were available the teacher functioned better in guidance. He felt that the classroom teacher had neither the time, training, resources nor experience 28 to do for Individual children what the elementary counse- o lor could do. Edith R. Snyder felt that a guidance work er was invaluable to the elewentary school teacher as a 3 consultant. Frances F. Hanson pointed out the need for elewentary counselors in saying that personalities crys tallize early and that secondary school guidance way be too late.4 Ruth A. Martinson agreed that wany of the ad justment problems of the secondary school and adulthood wight be avoided by the placement of competent counselors g in elewentary sohools. In a study by L. M. Smith at Washington University in St. Louis, Missouri, a group of forty-two elementary school teachers enrolled in classes in the Department of Education were asked whether or not a need existed for specialized guidance workers in the elementary school. Over 93 per cent of these respondents felt that there was g a need for a guidanoe worker in the elementary school. 2 Morris Krugwan, "Why Guidance in the Elementary School?" Personnel and Guidance Journal. Vol. 32 (January, 1954), pp. 2T6-73. 3 Edith R. Snyder, "Community School Looks at Guid ance," Eduoation. Vol. 74 (April, 19R4), p. 486. 4Pranoes F. Hanson, "Ounce, or the Pound, Which?" Minnesota Journal of Education. Vol. 34 (April, 1954), p p . H-iy, =------------------- 6Suth A. Martinson, "Duties of Elementary School Counselors," Occupations. Vol. 30 (December, 1951), pp. 167-70. A L. M. Smith, "Informal Observations in Guidance: An Observation on Elementary School Guidance," Personnel 29 The foregoing statements are merely a representa tive sample of the almost universally held opinion of authorities in the field that counselors were needed In the elementary schools. The main reason for not having counselors in the elementary schools seemed to he the ex pense. Milo E. Kearney maintained, however, that the coat was not prohibitive. It costs only the assignment o f one T extra teacher per building, he said. Names of the counselor In the literature, persons performing duties similar to those designated as generally constituting the duties of the elementary school guidance counselor In this study were called by a variety of names. Some of the more common ones found were "guidance workers," "counseling teacher," "visiting teacher," coordinator of guidance, " "pupil personnel specialist," "guidance supervisor,'* and "coordinator of curriculum and guidance." Some persona bearing the above titles were not, however, performing duties which were felt by the writer to he basically those of the elementary counselor. For example, in some I n stances the person called the "guidance supervisor" w a s the head of the whole school district's guidance programs from and Guidance Journal. Vol. 35 (November, 1956), pp. 179—80. 7 Kilo E, Kearney, "Making Guidance Effective In the Elementary School," Elementary School Journal, V o 1 . 56 (April, 1956), pp. 348-5ST 30 kindergarten through high school and had his office in the central adninistrative offices of the school district. Care had to be taken to look beyond the title used since it was s one tinea found that persons bearing different titles were performing duties more slailar than those per sons with the saae title. Brief history of the position The tern "guidance counselor" was first used in the secondary school and had a strong vocational enpha- 8 sis. Frank Parsons opened the Vocational Bureau of Bos ton on January 13, 1908, and called hlnself Director and o Vocational Counselor. At Harvard University the first course in vocational counseling was offered in the year 1911. Until reoent years (1940) aost of the emphasis In college guidance courses was on vocational counseling. More recently (since 1940) emphasis was given to other kinds of counseling but the level was still primarily secondary or adult with a few exceptions. Historically, the guidance person in the element ary school has been the classroom teacher who relied upon the Judgment and action of the principal if his own efforts g Raymond Patoulllet, "Organizing for Guidance in the Elementary School," Teachers College Record. Vol. 58 (May, 1957), pp. 431-38. o Ruth Martinson and Harry Smallenburg, Guidance in Elementary Schools (Englewood Cliffs. N. J.: Prentice- Hall, lffBVr;' pp. 11-12. 31 failed. However, a few school systems employed elewentary counselors as far back as 1928. In that year a study of seventy-fIts selected cities showed six cities with coun selors In individual schools.The nuaber of eleaentary counselors eaployed has grown considerably since that tiae but this growth could not be characterized as rapid until around 1950. As recently as 1948 a statewide survey of elementary school counselors in the state of California found only 100 such persons employed in the whole state.** Three studies made in the early 1950's showed how the situation has changed in recent years. The first was the 1952-53 study made by the United States Office of Edu cation. This study gave the first nationwide statistics on the nuaber of counselors who serve in elementary schools. There were 711 counselors identified at the ele aentary school level, 406 of whoa devoted one-half time or 12 more to guidance duties. Lillian G. Gordon, "Summary of Findings of a Questionnaire on Elementary Sohool Counseling," Issued by Pasadena, California, City Schools on January 31, 1929 (alaeographed) cited by Ruth Martinson and Harry Smallen- burg, Guidance in Eleaentary Schools (Englewood Cliffs, N. J . : Prentice-Hall, 1958), pp. 12-14. **Rutta A. Martinson, "The Eleaentary Sohool Counse lor in California" (unpublished Doctor of Education dis sertation, University of California at Los Angeles, 1949), cited by Ruth A Martinson and Harry Saallenburg, Guidanoe in Eleaentary Sehools (Englewood Cliffs. N. J.: Preniice- ffall, 138GT), pp. 12^14. *2Arthur J. Jones and Leonard M. Miller, "The National Picture of Pupil Personnel and Guidance Services in 1953," The Bulletin of the National Association of 32 The second study vas made In 1953 by the National Association of Guidance Supervisors and Counselor Trainers in cooperation with state departments of education. This study surveyed 611 schools in nineteen states and found that 34.7 per cent of the schools which responded had guidance services in some form. This figure was somewhat misleading, however, since only 9.6 per cent of the schools which responded employed an elementary counselor on a half-time or more basis. Of these, 6 per cent were full- 13 time and 3.6 per cent were half-time counselors. The third study was made by Prank Sievers In 1953. In this study a selected list of elementary schools, des ignated by the respective state departments of education, were surveyed to determine principles and practices in elementary school guidance. The 354 schools from twenty- eight states which sent in replies reported 116 full-time and thirty-one half-time guidance specialists available. Since it was not stated in the secondary source whether or not these guidance specialists were assigned to schools it may be that some were available only upon referrals made to central offices.** Secondary Sohool Principals. Vol. 38, No. 200 (February, T5UTfJ p. 154. 13 Martinson and Smallenburg, op. cit.. pp. 12-14. 14 Prank Sievers, "Principles and Practices in Ele mentary School Guidance" (unpublished Doctor's disserta tion, University of Nebraska, 1954), cited by Arthur J. Jones and Leonard M. Miller, "The National Picture of 33 It was noted that the position of eleaentary counselor was a comparatively new position which has en joyed considerable growth In recent years. If responses to the writer's sany letters sent to all parts of the nation were any Indication the position will enjoy even ■ore rapid growth in the decade of the 1960's. The Selection and Qualifications of Elementary Counselors Train There were considerable differences in the course requirements and recommendations for training the ele aentary counselor. Martinson and Smallenburg reported that training requirements differed from one school system to another anti were often related to the different func tions expected of counselors in different school sys tems .15 Patouillet recommended a two year program to pre pare the eleaentary counselor for his duties. He felt that the program should Include courses in guidance, de velopmental psychology, school psychology, social work, administration and curriculum. In the last area he Pupil Personnel and Guidance Services in 1953," The Bulle tin of the National Association of Secondary School Prin cipals I Vol. $8, Wo. 200 (February, 1954), pT lKK. *^Martinson and Saallenburg, op. cit.. p. 175. 34 •specially recommended that counselors be prepared well In reading since many teachers say they need help In read- 16 ing. Roy D. Willey recommended the equlralent of the Master's degree with a major emphasis in guidanoe and a ▼alid teacher's certificate for the grade level at which 17 the counselor will be working. In Tacoma, Washington, Public Schools elementary counselors were required to be certified teachers and have from one to two years of in tensive graduate training in case work, child welfare, and 18 child guidance. Kearney recommended that teachers who wish to become elementary counselors should acquire a background in testing, child growth and development, mental hygiene, abnormal psychology, guidance, and methods 19 of remedial teaching. Several other authors were even more specific in their recommendations for the training of elementary counselors. John A. Barr advised that the training of the elementary counselor be made similar to that of a school psychologist or school social worker, depending upon the ***Patoul 1 let, loc. clt. 17 Roy D. Willey, Guidance in Elementary Education (New York: Harpers Brothers, 1952), p. t2o . l g "Ways to Use the Elementary School Counselor," prepared by Handbook Sub-committee, Principals Advisory Committee on Elementary Sohool Counseling, Tacoma, Wash ington, Public Schools, p. 1 (mimeographed). 19 Kearney, loc. clt. 35 duties that are expected of him. He felt that pro*pectlve counselors should have a good understanding of child growth and development, mental hygiene, guidance tools and techniques, and techniques for working with teachers and parents. He went on to say that the counselor should hare knowledge of referral agencies and of achievement and in telligence tests but probably not individual personality 20 instruments or counseling involving deep-seated problems. Raymond N. Hatch held that if counselors were to be effec tive they should have training in the dynamics of human adjustment and individual behavior. He listed the follow ing courses as desirable: Child Psychology, Mental Hy giene, Sociology, Educational Psychology, and Guidance Services. In addition, he recommended additional training 21 in guidance services be given counselors. The most complete report that this writer was able to find on the training of elementary counselors was the Report of the Committee on Training Counselors for the Elementary School of the National Association of Guidance Supervisors and Counselor Trainers. A number of full-time eleaentary counselors in three California school districts and certain other persons having an interest in the field 20 John A. Barr, The Elementary Teacher and Guidance (New York: Holt, 1958), p. 355, 21 Raymond N. Hatch, Guidance Services in the Ele mentary School (Dubuque, Iowa: William 6. ftrown Company, T9hl), p. 16. 30 of eleaentary school guidance were asked to rate the im portance of certain courses in the training of elesentary counselors. The following courses received an average rating of 3.0 or higher, indicating that the majority of respondents considered them as highly desirable for all candidates for the position of eleaentary counselor. The courses were listed In the order of decreasing importance: Principles of Guidance, Child Psychology, Psychology of Exceptional Children, Group Testing, Interviewing Tech niques, Education of Exceptional Children, Counseling Theory, School Counseling, Tests and Measurements, Mental Measurements, Child Study and Observation, Group Guidance Techniques, Individual Testing, and Practlcum in Counsel ing. There were other courses recommended also but the 22 ones listed above received the highest ratings. In a handbook developed by both the elementary and secondary school counselors of the Long Beach (California) Unified School District certain college courses were es tablished as olnlmum essentials for the training of ele mentary counselors: Principles of Guidance, Techniques of Counseling, Mental Hygiene, Remedial Reading, Individual Testing, Tests and Measurements, Educational Psychology, Growth and Development of the Child, and Elementary 22 Edson Caldwell (Chairman), "National Association of Guidance Supervisors and Counselor Trainers, Report of the Cosslttee on Training Counselors for the Elementary School" (April, 19 6 0 f mimeographed), p. 3. 37 Statistics. Certain other courses were listed as highly 23 recommended but not essential. Certain agreements or common threads were noted in the course recommendations of the several authors who dis cussed the subject. However, there were many areas of disagreement also which were, perhaps, a result of the different concepts authors had of the role of the ele aentary counselor. It was particularly noteworthy that no author recommended a course in eleaentary guidance prin ciples and techniques. Martinson and Smallenburg reported, however, in 195P that the college which provided a course in guidance at the elementary school level was still rare.24 Skill, knowledge, or ability Written materials in the area of skills, knowl edges and abilities which are desirable for elementary counselors to have were not abundant. Many authors assumed, perhaps, that if the proper college courses were taken that candidates for counseling positions would naturally have these desirable skills, knowledges and abilities. This was not necessarily true since some of these qualities were either natural abilities or knowledge 23 Virginia Ballard (Supervisor), "Counselors * Hand- Book" (Long Beach Unified Sohool District, Long Beach, California, June, 1958), p. 142 (mimeographed). 24 Martinson and Smallenburg, op. clt.. pp. 169-70. 38 accumulated on the job and not subject to training at the college level to any great degree. The best source of information in this area that was available to the writer was the "Counselors’ Handbook" of the Long Beach (California) Unified School District. It listed the following special abilities as Important to elementary counselors: 1. Skill in dealing with people 2. Knowledge of standardized tests 3. Skill in administering tests 4. Skill in interpreting test results 5. Ability to make simple statistical analyses 6. Skill in interviewing 7. Skill in appraising personal characteristics 6. Ability to face difficult situations without evidence of shock 9. Ability to maintain and interpret records 2 5 10. Ability to lead pupil-study conferences Although this was an incomplete list it served to orient the writer and a more complete list was developed for the questionnaire. General procedures and qualifications Only one sohool district was found that actually had a method in writing for the selection of elementary 2 % Ballard (Supervisor), op. clt.. pp. 142-43. 39 counselors. This school district was the Philadelphia City School District and they established the following ■ethod of selection In 1953: 1. The selection of teachers for this serrice shall be the responsibility of the District Superin tendent . 2. Principals say reoossend, and other teachers ■ay apply, to the District Superintendent. The Dis trict Superintendents will establish pools from which counseling teachers may be drawn for schools in which no teacher Is available for counseling service. 3. Teachers will have freedom of choice in ac cepting or rejecting appointment to position. 4. The counseling teacher will be free to return to the classroom at any tiae.26 The aost common qualification for the position of t elementary counselor listed by most authors and school districts, was successful classroom teaching experience. 2 7 Philadelphia listed "successful teaching experience" as one of the basic requirements for the counseling teacher, a position which corresponds to what is called the ele mentary counselor in this study. In Baltimore, for the position of elementary counselor (which they called the coordinator of curriculum and guidance), successful class room experience and supervisory experience and training 28 were qualifications looked for in the candidate. Willey 26 "Criteria for Selection of Counseling Teachers and of Schools to Have Counseling Teacher Service," a bulletin developed by the Advisory Committee on Counseling in Elementary Schools of the Philadelphia City Schools, November 30, 1953 (mimeographed), p. 1. 27Ibid.. p. 2. 2 e Julia E. Blacklock, "Guiding the Elementary School Child," Eduoatlon, Vol. 74 (April, 1954), pp. 488-92. 40 recoaneoded at least two years of successful teaching ex- 29 perience as a prerequisite for the position. Martinson and Saiallenburg felt that training for teaching contributed to the suoeess of guidance workers and that teachers had ■ore confidence in those counselors who had had classroos 30 teaching experience. Kearney agreed that to wake a suc cessful counselor a person who has been a superior techni cal teacher on the primary level should be selected for training. Re said further that this teacher should have been one who was successful in establishing rapport with 31 pupils. Prances M. Wilson pointed out, however, that persons trained under a variety of disciplines were assign ed to develop and administer the guidance program in the elementary schools. Some, she said, had a psychologist's background; others were trained as social workers; and 32 still others were teachers who were especially trained. Krugman suggested that candidates for the position of ele mentary counselor be selected from elementary school teachers instead of secondary school counselors since the 33 latter required a complete re-orientation. 29Willey, loc. clt. 30 Martinson and Smallenburg, op. cit.. p. 175. 31 Kearney, loc. cit. 32 Prances M. Wilson, "Guidance in the Elementary School," Eduoation. Vol. 75 (March, 1955), pp. 450-55. 33 Krugman, loc. cit. 41 The Duties of Elementary Counselors More material has been written In the area of duties of elementary counselors than In any of the other areas of this study. For this reason a different method of analysis of this material was used. In Table lt the duties of elementary counselors mentioned as Important by five or more authorities or school districts In literature reviewed by the writer were listed. They were listed In decreasing frequency of mention with the duty mentioned moot frequently listed first. The number of authorities or school districts which recommended the duty was in the next column. In the last column were the names of the authorities or school districts which recommended the duty. In the analysis of this material some liberties were taken with the wording of items but the authors' original intentions retained their integrity. References were footnoted only the first time they appeared in the table. As can be seen from Table 1, acting as a guidance consultant to the staff was the counselor's duty mentioned most frequently as Important in the literature reviewed. Other relationships and frequencies of mention can be readily ascertained by reference to Table 1. 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'( ’ rt rt r i f i . rt- ^ M * - l III in d/ 0 ,y H 1 ( V r (A i-i 3 rt1 t" M , n * r i J A -rt I -1 .: ti, V\ N H 43 directly to pupils if referred by the teacher. Other authors thought that guidance services ought to be provid ed to teachers so that the teachers could help the child. There was agreement that only the especially trained oli- nician (psychologist, psychiatrist, etc.) should give therapy to the severely emotionally disturbed child. It was thought that the counselor should not attempt therapy with these cases. A review of the literature revealed that elementary counselors performed many different duties but that there were some common threads running through many of the ser vices given. Uartinson reported that many counselors were required to spend time on clerical and other non-guidance work. She felt this to be an unwise use of the counse lor's time. She pointed out that the most efficient use of the counselor's time would be to restrict him to the guidance activities for which he has been especially trained and assign clerks or other persons to the non- 48 guidance activities. Krugman saw the role of the elementary counselor as one In which he had some orientation in the functions of the physician, social worker, psychiatrist, and clergy man but one in which the counselor did not try to take over the duties of these specialists. He felt that the *8*artinson, loc. cit. 44 counselor should supply the Integrating force for these specialists and be less absorbed in the specialties and ■ore concerned with the manner in which these specialties 49 affect the growth and development of each child. In-Service Training for Elementary Counselors Written material on the in-service training pro gram in guidance which the counselor should provide for the teachers was abundant but written material on in-serv ice training for the counselors themselves was rare. The latter topic rather than the former was the concern of this study. By far the most complete information on the subject that was found was again in an article dealing with the Philadelphia City Schools. The Philadelphia program The in-service training program for elementary counselors in Philadelphia extended through three semes ters. Class work and experience in counseling were closely related from the first day of appointment to the position. The in-service program occupied three half days a week for the first and second semesters and one half day a week during the third semester. Class work consisted of four courses. The Coun seling Process, the first course, extended over the three 49 Krugsan, loc. cit. 45 full seat ■ ". It dealt with the organization of the counseling job, the approach to counseling problems and the counseling Interview. Emphasis was In learning to use the interview properly. Counseling and the Coaaunity was the second course and it extended over two seaesters. It eaphaslzed neighborhood liabilities and assets, comau- nity study and included field trips and study of social agencies, child guidance clinics and other community re sources. The third course was a one-semester course called School Services. This course had as its objective the acquainting of the new counselor with the resources of the school system which will be used to help individual pupils. The fourth course was also a one-semester course and was called The Psychological Growth Problems of Chil dren and Psychiatric Information. This course, taught by a child psychiatrist, was designed to give counselors a broader understanding of the processes of growth and de velopment and the problems of children relating to such growth and development. In addition to this course work, supervisors of counseling provided conferences for each elementary coun selor. Every two weeks during the first two years since appointaent to the position, supervisors of counseling provided a case consultant service. Such service was provided after the first two years upon request. Through this frequent supervision, skills were taught and 46 50 practices were evaluated. Other in-service suggestions A few other authors made recommendations on the in-service training of elementary counselors though none were so comprehensive as the Philadelphia program. Mar tinson suggested the use of in-service study groups in which both counselors and administrators evaluated and discussed guidance practices which would improve the guid ance program.®* Herbst, in describing the in-service pro gram of elementary counselors in Inglewood, California, said that the school district provided a training program in which various methods of approach were studied and re sults discussed and evaluated. In Inglewood, in-service training in methods of interviewing, recording, speech correction and remedial rending were given. Herbst said further that few c -unselors possessed the experience or training to qualify them to do therapy but that steps in t! e in-service training should be taken to remedy this 52 situation. Krugman recommended in-service training for elementary counselors in the keeping of records and in ®°"Counseling Services of the Elementary School," Pennsylvania Comments on Education. March, 1958 (pub lished by ihe Department of Public Instruction, Harris burg, Pennsylvania) . 51 Martinson, loc. cit. 52Herbst, loc. cit. 47 53 using them effectively. Lastly, Kearney suggested that the newly appointed counselor spend some tine In a school slnilar to the one to which he is to be assigned observing an experienced counselor and the actual guidance progran In operation.®* Personnel Policies for Elementary Counselors Little lnfornatlon has been written about person nel policies pertaining specifically to elenentary coun selors. In many articles there was a tacit understanding that the personnel policies for elementary school guidance counselors were the same as for elementary school teach ers. Most of the very limited amount of material written on personnel policies for counselors was related either to their salaries or the bases for their assignment. Salaries of elementary counselors Jones and Miller stated in 1953 that until recent ly salaries of counselors were on the same level as those of teachers. Recent studies, they said, have shown a tendency toward higher salaries for counselors. They gave the following reasons for this recent trend: the counse lor was not Just another teacher; he dealt not only with pupils but teachers, administrators, parents and community agencies; he could be instrumental in developing school 53 54 Krugman, loc. cit. Kearney, 1oc . cit. 46 Morale and improving the currioulua. They stated further that the preparation for the position of elenentary coun selor was considerably beyond that of the classroon teach er and different in kind. They Mentioned that in a few recent studies it was found that elenentary counselors 55 were paid fron $120 to $750 more per year than teachers. In the Tacoma (Washington) Schools elementary counselors 5 5 were paid the same salaries as teachers. In the Long Beach (California) Schools elementary counselors were paid the sane as teachers of the same length of training and the same amount of experience. They could, however, work up to eight days extra per school year upon the written request of their principal. These days were to be worked before and after the school year and counselors were to be 57 paid at their regular daily rate for this work. Howard C. Seymour advised the principal to recommend and support a differential in salary for counselors over teachers since counselors have double certification, additional 58 community duties and longer hours than teachers. m i p Jones and Miller, op. cit., p. 150. V £ t "Ways to Use the Elementary School Counselor," loc. cit. a r f "Salary Schedules for Certificated Employees of the Long Beach Unified School District, Long Beach, Cali fornia, School Year 1959-1960," a mimeographed bulletin by the Long Beach Unified School District, p. 2. 56 Howard C. Seymour, "An Administrator Looks at Guidance Services," Education. Vol. 75 (March, 1955), 49 Bases for asslgnaent of elementary counselors In the Long Beach (California) Schools elementary counselors were assigned on the following enrollment has is: 1. Schools below four hundred had a principal- counselor. 2. Schools between four and five hundred had one day per week or counselor's tiae. 3* Schools between five and six hundred had two days of counselor's time. 4. Schools between six and seven hundred had two and one-half days of counselor's tiae. 5. Schools between seven and eight hundred had three days of counselor's time. 6. Schools between eight and twelve hundred had four days of counselor's tiae. 7. Schools twelve hundred and over had full-tlae 59 counselors. Kearney felt that one building of three hundred pupils or more would provide all that the elementary counselor could do with any degree of efficiency. He pp. 433-38. 59 "Quotas for Assigning Certificated and Certain Classified Personnel to Schools (Effective September, 1959)," Special Bulletin #16, Vol. XXI from the Office of the Superintendent, Long Beach Unified School District, Long Beach, California, June 1, 1959, p. 2. 50 recommended that any building of 1,000 or more pupils have two counselors. He stated his position idealistically when he said that a counselor should serve no more pupils than he can benefit to the greatest degree. He stated further that for one counselor to serve more than four 80 schools was unreasonable. Herbst reported that in Inglewood (California) Schools each school Is assigned a full or part-time counselor depending upon the total en rollment but she gave no specific figures or breaking g 1 points. Patouillet approached the assignment problem in two different ways. In his first plan he suggested the assignment of a guidance counselor, a school psychologist, and a visiting teacher to a school of 900 in enrollment. As an alternate or second plan he suggested the assignment of three persons (child development consultants) with training in all three areas and each responsible for 300 of the 900 pupils in the school. He argued that both teachers and pupils wo*’ld stand a better chance of being served under the second plan. He further recommended that a fully qualified school psychologist serve as a consult- 6 2 ant to the three child development consultants. Seymour made one recommendation which fell neither ®®Kearney, loc. cit. ®*Herbst, loc. cit. AO Patouillet, loc. cit. 51 in the area of salary (except Indirectly) nor the area of assignment. Briefly stated, he recommended that counse lors be eaployed for more than Just the school year be cause of the extra work they must do both before the A o opening and after the closing of school. Evaluation of the Work of the Elementary Counselor Most of the material written on the evaluation of the guidance program wns either geared to the secondary schools or else, if geared to the elementary school, did not assume that an elementary counselor was functioning In the school. Most authors assumed that whntever guidance was being carried on in the elementary school was being carried on by the classroom teacher under the direction of an interested principal. By far the most complete list of questions design ed specifically for evaluating the work of the elementary counselor has been developed by Barr. He proposed the following questions to evaluate the counselor's work: 1. Wh at positive changes in pupils' behavior have been observed after help from the counselor? 2. Has the child with an attendance problem im proved after working with the counselor? 3. Has the number of underachievers been reduced since assignment of a counselor? A Seymour, loc. cit. 52 4. Tlave the relationships between pupils, between teachers and pupils, and between teachers been improved since the assignment of a counselor? 5. Has the home-school relationship Improved since the assignment of a counselor? 6. Have information services (records and other materials on pupils'1 Improved since the assignment of a counselor? 7. Has the working relationship between the school and referral agencies improved since the assignment of a counselor? 8. Has the orientation to school for kindergart eners, first graders and their parents been improved since the assignment of a counselor? 9. Has the orientation of pupils going on to the secondary school improved since the assignment of a coun selor?^^ Kearney suggested, as a means of evaluating the work of the elementary counselor, that the principal should require a yearly report of the counselor on the problems handled and the relative success of the guidance program for the y»*ar. He recommended that such a report should include the number of pupils with problems, the nature of the problems, the number of pupils released and 64 Barr, op. cit., pp. 409-10. 53 the status of the pupils still under his direction, Kearney thought that this information along with state ments on the progress of pupils not receiving special at tention would give a realistic evaluation of the effect iveness of the counselor's guidance program. From this, he felt, plans for improving the counselor's program could . 65 be made. Arthur E. Traxler felt that the normal pupil should be the center of the elementary school guidanoe program. Thus, he recommended that the counselor hold at least one conference annually with each pupil in school and at least one parent. A simple way to evaluate the work of the counselor was to check to see if he had ful— 6 6 filled this obligation. Blacklock suggested as a way of evaluating the co’tnselor's work to observe the classroom to see if her classroom organization and attitude good guidance procedures and the guidance point of Chapter Summary and Need for This Study One thing that struck the writer forcibly in ra the literature on the elementary counselor was the ®RKearney, loc. cit. 6 6 Arthur E. Traxler, "Essentials of Guidance Serv ices in Elementary Schools," Elementary School Journal, Vol. 53 (December, 1952), pp. 207-10. 6 7 Blacklock, loc. clt. teacher reflect 67 view. viewing great gaps In the existing body of knowledge. Perhaps this was because the position was a relatively new one. In summarizing the literature these gaps or needs will be pointed out and the need for this present study will be discussed. There was general agreement aaong the writers reviewed that a guidance worker such as an elementary counselor was needed in each elementary school. Compara tively few school districts werp found in the literature that actually employed them, however. They were called by a great variety of names in the literature but most per formed the general guidance functions which for this study have been described as belonging to the elementary counse lor. The literature also showed the position as becoming aore common in recent years. Selection and qualifications of elementary counselors Several authors recommended a two year program of graduate training for elementary counselors, possible leading to the Master's degree. The actual courses recom mended for this training varied somewhat from one author and school district to another depending partly upon the relative similarity of functions expected of counselors in different districts. A great variety of courses were named by authors and school districts as desirable for the training of elementary counselors. The following courses, listed in order of decreasing number of times mentioned, 55 were named most frequently: Principles and Techniques of Guidance, Tests and Measurements (including both group and individual testing), Child Growth and Development, Mental Hygiene, Theory and Techniques of Counseling, and Educa tional Psychology. Interestingly, no author recommended the course Elementary School Guidance. Jones and Miller said that tKe areas of counselor preparation need evalua- g @ tion and this was evident from the literature. This present study proposed to find more common grounds of agreement on the courses elementary counselors should take in their training. Very little was written in the area of skills, knowledges and abilities desirable for elementary counse- 69 lors except in the Long Beach (California) Schools. This study attempted to develop this area more fully since it was thought important for success in elementary coun seling. 70 Philadelphia was the only school district which was found in the literature that had detailed the proced ure for becoming an elementary counselor. Most school districts, however, required candidates for the position of elementary counselor to have successful teaching ex perience before they were appointed and the authors 68 Jones and Miller, op. cit., p. 160. 69- 70o Supra. Supra. 56 reviewed felt that this was a good requirement. This study proposed to investigate application procedures, certification requirements and other qualifications for the position more thoroughly than has been done before. Duties of elementary counselors Literature on the duties of elementary school counselors was more abundant than in any other area cov ered by this present study. Authorities and school dis tricts mentioned the eleven following duties most fre quently as being important for elementary counselors to perform: 1. Acting as guidance consultant to all staff members on pupils' problems 2. Holding conferences with parents regarding pupil problems 3. Counseling pupils with learning, physical, social and emotional problems 4. Acting as liaison person between school and community agencies on pupil problems 5. Administering tests, inventories, etc. 6. Keeping adequate records on all pupils 7. Interpreting pupil data to staff members 8. Conducting in-service training in guidance for staff members 9. Assisting in placement of pupils In proper 57 classes (or special classes where needed) 10. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case 11. Postering good mental hygiene among pupils and staff This study Investigated actual duties being per formed by elementary counselors as well as what the Jury thought they should perform. There was a need evident for more structuring or standardizing of the duties to be per formed by these counselors since many were having their time taken up by clerical or other non-guidance activi ties. The position must be kept flexible enough In its duties, however, to meet the needs peculiar to each school. Only one article was found where teachers themselves were asked which duties the counselor should perform to help 71 them the most. This present study surveyed teachers as one of the five main groups basically concerned with the duties of the counselor, for one of the Justifications of having an elementary counselor is to help the teacher with some of his heavy load. The literature showed that there was no general agreement on whether the counselor should provide his ser vices directly to the pupil or work only through the pupil's teacher. There was agreement, however, that the L. M. Smith, loc. cit. 58 elementary counselor should not attempt therapy with the severely emotionally disturbed pupil. This was agreed to be the responsibility of such clinicians as psychologists and psychiatrists. In-service training of elementary counselors Written material on In-service training for ele mentary counselors was scarce. Philadelphia had the only thorough plan for in-service training. It included course 72 work, observation, and a consultation service. The need for much more research in the kind of in-service training desirable for counselors was evident. Caldwell's report recommended an investigation into the nature and extent of 73 in-service training programs for elementary counselors. This study proposed to do Just that since this area was almost completely undeveloped. Personnel policies for elementary counselors Most of the limited material written on personnel policies for elementary counselors centered around their salaries and the bases for assignment which was most fre quently pupil load. Many school districts paid counselors the same as teachers with some minor variations but a tendency was noted toward extra pay for counselors which the authorities agreed was well deserved. There was 72 73 Supra. Caldwell (Chairman), op. cit., p. 17. 59 little or no agreement on how many pupils a counselor should serve. Some authorities recommended snail pupil loads of around 300 pupils but in actual practice counse lors in some school districts were serving 1,200 pupils or more. Research needs to be done on what in both the opin ion of experts and the school districts constitutes a reasonable pupil load for the counselor. Infomation was not available on the working day and the working year for counselors and the need for information was evident here also. Little was said about the number of schools to which a counselor was assigned and more recent informa tion was needed about salaries for counselors. The writer's study proposed to answer some of these questions. Evaluation of the work of elementary counselors There was little literature available that was specifically designed to help evaluate the work of the elementary counselor. Most of the literature on evalua tion dealt with the guidance program where no counselor was employed. Barr had the most complete set of ques tions designed for evaluating the work ol' the elementary counselor. Most of his nine questions were stated in terms of changed behavior, attitudes and relationships of pupils, parents, or staff members since the assignment of 74 an elementary counselor to the school. There was very 74 Supra. 60 little information available on the cost of counselors in the elementary school and this is one of the factors that must be considered in evaluating any school program. The need for a great deal more information in this area of evaluation of the work of the elementary counselor was quite clear. School administrators, school boards and the general public want to know in what concrete ways the be- havior, school work, and attitudes of pupils Improve when elementary counselors are assigned before they spend the money to employ then. This study attempted to investigate these questions. CHAPTER III SELECTION AND QUALIFICATIONS OF ELEMENTARY SCHOOL GUIDANCE COUNSELORS Introduction Chapter III deals with the primary factors in volved in selecting competent persons for the position of elesentary school guidance counselor. It is divided into four main categories: (l) college courses or areas of training important for elementary counselors; (2) skills, abilities, or knowledges important for them to possess; (3) miscellaneous factors related to their selection such as teaching experience, credential and degree requirement and application procedures; and (4) the summary. The first two main categories deal with opinion and since opinions often differ according to positions held they are analyzed by position. The following order of reporting is used in both of these categories: 1. Opinions of the Jury 2. Opinions of the superintendents or their dele gated representative (these were most often directors of guidance) 3. Opinions of elementary school principals 4. Opinions of elementary school counselors 5. Oninions of elementary school teachers 6. Composite opinions of all school district 62 groups (2, 3, 4, and 5 taken together) 7. Composite opinions of all groups (all school district groups plus the Jury) 8. Comparisons of the answers of various groups noting (l) areas of greatest agreement, (2) arena of greatest disagreement, (3) groups having highest degree of agreement or disagreement with the Jury, and (4) the most important items chosen by each group. The third main category is factual in nature and since the superintendents were thought to be in a better position to report these facts than any other school dis trict group, only their answers are considered here. Al though some Jury members answered this section of the questionnaire their answers are not reported because they are nr* pertinent in this category. The final section of Chapter III is devoted to a summary of the findings of the three previous categories. All the answers reported upon came from the questionnaire.^ The first main category was made up of a number of descriptive course titles for which respondents were asked to rate the relative Importance in the training of elementary school counselors. The following headings were used to differentiate the Importance of the courses: ^See Appendix, p. 484, pp. 2-4 of the Question naire . 63 (l) "Essentlal," (2) "Desirable But Not Essential," (3) "Of Some Value," (4) "Of Little or No Value," and (5) "No Opinion." The first four headings made up the scale of relative importance while the last heading merely gave respondents an opportunity to indicate that they had not made up their minds. The second main category used the same format and scale of relative importance as the first except, of course, instead of descriptive course titles, skills, knowledge0, and abilities desirable for the elementary counselors to possess were listed. The third main cate gory which dealt with application procedures anti miscell aneous requirements for elementary counselors contained eleven questions requiring factual answers. Among the eleven questions were questions of the multiple choice, yes-no, and short answer types. Some questions were "open-ended" so that if none of the choices suited the respondent he could write in his own answer. College Courses Important in the Training of Elementary Counselors Opinions of the jury Statistical analyses.— Several different statis tical approaches of an elementary nature were used in analyzing the data. The first was merely a tabulation of responses and a figuring of percentages. This can best be illustrated by using an example: Item number six (Educa tional Psychologv) in Table 2 had fourteen of the twenty members of the Jury mark it essential. This was 70 per cent of the Jurors. Four Jurors marked it as desir bi** but not essential for e percentage of 20. One Juror thought it of some value for a percentage of 5. None of the Jurors marked it of little or no value or "no opin ion." The total number of Jurors responding to this item was nineteen which means that 95 per cent of the twenty Jurors responded to this item. The second statistical approach involved the weighting of certain headings as in Table 3. Every re sponse under the heading of "Essential" was given a weight of three. Each response under "Desirable But Not Essen tial" was given a weight of two. Each response under "Of Some Value" was aiven a weight of one. Each response under "Of Little or No Value" or "No Opinion" was given a weight of zaro. Then the number of resoonses under each heading for each item was multiplied times its weight to give a weighted score . The weighted scores under each heading for each item were totaled giving a total weighted score for each item. The higher the total weighted score for an item, the greater was its relative importance in the opinion of the Jury. Thus, item six, for example, was rated as more important than item nine since the total weighted score for item six was fifty and the total TABLE 2.— Jury ratings of the relative importance of selected college courses in the training of elemen tary counselors N « 20 Course Name p c 01 « « U3 P e 0) o u 0) a . © © p C O £ 3 ■H P c © n n w p c © (4 © a* o §3 eo > I p c © o © O -i © 5 ^ § >4 * 1$ o o > I p c © o © Z 0, c o • H £ o z 1 i p c © o © a . E © p I S’ z ■ ? ? p « o © e-> cx S’ 3 c & to © IX p G E 55 p u 55 1 . Principles and Techniques of Guidance 18 90 1 0 0 0 0 0 0 0 19 95 2. Guidance in the Elementary School . . 17 85 3 15 0 0 0 0 0 0 20 100 3. Growth and Development of the Child . 19 95 0 0 0 0 0 0 0 0 19 95 ii. Mental Hygiene ................... I k 70 3 15 3 15 0 0 0 0 20 100 5. Techniques of Counseling .......... 17 8? 3 15 0 0 0 0 0 0 20 100 6. Educational Psychology ........... U 70 h 20 1 5 0 0 0 0 19 95 7. Tests and Measurements ........... 18 90 1 5 1 5 0 0 0 0 20 100 3. Individual Intelligence Testing . . . 9 US 11 55 0 0 0 0 0 0 20 100 9. Elementary Statistics ............. 6 30 8 1 j0 6 30 0 0 0 0 20 100 10. Abnormal Psychology ............... h 20' 8 UP 7 35 1 5 0 0 20 100 11. Technique of Case Studies . . . . . . 13 65 n I 35 0 0 0 0 0 0 20 100 12. Clinical Psychology ............... 2 10 9 U S 8 Lo 1 5 0 0 20 100 13. Child Psychology ................. 15 75 U 20 1 5 0 0 0 0 20 100 11. Social Casework ................... 3 15 10 50 6 30 1 5 0 0 20 100 15. Soctome try . . . . . . . . . . . . . 7 35 6 30 5 25 2 10 0 0 20 100 16. Community Resources and Agencies . . 7 35 10 50 3 15 0 0 0 0 20 100 17. Vocational Guidance ............... 3 15 5 25 7 35 5 25 0 0 20 100 18. Follow-Up Procedures ............. k 20 9 h 5 5 25 2 10 0 0 20 100 TABUS 2— Continued N - 20 Course Name p c 0) m n w p c V o 4 ) a . S *3 .□ P P HOP u c c P < L ) B P O 3 m X» w a M p C 0) o u V f r . c? (4 0) £ o 3 > P e 0 ) o ( L i 0 ) CL, 4 ) H P P POO) -1 53 3 h h o l O O > P c 0 ) a 0 ) a. C 0 1 P ( § * O ;z I p c 0 ) o I * 0 ) z a, 19. Ju-venile Delinquency............. 2 10 10 50 7 35 1 5 0 0 20 100 20. Supervised Counseling . . . . . . . 17 35 3 15 0 0 0 0 0 0 20 100 21. Research Techniques ............... b 20 10 50 5 25 l 5 0 0 20 100 22. Group Guidance Techniques ......... 11 55 9 b5 0 0 0 0 0 0 20 100 23* Psychology of the Exceptional Child . 11 55 7 35 2 10 0 0 0 0 ' 20 100 2b. Lavs Relating to Children .......... 6 30 9 b5 5 25 0 0 0 0 20 100 25. Psychology of Personality ......... 9 b5 10 50 1 5 0 0 0 0 20 100 26. Psychology of Adolescence ......... 3 15 13 65 b 20 0 0 0 0 20 100 27. Organisation of Guidance Program . . 6 30 10 50 3 15 0 0 0 0 19 95 28. Attendance Counseling ............. 0 0 b 20 11 55 3 15 2 10 20 100 29. Indiridual Personality Testing . . . 3 15 9 b5 6 30 1 5 1 5 20 100 30. Remedial Instruction Techniques . . . 8 bo 9 b5 2 10 1 5 0 0 20 100 31. Anthropology ..................... 0 0 6 30 11 55 2 10 1 5 20 100 32. Educational Sociology ............. 1 5 8 b0 10 50 0 0 0 0 19 95 33. Therapeutic Techniques ........... b 20 7 35 6 30 2 10 0 0 19 95 3b. Techniques of Interviewing ........ 12 60 6 30 2 10 0 0 0 0 20 100 35. Diagnostic Procedures ............. 9 b5 10 50 1 5 0 0 0 0 20 100 36. Professional Problems of Teachers . . b 20 7 35 7 35 2 10 0 0 20 100 Average percentages .... bl.7 3b.6 18 .9 3.5 0.6 99.2 TABI£ 3•--Jury ratings of the relative iaiportance of selected college courses in the training of elemen' tary counselors as determined by the weighted score method N - 20 WS • Weighted Score Possible Score ■ 60 bourse Name 3 ■P c I I m n j j a > i —! XI -P •H O P c c < D c o - p t n I P 3 « Q Xi IX < 6 •H * —s tn CM f - . u 1 S n o .X Q J .O S n o .X 3'-' SB s 1 3 C m O n J O to > a > • h ° « Cm U « o o > c o 2 *ri & o z o CO C 3-^ • o $ x : he ■H 4 ) 3 3 o O o H CO 1. Principles and Techniques of Guidance 18 2. Guidance in the Elementary School . . 17 3. Growth and Development of the Child . 19 h. Mental Hygiene................ 1U 5. Techniques of Counseling .... 1 . 17 6. Educational Psychology........ Ill 7. Tests and Measurements........ 18 8. Individual Intelligence Testing ... 9 9. Elementary Statistics ............. 6 10. Abnormal Psychology............ a 11. Technique of Case Studies....... 13 12. Clinical Psychology ............... 2 13. Child Psychology ................. 15 111. Social Casework................ 3 15. Sociometry.................... 7 16. Coraaunity Resources and Agencies . . 7 17. Vocational Guidance ............... 3 18. Follow-Up Procedures ............. u Sh 1 2 0 0 0 0 0 0 56 6 51 3 6 0 0 0 0 0 0 57 3 57 0 0 0 0 0 0 0 0 57 3 U2 3 6 3 3 0 0 0 0 51 9.5 51 3 6 0 0 0 0 0 0 57 3 U2 I 8 1 1 0 0 0 0 50 11.5 5a 1 2 1 1 0 0 0 0 57 3 27 11 22 0 0 0 0 0 0 a9 13.5 18 8 16 6 6 0 0 0 0 ao 21 12 8 16 7 7 1 0 0 0 37 2a.5 39 7 ia 0 0 0 0 0 0 53 8 6 9 18 8 5 1 0 0 0 32 31.5 hS a 8 1 1 0 0 0 0 5a 7 9 10 20 6 6 1 0 0 0 35 26.5 21 6 12 5 5 2 0 0 0 36 23 21 10 20 3 3 0 0 0 0 aa 17.5 9 7 10 7 7 5 0 0 0 26 3a 12 9 18 5 5 2 0 0 0 35 26.5 TABLE 3— Continued N “ 20 h • H WS ■ Weighted Score * Possible Score ■ 60 ■£ ? 2 t! Course Name c h c c o > *H © 8 S 3 S 3 S n « -P eo E h h t o v 3 1 0 o * c_ v , d o w n w o x n t> O 0 > 25 5 <M H O O L L L x v x v x 4} x • JJ • Xi ’ JO • o e O E o E o tnc p to c p w c p co c S'-' ZS'-' Z S— 2 S*"" H to 19. Juvenile Delinquency ............. 2 6 10 20 7 7 1 0 0 0 33 29 20. Supervised Counseling ............. 17 51 3 6 0 0 0 0 0 0 57 3 21. Research Techniques ............... b 12 10 20 5 5 1 0 0 0 37 2b.5 22. Group Guidance Techniques .......... 11 33 9 18 0 0 0 0 0 0 51 9.5 23. Psychology of the Exceptional Child . 11 33 7 lb 2 2 0 0 0 0 b9 13.5 2b. Laws Relating to Children ......... 6 18 9 18 5 5 0 0 0 0 bl 19.5 25. Psychology of Personality......... 9 27 10 20 1 1 0 0 0 0 hs 15.5 26. Psychology of Adolescence ......... 3 9 13 26 b b 0 0 0 0 39 22 27. Organisation of Guidance Program . . 6 18 10 20 3 3 0 0 0 0 bl 19.5 28. Attendance Counseling ............. 0 0 b 8 11 11 3 0 2 0 19 36 29. Individual Personality Testing . . . 3 9 9 18 6 6 1 0 1 0 33 29 30. Remedial Instruction Techniques . . . 8 2h 9 18 2 2 1 0 0 0 bb 17.5 31. Anthropology . . . . . . . . . . . . 0 0 6 12 11 11 2 0 1 0 23 35 32. Educational Sociology ............. 1 3 8 16 10 10 0 0 0 0 29 33 33. Therapeutic Techniques ........... b 12 7 lit 6 6 2 0 0 0 32 31.5 3b. Techniques of Interviewing ........ 12 36 6 12 2 2 0 0 0 0 50 11.5 35. Diagnostic Procedures ............. 9 27 10 20 1 1 0 0 0 0 b8 15.5 36. Professional Problems of Teachers . . b 12 7 lb 7 7 2 0 0 0 33 29 69 weighted score for item nine was only forty. Using the total weighted scores as a basis, the various courses were then ranked as to their importance with those courses hav ing the highest total weighted scores receiving the high est ranking (lowest rank number). The highest possible total weighted score an Item for the Jurv could have was sixty (twenty respondents times the weighted score of three) ami the highest possible rank was, of course, one. However, since there was a five-way tie for highest total weighted score the rank number one does not appear In Table 3. The highest rank in this table was three and the lowest rank was thirty-six. Relative importance of certaln courses.— Six col lege courses were rated as essential to the preparation of the elementary counselor by 85 per cent or more of the Jury. The courses receiving these extremely high ratings were Principles anti Techniques of Guidance, Guidance in the Elementary School, Growth and Development of the Child, Techniques of Counseling, Tests and Measurements, and Supervised Counseling (see Table 2). There were only five courses rated as essential by 10 per cent or less of the Jury in the training of ele mentary counselors out of the thirty-six courses listed. The courses thought essential by so few Jurors were Clini cal Psychology, Juvenile Delinquency, Attendance Counsel ing, Anthropology, and Educational Sociology. 70 Another method of determining which courses were considered unimportant by the Jury in the training of ele mentary counselors was to investigate the courses which Jurors marked as of little or no value most freouently. Seven courses received this low ratlnr by 10 per cent or more of the Jury. These courses were Sociometry, Vocati onal Guidance, Follow-Up Procedures, Attendance Counseling, Anthropology, Therapeutic Techniques, and Personal and Professional Problems of Teachers. Very few of the Jurors reacted by marking a course in the "no opinion" column. Only three courses had any Juror mark them this way and the percentages were all low (5 or 10 per cent). These courses were Attendance Coun seling, Individual Personality Testing, and Anthropology. The Jury was rather generous in its rating of courses for the training of elementary counselors. The average course listed was rated essential by approximately 42 per cent of the Jurors. About 35 per cent rated the average course as desirable but not essential while only 3.5 per cent rated this "fictional" average course as of little or no value. The Jury's response to all courses was extremely high. About 99 per cent of the Jurors re sponded in one way or another to the average course listed and in no case did fewer than 95 per cent respond to any course listed. In working with weighted scores as in Table 3 some 71 similar results were found. Out of a possible high score of sixty, there were five courses that received a score of fifty-seven. These courses considered most important by the jurors in the training of elementary counselors were Guidance In the Elementarv School, Growth and Developsent of the Child, Techniques of Counseling, Tests and Measure ments, and Supervised Counseling. Close behind with a score of fifty-six was Principles and Techniques of Guid ance. Courses considered least Important of those listed by the jurors in the training of plnnentarv counselors as determined by weighted scores were Attendance Counseling, Anthropology, Vocational Guidance, and Educational Soci ology. These four courses received weighted scores of less than thirty. Prom the hirhest score (fifty-seven) to the lowest score (nineteen) was thirty—eiffht points. Within this range of thirty-eight points the thirty— six courses were ranked as to importance in Table 3. Opinions of the superintendents In some respects the choice of the name "Superin tendents" as one main group to answer the ijuestionnalre was unfortunate since most of the thirty—four respondents in this category were not actually superintendents. In most cases the respondent was the person who headed the guid ance program for the whole sct ool system and it was he 72 whoa tho superintendent delegated to fill out the ques tionnaire. Although this person bore a great variety of titles from one school district to another his function was in every case to head the guidance program. Sometimes he held other responsibilities as well. The data for the superintendents were treated to the same statistical analyses as were the data for the 2 Jury. Only three courses were rated as essential to the training of elementary counselors by 85 per cent or more of the superintendents (see Table 4). These courses were Principles and Techniques of Guidance, Growth and Develop ment of the Child, and Techniques of Counseling. Only three courses were rated as essential by 1C per cent or fewer of the superintendents. These courses considered unimportant by the superintendents in the training of elementary counselors were Juvenile Delin quency, Anthropology, and Educational Sociology. Another measure of the unimportance of some courses listed showed 10 per cent or more of the superintendents rating the following seven courses as of little or no value in the training of elementary school counselors: Individual Intelligence Testing, Vocational Guidance, Re search Techniques, Attendance Counseling, Individual Per sonality Testing, Anthropology, and Therapeutic Techniques. 2 Supra. Statistical analyses, pp. 63-69. TABLE L.— Superintendents' ratings of the relative importance of selected college courses in the training of elementary counselors N - 3h , ' 3 3 3 ® g . . _ pH X -P -H -P ■p a) o P p - h c k c c c h o # a © - r l 4) ©3 z 3 o n t o -P m g h h t o jb 2 n « m o « « m a ! o w Q^W O W > O O > Z Course N a m e p p p p p c c c c c © »* © * . © Pi © Pi © O © O Pi E P i Eh Eh 'Eh 4 ) 3 © 3 © 3 © 3 © D m Z C L , Z a. Z O . ZCL, 1. Principles and Techniques of Guidance 31 91 2. Guidance in the Elementary School . . 28 82 3. Growth and Development of the Child . 33 97 I 4. Mental Hygiene 26 76 5. Techniques of Counseling......... 29 85 6. Educational Psychology........... 26 76 7. Tests and Measurements ....... 28 82 8. Individual Intelligence Testing ... 15 Ui 9. Elementary Statistics............. 12 35 10. Abnormal Psychology 7 21 11. Technique of Case Studies 17 50 12. Clinical Psychology 5 15 13- Child Psychology 2 ) 4 71 1L. Social Casework 5 15 15. Sociometry 7 21 16. Conwunity Resources and Agencies . , 11 32 17. Vocational Guidance 5 19 18. Follow-Up Procedures 12 35 2 6 1 3 0 0 0 0 3k 100 5 15 1 3 0 0 0 0 3k 100 0 0 0 0 0 0 0 0 33 97 6 18 2 6 0 0 0 0 31 * 100 k 12 1 3 0 0 0 0 3k 100 7 21 0 0 1 3 0 0 3k 100 3 9 2 6 0 0 0 0 33 97 12 35 2 6 5 15 0 0 3k 100 12 35 10 29 0 0 0 0 3k 100 19 56 7 21 0 0 1 3 3k 100 12 35 2 6 1 3 0 0 32 9k 9 27 16 k7 2 6 1 3 33 97 7 21 1 3 0 0 1 3 33 97 IS 53 10 29 0 0 1 3 3k 100 12 35 13 33 2 6 0 0 3k 100 15 Ik 7 21 0 0 1 3 3k 100 12 35 13 38 k 12 0 0 3k 100 Q 21 10 29 1 3 0 0 31 91 TAB1£ ii— Continued N - 31 Course Name ■3 •H - P c < » n m Cd ■P C o a ( 4 a> cu a > iH .P C O U 73 •ri -P C V ( 0 w W C a , o a . I 4 > 3 s - i o 73 O CO > p c a ) o ■ 8 4 ) a , 4 ) H P P fcTj o o > « = j -p c 0 ) u V . 0 ) 0. c o ■H <§• P c 0 ) a u e a , J8 ® 2 19. Jurenile Delinquency ... ........ 3 9 19 56 7 21 3 9 1 3 33 97 20. Supervised Counseling ............. 20 59 6 18 6 18 1 3 0 0 33 97 21. Research Techniques ............... 5 15 13 38 10 29 a 12 1 3 33 97 22. Group Guidance Techniques ......... 16 a7 11 32 5 15 i 3 0 0 33 97 23. Psychology of Exceptional Child . . . 15 aa ia ai 2 6 i 3 0 0 32 9a 2U. Lavs Relating to Children ......... 5 15 17 50 9 27 2 6 0 0 33 97 25. Psychology of Personality......... 12 35 15 aa 5 15 1 3 1 3 3a 100 26. Psychology of Adolescence ......... 11* ai 12 35 7 21 0 0 1 3 3a 100 27. Organisation of Guidance Program . . 12 35 12 35 8 2a 2 6 0 0 3a 100 28. Attendance Counseling ............. h 12 9 27 15 aa 6 18 0 0 3a 100 29. Individual Personality Testing . . . 6 IB 15 aa 7 21 6 18 0 0 3a 100 30. Remedial Instruction Techniques . . . 6 18 ia ai 10 29 3 9 1 3 3a 100 31. Anthropology ..................... 1 3 13 38 12 35 7 21 1 3 3a 100 32. Educational Sociology ............. 2 6 1a ai 17 50 1 3 0 0 3U 100 33. Therapeutic Techniques ........... a 12 ia ai 8 2a 7 21 1 3 3a 100 31*. Techniques of Interviewing ........ 20 59 7 21 5 15 2 6 0 0 3a 100 35. Diagnostic Procedures ............. 15 aa 9 27 7 21 2 6 0 0 33 97 36. Professional Problems of Teachers . . 5 15 16 h i 8 2a 2 6 1 3 32 9a Average percentages ........ 39.7 32.1 20.2 5.6 1.1 98.6 75 Very few superintendents had no opinion on any of the courses listed. In no case did more than 3 per cent of the superintendents check this category on any ons course. The superintendents were also generous in their ratings of the courses listed. The average course was rated as essential in the training of elementary counse lors by about 40 per cent of the superintendents. It was rated as desirable but not essential by another 32 per cent of this group and only about 6 per cent rated the "fictional" average course as of little or no value for the elementary counselor. The average total response was high. Almost 99 per cent of the superintendents responded to the average course on the list. In analyzing the weighted scores of the courses for the superintendents it was found that seven courses totaled more than ninety points out of a possible 102 points (see Table 5). The seven courses that the superin tendents ranked as most Important in the training of ele mentary counselors were Principles and Techniques of Guid ance, Guidance in the Elementary School, Growth and Development of the Child, Venial Hygiene, Techniques of Counseling, Educational Psychology, and Tests and Measure ments . Of the courses listed there were six that had weighted scores of half (fifty-one) or less than half the TABLE 5.— Superintendents’ ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method N - 31* g ® g « | WS - Weighted Score £ 3 o 3 S S Possible Score -102 £ £ c £ ® 3 ° „ E H Course Name t n m-PK E h h 4) to u s n v< o n < h V , f l l o P w Q jow o co > oo> 2 £ t v o iH O O V i CM H V i v . X 0 X X « A • A • 0 jl 0 § 0 CO c coc CO c 2 2 4» * $ X rj # A • A • «! U X g O B O P O G 3 to c 3 to c oo id 2 2 Jk'-' HtO (2 1. Principles and Techniques of Guidance 31 93 2 h 1 1 0 0 0 0 98 2 2. Guidance in the Elementary School . . 26 31 5 10 1 1 0 0 0 0 95 k 3. Growth and Development of the Child , 33 99 0 0 0 0 0 0 0 0 99 1 Mental Hygiene .............. 26 78 6 12 2 2 0 0 0 0 92 6 5. Techniques of Counseling ....... 29 87 h 8 1 1 0 0 0 0 96 3 6. Educational Psychology ........ 26 78 7 11 0 0 1 0 0 0 92 6 7. Tests and Measurements ........ 28 8k 3 6 2 2 0 0 0 0 92 6 8. Individual Intelligence Testing , . . 19 15 12 2h 2 2 5 0 0 0 71 15.5 9. Elementary Statistics ............. 12 36 12 2h 10 10 0 0 0 0 70 18 10. Abnormal Psychology ............... 7 21 19 38 7 7 0 0 1 0 66 21 li. Technique of Case Studies .......... 17 51 12 2h 2 2 1 0 0 0 77 11 12. Clinical Psychology ............... 9 15 9 18 16 16 2 0 l 0 h9 33 13. Child Psychology ................. 2h 72 7 lh 1 1 0 0 l 0 87 8 11. Social Casework ................... 9 15 18 36 10 10 0 0 l 0 61 23 19. Sociometry ............. 7 21 12 2h 13 13 2 0 0 0 58 2h.5 16. Community Resources and Agencies . . 11 33 15 30 7 7 0 0 1 0 70 18 17. Vocational Guidance ............... 9 15 12 2k 13 13 k 0 0 0 52 30 16. Follow-Up Procedures .............. 12 36 8 16 10 1C 1 0 0 0 62 22 TABLE 5— Continued N * 3l WS « Weighted Score Possihle Score * 102 Course ;*a m e •3 •H -P C f c « a w V i - t X> CO h -H n £ 3 -H -P c Q C O 03 W ( N J 1 S no.X 1 s no.X z z 3:w o 15 (H o W o to > I o to c - p p o o • » z 3 p c l o > I o (O G C o •a •H £ o z » o C O I T J $ x: b i t •H 4 ) 3 t 31 ■sa 19. J uvenile Delinquency............. 3 9 19 38 7 7 3 0 1 0 51 29 20. Supervised Counseling ............. 20 60 6 12 / 0 6 1 0 0 0 78 10 21. Research Techniques ............... 5 15 13 26 10 10 1 0 1 0 51 31.5 22. Group Guidance Techniques ......... 16 18 11 22 5 5 1 0 0 0 75 12.5 23- Psychology of Exceptional Child . . . 15 15 11 28 2 2 1 0 0 0 75 12.5 21. Laws Relating to Children ......... 5 15 17 31 9 9 2 0 0 0 58 21.$ 2?. Psychology of Personality ......... 12 36 15 30 5 5 1 0 1 0 71 15.5 26. Psychology of Adolescence ......... U 12 12 21 7 7 0 0 1 0 73 11 27. Organisation of Guidance Prograin . . 12 36 12 21 8 8 2 0 0 0 68 20 26. Attendance Counseling ............. 1 12 9 18 15 15 6 0 0 0 15 35 29. Individual Personality Testing . . , 6 18 15 30 7 7 6 0 0 0 55 27.5 30. Remedial Instruction Techniques . . . 6 18 11 28 10 10 3 0 1 0 56 26 31. Anthropology ..................... 1 3 13 26 12 12 7 1 0 1 0 U 36 32. Educational Sociology ............. 2 6 11 28 17 17 1 0 0 0 51 31.5 33* Therapeutic Techniques ........... 1 12 11 28 8 8 7 0 1 0 18 31 3l. Techniques of Interviewing........ 20 60 7 11 5 5 2 0 0 0 79 9 35. Diagnostic Procedures ............. 15 15 9 18 7 "? f 2 0 0 0 70 18 36. Professional Problems of Teachers . . 5 15 16 32 8 8 2 0 1 0 55 27.5 78 possible score (102). Superintendents ranked these six courses as the least important in the training of ele mentary counselors: Clinical Psychology, Research Tech niques, Attendance Counseling, Anthropology, Educational Sociology, and Therapeutic Techniques. Other weighted scores and rankings were made and are shown In Table 5. The range of weighted scores was from a high of ninety- nine points to a low of forty-one points. Opinions of elementary school principals The data from the elementary school principals were subjected to the same statistical analyses as were 3 the data for the Jury. The four most important courses in the training of elementary counselors as reported by the principals (see Table 6) were Principles and Tech niques of Guidance, Guidance in the Elementary School, Growth and Development of the Child, and Techniques of Counseling. All of these courses were rated as essential by 85 per cent or more of the thirty-four principals re sponding. Courses rated as essential to the training of ele mentary counselors by 10 per cent or fewer principals were only three in number. These relatively unimportant courses were Social Casework, Research Techniques, and Anthropology. 3 Supra, Statistical analyses, pp. 63-69. TABI£ 6.— Principals' ratings of the relative importance of selected college courses in the training of elementary counselors N - 38 Course Name ■H P C f t ) n m W u <> p c 0 ! o u O k s 3 JQ P -H a q p f c i c c • H f t ) to p n t ) 3 # <3 . o w p c 3 ) O O k I ^ ° o to « > 3 r H 4 > P C f t ) o h 0 ) &, f t ) 3 p •H O 0 | Z 3 o o > p c 0 ) G o 3 o ) Z CL e ■d I o z p c f t ) C J L f t ) a . 5 1. Principles and Techniques of Guidance 33 97 2. Guidance in the Elementary School . . 31 91 3. Growth and Development of Child ... 30 88 It. Mental Hygiene................ 27 79 5. Techniques of Counseling...... 29 85 6. Educational Psychology........ 27 79 7. Tests and Measurements........ 26 76 8. Individual Intelligence Testing ... 25 78 9. Elementary Statistics.......... 10 29 10. Abnormal Psychology............ 12 35 11. Technique of Case Studies...... 21 62 12. Clinical Psychology............ 5 15 13. Child Psychology.............. 27 79 lit. Social Casework.................. 1 3 15. Sociometry.................... 7 21 16. Conwunity Resources and Agencies . . 11 32 17. Vocational Guidance............ l i 12 18. Follow-Up Procedures.......... 13 38 0 0 0 0 0 0 0 0 33 97 2 6 0 0 0 0 0 0 33 97 1 3 1 3 0 0 0 0 32 98 3 9 2 6 0 0 0 0 32 98 1 3 1 3 0 0 0 0 31 91 5 15 1 3 0 0 0 0 33 97 6 18 1 3 0 0 0 0 33 97 6 18 2 6 0 0 0 0 33 97 11 32 8 28 0 0 0 0 29 85 11 32 7 21 1 3 0 0 31 91 5 15 5 15 2 6 0 0 33 97 16 87 8 28 3 9 0 0 32 98 8 12 2 6 0 0 0 0 33 97 16 87 9 27 5 15 1 3 32 98 12 35 10 29 2 6 0 0 31 91 12 35 8 28 1 3 0 0 32 98 9 27 18 81 r-' u, ✓ 15 0 0 32 98 15 88 3 9 1 3 0 0 32 98 TABI£ 6— Continued N - 3b Course N am e 3 c jo - p £ S to a H H * T ~ * ■P c 4 > n m w a a ■ p c V o 4 ) i o' t8 > ■ p c Qi U W . 1 ) a. 6 g 5 ^ § *p h ^ O O > ■P c R o h R P , c o £ o 2 -P C 4 ) O u r a, ! o h - p 2 CO € £ 2 C -P R O R ( - > c 3 & ? 3 c a « S § O - p M C 4 ) O U, -P 19. Juvenile Delinquency ............. 9 27 12 35 7 21 3 9 0 0 31 91 20. Supervised Counseling ............. 13 38 10 29 5 15 1 3 l 3 30 88 21. Research Techniques ............... 3 9 19 56 7 21 2 6 2 6 33 97 22. Group Guidance Techniques .......... lb bl 12 35 b 12 2 6 0 0 32 9b 23. Psychology of Exceptional Child . . . 19 56 9 27 5 15 0 0 0 0 33 97 2li. Laws Relating to Children......... 11 32 12 35 6 18 2 6 0 0 31 91 25. Psychology of Personality .......... 13 38 12 35 7 21 0 0 0 0 32 9b 26. Psychology of Adolescence ......... 17 50 9 27 5 15 0 0 0 0 31 91 27. Organisation of Guidance Program . . 13 38 lb bi 5 15 1 3 0 0 33 97 28. Attendance Counseling ............. b 12 12 35 12 35 b 12 0 0 32 9b 29. Individual Personality Testing . . . 11 32 13 38 7 21 1 3 1 3 33 97 30. Remedial Instruction Techniques . . . 7 21 12 35 11 32 3 9 0 0 33 97 31. Anthropology ..................... 1 3 10 29 11 bl 5 15 2 6 32 9b 32. Educational Sociology ............. 9 27 7 21 13 38 0 0 3 9 32 9b 33. Therapeutic Techniques ........... 6 18 12 35 9 27 2 6 3 9 32 9b 3b. Techniques of Interviewing ........ 23 68 8 2b 1 3 0 0 0 0 32 9b 35. Diagnostic Procedures ............. lb bl 12 35 6 16 0 0 0 0 32 9b 36. Professional Problems of Teachers . . 8 2b 12 35 7 21 5 15 1 3 33 97 Average percentages ........ b3«6 27 .9 17.6 b*2 1.2 9b. 2 81 Fire courses out of those listed vere reported as of little or no value in the training of elementary school counselors by 10 per cent or sore of the principals. These unimportant courses bore some similarities to those listed above. They vere Social Casework, Vocational Guid ance, Attendance Counseling, Anthropology, and Personal and Professional Problems of Teachers. The principals, as a group, held opinions on the importance of the great majority of courses listed. The "No Opinion" column was seldom checked (see Table 6). The principals were generous raters. About 44 per cent of them rated the average course as essential and about 28 per cent rated it as desirable but not essential. The average course was rated as of little or no value by only about 4 per cent of the principals. In working with weighted scores it was determined that the highest possible total weighted score for the thirty-four principals wns 102 (thirty-four times three). Seven courses received a total weighted score of ninety or above (see Table 7). The principals ranked these courses as the seven most important in training the elementary counselor: Principles and Techniques of Guidance, Guid ance in the Elementary School, Growth and Development of the Child, Techniques of Counseling, Educational Psychol ogy, Tests and Measurements, and Child Psychology. Of the courses listed, four received weighted TABLE 7.— Principals' ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method n - % S ° WS - Weighted Score 3 « o 3 £ S Possible Score -102 g £ e g « ® 3 z § & V i u CM V 1 —1 V i o' u X —s 0 X » 1 X e 1 X • X e J8 X e O CO G I 0 CO c § 0 co c 1 0 to c 1 o to £ z ^ — z z z ■o n $ 3 n <m o v o -3 Q ^ l d OtO > O O > Z J3 bO Course Name - h — — — Q) Ji *. 5 x. J B *. J 8 w . J 8 *. 4 C g . o g o g o g o g o -3 o 1. Principles and Techniques of Guidance 33 99 2. Guidance in the Elementary School . . 31 93 3. Growth and Development of Child ... 30 90 Jw Mental hygiene................ 27 81 5. Techniques of Counseling...... 29 87 6. Educational Psychology........ 27 81 7. Tests and Measurements........ 26 78 8. Individual Intelligence Testing ... 25 75 9. Elementary Statistics.......... 10 30 10. Abnormal Psychology............ 12 36 11. Technique of Case Studies....... 21 63 12. Clinical Psychology............ 5 15 13. Child Psychology.............. 27 81 lh. Social Casework................ 1 3 15. Sociometry.................... 7 21 16. Community Resources and Agencies . . 11 33 17. Vocational Guidance............ U 12 18. Follow-Op Procedures.......... 13 39 0 0 0 0 0 0 0 0 99 1 2 h 0 0 0 0 0 0 97 2 1 2 1 1 0 0 0 0 93 3 3 6 2 2 0 0 0 0 89 8.5 1 2 1 1 0 0 0 0 90 7 5 10 1 1 0 0 0 0 92 k 6 12 1 1 0 0 0 0 91 5.5 6 12 2 2 0 0 0 0 C9 8.5 11 22 8 8 0 0 0 0 60 2k 11 22 7 7 1 0 0 0 65 20.5 5 10 5 5 2 0 0 0 78 12 16 32 8 8 3 0 0 0 55 28 k 8 2 2 0 0 0 0 91 5.5 16 32 9 9 5 0 1 0 UU 31.5 12 21 10 10 2 c 0 0 55 28 12 2Li 8 8 1 0 0 0 65 20.5 9 18 11* I k 5 0 0 0 hh 3ii*5 15 30 3 3 1 0 0 0 72 15 TABLE 7— Continued N ■ 31* d * * d ® § WS - Weighted Score * 5 - p ^ 3 c Possible Score - 102 c £ c q Course Name ® -H Q ) t o t o v n « ^ 3 « Vi o t i <h * - W o « 3 3 > O O > f\ CM i-f O O U L La Li x 9 x ® x « x f x • J O • jO • JO • JO • O f i O g O E O f i O toe 3 t o c 3 t o c 3 co c 3 to 2 S'-- z z z at'-' z C - « to 19. Juvenile Delinquency.......... 9 27 20. Supervised Counseling 13 39 21. Research Techniques............ 3 9 22. Group Guidance Techniques...... lit 1*2 23. Psychology of Exceptional Child ... 19 57 21*. Laws Relating to Children 11 33 25. Psychology of Personality 13 39 26. Psychology of Adolescence 17 51 27. Organisation of Guidance Program . . 13 39 28. Attendance Counseling.......... 1 * 12 29. Individual Personality Testing ... 11 33 30. Remedial Instruction Techniques ... 7 21 31. Anthropology................. 1 3 32. Educational Sociology.......... 9 27 33* Therapeutic Techniques 6 18 31*. Techniques of Interviewing.... 23 69 35- Diagnostic Procedures.......... lii 1*2 36. Professional Problems of Teachers . . 8 21* 12 21 7 7 3 0 0 0 58 25 10 20 5 5 1 0 1 0 61* 22 19 38 7 7 2 0 2 0 51* 30.5 12 2k 1 * k 2 0 0 0 70 17.5 9 18 5 5 0 0 0 0 80 11 12 21* 6 6 2 0 0 0 63 23 12 21 7 7 0 0 0 0 70 17.5 9 18 5 5 0 0 0 0 71* 13 lii 26 5 5 1 0 0 0 72 15 12 21* 12 12 k 0 0 0 1*8 33 13 26 7 7 1 0 1 0 66 19 12 2k 11 11 3 0 0 0 56 26 10 20 11* l k 5 0 2 0 37 36 7 l k 13 13 0 0 3 0 51* 30.5 12 2it 9 9 2 0 3 0 51 32 8 16 1 1 0 0 0 0 86 10 12 21 6 6 0 0 0 0 72 15 12 2L 7 7 5 0 1 0 55 28 84 scores of half (fifty-one points) or less than half the possible score of 102 (see Table 7), The principals ranked these four courses as the least important in the training of elementary counselors: Social Casework, Vo cational Guidance, Anthropology, and Therapeutic Tech niques. There was a range of sixty-two points from the highest total weighted score of ninety-nine to the lowest of thirty-seven. Weighted scores and rankings were calcu lated for all the courses listed (see Table 7). Opinions of elementary counselors The data from the elementary sc.iuol guidance counselors were subjected to the same statistical analyses as were the data from the Jury.* Six courses were rated as essential to the training of elementary counselors by 85 per cent or more of the thirty-four elementary counse lors responding to the questionnaire (see Table 8). In the opinion of the counselors the following six courses were this important: Principles and Techniques of Guid ance, Guidance in the Elementary Schools, Growth and De velopment of the Child, Techniques of Counseling, Tests and Measurements, and Child Psychology. Only one course was rated essential by 10 per oent or fewer of the counselors. This relatively unimportant course in the training of elementary school counselors was *Supra. Statistical analyses, pp. 63-69. TABLE 8.--Counselors1 ratings of the relative importance of selected college courses in the training of elementary counselors N - 3L1 Course Name Number Essential Per Cent Number Desirable but not Per Cent Essential Number Of Some Per Cent Value Number Of Little or No Per Cent Value Number No Opinion Per Cent Total Number Responding t o Item Per Cent Responding to Item 1. Principles and Techniques of Guidance 3 1 * 100 0 0 0 0 0 0 0 0 31* 100 2. Guidance in the Elementary School . . 31 91 2 6 0 0 0 0 0 0 33 97 3. Growth and Development of Child . . . 31* 100 0 0 0 0 0 0 0 0 31* 100 1 *. Mental Hygiene ................... 25 71* 8 2 1 * 1 3 0 0 0 0 31* 100 5. Techniques of Counseling ......... 33 97 1 3 0 0 0 0 0 0 31* 100 6. Educational Psychology ........... 23 68 11 32 0 0 0 0 0 0 31* 100 7. Tests and Measurements ........... 32 91* 1 3 0 0 0 0 0 0 33 97 8. Individual Intelligence Testing . . . 19 56 13 38 2 6 0 0 0 0 31* 100 9. Elementary Statistics ............. 8 2 1 * 18 53 8 2 1 * 0 0 0 0 31* 100 10. Abnormal Psychology............... 15 U* 16 1*7 3 9 0 0 0 0 31* 100 11. Technique of Case Studies ......... 22 65 8 2 1 * 1 * 12 0 0 0 0 31* 100 12. Clinical Psychology ............... 6 18 19 56 7 21 1 3 0 0 33 97 13. Child Psychology ................. 30 88 3 9 0 0 1 3 0 0 31* 100 11*. Social Casework ................... 6 18 18 53 7 21 3 9 0 0 31* 100 15. Sociometry 7 21 17 50 7 21 2 6 0 0 33 97 16. Community Resources and Agencies . . 15 1 * 1 * 10 29 8 2 1 * 1 3 0 0 31* 100 17. Vocational Guidance ............... 6 18 lL u 8 2 1 * 6 18 0 0 31* 100 18. Follow-Up Procedures ............. 15 1 * 1 * 13 38 6 18 0 0 0 0 31* 100 TABLE 8— Continued N - 3 1 * Course Name p c © » n a* V i V A P C © o V V a. & a a a $ -H P C V n » w p c © u u © ( X Vi O C o w > p § o u © C L , V o p p ■HO© ►U Z 3 O > P c © o V © C L , c o ■H C • H S O 2 P C V © « o 1 © C L , 8 p o U P If 2 3 c 3 1 o « H tU SP 3 c a « c e © © O P 19. Juvenile Delinquency ........... 10 29 16 1*7 6 18 1 3 0 0 33 97 20. Supervised Counseling ........... 22 65 7 21 3 9 0 0 0 0 32 91* 21. Research Techniques ............. h 12 16 17 11 32 2 6 1 3 31* 100 22. Group Guidance Techniques ........ 15 1 * 1 * 15 1 * 1 * 1 3 2 6 0 0 33 97 23. Psychology of Exceptional Child . . 22 65 11 32 1 3 0 0 0 0 31* 100 21*. Laws Relating to Children ........ 6 18 19 56 5 15 3 9 1 3 31* 100 25. Psychology of Personality ........ 20 59 11 32 2 6 0 0 1 3 31* 100 26. Psychology of Adolescence ........ 16 17 16 h i 2 6 0 0 0 0 31* 100 27. Organisation of Guidance Program . 21 62 9 27 h 12 0 0 0 0 31* 100 28. Attendance Counseling ........... 5 15 9 27 lh 1*1 3 9 2 6 33 97 29. Individual Personality Testing . . 9 27 10 29 11 32 3 9 0 0 33 97 30. Remedial Instruction Techniques . . 7 21 8 21 12 35 h 12 2 6 33 97 31. Anthropology ................... 2 6 7 21 13 38 9 27 2 6 33 97 32. Educational Soclologr ........... J 4 12 10 29 16 h7 2 6 0 0 32 91* 33* Therapeutic Techniques ......... 5 15 15 1 * 1 * 9 27 h 12 0 0 33 97 3l*. Techniques of Interviewing .... 28 82 5 15 1 3 0 0 0 0 31* 97 35. Diagnostic Procedures ........... 15 U* 9 27 5 15 0 0 3 9 32 91* 36. Professional Problems of Teachers . 5 15 11* 1*1 9 27 3 9 3 9 3U 100 * Average percentages . 1*7.3 31*0 15*3 1**2 1.2 98.5 87 Anthropology. Four courses, one of which was Anthropology, were rated by 10 per cent or more of the counselors as of little or no value In the training of elementary counse lors. The other three low rated courses were Vocational Guidance, Remedial Instruction Techniques, and Therapeutic Techniques. The amount of no opinion recorded for the counsel ors was low. They did not all agree as to the importance of a course but the great majority at least expressed an opinion. The Counselors were very generous in their ratings of the courses. The average course was rated as essential by 47 per cent and as desirable but not essential by 31 per cent of the thirty-four counselors responding to the questionnaire. Only about 4 per cent of the counselors rated the average course of little or no value. The per centage of response on the overage course listed was over 98, indicating that very few counselors failed to respond to all iterns. It was found that nine courses earned a total weighted score of ninety points or more on ratings given by the counselors (see Table 9). Two courses, Principles and Techniques of Guidance and Growth and Development of the Child, actually achieved the highest score possible (102). The other seven courses that counselors ranked as TABIE 9.— Counselors1 ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method n - 3b 3 % *3 A Course Name •O -P -rl P p WS - Weighted Score 5 * n 3 Possible Score - 102 | j t? i g 3 3 z 5 *> e p « „ o 3 B «M o e <M h to c 3 w o ^ w o t o > o o > CVi rH O *. | H | K o E O E O c 3 in c 9 to c 3 to c o o Z Z Z 3 S-tlO ■a 5 1. Principles and Techniques of Guidance 3b 102 2. Guidance in the Elementary School . • 31 93 3. Growth and Development of Child ... 3b 102 b* Mental ifygisne 25 75 5. Techniques of Counseling . . . . . . 33 99 6. Educational Psychology.... 23 69 7. Tests and Measurements.... 32 96 8. Individual Intelligence Testing ... 19 57 9. Elementary Statistics...... 8 2b 10. Abnormal Psychology........ 15 b5 U. Technique of Case Studies.. 22 66 12. Clinical Psychology........ 6 18 13. Child Psychology.......... 30 90 lb. Social Casework............ 6 18 15. Sociometry................ 7 21 16. Community Resources and Agencies . . 15 b5 17. Vocational Guidance........ 6 18 18. Follow-Up Procedures...... 15 b5 0 0 0 0 0 0 0 0 102 1.5 2 b 0 0 0 0 0 0 97 5 0 0 0 0 0 0 0 0 102 1.5 8 16 1 1 0 0 0 0 92 8 1 2 0 0 0 0 0 0 101 3 11 22 0 0 0 0 0 0 91 9 1 2 0 0 0 0 0 0 98 b 13 26 2 2 0 0 0 0 85 12.5 18 36 8 8 0 0 0 0 68 22 16 32 3 3 0 0 0 0 80 17 8 16 b b 0 0 0 0 86 11 19 38 7 7 1 0 0 0 63 2b 3 6 0 0 1 0 0 0 96 6 13 36 7 7 3 0 0 0 61 26.5 17 3b 7 7 2 0 0 0 62 25 10 20 8 8 1 0 0 0 73 20 lb 28 8 8 6 0 0 0 5b 30.5 13 26 6 6 0 0 0 0 77 18 TABUS 9— Continued N - 3U 1 S V VS - Vfeighted Score * q Possible Score ■ 102 § -h 6 a 5 3 5 5 & -o " I I I s s 3 * I be Course Name ,-s —. ^ ^ © <M rH o . o :* >( » » +> e (0 w a i c A V a w ■g » § 3 5 S T1 a- > b x'a o o > o 2 rH t . . ^~s o f . 3 X • H e M 1 M • 8 5 z WS (no § z g i V Ht) H a X 9 X 9 HrH« jo ••9 * - 9 * > 9 * ■ 9 • fa 1 w 8 9 otc 3 w § 5 ot2 ® 2? ^ ° 9 2 Z Z S*'-' Z I*"-" Z 5|W E h 19. Juvenile Delinquency ............. 10 30 16 32 6 6 1 0 0 0 68 22 20. Supervised Counseling ............. 22 66 7 Hi 3 3 0 0 0 0 03 15 21. Research Techniques ............... h 12 16 32 11 11 2 0 1 0 55 29 22. Group Guidance Techniques ......... 15 15 15 30 1 1 2 0 0 0 76 19 23. Psychology of Exceptional Child . . . 22 66 11 22 1 1 0 0 0 0 89 10 21). Laws Relating to Children......... 6 18 19 38 5 5 3 0 1 0 61 26.5 25. Psychology of Personality ......... 20 60 11 22 2 2 0 0 1 0 81i Hi 26. Psychology of Adolescence ......... 16 l i f l 16 32 2 2 0 0 0 0 82 16 27. Organisation of Guidance Program . . 21 63 9 18 i i U 0 0 0 0 85 12.5 28. Attendance Counseling ............. 5 15 9 18 lU lli 3 0 2 0 h i 35 29. Individual Personality Testing . . . 9 27 10 20 11 11 3 0 0 0 58 28 30. Remedial Instruction Techniques * . . 7 21 8 16 12 12 i i 0 2 0 U9 33 31. Anthropology ..................... 2 6 7 lli 13 13 9 0 2 0 33 36 32. Educational Sociology ............. k 12 10 20 16 16 2 0 0 0 I 1 8 3li 33* Therapeutic Techniques ........... 5 15 15 30 9 9 i i 0 0 0 51i 30.5 3li. Techniques of Interviewing........ 28 81i 5 10 1 1 0 0 0 0 95 7 35. Diagnostic Procedures ........... * 15 15 9 18 5 5 0 0 3 0 68 22 36. Professional Problems of Teachers . . 