The guidance of eighth grade pupils in their choice of a suitable high school program

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THE GUIDANCE OP EIGHTH GRADE PUPILS IN THEIR CHOICE OF A SUITABLE HIGH SCHOOL PROGRAM

A P ro je c t P r e s e n te d t o t h e F a c u l t y o f th e S c h o o l o f E d u c a tio n The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a

In P a r t i a l F u lfillm e n t o f t h e R e q u ire m e n ts f o r t h e D egree M a s te r o f S c ie n c e i n E d u c a tio n

by V irg in ia Spencer Z ie re r A u g u st, 19^0

UMI Number: EP47373

All rights reserved INFORMATION TO ALL U SERS T he quality of this reproduction is d ep en d en t upon the quality of the copy subm itted. In the unlikely event that th e author did not sen d a com plete m anuscript and th ere are missing pag es, th e se will be noted. Also, if material had to be rem oved, a note will indicate th e deletion.

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Ed- ' 5 3 2L (a 6 p v®0 T his project report, written under the direction of the candidate*s adviser and appro ved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of M ast er of Science in Education. *----

Date...

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Ad viser

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TABLE OF CONTENTS

j

CHAPTER I.

PAGE, INTRODUCTION ...........................................................................................................

1

The P ro b lem .

I

1

Im p o rta n c e o f th e s t u d y ................................

1

M ethod o f p ro c e d u re ......................................................................

3

j

!

II.

..........................

k

..............................................

ii

BACKGROUND OF THE PROBLEM . . . . . . . . . . The i n f l u e n c e o f th e com m unity

The i n f l u e n c e o f ch an g es i n v o c a ti o n s ...................................... | I

5

An e x p la n a tio n o f t h e im p o rta n c e o f p e rm a n en t

j

em ploym ent . . . . . . . . III.

.................................................... .

5

IMPORTANCE OF GUIDANCE IN THE' JUNIOR HIGH SCHOOL............................ 7 What g u id a n c e means on th e J u n i o r H igh S c h o o l le v e l

..............................................

Need f o r p u p i l p a r t i c i p a t i o n

in school a c tiv itie s

7 . . .

8

Aims o f t h e j u n i o r h ig h s c h o o l i n te rm s o f p u p i l p r o g r e s s ........................... 17.

8

REVIEW OF THE LITERATURE................................. A s tu d y b y Thomas L. N o rto n

. . .

11

.................... . . . . . . 1 1

A s tu d y b y C l i f f o r d E . E r ic k s o n . . . . . . . . . . . . 1 2 A s tu d y b y A gatha H. B ow ley . . . . . . . . . . . . . . 1 3 V.

METHODS USED IN JUNIOR HIGH SCHOOL GUIDANCE PROGRAMS . . . .

15

G uidance to w a rd v o c a t i o n a l p r e p a r a t i o n .................................

16

S c h o o l w ork p ro g ram

. . 1 6

CHAPTER A p p r e n tic e s h ip . . . . . . . . . . . . . . . . . . . M onographs ............................................... . . . . . . . . . . Recommended t e s t s . .

In terv iew

............................

. . . . . . . .

.................. .... ............................................ ....

T e a c h in g i n t h e c la s s ro o m . .................................................... The t e s t o f p l a c e m e n t .......................................... V I.

PLACE OF THE CLASSROOM TEACHER IN GUIDANCE ............................. R e s p o n s i b i l i t i e s o f t e a c h e r s ... ................... The

V II.

. . . . . . .

te a c h e r

asa

c o u n s e lo r . . . . . . . . . . . . .

The tea ch er

as a

fr ie n d

The

asa

g u id e to w a rd a c h ie v e m e n t . . . . .

SUMMARY .

te a c h e r

.................................

.......................................................................................................

G eneral c o n c lu sio n s . . .

......................................................

C r i t e r i a f o r s e t t i n g up l o c a l g u id a n c e p ro g ram . . . R e c o rd in g o f in f o r m a t io n b y t e a c h e r . . . . . . . . V III.

RECOMMENDATIONS ............................................................................................. O u tlin e . . .

....................................................................................

B io g r a p h ie s ........................ . . . . . .

.................................

P la n s f o r f u t u r e i n v e s t i g a t i o n s .......................................... BIBLIOGRAPHY ..................................................................................................................... APPENDIX A

V o c a tio n a l Q u e s tio n n a ir e ........................................................

APPENDIX B

C h a r a c te r an d P e r s o n a l i t y I n v e n to r y . . . . . . . .

.

CHAPTER I THE PROBLEM S ta te m e n t o f t h e p ro b le m .

T h is s tu d y was made a s an a tte m p t t o t r y t o

f o r m u la te a p ro g ram f o r g u id in g j u n i o r h ig h s c h o o l p u p i l s i n t h e i r s e l e c t i o n o f a s e n i o r h ig h s c h o o l p ro g ram w h ich w ould b e s t s e r v e them in th e ir fu tu re liv e s .

S p e c i f i c a l l y t h e p ro b lem was d e l i m i t e d as

fo llo w s : (1 )

How i s i t p o s s i b l e t o p o i n t o u t a t e r m i n a l p ro g ram f o r non­

c o l l e g e p e o p le ? (2 )

How c a n p e o p le w ith a b i l i t y i n s p e c i f i c f i e l d s b e made aw are

o f t h e i r i n a b i l i t y t o g e t a lo n g w ith o th e r s ? (3 )

How c an i t b e p o in te d o u t t h a t a c o l l e g e d e g re e d o e s n o t

g u a r a n te e s u c c e s s i n an y f i e l d ? (U)

W hat d e v ic e s c a n b e u s e d t o p o i n t o u t t h e r e a r e many ty p e s

o f w ork a v a i l a b l e f o r g r a d u a te s o f t e c h n i c a l s c h o o ls ? Im p o rta n c e o f th e s tu d y .

Many p e o p le e n t e r i n g h ig h s c h o o l a re u n ­

d e c id e d a s t o t h e im p o rta n c e o f a c o l l e g e e d u c a tio n an d o f a c o l l e g e d e g re e to t h e p a r t i c u l a r c h o ic e o f w ork th e y hope t o p u r s u e .

