A handbook for counselors in Los Angeles city junior high schools

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A HANDBOOK FOR COUNSELORS IN LOS ANGELES CITY JUNIOR HIGH SCHOOLS

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A Project Presented to the Faculty of the School of Education The University of Southern California

In Partial Fulfillment of the Requirements for the Degree Master of Science in Education

by Rose Cecilia 0*Connor August 1950

UMI Number: EP46500

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11 with their present abilities and limitations, i}..

Pupils have potentialities for development and growth.

-

5-

^ Pupils grow best in terms of their own purposes and goals.

6.

Pupils have inner resources to help themselves and become mature only as they increase their capacity for self-direction.

Definition of guidance.

In accordance with these

~

basic considerations, guidance may be defined as a con­ tinuous process of assisting an individual to analyze his interests, capacities and needs; to develop them to the optimum level, and to relate them to socially desirabL e life goals to the end that he may become a mature, contri­ buting citizen in a democratic society. Basic needs of youth.

Guidance is concerned with

adjusting the school program to meet the needs of its individual pupils.

The Point of View defines the following

twelve areas in which needs of youth in a democratic society must be met: Citizenship. Learning to understand, appreciate, and practice with unwavering loyalty the principles of our American, democracy. Character and human relations. Becoming the finest person it is possible for each to become; making one*s best contribution to society; learning to live and work

12 cooperatively. Basic skills. Learning to read, write, speak, and listen intelligently; and to understand and solve the numerical problems of everyday life. Health and safety. Developing and maintaining sound physical and mental health; understanding and using desirable safety practices. Understanding of environment. Understanding environment and its effect on life; learning how to adjust to environment; accepting responsibility for improving environment when possible. Vocational competence. Learning how to earn a living in work for which one is suited and prepared. Consumer effectiveness. Understanding the role of the consumer in our American economic life and learn­ ing to use resources wisely. Successful family life. Understanding and prac­ ticing the principles underlying successful family living. Use of leisure time. Developing desirable prac­ tices, attitudes, and understandings related to the use of leisure time. Appreciation of beauty. Perceiving and enjoying beauty in everyday life; participating in apprecia­ tion of and expression in the arts. Effective thinking. Thinking effectively as a basis for good judgment and intelligent action. World-mindedness. Understanding world culture and problems as a basis for cooperating intelligently as members of a world community.2 Objectives of the guidance program. General objectives.

The objectives of the

guidance program at all educational levels are: a.

To provide the individual pupil with assistance in (1)

Understanding his own nature and needs

2 Ibid., p. 17

(2)

Achieving his maximum development physically, intellectually, emotion­ ally, morally and ethically, and socially

(3) b.

Becoming a fine American citizen,

To cooperate with parents and the com­ munity in providing an environment which will facilitate the development of individual pupils.

Specific objectives.

In the junior high school

the specific objectives of the guidance program are: a.

To assist the individual pupil in: (1)

Orienting himself to the junior high school

(2)

Accomplishing developmental tasks such as: (a)

Adjusting to physical and physio­ logical changes

(T?)

Attaining independence from the family

(c)

Securing satisfying relationships with age mates of both sexes

(d)

Gaining social approval and

(©) (3)

Building individual integrity.

Making plans for the future Ti&iich are compatible with his own interests, capabilities and socioeconomic status: (a)

Selecting school subjects and working out an educational plan

(b)

Exploring the world of work and formulating tentative vocational plans

(e)

Developing worthwhile avocational interests,

b.

To assist the school by: (1)

Administering psychological tests and other devices appropriate to the dis­ covery and analysis of the capacities and needs of pupils.

(2)

Maintaining adequate and usable personnel records

(3)

Providing functional, current and valid guidance materials.

CHAPTER III ORGANIZATION OP THE GUIDANCE PROGRAM There is no "best" plan for the organization of the guidance program.

What is effective in one school may be

entirely inappropriate in another.

Each school, then, must

plan a program which meefcs the needs of its individual pupils and the community in which they live, and which is consistent with the philosophy and training of the staff. Guidance council.

Regardless of the type of organi­

zation adopted, it is important that all concerned work cooperatively.

A council of members of the faculty respon­

sible for the direction of the guidance activities has been found helpful in many schools.

Usually included are the

principal, vice-principals, coordinators of health, attend­ ance and counseling, and faculty chairman.

The adminis­

trator charged with responsibility for guidance or the co­ ordinator of counseling generally serves as chairman.

This

council acts as a steering committee in establishing policies and planning activities, receives suggestions frcm teachers and confers on pupils with special problems. Staff responsibilities.

In order to effect a smooth

organization and to avoid duplication of effort, responsi­ bilities and interrelationships of various staff members

should be defined clearly. through faculty action.

These should be established

The Guidance Council may then

wish to outline the responsibilities of guidance person­ nel in a form such as this: 1.

COORDINATOR OF COUNSELING - Administers the Guidance Program a.

Makes case studies

b.

Administers individual psychological tests

c.

Is responsible for evaluation surveys

d.

Coordinates the acceleration program

e.

Articulates the elementary-junior high, and junior-senior high school programs

f. 2.

Serves as member of Guidance Council

COORDINATOR OF ATTENDANCE - Administers the Attendance Program a.

Coordinates home contacts

b.

Issues work permits

c.

Consults with grade counselors and vice-principals regarding serious attendance problems

d.

Issues all lunch permits and excuses to leave grounds

e.

Is responsible for attendance records

f.

Serves as member of Guidance Council

17 3*

CHAIRMAN OF HEALTH - Administers the Health Program a.

Coordinates health services

b.

Integrates health instruction into the curriculum

c*

Maintains health records in cooperation with nurse

d.

Cooperates with teachers and administrators on health problems

e* f. If..

Organizes school-wide health programs Serves as member of Guidance Council

GRADE COUNSELORS ' a.

Enroll new pupils

b.