5 15 lli 28 9 9 3 0 3 0 52 32 90 extremely Important In their training mere Techniques of Counseling, Tests and Measurements, Guidance in the Ele mentary School, Child Psychology, Techniques of Interview ing, Mental Hygiene, and Educational Psychology. Four courses had total veightod scores of half (fifty-one points) or less than half the highest possible score (102). Counselors ranked these courses as least im portant in their training among those listed: Attendance Counseling, Remedial Instruction Techniques, Anthropology, and Educational Sociology. The range of total weighted scores was sixty-nine points from a low of thirty-three to a high of 102, indicating a wide spread in the importance which counselors placed upon various courses listed. Opinions of elementary school teachera The data from the elementary school teachers were given the same statistical analyses as were the data from g the Jury. Four college courses were rated as essential to the training of elementary c ounselors by 85 per cent or more of the thirty elementary school teachers responding to the questionnaire (see Table 10). The courses earning this very high rating from the teachers were Principles and Techniques of Guidance, Guidance in the Elementary School, Growth and Development of the Child, and Tech niques of Counseling. K Supra, Statistical analyses, pp. 63-69. TABLE 10.— Teachers' ratings of the relative importance of selected college courses in the training of elementary counselors Course Name c 3 © r H r H a ! © r H o ♦ r t e -H XI p ■H p c ; P a o P p •H p c u c c © •H 0 © G, M © ■H © W 3 z 3 O t n t o+3 f f i E H i H O 1 0 n C O o r t V i © o u P W Q X)w o t o > o O > z I ( 3 D +3 p P P p § c •H c c C C c z -3 u © 1 * a ; ( o © V i © © c $ o . 8 C ' 2 o £ O u H 8 . v . e V i p - l § V | W § V i « P t L a © a ; 3 © © © o c z u . Z 3 U G , Z a . z a. t -« c o o, 10 & " c a h 1. Principles and Techniques of Guidance 28 93 1 3 0 0 0 0 1 3 30 100 2. Guidance in the Elementary School . . 27 90 2 7 0 0 0 0 1 3 30 100 3. Growth and Development of Child . . . 28 93 2 7 0 0 0 0 0 0 30 100 h. Mental hygiene ................... 2U 80 3 10 3 10 0 0 0 0 30 100 5. Techniques of Counseling ......... 27 90 3 10 0 0 0 0 0 0 30 100 6. Educational Psychology ........... 21 70 7 23 2 7 0 0 0 0 30 100 7. Tests and Measurements . ......... 25 83 ! * 13 0 0 0 0 1 3 30 100 a. Individual Intelligence Testing . . . 19 63 5 17 5 17 0 0 0 0 29 97 9. Elementary Statistics ............. 7 23 8 27 9 30 0 0 5 17 29 97 10. Abnormal Psychology ............... 10 33 8 27 6 20 1 3 3 10 23 93 11. Technique of Case Studies ......... 13 1*3 10 33 3 10 2 7 2 7 30 100 12. Clinical Psychology ............... h 13 6 20 10 33 L 13 i 17 29 97 13. Child Psychology ................. 23 77 2 17 1 3 0 0 0 0 29 97 lli. Social Casework ................... 3 10 11 37 8 27 I U 13 3 10 29 97 1?. Sociometry ....................... 7 23 5 17 " 7 i 23 3 10 8 27 30 100 16. Community Resources and Agencies . . 12 1*0 5 17 9 30 2 7 1 3 29 97 17. Vocational Guidance ............... 7 23 7 23 8 27 r " P 17 2 7 29 97 18. Follow-Up Procedures ............. 16 53 u 13 6 20 2 7 2 7 30 IX TABLE 10— Continued N - 30 bourse Name 3 •H P C a ) n m w Si p c © o V i V &. £ 1 XI -H < 8 O P V i c c ■H 4 ) t n -p tn 1 ) 3 I ) a xiiii n p c 0 ) V i 0 ) a , 4) 3 < 1 - 1 O ^ o tn > t I -p c 0 ) C J V i © c u a > r —) P P • r j O © L l J E 3 Pi Vi ' e S o o > p c © u V i © a. C o ■g • r i £ o s s p c © o V i © a . I 3 o H O P t© c 3 c o a. a 5 SP 3 c & n 3 Ii o p n V i S 3 19. Juvenile Delinquency ........... 6 20 12 Lo 7 23 2 7 2 7 29 97 20. Supervised Counseling ......... lh h i 9 27 1 3 1 3 6 20 30 100 21. Research Techniques ............. 3 10 10 33 9 30 1 3 5 17 28 93 22. Group Guidance Techniques ........ 10 33 15 50 3 10 0 0 2 7 30 100 23. Psychology of Exceptional Child . . 17 57 11 37 1 3 0 0 0 0 29 97 2h. Laws Relating to Children ........ 7 23 13 U3 5 17 2 7 3 10 30 100 25. Psychology of Personality ........ 13 13 6 20 8 27 X 3 1 3 29 97 26. Psychology of Adolescence ....... 13 L3 8 27 5 17 1 3 1 3 28 93 27. Organization of Guidance Program . 18 60 3 10 h 13 2 7 2 7 29 97 28. Attendance Counseling ........... 7 23 8 27 8 27 3 10 h 13 30 100 29. Individual Personality Testing . . 10 33 11 37 5 17 2 7 2 7 30 100 30. Remedial Instruction Techniques . . 8 27 11 37 3 10 5 17 3 10 30 100 31. Anthropology ................... 1 3 3 10 11 37 8 27 7 23 30 100 32. Educational Sociology ........... h 13 8 27 10 33 2 7 6 20 30 100 33. Therapeutic Techniques ......... 9 30 9 30 5 17 1 3 6 20 30 100 31*. Techniques of Interviewing .... 21 70 7 23 1 3 0 0 0 0 29 97 35. Diagnostic Procedures ........... 23 77 A 20 0 0 0 0 1 3 30 100 36. Professional Problems of Teachers . 6 20 9 30 9 30 3 10 2 7 29 97 Average percentages . . . . . _____1 2 ,6 23.6 15.9 5.3 8.1 98.3 93 Three courses out of the ones listed were rated as essential by only 10 per cent or fewer of the teachers. The courses which the teachers felt were relatively unim portant in the training of counselors were Social Casework, Research Techniques, and Anthropology. Eight college courses, from the ones listed, were rated as of little or no value i the training of element ary counselors by If) per cent or more of the teacher-re- spondents. The courses receiving this low rating from the teachers were Clinical Psychology, Social Casework, Soci- omet.ry, Vocational Guidance, Attendance Counseling, Reined ial Instruction Technioues, Anthropology, and Personal and Professional Problems of Teachers. The teachers as a group did not express their 01 inions as freely as the other groups on the importance of the courses listed. The *no opinion" resnonses ran 20 per cent or over on the following five courses: Sociom- etry, Supervised Counseling, Anthropology, Educational Sociology, and Therapeutic Techniques. The teachers sho-.vod a tendency toward high ratings (see Table 10). The average course listed was rated as essential in the training of elementary counselors by about 43 per cent of the teachers and as desirable but not essential by another 24 per cent of them. Only about 5 per cent, of the teachers rated the "fictitious" average course as of little or no value. The average percentage 94 of response of the teachers to the courses listed was about 98 per cent. In weighting the scores for the thirty teachers it was found that ninety (thirty times three) was the highest possible total weighted score which any course could achieve. Eight college courses received scores of eighty or above (see Table 11). The eight courses which the teacher-respondents felt were most important in training the elementary counselor were Principles and Techniques of Guidance, Guidance in the Elementary School, Growth and Development of the Child, Mental Hygiene, Techniques of Counseling, Tests and Measurements, Child Psychology, and Diagnostic Procedures. Nine college courses received total weighted scores of half (forty-five) or less than hair the highest possible score when rated by the teachers. Of the courses listed, the teachers felt that the following nine were least important in 1 tie training of elementary counselors: Clinical Psychology, Social Casework, Soeiometry, Voca tional Guidance, Research Techniques, Attendance Counsel ing, Anthropology, Educational Sociology, and Personal and Professional Problems of Teachers. Total weighted scores ranged all the way from twenty to eighty-nine, a spread of sixty-nine points. Composite opinions of the All School District Group TA3LE 11.— Teachers' ratings of the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method N - 30 W S ■ Weighted Score Possible Score ■ 90 bourse N am e 3 • H +5 c a: n n tu u 0 ) X o CO C 3 —' © r - j (H © X -P - r t (t O - P u c c *H © n - P m © 3 < n D X w CM to c < - © e o C CO % e z a) 2 ri a ) > O to c 4) r H P P ■HO© i - J Z 3 O O > | z o X o CO c c o • H c • H a o o z o CO c 3C w TJ © ■p X uo ■ H © rH © o o E-* CO ■s 5 1. Principles and Techniques of Guidance 23 Bh 1 2 0 0 0 0 1 0 86 3 2. Guidance in the Elementary School . . 27 81 2 U 0 0 0 0 1 0 85 U 3. Growth and Development of Child . . . 23 8h 2 i * ■ 4 0 0 0 0 c 0 89 1 h. Mental fygiene ................... 2ii 72 r > J t 3 3 0 0 0 0 31 6.5 S. Techniques of Counseling .......... 27 81 3 6 0 0 0 0 0 0 87 2 6. Educational Psychology ........... 21 63 * 7 lu 2 2 0 0 0 0 79 9 7. Tests and Measurements ........... 25 75 a S 0 0 0 0 1 0 83 5 3. Individual Intelligence Testing . . . 15 57 10 f ^ . 7 0 0 0 0 72 12 9. Elementary Statistics ............. 7 21 8 16 9 9 0 0 5 0 ii6 27 10. Abnormal Psychology ............... 13 3C 3 16 6 6 1 0 3 0 52 22.5 11. Technique of Case Studies .......... 13 39 10 20 3 3 2 0 2 0 62 15.5 12. Clinical Psychology ............... I 12 6 12 10 10 h 0 5 0 3h 35 13. Child Psychology .... ......... 23 69 r ; 1C 1 1 0 0 0 0 80 8 lia. Social Casework ................... 3 9 11 22 8 8 u 0 3 0 39 31 15. Sociometrv ....................... 7 21 5 10 7 7 3 0 8 0 38 33 16. Community Resources and Agencies . . 12 36 5 10 o y 9 2 0 1 0 55 21 17. Vocational Guidance ......... ... ? 21 ' ■ y i lu q e 5 0 2 0 83 30 13. Follow-Up Procedures ............. 16 ii 8 \ : i c 6 6 2 0 2 0 62 15.5 TAB1Z 11— Continued N - 30 3 ® g • ° W 3 - Weighted Score ^ « o 1 = ^ - h Possible Score - 90 g - h c S « ® 3 z ® o' xt m t o -P t o E rH rH C J m o>3oj < h o m o - p u ; a £ w o t n > o o > z . c tSL Course N am e ^ ^ ^ r-v « r-\ CM rH O O 5 V, V, V. V . V . q ? X 4 > X 0 1 X 4 ) X to X rH 0 ) L £ > £> - Q • £) • i d V i - X o e o e o e o e o - p o c to c 3 to c 3cnc 3 w c 3 cnc o o <d 3 "^ z 2 3 w 2 3 — 2 3r— H co 2 19. Juvenile D elinq uen cy....................... .... 6 18 20. Supervised Counseling..................... lii h2 21. Research Techniques............ 3 9 22. Group Guidance Techniques 10 30 23. Psychology of Exceptional Child . . . 17 5l 2 i. Laws Relating to C h ild re n 7 21 25. Psychology of P erso n ality 13 39 26. Psychology of Adolescence 13 39 27. Organization of Guidance Program . . 18 S it 28. Attendance Counseling..................... 7 21 29. Individual Personality Testing . . . 10 30 30. Remedial Instruction Techniques . . . 8 2, j 31. Anthropology..................................... 1 3 32. Educational Sociology..................... i 12 33* Therapeutic Techniques 9 27 3h. Techniques of In te rv ie w in g ......... 21 63 38. Diagnostic Procedures..................... 23 69 36. Professional Problems of Teachers . . 6 18 1 2 2 u 7 7 1 2 0 2 0 a9 25.5 3 1 6 1 1 1 0 6 0 59 18.5 1 0 2 0 9 9 1 0 c > 0 39 33 1 5 3 0 3 3 0 0 2 0 63 ia 11 22 1 1 0 0 0 0 7a 11 13 2 c 5 5 2 0 3 0 52 22.5 6 12 p 8 1 0 1 0 59 18.5 X 1 6 r- 5 1 0 1 0 60 17 3 6 a 1 2 0 2 0 6 a 13 ft. 1 6 3 q 3 0 a 0 a s 28.5 1 1 2 2 5 5 2 0 2 0 57 20 11 2? 3 3 C 5 0 3 0 a9 25.5 3 6 11 11 0 0 7 1 0 20 36 3 1 6 1 0 1 0 2 0 6 0 38 33 n / 13 r“ c 1 0 6 0 50 2a *7 1a 1 1 0 0 0 0 79 10 1 ? 0 0 n 0 1 0 81 6.5 9 i s 0 9 j 0 2 0 a5 28.5 97 These data were obtained by merely adding together the tabulations of the superintendents, principals, coun selors, and teachers. This made a large group of 132 respondents which was termed the "All School District Group” in order to keep it distinct and separate from the Jury. After the tabulations of the various groups were added together these data were subjected to the same sta tistical analyses of figuring percentages and weighting g scores as described before. Four college courses were rated as essential to the training of elementary counselors by PS per cent or more of the 132 members of the All School District Group which responded to the questionnaire (see Table 12). The following four courses were given this extremely high rating: Principles and Techniques of Guidance, Guidance in the Elementary School, Growth and Deve1opment of the Child, and Techniques of Counseling. Only one course, Anthropology, received the low rating of being selected as essential by 10 per cent or less of the All School District Group. However, in an other method of Judging the importance of courses to the training of elementary counselors it was Joined by five other courses. In addition to Anthropology, the five other courses which were rated as of little or no value by Su pra. Statistical analyses, u p . 63-69. TABLE 12.— The ratings of the All School District Group of the relative importance of selected college courses in the training of elementary counselors 132 ✓ourse name c ■3 0 ra 53 0 1 — 1 0 ■ c i E Sf -H i3 -p • r ~ 1 -p c 4) -H -P ( 1 3 0 -P -p Tl -P TJ C P c c 0 ■ H O 0 p. ■ — 1 c O • r " t c < D C J * — 5z 3 0 Q to to to £> -p C O C O 1 < | 53 P p 53 C P O -P C. to U) -p C P x > id -p c 0 00 > ■ p d 0 > -p c z p > c 2; to c 3 8 - p c E p & P c p & P a > p 0 c a > V $ a> 3 0) 0 <U 01 to z CL z z Z X Z Cl H ai CL 1. Principles and Techniques of Guidance 126 96 2. Guidance in the Elementary School . . 117 89 3. Growth and Development of Child . . . 12? 95 h. Mental H y g ie n e ................................. 102 77 5- Techniques of C o u n selin g............. 118 89 6. Educational Psychology 97 7 )a 7. Tests and Measurements................. T il 8ii 0. Individual Intelligence Testing . . . 78 59 9. Elementary S ta tis tic s ..................... 37 28 10. Abnormal Psychology......................... Ui 33 11. Technique of Case S tu d ie s............. 73 55 12. C linical Psychology......................... 20 15 13* Child Psychology............................. lOii 79 11*. Social Casework................................. 15 11 15. S o ciom etry......................................... 28 21 16. Community Resources and Agencies . . L9 37 17. Vocational Guidance......................... 22 17 18. Follow-Up Procedures..................... 66 a2 3 2 1 1 0 0 1 1 131 99 11 P 1 1 0 0 1 1 130 99 3 2 1 1 0 0 0 0 129 98 20 15 8 6 0 0 0 0 130 99 9 1 2 2 c 0 0 0 129 98 30 23 3 2 1 1 0 0 131 99 11 11 3 ? 0 0 1 1 129 98 36 27 11 8 c k 0 0 130 99 h9 37 35 27 0 0 5 Ii 126 96 Sh U 23 17 2 2 b 3 127 96 y 2? 1L 11 0 u 2 2 129 98 50 33 I x l 31 10 8 6 5 127 96 19 lli u 3 1 1 1 l 129 98 63 i . 1 i i 3k 26 12 9 r' 2 Ii 129 93 1 x 6 35 37 28 9 7 8 6 128 97 u2 32 32 2h 3 2 2 129 96 h2 32 L3 33 20 i * '■ ' 10 2 2 129 98 bO 30 25 19 I * 3 2 2 127 96 TABLE 12— Continued •H J Q +> -n f> H <« O H -P C V i C C © -HOC) P- M C 6, -Hi; © 3 ^ Z 3 O Q B B - r - > B £ 1 - 1 rH O P . B © 3 B « m O d V. t, «J O * « P m c x> o tn > c o > z © « •S _ £• .curse N am e ^ + 3 ^ c c c c c z - o c e V, © t. © t. © V, © Vr © c © u © 0 © u © - _ > a u rj 5 a © U © O © ' J > 4 U rH o x> P x> x cd p. £ V . E Eu EPPB 35 V i E ^ E * ■ < E t. E V i P B V i © 3 © 3 © 3 © 3 © O © © O — 3 0. 3 O . H C B O hP 19. Juvenile Delinquency ............................ 26 21 59 15 27 20 9 7 3 2 126 96 20. Supervised Counseling ............................ 69 52 31 23 15 11 3 2 7 > 125 95 21. Research Techniques ................................ 15 11 50 lL 37 25 9 —> ( 9 7 128 97 22. Croup Guidance Techniques .................... 55 12 53 lo 13 10 S L 2 2 128 97 23. Psychology of Exceptional Child , . . 73 55 16 3l 9 7 1 1 0 0 128 97 2Ii. Laws Relating to C h ild re n .................... 29 22 61 L6 25 19 H 7 a 3 128 97 25. Psychology of Personality .................... 58 lil lit 33 22 1? 0 2 3 2 129 98 26. Psychology of Adolescence . . . . . . 60 16 16 3u 19 1): 1 1 2 2 12? 96 27. Organization of Guidance Progran . . 6L LB 36 29 21 16 6 2 2 130 99 26. Attendance Counseling ............................ 2 C 15 38 29 19 37 16 12 6 129 98 29. Individual Personality Testing . . . 36 27 19 37 30 23 12 9 3 2 130 99 30. Remedial Instruction Techniques . , . 26 21 16 31 36 27 15 11 6 5 130 99 31. Anthropology ............................................ 5 } a 33 25 50 38 29 22 12 9 129 98 32. Educational Sociology ............................ 19 Hi 39 30 56 L2 5 h 9 7 128 97 33. Therapeutic Techniques ........................ 2L 10 50 30 31 2L 1L 11 1C 8 129 98 3L. Techniques of Interviewing ................ 92 70 27 20 6 6 2 2 0 0 129 98 39. Diagnostic Procedures ............................ 67 50 36 27 18 lit 2 2 i i 3 127 96 36. rrofessional Problems of Teachers . . 2E 10 51 39 33 25 13 10 7 5 128 97 Average percentages . u3.5 28.6 17.2 L.9 2.9 97.6 100 10 per cent or more of the All School District Group were Vocational Guidance, Attendance Counseling, Remedial In struction Techniques, Therapeutic Techniques, and Personal and Professional Problems of Teachers. As in the smaller groups which comprised the All School District Group there were few courses upon which respondents felt obliged to indicate that they held no o pinion, School district employees, as a whole, were gener ous in their ratines (see Table 12). The average course listed was rated as essential by about 44 per cent and as desirable but not essential by about 29 per cent of the resnondents in the school district group. At the same time this group rated the average course listed as of little or no value only 5 per cent of the time. The aver age item (course name) in this part of the questionnaire received a response from nearly 98 per cent of this eroup of 132 school district employees. In weighting the scores for this large group the highest possible total weighted score was found to be 396. Eight courses were found to have total weighted scores of over 360 (see Table 13). These college courses felt to be so valuable in the training of elementary counselors by the school district group were Principles and Techniques of Guidance, Guidance in the Elementary School , Growth and Development of the Child, Mental Hygiene, Techniques of TABLE 13.— The ratings of tne All School District Group on the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method N - 132 WS * Weightec Score i-ossible Score - 396 ourse N am e rH © r"l © 4 r-1 C t ) r-t •H *-> -H -P f t O +5 .P C U e c 0) •H O 0) a. • r i © 3 Z 3 « to £ iH pa n A 3 to O t f l V. k n) to a T) * J L * O to > 0 0 > , —. , — C m 1 —1 O u * . n u 0 X X 0 X A X . j o • . * o • & O e O 0 p O 3 t o c 3 t o c 3 C O c 3 CO c 3 z 3 z 3 —' z Stw c c T i c <§■ o z fH I o to :* o c X ) <D -p j C <D 3 3 0) & o o El to ■s 5 1. Principles and Techniques of Guidance 126 2. Guidance in the Elementary Schcol , , 117 3. Growth and Development of Child . . . 125 I4 . Mental H y g ie n e ................................. 102 5. Techniques of C o u n selin g.............. 116 6. Educational Psychology ......................... 97 7. Tests and Measurements.................. I l l 3. Individual Intelligence Testing . . . 7 S 9. Elementary S ta tis tic s ..................... 37 10. Abnormal Psychology.......................... U* 11. Technique of Case S tu d ie s .............. 73 12. C linical Psychology................. .. 20 13. Child Psychology.............................. 1 0 1 *. 1L. Social Casework.................................. 15 15. S o ciom etry.......................................... 2P 16. Community Resources and Agencies . . 1.9 17. Vocational Guidance ................................ 22 ]^. Eollcw-iip Ffocedures ........................ 56 378 3 t . 1 1 0 0 1 0 385 1 351 11 22 1 1 0 0 1 0 371* 3.5 375 3 6 1 1 0 0 0 0 382 2 306 20 10 8 8 0 0 0 0 351* 7 351* 9 16 2 2 0 0 0 0 371* 3.5 291 30 60 3 3 1 0 0 0 351* 7 333 1! . 2 6 3 3 0 0 1 0 361* 5 231* 36 72 11 11 5 0 0 0 317 11 111 1*9 96 35 35 n w 0 5 0 21*1* 22 132 51* 108 23 23 2 0 1 * 0 263 20.5 215 35 70 1L 11* 5 0 2 0 303 12 60 50 100 1*1 1*1 10 0 6 0 201 31 312 19 38 1 * 1 u 1 0 1 0 351* 7 1*5 63 126 31 31* 12 0 5 0 205 29 81* 1*6 92 3? 37 9 0 8 0 213 26 11*7 L2 81 32 32 1 * 0 2 0 263 20.5 66) 1. 2 31* 1*3 L 3 20 0 2 0 193 33 168 GO SO 25 25 1 . 0 2 0 273 19 101 TABLE 13— Continued N - 132 WS * Weighted Score Possible Score = 396 uourse Name 3 Q ) r H 3 5) 3 c •H • r - 1 P •fH E P rt 0 P p P c h c c at 0 at P. 0 • f t 61 i 3 ►u z 3 O V j n p (C r H rH ! T . £ 3 w 0 CS Vi V rt O O CO > 0 c > Z v 5 JC 6T Number WS (no.X 3) Number WS (no.X ?) Number WS (no.X 1) Number WS (no.X O) Number WS (no.X O) Total We Score Rank 19. Juvenile Delinquency ........... 28 8L 59 lie 27 27 9 0 3 0 229 25 20. Supervised Counseling ........... 69 207 31 62 15 15 3 0 7 0 28L 17 21, Research Techniques ............. 15 bS 59 116 3? 37 9 0 9 0 198 32 22. Group Guidance Techniques ........ 35 165 53 106 13 13 L ' y 0 2 0 281 17 21. Psychology of Exceptional Child . . 73 219 16 90 9 9 1 0 0 0 318 10 21. . Lav3 Relating to Children........ 29 87 61 122 25 25 Q / 0 U 0 23h 2h 25. Psychology of Personality ........ 56 17L hi 86 22 22 2 0 3 0 28E 17 26. Psychology of Adolescence ....... 60 160 L5 90 IS 19 1 c 2 0 289 11;.5 27. Organisation of Guidance Program . 6L 192 36 76 21 21 L ‘ • J 2 0 289 lli.5 28. Attendance Counseling ........... 20 60 38 76 l i 9 U9 16 0 6 0 185 35 29. Individual Personality Testing . . 36 108 69 95 30 30 12 0 3 0 236 23 30. Remedial Instruction Techniques . . 23 81 U S 90 36 36 15 0 6 0 210 27 31. Anthropology ................... c > 15 33 66 50 50 29 0 12 0 131 36 32. Educational Sociology ........... 19 57 39 78 56 56 s 0 9 0 191 31 33* Therapeutic Techniques ......... 21 72 50 IOC 31 31 lli 0 10 0 203 30 3U. Techniques of Interviewing .... 92 276 27 51 6 p 2 0 0 0 338 9 35. Diagnostic Procedures ........... 67 201 36 72 IS 18 2 0 h 0 291 13 36. Professional Problems of Teachers . 2h 72 51 102 33 33 13 0 7 0 207 28 102 103 Counseling, Educational Psychology. The above courses were in a group by themselves since the lowest score in the group was 354 and the course which was ranked number nine (Techniques of Interviewing) had only 338 points, making a gap between eighth and ninth place of sixteen points. Five courses received total weighted scores of half (198) of less than half the highest possible score when rated by the 132 members of the school district group. Of the courses listed, this group felt that the following were least important in the professional train ing of elementary counselors: Vocational Guidance, Re search Techniques, Attendance Counseling, Anthropology, and Educational Sociology. No large gap in scores existed between the highest score of these low five courses and the course ranked Just above it, however. Clinical Psy chology which was ranked just above these low five in im portance received only 201 points which was only three points more than the 198 received by Research Techniques, the course which had the highest total weighted score of the low group. Total weighted scores for the school dis trict group were spread from a high of 385 (Principles and Techniques of Guidance) to a low of 131 (Anthropology), making a range of 254 points. 104 Composite opinions of all groups This group Included the Jury as well as the four school district groups (superintendents, principals, counselors, and teachers). There was a grand total of 152 persons in this group, twenty of whom were Jurors and 132 of whom were school district employees. The data for this "over-all group" were obtained by merely adding the tabulations of the Jury to those of the school district groups and then subjecting them to the same statistical treatment of figuring percentages and weighting scores 7 described before. For the entire group of 152 persons, which in cludes every respondent in the study, four college courses were rated as essential by 85 per cent or more of the group) for the college trainin'' of elementary school coun selors. The courses to receive this extremely high rating were Principles and Techniques of Guidance, Guidance in the Elementary School, Growth and Development of the Child, and Techniques of Counseling (see Table 14). Only one course, Anthropology, received the low rating of being selected as essential by fewer than 10 per cent of the respondents in this "over-all group." How ever, there were six courses from among those listed that were rated as of little or no value in the training of 7 Supra, Statistical analyses, pp. 63—69. TABLE IE.— The ratings of all groups on the relative importance of selected college courses in the training of elementary counselors 152 Course Name * H P G © W £4 p G V o G 0) © r —t .C rt G r H a! *H P C 0 ) « n x> w p c <L O G 4) a. © 15 G o a! O 10 > is p c © o G © C l © rH P P •HO® -3 z n rH «h G at o o > P C (D o G © a. c o o. o o p c © o G © o. JS 2 1. Principles and Techniques of Guidance Ill 95 1 3 1 1 0 0 1 1 150 99 2. Guidance in the Elementary School . . 131 86 lii 9 1 1 0 0 1 1 150 99 3. Growth and Development of Child . . . ill 95 3 2 1 1 0 0 0 0 118 97 h. Mental Hygiene ................... 116 76 23 15 11 n 0 0 0 0 150 99 5. Techniques of Counseling ......... 135 89 12 8 2 l 0 0 0 0 119 98 6. Educational Psychology ........... ill 73 31 22 1 3 1 1 0 0 150 99 n • Tests and Measurements ........... 129 79 15 10 1 3 0 0 1 1 119 98 8. Individual Intelligence Testing . . . 67 57 17 31 11 n s 3 0 0 150 99 9. Elementary Statistics ............. 13 28 57 37 11 27 0 0 r' 2 3 116 96 10. Abnormal Psychology . . . . . . . . . is 32 62 11 30 20 3 2 i 4 3 117 97 11. Technique of Case Studies ......... % 57 U2 28 11 9 5 3 2 1 119 98 12. Clinical Psychology ............... 22 15 59 39 19 32 n 7 6 1 117 97 13. Child Psychology ................. 119 79 23 15 5 3 l 1 1 1 119 98 u . Social Casework ................... 18 12 73 15 10 26 13 9 5 3 119 98 15. Sociometry . . . . . . . . . . . . . 35 23 52 31 12 28 11 7 8 5 118 97 16. Community Resources and Agencies . , 56 37 52 31 35 23 1 3 2 1 119 98 17. Vocational Guidance ............... 25 17 U7 31 50 33 25 17 2 1 119 98 18. Follow-Up Procedures ............. 60 39 19 32 30 20 6 1 2 1 117 97 o c* TABLE lli— Continued . . tJ £ C * 3 p - H P C ® - H P c C O P p P P X ) C h C C 0 ) P O & -h 4p o o > a: a> ® K BP J1 Er-i 5 j | - ^ a: _ ,o w as t n ^ n w p o « s p h « o ^p«o £ o X Course Name ^ p + j p § p c c c c c xti h o h o h o h o u t > c % ^ ^ js u 5 ° g a E h 4 *- E h E h E h Pm J ! h z a . z a . z a , * p 0) Z f < b 34) P f l ) 3 0 OJjj.OO 19. Juvenile D elinquency..................... 30 20 20. Supervised Counseling..................... 36 57 21. Research Techniques......................... 19 12 22. Group Guidance Techniques............. 66 li3 23. Psychology of Exceptional Child . . . 66 55 26. Laws Relating to C h ild re n 35 23 ?5. Psychology of P erso n ality 67 66 26. Psychology of Adolescence 63 1 * 1 27. Organization of Guidance Prograjn . . 70 66 28. Attendance Counseling..................... 20 13 29. Individual Personality Testing . . . 39 26 30. Remedial Instruction Techniques . . . 36 26 31. Anthropology..................................... 5 3 32. Educational Sociology..................... 20 13 33* Therapeutic Techniques 28 16 36. Techniques of In te rv ie w in g ......... 106 68 35. Diagnostic Procedures..................... 76 50 36. Professional Problems of Tescr.ers . . 28 l p Average percentages................ 1*3.5 6( ' 65 36 22 10 7 3 2 166 96 36 22 15 10 3 2 7 5 165 95 6S 65 62 29 10 7 9 6 168 97 62 61 13 9 5 3 2 1 168 97 52 36 11 7 1 1 0 0 168 97 70 66 30 20 9 6 6 3 168 97 51* 36 23 15 2 1 3 2 169 98 58 3* 23 15 1 1 2 1 167 97 68 32 26 16 5 3 2 1 169 98 62 28 60 39 19 12 8 5 169 98 58 38 36 26 13 9 6 3 150 99 56 36 38 25 16 11 6 6 150 99 39 26 61 60 31 20 13 9 169 98 1*7 31 66 63 c p' 3 9 6 167 97 57 37 37 26 16 11 10 7 168 97 33 22 10 7 2 1 0 0 169 98 66 30 19 12 2 1 6 3 167 97 66 36 60 26 15 10 7 5 166 97 29.6 17.1* 1*.6 2.5 97.6 106 107 elementary counselors by 10 per cent or more of the re spondents. In addition to Anthropology, there were Voca tional Guidance, Attendance Counseling, Remedial Instruc tion Techniques, Therapeutic Techniques, and Personal and Professional Problems of Teachers. The great majority of the respondents in this group of 152 persons expressed opinions one way or an other on the relative importance of the courses listed for the training of elementary counselors. For no course did the amount of "no onlnion" marked account for as much as 10 p»>r cent of the respondents. This "roup was generous in its ratines as were the smaller "roups from which it was made. The average item was marked essential by 43.5 per cent and as desir able but not essential by 29.6 per cent of the res oondents. Fewer than 5 per cent marked this "fictitious" average item as of little or no value. The average item listed was reworded to in one wav or another by 97.6 per cent of the 152 respondents. The highest possible total weighted score for an item in the "over—all group" was 456 (152 times three). Eight courses scored over 400 points with Principles and Techniques of Guidance placing first with 441 points (see Table 15). The seven other courses that, were felt to be so valuable in the training of elementary counselors by the respondents were Guidance in the Elementary School, TA.ILE 15.— The ratings of all groups on the relative importance of selected college courses in the training of elementary counselors as determined by the weighted score method N - 152 W S * Weighted Score Possible Score * 656 Course N am e ■3 *H P C Q j 1 0 t o u % c n o c 53 0 rH P P - < H tc O P c c a * n t o ( 0 P C D A V. O o tn r H c ® v H P P ■H O P Z o h r t o > C o * n £ X & p JO be •H . — . s — ^ u CM 1 — 1 0 0 3; u t * X • n X . $ x. % n ■ 3 0 c ^ c e 0 p O cn c c n c 3 tn c 3 c n c 0 O z ' j t z S z 3 ^ tn ■s 3 1. Principles and Techniques of Guidance 166 632 2. Guidance in the Elementary School , . 131; 602 3. Growth and Development of Child . . . lUi* U32 li. Mental H y g ie n e ................................. 116 366 5. Techniques of C o u n selin g ............. 135 605 6. Educational Psychology . I l l 333 7. Tests and Measurements................. 129 38? 8. Individual Intelligence Testing . . . 37 261 9. Elementary S tatistics 63 129 10. Abnormal Psychology........................ 68 166 11. Technique of Case S tu d ie s............ 36 258 12. C linical Psychology........................ 22 66 13. Child Psychology............................ 119 357 16. Social Casework................................. 18 56 15. S o cio m etry........................................ 3^ 165 16. Community Resources and Agencies . . 56 168 17. Vocational Guidance........................ 2d 75 3". Follow-Up P rocedures..................... 6n 180 u 1 * 1 1 ' « / • 0 1 0 t t l 1 li. 2? 1 1 1 0 1 0 631 3.5 3 6 1 1 1 0 0 0 639 2 23 if. 11 11 0 0 0 0 605 7.5 12 21: 2 2 0 0 c 0 631 3.5 36 68 t u 1 0 0 0 605 7.5 15 30 t a 0 0 . i . 0 621 5 1*7 91* 11 11 K s 0 0 0 366 11 87 lit a ti 0 0 r ' S 0 286 22 62 121 30 30 3 0 t 0 298 21 62 81 it it c 0 2 0 356 12 CO s ' 118 69 69 11 0 6 0 233 32 23 1*6 5 r * b 1 0 1 0 608 6 73 If/ to to 13 0 5 0 260 28.5 52 ict t2 62 11 c 8 0 251 27 L "2 let 35 35 i* 0 2 0 307 20 ' 7 9i: 50 5c 25 0 2 0 219 36 68 30 30 ( 0 2 0 308 19 108 TABLE 15— Continued N « 152 > .S = Weighted Score Possible Score = 156 bourse Nane e o X E 3 f t ! l —t 53 0 ) 1 —I 0 *H - i H X X 1 - 1 X E X C D O X X •H c E c e t > •H 0 f t > P. 0 •M 0 / a ) 3 X 2 3 O T3 V j C lX « E X r-i f t ) t n 3 c n Ei O c t f t - ! E c d O X x Q to O cn > O 0 > 3 X t: X ^ —, . ~ . — . * —\ f t ) ro ex 1 -1 0 0 V i V i E E X X 9 ? X 0 X ii X M f t ) * x • X * X • X • V E c £ c p 0 F 0 E O X O cn c cn c 9 cn e 3 cn e 3 cn c 0 O — ' z 3 ' — 2 2: : < — z 3 "" H cn 19. Juvenile Delinquency ........................ le 9 C 69 X ^ 31 31 10 0 3 0 262 25 20. Supervised Counseling ........................ af 256 31 66 15 15 3 0 7 0 311 13 21. Research Techniques ............................ 19 57 68 136 12 12 10 0 9 0 235 30.5 22. Group Guidance Techniques ................ 66 198 62 121 13 13 5 c 2 0 335 15 23. Psychology of Exceptional Child . . Ai* 252 52 lo l 11 11 1 0 0 0 367 10 2h. Laws Relating to Children ................ 35 105 70 llo 30 30 9 0 ii 0 275 23 25. Psychology of Personality ................ 67 201 56 108 23 23 0 L - 0 3 0 332 16 26. Psychology of Adolescence . . . . . 63 169 58 116 23 23 1 0 2 0 326 18 27. Organization of Guidance Program . 70 210 63 96 21 21 > 0 2 0 330 17 25. Attendance Counseling ........................ 20 60 62 81 60 60 19 0 8 0 201 35 29. Individual Personality Testing . . 39 117 58 116 36 36 13 0 a 0 269 21 30. Remedial Instruction Techniques . . 36 106 51 108 38 38 16 0 6 0 251 26 31. Anthropology ......................................... | X b 15 39 78 61 61 31 0 13 0 151 36 32. Educational Sociology ........................ 20 60 17 9 u 66 66 > G 9 0 220 33 37. Therapeutic Techniques .................... 23 81 57 111 37 37 16 0 10 0 235 30.5 31. Techniques of Interviewing . . . . 101 312 33 66 10 10 2 0 0 0 368 9 35. Diagnostic Procedures ........................ 76 228 16 >2 19 19 2 ' ■ ■ J I 0 339 11 36. Professional Problems of Teacners . 25 SI r * Q 116 u O 10 1- 0 7 0 2ls0 28.5 109 110 Growth and Development of the Child, Mental Hygiene, Tech niques of Counseling, Educational Psychology, Tests and Measurements, and Child Psychology. The lowest total weighted score in this high group was 405 (tie between Mental Hygiene and Educational Psychology) and the next highest total weighted score outside this high group was 388 (Techniques of Interviewing). Since there was a gap of seventeen points between these two scores it can be seen that the top listed eight courses were considered in a class by themselves by the respondents. Of the courses listed, only fo r received total weighted scores of half (228) or less than half the high est possible score of 456. The 152 respondents rated the following four courses as least important in the training of elementary counselors: Vocational Guidance, Attendance Counseling, Anthropology, and Educational Sociology. A gap of thirteen points existed between the course having the hirhost points (Educational Sociology: 22*') in this low gro p and the course ranked next higher (Clinical Psy chology: 233). Anthropology was by for the lowest ranked course with only 154 points. Scores ranged from this low of 154 points to the high of 441 (Principles and Tech niques of Guidance) for a spread of 287 points. If the courses had been placed within this large range at equal intervals this interval would have been approximately eight po i nts. Ill Comparisons of the answers of various groups Statistical analyses.— Two statistical analyses were made in order to see which courses the five groups (jury, superintendents, principals, counselors, and teach ers) agreed upon or disagreed upon as to their relative importance in the training of elementary counselors. In the first, the rankings which the various groups gave to the courses (see Tables 3, 5, 7, 9, 11, 13, and 15) were all set down in one place. Then for each course the low est ranki g was subtracted from the highest ranking which gave the ranee of rankings for each course. This is shown in Table 16. This range of rankings was a measure of variability or a measure of the amount of agreement as to the importance of any course listed. The lesser the range the greater was the agreement as to the relative import ance of the course in the training of elementary counsel ors. The greater the range the greater was the disagree ment among the groups. The second statistical analysis attempted to find out the amount of agreement other groups had with jury rankings on specific courses. For this treatment, the jury's rankings were considered the criteria to which other groups' rankings would be compared. The jury's rankings were set down first and then for each course the deviation (in ranking points^ of the teachers was record ed. For example, the jury ranking of Principles and TAPLE 16.— All groups' rankings cf tne relative importance of selected college courses in the training of elementary counselors rankings k w a m n ,ourse .tame , - t t , +> o o. * to 0 3 o C O - P 3 <w Ifi U U. r-f 0 > - C O C O W 0) -H O I "O O "H B U C -C v m I h C iA h (X O © -H o u c o © -P 3 >, bp J* ( t 5 - r - l 3 O-P r - 1 t o O L r - t EG O G C SC H *H P H (0© 0} -H < O R O * - 3 « * : X cd 1. Principles and Techniques of Guidance 3 1 1.5 2 1 6 1 5 2. Guidance in the Elementary School . . i * - * 2 5 u 3.5 3 3.5 3 3. Growth and Development of the Child . 1 3 1.5 1 2 3 2 2 ii* Mental Hygiene ........................................ 6.5 6.5 6 f 9.5 7.5 3.5 5. Techniques of Counseling . . . . . . 2 7 3 3 3.5 3 3.5 5 6. Educational Psychology ........................ 9 h 9 6 7 11.5 7.5 7.5 7. Tests and Measurements ......................... 5 5.5 a 6 * - 3 5 3 ft. Individual Intelligence Testing . . . 12 H t • - n 12.5 15.5 11 13.5 11 7 9. Elefnentary S tatistics ............................. 27 2i. 22 13 22 21 22 9 10. Abnormal Psychology ................................ 22.5 20.5 I-7 21 20.5 2L.5 21 7.5 11. Technioue of Case Studies .................... 15.5 12 11 11 12 8 12 7.5 12. C lin ical Psychology ................................ 35 28 2h 35 31 31.5 32 11 13* Child Psychology .................................... f t 5.5 6 7 7 6 2.5 U . Social Casework ........................................ 31 3L.5 ?6.5 23 29 26.5 28.5 11.5 15. Sociometry . . . . . . . . . . . . . 33 2° o t . * s 25.5 2 f 23 27 10 16. Community Resources and Agencies . . 21 2C.5 20 16 20.5 17.5 20 3.5 17. Vocational Guidance .................... . . . 30 3u.5 30.5 30 33 3 1 4 3 1 i 1 4 i «^ Follow-Up Procedures ............................ 15. 15 1ft 2? 19 26.5 19 11.5 19. Juvenile Delinquency ............................ 25.5 O l c ^ 27 29 25 29 25 7 20. Supervised Counseling ............................ 1-3.5 27 15 10 17 3 13 19 21. i^esearch Technioues................................ 33 30.5 29 31.5 32 21:.5 30.5 8.5 tIhLE 16— Continued bankings Course Name tn u Q. O r f 0) E-i 1 •rH V c U X to u 0 rH < V t o cz p c 0 Super intendents All School District Groups Jury All Groups V < h cn O U3 c a . ' -h $ $ 22. Group Guidance Techniques .... . . 1 h - 1*!? 1 5 12.5 1? 9.5 15 9.5 23. Psychology of Exceptional Child . . . 11 11 10 12.5 10 13.5 10 3.5 21.. Laws Relating to Children .... . . 22.? 23 26.5 26.? 26 19.5 23 7 25. Psychology of Personality . . . . . . 13.5 17.5 1L 15.5 17 15.5 16 6.5 26. Psychology of Adolescence . . . . 13 16 16 lu.5 22 16 9 27. Crganixation of Guidance Frogram 13 15 12.5 20 ia.5 19.5 17 7 28. Attendance Counseling .......... 33 35 35 35 36 35 7.5 29. Individual Personality Testing . . 20 19 28 27.5 23 29 2k 10 30. Remedial Instruction Techniques . . . 25.5 26 33 26 2? 17.5 26 15.5 31. Anthropology ................................... . . 36 36 36 36 36 35 36 1 32. Educational Sociology ................... . . 33 30.5 36 31.5 3u 33 33 3.5 33* Therapeutic Techniques ................ 32 30.5 36 30 31.5 30.5 10 31. Techniques of Interviewing . . . . . 10 10 7 9 9 11.5 9 li.5 35. Diagnostic Procedures .................... . . 6.5 15 2? 18 13 15.5 lli 15.5 36. Professional Problems of Teachers 28 32 27.5 26 29 28.5 k.S Average Range « • 7.2 *This range is a measure of tne amount of agreement among the various groups over the relative importance of a course. It was founa by subtracting the lowest ranking of a course from its highest rankirg. 1 14 Techniques of Guidance was rank six. The teachers* rank ing of this same course was rank three. Since rank three deviated from the jury "criterion ranking" of six by three ranking points, the number "three" was recorded for the teachers1 groun for this course. This same treatment was given to all the rankings which the teachers gave the courses listed. Then the same thing was done with the principals, counselors, and superintendents to obtain the deviation (in ranking points) of their rankings of the courses from the rankings of the jury. This is shown in Table 17. Then, course by course, these deviations were added Uf to find the sum of the deviations for each course. This gave a measure of the degree of agreement of the various pro ps with the Jury as to a course's importance in the training of elementary counselors. Although the All School Uistriet Group and All Groups are also shown in Table 17, their deviations were not added up with those of the teachers, principals, counselors, and superintendents since the two former groups were oocposite groups, made up of the smaller croups. As part of i he second statistical analysis the deviations for nil the courses of a given group were added together and an average deviation determined in order to ascertain which groups were in closest agreement with the jury on all the courses. This is also shown In Table 17 and w i11 he discussed later. TAPLE 17.— The deviations of tne rankings of all school district groups froir. those of the jury on the rel ative importance of selected ccilege courses in tne training of elementary counselors 1 Course .'iane r a £ 3 ( U V > 3 D elations from Jury Rankings 1 S u m o f Devia tio n s * t o n q o r e ( 0 f- 1 0 ■ 3 ■ m O £ • r - u X Counselors Super intendents All School D is t r ic t Groups All Groups -1 . • Principles and Techniques of Guidance 6 3 * • * • > i . 16.5 9 > • Guidance in the Elementary Schoo] . . 3 1 1 2 1 0.5 0.5 " 1 ^ Growth and Developnent of the Child . 3 o c . - J I . : : 2 i l 0 o l i - • Mental H y g ie n e ........................................ 9.5 3 1 3.5 2.5 2 9 0 • Techniques of Counseling .................... 3 1 r ' , w 0 0.5 C.5 c > 6. Educational Psychology ........................ 11.5 0 g t - • , j • T 0 c L - • 1 ^ u.5 l4 18 7. Tests and Measurements ........................ a 0 ^ • 5 1 1 J 2 2 c.5 • Individual Intelligence Testing . . . 13.3 - * • ✓ o 1 2 2.5 2.5 9.5 « Elementary S tatistics ............................ 21 6 - 3 3 1 1 13.0 IT . Abnormal Psychology ................................ 2 i. # 5 u t • ~ > • i U 3.5 17 11. Technique of Case S tid ie s .................... n • 3 ' ... 3 u i 17.5 12. C linical Psychology ................................ 31.5 n m e * ■ i .C 0.5 0.5 16 13. Child Psychology.................................... n i " i 1.5 1 1 0 1 u.5 11. Social Casework ........................................ 26.- 3.5 2.5 2 16 15. Sociometry ................................................. 23 10 ? 1.3 3 u 15.5 16. Community Resources and Agencies . . 1 * T 3*3 2.5 c.3 3 2.5 9.5 17. Voc ational Gui dance................................ 3i i • r f. 1 0 12 15. Follow-Up Procedures ............................ 26.7 11 - * ■ • ^ f 3 . * ^ ' o 7.5 35.5 i . Juvenile Delinquency ............................ 20 J > * T . t c i - 4 1 u it.5 4. » Supervised Counseling ............. 3 1- .r 10 IT lk 10 53-5 .A II 17— Continued Course G a m e t f i u ■n s rh U Deviations from Jury j^ankings S u m o f Devia tions* K U 9 0 c r O t o 1 » - N • r i O » I • r i u ( 0 u 0 ri O c Super intendents All School D is tric t Groups All G roups 1 21. research Techniques ................................ 1 . * x . 0 r - 7.5 6 26 2?. Group Guidance Techniques .................... y 0 u.5 | M , 3 7.5 5.5 25 23. Psychology of the Exceptional Jsild . 13.5 0 c 2.5 i J L 3.5 3.5 9.5 2l. Laws helating to Children .................... 19.5 3 3.9 1 * • u.5 3.5 16.5 25. Psychology of Personality .................... 13.9 3 2 " i r a v > 2.5 0.5 6.5 2k. Psychology of Adolescence .................... 22 - 9 r - 7.5 L 28 2?. Organization of Guidance Program . , 1 7 • ' j t • * . r i.mb 1 ’ * f > 2.5 16.5 20. Attendance Counseling ............ . 36 • “ i 1 - L 1 1 12.5 2?. Individual Personality Testing . . . 2? 9 10 1 1.5 { r ‘ J 21.5 30. Remedial Instruction Techniques . . . l ’.b • y 15.5 ' ■ 9.5 6.5 ho. 5 31. Anthropology ..................... . 39 ■ 1 I I 1 1 I 4 3?. Educational Sociology ............... 33 ( j 1 1.5 1 0 5 13* Therapeutic Techniques ........................ 310 . " 0.5 I 0 £ ‘ • - ■ 1.5 1 11.5 3L. Techniques of Interviewing ................ 11.5 1 •. 1.5 U • y 2.5 2.5 2.5 10 75. Diagnostic Procedures............................ 15.5 9 ^ * 5 3 ■ 7 2.5 2.5 1.5 19 36. Professional Problems of Teachers . . 23 G.5 I 1.3 1 o.5 10 Average deviations ................ u.6 i + • U.l 2.6 3.5 2.9 15.6 *This figure is the sum of the deviations of the rankings of teachers, principals, counselors, and superintendents from the ranking of the jury. The deviations of the All School D istrict Group and tne All Group are net included since t.nese are composite grours m ade ur from tne four or five smaller groups. 116 117 Courses of greatest agreement.— There were six courses which showed a high degree of agreement (ranee of four ranking points or less) among all the groups that they were very important (ranked one through ten by all groups' in the training of an elementary counselor. These courses upon which there was a high degree of agreement that they were important were Guidance in the Elementary School, Growth and Development of the Child, Mental llysiene, Tests and Measurements, Child Psychology, and Psychology of the Exceptional Child (see Table 16). One course showed a 5>i,Th decree of agreement among the groups that, it was of suine value (not Important, not uni in por t an t: ranked in the eleven through twenty-five range by All Groups) in the training of elementary counse lors. This course was Community Resources and Agencies. There was high agreement among all the groups that three courses listed were unimportant (ranked in the twenty—six through thirty-six range by All Groups) in the training of elementary counselors. These courses were Vocational Guidance, Anthropology, a n d Educational Soci ology. There was almost complete agreement that Anthro pology was the least important course listed. Somr similar results were noted when the data were analyzed according to the deviations of various groups' rankings on courses from t’-ose of the .jury. Those courses upon which the sum of the deviations was seven ranking n e points or less were Guidance lu the Elementary School, Growth and Development of the Child, Techniques of Coun seling, Child Psychology, Psychology of Personality, Anthropology, and Educational Sociology (see Table 17). On these courses the superintendent.s, principals, counsel ors, and teachers agreed rather closely with the Jury as to their relative importance in the training of elementary counselors. On the first four listed they not only agreed but they all agreed that these courses were important (ranked in the first fen by All Groups: see Table IB) for elementary counselors to hove. Courses of greatest disagreement.— There were no courses among those considered very important (ranked one through ten) by All Groups (all 152 respondents) upon which there was the high disagreement represented by a range of ten or more ranking points (see Table 16). Among those courses considered by All Groups as of some value (ranked eleven through tv. enty-f ive) there were four upon which there was great disagreement among the groups sampled. Those courses in this category which had a range of ten or more ranking points were Follow-Up Pro cedures, Supervised Counseling, Individual Personality Testing, and Diagnostic i'rocedures. The highest degree of disagreemert among all the courses listed was on Super vised Counseling. On this course there was a range of nineteen ranking points from the third place which the 119 Jury ranked It to the twenty-second place which elementary principals ranked it. Five courses which were considered unimportant by All Groups (152 person group) had a high rate of disagree ment (ten or more ranking points in range). These unim portant courses were ranked from twenty-six to thirty-six in order to be called "unimportantThey were Clinical Psychology, Social Casework, Sociometry, Remedial Instruc tion Techniques, and Therapeutic Techniques. When the data were analyzed according to the sum of the deviations of rankings of the various groups from the jury’s rankings some similar hut not duplicate results were discovered. There were six courses whose sums of their deviations from Jury rankings were twenty-five or more ranking points. These courses upon which there was great disagreement with Jury rankings were Follow—I'p Pro cedures, Sup rvised Counsellor, Research Technioues, Group Guidance Techniques, Psychology of Adolescence, and Remedial Instruction Techniques. None of these courses was considered important enough in the training of an ele mentary counselor to be ranked among the first ten courses by the "over-all group" (see Table 15). Again the great est disagreement was found over the importance of a course in Supervised Counseling. The sum of the deviations from the Jury's ranking on this course w-s fifty-three and one- half points. 120 Groups having the highest degree of agreement or disagreement with the jury.— In adding up the deviations of all the courses listed by groups (teachers, principals, counselors, superintendents, the All School District Group, and All Groups) it was found that the group having the smallest average deviation in rankings from the jury rankings was the superintendents' (see Table 17). The average course ranked by the superintendents deviated from the Jury ranking by only 2 . b ranking points. Thus, the superintendents, as a group, were in greater agreement with the jury than any other crou1 over the importance of the courses listed in the training of elementary counsel ors. The fact that the superintendents' group was made up largely of district heads of guidance rather than actual superintendents may have accounted to s no extent for this close agreement with the jury. Following close behind the superintendents was the "over-all group" or All Grot ps. The average deviation from the Jury rankings of this large group was only 2.G ranking points. This close agreement, may have been due to two things. First of all, since the data for the jury was included in the data for the "over-all group," one would expect a closer degree of agreement than if they had not been i;eluded (as in the All School District Grou>)» Secondly, since this large group contained the deviations from all the snailer groups some of the deviations tended 121 to cancel each other out. Not so close behind the "over-all group" was the All School district Group. The averape deviation for this group which included all the school district employees (only jury excluded) was 3.5 ranking points. This showed a closer agreement with the Jury rankings than expected since an average taken of the average deviations of the superintendents, principals, counselors, and teachers would have given an average deviation for this group of 3.97 ranking points. There was ni doubt a canceling effect here also that took place to bring the average deviation down to 3.5 points. Counselors, principals, and teachers were in greatest disagreement with the Jury over the ranking of the courses (see Table 171. Their averape deviations were 4.1, 4.4, and 4.6 ranking points respectively. Actually, however, there was no great disagreement for any of the groups with the jury rankings when one considered that there were thirty-six courses listed. In fact, though some groups disagreed with the jury over the imr.ortnnce of the various courses for training counselors ore than others, disagreements were in no case high. In order to verify the above data on the agree- ment-disagreeraent of various groups with Jurv rankings of the courses, the data was subjected to tie Spearman rho 122 6 ^ n2 (p) method of rank correlation. The formula p*l- was used where p= Spearman rho. a measure of rank correlation <E= sum of D= deviation from Jury rank N= number of items ranked (always thirty-six) The formula for the standard error of the Spearman standard error of the Spearman rho correlation. fiullford said that when a Spearman rho of greater than .4,1 was obtained there was less than one chance in 100 that the correlation could have happened if there were really no correlation between the two sets or rankings. All of the Spearman rho rank correlations were far above this noint even with their standard errors taken into con sideration so it was assumed that correlations existed be tween all the sets of rankings. However, some correla tions were higher than others and they tended to verify the nrevious measure of agreement employed. with a standard error of only .02 was found between the rankings of the Jury and those of the superintendents. Again this indicated that thev were in very close agreement rho was also used. It was crz i.Q4(i-r) N-l where(f Usins the above formulas, a correlation of .94 Q J. I’. Guilford, Fundamental Statistics in lgy~ chology and Education (New York: McGraw-Hi11, 1950), 123 as to what college courses were important for the person to take in training to become an elementary counselor. The jury and the All Groups showed Just as close agreement with the same correlation of .94 and the yame standard error of .02. There was a correlation of .90 and a standard error of .03 between the ranking of the jury and those of the All School District Group indicating close agreement here also. The rankings of the Jury and those of the counselors showed a correlation of .86 with a standard error of .op. The rankings of the jury and those of the teachers showed a correlation of .85 with a standard error of .OP. The rankings of the jury and those of the principals shoed a correlation of .84 and a standard error of .OP. Although this last correlation is .10 lower than the correlation between the Jury and the superintendents it is still far beyond the .4.3 repaired for significance at the .Ol level of confidence. To re capitulate, although the superintendents had the highest degree of agreement with the jury as to the importance of the college courses listed in the training of elementary counselors, all of the "roups in the survy had a high enough degree of agreement to be considered as thinking alike on the matter. No rro' p c uld have actually been said to have been in general diiaprppnipiit with the Jury. pp. 310-314. 124 Comparisons of the most Important courses chosen by each group.— Table 18 shows the rankings that each group gave to the ten courses they considered most im portant in the training of elementary counselors. As can be easilv seen from this table th" groups differed some what in where they ranked the various courses in their first, ten places. however, it was evident that most of the same courses a neared over and over again in the first ten ranks even though their rank order was not the same for different gronng. The courses most frequently mentioned were Principles and Techniques of Gui 'ance, Growth am! Development of the Child, Guidance in the Ele mentary School, Techniques of Counseling, Tests and Measurements, Child Psyc olocy, Mental hygiene, Educa tional Psychology, and Techniques of Interviewing. Of all the courses listed, there was general agreement that the forego! tr- were 1 tie most important in the training of the elementary counselor. Thor*’ were n few notable dissenting opinions in the ranging of the ten most important courses. The most obvious of these was the ranking of Supervised Counseling by the Jury in first place (five pi ace tie for first). No other group except the superintendents listed this course among the first ten courses and the superintendents ranked it only tenth.. The jury ranked two other courses among their first ten which n other group had so ranked. TABLE I1 ’.— Tne ten most important college courses for training elementary counselors as ranked by croups ■s ■3 Teachers Principals counselors Super intendents A ll School D istrict Groups Jury A ll Groups Growth and Principles Principles Growth and Principles Guidance in Principles Development and Tech and Tecn- Development and Tech the Elemen and Tech 1 of the niques of ninues of Gui of the niques of tary School niques of l.ni Id Guidance dance (tie C nild Guidance (five w ay Guidance with below; tie ) Techniques Guidance in Growth and Principles Growth and Growth and Growth and of the Elemen Development and Tech Development Development Development 2 Counseling tary School of the Child niques of of the of the Child of the (tie with Guidance Child (five way Child above) tie ) Principles Growth and Techniques Techniques Guidance in Techniques Guidance in and Tech Development of of the Elemen of the Elemen 3 niques of of tne Counseling Counseling tary School Counseling tary School Guidance Child (tie with (five way (tie with below) tie ) below) Guidance in Educational Tests and Guidance in Techniques of Tests and Techniques the Elemen Psychologv Measurements the Elemen Counseling Measurements of tary School tary School (tie with (five way Counseling above) tie ) (tie with above) Tests and Tests and Guidunce in Mental Tests and Supervised Tests and Measure Measure the Elemen Hygiene Measure Counseling Measure ments ments (tie tary School (three way ments (five way ments with below) t i e ) tie ) TABLE 15— Continued •3 $ Teachers Principals Counselors Super intendents " A l l ScKool D istrict Groups J,j*y A ll Groups t Mental Hygiene (tie with below) Child Psy chology (tie with above) Child Psy chology Educational Psychology (three way tie ) Mental Hygiene (three way tie ) Principles and Tech niques of Guidance Child Psy chology Diagnostic Procedures 7 (tie with above) Techniaues of Counseling Tecnn.iques of Interviewing Tests and Measurements (three way tie ) Educational Psychology (three way tie ) Child Psychology Mental Hygiene (tie with below) Child Psychology Mental Hygiene (tie with below) Mental Hygiene Child Psychology Child Psychology (three way tie ) Technique of Case Studies Educational Psychology (tie with above) Educational Psychology r < y Individual Intelligence Testing (tie with above) Educational Psychology Techniques of Inter viewin' Techniques of In te r viewing Mental Hygiene (tie with below) Techniques of Inter viewing Techniques of In te r- 10 viewing Techniones of Inter view! n g Psychology of tne Exceptional Child Supervised lounseling Psychology of the Exceptional Cnild Group Gui dance Tech niques (tie with above) Psychology of the Exceptional C nild 126 127 These courses wore Technique of Case Study and Group Guid ance Techniques. The counselors were the only small group to rank Psychology of Exceptional Children among their first ten courses. However, this course also placed tenth in the All School District Group's and the All Groups' rankings. The teachers were the only group rank ing Diagnostic Procedures among the first ten courses. The Principals were the on'y group that ranked Individual Intelligence Testing among the first ten courses. Skills, Knowledges, or Abilities Important, for the Elementary Counselor to Possess q This part of the q uo s t i o tin a i r e consisted of a list of nineteen skills, knowledges, and abilities which had been mentioned in various places in the literature re- viowed*n as being important for t fie elementary counselor to possess. Respondents were asked to rate these items in the same way fhev had rated the courses on the previous page of the questionnaire. The rating scale had the same five categories that were used before: (l) "Essential," (2) "Desirable But Not Essential," (d) "Of Some Value," (1) "Of Little Or No Value," and (fl) "No Opinion." If a respondent felt, for example, that a knowledge of many standardized tests (item b) was very important for an 9 See Appendix, p. 4P4, p. 3 of the ’uest1onnaire. *°Supra, pp. 37-BP. 128 elementary counselor to possess tie would mark the item as essential. If he felt that it was important but not essential tie would mark the item as desirable but not essential and so on throughout, all the categories of the scale for all nineteen items listed. The same two st tistical analyses that were used in treating the data from the previous sod ion on college courses were employed in this section.'* The first was merely a calculating of percentages or responses tabulated in the five categories of the scale and the second was a weighting of scores and subsequent ranking of the items as to their importance. Opinions of the Jury Seven of the items listed were rated as essential for an elomentarv school cmnselor to possess by 8,r . per cent or noro of the twenty jurors (see Table 19). The items receiving this very high rating were as follows: (a) skill in dealing c i t h people; (c) ability to adminis ter « ' i n < ■ interpret standardized tests; ( m ) skill in inter viewing; (h) knowledge of the community; (l) thorough knowledge of the elementary school's urogram and his part in it; (p) ability to provide leadership to the school's guidance program; (r) ability to conduct cape c nferences. 11 Supra, Statistical analyses, on. bh-69 . TABLE 19.— The jury's rating of tne relative importance of certain skills, knowledges, or abilities to the elementary school counselor N - 20 3 G © rH © O H RS r-t Tt £ > +> . r i -P G X> rt O x-> *> *H G G C C © -HO© (X t o -HO) -UZ3 O in n -*3 tc E S k ill, Knowledge, or A bility in to 3 n < h o rt n G " a l c U J O J j] . o w > o o > z +3 -P -P -P P c c c c c G O , G © G © G O ) 1x0) © o to ' j t o o t o o t o o x. x> Jo j t o i j P ^ P ^ P ^ P ^ t o 3 © 3 © 3 o j 3© o © © o z a z a ;r u- z h z a, H a * ' a. S k ill in dealing witn people ................ 20 I X o 0 0 0 o 0 0 0 20 I X b. Knowledge of m any standardized tests , 11 r Jr - ‘ or - V u B \ J 0 o 0 0 0 20 I X c. A b ility to administer and interpret standardized tests .................................... 1 H 90 2 10 0 0 0 0 0 0 20 I X d. A b ility to administer and interpret individual I.Q . tests (Binet, WISC, 10 50 9 ip * 1 0 0 0 20 I X e. A b ility to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, e tc.) .................................................... 3 15 10 50 r . 30 1 H ? 0 0 20 I X f . A b ility to m ake simple s ta tis tic a l analysis (central tendency, v a ria b il ity , e t c . ) .................................................... f t ho 9 US 2 10 1 5 0 0 20 I X 8* S k ill in interviewing ............................ lb 90 2 1 r . L h 0 c 0 U 0 0 20 I X n. Knowledge of the community ......... 17 29 2 10 1 s 0 0 0 0 20 I X 1. S k ill in appraising personal charac teristics in others ................................ 19 P i p i 2 C i y r - , O 0 O 0 0 20 I X TABLE 19— 'Continued N « 20 S k ill, Knowledge, or A bility r i ■H -P c a ; 1 0 1 0 w «J r-} jH r i £> -P -H r i O -P u C c r i C n -p i r . 3 t o X5 w a 0 > < h o r i O to > -P P P C c c 14 C J u € C l o < D ' ~ V X X x E u E p 3 V 3 3 S ) 2 r m 0) I —i -p p ■n O Q) c o > *4 c £> § •P c X p; V Cl, C O ( X o o z z p c C J o I h 0 ) a. j . Knowledge of and s k ill in working- with non-school agencies in pro viding guidance services to children * ......................... k. A b ility to organize and maintain good pupil personnel records ........................ 1. Thorough knowledge of the elementary school's educational program and his part in i t ............................................ m . Thorough knowledge of the secondary school's educational program ................ n. Knowledge of occupations and employ ment po ssibilities .................................... o. A b ility to conduct group guidance sessions................................ * .................... p. A b ility to provide leadership to school's guidance program .................... q. A b ility to offer psychotherapy . . . . r . A b ility to conduct case conferences s. S k ill in teaching .................................... _____________Average percentages . . . 15 7 5 u 2 C 0 0 l c j 0 0 20 100 U, 70 h 23 l r ? c 0 0 0 20 100 IS 90 2 10 U 0 0 0 0 0 20 100 11 55 n l 5 G 0 0 19 9 5 1 9 uS 9 15 T X p 0 0 20 100 11 55 9 Lb 0 c 0 0 0 0 20 100 17 65 3 16 M 0 0 0 u 0 20 100 2 10 u 20 6 uu 1 , *-4 20 0 0 18 90 17 65 3 15 0 0 0 v j 0 0 20 100 9 US 3 5 3 15 0 0 0 0 19 95 62.1 26 .3 o. \ 4 2,.1 0.0 98.9 131 Two items were rated as essential bv 10 per cent or less of the jury. These were knowledge of occupations and employment poss1bi1ities and ability to offer psycho therapy. The ability to offer psychotherapy was also the only item rated as of little or no value by in per cent or more of t tie jurors. It was clearly c nsidered an ability which was not. necessary tor the elementary school coun selor to have. No item was marked "no opinion" bv any of the twenty respondents. The jurors expressed an opinion on the relative i n > o rta i: ce of every item listed except for the very few times when they declined to answer at all. It was evident that tost of the jury thought that the majority of skills, knowledges, and abilities listed were essential lor the elementary counselor to possess. The average item was calculated to have been marked as essential by about 62 per rent of the jurors. The per centage of resionse by the jurors to this whole section was very h i ? rh. The averaee item was answered by about 9!> per cent of thp respondents. In analyzing the data by weight in i/ the scores it was found that the highest possible score obtainable by anv item was sixty (twenty jurors times three). There were seven items which received total weighted scores of more than fifty-five (see Table 20'!. Interestingly, these items turned out to be the Identical items listed above TABLE 20.— The jury's rating of the relative importance of certain skills, knowledges, or abilities to the elementary school counselor as determined by the weighted score method N - 20 W S - Weighted Score Possible Sccre = 60 S k i l l , K n o w le d g e , o r A b i l i t y 3 V* C < L L Z W 3 ^ -P - r - rJ o u c c ■H & W K i r 3 i r j P ij w < D O 3 E fH < M O < S C 3 C O > +J .J •ft O -5 Z Vi G c o 0 ) 3 i —I ( 0 > ~S~ 0 t •n S ' 0 Z m I —i g G g G V JO X » V / « • . - V r f X • % X • I D JO X « £ 0 E O E o § o 3 co c 3 CO c 3 CO G 3 CO G z 3 ^ Z z 3 z 3 ' — G O JO o X * o C O c 3 T3 0 ) -P J Z tv -H a . 3 3 s o H o C O a. S k ill in dealing with i^eople................ 20 60 f j U 0 r \ ( _ ) 0 0 0 60 1 b. Knowledge of m any standardized tests . 1: 33 9 16 0 o J nt 0 0 51 11.5 c. A bility to administer and interpret standardized tests ........................ . . . n £ a ~ 2f * 0 0 () r \ yj G 0 <5 3 d. A b ility to administer and interpret indi victual I.Q . tests (Binet, WI30, e tc.) ............................................................ 10 30 i 1 1 1 o 0 c 19 13 e. A bility to administer and interpret individual personality tests involving projective techniques (korschach, TAT, e tc.) .................................................... 3 9 10 2 vj A m 1 ■ J 0 3 S ’ 17 f . A b ility to m ake simple s ta tis tic a l analysis (central tendency, v a ria b il ity , e tc.) . . ............................................ x r\ 2 1 . o 2 n 1 0 n \ w - 0 lil 15.5 f • S k ill in interviewing ............................ 15 S J 2 0 G 0 VO 0 0 58 3 G ‘ • • Knowledge of the community .................... l ' T -1 z i: 1 1 C 0 0 0 56 7 i . S k ill in arpraisinp personal charac teristics in others ................................ 1* LS 0 0 0 C ' 0 0 51 8 TABLE 20— Continued N - 20 WS * Weighted Score Possible Score * 60 S k ill, Knowledge, or A bility c c . u ; c r~\ § O 3 c o c Z 3 X - P - H •3 O - P c t: ( t -p t o 3 t o Xi cu C O 3 o c m 85 0 r t O to ?• f - , 4 > X :■< e o C O C Jt a > rH - P • h o ® i d Z 3 X T l ? a o > % c o o c c o •H c ■rf £ o z o c TJ 5 x to - r i © 3 1 O O H c o c £ j . Knowledge of and s k ill in wcrkinp with non-school agencies in pro viding guidance services to c h ild re n ........................................................ 15 US U G r. 1 0 J c 53 9.5 K * A b ility to organize and maintain good pupil personnel records ........................ I t 52 17 1 1 o 0 0 0 53 5.5 l . Thorough knowledge of the elementary' school's educational program and his part in i t ............................................ 15 r ■ L . ? C c 0 r 0 56 3 m . Thorough knowledge of tne secondary school's educational program ................ 11 - - 1 T 0 G c 0 16 lh n. Knowledge of occupations and employ ment possibilities .................................... X J C j 15 9 f 1 : 0 c 30 18 0. A b ility to conduct group guidance sessions . . . . . ..................................... 11 33 ■ > G 0 ' J c 0 0 i— 1 13.5 P* A b ility to provide leadership to school's guidance program .................... 17 51 3 * - J r u 0 0 G 57 5.5 q* A b ility to offer psychotherapy . . . . -* C 6 r 8 i u G 0 0 22 19 r. A b ility to conduct case conferences 1? 51 3 I 0 r . G G 0 0 57 5.5 s. S k ill in te a c h in g .................................... 9 27 lu 3 1 J G u 0 0 h b 15.5 1 34 (a, p, e, h, 1, p, and r) which were rated essential by 12 85 per cent or more of the respondents. The sane result was obtained in looking for the least important items by the weighted score method. The two items which received total weighted scores of half (thirty) or less than half the highest possible score were the same items which were rated as essential by fewer than 10 per cent of the jurv. These items were knowledge of occupations and employment possibilities and ability to offer psy c !io t hern >'y . Total weighted scores ranged from a high of sixty (skill in dealing with people) to a low of twenty-two (ability to offer psychotherapy). However, over half the items listed had scores of over fifty (see Table 20) so it was evident that the Jury considered most of the skills, abilities, and knowledges listed as important for the elementarv counselor to possess. Opinions of the superintendents The same two statistical analyses were used to treat the data from the superintendents on skills, knowl- 1 3 edges, and abilities as explained before. Five items were rated as essential for the elementary counselor to possess by 85 per cent or more of the thirty-four *"Cf. ante, p. 128. 13 Supra, Statistical analyses, pp. 63-69. 135 superintendents responding. The items receiving this high rating were (a) skill in dealing with people; (g) skill in interviewing; (h) knowledge of the community; (l) thorough knowledge of the elementary school’s educational program and his part in it; and (p) ability to provide leadership to the school's guidance urogram (see Table 21). Only one item was marked by fewer than 10 per cent of the res pondents as essential. This was the ability to offer psychotherapy. Another measure of the relative un importance of an item was to see whether or not 10 per cent or more of the res 'ond o n t s marked it as of little or no value. Again tin* ability to otfer psychotherapy quali fied by this criterion as did item "e": the ability to administer and interpret individual personality tests in volving projective tecbn1oues (Rorschach, T.A.T., etc.). The great majority of the superintendents ex pressed an opinion on all the items listed. The average item had less than 1 per cent of the respondents mark it "no opinion." About 62 per cent of the superintendents marked the average item "essential" which made it clear that they felt that an elementary counselor should have most of the skills, abilities, and knowledges listed (see Table 21 ) . The hlrhest possible weighted score an item could attain was 102 for the superintendents. Six items at tained total weighted scores of ninety-five or more. Five TABLE 2 1 Superintendents' ratings of the relative importance of certain skills, knowledges, or abili ties to the elementary counselor S k ill, Knowledge, or A bility n *H P C 4 ) m m w © r —t JO © n a *3 P P c © cn « u: « M o o cn $ **3 £ p p P c c C © © u © to © rj $ L JO •S £ E u E J - p © p .© H © as a. p - l 35 P M © r —i P P n O © ^4 Z 3 H v, ^ r t o o > -p c © u © a, c o • r i ( 0 ■H o J8 -p c © o u © a, 3 a. S k ill in dealing with people .................... % 130 0 ■ j 0 0 A O n w 0 0 3h 100 b. Knowledge of m a i^ y standardized tests . . 21 62 12 35 1 3 0 0 0 0 3 i 100 c. A b ility to administer and interpret standardized tests ........................................ 2 b 32 A 18 0 0 0 0 0 0 3 h 100 d. A b ility to administer and interpret individual I.Q . tests (Binet, WISC, e tc .) ................................................................ 13 lb 1? >. i 3 9 > 3 0 0 3h 100 e. A b ility to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, e tc.) ........................................................ n 21 13 3 o 5 2L i 16 0 0 3h 100 f . A b ility to m ake simple s ta tis tic a l analysis (central tendency, v a ria b il ity , e tc.) ........................................................ 16 ~ F 4 ' li. ul 3 9 1 3 0 0 3h 100 R* S k ill in interviewing ................................ 31 91 3 9 0 0 0 0 0 0 3U 100 h. Knowledge of the community ........................ 29 85 t * 12 l 3 ( j 0 0 0 3h 100 i . S k ill in appraising personal charac te ris tic s in others .................................... 23 68 - 9i 2 6 J 0 0 0 32 91 TABLE 21— Continued N - 31* Skill, Knowledge, or Ability Number Essential Per Cent Number Desirable but not Per Cent Essential Number Of Some Per Cent Value Number O f Little o r No Per Cent Value Number No Opinion Per Cent Total Number Responding t o Item Per Cent Responding It t o Item N Knowledge of and skill in working with non-school agencies in pro viding guidance services to children ............................ 23 68 10 29 1 3 0 0 0 0 314 100 k. Ability to organize and maintain good pupil personnel records ............. 27 79 6 18 1 3 0 0 0 0 3h 100 1. Thorough knowledge of the elementary school's educational program and his part in it ....................... 32 9h 2 6 0 0 0 0 0 0 31* 100 m. Thorough knowledge of the secondary school's educational program ......... 17 50 16 1*7 l 3 0 0 0 0 314 100 n. Knowledge of occupations and employ ment possibilities ......... . . . . * 6 18 16 1*7 12 35 0 0 0 0 31* 100 o. Ability to conduct grouo guidance sessions ............................ 23 68 8 21* 2 6 1 3 0 0 31* 100 P* Ability to provide leadership to school's guidance program ........... 29 85 1 * 12 1 3 0 0 0 0 31* 100 q« Ability to offer psychotherapy ....... 3 9 9 27 10 29 8 21* 2 6 32 91* r. Ability to conduct case conferences . . 21 62 8 21* 2 6 1 3 1 3 33 97 s. Skill in teaching ................... 16 1*7 12 35 5 15 1 3 0 0 31* 100 Average percentages ........ 61.8 25.6 8.3 3..2 o.5 99.2 136 of these Items were the same (a, g, h, 1, and p) as those found when analyzing the data from the standpoint of those items ranked as essential by 85 per cent or more of the respondents. The sixth item was ability to administer and interpret standardized test. Table 22 shows these data and the ranking of all items. Only one item failed to get half (fifty-one) of the possible points. This item acquired the lowest total weighted score. The item was the ability to offer psycho therapy and it had only thirty-seven points (see Table 22). The highest score was 102 which was received by item "a": skill in dealing with people. The range of scores was sixty—five points. Opinions of elementary school principals The same two statistical analyses were used to 14 treat the data for the principals as explained before. Five skills, abilities, or knowledges were categorized as essential for the elementary school counselor to have by 85 per cent or more of the thirty-four elementary school principals responding to the questionnaire. The items re ceiving this hiah rating were (a) skill in dealing with people; (o) ability to administer and interpret standard ized tests; (g) skill in interviewing; (l) thorough knowl edge of the elementary school’s educational program and 14 Supra, Statistical analyses, yip. 62-69. TABLE 22.— Superintendents' ratings of the relative importance of certain skills, knowledges, or abili ties to the elementary counselor as determined by the weighted score method N - 31 WS * Weighted Score Possible Score * 102 Skill, Knowledge, or Ability 3 •H - P G © «9 a W X) -P -H C T ) O += h c c •H © m -P m © 3 W a x > w © S3 ^ O tf O CO > © H -p 3 s s s s l a o *3 ■H & U I C” \ X • O CO G I CM X o CO G U I « - » X e o CO c © O X o CO G U * XI •H £ X o G a. Skill in dealing with people ........ 31* 102 0 0 0 0 0 0 0 0 102 1 b. Knowledge of many standardized tests . 21 63 12 21* 1 1 0 0 0 0 88 9 c. Ability to administer and interpret standardized tests ................. 28 81* 6 12 0 0 0 0 0 0 96 5 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.) ............................. 13 39 13' 30 3 3 3 0 0 0 72 16 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... 7 21 13 26 8 8 6 0 0 0 55 18 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)...................... . 16 1*8 11* 28 3 3 1 0 0 0 79 11* g. Skill in interviewing............ 31 93 3 6 0 0 0 0 0 0 99 3 h. Knowledge of the community ......... 29 87 h 8 1 1 0 0 0 0 96 5 i. Skill in appraising personal charac teristics in others........... 23 69 7 11* 2 2 0 0 0 0 85 11 TABLE 22— Continued N - 3h W S * Weighted Score Possible Score » 102 3 * r l -P C 0) n n w 3 3 J3 -P -H < f l O -P f i C •H © « -P 0 3 © 3 B Q W © 83 ^ 0 4 O CO > © $ -p • r t o • pa 3 <H ^ a! o o > c o £ o 35 *0 5 Ii •H S k ill, Knowledge, or A b ility Number T J O (no.X 3) Number ws (no.X 2) Number ws (no.X 1) Number ✓ — s . O • o 9 1 5 5 o X • o Total W e : Score | j* Knowledge of and s k ill in working with non-school agencies in pro viding guidance services to children ........................................................ 23 69 10 20 1 1 0 0 0 0 90 8 k. A b ility to organize and maintain good pupil personnel records ........................ 27 81 6 12 1 1 0 0 0 0 9 1 * 7 1. Thorough knowledge of the elementary school's educational program and his part in i t ............................................ 32 96 2 i i 0 0 0 0 0 0 100 2 3 1 . Thorough knowledge of the secondary school's educational program ................ 17 51 16 32 1 1 0 0 0 0 81* 12 n. Knowledge of occupations and employ ment po ssibilities .................................... 6 18 16 32 12 12 0 0 0 0 62 17 0* A b ility to conduct group guidance sessions ................ . . . . . . . . . . 23 69 8 16 2 2 1 0 0 0 87 10 P* A b ility to provide leadership to school's guidance program .................... 29 87 ii 8 1 1 0 0 0 0 96 5 q* A b ility to offer psychotherapy . . . . 3 9 9 18 10 10 8 0 2 0 37 19 r. A b ility to conduct case conferences . 21 63 8 16 2 2 1 0 1 0 81 13 s. S k ill in teaching .................................... 16 U 8 12 2li 5 5 1 0 0 0 77 15 141 his part in it; and (p) the ability to provide leadership to the school's guidance program (see Table 23). Again only one item, the ability to offer psycho therapy, failed to get 10 per cent or more of the respond ents to mark It as "essential." Ten per cent or more of the respondents marked it and item "n," knowledge of occu pations and employment possibilities, as of little or no value to the elementary counselor. The percentage of "no opinion" on this section of the questionnaire for the principals was low. In most cases it was zero and in no case did it exceed 6 per cent. Nearly all the respondents reacted to all the items. The average item out of the nineteen listed in Table 23 was marked "essential" by almost 65 per cent of the principals. It was clear that they felt that most of the skills, know ledges, and abilities listed were essential to the ele mentary counselor. The response of the principals to this section of the questionnaire was excellent. About 99 per cent of them responded to the average item. The highest total weighted score possible for an item to which the principals responded was 102. Five skills, knowledges, or abilities received total weighted scores of over ninety-five. This is shown in Table 24. These five (a, d, g, 1, and p) were the same items that were found when analyzing the data in terms of those items rated essential by 85 per cent or more of the respondents. TABLE 23. — Principals' ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor Skill, Knowledge, or Ability •H - P c » 0 3 0 3 W P a 01 o V i 0 3 f l . 3 - * n +* th < s o p v . c c *h © C O P 0 3 0 3 0 3 « JO W P c < D O V 4 3 V i O n 8 * s s l p c V i O © O B ^ 3 O O H P P •HO® H S 5 3 *H Vl o o >■ p c Vi 0 3 0 o 5 ^ 3 ® c 3 § o z » « I p c © o u 0 a, 5 5 5 a. Skill in dealing with people ........ 3k 100 0 0 0 0 0 0 0 0 3h 100 b. Knowledge of many standardized tests . 28 82 3 9 3 9 0 0 0 0 31l 100 c. Ability to administer and interpret standardized tests................ 31 91 2 6 1 3 0 0 0 0 3U 100 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.) ............................. 20 59 12 35 2 6 0 0 0 0 3li 100 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... I k ia 16 17 1 3 2 6 0 0 33 97 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.) . ....................... 17 50 12 35 5 15 0 0 0 0 31* 100 g« Skill in interviewing ............. 31 91 3 0 0 0 0 0 0 0 31 * 100 h. Knowledge of the community.......... 27 79 6 18 l 3 0 0 0 0 3k 100 i. Skill in appraising personal charac teristics in others ............... 28 82 k 12 1 3 0 0 1 3 31* 100 M TABLE 23— Continued N - 3U Skill, Knowledge, or Ability a -p c © n n w ■ p c © o © a. © C t f h * r l « I ■ P . . O -P c c © •P m 3 o 43 w -P c © o © Oh I © u w > •p £ 3 © U © a , © - p •H O © • - } SB 3 S h o o > V . 0 ■p c © o * 4 © C X t w a <§• o SB > 4 C tt O h © OU j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children....................... 2b 71 k. Ability to organise and maintain good pupil personnel records........ 2U 71 1* Thorough knowledge of the elementary school's educational program and his part in it ...... 33 97 m. Thorough knowledge of the secondary school's educational program ..... 17 50 n. Knowledge of occupations and employ ment possibilities.............. I t 12 o. Ability to conduct group guidance sessions 13 33 p. Ability to provide leadership to school's guidance program...... 29 85 q. Ability to offer psychotherapy .... 3 9 r. Ability to conduct case conferences . 26 76 s. Skill in teaching.............. 16 h i 8 2h 2 6 0 0 0 0 3U 100 9 27 1 3 0 0 0 0 31* 100 1 3 0 0 0 0 0 0 3i* 100 9 27 5 15 1 3 0 0 32 91* 1U ia 10 29 6 18 0 0 31* 100 19 56 0 0 1 3 0 0 33 97 5 15 0 0 0 0 0 0 31* 100 12 35 11 32 6 18 2 6 31* 100 7 21 0 0 0 0 0 0 33 97 15 UU l 3 0 0 1 3 33 97 Average percentages . . . .____ 6U.7_____ 2U.lt 6.8 2,$ 0.6 99*1 TABLE 21*.— Principals1 ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score method N = 31* WS * Weighted Score Possible Score * 102 Skill, Knowledge, or Ability 3 •H P C ( t ) n n W cv u i! € o 3 to c X A 3 J3 -P tH c6 O -P C C •H © n -p n © 3 n u I (VI X » o CO C IS'— © in «H O 3 o to > u I X • o CO c S — © H ■P S i s s u I o c i -1 to a. Skill in dealing with people ..... 3h 102 b. Knowledge of many standardized tests • 28 81* c. Ability to administer and interpret standardized tests 31 93 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.)......................... 20 60 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.)..................... 11* 1*2 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)...................... 17 51 g. Skill in interviewing.......... 31 93 h. Knowledge of the community...... 27 8l i. Skill in appraising personal charac teristics in others............ 28 81* 0 0 0 0 0 0 0 0 102 1 3 6 3 3 0 0 0 0 93 7.5 2 6 1 1 0 0 0 0 100 3 L2 21* 2 2 0 0 0 0 86 12 16 32 1 l 2 0 0 0 75 16 12 21* 5 5 0 0 0 0 80 13 3 6 0 0 0 0 0 0 99 1 * 6 12 l l 0 0 0 0 91* 6 1 * 8 l l 0 0 1 0 93 7.5 TABLE 21*~Continued N - 31* •3 3 3 © H a o •H WS * Weighted Score •H - P XI -P " H (HOP 2 <H 0 < 0 ■P -P Possible Score = 102 C 0 ) m m u c c •H a ) m -P w 8 3 C a -o « •HOC P2 9 S o *0 $ Xi W o co > O O > 35 t© •H Skill, Knowledge, or Ability rO CM iH o < ■ —s o : * • V X -i O * 0 > X •§ o C . O X • c 3 V1 C 3 t o c 3 co c 3 CO C § £ i § o & 1 E ' 2 S 3 ! H j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children .......................... k. Ability to organize and maintain good pupil personnel records ........... 1. Thorough knowledge of the elementary school's educational program and his part in i t ............. . . . ■ m. Thorough knowledge of the secondary school's educational program ....... n. Knowledge of occupations and employ ment possibilities ................. o. Ability to conduct group guidance sessions .......................... p. Ability to provide leadership to school's guidance program ........ , q. Ability to offer psychotherapy . . . , r. Ability to conduct case conferences , s. Skill in teaching ................. 21 72 8 16 2 2 0 0 0 0 90 11 21 72 9 18 1 1 0 0 0 0 91 10 33 99 1 2 0 0 0 0 0 0 101 2 17 1*1 9 18 5 5 1 0 0 0 61* 17 1 * 12 11* 28 10 10 6 0 0 0 50 18 13 39 19 38 0 0 1 0 0 0 77 15 29 87 10 0 0 0 0 0 0 97 5 3 9 12 21* 11 11 6 0 2 0 1 * 1 * 19 26 78 7 11* 0 0 0 0 0 0 92 9 16 1*8 15 30 1 1 0 0 1 0 79 11* 146 This analysis using weighted scores confirmed the other findings• Once strain item "q," the ability to offer psycho therapy, received the lowest total weighted score (forty- four). One other item, knowledge of occupations and employment possibilities, had fewer than half (fifty-one) the highest possible total weighted score also. These two items made up the qualities which the elementary princi pals felt were least important for elementary counselors to have. The highest score was achieved by item "a," skill in dealing with people, and the range of scores covered fifty-eight points. Opinions of elementary counselors Data from the counselors were subjected to the 15 same statistical analyses described before. Eighty-five per cent or more of the thirty—four counselor—respondents thought that the following five items were essential for elementary counselors to have: (a) skill in dealing with people; (c) ability to administer and interpret standard ized tests; (g) skill in interviewing; (i) skill in ap praising personal characteristics in others; and (l) thor ough knowledge of the elementary schools’s educational program and his part in it (see Table 25). 