T h ere

a r e many v o c a t i o n a l o p p o r t u n i t i e s w hich d ep en d upon s p e c i a l i z e d t r a i n ­ in g r a t h e r th a n u n i v e r s i t y t r a i n i n g . More and m ore s t a t e s a r e m aking s e c o n d a r y e d u c a tio n c o m p u lso ry . As t h i s becom es more a p p a r e n t i t i s n e c e s s a r y t h a t a s e c o n d a ry p ro g ram b e o f f e r e d w h ich w i l l m eet t h e n e e d s o f t h e e v e r i n c r e a s i n g demands o f th e l a r g e num ber o f p u p i l s e n r o l l e d .

The c o n c e p tio n o f s e c o n d a ry

2 e d u c a tio n b e in g f o r t h e s e l e c t e d few h a s become o u t - d a t e d i n to d a y * s s o c i e t y o f i n c r e a s i n g c o m p le x ity .

S e c o n d a ry e d u c a tio n i s e d u c a tio n

f o r a d o le s c e n c e w ith a v ie w to w a rd th e d e s i r a b i l i t y f o r l e a r n i n g t o ta k e c a r e o f th e f u t u r e o f t h e s e a d o l e s c e n t s . I t i s im p o r ta n t t o have a th o ro u g h u n d e r s ta n d in g o f t h e s c h o o l p o p u la tio n i n o r d e r t o make a w is e d e te r m in a tio n o f h ig h s c h o o l p r a c ­ t i c e and p o l i c y .

I n e a c h s e c t i o n o f th e c o u n tr y c e r t a i n c h a r a c t e r i s ­

t i c s e x i s t w hich s h o u ld b e s t u d i e d .

The r e q u ir e m e n ts o f r u r a l and

u rb a n s c h o o ls n e e d t o b e s t u d i e d w ith p ro g ram s a p p r o p r i a t e t o e a c h b e in g o f f e r e d .

I n th e l a r g e c i t y h ig h s c h o o l some c o u r s e s a r e a p p ro ­

p r i a t e w hich w ould r e c e i v e no e n r o l l e e s fro m t h e s m a l le r r u r a l h ig h s c h o o l.

F o r exam ple,^ c o u r s e s i n i n t e r i o r d e c o r a t i o n , commerce and

s o c io lo g y w ould p r o b a b ly a t t r a c t m ore p u p i l s i n th e u rb a n a r e a w h ile c o u r s e s i n a g r i c u l t u r e , a n im a l h u s b a n d ry , and home econom ics w ould a t t r a c t m ore fro m t h e r u r a l a r e a s . I t i s im p o r ta n t f o r th e c o u n s e lo r and th e t e a c h e r t o b e a b le t o h e lp g u id e th e p r o s p e c t i v e h ig h s c h o o l p u p i l i n t o a c o u rs e w hich w ould b e s t s e r v e th e p u p i l 's own p a r t i c u l a r n e e d s .

The d e s i r a b i l i t y

o f h a v in g t r a i n i n g p e r s o n n e l t o h e lp i n th e s e l e c t i o n o f t h e c o u r s e i s a lm o s t s e l f - e v i d e n t .

I n t h e a r e a u n d e r s tu d y i n t h i s p a p e r i t

seem s t h a t th e te n d e n c y i n t h e p a s t h a s b e e n to a llo w p u p i l s t o c h o o se c o u r s e s w h ich w ould l i t t l e

serv e t h e i r b e s t in t e r e s t s .

Too many s t u d e n t s i n d i c a t e an i n t e r e s t i n a c o l l e g e p r e p a r a t o r y c o u r s e who a r e n o t q u a l i f i e d e i t h e r i n p a s t p e rfo rm a n c e o r p r e s e n t

3 a p t i t u d e f o r academ ic w ork.

I t i s a common m is c o n c e p tio n o f p e o p le

o f t h a t age t o b e l i e v e t h a t a c o l l e g e d e g re e i s a p a s s p o r t t o s u c c e s s i n an y c h o se n f i e l d o f e n d e a v o r.

The d e s i r e f o r a c o l l e g e e d u c a tio n

f o r a l a r g e g ro u p o f p u p i l s was p r o b a b ly t h e o u tg ro w th o f p a r e n t a l l a c k o f h i g h e r e d u c a tio n and o f t h e i r o v e r e s t im a t io n o f t h e d e g re e o f s o c i a l p r e s t i g e a s s o c i a t e d w ith a c o l l e g e d e g r e e . M ethod o f p r o c e d u r e .

T h is s tu d y c o n s i s t s o f a re v ie w o f l i b r a r y m a te ­

r i a l s a v a i l a b l e a t t h e U n i v e r s i t y o f S o u th e rn C a l i f o r n i a and t h e V e n tu ra C o u n ty E d u c a tio n L i b r a r i e s .

Through a re v ie w o f t h e l i t e r a ­

t u r e a p la n f o r a v o c a t i o n a l g u id a n c e p ro g ram a t Ven t u r a J u n i o r H igh S c h o o l e i g h t h g ra d e S o c i a l S t u d i e s c l a s s e s w i l l b e f o r m u la te d .

CHAPTER I I

BACKGROUND OF THE PROBLEM

I n a s c h o o l sy ste m i n w hich an a d e q u a te c o v e ra g e o f many ty p e s o f v o c a t i o n a l t r a i n i n g e x i s t s a s w e l l as a so u n d c o l l e g e p r e p a r a t o r y p ro g ram t h e r e i s l e s s c h a n c e o f a m is g u id e d p ro g ram th a n i n a s m a l le r s c h o o l s y s te m .

H ow ever, i t r e s t s upon t h e c o u n s e lo r s and t e a c h e r s

a l i k e t o t r y t o g u id e p u p i l s i n t o t h e p r o p e r f i e l d s . The ty p e s o f work w hich a r e a v a i l a b l e i n a g iv e n com m unity o f f e r an e x c e l l e n t b a s i s f o r d e te r m i n a tio n o f t h e ty p e s o f c o u r s e s w hich s h o u ld b e o f f e r e d i n th e h ig h s c h o o l.

T h is d o e s n o t mean t h a t o n ly

th o s e jo b s o f l o c a l i n t e r e s t w i l l s a t i s f y t h e t o t a l s c h o o l p o p u l a t i o n . The i n c r e a s e d u s e o f m a c h in e ry ,e m p h a s is upon m ass p r o d u c t io n , an d th e g ro w th o f new e n t e r p r i s e s h a v e e x e r te d a g r e a t e f f e c t upon t h e am ount an d c h a r a c t e r o f em ploym ent.