Make pupil programs

c.

Aid homeroom and classroom teachers with pupil adjustment

d.

Refer to vice-principals pupils requiring disci­ plinary action

e.

Refer to coordinator of counseling pupils with symptoms of serious emotional disturbances

f.

Work with Coordinator of Attendance in effecting the adjustment of pupils

g.

Work with Chairman of Health in effecting the adjustment of pupils

h*

Administer group tests

i.

Record pertinent information on cumulative record cards

18 j.

Serve as members of Guidance Council This should be extended to include guidance

responsibilities of other school personnel suGh as principal, vice-principals, homeroom and classroom teachers, librarian and director of extra-curricular activities. The relationships of guidance personnel may be depicted by a diagram as in Figure 2. Calendar for the year.

The importance of careful

planning at the beginning of each year cannot be overj

emphasized.

It will result in reduction of stress for

guidance workers and in increased services to teachers and pupils # The objectives for the year should be formulated by members of the guidance staff and a calendar prepared. Scheduled should be regular and special activities. may include:

These



1.

Meetings of Guidance Council

2.

Evaluation testing

3*

Assembly programs for orientation, and group guidance in personal, vocational and social areas

Ij..

Program making for next semester

CLASSROOM TEACHER

HOMEROOM TEACHER

GRADE COUNSELOR 9th

GRADE COUNSELOR 8th

GRADE COUNSELOR 7th

CITY SCHOOL SERVICES Attendance-Welfare Supervisors Adjustment Coordinator Board Services Special Schools

COMMUNITY SERVICES VICE-PRINCIPALS

*

Local Police Probation Department Service Agencies

PRINCIPAL Figure 2 Relationships of Guidance Personnel A Los Angeles City Junior High School

20 5.

Tea for B 7 pupils and their parents

6.

Meetings of A 9 pupils with senior high school counselors

7*

Case conferences

All plans should be submitted to the principal for approval and suggestion and to make sure that dates for special events do not conflict with other school activi­ ties. Dally schedule.

All guidance leaders should have

a daily schedule which is flexible enough to care for emergencies yet sufficiently definite to permit the accomplishment of duties.

The counselors schedule should

provide time for: 1.

Individual interviews.

Office hours should be

arranged so any teacher or pupil may see the counselor on any given day. 2.

Staff meetings.

Members of the counseling

staff should meet at least once a week to plan and evaluate their activities. 3.

Individual psychological testing.

Unless a

definite period is set for this, other tasks may absorb all the attention of the counselor. A minimum of two hours a week for this purpose is recommended.

Routine duties such as programming and testing new pupils, recording interviews and test data, checking cumulative record cards, etc.

CHAPTER IV RESPONSIBILITIES OP THE COORDINATOR OP COUNSELING A guidance program that will meet the needs of all students is dependent upon a well-trained coordinat­ ing agent such as the school counselor.1The coordinator of counseling has many and varied responsibilities in Los Angeles City junior high schools. He performs numerous clerical duties, counsels with indi­ vidual pupils, promotes and coordinates the guidance program within the school, and cooperates with other schools, the home and the community in planning for the adjustment of pupils.

Some of the areas of responsibility

which are common to many counselors will be considered briefly here.

In schools which have the multiple coun­

seling system, the activities listed are shared by the staff. Articulation.

The counselor articulates the

guidance program in the junior high school with that in elementary and senior high schools through: 1.

Visiting these schools and conferring with , teachers and administrators in order to learn

York:

1 Arthur J. Jones, Principles of Guidance, (New McGraw-Hill Book Company, Inc., 19IfS), p. 502

23 their objectives, the courses of study and requirements for graduation 2.

Receiving and providing personnel records of individual pupils

3.

Arranging special guest days in the junior high school for A 6 pupils

ij..

Planning with high school personnel for pro­ gramming and orientation of B 10 pupils

5.

Reporting progress of pupils to their respec­ tive elementary schools

6.

Following-up the adjustment of pupils in senior high school

Coordination.

The counselor promotes and coordi­

nates the guidance activities within the junior high school by: 1.

Arranging meetings of guidance personnel to establish objectives, plan activities and clarify relationships

2.

Providing the administrator charged with respon­ sibility for the master program with data neces­ sary for making it and assisting him in planning for organization of teacher personnel and for grouping of pupils

3*

Assisting teachers in planning programs and

■units of study for group guidance if.

Providing school personnel with adequate infor­ mation about individual pupils

5*

Maintaining for pupil and faculty use current and valid guidance materials

6.

Carrying on a dynamic program of in-service training to promote the guidance point of view among all school personnel.

Pupil adjustment.

Ehe counselor facilitates the

adjustment of individual pupils by: 1.

Programming or directing the programming of pupils to classes which meet their special interests or needs

2.

Counseling with pupils to assist them in establishing goals, making educational or vocational choices, and solving personal problems

3*

Making case studies and arranging group con­ ferences to determine the best techniques for helping pupils

if.

Administering individual psychological tests to pupils with special problems

5*

Assisting teachers in working with individual pupils who present problems

6.

Referring pupils for special help to school personnel and private and public agencies.

Home and community contacts.

The counselor estab­

lishes and maintains contacts with home and community by: 1.

Contacting parents for mutual understanding of pupils by telephone, letter or interview.

2.

Attending functions in the community in which pupils participate.

3.

Investigating employment conditions and recre­ ational opportunities in the community

[j..

Attending meetings and conferences of the Parent-Teacher Association and other community organizations interested in youth.

The many duties of counselors are indicated by this brief review of their responsibilities.

The remain­

ing chapters of the handbook will suggest techniques and recommend procedures for carrying out four important functions.

CHAPTER V INDIVIDUAL INVENTORY "Completely adequate guidance can be given only when we have the most important facts about the individual."! Collecting and systematizing information about pupils for the purpose of individual guidance is one of the im­ portant functions of the counselor. Kinds of information required.