15 Supra. Statistical analyses, pp. 63—69. TABLE 25.--Counselors' ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor N - 3U Skill, Knowledge, or Ability 3 •H C © C O C O w -p © O © C L , © a ) •H (0 5 1 •H -P C © C O C O w I -p c © o © C L , © r - t Vh O K O CO > ft. ■ p c a> o p © P k 0 3 r - t - P -P ■H O Pi 2 C m h * <3 O O > © n I - p c © o p © C L , o •H £ o * -P C © o © Oh z & a. Skill in dealing with people.... 3k 100 b. Knowledge of many standardized tests • 21 62 c. Ability to administer and interpret standardized tests 30 88 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.)......................... 19 56 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.)..................... U 12 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)..................... 8 2h g. Skill in interviewing ........ 33 97 h. Knowledge of the community...... 28 82 i. Skill in appraising personal charac teristics in others............ 30 88 0 0 0 0 0 0 0 0 3k 100 11 32 2 6 0 0 0 0 3k 100 h 12 0 0 0 0 0 0 3k 100 11 32 3 9 1 3 0 0 3k 100 20 59 8 2 h 2 6 0 0 3k 100 18 53 6 18 2 6 0 0 3k 100 1 3 0 0 0 0 0 0 3k 100 6 18 0 0 0 0 0 0 3k 100 3 9 0 0 0 0 1 3 3k 100 TABLE 2 - Lomselors' ratios ■ > ! t**> relative importance of certain skills, Knowledges, or abilities to the elementary counselor N - 3 1a Skill, Knowledge, or Ability v> C t r . « p c d o u 4) a. « o p i . c c ■ r t a W P « 3 B! -O W & u % p c 0 ) u z a. I e p V. Q t o C O > » - is p p - r - t o a >P Z 3 u 53 Z O > p p c c < 0 u It u % z> u u 4 ) o X z a. c o £ o z * p c « o t . V a. H K a. Skill in dealing with people ....... 31 b. Knowledge of many standardized tests , 21 c. Ability to administer and interpret standardized tests .......... 30 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.)......................... 19 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.)..................... L f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)..................... 8 g. Skill in interviewing......... 33 h. Knowledge of the community...... 28 i. Skill in appraising personal charac teristics in others............ 30 100 0 0 0 0 0 0 0 0 3b 100 62 11 32 2 6 0 0 0 0 3a 100 98 1 . 12 0 0 0 0 0 0 3b 100 56 11 32 3 9 1 3 0 0 3b 100 12 20 59 8 2b 2 6 0 0 3b 100 2b 18 53 6 18 2 6 0 0 3b 100 9? 1 3 0 0 0 0 0 0 3b 100 82 6 18 0 0 0 0 0 0 3b 100 88 3 9 0 0 0 0 1 3 3b 100 TABLE 25— Continued N - 3b Skill, Knowledge, or Ability ■a -P C 4 } m n f t - p c © o f t © f t . f t n a d •P - H O -P c c v ■ P < Q 3 » Xf W -P c V f t © a. © Vi o d o w > -p c © o f t a f t © a . © d -p d V h O f t a o © 2 3 rt f t a ) o > -p c © CO f t © f t . a o * TS & o 2 -P C © o f t © f t . h -3 a t » £ g e 3 * 8P •H T 3 C a n -p c e © © U "P M f t a s j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children........................ 2b k. Ability to organize and maintain good pupil personnel records ........... 23 1. Thorough knowledge of the elementary school's educational program and his part in i t .................. 32 m. Thorough knowledge of the secondary school's educational program ..... 13 n. Knowledge of occupations and employ ment possibilities ................. 3 o. Ability to conduct group guidance sessions........................ 18 p. Ability to provide leadership to school's guidance program . ....... 27 q. Ability to offer psychotherapy .... 0 r. Ability to conduct case conferences . 22 s. Skill in teaching.............. 22 71 9 27 1 3 0 0 0 0 3b 100 68 9 27 0 0 2 6 0 0 3b 100 9b 2 6 0 0 0 0 0 0 31 100 38 15 lb c s ' 15 c 0 0 0 33 97 9 19 56 8 2b b 12 0 0 3b 100 53 11 32 b 12 1 3 0 0 3b 100 79 6 18 1 3 0 0 0 0 3b 100 0 15 lb 7 21 8 2b b 12 31 100 65 8 2b 1 3 1 3 1 3 33 97 65 9 27 1 3 2 6 0 0 3b 100 Average percentages .... 60,6_____ 27.5______7»b______ 3^6______ 0^9______ 99.7 149 Items "n" and "q," knowledge of occupations and employment possibilities and ability to offer psycho therapy, respectively, were both considered essential by 10 per cent or fewer of the counselors. Another measure of relative importance confirmed this finding: both items were rated as of little or no value by in p'-r cent or more of the counselors. It was clear that the counselors felt that these two items were unimportant for the elementary counselor to have. The amount of "no opinion" expressed was neglig ible (on the average about 1 per cent) but 12 per cent marked this category for the ability to offer psycho therapy. The counselors were slightly more conservative in their ratings than some other groups. About 61 per cent of them rated the average item as essential and about 4 p"r cent rated it as of little or no value. Re sponse was outstanding. Only two items out of the nine teen were not answered by every counselor and these two items were answered by all but one counselor. The re sponse to the average item was 90.7 per cent. Out of a possible 102 points for the tolal weight ed score six items rated by the counselors made scores of ninety-five or more (see Table 26). These items were the same as those mentioned before (a, c, g, i, and l) at the 85 p'-r cent level of the "essential" rating except for one addition. Item "h" with a score of 96 points made the TABID 26.— Counselors1 ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor as determined by the weighted score method N - 3 b WS » Weighted Score Possible Score * 102 Skill, Knowledge, or Ability -p c © m V) W 2 c ~ \ X * o C 3 13 J3 -P -H 8 O -P C C ■H « m - p n © 3 « Q I s CM X • o c © © 3 E r-t O * O (d > X • o c © 3 i * o 3 o o > u I CO 2 o X 8 c o •H «§* o VC 2 o X • o c Tl 3 jC C t O © 2 3 « u o ■s 5 a. Skill in dealing with people ........ 31a 102 0 0 0 0 0 0 0 0 102 1 b. Knowledge of many standardized tests , 21 63 11 22 2 2 0 0 0 0 87 9.5 c. Ability to administer and interpret standardized tests ................. 30 90 i i 8 0 0 0 0 0 0 98 b d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc*)........................... 19 57 11 22 3 3 1 0 0 0 82 13 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... ! U 12 20 bo S 8 2 0 0 0 60 17 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)......................... 6 2b 13 36 6 6 2 0 0 0 66 16 g. Skill in interviewing ............. 33 99 1 2 0 0 0 0 0 0 101 2 h. Knowledge of the community ......... 28 8b 6 12 0 0 0 0 0 0 96 5.5 i. Skill in appraising personal charac teristics in others ............... 30 90 3 h 0 0 0 0 1 0 96 5.5 TABLE 26— Continued N » 3U *3 m ^ WS » Weighted Score 3 « "o 3 Possible Score ■ 102 a > -h C S m n e n c o < y 3 « W O ^ w Skill, Knowledge, or Ability ^ oj I >1 jS x. E O E o 3 M E 3 W C 35 S'- 2 S'" j • Knowledge of and skill in working with non-school agencies in pro viding guidance services to children.......................... 2 h 72 9 19 k. Ability to organize and maintain good pupil personnel records ........... 23 69 9 IS 1. Thorough knowledge of the elementary school's educational program and his part in it ..................... 32 96 2 I m. Thorough knowledge of the secondary school's educational program ........ 13 39 19 30 n. Knowledge of occupations and employ ment possibilities ................. 3 9 19 33 0. Ability to conduct group guidance sessions.................. 18 9h 11 22 P* Ability to provide leadership to school's guidance program ......... 27 81 6 12 q- Ability to offer psychotherapy .... 0 0 19 30 r. Ability to conduct case conferences . 22 66 6 16 s. Skill in teaching ................. 2? 66 9 18 Number © «H O ^ O td > g © r - t +> + i *ri -1 o © 3 ' h h o o > X • o to c S'— E o 3 co e 2 S'— c o £ o 2 J8 o CO c * — H to 1 1 0 0 0 0 91 8 0 0 2 0 0 0 87 9 0 0 0 0 0 0 100 3 9 r - * 0 0 0 0 0 7h 19 6 p 'U L 0 0 0 99 18 i u U 1 0 0 0 80 1U 1 1 0 0 0 0 9h 7 7 7 3 0 h 0 37 19 1 1 1 0 1 0 83 12 1 1 2 0 0 0 89 11 151 152 sixth item. It was knowledge of the community. Since these top ranked six items had been rated so highly it was quite evident that the counselors considered them as very important skills, knowledges, and abilities for the elementary counselors to obtain. Again only one item ranked so low as to have half (fifty-one or less than half of the possible points of the hi 'hest total weighted score. This item was ability to offer psychotherapy which scored only thirty-seven points. Clearly elementary counselors responding to the questionnaire did not see psychotherapy as an important ability for the elementary counselor to acquire. The scores ran ed sixty-live points from a low of thirty-seven for ability to offer psychotherapy to a high of 102 for skill in dealing with people. Skill in inter viewing placed a very close second with 101 points. See Table 26 for other rankings. Opinions of elementary teachers Questionnaire data from the teachers on this sec tion were subjected to the same two statistical analyses 16 described before. Eighty-five per cent or more of the thirty teachers in the study picked the five following skills, knowledges, and abilities as essential for the elementary counselor to have: (a) skill in dealing with 16 Supra. Statistical analyses, pp. 63-69. 153 people; (g) skill in interviewing; (k) ability to organize and maintain good pupil personnel records; (l) thorough knowledge of the elesentary school’s educational program and his part in it; and (r) ability to c nduct case con ferences (see Table 27). The high percentage of teachers which gave these items the rating of "essential1 1 indicated that they were considered extremely important by the teachers. Again only one item, the ability to offer psycho therapy, fell in the category of being rated as essential by 10 per cent or fewer of the teachers. Three items, however, were rated as of little or no value to the ele mentary c mnselor by the teach'T-respondents. They were knowledge of occupations and employment possibilities, ability to offer psychotherapy, and skill in teaching. It seemed unusual that 10 per cent of the teachers them selves thought that skill in teaching was of little or no value to the elementary e unselor. The teachers had the highest percentage (3 per cent) of "no opinion" recorded but even this did not seem large (see Table 27). The highest percentage of "no opinion" recorded on an individual item was on the ability to make simple statistical analysis (central tendency, variability, etc.) where 13 per cent was recorded. The average item on the list of nineteen items was rated as essential bv over 66 per cent of the teachers, a more TABLE 27.— Teachers' ratings of the relative importance of certain skills, knowledges, or abilities to the elementary counselor N - 30 Skill, Knowledge, or Ability •H P C 0 ) « m tU JJ P G © o G © A , S 3 ,© P - H r t o p g c c ■ H ( I ) « -P n © 3 t o Q X) W £ © V 3 ^ 1*3 o to > © rH -P -P •HO® ►4 Z z tn M « o o > c o £ o z p p p p c c c c © g © G © G © o % o % u © p o G E © E G p G © 3 © 3 © 3 © a. z a. z X z a. B c? 5 € M C o a G p to © © lap5 z -3 c e c © 55 3 a u m P I Q G O© © Q a. Skill in dealing with people ........ 30 100 0 0 0 0 0 0 0 0 30 100 b. Knowledge of many standardized tests . 22 73 5 17 2 7 1 3 0 0 30 100 c. Ability to administer and interpret standardized tests .... ........ . 2? 83 1 3 3 10 0 0 1 3 30 100 a. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc. ) ............................ 21 70 i i 13 2 7 1 3 2 7 30 100 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... I k L7 A 21 3 10 2 7 3 10 30 100 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.) ......................... 15 5o 5 30 2 7 0 0 k 13 30 100 K* Skill in interviewing ............. 28 93 1 4 0 0 0 0 0 0 29 97 h. Knowledge of the community .......... 23 77 5 17 2 7 0 0 0 0 30 100 i. Skill in appraising personal charac teristics in others ............... 22 73 7 i 23 1 3 0 0 0 0 30 100 TABI£ 27— Continued N - 30 Skill, Knowledge, or Ability * •H P C i i « n « $ P C 0 ) C J L l 0 ) 2 L , ® a L i ( 0 5 L i I •3 • H P C ( 0 m w p c O J o L i V a . o L i « > P C © O L i a > a, 9 rH P P L-t O Li O L i I P c © O L i © c o ■a • r t £ © P C © CJ Li V a* l z 3 o H £ 2P 3 3 M c o o 0. p t o © 8? 32 3 P C K c o ® f t ) o P CL M a Li a (£2 j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children........................ 22 73 k. Ability to organise and maintain good pupil personnel records ....... 26 8? 1. Thorough knowledge of the elementary school’s educational program and his part in i t .................. 28 93 m. Thorough knowledge of the secondary school's educational program 1$ 50 n. Knowledge of occupations and employ ment possibilities.............. 7 23 c. Ability to conduct group guidance sessions........................ 13 li3 p. Ability to provide leadership to school's guidance program 2!; 60 q. Ability to offer psychotherapy .... 2 7 r. Ability to conduct case conferences . 26 67 s. Skill in teaching.............. 16 53 5 17 3 10 0 0 0 0 30 100 2 7 i 2 7 0 0 0 0 30 100 2 7 0 0 0 0 0 0 30 100 11 37 2 7 0 0 2 7 30 100 12 LC 6 20 i i 13 1 3 30 100 12 bo L 13 1 3 0 0 30 100 a 13 1 3 0 0 0 0 29 97 9 30 8 27 7 1 23 3 10 29 97 2 7 2 7 0 0 0 0 30 100 11 37 0 0 3 10 0 0 30 100 Average percentages .... 66.lt_____ 19.1_____ 7^6_______ 3v3______ 2^8______99*5 156 liberal response than nost groups had. This mythical average item was rated as of little or no value by about 3 per cent of the teachers which was about the percentage of most groups. The average item was responded to in one manner or another by 99.5 per cent of the teachers. When the data were analyzed by using weighted scores it was found that the highest possible total weighted score was ninety (thirty teachers times three). Six items earned total weighted soores of seventy—five or higher (see Table 28). Five of these items were the same as reported before (a, g, k. 1, and r) when the 85 per cent level of essential rating was applied. One new item was added with a score of seventy-five by using the weighted score method. This item was the ability to ad minister and interpret standardized tests. These six skills, knowledges, or abilities made up the ones which teachers felt were :>ost important for elementary counsel ors to have. Only one item fell at or below the half-way mark (forty-five) in the number of points it was possible for an item to have. This was again the ability to offer psychotherapy which was rejected by all "roups as a skill for an elementary counselor to have. This item had a total weighted score of thirty-two and the top ranked item, skill in dealing with people, had a perfect score (ninety). This made a range of fifty-eight points and TABLE 23.— Teachers' ratings of the relative importance of certain skills, knowledges, or abilities to elementary counselors as determined by the weighted score method N - 30 WS ■ Weighted Score Possible Score ■ 90 Skill, Knowledge, or Ability 3 •H -P c © m K w I o 3 CO G 52 * w A 1 & +> -H © O -P u c c •H 4 ) © 3 m CM X * o to c 3"-" © Vt o d O to > I o c © r H ■P •P • H O © , - J Z 3 Vl *3 o o > u © , 0 o to c S'-' c o £ o z I o CO G •o © ■p £ be ■H © a. Skill in dealing with people ........ 30 90 0 0 0 0 0 0 0 0 90 1 b. Knowledge of many standardized tests • 22 66 5 10 2 2 1 0 0 0 79 11 c. Ability to administer and interpret standardized tests ................. 25 75 1 2 3 3 0 0 1 0 80 9 d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.)............................. 21 63 i « 2 2 1 0 2 0 73 12 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... 11 U2 8 16 3 3 2 0 3 0 61 17 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.) ......................... 15 hS 9 15 2 2 0 0 ll 0 65 16 £• Skill in interviewing ............. 28 Sh 1 2 0 0 0 0 0 0 86 3 h. Knowledge of the coimnunity.......... 23 69 5 10 2 2 0 0 0 0 81 7 i. Skill in appraising personal charac teristics in others ............... 22 66 i 1/: 1 1 0 0 0 0 81 7 TABLE 28— Continued N . 30 W S - Weighted Score Possible Score ■ 90 S k ill, Knowledge, or A bility 3 • r i p c Q ) m ro J h 4) & o “ *■3 3 1 P p P « s o p J h C C p a ) to p n a > 3 t o <3 p w I C \ J o C O c S'" « 8 h Vi O ^ O CO > I o c p p P O O i - l 2 3 <H V ^ O O > Jh o p z o c C o p (X o o z J - ! • o CO c 3*—' •o s JC bC P e 3S« j . Knowledge of and s k ill in working with non-school agencies in pro viding guidance services to c h ild re n ........................................................ 22 k. A b ility to organize and maintain good pupil personnel records ........................ 26 1. Thorough knowledge of the elementary school's educational program and his part in i t ............................................. 25 m . Thorough knowledge of the secondary school's educational program ........ 15 n. Knowledge of occupations and employ ment possibilities .................................... 7 o. A b ility to conduct group guidance sessions........................................................ 13 p. A b ility to provide leadership to school's guidance program ..................... 2k q. A b ility to offer psychotherapy . . . . 2 r . A b ility to conduct case conferences . 26 s. S k ill in te a c h in g ................................... 16 66 c 10 3 3 0 0 0 0 79 10 75 2 f , 2 2 0 0 0 0 81* 81* 2 h 0 0 0 0 0 0 88 2 16 11 22 2 2 0 0 2 0 69 111 21 12 21 6 6 k 0 1 0 51 18 39 12 2' u k h 1 0 0 0 67 15 72 I. * ■ * 3 1 1 0 0 0 0 81 7 6 9 18 6 8 n i 0 3 0 32 19 78 2 h 2 2 0 0 0 0 8i* l i !*8 11 22 0 0 3 0 0 0 70 13 159 most of the items listed fell in the upper part of this range. This indicated that the teachers felt that most of the items listed contained skills, knowledges, or abili ties that elcmentarv counselors should possess. Composite opinions of the All School District Group The data for the All School District Croup wore obtained by adding together the tabulations of the super intendents, principals, counselors, and teachers. The jury was excluded from this group so that opinions ex pressed were entirely those of school district employees. The data were then given the same two simple statistical 1 7 analyses described before. Only four items were rated as essential for the elementary counselor to have by 85 per cent or more of this group of 132 school district employees. The four items receiving this high rating were (a) skill in dealing with people; (c) ability to adminis ter ami interpret standardized tests; (g) skill in inter viewing; and (l) thorough knowledge of the elementary school's educational program and his part in it (see Table 29). Prom the standpoint of the school district, the above listed qualities were c nsidered of greatest Im portance to the elementary counselor. Only one item, the ability to offer psychotherapy, 17 Supra, Statistical analyses, pp. 63-69. TABLE 29.— The ratings of all school district groups on the relative importance of certain skills, knowl edges, or abilities to the elementary counselor N » 132 Skill, Knowledge, or Ability rH •rt C ® I " to w 0 (H X + > a s o x u c c , •H ® n - p t o ® 3 t o Q X (X 0 V. O e r f O W > 0 > r-t +> ■H O -I 2 v . d o o > 0 3 c o ■H * r i £ O 2 43 4> 43 43 43 c c c c c V l 0 V l 0 V . 0 Vi 0 V i 0 1 o 0 XS i o 0 X! o o E V E u P V l P V V 3 0 3 w 3 0 3 0 § 0 Oh 2 f t . 2 C l , ■ * ■ C L . 2 cu o I S’ 2-0 c *38. • * 3 0 o o $ . 3 ' c o e. m c c ® 5 O +5 ► H V . ® o CU 43 a. Skill in dealing with people ........ 132 100 0 0 0 0 0 0 0 0 132 100 b. Knowledge of many standardized tests . 92 70 31 23 8 6 1 1 0 0 132 100 c. Ability to administer and interpret standardized tests ................. 111 66 13 10 I 3 0 0 1 1 132 100 Q . Ability to administer and interpret individual I.Q. tests (Binet, WI5C, 73 55 h2 32 1C 8 5 h 2 2 132 100 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ......................... 39 30 57 13 20 15 12 9 3 2 131 99 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.)......................... 56 12 53 a0 16 12 3 2 h 3 132 100 g * Skill in interviewing ............. 123 93 6 6 0 0 0 0 0 0 131 99 h. Knowledge of the community .......... 107 61 21 16 I 3 0 0 0 0 132 100 i. Skill in appraising personal charac teristics in others ............... 103 78 21 16 h 3 0 0 2 2 130 99 160 TABLE 29— Continued N - 132 Skill, Knowledge, or Ability 3 • H 43 c E m W u x> +j c 4 ; c j > ( 4 4 o. 4 (H ~ 4-> r t O V. c K & U & 3 ■H -P G V 0 3 sn w -p c 4 co V 0 ) a. 4 ) 4 . J 3 U & 43 c 4 O V 4 E - , - P P> c O 4 z n *4*3 o > 43 c 4 U V ! 0 ) a. c o C. O o z J8 E 3 Z ■P c a > u V l a > PL. e 0 ) 43 O Vl 43 I I? 3 *rl Z *0 C 31 o 4 H « S? •3 c a « 4 Z I i O 4 3 M V l 4 O C L , 4 3 j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children.......................... 93 70 32 2h 7 5 0 0 0 0 132 100 k. Ability to organixe and maintain good pupil personnel records ........... 100 76 26 20 I 3 0 4 - 2 0 0 132 100 1. Thorough knowledge of the elementary school’s educational program and his part in it ..................... 12? 95 7 0 0 0 0 0 0 132 100 m. Thorough knowledge of the secondary school's educational program ........ 62 h7 51 39 13 10 1 1 2 2 129 98 n. Knowledge of occupations and employ ment possibilities ................. 20 15 61 at- 36 27 Ut 11 1 1 132 100 0. Ability to conduct group guidance sessions ... ..................... 67 5c 50 36 10 8 a 3 0 0 131 99 r* Ability to provide leadership to school's guidance program ......... 10? 63 19 ia 3 2 0 0 0 0 131 99 q* Ability to offer psychotherapy .... 8 6 16 36 27 29 22 11 8 129 98 r. Ability to conduct case conferences . 95 72 25 19 2 a 2 2 2 2 129 98 s. Skill in teaching ................. 70 53 1 x 7 36 7 5 6 5 1 1 131 99 Average percentages . . . . 63.3 21, * J 7.a 3.3 1 .3 99.a 161 162 was rated as essential by 10 per cent or fewer of the 132 respondents in this group. However, both the ability to offer psychotherapy and knowledge of occupations and em ployment possibilities were rated as of little or no value to the eleraentnry counselor by 10 per cent or more of the All School District Group. The average item was marked "no opinion" by only about 1 per cent of this croup. It was marked as of little or no value by about 3 per cent and as essential by about 63 per cent (see Table 29). About 99 per cent of the members of the group responded to the average item listed. The highest possible total weighted score for on it.em in this groun was 396 (132 respondents times the weight of three). One item, skill in dealing with people, actually attained this perfwct score (see Table 30). Other items ranked in the first six in importance with total weighted scores at or over 367 were as follows: (c) ability to administer and interpret standardized tests; (0 skill in interviewing; (h) knowledge of the community; (l) thorough knowledge of the elementary school^ education program and his part in it; and (p) ability to provide leadership to the school's guidance program. Further analysis by the weighted score method showed that only one item rated by the All School District TABI£ 30.— The ratings of all school district groups on the relative importance of certain skills, knowl edges, or abilities to the elementary counselor as determined by the weighted score method N « 132 WS • Weighted Score Possible Score = 396 Skill, Knowledge, or Ability 3 • H 4^ C o w 3 3 J3 4 3 -H « O 43 S . C C * H 10 3 I —( X m o ® iH +3 4 3 •HO® J Z 3 I n *3 O O > S i o A £ o c c o • H <§• o 2; ( ■ < I o 1 x : L5 ® 3 H C 5 s O o Eh CO a. Skill in dealing with people 132 396 b. Knowledge of many standardized tests . 92 276 c. Ability to administer and interpret standardized tests 11 h 3U2 d. Ability to administer and interpret individual i.Q. tests (Binet, WISC, etc.) -?3 219 e. Ability to administer and interpret individual personality tests involving projective techniques (Horschach, TAT, etc.)......................... 39 117 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.) 56 168 g. Skill in interviewing 123 369 h. Knowledge of the community 107 321 i. Skill in appraising personal charac teristics in others 103 309 0 0 0 0 0 0 0 0 396 1 31 62 . 8 8 1 0 0 0 366 10 13 26 a 6 0 0 1 0 372 a 62 61 10 10 5 0 2 0 313 12 57 111* 20 20 12 0 3 0 251 17 53 106 16 16 3 0 a 0 290 16 8 16 0 0 0 0 0 0 385 3 21 1*2 a a 0 0 0 0 367 6 21 h2 a a 0 0 2 0 3 55 8 163 TABLE 30— Continued N - 132 W S » Weighted Score Possible Score - 396 S k ill, Knowledge, or A b ility •3 C CO t o u < r \ X • o c ■ 3 * £> + > -H O j O -P k R C ■H ID n D n © 3 « 0 Q £3 . 8 W C \ , co 5 o c in O f l ) O CO > CO :* o £ © 3 © +3 * r t O C O > ( u % to 3 : X * o c c o p . o o 2 : to * o c T3 5 C © ■ H © 3 O £ - < V ( 4 o o CO ■ £ 5 j . Knowledge of and s k ill in working with non-school agencies in pro viding guidance services to c h ild re n ?3 279 k. A b ility to organize and maintain good pupil personnel r e c o r d s 100 300 1. Thorough knowledge of the elementary school's educational program and his part in i t 125 375 m . Thorough knowledge of the secondary school's educational program 62 166 n. Knowledge of occupations and employ ment p o s s ib ilitie s 20 60 o. A b ility to conduct group guidance sessions 67 201 p. A b ility to provide leadership to school's guidance program 109 327 q. A b ility to offer psychotherapy . . . . 8 2 1 * r . A b ility to conduct case conferences . 95 285 s. S k ill in te a c h in g 70 210 32 bl i 7 0 0 0 0 350 9 26 52 h h 2 0 0 0 356 7 n 11 0 0 0 0 0 0 389 2 5i 102 13 13 1 0 2 0 301 15 61 122 36 36 1L 0 1 0 218 18 50 100 10 10 I * 0 0 0 311 13.5 1? 33 3 3 0 0 0 0 368 5 hS 90 36 36 29 0 11 0 150 19 /% ^ 50 5 5 2 0 2 0 31*0 11 h i 9h 7 * 7 / 6 0 1 0 311 13.5 164 165 Group failed to obtain a total weighted score of half (198) the highest possible score. This item was the ability to offer psycho therapy whicli scored only 150 points. The next lowest item was knowledge of occupations and employment possibilities but even it achieved more than half of the points possible. The total weighted scores for this group of 132 respondents ranged 246 points from a low of 150 to a high of 396 (see Table 30). Composite opinions of All Groups The data for this croup of 152 respondents were obtained by adding the tabulations of the Jury to those of the All School District Group, The data were then sub jected to the sane two statistical analyses explained be- 18 fore. This croup included every respondent in the study. Again the four same items that the All School Dis trict Group had rated so highly were c’ osen by the All Group or "over-all group." Eighty—five per cent of the "over-all group" rated these qualities as essential for the elementary counselor to possess: (a) skill in dealing with people; (c) ability to administer ami interpret s t r ni! ard i zed tests; (c) skill in interviewing; and (l) thorough knowledge of the elementary school's educational program and his part in it (see Table 31). These items were clearly the most important qualities listed that the 18 Supra. Statistical analyses, pp. 63-69. TABLE '1.— The ratings of all groups on the relative importance of certain skills, knowledges, or abili ties to the elementary counselors N - 152 Skill, Knowledge, or Ability 3 •H P e n t o W p c 0 ) u « - 0 ) a. » - i -P ( 0 O - P c c •H V 10 - P 1 0 a ; 3 n Q JO W I p c 4 / a ® «M O o w > g -p c o o 0 } a. - p p •HO® ►4 2 3 o o > IS p c o ® a. c c •H c •H <§■ O 2 P G ® a h ® a. a. Skill in dealing with people ..... 152 100 b. Knowledge of many standardized tests • 103 68 c. Ability to administer and interpret standardized tests .......... 1 3 2 8? d. Ability to administer and interpret individual I.Q. tests (Binet, WISC, etc.) ................ 83 55 e. Ability to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) h2 26 f. Ability to make simple statistical analysis (central tendency, variabil ity, etc.) 61 u2 g. Skill in interviewing 1JJ 93 h. Knowledge of the conrounity 12h 82 i. Skill in appraising personal charac teristics in others 119 79 0 0 0 0 0 0 0 0 152 100 liO 26 8 5 1 J . 1 0 0 152 100 15 10 I 3 0 0 1 1 152 100 51 3U 11 7 5 3 2 1 152 100 67 uii 26 17 13 9 3 2 151 99 62 U 18 12 h 3 h 3 152 100 10 7 0 0 0 0 0 0 151 99 23 15 5 3 0 0 0 0 152 100 25 17 U 3 0 0 2 1 150 99 TAE1E 31— Continued N 152 Skill, Knowledge, or Ability 3 •H P E 0 1 0 5 1 5 w I p c 0 ) a P i 0 ) U- , © r - j . ® P P -H « O *5 Pi C C •H © ( 0 P 0 5 3 0 5 X) u p c © u p . © & © 15 Vi O © O CO > P c © o V © 0, V I —t p p V o :§3 P i 'al o > P c © a P i © CU C o t ■H S 0 z I p e © o P i « X, o P i P .8 b C E C z 3& o « E - * (5 Sf 3 c o a 05 £ 1l O P M U © Q a , P j. Knowledge of and skill in working with non-school agencies in pro viding guidance services to children 108 71 k. Ability to organize and maintain good pupil personnel records........... HU 75 1. Thorough knowledge of the elementary school's educational program and his part in i t 11*3 9l* m. Thorough knowledge of the secondary school's educational program........ 1} L6 n. Knowledge of occupations and employ ment possibilities 21 11* c. Ability to conduct group guidance sessions 78 51 p. Ability to provide leadership to school's guidance program ......... 126 83 q. Ability to offer psychotherapy .... 10 7 r. Ability to conduct case conferences . 112 7li s. Skill in teaching 79 52 Average percentages . . . . _____63.3 36 21 7 5 1 1 0 0 152 100 31 20 5 3 2 1 0 0 152 100 Q 6 0 0 0 0 0 0 152 100 55 33 lh 9 1 1 2 1 11*8 97 70 1 * 6 1*5 30 15 10 1 1 152 100 59 39 10 7 a 3 0 0 151 99 22 15 3 2 0 0 0 0 151 99 1 * 9 32 1 * 1 * 29 33 22 11 7 11*7 97 28 18 5 3 2 1 2 1 11*9 98 51* 36 10 7 6 l i 1 1 150 99 21.6 7.6 3.1 1.0 99.3 168 large majority of respondents in the study felt the ele mentary counselor should have. There was little doubt as to t he nudity the re spondents felt was least important for the elementary counselor to have. The ability to offer psychotherany was rated as essential by only 7 p< r cent of the respondents and as of little or no value by 22 per cent of them. Knowledge of occupations and employment possibilities was rated as next least important with 10 p--r cent of the re spondents calling it of little or no value. The ability to administer and interpret individual personality tests involving projective techniques was rated as of little or no value by 9 per cent of the 152 respondents. The average item received a response from about 99 per cent of the group. There was very little "no opinion" expressed (see Table 31) and the average item was marked as essont ial by about. 63 per cent of the group. This group, as well as all the smaller groups which comprised it, had a tendency to rate items highly. The lower part of the scale was not frenuontly used evrept for ability to offer psychotherapy. The highest possible total weighted score for All Groups was 456 (152 respondents times the weight of three) and item "a," skill in dealing with people, receiv ed this perfect scor ' and with it the rank of one. The five items ranked next highest all reached scores of 423 169 or more (see Table 32). They were (c) ability to adminis ter and interpret standardized test; (g) skill in inter viewing; (h) knowledge of the community; (1) thorough knowledge of the elementary school's educational program and his part in it; and (p) ability to provide leadership to the school's guidance program. These items considered so important to the success of the elementary counselor were the same ones selected by the "85 per cent essential method discussed above. Of the items listed, the three thnt ranked lowest in importance were (e) ability to administer and interpre individual personality tests involving protective tech niques; (n) knowledge of occupations and employment possi bilities; and (q) ability to offer psychotherapy. Only the last of these scored fewer than half (228) of the nun ber of points possible, however, which again indicated thnt either most of the items were considered very im portant or that the respondents were overly generous in their ratings (see Table 32). The scores ranged 284 points from a low of 172 for ability to offer psycho therapy to a perfect score of 456 for skill in dealing with people. Comparisons of the answers of various groups The same statistical analyses were used in treat ing these data on skills, knowledges, and abilities that TABLE 32.— The ratings of all groups on the relative importance of certain skills, knowledges or abili ties to the elementary counselor as determined by the weighted score method N - 152 W S - Weighted Score Possible Score ■ 156 3 •H -P C CO to ® ri £3 -P -H r t O -P C C •H © m p m ©3m a n w « O « o to > © -p ■HO® —i Z 3 ! h t.'S o o > c o • H C •H £ o z T3 © P x: C l L S k ill, Knowledge, or A b ility Number W S (no.X 3) Number W S (no.X 2) u 1 z (no.X 1) Number W S (no.X 0) Number W S (no.X 0) Total W e Score Hank a. S k ill in dealing with people ................ 152 156 0 0 0 0 0 0 0 0 156 1 b. Knowledge of m any standardized tests . 103 309 10 60 8 5 1 0 0 0 397 10.5 c. A b ility to ackninister and interpret standardized tests .................................... 132 396 15 30 1 1 0 0 1 0 130 1 d. A b ility to administer and interpret individual I.Q . tests (Binet, WISC, e t c . ) ................................ ............................ : '3 219 5 '1 102 11 11 r ' ? 0 2 0 362 12.5 e. A b ility to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, e t c . ) ..................................................... 12 126 6? 131 26 26 13 0 3 0 286 17 f. A b ility to m ake simple s ta tis tic a l analysis (central tendency, v a ria b il ity , e t c . ) ..................................................... 61 192 62 121 I S 13 i U 0 1 0 331 16 g « S k ill in interviewing ............................. m 123 10 20 0 0 0 0 0 0 113 3 h. Knowledge of the community ..................... 121 372 23 16 5 6 0 0 0 0 123 6 i . S k ill in appraising personal charac te ris tic s in others ................................ 119 357 23 50 1 , < ■ * 1 0 0 2 0 111 7 TA3LE 32— Continued N * 152 WS * Weighted Score Possible Score = IS6 Skill, Knowledge, or Ability i Number Essential WS (no.X 3) Number Desirable but not Essential (no.X 2) Number Of Some . Value (no.X 1) Number Of Little or No WS Value (no.X 0) Number No Opinion WS (no.X 0) Total Weighted J Score . 1 j- Knowledge of and skill ir working with non-school agencies in pro viding guidance services to children .......................... 108 }2 h 36 72 7 7 1 0 0 0 1403 9 k. Ability to organize and maintain good pupil personnel records ........... 111 312 31 62 0 2 2 0 0 0 109 6 1. Thorough knowledge of the elementary school's educational program and his part in it ..................... 1/43 129 9 16 r U 0 0 0 0 0 W.7 2 it. Thorough knowledge of the secondary school's educational program ........ 73 219 56 116 11 lu 1 0 2 0 319 15 r.. Knowledge of occupations and employ ment possibilities ................. 21 63 70 1).C IS IS 15 c 1 0 216 18 0. Ability to conduct grour guidance sessions ........................... ?3Ji 69 118 10 10 I 0 0 0 362 12.5 F- Ability to provide leadership to school's guidance program ......... 126 378 22 11 3 3 0 0 0 0 125 5 Ability to offer psychotherapy . . . . 10 30 19 58 h i a 33 0 11 0 172 19 r. Ability to conduct case conferences . 112 336 28 56 2 5 2 0 2 0 397 10.5 s. Skill in teaching ................. 7? 23? 5L 1C6 10 10 6 0 1 0 355 11 171 172 19 were used with the data on college courses. Items of greatest agreement.— Among the Items ranked from one through six by All Groips in Importance, five showed th.it the various groups were in close agree ment on them. Close agreement for the purposes of this analysis was defined as having a ranfre of ranking points no greater than two between the highest and the lowest ranking of an item by the groups involved. The five items which the various groups all agreed were important for the elementary counselor to possess were as follows: (a) skill in dealing with people; (g) skill in interviewing; (h) knowledge of the community; (l) thorough knowledge of the elementary school's educational program and his part in it, and (p) ability to provide leadership to the school's guidance program (see Table 33). All Groups were in close agreement that three of the items listed were unimportant for the elementary coun selor to have. These three items were (e) ability to ad minister and interpret individual personality tests in volving projective techniques; (n) knowledge of occupa tions and employment possibilities; and (q) ability to offer psychotherapy. These three items were ranked seven teen, eighteen, and nineteen, respectively, by All Groups, the last three rankings on the list. 19 Supra. Statistical analyses, pp. 111-117. TABLE 33.— The ranking of all groups on the relative importance of certain skills, knowledges, or abili ties to the elementary counselor Rankings S k ill, Knowledge, or A b ility m u CJ JC o a. S k ill in dealing with people ................ 1 i i 1 1 1 1 0 b. K now 1sdge of m any standardized tests . 11 7.5 ^ •L . ’ 9 10 11.5 10.5 U c. A b ility to administer and interpret standardized tests .................................... y 3 > : 3 h 6 d. A b ility to administer and interpret individual I.Q . tests (Binet, V1ISC, e tc .) ............................................................. 12 1? 13 16 12 13 12.5 h e. A b ility to administer and interpret individual personality tests involving projective techniques (Rorschach, TAT, e tc .) ............................................................. 1" 1*' 17 18 17 17 1? 2 f . A b ility to m ake simple s ta tis tic a l analysis (central tendency, v a ria b il ity , e tc.) ..................................................... 16 13 16 1). 16 15.5 16 3 r. S k ill in interviewing ............................ 3 , i 2 3 3 3 2 h. Knowledge of the community .................... r i r ? »t 3 6 7 6 2 i . S k ill in appraising personal charac te ris tics in others ................................ - r • r 11 a 3 7 5.5 j . Knowledge of and s k ill in working with non-school agencies in providing gui dance services to children .................... 10 i i y r\ y 9.5 9 3 VJ i •H o c ■ H 13 u o rH 4) 05 C o t o •p I I T3 U C &S n c tO *H O O -P x: o O r ) K tO Vi EX -P 3 H 0 3 O i —I r i < a o & t o Cu 3 o o * <h t n o t p o tc c © -rt b p t i k. A b ility to organize and maintain good pupil personnel records .................... . 1.5 in >.5 n i n 9.5 3 > o 1. Thorough knowledge of the elementary school's educational program and his Dart in i t ............................................ 2 2 3 c . 2 3 2 1 m . Thorough knowledge of the secondary school's educational program ................ Hi 1 1 J . 1 15 12 15 U. 15 5 n. Knowledge of occupations and employ ment possibilities .................................... 16 Id J - - - - 17 11 18 18 1 o. A b ility to conduct group guidance sessions ........................................................ 1? 15 lii 10 13.5 11.5 12.3 p s P* A b ility to provide leadership to school's guidance program .................... i T 7 - 5.5 r ; 2 q* A b ility to offer psychotherapy . . . . 11 1~ IT 1? 1° 19 19 0 r . A b ility to conduct case conferences u O 9 12 11 11 b.b 10.5 6.5 s. S kill in teaching .................................... 13 1 1; 11 15 13.5 15.5 lh h o Average range * 3.h “This range is a measure of the amount of agreement am ong the various groups over the relative importance of a course. I t was found by subtracting the lowest ranking of a course from its highest ranking. 174 175 When the data were analyzed acoordln,® to the deviations in the various groups' rankings from those of the Jury some of the results were similar. There were four items which were ranked highly (ranks one through six) by the "over-all group" upon which the other groups agreed closely. An item was considered to have close agreement in this analysis when the sum of the rank devia tions of the other ,rroups from those of the Jury was not greater than four. The deviations of the All School Dis trict Group and those of the All Groups were not counted in this sum since these two rroups were composite groups. The four items were (a) skill in dealing with people; (g) skill in interviewing; (l) thorough knowledge of the ele mentary school's educational program and his part in it; and (p) ability to provide leadership to the school's guidance program (see Table 34). There was close agree ment of all the groups with the jury thnt the following three items were unimportant for the elementary counselor to have: (e) ability to administer and interpret indi vidual personality tests involving projective techniques; (n) knowledge of occupations and employment possibilities; and (q) ability to offer psychotherany. These three items were ranked lowest in importance by the 152 member All Groups. Items of greatest disagreement.— In the first type of analysis an item was considered to have high TABLE 3^*— The deviations of all school district groups from the rankings by the jury of the relative im portance of certain skills, knowledges, or abilities to the elementary counselor Deviations from Jury Rankings cn i I & ------------------------------------------ -a -H n CQ C3 H to S Skill, \novledge, or Ability n g u t * & s ^ a n a> jc o o r t j 0) -H O 1 T3 O *H t o h V< * ,c o t o t-,c to ^ p. o o n O C C 0)0 -t-»S _ C CC -H P d* rHtOOrH ^ 3 O U O 2 G H p ^ H 3-h -a f - i ^ o t/3-H <; o o < cn +> a. Skill in dealing with people ........ 1 0 0 0 0 0 0 0 b. c. Knowledge of many standardized tests . Ability to administer and interpret 11.5 .5 a C- 2.5 1.5 l 9 d. standardized tests ................. Ability to administer and interpret individual I.Q. tests (Binet, WISC, 3 6 1 2 1 l 9 e. Ability to administer and interpret individual personality tests involving projective techniques (uorschach, TAT, etc.)......................... Ability to make simple statistical analysis (central tendency, variabil 13 1 1 0 3 1 .5 5 f. 0 1 G 1 0 0 2 ity, etc.)......................... 15.5 O £ o 1.5 .5 .5 5 g* Skill in interviewing ............. 3 0 i 1 0 0 0 2 h. i. Knowledge of the comnunity ......... Skill in appraising personal charac 7 0 1 1.5 2 l l h.5 j. teristics in others ............... Knowledge of and skill in working with non-school agencies in providing gui ' 1 .5 2 .5 3 0 1 7 dance services to children ......... 9.5 .7 ■ a- • y 1.5 1.5 .5 .5 5 TABLE 3d— Continued Deviations from Jury Rankings Skill, Knowledge, or Ability c • " 3 1 0 u V . c o « < L ' Principals Counselors Super intendents All School District Groups All Groups t a O g E o P * H CO -P k. Ability to organize and maintain good pupil personnel records ........... 9.5 f' ? .5 o 2.5 2.5 1.5 8 1. Thorough knowledge of the elementary school's educational program and his part in it ..................... 3 1 1 0 1 1 1 3 m. Thorough knowledge of the secondary school's educational program ........ Id 0 3 1 2 1 1 6 n. Knowledge of occupations and employ ment possibilities ................. 18 0 0 0 1 0 0 1 o. Ability to conduct group guidance sessions......................... 11.5 3.5 3.5 2.5 1.5 2 i 11 p. Ability to provide leadership to school's guidance program .......... 5.3 1.5 .5 1.5 .5 .5 .5 d q. Ability to offer psychotherapy .... 19 0 0 0 0 0 0 0 r. Ability to conduct case conferences 5.5 l 3.5 6.5 7.5 5.5 5 18.5 s. Skill in teaching ................. 15.5 2.5 1.5 li.5 .5 2 1.5 9 Average deviations ........ 1.3 l.d 1.1* 1.8 1.1 0.9 5.3 *This figure is the sum of the deviations of the rankings of teachers, principals, counselors, and superintendents from the ranking of the jury. The deviations of the All School District Group and the All Group are not included since these are composite groups made up from the four or five smaller groups. 17T 178 disagreement over it If the range of rankings covered five or more ranking points. There was only one item which was important enough to elementary counselors to be ranked in the first six by the "over-all group" upon which there was high disagreement. This was the ability to administer and interpret standardized tests which the jurors ranked third and the teachers ranked ninth (see Table 33). Responding groups disagreed as to the relative im portance of four Items in the mid-rankings (ranks seven through thirteen by All Groups). The four items showing high disagreement were (i) skill in appraising personal characteristics in others; (k) ability to organize and maintain good pupil personnel records; (o) ability to con duct group guidance sessions; and (r) ability to conduct case conferences. This last item showed the greatest amount of disagreement (see Table 33). Teachers felt that it was very important but superintendents did not. Groups showed considerable disagreement over the importance of a thorough knowledge of the secondary school's educational program, also. The superintendents thought it of average importance but the elementary prin cipals thought it relatively unimportant (see Table 33). Vfhen the data were analyzed according to the deviation method (see Table 34) some similar results were obtained. There was one item which was ranked in the first six items in importance by All Gro"ps over which 179 some other groups disagreed highly with the Jury ranking. Disagreement in this analysis was defined as having a b u b of deviations of eight or more. The important quality over which disagreement was present was the ability to ad minister and interpret standardized tests. Disagreement was present on four items in the mid- rankings also. These items of average importance over which some "roups showed considerable disagreement with the Jury ranking were as follows: (b) knowledge of many standardized tests; (k) ability to organize and maintain good pupil personnel records; (o) ability to conduct group guidance sessions; and (r) ability to conduct case confer ences. Again in this analysis this last item showed the greatest amount, of disagreement among the groups (see Table 34). The analysis by deviations showed only one item rated as being low in importance (ranks fourteen through nineteen as ranked by All Groups) and showing considerable disagreement of the various groups* rankings with those of the jury. This Hem was skill in teaching which counsel ors ranked eleventh and the jurv tied for fifteenth place. Groups having the highest degree of agreement or disagreement with the jury.— In calculating the average deviations by groups from the jury ranking. All Groups was found to have the smallest average deviation. This meant that this group of 152 respondents was in closer agreement 180 with the Jury than any other group on the ranking of the nineteen skills, abilities, and knowledges listed for ele mentary counselors (see Table 34^. This group had an average deviation of only 0.9 of a ranking point. The 20 Spearman rho method of rank correlation verified this close agreement between the rankings of the jury and those of All Groups by yielding a correlation of .97 between the two with a standard error of only .02. For the data in the nineteen items of this section of the questionnaire when a Spearman rho rank correlation of greater than .60 occurred there was less chance than one in lOO that the correlation could have happened if there were really no correlation between the two rankings at all. The group which had the next closest agreement with the jury ranking of the importance of these items was the All School District Group. This was the composite croup of 132 members made up of superintendents, prin cipals, counselors, and teachers. The average deviation from the jury ranks for this group was only 1.1 ranking points. In verifying this close agreement it was found that this croup had the next highest Spearman rho correla tion also. The Spearman rho rank correlation between the Jury and the All School District Group was .95 with a standard deviation of .02. 20 Supra, p. 122. 181 The averaee deviation method and the Spearman rho method were not in complete agreement on the correlations between the jury and the other smaller groups. The Spear man rho method was more accurate in its findings so its results were accepted in preference to the findings of the 21 average deviation method. The average deviations by groups arc shown in Table 34 but. comments made are in terms of the Spearman rho method of rank correlation. Differences found between the two methods were slight and their significance was doubtful. The small group with the highest Spearman rho co efficient of correlation was the principals. The co efficient of correlation between the jury's and the prin cipals' rankinrs was .94 with a standard error of .03. The Spearman rho coefficient of correlation between the Jury's and 1 ho teachers' rankings of the items was found to be .93 with a standard error of .04. The counselors themselves shoved the next lowest correlation of all the groups in their rankings with those of the Jury although it was still high. Their coefficient of correlation was .92 with a standard error of .04. The superintendents* rankings had the lowest correlation with Jury rankings (.90 with a standard error of .05). Although some groups were slightly closer in 2*Guilford, loc. cit 182 agreement to the Jury ranking of the nineteen items all correlations were high enough to indicate thnt all of the groups were in substantial agreement with the Jury on the relative importance of the skills, knowledges, and abili ties listed. 'That is more, the Majority of the items listed were Judged as important for the elementary coun selor to possess. Comparisons of the most important items chosen by each group.-—In ranking the six most important skills, knowledges, and abilities for an elementary counselor to have it was found that the various groups used the same six items for the most part (see Table 35). The items were not ranked in the same order by all groups but, with a few exceptions, each group selected the same six items. These items were (a) skill in dealing with people; (c) ability to administer and interpret standardized tests; (g) skill in interviewing; (1) thorough knowledge of the elementary school's educational program and his part in it; and (p) ability to provide leadership to the school's guidance program. Skill in dealing with people was the unanimous first choice of all of the "roups in the study as the most important quality, of those listed, for an elementary counselor to possess. Several items were among the top six of some of the groups which deserve special notice. The teachers felt that it was very Important for the elementary TA3I£ 35.— The six most important skills, knowledges, and abilities for elementary counselors to possess as ranked by groups Rank Teachers Principals Counselors Super intendents m School District Groups Juiy All Groups 1 Skill in dealing with people Skill in dealing with people Skill in dealing with people Skill in dealing with people Skill in dealing with people Skill in dealing with people Skill in dealing with people 2 Thorough knowledge of the elemen tary school's educational program and his part in it Thorough knowledge of the elemen tary school's educational program and his part in it "Skill in interviewing Thorough knowledge of the elemen tary school's educational program and his part in it Thorough knowledge of the elemen tary school's educational program and his part in it Ability to interpret and admin ister stand ardized tests (three way tie) Thorough knowledge of the elemen tary school': educational program and his part in it 3 Skill in interviewing Ability to Thorough administer knowledge of and interpret the elementary standardized school's edu- tests cational pro gram and his part in it Skill in interviewing Skill in interviewing Skill in interviewing (three way tie) Skill in interviewing h Ability to organise and main tain good pupil per sonnel rec ords (tie with below) Skill in inter viewing Ability to administer and interpret standardized tests Ability to administer and interpret standardized tests (three way tie) Ability to administer and interpret standardized tests Thorough Ability to knowledge of administer the elemen- and inter- tary school's pret stand- educational ardized program and tests his part in it TABLE 35— Continued ... ' '"“WTTScKooT 1 Super District All ® Teachers Principals Counselors intendents Groups Jury Groups Ability to Ability to Knowledge Knowledge Ability to Ability to Ability to conduct provide of the of the provide provide provide 5 case leadership community community leadership leadership to school's leadership conferences to school's (tie with (three way to school's to school's (tie with guidance bel cw) tie) guidance guidance guidance above program program program (tie with below) program Knowledge Knowledge Skill in Ability Knowledge Ability to of the of the appraising to provide of the conduct community; community personal leadership community case Skill in character to school's conferences appraising istics in guidance (tie with personal others (tie program above) character with above) (three way istics of tie) others; Ability to provide leadership to school's guidance program (three way tie) Knowledge of the community 185 counselor to have the ability to organize and maintain good pupil personnel records. No other group mentioned this ability among their six ton choices. Both teachers and Jurors felt that the ability to conduct case confer ences should be among the top six abilities an elementary counselor should have but no other groups concurred. Both teachers and counselors felt that shill in appraising personal characteristics in others should be one of the six most important qualities for an elementary counselor to have. No other groups listed this ability among their first six item: , however, and for the teachers themselves it was listed as a three-way tie for sixth place. In conclusion, it was found that there was a re markable amount of agreement among the various groups as to which sVills. abilities, and knowledges were most im portant for the elementary counselor to have. There was also a high decree of agreement as to which items were un important for elementary counselors to possess. Only a few minor exceptions were found to this general rule among the entire nineteen items listed. Selection Procedures and Requirements for the Elementary School Guidance Counselor 22 This part of the questionnaire dealt with prac tices and requirements in effect in various school 22 See Appendix, p. 484, p. 4 of the Questionnaire. 186 districts related to tlie selection of persons to become elementary school guidance counselors. Answers from thirty—four school districts throughout the United States which employed elementarv counselors were analyzed. Al though principals, counselors, and teachers also filled out this part of the questionnaire only the answers of the superintendents were reported here. The reason for this was that the superintendents were in possession of more facts in this area, which is largely administrative in nature, than any other group. It was found also that when persons in the other school district croups were in pos session of the facts that their answers merely tended to duplicate tlio>e of their superintendent. This was cer tainly to be expected since the answers involved facts rather than opinions. The thirty-four superintendents re sponded well to all eleven questions in this part of the ques t i onnaire, Application procedures Five of the eleven questions dealt with applica tion procedures for the prospective elementary counselor. The first question Inquired as to whether or not the school districts had an application form for the position of elementary counselor. All thirty-four superintendents replied to this question with 38 per cent sayin^ their district did and 59 per cent saying their district did not 187 have such an application form. One superintendent replied that he did not know whether his school district had such a form or not. Question number two went as follows: Assuming that a person has met all the requirements set up for the position of elementary counselor, can anyone apply or must one he recommended by someone? Ninety-seven per cent of the superintendents responded to this question and 79 per cent reported that in their district that anyone could apply. In 18 per cent of the districts the superintend ents reported that a person must be recommended for the pos11 ion. The third question asked inquired as to whether or not an applicant for the position of elementary counselor was required to make available to employing officers a transcript or other official proof of college courses taken. All but one of the thirty-four districts respond ing to this question replied that such proof was required by employin" officers of their districts. Question number nine also dealt with application procedures. It was stated as follows: Does your school district require applicants for the position of elementary counselor to take any kind of written examination before they can be eligible for the position? If "yes," please specify. All thirty-four superintendents responded to the question but only 12 p<r cent (four) of the school 188 districts required their applicants to take such an exam ination. Of the four districts which required an examina tion only three districts reported the test used and all three used a different test* The first test reported was the National Teachers' Examination; the second test was called the Professional Advancement Examination; and the third test was merely reported as an objective and essay test on training and policies. Presumably the latter two tests were district constructed tests. Question number ten was the last ouestlon dealing with application procedures. It asked whether or not an appli cant for the position of elementary counselor was re quired to have an oral interview before he could be elig ible for appointment to this position. All thirtv-four (100 per cent) of the school districts replied that such an oral interview was a requirement in their district. Credential and degree requirements Pour questions (numbers four, five, six, and eleven) dealt with credential or degree requirements for the position of elementary school counselor. Question number four inquired as follows: Is a special credential or certificate (other than the one required for teaching in the elementary school) required in your state to func tion as an elementary school counselor? All thirtv-four districts responded and 62 per cent of them said "yes** 189 while 36 per cent said "no." Analyzed by states there were eleven states in which a snecial credential was re quired and five states in which it was not required out of the sixteen states represented in the study. Question number five asked the name of the special credential mentioned in question number four. There were nine different names reported for this credential. They were as follows: (l) Pupil Personnel Credential with Ele mentary School Endorsement; (2) General Pupil Personnel Credential; (3) Temporary Emergency Permit; (4) Elementary Guidance Counselor Credential; (5) Certificate in Counsel ing; (6) Guidance Credential; (7) Public School Guidance Counseling Credential; (8) Teaching and Special Counseling Certificate; and (9) Teaching Certificate Endorsed for Counseling. Some of these credentials listed were op tional and not required in their states, however, for the elementary school counselor. Question number six asked who these special cre dentials (either optional or required) were designed to cover. Twenty—six superintendents responded to this ques tion (76 per cent). Four districts (12 per cent) replied that the credential was designed in their states to cover pers ns in most kinds of pupil personnel work. Fifteen districts (44 per cent) replied that it was designed for both elementary and secondary school counselors. Only seven (21 per cent) of the superintendents said that the 190 credential was designed for elementary school guidance counselors only. The seven respondents in this latter category came from four different states: Connecticut, Wyoming, Ohio, and Maryland. Tt appeared from these data that these four states were the only ones which had a cre dential designed exclusively for elementary counselors. Question number eleven dealt with degree require ments that applicants for the position of elementary coun selor were required to meet in the thirty-four districts in this study. One hundred per cent of the districts re plied to tliis question. Forty-four per cent of the dis tricts required a Bachelor's degree and 53 per rent re quired the Master's degree. No district required the applicant to hold a Doctor's degree and there was one dis trict in which the applicant was not even required to hold the Bachelor's degree. Experience requirements Questions number seven and eight dealt with ex perience required of the person aspiring to the position of elementary counselor. Question number seven asked if successful classroom teaching experience was necessary be fore a person could become an elementary counselor. All thirty-four distriots replied to this question but one respondent replied that he did not know. Eighty-five per cent of the districts responded that successful classroom 191 teaching experience was required in their districts before a person could beeome an elementary counselor. Twelve per cent of the districts said that such experience was not required. When ashed how many years of such experience was required only seven districts replied. Two districts required two years, four districts required three years, and one district required five years of successful class room teaching experience. Question number eight asked if any experience other than classroom teaching was required of persons to be selected for elementary counseling positions. Of the 97 per cent of the respondents who replied to this ques tion, 32 per cent said "yes," 62 p< r cent said "no," and one person marked "Don't know." When those that answered "yes" were asked whnt kind of experience was required the nine responses obtained were varied and vague. The most common answer was merely "work or paid experience outs-i-de the field of education." One was more specific, requiring social casework. Another Just said "work in industry, social work, or personnel work." The Summary College courses for the elementary counselor Opinions of the Jury.— The Jury rated the follow ing college courses as the ten most important, of the ones listed, in the training of the elementary counselor: 192 (1) Guidance in the Elementary School, (2) Growth and Development of the Child, (3) Techniques of Counseling, (4) Tests and Measurements, (5) Supervised Counseling, (6) Principles and Techniques of Guidance, (7) Child Psy chology, (8) Technique of Case Studies, (d) Mental Hy giene, and (10) Group Guidance Techniques. There was a five-way tie among the first five courses for first place and a two-way tie between the courses listed as ninth and tenth. Jurors rated the following six courses as least important of the ones listed: (1) Clinical Psychology, (2) Therapeutic Techniques, (3) Educational Sociology, (4) Vocational Guidance, (f>) Anthropology, and (6) Attend ance Counselimr. The first two were tied for thirty-first place out of the thirty-six courses listed. Very few Jurors failed to respond to any course listed and the amount of "no opinion" expressed was negligible. Opinions of the superintendents.— The superintend- ents rated the following ten college courses as most im portant in the training of the elementary counselor: (l) Growth and Development of the Child, (2) Principles and Techniques of Guidance, (3) Techniques of Counseling, (4) Guidance in the Elementary School, (5) Mental Hygiene, (6) Educational Psychology, (7) Tests and Measurements, (8) Child Psychology, (9) Techniques of Interviewing, and (10) Supervised Counseling. There was a three-way tie between courses five, six, and seven listed above. 193 Superintendents rated the following six courses as the least important of the ones listed: (l) Research Tech niques, (2) Educational Sociology, (3) Clinical Psychol- ogy, (4) Therapeutic Techniques, (5) Attendance Counsel ing, and (6) Anthropology. There was a tie for thirty- first place between courses one and two listed above. Very few superintendents failed to respond to any of the courses and the amount of "no opinion" was negligible. The superintendents were the most conservative of all the groups in their ratings. Opinions of the elementary principals.— The prin cipals rated the following college courses as the ten most important in the training of the elementary counselor: (l) Principles and Techniques of Guidance, (2) Guidance in the Elementary School, (3) Growth and Development of the Child, (4) Educational Psychology, (5) Tests and Measure ments, (6) Child Psychology, (7) Techniuqes of Counseling, (8) Mental Hygiene, (9) Individual Intelligence Testing, and (lO) Techniques of Interviewing. There was a tie be tween c -urses five and six above and also between courses eight and nine. The principals rated the following six courses as least important: (l) Research Techniques, (2) Therapeutic Techniques, (3) Attendance Counseling, (4) Social Casework, (5) Vocational Guidance, and (6) Anthro pology. The principals did not have quite as high a per centage of response (94.2 per cent) as the other groups. 194 Opinions of elementary counselors.— The counselors rated the following college courses as the ten most im portant in training persons for the positions they held: (l) Principles and Techniques of Guidance, (2) Growth and Development of the Child, (3) Techniques of Counseling, (4) Tests and Measurements, (5) Guidance in the Elementary School, (6) Child Psvchology, (7) Techniques of Interview ing, (8) Mental Hygiene, (9 ) Educational Psychology, and (10) Psychology of the Exceptional Child. In the counsel ors' opinion the six least important courses were (l) Vo cational Guidance, (2) Personal and Professional Problems of Teachers, (.3) Ttonedial Instruction Techniques, (4) Edu cational Sociology, (r.) Attendance Counseling, and (0) Anthropology. Very few of the counselors failed to respond to any course and the amount of "no opinion" was neglig ible. They were the most generous of all the gro ps in ratin, r the importance of t lie courses. Opinions of elementary teachers.— The teachers rated the following college courses as the ten most im portant in the training of elementary counselors: (1) Growth and Development of the Child, (2) Techniques of Counseling, (3) Principles and Techniques of Guidance, (4) Guidance in the Elementary School, (5) Tests and Measurements, (G) Mental Hygiene, (7 ) Diagnostic Proced ures, (R) Child Psychology, (9) Educational Psvchology, and (10) Techniques of Interviewing. There was a tie 195 between Items six and seven listed above. The teachers rated the following six courses as least important: (l) Social Casework, (2) Sociometry, (3) Research Techninues, (4) Educational Sociology, (5) Clinical Psychology, and (6) Anthropology. Their response to all the courses list ed was excellent, also but they had by far the greatest amount of "no opinion" of all the groups surveyed. Composite opinions of the All School District Grou p.— This group of 132 persons, c mposed of all the superintendents, principals, counselors, and teachers, rated the following courses as the ten most, important in the training of the elementary counselor: (l) Principles and Techniques of Guidance, (2) Growth and Development of the Child, (3) Guidance in the Elementary School, (4) Techniques of Counseling, (.") Tests and Measurements, (o) Mental hygiene, (7) Educetional Psychology, (8) Child Psychology, (9) Techniques of Interviewing, arid (10) Psy chology of the Exceptional Child. There was a two—uay tie between courses three and four listed above and a three-way tie between courses six, seven, anti eieht. This composite group rated the following six courses as least important: (l) Clinical Psychology, (2) Research Techniques, (3) Vocational Guidance, (4) Educational Sociology, (r) Attendance Counseling, and ( f>) Anthropol ogy. Response to all courses listed was excellent. Composite opinion of All Groups.— This "over-all 196 group" which included the jury as well as all the school district employees of the a’>ove group included everyone in the study and numbered 152 respondents. They rated the following ten courses as the most important in the train ing of the elementary counselor: (1) Prlnci les and Tech niques of Guidance, (2) Grovth and Development of the Child, (3) Guidance in the Elementury School, (4) Tech niques of Counseling, (5) Tests and Measurements, (6) Child Psychology, (7) Mental hygiene, (P) Educational Psychology, (9) Techniques of Interviewing, and (10) Psy chology of the exceptional Child. There was a tie between courses three and four listed above and also between courses seven and eight in their rankings of importance. This group listed the following six courses as least im portant in the training of the elementary counselor: (1) Research Techniques, (2) Clinical Psychology, (3) Educa tional Sociology, (4 ) Vocational Guidance, (5) Attendance Counseling, and (t>) Anthropology. Nearly 98 per cent of the respondents in this "over-all group" responded to the average >■ >urse listed. Comparisons of the answers of various groups.— All of the groups in the study were agreed that the fol lowing six courses were very important in the training of the elementary counselor: Guidance in the Elementary School, Growth and Development of the Child, Mental Hy giene, Tests and Measurements, Child Psychology, and 197 Psychology of the Exceptional Chili!. There was close agreement among all the groups that a course In Community Resources and Agencies would be of some value to the pro spective counselor. There was close agreement that the following courses were unimportant in the training of the elementary counselor: Vocational Guidance, Educational Sociology, and Anthropology. There were no courses among those ranked as very Important in the training of the elementary counselor over which there was great disagreement among the rating groups. There were four courses among those ranked of some im portance upon which the rating groups disagreed a great deal: Follow-Up Procedures, Supervised Counseling, In dividual Personality Testing, and Diagnostic Procedures. The groups disagreed a great deal over the following five courses which were ranked as unimportant: Clinical Psy chology, Social Casework, Sociomotry, Remedial Instruction Techniques, and Therapeutic Techniques. The various groups agreed most highly on the rela tive importance of Anthropology. They disagreed most on the relative importance of Supervised Counseling. Of all the groups in the study, the rankings of the superintendents were most nearly like those of the jury when the relative importance of the college courses listed for the training of elementary counselors was asked lor. Close behind the correlation between the jury's and 198 superintenrient's rankings was the correlation between the Jury’s and those of the "over-all group." Next closest was the All School District Grop, then the counselors, then the teachers. The rankings of the elementary prin cipals showed the least agreement with those of the Jury but all correlations were sufficiently high to be confi dent that there was eeneral agreement of all the trroups with the jury on the relative importance of the courses for the trainin' of the elementary counselor, When the ten courses ranked by each group as most important were compared it was noted that although the rank order was often not the same the following courses were picked by all of the eroups in the study as among the first ten: (1) Principles and Techniques of Guidance, (2) Growth and Development of the Child, (3) Guidance in the Elementary School, (4) Techniques of Counseling, (5) Tests and Measurements, (fi) Child Psyc ology, and (7) Mental Hygiene. The jury ranked Supervised Counseling as one of the five most Important courses lifted but the All School District Group ranked it only seventeenth. The Jury also ranked Technique of Case Study and Group Guid ance Techniques among their first ten but they were not among the first ten of any other croup. The counselors listed Psychology of the Exceptional Child among the first ten but none of the othf*r small groups did. The teachers were the only group ranking Diagnostic Procedures 199 among the first ten courses and the principals were the only group ranking Individual Intelligence Testing In the first ten. Again, more agreement than disagreement among the groups was evident regarding the relative importance of the college courses listed in the training of the ele mentary counselor. Skills, knowledges, or abilities for the elementary coun selor Opinions of the jury.— The Jury rated the follow ing skills, knowledges, and abilities as the six most im portant, of tho^e listed, for the elementary counselor to possess: (l) skill in dealing with people, (2) ability to administer and interpret standardized tests, (3) skill in interviewing, (4) thorough knowledge of the elementary school's educational program and his part in it, and (5 and 6, a tie) ability to provide leadership to the school's niidance program and ability t<i conduct case con ferences. They rated the following abilities as the three least important of those listed: (l) ability to administer and interpret individual personality tests in volving projective techniques, (2) knowledge of occupa tions and employment possibilities, and (3) ability to offer psychotherapy• Response was excellent and "no opinion" was nut checked on any item. Opinions of the superintendents.— Of the skills, 200 knowledges, and abilities listed, the superintendents rated the following six as most Important for the element ary counselor to have: (l) skill in dealing with people, (2) thorough knowledge of the elementary school's educa tional program and his part in it, (3) skill in interview ing, (4) knowledge of the community, (f>) ability to pro vide leadership to the school's guidance program, and (6) ability to administer and internret standardized tests. There was a tie between items four, five, and six listed above. The three items rated least important were (l) knowledge of occupations and employment possibilities, (2) ability to administer and interpret individual person ality tests involving projective techniques, and (3) ability to offer psychotherapy. Opinions of the principals.— The principals rated the following five qualities as the most Important of those listed: (l) skill in dealing with people, (2 ) thor ough knowledge of the elementary school's educational pro gram and his part in it, (3^ ability to administer and interpret standardized tests, (4 ) skill in interviewing, and (5) ability to provide leadership to the school's guidance program* The three they rated least important were (1) thorough knowledge of the secondary school's educational program, (2 ) knowledge of occupations and employment possibilities, and (3) ability to offer psycho therapy. 201 Opinions of the counselors,— The counselors rated the six following skills, knowledges, or abilities as the most important of the ones listed for them to possess: (l) skill In dealing with people, (2) skill in interview ing, (3) thorough knowledge of the elementary school's educational program and his pert in It, (4) ability to administer and interpret standardized tests, and (5 and 6, a tie) knowledge of the community and skill in appraising personal characteristics in others. The three rated least important were (l) ability to administer and Inter pret individual personality tests involving projective techniques, (2) knowledge of occupations and employment possibilities, and (3 ) ability to offer psychotherapy. The counselors bed the highest total rate of response (09,7 per cent) of all the groups for this section of the questionnaire. Thev also tended to be the most conserva tive of all the groups in rating the relative Importance of the qualities listed. Opinions of the teachers.— The teachers rated the five following qualities as the most important of those listed for the elementary counselor to have: (l) skill in dealing with people, (2) thorough knowledge of the ele mentary school's educational program and his part in it, (3 ) skill in interviewing, (4) ability to organize and maintain good pupil personnel records, (5) ability to con duct case conferences. The throe rated least important 202 were (1) ability to administer and interpret individual personality tests involving projective techniques, (2) knowledge of occupations and employment possibilities, and (3) ability to offer psychotherapy. The teachers were the most generous of all the groups in the ratings they gave in this section of the questionnaire. Composite opinions of the All School District Group.— This group made up of the superintendents, princi pals, counselors, and teachers rated the following five items as the most important: (l) skill in dealing with people, (2) thorough knowledge of the elementary school's educational program and his part in it, (3^ skill in interviewing, (4) ability to administer and interpret standardized tests, and (fS) ability to provide leadership to the school's guidance prorram. As least important they rated the three following qualities: (1) ability to administer and interpret individual personality tests in volving projective techniques, (2) knowledge of occupa tions and employment possibilities, and (3) ability to offer psychotherapy. Composite opinion of All Groups.— This group con tained all the persons in the smaller groups previously mentioned. It was the Jury plus the All School District Group. They rated the five following skills, knowledges, or abilities as the most important of the ones listed for an elementary counselor to have: (1) skill in dealing 203 with people, (2) thorough knowledge of the elementary school*8 educational program and his part in it, (3) skill in interviewing, (4) ability to administer and interpret standardized tests, and (5) ability to provide leadership to the school's guidance program. The three qualities they rated as least important were the same three that most other "roups listed: (l) ability to administer and interpret individual personality tests involving projec tive techniques, (2) knowledge of occupations and employ ment possibilities, and (3) ability to offer psychother apy. The total rate of response for this section of the questionnaire was 99.3 per cent. The 152 |»orsons in this study again tended toward rating the majority of the items listed rather highly. Comparisons of the answers of various groups.— All of the groups were in close agreement that the follow ing qualities were important for the elementary counselor to possess: skill in dealing with people, shill in inter viewing, thorough knowledge of the school's educational program and his part in it, and ability to provide leader ship to the school's guidance program. There was close agreement among all the groups that the following abili ties were not important: ability to administer and inter pret individual personality tests involving projective techniques, knowledge of occupations and employment possibilities, and ability to offer psychotherapy. 204 There was only one Item which was considered im portant upon which there was wide disagreement. This waB the ability to administer and interpret standardized tests. There was wide disagreement over the importance of three abilities which were rated of some importance. These were the ability to organize and maintain good pupil personnel records, the ability to conduct "roup guidance sessions, and ability to conduct case conferences. Two items rated low in importance over which there was wide disagreement among the groups as to their value for the elementarv counselor were thorough knowledge of the secondary school's educational program and skill in teaching. All groups showed general agreement with the rank ings which the Jury gave to the skills, abilities, or knowledges that thev thou ght a s uccessful elementary coun selor should possess. The correlation between the rank ings of the Jury and those of All Groups were highest, however. The group having the rankings of the next high est correlation with those of the Jury was the All School District Group. Next came the principals, then the teachers, and then the counselors. Interestingly, the group whose rankings had the highest correlation with those of the Jury when the college courses were rated as to importance was the group whose rankings had the lowest correlation with those of the Jury when the skills, abili ties, and knowledges were rated. This last group was the 205 superintendents. Most of the Items listed were considered Important by most groups. A comparison of the most important items chosen by each group showed lhat most groups selected these items, in a variety of orders, as the six most important for the elementary counselor to have: skill in dealing with people, ability tj administer and interpret standardized tests, skill in interviewing, knowledge of the community, thorough knowledge of the elementary school's educational program and his part in it, and ability to provide leader ship to the school's gui ance program. Skill in dealing with people was the unanimous first choice of all groups as the nost Important quality listed for an elementory counselor to possess. No other group but the teachers felt that the ability to organize and maintain good pupil personnel records should be among the first six items in importance. Only the teachers anti the jurv felt that ability to conduct case conferences belonged in the top six. Only teachers and counselors felt that skill in ap praising the personal characteristics of others should be ranked among the first six items. Again by this compari son, a remarkable degree of agreement between groups as to which skills, abilities, or knowledges were most important for an elementary counselor to have was evident. 206 Selection procedures and requirements for elementary coun selors In this section only answers for the superintend- 23 ents were rer*orted for reasons explained previous ly. Application procedures.— About three-fifths of the school districts which employed elementary counselors did not have an application form for those ncrsons wishing to apply for this position. However, about four-fifths of the superintendents said that anyone could apply for the position in their districts without beinc recommended by anyone. Virtually all of the school districts required candidates for this position to furnish official proef (transcripts, mostly) of college courses taken. Only 12 per cent of the school districts had any kind of a written examination for the position hut all of then required the applicant to have an oral interview before he was appoint ed to the position of elementary counselor. Credential and degree requirements.— About three- fifths of the districts resorted that a special credential (other than the one required for teaching in the element ary school) was required in their state in order to hold the position of elementary counselor. Those districts in which this special credential was required were in eleven different states. This special credential was called by 23„ Supra, p. 185 207 a variety of different names fro* one state to another and in some states it was optional rather than required for the elementary counselor. In over half of the districts which r eported a special credential as either required or optional this credential was designed for secondary as well as elementary counselors. About one-fifth of the districts reported that their state had a credential de signed for the elementary counselor only. About one- eighth of the districts resorted that the credential in their state was designed for persons engaged in most kinds of pupil personnel work. Over half of the districts sur veyed reported that applicants for the position of ele mentary counselor were required to hold the Master's de gree. Just less than half were required to hold the Bachelor's degree and no district required the Doctor's degree for the position. Experience requirements.