The e a r n in g o f a l i v i n g i n te rm s o f

h o u r ly wages m akes i t an e x tre m e h a z a rd f o r a w o rk e r t o b e unem p lo y ed . Many tim e s t h e c h a n g e s i n em ploym ent a r e b e y o n d t h e c o n t r o l o f t h e ' w o rk e r.

N o rto n s t a t e s t h a t c h a n g e s may b e due t o :

. . . t h e i n t r o d u c t i o n o f new m a c h in e ry , s e a s o n a l f l u c t u a t i o n s i n b u s i n e s s a c t i v i t y , c h a n g e s i n c o n su m p tiv e dem ands, t h e movement o r m ig r a tio n o f a p l a n t o r ah i n d u s t r y , and th e l i k e . T I t i s th e r e s p o n s i b i l i t y o f t h e w o rk e r t o make t h e a d ju s tm e n t t o th e new j o b , and t h e f a s t e r h e a d j u s t s t h e g r e a t e r h i s c h a n c e s o f su ccess w ill b e.

The u l t i m a t e o r i d e a l p ro g ram i n v o c a t i o n a l t r a i n i n g

^Thomas L. N o rto n , S d u c a tio n f o r W ork. (T he R e g e n ts I n q u i r y , M cG raw -H ill Book Co. I n c . , New Y o rk , 1 9 3 8 ), p . iu

5 w ould p r o v id e f o r a w o rk e r: (1 )

in f o r m a t io n

a b o u t i n d u s t r i a l n e e d s an d c o n d i t i o n s ,

(2 )

tra in in g in

th o s e f i e l d s w h ich p r o v id e t h e g r e a t e s t perm an­

e n t employment p o s s i b i l i t i e s , (3 )

tr a in in g to

a d a p t h im s e lf i n a c h a n g in g s i t u a t i o n , and

(U)

o p p o r t u n i t i e s f o r le a r n i n g new ty p e s o f w ork b e c a u s e o f

a l te r a t i o n s in o c c u p a tio n a l o p p o r tu n itie s .

2

The w hole v o c a t i o n a l p i c t u r e i s c o l o r e d b y c h a n g e s i n p o p u l a t i o n , econom ic w a n ts , te c h n o l o g ic a l.d e v e lo p m e n ts , c h an g e s i n s k i l l r e q u i r e ­ m e n ts , an d g e o g ra p h ic s h i f t s .

The s c h o o ls c a n e n d e a v o r t o k eep a b r e a s t

w ith t h e c h an g e s and t o p r o v id e maximum o p p o r t u n i t i e s f o r p u p i l s t o f i n d em ploym ent s u i t e d t o t h e i r c a p a b i l i t i e s .

P a s t and c u r re n t tre n d s

c an c e r t a i n l y s e r v e a s i n d i c a t o r s o f w hat c a n b e e x p e c te d i n t h e f u t u r e ev en th o u g h t h e y may n o t d e te rm in e f u t u r e t r e n d s . B e c a u se o f t h e i m p o s s i b i l i t y o f e x a c t l y p r e d i c t i n g t h e f u t u r e i t w ould seem t h a t t h e i n i t i a l t r a i n i n g p ro g ram w o u ld b e s t f o llo w a g e n e r a l t r e n d l a t e r p e r m i t t i n g t h e p u p i l t o p e r f e c t t h e a d ju s tm e n t i n h i s a d a p t a t i o n t o v a r y in g c o n d i t i o n s .

I n some i n d u s t r i e s t h e em ploy­

m ent o f i n d i v i d u a l s may b e b a s e d n o t upon t h e i r s p e c i a l i z e d t r a i n i n g , b u t upon t h e i r a d a p t a b i l i t y t o c h a n g in g c o n d i t i o n s .

Some i n d u s t r i e s

f o r e x am p le, p r e f e r an i n - s e r v i c e t r a i n i n g p ro g ram t o s p e c i a l i z e d t r a i n i n g i n a v o c a t i o n a l s c h o o l. A l a r g e p r o p o r t i o n o f em ployed p e o p le a r e i n t h e g ro u p who w ork .

^Ibid., p. 1|.

____

6 f o r o th e rs .

I n e x p r e s s in g t h e r e l a t i o n s h i p o f e d u c a tio n t o m a n u a lly

em ployed g ro u p s N o rto n s t a t e s : A r e l a t i v e l y r i g i d o c c u p a tio n a l s t r a t i f i c a t i o n p a r t i c u l a r l y among some m a n u al g ro u p s h a s im p o r ta n t i m p l i c a t i o n s f o r o u r e d u c a ­ t i o n a l s y s te m , e s p e c i a l l y i n v iew o f th e f a c t t h a t t h e num ber o f c h i l d r e n a t t e n d i n g s e c o n d a ry s c h o o ls i s i n c r e a s i n g . 3 A good v o c a t i o n a l p ro g ram s h o u ld r e c o g n iz e t h a t many p e o p le w i l l re m a in a t a g iv e n o c c u p a t i o n a l l e v e l and s h o u ld h a v e a p p r o p r i a t e in g ,

tra in ­

H ig h ly s p e c i a l i z e d t r a i n i n g s h o u ld b e a v o id e d a s th e p rim a ry

ty p e o f v o c a t i o n a l e d u c a tio n .

I t h a s b e e n fo u n d fro m q u e s t i o n n a i r e s

t h a t " . . . t h e r e was l e s s unem ploym ent among b oy g r a d u a te s o f v o c a t i o n a l s c h o o ls th a n among b o y g r a d u a te s o f g e n e r a l h ig h s c h o o l s . I n p r e v io u s s t u d i e s i t h a s b e e n fo u n d t h a t t h e g e n e r a l h ig h s c h o o ls h av e n o t h ad a v e r y g r e a t i n f l u e n c e on t h e v o c a t i o n a l c h o ic e s of th e ir p u p ils . Many tim e s p u p i l s e l e c t c o u r s e s w ith o n ly s u p e r f i c i a l h e l p fro m c o u n s e lo r s .

B ec a u se o f t h i s l a c k o f g u id a n c e i n d i v i d u a l p u p i l s made

U nw ise a n d i m p r a c t i c a l v o c a t i o n a l c h o ic e s .

I t i s i n an a tte m p t t o

h e lp p r e v e n t t h i s w a s te o f human e f f o r t t h a t t h i s s tu d y o f v o c a t i o n a l g u id a n c e on t h e j u n i o r h ig h s c h o o l l e v e l was m ade.

3I b i d . , p . 15. ^T b i d . , p . 17. I b i d ., p . 27.