Eurich and Wrenn in

the Thirty-seventh Yearbook of the National Society for the Study of Education list nine kinds of information that are necessary in order that school guidance personnel may understand the pupil and that the pupil may understand himself. 1. 2. 3. IJ.. 5. 6. 7. 8. 9-

These are: The record of his previous school experience His aptitudes and abilities His home background and community environment His goals and purposes His interests, likes, and dislikes His social development and adjustment His emotional status His health record and present health status His economic and financial status^

1 Arthur J. Jones, Principles of Guidance (New York: McGraw-Hill Book .Company, Inc., 19^5) > pV" 111}.. 2 Alvin C. Eurich and C. Gilbert Wrenn, "Appraisal of Student Characteristics and Needs," Thirty-seventh Yearbook of the National Society for the Study of Education. Part I, 1938, p. 3k-

Sources of information*

Information in these

nine areas may be obtained from three general sources: ♦

1.

School records, including elementary cumula­ tive record card, A6-B7 transfer card, health card, secondary cumulative record card, report cards, and scattergrams prepared by the Evalua­ tion Section

2.

The pupil himself through such techniques as the interview, questionnaire, autobiography and self-rating reports.



Other people concerned with guidance of the pupil including the parents, elementary and junior high school teachers and administra­ tors, school nurse and physician, Child Welfare and Attendance supervisors, and private and community agencies.

Some techniques

employed are the interview, questionnaire, home visits, anecdotal records and case con­ ferences. The cumulative record.

All pertinent Information

obtained from these various sources provide an individual inventory of the pupil and should become part of his cumulative record.

Organized meaningfully it is of

invaluable aid to persons concerned with the guidance of

the individual. The various forms and notes comprising the cumu­ lative record are filed in an envelope.

Minimum essen­

tial information from these sources are transcribed on the cumulative record card.

Although the guidance worker

who is making a detailed study of the pupil will wish to review all data available, the record card is more helpful for a quick appraisal. A word of warning should be given regarding infor­ mation of such a nature as to react unfavorably on the pupil.

Items of this sort are placed in a confidential

file in the counselor's or vice-principal^ office and a notation of its location made on the cumulative record card. Using the cumulative record.

The cumulative record

is valuable only if the information contained is accurate and complete and only if it is used.

Well-organized, it

provides a history of the development of a pupil, a crosssection of his present status and his plans for the future. A review of this record reveals the individuals strengths and weaknesses and provides clues to the causes of his behavior. The counselor will find it imperative to use the cumulative record when:

29 1.

Programming a pupil in order to place him in classes and school activities best suited to his needs.

2.

Advising a pupil concerning choice of subjects or vocational and educational planning,

3*

Counseling a pupil regarding problems of personal, school or social adjustment. Diagnosing learning difficulties and planning for remedial instruction.

5*

Interviewing parents or teachers about a pupil,

6.

Preparing for case conferences.

Teachers should use the cumulative record as a means of getting to know pupils as individuals.

They will

wish to refer to it in order to: 1.

Get acquainted with new pupils more quickly at

the beginning of the term. 2.

Learn the capacity of pupils in the class so

they can adjust the course in terms of their ability. 3.

Discover pupils of unusual ability or excep­

tional talent so special work can be provided for them. i{..

Determine why some pupils are not working to

class level. 5>.

Find the causes for pupils1 behavior and get

suggestions for helping them.

30 Limitations of cumulative records.

Even with the

greatest care inaccuracies will enter into cumulative records and much important information about a pupil will not be included.

Ruth Strang points out that in inter­

preting these records it is important to remember: 1 . ‘Chat the student is growing and changing. What was true of him last year is not necessarily true this year. 2. That the record represents only a small sampling of his behavior. There is much unknown about him. 3. That the record often reflects the bias of the person recording. It may tell more about the person who made the record.than it does about the st udent.3 Routines of recording* filing and transfering Cumulative records.

The problem of record keeping was the

center of discussion at the counselor *s basic institutes held during the year 1949-50•

The recommendations which

follow represent a summary of the thinking of the majority of counselors attending these meetings. Recording of information 1.

Personal information.

Data sheets for obtaining

personal information are devised by the indivi-

3 Ruth Strang, The Role of the Teacher in Personal Work, (Mew York: Bureau of Publications, Teachers College, Columbia University, 19lj_6), p. Jlp21

dual school. a.

Personal data sheets should be kept up to date.

It is recommended that a new form

be filled out at least once a year. b.

The personal data sheet should be kept in the cumulative record file.

c.

Personal information should be recorded on the cumulative record when the pupil is a B 7 and should be corrected Tidien: (1)

The record is sent to another school

(2)

The pupil leaves at the end of the A 9 term

d.

All information recorded on the cumulative record card should be verified and the source of information stated.

Anecdotal records a.

Observations by classroom teachers on anec­ dotal forms should be placed in the pupil1s emulative envelope.

b.

Anecdotal records should be screened by the individual responsible for the guidance of the pupil (counselor, grade counselor, homeroom teacher) and significant observa­ tions written on the cumulative record card at -the end- of -the seme ster ~or~yeary"or when"

the pupil graduates or transfers from the Los Angeles City School Districts.

When

possible, it is also advisable to do this when a pupil transfers to a school within the district.. 3.

Test information a.

The C. A. (Chronological age) should be recorded in years and months.

b.

The X. A. (Expectancy age) should be brought up to date for a mental test and at the time of the evaluation survey.

c.

Name, form and grade level should be given for each test.

d.

Date of testing and grade of pupil should be written before name of test.

Piling of cumulative records. 1.

Cumulative records should be kept secure but readily available.

It is recommended that they

be filed in a central office, preferably the counselor’s office. 2.

The method of filing should be adjusted to the guidance organization of the school.

3.

The method of folding the cumulative record card is optional.

a.