— Of the thirty-four dis tricts which reported, about 85 per cent required success ful classroom teaching experience before a person could be considered for an elementary counselorship. For those districts with this requirement, from two to five years were required depending upon the district. About 62 per cent of the districts required no experience other than classroom teaching in order to qualify. Of the 32 per cent which required experience other than teaching, most were vague in reporting the exact kind of experience with 208 the most frequent answer merely being "work outside the field of education." Typical applicant .— Credential and degree require ments, application procedures, and experience requirements showed a great deal of variety from district to district hut the typical applicant for the position of elementary counselor had a Master's degree, a social credential de signed For both secondary and elementary counselors, about three years of successful clussroom teaching experience but no experience outside the field of education. lie did not use ari application Form in a plying for the position and he was not required to be recommended by someone but he was required to present a transcript of th^ college courses he had taken. He was not required to take a writ ten examination for the position but he was required to have an oral interview. CHAPTER IY DUTIES PERFORMED BT ELEMENTARY SCHOOL GUIDANCE COUNSELORS Introduction Chapter IY deale with duties performed and eerr- loes effared by eleaentary school guidance counselors. It Is dirlded into four naln parts: (l) specific duties im portant for the elenentary counselor to perform; ( 2) mis cellaneous items related to the role of the eleaentary counselor; (3) general kinds of guldanoe services import ant for the elenentary counselor to provide; and (4) the summary. All of the items In the part of the questionnaire upon which Chapter IY is based1 deal with opinion rather than faot. Beoauso ef this the respondents were dirlded into groups according to position held and the data are 2 reported in the same manner explained in Chapter III. The data for the first main part of ChapterIY were secured from a list of forty-one duties, some ef which were performed by all elenentary counselors. All 152 re spondents were asked to rate the relative importance of thoso duties in oarrylng out the functions of the *See Appendix, p. 484, pp. 5-6 ef the Question nalro. 2 Supra, pp. 61-62. 209 210 elenentary counselor as they saw It* la this rating re spondents vara raqulrad ta use tha aaaa type ef aeala with slallar haadlnga ta these sxplalnad In Chapter III.3 Tha data far tha aaoand vain part of ChaptarV vara abtalnad fraa flva quaatlona vhloh vara of althar tha nultlple oholoa ar yaa-no typa and vhloh daalt vith tha rola of tha elenentary oounaalor In tha sohool. Tha data far tha third vain part of Chaptar IV vara obtalnad froa ona statenent vhlch askad tha respond- anta ta list, In ordar af their inpertance, tha thraa vast lvpertant services vhlch they fait alavantary oounaalara should prorldo. This statenent vas designed to obtain in- foraatlon slallar to that dealt vith In the rating soala of duties except that there vas no attoapt ta structure respansas and, because of tha vordlng of tha statenent, It vas hoped that responses vould bo aoro general in nature* Tha data far tha first aain part of ChaptarIT vara subjaotad to tha saaa tvo statistical analyses (percent ages af responses under aaoh heading and velghtlng sooras) explained In Chaptar III.4 Percentages of each raspanso far each graup (jury, suparlntandants, principals, oeun- salars, taaohars, All School District Qraup, and All Groups) vara calculated far tha five questlens nantlonad previously to find tha results far tha seoend naln part af 3 4 Sunra. pp. 62-63. Snpra. pp. 63-60. 211 Chapter IT. Far tha third sain part a 07stea af weighting respenses aooordlng to their lapertanea aa Indicated by the respondents waa uaed to analyse the data. These eerr- loea Hated first were glwen a weight ef three, theee listed seoond a weight ef two, and those listed third a weight ef one. In oases of ties the weight was split In appropriate fractional parts. After placing the responses in the prapar general categories ef counselor serrlees, weighted scores were totaled to deteralne these categories which were aest iapertant. The categories with the high est total weighted soeres then were the ones considered by the respondents as the nest Iapertant serrloes for the eleaentary counselor to prerlde. In order to fit a re opens e Into the proper category It was often necessary to nedlfy the wording ef the response soaewhat but oare wae taken net to alter the actual Intent ef the response. If there was a reasonable doubt as to the real Intent ef the response It was plaoed in a category called "unclassified answers.■ Specific Duties Which the Bleaentary Counselor Should Perfora Opinions of the Jury light duties were rated as Tory Iapertant by 80 per cent or acre of the Jury. These duties were Inter preting pupil data te parents, interpreting pupil data to 212 parents, interpreting pupil date to authorised eeansity agencies, conducting ln-eerrloe training in guidance fer staff aeaberf, oeunaeling pupils with learning, physical, soolal, and enotlonal prebleas, holding conferences with parents regarding any pupil prebleas, noting as guldanoe consultant to all staff aeabers on pupils' prebleas, and oonduoting case conferences (see Table 36)• Of the fere- gelng duties, Interpreting pupil data to staff aeabers vas rated as very laportant by 100 per cent ef the Jurors, aaking it the aost iapertant duty ef eleaentary counselers In the eplnlon of the Jury, Of the duties considered unlaportant fer elenent ary oounselers to perfera, interrlowing every pupil in school and teaehlng regular classes were rated least in- pertant by the Jury. Both were rated as ef little inpert- anee by 60 per cent of the Jury. Other duties considered ef little inportanoe by 20 per cent or aore of the Jury were scoring tests, counseling staff aeabers on personal prebleas which nay affect their work, teaehlng reaedlal classes, and giving psychotherapy to enotionally dis turbed pupils. Klther the Jury was very generous in its ratings ef duties or else they saw the eleaentary counselor's duties as aany and varied fer the average duty listed was rated as very laportant by 63.9 per cent ef the Jurors. The average duty listed was rated as ef little lapertance TA B LE 3£*““Jury ratings of the relative importance of selected duties for the elementary counselor to per form N - 20 £ > +> § +> u -p c n - p o o. e 8 O h © O -P P I rl ^ 4 ) m } Q O V, ? S O M +» c c t 1 - i s & Duties I E 5 ® M 1. Administering tests, inventories, etc. 2. Scoring tests ........................ 3. Keeping adequate records on all pupils li. Interpreting pupil data to staff members .............................. 5. Interpreting pupil data to pupils . . . 6. Interpreting pupil data to parents . . 7. Interpreting pupil data to authorized community agencies .................. 8. Conducting in-service training in guidance for staff members .......... 9. Ordering tests and other guidance materials............................ 10. Selecting pupils who need special help (e.g., high ability pupils, those needing remedial work, emotionally disturbed)........................ 11. Assisting in placement of pupils in proper classes or special classes . . , s? 3 c o (X n Number Per Cent Number Per Cent Number + > c < D U 0 ) Number Per Cent Number Per Cent 3 w 2 c i a H n Per Cent t o Item 10 50 ? 35 0 3" 3 15 0 0 50 " 100 5 25 2 10 8 Uo 5 25 0 0 20 100 6 30 7 35 2 10 3 15 0 0 18 90 20 ICO 0 0 0 0 0 0 0 0 20 100 15 75 h 20 1 5 0 0 0 0 20 100 19 95 0 G 0 0 0 0 0 0 19 95 17 CD v r v 3 15 0 0 0 0 0 0 20 100 17 65 2 10 1 5 0 0 0 0 20 100 9 15 5 25 h 20 2 10 0 0 20 100 15 75 r 1 ■ ■ v 25 0 0 0 0 0 0 20 100 Hi 70 r - r 0 25 1 5 0 0 0 0 20 100 213 TABI£ 36— Continued N - 20 -P 5 - P & I 0 ) E > *-• ■p § v> L i O a e e 5 u © Vi E 3 O M P Duties u % p E < D CJ L . O P c a > u U Q u p c a > o v a > 3- © rH P P I ■ r t L # 3 8.S V. E S O t - i P Li c o :££ 8P I u W 5 5 £ i f n - p 12. Assisting in transferring procedures when pupils leave school.......... 7 35 7 35 ! j 20 13 • Assisting in the enrollment of pupils new to school...................... h 20 6 30 8 1^0 lh . Orientation of pupils new to school . . 6 30 10 50 h 20 15. Orientation of pupils to be promoted to next higher segment (secondary school)........................... 9 1*5 10 50 1 16. Counseling pupils with learning, physical, social and emotional problems 18 90 2 10 0 17. Holding conferences with parents regarding any pupil problems...... 19 95 1 3 0 18. Acting as liaison person between school and community agencies on pupil problems.......................... lh 70 5 23 0 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) 15 75 h 20 0 20. Counseling staff members on personal problems which may affect their work a 20 6 3D k 20 y 0 0 0 0 Per Cent Number Per Cent Total Nu sponding l I Per Cent 1 t o Item 10 0 0 20 100 10 0 0 20 100 0 0 0 20 100 c 0 0 20 100 0 0 0 20 100 0 0 0 20 100 0 0 0 19 95 5 0 0 20 100 25 0 0 19 95 TABLE 36— Continued N - 20 P § i71 © E > -P 5 ■p f . o u © co o o a c v. E S O M P -P P I • c l I n © • - 1 O O §* « 3 O M P c o z £ t 6 £ 3 t - l p J8 Q c o a w Duties Number Per Cent Number Per Cent Number Per Cent Number Per Cent Number Per Cent Total Nun sponding Per Cent ot I tan 2 1. ictlng as guidance consultant to all staff aembers on pupils' problems . . . 16 8 0 i i 2 0 0 0 0 0 0 0 2 0 1 0 0 22. Supervising clerical workers assigned to counselor's office ............... 1 0 50 7 35 1 r -* y 2 1 0 0 0 2 0 1 0 0 23. Teaching remedial classes (reading, etc.) .............................. 1 5 6 30 5 25 8 L 0 0 0 2 0 1 0 0 2li. Giving psychotherapy to emotionally disturbed pupils ................... 3 15 u 2 0 3 15 7 35 2 1 0 19 95 2^. Interviewing every pupil in school . . 2 1 0 3 15 3 15 1 2 60 0 0 2 0 1 0 0 26. Maintaining adequate supply of guidance literature and materials for teachers and parents ......................... 1 2 6 0 h 2 0 h 2 0 0 0 0 0 2 0 1 0 0 27. Conducting case conferences ...... 17 85 2 1 0 1 5 0 0 0 0 2 0 1 0 0 28. Writing case histories ............. 1 0 50 7 35 3 15 0 0 0 0 2 0 1 0 0 29. Visiting pupils' homes ............. 9 16 6 30 r “ 0 25 0 0 0 0 2 0 1 0 0 3 0 . Encouraging and assisting teachers to carry on classroom research .... 5 25 6 30 8 ho 1 5 0 0 2 0 1 0 0 31. Interpreting school's guidance program to the coiaaunity........... 11 . 70 5 25 1 5 0 0 0 0 2 0 1 0 0 32. Organizing and heading school guidance committee ........................... Hi 70 6 30 0 0 0 0 0 0 2 0 1 0 0 TABLE 36— Continued N - 20 4> 8 P L P c e ) P L . Duties U V J C I I . O h o to o o <M E § O M P ® r —1 p p I ft (4 0) -3 0 0 n Is O M P P c u O L 4 > 0. L . P c 4 ) O L 4 a. l. M p c 4 ) O u 4 CL U I P G 4 O U 4 a. o z 5 G O t - t G ft i ! £ M U M S P c 1 gf 4 O d ? L i 4 ) a. % 8. 6 ~ < n S’ 3 C o fr £ p S S O p I —t u V o C L P 5571?on3ucHni-group-guTdancT^essIonsn| C or" pupils ............................ 3it. Conducting a follow-up program to check on pupils who have used guidance service............................ 35. Planning future educational programs with pupils ......................... 36. Gathering information on pupils . . . . 37. Suggesting area3 for curriculum improvement ......................... 38. Planning school testing program with principal ........................... 39. Fostering good mental hygiene among pupils and staff ................... ItO. Reporting to the principal annually on what has been accomplished in guidance for the year ............... lil. Teaching regular classes (part time) 9 16 8 ho 3 15 0 0 0 0 20 100 9 16 9 15 2 10 0 0 0 0 20 100 7 1 35 9 hS 3 15 1 5 0 0 20 100 11 55 7 35 2 10 0 c 0 0 20 100 8 ho 10 50 1 < s 1 5 0 0 20 100 lh 70 5 25 0 0 0 0 0 0 19 95 lh 70 u 20 1 c 0 0 0 0 19 95 IJj 70 0 0 3 15 1 $ 3 15 5 25 0 0 12 60 0 1 0 5 20 19 100 95 Average percentages ........ 53*9 25.2 ll.i 6.2 O.h 99.1 216 217 by only 8*2 per cent ef the jurors. The amount ef me epinion expreened vna negligible. Uelng the weighted seore nethed (aee Table 27) ef determining the relative lnpertanoe of the duties listed for the elementary oounselor te perform it was found that nine duties received total weighted scores ef fifty-five or mere out ef a possible score of sixty. Bight of these duties were listed above as being rated as very Important by 80 per cent or mere of the jury. The ninth duty was seleoting pupils who need speoial help. Interpreting pupil data to staff nenbers was the only duty which re ceived the perfect score of sixty. Holding conferences with parents regarding any pupil problems was a close second in importance, however, with fifty-nine points. Duties which received fewer than half (thirty) the possible points were six. These duties were the same ones which qualified as least important in the former method ef analysis (considered of little importance by 20 per cent or more of the Jury). The duty which earned the lowest soere (seven points) was teaching regular classes. The range from lowest to highest soere was fifty-three points which indicated that the duties listed ranged from very important to of little lnpertanoe in the opinion ef the Jury. Most duties listed were considered important, however, for the elementary oounselor to perform. TABLE 37*— Jury ratings of the relative importance of selected duties for the elementary counselor to per form as determined by the weighted score method VI ™ © © c N ■ 20 +»-p t > o o WS ■ Weighted Score 5 § § 5 , -P P -P © -P -H Possible Score - 60 u v , h v . p. >, o o © o p u a. a. e a p © E £ «m OE ‘ h -H > M > - < OC/lM O hlH 2 . C Duties -H /">» /•—*, Q) cv h O O S ^ V i V i V i V i © X © X © X © X © X H© £ > * A » x> • £ • , a • d U § 0 £ O E O E O £ O P O m e 3 m e 3 « c 3 w c 3 to c oo 3 S'— 3 s— 3 S'— 3 S— 3 S— H to 1. Administering tests, inventories, etc. 10 30 7 lh 0 0 3 0 0 0 lih 27.5 2. Scoring tests ....................... c > 19 2 6 8 8 5 0 0 0 29 36 3. Keeping adequate records on all pupils 6 18 7 lh 2 2 3 0 0 0 3h 3h h. Interpreting pupil data to staff members ............................ 20 60 0 0 0 0 0 0 0 0 60 1 5. Interpreting pupil data to pupils . . . 1? h5 h 6 1 1 0 0 0 0 5h 10.5 6. Interpreting pupil data to parents . . 19 57 0 0 0 0 0 0 0 0 57 h.5 7 ; • Interpreting pupil data to authorized community agencies ................. 17 51 ’ ■ * » 7 8 0 0 c 0 0 0 57 h.5 8. Conducting in-service training in guidance for staff members ......... 17 51 2 i i i 1 1 0 0 0 0 56 7 9. Ordering tests and other guidance materials ........................... 9 27 c 10 h h 2 0 0 0 hi 31 L0. Selecting pupils who need special help (e.g., high ability pupils, those needing remedial work, emotionally disturbed) ......................... 19 \6 5 10 0 0 0 0 0 0 55 9 l1. Assisting in placement of pupils in proper classes or special classes . . . lh \x2 5 10 1 1 0 0 0 0 53 i 13 ! 218 TABLE 37— Continued © © c N ■ 20 +» o o o WS - Weighted Score S S 5 ^ « c Possible Score ■ 60 . J ? . < h « JE6 Duties s o o u o - p o c -o ^ f i - ^ B g . p a © © H e <mOE - h E o - p > M M O CO M O h l H 2 jq t* •H m OJ r-i O O S J h J h ^ ^ h © X © X © X © X © X 1-1 © , 5 • x > • £ • a » . e • d u x £ O E o £ o E o e o -3 o c 3 w c 3 w c 3 n c 3 n c 3 to c oo © Z t* Z 3^- z S'-- z s ^ z ;*— f - t to a* 12. Assisting in transferring procedures when pupils leave school ....................... , 13. Assisting in the enrollment of pupils new to school ................................ ... llj. Orientation of pupils new to school . , 15. Orientation of pupils to be promoted to next higher segment (secondary s c h o o l) ........................................................ ... 16. Counseling pupils with learning, physical, social and emotional rroblems 17. Holding conferences with parents regarding any pupil problems ........... , lfl. Acting as liaison person between school and community agencies on pupil problems I ’i ii2 5 10 0 0 0 0 0 0 52 15.5 19. Coordinating efforts of a ll specialists (psychologists, physicians, etc.) working on a c a s e 15 kS L r ‘ > 0 0 1 0 0 0 53 13 20. Counseling s taff m em bers on personal problems which m ay affect their work . . 1 ( 12 6 12 h u 5 0 0 0 28 37 7 21 7 1L h k 2 0 0 0 39 32 U 12 6 12 8 8 2 0 0 0 32 35 6 18 10 20 k k 0 0 0 0 k2 29.5 9 27 1C 20 1 1 n 0 0 0 0 kB 20.5 18 Sh 2 0 0 0 0 0 0 58 3 19 57 1 2 0 0 0 0 0 0 59 2 219 TABLE 37— Continued N ■ 20 WS » Weighted Score Possible Score ■ 60 Duties • p c d ■ P a ; 6 > M P c CD © G § P b i & CH O s O CO H u CM X • % X • o £ o CO 3 c 3 co c z X r - 1 a 6 O 3 co c 35 p H ^ 5 I = m - h e O r j M O u § O 3 to C 2: 3c ^ c o •H c ri £ o z o a *. E O 3 co c 2 J'-' T3 5 JZ b £ i •ri V S g a > p o c o o H CO 5 a. Acting as guidance consultant to all staff members on pupils' problems . . . 16 18 i a B 0 0 r\ u 0 0 0 56 7 22. Supervising clerical workers assigned to counselor's office ............... 10 30 7 11 1 1 2 0 0 0 hS 25.5 23. Teaching remedial classes (reading, 1 3 f 12 s 5 8 0 0 0 20 38.5 21. Giving psychotherapy to emotionally disturbed pupils ................... 3 9 i , 8 3 3 * 7 I 0 2 0 20 38.5 2?. Interviewing every pupil in school . . 2 6 3 ( 3 3 12 0 0 0 15 10 26. Maintaining adequate supply of guidance literature and materials for teachers and parents.................... 12 36 U A 1 0 0 0 0 18 20.5 27. Conducting case conferences ......... 17 SI 2 t 1 1 0 0 0 0 56 7 28. Writing case histories ............. 10 30 7 11 3 3 0 0 0 0 17 22.5 29. Visiting pupils' homes ............. 9 27 6 12 K y c y 0 0 0 0 11 27.5 30. Encouraging and assisting teachers to carry on classroom research . . . . r* 15 6 12 9 8 1 0 0 0 35 33 33. Interpreting school's guidance program to the community ........... lb 12 1 C 1 1 r> U 0 0 0 53 13 3?. Oreanizing and heading school guidance committee .......................... 11 1 2 6 12 0 0 0 0 0 0 51 10.5 w ro o TABLE 37— Continued c ® c N • 2° £ -g c c ° WS ■ Weighted Score 5 ,2 5 ® 2 - h Possible Score - 60 ^ £ £ £ £ £• t* 0. c. E a - p a TJ « 3 i S £ Vi o E -H e o p > M w C « H O d H 2 x : Number X • 0 (A C 3 Number ws (no.X 2) Number WS (no.X 1) Number WS (no.X 0) Number WS (no.X 0) Total We: Score 1 33* Conducting group guidance sessions for pupils.......................... . 9 27 8 16 3 3 0 0 0 0 h6 2h 3h. Conducting a follow-up program to check on pupils whc have used guicance service ........................... 9 27 9 13 2 2 0 0 0 0 h7 22.5 35. Planning future educational programs with pupils ....................... 7 21 9 18 3 3 1 0 0 0 h2 29.5 36. Gathering information on pupils . . . 11 33 7 lh 2 2 0 0 0 0 h9 19 37. Suggesting areas for curriculum. improvement ....................... 3 2h 10 20 1 1 1 0 0 0 h 5 25.5 38. Planning school testing program with principal ......................... lh h2 5 10 0 0 0 0 0 0 52 15.5 39. Fostering good mental nygiene among pupils and staff ................... lh h2 I 8 1 1 0 0 0 0 51 I7.5 hO. Reporting to the principal annually on what has been accomplished in guidance for the vear ............. lh h2 2 / t 3 3 0 0 0 0 51 17.5 hi. Teaching regular classes (part time) . 0 C 1 2 s r - » s 12 0 1 0 7 hi 221 222 Oniaiona tf the ittMrlattidMti Only three dntlti were rated by 80 per oent er mere ef the inptrliitBdrati u very laptrtut far ele mentary counselors to perform (s m Table 38). The*# duties were interpreting pvpll data to etaff nenbere, interpreting pupil data to pupils, and Interpreting pupil data to parente. Four ether duties were named as wary im portant, however, by 79 per oent of the superintendents• The duties which received this rating were assisting in placement of pupils In proper olaeses, counseling pupile with learning, physical, social, and eaetlonal problems, holding conferences with parents regarding any pupil prebleas, and noting as guldanoe consultant to all staff members on pupils' problems. Seven of the duties listed were rated by 20 par oent er mere of the superintendents as of little import ance for the elementary oounselor to perform. These seven duties were scoring tests, ordering tests and ether guld anoe materials, teaching remedial olasses, giving psycho therapy to emotionally disturbed pupils, Interviewing every pupil In sohool, enoouraglng and assisting teachers to carry on classroom research, and teaching regular olasses. He superintendent rated either teaching remedial olaeeee or teaching regular classee as a very Important duty for an elementary oounselor to perform. The superintendents were mere conservative than TABLE 38 .— Superintendents' ratings of the relative importance of selected duties for the elementary coina selor to perform N * 38 a > E > H - t ■ P g < 5 - P G 9 E e o g t 1 a <n O E O t / 5 H « o g © -p rri G - P Q P> Q, tH E O j 1 c c ■ r i G •ri £ £ Duties G •p G G O G G G if -P G V o G a G % - P G 0 ) O G V CL, G a p G 0 ) CO G V o . ij -p c < u u G 0 ) G , 1. Administering tests, inventories, etc. 2. Scoring tests ................................................ Keeping adequate records on a ll pupils Interpreting pupil data to staff m em bers ............................................................ Interpreting pupil data to pupils . . , Interpreting pupil data to parents . , Interpreting pupil data to authorized community agencies .................................... 8 . Conducting in-service training in guidance for s taff m em bers ................... 9 . Ordering tests and other guidance m a te ria ls ........................................................ ID, Selecting pupils who need special help (e .g ., high a b ility pupils, those needing remedial work, emotionally disturbed) . . ............................................ 11. Assisting in placement of pupils in proper classes or special classes , . •ri E 1 £ * O i - t G. G t ) £ $ £ § U +> 25 C C E ■ r i ® ® 1 - i TJ O - r i 4 C ► - < - 3 Q G o a « o H to a, v > 56 10 25 2 6 1 3 0 0 r 9h 8 12 8 28 9 27 5 27 0 0 30 36 1? 56 [ , 19 3 9 1 h i 12 0 0 31 91 32 9)4 2 6 . 0 0 C 0 0 0 36 100 32 98 2 h u . 0 0 0 0 0 0 3k 10C 30 88 2 b 1 3 0 c 0 0 33 97 18 53 la «a 1 3 0 0 0 0 33 97 17 50 13 2 a 1 3 0 0 33 97 9 27 26 a 26 n 21 0 0 32 98 26 ”A ™ Q 1 3 Q 0 0 0 33 97 2~ "T9 i t 12 2 A 0 0 0 0 33 97 3. 8. 5. A >_ • 7. 223 TABLE 38— Continued +» § - p u &8. © E > M ■ p c t o u o ft. E O J o § - p u 1 a ft C E Otfl H © o § G + > iH ^ s a ft -H E o m m C c o, o o z I £ © -p o p c c o f t . » 3 Duties Number P e r Cent Number P e r Cent Number P e r Cent Number P e r Cent Humber P e r Cent Total N un sponding P e r Cent t o Item 1?. Assisting in transferring procedures when pupils leave school ............................ R 'j 2); 12 39 9 27 3 9 0 0 32 % 13. Assisting in the enrollment of pupils new to school ................................................ 11 32 10 29 6 18 S 15 0 0 32 9h lh . Orientation of pupils new to school . . III 11 11 32 6 18 2 6 0 0 33 97 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................................................ 17 5o 10 00 l- / 3 IS 1 3 0 0 33 97 16. Counseling pupils with learning, physical, social and emotional problems 2 -7 79 18 0 0 C 0 0 0 33 97 I 7. Holding conferences with parents regarding apy pupil problems . ................ 27 79 r 0 0 0 0 0 0 33 97 18. Acting as liaison person between school and community agencies on pupil problems ............................................................ l 7 r ‘ 13 38 1 3 1 3 c 0 32 9h 19. Coordinating efforts of a ll srecialists (psychologists, physicians, etc.') working on a case ........................................ 19 96 11 32 1 R 1 R 0 0 32 % 20. Counseling staff m em bers on personal problems which m ay affect their work . . 5 19 9 27 10 29 ( 1? 2 6 32 9h 224 TABLE 38— Continued N » 3 h Duties p § p © E : > i - h P c U < L % ° p a > Z. M — . P E . e r 8 V. o O CO o o c r f l P © o © P l - t E . P o C , P P g o £ o 2 p c o a ; a. p c © o L , QJ a . u $ p c © o 0 ) Cm G V .0 p c © o I m © Cm 7 T 22. 23. 2h. 25. 26. 27. 28. 29. 30. 31. 32. S’ 1 i = £ p o M C. b n i S 5 § E t O P 2 c e 6 3 -H Q ) © ■OOP G M O I* o a f f i o E h n a . P Acting as guidance consultant to a ll s ta ff members on pupils1 problems . . . 27 79 l ; 12 2 6 0 0 0 0 33 97 Supervising clerical workers assigned to counselor's office ................................ 8 2 h 7 21 9 27 y 15 2 6 31 91 Teaching remedial classes (reading, 0 0 1 7 P 15 22 65 2 6 30 88 Giving psychotherapy to emotionally disturbed oupils ......................................... 3 9 2 b . h 12 16 53 2 6 29 85 Interviewing every oupi] in school . . 1? 3 9 7 21 17 50 0 0 32 9h Maintaining adequate supply of guidance lite ra tu re and materials for teachers and parents ..................................................... 10 29 lh hi 10 29 0 0 0 0 3h 100 Conducting case conferences .................... 21 62 10 29 3 9 0 0 0 0 3h 100 Writing case histories ............................. lh U 13 38 6 lh 1 3 0 0 3h 100 Visiting pupils1 hom es ............................ 7 21 12 11 32 3 9 0 0 33 97 Encouraging and assisting teachers to carry on classroom research . . . . P 6 if 29 13 33 9 27 0 0 3h 100 Interpreting school^ guidance program to the community ........................ 20 99 21 p 15 1 3 0 0 33 97 Organizing and heading school guidance committee........................................................ 18 1 t 1 C 29 c " 15 3 9 0 0 33 97 225 TABLE 38— Continued S 5 2 . + > + 3 0 0 0 ^ g g § 5 - S + 3 + 3 + 3 c + 3 * H U U U H f* O. I E O O OJ O +>0 O Duties 33* Conducting group guidance sessions for pupils .............................. 3it• Conducting a follow-up program to check on pupils who have used guidance service ............................ 35. Planning future educational programs with pupils ......................... 36. Gathering information on pupils . . . . 37. Suggesting areas for curriculum improvement.................... 38. Planning school testing program with principal ........................... 39. Postering good mental hygiene among pupils and staff ..................... hO. Reporting to the principal annually on what has been accomplished in guidance for the year ............... h i. Teaching rerular classes (part time; . . Average percentages ...... U) a sa sa ° ss § < t t E E <m O E ^ t) E C m p. > M *-H O ( O H S U M Z fn W + 3 + 3 + 3 + 3 +3§bO+3 c C G C C Z G C h u u & u u i> ^ o> -ho) O 0 0 Jg a g o Ig o H-g ^ ^ g ^ B ^ ^ 8 ^ 4) 3 a ; 3 ® 3 _ „o d. jd iX, Z U* Z Z & . H B J O , 11 32 13 36 9 27 1 3 0 0 3h 100 Hi hi lh i a 5 15 1 3 0 0 3h 100 19 hh 1C 29 6 18 3 9 0 0 3h 100 21 62 11 32 2 6 0 0 0 0 3h 100 6 16 20 59 7 21 1 3 0 0 3h 100 l^ 50 6 16 9 27 1 3 0 0 33 97 20 59 11 32 2 6 0 0 0 0 33 97 12 35 1“ i'T J > u 12 0 0 0 0 3h 100 0 0 1 3 3 9 23 66 h 12 31 91 hh.9 25 n * 1 lh . l 10 .5 0 .9 96.5 22T tta* Jury in rating th* lnpertanoe of the duties ll*t*d f*r th* *l*nentary oounselor. Th* average duty was ratad as ▼*ry inportant by about 45 p*r o*nt ef th* sup*rint*nd*nts and as of llttl* lnp*rtano* by about 11 per e*nt of then. Th* anount *f "no opinion" *xpr*ss*d was about 1 per o*nt on th* average it*n but it was int*r*sting t* n*t* that it was highest (12 per o*nt) on th* duty whloh was rat*d as of llttl* lnportano* by th* gr*at*st nunb*r *f th* respend- •nts in this group. Thl* duty was touching regular olase- •s. About 07 per cent *f th* superintendents r*sp*nd*d t* th* arorag* iton whloh was very good resp*a*e but this was th* l*w*st rat* of response for any group on this part of tho questionnaire. When the data w*r* analysed according t* th* weighted soor* Method th* highest possible score for tho superintendents was found to b* 102 points (s** Tabl* 39). Bight duties received a total weighted score ef ninety points or nor* wh*n rat*d by th* superintendents. Seven ef these duties were naned above when the criterion of the "80 per oent very inportant" level was enpleyed to deter- nlne the nest inportant duties listed. Tho extra duty to qualify at a high level when tho weighted score nethed was used was seleotlng pupils who need special help. Inter preting pupil data to staff nenbers and interpreting pupil data to pupils tied for first plaoe as tho nest inportant duties the olenentary oounselor perfornod. TABI£ 3?.— Superintendents' ratings of the relative importance of selected duties for the elementary coun selor to perform as determined by tne weighted score method N - 3ii 5 -P -P s + - > o c o c C o WS - Weighted Score i n ■ p c e • > P c ■ r i Possible Score ■ 102 J h &§. u 8. u i a 11. £ T3 a , E > M E HH <h O E O to 1 - 1 •M -H E O -J O z % Duties Number WS (no.X 3) Number W S (no.X 2) Number W S (no.X 1) 0 J O z WS (no.X 0) Number WS (no.X 0) Total We: Score Hank 1. Administering tests, inventories, etc. . 19 57 10 20 2 2 1 0 0 0 ?9 15 2. Scoring tests ....................... h 12 8 16 n y 9 9 0 0 0 37 3? 3. Keeping adequate records on a ll pupils . 19 57 5 10 3 3 I u 0 0 0 70 25 l». Interpreting pupil data to staff members ............................................................ 32 96 2 a 0 0 0 0 0 0 100 1.5 5. Interpreting pupil data to pupils . . . 32 96 2 0 0 0 0 0 0 100 1.5 6. Interpreting pupil data to parents . . . 30 90 2 u 1 1 0 0 0 0 95 3 7. Interpreting pupil data to authorized community agencies ........................................ 18 lu 2* 1 1 c 0 0 0 «3 12 « v - • Conducting in-service training in guidance for staff members ........................ 17 51 13 2h 2 L . 1 0 0 0 79 15 9. Ordering tests and other guidance m a te r ia ls ........................................................ 9 27 Q 16 b w . 1 0 0 0 51 33 10. Selecting pupils who need special heir (e .g ., high a b ility pupils, those needing remedial work, emotionally disturbed) ........................................................ 26 7 tt r 1 0 X t . 1 1 0 0 0 0 91 7 1] . Assisting in placement of pupils in proper classes or special classes . . . By 1 - i ' u J 2 t 0 0 0 0 91 t \ t - 7 a 228 TABLE 39— Continued N - 3b WS ■ Weighted Score Possible Score * 102 Duties 4» S fcl a ) e > M V i s C r t - p V i o 4 ) f 1 c f t V § . - 1 Of Little Important _i Of Some Imporl •n £ o 2 CO 3 m O c CM rH o O V i u u 4‘ x | X ( 0 X X ,C S no. • o CO c " § s n o . so S n o , 2 3 ^ z 3 — 2 3 : w 2 5 x: to •H 0 ) I * f t ) 5 5 -g 5 o o H CO 12. Assisting in transferring procedures when pupils leave school ............................ S 2b 12 2b 9 9 3 0 0 0 57 31 13. Assisting in the enrollment of pupils new to school ................................................ 11 33 10 20 6 A K 0 0 0 59 30 lh . Orientation of pupils new to school . . lb 12 11 22 6 6 2 0 0 0 70 25 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................................................ 17 51 10 20 r 0 r . - 1 0 0 0 76 18.5 16. Counseling pupils with learning, physical, social and emotional problems 27 61 12 0 0 0 0 0 93 h.5 17. Holding conferences with parents regarding any pupil problems .................... 27 61 t 12 0 0 0 0 0 0 93 b.5 18. Acting as liaison person between school and community agencies on pupil problems ............................................................. ln 51 13 1 1 1 0 0 0 78 17 19. Coordinating efforts of a ll specialists (psychologists, physicians, etc.) working on a case ........................................ 15 • ' ' y 11 22 1 1 1 0 0 0 60 13 21. Counseling s taff members on personal problems which m ay affect their work . . r - ' IS 9 15 10 i r . L . v / f , 0 2 0 h3 IV to 35 ® TABLE 39— Continued N * 3h WS ■ Weighted Score Possible Score ■ 102 Duties ■ p § u >. o U 9 r 0 ) E > M 8 E 4 ) O £ $ 4 8 a Vi O E O to M © o J H V i -P o 43 Q. Vi H £ O P H c o •H c •ri a o 21. Acting as guidance consultant to "all ” staff members on pupils' problems . . , 22. Supervising clerical workers assigned to counselor's office ............. , 23- Teaching remedial classes (reading, etc.) .............................. 2ij. living psychotherapy to emotionally disturbed pupils ................... . 25. Interviewing every pupil in school . . , 26. Maintaining adequate supoly of guidance literature and materials for teachers and parents........................ 27. Conducting case conferences ........ , 28. Writing case histories ............. , 29. Visiting pupils' homes ............. , 30. Encouraging and assisting teachers to carry on classroom research . . . . , 31. Interpreting school's guidance program to the community ........... , 32. Organizing and neadinp school guidance committee ......................... , X! © 4 3 JC 0 0 Number X . 0 to c v > © . 0 • L - . 0. X « 0 to c Number WS (no.X 1) Number 0 X . 0 lO c ;* w Number WS (no.X 0) Total We Score J 27 81 1 , 2 0 < 0 0 0 0 91 7 8 2h 7 lu Q / 9 5 0 2 0 87 3u 0 Q 1 2 r * ’ 2 r' 22 0 2 0 7 hO 3 9 2 h h h 18 0 2 0 17 39 5 IS " 1 5 9 7 t 17 0 0 0 3: 38 10 30 lh 28 10 10 0 0 0 0 68 27.5 21 63 10 20 3 3 0 0 0 0 86 10 lh 12 13 26 6 6 1 0 0 0 71; 21 7 21 12 21. 11 11 3 0 0 0 56 32 ? 6 10 20 13 13 • n 0 0 0 39 36 20 60 I 18 c > 1 0 0 0 79 15 ! 19 ■ ’.5 10 20 c 3 0 0 0 70 25 230 TABLE 39— Continued N - 3h WS * Weighted Score Possible Score - 102 Duties +> § I h 4) E > M rm U c X £ > 3 i n c z 3 +> c 0 3 t . o 4 ) C J g ■P 0 ) o <H § §■ o in h 4 > O c n ) 0 ) P H U $ a - r t E O J — C o *n C •H £ O z c £ E 3 z C \ J x • o in c 3 ^ I n 3 0 CO c 3 i! o X • o co c 3 — 0 > x> o X ♦ o to c 3 — 33• Conducting group guidance sessions for pupils.............................. 11 33 3h. Conducting a follow-up program to check on pupils who have used guidance service ............................ 35. Planning future educational programs with pupils ......................... 36. Gathering information on pupils .... 37. Suggesting areas for curriculum improvement ......................... 36. Planning school testing program with principal ........................... 39. Fostering good mental hygiene among pupils and staff .... ............. JiO. deporting to the principal annually on what has been accomrlished in guidance for the year ............... ;il. Teaching regular classes (part time, . . ■ 0 0 ) -p ■C ua -H r - t 0 ) o o H CO 13 26 0 63 27.5 li. li2 ih 2° h 1 0 0 0 75 20 15 hS 10 20 6 6 3 0 0 0 71 23 21 63 11 2? 2 2 0 0 0 0 37 9 6 13 20 lo 7 7 1 c 0 c 65 29 17 51 12 r s y 9 1 0 0 0 72 22 20 60 11 22 2 2 0 0 c 0 81 11 12 36 15 36 1 . 1 4 h 0 c 0 0 76 18 y j n 1 2 3 3 23 0 a 0 5 UL 232 Teaching rtatdltl oluiu and teaching regular oluiti stood oat as tho dutlos oonsldorod loast inportant for tho elenentary oonnsolor to porforn by tho snperln- tondonts vhon tho volghtod seoro nothod of analysis was asod* In all, tho snporlntondonts ratod nino dutlos so unlnpertant that thoy roeolrod fowor than half (fifty-one) tho nunbor of points posslblo. In addition to the two aboro nanod duties and the ones nentionod earlier as qualifying by 20 per oent lerel of unlapertanoe two other dutlos rooolTod fowor than half tho possible points. Those two wore counseling staff nenbers on personal preb- loas whloh nay affoot their work and superrlsing clerical workers assigned to the counselor's offloe. Scores ranged nlnety-flTo points, froa a low of fire points (teaching regular olasses) to a high of 100 points (tie between interpreting pupil data to staff nenbers and interpreting it to pupils). In tho opinion of tho superintendents tho duties listed ran all tho way froa Tory unlapertant to rory inportant for tho elenentary counselors. Opinions of tho principals Only throe dutlos wore ratod as Tory inportant by 80 per oent or aero of tho prlnolpals (see Table 40). These throe dutlos felt so inportant for tho eleaentary oounselor to porforn wore interpreting pupil data to staff nenbers, counseling pupils with learning, physloal, TABLE I/).— Elementary principals' ratings of the relative importance of selected duties for the elemen tary counselor to perform N ■ 3Li c 4 1 . ■ * 3 c ( 0 - p u e » a t o -p t l IE. O E O e o § 4 ) -P rH t ~ i P O -p a. 4 - 1 -H £ O J H c o •r t C •H £ o Z Duties u J l p c 4) a P i c A . . 8 1 2 + 3 + 3 +3 e c c c u < L e c o c O § o u ■s e e c o c z A . z a . P c a ; o Pi f t j a . 1. Administering tests, inventories, etc. 2. Scoring t e s t s .................................... .... 3. Keeping adequate records on a ll pupils b. Interpreting pupil data to staff members ........................................................ Interpreting pupil data to pupils . . Interpreting pupil data to parents . . 7. Interpreting pupil data to authorized community agencies .................................... 8. Conducting in-service training in guidance for staff m em bers....................... 9. Ordering tests and other guidance materials .................................................... Selecting pupils w ho need special help (e .g ., high a b ility pupils, those needing remedial work, emotionally disturbed) .................................................... Assisting in placement of pupils in proper classes or special classes . . gp ■H I E TJ C S C m a e n c o c £ > +3 x § M +3 Z C C - h e 3 ■ * 5 g e o a, o o E - . n a. +3 $. 6. 10. 11 18 .55 10 29 1 3 b 12 0 0 35 71 12 35 7 21 5 15 9 27 0 0 33 97 21 62 21 2 6 2 6 0 0 32 9b 29 85 £ - * 12 1 3 0 0 0 0 3b 100 20 59 7 21 b 12 1 3 1 3 33 97 27 79 7 15 0 r ' 0 0 0 0 32 9b 15 h h 12 3C - L 15 0 0 1 3 33 97 12 35 13 3? 7 21 2 6 0 0 3b 100 lh ia 9 27 6 18 u 12 0 0 33 97 71 10 29 0 c 0 0 0 3b 100 23 68 10 29 1 3 0 0 0 0 3b 10G to w TABLE IiO--Continued N - 3li + » § - p u >* 2 s & > M -P U I e o Duties h i ■P c ,o p c ® o h i © CL, 15. Assisting in transferring procedures when pupils leave school ............................ 13. Assisting in the enrollment of pupils new to school ................................................ lh . Orientation of pupils new to school . . 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................................................ 16. Counseling pupils with learning, physical, social and emotional problems 17. Holding conferences with parents regarding any pupil problems .................... 1Q. Acting as liaison person between school and community agencies on pupil problems . . .................................................... 19. Coordinating efforts of a ll specialists (psychologists, physicians, e tc .' working on a case ........................................ 20. Counseling s taff m em bers on personal problems which m ay affect their work . , ii i s § z c 1 1 E ~ > m c ? $ c a C O & 1 i O - P 1 -^ h i 0 ) o 0, +> 5 15 f IS 12 35 10 29 1 3 3li 100 9 15 Q 2, ’i 10 29 11 32 0 0 31 100 10 29 f - I - 1 1 10 29 8 2h 0 0 3h 100 10 29 12 39 6 13 5 15 0 0 33 97 29 85 C 6 2 6 0 0 0 c 33 97 30 p P 1 3 2 6 1 3 0 0 3h 100 59 p 21 6 18 0 0 0 0 31 100 26 76 - 21 1 3 0 •T ' u 0 0 3U 100 1 C 29 0 18 1C 29 6 13 1 3 33 97 TABLE 1(0— Continued N - 3b p § p u v i > M p c t a *5 V O £ X E Duties p c < D O V i 0 } cl 5 § Z . P C 4 > ' > V . < 1 > e B ( U +> v < m o E O (OH p c V i 0 1 C J 0 ) o c It O -P iH V P o p 5. V, * r t E O * - 5 C o •H C •H < § • O 2 Vi 0 > f t . Vi l Z P c 0 ) V i 0 ) a . I p e © 0 V 0 1 CL i ! M u I gP •H s B. H n t t D c •H T 3 C a « 5 p C E © V O P M V 0 ) C ft, p 21. Acting as guidance consultant to a ll s ta ff members on pupils1 problems . . . 2? 79 s 15 2 6 0 0 0 0 3b 100 22. Supervising clerical workers assigned to counselor's office ................................ 8 2b 11 32 b 12 7 1 21 2 6 32 9b 23* Teaching remedial classes (reading, e t c . ) ........................ ....................................... 0 0 1 3 6 18 25 7b 1 3 33 97 2b. livin g psychotherapy to emotionally disturbed cupils ........................................ 1 3 2 6 b 12 13 38 9 27 29 85 2?. Interviewing every pupil in school . . 2 6 b 12 7 21 18 53 2 6 33 97 26. Maintaining adequate supply of guidance lite ra tu re and materials for teachers and parents .................................................... 12 35 9 27 12 35 1 3 0 0 3b 100 27. Conducting case conferences .................... 19 56 11 32 3 9 0 0 0 0 33 97 28. Writing case histories ............................ 12 35 16 b? 5 15 1 3 0 0 3b 100 29. Visiting pupils' hom es ............................ 6 13 11 32 lb bi 2 6 0 0 33 97 30. Encouraging and assisting teachers to carry on classroom research . . . . 6 15 7 21 lb bl 6 13 0 0 33 97 31. Interpreting school'3 guidance program to the community . . . . . . . 19 sA 6 lb- 9 27 fy 0 0 0 3b 100 32. Organizing and heading school guidance committee ........................................................ 11 32 11 32 7 21 2 ( 2 6 33 97 235 TAELS 1(0— Continued N - 3a Duties -p § - p L . i » » O f e & > M 4 - > c C i C l 5 ° E C . 3 c i z c. -p c f C ■p ( - 1 o « o c n ! p > u i a C - . O E O CO M « a f l ! 01 -P r-t trf • P o 43 S' =M - r l E O * - 3 c o • H C £ o z u 5 c 01 C l a p c 0 1 0 c . 0 1 u V J O -p c 0 ) 0 C l 0 1 a . u 0 1 p c 0 1 0 u 0 1 e x . S’ I E *3 * 5 § » - i CL x . n £ £ ? H 3 I I H n - p c E o i 3 0 P • —t C l 01 o a, +3 33. Conducting group guidance sessions for pupils ............................................................ 6 13 15 6 In 15 1 3 33 97 31. Conducting a follow-ur program to check on pupils who have used guidance service ............................................................ 10 2i 16 ' 1 U f 0 15 1 3 0 0 33 97 35. Planning future educational programs with pupils .................................................... 13 y i - i 12 Q 27 12 1 3 31 91 36. Gathering information on pupils . . . . 15 ill 12 33; 6 I s ' i. 0 0 0 33 97 37. Suggesting areas for curriculum improvement .................................................... c r 15 11 hi 9 27 5 15 0 0 33 97 33. Planning school testing program with principal ........................................................ 11 ul 12 5 | C > - 3 S 2 6 0 0 31 91 39. Postering good mental hygiene am ong pupils and staff ......................................... 17 50 10 29 6 13 0 0 1 3 31 100 10. Reporting to the principal annually on what has been accomplished in guidance for the year ................................ 20 P - - v ■ , V 9 ' ? ~ 1 3 u 12 0 0 31 100 1 1 1 . Teaching regular classes (part time] 1 3 1 3 u 12 21 62 u 12 31 91 Average percentages ................ 1 1 1.9 71 .2 16 i - ' • 5 13.0 2.0 97. 1 236 237 seolal, mad emotional probltas, and holding conferences with parents regarding any pupil problem, Twa dutlaa wara olaaa bahind thaaa thraa In Importance. Interpreting pupil data to paranta and acting aa guldanca oanaultant ta all staff members an pupils' problems wara ratad wary ln- partant by 79 par cant of tha principals, Hina dutias wara ratad as af littla inpartanoa in carrying out the function af the elenentary oounsalar. Tha follawlng dutias wara given this law rating by tha principals: scoring taste, assisting In transferring pro cedures whan pupils leare school, assisting in enrollment af pupils new to soheol, orientation of pupils new to sohaol, supervising olarloal workers assigned ta counsel or's office, teaching reaedial classes, giving psyohe- therapy to emotionally disturbed pupils, Interviewing every pupil In school, and teaching regular claasaa. Tha lowest ratad duty was teaching remedial classes whloh was ratad as of littla impartanca by 74 per cant af tha prin- clpal-rospondents and as vary important by none. Tha data for these thirty-four elementary prin cipals shewed that they wara tha mast conservative of all tha groups In rating tha impartanca of the dutias listed for tha elenentary oounaalor. Tha average duty was ratad as vary important by about 42 par cant of tha principals and as af littla impartanca by about 13 per cant af than. Though tha principals, as a group, ratad tha dutias the 238 lmst, their ratings vere actually high vhioh indloated that tha najerlty af tha dntiaa 1istad vara thaught ta ha althar vary lnpartant ar lnpartant far alanantary oounsel- ors to parforv. Tha anount of na opinion ragistarad an tha average duty by this granp vas abant 2 par oant. Whan tha data an alanantary oounsalar's dntias vara analyzad aocording ha tha valghtad aeara nathad it vas found that tha hi ghost passibla soars vas 102. Sight dutias received total valghtad sooras of nlnaty ar nara paints. Firs of thasa sight dutias vara listed above as qualifying at tha "80 per cant vary lnpartant" level. Thraa dutias vhleh received nara than nlnaty paints but vara not nantlanad abara vara salaoting pupils whs naad spaolal hslp, assisting in plaoanant sf pupils in proper classes, and coordinating efforts af all specialists. Thasa dutias, shovn in Table 41, vara considered tha nast lnpartant for alanantary counsalars to perforn by tha ala nantary principals* Tha duty vhlch abtalnad tha highest total valghtad scare vas interpreting pupil data ta staff ne^bnrs (ninety-six points). Sight dutias raealTad total valghtad scares af half (fifty-one) or lass than half ths passibla soara. Sona af thasa vara listed above when reporting data at tha ”20 par oant level af little inpartanoa" but sona vara not. They vara as follovs: assisting In transferring procedures vhan pupils leave school, assisting in tha TABLE !jl.— Elementary principals' ratings of the relative importance of selected duties for elementary counselors to perform as determined by the weighted score method w - 31a W S « Weighted Score +3 -5 ^ ^ S -h V . G f - > rH (L © © c +> O O O C S Possible Score ■ 102 S o &S. I n O +3 Q o T3 -P © E E V , O F V- , -n E O >1-1 > — O C / 5 H O . - 1 < - H Z J Z b e reties ^ % r'"' C \J rH O 0 3 % z ws (no.X % z r ~ < * O in c !3 '_' b XI z ws (no.X b X ws (n o .X 2 z • 0 to G J ^ Total Score Rank 1. Administering tests, inventories, etc. . 18 % 10 JO 1 1 l i 0 0 0 78 16.5 2. Scoring tests ................................................ 12 36 7 la 5 p 9 0 0 0 55 28 3. Keeping adequate records on a ll pupils . 21 63 7 10 2 2 2 0 0 0 79 11.5 1 U • Interpreting pupil data to staff m em bers ............................................................ 29 5? ;, 6 1 1 0 0 0 0 96 1 rr , ■ • Interpreting pupil d a t a to pupils . . . 20 60 1 lii a 1 1 0 1 0 78 13.5 6. Interpreting pupil data to parents . . . 27 81 y 10 0 0 0 0 0 0 91 7 * 7 ' • Interpreting pupi] data to autr.orized community agencies ........................................ 18 lo 1 2 2u - 0 0 1 0 7a 18 s. Jonducting in -3ervice training in guidance for staff m em bers ........................ 12 36 13 7t n i 7 2 0 0 0 69 20.5 9. Ordering tests and otr.er guidance m a te r ia ls ..................................................... lh 1 . 2 9 F t t u 0 0 0 66 23.5 10. Selecting pupils w ho need srecial .nelp (e .g ., high a b ility cupils, those needing remedial work, emotionally d is tu rb e d )........................................................ 21. • i . 10 20 0 0 0 r s 0 0 92 6 11. Assisting in placement of pupils in proper classes or special classes . . . 23 69 10 2 0 1 1 0 0 0 0 90 e 239 TABLE ill— Continued N - 31 W S ■ Weighted Score Possible Score = 102 Duties c C O P S o &§■ > -< Ih I 9 cn z 3 p c t o p u o © O c n p I h i a Vh O E O c / 3 1 —1 O o 0 ) P I — ! I h P o p a ii E C c o * H c a c o z : xi _ c t u p a ) r ^ \ U CM U i —t t-. o u O 3 X i* X 0 ) X © X o X © » • X • X • x> • 3 P. 0 p c E o E o E 0 O G 9 in c 3 m c 9 CO C 9 m c o V ' ' z 3 -- 3 — 2 2 3 v—' E- CO ■s 5 12. Assisting in transferring procedures when pupils leave school . . . . 13. Assisting in the enrollment of pupils new to school ................................................ 111. Orientation of pupils new to scnool . . 15. Orientation of oupils to be promoted to next higher segment (secondary school) ............................................................ 16. Counseling pupils with learning, physical, social and emotional problems 17. Holding conferences with parents regarding any pupil problems .................... lb . Acting as liaison person between scnool and community agencies on pupil problems 19. Coordinating efforts of a ll specialists (psychologists, physicians, e tc .i working on a case ........................ 20. Counseling staff m em bers on personal problems which m ay affect tneir w^rk 5 15 6 12 12 12 10 0 1 0 39 3? 5 15 16 10 1C 11 0 0 0 lil 36 10 30 / 12 10 10 8 0 0 0 52 32 10 30 1? O ) { ■ ( h 0 0 0 60 26 2y q7 el i . 2 2 C C 0 0 93 L 30 ‘ 20 H 2 2 1 n i . v 0 0 9U 2 20 - it t - 0 0 0 32 - \ r ' y*> 26 ? a - 1.. - 1 . ' I ' * ' J J 0 0 93 h 10 30 * 12 10 10 ( o 1 0 52 32 TA3LE hi--Continued © ® C m _ - a I , -P - P o o o du R 5 c c * h WS » Weighted Score j j j js ^ a , 5 - h Possible Score ■ 102 . £ £ 3 £ > <§" -o u c. t Eft, -p f t . ^ © C u E e ImOE<m-hE O -P ;> M • —< O 01 H O • —i Hs 2 - C & Duties 21. Acting as guidance consultant to all staff members on pupils' problems , . , 22. Supervising clerical workers assigned to counselor's office ............... 23. Teaching remedial classes (reading, etc.) .............................. 2h. Giving psychotherapy to emotionally disturbed pupils ..................... 2p. Interviewing every pupil in scnool . . , 26. Maintaining adequate supply of guidance literature and materials for teachers and parents ........................ 27. Conducting case conferences ......... 28. Writing case histories......... . . , 29. Visiting pupils' homes ......... 30. Encouraging and assisting teachers to carry on classroom research ....... 31. Interpreting school's guidance program to the community ........ 32. Organizing and heading school guidance committee ......................... , Number m X . 0 to c hf— • Number W 5 (no.X 2) Number iH X . O to c Number (no.X 0) h 1 Z W S (no.X 0) Total W e Score % 3 2? 31 10 2 2 0 0 0 0 93 h 8 2h 11 22 h 1 : - 7 0 2 0 50 3h 0 0 1 2 6 6 25 0 1 0 8 hi 1 3 2 * • 4 u h 13 0 9 0 11 39 2 6 u 7 n f 18 0 2 G 21 38 12 38 9 1* 12 12 1 0 0 0 66 23.5 19 57 11 22 3 3 0 0 0 0 82 9.5 12 36 16 32 5 7 1 0 0 0 73 19 6 16 11 22 lh lh 2 0 0 0 5h 29.5 6 13 1 lh U: lh 6 0 0 0 h6 35 19 5? I 12 9 5 C 0 0 0 78 13.5 11 33 11 27 7 7 2 0 2 0 62 25 TABLE Id— Continued N - 3U WS * Weighted Score Possible Score = 102 Duties ! > ! V l I D > V i ij ■P § G V l V i o G E 4 ) O G V . Q O G I & O M w O o c a ) g rH V i 5 a «M -H E O H C o G O 1 3 0 ) P J 3 b C •H t ' cn V CM Vi rH o Vi o 3 X * & G X • iJ X . a X • 1 X • 3 V V o e o E o E o o p o CO c d CO c 3 CO C 3 CO C 3 CO c o U — ' 2 w s: 2: 3 z 3 G to 33. Conducting group guidance sessions for pupils ................................................................ 6 1? 13 30 6 6 p 0 1 0 S h 29.5 3l. Conducting a follow-up program to check on pupils w ho have used guidance service ............................................................ 10 30 16 32 6 A 1 0 0 0 68 22 35. Planning future educational programs with pupils .................................................... 13 39 6 0 9 9 1 U V 1 0 56 27 36. Gathering information on pupils . . . . 13 *i0 12 26 r b 0 0 0 0 75 16.5 37. Suggesting areas for curriculum improvement .................................................... £ 13 16 23 9 y r\ v7 0 0 52 32 36. Planning school testing rrogran with principal ........................................................ 16 62 12 2>' 3 p 0 0 0 69 20.5 39. Fostering good mental hygiene am ong pupils and staff ............................................ 17 31 10 20 6 £ , 0 v j 0 77 15 IjO. Reporting to the principal annually on what has been accomplished in guidance for the year ................................ 20 60 O 13 1 1 , 0 0 0 79 11.5 )il. Teaching regular classes (part tine) . . 1 3 1 2 6 21 0 h 0 9 ho 343 enrollneat of pupils new to school, supervising olorlonl workers assigned to tbs counselor's office, teaehlng re- nodial classes, glring psychotherapy to onotlonally dis turbed pupils, interviewing every pupil In school, encour aging and assisting teachers to oarry on olassroen re search, and teaching regular olasses. Teaching renedlal olasses was considered least lnpartant (eight points) of all the duties listed for the elenentary counselor to per- f era but It was followed closely by teaching regular classes (nine points). Total weighted scores on these duties rated by the principals ranged elghty-elght points fron a lew of eight points to a high of ninety-six points (interpreting pupil data to staff nenbers). This lndioated that the duties listed ranged all the way fren very unlnpertaut to Tory lnpartant in the opinion of the principals. The aajerity of the duties, however, were thought to he either lapert- ant or very lnpartant for elenentary counselors to per- forn. Opinions of the counselors Fire duties were rated as Tory lnpartant by 80 per cent or were of the counselors theaselves. These duties that they thought were so lnpartant for alanantary coun selors to perforu were Interpreting pupil data to staff nenbers, Interpreting pupil data to parents, counseling 244 pupils with lMrninf, physical, social, and enetlenal probleas, holding eonferenoes with parents regarding any pupil prohlons, and noting as gnldanoo consultant to all staff asabsrs on pupils* problsas (soo Table 42). Sot- enty-nlne por oont of the thirty-four counsolor-rospend ents rated assisting In plaoenent of paplls in proper olasses as a Tory lapertant counselor's dnty. Oror 20 per cent of the counselors rated the following soTen duties as of little lnpertaaoe for the elenentary counselor to perfora: scoring tests, assisting in transferring procedures when pupils leawe school, assisting in the enrollnent of pupils new to sSheel, teaching reaedlal classes, glwlng psyohetherapy to ena tional ly disturbed pupils, lnterelewlng erery pupil in school, and teaching regular olasses. Teaohlng reaedlal olasses was net rated as Tory lapertant by any of the re spondents and teaching regular classes was rated as Tory lapertant by only one. The arerage duty listed was rated as either in- pert ant or rery lapertant by nearly 70 per cent of the elenentary counselors who responded to the questionnaire. About 11 per cent of the respondents rated the awerage duty as of little importance. Nearly 08 per cent of the counselors responded to the awerage ltea listed and only about 3 per cent held no opinion on the awerage ltea (see Table 42). It was clear that aost of the ferty-ene duties TABLE Elementary counselors' ratings of the relative importance of selected duties for the elemen tary counselor to perform N - 3h u & ! ® E > M ■P C c t p O a E I e o § p Q O CO e o 5 4> P rH U P O p a fed c o ■a ■H £ O Z Duties p c p c t . a > z a. u a. 1 » z a. I p c o l l « a. I P c 0 ) o ® a. 1. Administering tests, inventories, etc. . 5C 2. Scoring tests.................. lh hi 3. Keeping adequate records on all pupils . 21 62 h. Interpreting pupil data to staff members........................ 31 91 5. Interpreting pupil data to pupils ... 26 76 6. Interpreting pupil data to parents ... 28 82 7. Interpreting pupil data to authorized community agencies............... 20 59 8. Conducting in-service training in guidance for staff members....... 13 3 8 9. Ordering tests and other guidance materials ..... ................. 11 3 2 10. Selecting pupils who need special help (e.g., high ability pupils, those needing remedial work, emotionally disturbed)....................... 2 3 63 11. Assisting in placement of pupils in proper classes or special classes ... 27 79 T 2T 3 9 19 BP I E - C 5 5 g M ft U n 5 5 5 § M 4 » Z C C E gl *5 +5 O O ft 0) o H n a. ~ T 15 12 3 12 5 15 h 12 7 21 9 2? 11 32 3 2h 7 21 0 0 1 3 0 0 7 21 9 27 6 18 1 3 0 0 i— r 11 32 1 3 0 0 2 6 0 0 0 0 3 9 5 15 0 0 0 0 T 0 1 0 0 0 0 0 1 7 0 3 0 0 0 0 0 0 0 0 0 0 0 u r r a 33 97 32 9h 3h 100 3h 100 32 9h 3h 100 3h 100 33 97 32 9h 3h 100 245 TABLE 12— Continued N - 36 ■p c « p u 0 ) E > M Duties a > o § p 1 1 Vi O E O !/) H c 1 ® o c ( t V + s r -i V P 0 P & ' m -rl fc O -3 < - 1 C o ■H c ■H p, o o Z p p C c p c > V 0 3 P JB r _> 0 3 x> U 0 3 .O c V p V P 3 0 3 3 03 3 z C u z z u £ V 0) a. p c 4 ) o V 0) a. (V C 0) n V 0 ) a. i e 3 £ 2 § n a v n £ i t t ! P z e c e 3 -rj ® ® • O O P C 1 - 4 5 v O f t , ® Q E- > *3 ( X , P 12. Assisting in transferring procedures when pupils leave school ........... 6 18 i 21 10 29 10 29 1 3 31 100 13* Assisting in the enrollment of pupils nev to school .... ............... 9 27 P 26 10 29 7 21 0 0 3h 100 16. Orientation of pupils new to school . . 13 33 11 32 3 26 2 6 0 0 31* 100 1$. Orientation of pupils to be promoted to next higher segment (secondary school) ............................. 20 59 9 27 6 12 1 3 0 0 36 100 16. Counseling pupils with learning, physical, social and emotional problems 32 96 i X 3 0 0 1 3 0 0 36 100 17. Holding conferences with parents regarding any pupil problems ........ 30 86 2 6 1 3 1 3 0 0 36 100 16. Acting as liaison person between school and community agencies on pupil problems ........................... 2h 71 I IS 3 9 1 3 0 0 36 100 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case ................... 23 68 9 27 2 6 0 0 0 0 36 100 20. Counseling staff members on personal problems whicn may affect their work . . 21 9 27 7 21 5 15 5 12 32 96 TABI£ U2— Continued N ■ 3lt p § p P i frg. a . £ > w p P i a E V E o to © o § p P i © 8 < 0 © p iH P . P o 4 * & V, -H E O P M c o (X o o 2 Duties P i a p c V 'P V 0 1 a § z c © C J Pi © P i a p c u u © a. Pi a p c 0 i o P i 0 ) X u 0 > • f l be C I E xl © 8 3 c x p o m a P i 1 0 a a a § bo p Z C C E 3 rj t « T5 O P C i —I O P i o &. © o X E - I « 0, P P e 0 ) o P i 0 ) a . Acting aa guidance consultant to a ll s ta ff m em bers on pupils* problems . . . 31 91 3 y 0 0 G 0 0 0 3h 10C 22. Supervising clerical workers assigned to counselor's office ................................ 12 35 r\ lh 6 is 3 9 5 15 32 9u 23. Teaching remedial classes (reading, etc .) ................................................................ 0 0 2 f 2 6 23 68 2 6 29 85 2h. Giving psychotherapy to emotionally disturbed pupils ............................................ 2 6 3 9 5 15 lh lil 6 18 30 88 25. Interviewing every pupil in school . . . u 12 1 4 12 8 2h lh a 2 6 32 9h 26. Maintaining adequate supply of guidance lite ra tu re and materials for teachers and parents .................................................... 12 35 13 36 7 21 2 6 0 0 3h 100 27. Conducting case conferences .................... 20 59 9 27 h 12 0 0 1 3 3h 100 28. Writing case histories ................................ 11 32 16 ’ n U i 3 9 3 9 1 3 3h 100 29. Visiting pupils' hom es ................................ 9 27 10 29 lh a 0 0 1 3 3h 100 30. Encouraging and assisting teachers to carry on classroom research ................ a 12 13 3 ? 8 ?h 1 U 12 h 12 33 97 31. Interpreting school's guidance program to the community ............................ 19 56 10 29 3 9 1 3 1 3 3h 100 32. Trganizing and heading school guidance committee ........................................................ 11 32 11 32 8 18 2 6 2 6 32 9h TABLE [^— Continued 31 + > c u o Q > V c r f + J u u a O E C ( . 0 » — o c < c O - P I —1 ^ o *H E ► - 3 ^ c c *H c •H e , c c 2 0 . i e H - u a a e c c ■ a c o c. w S Outies Number e 0 / r ' • u A - U J5 E z * c c u 0 Number - t j c 0 u 2 c u a ) J O E 3 z + 3 c < y u o 3 t: ? ' c *ri r - I * ¥ * * < o c. H m - p C E o o i C l -P t — i t - . £ $ 35. Conducting group guidance sessions for pupils ................................................................ 2 .'. 11 ^ ; 10 ?3 3 9 1 3 32 91 31. Conducting a follow-up program to cneck on puoils w ho nave used guidance service ............................................................ 21 1? y- 11 32 1 3 1 3 33 37 35. Planning future educational programs with pupils .................................................... d ?l. 11 3? 10 29 12 0 0 33 97 35. 'lathering information on pupils . . . . 22 bp p 3 9 0 0 0 33 97 37. Suggesting areas for curriculum improvement .................................................... * 7 OT 12 ', 10 29 i . 12 1 a 3 -1 100 35. Planning scnool testinr program with principal ........................................................ 17 so - i! c 19 1 3 2 t 33 97 39. Postering good mental hygiene am ong pupils and staff ............................................ 2 1 t? 11 32 2 t 0 r i 0 0 31 100 10. deporting to the principal annually on what has been accomplisned in guidance for tne year ................................ I f ; n u ■ ■ I f i * 0 r, c 2 ( . 0 0 31 100 I 1 i l - L • Teaching regular classes (part time*/ . . 1 3 1 3 i r % y 22 69 u 12 31 91 Average percentages ................ he. * - ■ 23 .3 lu 11 .2 2.9 97.6 to 00 240 listed v«r« considered lapertant for the tltnntary ooun- ■•lor to perfora by this group of poroono vho hold that pooltion theaselres. When tho data of the counseler-respondents voro analyzed for this sootlon of tho questionnaire by tho voightod oooro Method It vao found that tho highest possible soore was 102 (thirty-four counselors tlses tho weight of three). By this analysis, six duties reoeired total weighted scores of ninety or sore. Tho duties which rooolTod this high rating wore Interpreting pupil data to staff ueubers, interpreting pupil data to parents, assist ing in placenent of pupils in proper classes, counseling pupils with learning, physical, soolal, and eaotlonal problsas, holding conferences with parents regarding and pupil prebleas, and aotlng as guidance consultant to all staff nenbers on pupils' prebleas (see Table 43). Two duties which reoeired eighty-nine points were interpreting pupil data to pupils and coordinating efforts of all specialists. These eight duties were the ones which the counselors theaselTes rated as the aost laportant for ele nentary counselors to perfora. Seren duties reoeired total weighted soores of half (fifty-one) or less than half the possible soore (102). Soae of these were the sane as these recorded abore using the 20 per cent lerel (rated by 20 per cent or aore as of little laportanoe) as the cutting point. The TABLE i-3.— Elenentary counselors' ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method N - 32* VS = Weighted Score Possible Score = 102 Luties Number Very Important (no.X 3) - p c C T u c t f C» u C ' H .0 • E ? c Vh 4. ' jr. < D 0 c C C + J g a 0 a 1 — 1 • 0 co c > « _' Q O § 0 rH J - i -P O -P £. U *H F O U H u 4 X 5 c * d to c ^ 15 Number N o Opinion (no.X 0) Total Weighted Score c S 1. Administering tests, inventories, etc. . 20 60 9 lh 3 3 2 0 0 0 Hi 15.5 2. Scoring tests ....................... l)i :i2 3 c C 11 0 0 0 63 33.5 3. Keeping adequate records on all pupils . 21 63 - l-i 1 0 1 0 77 19 1 t . • Interpreting pupil data to staff members ............................ 31 93 1 0 r ■ J J 0 0 99 1.5 5. interpreting pupil data to pupils . . . 26 "3 - 16 1 1 " * 1 m v ' 0 0 79 6, Interpreting pupil data to parents . . . 28 -L ' \J C - 0 0 0 0 92 6 7« Interpreting pupil data to authorized conHum t / agencies 20 60 i • . L‘ 0 0 81 15.5 ' j * Conducting in-service training in guidance for staff members ........... 13 3 ? i * c 0 0 66 ? h 9. Ordering tests and other guidance materials .......................... 11 33 11 2? / • . 1 " Q 0 61 26 .0. Selecting pupils who need soecia'. nelg (e.g., high ability rupils, those needing remedial work, emotionally disturbed) ........................... 23 *9 * 16 1 1 c 0 0 r - v _ > 86 11 ■ • Assisting in placement of pupils in rrorer classes or 3 1 eel si classes . . . - ~ j- i i., .± 7 1 1 0 ( j 0 0 0 0 9 6 u .0 N O' 0 250 TABLE 63— Continued Q) <D C .. - I *3 -P O O O * ' • 3I‘ § § S 5 WS " Weighted ocore x x> +* “ c. Possible Score ■ 102 >, o o qj o *> o o -o f-tC, x . B* 0) E E v, o E Vi'H E O -p > *-H l — O B1H j J H X X b £ •H Duties ^ rH O O ' j e. * + ^ ^ ^ > b ^ O X O X G X G x OJ X r-i f l ) XI • X • X • X • X •tCPi.X E O E C E O E O E O - P O C 9 CO C d ro C 3 CO C 3 CO C 3 CO c O O J5 2: 3 ' . < — <2 < -- z — z jc — hco -- 15. Assisting in transferring procedures when pupils leave school ............................ A 13 - 16 10 1C 0 1 0 62 37 i _ j • Assisting in the enrollment of pupils new to school ................................................ 9 27 16 10 10 7 0 0 0 53 33.5 lh . Orientation of pupils new to school . . 13 39 11 22 £ 7 2 W 0 0 69 21.5 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................................................ 20 60 , , !;■ • ) . 1 0 0 0 82 13.5 i f . Counseling pupils with learning, physical, social and emotional problems 32 96 i L . Q 0 1 0 0 0 96 3 17. Holding conferences with parents regarding any pupil problems .................... 30 90 ? 1 1 1 0 0 0 95 6.5 Id . Acting as liaison person between school and community agencies on pupil oroblems............................................................ 25 72 12 3 3 1 0 0 0 87 9.5 1?. Coordinating efforts of a ll specialists (psychologists, physicians, etc., working on a case ........................................ 23 69 / 1 J X J 2 0 0 0 89 — ^ - .9 20. Counseling s ta ff members on personal problems which m ay affect their work . . 21 ? ix t - 7 - c 5 0 66 35.5 TABLE L3— Continued N ' - 3l| WS - Weighted Score Possible Score c 102 Duties c a x v i > e > t - t u 4 J X C £ S X V i a * : > < o c A ) 0 ) c O 0 c C a § •H c X a > - p u iH t* (A e a 5 a O O E V-i -H E O 0 10 t - i OJW Z __v , _„ OJ fH O O Vi V V i X 4 > X C i X < U X . X . X X • O E 0 to c 3 CO c 3 to c 3 to c v; 2 ; 2 Jt W 21. Acting as guidance consultant to a ll staff m em bers on pupils' problems . . , 22. Supervising clerical workers assigned to counselor's office ................................ 23. Teaching remedial classes (reading, e t c . ) ............................................................ ... 2h. Giving psychotherapy to emotionally disturbed pupils ............................................ 25. Interviewing every pupil in school . . , 26. Maintaining adequate supply of guidance lite ra tu re and materials for teachers and parents .................................................... 29. Visiting pupils' hom es ............................ 30. Encouraging and assisting teachers to carry on classroom research . . . . 31. Interpreting school's guidance program to the community ........................ 32. Organizing and heading school guidance committee .................................................... T 3 ■ p X L O •H V 31 93 3 6 0 0 0 0 0 0 99 12 36 6 12 6 6 3 0 5 0 86 0 0 2 > 9 2 23 c 2 0 A c , - 2 6 " 3 J f p r - ' 16 0 6 0 17 P 1? L t - i q lh 0 2 0 28 1.5 31.5 u 39 38 12 36 13 26 7 'h 2 G 0 0 69 21 20 60 • m 18 u 1 r ; ( j 0 1 0 92 13 11 33 16 32 3 3 3 0 1 0 66 23 9 27 1C 20 16 lh 0 0 1 0 61 26 * 4 12 13 2i 8 8 n 0 h 0 66 35 19 57 10 20 3 3 1 0 1 0 80 17 11 33 11 22 6 r 2 0 2 0 61 26 U\ Y / \ 252 TABLE 1*3— Continued N • 31 -p W S * Weighted Score J Possible Score ■ 102 £ >* 9 u a. e £ > HH Duties ^ rm 0 1 X X . § o c n c ___________ z 53V'Conducting group guidance sessions for p u p ils ................................................................ 3 2i 36. Conducting a follow-up program to check on pupils w ho hiave used guidance service.............................. 0 21, 35. Planning future educational programs with pupils . . ............................................ 0 21 : 36. Gathering information on pupils . . . . 22 66 37. Suggesting areas for curriculum improvement ........ .......... 7 21 30. Planning school testing program with p r in c ip a l........................................................ 17 pi 39. Postering good mental hygiene am ong pupils and s t a f f ............................................. 21 63 1'0. Heporting to the principal annually on what has been accomplished in guidance for the y e a r ................ 16 60 11. Teaching regular clashes (part tin e 1 . . 1 3 o C J 8 < c - p u _ c. V. o £ O O h o «i -p r — I f - < ■ h > O <H -H I" o . - 4 c o a . o o z T3 x. C k 0 ; JO Z ( M * O C O C h a > X B 3 z X . o to c 3 ^ Number WS (no.X 0) Number ws (no.X 0) Total We Score 3 0 1 0 56 1 0 1 0 59 ► U 0 0 56 r , 0 0 0 85 6 0 1 0 55 1 0 2 0 72 c c 0 0 87 2 c 0 0 80 22 0 1 u 0 8 ■ s 3; 20 12 2d 11 2? 5 16 12 p 10 10 11 11 10 10 3 3 10 10 lh 11 2? 16 2 31.5 28 29 12 30 20 9.5 17.5 60 M ca u 254 aaran datlta ratad laut lnpartant far tha alanantary oauasalar to perfora vara aaalating In tranafarrlng pra- oadnraa whan puplla laawa aohaol, counseling ataff aaabara an paraanal problem whioh nay affaot thalr work, taaehlng reaedlal olaaaaa, giving poyohetherapy to enetlenally dla- tnrbad pnplla, interviewing every pupil In aohool, anoour- aging and aaalating taaohara to oarry an olaaaraaa ra- aaaroh, and taaehlng ragular olaaaaa. It waa evident that tha najarlty af oounselor-reapendents fait that thaaa dutlaa balangad nara properly to aonaona other than tha alanantary counaalor. Tha aooraa rangad ninaty-thraa palnta fran a low af alx to a high af nlnaty-nlna (aaa Tabla 43). Taaohlng ranadlal olaaaaa waa oonaldarad tha laaat lnpartant and lntarpratlng pupil data ta ataff naubara tha naat lnpart ant of the dutlaa llatad whioh alanantary eounaalara night parforn. Onlnlana af tha taaohara Six af tha forty-ona dutlaa llatad wara ratad aa rary lnpartant for the alanantary oounaalar to parfarn by 80 par oant ar nara of tha thirty taaohara raapandlng ta tha queatlannalra (aaa Tabla 44). Slnoa It waa ganarally agraad that part of tha alanantary oounaalar'a Jab waa ta halp taaohara, tha raaponnaa af thasa taaohara who had workad with alanantary eounaalara In thalr dlatrlota wara TABI£ Uk.— Elementary teachers' ratings of the relative importance of selected duties for the elementary counselor to perforin N - 30 < L > > -P C n) ■P h i -P c r e p h . o i ’ 0 > o c r e p u i i ^ O E O ( O H ® O c r e v P iH h . p 0 P Q. P E O * “ ” 1 c o a , 0 o z Duties -P +> G c c h i h i h . 4 0 O 0 > 4 ) U ,0 £ A E h < E u h i 0 * 3 0 ) Z C l. z n. Z a. p G o h < U h. V J C p G 0 ) C J hi 0 3 CL. 1. Administering tests, inventories, etc. 2. Scoring tests ............................................. 3. Keeping adequate records on a ll pupils Interpreting pupil data to staff members ........................................................ Interpreting pupil data to pupils . . Interpreting pupil data to parents . . Interpreting pupil data to authorized community agencies .................................... Conducting in-service training in guidance for s ta ff members ....................... 9. Ordering tests and other guidance m a te ria ls ...................................................... Selecting pupils w ho need special help (e .g ., high a b ility pupils, those needing remedial work, emotionally disturbed) ................................ Assisting in placement of pupils in proper classes or special classes . . I E 3 $ ► H u § « z c 3 1 i a. E h » b f l G •H TJ C a m £ c 0 c _ > hi £ 3 21 70 3 10 1 , 13 2 7 0 0 3 5 100 lh hi 7 17 1 3 9 30 0 0 29 97 13 60 5 17 3 10 h 13 0 0 30 100 2' u 80 q 17 1 a > 0 0 0 0 30 100 16 53 9 30 2 7 2 7 0 0 29 97 27 90 2 7 0 0 1 3 0 0 30 100 19 63 ?7 1 3 1 3 0 0 29 97 c 27 lh * . t /. 20 1 3 0 0 29 97 12 1 . 0 1 37 r * 1 r - , 1 3 0 0 29 97 2( p 7 / - ' i 1 • 3 J 0 0 29 97 29 53 i . 4 13 0 0 1 3 0 0 30 100 h. 6. 7. S. 10. 11 256 TABLE lili— Continued N - 30 •p c r t -P u b a 0 ) E > M -P C c i P U o 0 ) 8 c C 8 8. < m O E O W P Duties p P c C p © p © © 0 J8 p p E P © 3 © z 0. 2 — u % p c © o a . 4 ) O © P H It P O P P. * I H *H E O P5 )P P C 0 ) o u © a. C o p. o 1 - 1 © © ! p c © o p © a. S’ 1 g tj 5 l § m a p « ^ p 5 § m p z c c E •H c © H "O CJ P e < C m P O P O P. © 0 H « a, p 12. Assisting in transferring procedures when pupils leave school ............. 5 1? 11 37 2 1? 9 30 0 0 30 100 13* Assisting in the enrollment of pupils new to school ........................ 3 10 13 u3 6 20 8 27 0 0 30 100 III. Orientation of pupils new to school . . 3 10 13 i3 3 27 6 20 0 0 30 100 15. Orientation of pupils to be promoted to next higher segment (secondary school)........................... 11 37 9 30 c 17 i-' 17 0 0 30 100 16. Counseling pupils with learning, physical, social and emotional problems 2f f . n ( L i 13 0 0 J 0 0 0 30 100 17. Holding conferences with parents regarding any pupil problems ......... 27 90 1 1 s 1 3 1 3 0 0 30 100 18. Acting as liaison person between scnool and community agencies on pupil problems ............................ 21 nr f 1 3 0 0 0 0 30 100 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case ................... 21 70 23 2 ' 7 0 0 0 0 30 100 20. Counseling staff members on personal problems which may affect their work . , 27 L 13 12 80 3 10 1 3 28 93 M CM « TABLE H — Continued N - 30 - p § - p v . b | 0 E > w •P C ( C -p V . 2 eT 0 o § - p v* * * - t O E O CO H Duties 0 ) o § V -P <H V. -P 0 ■p 6- - r t E O -3 > —1 -P C a > o c o ■H c •H P. o o 3 -P - p •p C c c Vi 0 V i 0 Vi 0 V 3 O 0 X > 0 3 0 0 X > E V i E t . p V i E 3 0 9 0 0 3 T- . 0, 2 a. 2 V l 0) -p c 0) o V l 0 2 o . 5 3 C o M (X v. to 5 3 5 II -p c E 0 0 O -P V i 0 o E - * » a, -p 21. Acting as guidance consultant to all staff members on pupils' problems . . . 20 67 5 17 5 17 0 0 0 0 30 100 2?. Supervising clerical workers assigned to counselor's office ............... 27 9 30 8 27 3 10 1 3 29 97 ?3. Teaching remedial classes (reading, etc.) .............................. 1 3 6 20 6 20 13 13 3 10 29 97 21. Giving psychotherapy to emotionally disturbed Dupils ..................... 3 10 6 20 3 10 9 30 A 27 29 97 28. Interviewing every pupil in school . . . 2 7 2 7 9 30 13 13 1 7 30 100 26. Maintaining adequate supply of guidance literature and materials for teachers and parents ......................... 12 10 10 33 6 2C 2 7 0 0 30 100 27. Conducting case conferences ......... 18 60 r7 23 r . 17 r\ J 0 0 0 30 100 28. Writing case histories ............... 16 83 7 23 £ 20 1 3 0 0 30 100 29. Visiting pupils' homes ... ......... lh f 7 • 4 1 * > 23 7 23 7 X 3 1 3 30 100 30. Encouraging and assisting teachers to carry on classroom research ....... 10 33 13 5 27 7 23 1 3 30 100 31. Interpreting school's guidance program to the community.......... . 15 8 0 10 33 1 ( , 13 1 3 0 0 30 100 32. Organizing and heading school guidance committee .......................... 12 ho 11 - 4 7 3 10 1 3 3 10 30 100 to Ot TABLE Liii— Continued N - 30 p § p >* Q D . u. < t > E > 1 — I P C C D P s 4) t ) s o .. cx « m o E O W N i 4 ) o c Q ) P l - f ^ s a < m rl E O hJH Duties % p c o u ID CP I D ■O P c w P I D I c u u p id u . 0 X3 Z P c ID » • ^ P ID P C O • H C ■H £ o p e u ( D ID O ID I E g , c B . w Jg ° - 9 f P t > £ P s e e 3' I! T) O C M o u o a 4 1 q H O P P 53. Conducting group guidance sessions for p u p ils ........................ ........................................ fi 1 27 30 3 27 3 10 1 3 29 97 3ii. Conducting a follow-up program to check on pupils who have used guidance service ............................................................ 11 31 I I 3 10 0 0 G 0 29 97 35. Planning future educational programs with pupils .................................................... 10 33 • 7 23 7 23 h 13 1 3 29 97 36. Gathering information on pupils . . . . 1? pO 11 37 9 n 1 1 3 0 0 29 97 > • * Suggesting areas for curriculum improvement ..................................................... 7 23 3 2? 5 17 8 27 2 7 30 100 36. Planning school testing program with l h j n 4. . t 7 ?3 i - 4 13 2 1 2 7 29 97 Fostering good mental hygiene am ong pupils and s taff ............................................ 16 I" 7 23 x 3 1 3 30 100 i4 0. Reporting to the principal annually on what has been accomplished in guidance for the year ................................ 1? 63 0 ^ * < ; * 3 10 0 0 1 3 30 100 1 .1 m Teaching regular classes (part * ime ’ . . 0 r, W 2 7 l i 13 20 67 3 10 29 97 Average rercentages .................... CN • O 1 1 23 r . lii.3 11.7 2.5 98 .9 258 209 thought to ho particularly significant. Tho six dutloo ratod ao Tory Important by 80 par coot or aoro of tho teachers were ao follows: lntorproting pupil data to staff nenbers, lntorproting pupil data to parents, seleot- ing pupils who nood opoelal holpt assisting In plaoonont of pupils in propor classes, oounsoling pupils with learning, physioal, social, and onotlonal preblens, and holding conforonoos with paronts regarding any pupil prob lems • Twenty per oont or noro of those teachers ratod ten of the duties listed as of little inpertanoe in carry ing out the funotlon of the elenentary counselor as they saw It. These duties were soorlng tests, assisting In transferring proooduros when pupils loaro school, assist ing In the enrollment of pupils now to school, orientation of pupils new to sohool, teaching renodial classes, glrlng psyohetherapy to enetionally disturbed pupils, Interview ing every pupil in sohool, onoouraging and assisting teachers to carry on olassroon researoh, suggesting areas for currlculun lnprovenent, and teaching regular classes. Those toaohors felt that elementary counselors who woro spending tholr time on the abeve duties were not using their time to best advantage. The teachers achieved the highest average response rate on this section of the questionnaire of any ef the soheol district groups. About ninety-nine per cent ef 260 tb«a rtip«Bd«< to tho average ltea. Approximately aeveaty per eont of tho> rated tho average ltea aa either lnpert- ant or very important. Aa only about 12 par oant of then ratod tho average ltea aa of little importance, It vaa evi dent that they thought that elenentary oounaelera aheuld perfora tho large majority of the dutlaa Hated. The average ltea vaa narked "no opinion" by only 2.6 per oant of the teaohera which lndloated that they were aero will ing to expreee eplniene aa to what dutlaa the elenentary oounaeler aheuld perfora than aa to the oollego coureee they aheuld taka (over 8 per cent of "no opinion"). Analyala of tho taaohara' reaponaea by tho weight ed aoore nethed revealed that the hlgheat peeelble weight ed aoere for then waa ninety (thirty teaohera tinea a weight ef three). Nine dutlea obtained total weighted aoerne ef aeventy-flve or aere when rated by the teaohera (aee Table 46). Six of theee nine were llated before aa qualifying for laportanoo at tho "80 per cent very lnport- anoe” level. The throe additional dutlea which the weighted aoere nethed revealed that the teaohera theught very lapertant were noting aa llalaen peraan between aoheol and oenanalty agenciea on pupil probleaa, coordin ating efforta of all apeolallata, and acting aa guldanoe oonaultant to all ataff aonbera on puplla* probleaa. Nine dutlea obtained total weighted aoorea of half (forty-five) or leaa than half the peaalble aoore TABLE US*— Elementary teachers' ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method N - 30 WS * Weighted Score Possible Score » 90 Duties +> c r) -P < y e > t-H P c C C ■p u 9 o O CO V o -P u z B 0 ) 1 —1 P -P V - t tH O P ( D o C c t p V, O u B G o <§■ o z V l < D x: ro x • c to c 3 — Vl C\J Vi r—I £ s no.X a X e O CO c 5 = 3 Vl ID X o X . o to c 3 — o X o to G •o $ JC tc 4 ) 3 0 ) V i o 1. Administering tests, inventories, etc. . 51 63 3 6 h h 5 0 0 0 w 12.5 2. Scoring tests ................................................ lh 12 r-' 7 10 1 1 9 0 0 0 53 28 3. Keeping adequate recoras on a ll pupils . 18 5k 5 10 3 3 b 0 0 0 67 18 b. Interpreting pupil data to staff members ............................................................ 2h 72 < 10 1 1 0 0 ■ 0 0 83 h.5 5. Interpreting pupil data to pupils . . . 16 h6 9 18 2 2 2 0 0 0 68 16.5 6. Interpreting pupil data to parents . . . 2 1 81 £. U 0 U 1 0 0 G C D \ J \ 2 7 . Interpreting pupil data to authorized community agencies ........................................ 19 5/ 16 1 1 1 0 0 0 11 10.5 R. Conducting in-service training in guidance for staff members ........................ p 2 1 lh 28 6 6 1 0 0 0 58 26 9. Ordering tests and other guidance m a te r ia ls ......................................................... 12 38 11 22 7 > 1 0 0 0 63 21.5 10. Selecting pupils w hc need special help (e .g ., high a b ility rupils, these needing remedial work, emotionally d is tu rb e d )........................................................ 2f 0 1 0 0 0 82 6 12. Assisting in placement of pupils ir. proper classes or special classes . . . 29 79 p 0 0 2 Q 0 0 83 h.5 TABLE 65— Continued N - 30 WS - Weighted Score Possible Score ■ 90 Duties p 0 ) E > M u X 0 ) * £> • £ > • 0 0 E O § 0 CO c CO C p CO c CO c X —' 2 X 2 2 X v—' co :* o o c *a 4 ) -P b i •H 0 ) X 932 p o o u HCO Tt. Assisting"In transferring procedures when pupils leave school............. 5 1$ 13. Assisting in the enrollment cf rupils new to school...................... 3 ^ lli. Orientation of pupils new to school . . 3 ? 19. Orientation of pupils to be promoted to next higner segment (secondary school)............................. 16. Counseling pupils with learning, physical, social and emotional problems 1?. Holding conferences with parents regarding any pupil problems .......... 18. Acting as liaison person between scnool and community agencies on pupil problems............................ 21 63 1*?. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case.................. 21 ' 3 20. Counseling staff members on personal rroblems which may affect their work . . 3 2;. 0 0 0 62 35 0 0 0 61 37 0 0 0 63 36 0 0 0 36 27 0 0 0 56 1 0 0 0 86 3 ii 26 27 33 11 22 13 ?6 . 13 2h lh 5 3 ' a 6 16 0 0 1 1 1 1 2 12 12 0 0 00 0 3 0 0 0 1 0 79 0 l i l t 8 33 TABLE 15— Continued N ■ 30 WS = Weighted Score Possible Score * 90 Duties -p c p> S h © > u ( 0 £> I c n j c ( * ■ \ :< . o c -p c <0 -p Vi c a . H ( h © x > m 3 CM o c O © o c < 0 -p V i o a. E 0 ) 8 0 ) r - t V* s a Vh * f t E O i - 3 M Vi © jn c o o z 0 O X • Z X © 0 P 0 i n c 9 CO C 3 Z £ w n 2 jc •H © I * r- 1 © 3S o o H CO 21. Acting as guidance consultant to a ll s taff m em bers on pupils' problems . . . 20 6 C s 10 3 / 0 0 0 0 75 9 22. Supervising clerical workers assigned to counselor's office ................................ a ' J 2h 9 18 e Q 3 0 1 0 50 30.5 23. Teaching remedial classes (reading, e tc.) ................................................................ 1 3 f \ 12 6 13 0 3 0 21 39 2)i. Giving psychotherapy to emotionally disturbed pupils ............................................ 3 Q t 12 3 3 9 0 8 0 2h 38 25. Interviewing every pupil in school . . . 2 6 2 9 9 13 0 h 0 19 ho 26. Maintaining adequate sunply of guidance lite ra tu re and materials for teachers and parents .................................................... 12 36 1C 2 C 6 6 2 0 w 0 62 23 27. Conducting case conferences .................... 18 5L 7 lh 3 8 0 0 0 0 73 12.5 26. Writing case histories ................................ 16 h6 " 7 lh 6 6 1 0 0 0 66 16.5 29. Visiting pupils' hom es ................................ la u2 7 li. 7 7 1 0 1 0 63 21.5 30. Encouraging and assisting teacners to carry on classroom research ................ 10 30 - f 6 ( 0 1 0 h6 32 31. Interpreting school's ruidance program to the community ............................ 16 IS 1 C 0 p * 1 1 0 0 0 69 ih.5 32. Organizing and heading school guinance committee ........................................................ 12 y 11 2? 3 J * 1 0 3 0 61 2h 263 TABLE IS— Continued N - 30 W S * Weighted Score Possible Score * 90 Duties ■p § -p f - . >» o u a 4) E ■P § p O a E a o m O t a O E o m a 0 u § 0 ) -P rH P O • p a a - r l E C J h c o • r i C a o o T3 0 ) •P x : &C ■P 0 ) Number ro X • 0 C O c Number C M X . 0 C O c u I ws (no.X 1 Number W S (no.X 0 Number W S (no.X 0 Total W i Score Rank 33• Conducting group guidance sessions for pupils ........................ .................................... 8 2h 9 18 d 3 0 1 0 50 30.5 3h. Conducting a follow-up program to check on pupils w ho have used guidance service ............................................................ 11 33 13 30 h 3 0 r - 1 0 0 0 66 19 35. Planning future educational programs with pupils .................................................... 10 30 ? lh i 7 h 0 1 0 51 29 36. Gathering information on pupils . . . . IS 16 ii 22 2 2 1 0 0 0 69 lh.5 37. Suggesting areas for curriculum improvement .................................................... n 21 In r • ) 9 p 0 2 0 h2 35.5 38. Planning scr.ool testing urogram with principal ........................................................ lh u2 V lh h u 2 c 2 0 60 25 39. Fostering good mental hygiene am ong pupils and s taff ............................................ 16 IS 10 - 7 I 7 1 0 1 0 65 20 ho. Reporting to the principal annually or. what has been accomplished in guidance for the year ................................ 19 1/, 3 ■ 3 0 0 1 0 7h 10.5 hi. Teaching regular classes (part tim e1 . . 