CHAPTER I I I IMPORTANCE OF GUIDANCE IN THE JUNIOR HIGH SCHOOL G u id an ce o f a l l - r a r i t i e s b u t e s p e c i a l l y v o c a t i o n a l g u id a n c e on t h e s e c o n d a ry l e v e l i s v e r y i m p o r ta n t b e c a u s e p u p i l s o f s e c o n d a ry s c h o o l age a r e im p r e s s io n a b le and f o r th e m o st p a r t somewhat u n s t a b l e i n t h a t th e y ch an g e fro m one i d e a t o a n o th e r I n r a p i d o r d e r .

G uid­

a n ce h e lp s th e i n d i v i d u a l s e e k a s o l u t i o n t o h i s own p ro b le m s , t o d i s c o v e r h i s own t a l e n t s , to h e l p - p r e p a r e him t o l i v e a w e ll b a la n c e d l i f e , an d t o make h i s c o n t r i b u t i o n t o t h e im provem ent o f t h e w o rld . P e rh a p s th e m o st im p o r ta n t p o i n t i n g u id a n c e i s t o d e v e lo p th e i n d i v i d u a l 1s r e c o g n i t i o n o f h i s own p o t e n t i a l i t i e s i n o r d e r t h a t h e may s e r v e h i s own b e s t i n t e r e s t s and im p ro v e h i s own g e n e r a l w e l f a r e . The n e e d f o r r e - d i r e c t i o n o f e f f o r t s i n some i n d i v i d u a l s i s r e c o g n iz e d b y c o u n s e l o r s .

H ow ever, i n t r y i n g f o r a c h an g e i n e f f o r t ,

t h e c o u n s e lo r s h o u ld b e c a r e f u l t o n o t u s e d e s t r u c t i v e c r i t i c i s m .

The

d e v elo p m en t o f an i n t e l l i g e n t and c o n s t r u c t i v e a p p ro a c h i n p la c e o f an e m o tio n a l p ro c e d u r e i n th e s o l u t i o n o f th e in d iv id u a l* s p ro b le m s m arks a s c i e n t i f i c a t t i t u d e and a n o rm a l m ind. The y o u n g e r th e p u p i l i s th e b e t t e r t h e c h a n c e o f h e lp in g him t o d e v e lo p t h e r i g h t p ro b le m s o lv in g te c h n i q u e .

The p r im a r y aim i n a

good g u id a n c e p ro g ra m i s t o h e lp t h e p u p i l m eet and s o lv e h i s p ro b le m s a s th e y a r i s e , and t h e u l t i m a t e aim i s s e l f - g u i d a n c e o r i n t e l l i g e n t s e lf-d ire c tio n .

By th e tim e t h e p u p i l h a s p r o g r e s s e d th ro u g h h ig h

8

"1

s c h o o l i t i s t o be hoped t h a t h e w i l l have a t t a i n e d t h e u l t i m a t e aim

j i

w hich can be a c h ie v e d o n ly th r o u g h a p e r io d o f t r a i n i n g h a v in g i t s

j

s t a r t on th e j u n i o r h ig h s c h o o l l e v e l .

j

The c o m p le x ity o f l i v i n g i n t o d a y 's w o rld o f c h an g in g e co n o m ic,

i

j

I J m o r a l, and p o l i t i c a l v a lu e s and th e b e l i e f t h a t a d em ocracy r e q u i r e s i n j i i i t s f u l l e s t s e n s e th e a c t i v e p a r t i c i p a t i o n o f e v e ry o n e hav e made J t e a c h e r s and c o u n s e lo r s r e a l i z e t h e n e c e s s i t y f o r h e lp in g b o y s and g i r l s t o f e e l th e m s e lv e s p a r t i c i p a t i n g members o f g ro u p l i f e .

M cGregor

and H a lb ro o k d i s c u s s t h e j u n i o r h ig h s c h o o l y e a r s a s " . . . im p o r ta n t y e a r s , d u r in g w h ic h p e r s o n a l h a b i t s b a s i c t o v o c a t i o n a l s u c c e s s a r e

i

fo rm e d .

t

I t i s th e aim o f th e j u n i o r h ig h s c h o o l t o p r e p a r e p u p i l s t o (1 ) work w e l l , (2 ) p la y w e l l , (3 ) g o v e rn o r b e g o v e rn e d w e l l , and (If) l i v e w e l l . To w ork w e ll th e p u p i l m ust f i n d w h a t he i s b e s t f i t t e d

to d o .

S in c e i n th e j u n i o r h ig h s c h o o l many new f i e l d s o f s tu d y a r e o f f e r e d , t h e t e a c h e r sh o u ld b e lo o k e d upon a s a g u id e t o h e lp t h e p u p i l s . To p l a y w e l l means t o p r o v id e f o r m e n ta l and p h y s i c a l h e a l t h b y u s in g l e i s u r e tim e i n w holesom e a c t i v i t i e s .

T hrough th e o r g a n i z a t i o n

o f c lu b s and a p p r e c i a t i o n c l a s s e s ( a r t and m u sic ) p u p i l s a r e made

-*-A. L a u ra M cGregor and H a ro ld Lyman H a lb ro o k , Our J u n i o r H igh S c h o o l (S an F r a n c is c o : A lly n and B ac o n , 1 9 U 0 ), p . ___________ ____

9 aw are o f l e i s u r e i n t e r e s t s w hich can s e r v e them f o r many y e a r s t o come. To g o v ern and be g o v e rn e d w e l l a r e c h a r a c t e r i s t i c s w ith w h ich a l l good c i t i z e n s i n a d em o cracy m u st be a c q u a i n te d .

The j u n i o r h ig h s c h o o l

i s a n e x c e l l e n t p la c e t o i n i t i a t e an a c q u a in ta n c e s h ip w ith g o v e rn m e n ta l o r g a n i z a t i o n and f u n c t i o n th ro u g h th e a c t i v e p a r t i c i p a t i o n o f a l l members i n s t u d e n t b o d y a f f a i r s . The t h r e e p r e v io u s aim s a c t u a l l y c o n s t i t u t e a b a s i s f o r l e a r n i n g how t o l i v e w e l l .