If students handle, the card should be folded so that test data is inside.

b.

If students do not handle, teachers may find it more convenient if test data is on out side.

c.

If cards are used in a parent conference, test data should be inside.

It is recommended that clerical help do the filing and that pupils never handle the cumu­ lative record cards. School marks a.

School marks are recorded on the cumulative record card at the end of each semester.

b.

If a pupil transfers before the end of the semester, marks at time of leaving should be recorded in pencil

e.

Summer school marks are recorded in the correct grade column with the. name of the summer school, the letters SS (summer school) and the date.

Failures are recorded with

one of the following notations:

d.

(1)

Dropped with penalty

(2)

IT. M. - dropped without penalty

Marks from schools outside the Los Angeles City School Districts are recorded as

3>k follows: (1)

If a transcript of record is received, marks are copied in the correct grade column and the key is written below.

(2)

If after several requests no'transcript Is received: (a)

Parents should be notified of lack of records and urged to con­ tact the former school in order to obtain them.

(b)

After every effort has been made and no transeript is obtainable the pupilfs copy of his report card may be used and a notation made to that effect.

(c)

If no record of any kind is ob­ tained, a diagonal line should be drawn through the grade sections involved and notations made as to how the grade placement was deter­ mined and that the former school records were unobtainable.

e.

Acceleration of pupils is indicated on cumu­ lative record cards by drawing a diagonal line through the correct column and writing

35 the reason Tor the acceleration, e.g., (1)

"Acceleration through transition classes."

(2)

"Accelerated to A 9 grade because of physical and social maturity."

Sending records to other schools. 1.

Schools within the Los Angeles City School Districts a.

Junior high schools (1)

The cumulative record card of pupils transferring is photostated and the original sent to the new school.

(2)

Personal data sheets, anecdotal records, and other pertinent material which have not been summarized are sent with the cumulative card.

The receiving

counselor will screen material and retain what is important. (3)

When records involve strictly confi­ dential material the responsible person at the receiving school should be noti­ fied of the available information, but it should not be forwarded through the routine channels.

b.

Senior high schools

(1)

The emulative record card is photo­ stated and the original sent to the high school.

(2)

Pertinent information regarding junior high school years is summarized on the cumulative record card.

(3)

Each school, cooperatively with the senior high schools in the district, determines what other records should be sent.

(k)

When records involve strictly confiden­ tial material the responsible person at the receiving school should be notified of the available information, but it should not be forwarded through the routine channels.

Welfare schools within Los Angeles City School Systems. (1)

Records of pupils transferred to welfare schools are taken with the pupil by the supervisor of attendance. These include -cumulative record cards, health cards, anecdotal cards and personal data sheets..

(2)

Welfare schools should be requested to have the cumulative record card photostated for the original school.

Permanent files. 1.

According to administrative directive all official pupil records must be retained indefinitely in the permanent files. may be destroyed.

None

CHAPTER VI INDIVIDUAL COUNSELING Pupils know wh.eth.er the counselor is a friend in whom to confide, one from whom help can be received, and one who is concerned with helping them to grow and become increasingly able to guide themselves. To such a one more and more students come for voluntary interviews.! The guidance program seeks to adjust the school to meet the needs of individual pupils In such a way that difficulties in adjustment can be prevented.

Problems

will arise, however, even with the most effective program. To counsel with a pupil in the solution of his school and personal problems is at once the most satisfying and demanding of the functions of counselors. Need for counseling.

All pupils, in greater or

lesser degree, require counseling.

Some may seek help in

educational or vocational planning, others may need aid in overcoming or accepting physical handicaps, while for others the problem may be one of social or emotional adjustment.

Some problems are easily solved in one

interview while others require intensive study, skillful

1 Clifford E. Erickson, A Basic Text for Guidance Workers (New York: Prentice-Hall, Inc., I9I4.7T, P* 131

39 techniques and occasionally referral to specialists such as the physician or psychiatrist. Purposive counseling.

Counseling, according to

W r e n n , 2 may be casual or purposive.

A teacher who,

meeting a pupil in the hall, comments or makes suggestions about his work may be making an important contribution to the b oyfs adjustment.

'Phis is counseling but because

there is no following through it is labeled casual. Purposive counseling, on the other hand, is planned in terms of a definite problem, a diagnosis is made, a program is instituted for the solution of the problem, and a follow-up is made to evaluate the results of the counseling. The counselor engages in both casual and purposive counseling.

The latter only will be considered here.

pupil has a problem.

The counselor may request an

interview, the pupil may come voluntarily or he may be referred by parent, teacher or administrator. The Counseling Interview The interview has been called "the heart of a

2 C. Gilbert Wrenn, "Counseling with Students,” Thirty-seventh Yearbook of the National Society for the Study of Education, Part I, 19307 pp. 122-3

A

counseling program. ”3

It is used both to secure infor­

mation about a pupil and to aid him in understanding himself and in solving his problems.

The method employed

in counseling will vary with the personality and training of the counselor.

Some counselors will prefer to use the

directive method, others the nondirective.

Probably most

will take the eclectic approach, choosing the techniques which best fit individual situations. Preparing for the interview.

Thorough preparation

should precede the purposive interview.

This involves

obtaining as much information as possible about the pupil and the nature of his difficulty. *

The cumulative record is the first resource. not sufficient to merely review the facts.

It is

The counselor

must look for important relationships, trends and patterns. In the case of a pupil referred because he is failing in classwork, such questions as these must be answered: What are his best and poorest subjects?

What is his

achievement in relation to his ability as revealed by standardized tests?

How do teacher ratings of him compare

with his record on standardized tests? in their ratings?

Do teachers agree

Do teacher observations through the years

3 Ibid., p. 126

Ip. reveal a pattern of behavior?