0 0 O c 9 h h 20 0 3 0 8 hi 264 268 (ninety). Sta« of th«it were the aut as the dntiai listed bafara ao qualifying at the *20 par oant laral af llttla lnpertanoe.” Thaaa alaa dutlaa which tha taaohara oanaldarad unlnpertant far elenentary counaalara ta per- fora wara aa fallawa: assisting In transferring preced- nraa whan a pnpll laaraa soheel, assisting In tha enroll- want af puplla naw ta school, arlantatlan af pnplla naw to soheol, counseling staff aaahara on personal prablaaa which nay affact thalr work, taaohlng raaadlal olaaaaa, firing psychotherapy to saotlsnally disturbed puplla, lntarrlawlng arary pupil In school, suggaatlng areas for ourrlculun lnpraroaant, and teaching regular classes. Of tha dutlaa listed tha teachers fait that tha abara wara af least lnpertanoe far tha eleuentary oounsalar In carrying out his responsibilities. Tha tatal weighted scares had a range of serenty- alght points froa a law af eight to a high af eighty-six. Tha teachers rated counseling pupils with learning, physical, seclal, and anotlanal problens as tha nast ln- portant caunsalor's duty and teaching regular classes as tha least lnportant counselor's duty. Since tha scares af nast of tha duties listed fall in tha upper part of tha range (sea Table 45) It was apparent that tha taaohars felt that nost af tha duties listed wara praparly tha re- spenslbllities of tha elenentary counselor. It was inter esting to nets, hawaTar, that though there was considerable 266 t|r««MBt with ether groups that tho toaohors no tod serer- al dottoo ao important or as unImportant whioh othor groups did not roeord as such, Specific conparlsono will bo dlsonssod later. Opinions of tho All Sohool District Group Tho All Sohool District Group was aado up from all of tho snail groups in tho study oxoopt tho Jury and nua- borod 132 nonbors. Fiwe dutios woro ratod as Tory import ant for tho elementary oounoolor to perforn by 80 por oont or noro of this group, Tho dutios which woro aooordod this high rating woro lntorprotlng pupil data to staff nonbors, lntorprotlng pupil data to parents, counsoling pupils with learning, physloal, soolal, and onotlonal problens, holding conferences with paronts regarding any pupil problens, and noting as guidance consultant to all staff nonbors on pupils* problens (see Table 46), Bight dutios woro ratod as of little inpertance by 20 por oont or noro of tho All School District Group. Those dutios woro scoring tests, assisting in transfer ring procedures when pupils Iosto sohool, assisting in tho enrollment of pupils now to school, teaching renedial classes, glwlng psychotherapy to emotionally disturbed pupils, intorrlowing owory pupil in sohool, onoouraging and assisting teachers to carry on olassroon research, and teaching regular olassos. Gut of tho 132 respondents in TABLE I 46- — 1 The All School District Group's ratings of the relative importance cf selected duties for the elementary counselor to perform 132 - p § p u © E > 1 —t -P C X V . o V o c c s n I o E O ( / I H © o c c e © p 3 f i ■p & -H E O X ‘ - t G o • r l c ■ r l a o Duties P P P C C c © U © V i © © O © O © C J X Xi X E V . E V . § V i 3 © © © 2 a . 2 2 a. p c © o v. © p c © u V. © § m 55 C 1l H 1 0 * r H "S a c n M p G E © © o p £ 5 1. Administering tests, inventories, etc. . 7B 59 32 7k 1C 8 9 7 0 0 129 2. Scoring tests ....................... U» 33 23 17 20 15 38 29 0 0 125 3. Keeping adequate records on all pupils . 79 60 22 17 12 9 11 8 1 1 125 U. Interpreting pupil data to staff members ............................ 116 88 1L 11 2 2 0 0 0 0 132 5. Interpreting pupil data to pupils . . . 9k 71 23 17 7 c c L 1 1 130 6. Interpreting pupil data to parents . . . 112 85 13 10 1 1 1 1 0 0 127 7. Interpreting pupil data to authorized community agencies ................... 72 55 Id 31 lh 11 1 1 1 1 129 8 . Conducting in-service training in guidance for staff members ........... 50 33 k9 'i'J 2h 18 7 p 0 0 130 9. Ordering tests and other guidance materials ........................... he 35 39 30 25 19 17 13 0 0 12? 10. Selecting pupils who neea special help (e.g., high ability pupils, those needing remedial work, emotionally disturbed) ........................... 99 75 26 20 2 2 1 1 0 0 128 11. Assisting in placement of pupils in proper classes or special classes . . . 102 77 25 19 3 2 1 1 0 0 131 IB 95 95 99 96 96 TABLE h6— Continued 0 ) © c N > 132 - p o o o t © e c c c - h c tr co co C *H - P - P P & M O . G G G Duties © E E «r i O E ©i -H E O G « - - - - — oo; -P as > t - l ’ —i O W H Oi-JM 35 © O 4/ ■P -P -P +> -P 2 Uj -P C C c c c z c c E a» g © g © g © g © -h © © O $ ) u © O C _ > J > O rl TJ O -P p> -P G c © G © O 3 0 G E G © 3 © u. Z o ^ g E G E G E G E P E G -P 0 G 2 © 2 © 2 © 2 © 2 © o P. © o z a, z a, z a, z Pu z a. h w Q- -p 2h 18 36 27 36 27 32 2li 2 2 130 99 26 21 39 30 32 2!i 31 23 0 0 130 99 ho 30 U 31 32 21 13 ■Hi 0 0 131 99 12. Assisting in transferring procedures when pupils leave school ........... 13• Assisting in the enrollment of pupils new to school ..................... III. Orientation of pupils new to school 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................ 56 16. Counseling pupils witn learning, physical, social and emotional problems 17. Holding conferences with parents regarding any pupil problems ......... 15. Acting as liaison person between school and community agencies on pupil problems............................ 52 62 36 27 11 6 2 2 0 0 130 99 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case................... 69 67 3b ?6 ^ 5 1 1 0 0 130 99 20. Counseling staff members on personal problems which may affect their work . . 3C 23 26 21 39 30 2C1 15 8 6 125 95 56 l o l l uC 30 20 15 12 9 0 0 130 99 nii 66 13 10 2 2 1 1 0 0 130 99 nil 66 10 6 I * 3 3 2 0 0 131 99 268 Duties 21. Acting as guidance consultant to a il s ta ff m em bers on pupils' problems . . . 22. Supervising clerical workers assigned to counselor's office ................................ 23. Teaching remedial classes (reading, e tc.) ................................................................ 2h, Giving psychotherapy to emotionally disturbed pupils ............................................ 25. Interviewing every pupil in school . . . 26. Maintaining adequate supply of guidance lite ra tu re and materials for teachers and p a r e n ts .................... ............................... 27. Conducting case conferences .................... 28. Writing case histories ................................ 29. Visiting pupils' hom es .................... . . . 30. Encouraging and assisting teachers to carry cn classroom research ................ 31. Interpreting school's guidance program to the community ............................ 32. Organizing and heading school guidance committee ........................................................ h6— Continued ■ p c c e -p u >. o f c §• > M V o s a o E o CO H a > 0 ® - p - P O I* O kJH -p P -p -P c c c £ Vi Vi f t ) Vi 0) V! ft) 0) 0 E Vi a> 3 f t ) 3 3 0) 2 2 a , 2 u . 2 0 - c o t •H pi o o 35 c Vi 0) V O X> £ V 3 < D 2 a. 105 80 17 13 9 7 0 0 0 0 131 99 36 27 33 25 27 2C 18 lh 10 8 12h 9h 1 1 1C 8 19 lh 83 63 8 6 121 91 9 7 13 10 16 12 5h hi 25 19 117 88 13 10 13 10 31 23 62 h7 8 6 127 96 h6 35 h6 35 35 27 5 h 0 0 132 100 78 59 37 26 15 11 0 0 1 1 131 99 53 ho 52 39 20 15 6 5 1 1 132 100 36 2? ho 30 h6 35 6 r ' } 2 2 130 99 22 17 3h 26 h3 33 26 20 5 h 130 99 73 55 33 25 21 16 3 2 1 1 131 99 19 37 h3 33 21 16 8 6 7 5 128 97 TABLE 66— Continued N - 132 p u > n > w U o e o S p u S I ( m O E O 10 H t ) O c C O © P ^ 8 p a *M *H B O J h C o ■H C •H £ o z I B s s £f ■H TJ C O P, a Duties Vi I P C V o V i © P, Vi © £ > § Z P c © o V i © a. Vi 3 P C © U V V a. Vi 3 P G © O V i 0) a. Vi 3 P C © o h V c u , 3 tc z c •H i - i t3 I I H n p C £ S 3 V 4) O a, p 33. Conducting group guidance sessions for pupils ................................................................. 33 25 J i7 36 33 25 12 9 3 2 128 97 36. Conducting a follow-up program to check on pupils who have used guidance service ............................................................ 63 33 57 63 25 19 3 2 1 1 129 98 3$. Planning future educational programs with pupils ..................................................... 66 3? 32 26 32 2); 15 11 2 2 127 96 36. Gathering information cn pupils . . . . 73 55 12 32 13 10 1 1 0 0 129 98 37. Suggesting areas for curriculum improvement 2? 19 51 Id 31 23 18 lu 3 2 131 99 38. Planning school testing program with principal ......................................................... 62 L7 3? 25 21 16 6 5 6 3 126 96 39. Fostering good mental hygiene am ong pupils and s ta ff ............................................ 71 56 37 26 17 13 1 1 2 2 131 99 60. Reporting to the principal annually on what has been accomplished in guidance for the year . . ........................ 67 5c 50 36 8 6 6 5 1 1 132 100 61. Teaching regular classes (part tine; . . 2 2 5 i i 16 11 86 65 15 11 122 93 Average percentages .................... 66.6 26.3 16.6 11 .7 2.1 97.8 2 TO 271 this group only ana ratad ttMhlni rsMdlal clsssss as a ▼•ry Important duty far tha alaaantary oounsalar ta par- fora. Oaly tva parsoas aaaad taaohing regular classas as ▼ary Important, Far tha groat majority af tha dutlaa llstad tha aaauat of "aa aplalaa" azprassad vas aagllglbls. Tva dutlaa, however, vara ohecked this way by a oausidarabla auabar af tha 132 raapaadaats. Twenty-fire paraoaa ohaokad "aa aplalaa" aa gluing psyohatharapy ta eaetlen- ally dlaturbad puplla and flftaaa paraoaa ohaekad this oatagary on taaohing ragular claaaaa. About 69 par oant (saa Tabla 46) of tha respend- anta ratad tha average duty llstad as althar rsry lapart aat or lnpartant. This Indlcatad that althar aaat af tha dutlaa llstad wara thought to ba appraprlata and Important dutlaa for tha counaalor to psrfaru or that tha respend- ants vara wary ganaraus In thalr rating of tha dutlaa. Approximately 12 per cant af tha respondents ratad tha average duty llstad aa af llttla lapartanoa. Thasa dutlaa vhloh vara ratad as of llttla lapartanca aast fraquantly wara also tha Itaaa upon vhloh tha raapandanta aarkad "aa aplalaa" aaat fraquantly (saa Tabla 46). Tha average ltaa vaa raapandad to by alaast 98 par oant af tha All School Dlstriot Group. A total walghtad soora of 396 waa tha hlghaat passlbla aoara any duty oauld reoelve vhaa tha data vara 272 mbjtottd to tho weighted oooro nothod of ualyili* This ■ooro was obtained by nultlplying tho 132 respondents in tho group by tho highost woight obtainable (three). Sotob dutloo rooolTod total wolghtod oooros of 350 (soo Table 47) or woro and as suoh woro oonsldorod tho nost lnportant dntlos an olonontary counsolor should porforn by this largo group of respondents, Five of thoso dutios woro re- oordod aboTO whon tho 80 per oont IotoI of thoso ltons ratod as Tory lnportant was dlsoussod. Tho two additional dutloo to qualify as Tory lnportant by tho wolghtod sooro nothod of analysis woro seleotlng pupils who nood spoolal help and assisting in tho plaoonont of pupils In proper olasoes. Nine of the duties listed achieved total wolghtod sooros of half (108) or loss than half tho possible soore (396). Thoso dutios wore tho sane as thoso listed above ao unlnportant at the 20 per oont IotoI of little inpert- anoo with one addition. The additional duty which quali fied as unlnportant using tho wolghtod sooro nothod of analysis was counseling staff nonbors on personal problens which nay affect their work. Those nine duties whloh woro ranked lowest anong tho forty-one duties listed woro felt to bo tho least lnportant dutios for the elenentary oann ealer to perfern (soo Tablo 47). Tho sooros ranged 348 points fron a low of thirty to a high of 378. Interpreting pupil data to staff TABLE hi.— The All School District Group's ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method N - 132 WS * Weighted Score Possible Score = 396 Duties -p c c 3 -P U 0) E > I —• ■P C c p I . o o E o CO p u o P * r t 0) P J h ! c o • r t c •H S -o O 5 2 -C I U j 0 ) A c n 3 rm X o c CM X c C O C :*■— > « .G o c n c 3 — u V X> o * o c n c 3 - u I 3s O P O cn c o o 3 H CO ~T. Administering tests, inventories, etc. . 2. Scoring tests ....................... 3. Keeping adequate records on all pupils . I. Interpreting pupil data to staff members............................. 5. Interpreting pupil data to pupils . . . 6. Interpreting pupil data to parents . . . 7. Interpreting pupil data to authorized community agencies ................... 8. Conducting in-service training in guidance for staff members ........... 9. Ordering tests and other guidance materials ........................... 10. Selecting pupils who need special nelp (e.g., high ability pupils, those needing remedial work, emotionally disturbed) ........................... 11. Assisting in placement of pupils in proper classes or special classes . . . ■ s 4 78 231; 3? 61 10 10 9 0 0 0 568 16 hh 132 23 U6 20 20 38 0 0 0 198 33 79 237 22 1 * 1 * 12 12 11 0 1 0 293 18 116 31*8 11. 28 2 2 0 0 0 0 378 1 91* 282 23 1*6 7 7 5 0 1 0 335 9 112 336 13 26 1 1 1 0 0 0 363 1 * 72 216 U 82 Hi lli 1 0 1 0 312 lli 50 150 L9 96 21* 2h 7 0 0 0 272 22 1.6 138 39 78 25 25 17 0 0 0 2U 26 99 297 2c L 9 0 L . 2 1 0 0 0 351 7 102 306 25 3 3 1 0 0 0 359 5 TABLE i|7— Continued N - 132 WS ■ Weighted Score Possible Score = 356 Duties - p u S?8. 0 > E > 1 -1 u & u z E 1 —1 4 > 8 ( 0 +5 P i o a <H O E CO M g o § Q ) + 3 rH ^ 5 I « ! H -H E O M C o •H C • H < § • o 2 X ) u -p J C W> ro P i Oo p rH 0 p O X « I X « 2 X * £ X • 0 ) .Q X • 73 4 ) P 0 O E C E 0 E 0 -p O CO c CO C 9 CO c 3 CO C 3 CO c 0 O 5 2 :< ■ 2 It 2 3e'—' H CO ■s 3 15. Assisting in transferring procedures when pupils leave school ............. 2b 72 36 72 36 36 32 0 2 0 180 36 13. Assisting in the enrollment of pupils new to school ....................... 28 81* 39 78 32 32 31 0 0 0 19b 3b lli. Orientation of pupils new to school . . bo 120 a 52 32 32 16 0 0 0 23b 28 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................ 58 17b ho 80 20 2C 12 0 0 0 27b 20 16. Counseling pupils with learning, physical, social and emotional problems 11 u 3b2 13 26 2 2 1 0 0 0 370 2 17. Holding conferences with parents regarding any pupil problems ......... lib 3b2 10 ?C b 1 . 3 0 0 0 366 3 IB. Acting as liaison person between school and community agencies on pupil problems ..... ................... 82 21*6 3: : ' 70 11 11 2 0 0 0 327 1C 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case ................... q9 26 7 3t t ’ 6 6 1 0 0 0 3a 8 20. Counseling staff members on personal problems which may affect their worK . . 30 90 26 56 39 39 20 0 8 0 18$ 35 274 TABLE 1+7— Continued N - 132 WS ■ Weighted Score Possible Score = 396 Duties 0 ) ( D X) P c t c p f c . r " i O CO C 2. E C \ i X X X) i ° B f f l C X 3 — 0 ) I | < m O E 0(Ah I i j5 i £ o 3 CO C 2 3 - 0 ) O Q ) P a s §• O J H c o •H c -H g O T) 0 ) P x: t i c o u % E O 3 c o c 2 J'-' K ° * V X H ® . 5 • 4 U § 0 P O t o c o o 2 3 ' E ” * CO 21. Acting as guidance consultant to all staff members on pupils1 problems . . , 22. Supervising clerical workers assigned to counselor's office ............... 23. Teaching remedial classes (reading, etc.) .............................. 21*. Giving psychotherapy to emotionally disturbed pupils ................... , 25. Interviewing every pupil in school . , , 26. Maintaining adeouate supply of guidance literature and materials for teachers 29. Visiting pupils' homes ............. 30. Encouraging and assisting teachers to carry on classroom researcn .... 31. Interpreting school's guidance program to the community ........... 32. Organizing and heading school guidance committee ......................... 105 31? 17 3U 9 9 0 0 0 0 356 6 36 106 33 66 27 27 16 0 10 0 201 32 1 3 10 20 19 19 "3 0 8 0 1 * 2 1 * 0 9 27 13 26 16 16 51+ 0 25 0 69 39 13 39 13 26 31 31 62 0 8 0 96 38 1 * 6136 1 * 6 92 35 35 5 0 0 0 265 2 1 * 76 23k 37 71+ 15 15 0 0 1 0 323 11 S3 159 32 101* 20 20 6 0 1 0 283 19 36 106 1 + 0 60 1 + 6 1 + 6 6 0 2 0 23I * 28 22 66 3i 66 1:3 :3 26 0 5 0 177 37 73 219 33 66, 21 21 3 0 1 0 306 17 1 * 9 11*7 h3 3/ ‘ ' V . - 21 21 3 0 7 0 25L 25 275 TABLE 17— Continued N - 132 WS B Weighted Score Possible Score = 396 Duties - p s -p H E 0 ► —1 0 n n O t —3 h - t 2: — N XJ 4 ) + > t o 3'3. Conducting group guidance sessions for pupils .............................. 31. Conducting a follow-up program to check on pupils who have used guidance service ............................. 35. Planning future educational programs with pupils ......................... 36. Gathering information on pupils . . . . 37. Suggesting areas for curriculum improvement ......................... 36. Planning school testing program with principal ........................... 3°. Fostering good mental hygiene among pupils and staff ..................... hC. Reporting to the principal annually on what has been accomplished in guidance for the year ............... 11. Teaching regular classes (part time) . . Number ro X » 0 to G X Number CM ■ < • c in c Number WS (no.X 1j Number ws (no.X 0) Number Iws (no.X 0) Total We Score c 33 99 17 91 33 33 12 0 3 0 226 3 0 1.3 129 57 111 29 25 3 0 1 0 268 2 3 1 6 136 32 61 32 3 2 15 0 2 0 231 26 33 219 i:2 13 1 3 1 0 0 0 316 12 2; 7 r f ' l 7 a ice 31 31 18 0 3 0 211 31 72 186 33 6/ 21 21 6 0 1 0 273 21 71 222 37 7U 17 17 1 0 2 0 313 13 61 201 9 0 1C-C 9 6 6 0 1 c 309 15 2 6 1C 11; 11 36 0 15 0 30 11 the a««t lapartut of the dutlaa llstad. Taaohing regular olaaaaa received tha lewuat aoara and taaohing raaadlal olaaaaa received tha next lawant aoara. It waa arldant that tha All Sohool Dlatrlet Oranp fait that eleaentary oaunaalora ahanld not apand their tina taaohing but ahanld oonoantrata on dutlaa af a guidance natura. Qplnlona of All Qranna Tha All Oranp or "over-all group" oonalatad of tha All Sohool Distrlot Group plua tha Jury. It inoludad every raapoadant in tha atudy (152 pereona). Blghty par oant or noro af thla group ratad tha following dutlaa aa vary lnportant far tha alanantary oouneelor ta perfern: lntorprotlng pupil data ta ataff nenbera, lntorprotlng pupil data to parenta, oounaallng puplla with learning, phyaloal, social, and anatlanal problens, holding oonfer- anoaa with parenta regarding any pupil preblena, and not ing aa guidance oanaultant to all ataff nanbara on puplla' prablana (aaa Tabla 46). Sevan dutlea wara ratad aa af little value by 20 par oant or nere af tha reapendenta In thla group af 152 raapandanta. Tha aavan dutlaa fait laaat lnportant far alanantary oouneelora ta perfern wara aoorlng teate, aaalating In tranaferrlng praoaduraa whan puplla leave soheel, aaalating in tha enrollnent af puplla naw ta TABLE 1*3.— All groups’ ratings of tne relative importance of selected duties for the elementary counselor to perform N - 152 § <D E > M -P C -P G 9 o > u c c e - p u O E O ( / 5 H a o S 0) P pH G P O ^ 5 f O c o £ o z Duties » g *0 £ S § fr 2 $ £ g X -p c o o G a ) a. E P z g Q C . ? G ( l , g V x > p c o o G G J8 p c a > o g 0 ) C L, x p c 0 ) c _ > G 0 ) CL , 3 ta Z G 3 ® 1. Administering tests, inventories, etc. . B3 55 T9 2. Scoring tests...................... h9 32 25 17 3. Keeping adequate records on all pupils . 85 ^6 29 19 h. Interpreting pupil data to staff members................... 136 90 lh 5. Interpreting pupil data to pupils . , . 109 72 27 6. Interpreting pupil data to parents . . . 131 86 13 7. Interpreting pupil data to authorized community agencies.................. 89 59 hi* 29 8. Conducting in-service training in guidance for staff members........... 6? Lh 51 3b 9. Ordering tests and other guidance materials . . . . . . . . . . . . . . . . 55 36 .*h 29 10. Selecting pupils who need special nelp (e.g., high ability pupils, those needing remedial work, emotionally disturbed)..........................lib 75 31 20 11. Assisting in placement of pupils in proper classes or special classes . . . 116 76 30 20 "IS— T 23 18 lh 9 T2— 5" L3 28 lh 9 ■ p G E 0 ) V O -P o S . a ? o E-* CO ft. -p 15— 0 — H 9 — W 0 o H 5 95 1 1 lh3 9h 0 0 152 100 1 1 150 99 0 0 lh6 96 1 1 1L9 98 0 0 150 99 0 0 117 97 0 0 12*6 97 0 0 151 99 9 18 9 2 8 1 lh 28 1 5 1 9 17 0 5 1 0 3 1 1 1 7 5 29 19 19 12 1 1 1 1 278 TABLE ItS——Continued c c c N - 152 s s 8 S 5 S < 0 d 0 co C *r| -P P P CP H I £ TJ U fc, b rl ^ P- C C C & I a ig. s g. 0 ~ a C E E ViOE Ct * r t £ O > h B 3 > M i-H O I O H C J »H 2 Duties P P P 3 be P C C C Z C C P C P C P C P C P C P C c u c r p c o c o c o H •g o x > P e r Cent Number c to h to x, 20 13 28 ' 21 b5 30 30 51 3b ' bb 5 c 33 87 15 10 88 11 - C 3 C P C OP. C O p. 2 a. h « a. p a p 12. Assisting in transferring procedures when pupils leave scnool ............. 31 13. Assisting in the enrollment of pupils new to school.................... 32 lli. Orientation of pupils new to school . . 1/ 15. Orientation of pupils to be promoted to next higher segment (secondary school) ............................ 61 16. Counseling pupils with learning, physical, social and emotional problems 132 17. Holding conferences with parents regarding any pupil problems .......... 133 18. Acting as liaison person between scnool and community agencies on pupil problems.......................... 96 63 be 2* 11 7 2 1 0 0 lb9 98 19. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case................. 101* 68, 38 25 6 1 * 2 1 0 0 150 99 20. Counseling 3taff members on personal problems which may affect their work . . 3b 22 3b 22 L3 28 25 17 8 5 lbb 95 bo 26 3b 22 2 1 150 99 bo 26 33 22 0 0 150 99 36 2b 18 12 0 0 151 99 21 lb 12 8 0 0 150 99 2 - 1 1 1 0 0 150 99 b 3 2 0 0 151 99 279 TABI£ 1^8— Continued 7T7 22. 23. 2h. 25. 26. 27. 28. 29. 30. 31. 32. N ■ 152 p § p b a Q j E > M Duties -p c 0) C J > s . V a. P § p t n o a E P c C l 4. ' o g <D O Z r e p c . 0 ) o c r e 0) P rH Ci P O <H H I c o *H c £ o z I a o p a § C l a; Cl Ci 4) cu Cl w jo p c 0) o Cl 4) a . Cl V JO p c V o Cl <D 3 be z c 31 O Ci, H B T> C o cc B (S p c E < D 0 ) O P 1 — 1 C l 4) O a, P Acting as guidance consultant to all staff members on pupils’ problems . . . 121 80 21 li: 9 6 0 0 0 0 151 99 Supervising clerical workers assigned to counselor's office ............... u6 30 10 26 23 18 20 13 10 7 Ilia 91a Teaching remedial classes {reading, etc.) .............................. 2 1 16 11 21 16 91 60 8 5 llal 93 Giving psychotherapy to emotionally disturbed pupils ..................... 12 R 17 11 19 12 61 laO 27 18 136 90 Interviewing every pupil in school . . . 13' 10 16 11 3 !a 22 71a ia 9 8 5 lla7 97 Maintaining adequate supply of guidance literature and materials for teachers and parents ......................... 99 38 50 33 39 26 5 3 0 0 152 100 Conducting case conferences ......... 95 63 39 26 16 11 0 0 1 1 151 99 Writing case histories ............... 63 U 59 39 23 15 6 1 1 152 100 Visiting pupils’ homes ............... 16 30 l a 6 30 51 31a 6 l a 2 1 150 99 Encouraging and assisting teachers to carry on classroom research ....... 27 IB iaO 26 51 31a 27 18 5 3 150 99 Interpreting school's guidance program to the community ............. 87 C ' 7 36 23 22 15 ■ 3 J 2 1 1 151 99 Organizing and heading school guidance committee .......................... 63 u l a 9 3? 21 11a 8 5 7 5 118 97 280 TABLE h8— Continued v © c X ■ 152 * g g g ° re re re C § ■ * J - r J -P f t ) g G G rH G P - i i ? o a 0 -pq o 5+30 ba a 1 a ft)E e < m O E < gi - h E o g co > M —• O M ‘ - h o^*-H Z Outies +3 O M £j_ G C O + 3 + 3 + J + 3 +3§UD+3 C C C G CZCGE G O G O G O G O GO -H f t ) ® £ O O C 00 ^ ^ d ' S ° 2 § G E G E G £ g E g - P O G 0 G O p ft) P O P o o G. o o Z 0- 2 2 2 0. Z C U E - W X + 3 53. Conducting group guidance sessions for pupils h2 2K 55 3^ 36 ?L 12 5 3 2 lh8 97 3h. Conducting a follow-up pro pram to check on pupils who have used guidance service ............................. 35. Planning future educational programs with pupils ......................... 36. Gathering information on pupils .... 37. Suggesting areas for curriculum improvement......................... 38. Planning school testing program witn principal ........................... 39. Fostering good mental hygiene among pupils and staff ..................... hO. Reporting to the principal annually on what has been accomplished in guidance for the year ............... hi. Teaching regular classes (part tine) . . Average percentages 5? 3h i - * ■ j J 27 16 3 2 1 1 lh9 98 53 35 hi 27 35 23 16 11 2 1 lh7 97 8h 55 h9 32 15 1C 1 1 0 0 lh9 96 33 22 6h ! ^ • « t . 32 21 19 12 3 2 151 99 76 50 3s 29 21 lh t 1 u h 3 1 1*5 95 88 5 -5 a 27 18 12 1 1 2 1 150 99 51 53 ^3 11 7 6 h 1 1 152 100 2 1 6 19 12 98 65 16 11 lh l 93 h5.9 ?l .h lh.3 11.2 1.9 97.8 282 school, teaching remedial classes, giving psychotherapy to emotionally disturbed pupils, interviewing every pupil in school, and teaching regular classes. Teaching remedial classes and teaching regular classes were rated as of little value by 60 per cent or more of the respondents and as very important by only 1 per cent of the respondents. The response to the average item listed was 97.8 per cent by this group. Either the duties listed were very important for counselors to perform or else the re spondents were generous raters for about 70 per cent of the duties were rated as either important or very import ant. The average item was rated as of little value by only about 11 per cent of the respondents. The "no opin ion" response was given to the average item by about 2 per cent of the 152 respondents (see Table 48). Again it was noted that those items which were rated the lowest were the items on which "no opinion" was expressed most fre quently. Some respondents may have felt that rather than mark a duty as of little importance they would mark it as "no opinion." The possible total weighted score for an item was calculated to be 456 (152 respondents times the weight of three). Seven duties scored over 400 points with inter preting pupil data to staff members ranking in first place with 438 points (see Table 49). Five of these seven duties were listed above as qualifying for importance at TABLE U9.— All groups' ratings of the relative importance of selected duties for the elementary counselor to perform as determined by the weighted score method W3 * Weighted Score - p 5 © ® - h Possible Score = 156 . g $ g o. ^ U f t . u e g . p. © © e E ©i O E ©t *H E O -P > —I —I O t l H O *-4 * —t Z JO to Duties ^ ^ ^ ^ ^ •£ rO f\j ( —t O O F - i f _ s> r , ^ < * \ s . * f l ' i ‘ v 1 m - * > < E O g o E o g O E O + S 3 to c 3 n c 3 to c 3 w c 3 t o c o z rs—' z X — z z S'— Z rs'-' H 1. Administering tests, inventories, etc. . BTT&T" 39 78 10 10 12 0 0 0 352 17 2. Scoring tests ....................... h9 lh? 25 70 28 25 h3 0 0 0 225 3h 3. Keeping adequate records on all pupils . 85 255 29 55 lh lh lh 0 1 0 327 20 a. Interpreting pupil data to staff members ............................. 136 h08 lh 28 2 2 0 0 0 0 h38 1 5 • interpreting pupil data to pupils . . . 109 32? 27 5h 8 8 5 0 1 0 389 9 6. Interpreting pupil data to parents . . . 131 393 13 26 1 1 1 0 0 0 h20 h 7. Interpreting pupil data to authorized community agencies ................... 89 267 hh 3° lh lh 1 0 1 0 369 12 Conducting in-service training in guidance for staff members ........... 67 201 31 102 25 25 7 0 0 0 328 19 9. Ordering tests and other guidance materials........................... 55 165 hh 88 29 29 19 0 0 0 282 26 .0. Selecting pupils vno need special help (e.g., nigh ability pupils, those needing remedial work, emotionally disturbed) ........................... 11h 3h2 31 62 2 2 1 0 0 0 h06 7 . 3 . Assisting in placement of pupils in proper classes or special classes . . . 116 3h3 30 60 \ u 1 u 1 0 0 0 hl2 6 283 TABLE 69— Continued N - 1$2 g W S * Weighted Score - p Possible Score ■ 656 o © E > t-i Duties rm u © £> ^ o 1 £5 12. Assisting in transferring procedures when pupils leave school............................ 31 93 13. Assisting in the enrollment of pupils new to s c h o o l................................................ 32 96 3.U * Orientation of pupils new to school . . 1 *6 138 15. Orientation of pupils to be promoted to next higher segment (secondar;/ school) ............................................................ 67 201 16. Counseling pupils witn learning, physical, social and emotional problems 132 396 17. Holding conferences with parents regarding any pupil problems .................... 133 399 I d . Acting as liaison person between school and community agencies on pupil problems............................................................. 96 269 19. Coordinating efforts of a ll specialists (psychologists, physicians, etc.) working on a c a s e .............................................lOLi 312 20. Counseling s taff members on personal problems which m ay affect th eir work . . 36 302 © o i I <H o E o m h © G C a © -p H +* O O -4 M C o *H c •H <§• o z W S (no.X 2 Number ws (no.X 1 Number W S (no.X 0 Number ws (no.X 0 36 60 60 36 0 2 0 90 60 60 33 0 0 0 102 36 36 13 0 0 0 100 21 21 12 0 0 0 30 2 2 1 0 0 0 22 t I X 6 3 0 0 0 9 0 11 11 2 0 0 0 76 6 6 2 0 0 0 T3 JO c* • r t © $ s o o CO •s * 11 36 219 35 63 63 25 0 213 33 26.5 22 2 3 io .5 8 36 284 TABLE 69— Continued N - 152 WS - Weighted Score Possible Score » 656 Duties -p § p u x o i I > m ■p § p u o §■ C O O J u U % X * s, ,n X * . E 0 E 0 3 to c 3 CO C Z z • X w I «H o .. O WH u , % c o a o o 3 iH o' 0 X • z X • 0 JD X • O E 0 E 0 to £ 3 CO c 3 to c z 3'-' z 3 ' — T3 ® P £ bC •H I D 3 1 21. Acting as guidance consultant to all staff members on pupils' problems . . . 121 22. Supervising clerical workers assigned to counselor's office............... 66 23. Teaching remedial classes (reading, etc.).............................. 2 26. Giving psychotherapy to emotionally disturbed pupils ..................... 12 25. Interviewing every pupil in scnool ... 15 26. Maintaining adequate suprly of guidance literature and materials for teachers and parents......................... 58 27. Conducting case conferences ......... 95 28. Writing case histories............... 63 2?. Visiting pupils' homes ............... 65 30. Encouraging and assisting teachers to carry on classroom research ........ 27 31. Interpreting school's guidance program to the community............. 87 32. Organizing and heading school guidance committee........................... 63 363 21 62 9 r> y 0 0 0 0 616 5 138 UO 60 23 23 20 0 10 0 266 32 6 16 32 26 26 91 0 8 0 62 60 36 17 36 19 19 61 0 27 0 89 39 1*5 16 32 36 36 76 0 8 0 111 33 17U 50 100 39 39 5 0 0 0 313 26 285 3? 78 16 16 0 0 1 0 379 10 189 59 118 23 23 6 0 1 0 330 18 135 16 92 51 51 6 0 2 0 278 27 81 60 80 51 51 27 0 5 0 212 37 261 38 % 22 22 3 0 1 0 359 16 189 69 98 21 21 8 0 7 0 308 25 285 TABLE h9~Continued N - 152 WS * Weighted Score Possible Score « * h56 Duties -p § - p S ? I V 6 > M -P o 0) o c r t 4 I m o E O CO H « H CO O P i-l J h P O ■p a 'H E OP H o ■H c •H P. O no X • o CO c 3 ■ — cv u a > X o > . 0 CO z .0 CO z 3 — z X o u & o X • o CO c 3 *— T3 V p x : *H ^ 4) O 3 X iH V • cO h O P O CO C O O r*'-' H CO 33. Conducting group guidance sessions for pupils ............................. 3li. Conducting a follow-up program to check on pupils who have used guidance service ........................... 35. Planning future educational programs with pupils ....................... 36. Cathering information on pupils . . . 37. Suggesting areas for curriculum improvement ....................... 33. Planning school testing program with principal ......................... 3?. Fostering good mental hygiene among pupils and staff ................... !;0. Reporting to the principal annually on what has been accomplished in guidance for the year ........ hi. Teaching regular classes (part time; . !i2 126 55 n o 36 36 12 0 3 0 272 30 52 156 66 132 27 27 X 0 1 0 315 23 63 159 U 82 35 33 16 Q 2 0 276 26.5 8h 252 h9 96 15 15 1 0 0 0 365 13 33 99 66 123 32 32 19 0 3 0 259 31 76 228 38 76 21 21 6 0 ii 0 325 21 63 2nU hi 82 13 18 1 0 2 0 361* lh 31 2a3 53 106 11 11 6 0 1 0 360 15 2 r 6 12 19 19 98 0 16 0 37 hi 286 267 the 80 p«r oant ltrtl, Tht two dutlaa net lleted but whloh qualified aa important by tha weighted aoora method wara eeleotlng pupils wha aaad apaalal halp and assisting in tha placement af pupils In prapar olassas. Bight dutias obtalnad scaras of half (226) or lass than half tha passibla soara (466). Thasa dutias conald- arad uninpartant wara scoring tsstsv assisting in tha an- rollsant af pupils naw to school, counseling staff membera an parsonal prablaas whloh nay affaot thalr work, taaohing ranadial classes, giving psyohetherapy to emotionally dis turbed pupils, Interviewing every pupil in sohool, enoeur- aging and assisting taaohers to carry on olassroea re search, and teaching regular classes. Pour of these dutias raoalvad such law scares that they wara in a olase by themselves (see Table 49). These four duties wara taaohing regular olasses, taaohing remedial olassas, giv ing psychotherapy to emotionally disturbed pupils, and interviewing every pupil in school and their scores ranged from thirty-seven to 111. The next lowest rated duty had a score of 212 (enoouraglng and assisting taaohers to carry on olassraon research). Scores ranged 401 paints from a law af thirty- seven (taaohing regular olaaaaa) ta a high af 438 (inter preting pupil data to ataff membera). Twenty-five af tha forty-ana dutlaa Hated had aoaraa of aver 300 (aaa Tabla 49). Thla number af dutlaa raoalvlng mara than 300 pelnta 286 indicated that the majority af duties listed were net enly considered appropriate but inpertant far the elenentary oeunseler to perfern. Comparisons el the answers ef Tartans xrouns The sane two statistical analyses explained be- It fere were used to compare data fron the groups which par ticipated In the study. The first analysis found the range of rankings on eaob lten and is shewn in Table 50. In this analysis the lesser the range, the greater was the agreenent aneng groups as to the relative inpertance ef the duty under consideration. The greater the range, the lesser was the agreenent as to the relative inpertance ef the duty. In the second statistical analysis the Jury rank ing was the criterion to which ether groups' rankings were oenpared. Deviations in ranking points ef the various groups' rankings fron the Jury ranking were calculated and totaled. All School District Groups and All Groups appear in Table 51 but their rank deviations do net appear In the sun ef the deviations since both groups are oenpeslte groups rather than basic groups. These duties upon whloh the sun ef the deviations were snallest were the duties upon whloh the other groups agreed nest highly with the Jury. These duties which shewed a high sun of deviations BSupra. pp. 111-116. TABLE $0,— , Rankings of all of the groups on the relative importance of selected duties for the elementary counselor to perform Rankings Duties m © JZ V 4 © H I U c m t , o r H 0 ) n o o m -p C © I "O h G KS rH O i t V -H CO t * -P i h m n G. 3 O a B a 3 O G * «w B O t»C c 4 ) -H 1. Administering tests, inventories, etc. . ... I2.T 16.5 15.5 15 16 27.5 17 "15"'" 2. Scoring tests ...................... 28 28 33.3 37 33 36 31 9 3. Keeping adequate records on all pupils . 1« 11.6 19 25 IB 31 2 0 22.5 i 4 • Interpreting pupil data to staff members.......................... i i . b ' 1 1.5 1.5 1 1 1 3 r - * ;>. Interpreting pupil data to pupils . . . 16.5 13.3' 7.5 1.5 9 10.5 9 15 6. Interpreting pupil data to parents . . . 2 6 3 L i 1.5 h 5 ' » Interpreting pupil data to authorized community agencies .................. 10.p 18 15.3 12 1 L 1.5 1 2 13.5 3. Conducting in-service training in guidance for staff members ........... 26 20.3 21 15 2 2 7 19 19 9. Ordering tests and other guidance materials .......................... 21.6 23.8 26 33 26 31 26 11.5 .0. Selecting pupils who need special help (e.g., high ability pupils, those needing remedial work, emotionally disturbed) .......................... 6 > 6 11 7 7 9 7 5 . 1. Assisting in placement of pupils in proper classes or special classes . . . 0.0 - ] c* o . o n 5 13 6 8.5 M 00 (O TABLE SO— Continued ilankings Duties C O w w r —1 H f . +> 0 m £ o C O u H < L x : o < a 4 ) 1 - o O * r i ( 0 x : o n h c CO u p. o c § 8.5 +> 3 < 8 • r i H n O 4 ) t - o 3 C f n H a. o in - h a n P. 3 n O O be P C a 4 > •H r —1 r-i < r J* 1 12. Assisting in transferring procedures when pupils leave school ............. 33.5 3? 37 31 36 32 35 6 13. Assisting in the enrollment of rurils new to school..................... 37 36 33.5 30 38 35 33 7 11. Orientation of pupils new to school , . 3 1 . 32 21.5 25 23 29.5 28.5 12.5 15. Orientation of pupils to be promoted to next higher segment (secondary school) ........................... 2n 26 33.5 3-.5 20 20.5 2? 13.5 16. Counseling pupils with learning, physical, social and emotional problems 1 3 8.5 2 3 2 3.5 17. Holding conferences with parents regarding any pupil problems ......... 3 ? h.S 8.5 2 3 2.5 lo. Acting as liaison person between school and community agencies on pupil problems.......................... ! • 3 7 9.5 1? 10 15.5 11.5 10 1?. Coordinating efforts of all specialists (psychologists, physicians, etc.) working on a case................. 7.5 13 8 13 8 9 20. Counseling staff members on personal problems which may affect their work . . 33 33.5 35 35 37 36 5 290 TABLE 50— Continued Duties 21. Acting as guidance consultant to all staff members on pupils' problems . . . 22. Supervising clerical workers assigned to counselor's office .............. 23. Teaching remedial classes (reading, etc.) ............................. 2Lt. Giving psychotherapy to emotionally disturbed pupils .................... 25. Interviewing every pupil in school . , . 26. Maintaining adequate supply of guidance literature and materials for teachers and parents ........................ 27. Conducting case conferences ......... 23. Writing case histories .............. 29. Visiting pupils' homes .............. 30. Encouraging and assisting teachers to carry on classroom research ....... 31. Interpreting school's guidance program to the community ............. 32. Organizing and heading school ru!dance committee ........................ . Rankings Teachers cu • n O G £ Counselors Super intendents All School District Groups Jury All Groups Range of Rankings* 9 i 1.5 1 6 7 5 7.5 37.5 36 31.5 36 32 25.5 32 6.5 39 hi hi hO 60 38.5 60 2.5 3fi 39 39 39 39 35.5 3? 1 ho 33 36 39 36 ho 33 2 23 23.9 21.5 27.5 26 20.5 26 7 12.? * * 3 13.5 10 11 7 10.5 6.5 16.9 13 23 21 19 22.5 18 6.5 21.6 2f\5 26 32 25 27.5 27 10.5 32 3 9 35.5 36 37 33 37 5 16.5 13.3 17.5 15 17 13 16 6.5 2 1 . 26 25 25 10.5 25 16.5 TAB1£ 50— Continued Duties Teachers Principals Rankings n « 0 c H V V 1 ” 0 m k c c vo 3 0 DC O CO -H All School District Groups Jury All Groups « CD 0 tc c V -H jf-s 33. conducting group guidance sessions for pupils ............................. 3C.5 2 9.5 31.5 27.5 30 2h 30 7.5 3h. Conducting a follow-up program to check on pupils who have used guidance service ........................... 19 2? 28 20 23 22.5 23 9 35. Planning future educational programs with pupils ........................ 29 27 29 23 2h 29.5 23.5 6.5 36. Gathering information on pupils .... 11..5 16.5 12 9 12 19 13 10 37. Suggesting areas for curriculum imDrovement ........................ 3: : 0 32 30 29 31 25.5 31 10 3^. Planning school testing program with principal ......................... 29 20.5 20 22 21 15.5 21 9.5 39. Fostering good mental hygiene among pupils and staff .................... 20 15 7.5 11 13 17.5 13 io.5 LO. Reporting to the principal annually on what has been accomplished in guidance for the year .............. 10.5 11.5 17.5 d 15 17.5 15 8 ill. Teaching regular classes (part time; . . hi 10 ho Id hi hi hi 1 Average range » b.h *This range is a measure o? the amount of agreement among the various groups over the relative importance of a course. It was found by subtracting the lowest ranking of a course from its highest ranking. 292 TABLE 51.--The deviations of the rankings of all school district groups from those of the jury on the rel ative importance of selected duties for the elementary counselor to perform Deviations from Jury Rankings ° (0 +J M _________________________ £ 0 Duties E •H c .5 >> u 3 Teachers Principals Counselors Super intendents All School District Groups All Groups Sum o f Devi b y Item* 1. Aciministering tests, inventories, etc. , 27.5 15 11 12 12.5 11.5 10.5 50.5 2. Scoring tests ...................... 36 8 8 2.5 1 3 2 19.5 3. Keeping adequate records on all nurils . 38 16 22.5 15 9 16 lli 62.5 8. interpreting pupil data to staff members ........................... 1 3.5 0 c . • , y .5 0 0 8.5 5. Interpreting pupil data to pupils . . . 10.5 6 3 3 9 1.5 1.5 21.0 6. Interpreting pupil data to parents . . . 1 r ' U .y 2.5 2.5 1.5 1.5 .5 .5 8.0 7. Interpreting pupil data to authorized community agencies .................. u S 6 13.5 11 7.5 9.5 7.5 38.0 3. Conducting in-service training in guidance for staff members ........... 7 15 13*5 17 8 15 12 57.5 r > Ordering tests and other guidance materials ......................... 31 ~ ✓ 7 £ r 2 5 5 28.0 10. Selecting pupils who need special r.elp (e.g., high ability pupils, those needing remedial work, emotionally disturbed) ......................... r - J j 3 2 2 2 2 10.0 11. Assisting in placement of pupils in proper classes or special classes . . . 13 • J - “ .7 6 8 7 28.0 293 TABLE Si— Continued Deviations from Jury Rankings g o - * r t 0 3 V LO I t - 5 t o t o a h t o V X 1 - i G -P O 0- V C x d O G O - G > 3 Q « G O . r-l (L> -C O O E V 1 - t 03 IT} O -H « G <M«> _g o w g c in g a u o O C COJUJ -P 3 M i t *H 3 a, -P H « o H E v g o m e H ti it ri 3 ^ h u. o co-h <1 a o •< tn & 12. Assisting in transferring procedures when pupils leave school ... ....... 32 3.5 u . J q l h 3 it .5 13* Assisting in the enrollment of pupils new to school.................... 35 2 T ± 1.5 l' 1 2 9.5 It. Orientation of pupils new to school . . 28.5 2.5 k G 8.5 1.5 1 19.5 IS. Orientation of pupils to be promoted to next higher segment (secondary school) ........................... 20.5 A * - • - • 5.5 7 2 .5 J - • y 21 .C 16. Counseling pupils witn learning, physical, social and emotional problems 3 2 l n x j 1.5 1 1 1.5 17. Holding conferences with parents regarding any pupil problems ......... 2 " I ± 0 2.5 2.5 1 1 6.0 18. Acting as liaison person between scnool and community agencies on pupil problems......................... . 15.5 - 9 J V f 1.5 5.5 5 22.0 lc. Coordinating efforts of all specialists (psychologists, physicians, etc. working on a case .................. 13 0 5 L 19.5 20. Counseling staff members on personal problems which nay affect their wcrh . . 3? 1 y 1.5 2 2 1 12.5 TABLE 51— Continued m Duties c u 3 -5 21, Acting as guidance consultant to all staff members on pupils1 problems ... 7 22. Supervising clerical workers assignee to counselor's office.............. 25.6 23. Teaching remedial classes (reading, etc.)............................. 35.5 26. Giving psychotherapy to emotionally disturbed pupils .................... 36.5 25. Interviewing every pupil in school . . . 60 26. Maintaining adequate supply of guidance literature and materials for teachers and parents........................ 20.5 27. Conducting case conferences ......... 7 25. Writing case histories.............. 22.5 29. Visiting pupils' homes.............. 2 .5 30. Encouraging and assisting teachers to carry on classroom research ....... 33 31. Interpreting school's guidance program to the community............. 13 32. Organizing and heading school guidance committee......................... 10'.5 Deviations from Jury Bankings g o -P Teachers » r~ *n O C •H V * n u 0 '3 0 0 Super intendents All School District Groups All Groups Sum o f Devi b y Item* 2 3 5.5 0 1 2 10.5 5.5 £ 5.5 6.5 6.5 2R.C .5 2.5 2 c " 1.5 1.5 1.5 7.C r ' • 5 * .5 • 0 .6 .5 .5 2.0 k j 2 2 2 2 2 6.C 2.5 3 7 3.5 3.5 13.5 5.5 2.5 6.5 3 6 3.5 17.5 s p - 3.5 .5 1.5 3.5 6.5 11.5 h 2 1.5 6.5 .5 .5 16.0 _ i _ 2 2.3 3 2 r1 0 6.5 1.5 .5 L.5 2 6 3 6.5 13.5 lii.5 1 b • > 16.5 ih.5 16.5 56.0 295 TABLE Si— Continued Duties w c* Deviations from Jury Bankings Sum o f Devia tions b y Item-* c •H 1 >» U z s Teachers Principals Counselors Super intendents All School District Groups All Groups 55. Conducting group guidance sessions for pupils ............................. 25 6.5 5.5 7.5 3.5 6 6 23.0 36. Conducting a follow-up program to check on pupils who have used guidance service ........................... 22.5 3.5 .5 5.5 2.5 .5 •0 12.C 35. Flanning future educational programs with pupils................... 29.5 o 2.5 6.5 1.5 1 10.0 36. Gathering information on pupils .... 19 h.O 2.5 7 1 10 7 6 26.C 37. Suggesting areas for curriculum improvement ........................ 25.5 10 6.5 u o 3.5 5.5 5.5 26.5 36. Flanning school testing rrograr. with principal .......................... 15.5 9.5 y 6.5 5.5 5.5 25.5 39. Fostering good mental hygiene among pupils and staff .................... 17.5 2.5 2.5 pt 6.5 6.5 3.5 19.5 1 . 0 . deporting to the principal annually on what has been accomplished in guidance for tne year .............. 17.5 / 6 0 1 2.5 2.5 16.0 la. Teaching regular classes (part time! . . ul 1 1 0 0 0 2.0 Average deviations ......... 5.6 6.9 6.9 6.1 6.2 3.9 19.3 *This figure is the sun of the deviations of the rankings of teachers, principals, counselors, and superintendents from the ranking of the jury. The deviations of the All School District Group and the AH Group are not included since these are composite groups made ur from the four or five smaller groups. to t© 297 were the ones upon which the other groups disagreed with the jury on the relative importance. In the following discussions of agreement and dis agreement when rankings are mentioned they are the rank ings of the 152 member All Groups unless otherwise speci fied. The term "important" is used to indicate a duty that was ranked from one through fourteen by this group. The term "of some value" is used to indicate a duty that was ranked from fifteen through twenty-seven by this group. The term "unimportant" is used to indicate those duties that were ranked from twenty-eight through forty- one by the All Groups. Duties of greatest agreement.--When the range method of comparison was used it was found that there was general agreement amoner the groups that the following duties were important (see Table 50): interpreting pupil data to staff members, interpreting pupil data to parents, selecting pupils who need special help, counseling pupils with learning, physical, social, and emotional problems, and holding conferences with parents regarding any pupil problems. General agreement in this method of analysis was defined as a range of ranking points of five or less on an item. The sum of the deviations methods of analysis showed the same results (see Table 51) except that one duty, selecting pupils who need special help, was not found among the important duties by this method of 298 analysis, All of tho other* wore, hovever, General a* haring a iui of ranking point deviations of nlno or 1***. loth method* of analysis ahovod that there vaa close agreenent aaong all groups that these four duties vere lnportant ones for the elenentary counselor to per form. Both methods of anslysls shoved that there vas general agreenent that Interpreting the school's guldanee program to the community vas of some value. This vas the only duty, however, which vas rated ae of some value by All Groups upon vhloh there vas general agreement by the various groups as to Its Importance (see Tables 50 and 51). There vas general agreement among the groups vhen the range method of analysis vas used that the follovlng duties vere unimportant for the elementary counselor to perform (see Table 50): counseling staff members on per sonal problems vhlch may affeot their work, teaohlng re medial classes, giving psychotherapy to emotionally dis turbed pupils, interviewing every pupil in school, enoour- aglng, assisting teaohers to carry on classroom research, and teaohlng regular classes. When the data vere analysed by the deviation method it vas found that the various groups vere in general agreenent vlth the jury that the duties listed above vere unimportant vlth one ezoeption. 299 Tb« mi of the deviation method did not find that counsel ing otoff loakors on personal problems vhleh nap affoot their work vas a duty upon which there vas general agree ment as to its importance (see Table 61). This latter duty vas the only one, however, on which both methods of analysis brought forth the same results in this general agreement-unimportant category. Duties of greatest disagreement.— For the range method of analysis, disagreement vas defined as having a range of twelve or more ranking points. For the sum of the deviations method, disagreement vas defined as having a sum of the deviations fron Jury ranking of twenty-five or more ranking points. The range method shoved that the groups disagreed on the relative importance of only two duties rated as important by All Groups. These duties were Interpreting pupil data to pupils and interpreting pupil data to authorized community agencies (see Table 80). The sun of the deviation method shoved two duties also as being important but over which the groups dis agreed with Jury rankings. These duties vere interpreting pupil data to authorized community agencies and assisting in the placement of pupils in proper classes (see Table 51) . The range method of analysis shoved disagreement among the various groups as to the relative importance of five duties rated as of some value by All Groups (see 300 Table 50). These duties were administering tests, in ventories, etc., keeping adequate records on all pupils, conducting in-service training in guidance for staff mem bers, orientation of pupils promoted to next higher seg ment, and organizing and heading a school guidance com mittee. The sum of the deviations method of analysis showed the same duties, except for two, as being duties rated as of some value upon which there was disagreement with the Jury rankings of relative Importance. This method did not place orientation of pupils to be promoted to the next higher segment in this category but it did odd one duty of its own (see Table 51): planning the school testing program with the principal. The range method of analysis showed on)y one duty which was rated by All Groups as unimportant for elemen tary counselors to perform over which there was disagree ment. arnon" the various groups over the relative importance of the duty. This duty was orientation of pupils new to school (see Table 50). The sum of the deviations method did not find the above duty in the disagreement-unimport ant category but instead found supervising clerical work ers assigned to the counselor's office in this place (see Table 51). The Jury saw this duty as a somewhat more im portant one than the other groups. There were more duties rated as important and as unimportant upon which there was general agreement among 301 the groups than upon thooo rated as of aoae value. Oa tlio other hand, there vere more duties rated as of sous value upon whloh groups disagreed. An oversimplification of the generalisation vas as follows: groups found it easier to agree on the relative importance of the important and the unimportant dutlos than upon those duties vhioh vere in between these two extremes, Groups having the highest decree of agreement or disagreement vlth the jury,— When the rankings of the various groups In the study vere oompared to those of the jury It vas found that All Groups and the superintendents ranked the duties nost nearly like the Jury. The Spearman rho coefficient of rank correlation between the Jury and both the superintendents and All Groups vas ,90 vlth a standard error of .03. When the rankings of forty-one items are being compared and vhen the Spearman rho corre lation Is greater than .41, Guilford says there Is less chance than one in 100 that the correlation could have happened If there were really no correlation between the rankings.0 Aocordlng to the average deviation In ranking points method (see Table 51), All Groups ranked the duties most nearly like the Jury and the superintendents vere next olosest. Their average deviations from Jury rankings °J. P. Guilford, Fundamental Statistics in Psr oholo^jr and Education (WewTork: McGraw-Hill, 10( 46) , 302 vere 3.9 and 4.1 ranking points, respectively. It was evident than that All Groups and tho snpsrlntsndsnts ranked the duties the elenentary oounselor should perfora nost like the way the jury ranked then with All Groups possibly hawing a slight "edg*” Following olose behind the superintendents and All Groups in its rank correlation with the Jury ranking was the All Sohool District Group. The Spearnan rho correla tion between the Jury and this latter group was found to be .68 with a standard error of .04. This group was also in third place in the closeness of its correlation with Jury rankings by the awerage deflation nethod (see Table 51). The deviation in ranking points fron the Jury rank ings for the average duty listed was 4.2 points for the All Sohool District Group. Aooording to the Spearnan rho nethod of rank cor relation the counselors were next higheet in their agree nent with the Jury ranking of the forty-one duties listed. The ooeffloient of rank correlation between the Jury and counselors was .85 with a standard error of .05. The average deviation nethod (see Table 51) showed the ele- nentary counselors and the elenentary principals tied in the closeness of their agreenent with Jury ranking of the inportanoe of the duties. The deviation on the average duty for both groups was 4.9 ranking points fron the way that the Jury ranked the duty. The Spearnan rho nethod of 303 rank correlation yielded a coefficient of correlation of •84 vlth a standard error of .06 between the ranking of the Jury and that of the principals. Since the Spearnan rho nethod was considered slightly nore aocnrate than the average deviation nethod it was assnned that the correla tion between the Jury's and counselors* rankings was slightly higher than between those of the Jury and prin- 7 c1pals• The lowest correlation found was between the rank ings of the Jury and those of the teaohers. The Spearnan rho coefficient of rank correlation between these two groups was .83 with a standard error of .06. The average deviation nethod (see Table 51) showed slnilar results. By this nethod it was calculated that there was a devia tion of 5.4 ranking points on the average duty rated be tween the Jury's and the counselors' rankings. Since all of the Spearnan rho rank correlations were far above the .41 level explained before it was con cluded that there was general agreenent between the Jury and all of the other groups on the relative lnportanoe of the duties listed. The All Groups and the superintendents were in closest agreenent with the Jury on the relative lnportanoe of the duties. The najorlty of duties listed were considered lnportant for the elenentary counselor to perforn by all of the groups in the study. 78ullford, loc. oit. 304 Co»Mrl»op« of th> aoit Important d«ti— oho«t» by ••oh iroBp,— In ranking the ten noet laportent duties that an elenentary counselor should perforn It was found that all seven groups (teaohers, principals, counselors, super intendents, All Sohool Dlstrlot Group, Jury, and All Oroups) rated the following fire duties anong their ten ■ost Important: Interpreting pupil data to staff neuhers, counseling pupils with learning, physical, social, and •notional problems, holding conferences with parents re garding any pupil problens, Interpreting pupil data to parents, and acting as guidance consultant to all staff nenbers on pupils* problens (see Table 62). These fire duties were ranked In different orders by the various groups so they did not all hold then as equally Important. However, all of the groups held then as important enough to be ranked anong the first ten duties a counselor should perforn. Interpreting pupil data to staff nenbers was ohosen by aore groups than any other duty as the aost im portant duty. Assisting in the placement of pupils in proper olasses was ranked as one of the ten most Important duties by all of the groups except the Jury. Seleotlng pupils who need special help (high ability pupils, those needing remedial work, emotionally disturbed) was ranked as one of the ten most Important duties for an elenentary counselor to perforn by all of the groups exoept the elenentary TABLE 52.— The ten moat important duties for the elementary counselor to perform as rated by groups All School 3 Super District All m a i Teachers Principals Counselors intendents Groups Jury Groups Counseling Interpreting Interpreting Interpreting Interpreting Interpreting Inter pupils with pupil data pupil data pupil data pupil data pupil data preting 1 learning, to staff to staff to staff to staff to staff pupil physical, members members members members members data to social and (tie with (tie with staff emotional below) below) members problems Interpreting Holding Acting as Interpreting Counseling Holding Coun pupil data conferences guidance pupil data pupils conferences seling to parents with par consultant to pupils with with par pupils 2 ents re to all (tie with learning, ents re with garding any staff mem above) physical, garding any learning pupil prob bers on social and pupil physical lems pupils * problems (tie with above) emotional problems prohlems social and emo tional problems Holding Counseling Counseling Interpreting Holding Counseling Holding conferences pupils with pupils with pupil data conferences pupils with confer with par learning, learning, to parents with par learning, ences 3 ents re physical, physical, ents re physical, with par garding any social and social and garding social and ents re pupil prob emotional emotional any pupil emotional garding lems problems (three-way tie) problems problems problems any pu pil prob lems 305 TABI£ 52— Continued I Rank Teachers Principals Counselors Super intendents All' School District Groups Jury All Groups h Interpreting pupil data to staff members (tie with below) Coordinating efforts of all special ists (three- way tie) Assisting in placement of pupils in proper classes (tie with below) Counseling pupils with learning, physical, social and emotional problems (tie with below) Interpreting pupil data to parents Interpreting pupil data to parents (tie with below) Interpreting pupil data to parents 5 Assisting in placement of pupils in proper classes (tie with above) Acting as guidance con sultant to all staff members on pupils' prob lems (three- way tie) Holding con ferences with parents regarding any pupil problems (tie with above) Holding con ferences with parents re garding any pupil prob lems (tie with above) Assisting in placement of pupils in proper classes Interpreting pupil data to author ized commu nity agen cies (tie with above) Acting as guidance consultant to all staff mem bers on pupils' problems 6 Selecting pupils who need special help Selecting pupils who need special help Interpreting pupil data to parents Selecting pupil8 who need special help (three- way tie) Acting as guidance consultant to all staff members Conducting in-service training in guidance for staff members (three-way tie) Assisting in place ment of pupils in proper classes 90£ TABLE $2— Continued 1 Teachers Principals Counselors Super intendents All ScKool District Groups Jury All Groups 7 Acting as liaison per son between school and community agencies on pupil prob lems Interpreting pupil data to parents Interpreting pupil data to pupils (tie with below) Assisting in placement cf pupils in proper classes (three-way tie) Selecting pupils who need special help Acting as guidance con sultant to all staff members on pupils' prob lems (three- way tie) Selecting pupils who need special help 6 Coordinating efforts of all specialists Assisting in place ment of pupils in proper classes Coordinating efforts of all specialists (tie with above) Acting as guidance con sultant to all staff members on pupils' prob lems (three- way tie) Coordinating efforts of all specialists Conducting case con ferences (three-way tie) Coordinating efforts of all specialists 9 Acting as guidance consultant to all staff members on pupils' problems Acting as liaison per son between school and community agencies on pupil prob lems Acting as liaison per son between school and community agencies on pupil prob lems (tie with below) Gathering information on pupils Interpreting pupil data to pupils Selecting pupils who need special help Interpreting pupil data to pupils 307 TABLE ^2—-Continued J Teachers Principals Counselors Super intendents ' All" ScKool" " District Groups Jury All Groups Interpreting Conducting Fostering Conducting Acting as Interpreting Acting as pupil data case con good mental case liaison pupil data liaison to author ferences hygiene conferences person to pupils person ized commu (tie with among between between nity agencies above) pupils and school and tied with school and 10 staff (tie comnunity community tied with with above) agencies Organizing agencies on pupil and heading on pupil Reporting to problems a school problems the principal guidance annually on committee tied with what has been accomplished Conducting for the year case conferences 308 309 counselors thenselras. Coord1noting tho efforts of oil speolollsts woo listed onong the ten nest lnportont duties by oil of the responding groups exoept the superintendents ond the Jury, Interpreting pupil dots to pupils vos ronked os one of the ten nost lnportont duties by oil of the groups exoept the teoohers and the prlnclpole. The elenentary counselors were the ofcly respond ents to rate fostering good nentol hygiene anong pupils ond otoff nenbers os onong the ten nost lnportont duties for the elenentory counselors to perforn. The superin tendents were the only group to rank gathering infornatlon on pupils onong the ten noet lnportont dutlee. The Jury ronked two duties os onong the ten nost lnportont whloh no other group ronked os such. These were conducting in- service troinlng In guidonee for etoff nenbers ond organ ising ond heodlng the school guidonee eonnlttee. Inter preting pupil doto to outhorlmed eonnunlty ogenoles woe ronked nunber four ond one-holf by the Jury but did not oppeor onong the first ten dutlee of ony other group ex cept the teoohers where It ronked only ten ond one-holf. When one considered that there were forty-one dutlee listed, the onount of agreenent onong the vorlous groupe os to whloh duties were nost lnportont for the elenentory counselor to perforn wos renorkoble. The onount of ogrowwent os to whloh duties were unInportent wos olso high. 310 KlietlltatAns It«M to tho ftolo of th« Bltanttrj Counselor Punlshnent of piallt All respondents were asked whether or not a coun selor should punish pupils when punlshnent was Indicated. About 90 per cent of all of the respondents felt that the elenentary counselor should not punish pupils. Only about 4 per cent said that they should while 1 per cent answered "don't know," another 1 per cent answered "rarely," and a final 1 per cent replied that It depended upon the situa tion. This question was answered by about 97 per cent of the respondents. When All Groups and the All School Dlstrlot Group were exoluded fron consideration, It was found that no nore than 3 per cent of any of the snail groups felt that the counselor should adnlnlster punlshnent to pupils, ex oept for the teachers. About 13 per oent of the teachers felt that It was all right for the oounselor to adnlnlster punlshnent to pnplls and 7 per oent said that they did not know whether It was all right or not. This contrasted nost with the Jury opinion on this subject where 100 per cent ef the Jurors felt that the oounselor should not punish children. Answers of other groups ranged between these two extreme but the teachers were the only group where a significant nunber of the respondents thought 311 that it was all right for tho ooanoolor to pwalsh papils if punlshnent woro indioatod. Tho largo najorlty of all of tho groups felt, howerer, that tho rolo of tho oeunsol- or should not lnoludo tho punishing of ohlldren. Therapy for onotionally disturbod pupils All rospondonts woro askod whothor tho oounsolor should giro therapy to onotionally disturbod pupils or whothor this responsibility should bo rooorrod for tho highly trainod ellnlelan suoh as the sohool psyohologist or psyohlatrist. About 97 per cent of tho rospondonts answered this question and 88 per oent folt that tho olin- lolan only should giro therapy. Fire per cent of tho 152 respondents folt that it was all right for the oounselor to giro therapy and another 5 per cent said that they did not know whothor tho oounsolor should or not. Responses fron all tho groups ran slnilar to those for All Groups whloh woro reported shore ozoopt for tho ouporintondonts and tho jury. Ninety-fire per oent of tho jurors answered this question but not one folt that tho elenentary oounsolor should giro therapy to onotlonally disturbod pupils. All 95 per oent folt that only tho trainod clinician (clinical psyohologist or psyohlatrist) should giro this therapy. On the other hand, 100 per oent of tho superintendents answered this question and only 82 per oent thought that tho ollnlclan only should giro 312 therapy. About 12 por oent folt that tho elenentary counselor should giro It and 6 por oent replied that they did not knew whloh one should giro it. It was interesting to note that the Jury and the superintendents were not in olese agreenent here slnoe on the oollege courses for training the elenentary counselor they agreed Tory close ly. Host of the persons in the superintendents' group were dlstriot heads of guldanoe. In analysing the whole body of data, howerer, it was noted that the great najorlty of the respondents were in agreenent that therapy for the onotionally disturbed child should be giren by the trained clinician and not the elenentary counselor. Lightening professional leads Bespondents were asked whose professional load was lightened nost by the addition of a oounselor to the staff of the elenentary school. They were giren a ohoioe of the following four responses: teaoher's, principal's, rloe- principal's, and don't know. If none of these responses seened to fit the respondent was lnrlted to write in an answer. One of the drawbaoks to this question was that nany elenentary sohools did not hare a rice-principal on the staff. for the "orer-all group" of 1S2 respondents, about •5 per cent answered this question. Twenty-eight per oent 313 •f thra felt that tha taaohar'a la*4 vaa light— d aait by tha addition of an eleventary oaaaaalar ta tha aahaal ataff. Twenty-five par oaat naaed tha prlaalpal'a load, 4 per oaat naaad tha Tlee-prlnolpal'a land, • par aaat ■aid that they did aat kaav vhloh ana's load vaa lightaaad aaat. Write-In aaavara vara aaat lntaraetlng. About 13 par oant said that both tha principal's and tha taaohar'a load vara llghtaaad a graat deal and 3 per oent felt that both tha principal1s and tha vloe-principal*s loads vara llghtanad a graat daal. Abont 8 par oant fait that every one 'a load vas llghtanad and another 8 per oant thought that nobody*s load vas llghtanad. Several raspandants In this latter oatagory explained that thay did not feel that oouneeloro vara plaoed in eleaentary sohools to lighten anyone's professional load bat Instead to offer additional servloes of a guldanoa aatare that the other persons oould not offer. Tha ansvars for tha other saaller groups did not differ significantly frov these given above except in ana or tvo Interesting oases. Tha eleaentary principals fait that tha oounsalors llghtanad thalr professional lead slightly sera than tha teachers. The teaohers, on tha other hand, responded that the eounselor llghtanad tha taaohar'a professional load considerably nara than tha principal's. Twenty-four par oant of the oounsalors thea- salvas fait that thay llghtanad the taaohar'a lead tha 314 Mit. Tha i i m paraaataga of than fait that thalr aarr- laaa llghtanad tha prlnolpal'a load tha aaat. It vaa arldaat froa tha data that alaaantary oo«b- aalora vara thought ta llghtaa hath tha prlnolpal'a aad tha taaohar'a profaaalanal loada aad that hoth vara halpad about aqually. ■uldaaoa aarrioaa through taaohara or diraotly ta puplla? Important foaotlon of tha oounaalor to prorlda guldaaoa aarrioaa diraotly to papila vhao rafarrad by taaohara ar vhather It vaa aora important to prarlda guldanea aarrioaa to papila by vorklng vlth taaohaxa to halp thaa undarataad thalr papila. Mlnoty-aaron par oant of tha 152 raapand- aata rapllad to thla qaaatlon and 53 par oant fait that the aora laportant fnnotlon of tha alaaaatary oounaalor vaa to work through tha taaohara. About 28 par oant of thla "orer-all group" fait that it vaa aora laportant for tha oounaalor to giro hla aarrioaa dlraatly to puplla. ■ran though tha quaatlon vaa oarefully wordad to foroa tha raapondant to naka a ohoiea batvaan tha tvo altarnatlraa, about 13 par oant of tha raapondanta rafuaad to naka thla oholoa and vrata in "bath.” Preauaably thla naant that thay thought that vorklng diraotly vlth puplla and vorklng through taaohara vara aqually inportant. About 3 par oant of tha raapondanta rapllad that thay did not knav vhloh 310 t m the B*r« li^rtut fuotitn aad oaa raapoadaat rapllad that It dapaadad apaa tha aga af tha pupil. la tha 132 maahar All Sohool Dlstrlot Group, 31 par oaat af tha raapaadaata fait that tha aara lapartaat fuaotlaa af tha alaaantary oouaaalar vaa to provide aarr- loaa diraotly to papila whlla 51 par oant thaaght that it vaa aara lapartaat for the oounaalor to vark through taaohara. Only 10 per oant of tha Jury thought it aara laportant to giro aarrioaa diraotly to papila vhlla 55 par through taaohara. Soaa of the Jury refuaad to aake a oholoa batvaan tha tvo vhlla tvo Jurara rapllad that thay did not knov aad tvo Jurora did aat aaavar the queatlon. Tha raeponaae of othar aaall groupe taadad to roughly duplieata the peroentagaa of the 162 Beaker All Oroupe. Eighteen per cent of the ouparlatandaata aaaad aarrioaa diraotly to puplla aa a aora laportant funotion af tha alaaantary oounaalor and 4T per oant fait that vorklng through taaohara vaa aora laportant. Tventy-eeven per oant of the auperlatendenta refuaad to ohaoaa batvaan tha tvo fuaotioaa and nerely vrote la "both." About 29 per oaat of tha couneelora fait that It van aora lapartaat for thea to prarlda thalr aarrioaa diraotly to tha puplla, but 56 par oaat af than fait that It vaa aora iapartant to vork through tha taaohara. Around 29 par oant af tha ele- nentary prlaoipala thought It aara lapartaat to vark 3ie diraotly vlth paplli aad 59 par oaat of thoa thought it aoro laportant to vark through tho taaehora. Although this vaa tho largoat paraontago of any group to roopond that It vaa aoro laportant to vork through tho taaehora It vaa not onough largor to ho of groat algalfloaneo. Tha paraon noat affaotad by thla quaatlon vaa, af oouraa, the taaoher. One hundred par oant of tha thirty taaohara reaponded to tha quaatlon and exactly 50 per oout felt that It vaa aora laportant for the alaaantary ooun aalor to provide hla eerrieoa diraotly to tha puplla than It vaa to provide than through taaohara. No other group approached tha high percentage of taaohara vho reaponded thla pap. About 43 par oant fait that it vaa aora laport ant for the oounaalor to givo hla aorvloea through toaeh- ors and 7 per oant aald that thay did not knov vhloh vaa aora laportant. In oonoluaion, It vaa evident that all of tho groupa except tha taaohara fait that It vaa aara lapartaat for tha alaaantary oounaalor to vork through taaohara than it vaa to give hla aorvloea diraotly to puplla. Hovavar, half of tha taaohara In tha atudy fait that It vaa aora lapartaat for tha oounaalor to vork diraotly vlth puplla than to vork through tha taaohara. Slnoa tha taaohara vara uora affaotad than anyone alaa by thla quaatlon thalr anavara vera fait to ha algnlfleant. 317 Clerloal dtttleo for CO— MlTi? l»ap«Bd«Bts wtra tskad whether or not they fait that alaaantary oonnaalara vara engaged In nnny olariaal dtttlaa anoh aa raoordlng taat aooraa vhloh olarka oanld aaally do. Hlnety-flre par oant of all tha raapondanta In tha atndy anavarad thla quaatlon and 36 par oant fait that oounaalora vara angagad In nany olarioal dutlaa vhloh olarka oauld do. Ferty-nlne par oant fait that thalr oounaalora vara not angagad In auoh dutlaa and 10 par oant aald that thay did not knav vhathar thay vara or not. Tha anavara for tha All School Dlatrlct Oronp (133 paraona) vara aubatantlally tha aana vlth tha "no1 * anavara allghtly higher (52 par oant). Although only 80 per oant of tha Jury responded to thla quaatlon, 50 per oant felt that oounaalora vara doing ■any olarioal dutlaa vhloh olarka oould aaally do. About 30 per oant fait that tha alanantary oounaalora vara not angagad in auoh dutlaa. Tha taaohara tandad to aupport tha Tlavpolnt of tha Jury. Fifty par cant of tha taaohara alaa thought thalr oounaalora vara angagad In olarioal dutlaa vhloh olarka oould do. About 17 par oant fait that thay vara net angagad In auoh dutlaa and 30 par cant hald na opinion on tha aubjaot. In oontraat to thla Tlavpolnt of tha Jury and tha taaohara, 71 par oant of tha auparlntandanta fait that SIS their elenentary oonMtUra were net doing olerloel duties whloh elorhe oould eooilj do* Only 27 per cent of the superintendents thought thnt their eounselers were engnged In suoh duties end 3 per oent held no opinion of the sub- Jeet. The elenentary eounselers thenselres and their principals held an opinion Midway between the superintend ents, on one hand, and the teaohers and the jury on the ether. Plfty-nlne per oent of both groups replied that they thought elenentary eounselers were net engaged in nany olerleal duties which clerks oould do easily. Apprexlnately 30 per oent of both groups thought that they were engaged in suoh duties. ftougbly a half of All Groups thought that elenent- ary eounselers were net engaged in olerloal duties whloh olerks oould easily do but over a third of all the respond ents thought that they were. The General Kinds of Guldanee Services the Slenentary Counselor Should Perforn Q In the final part of the section of the question naire whioh debit with the duties of the elenentary coun selor the respondents were asked to list in order of their lnportance the three nest lnportant guldanoe serrloes a See Appendix, p. 484, question "G" on p. 6 of the Questionnaire. 319 which they felt the elenentary counselor should provide. Statistical analysis The statistics used in analyzing these data were simple and involved the use of weighted scores again. Any response which a respondent wrote in first place was assigned a weight of three. Second place responses were assigned a weight of two and third place responses were assigned a weight of one. Responses were then fitted into twelve categories which defined the general services which were thought to be performed by most elementary counselors. Some liberties were taken in interpreting the responses and placing them in the proper categories since the word ing of responses was not always such that it was immedi ately evident where the response belonged. Care was taken, however, to keep the original intent of the response Intact and whenever there was a reasonable doubt as to the real Intent of the response it was placed in a category called "unclassified answers." Whenever one response mentioned two or three separate services, the services mentioned were assigned the appropriated fractional parts of the weight for the place of the response. For example, if for a second place response a respondent mentioned three separate services, the weight of two was divided into three equal parts so that each service mentioned was given two-thirds of a point and then assigned 330 to its preper oategory. The twoIto categories woro u follows: (1) guid ance serrlees directly to paplls; (2) guidance serrlees to tooohors to holp poplls; (3) guldanoe sorrleos to parents to holp pwplls; (4) meting ms m gnldmneo consultmnt to stuff nonhors other thmn tomehors; (5) gathering, pro cessing, maintaining, and interpreting pupil data; (0) coordinating efforts and facilitating tho work of special ists; (T) liaison with eoannnlty agencies; (8) seleotlng and proper plaelng or reforral of pupils with special problems or needs; (9) orienting of new pupils or pupils going on to secondary schools; (10) interpreting the guld anoe progran to the ooanunlty; (11) gluing leadership to all the guidance aotlrltles of the sohool (ln-serrlco training In guldanoe for teachers, oase conferences, head ing guidance oonnlttee, etc,); and (12) unolasalfled answers. After the proper weights were assigned to the re sponses and the responses were plaoed in the proper cate gories listed shore, the weighted sooros were added to obtain the total weighted score for each category. The category with the highest total weighted score was assigned the rank of one in order to show that It was the guldanoe serrlce thought nost inportant for an elenentary counselor to perforn. The category with the next highest total weighted seore was assigned the rank of two. All 321 twtlr* categories vere slallarly ranked according to tholr lapertanoe. Yhle ranking of oategorlee vaa dona separate ly for eaok grenp In the stndy eo that It oonld he aaally eeen vhloh eervloes any group felt vere the neat lnpertant or leant laportant. These rankings are shovn in Table 53. The nest innertant soreiooa Guidance serrioes directly to pnplls vas oonsider- ed the aeet laportant serrIce vhloh the elenentary ooun- seler performed by All droops. daldance serrioes te teaehers to help pnplls ranked a very close seoond. This vaa a reversal of the res ponees on a previous question vhere respondents reported that they felt it aore laport ant for the counselor to vork through the teacher than te o vork diraotly vlth pupils. Gathering, processing, nalntalnlng, and Interpret ing of pupil data vas considered the third aost laportant service for an eleaentary oounselor te perform by the 152 aeaber All Oreups. Teaohere ranked It ilrst in lnpertanee but the Jury only ranked it 6.5. Guidance services to parents to help pupils vas the nearly unanlaous fourth oholoe by all of the responding groups. Unclassified ansvers vas the unanlaous fifth eholce by all of the groups but this has no significance since this category g Cf. ante, pp. 314-316. TABLE 53*— The most important services performed by the elementary counselor as ranked by various groups Service Teachers Princi pals Counsel ors Super in- P* tendents <£ 01 All School District Groups Jury All Groups 1 1* Guidance services directly to pupils ........... 2 1 1 1 1 2 1 2. Guidance services to teachers to help pupils . . . 3 2 2 2 2 1 2 3. Gathering, processing, maintaining and inter preting pupil data ............................. 1 3 3 3 3 6.5 3 li. Guidance services to parents to help pupils . . . h U h h h 3 h 5. Unclassified answers ........................... 5 5 5 5 5 5 5 6. Selection and proper placement or referral of pupils with special problems or needs ......... 6 6 6 7 6 9.5 6 7. Giving leadership to all guidance activities of school (case conferences, in-service training of teachers in guidance, heading guidance comnittee) . 9.5 7 8 6 7 h 7 8. Acting as guidance consultant to staff members other than teachers ........................... 11 10 7 8 8 6.5 8 9. Coordinating efforts and facilitating work of specialists . . ............................... 7 8 10 9 9 9.5 9 10. Liaison with community agencies ............... 8 9 9 10 10 8 10 11. Interpreting the guidance program to the community 9.5 12 12 10 11.5 11 11 12. Orientation of new pupils or pupils going on to secondary schools ............................. 12 11 11 12 11.5 12 12 <a to to 323 «t« created M»ly to boro a plaoe for thaaa responses vhloh did not belong In tho other categories. Tho kinds of responses pnt in tho unolasslflod answers were varied, often vague in neanlng, and dlfflonlt to analyse. The selecting and proper plaoing or referral of pnplls with special problem or needs was ranked sixth by ■ost groups In Importance. The Jury felt that this s• Tr ies was loss Inportant than sons of the others for the elementary oonnselor to perform, however, so they ranked It 9.5. The Jury ranked giving leadership to all guldanoe activities of the school as fourth in importance but no other group ranked it so high. The rankings of other serrioes by the various groups are shown in Table 53. The Summary Duties which the elementary oouneelor should perform Opinions of the Jury.— ’ The twenty Jurors chose the following five duties in the order listed as the most Im portant ones for the elementary counselor to perform: in terpreting pupil data to staff members, holding oonferen- ces with parents regarding any pupil problem, counseling pupils with learning, physical, social, and emotional problem, Interpreting pupil data to authorised community agencies, and Interpreting pupil data to parents. They thought that teaohlng regular classes and Interviewing 324 every pupil la sohool v«r« tha least laportant of all tho duties llotod in tho qnootioanairo for tho elenentary oounoolor to porfora. Moot of tho forty-one dntioo llotod la tho questionnaire voro folt laportant hy tho Jury, how ever. Pointono of tho onaorlatondonto.—-Tho thirty-four euperlntendents, aost of whoa voro aetually dlotrlot hoado of guidance, solootod tho following five dntioo, in tho ordor llotod, ao tho b o ot laportant for tho oloaoatary oounoolor to porfora: interpreting pupil data to staff aoahors, lntorprotlng pupil data to pupils, lntorprotlng pupil data to paronts, eounooling pupils with loarnlng, physioal, social, and oaotlonal probleas, and holding oonforonoos with paronts regarding any pupil prohloas. As loast laportant thoy ohoso toaohlng rogular elassos and toaohlng roaodlal elassos. Thoy, too, folt that aoot of tho forty-ono duties listod in tho questlonn&lro voro la portant for tho olonontary oounoolor to porforn, hovever. Opinions of tho prlnolnals.— Tho thirty-four olo- aontary sohool principals folt that tho follovlng five dutlos, in tho ordor listod, voro tho aoot laportant onos for an olonontary oounoolor to porforn: lntorprotlng pupil data to staff aoahors, holding oonforonoos vlth paronts rogardlng any pupil prohloas, counseling pupils vlth loarnlng, physical, social, oaotlonal prohloas, coordinating efforts of all specialists, and acting as 325 guidance consultant to all staff meabers on pupils' prob lems, They gave teaching remedial classes and teaching regular classes as the two least Important duties also. The principles were the most conservative of all the groups In their ratings of the duties listed in the ques tionnaire • Opinions of the counselors .— The thirty-four ele mentary counselors responding to the questionnaire felt that the following five duties, in the order listed, were the most Important ones for them to perform: interpreting pupil data to staff members, acting as guidance consultant to all staff members on pupils' problems, counseling pupils with learning, physical, social, and emotional problems, assisting in the placement of pupils In proper classes, and holding conferences with parents regarding any pupil problems. The counselors thought that the least important of the duties listed for them to perform were teaching remedial classes and teaching regular classes. In this they concurred with both the principals and the superintendents. Opinions of the teachers.— The thirty teachers in the study who taught in schools served by elementary counselors felt that the following five duties, in the order listed, were the most important ones for these counselors to perform: counseling pupils with learning, physical, social, and emotlona; problems, interpreting 336 pupil data to parents, holding oonforonoos vlth paronts ragarding any pupil prohloas, lntorprotlng pupil data to staff aoahors, and assisting In tho plaooaont of pupils in propor olassos. Thoy folt that tho tvo loast laportant dutlss of tho forty-one listod for thoso oounsalors to psrfora voro toaohlng rogular olassos and lntervlevlng ovory pupil In sohool. Opinions of tho All Sohool District group•— Tho 133 aoahors of this group, all of vhoa voro oaployod hy sohool districts as olthor superintendents, principals, counselors, or toaohors, thought that tho follovlng five duties, In the ordor given, vore the aoot laportant duties for the elenentary oounoolor to porforn out of the forty- one duties given In tho questionnaire: interpreting pupil data to staff aoahors, counseling pupils vlth learning, phyoloal, social, and oaotlonal prohloas, holding oonfor onoos vlth paronts regarding any pupil prohloas, inter preting pupil data to parents, and assisting in tho plaoe- ■ont of pupils In propor classes. Thoy rated toaohlng rogular olassos and toaohlng reaedlal olassos as tho loast laportant duties listed. Most of the forty-one duties listod In tho questionnaire voro considered laportant for tho olonontary counselor to perfora hy this group of per sons vho voro olthor olonontary counselors thoasolves or vorkod olosoly vlth eleaeatary oounsalors. Opinions of All Groups.