I n a d d i t i o n t o know t h a t a w holesom e p e r s o n a l i t y

and c h a r a c t e r i s b e in g d e v e lo p e d i n t h e i n d i v i d u a l a f f o r d s one o f th e g r e a t e s t s a t i s f a c t i o n s t o b e r e a l i z e d b y t e a c h e r and c o u n s e lo r . T h e re have b e en num erous b o o k s w r i t t e n a b o u t v o c a t i o n s , t e s t i n g p ro g ram s t o s e l e c t v o c a t i o n s , i n t e r v i e w te c h n i q u e s , and f o llo w - u p s on t e s t i n g p ro g ram s upon w o rk e rs i n v a r io u s f i e l d s .

M ost o f t h i s r e ­

s e a r c h h a s b e e n done w ith w o rk e rs i n th e f i e l d a s s u b j e c t s o r w ith th o s e a b o u t t o e n t e r t h e f i e l d .

V ery l i t t l e h a s b e e n w r i t t e n a b o u t

te c h n iq u e s u s e f u l f o r j u n i o r h ig h s c h o o l p u p i l s who a r e a b o u t t o s t a r t t h e p r e p a r a t i o n f o r th e v o c a ti o n o f t h e i r c h o ic e .

The im p o rta n c e o f

good v o c a t i o n a l g u id a n c e on t h i s l e v e l i s p o in te d o u t b y N o rto n : B e fo re t h e s t u d e n t f i n i s h e s g ra d e 9 th e s e c o n d a ry s c h o o l s h o u ld p r o v id e an o p p o r tu n i ty f o r him t o e x p lo r e th e t r a i n i n g r e q u i r e d f o r e a c h o f th e m a jo r v o c a t i o n a l f i e l d s r e p r e s e n t e d i n t h e s e c o n d a r y s c h o o l p ro g ra m .2 F o r p u p i l s g o in g i n t o p r o f e s s i o n a l t r a i n i n g a s u r v e y c o u rs e s h o u ld b e o f v a lu e i n d e v e lo p in g a g e n e r a l u n d e r s ta n d in g o f im p o r ta n t

^ N o rto n , o p . c i t . , p . 13 7 •

10 k in d s o f v o c a t i o n a l a c t i v i t i e s .

F o r t h e p u p i l w hose fo r m a l e d u c a tio n

s t o p s a t t h e t w e l f t h g ra d e l e v e l a s u r v e y c o u rs e s h o u ld le a d t o an i n t e l l i g e n t c h o ic e o f a v o c a t i o n a l t r a i n i n g p ro g ra m .

S in c e su c h a

s m a ll p e r c e n ta g e o f th e t o t a l s c h o o l p o p u l a tio n i s c o lle g e p r e p a r a t o r y , i t seem s t h a t a n e q u a l am ount o f a t t e n t i o n s h o u ld b e g iv e n t o th e t e r ­ m in a l o r v o c a t i o n a l c o u r s e s .

CHAPTER IV REVIEW OF THE LITERATURE N o rto n c o n d u c te d a r e s e a r c h w hich h a s shown t h a t th e p ro b le m o f o c c u p a tio n a l a d ju s tm e n t i n t h e p a s t h a s b e e n l e f t up t o th e p u p i l 's own i n i t i a t i v e .

He s a y s :

. . . t h e p ro b le m i s a s o c i a l a s w e l l a s an i n d i v i d u a l one and th e s t a t e m ust b e c o n c e rn e d w ith i t . E q u a l o p p o r tu n i ty f o r a l l d o e s n o t mean t h e same o p p o r t u n i t y f o r a l l .3 I f th e i n i t i a l v o c a t i o n a l a d ju s tm e n t p ro g ram i s t o b e t h e c o n c e rn o f t h e e d u c a t i o n a l sy ste m th e n t h e t r a i n i n g s h o u ld b e " i n c l u s i v e , dy n am ic, r e a l i s t i c , a d e q u a te , e f f e c t i v e , s o c i a l l y d e s i r a b l e , and s o c i a l 2 l y e c o n o m ic a l." To i n s u r e a p ro g ram o f o c c u p a t io n a l a d ju s tm e n t g u id a n c e s h o u ld b e r e c o g n iz e d a s a c o n t r o l l i n g f a c t o r .

3

R y e l i n a s u r v e y o f t h e Compton S e c o n d a ry G u id a n ce Program s t a t e d t h a t " . . . t o d a y 's s c h o o ls . . .

c o n s id e r g u id a n c e a s a f u n c t i o n

o f e d u c a tio n w i t h a sc o p e a s b ro a d a s t h e e d u c a t i o n a l p ro g ram i t s e l f . The c u r r ic u lu m o f t h e a v e r a g e j u n i o r h ig h s c h o o l i s so o rg a n iz e d

1 I b i d . , p . lU O -lU l. 2I b i d . , p . lU l. ^Howard M. B e l l , M atc h in g Y outh W ith Jo b s (W a sh in g to n D .C ., A m erican C o u n c il on E d u c a tio n , I 9 I4O ), p . iBT ^ C h r y s tle Crump R y e l, A S u rv e y o f th e G u id an ce P ro g ram i n th e F iv e J u n i o r H igh S c h o o ls o f t h e Compton U nion S e c o n d a ry D i s t r i c t (U n p u b lish e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 19^9)* p* 1 8 .

12 t h a t d u r in g th e f i r s t tw o y e a r s , t h a t i s th r o u g h o u t th e s e v e n th and e i g h t h g ra d e s l i t t l e

o r no c h o ic e o f s u b j e c t s i s o f f e r e d *

The im p o r t­

a n t s e le c tio n o f s u b je c ts i s d e fe rre d u n t i l th e n in th g ra d e .

T h e re fo re ,

th e g u id a n c e p ro g ram w i t h i n th e fo rm e r tw o g ra d e l e v e l s r e p r e s e n t s th e ‘'l a y i n g o f th e f o u n d a tio n f o r a w ise c h o ic e i n th e n i n t h g r a d e . ” The e x p e r ie n c e s o f y o u th i n th e t r y - o u t c o u r s e s o f th e s e v e n th and e i g h t h g ra d e s and t h e p e r s o n a l in te r v ie w s w i t h th e c o u n s e lo r a r e u t i l i z e d a s a b a s i s f o r t h e c h o ic e o f n i n t h g ra d e p ro g ra m s .

T h is

s e l e c t i o n o f p ro g ram s h o u ld le a d d i r e c t l y i n t o t h e s p e c i a l i z e d c o u rs e s o f s tu d y o f th e s e n i o r h ig h s c h o o l. A c c o rd in g t o th e w r i t i n g s o f E r ic k s o n th e g u id a n c e p ro g ram s h o u ld in c lu d e i (1 )

S e r v ic e s to g ro u p s o f p u p i l s : o c c u p a t io n a l in f o r m a t i o n , g ro u p c o n f e r e n c e s , c a r e e r d a y s , and c l u b s .