Have there been any sudden

changes in attitude toward teachers or school work? Similar questions must be directed to records of health, attendance, and family and environmental back­ grounds . Further information may be derived from other sources*

Vice-principals frequently have a fund of

knowledge, as does the registrar. and observations.

Teachers can add facts

In addition to persons in the school,

counselors may find it advisable to consult with parents, juvenile probation officers and community recreational leaders. Information acquired and interpreted in this manner enables the counselor to estimate the seriousness of the problem, to see some of the reasons for it and to formu­ late tentatively a plan for its correction. Planning the interview.

With a background for under­

standing the pupil and his needs, the counselor then plans the interview.

Time and place must first be decided.

In

so far as possible privacy and freedom from interruption should be secured. planned.

The interview, itself, should then be

A rigid formula is not desirable but authorities

agree that a better job is done if the counselor formu­ lates a course of procedure.

The experienced interviewer

k2 adapts his plan to the individual child.

The beginner,

however, may find it helpful to refer to an outline such as that suggested by Norman Fenton in The Counselorfs Interview with the Student.4The interview. rapport.

There can be no counseling without

The first part of the interview, then, is devoted

to putting the pupil at ease and gaining his confidence. An appearance of leisure and an attitude of friendly, genuine interest in the counselee and his problem fre­ quently are all that are necessary.

In other cases, the

whole of the first interview must be given to casual conversation about the pupil*s activities and interests before his problem can be broached. The purpose of the interview is to determine the feelings and the point of view of the counselee.

The

pupil, therefore, should do most of the talking.

The

counselor accepts objectively whatever is said and resists any inclination to be critical or judgmental.

He encourages

the pupil to speak freely, to analyze himself and his problem and to plan for its solution. The counselor should be definite and frank in

ij. Norman Fenton, The Counselor*s Interview with the Student (California: Stanford ITniversity Press, 1953T pp. 25-29

giving information, and ready to admit ignorance when he does not know the answer.

If suggestions are in

order, they should be specific.

For example, rather

than recommending to a pupil that he take part in extra­ curricular activities, the counselor may suggest a particular club, explaining how it will meet his interests and giving him the name of the sponsor and the time and place of the meetings. ©ae Interview should end with a summary so the counselee will leave with understanding of what has been accomplished and of the steps he is to take in carrying out plans that have been formulated. Interview record.

A clear and concise account of

the interview and the plan of action decided upon should become part of the cumulative record of the pupil in order that it may be used by the counselor and others in future work on the case.

Some note taking may be

necessary during the interview but rapport is maintained better if this is kept at a minimum.

The record, however,

should be made immediately after the pupil leaves since memory is not dependable. Follow-up.

Follow-up is necessary if the full

value of an interview is to be realized.

In some cases

this may be a simple check to determine if the pupil is

following the suggestions made.

In others, a need of

further study or help from other people or agencies may be indicated.

The counselor makes the proper referrals

sees that appointments are kept and follows up to see what adjustment the pupil is making.

CHAPTER VII TJSE OP STANDARDIZED TESTS The appraisal of a pupi-a^-s capacities--his strong points and weak points, and the evaluation of his total growth in relation to the basic objectives of education are required for guidance.

Standardized and teacher-

made tests, anecdotal records, observations, teacher^ and parent ratings, autobiographies and pupil self-rating sheets are some of the tools used for evaluating-pup&S'. The counselor uses all these technique^and devices.

Discussion here, hov/ever, will be limited to

the administration and use of standardized tests for measuring scholastic aptitude and achievement in basic school subjects >with particular attention to the Evaluai < tion Program. The Evaluation Program Description of the Evaluation Program.

The Evalua­

tion Program is a systematic year to year process of administering, scoring and interpreting tests for the purpose of individual pupil guidance.

The Evaluation

Section of the Curriculum Division plans the program and each year sends a bulletin to the schools specifying the tests to be used, the grades to be tested and the dates

for administering the tests.

At the present time pupils

in junior high schools are tested in reading, arithmetic and language.

The program is scheduled in the spring

semester and arranged so individual pupils are tested every two years.

Alternate forms of the same tests are

used to permit the evaluation of pupil growth. The tests are administered under the direction of the counselor.

Heading, arithmetic and parts of the

language tests are machine scored by the Tabulating Machine Service Section.

Handwriting, punctuation and

spelling are corrected in the school.

The results of

the tests are recorded in the school on Educational Data Sheets and sent to Tabulating»Machine Service where they are punched on Hollerith Cards and tabulated.

The Evalua­

tion Section uses these tabulations in the preparation of tables, graphs, charts and scattergrams for each school and for the city as a whole. The Evaluation Program requires that an intelligence or scholastic aptitude test be administered to each pupil every two years, but does not specify which test is to be used.

Group tests most commonly used in Los Angeles City

junior high schools are the Otis Self-Administering Test of Mental Ability, Intermediate Examination, and the California Test of Mental Maturity, Intermediate Short Form.

The latter test is recommended for general use,

kl since language and non-language ratings as well as a total score are derived.

The Otis test is largely built

around reading situations and for that reason should never be used with pupils who have difficulty in reading.

Be­

cause it is easy to administer, the Otis test sometimes is useful for screening new pupils. All intelligence tests should be administered by counselors..

Individual- intelligence tests including the

Stanford-Bin^t and the Wechsler-Bellevue are to be given only by counselors trained in clinical methods and certi­ fied by the Supervisor of Counseling to give individual tests. Planning for the Evaluation Program.

Counselors

will find it advantageous to make careful preparation for the Evaluation Program.

For this purpose the following

suggestions may be helpful: 1.

Before the testing period a.

Arrange with the principal for teachers to assist in administering the tests, and in correcting, spot checking and rescoring when necessary, hand scored portions of the language test.

b.

Administer intelligence tests to all pupils

who have not had one within two years. Prepare Educational Data Sheets by recording names of pupils, I. Q . fs (intelligence quotients) and X. A . !s (expectancy ages). The last should be written in years and months.