— All Groups (All Sohool 337 Dlstrlot Group plus tha Jury), whloh Included all 153 re- spondents in tha study ratad tha following fiwe dutlaa, la tha ordar listed, aa tha aaat laportant onaa for tha ele mentary oounaalor to perfora: lntorprotlng pupil data ta ■taff aaabara, oounaaling puplla with loarnlng, phyaloal, social, and oaotlonal prohloas, holding oonfaranoaa with paranta ragardlng any pupil prohloas, lntorprotlng pupil data to paronts, and acting as a guldanoa consultant to all staff aaabara on pupils' prohloas. Thay thought that tha two loast laportant dutlaa wars toaohlng regular olasaaa and toaohlng raaadlal olaasas. Tha awaraga duty In tha Hat was raapondad to by 97.8 per oant of all raapondanta and tha awaraga duty was considered either Important or wary laportant by about 70 par oant of tha raapondanta. Tha anount of "no opinion” raoordad was almost negligible and tha awaraga duty was ratad as af little lnportanoe by wary few raapondanta. For tha nost part, tha dutlaa whloh reeelwed tha lowest ratings ware also tha ones whloh had tha nost "no opinion” raoordad on than, howewer. Conaarlaona of tha answers of warioua groups.— There was general agreement among most groups that tha following duties ware Important for tha alaaantary coun selor to perform: interpreting pupil data to staff mem bers, interpreting pupil data to paranta, selecting puplla who need apaolal help, counseling pupils with learning, phyaloal, aoolal, and emotional problems, and holding 328 ooofer«no«i regarding any papil problen. Thara vaa gener- al agraanant anong aoat of tha groupa that for tha ooun- aalor to lntarprat tha sohool*a guidanos progran to tha ooaaaoltj vaa of sobs value. Thara vaa general agraanant anong nost of tha groupa that tha follovlng dutlaa vara not laportant for tha oounaalor to porforn: counseling staff nanhara on personal problena vhlch nay affect thalr vork, teaching renedial classes, giving psychotherapy to enotlonally disturbed pupils, lntervieving every pupil in sohool, assisting teaohers to oarry on classrooa research, and teaching regular classes. There vas considerable disagreenent over the rela tive lnportanoe of sone of the duties whloh the elenentary counselor should perforn. Although rated lnportant by All Oroups, sone of the groups disagreed substantially over the lnportanoe of interpreting pupil data to pupils and interpreting pupil data to authorised oonnunlty agenoles. There vas also considerable disagreenent over the relative lnportanoe of the follovlng five duties vhlch All Oroups rated as of sone value: adnlnlsterlng tests, Inventories, eto., keeping adequate records on all pupils, oonduotlng in-service training in guldanoe for staff Bankers, orien tation of pupils pronoted to the next higher segnent, and organising and heading a sohool guidance oonnlttee. Then vas disagreenent over the relative lnportanoe of tvo duties vhloh All Oroups rated as uninportant. These 329 iitltf v«r« orientation of pnplls now to oohool and super vising olerloal workers assigned to tho oouasolor*# off ice. Agreement on the relative lnportanoe of a duty anong the groups was found to he nore likely on those duties rated by All Oroups as either laportant or unlnpertant. Disagreenent anong the groups was found nore often on those duties which All Oroups had rated as of sone value. There was substantial agreenent with the Jury on the relatlwe iftportanoe of the duties by all of the groups In the study. The superintendents and All Oroups were in olosest agreenent with the Jury, however, on the relative lnportanoe of the duties listed for the elenentary coun selor to porforn. The All Sohool Dlstriot Oroup was next In Its degree of agreenent with the Jury on the relative lnportanoe of the duties but It was olosely followed by the counselors, the principals, and the teachers, in that order. Although the teaohers' rankings of the relative lnportanoe of the duties had the lowest correlation with the Jury's rankings It was sufficiently high to have oon- plete confidenoe that such a correlation did exlit. Five duties that elenentary counselors should per- fora were ranked sonewhere anong the ten nost laportant duties by every group In the study. These were interpret ing pupil data to staff nenbers, counseling pupils with learning, physical, social, and enotlonal probleas, hold ing conferences with parents regarding any pupil problens, 330 interpreting pupil dnte to parents, and acting ae guldanoe ooneultent to all etaff nenbers on pupils1 problens. Only one group on eaoh of the follovlng tvo duties failed te rank then anong their ten nest Inportent: assisting In the plaoenent of pupils In proper classes and seleetlng pupils vho need special help. The counselors vere the only group to rank fostering good nental hygiene anong their ten nost laportant duties and the superintendents vere the only group to rank gathering inforaatlon on pu pils anong their ten nost laportant. The Jury vas the only group to rank conducting ln-servloe training In guldanoe for staff nenbers and organizing and heading the sohool guldanoe conalttee anong their ten nest laportant duties. Interpreting pupil data to authorized connunlty agenoles vas thought very lnportant by the Jury but no other group ranked it anong their first ten exoept the teachers vho ranked it only ten and one-half (tvo duties tied for tenth place). It vas evident that substantial agreenent existed anong all of the groups la the study on the relative ln portanoe of the duties listed for the elenentary counselor to perforn. Miscellaneous itens related to the role of the elenentary counselor Punishnent of pupils.— All of the groups in the lih piplls vhen paaiihMnt vas lnd&otUd. They f«lt that punlshnent, if neoessary, should ho adnlnletered by i o m - ono other than the oounoolor. Tho evldenoe was overvheln- lng In this opinion. Only for one group, the teaohera, wao the opinion hold hy any significant Mother that the oounselor should punish children and this opinion vas held hy only 13 per cent of then. Therapy for oaotionally disturbed ohlldron.— >The oTldonoo vas also overwhelnlng that tho elenentary coun selor should not giro therapy to the severely oaotionally disturbed child. The largo najority of tho respondents folt that this serrlee should ho perforned only hy suoh highly trained ollnlolans as olinloal psychologists and psyohlatrlots. Only In the superintendents' group did a significant nunbor of respondents believe that the ele nentary counselor should attenpt therapy vlth these chil dren and oven here It vas only 12 per oent of the group that responded in this vay. Lightening professional loads.— The evidence vas not dear that the professional load of any one group vas lightened significantly nore than the load of another group hy the addition of an elenentary oounselor to the sohool staff. About equal nunbers of the respondents chose the principals and the teaohors as the tvo groups vhose loads vere lightened nost. Sone persons refused to 333 ohooaa batvaan tha tvo and said that both tha prlnolpal'a and taaohar'a laada vara llghtanad, About 8 per oant fait that nobody's load vaa llghtanad nnoh and thay bald that thla vaa not tha purposa of asalgnlng an olonontary ooun- aalor to tha ataff. guidance aarrioaa through taaohara or diraotly to pupllat— Tba najorlty of tha 152 raapondanta fait that it vaa a nora inportant funotlon of tha elanantary oounaalor to prorlde guldanoa aarrioaa through taaohara to puplla than It vaa to prarlda tha aarrioaa diraotly to puplla. Tha aridanea vaa not orsrvhslning In thla diraotion, how- arar, and half of tha taaohar group fait that It vaa nora Inportant for tha oounaalor to giro hla aarrioaa diraotly to tha pupil. A algnlfloant nunbar (13 par oant) of all 102 raapondanta rafusad to tall vhloh vaa nora Inportant (thay rapllad "both") vhloh praaunably naant that thay fait both approaohaa vara aqually lnpartant. Clarloal dutlaa for oottnaelora?~koughly ono-half of all tha raapondanta In the study fait that alenantary oounsalors vara not angagad In nany olarioal dutlaa vhloh olarka oould anally do, ovar one-third fait that thay vara angagad in auoh dutlaa, and about one-tenth aald that thay did not knov vhathar thay vara ar not. About one-half of tha jury and ona-half of tha taaohara alao fait that ooun- salora vara angagad In auoh olarioal dutlaa but nearly thraa-fourtha of tha auparlntandanta held that thay vara 333 not. Although aoro respondents folt that oloaontory coun selors voro not engaged in olarioal datlos that a elork oould aaally do than thooo vho folt that thoy voro, tho orldonoo vas not so strong as to bo convincing on this point. Qoneral kinds of guidance services tho olonontary oounsel- or should perfora There vas a high degree of agreenent aaong all of the groups as to vhloh general servloes voro aoot laport ant for the elenentary counselor to porforn. Most groups agreed that guidance servloes dlreotly to pupils and guld anoe servloes to teachers to help pupils vere by far the nost laportant servloes the elenentary oounselor should perfora. Gathering, processing, aalntalnlng, and Inter preting data vas ranked a not-too-olose-thlrd In lapert- anoe by the "over-all group" but the teaohers ranked It first and the Jury ranked It only a tie for sixth place. Guldanoe servloes to parents to help pupils vas ranked fourth In lnportanoe by all of the groups but the Jury as a guldanoe service that eleaentary counselors should per- fora. There vas agreenent that the seleotlon and proper placenent or referral of pupils vlth speolal probleas or needs vas the next aost inportant service that the ele nentary counselor should perfora although the Jury ranked It only a tie for ninth place In lnportanoe. The Jury 334 felt that giving laadarahlp to all tho guldanoo actlvl- tloa of tho sohool vas tho fourth nost laportant sorrloo but no other group ranked It so highly. CHAPTER V IN-SERVICE TRAINING POR THE ELEMENTART SCHOOL GUIDANCE COUNSELOR Introduction Chapter V deal* with question* related to ln-serr- loe training of the elenentary school guldanoe oounselor. The data analysed In this chapter cane fron the responses of the thirty-four "superintendents,” nost of whoa were aotually sohool district heads of guldanoe. Because all of the questions in this section1 of the questionnaire were of a factual nature exoept one, only the superintend ents responses were considered slnoe it was thought that they would be the best lnfomed group on the Issues dls- 2 cussed. On the one question that dealt with opinion rather than faot the answers of all of the sohool district groups are reported. There were three types of questions asked of the respondents In this section of the questionnaire. Most of then were nerely yes-no questions with a place also ^See Appendix, p. 484, p. 7 of the Questionnaire. 2 All of the sohool district groups answered this section of the questionnaire but It was found that when other groups were In possession of the infornatlon asked, their answers were the sane as their superintendents' answers. 336 336 provided to Indicate that the respondent did not know the answer if this were the case. One six-part question was of the check list type. Two questions were of the short answer type. The following four subjects are discussed in Chap ter V: (l) kinds of in-service training and related ques tions; (2) professional associations; (3) professional contributions; and (4) orientation of new oounselors. Kinds of In-Service Training and Related Questions Frequency of an in-service training program for elementary counselors The thirty-four superintendent-respondents were asked if there was any kind of in-service training program in their school districts for elementary counselors. All thirty-four of them replied and 71 per cent said that they had such a program (see Table 54). Twenty-nine per cent did not have such a program. Roughly three-fourths of the school districts which employed elementary counselors had an in-service training program for them. Workshops for in-service training Respondents were asked whether or not workshops had been held in their school districts for the purpose of providing in-service training for elementary counselors. Again all thirty-four superintendents replied to the TABLE 51i,-In-service training programs for elenentary school guidance counselors Itens Related to In- Service Training Do not Yes No Know • p - p - p C C c U 0) ( 4 0) h 0) * 0 % u 8 0 § b £ » * § * « P © 3 # > 3 a > z a, z c l, z a. 1 E 53 M ■ 5 H is is i s p $ S P ?! H » c ou n 1. Is there an in-service training progran of any kind for elenentary counselors in your district? 2h 71 10 29 0 0 31* 100 2. Have workshops for in- service training of these counselors been held in your district? 22 65 12 35 0 0 3U 100 3* Do counselors neet to discuss new policies or changes in procedures occasionally? 30 88 1 3 1 3 32 9h Are experts in various guidance areas brought into the school district to give lectures or offer institute sessions occasionally? 23 68 9 2 7 0 0 )2 9h 5. Is there a counselor’s handbook or guide in which the duties of coun selors are explained? 22 65 11 32 0 0 33 97 33T TABLE 5h— Continued Items Related to In- Yes No Do not Know i ! M f t ) o . C P 1 (H 5 5 Service Training - p - p ■ p J M t SP S 3 C 0, e Number Per Cei Number f t ) u u t > O - i M h f t ) f t ) O 3 e Z 0, 3 I S 8. E - i m 6. Are counselors encouraged to set aside tine for professional reading during their work day? . 15 Ui 16 1*7 2 6 33 97 7. Is Membership in coun selors' professional associations encouraged by the district? .... 29 85 h 12 0 0 33 97 8. Are counselors encouraged by the district to attend the conventions of their professional associa tions? ............... 26 76 6 18 1 3 33 97 9. Is there a local profes sional association of pupil personnel workers in your area?... 21* 71 8 21* 1 3 33 97 338 TABLE Sh — Continued Do not 4 1 ! Yes No Know M h M 1 Item Related to In- ■ I 3 Iff - —■ 5 5 Service Training • p c e . ■ p c •p 6 ■ p M c q n H % V o > 4 % w o H © A V o g l V VI o Tj § h e % u © 1 V & & 2 £ L 2 O u 2 O u h e a. io 10. Are arrangements made for counselors to observe another counselor or specialist who is strong in a particular area? .... ......... Ik hi 19 56 0 0 33 97 11. Are counselors en couraged to conduct research in their schools? »*.....* 26 76 6 18 1 3 33 97 12. Are counselors en couraged to contribute articles to profes sional journals? .... 23 68 9 27 1 3 33 97 339 340 question and 65 per oent of then said that their districts had held worksheps for the above parpeae (see Table 54). Abont 36 per oent of the districts had not held sncL work shops. Approxinately two-thirds of the districts enploy- ing eleaentary oonnselors then had held workshops to pro vide in-service training for then. Policy neetlngs ■espondents were asked if neetlngs were held occasionally for their elenentary counselors In order to discuss new policies or changes in procedures. Ninety- four per oent of the superintendents answered this ques tion and 88 per oent said that they had such neetlngs (see Table 54). Only 3 per oent did not hold these neetlngs occasionally and 3 per cent replied that they did not know whether such neetlngs were held or not. Nearly all school districts which enployed elenentary counselors held neet lngs to discuss policies and changes in procedures with then. ▼isiting guidance experts Superintendents were asked next whether or not ex perts in the various guidance areas were brought occasion ally into the school district to give leotures or offer institute sessions for the purpose of providing ln-servloe education to counselors. About 94 per oent of the super intendents responded to this question and 68 per cent said 341 that they did bring In guidance tzperti oceaalonally (saa Table 64). Snob a aerrloe was not offered tha eounaalora in 27 par oant of tha dlatrlota, however. Thua, about two-tblrda of the dlatrlota whloh aaployad elenentary oounaalora provided thla type of ln-aervlee training for than. Counaalor'a handbooh Tha raapondanta ware aakad whether or not thalr aohool dlatrlot had a counaalor'a handbook or guide In whloh the dutlaa of oounaalora ware explained. Sixty-five per oant of tha dlatrlota In the atudy had auoh a handbook or guide but 32 par oant did not. Ninety-eeven per oant of tha auparlntandanta anawared thla queatlon. Thua, only about two-thlrda of tha dlatrlota whloh aaployad elenent- ary oounaalora had a handbook in whloh the dutlea of tha oounaalora ware explained (aaa Tabla 64). Prafaaalonal reading Tha next queatlon Inquired aa to whether or not elenentary oounaalora ware encouraged to aat aeide aona tine for profeaalonal reading during their work day. Al though 97 per oant of tha auparlntandanta replied to the queatlon only 44 par oant aald that auoh reading on "aohool tine" waa anoouragad (aaa Tabla 64). Forty-aeven per oent did not anoouraga auoh profeaalonal reading dur ing the work day and 6 par oant aald that thay did not 342 know whether it vti encouraged or not. Leee than half of tha dlatrlota enploylng elenentary oounaalora then encour aged theae counaelora to do profeaalonal reading on "aohool tine." Obaerration of expert oounaalora The thirty-four euperlntendente were aaked If ele nentary counaelora were encouraged to visit and obaerre a fellow eounaelor or apeoialiat at work in aone guidance area in whloh he waa particularly atrong and if arrange- nenta were nade to faoilitate theae rlalta. Thirty-three euperlntendente (•? per oent) reaponded to thla Inquiry and 41 per cent aald that they did encourage and nake arrangenenta for auoh rlalta (aee Table 54). However, 56 per oent of the dlatrlota did not enoourage or nake arrangenenta for theae rlalta or obaerratlona• Of the dlatrlota aurreyed which enployed elenentary counaelora orer half did not encourage or nake arrangenenta for theae oounaelora to rlait and obaerre other counaelora or apeciallata who were expert in aone guldanoe teohnlque. Eeaponalblllty for ln-eerrlce training proxran Thoee aohool dlatrlota enploylng elenentary ooun aelora and who clalned to hare in-eerrice training pro- grana for then were aaked who waa reaponalble for conduct ing thla ln-aervloe progran in their dlatrlota. Twenty- nine euperlntendente reaponded to thla queatlon although 343 vhtB uk«d tb«T« If there vae an ln-sorrlcs training pro- gran for elenentary conneelora in their dietrieta only twenty-foar replied that there waa auoh a progran (aee Table 54). Nineteen of the twenty-nine reapondente naaed the head of gnldanoe for their aohool dletriot aa the per- aon reaponalble for the in-serrice training progran for elenentary oounaalora. Thla waa by far the noat eoanon peraon naned although he waa called by alightly different tltlee In different aohool dlatrlota. Two reapondenta naaed the head of pupil peraonnel for their aohool dia- triota as the peraon responsible and two other respondents naned the head of special aerrloea as the peraon respon sible. One district reported that the district head of reaearoh and testing carried the responsibility for the elenentary oounaalora' in-aerrloe training progran while another district reported that this training progran was the responsibility of the building adnlnlstrator. Tet another district reported that the in-serwlce training progran for elenentary counselors was a Joint responsi bility of the superintendent and the building adnlnistrat- or. Three respondents gare nlseellaneous responses to this question which did not seen to fit any of the abowe categories. In over two—thirds of the school dlatrlota whose superintendents responded to this queatlon the school district head of guidance waa the peraon reapona lble for oonduotlng the ln-aerrlce training prograw for 344 •ltMitary counselors. Most offociIts kinds of ln-sorrlcs training This following ssotlon is the only part of Chapter T where answers ether than the superintendents' are re ported. Opinions of the superintendents,— Unfortunately the category which was ranked as the nost effective kind of In-service training for elenentary counselors was the category oalled "unclassified types” (see Table 56), The unolasslfled types category was the oategory in whloh all the responses were plaoed whloh did not seen to fit Into any of the other eight categories (see Table 55), The next nost effective kind of in-service train ing for elenentary counselors as ranked by the superin tendents was supervision of counselor's work. Conferences with consultants on guidance problens upon request was ranked as third in effectiveness. Superintendents rated lectures on various phases of guldanee by authorities in the field as the least effective kind of In-service train ing for elenentary counselors. Opinions of the elenentary principals.— 11 enentary principals nentloned nestings with the district head of guidance (or his representative) to dlsouss guidance philosophy, policies, techniques, naterlals, and problens nost frequently as the kind of in-service training that TABI£ 55- — Rankings of the relative effectiveness of various kinds of in-service training for elenentary counselors as ranked by the school district groups Kind of In-Service Training Super intendents » t • H o C f t u O u Counselors £ » Teachers All School District Groups 1. Observation of or listening (movies, tape recorder, first hand observation, etc.) to an experienced counselor using a given technique ............................. 7 3 1 3.5 h 2. Meetings with district head of guidance or his repre sentative to discuss guidance philosophy, policies, techniques, Materials and problems ................... h 1 2 7.5 3 3. Lectures in various phases of guidance by authorities in the field ...................................... 9 8 8.5 7.5 9 h. Courses or seminars offered for in-service training of elenentary counselors ............................... 6 5 5.5 2 6 5. Supervision of the elementary counselor's work ......... 2 8 7 7.5 7 6. Workshops to further develop techniques, skills, and abilities important in guidance ....................... 5 5 3.5 5 5 7. Conferences with consultants (case conferences, etc.) on any guidance problem upon request . ................. . 3 5 5.5 1 2 6. Visits to community agencies and other school offices with which the counselor sometimes works in order to become familiar with their functions and personnel ............ 8 8 8.5 7.5 8 9. Unclassified types of in-service training ............ 1 2 3.5 3.5 1 349 ht« been Mat effeotlve 1b helping •ltunttry counselors (see Table 55). Tba varied r«ipoait« whloh fitted lata tha unclawsIflad oategory wara next seat frequently men tioned. Observation of or 11staming to an experlenoed oounsalor (through noTlast tape recorder, or direct ob servation) demonstrating a given guidance teehnlque was rated by the principals as the next nost effective type of ln-servloe training for elenentary oounselers. Supervis ion of the counselor's work and visits to eonnunlty agenoles and other sohoool offloes with whloh the counsel or nay be working were rated by the prlnolpale as the least effeotlve types of ln-servlce training for elenent ary oounselors. Opinions of elenentary counselors.— The elementary oounselors thenselves naned the observation of or listen ing to an experienced oounselor denonstratlng a given guidance teehnlque as the kind of ln-servlce training they felt was nost effeotlve (see Table 55). As the type of ln-servlce training next nost effeotlve they naaed neet lngs with the head of sohool district guidance to discuss guldanoe philosophy, policies, techniques, materials, and problens. A tie existed for the third nost effective type of ln-servlce training for elenentary counselors between the unclassified types and workshops to further the de velopment of techniques, skills, and abilities lnp«r tant In guldanoe. Two types of ln-servlce training were tied 34T u the l m t effeotlve in training the «UMitary eounsel- or on tho Job. Tboy voro looturoo on various phases of guldanoe by authorities In tbe fiold and rlalta to ooou- nlty agencies and other aohool offioea with whloh tha ole- ■entary counaolor nay bo working (in order to beoone fa- ■lllar with their functions and personnel). Onlnlona of the elenentary teachers.--The wajorlty of the toaohera did not reepond to the queatlon asking whloh klnda of ln-servloe training were noat effective In helping elenentary counaelora ao that the validity of their ranklnge of the relative lwportanoe of the varloua klnda of in-servioe training were open to aerloua doubt. They are reported hnre with thla limitation In wind. As wost effective they rated conferenoea with oonaultanta on guld anoe oaaes. In aecond plaoe they rated couraea or senln- are In guldanoe for elenentary counaelora and they felt there waa a tie between obaervatlon of or llatenlng to an ezperlenoed counaelor denonatrating a guldanoe technique and the unclaaslfled types of ln-servlce training for the next plaoe. Opinions of the All Sohool District Group.— All the responses of the auperlntendents, principals, counsel ors, and teachers were tabulated and classified to obtain the data for the All Sohool Dlstrlot Group. The data for this group showed that the responses whloh would fit only Into the unolasslfled types of ln-servloe training were 348 ■o>t frtqntntly nentloned m the aost helpful kind of in- service training for elenentary oounooloro. Naaed as the ■ooond nost offootlro kind waa oonfaraneaa with consult ants on guldaneo oases. Tha third nost effective kind of ln-servloe training for elenentary oounselors naaed by this group was nestings with the sohool district head of guldanoe to dlsouse guidance philosophy, policies, tech niques, naterlals, and problens* In fourth place was the observation of or listening to an experienced counselor using a given guldanoe technique. Visits to oonaunlty agencies and other school offloes with which the counselor nay be working and lectures on various phases of guldanoe by authorities In the field were rated as the two least effeotlve kinds of in-service training In helping the ele nentary counselor. Professional Associations Three questions la this seotlon of the question naire dealt with sohool district policies relating to pro fessional associations for the elenentary sohool guldanoe counselor. Meaborshlp In professional associations Superintendents were asked If their sohool dis tricts encouraged elenentary oounselors to Join profess ional associations for guldanoe counselors. Ninety-seven per cent of the superintendents responded to this Inquiry 349 M d 85 per cent said that thalr eleMBtarp ooianselers vara encouraged to baooaa aaabara of prafaaatonal aaaoolatloaa far oounselors (aaa Tabla 54)• TwoIre par oant af tha not lntarpratad to naan that thay actually discouraged anoh nanbarahip aithar. Conoelrably aona dlatrlota nay bara baan lndlffarant to tha proapaota of thalr alanantary oounaalora Joining auoh organizations. Attandanoa at oonrantlona of profaaalonal aaaoclatlona Suparlntandanta vara aakad If thalr aohool dis- trleta anoouragad thalr alanantary oounaalora to attend tha national or atata oonfaranoaa or oonrantlona of tha profaaalonal aaaoolationa for guidance oounaalora. About 76 par oant aald that thalr dlatrlota did anoouraga ala nantary oounaalora to attend auoh oonrantlona whlla 18 par cant aald that thay did not anoouraga such attandanoa (aaa Tabla 54). Thla anavar should not be lntarpratad to naan that 18 par oant of tha dlatrlota actually prarantad thalr alanantary oounaalora fron attending. Hoverer, thla nay hare baan true in aona oaaaa• Three par oant of tha re spondents aald that thay did not know whether thalr dis tricts encouraged auoh attandanoa or not. Local profaaalonal aaaoolationa The thlrty-fonr naperlntendent-respondents ware next aakad If a looal olub or profaaalonal aasoclation for 350 pupil personnel workers existed In their area. Seventy- one per cent of the respondents replied that such an or ganisation did exist In their area but 34 per oent replied that no suoh organisation did exist near then (see Table 54). Again, 3 per cent of the respondents did not know whether suoh an organisation existed near then or not. Professional Contributions The next two questions related to the possibili ties of the elenentary counselor asking sone professional contributions to his field. Again, only the responses of the superintendents were considered since the questions were oonoerned with sohool dlstrlot adnlnlstratlve poli cies . Hesearoh in the sohools Respondents were asked if elenentary oounselors were encouraged to conduct research in their schools. About 97 per oent of the superintendents responded to this question and 76 per oent said that their elenentary coun selors were encouraged to oonduot research in their schools (see Table 54). Only 18 per oent replied that the elenentary oounselors were not enoouraged to conduot suoh researoh and 3 per cent said that they did not know whether they were encouraged to do so or not. This re sponse was sonewhat surprising in Tie* of the way the superintendents responded when asked previously to rate 381 thi relative lnportanoe of tho oounaelor •nooaraging and aaalstlng taaohora to oarry on olassroon researoh. Tha superintendents ratad this oounaalor's duty aa only thlrty- « sixth In lnportanoe out of tha forty-one dutias listed. Banking this duty so low In Importance appeared to ha In consistent with the present response where 76 per cant of the superintendents said that their elenentary oounselors ware encouraged to conduct research In their schools. Contributions to professional Journals The superintendents were next asked If their ele nentary counselors were encouraged to contribute artloles to appropriate professional Journals. Again, 97 per oent of the superintendents responded to this inquiry and 86 per oent said that their elenentary counselors were en- oouraged to nake such contributions. Twenty-seven per cent of the respondents said that their counselors were not enoouraged to contribute artloles and 3 per cent did not know whether they were enoouraged to do so or not. These data were not Interpreted to nean neoessarily that 27 per oent of the counselors were aotually discouraged fron nrittng such contributions to professional Journals slnoe it was entirely possible that sons of the districts which replied In this nanner were Indifferent to the sub ject . 3Cf. ante. Table 39, pp. 226-231. $52 Orientation of Mew llenentary Counselors The counseling Internship The thirty-four superintendents were asked the following question regarding their sohool district: Is a newly appointed elenentary oounselor required to spend soue tine observing and working under the supervision of an experienced oounselor (serving an Internship) before he is considered a fully qualified oounselor and sent out "on his own?* Forty-four per oent of the respondents (fif teen, In number) replied that suoh observation and Intern ship was the praotioe followed in their districts and 50 per cent (seventeen, In number) said that suoh an intern ship was not required in their districts (see Table 54). The superintendent of one school district replied that he did not know whether this was required in his district or not. Thirty-three (07 per oent) of the superintendents responded to the question. Frequency of an orientation program for new counselors Respondents were next asked if there was an ori entation progran for new elementary oounselors In exist ence In their sohool districts. Thirty-three (07 per oent) of the thirty-four superintendents answered the question and twenty-three (68 per cent) replied that they had suoh an orientation program In their sohool districts (see Table 54): Nine (27 per cent) superintendents 353 replied that thay did not ham an oriantatlon pro(ran for nav alanantary connaalora and ona (3 per oant) raspondant aald he waa not aura vhathar they had auoh a progran or not. Content of tha orientation progran for new oounaalora If a auperlntandent reaponded to the previous queatlon by indioatlng that their aohool diatrlot had an orientation progran for new counaelora ha vaa aakad to oheek the subjects which hla orientation progran cowered. The following six subjects were listed for hin to check: (l) philosophy of the guidance service; (3) objectives of tha guidance service; (3) fanlllarlzatlon with forns, naterials, etc.; (4) fanlllarlmatlon with referral pro cedures and other counseling procedures; (5) familiariza tion with the personnel and functions of all school off- ioes and connunity agencies with whon he way be working; and (5) observation of an experienced counselor at work. In the previous question twenty-three superintend ents had indicated that their school districts had an ori entation progran for new elenentary oounselors. Nineteen of thla twenty-three said that their orientation progran covered the philosophy of the guidance service. Twenty replied that their progran oovered the objectives of the guidance service and twenty-one said it Included familiar isation with guidance forns and naterials. Fanil larlzatkxi 354 with vtftrrtl procedures and other counseling prooedureo was part of the orientations progran for new oounselors in twenty-one school dlstrlots also. Panillarlzatlon with personnel and funotions of all sohool offices and connunlty agenoies with whon he nay he working was naned by twenty superintendents as part of their orientation progran. It was interesting to note that when rating the relative lnportanoe of duties per- forned by the elenentary counselor that the superintend ents ranked acting as liaison person between school and oonnunlty agenoies on pupil problens only seventeenth in inpertsnoe out of the forty-one duties listed.4 Thus, al though the superintendents did not feel that this duty was one of the nest inportant perforned by the elenentary oounselor they felt that infornation regarding it was in portant enough to Include in the orientation of new ele- aentary oounselors. Only nine superintendents replied that observation of an experienced oounselor at work was included in their orientation prograns for new elenentary counselors. This response appeared to be inconsistent with the one given above when fifteen superintendents replied that their newly appointed elenentary oounselors were required to spend sone tine observing and working under the supervision 4Cf. ante. Table 39, pp. 228-231. of an •zptrltnotd oonnt qualified.6 358 g considered fully Th« Sunnary Slnoe all the queatlona ezoopt one on tbo in—#err- inco training of elenentary oounaalora required faotual anavera only the reaponaea of the thirty-four auperintend- enta were reported on all the queatlona except thla one. The one queatlon on which reaponaea fron all of the aohool dlatrlot groupa were reported waa the queatlon on the kind of ln-aervlce training thought noat valuable to elenentary counaelora. Klnda of in-service training and related queatlona Nearly three-fourths of the aohool dlatrlota which enployed elenentary counaelora had aone sort of in-service training progran for then. Nearly two-thirds of the dis- triota had uaed aone kind of workahop for thla training at one tine or another. Aa part of their in-servioe training nearly all of the dlatrlota had held neetlnga for their elenentary counaelora to dlaouaa guidance polioles and change in prooedurea• About two-thirds of the superln- tendenta reported that their dlatrlota brought in experta In various guidance areaa to give leoturea or offer lnstl- tute aeaalona ooeaalonally. About two-thirda of the aohool dlatrlota had handbooka or guldea for elenentary 6Cf. ante, pp. 351-362. 356 counselor* in whloh tholr duties were explained to then. Less than half of the dlstrlots encouraged these oounsel ors to set aside sone tine for professional reading during their work day. Elenentary counselors were enoouraged to ▼lslt and obaerre a fellow oounselor or speolallst at work In the area of his special oonpetenoe by less than half of the sohool dlstrlots enploylng these oounselors. Al though different titles were used In the several sohool dlstrlots the person who nost often bore the responsibil ity for oonduoting the in-service training for elenentary oounselors was the person who headed the guldanoe services for the whole school district. In nost oases this person bore the title of "supervisor of guidance" or "director of guldanoe.” When the different groups of respondents (superin tendents, elenentary prlnoipals, elenentary counselors, and elenentary teachers) who had worked with elenentary oounselors were asked to nane the nost effeotlve types of in-servloe training for these counselors a variety of re sponses were noted. The superintendents naned as nost effeotlve the unclassified types of ln-servloe training (those types of ln-servlce training whloh did not fit readily Into the other eight najor eategorles of ln- servloe training). As next nost effeotlve, however, the superintendents naned the supervision of the elenentary counselor's work. The elenentary principals felt that ■••tings with the sobool distriot head of guidance to di«> ouoo guldanoe philosophy, policies, teohniques, Materials, and problens was the nost effeotlve type of ln-serviee training for elenentary oounselors. The elenentary ooun selors thenselves felt that the observation of or listen ing to an experienced oounselor denonstrating a guldanoe teohnqlue was the nost effeotlve kind of ln-servloe train ing for then. These observations, they thought, could be effeotlve either in person or through sone audio-visual ■odiun suoh as novles or tape reoordlngs. Although few of the elenentary teachers responded to this question, their oholoe of the nost effective kind of ln-servloe training for elenentary oounselors was conferences with consultants on guldanoe oases. When the responses for all the groups were tabulated to find the answer to the question for the All Sohool Distriot Oroup the nost effective kind of in- service training was found again to he the unclassified types. Interestingly, however, the kind of ln-servloe training that ranked a olose second in effeotlveness was the one naned by the elenentary teachers: conferences with consultants on guidance cases. Nearly all of the groups agreed that the following two types of ln-servloe training were not very effective in helping elenentary oounselors: (l) lectures on various phases of guldanoe by authorities in the field and (2) visits to connunlty agenoies and other sohool offioes with which the oounselor 358 works loMtlms In order to beoone fanlllar with thoir functions and personnel* Professional sssooistions In general, elenentary oounselors were enoouraged by their sohool dlstridts to partlolpate In the aotlTities of professional associations for oounselors. lieabersblp In these associations for their elenentary counselors was enoouraged by 88 per oent of the dlstrlots. About three- fourths of the sohool dlstrlots enoouraged their elenent- ary oounselors to attend the state or national eonventlons of their appropriate professional associations. Alnost three-fourths of the superintendents said that there was a local club or association for pupil personnel workers In their Tlolnlty. Professional contributions Approzlnately three-fourths of the superintendents said that elenentary oounselors In their sohool districts were enoouraged to conduct research in their schools. In a oonparatire way it was interesting to note, however, that when ranking the relative lnportanoe of the duties for the elenentary counselor, the superintendents ranked encouraging and assisting teaohers to carry on claasroon researoh only thirty-sixth in lnportanoe out of the forty- one duties listed. Approxlnately two-thirds of the super intendents reported that elenentary counselors In their 359 school dlstrlots were encouraged to contribute articles to professional journals. Orientation of new elenentary oounselors Fewer than half the school districts employing elenentary counselors reported an Internship program for then whereby they were required to spend sons tine observ ing and working under the supervision of an experienced counselor before being sent out "on their own." Over two- thirds of the superintendents replied that their school dlstrlots did have sone kind of orientation progran for new elenentary counselors, however, llost of these orient ation programs covered the following five general topics: (l) philosophy of the guidance servloe; (2) objectives of the guidance servloe; (3) fanlliarlzation with forns and naterials; (4) fanlllarlsatlon with referral procedures and other counseling procedures; and (5) familiarisation with the personnel and functions of all school offices and community agencies with whon he nay be working. Fewer than half these programs for new oounselors included ob servation of an experienced counselor at work as part of the orientation prooess. Although acting as liaison person between the sohool and oonnunlty agenoies on pupil problems was not considered by the superintendents as one of the nost im portant duties for the elenentary oounselor to perforn, It 360 was noted that nearly all of the school districts included familiarization with the personnel and functions of all school offices and community agencies with whoa he way be working as part of the orientation program for new elemen tary counselors if they had such a program. One other apparent discrepancy marked the superin tendents' responses on the orientation program for new teachers. Only nine superintendents said that observation of an experienced counselor at work was part of their ori entation program for new counselors and yet fifteen super intendents reported above that the newly appointed coun selor was required to spend some time observing and work ing under the supervision of an experienced counselor. The latter type of observation may not have been consid ered by all of the respondents as part of the formal orientation program even though it tended to serve that purpose. CHAPTER VI PERSONNEL POLICIES AFFECTING ELEMENTARY SCHOOL GUIDANCE COUNSELORS Introduction Chapter VI deals with personnel policies affecting the elenentary sohool guldanoe counselor In thirty-four sohool districts which enployed elenentary counselors. The data reported In this chapter cane fron the superin tendents of these sohool dlstrlots. Although the general tern "superintendents" was used to designate this group of respondents, nost of then were not aotually superin tendents. They were the persons whon the superintendents delegated to respond to the questionnaires. As explained before, these persons were nost often the heads of the guidance progran for their school districts. Since all of the questions asked in this section1 of the questionnaire were factual in nature only the re sponses of the superintendents are reported here. The reason for this was that the superintendents were expect ed to be the best infomed group on the facts regarding the personnel policies of the elenentary counselors. ^See Appendix, p. 484, pp. 8-9 of the Question nalre. 301 362 When the aniveri of the other school district groups wore examined on this section of the questionnaire it was found that they nerely tended to duplicate the answers of the superintendents. Howerer, as night hare hean expected, quite a few of the principals, oounselors, and toaohera did not stsb know the answers to sone of the questions. There were only three general types of questions in this section of the questionnaire. The first type was the yes-no, the second wan the short answer, and the third was the multiple ohoice. llany of the multiple choice questions were of the "open-ended" variety, however, and respondents were encouraged to write in answers of their own if none of the choloes listed served their purposes. This was done frequently by the respondents. Of all the personnel policies affecting elenentary counselors, five major areas are discussed in Chapter TI. These are as follows: (l) salary determinants; (2) work day and work year; (3) bases for assignments; (4) miscel laneous personnel policies; and (5) the role of the ele mentary oounselor. They are reported on in the order listed above. Salary Determinants Six questions were asked which related to the salaries of elementary counselors. Con>»n»tloB for o m t i — work The thirty-four superintendents were asked if the elementary counselors in their school districts vere (Iren extra compensation for working oxertine. Ninety-seven per cent responded to this question and 79 per cent said that they were not given extra compensation for overtime work. In 16 per cent of the districts, however, these elementary counselors were paid extra for working overtime (see Table 56) . Credit for additional college training School district superintendents were next asked if their elementary counselors were given credit on the sal ary schedule for additional college training beyond the training required for their positions. Ninety-four per cent of the superintendents responded to this question and 76 per cent said that their elementary counselors were given suoh credit for additional training. In 18 per oent of the thirty-four sohool districts, however, no credit on the salary schedule was given for the oollege training beyond that actually required for the position held (see Table 56). Factors other than training and experience affeotlng sal aries Respondents were asked what other factors besides oollege training and experience affected the elementary TABUS 56.— Personnel policies affecting elementary school guidance counselors in selected districts Do not Questions on Policies Yes No Kitov 1 <9 ■p c 0 3 F - -p § ■ p c ( 4 0 3 1 ! * ? •H J8 CJ 0 3 u 4 3 O & 3 1 O CL t - > n z u 0 3 C L , 1 z t , 0 3 a. 3 0 3 Z C L , S> 3 c 8. 0 3 V Pi -p c 0 3 o h < 1 3 t t . 1. Is the counseling position often considered a "stepping stone" to an administrative position (e.g., prlncipalship)?........... 9 27 21 62 3 9 33 97 2. Are elementary counselors given extra compensation for working overtime?........ 6 18 27 79 0 0 33 97 3. Are elementaxy counselors given credit on the salary schedule for additional college training beyond that required for their positions?............................... 26 76 6 18 0 0 32 9li !i. Are elementary counselors given credit on the salary schedule for their teaching experience (if any)?................... 32 9h 1 3 0 0 33 97 5. Are elementary counselors given credit on the salary schedule for their previous counseling experience?.................. 2h 71 8 2b 1 3 33 97 6. May elementary counselors do any tutoring or carry on a private counseling practice after regular school hours?............. . 16 1 * 7 13 38 0 0 29 85 7. Do counselors have a regular office assigned to them? 30 83 2 6 0 0 32 9b 364 TABLE 56--Continued Yes No Do not Know Questions on Folicies i & I a * a Per Cent Number Per Cent Number Per Cent 35 J l rH “ d II E - i B c © o « 0- 9 28 82 1 3 32 9h 3 27 79 0 0 28 82 65 10 29 0 0 32 9h 7L 0 0 6 18 33* 91 8. Are substitute counselors assigned to take the place of regular counselors when the latter are ill? ...................... 9. Are elementary counselors required to teach part tins? ............................... 10. Is there a probationary period for new elementary counselors during which they are under careful supervision? .......... 11. If an elementary counselor is granted a leave of absence for a semester or a year, is it the policy to assign this person to a counseling position when he returns from leave? ............ 22 25 *Two school districts had no policy on this question. 365 366 counselor'* plaotmnt on the salary schedule. Thirty-one (01 per oent) of the superintendents responded to this question and twenty-six (76 per cent) of then replied that no other factors besides oollege training and actual ex perience affected the elenentary counselor's placement on the salary sohedule. The fire following faotors were naaed as affecting placenent on the salary sohedule by five different school districts: (l) relation to other salaries paid; (2) professional responsibility; (3) quali fied nenbership In the Aaerlcan School Counselors Associa tion; (4) nllltary service; and (5) soarolty of qualified elenentary counselors. No one school district naaed nore than one of these factors, however, so that it was evi dent that the elenentary counselor's placenent on the salary sohedule of his district was determined nainly by his experience and his college training. Credit for teaching experience Superintendents were asked If their elenentary counselors were given credit on their salary sohedule for any teaching experience that they had had. Ninety-seven per cent of the respondents answered this question and 94 per cent replied that such oredlt was given for teach ing experience. Only one school dlstrlot failed to give elenentary counselors credit on the salary sohedule for any teaching experience that they had had (see Table 56). 367 In a previous question, 86 per cent of the superintendents had said that suoeassful olassroom teaching experience in an elenentary school was necessary In their school dis tricts before a person could becone an elenentary oemnsel- 2 or. It was apparent that the superintendents not only felt that classroon teaohlng experience was essential be fore a person becane an elenentary counselor but that they felt that the counselor should be given credit on the salary schedule for such experience. Credit for previous counseling experience The thirty-four superintendents were asked next if the elenentary counselors in their school dlstriots were giren credit on the salary sohedule for any previous coun seling experience. Ninety-seven per cent of then replied to this inquiry and 71 per cent said that such credit was given in their districts (see Table 66). About 24 per cent, however, said that their school districts did not give salary credit for such experience and one superintend ent replied that he did not know whether his district did or not. It was interesting to hote that nore school dis tricts gave their elenentary counselors salary credit for teaching experience than for previous counseling experi ence • 2 Cf. ante, pp. 190-191 368 Kind of salary sohedule upon which elwnttry oouiiitlor» were plaoed Finally the superlntendent-respondents were asked which salary schedule the elenentary counselors in their school districts were placed on. Ninety-four per cent of then responded to this inquiry and 62 per oent replied that their elenentary counselors were placed on the teach ers' salary schedule. Only 9 per cent were placed on a separate counselors' salary sohedule but 15 per cent were placed on the teachers' schedule with extra dispensation ranging fron fifty ($50.00) dollars to fire hundred sixty- five ($565.00) dollars. In one sohool district the ele nentary counselors were placed on the vice-principals* salary schedule. The Vork Day and Work Year Fire questions in this section of the questionnaire had to do with how long the elenentary counselor worked and what constituted his working day and working year. The length of the working day The thirty-four superintendents were asked how nany hours a day elenentary counselors were required to work in their school districts. Ninety-seven per cent responded to this Inquiry and 35 per cent replied that their elenentary counselors were required to work six hours a day. Forty-four per cent of the school districts 369 required their counselors to work seven hours per day and 12 per cent required then to work eight hours per day. No tines less than six or nore than eight hours were naned by any of the responding dlstriot superintendents. One superintendent replied that he did not know how long ele nentary counselors were required to work per day and an other nerely said that they were required to work until the Job was done. Slnllarlty of working day to that of other groups The superintendents were next asked which group whose work day nost nearly approxlnated the elenentary counselor's work day, In terns of hours. The following four choloes were provided for the respondents: (l) teachers, (2) principals, (3) nurses, and (4) other pupil personnel workers. If none of these answers seened to fit the respondent was encouraged to write in his own answer. Ninety-four of the superintendents responded to this in quiry and 66 per cent of then said that in their school districts the teachers thenselTes had hours nost nearly like the elenentary counselors. Eighteen per cent replied that the prlnolpals had a work day approxlnatlng that of the elenentary counselor. No respondent gawe "nurses" for an answer but two respondents said that other pupil per sonnel workers had a work day approxlnatlng the elenentary counselor in their school dlstrlots. Twe superintendents 370 ■aid that all of the four group* naaed ahore had hours like the elementary oounselor. The length of the working year Superintendents were requested to circle the nui- ber of days that approximated the working year for ele mentary counselors in their school districts. The follow ing seren choloes were provided in terns of working days: 150, 160, 170, 180, 190, 200, and over 200. Fifty-nine per cent of the respondents named 180 days as the working year for their elementary counselors. Another 24 per oent said that 190 days constituted the working year for ele nentary counselors in their school districts. Twelve per cent replied that their elementary counselors were re quired to work a 200 day year. In one school district the elenentary counselors were required to work over 200 days per year. No school district had them working less than 180 days a year. Ninety-seven per cent of the superin tendents responded to this question. Similarity of working year to that of other groups Superintendents were asked the name of the group whosa working year nost nearly approximated the working year of their elenentary counselors. Again, the ohoioes provided were (l) teachers, (2) principals, (3) nurses, and (4) other pupil personnel workers. If none of the above answers seemed to fit their situation the 3T1 respondents vers enoouraged to write in the appropriate answer. Ninety-seven per cent of the superintendents re sponded to this question but none naned the nurses. Seventy-one per cent said that the elenentary oounselors in their sohoel districts had a working year nost nearly like the teaohers in length. Twelve per cent naned the principals and a like percentage naaed other pupil person nel workers as having a working year approziaatlng that of the elenentary counselors in their sohool dlstrlots. Again, one superintendent replied that the working year of elenentary counselors in his district approzlnated that of all four groups naned above. Mhnber of work days beyond the school year The last question in this general area of working tine for the elenentary counselor was one which required the respondent to write a short answer. Superintendents in this question were asked to indicate the nunber of days which elenentary counselors were required to work beyond the school year for children. Ninety-four per cent of the superintendents answered the question and 38 per cent said that their elenentary counselors were not required to work any days beyond the school year for ohildren. Twenty-nine per cent of the respondents gave answers ranging fron one to five days that they required their elenentary counsel ors to work beyond the sohool year for ohildren. Twelve 372 per cent gave anivera ranging fron six to ten daps. Nine per cent gave answers ranging fron eleven to twenty days and 6 per cent gave answers of over twenty days. It was evident fron these data that elenentary counselors In nost sohool districts were required to work beyond the school year for ohildren but the tine they worked was seldon over two weeks nore than the school year. Bases for Assignnents Three questions were asked to deternine the bases of assigning elenentary counselors In sohool districts. These questions dealt only with objective bases rather than the nany subjective bases for assigning these counsel ors • Enrollnent of schools The first of these questions asked the superln- tendent-respondents to indicate the nunber of pupils con sidered a full load for their elenentary counselors if these counselors were assigned according to the nunber of pupils enrolled in schools which they served. The follow ing choices In enrollnent were offered the respondents: 100, 200, 300, 500, 750, 1000, 1250, 1500, 1750, 2000, over 2000, and "don't know." Twenty-three (68 per cent) responded to this inquiry which indicated that in this nany of the thirty-four school districts, elenentary coun selors were assigned on the basis of the enrollnent of the 373 schools In which they served. In no school district was s counselor assigned to fewer than 300 pupils. In only one school district was an elenentary counselor assigned for erery 300 pupils enrolled in the schools he serred. In two school districts (6 per cent) the basis of assignaent was one eleaentary counselor per BOO pupils. In six dis tricts (18 per cent) it was one counselor to 750 pupils. In two districts (6 per cent) it was one to 1250 and in another two dlstriots (6 per cent) it was one to 1500. In yet another two districts (6 per cent) it was one to 2000 and in three districts (9 per cent) it was one to orer 2000. Fire superintendents (15 per cent) replied that they did not know the nuaber basis for the assignaent of elenentary counselors in their districts. Presunably, however, eleaentary counselors in these five districts were assigned soaehow by the nuaber of pupils they served since the question was worded in such a way that it would not have been answered at all by the superintendents if this had not been the case. Munber of teachers The literature nentloned that soae eleaentary counselors had been assigned on the basis of the nuaber of teachers on the staffs of the schools they served. Super intendents surveyed were asked to indicate If this were the case for their school dlstriots and if it were, they 374 were asked farther to ohooee the nuber of teachers fron aiOB| the following nuaber whloh approzlaately constituted a full load: ten, fifteen, twenty, twenty-fire, thirty, thirty-fire, forty, forty-fire, fifty, sixty, serenty, orer serenty, and "don't know.” Twelve sohool districts (35 per cent) assigned eleaentary counselors on the basis of the nuaber of teachers on the staffs of the schools they serred. None of these districts assigned an ele aentary counselor on the basis of fewer than twenty staff aeabers and in only one district was the basis of asslgn- ■ent this low. In two districts the basis of assignaent was one eleaentary counselor for erery twenty-fire teach ers and in another two districts the ratio was one coun selor to thirty teachers. In one other school district the ratio was one counselor to fifty teachers and in two aore districts the ratio was one to orer serenty teachers. Pour superintendents replied that they did not know the nuaber of teachers considered a full load by the counsel or. It was interesting to note an apparent inconsist ency in the superintendents' thinking which lnrolred not only the two questions just reported on but also one froa Chapter IT. On this latter queetion, 47 per cent of the superintendents felt that it was aore laportant for the eleaentary oounselor to help pupils by working through teachers than it was to help pupils by working directly 375 3 with th« pupils. Only 16 per cent of these superintend ents felt thst it was nore important for the elenentary counselor to work directly with the pupils. One was led to believe by this response that elenentary counselors would be assigned nainly on the basis of how nany teachers they serred since glring guidance services to teachers was rated a nore lnportant function for then than giving serv ices directly to pupils. However, in actual practice this was not the case since about two-thirds of the sohool dis tricts in the study assigned elenentary counselors on the basis of the nunber of pupils in the schools they served. Only about one-third of the districts assigned elenentary counselors on the basis of how nany teachers they served. Nunber of sohools The thirty-four superintendents were finally asked how nany schools an elenentary counselor in their dis tricts could be assigned to at one tine. The response choices were as follows; one, two, three, nore than three, and "don't know," Ninety-four per cent of the superintendents responded to this inquiry and 24 per cent of then said that their elenentary counselors were assigned to only one school. In 29 per cent of the dls triots the elenentary counselors could be assigned to only two sohools at one tine. In 18 per cent of the dlstriots 3Cf. ante, p. 315 376 the elementary oouneelor oould hare been assigned to as ■any as three sohools but no nore than three. In 21 per cent of the dlstriots elementary counselors oould hare been given assignments to more than three schools at one time. One superintendent confessed that he did not know what policy his school district had on the matter. Miscellaneous Personnel Polloies Eight questions which had to do with personnel polloies for the elementary counselor did not fit in the other main categories so were organised under the heading of "miscellaneous personnel policies." Tutoring or private counseling after school hours Superintendents were asked if elementary counsel ors in their school districts were allowed to do any tutoring or to carry on a private counseling praotlce after their regular school hours. Only 85 per cent of the respondents replied to this question and 47 per cent said that they were allowed to do such private counseling and tutoring after hours. In the other 38 per cent of the districts the superintendents replied that they did not allow their elementary counselors to do such private coun seling or tutoring. No superintendent answered that he did not know and yet 15 per cent of them failed to answer at all (see Table 56). 37T Regular office Superintendents were next asked If the elenentary counselors In their sohool districts had regular offloes assigned to then. Ninety-four per oent of the superintend ents responded to the question and 86 per cent of then said that their elenentary counselors did hare regular offices assigned to then. Only two superintendents (6 per cent) reported that their elenentary counselors did not hare regular offices assigned to then. These data nade it clear that nearly all elenentary counselors had regular offices (see Table 50). Snbstitute counselors for illness The thirty-four superintendents were asked if sub stitute counselors were assigned to take the place of ele nentary counselors when the latter were ill. Although 94 per cent of the superintendents responded to this inquiry, only 9 per cent of the school districts provided these substitute elenentary counselors when the regular counsel ors were ill. Eighty-two per cent of the dlstriots nade no such provision for substitute elenentary counselors. One superintendent oandidly replied that he did not know whether his school district nade such a provision or not. Although the provision for substitute teachers in case of illness of the regular teachers was a connonly accepted practice, these data nade it apparent that such a provision 378 for the illsMi of the regular eleaentary oouneelor wae a rare thing (see Table 56). Part tlae teaching The next question asked of the district superin tendents was whether or not their elenentary counselors were required to teaoh part-tine. Only twenty-eight superintendents (82 per cent) responded to this question but twenty-seven of then (79 per cent) said that their counselors were not required to teach classes part-tlne (see Table 56). Only one sohool district (3 per cent) re quired Its elenentary counselors to teach classes part- tine. This response was consistent with the superintend ents1 rankings of the relative inportanoe of the forty-one duties that elenentary counselors perforned. In these rankings, the superintendents rated teaching renedlal classes and teaching regular classes part-tlne as the two least inportant duties, out of the forty-one listed, for the elenentary counselor to perfora.* Probationary period for elenentary counselors Superintendents were asked If there was a pro bationary period for new elenentary counselors in their school dlstriots during whioh they were under careful supervision. Ninety—four per cent of the superintendents 4Supra. Table 34, pp. 176-177. 379 responded and 65 per cent of then reported that their dis tricts did hare such a probationary period for new coun selors (see Table 56). Twenty-nine per cent of the dis tricts did not hare such a probationary period of oareful supervision for the new elenentary counselor. The 65 per cent of the dlstriots that provided the probationary period of oareful supervision for their new eleaentary counselors was a sosewhat higher percentage than the re searcher would have expected fron the way the superintend ents responded when asked if their new counselors were re quired to spend sone tine under the supervision of an ex perienced counselor.** Leave of absence Superintendents were asked the policy in their school districts regarding leaves of absence for elenent ary counselors. More specifically, they were asked if an eleaentary counselor were granted a leave of absence for a senester or a year for a good reason, whether or not it was the policy to assign this person to a counseling po sition when he returned fron this leave. Ninety-seven per cent of the superintendents responded to this question and not one answered that the returning counselor was not assigned to a counseling position. Seventy-four per cent ^Cf. ante, pp. 351-352. 380 said that the returning eleaentary counselor was assigned to a counseling position (sea Table 50). However, 18 per cent of the superintendents responded that they did not know the policy on this situation in their school dls triots and two other superintendents replied that their district had no policy which covered such a situation. Apparently no9t of those districts that had a policy on such natters did reinstate the returning counselor in a counseling position. Person responsible for evaluation Superintendents were next asked to name the person in their school districts who was given the wain responsi bility for evaluating the work of the elenentary counsel or. The following four choices were provided: (l) build ing adnlnlstrator, (2) head of dlstrlot guidance, (3) superintendent, and (4) teachers. If none of these an swers seened to fit, the respondent was encouraged to write In an answer. No superintendent naned the teachers as bearing this responsibility and yet all thirty-four of the superintendents responded to the question. The build ing adnlnlstrator was naned nost often (32 per cent of the responses) as the person who carried the naln responsibil ity for evaluating the work of the counselor. The head of district guidance was naned as carrying the main responsi bility for evaluation by 21 per cent of the respondents. 381 Another 18 per cent of the superintendents said that this evaluation was a Joint responsibility of the building ad ministrator and the head of guidance in their sohool dis tricts. Twelve per oent replied that in their dlstriots the main responsibility for evaluating the work of the eleaentary counselor rested with the superintendent hin- self. Another 12 per cent replied that it was a joint re sponsibility in their dlstriots between the building ad ministrator and the superintendent. One superintendent said that in his district it was a Joint responsibility of the superintendent and the head of guidance. Another superintendent said that in his school district this re sponsibility rested with the administrative assistant for pupil personnel services. It was apparent that in nearly three-fourths of the sohool districts that the main re sponsibility for evaluating the work of the elementary counselor was held by either the building administrator, the head of guidance, or Jointly by both persons. Person responsible for personnel records Finally the thirty-four superintendents were asked who was responsible for keeping the personnel records on the elenentary counselors. Again four ohoioes were pro vided as well as a space to write in the answer if none of the choices were appropriate. The four choices were as follows: (l) head of personnel, (2) principal, (3) head 382 of guidance, and (4) superintendent. One hundred per cent of the superintendents responded to the Inquiry and the largest percentage (38) of then naned the superintendent as the person who kept these personnel records on elenent ary counselors. The next nost connon oholce (29 per cent) was the head of personnel for the school district. Both the principal and the head of district guidance were naned by 9 per cent of the responding superintendents as the persons who kept these records. Another 15 per cent of the respondents gave answers which oonblned the nanes above (e.g., head of personnel and head of guidance). In approxinately two-thirds of the districts, however, the personnel files on the elenentary counselors were kept either by the heads of personnel or the superintendents thenselves. Further, it was recognized that In sone of the snaller school districts the superintendent hinself nay have been head of personnel as well as superintendent. The Bole of the Elenentary Counselor There were four questions that, in one aspect or another, were used to Inquire Into the status and role of the counselor In the elenentary school. "Stepping stone" to adnlnistratlon? Superintendents in the school districts which enployed elenentary counselors were asked if these coun seling positions were often considered a "stepping stone" 383 to an adnlnlstrative position in their dlstriots. In other words, was the eleaentary counselorshlp an inter* ■edlate or temporary position for the anbltions young teacher who was Intent on beooning a principal or sone other administrative officer (see Table 56). Ninety-seven per cent of the thirty-four superintendents responded to this question but 9 per cent said that they did not know whether the elenentary counselorshlp was considered a "stepping stone" or not in their school districts. In about 27 per cent of the school districts it was thought of as a "stepping stone" to administration by the superin tendents. In 62 per cent of the districts it was not so considered by the superintendents. Thus, well over half of the superintendents thought of the elenentary counsel orshlp as a position in its own right and not Just a temporary stopping place on the way to an adninlstrative position. Line or staff position? Respondents were asked if the elementary counsel ors in their school dlstriots were primarily line or if they were prinarlly staff positions. Line positions were further interpreted as being characterized by "authority to enforoe decisions." Staff positions were characterized by "service in an advisory capacity." If neither one of the two responses seened to fit the situation as it 384 existed li a particular school district the superintendent was encouraged to write In his own answer. One hundred per cent of the superintendents answered this question but there were no "write-in” answers. Ninety-one per cent of the sups rlntendents said that the elenentary counselor was a staff person (serred In an advisory capacity) in their school districts. Only 9 per cent of the districts reported that their elenentary counselors were line per sons (had authority to enforce decisions). With a few ex ceptions then, the elenentary counselor was considered a staff officer rather than a line officer in the school district. Adninlstratire responsibility Although it was deternlned that the elenentary counselor was prinarlly a staff offloer it was known that sone carried sone adninlstratire responsibilities so the superintendents were asked to indicate Just how nuch ad ninlstratire responsibility elenentary counselors were given in their school districts. The following four choloes were provided for the respondents: (l) as nuch as the principal; (2) as nuch as the rlce-princlpal; (3) as nuch as the classroon teacher; and (4) nore than the teach er but less than the rice-principal. If none of the four answers seened to fit, the respondents were encouraged to write an appropriate answer of their own. Only twenty- 385 four (71 per cent) «f the thirty-four superintendent* re sponded to this question. Three superintendents said that their elenentary counselors had no adninlstratire duties at all. Another superintendent said that his elenentary counselors had adninlstratire duties only in the area of testing and guidance while yet another superintendent clained that his elenentary counselors had eren fewer ad ninlstratire responsibilities than the classroon teacher. Only one superintendent replied that his elenentary coun selors carried as nuch adninlstratire responsibility as the principals and only two said that they carried as nuch adninlstratire responsibility as the rlce-princlpal. Pire superintendents (15 per cent) held that their elenentary counselors carried about the sane anount of adninlstratire responsibility as the classroon teachers. The largest nunber (eleren) of the superintendents (32 per cent) re plied that their elenentary counselors carried more ad ninlstratire responsibility than the classroon teacher but not as nuch as the vlce-prlnclpal. Classification by personnel policies In the final question of this section of the questionnaire the thirty-four superintendents were asked the following question, which was In the nature of a sun- nary of nany of the other questions: so far as the najor- lty of personnel policies are concerned, the elenentary 38« counselor is classified with which sf the following groups? The following three choices were provided as answers: (1) elenentary school teachers; (2) building adninistrators; and (3) other pupil personnel workers (psychologist, at tendance workers, etc.). If none of these three answers seened to fit the respondent was encouraged to write in the appropriate answer. Ninety-four per cent of the super intendents replied but there was only one "write-in" an swer. In it the superintendent said that so far as wost of the personnel policies in his district were concerned that his eleaentary counselors were classified with per sonnel of his office of testing and psychological services. Only three superintendents (9 per cent) classified their elementary counselors with the building adainlstrators so far as nost personnel policies were concerned. Twenty- four per cent of the districts classified their eleaentary counselors with other pupil personnel workers. Pifty-nine per cent, however, classified their elementary counselors with eleaentary classroon teachers, as far as most person nel policies were concerned. The Summary Salary determinants The elenentary counselors in most salary matters were treated nuch the same as elementary school teachers. In about four-fifths of the thirty-four school districts 387 surveyed eleaentary counselors were not given extra com pensation when they worked overtime. About three-fourths of the districts gave elementary counselors credit on the salary schedule for additional college training beyond that required for the position they held. Again over three-fourths of the districts reported that the only two factors used to determine an elementary counselor's place nent on the salary schedule were oollege training and ex perience. In nearly all of the thirty-four school dis tricts elementary counselors were given credit on the salary schedule for their teaching experience. Giving salary oredlt for teaching experience was consistent with the previously expressed idea of the superintendents that classroom teaching experience was an essential prerequis ite to elenentary school guidance counseling. Almost three-fourths of the school districts also gave elenentary counselors credit on the salary schedule for their previ ous counseling experience. It was Interesting to note, however, that more school dlstriots gave counselors salary credit for teaching experience than for previous counsel ing experience. In about 62 per cent of the school dis tricts In the study the elenentary counselors were placed on a classroon teacher's salary schedule and in another 15 per cent of the districts these counselors were placed on the teachers' sohedule with extra oonpensatlon for their different responsibilities. 388 The work day and the work year In Most of the thirty-four school distrlots In the study the eleMentary counselors were treated auch the saae as eleaentary school teachers on those personnel policies which defined working tines. All elenentary counselors in the study were required to work between six and eight hours per school day with the nost connon tine being seven hours. Alaost two-thirds of the school districts reported that their elenentary counselors had working hours nore like those of elenentary teachers than those of elenentary principals or other groups. About three-fifths of the distrlots reported that their working year for eleaentary counselors was approxlnately 180 days and another one- fourth reported that their working year for then was 190 days. No school district had its elenentary counselors working less than 180 days. Nearly three-fourths of the districts said that the working year for their elementary counselors was nore like that of teachers In length than the working year of principals, nurses, and other pupil personnel workers. In about two-fifths of the school dis tricts elenentary counselors were not required to work any days beyond the school year for children. For those dis tricts which required their elenentary counselors to work longer, the nost connon answers ranged between one and five days longer than the school year for children. 369 B>>e« for aislnuwnt Enrollment of the schools which the eleaentary counselor served was the aost coaaon basis for the asslgn- ■ent of these counselors. There seeaed to be no standard number of pupils to which an eleaentary counselor was assigned. Assignaents ran all the way from one counselor per 300 pupils to one counselor for over 2000 pupils. Tbe aost coaaon ratio was one counselor to 750 pupils and it was noted that no school district assigned fewer than 300 pupils to an eleaentary counselor. Only about one-third of the school districts assigned eleaentary counselors on the basis of how aany classrooa teachers they served. In view of the fact that the superintendents had responded before that they felt it a aore Important function of the eleaentary counselor to help pupils by working through the teacher than by working directly with the pupil, it was surprising that aore ele mentary counselors were not assigned on this basis of teachers served. Counselor-teaoher ratios ranged all the way from one counselor to every twenty teaohers to one counselor to over seventy teachers. No one ratio seeaed significantly aore coaaon than any other. In the thirty-four school districts in this study approxlnately equal percentages of the distrlots assigned their eleaentary counselors in the four following ways: (l) one counselor to one school; (2) one counselor to two 390 sohools; (3) one counselor to three sohools; and (4) one counselor to nore than three schools. One counselor to two schools was named slightly wore frequently as a basis of assignment for eleaentary counselors than the other three ratios listed above. Miscellaneous personnel policies Eight questions which did not fit readily into any of the other categories were organized under the heading of "miscellaneous personnel policies." In the first ques tion regarding tutoring or private counseling, about half of the distrlots allowed the elementary counselor to carry on a private practice in guidance counseling or to tutor after school hours but many districts had no policy on this at all. Nearly all of the elementary counselors had a regular office assigned to then. Over four-fifths of the districts made no provisions for substitute counselors when the regular elementary counselors were ill. Again, in about four-fifths of the school districts eleaentary counselors were not required to teach classes part-time. The lack of such a requirement was consistent with the low importance rating the superintendents gave to the counsel ing duties of teaching remedial classes and teaching regu lar classes part-time. About two-thirds of the school districts had a probationary period for new counselors during which they were under careful supervision. About 391 three-fourths of the district superintendents said that eleaentary counselors were assigned to comparable counsel ing positions when they returned after an approved leave of absence. The building administrator (usually the principal) was the person most often given the task of evaluating the work of the elementary counselor although the district head of guidance was also frequently given this Job. In nearly three-fourths of the sohool dis tricts the work of the elenentary school counselor was evaluated by either the building administrator, the dis trict head of guidance, or jointly by both persons. The district superintendent was the person nost frequently named as the one responsible for keeping the personnel files on the elementary counselors but district heads of personnel were often named, too. In approximately two- thirds of the school districts the personnel files on ele mentary counselors were kept by either the superintendent of the district head of personnel. The role of the elementary counselor Pour questions discussed related to the role or the status of the elementary counselor. In about three- fifths of the sohool distrlots in the study the element ary oounselorship was not considered as a "stepping stone" to an administrative position. This was significant, for positions that are regarded as merely "temporary stopping 392 places" on the way to soae other position seldom acquire the status that brings respect to the holder of that "temporary" position. Nearly all of superlntendent- respondents regarded the eleaentary counselorship as a staff or advisory position rather than a line position in their school systems. The average eleaentary counselor in the average school district In the study carried somewhat aore administrative responsibility than the classrooa teacher but somewhat less than the vice-principal. About three-fifths of the district superintendents said that elenentary counselors in their districts were classified with elementary school classroom teachers rather than with administrative personnel or pupil person nel groups on the majority of personnel policies. This response was consistent with the responses on other parts of this section of the questionnaire. Most elementary counselors were on the teachers' salary schedule and worked the dally hours of the teacher. Most of them worked the same number of days per year as the teacher. They were given slightly nore administrative responsibil ity than the classroom teacher but they were still con sidered a staff officer while the classroom teacher was, of course, a line officer. CHAPTER VII EVALUATING THE WORK OF THE ELEMENTARY SCHOOL GUIDANCE COUNSELOR Introduction Chapter VII deals with a few of the issues which are related to evaluating the work of the elenentary school guidance counselor. All the data for this chapter were taken fron responses to the last section of the ques tionnaire by sone or all of the various groups In the study.* There were only five questions from which the data for this chapter were derived but two of the questions had several parts and all required written answers rather than just a check for "yes" or "no." Sone of the questions re quested very short answers and sone requested a aore de tailed and descriptive type of Information. The information in this chapter covers the follow ing five areas which are related to evaluating the work of the elenentary counselor: (l) opinions of the elenentary counselor's work; (2) results of the elenentary counselor's work; (3) coot of the services of the elenentary counselor; *See Appendix, p. 484, p. 10 of the Questionnaire. 