(2 )

S e r v ic e s t o i n d i v i d u a l s : h e lp p u p ils i n s e lf -u n d e rs ta n d in g , s e l e c t i n g c o u r s e s and p ro g ra m s , m aking e d u c a t i o n a l and v o c a tio n a l p la n s .

(3 )

S e r v ic e s t o t h e s t a f f : a s s i s t i n i n - s e r v i c e p ro g ra m s , serv e te a c h e rs as a .r e f e r r a l so u rc e .

(h )

S e r v ic e s t o t h e a d m i n i s t r a t i o n ; a i d i n c u r r ic u lu m r e ­ o r g a n i z a t i o n , a i d i n s e c t i o n i n g and p la c e m e n t o f p u p i l s , and p r o v id e in f o r m a t io n on p ro b le m c a s e s .

(E>) S e r v ic e s to paren ts and community; and - community.

h elp u n ite home, sc h o o l,

£ A r th u r J . Jo n e s P r i n c i p l e s o f G uidance (New Y o rk , M cG raw -H ill Book C o ., I n c . , 1 9 3 0 ), p . 2 5 5 .

13 (6 )

S e r v ic e s i n r e s e a r c h : fie ld .6

make r e c o r d s a v a i l a b l e t o o t h e r s i n

B ow ley i n h e r b o o k , G u id in g t h e N orm al C h ild , makes th e f o llo w in g o b s e rv a tio n s : A d o le sc e n c e i s i n th e p e r io d when i n d i v i d u a l d i f f e r e n c e s a r e th e m o st m a rk e d . . . . I t i s t h e r e f o r e , im p o r ta n t t o p ro v id e a r e a l l y w ide c u r r ic u lu m w ith a l t e r n a t i v e s u b j e c t s a t s c h o o l and a xd.de ra n g e o f h o b b ie s . . . . J u s t now, t o o , when t h e a d o le s c e n t n e e d s g u id a n c e so e a r n e s t l y he i s m ost c r i t i c a l o f a d u l t s . He te n d s to l o s e c o n fid e n c e i n t r a d i t i o n a l f a m ily s ta n d a r d s and f e e l s d e f i a n t o f p a r e n t a l a u t h ­ o r i t y . . . . The a d o l e s c e n t n e e d s nh e l p fr i n g ro w in g up and n o t j u s t c r i t i c i s m and s u p e r v i s i o n . . . . A t th e same tim e a d o l e s c e n t e d u c a tio n m ust f u l f i l l a d o l e s c e n t n e e d s , and t h e c u r r ic u lu m m u st b e one t o a p p e a l and n o t t o s t u l t i f y g ro w th w h e th e r m e n ta l, p h y s i c a l o r e m o tio n ­ a l.7 S u p er h a s made an e x te n s iv e s tu d y o f t h e v o c a t i o n a l f i t n e s s o f p e o p le i n th e v a r i o u s f i e l d s th ro u g h t h e u s e o f p s y c h o lo g i c a l t e s t s . He h a s s t a t e d t h a t : . . . v o c a t i o n a l c o u n s e lin g h a s two fu n d a m e n ta l p u r p o s e s : t o h e lp p e o p le make good v o c a t i o n a l a d ju s tm e n ts and f a c i l i t a t e t h e sm ooth f u n c t i o n i n g o f t h e s o c i a l economy th ro u g h t h e e f f e c t i v e u s e o f man­ p o w e r. . . . A w e l l a d ju s t e d man i s one who h a s b e e n a b le t o p u t t h e s e tw o ty p e s o f know ledge t o good u s e and h a s fo u n d a p la c e f o r h im s e lf in s o c ie ty .” M ost j u n i o r h ig h s c h o o ls w h ich h a v e a c o u n s e lin g p ro g ram r e p o r t some e f f o r t i n t h e d i r e c t i o n o f v o c a t i o n a l g u id a n c e .

T h is a c t i v i t y

i s c h i e f l y shown i n (1 ) g i v in g v o c a t i o n a l in f o r m a t io n , (2 ) t r a i n i n g

£ C l i f f o r d E . E r ic k s o n , The Couns e l i n g I n t e r v i e w , (New Y o rk , Book C o ., I n c . , 1 9 3 0 ), p . 25!?.~ 7 A g a th a H. B ow ley, G u id in g th e N orm al C h ild , (New Y o rk , P h ilo s o p h ic a l L ib ra r y , ) pp. 1 3 1 -litl. O D onald E . S u p e r , A p p r a is in g V o c a tio n a l F i t n e s s , (New Y o rk , I H a rp e r and B r o s . , 1 9 h 9 )» P« ___________________________________

lU th e c h i l d t o a n a ly z e h i s own c a p a c i t i e s i n t h e l i g h t o f t h e r e q u i r e ­ m en ts o f th e v o c a t i o n , (3 ) i n t e r e s t i n g e a c h c h i l d t o make a t l e a s t a t e n t a t i v e c h o ic e o f v o c a ti o n .

9

^ W illia m M. P r o c t o r an d N ic h o la s R i c c i a r d i , The J u n i o r H igh S c h o o l, ( S ta n f o r d U n i v e r s i t y , C a l i f o r n i a , S ta n f o r d U n i v e r s i t y P r e s s , 1 9 3 0 ), p . 1 8 7 .

CHAPTER V

METHODS USED IN JUNIOR HIGH SCHOOL GUIDANCE PRCGRAMS The ju n io r h igh sc h o o l i s th e f i r s t sc h o o l to o f f e r th e p u p il a ch o ice o f e l e c t i v e s u b je c ts which in d ic a te s th a t th e ju n io r high sc h o o l i s an ap p rop riate p la c e to s t a r t an e f f e c t i v e guidance program. The proper d eterm in a tio n o f e l e c t iv e s u b je c ts on the b a s is o f a p lan f o r th e fu tu r e ca reer o f th e p u p il in d ic a te s some a t te n t io n must be g iv en to h is i n t e r e s t s and a t t i t u d e s .

I t has been found th a t a la ck

o f good knowledge o f the b a s ic s k i l l s o f lan gu age, s p e llin g and a r it h ­ m etic has been a handicap in fu tu re v o c a tio n a l a c t i v i t y .