This work should be done by the

clerk. Plan a schedule for testing that will inter­ fere as little as possible with school routines. Arrange meetings of teachers who are to assist in the testing.

Review test manuals

and approved methods of administering standardized tests.

Supplement this dis­

cussion by written general directions and reminders. Prepare bulletins for pupils giving general information about the nature and purpose of the tests and exact directions as to date, place and time assigned for testing.

Stress

the importance of arriving promptly and making their best effort, but assure them that the results will not be used in determining school marks or eligibility for promotion. Assemble manuals, test booklets, answer sheets

and electrographic pencils.

Count out the

exact number of each required by individual test-administrator s.

Keep all materials in

a locked cupboard until the testing day. During the testing period a.

Instruct examiners to send to the counselor’s office each day the names of pupils who are absent for the test.

Arrange a time for

make-up. b.

Have examiners return test booklets and answer sheets to the office as soon as they are com­ pleted.

c.

Correct or supervise the correction of handscored portions of the language test.

Since

the score for handwriting is based on a rating procedure, it is recommended that one person rate all tests for each grade level.

Arrange

for spot checking and rescoring when that is indicated. d.

Check pupil answer sheets for incorrect or random marking.

e.

Arrange answer sheets in the order convenient to the school.

The Tabulating Machine Service

will return them in the same order.

Answer

sheets should not be folded, creased, stapled

50 or clipped. f.

Package the answer sheets in durable containers and send immediately to Tabu­ lating Machine Service Section.

Do not

wait for all tests to be completed, as tests are scored in order of receipt. Recording on Educational Data Sheets can be begun as soon as some of the tests are returned. g.

When Educational Data Sheets are complete, forward to Tabulating Machine Service Section.

3.

After the testing period a.

Make results of tests available to teachers as soon as possible.

b.

Interpret test scores, scattergrams and other tables and charts to the faculty and encourage their use in guidance of indivi­ dual pupils.

Use of Evaluation Test Data.

In a recent work­

shop the participants in response to a questionnaire told how data from the Evaluation Program were used in their respective schools. as follows:

This was summarized by the group

Data are used by teachers to: a.

G-ear work to level of individual pupil*s achievement.

b.

Group pupils within the classroom that needed material may be presented at level of their achievement.

e.

Improve emotional atmosphere of the class­ room through better understanding of each pupil.

Data are used by counseling personnel in: a.

Programming of pupils in special classes that will meet individual needs and levels of achievement.

b.

Programming pupils of one grade into sections better able to meet their levels of achievement.

c.

Supplementing the information obtained through psychological examinations.

Data are used by principal in: a.

Faculty meetings to discuss need of modi­ fication of curricula and/or methods of instruction.

b.

Meetings of parents to interest the parents in improving achievement in any particular field.

!j-.

Data are used by the pupil to evaluate his individual achievement with his own expectancy.

5*

Data are used by all school personnel including teachers, counselors, registrars, personnel in the health office, vice-principals and princi­ pals, in individual conferences with pupils, teachers and parents. Supplementary Testing

The minimum testing schedule is prescribed by the Evaluation Program.

Counselors and teachers will wish to

supplement this by the administration of other tests for specific purposes.

Tests in special subjects such as

foreign languages, mathematics, science and social studies may be given to classes at the start and end of a semester to measure pupil growth during that period.

Diagnostic

tests in reading, arithmetic and composition are available for use by teachers in diagnosing needs of pupils in regular classes and by counselors in determining causes of errors before assigning pupils to remedial classes.

In the

field of personality measurement, the California Test of Personality, Intermediate Form, may be ordered.

It is

recommended that this test be given only by counselors or by teachers well-trained in its interpretation.

Because

of the recognized low validity of such tests, particularly

for pupils of junior high school age, tests of aptitude are not used widely.

Occasionally, however, they are

helpful in guidance of individual pupils. Curriculum Publication S. C. - 335 "Objective Tests" lists and describes tests which are available for use in junior high school.

The counselor generally is

responsible for canvassing needs of teachers and placing a single order each semester on forms provided by the Evaluation Section.

CHAPTER VIII PROMOTING THE GUIDANCE POINT OF VIEW The guidance point of view must permeate the entire school if the needs of individual pupils and society are to be met effectively.

Administrators and teachers, librarian

and registrar, health coordinator and counselor-— all who work with boys and girls must know them and understand them as individuals.

The counselor shares with the prin­

cipal the responsibility for promoting the guidance point of view or individual approach among all members of the faculty in order that the guidance program may be of maximum service. Counselor relationships.

In order to promote the

guidance point of view, the counselor must first sell him­ self, for "All too often, teachers look upon a specialized educational worker, such as a counselor, with suspicion and distrust.

The counselor, therefore, must take the

initiative in developing cordial relationships with teach­ ers.

An attitude of respect for the teacher and the

importance of his position, a willingness arid ability to

1 Shirley A. Hamrin and Blanche B. Paulson, Counseling Adolescents (Chicago: Science Research Associates, Inri., 19^0), p. 351

55 help him in working with individual problems, and a generous recognition of his efforts in guidance acti- • vities will serve to dispel any antagonism the teacher may feel. A good working relationship between administrators and the counselor are also essential.

The counselor

must realize that the principal and vice-principals are responsible for the educational program and morale of the entire school.

He must inform himself regarding school

policies and plan guidance activities which supplement rather than replace the general school program.

He must

keep administrators informed of his purposes and plans and consult with them on cases where there is serious maladjustment or where community relations are involved. In like manner the counselor must cooperate with other members of the staff who have special responsibili­ ties for guidance.

Counselor, registrar, health coordi­

nator and chairman of social activities are all interested in helping boys and girls.

They must work together,

each recognizing the special abilities and responsibi­ lities of the other. The counselor who has the respect and confidence of all school personnel will be looked to as a leader. Only under these conditions can he hope to promote interest in his program.