393 394 (4) services of the counselor beyond those of the teacher; and (5) the most important contributions made by counsel ors. Information was abundant In sone of the areas but meager in others so that the naln areas of this chapter vary considerably in length. Opinions of the Elenentary Counselor's Work Introduction The question upon which data for this area were based had two parts. Respondents first were asked If the opinion of teachers, pupils, or parents toward the sohool guidance progran as carried out by the elenentary counsel or had ever been sampled. Respondents were asked to cir cle the appropriate answer to this question for their sohool district fron among the following three choices: (l) yes, (2) no, or (3) do not know. The second part of the question requested the respondents to explain briefly how the sampling had been done and the results from it. The answers of only the superintendents and the elementary school principals were worth reporting. The question was not appropriate for Jury response and the teachers and counselors failed to respond to it In suf ficient numbers to yield significant data. The superin tendents and the principals were in a better position than the other groups to ascertain whether or not opinions had been surveyed anyway so the study did not suffer fron 395 <mlailon of the few reiponiei node by counielori and teach ers . Answers to the second part of the question were analyzed and placed in the following seven categories which described how the opinions had been obtained on the guidance program as carried out by the counselor: (l) interviews or conferences with teachers, parents, or pupils; (2) questionnaires to teachers, parents, or pupils; (4) evaluation in teaohers* nestings; (5) fron pupils in group guidance sessions; (6) fron pupil follow- up reports; and (7) niscellaneous ways. Respondents were not limited to one response on the question and nost gave several. One further classification of the responses was attempted. Responses were carefully analyzed to ascertain if they reported favorable or unfavorable opinion on the work of the elementary counselor. Actually the responses were classified according to the following headings: (l) very favorable; (2) favorable; (3) does not make nuch difference; (4) unfavorable; and (5) did not say whether favorable or unfavorable. Opinions of the superintendents Superintendents of thirty-two (94 per cent) out of the thirty-four school districts represented replied to this question on whether opinion had ever been sampled 396 regarding the work of the elenentary counselor. In twelve (35 per cent) of the districts the opinion of teachers, pupils, or parents toward the guidance progran as carried out by the elenentary counselor had been sanpled but in 19 (56 per cent) distrlots It had not. One superintendent replied that he did not know whether such opinion had been sanpled in his school district or not. Por the twelve superintendents who Indicated that they had sanpled opinion regarding the effectiveness of the work of the elenentary counselor there were nany sour ces of Information used. The most connon source of this opinion was fron questionnaires given either to teachers, parents, or pupils. The second nost oonnon source of opinion for the superintendents was fron Interviews or conferences with teachers, parents, or pupils. Evaluation In teachers* nestings and nlscellaneous ways tied for the third nost lnportant source of opinion on the subject. Informal conversations with teachers, parents, and pupils, information from pupils In group guidance sessions, and pupil follow-up reports were all named as sources of opinion on the work of the elenentary counselor by the superintendents. These last three sources were not con sidered nearly so lnportant, however, as the first four listed. The superintendents indicated that nost of the opinion they encountered regarding the work of the 397 eleaentary eounselor vas positive. Two superintendents reported that the opinion they sanpled was very favorable toward the guidance program as carried on in the sohool by the eleaentary counselor. Three superintendents reported favorable opinion toward the guidance program. Two super intendents reported that their opinions sampled indicated that the guidance program was not regarded either favor ably or unfavorably. Superintendents reported no unfavor able opinion of the work of the eleaentary counselor among the persons they sanpled. Five responses did not indicate whether the superintendents found a favorable or an un favorable attitude in their districts toward the work of the eleaentary counselor. Opinions of the principals Thirty-one (91 per cent) of the thirty-four ele nentary principals in the study replied to this question on whether or not opinion toward the work of the eleaent ary counselor had ever been sampled. Only seven (21 per oent) of the principals said that such opinion had ever been sanpled in their schools. Twenty (59 per oent) said that suoh opinion had not been sampled and four (12 per oent) said that they did not know whether such opinion had ever been sampled in their schools or not. Two sources tied for the nost important source of opinion for the principal on the work of the eleaentary 398 counselor. These two were lnterrlews or conferences with teachers, parents, and pupils and questionnaires to teach ers, parents, or pupils. None of the other sourees of opinion except Miscellaneous ways was Mentioned frequently enough by these elenentary principals to warrant lnoluslon as a najor source of opinion on the effectiveness of the work of the elementary oounselor. Six out of the seven principals did not say wheth er the opinion they sanpled was favorable or unfavorable toward the work of the elenentary counselors. One ele nentary principal reported, however, that the opinion that he had sanpled at his school lndloated that teahcers, parents, and pupils were very favorably disposed toward the guldanoe progran as carried out by the elenentary oounselor. Results of the Elenentary Counselor's Work Introduction Respondents were next asked to cite any concrete evidence they had that the educational, social, physical, and enotional needs of pupils were being provided for better since the asslgnnent of elenentary counselors to their schools. Respondents were encouraged to write down as nuch evidence as they could and sone respondents had several answers to give. Other respondents were able to cite only one bit of evidence and sone were not able to 399 cite anything. Since this question asked for evidence and not opinion, only the answers of the school district groups (superintendents, principals, counselors, teaohers, and the All School District Qroup) were analyzed. Al though the question was worded in such a way that it was hoped that answers would be expressed in tens of behavi oral changes in children, this was often not the case. Many of the answers were again Merely opinions but they were opinions apparently based on the experience gained in working with or as an elenentary counselor. Answers for each of the school district groups were analyzed for exactness of neaning and then classified into one of the following fourteen categories: (l) fewer enotional upsets and behavior problens reported at school (e.g., "reduction in crises with disturbed children,” "better inn“r control on part of children exercised"); (2) fewer drop-outs and adjustment problems reported from secondary schools; (3) fewer attendance problens; (4) im proved staff and pupil morale; (5) increased understand ing of pupils by staff members (e.g., "staff members have become more guidance minded," "teachers taking a more scientifio approach to children's problems”); (6) in creased understanding of their children and the school by parents (e.g., "closer cooperation between parents and the school," "parents more realistic about their expectations for children"); (7) earlier identification (through 400 testing, records, observations, etc.) of pupils with special educational, social, emotional, or physical needs (e.g., "fewer diagnostic problens reported from the sec* ondary school," "we are Identifying children*s problens before they becone too serious to solve"); (8) improved Instruction and fewer "un-net" learning problens as wit nessed by test scores, teachers' connents, parents' con- nents, and records (e.g., "teachers are providing better for Individual differences in learning ability within their classroons," "counselor nakes reconnendations for curricular nodifloatlons based on records and observa tions," "reduction of failures"); (9) snoother transition and better orientation of pupils going on to secondary schools (e.g., "ninth graders do not need as many program changes as before we had elementary counselors"); (10) better coordination of and more efficient service from specialists and non-school agencies (e.g., "counselors screen cases so that only severely disturbed pupils are referred to specialists"); (11) better placement and im proved opportunities for pupils having special education al, social, enotlonal, and physical needs (e.g., "remedial and adjustment olasses established through the influence of the counselor"); (12) do not know or have never tried to evaluate (e.g., "don't know," "no objeotlve evidence"); (13) unclassified answers; and (14) fewer pupil violations of the law reported. 401 Answers which did not fit readily Into one of the other thirteen categories were placed In the "unclassified answers" oategory. Superintendents The superintendents cited more evidence than any of the other school district groups on how the needs of pupils had been better provided for since the assignment of elenentary counselors to the schools. The thirty-four superintendents cited eighty-seven pieces of evidence to this effect (see Table 57). More of the superintendents* responses (15 per cent) fell in the category of increased understanding of pupils by staff members than in any other category. They cited early identification of pupils with special educational, social, enotlonal, or physical needs next nost frequently (ll per cent of their responses). A close third (10 per cent of their responses) was increased understanding of their children and the school by parents. It was noted that none of these three categories in which the superintendents' responses fell nost frequently actu ally describe behavioral changes in pupils. The superin tendents must have felt, however, that the end result of these things would be desirable behavioral changes in pupils. Elementary principals The elenentary sohool principals cited the next TABLE 57.— Changes in the behavior of pupils and in the school since the assignment of counselors to ele mentary schools Item Cited b - p c V I TJ Vi C I I e ft -H w I • H V c t f t . B e $ c i _ 8* 2 © «H S. a, o b « V i 0) j C o « © £- • & & S « C I © 832 © 2. i o n V I B C I • 1*1 * > < m a a. o B Fever emotional upsets and behavior problems reported at school ................. a 9 9 11 10 18 6 15 33 13 Fever drop-out and adjustment problems reported from secondary schools .......... 3 3 1 1 1 2 1 3 6 2 Fever attendance problems . . 1 1 3 h 2 h 1 3 7 3 Improved staff and pupil morale............. .. 2 2 2 3 2 h 3 8 9 3 Increased understanding of pupils by staff ........... 13 15 9 1 1 10 18 7 18 39 15 Increased understanding of their children and the school by parents ......... 9 10 1 1 lli 6 1 1 6 1 5 32 12 Earlier identification of pupils with special needs . • 10 11 12 15 8 1 1 * 2 5 3 2 12 402 TABLE 57— Continued g o n a rl c *3 o a § +> © a ih u s i o i -o - h e © v -H ® u . C o r a s i w a © © c q v ■ » » 3 a - p -h 3 q j i - t ■ o Item Cited w £ o ^ Number of Responses Percentage of Re sponses Number of Responses Percentage of Re sponses Number of Responses Percentage of Re sponses a o © a u c Is Percentage of Re sponses Number of Responses Percentage of Re- 8. Improved instruction and fewer "un-net" learning problems . . 7 8 6 8 2 h 1 3 16 6 9. Smoother transition and better orientation of pupils going on to secondary schools ........ 8 9 2 3 1 2 2 5 13 5 10. Better coordination of and more efficient service from specialists and non-school agencies............... * . 5 6 6 8 3 5 1 3 1$ 6 11. Better placement and improved opportunities for pupils having special needs ........ 5 6 3 h 6 n 0 0 lli 5 12. Do not know or have never tried to evaluate ......... $ 6 h 5 1 2 7 8 17 6 13. Unclassified responses .... 8 9 8 10 5 9 2 5 23 9 11. Fewer pupil violations of the law reported ............... 3 3 3 h 0 0 0 0 6 2 a n Total 87 100 79 100 57 100 39 100 262 100 403 404 greatest amount of evldenoe on how tho ne«dt of pupils had bssn bettor provided for in their schools since the assignment of counselors to then. They cited seventy-nine pieoes of evidence to this effect (see Table 57). More of the answers (15 per cent) of these thirty-four principals fell into the category of earlier identification of pupils with special educational, social, enotlonal, or physical needs than into any other category. Increased understanding of their children by parents was the next nost frequently (14 per cent of the responses) nentioned category. There was a tie for third place between fewer enotlonal upsets and behavior problens reported at school and inoreased understanding of pupils by staff nenbers. It was noted that only one of these categories which was nost frequently nentioned by the principals actually de scribed a behavioral change in pupils. Elenentary counselors The thirty-four elenentary counselors cited fifty- seven pieoes of evidence to show that the needs of pupils in their schools were better provided for since the assignment of elementary counselors to then. There was a tie for first place anong two categories in terms of their frequency of nentlon by the counselors. These two were fewer enotlonal upsets and behavior problens reported at school and increased understanding of pupils by staff 405 ■embers (see Table 57). Both had 18 per cent of the coun selors' responses. The category nentioned next nost fre quently by the counselors was earlier Identification of pupils with special educational, social, enotlonal, or physical needs. Again only one of these three categories nentioned nost frequently actually described a behavioral change In pupils although, as nentioned earlier, the others nay have this end result, also. Elenentary teaohers The thirty teachers cited only thirty-nine pieces of evldenoe that the needs of children had been better provided for since the assignment of an elenentary coun selor to their school. Eighteen per oent of the thirty- nine responses were classified as increased understanding of pnplls by staff members. This category tied for first place as the nost connon change that had taken place since the assignment of an elenentary counselor to a given school. The other tie for first place (18 per oent of the teachers' responses) was the category In which respond ents indloated that they did not know or had never tried to evaluate how the counselor had provided for the needs of the children in their school (see Table 57). Two cate gories each received 15 per cent of the teachers' respons es to give then a tie for third place anong all the cate gories. One of these was fewer enotlonal upsets and 406 bihavlor problems reported at sohool. The other third plaoe category was increased understanding of their chil dren and the sohool by parents. These four categories represented the nost connon ways in which teachers thought that their eleaentary counselors provided for the needs of their pupils. Again it was noted, however, that only one of these four categories actually described a behavioral change In children. Two others described a change In teachers or parents which presunably resulted in better provisions for the needs of the children. All Sohool District Group The conposlte group (superintendents, principals, counselors, teachers) of 132 respondents called the All School Dlstrlot Group aade 262 responses to the question of how the needs of children had been better provided for since the asslgnnent of an elenentary counselor to the sohool staff. Increased understanding of pupils by teach ers was chosen nost frequently (15 per cent of the respon ses) as the way the counselors had provided for the needs of children. In second place for this group was fewer enotlonal upsets and behavior problens reported at school (see Table 57). There was a tie for third place. One part of the tie was increased understanding of their chil dren and the school by parents. The other part was earli er identification of pupils with special educational, 407 social, enotlonal, or physical needs. Again anong these four categories naaed by the 132 respondents In this group, only one described a change in pupil behavior since the asslgnnent of counselors to the elenentary schools. The Cost of Elenentary Counselors The superintendents were asked to indicate the per pupil cost of providing an elenentary school guidance counselor in their schools. In order to do this they were requested to divide the counselor's annual salary by the nunber of pupils he served. The respondents were asked to Include Just the counselor's salary in this process and not the costs of tests or other guidance naterlals. Although some nenbers of other groups answered this question, their answers were rather infrequent and often admittedly guesses. Because of this only the super intendents* responses were considered for analysis. Even many of the superintendents failed to respond to this question. Only twenty-four (71 per cent) superintendents responded to it out of the thirty-four superintendents in the study. Of these twenty-four that replied, three gave answers thct were impossible to classify in any cost cate gory. The superintendents reported per pupil costs for elenentary counselors in their districts ranging all the way fron less than two dollars to over ten dollars per 408 year. The following six cost categories were established in order to classify the responses: (l) zero to two doll ars; (2) two to four dollars; (3) four to six dollars; (4) six to eight dollars; (5) eight to ten dollars; and (6) orcr ten dollars. It was found that the annual per pupil cost of an eleaentary counselor in the districts in this study were spread throughout the range of costs described above with out any one cost category receiving a wajority of the re sponses. Two school districts reported that the per pupil cost of providing elementary counselors in their districts was less than two dollars a year. More districts reported annual per pupil costs in the two to four dollar range than In any other category but this was only six districts. Three districts reported annual per pupil costs in the four to six dollar oategory and four districts claimed costs in the six to eight dollar range. Only one dis trict olalmed an annual per pupil cost in the eight to ten dollar range but five districts named costs of over ten dollars per year per pupil for elementary counselors. These wide variations in costs were not surprising in view of the fact that eleaentary counselors were assigned only 300 pupils in sone distrlots and over 2000 pupils in others. It was possible also that a misunderstanding of the question may have accounted for some of the very wide 409 raog« of coats. Most superintendents answered tbe ques tion on the basis of per pupil cost per year when all of tbe pupils in the schools he served were Involved in tbe calculations. Others way have answered on the basis of per pupil costs of only those pupils to whoa they gave actual counseling. The question was Intended the first way but it was thought possible that those superintendents who reported annual per pupil costs of over ten dollars ■ay have Interpreted the question the second way. If this were assuaed true and as a consequence the "over ten doll ars" category was excluded fron consideration, then the average per pupil cost of providing eleaentary counselors in these districts could be assuaed to be roughly four dollars per year. Services of the Counselor Beyond Those of the Teacher Introduction Since those school districts which eaployed ele aentary counselors were, at the tlae of this study, in a ■inorlty in the United States, it was felt lnportant to ask these districts to Justify their employaent of these counselors. To this end, all of the respondents were asked to naae the aost lnportant thing that the eleaentary counselor did that the classrooa teacher did not do wheth er it was for lack of tlae, ability, training, inclination or soae other reason. Because this question dealt with 410 opinion rathor than fact and because It was considered a key question In the questionnaire, the answers of all of the groups in the study were analyzed and reported. Since the question was very general In nature only four categories were established to classify the responses. They were as follows: (1) gives Individual counseling; (2) works with parents to increase their understanding of their children; (3) collects, organizes, Maintains, and Interprets data on pupils (to staff ■embers) and reooa- ■ends appropriate action (testing, record keeping, ob servation, identification, Interpretation, placement, etc.); and (4) unclassified or "do not know" responses. It must be noted in passing that the most common word used to characterize how the counselor worked with pupils was "individual." Respondents spoke of "individual" testing, "individual" counseling, and "individual" atten tion for pupils. The most oommon distinction drawn be tween tbe counselor's work and the teaoher's work was that the teacher worked with pupils in groups where the coun selor worked with them individually. Superintendents Twenty-nine (85 per cent) of the superintendents responded to the question. Fifteen (over half) of them named individual counseling as the most Important thing the elementary counselor did which the classroom teacher 411 did not do, whatever the reason. Six superintendents naaed collecting, organizing, maintaining, and interpret ing pupil data to staff aeabers and recoaaending appropri ate action to thea as the aost important thing counselors did which teachers did not do. Two superintendents re plied that working with parents to increase their under standing of their children was the aost lnportant thing. Six superintendents gave "do not know" responses or re sponses that could not be properly classified in the other three categories (see Table 58). Eleaentary principals Only twenty-six (76 per cent) of the thirty-four eleaentary principals responded to the question asking for the nost important thing the eleaentary counselor did which the teacher did not do. Eleven (nearly one-half) of these principals naaed individual counseling. Ten naaed collecting, organizing, maintaining, interpreting data (to staff neabers), and reooanendlng appropriate aotlon as the aost lnportant thing the eleaentary counselor did which the teacher did not do. Two principals naaed working with parents to increase their understanding of their ohildren and three gave either "do not know" or unclassified re sponses (see Table 58). Eleaentary counselors As one of the persons about whoa the question was TABLE 53.— The oust important service rendered by elenentary counselors which teachers did not render Number of Respondents Responses © ■ p c u c n 1 a i n O H « 5 h rl 0 O -P £ O ■H O © © £ 15 e •H O 4 ■P 3 H HO £-5 f t . O O © £ - < 1. Gives individual counseling ...................... 2. Works with parents to increase their understanding of their children • •#*•**••«•*••••••• 3. Collects, organises, maintains, and interprets data on pupils (to staff members), and recommends appropriate action ............................. h. Unclassified or "do not know" responses ........... Total .................................. Percentage of each group responding to the question ........................... 15 2 11 2 13 1 29 85 11 2 76 79 87 50 7 6 10 8 10 31 6 3 5 3 17 26 27 26 108 82 413 asked, the answers of the eleaentary counselors were par ticularly interesting. Twenty-seven (79 per cent) of the thirty-four eleaentary counselors In the study responded to the Inquiry. Thirteen (alaost half) of the counselors naaed individual counseling as the aost laportant service which they gave that the classrooa teacher did not give. Only one counselor naaed working with parents to increase their understanding of their children as this aost iaport- ant servloe. Eight counselors felt that collecting, organising, Maintaining, and interpreting data (to staff aeabers) as well as recoaaending appropriate action was the aost laportant service they gave which the teacher did not give. The responses of five counselors fell in the "do not know" or unclassified response category (see Table 58) . Eleaentary teachers As the second group of respondents actually in volved in the question the responses of the eleaentary school classrooa teachers were also interesting. Twenty- six (87 per cent) of the thirty teachers responded to the question asking the respondents to naae the aost laportant thing that the counsel or did which they did not do. Eleven (nearly half) of the teachers that responded naaed individual counseling. Only two naaed working with parents to lnorease their understanding of their children and only 414 three gave "do not know" responses or unolasslfied re sponses. Ten (alnost two-fifths) naaed collecting, or ganizing, maintaining, and Interpreting pupil data (to staff members), and recoanendlng appropriate action (see Table 58). All School District Group In the All School District Group which was a com posite group of superintendents, principals, counselors, and teachers, 108 (82 per cent) of the 132 persons re sponded to the inquiry. Fifty (nearly half) of the re spondents In this ooaposlte group naaed individual coun seling as the aost laportant service that the counselor gave which the teacher did not give. Only seven naaed working with parents to Increase their understanding of their children and seventeen gave either "do not know" responses or unclassified responses. Thirty-four (about one-third) named collecting, organizing, maintaining, Interpreting pupil data (to staff nembers), and recom mending appropriate action (see Table 58). Jury Only eight (40 per cent) of the twenty nembers of the Jury responded to the question asking for the respond ent to name the aost laportant service which the eleaent ary counselor rendered which the elementary classrooa teacher did not render. Obviously, aost of the jurors 415 thought that thla question was intended only for the school district groups. It was also obvious that the re sponses of only eight Members could not be considered representative of the responses of the entire group of twenty Jurors. Their responses are reported with this serious limitation in mind. Three jurors named individual counseling as the most Important service that the element ary counselor gave which the eleaentary teacher did not give. One Juror named working with parents to increase their understanding of their children. Another named col lecting, organizing, maintaining, interpreting pupil data (to staff members), and recommending appropriate action. Three Jurors gave "do not know" or unclassified responses. All Groups All Groups was composed of the All School District Group plus the jury. There were 152 members in this group but only 116 (76 per cent) of them responded to this ques tion. Since so few Jurors responded the answers for this group were not much changed from the responses of the All School District Group. Fifty-three (nearly half) of the respondents named individual counseling as the most im portant service that the counselors gave that the teachers did not give. Only eight naaed working with parents to Increase their understanding of their children. Thirty- five (almost one-third) naaed oolleotlng, organizing, 416 Maintaining, interpreting pupil data (to staff aeabers), and reooasending appropriate action. Twenty (about one- sixth) of the respondents gave answers that were either unclassified or were "do not know" responses. laportant Contributions the Eleaentary Counselor Has Made to the Schools Introduction All of the respondents in the school district groups were asked to naae the three aost laportant contri butions, in the order of their iaportance, which the ele aentary counselor had made in their schools. Responses of the Jury to this question were not analyzed even though the question called for opinions. The reason for this de cision was that the opinions were, of necessity, based on experience with eleaentary counselors in a particular school situation and the majority of the Jurors were not eaployed by any school district (aost were college pro fessors) . Those responses naaed first were given a weight of three, those naaed second were given a weight of two, and those naaed third were given a weight of one. In those few cases where two or aore contributions were naaed as one response the weight of that choice was divided into the appropriate fractions or parts. For example, if two contributions were naaed as a first oholos of a respondent 417 the weight of three points which would normally hare been assigned was divided in half so that each contribution was awarded one and one-half points. The following seven general categories of contri butions were established in order to classify the respons es: (1) has improved the faculty's understanding of chil dren (e.g., "consultation and in-service education to_ staff members on pupil problems," "case conferences," "interpretation of data to the faculty"); (2) has Improved educational opportunities for all children (e.g., "early identification and placement of exceptional children," "pointed out need for special classes or curricular changes," "initiated care for emotionally disturbed chil dren"); (3) has made specialists and non-sohool agencies more effective in helping children; (4) has improved par ents' understanding of their children (e.g., "parents' expectations are more reasonable," "Improved home-school relationships"); (6) has given counseling to those pupils who needed it (this category was not as broad as the others but slnoe it was mentioned specifically by so many respondents it was established as a separate category); (6) has collected and maintained good pupil records (e.g., "tests," "inventories," "record keeping," "observations," "case histories”); and (7) unclassified contributions. Responses which did not readily fit any of the first six categories were assigned to the unclassified contributions. 418 The responses with their proper weights were then assigned to the appropriate category for all of the groups. The total nuaber of points was calculated for each category for each of the responding school district groups. Then rankings of categories were calculated for each group with the category hawing the highest total weighted score being assigned the rank of one* the cate gory with the next highest total weighted score being assigned the rank of two* and so on throughout all seven categories for all of the responding groups. Respondents were United to only three responses and* if they gave nore than this nunber* those beyond three were not counted. Sone of the respondents gave fewer than three responses and a few respondents did not respond to the request at all. Superintendents The superintendents felt that inprovlng the facul ty's understanding of children was the nost laportant con tribution that the eleaentary counselor had aade in their schools. As second in laportance they ranked collecting and aaintalnlng good pupil records. As the third aost laportant contribution of the eleaentary counselor they ranked giving counseling servioe to those pupils in need of it. Iaproving the faculty's understanding of children was considered aost laportant* however* by a large aargin 419 (see Table 59). Eleaentary principal* The eleaentary principals also felt that lnproTlng the faculty's understanding of children was the aost ia- portant contribution that the eleaentary counselor aade in their schools. As second in laportance the eleaentary principals naaed a nuaber of aiscellaneous contributions that could only be placed in the unclassified category. As the third aost laportant contribution aade by the ele aentary counselors in their schools, however, they naaed the sane category the superintendents had chosen as second aost laportant: collecting and aaintaining good pupil records (see Table 59). Eleaentary counselors The eleaentary counselors theaaelves naaed a nua ber of niscellaneous contributions which could only be placed in the unclassified category as the aost laportant contributions they aade to their schools. As the second aost laportant contribution they had aade, they, too, naaed iaproving the faculty's understanding of children. Like the eleaentary principals, the eleaentary counselors naaed collecting and aaintaining good pupil records as the third aost laportant contribution they had aade in their eleaentary schools (see Table 59). TABLE 59.— The most important contributions of the eleaentary counselor to his school Contribution Rankings B B B H h u o C 4 o B Q ■ * » BO. H u -c o I X) -H O C O -H b C o 3 j C « 8,5 5 i 8 h Up 55 S 5 5 ■ Has improved faculty’s under standing of children ................. 1 1 2 1 1 Has improved educational opportunities for children ......................... b.5 6 5 6 6 Has made specialists and non-school agencies nore effective in helping children ............................ 7 7 7 7 7 Has improved parents' understanding of their children ....................... 6 5 U 5 5 Has given counseling service to those pupils in need of it ................. 3 h 6 3 h Has collected and maintained good pupil records 2 3 3 2 2 Unclassified contributions (miscellaneous guidance services .... ! l*5 2 1 h 3 upe 421 Eleaentary teachers The responses glyen by the eleaentary school classrooa teachers Indicated that they felt that improving the faculty's understanding of children was the aost la portant contribution which the eleaentary counselors had aade to their schools. The teachers ranked collecting and maintaining good pupil records as the second most import ant contribution. They ranked In third place the same contribution the superintendents had ranked In third place: giving counseling to those pupils in need of it (see Table 59). All School District Groups This composite group made up of superintendents, principals, counselors, and teachers (all school district employees) named Improving the faculty's understanding of children as the most Important contribution the eleaentary counselors had made 10 their schools. They ranked as sec ond aost laportant the collecting and maintaining of good pupil records. The unclassified responses were in third place but giving counseling to those pupils In need of It was In fourth place In Importance (see Table 59). The Summary Opinions of the elementary counselor's work When school district superintendents were asked 422 if the opinion of teachers, pupils, or parents toward the guidance program as carried out by the elementary counsel or had ewer been sampled in their districts only a little over one-third of these superintendents replied that it had. The most common method of sampling was by a ques tionnaire to either teachers, parents, or pupils. Al though many superintendents did not indicate whether the results of their surveys were favorable toward the work of the elementary counselor or not, there were five dis tricts which reported either favorable or very favorable attitudes toward such work. No superintendent reported an unfavorable opinion of teachers, parents, or pupils toward the guidance program as carried out by the counselor, how ever. Only about one-fifth of the elementary principals said that opinions of teachers, parents, or pupils on the guidance program as carried on by the elementary counselor had ever been sampled in their schools. Host of these principals reported that they had obtained their opinions either through questionnaires to or interviews of these groups. Most of the principals did not say whether opin ions on the counselors' work were favorable or not. The one principal who did give Information on this point re ported that teachers, parents, and pupils were all very favorably disposed toward the guidance program as carried out by the elementary counselor. 423 Result! of the eleaentary counselor1! work When asked to cite concrete evidenee that the edu cational, social, physical, and emotional needs of pupils had been better prorlded for since the assignment of ele mentary counselors to their schools, respondents had difficulty in answering in terns of evidence on behavioral changes in pupils. The most common answers cited were those that affected pupils Indirectly. For example, the superintendents cited increased understanding of pupils by staff members most frequently as the way that counselors had provided for the needs of pupils in their schools. This sane answer was in first place or was a tie for first place by all of the other groups responding to this ques tion also except the principals who ranked it a tie for third place. Increased understanding of their children and the school by parents and earlier identification of pupils with special needs were also frequently cited as answers to this question by the groups. The only answer to the question that was frequently cited by aost groups and that described a behavioral change in pupils was fewer emotional outbursts and behavior problems reported at school. The other responses nay have resulted in better provisions for the needs of pupils and there was no doubt that the elementary counselor deserved some credit for them but they were not descriptive of actual behavioral changes in pupils. It was also conceivable that even 424 though the counselor was responsible for increased under standing of pupils by staff members that this increased understanding did not result in desirable behavioral changes in pupils. This was admittedly improbable, how ever. The cost of elementary counselors Superintendents reported per pupil costs for ele mentary counselors in their school districts ranging all the way from less than two dollars to over ten dollars per year. This wide range of costs nay have been due to the fact that some counselors served only 300 pupil while a few served over 2000 pupils. It was thought also that a few of the respondents may have based their cost figures on only those pupils whom the counselor actually counsel ed. The average per pupil cost of elementary counselors in the dlstrlots surveyed was probably in the neighborhood of four dollars per year. This figure did not include any materials the counselor may have used. It was calculated only on the counselor’s salary. Services of the counselor beyond those of the teacher Vhen the respondents were asked to name the most important thing the counselor did which the teacher did not do (for lack of time, ability, training, inclination, or other reason), all of the groups were in perfect agree ment. The most common answer of the superintendents, 425 principals, counselors, teachers, All School District Group, jury, and All Groups was Individual counseling. All of the groups except the jury naaed collecting, Main taining, Interpreting data on pupils, and recommending appropriate action next most frequently as the service the counselors gave which the classrooa teachers did not give. It was clear that these two services of the ele mentary counselors were beyond what the eleaentary school classrooa teacher normally gave. laportant contributions the eleaentary counselor has aade to the school All of the school district groups except the coun selors theaselves agreed on the aost important contribu tion the elementary counselor had aade to their schools. The superintendents, principals, teachers, and the All School District Group named improving the faculty's under standing of children as this most laportant contribution. The counselors theaselves gave a nuaber of responses as their first choices which could only be categorized as unclassified contributions. The superintendents, teach ers, and the All School District Group naaed collecting and maintaining good pupil records as the next aost la portant contribution the elementary counselors had aade to their schools while the principals and the counselors theaselves ranked it third in importance. The counselors 426 ranked iaproving the faculty's understanding of children as the second aost laportant contribution while the prin cipals ranked unclassified answers in second place. The superintendents and the teachers ranked giving counseling to children In need of it as third in laportance. The principals and counselors theaselves ranked collecting and aaintaining good pupil records In third place. The All School District Group ranked the unclassified responses in third place. If the unclassified answers were excluded froa consideration it was evident that the three aost laportant contributions, in order of their laportance, which the eleaentary counselors aade to their schools were as fol lows: (l) iaprovlng the faculty's understanding of chil dren; (2) collecting and aaintaining good pupil records; and (3) giving counseling to those pupils in need of it. CHAPTER VIII SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Suanry The problw The purpose of this study was to analyze the pro fessional position of the elementary school guidanee coun selor fro* the administrative standpoint. It Investigated the following five major areas in relation to this posi tion: (l) selection and qualifications; (2) duties per formed; (3) in-service training; (4) personnel policies; and (B) evaluation of services. The elementary school guidance counselor was de fined as being roughly comparable to the secondary school counselor for the purposes of this study. He was part of the regular school staff even though he may have been assigned to more than one school. He did not operate out of the central offices and his services were immediately available to teachers. He was not to be confused with such specialists as the school psychologist. He worked with pupils in grades one (or kindergarten) through six (or through eighth if assigned to an eighth grade elenent ary school). He had to spend 50 per cent or more of his time in guidance activities in order to be included in 427 428 this study. The study was of the survey type and was conducted on a nationwide scale. Its principal instrunent was a questionnaire designed to investigate the five aajor areas listed above. A pilot study was aade to refine the ques tionnaire . There were five basic groups of respondents in the study. These were the Jury, superintendents, eleaentary principals, eleaentary counselors, and eleaentary teachers. All of these respondents except the Jurors were fron school districts which enployed eleaentary counselors. There were twenty Jurors and thirty eleaentary teachers in their respective groups. The other basic groups all nuabered thirty-four respondents each. There were two conposite groups aade up fron these basic groups. The first conposite group, which nuabered 132 respondents, was called the All School District Group. It was aade up of the superintendents, eleaentary principals, eleaentary counselors, and eleaentary teachers. All were eaployees of school districts where eleaentary counselors were used. The second conposite group consist ed of all the respondents in the study and nuabered 152 persons. It was called All Groups or the "over-all group" and was aade up of the All School District Group plus the Jury. 429 Literature Since the eleaentary couneelorshlp vae a relative ly new position at the tine of the study, literature on it was rather scanty. The literature did reveal that, al though few school districts employed eleaentary counselors at that tlae, the position was becoming aore coaaon. Seleotlon and qualifications.— Reooaaended courses for training eleaentary counselors varied somewhat froa one author to the next. Several of the authors recommend ed a two-year training progran leading to the Master's de gree. The courses aost frequently mentioned for training the eleaentary school counselor were as follows: Prin ciples and Techniques of Guidance, Tests and Measurements, Child Growth and Development, Mental Hygiene, Theory and Techniques of Counseling, and Educational Psychology. No author recoaaended a course in eleaentary school guidance. Little was written on the skills, knowledges, and abilities desirable for an eleaentary counselor to pos sess . Little was written also on procedures in applying for eleaentary counselorshlps, certification requlreaents, and other qualifications. Most authors recoaaended, how ever, that the candidate for the eleaentary counselorshlp have successful teaching experience before being assigned to the position. Duties .— There was aore written Information 430 available on the duties the eleaentary counselor should perfora than in any other area. The following six duties were aentioned aost frequently in the literature as being iaportant for the eleaentary counselor to perfora: (l) aoting as guidance consultant to staff aenbers on pupils' probleas: (2) holding conferences with parents regarding pupils' probleas; (3) counseling pupils; (4) acting as liaison between the sohool and coaaunlty agencies on pupils' probleas; (6) adainisterlng tests and inventories; and (6) keeping adequate records on all pupils. The literature showed no agreeaent as to whether it was aore iaportant for the eleaentary counselor to pro vide his services directly to pupils or to help pupils by working through teachers. There was agreeaent in the lit erature, however, that the eleaentary counselor should not atteapt therapy with the severely eaotlonally disturbed pupil. In-service training.— Written aaterial on in-serv ice training for eleaentary counselors was found only in aaterial froa the Philadelphia Schools. Their prograa in cluded course work, observation, and consultation service. Personnel policies .— The few articles wrlttsn on personnel policies for the eleaentary counselor oentered around salaries and the bases for their asslgnaent. Many school districts paid eleaentary counselors the sane sal ary as eleaentary teachers with coaparable training and 431 experience but a tendency wae noted toward additional pay for the counselors. There wae no general agreeaent anong the authors about how aany pupils an eleaentary counselor could serre adequately but sereral recoaaended saall pupil loads of around 300 pupils* Vo lnforaation was awailablo on the working day or working year for eleaentary counselors or how aany sohools they should serre. Iraluatlon.— Literature on eraluatlon was soarce also and that literature that did exist was centered around eraluating the eleaentary school guidance prograa when no eleaentary counselor was assigned to the staff. There was only one set of questions found which was de signed for eraluating the work of the eleaentary counselor, per se, and there was no eridence that they had erer been used. No significant lnforaation was found on the cost of proridlng eleaentary counselors in the schools either. Groups in the study Jury .— The twenty Jurors in the study were consid ered authorities in the field of eleaentary school guid ance. To qualify as a Juror a person aust hare either (l) written a book or artloles on eleaentary sohool guid ance, (2) successfully superrised an eleaentary school guidance prograa, or (3) been recoaaended by a professor on the writer's doctoral ooaaittee. The aajorlty of 432 Jurors vara college professors. Superintendents.— The thirty-four superintendents in the study ware, for the aost part, experienced superin tendents. About two-fifths of then had been in their present positions over ten years. About half of then in dicated that there had been elenentary counselors in their school distrlots for five years or less. About two-thirds of then had never taken a course in elenentary school guid ance . Elenentary principals.— The thirty-four elenentary principals in the study were nostly experienced principals. Less than one-third of then had been in their present po sitions for less than five years. Over half of then olained that they had taken a course in elenentary sohool guldanoe. Elenentary counselors .— The thirty-four elenentary counselors in the study were not so experienced as the superintendents and principals. About 80 per cent of then had been in their present positions for five years or less. Nine-tenths of these counselors Indicated that they did no part-tine teaching at all. Less than half of then had ever taken a course in elenentary school guidance. Elenentary teaohers.— The thirty elenentary teach ers in the study were an experienced group. Nearly nine- tenths of then had been In their present positions for over five years. Less than half of then had taken a course in eleaentary sobool guidance. 433 Seleotion and qualifications College courses.--The jury rated the following oourses as the ten aost laportant, in the order 11atod, for the training of the eleaentary counselor: (l) Outd ance in the Eleaentary School) (2) Growth and Dewelopwent of the Child; (3) Techniques of Counseling; (4) Toato and Measurements; (5) Supervised Counseling; (6) Prlnolplea and Techniques of Guidance; (7) Child Psychology; (8) Technique of Case Studies; (9) Mental Hygiene; and (lO) Group Guidance Techniques. The superintendents rated the following couraoa as the ten aost iaportant, In the order listed, in the train ing of the eleaentary counselor: (l) Growth and Develop- aent of the Child; (2) Principles and Techniques of Guid ance; (3) Techniques of Counseling; (4) Guidanoe in the Eleaentary School; (s) Mental Hygiene; (6) Educational Psychology; (7) Tests and Measurements; (8) Child Psy chology; (9) Techniques of Interviewing; and (lO) Super vised Counseling. The superintendents were the aost con servative of all the groups in rating the laportance of the courses. The eleaentary principals rated the following courses as the ten aost Important, in the order listed, for the training of the eleaentary counselor: (1) 434 Principles and Teohnlquea of Guidance; (2) Guidance in the Eleaentarv School; (3) Growth and Development of the Child; (4) Educational Psychology; (5) Tests and Measurements; (6) Child Psychology; (7) Techniques of Counseling; (8) Mental Hygiene; (9) Individual Intelligence Testing; and (10) Techniques of Interviewing. The principals did not have quite as high a percentage of response to the courses listed as the other groups. The eleaentary counselors rated the following courses as the ten aost laportant, in the order listed, for the training of the elementary counselor: (l) Prin ciples and Techniques of Guidance; (2) Growth and De velopment of the Child; (3) Techniques of Counseling; (4) Tests and Measurements; (5) Guidance in the Eleaen tary School; (6) Child Psychology; (7) Techniques of Interviewing; (8) Mental Hygiene; (9) Educational Psy chology; and (lO) Psychology of the Exceptional Child. The eleaentary counselors were the aost generous of all the groups in their ratings of the laportance of the courses listed. The eleaentary teachers rated the following cours es as the ten most laportant, in the order listed, for the training of the eleaentary counselor: (l) Growth and De velopment of the Child; (2) Techniques of Counseling; (3) Principles and Techniques of Guidance; (4) Guidance in the Eleaentary School; (5) Tests and Measurements; (6) Mental 436 (7) Diagnostic Procedures; (8) Child Psychology; (9) Educational Psychology; and (10) Techniques of Inter viewing. The teaohers responded with nore "no opinion" than any other group in rating the laportance of the cour ses listed. The All School District Group (all of the basic groups except the Jury) rated the following courses as the ten aost iaportant, in the order listed, for the training of the eleaentary counselor: (l) Principles and Tech niques of Guidance; (2) Growth and Developaent of the Child; (3) Guidance in the Eleaentary School; (4) Tech niques of Counseling; (5) Tests and Measureaents; (6) Men tal Hygiene; (7) Educational Psychology; (8) Child Psy chology; (9) Techniques of Interviewing; and (10) Psychol ogy of the Exceptional Child. All Groups (all 152 respondents in the study) rated the following courses as the ten aost laportant, in the order listed, for the training of the eleaentary coun selor: (l) Principles and Techniques of Guidance; (2) Growth and Developaent of the Child; (3) Guidance in the Eleaentary School; (4) Techniques of Counseling; (5) Tests and Measureaents; (6) Child Psychology; (7) Mental Hy giene; (8) Eduoational Psychology; (9) Techniques of Interviewing; and (10) Psychology of the Exceptional Child. Kesponse to all courses was excellent by All Groups and all of the basic groups in the study. 4 U All of the groups In the study agreed that the following seveD courses were rery laportant In the train ing of the eleaentary counselor: Ouldanoe In the Elenent ary School, Growth and DeTolopaent of the Child, Mental Hygiene, Tests and Measureaents, Child Psychology, Prin ciples and Techniques of Guidance, and Techniques of Coun seling. There were no courses aaong those ranked as rery iaportant by All Groups over which the various basic groups disagreed highly on their relative laportance. The various groups agrsed aost highly on the rela tive luportanoe of Anthropology which, of course, they all thought was uninportant in the training of the eleaentary counselor. The highest dlsagreeaent aaong the groups was found on the relative laportance of Supervised Counseling for the training of the eleaentary counselor. The Jury ranked Supervised Counseling as one of the five aost ia portant courses in the training of the eleaentary counsel or but the All School District Group ranked it only seven teenth and the eleaentary principals ranked it only twenty-second. The rankings of the superintendents on the rela tive laportance of the courses listed for training the eleaentary counselor were aost like those of the Jury. The rankings of the eleaentary principals showed the least agreeaent with those of the Jury and yet this group was the one in which the highest percentage had taken a course 437 in eleaentary school (Uidanot. The rankings of all of ths gronps vara anougb Ilka thosa of the jury, however, to ba confidant that there was general agreeaent aaong all the groups with the Jury on the relative laportance of the courses listed. It was noted that the Jury ranked Teohnlqua of Casa Study and Group Guidance Techniques aaong the ten aost laportant courses for the prospective eleaentary oounselor to take. They were not aaong the first ten ranked courses of any other group, however. Skills, knowledges, and abilities.— The Jury rated the following skills, knowledges, and abilities as the six aost iaportant, in the order listed, for the eleaentary counselor to possess: (1) skill in dealing with people; (2) ability to adainloter and interpret standardised tests; (3) skill in Interviewing; (4) thorough knowledge of the eleaentary school's educational prograa and his part in it; (5) ability to provide leadership to the sohool's guidance prograa; and (6) ability to oonduct case conferences. The superintendents rated the following skills, knowledges, and abilities as the six aost laportant, In the order listed, for the eleaentary counselor to possess: (l) skill in dealing with people; (2) thorough knowledge of the eleaentary school's educational prograa and his part in it; (3) skill in interviewing; (4) knowledge of 438 the eonunity; (5) ability to provide leadership to the school's guidance program, and (6) ability to administer and interpret standardized tests. The elementary principals rated the following skills, knowledges, and abilities as the five most import ant, in the order listed, for the elementary oounsslor to possess: (l) skill in dealing with people; (2) thorough knowledge of the school's educational program and his part in it; (3) ability to administer and interpret standard ized tests; (4) skill in interviewing; and (5) ability to provide leadership to the school's guidance program. The elementary counselors themselves rated the following skills, knowledges, and abilities as the six most important, In the order listed, for them to possess: (l) skill in dealing with people; (2) skill in interview ing; (3) thorough knowledge of the school's educational program and his part in it; (4) ability to administer and Interpret standardized tests; (6) knowledge of the commu nity; and (0) skill in appraising personal characteristics in others. They were the most conservative of all the groups in their ratings. The elementary teachers rated the following skills, knowledges, and abilities as the five most import ant, in the order listed, for the elementary counselor to possess: (l) skill in dealing with people; (2) thorough knowledge of the elementary school's educational program 439 and his part In It; (3) skill In interviewing; (4) ability to organize and naintaln good pupil rooords; and (5) abil ity to conduct case conferences. They were the uost gen erous of all of the groups in their ratings. The All School District Group rated the following skills, knowledges, and abilities as the five nost Import ant, In the order listed, for the elementary counselor to possess: (l) skill in dealing with people; (2) thorough knowledge of the elementary school's educational program and his part in it; (3) skill in interviewing; (4) ability to administer and Interpret standardized tests; and (5) ability to provide leadership to the school's guidance program. All Groups rated the following skills, knowledges, and abilities as the five most Important, in the order listed, for the elementary counselor to possess: (l) skill in dealing with people; (2) thorough knowledge of the elementary school's educational program and his part in it; (3) skill in interviewing; (4) ability to adminis ter and Interpret standardized tests; and (5) ability to provide leadership to the school's guidance program. There was wide disagreement on the relative im portance of only one ability which was rated as very im portant for the elementary counselor to possess by All Groups. This was the ability to administer and Interpret standardized tests. The jury ranked this ability third in 440 importance while the teachers ranked It only ninth. All of the groups in the study showed close agree ment with the rankings of the Jury on the relative import ance of the qualities listed for the elementary counselor to possess. All Oroups agreed most closely with the Jury and the All School District Group agreed next most closely. Of the basic groups, the elementary principals agreed most with the Jury and the superintendents disagreed most with the Jury. Skill in dealing with people was the unanimous first choice of all of the groups as the most important of the qualities listed for the elementary counselor to pos sess. Only the Jury and the teachers felt that the abil ity to conduct case conferences was among the six most important qualities for the elementary counselor to have. Most of the groups selected the following six abilities, skills, and knowledges as the most Important ones for the elementary counselor to have: skill in deal ing with people; ability to administer and interpret standardised tests; skill in interviewing; knowledge of the community; thorough knowledge of the elementary school's educational program and his part in it; and abil ity to provide leadership to the school's guidance program. Selection procedures and requirements.--Only the answers of the superintendents on selection procedures and requirements for elementary counselors were reported. 441 Only three-fifths of the school districts employ ing elementary counselors had an application form for per sons wishing to apply for this position but four-fifths of them reported that anyone could apply without being recom mended by anyone. Nearly all districts required applicsnts to furnish transcripts of college courses taken. Very few districts had a written examination for applicants, but all of them required an oral interview. About three-fifths of the districts reported that a credential other than the one used for elementary school teachers was required for elementary counselors. These districts were in eleven different states. In over half of the districts which reported that a special credential was either required or optional for counselors, this cre dential was designed for secondary as well as elementary counselors. Only one-fifth of the districts reported that their state had a credential designed for elementary coun selors only and several of these districts were in the sane state. Over half of the districts reported that applicants for the position of elementary counselor in their districts were required to hold the Master's degree. The rest required just the Bachelor's degree. Most districts required from two to five years of successful classroom teaching experience before person could be appointed to an elementary counselorshlp. Almost two-thirds of the districts, however, had no experience 442 requirements other than classroon teaching. Districts which did require other experience usually Just required "work outside the field of education." Duties of eleaentary counselors Duties oounselors should perfora.— The twenty Jurors naaed the following fire duties, in the order list ed, as the most inportant for the eleaentary counselor to perfora: (l) interpreting pupil data to staff aeabers; (2) holding conferences with parents regarding any pupil prohleas; (3) counseling pupils with learning, physical, social, and eaotlonal problems; (4) interpreting pupil data to authorized coaaunity agencies; and (5) interpret ing pupil data to parents. The thirty-four superintendents chose the follow ing five duties, In the order listed, as the most inport ant for the eleaentary oounselor to perfora: (l) inter preting pupil data to staff members; (2) Interpreting pupil data to pupils; (3) interpreting pupil data to parents; (4) counseling pupils with learning, physical, social, and eaotlonal problens; and (5) holding confer ences with pupils regarding any pupil probleas. The thirty-four eleaentary principals naaed the following fire duties as aost iaportant, in the order listed, for the eleaentary school counselor to perfora: (l) interpreting pupil data to staff aeabers; (2) holding 443 conferences with parents regarding any pupil probleus; (3) counseling pupils with learning, physical, social, and eaotlonal problems; (4) ooordlnnting the efforts of all specialists; and (5) acting as a guidance consultant on pupil problens to staff aeabers. The principals were the aost conservative of all of the groups in rating the rela tive iaportance of the duties listed for the eleaentary counselor to perfora. The thirty-four eleaentary counselors felt that the following five duties, in the order listed, were the aost important ones for them to perform: (l) interpreting pupil data to staff aeabers; (2) acting as guidance con sultant to staff aeabers on pupils' problems; (3) counsel ing pupils with learning, physical, social, and eaotlonal problens; (4) assisting in the placement of pupils in proper classes; and (5) holding conferences with pupils regarding any pupil problems. The thirty eleaentary teachers naaed the following five duties, In the order listed, as the most Important ones for the eleaentary counselor to perfora: (l) coun seling pupils with learning, physical, social, and eno- tlonal problens; (2) Interpreting pupil data to parents; (3) holding conferences with parents regarding any pupil problens; (4) Interpreting pupil data to staff aeabers; and (5) assisting in the placement of pupils in proper classes• 444 The 132 aeiberi of the All School District Group felt that the following fire duties, In the order listed, were the aost important ones for the eleaentary counselor to perfora: (l) Interpreting pupil data to staff aeabers; (2) counseling pupils with learning, physical, social, and eaotlonal problens; (3) holding conferences with parents regarding any pupil problens; (4) interpreting pupil data to parents; and (S) assisting in the plaoeaent of pupils in proper olasses. The 152 aenber All Groups, whloh included everyone in the study, naaed the following five duties, In the or der listed, as the aost laportant for the eleaentary coun selor to perfora: (l) interpreting pupil data to staff aeabers; (2) counseling pupils with learning, physical, social, and eaotlonal problens; (3) holding conferences with parents regarding any pupil probleas; (4) Interpret ing pupil data to parents; and (5) acting as a guidance consultant to all staff aeabers on pupils' probleas. The average duty of the forty-one listed was re sponded to by about 98 per oent of all the respondents and was considered either laportant or very laportant by about 70 per cent of thea. Very few of the respondents rated the average duty as either of little laportance or "no opinion." There were five duties that every group in the study ranked soaewhere aaong the ten duties that they 445 considered the aost laportant for the eleaentary counselor to perfora. These duties were as follows: Interpreting pupil data to staff aeabers; counseling pupils with learn ing, physical, social, and eaotlonal probleas; holding conferences with parents regarding any pupil probleas; Interpreting pupil data to parents; and acting as guidance consultant to staff aeabers on pupils' probleas. Assist ing In the placeaent of pupils In proper classes and se lecting pupils who need special help were both ranked among the ten aost laportant duties by all of the groups except one each. Although rated as laportant duties for the coun selor to perfora by All Groups, soae of the groups dis agreed considerably on the relative Importance of inter preting pupil data to pupils and Interpreting pupil data to authorized community agencies. When all forty-one duties were considered, It was found that All Groups and the superintendents were in the olosest agreement with the Jury on the relative importance of the duties the counselor should perfora. Although the teachers' rankings of the duties had the lowest correla tion with the jury's rankings, all of the groups in the study were In substantial agreement with the Jury over the relative importance of the duties listed. The Jury was the only group to rank aaong Its ten aost laportant duties the following two duties: (l) 446 conducting in-service training In guidance for staff aea- bers and (2) heading the eohool guidance coaaittee. In terpreting pupil data to authorized coaaunity agencies was also thought very laportant by the Jury but no other group ranked it highly exoept the teachers and they did not rank it nearly as highly as the Jury did. The aajorlty of the forty-one duties listed were thought laportant for the counselor to perfora by every group In the study. Role of the eleaentary counselor .— The evidence was everwhelaing to the effect that the counselor should not adalolster punlshaent to pupils when punlshaent seeaed indicated. The evidence was equally overwhelnlng that the average eleaentary counselor should not atteapt to give therapy to severely emotionally disturbed pupils. About equal nuabers of the respondents naaed either the princi pal or the teacher as the person whose professional load was lightened aost by the addition of an eleaentary coun selor to the school staff. All of the groups In the study exoept the teachers felt that It was a more laportant function of the counselor to provide guidance services through the teachers to help pupils than to help the pupils directly. About half of the teachers felt that it was aore laportant for the counselor to provide his serv ices directly to the pupil and a few respondents said that they felt that both approaches were equally laportant. 447 Roughly one-half of all the respondents In the study felt that eleaentary counselors were not engaged in aany cleri cal duties whloh counselors could easily do but about one- third of the respondents did not agree with this answer. Most of the superintendents Maintained that their counsel ors were not engaged in such clerical duties but half of the teachers and half of the Jurors held that they were. General kinds of guidance services.— When the re spondents were asked to list the three aost laportant gen eral guidance services which the eleaentary counselor offered, a reaarkable resemblance in their answers was noted. Most groups agreed that guidance services directly to the pupils and guidance services to teachers to help pupils were by far the aost laportant services the ele- ■entary counselor offered. Gathering, processing, main taining, and interpreting pupil data was ranked third in importance by All Groups but the teachers ranked it first and the Jury ranked it sixth in importance. Guidance serv ices to parents to help pupils was ranked fourth by all of the groups except the jury. The selection and proper placement or referral of pupils with special probleas or needs was ranked next in importance by all of the groups except the jury. The jury felt that giving leadership to all of the guidance activities In the school was the fourth aost important service the eleaentary counselor offered but no other group ranked it so highly. 448 In-service training for eleaentary counselors Since this section of the questionnaire dealt with facts rather than opinions, only the answers of the super intendents were analyzed. The one exception to this was on the question asking the respondents to list the kind of in-service training that they thought aost valuable for eleaentary counselors. The responses froa all of the school district groups were analyzed on this question. Kinds of in-service training.— About three-fourths of the school districts had soae sort of In-servloe train ing prograa for their eleaentary counselors and nearly two-thirds of the districts had used soae kind of workshop for this training. Nearly all of the districts had held aeetings to discuss guidance policies and changes in pro cedures for in-service training. About two-thirds of the districts had brought in experts In various guidance areas to give lectures or offer institute sessions occasionally. Also about two-thirds of the districts clalaed to have handbooks or guides for their eleaentary counselors in which their duties and various procedures were explained. Less than half of the districts encouraged their counsel ors to set aside soae tlae for professional reading during the day. Less than half of the districts encouraged their counselors to visit and observe a fellow counselor or a specialist at work in the field of his special coapetence. Whatever his title, the person who usually bore the 449 responsibility for conducting the in-service training for elementary counselors was the person who headed the guid ance program for the entire school district. When the various school district groups were asked to name the kind of in-service training which was most effective in helping elementary counselors a variety of responses were given. The superintendents thought that direct supervision of the counselor's work was most effec tive in helping counselors. The elementary principals thought that meetings with the head of guidance for the school district to discuss guidance philosophy, policies, techniques, materials, and problems was the most effective kind of in-service training for their counselors. The counselors themselves felt that observation of or listen ing to an experienced counselor demonstrating a guidance technique was the most effective. Although few of the eleaentary teachers responded to this question they felt that conferences with consultants on guidance cases was the most effective kind of in-service training for the elementary counselors. Conferences with consultants on guidance cases was also naaed by the All School District Group as most effective in helping counselors. Professional associations .— Most school districts encouraged their elementary counselors to participate in the activities of their professional associations. Mem bership in these associations was encouraged and counselors 450 were encouraged further to attend the etate or national conferenoee or conventions of these groups. Alaost three- fourths of the districts had local associations for pupil personnel workers active in their vicinities. Professional contributions.--About three-fourths of the superintendents said that eleaentary counselors were encouraged to conduct research in their schools. These saae superintendents, however, did not consider assisting teachers to carry on classrooa research as an laportant duty for eleaentary counselors when they rated the duties these counselors should perfora. Approxlaately two-thirds of the dlstriots encouraged their eleaentary counselors to contribute articles to professional journals. Orientation for new eleaentary counselors.— Fewer than half of the districts reported having an Internship prograa for their eleaentary counselors whereby they were required to spend soae tiae observing and working under the supervision of an experienced counselor before being given full responsibilities in their own counseling po sition. Over two-thirds of the districts had some kind of orientation prograa for their new counselors, however, llost of these orientation prograas covered the five fol lowing topios: (l) philosophy of the guidance service; (2) objectives of the guidance service; (3) faaillarlsa- tlon with foras and aaterlals; (4) faalllarlzatlon with referral procedures and other counseling procedures; and 451 (5) familiarization with the personnel and functions of all school offices and community agencies with whom they may be working. Fewer than half of these orientation pro grams included observation of an experienced counselor at work. Although acting as liaison person between the school and community agencies was not considered one of the most important duties for the elementary counselor to perform, it was noted that most of the school districts included familiarization with the personnel and functions of all school offices and community agencies with whom he may be working as part of the orientation program for new elementary counselors. Only nine superintendents said that observation of an experienced counselor at work was part of their orien tation program and yet fifteen superintendents reported that the newly appointed counselor was required to spend some time observing and working under the supervision of an experienced counselor. This apparent discrepancy may have been noted because the latter type of observation may not have been considered a part of the formal orientation program by all of the superintendents even though it tended to serve that purpose. Personnel policies affecting elementary counselors Since the superintendents or their delegated 452 representatives were the best informed group on personnel policies only their answers were reported. Salary determinants.— In aost salary matters the eleaentary counselors were treated the same as eleaentary teachers. About four-fifths of the thirty-four superin tendents reported that their eleaentary counselors were not given extra compensation when they worked overtime. About three-fourths of the districts gave their counselors credit on the salary schedule for additional college train ing beyond that required for the position they held. Over three-fourths of the districts reported that the only two factors used to determine an eleaentary counselor's place ment on the salary schedule were college training and ex perience. Nearly all of the districts gave their counsel ors salary credit for their teaohlng experience which was consistent with the previously expressed opinion of the superintendents that classroom teaching experience was an essential prerequisite to eleaentary counseling. Aliost three-fourths of the districts also gave these counselors credit on the salary schedule for their previous counsel ing experience. More school districts gave counselors salary credit for previous teaching experience than for previous counseling experience. In over three-fifths of the districts the eleaentary counselors were placed on the eleaentary teachers' salary schedule. Another 15 per cent of the superintendents said that their eleaentary counselors 453 were aleo placed on the teachers* salary schedule hut that they received extra compensation for their different responsibilities• The work day and the work year.— In most of the school districts the elementary counselors were treated much the same as elementary teachers on personnel policies related to working times. The most commonly required working day for the elementary counselors was seven hours long and no district in the study had a working day for them which was either shorter than six hours or longer than eight hours. In almost two-thirds of the school dis tricts the working hours of elementary counselors were more like those of elementary teachers than those of ele mentary principals or any other group. About three-fifths of the school districts had established a 180 day working year for their elementary counselors. No district report ed having their counselors 'tork less than 180 days and about one-fourth of them worked a 190 day year. A few worked longer than 190 days p»'r year but nearly three- fourths of the districts reported that the work year for their counselors was more like that of elementary teachers in length than that of any administrative group or other pupil personnel group. In about two-fifths of the dis tricts elementary counselors were not required to work any days beyond the school year for children and in those districts in which they were required to work longer, the 454 moot coaaon times ranged only between one and five days longer. Bases for assignment.— Although enrollment of the schools to which the counselor was assigned was the most ooaoon basis for assignment, there seemed to be no stand ard number of pupil to which they were assigned. Assign ments ranged all the way from one counselor per 300 pupils to one counselor per 2000 pupils or more. The most common ratio was one elementary counselor to approximately 750 pupils. No district assigned fewer than 300 pupils to an elementary counselor. Only about one-third of the dis tricts assigned their elementary counselors on the basis of how many classroom teachers they served. In view of the fact that the superintendents had responded previously that thev felt it e more important function of the elemen tary counselor to help pupils by working through the teach er than by working directly with the pupil, it was surpris ing that more districts did not assign their elementary counselors on the basis of teachers served. Counselor- teacher ratios ranged all the way from one counselor to every twenty teachers to one counselor to over seventy teachers and no one ratio appeared to be significantly more common than another. In the thirty-four school dis tricts in the study, the average elementary counselor was assigned to cover two elementary schools. Here again, however, there seemed to be no predominant pattern for 455 almost as many elementary counselors were assigned in each of the following ways: (l) one counselor to one school; (2) one counselor to three schools; and (3) one counselor to more than three schools. The enrollment in the sohools doubtlessly was a factor Involved here since school sizes varied a great deal. Miscellaneous policies.--About one-half of the school districts allowed their elementary counselors to carry on a private counseling practice or to tutor pupils after their school hours but many districts had no policy on this practice at all. Nearly all of the districts pro vided regular offices for their elementary counselors but most of the districts did not provide substitute counsel ors for them when they were ill. In only a few of the districts ware the elementary counselors required to teach part-time and this policy was consistent with the low rating the superintendents gave to teaching remedial classes and teaching regular classes part-time when they rated the relative importance of the forty-one counselor's duties. About two-thirds of the districts provided for a probationary period for new elementary counselors during which they were under careful supervision. About three- fourths of the districts assigned elementary counselors to comparable counseling positions when they returned to work after an approved leave of absence. The building adminis trator was the person most often given the task of 456 evaluating the services of the eleaentary counselor al though the head of guidance for the school district fre quently shared this responsibility. In approximately two- thirds of the school districts the superintendents or the heads of personnel for the districts were responsible for keeping the personnel files on the elewentary counselors. The role of the eleaentary counselor .— In about three-fifths of the school districts the eleaentary coun- selorship was not looked upon as a "stepping stone" to an adainlstrative position. Nearly all of the superintend ents regarded the eleaentary counselorshlp as a staff or advisory position rather than a line position in their school systems. The average eleaentary counselor in the thirty-four school dlstriots represented by the superln- tendent-respondents carried somewhat more adainlstrative responsibility than the average classrooa teacher but soaewhat less than the average vice-principal or princi pal . About three-fifths of the superintendents said that eleaentary counselors in their school districts were classified with eleaentarv teachers rather than with adainlstrative personnel or other pupil personnel groups so far as the majority of personnel policies were con cerned. The evidence on salaries, working times. and mis cellaneous personnel policies tended to substantiate this response. However, the bases of assignment and the role 457 of the elementary counselor were, of course, different fron those of the eleaentary teacher. Evaluating the work of the eleaentary oounselor Opinions of the counselors work.— Only a little over one—third of the superintendents said that the opin ions of teachers, pupils, or parents toward the guidance prograa as carried out by the eleaentary counselor had ever been sampled In their school districts. If they had been sampled, the aost common aethod employed was a ques tionnaire to either teachers, parents or pupils. Pire dis tricts reported either very favorable or favorable opinions toward the counselor's work held by the groups they sur veyed but many districts did not indicate whether opinions were favorable or not. No districts reported unfavorable opinions of the counselor's work by any of the three groups, however. Only about one-fifth of the elementary principals had knowledge of the opinions of these groups being saapl- ed regarding the guidance program as carried out by the eleaentary counselor. Most of these principals reported that they had obtained the opinions fron teachers, par ents, or pupils either through questionnaires or by inter views with aeabers of these groups. Most of these princi pals did not say whether the opinion of these groups to ward the counselor's work was favorable or not but none 458 reported an unfavorable opinion. The one principal who did give information on thle point reported that teachers, parents, and pupils were all very favorably disposed to ward the guidance prograa as carried out by the eleaentary counselor. Results of the counselors work.