T h erefore,

in th e rem aining y ea rs b e fo r e th e end o f th e form al ed u cation o f the p u p il he should be g iv en an op p ortu n ity to Improve in th o se b a s ic s k ills . The r e c o g n itio n o f in d iv id u a l d iff e r e n c e s in young peop le by tea c h e r s and co u n selo rs g iv e s r i s e to th e prem ise th a t th e se p eop le cannot be tr e a te d as i f th ey were a l l a l i k e .

The la ck o f adequate

guidance has a d ir e c t r e la t io n s h ip t o th e number o f youths who drop out o f sc h o o l b ecause t h e ir sch o o lin g has f a il e d t o s a t i s f y t h e ir i n t e r e s t s and n eed s. Emphasizing th e im portance o f in d iv id u a l d iff e r e n c e s in guid an ce, B e l l has s ta te d : However r ic h and v a ried i t s curriculum and typ es o f in s t r u c t io n , a sc h o o l system can make i t s maximum c o n tr ib u tio n t o th e needs o f i t s stu d en ts o n ly through th e o p eration o f an adequate program o f gu id an ce. On th e co u n selo rs or tea c h e rs r e s t s th e c r u c ia l r e s p o n s ib ilit y o f

16 recom m ending t o th e s t u d e n t s th o s e s c h o o ls o r th o s e c o u rs e s o f s tu d y o r s u b j e c t s w i th in a s c h o o l w h ich m o st c l e a r l y p ro m ise to s a t i s f y h i s i n d i v i d u a l i n t e r e s t s and n e e d s J u n i o r h ig h s c h o o l g u id a n c e s h o u ld n o t b e d e s ig n e d f o r th e p ro b le m c h i l d o n ly ; i t i s n e e d e d a s much b y b r i g h t p u p i l s a s b y slo w le a r n e r s .

B e l l a g a in s t a t e s :

r'G u id an ce c o n t r i b u t e s t o t h e g ro w th

o f t h e i n d i v i d u a l b y c r e a t i n g a more s a t i s f y i n g a d ju s tm e n t b e tw ee n w h at he n e ed s and w h at he i s t a u g h t . 11 An e f f e c t i v e g u id a n c e p ro g ram a s s u r e s t h a t t h e v a r i e d e d u c a t i o n a l program w i l l b e p u t t o i n t e l l i g e n t and p r o f i t a b l e u s e .

The e f f e c ­

t i v e . c o u n s e lo r w i l l g iv e t o t h e youth who come t o him some i d e a o f t h e i r a b i l i t i e s and th e w o rld o f w o rk .

I t i s h i s d u ty t o p o i n t o u t

f a c t s r e g a r d in g a p t i t u d e s , p r e p a r a t i o n , m oney, and tim e r e q u i r e d f o r s u c c e s s f u l l y p u r s u in g a n y v o c a t i o n . The s c h o o l-w o rk p ro g ram o f f e r s a n o p p o r tu n i t y f o r t h e p u p i l t o becom e a c q u a in te d w ith th e w o rk -a -d a y a tm o sp h e re o f a s t o r e o r sh o p w h ic h i s d i f f i c u l t t o d u p l i c a t e ev en i n th e b e s t s c h o o l s .

H ow ever,

i f t h i s ty p e o f p ro g ram i n t e r f e r e s w ith em ploym ent o f p e o p le b ey o n d s c h o o l ag e th e n i t c r e a t e s a p ro b le m o f s e r i o u s p r o p o r t i o n s .

P e rh a p s

a b e t t e r p la n t h a n th e s c h o o l-w o rk p ro g ram i s t h e a p p r e n t i c e s h i p p la n i n t h o s e s t a t e s w hich h a v e p a s s e d a p p r e n t i c e s h i p la w s . The u s e o f o c c u p a tio n a l m onographs i s a c l e a r way o f show ing

^ B e ll, op. c i t . , p . 1 9 . 2

Ib id . , p . 21*.

1? l o c a l w o rk in g o p p o r t u n i t i e s .

A m onograph u s u a l l y in c l u d e s in f o r m a tio n

a b o u t: (1 )

th e u s u a l t a s k s w h ich t h e v a r i o u s o c c u p a tio n s in v o lv e ,

(2 )

th e a p t i t u d e and p r o f i c i e n c y t e s t s w hich a r e c a p a b le o f p r e d i c t i n g p r o b a b le s u c c e s s o r f a i l u r e i n t h e o c c u p a tio n , and

(3 )

t h e in f o r m a tio n t h a t can b e o b ta in e d c o n c e rn in g t h e v o l ­ um e, t u r n o v e r , and ch an g es o f em ploym ent o p p o r t u n i t y i n th e o c c u p a tio n .

3

O ccupational surveys p u ttin g fo r th in form ation on l o c a l employ­ ment c o n d itio n s in c lu d in g age o f w orkers, estim a te s o f tu rn over, e d u c a tio n a l req u irem en ts, and volume o f employment o p p o r tu n itie s are o f s e r v ic e t o c o u n se lo r s , a l s o . The F e d e r a l Employment D i v i s i o n h a s c o l l e c t e d a m ass o f d e t a i l e d in f o r m a tio n a b o u t m a ch in es u s e d , t o o l s , e q u ip m e n t, and m a t e r i a l s u s e d , t h e c o n d itio n s o f w o rk ,a n d th e r e l a t i o n o f th e jo b d e s c r ib e d t o o t h e r s i n th e i n d u s t r y . ^

T h is in f o r m a t io n s h o u ld b e p r o c e s s e d by jo b coun­

s e l o r s t o m eet l o c a l c o n d i t i o n s b e f o r e i t can b e e f f e c t i v e l y u s e d b y th e s c h o o l c o u n s e lo r .

B a s ic i n d u s t r i a l a s w e ll a s o c c u p a tio n a l f a c t s

a r e n e c e s s a r y i f th e c o u n s e lo r o r t e a c h e r i s t o do a good jo b o f v o c a t i o n a l g u id a n c e . T e s ts and m easu rem en ts a r e some o f th e t o o l s w h ich can b e u sed ^ I b i d . , p . U8.

^ Ibid., p. 15U.

18 to h e lp d i r e c t p u p i l s t o v o c a t i o n s i n w hich t h e y a r e c a p a b le o f a c h i e ­ v in g s u c c e s s .