56 In-service training.

In order to understand

individuals it is necessary to understand people. Teachers should be encouraged to increase their knowledge of how boys and girls develop, what motivates their behavior and how they learn.

They should be informed

of the general charffeteristies of the age group with which they work, their developmental tasks, the symptoms of maladjustment and the principles of mental hygiene. Faculty meetings, informal study groups and in-service classes may be organized for this purpose.

Interest

will be increased if the method of presentation is varied. Panel discussions, talks by authorities in the fields of psychology, guidance and mental hygiene, reviews of current literature, motion pictures and demonstrations are suggestive of the many methods

that

may be used.

A shelf of guidance books in the library or in the counselor’s office will be welcomed by many teachers.

The

counselor should work with the librarian in selecting books and encouraging teachers to use them. Academic knowledge alone does not insure a guidance point of view.

Teachers must see their pupils as indivi­

duals differing one from the other in capacity, interests and needs.

The counselor may help by providing and inter­

preting information about pupils, but the active partici­ pation of the teacher in guidance activities is the most

effective means of enlisting his interest.

The wise

counselor will encourage and act upon suggestions for improving the program and will enlist the aid of teachers in working with individual pupils.

He will use the case

conference as a means of helping teachers as well as pupils.

Staff members working together in analyzing

a pupilfs difficulty, sharing their knowledge and tech­ niques to effect that pupil*s adjustment, will come to a new understanding of the unique character of individuals and the importance of studying the total person. Other functions of the counselor are important. Collecting and systematizing information, administering tests and counseling with pupils are all necessary, but it is in promoting the guidance point of view that he performs his greatest service.

Only when all members

of the faculty understand individual pupils and work together to meet their needs will the school be a place where boys and girls grow in knowledge of self and the world about them, secure that they are liked and needed and have an important contribution to make in our democratic society.

BIBLIOGRAPHY

BIBLIOGRAPHY Baxter, Edna Dorothy, Approach to Guidance. Hew York: D. Appleton Company, Inc., 19^6. 205 PP • Arranged in two sections; the first narrates in conversational style how Miss MeLane, a new director of guidance in Hampton brings school personnel to the guidance point of view. Hie second section is an Interpretation of principles and methods exempli­ fied in the story part. An annotated bibliography follows each chapter of the story. Commission on Teacher Education, Helping Teachers Under­ stand Children. Washington, D. C. : American Coun­ cil on Education, 19i|5* l|68 PP« Of value to counselors in carrying on a program of in-service training for teachers, this volume is a report of the first three years of a program of child study in one school system. Excerpts from teacherfs own records are used to show how through the study of particular children, they grew in under standing of the underlying causes of behavior and learned new ways of working with pupils. The book concludes with a description of how the program was conducted. Cox, Philip W., and John Carr Duff, Basic Principles of Guidance. Hew York: Prentice-Hall, Inc ., 19li-8. lj-39 PP • Basing their discussion on the principle that effec­ tive guidance must consider the dynamics of personal ity development and adjustment, the authors make suggestions for guidance through group activities in the classroom, homeroom, clubs, athletics, dramatic arts and student government. The last part of the book is devoted to the guidance of exceptional pupils. Davis, Frank G., and Pearle S. Horris, Guidance Handbook for Teachers. Hew York: McGraw-Hill Book Company, Inc. 7 1914. 9 . 3ljJ|. pp. The authors consider guidance the function of the homeroom and classroom teacher. Following intro­ ductory chapters on the meaning of guidance and the needs of adolescents, techniques are suggested for ’’getting the facts, evaluating the facts, and apply­ ing the facts.”

Davis, Prank G., editor, Pupil Personnel Service. Scran­ ton, Pennsylvania: The International Textbook Com­ pany, 19^8 . 638 pp. Stressing the individual approach, eight specialists discuss all phases of guidance. Appendix A provides checklists for evaluating the personnel program in the school. Division of Research and Guidance, Los Angeles County Schools, Guidance Handbook for Secondary Schools, Los Angeles: California Test Bureau, I9I4B"]! 2l\3 PP* The main emphasis in this handbook is on techniques for securing, recording and using guidance data. In the last chapter suggestions are made for the evaluation of guidance services and of the educational program. Helpful is a list of selected readings at the end of each chapter. Dunsmoor, Clarence C., and Leonard M. Miller, Guidance Methods for Teachers. Scranton, Pennsylvania: International Textbook Company, 19lf2. 382 pp. The authors present practical methods and materials for use by teachers in homeroom and classroom. Suggestions are made for the democratic organization of classes as a means of realizing the aims of guidance. Erickson, Clifford E., A Practical Handbook for School Counselors. New York: The Ronald Press Company, 19^ 9 7 7 2 2 ^ pp. Organized in question-and-answer form, this text includes materials for elementary, secondary, and college levels. Erickson, Clifford E., and Marion C. Happ, Guidance Practices at Work. New York: McGraw-Hill Book Company, Inc., 19)4-6. Descriptions of guidance procedures actually carried on in schools. Eurich, Alvin C., and C. Gilbert Wrenn, “Appraisal of Student Characteristics and Needs,w Thirty-Seventh Yearbook of the National Society for the Study of Education, Part I. Bloomington, Illinois: Public School Publishing Company, 193$* ^P* 31-87*. The authors discuss nine kinds of information required for pupil guidance, and then describe and evaluate some techniques for obtaining that information. They conclude with suggestions for interpretation and use of diagnostic techniques.