— All of the basic school district groups had difficulty in answering in terns of behavioral changes in children when asked to cite concrete evidence that the educational, social, physical, and eaotlonal needs of pupils had been better provided for since the asslgnnent of elementary counselors to their sohools. The most common answers cited were those that affected pupils only Indirectly. For example, the super intendents cited increased understanding of pupils by staff members aost frequently as the way that counselors had better provided for the needs of the pupils in their schools. This same answer was found to be in first place or a tie for first place when the answers of all of the other groups except the principals were analyzed. The principals cited it third in frequency of their responses. Increased understanding of their children and the school by parents and earlier Identification of pupils with special needs were also frequently cited as answers to this question by all of the responding groups. The only answer that was frequently cited by most groups and that described a behavioral change in pupils was fewer emotional 459 outbursts and beharior probleas reported at school. The previously discussed responses aay have resulted in better provisions for the needs of pupils and there seeaed to be no doubt that the eleaentary counselor deserved most of the credit for thea but they were not descriptive of actu al behavioral changes in pupils. Cost of counselors.— The average per pupil cost of providing an eleaentary counselor in a school was found to be in the proximity of four dollars per year. This figure did not reflect the costs of tests or any other aaterlals the counselor may have used. It was based only on the counselor's annual salary. Per pupil costs for eleaentary counselors ranged all the way from less than two dollars per year to over ten dollars per year. This wide range in per pupil costs aay have been partly due to the fact that some counselors served as few as 300 pupils and some served over 2000 pupils. Services of the counselor beyond those of the teachers .— When the respondents were asked to naae the aost laportant thing that the counselor did which the classrooa teacher did not do (for lack of tlaet ability, training, inclination, or other reason), all of the groups were in perfect agreeaent. The superintendents, princi pals, counselors, teachers, Jury, All School District Group, and All Groups named individual counseling as the aost laportant thing. All of these groups except the jury 460 named collecting, maintaining, Interpreting data on pupils, and recommending appropriate action next most frequently as the most Important thing the counselor did which the teacher did not do. Important contributions the counselor has made.— All of the school district groups except the elementary counselors themselves agreed on the most Important contri bution the counselor had made in their elementary schools. The superintendents, principals, teachers, and the All School District Group gave improving the faculty's under standing of children as the most Important contribution of the elementary counselor. Aside from some responses that could not be classified, the counselors gave this answer also. The superintendents, teachers, and the All School District Group named collecting and maintaining good pupl1 records as the counselor's next most important contribu tion while the principals and the counselors ranked It third In Importance. The principals ranked unclassified answers in their second place. Both the superintendents and the teachers ranked giving counseling to children as the third aost important contribution of the eleaentary counselor. The principals and the counselors themselves ranked collecting and maintaining good pupil records in third place while the All School District Group gave the unclassified answers category as their third choice. Conclusions 461 LIteraturs Articles on the eleaentary counselor in profes sional Journals were scarce. Most of the little litera ture that existed related to either the training or the duties of eleaentary counselors. Little or no inforaation was available on personnel policies, in-service training, or evaluating the work of the eleaentary counselor. Most of the available literature dealt with the eleaentary school guidance prograa as carried out when no eleaentary counselors were assigned to the schools. Hypotheses Two very general hypotheses were offered in Chap ter I.1 The first hypothesis stated that since the posi tion of the eleaentary counselor was relatively new and still in a formative stage a wide range of selection prac tices, duties, in-service training programs, personnel policies, and evaluation techniques would be evident. With some exceptions, this broad hypothesis was true. The second hypothesis stated that few school dis tricts would have eleaentary counselors which aet stand ards set by authorities. With soae exceptions, this was also true. 1Sujgirat pp. 3-4. 462 Selection and qualification* The following college courses were the wost import ant ones in the professional training of the eleaentary counselor: (l) Principles and Techniques of Guidance; (2) Growth and Development of the Child; (3) Guidance in the Elementary School; (4) Techniques of Counseling; (5) Tests and Measurements; (6) Child Psychology; (7) Mental Hy giene; (8) Educational Psychology; (9) Supervised Counsel ing; (10) Technique of Case Study; (11) Group Guidance Techniques; (12) Techniques of Interviewing; and (13) Psy chology of the Exceptional Child. The majority of the counselors in service had not taken Guidance in the Ele aentary School or Supervised Counseling. All of the groups agreed generally with the Jury on the relative importance of the college courses that the prospective eleaentary counselor should take but the superintendents were in closest agreement. Hence the judgments of the superintendents in this area were con cluded to be superior to those of other school district groups. The following skills, knowledges, and abilities were judged the most laportant ones for the elementary counselor to possess: (l) skill in dealing with people; (2) thorough knowledge of the elementary school's educa tional program and his part in it; (3) skill in interview ing; (4) ability to administer and interpret standardized 463 tests; (5) ability to provide leadership to the school’s guidance program; and (6) ability to conduct case confer ences . The All School District Group was a better Judge of the skills, knowledges, and abilities necessary for a successful elementary counselor to possess than any of the basic school district groups since they were in closer agreement with the Jury than any other group except All Groups which, of course, Included the Jury. Standardized selection procedures and requirements for prospective elementary counselors were either non existent or very informally arranged in most school dis tricts employing elementary counselors. Duties 2 Most of the forty-one duties listed in Table 48 were important for the elementary counselor to perform. However, the following ten duties were Judged to be of greatest importance for him: (l) interpreting pupil data to staff members; (2) counseling pupils with learning, physical, social, and emotional problems; (3) holding con ferences with parents regarding any pupil problems; (4) Interpreting pupil data to parents; (5) acting as a guid ance consultant to all staff members on pupils1 problems; 2 Supra, pp. 278-281 464 (6) interpreting pupil data to authorized community agen cies; (7) assisting in the plaoement of pupils in proper classes; (6) selecting pupils who need special help; (9) conducting in-service training in guidance for staff mem- bers; and (10) heading the school guidance ooasittee. The superintendents were the best Informed of all of the school district groups on the duties the elementary counselor should perform as witnessed by the fact that they agreed with the jury sost closely on the relative im portance of the forty-one duties listed. The elesientary counselor should neither punish pupils nor give therapy to emotionally disturbed pupils. It was not clear whether the elementary counselor lightened the professional load of the principal or the classroom teacher the most. Guidance services which the elementary counselor provided through the teacher to help pupils represented a more important guidance function for him than those serv ices he provided directly to pupils. It was not completely clear whether or not ele mentary counselors were engaged in many clerical duties which clerks could easily do. The following five general guidance services were thought to be the most important ones offered by the ele mentary counselor: (l) guidance services directly to pupils; (2) guidance services to teachers to help pupils; 465 (3) gathering, processing, ■aintalning, and interpreting pupil data; (4) guidance services to parents to help pupils; and (5) giving leadership to all the guidance activities in the school. In-service training In-service training programs for elementary coun selors were, with a few exceptions, lacking in good or ganization or almost non-existent in the districts employ ing elementary counselors but most districts claimed to have such a program. Although most districts had done some things for the in-service training of their counsel ors it would be overly generous to designate these efforts as "programs." Some held workshops, had meetings, brought in experts, hnd handbooks for counselors but less than half encouraged their elementary counselors to visit and observe a fellow counselor or specialist at work in his special field. Thus, thev failed to take advantage of what could be one of their most valuable types of in-serv- lce training. There was not complete agreement as to which type of In-aervlce training was most valuable for the element ary counselor but the following types were Judged to he of greatest value; (l) direct supervision of the counselor's work; (2) meetings with the head of guidance for the dis trict to discuss guidance policies, techniques, materials. 466 and problems; (3) observation of an experienced counselor demonstrating a guidance technique at which he was par ticularly adept; and (4) conferences with consultants on guidance cases. Superintendents encouraged their elementary coun selors to participate in the activities of their profes sional associations. Superintendents generally encouraged their coun selors to conduct research in their schools and to con tribute to professional journals in order to increase the general body of knowledge in guidance. Unfortunately this generalization did not include all of the superintendents. Most school districts had an adequate orientation program for their new elementary counselors except for the lack of provisions for an internship in counseling and ob serving an experienced counselor at work. These were the weakest points in their orientation programs. It was in teresting to note that although acting as liaison between the school and community agencies was not considered a particularly important duty for elementary counselors to perform, most of the school districts tried to familiarize their new counselors with the functions and personnel of the community agencies with whom they may be working as part of their orientation program. 467 Personnel policies So far as the Majority of personnel policies were concerned, the elementary counselors were classified with the elementary teachers In most school districts. Vith a few exceptions elementary counselors were paid the same as elementary teachers with equivalent training and years of experience. This practice was thought to be inequitable for the following reasons: (1) successful classroom teaching was usually a prerequisite for the counseling position; (2) a special set of skills, knowledges, and abilities was needed by the counselors in addition to those needed by teachers; (3) counselors some times had a longer working day and working year than teaohers; (4) a Master's degree was required by half the districts; (5) counselors were usually given more adminis trative responsibility than teachers; (6) special certifi cation was sometimes required of elementary counselors; (7) counselors' duties often placed then in positions of leadership over teachers; (8) the counselor's responsi bilities sometimes took him out into the community where he represented the whole school; (9) the counselor's work was more specialized than the classroom teacher's work; and (10) counselors, unlike teachers, were not usually provided with substitutes when they were ill so that when they returned to their Jobs they had a great deal of work to do • 408 The counselors' required working day and working year were comparable to those of teachers In most cases, but they never had a shorter required working day or work ing year than teachers and they often had longer ones. Most school districts assigned their elementary counselors on the basis of the number of pupils they served. However, this was not thought to be the best basis for assignment since most respondents felt that it was a more important function of the elementary counselor to work through teachers than to give their services directly to pupils. Furthermore, interpreting pupil data to staff members was considered the most important duty of the forty-one duties which the respondents rated. For these reasons it was thought better to assign elementary counselors on the basis of how many teachers they served rather than on how many pupils they served. Most fre quently the two were rather closely related if there was a standard pupi1-teacher ratio in effect in the school dis trict. If counselors were assigned according to pupils, a desirable ratio was thought to be one counselor to 750 pupils. Counselors assigned over 2000 pupils or to more than two elementary schools (unless the schools are very small) cannot be exnected to do more than a superficial Job in guidance. The elementary counselor was a staff officer and served in an advisory capacity on guidance matters to the 469 entire staff. His effectiveness as a counselor with both pupils and teachers was probably impaired if he was given the responsibilities of a line officer. The fact that ■ost superintendents did not consider the elementary coun- selorshlp a "stepping stone" to administration was a good sign for positions that are held only temporarily while waiting for something better seldom achieve the profes sional status which the elementary counselorshlp deserves. Superintendents were also wise not to require their elementary counselors to teach classes part-time. In devoting their full time and energy to guidance activi ties the counselor is not only able to accomplish more in a guidance way in the school but he is more likely to de velop a higher level of skill in these tasks. Evaluation Very little has been done to evaluate the work of the elementary counselor in those school districts which employed them. A few school districts had sampled opin ions of teachers, parents, or pupils and their opinions were, in general, favorable toward the work of the ele mentary counselor but no completely objective evaluations had been attempted. Most of the evidence of this survey of the results of the counselor's work was not in terms of behavioral changes in pupils. Even though the counselor was 470 responsible for increased understanding of pupils by staff members, for example, it does not necessarily follow that this increased understanding must result in improved atti tudes, learnings, or behavior of the pupils. One fre quently cited piece of evidence was stated in terms of a behavioral change in pupils: there have been fewer emo tional outbursts and behavior problems reported at school since the assignment of an elementary counselor. It was surprising that these school districts did not have more of this latter type of concrete evidence available. Many school districts were not able to give the exact cost of employing elementary counselors in their schools. The average cost for those that could give this figure was around four dollars per year per pupil. Individual counseling seemed to be the most im portant thing which the counselor did that the teacher did not do. If it can be assumed that this individual coun seling resulted in many desirable behavioral changes in pupils then this alone would justify the employment of elementary counselors. Although these changes probably do result from such counseling there was little concrete evi dence presented for proof, unfortunately. Improving the faculty's understanding of children was the most important contribution the elementary coun selors of this study made to their schools. Collecting and maintaining good pupil records and giving individual 471 counseling to children, as mentioned above, were also very Important contributions. Recommendations Selection and qualifications In order to prepare himself adequately in a pro fessional way for the position the prospective elementary counselor should take as many of the following college courses as he can: (l) Principles and Techniques of Guid ance; (2) Growth and Development of the Child; (3) Guid ance in the Elementary School; (4) Techniques of Counsel ing; (5) Tests and Measurements; (6) Child Psychology; (7) Mental Hygiene; (8) Educational Psychology; (9) Super vised Counseling; (10) Technique of Case Study; (ll) Group Guidance Techniques; (12) Techniques of Interviewing; and (13) Psychology of the Exceptional Child. In oases where the subject coverage of certain of these courses overlaps in a particular Institution the trainee should eliminate a course or two from the foregoing list. In no case, howevei; should Supervised Counseling be eliminated since this rep resents the prospective elementary counselor's opportunity to apply the theory and techniques he has learned in the other courses. It should bear the same relationship to counseling that student teaching bears to teaching. Par ticular care should be taken to Insure that the prospect ive elementary counselor also takes Guidance in the 472 Elementary School since nearly all of the respondents felt that it was very important. If, in setting up course requirements for element ary counselors in a particular school district, the serv ices of experts or authorities are not available the coirse recommendations of the superintendents of districts em ploying elementary counselors should be used. School district administrators should look for the following skills, knowledges, and abilities in a person when considering him for an elementary counselorship: (l) skill in dealing with people; (2) thorough knowledge of the elementary school's educational program and the coun selor's part In It; (3) skill in interviewing; (4) ability to administer and interpret standardized tests; (5) abil ity to provide leadership to the school's guidance activi ties; and (6) ability to conduct case conferences. If a school district which was planning to employ elementary counselors and wished to establish some stand ards in terms of the skills, knowledges, and abilities these counselors should have and they were unable to have the services of several authorities in the field they might contact several school districts employing these counselors. The consensus of the superintendents, ele mentary principals, elementary counselors, and elementary teachers in these districts, taken together, should pro vide the best set of standards. 473 School districts employing elementary counselors or planning to employ them in the near future should es tablish most if not all of the following selection pro cedures and requirements: (l) an application form should be developed for the position; (2) no restrictions in the form of personal recommendations requirements should be established so long as the applicant is qualified in every other way; (3) transcripts of college courses should be required; (4) an appropriate written examination should be taken; (5) an oral interview should be required; (6) qual ifications in terms of course requirements discussed pre viously should be established; (7) the Master's degree should be required; (8) at least two years of classroom teaching in an elementary school should be required; (9) preferential treatment should be given those candidates having successful elementary counseling experience al ready . Duties The elementary counselor should perform all but 3 the lowest rated duties in Table 48. However, because of their great Importance, the following ten duties should be given highest priority on his busy schedule: (1) inter preting pupil data to staff members; (2) counseling pupils 3Supra, pp. 278-281. 4T4 with learning, physical, social, and emotional probleas; (3) holding conferences with parents regarding any pupil problems; (4) Interpreting pupil data to parents; (5) act ing as guidance consultant to all staff members on pupils' problems; (6) Interpreting pupil data to authorized commu nity agencies; (7) assisting In the placement of pupils In proper classes; (8) selecting pupils who need special help; (9) conducting In-service training in guidance for staff members; and (10) heading the school guidance com mittee . Superintendents of school districts employing ele mentary counselors should be consulted on which duties these counselors should perform if the services of several authorities or experts In this field are not available. The elementary counselor should neither punish pupils nor give therapy to emotionally disturbed pupils. The elementary counselor should provide both guid ance services through teachers to help pupils and guidance services directly to pupils but if a choice must be made between the two (because of lack of time or other reason) and all other things are equal, he should provide these services through teachers. Elementary counselors should be provided with the clerical assistance necessary to take care of the many non-professional or clerical duties which many of them must perform. 4T5 All elementary counselors should offer the follow ing five general guidance services: (l) guidance services directly to pupils; (2) guidance services to teachers to help pupils; (3) gathering, processing, nalntainlng, and interpreting pupil data; (4) guidance services to parents to help pupils; and (5) giving leadership to all the guid ance activities in the school. In-service training Research on in-service training programs was in adequate and much more needs to be done in this area. A real in-service training program should be or ganized for elementary counselors. This should be the re sponsibility of the person who heads the guidance program for the school district. It should include at least the following types of in-service training: (1) observation of an experienced counselor or specialist demonstrating a guidance technique at which he is particularly adept; (2) visits to and observations of fellow counselors at work; (3) direct supervision of the counselor's work; (4) meet ings with the head of guidance for the district on guid ance philosophy, policies, techniques, materials, and problems; and (5) conferences with consultants on guidance cases. All elementary counselors should be encouraged by their school districts to participate in the activities of 476 their appropriate professional associations as a means of improving their professional competence. Elementary counselors should be encouraged by their school districts to conduct research in guidance In their schools and to contribute to professional Journals as a means of increasing the general body of knowledge in guidance. School districts should establish orientation pro grams for their new elementary counselors which cover the following six areas: (1) philosophy of the guidance serv ice ; (2) objectives of the guidance service; (3) familiar ization with forms and materials; (4) familiarization with referral procedures and other counseling procedures; (5) familiarization with the personnel and functions of all school offices and community agencies with whom the coun selor may be working; and (6) an internship program in guidance counseling (or if this is not possible at least a period of time in which the new counselor can observe an experienced counselor at work before assuming his own re sponsibilities) . Personnel policies More research needs to be done on personnel poli cies which relate to elementary counselors. A separate salary schedule s >mewhat higher than that of the elementary teachers is recommended for 477 elementary counselors because of their different responsi bilities.4 A slightly longer working year than that of teach ers or pupils is recommended for the elementary counselor since typically the counselor has some duties which he cannot discharge until teachers have completed certain tasks. Teachers often cannot complete these tasks until just before they themselves leave at the end of the school year. Consideration should be given to assigning element ary counselors according to the number of teachers they serve rather than the number of pupils they serve. One counselor for every twenty elementary teachers would be a desirable ratio. If counselors must be assigned on a pupil basis a ratio of one counselor for every 750 or fewer pupils is a desirable one for the elementary school. An elementary counselor should not be assigned to more than two elementary schools unless the schools are very smal1. The elementary counselor should serve in a staff or advisory capacity to other staff members on guidance matters. Since he is not a line officer, administrators should avoid giving him administrative or other line offi cer's duties whenever possible. The elementary 4See pp. 467. 478 counselorshlp should not be considered a "stepping stone" to an administrative position. The elementary counselor should be allowed to de vote his full time and energy to guidance activities and only he required to teach classes in those few instances when the best interests of the school's guidance program would be served. Evaluation There was a pressing need for good research on the evaluation of the services of the elementary counselor since research in this area was almost non-existent. Some instruments should be developed to give an objective evaluation of the work of the elementary coun selor. Ideally these instruments should yield evidence of behavioral changes in pupils. In order to Justify the ex istence of elementary counselors such concrete evidence is needed. School districts employing elementary counselors should find the exact cost of these counselors since the cost of any program such as this is often a crucial factor not only for those districts that may be thinking of em ploying elementary counselors themselves but for those districts that already employ them. In other words, if the cost was found to be excessive for the results ob tained then the district may well be Justified in 479 discontinuing the elementary counselorshlp. According to the evidence in this study elementary counselors can best Justify their services (beyond those of the classroom teacher) by giving individual counseling to pupils and by collecting, maintaining, interpreting pupil data and making appropriate recommendations for action. In addition to these two services the elementary counselor should always strive to improve the faculty's understanding of children. BIBLIOGRAPHY BOOKS Barr, John A. The Elementary Teacher and Guidance. New York: Holt, 1958. Cutts, Norma E. (ed.). School Psychologiste at Mid- Century. Washington, to.d.: Amerlcan Taycholopical Xs soc iat i on, 1955. Department of Elementary School Principals, N.E.A. Guid ance for Today's Children. 1954 Yearbook pf the de partment of Elementary School Principals of the National Education Association (Thirty-third Year book) . Detjen, Ervin W., and Detjen, Mary F. Elementary School Guidance. New York: McGraw-Hill, 1952. Golenpaul Associates (Planned and supervised). Informa tion Please Almanac 1960. New York: McGraw-Hill. r w s w .----------- Guilford, J. P. Fundamental Statistics in Psychology and Education. New York: Mcdraw-Hi11, 1950. Hatch, Raymond N. Guidance Services in the Elementary School. Dubuque^ Iowa: William C. Brown Co., l^Sl. Martinson, Ruth, and Smal1enburg, Harry. Guidance in Elementary Schools. Englewood Cliffs, iJew Jersey: Fr e n tice Hall, Inc., 1958. Stoops, Emery (ed.). Guidance Services: Organization and Administration. New York; McGraw-Hi11, 1959. Willey, Roy D. Guidance in Elementary Education. New York: Harpers Brothers, 1952. ARTICLES AND PERIODICALS Blacklock, Julia R. "Guiding the Elementary School Child," Education. 74:488-92, April, 1954. Camp, N. Harry, Jr. "Case for Guidance Services in the Elementary School," Education, 75:419-32, March, 1955. 480 481 Coleman, WillIan. "Sow Criteria for Evaluating Element- ary School Guidance Services," Elementary School Jour nal , 55:274-78, January, 1955, Garrett, Lucian P, "Guidance in Elementary Schools," Sohool and Community. 37:420-23, November, 1951. Hanson, Prances P. "Let's Pay for Prevention," Minnesota Journal of Education. 34:34-35, May, 1954. _________. "Ounce, or the Pound, Which?" Minnesota Journal ot Education. 34:12-13, April, 1954. Herbst, Jessamine Smith. "Begin While They're Young," California Teachers Association Journal, 50:18-19, April, 1454. Hulslander, S. C. "Assisting Youth Adjustment in Element ary Schools," Personnel and Guidance Journal. 32:392- 94, March, 195?"I Jones, Arthur J., and Miller, Leonard M. "The National Picture of Pupil Personnel and Guidance Services in 1953," The Bulletin of the National Association of Secondary School Principals, Volume tffT, Number 200 (February, 1$54), pp. 14Y-51. Kearney, Milo E. "Making Guidance Effective in the Ele mentary School," Elementary School Journal. 56:348-53, April, 1956. Krugman, Morris. "Why Guidance in the Elementary School?" Perfonnel and Guidance Journal. 32:270-73. January. 1454. Martinson, Ruth A. "Duties of Elementary School Counsel ors," Occupations. 30:167-70, December, 1951. McBride, Julia K. "In-Service Training of a Coordinator of Guidance," Journal of National Association of Deans of Women. Volume 16, Number 2 (January, 1953), fT! 147. Patouillet, Raymond. "Organizing for Guidance in the Ele mentary School," Teachers College Record, 58:431-38, May, 1957. Pogar, Elmore E. "What Will Happen to Nickey?" I'nderstand- the Child, 25:26—27*32, January, 1956. Seymour, Howard C. "An Administrator Looks at Guidance Services," Education. 75:433-38, March, 1955. 482 Smith, L. M. "Informal Observations in Guidance: An Ob servation on Elementary School Guidance," Personnel and Guidance Journal, 35:179-80, November, 1956. Snyder, Edith R. "Community School Looks at Guidance," Education. 74:480, April, 1954. Traxler, Arthur E. "Essentials of Guidance Services in Elementary Schools," Elementary School Journal. 53: 207-10, December, 19571 Troxell, Naoma S. "Guidance in the Elementary School," Occupations, 30:644-45, May, 1952. Weitz, Henry. "Guidance in the Elementary School," Ele mentary School Journal, 57:132-39, December, 1956. Wilson, Frances M. "Guidance in the Elementary Schools," Occupations. 29:168-73, December, 1950. "Guidance in the Elementary School," Education, 75:450-55, March, 1955. Wyatt, Gertrude L. "Mental Health Planning and Psycho logical Guidance in the Wellesley Elementary Schools," Understanding the Child, 26:68-71, June, 1957. BUIIETINS, HANDBOOKS, PAMPHLETS Ballard, Virginia (Supervisor). "Counselors' Handbook." Unpublished mimeographed handbook written by counsel ors of the Long Beach Unified School District, Long Beach, California, June, 1958, pp. 141-89. Caldwell, Edson (Chairman). "National Association of Guidance Supervisors and Counselor Trainers, Report of the Committee on Training Counselors for the Ele mentary School," April, 1960, mimeographed, unpub lished . "Counseling Services of the Elementary School," Pennsyl vania Comments on Education. March, 1958. Publisned by the Pennsylvania State Department of Public Instruction, Harrisburg, Pennsylvania. "Criteria for Selection of Counseling Teachers and of Schools to Have Counseling Teacher Service." A bulle^ tin developed by the Advisory Committee on Counseling In Elementary Schools of the Philadelphia City Schools, 463 November 30, 1953 (Mimeographed). Outdance In the Elementary School. Bulletin of the Cali- fornia State Department of Education, XXIII, No. 4 (August, 1954), pp. 11-13. "How Do Counselors Work with Children." A pamphlet pre pared by the Tacoma (Washington) Public Schools, pp. 2-3, (mimeographed). "Quotas for Assigning Certificated and Certain Classified Personnel to Schools (Effective September, 1959)." Special Bulletin Number 16, Volume XXI, from the Office of the Superintendent, Long Beach Unified School District, Long Beach, California, June 1, 1959, p. 2. "Salary Schedules for Certificated Employees of the Long Beach Unified School District, Long Beach, California, School Year 1959-1960." Mimeographed bulletin by the Long Beach Unified School District, Long Beach, Cali fornia, p. 2. "Ways to Use the Elementary School Counselor." Prepared by Handbook Sub-committee, Principals Advisory Com mittee on Elementary School Counseling, Tacoma (Wash ington) Public Schools (mimeographed). APPENDIX AH ANALYSIS OF THE POSITION OF ELBtENTARY SCHOOL GUIDANCE COUNSELOR (dat e) INTRODUCTION Nano of school district: ______________________________ Address: (Street) (City) (Zone) (State) Definition of term: The position which, for tho purposes of this question naire, is called "elementary school guidance counselor" is meant to be roughly comparable to the more familiar secondary school guidance counselor regardless of the title used in various echool districts. The elementary school guidance counselor in this context is meant to bo a person assigned to the1 regular school staff even though he may serve more than one school. He is not meant to be the head of the guidance program for tho whole school district or a highly specialized clinician such as a school psychologist. Whenever the term "counselor" is used alone it is meant to refer to the 1 1 elementary school guidance counselor". 1. Please check your present classification: ______ Elementary School Teacher ______ Elementary School Principal ______ Elomentr.ry School Guidance Counsel' r ______ Superintendent (or person delegated by him. Flense give title if not superintendent _______________________ ) 2. Approximately how many years have you been in your present classification? J. If you are a counselor do you teach part tino? Yes No If your answer is "yes", please circlf the approximate percentage ■>f your tine that is spent in classroom teaching. 50^ 30^ 20# 10# less than 10/£ 4. For about how many years have there boon elementary school guidance counselors in your district? ___________ 5. Have you over t'ken a college course called Elementary School Guidanco or enC by another name but designed to train the prospective counselor specifically for guidance counseling in the elementary school? Yos No 484 2. SSELECTION AND UALIFIC-ATIONS OF ELEMENTARY SCHOOL GUIDANCE COUNSELORS A. Please indicate your opinion regarding the importance cf the college courses listed below for training elementary school guidance counselors. Place a check nark in the appropriate column after each descriptive course title. C o ur s e N an; o Essential V r —4 0 C PQ • » - < r—I p£3 Vi ai tn U « -rH cn 4-> U> O n iaa o 0 r ~ ~ i ct :=* a* n c CO v* o Of Little nr Ho Value d a o o ) Principles and Techniques of Guidance . .*...... ) Guidance in the Elementary School ........... ) Growth and Development of Child ................. ) Mental Hygi one ....................................... ) Techniques of Counseling .......................... ) Educati anal Psychology ............................. ) Tests and Measurements ............................. ) Individual Intelligence Testing ................. ) El onan t a ry Statistics .............................. ) Abnormal Psych"logy ................................ ) Technique of Case Studios ......... ) Clinical Psychology ............................... ) Child Psychology .................................... ) Social Casoivork......,............................. ) Soclonetry ........................................... ) Community Roruircrs and igonci r ................ ) Vocational Guidance ............................. ) Juvenile Delinquencv ............................... ) Supervised Counseling ............................. ) Research Techniques ............................... ) Group Guidance Techniques .................... ) Psychology of Excopti^nal Child .................. ) Laws Relating tr Children ......................... ) Psychology of Personality ........................ ) Psychol gy of Adol scenco ......................... ) Organization and Administration f the Guidance Program ................................... ) Attendance Counseling .............................. ) Individual Personality Testing .................. ) Anthropology .......................... .......... ) Educati onal Snci 'logy .............................. ) Thero.peutic Techniques ............................. ) Techniques T Interviewing .............. ) Diagnostic Procedures ..................... ) Personal and Professi r.al Fro,hi -ms Teachers, ) Others (please list) .............................. 1 2 3 8 5 6 7 8 9 10 n 12 13 18 15 16 17 18 19 20 21 22 23 28- 25 26 27 28 29 30 31 32 33 38 35 36 37 484 3. B. Please indicate your oninion regorging the importance of the following skills, abilities, or knowledges for elementary school guidance counselors. Plnce a chock mark in the appropriate cclunn after orch descriptive phrase. Skill. Knowledge. or Ability r —1 d •H - 4 - 3 c u> CO w w 4^> r-H PP 4-3 o c r ~ < O ,0 Ui C ' CO U « •fi CO 4-» < D O f=* o f-H d >* n c cn Vt o Of Little -:r Ec- Value n < •r4 a •H »-« o o £5 a) Skill in dealing with people ..................... b) Knowledge of mnry standardized tests .......... c) Ability to administer and interpret standardized tests ............................. d) Ability to administer and interpret individual I. tests (Binot, ‘ VISC, etc.) ............... o) Ability to administer ant1 interpret individual personality tests involving projective techniques (Rorschach, TAT, etc.) ............... f) Ability to moke simple statistical ■nnlysis (central tendency, voriobility, etc.) .......... g) Skill in interviewing ............................. h) Knowledge of the community ........................ i) Skill in appraising p ■ rs nal characteristics in others .......................... ................ j) Knowledge f r-nd skill in w rking with n,!n- scheol agenci i.s in prr viling guidance services to children ........................................... k) Ability tc 'Tg- niz< en(i maintain g 'od pupil personnel records ............................... 1) Thor ough knowledge -f the elementary school1s educational pr gr’T. 'Mid hi p p>art in it ......... m) Thorough knowledge - f the s- ccndnry school's ciducational program ................................. n) Knowledge f -’CcuToti no -n' emp 1 yment possibilities ........................................ ) .Ability t' c~niuct gr ' up guidance cund nr, .... p) Ability t pr vi le leadership- t sch' l ’s guidance pr-enn ..................................... q) Ability t ■ offer psycho therapy .................. r) Ability to conduct cast c nforonces ............. s) Skill in teaching ................................... t) Others (ploopf. list) .............................. 484 C. The following questions nre related to the selection of elementary school guidance counselors, Vhero a "yes" or "no" or other short answer will suffice please circle the appropriate answer. 1. Is there an application forn in your school district for the position of elementary school counselor? _ „ _ ,, _ Yes No Don't Know 2. Assuming that a person has met all the requirements sot up for the position of counselor, can anyone apply or must one be recommended by someone? Anyone can apply Must bo recommended Don't Know Another way (please specif^) 3. In applying for this position, must the applicant make available to employing officers a transcript or other official proof of college courses token? Yes No Don,t Know I*. Is a special credential or certificate (othor than the one required for teaching in the elementary school) required in your state to function as an clcmontary school counselor? Yes No Don't Know 5. If your state has a special credential (other than teaching) or certi ficate that is either required or optional for the position of elementary school counselor, please write the name of it here. 6. If your state has a special credential that is either roquired or optional in this area, ploase check the appropriate answer. This credential is designed for a) rorsons engaged in moBt kinds f pupil personnel work. b) elementary and secondary school guidance counselors. c) elementary school guidance counselors only. d) Other (Please specify ________________________________________________ .) ?. In your school district, is successful classroom teaching experience in an elementary school necessary boforo a person can become an olenontary school counselor? Yes No Don't Know If yes, h 'w much?________ yonre. 8. Is any cxueri once other th”r clossr- • n teaching required of persons to be selected for elementary scho l counseling positions? Yof Nr D n't Know (If "yes" j?er 'st tell what kind of experience here: ) 9. Dogs your scho-l district require applicants for the position of ele mentary school counselor t'- take any kind of written examination before thoy can be eligible for the position? Yof, No Don't Know If "yes", pleas- specify 10. Is there an oral interview before an applicant can be eligible for a position as olenontary schorl counselor? Yos Nr Don't Know 11. Pi ease circle the degree requirements which np-plicnnts for the position of elementary school counselor must meet. Less then Bachelor's Degree Bachelor's Degree Master's Degree Doctor's Degree 484 5. II. DUTIES PI®FORMED BY ELEMENTARY SCHOOL GUIDANCE COUNSELORS A. Below 18 a list of duties, nnny of which are performed "by elementary school counselors in various school districts. Please indicate by checking the appropriate place the relative importance of the duty in carrying function of the elepentary school counselor as you see it. Duti os Very V a cl ■+* u o PJ G * — 4 Important |0f Some 0> o a a? u o p- B ►H Of Little Q> O ed M h-4 Ho Opinion 1 ) Administering tosts, invent~rios, etc........ 2) Scoring tests ....................................... 3) Keeping adequate records on all rurils ......... Interpreting pupil data t-~- staff members ...... 4) 5) Interpreting puxdl data to pupils ............... 6) Interpreting pupil data to parents ............. Interprcting pupil data to authorized community agencies ............................................. 7) 8) Conducting in-si'rvico training in guidance for staff menbers ....... ............. ................ 9) Ordering tests and other guidance materials ... 10) Selecting punils who need special heir (e.g., high ability pupils, there needing remedial work, emotionally disturbed, etc.) ... . . . 11) Assisting in nlacommt of rupilr in proper classes (or srecial class 's when needed) ...... 1?) Assisting in tr^nsf i_rri ng ir ee Aires when purl Is leave scho 1 ......................................... 13) Assisting in the nr 11m- nt. f y in i Is m w t - school ................................................ 14) Orientation f rupils new to sch 1 ............ IS) Orientation f rupils t be oror. atod t next higher segment (, 1r. h.s. or high sc}'. ' 1) ..... 18) Counseling pupils wit}- learning, fhysic-1, social, and o-rn'ti nal rr- bl> 7->s .................. 1?) Holding conferences with par .nt* rcg-rdi ng any pupil problfns ...................................... 18) i Acting as lidsm ] its -u between school and cinnuni ty agencies ->n j ut L1 t r bleP3 ........... 19) Cr'ir di n.a t i ng » f f- rtf -f all special i sts (r8y chal>-.gists , ihysici-ns, to.) w rking r i a case ................................................ 20) Counseling staff members ' n rers'n'd jr-'hlons which may affect thoir work ...................... 21) Acting as guidance c nsult',.t to all stuff numbers on yupils' i r1 bit ms ...................... 22) Supervising clerical w'-rkcrs assigned V- c oun solor's office ............ .................... 23) Teaching remedial classes (reading, etc.) ..... 24) Giving pay che t her a py to. emotionally disturbed pupils ................................................ 25) Interviewing every pupi 1 i rch- 1 .............. 484 6. R. C. D. E. r . f t . Dutlos 26) Maintaining nrtcquato supply of guidance litera ture and materials fcr teachers and raronts ... 27) Conducting case conferences ............... 28) Writing caso histories ............................ 29) Visiting pupils' hones ............................ 30) Encouraging and assisting teachers t . carry on classroom research ................................. 31) Interpreting sch > l's guidance, rr t-r^n t conmunity ...................... . . .............. . 32) Organizing and heading sch-ol gui dauct.- c nnittce 33) Conducting group guidance sessions f t pupils . Jh) Conducting a follow-up program to chick, on pupils w'-r. hnve used gui dance services ......... 35) Planning future educational programs with ] up.ils 36) (lathering informnti n on rupilr .. ............. 37) Suggesting areas for curriculum ir ;p r venont ... 38) Planning school tenting program with rrinoiral 39) Postering g o d mental hygieni nr; ng tui ils '-nil at--ff ..................... ... 9-0) Reporting t> the- Trinoiinl annually - n what hat; been accompli shed in t-uidoi.c ■ f r the- y- or .. . hi) Teaching regular classes ( t T,rt tire) ....... h2) Others (pleas■ list) . ....................... . a c' >» r ~ U ' ’ E3 P* HH + > u l i ) O o rH C w - * - > C < m - 4 U »- ? o Vi a o * - * 3h >ul l tin .uno 1-r * uni-d. - 111 11 r whor: t i ’ . i r ; • . . n r ; • i v. \ i o n t . i-n't ti ‘h- 1 ly - ' i i i tur' f r n h i.*i. iy tr - i Te : Should the ceunpi 1 r ..-i v- ■ th* r ly t ■ r.i v r ly chi I d: on r nh ul-1 t> i r r- nr i 1 i li ty h> r- r . 1 clini cian such as a s i-k ■ , l 7 sych - l-.ri rt-, ’ sychi t ri r t, • te. ? Counsel t s iii uld gi vo ti.-- mpy - Clinician -nl.v should gi v th- rajy D n't Kn w Whose TTofiissi m-il 1 >nd i s lift t. no! rio-t hy th - • -vi'iti-n f a c 'unrel' r to the stoff? Te.-ichi r rrincir - . 1 Vic>— t'rinoi^ nl Di n't Kn- w n tiler____________________________________ V/hi ch is the r. r in --rt - nt funct, i n f t >■ r. unr.-i r: 1) t 7 r vi :i da-nc ■ services directly t-- ; ut i Its ( who-, r. -fi.rri i hy tone!.- rr ) . r 2) t ; r -via. guidance services t- p-c ils hy working with tench*, r 5 t help tlior, und*;-- st^-nd their rupils? l)S.rvii racti y t 1ut i]s Tj .n't Kn v 2)V rking tiir ugh t -ach or . - ire counsel rr ongng- -1 in many cl .ri-'al - i u t . i ■ r --uca a r r--c r un g t . n t . which clerks c ul-1 .- a oily h>? Y^v. I I ' - D->n1 t Kn. w PI on se list in • - rdcr f their iio rt,- ace tie throe- re at in’ * irtant, gui * lane-' services which you f - . . . * l an . . - 1 w.mt-'ry s cho 1 c ->uns e - l * -r : ~ l ; - ' U l d j r'-vi do. 1)_________________________________________________________________________ 2)_________________________________________________________________________ 8)_________________________________________________________________________ 484 7. III. IN-SERVICE TRAINING FOR THE ELEMENTARY SCHOOL GUIDANCE COUNSELOR Please check appropriate column CO rj f c - i O PS Don’t Know A- In there an in-sorvice training program of any kind for ele mentary BChool guidance counselors in your school district? B, Have workshops for in-service training of theso counselors ho an held in your school di s t ri r~ t. ? . T......................... C. Do counselors meet to discuss new policies or changes in procedures nroas;1nnally? .................. D. Are experts in various guidance areas brought into the school district to givr lectures or offer institute sessions occ-usionally? ........................................... E. Is there a counselor's handbook or guide in which the duties of counselors are explained? ........................... F. Are counselors encouraged to set asido some time for pro fessional roading during their work dav? ..................... G. Is membership in counselors' professional associations oncouragod by the school district? ........... ............... H. Are counselors encouraged hy the school district to attend the national or stato conferences or conventions of their professional associations? ...................................... I. Is there a local, club or nroferr.ional association of pupil personnel workers in your area? ................................ J. Are arrangements made and are counselors encouraged to visit and observe a follow counselor or specialist at work in some guidance area in which he i r particularly strong?. . K. Are councilors ■ noourag . d to conduct r< rtr*rch in their schools? .................. . . ...................................... L, are counselors, onoourw d * cnn* r 5 'out • nr t i cl • n to professional journal:-? ........................................... M. Ia a newly appointed couns ■ lor r quiia.d to spend some time observing and working under the supervision of an exper ienced counselor (serving an internship'! before he in considered a fully qu- li.fi d counselor and sent out "on his own"? ........................................................... N. Is there an or1 • -nt at i on rrrgram for now counselors? ....... O. If the answer to t h . . ; last .junction (II) is "y ” pio^so cheek th« topi cp covered, 1) Philosophy of th gui Hone-- r r, T i . ? ) Objectives of t h. gui-:'-no : ■ • rvio-. ■ i ) Fnmi li'-ri z->ti m ei th forms, materials, . tc. A) Familiarization wi t i • referral procr-dtirend oth. r c>unr ling proc- dur or . 5) Familiarization with the personnel *>nd functions of nil school offices end communi ty ag- ncl« - k wi th whom h. may h. working. 6) Ohf iTvetien of an • ca - rL n'u d ooimse lor a*. wrrk, F. Who (if anyon. ) i r jutiv' t . : - 1 hi. for con due f c i ng tin • i n-so-rvt c. • training pro^rnm for cruno.lors? Title: _________________________________________________ Q. PI on so write in the kind rf rvi <n trai ni ng that lies boon most effec tive in helping counn.lnr:- in your school district. 484 8. IV. P hRSONFEL FOLICIPS R?JL..TING- TO 5L5?£MTARY SCHOOL GUI il-A-CL COUNSELORS Plonso chock appropriate column A. Is tho counseling position often considerod n "stopping stone" to on admini strati vr. position (e.g., principalship)? B. Ara counselors ?! von iatra compensation for working overtime? ........................................................... C. Are counselors given cr--d.it on the. snlnry seta dul> for additional colleen training beyond that required for their position? ........................................................... D. Are counselors given credit on the salary schedule for thoir teaching experience (if any)? ........................... K. Are counselors given credit on the salary schedule for their previous counseling experience? ........................ F. May counselors do any tutoring or carry on a private counseling practice after rog.lar hours? ..................... G. Do counselors have a regular office assigned to them? ..... H. .».ro substitute counselors • ' ar-igned tc tok< t he place of regular counselors when the latter ore ill? ................. I. Are counselors required to teach part timr? ................. J. Ip there a probationary period for new count1 • or s during which thoy are under ^r.fel sap- rvi pi on? ................... K. If n counselor is f'rnted - 1 • • of absence for a soxnostor or a yoar for a good reason, is it the policy to design this purs n to a counseling position wr n return.- wa.ra his l-vr- ? .......................................... t o r Y > a Please circl or und- -rli r n appropri ' • t. answers Wt i o carries t h e mn1 n r e . - p c i . s i hi 1 i ty for .vluetint' th' work of tho counr • lor? Building -adini ni s tra tor Sup rintimdi nt Head of district gui dance Teachers. Other (please write in) ____________________________________________ Is tho counE' lor primarily n line (has authority to . nfr>rc<- d- cisioas) or a staff (s- rv< s . in an ndvi sory c ■•paci ty) person? Line St'>ff ‘ ' ‘ t i e r (? 1" er- write in) __________ If counselors " r o gi ve-n any • dmi ni . ■ tr' ti ve r - s - p r , n r > ihi li ty ple-o: indicate how much they ar, given. . 8 much ' i s principal - , s much • vi m -pr i nci pa] ■ s much o ~ , class room t a eh- r More than t..« cl:..a* but 1. s-r, than vioe-pri nci pal Other (please explain) ________________________________________________________ Who is r ■„ s pans i b 1 ■ for k. epin.* th' personnel r > st-'ir of cnuns.- lor?:? Ho" d of Personnel Sup rvi sor of (luid'-nco Superintendent Fri ncipal Oth. r ( pi rr-me) If you h . a v , a . u - ' l n r y s eh - .] lair.) ___________________________________________________________ 484 9. Q. What othor factors besides tr-inin^ (college work) and experience nffoct the counselor's placement on the salary achedulc:7 None Other factors (please list) ____________________ R. Approximately how many hours a d'-y are counselors r . ' gui red to work at school? Slx Seven Eight Nine Don't Know S. These hours roughly approximate those of: Tonchcrs Principals Purses Cther pupil personnel workers Other (pl'ige nnmu) _______________________________ Don't Know T. Tloasc circle tho number of days that approximate tho working year for counselors. 15o 160 170 180 190 200 Over 200 Don't Know U. Tho number of days counselors work per year is closest to the number of days worked ly: Teachers Principals Mureos Other pupil personnel workers Don't Know Other (please name) • ___________________________ V. Pleage indicate the number of days beyond the school year for children which counselors are required to work, ____________ W. If counselors are assigned according to the number of pupils enrolled in tho school (u) he serves, please indicate the ••pproxim.at*. number considered a full load. 100 20Q , jQ0 ^0Q 75o 10OO 12 50 1500 17 50 2000 Over 2000 Don't Know X, If counselors are assign'd according to th. number of teachers on the staff of the schonl(s) he serves, pl<ifc indicate tho approximate number considered a full lo*>d, 10 15 20 25 30 35 **0 ^5 50 60 ?0 Over 70 Don't Know Y. To how many schaels may a counselor be assign .d at on. timo? 1 2 3 More than 3 Don't Know Z. So far as the majority of personnel policies are' concerned, the elementary school counselor is classifit d wi th which of the f-llowing groups? Elementary school teachers Building administrators Other pupil personnel workers (r-pychnlrgiatn., attendance worker, etc.) Other group (pl‘'a.-- pr- cify) _________________________________________________ 484 10 c V. EVALUATING THE WORK Of THE ELEMENT HY SCHOOL GUIDANCE COUNSELOR -A, Hr.8 tho opinion of t- nchcr? , pupi18, rr p'Ti.r.ts tov>nrd tho guidance pr-. grnm _ns carri ud out by th* ccunsel. or < vor b, -n sampled? Yes No Don’t Know If "yes" pi on sc explain bri fly how s'napl «.d d th*. results obtained. B. Since the assignment of a guidance counselor(s) to your elementary school( o) what concrete evidence do you have that tho educational, social, physical, and emotional needs of pupils are being provided for better than before the assignment of this (these", conns dor (s) . Please explain (o.g.; fever fights on playground; secondary school reporting fewer adjustment problems from elementary schools . . c->unr >- I f r s wcru assigned; toe t results; etc. ) What is the pi r-gupi 1 c.a counselor in your school( the number of pupils reov of pr* - /i d i. w- an « . • e - n e i . t . a v - ' r c h < • ' * ! gui dance ) '■ ' Di v ■ 1 ■ tvi ■ or o n c . - l ' * i 1 ; annual salary1 ly d. Do 1 . ■ L : • r , : ; e naV’ f tarts or eta-v gui danco mr.teri nls--.iur t thi D. What is tin? most impc rtant thing * ha t tin c.-.ur:r el m d. whi ch t > . « • _ . tercher docs not d r , for loch ,.f time. abili ty, ' - i - • • i n i rg, incline t - i m. - r nther reason?_____________________________________________________________ ____ E. Flf-aso list in order f ir-p > ■ t r.c th, t' r, , t important oonti ibuti t.r whi ch tho element ^ry sc ho- i guidance a -ur . s < • ! I • • r i ' . * s radc in y ;ur school ( s ) 1)___________________________________________________________________________ 2) , ______________________ 3)_______________________ 484 485 5340 Las Loaas Street Long Beach 15, California February 11, 1960 Dear I an aaklng a nation-wide study of the position of eleaentary school counselor for a doctoral study at the University of Southern California. The purpose of this study is to inTestigate the following: 1.) The qualifications and selection of eleaent- ary school counselors 2.) Types of services which these counselors should render 3.) In-service training desirable for then 4.) Personnel policies for then if they differ froa those of eleaentary school teachers 5.) The evaluation of the work of these counsel ors . Since few school districts have eleaentary school counselors, we are contacting all of the chief state school officers and asking then to designate the school districts in their state (if any) which enploy these persons or ooaparable persons. Depending upon the sohool district, the person whoa we have called the "eleaentary school counselor” aay be oalled "vice-principal in charge of guldanoe," "con sultant" or "coordinator of counseling and guldanoe,” or by soae other naae. The teralnology eaployed to designate the position is unlaportant except where it indicates a gross difference in types of duties perforaed. The ele- aentary sohool oounselor in this oontext is aeant to be roughly ooaparable to the aore faalliar secondary school oounselor exoept, of ourse, he would have little or no responsibility for vocational counseling and he would be working only with grades one (or kindergarten) through six (or eight). The eleaentary school counselor in this context is not aeant to lnolude sohool psychologists, psyohoaetrlsts, social workers, psychiatrists, or other highly specialised clinicians whose positions frequently require special certification by the state and whose 486 services are usually available only from the central off ices of the school district upon request. The elementary school counselor in this context is meant to be a person assigned to the regular school staff (as opposed to the central office staff) even though he may be responsible for counseling and guidance functions in two or even three elementary schools. Typically his services would be more Immediately available to the school staff and he would be less specialized than the consultants or specialists from the central offices. With these limitations in mind would you please list the names, addresses, and superintendents of the dis tricts in your state which employ one or more elementary school counselors on the enclosed form and return It to me in the stamped envelope? You will note on the form that there is a place to put your name and address if you would be Interested in having a summary of the findings of the study mailed to you upon its completion. You may be interested in these few items about my personal qualificatio s to undertake this study. I am em ployed as an elementary school principal in the Long Beach Unified School District, Long Beach, California. We have had elementary school counselors for many years in Long Beach and I have worked closely in several capacities with them for several years. I served for two years as a prin- cipal-counselor of an elementary school. I hold B.A. and M.A. degrees and am presently a doctoral candidate in the School of Education at the University of Southern Cali fornia. My adviser is Dr. Emery Stoops, Professor of Education at U.S.C. and former national president of Phi Delta Kappa. Should you require verification of any of the foregoing statements Dr. Stoops will be able to give it to you. Thank you very kindly, in advance, for your inter est in this study. Whatever you can do to expedite the completion and return of the form to me will also be greatly appreciated, As in so many other matters, "time is of the essence" here! If I can be of some help in a professional inter est of yours I should be more than happy to cooperate. Sincerely, RNU:mg Enc. Robert N. Hart State Superintendent (or chief state school officer) SCHOOL DISTRICTS EMPLOYING ELEMENTARY SCHOOL COUNSELORS Please put your name and address on the lines below if you wish a sumnary of the findings sent to you. Date Name "5T person making report Address (No., street) Position City, zone Name of School District Mailing Address of School District Superintendent of District 487 488 5340 Las Lomas Street Long Beach 15, California March 21, 1960 Dear On February 11, 1960, a copy of the attached let ter was sent to you. I have not heard from you yet re garding it and am wondering whether it has been lost or misplaced. Perhaps in the rush of other important matters your guidance director has put it aside. Would it be possible for you to have him complete the attached form and send it to me in the near future? I would certainly appreciate your kindness in this matter. You may be interested to know that since my first letter to you that Mr. Arthur A. Hitchcock, Executive Director of the American Personnel and Guidance Associa tion, has (riven his personal endorsement and backing of the study. Replies from most states already in indicate a great interest In this topic. We look forward to hear ing from you also. Sincere!y, Robert N. Hart 489 5340 Las Lomas Street Lon^ Beach 15, California Dear I am making a nation-wide study of the position of elementary school guidance counselor for a doctoral study at the University of Southern California. The purnose of this study is to investigate the following: 1 2 3 4 The qualifications and selection of element ary school counselors Types of services which these counselors should render In-service training desirable for them Personel policies for them If they differ from those of elementary school teachers The evaluation of the work of these counsel ors . Depending upon the school district, the person whom we have called the "elementary school guidance coun selor" may be called "vice-principal in charge of guid ance," "consultant" or "coordinator of counseling and guidance," or by some other name. The terminology em ployed to designate the position is unimportant except where it indicates a gross difference in types of duties performed. The elementary school counselor in this con text is meant to be roughly comparable to the more famil iar secondary school counselor except, of course, he would have little or no responsibility for vocational counseling and he would be working only with grades one (or kinder garten) through six (or eight). The elementary school counselor in this context is not meant to include school psychologists, psychometrists, social workers, psychia trists, or other highly specialized clinicians whose positions frequently require special certification by the state and whose services are usually available only from the central offices of the school district upon request. The elementary school counselor in this context is meant to be a person assigned to the regular school staff (as opposed to the central office staff) even though he may be responsible for counseling and guidance functions in two or even three elementary schools. Typically his services would be more Immediately available to the school staff 490 and he would be less specialized than the consultants or specialists from the central offices. As one of the largest school districts in the United States It was thought that your district might employ eleaentary school guidance counselors that meet the specifications set forth above. Will you please fill out the fora below and return it in the enclosed stamped, addressed envelope? You may be interested in these few items about my personal qualifications to undertake this study. I am employed as an elementary school principal in the Long Beach Unified School District, Long Beach, California. b'e have had eleaentary school counselors for aany years in Long Beach and I have worked closely in several capacities with them for aany years. I served for two years as a principal-counselor of an eleaentary school. I hold B.A. and M.A. degrees and am presently a doctoral candidate in the School of Education at the University of Southern California. My adviser is Dr. Emery Stoops, Professor of Education at U . S . C . and former national president of Phi Delta Kappa. Should you require verification of any of the foregoing statements Dr. Stoops will be able to give it to you. You may also be interested to know that Dr. Arthur A. Hitchcock, Executive Director of the American Personnel and Guidance Association, has given his personal endorsement and backing to this study. Thank you very kindly, in advance, for your inter est in this study. Whatever you can do to expedite the completion and return of the form to me will also be greatly appreciated. As in so many other matters, "time is of the essence" herel If I can be of soae help in a professional inter est of yours I shall be more than happy to cooperate. Sincerely, Robert N. Hart 491 Please tear off and mturn In stamped, addressed envelope. 1. 2 . Wame of sohool distrlct Superintendent 3 . __________________________ ____________ _________________________ Xddress Clty Zone State 4. We * employ elementary school guidance counselors. ao not 5. If your district does employ elementary guidance coun selors ore you willing to fill out a questionnaire on them which will take less than thirty minutes? Yes No 6. If the answer to #5 is "yes," do you want a summary of the results of this study mailed to you when com pleted? Yes No 492 5340 Las Loaas Street Long Beach 15, California March 21, 1960 Dear On February 11, 1960, a copy of the attached let ter was sent to you. I have not heard from you yet re garding it and aa wondering whether it has been lost or alsplaced. Perhaps in the rush of other important natters your guidance director has put it aside. Would it be pos sible for you to have him coaplete the attached fora and send it to me In the near future? I would certainly ap preciate your kindness in this matter. You may be interested to know that since ay first letter to you that Mr. Arthur A. Hitchcock, Executive Director of the American Personnel and Guidance Associa tion, has given his personal endorsement and backing of the study. Replies from most states already in indicate a great interest in this topic. We look forward to hear ing from you also. Sincerely, Robert \. Hart 493 5340 Las Lomas Street Long Beach 15, California April 29, 1960 Dear I am aaking a nationwide study of the eleaentary school guidance counselor for a doctoral dissertation at the University of Southern California. The study will center on administrative actors related to the position rather than guidance techniques used by the counselor. Questionnaires are being sent to all school districts in the United States which chief state school officers have Identified as employing elementary school guidance coun selors . One part of the study involves the setting up of certain criteria for elementary school guidance counsel ors. In order to do this I have chosen peraons (a "Jury") who have either 1.) written books or articles on elemen tary school guidance in the last ten years, 2.) supervised elementary school guidance programs with considerable suc cess, or 3.) have been recommended by a professor on my doctoral committee. You are being contacted because you are in at least one of these three groups. Before going farther it might be advisable to de fine the term "elementary school guidance counselor." For purposes of this study the elementary school guidance counselor is roughly comparable to the more familiar sec ondary school guidance counselor. He is a regular part of the school staff even though he may be assigned to more than one school. Typically, he does not operate out of the central school district offices. Me is not to be con fused with such highly specialized clinicians as psycholo gists, psychiatric social workers and psychometrists whose services are typically available from the central office upon request and who are often required to hold a special credential. In terms of specialization the elementary school guidance counselor might be viewed as representing an intermediate step between the classroom teacher and the aforementioned clinicians. His services would usually be more Immediately available to the school staff than those of the specialists. Some of the different titles that have been used to designate this position in various school districts are "guidance worker," "vice-principal in charge of guidance," "pupil personnel specialist," and "guldanoe consultant." The terminology used to designate the posi tion is unimportant except where it indicates a gross difference in the kinds of duties performed. The elemen tary school guidance counselor works with children in 494 grades one (or kindergarten) through six (or eight). He should not be confused with the head of the whole school district * s guidance program. A person who is a "teacher- counselor" must spend 50% or aore of his tlae in guidance activities to warrant inclusion in this study. Dr. Arthur A. Hitchcock, Executive Director of the Aaerlcan Personnel and Guidance Association, has given his personal endorseaent of this study. He offers the follow ing renarks about it and the writer of this letter: "I want to compliment you on your choice of subject. It is certainly very significant and very tlnely. . . . I would . . . be delighted to offer whatever backing would be help ful to you in your s t u d y .................I certainly want to wish you every success in this very laportant study and I will be glad to help you as I can." (Nothing in the fore going remarks should be construed as an endorseaent of the study by the Association itself since it is the policy of the A.P.G.A. not to endorse studies nade by lnvldlvuals.) Enclosed please find a copy of the questionnaire entitled "An Analysis of the Position of Eleaentary School Guidance Counselor." You will note as you glance through it that it has been designed for the use of certain per sons employed by school districts rather than for your self, a member of the "jury." As you work on it then, please try to answer the questions froa the standpoint of "what ought to be," i.e., what would constitute ideal con ditions, in your opinion. I am in hopes that the school district employees will supply me with the "what is." For an exaaple, please look at p. 4, question C-ll: If you believe that ideally applicants for the position of ele mentary school guidance counselor should hold the Doctor’s Degree, then you would circle this answer (actually we know that very few persons who hold this position will have this advanced degree). You may find that a few questions are impossible for you to answer. This is because the questionnaire was designed for school district personnel. I believe that you will find that most of these questions are on the first (introduction) and last pages. They require facts in a specific situation which you will not have. Please just skip these questions that are not applicable to you and go on to others. Questions #1, 2, 3, and 4 on p. 1 are examples of this type of question. At the top of the first page where it says "Name of school district" please write your name. If you would prefer not to give your name Just write "Jury" in this 495 space. Wh en you have completed the questionnaire please place it in the stamped, addressed envelope provided and return it to the writer. I hope that you will not become discouraged at the length of the questionnaire. Nearly all of the answers merely involve circling a short answer or checking the appropriate colunn. In a pilot study using a longer ques tionnaire than the one enclosed most respondents completed it in less than half an hour. The present questionnaire has been shortened and simplified to take up even less of your valuable tine. Please rest assured that your answers will be held in confidence. If you wouId like to hnv of this s tudy sent to you wh en i fi11 in the tear- of f form at the return it to me w1th your C )mp 1 e 1 a summary of the findinra is completed, please end of this letter and Thank vou very much, in advance, for your interest and cooperation in this studv. If I mnv be of service in some professional interest of yours, please feel free to call upon me. It will be greatly appreciated if you can complete the questionnaire and return it to me at your earliest convenience. S i ncerely, Robert N. Hart H\H:kw Enel . Tear off and return with completed questionnaire i7 you would like a summary of the findings of this study sent to you. Please send a summary to Name Title Address TTTTy Zone Stale 496 5340 Las Lomas Street Lone Beach 15, California Dear We have been referred to you by It Is his belief that you employ ele mentary school guidance counselors In your school district and that you can help in this nationwide study of that po sition. In contacting the chief state school officers we have noted a great deal of interest in this area and plans being made to recommend employment of elementary school guidance counselors in the future if they do not have them already. We hope you will be willing to share your ex perience and ideas on the subject. This study which is called "An Analysis of the Po sition of Elementary jchool Guidance Counselor" is primar ily concerned with the administrative factors relating to the position rather than the techninues involved in coun seling. It is hoped that we can assemble some valuable information about the elementary school guidance counselor that can he helpful to other school districts wishing to set up a good guidance program for the elementary school. Just so we are sure that we agree on what is meant by an "elementary school guidance counselor" a definition of this term might be in order. For the purpose of this study the elementary school guidance counselor is meant to be roughly comparable to the more familiar secondary school guidance counselor. lie is part of the regular school staff and is not generally considered as operating out of the central school district offices. He should not be confused with sucb highly specialized clinicians as psy chologists, psychiatrists, psychometrlsts, and psychiatric social workers. In terms of specialization, the element ary school guidance counselor might be viewed as repre senting an intermediate step between the classroom teacher and these clinicians. His services would usually be more immediately available to the school staff than those of these specialists. Some of the different titles that have been used to designate this position in various school districts are "guidance worker," "vice-principal in charge of guidance," "coordinator of guidance," "pupil personnel specialist," and "guidance consultant." The terminology employed to designate the position is unimportant except where it indicates a gross difference in types of duties performed. The elementary school guidance counselor works 497 with children In grades one (or kindergarten) through six (or eight). He should not be confused with the head of the whole school district1s guidance program. He is typi cally assigned to one or two schools (or maybe three schools if size permits) and is considered part of the regular school staff. A person who is a "teacher-counsel- or” must spend 50% or more of his time in guidance activi ties to warrant inclusion in this study. Dr. Arthur A. Hitchcock, Executive Director of the American Personnel and Guidance Association, has given his personal endorsement of this study. He offers the follow ing remarks about It and the writer of this letter: "I want to compliment you on your cholee of subject. It Is certainly very significant and very timely, . . . I would . . . be delighted to offer whatever backing would be help ful to you in your s t u d y.................I certainly want to wish you every success in this very Important study and I will be glad to help you as I can." (Nothing in the fore going remarks should be construed as an endorsement of the study by the Association itself since it is the policy of the A.P.G.A. not to endorse studies made by individuals.) Enclosed please find four questionnaires entitled "An Analysis of the position of Elementary School Guidance Counselor." If your school district employs elementary school guidance counselors according to the definition of this term set forth previously will you please do the following: 1. Fill out a questionnaire yours'’f (or have your assistant who is most familiar with the position of elementary school guidance coun selor fill one out for you). 2. Have the principal of an elementary school which has an elementary school guidance coun selor assigned fill out a questionnaire. 3. Have the elementary school guidance counselor at this same school fill out a questionnaire. 4. Select a teacher at random at this same school and have her fill out a questionnaire. 5. Ask that all completed questionnaires be re turned to you. Attached to each questionnaire is a form on which you way write a due date and sign your name to facilitate the return of the completed questionnaires to you. 6. Put all four questionnaires in the large 498 stamped and addressed envelope which Is pro vided and nail It to the writer. I hope you will not become discouraged at the length of the questionnaire. You will note that it is designed for ease in answering. Nearly all the questions aerely involve circling a short answer or checking the appropriate square. In a pilot study using a longer questionnaire than the ones enclosed most respondents com pleted it in less than half an hour. The present ques tionnaire has been simplified to take even less of your valuable time. Please rest assured that all answers will be held in complete confidence and that this questionnaire will not be used in any way to evaluate the guidance program in your elementary schools. If, by chance, this writer has not been correctly informed by your state department of education and you do not actually employ elementary school guidance counselors according to the definition set forth previously, Just say so and return all questionnaires to us by return mail. We will contact your state department of education again to see if we can clarify the matter. Thank you very kindly, in advance, for your inter est and cooperation in this study. Whatever you can do to expedite the completion of the questionnaires and their return to us will be greatly appreciated. If we may be of service in some professional interest of yours please feel free to call upon us. The study will not be delayed if the questionmi ires can be returned to the undersigned by Sincerely, Robert N. Hart RNH:mg Enel . 499 Tear off and return with completed questionnaires if you would like a summary of this study sent to you. Please send a summary of the findings of this study to Same TTtie Address City Zone State 500 University of Sout'ern California School of Education University Park Los Angeles 7, California Dear This letter is to introduce Robert N. Hart, a graduate student in the School of Education at the Uni versity of Southern California. He is working on a doc toral study entitled "An Analysis of the Position of Ele mentary School Counselor." As a part of this study it will be necessary for him to contact all chief state school officers, all school districts in the United States employing elementary school counselors, and a group of persons designated as experts in the field of elementary school guidance. His letter, which is attached to this cover letter, frives more information on the study and further instructions. Mr. Hart’s Committee on Studies felt that the pro posed study had merit and recommended that it be approved by the School of Education. This approval has been given. Mr. Hart is presently employed as an elementary school principal in the Long Beach Unified School District. Long Beach, California. As perhaps you know, Long Beach has had elementary school counselors for many years and Mr. Hart has worked closely with the program for some time. We Believe him to competent in this area and ask that you cooperate with him in this study. S i nee re 1y, Emery Stoops Professor of Educational Admin1st ration 501 5340 las Lomas Street Long Reach 15, Calif. De ir On or about a questionnaire was sent to you on the elementary school guidance counselor. Since I have not received your completed questionnaire I am won dering if it might have been misplaced or never have reached vou. Or perhaps in the rush of other important matters it was put aside for awhile. This is certainly understandable since I know that a person in your position has many demands made on his time. I am also aware that you must receive many requests such as mine to fill out questionnaires. If you feel that you cannot take the time to com plete the questionnaire I will certainly understand. Just return the blank questionnaire in the large, stamped enve lope provided. If you have not had time to fret to it yet but intend to complete it I would appreciate your doing so as soon as your busy schedule permits. If, by chance, you have misplaced the questionnaire or if it never reached you in the first place I will be very happy to send an other copy to you. At any rate, will you please fill out the form at the bottom of this letter and send it to me by return mail in the envelope provided so I will know "where we stand." I certainly appreciate your kindness and the time you have devoted to this matter. S i nee re 1y, Robert v. Hart Please check, tear off and return in the encTosed, small, stamped envelope. The completed questionnaire will be returned in the near future. I am returning the blank questionnaire. Please send me another questionnaire since I do not have the first one. Comments: ____ Signature Title Addres s 502 5340 Las Lomas Street Long; Beach 15, Calif. Dear On or about four questionnaires were sent to you on the elementary school guidance counselor. Since I have not received the completed questionnaires I am won dering if they have been lost or misplaced. Perhaps in the rush of other Important matters they have been put aside for awhile. This is certainly understandable since 1 know that you must have many demands on your time. If the questionnaires have been misplaced I will be happy to send you another set. If you have not had time to get to them yet I would appreciate it very much if you would take care of the matter at your earliest conven ience and return the questionnaires to me in the large, stamped envelope that was provided. If, by chance, I have been misinformed and your school district does not actu ally employ elementary school guidance counselors which meet the specifications set up in the cover letter (dupli cate copy attached) please return the blank questionnaires to mo in the large, stamped envelope that was provided. At any rate, would you please fill out the form at the bottom of this letter and return it to me in the small, stamped envelope which is enclosed so I will know where we stand on the matter. I certainly appreciate your kindness and the time you have devoted to this. Sincerely, Robert N. Hart Please check, tear off and return in the enclosed smalT, stamped envelope. The completed questionnaires will be returned in the near future. Our school district does not employ elementary school guidance counselors which fit the definition so the blank questionnaires are being returned. Please send me four more questionnaires as our original copies have been misplaced. Other reason. Please explain.________________________________ Signature TTtTe Sc ho o1 district name and address

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Asset Metadata

Creator Hart, Robert Newton (author)

Core Title An Analysis Of The Position Of The Elementary School Guidance Counselor

Degree Doctor of Education

Degree Program Education

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

Tag education, administration,Education, Guidance and Counseling,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Stoops, Emery (committee chair), Carnes, Earl F. (committee member), Martin, David W. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-244694

Unique identifier UC11358138

Identifier 6103819.pdf (filename),usctheses-c18-244694 (legacy record id)

Legacy Identifier 6103819.pdf

Dmrecord 244694

Document Type Dissertation

Rights Hart, Robert Newton

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