6l Pent on, Norman, The Counselor’s Approach to the Home, Case Study Work Work Manuals, No. 1. Stanford University, California: Stanford University Press, 19^4-3• 32 pp. Techniques of case study work with particular attention to the counselor’s relationship to parents in securing information about pupils and cooperation in effecting adjustments. An outline for a social history is given on pp. 16-22. Fenton, Norman, The Counselor’s Interview with the Student. Stanford University Press, 19^3* 3^3 PP* Specific suggestions are offered for conducting and recording a personal interview. Hamrin, Shirley A., and Blanche B. Paulson, Counseling Adolescents. Chicago: Science Research Associates, Inc., 1950. 371 pp. Miss Polly Crandon and Mr. Erlandson become very real persons to the reader as they apply their knowledge of general and adolescent psychology in counseling with youth in educational, vocational and emotional areas. Harms, Ernest, Editor, Handbook of Child Guidance. New York City: Child Care Publications,' 19^4-7- 75l PPSummaries of various aspects of child guidance are presented by a number of authorities in this very comprehensive volume. Counselors will be interested particularly in the sections concerned with the guidance of the normal, physically handicapped, and problem and subnormal child. Jones, Arthur J., Principles of Guidance. New York: Me Graw-Hill Book Company, Inc., 194-5* 592 pp. A general presentation of the meaning and significance of guidance in the public schools. Actual procedures are illustrated and suggestions for improving practices are made. Lefever, D. Welty, Archie M. Turrell, and Henry I Weitzel, Principles and Techniques of Guidance. New.York: The Ronald Press Company, 194^"* 522 p p . A general text which considers personnel, plans of organization and procedures for guidance in secondary schools. The authors believe guidance is a function of teacher.and counselor, requiring of each broad understanding and special competence in this specific area.

National Society for the Study of Education, ThirtySeventh Yearbook, Part I, Guidance in Educational Institutions. Bloomington, Illinois: Public School Publishing Company, 193$. 313 PP* - Philosophy, techniques and recommended procedures of guidance are discussed by several authorities. The importance of the teacher-counselor is stressed. Appraisal of student characteristics, needs and achievement, individual and group guidance techniques, orientation and personality development are some of the subjects covered. National Society for the Study of Education, Forty-Third Yearbook, Part I, Adolescence. Chicago, .Illinois: The Department of Education, The University of Chicago, 358 pp. A summary by specialists of the results of studies in adolescent development. Section IV discusses the implications of these studies for education. National Society for the Study of Education, Forty-Ninth Yearbook, Part II, The Educational of Exceptional Children. Chicago, Illinois: The University of Chicago Press. 350 pp. Counselors will find this symposium a valuable aid in diagnosing and meeting the needs of pupils who deviate mentally, physically or socially. The book is divided into three sections, the first considering general concepts and problems common to all types of exceptional children, the second dealing separately with various classes of deviates and the third dis­ cussing the problems of prevention of handicaps and the need of research in the field. New York State Counselors Association, Practical Handbook for Counselors. Chicago: Science Research Associates, I9P'-' 160 pp. Prepared to assist counselors in secondary schools of New York State. The presentation of techniques is general enough to be helpful to all school personnel workers. Paterson, Donald G., Givendolen G. Schneidler, and Edmund G. Williamson, Student Guidance Techniques. New York: McGraw-Hill Book Company,,Inc., 1938* 31& PP* The authors give detailed descriptions of standardized tests for use in diagnosing pupil abilities, aptitudes, interests and personality characteristics.

63 Point of View, Publication No. 14-70, Los Angeles City . School Districts, 19^4-9A statement of the philosophy, basic policies and the purposes of education in the Los Angeles City School Districts . Rogers, Carl R., Counseling and Psychotherapy. Cambridge, Massachusetts: The. Riverside Press, 19l|-2. l\$0 pp. An exposition of the non-directive technique of counseling. Strang, Ruth, The Role of the Teacher in Personnel Work. New York: Bureau of Publications, Teachers College, Columbia University, 1946* 14-97 PP* Counselors as well as teachers will find helpful the author’s concrete illustrations of how to understand pupils-and how to work with them as individuals and groups. The book concludes with a discussion of various techniques used in counseling, such as case study, interview, observations and daily schedules. Teagarden, Florence M., Child Psychology for Professional Workers. Revised edition. New York: Prentice-Ha11, Inc., 1914-6 . A clinical psychologist discusses in non-technical language the normal and abnormal in children. Early development, emotions, sex life, relationships of the child to his home and to his school, and the symptoms, causes and effects of physical and psycho­ logical disorders are some of the topics treated. Traxler, Arthur E., Techniques of Guidance. New York: Harper and Brothers, 1 9 39\ PP* A comprehensive presentation of techniques for gather­ ing and organizing information about individual pupils. Detailed descriptions of tests and record forms are included. Weller, Gerald M., "Counselors Serve our Teachers", The Clearing House, 17: 203-206, December, 19^2. A b o y ’s vice-principal in a Los Angeles City junior high school discusses eight ways in which counselors help teachers. In concluding, he lists twenty-six; other services rendered by counselors.

61*. Williamson, E. G. , How to Counsel Students. Hew York: McGraw-Hill Book Company, Inc., 1939- 5&2 pp. A discussion of the principles, procedures and techniques employed by clinical counselors in effecting individual adjustment of high school and college pupils. Suggestions are made for analysis, diagnosis and treatment of personal, educational, vocational, financial and health problems. Williamson, E. G . , and M. E. Hahn, Introduction to High School Counseling. New York: McGraw-Hill Book Comp any, Inc •, 19^ 0 . 3llj. pp. A discussion of the responsibilities of adminis­ trators, teachers, counselors and other specialists in relation to problems of youth. Hie author points out the need for differentiation of.functions, specialized techniques and coordination of workers. Techniques employed by counselors are presented in chapters VII-IX. Wrenn, C. Gilbert, "Counseling with Students," ThirtySeventh Yearbook of the National Society.for the Study of Education, Part I. Bloomington, Illinois; Public School Publishing Company, 1938* -Pp. 119"* llt-3. Counseling is described in this article as ,fa signi­ ficant function of teaching.” The use of the interview and the "educational clinic” or case conference techniques are discussed.

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