The m e a s u rin g d e v ic e s t h e c o u n s e lo r h a s a t h i s d i s p o s a l

in c lu d e i n t e l l i g e n c e , a p t i t u d e , a c h ie v e m e n t, and p e rfo rm a n c e t e s t s , v o c a t i o n a l p r e d i c t o r s , and i n t e r e s t i n v e n t o r i e s .

T hese t e s t s s h o u ld

b e u s e d o n ly b y p e o p le who h av e h ad a d e q u a te t r a i n i n g i n a d m in i s te r in g and i n t e r p r e t i n g t e s t s .

When p r o p e r l y i n t e r p r e t e d t e s t s u n c o v e r

pow ers and w e ak n e sse s o f p e r s o n a l i t y w h ic h m ig h t o th e r w is e e s c a p e t h e a t t e n t i o n o f t h e c o u n s e lo r .

L o c a l a d a p t a t i o n e x e m p lif ie d b y s e t t i n g

up l o c a l norm s make a t e s t m ore v a l i d f o r u s e i n t h e l o c a l s i t u a t i o n . I n a d d i t i o n t o t e s t r e s u l t s t h e c o u n s e lo r s h o u ld ta k e i n t o c o n s id e r ­ a tio n : (1 )

f a m ily and c u l t u r a l b a c k g ro u n d ,

(2 )

p h y s i c a l and m e d ic a l h i s t o r y ,

(3 )

m arks i n s c h o o l s u b j e c t s ,

(L )

e x tra c u rric u la r a c t i v i t i e s ,

(5 )

i n t e r e s t s , and

(6 )

s p e c i a l t a l e n t s a s e v id e n c e d b y a c t u a l a c c o m p lis h m e n t.^

O b je c tiv e in f o r m a tio n made a v a i l a b l e th r o u g h t e s t i n g m a t e r i a l s s h o u ld b e o f tw o g e n e r a l ty p e s t o b e o f u s e t o th e c o u n s e lo r o r te a c h ­ e r.

The f i r s t ty p e i s th e p e r s o n a l in v e n to r y w h ich c a n b e o b ta in e d

th ro u g h u s in g o c c u p a tio n a l i n t e r e s t i n v e n t o r i e s o r p e r s o n a l i t y a d j u s t ­ m ent t e s t s .

The se c o n d ty p e i s p e rfo rm a n c e in f o r m a t io n o b ta in e d b y

5Ib id ., p. 172

19 u s in g p e rfo rm a n c e t e s t s -which show s k i l l s , k n o w le d g e s , a c h ie v e m e n ts , and a b i l i t i e s . A f t e r t h e t e s t s have been s c o re d t h e i n f o r m a t io n o f p e r t i n e n t n a t u r e t o th e p u p i l s h o u ld b e made a v a i l a b l e t o h im .

By a llo w in g th e

p u p i l t o s e e h i s r a t i n g s and t h e i n t e r p r e t a t i o n o f h i s p e rfo rm a n c e i n r e l a t i o n t o e s t a b l i s h e d norm s i t i s e a s i e r f o r th e p u p i l t o s e e h i s l i m i t a t i o n s and -to u n d e r s ta n d b e t t e r h i s c h a n c e s f o r s u c c e s s .

In t h i s

m anner th e v e r y d i f f i c u l t t a s k o f t e l l i n g th e p u p i l h e i s u n f i t t e d t o f o llo w t h e v o c a tio n o f h i s c h o ic e i s l e f t up t o t h e p u p i l t o r e c o g n iz e h im s e lf.

Thus i n d i v i d u a l d i f f e r e n c e s may b e d e a l t w ith w ith o u t any

im p lic a tio n s o f e i t h e r s u p e r io r ity or i n f e r i o r i t y . SUGGESTED TESTS FOR GUIDANCE PURPOSES O c c u p a tio n a l i n t e r e s t :

The I n t e r m e d i a t e S e r i e s o f O c c u p a tio n a l

I n t e r e s t I n v e n to r y i s recommended b y t h e C a l i f o r n i a T e s t in g B ureau f o r u s e i n t h e j u n i o r h ig h s c h o o l .

T h is form g iv e s s i m p l i f i e d jo b d e s c r i p ­

t i o n s and p r o v id e s an a n a l y s i s o f b ro a d f i e l d s o f i n t e r e s t w ith a f u r t h e r a n a l y s i s o f i n t e r e s t s i n t o o c c u p a t io n a l a r e a s . The S tr o n g V o c a tio n a l I n t e r e s t T e s t h a s b e e n v a l i d a t e d p r i m a r i l y f o r u s e w ith a d u l t s .

E a to n made a s tu d y a t th e j u n i o r h ig h s c h o o l

l e v e l o f t h i s t e s t and found, t h a t t h e i n t e r e s t s o f p e o p le f i f t e e n t o tw e n ty - f iv e y e a r s o f age seem t o change f a i r l y o f t e n .

He a l s o , fo u n d

t h a t th e a v e r a g e j u n i o r h ig h s c h o o l p u p i l h a s n o t h a d e x p e r ie n c e s w hich a f f o r d a b a s i s f o r d e te r m in in g f u t u r e v o c a t i o n

a p t i t u d e s and

20 s u c c e s s .^ P e r s o n a l i t y a d ju s t m e n t;

The C a l i f o r n i a T e s t o f P e r s o n a l i t y u s in g

th e I n te r m e d ia te S e r i e s i s recommended a g a in by t h e C a l i f o r n i a T e s tin g B u re a u f o r u s e w ith j u n i o r h ig h s c h o o l p u p i l s .

T h is i s u s e f u l **••• f o r

a s c e r t a i n i n g t h e e x t e n t t o w h ic h a p u p i l i s a d j u s t i n g t o l i f e s i t u a t i o n s i n ways w h ic h a r e c o n s id e r e d c o n s t r u c t i v e and d e s i r a b l e . "

7

It

i n d i c a t e s ways i n w hich a s s i s t a n c e may b e n e e d e d t o h e lp t h e p u p i l s o lv e h i s own p e r s o n a l p ro b le m s .

The t r a i t s o f p e r s o n a l i t y a r e a t o b e

e v a lu a te d b y t h i s t e s t a r e a s f o ll o w s ; 1.

S e l f - a d j u s tm e n t.

&,*

S e lf-re lia n c e .

b.

S en se o f p e r s o n a l w o rth .

c.

S e n se o f p e r s o n a l fre e d o m .

d.

F e e lin g o f b e lo n g in g .

e.

Freedom fro m w ith d ra w in g te n d e n c ie s

f.

Freedom from n e rv o u s s y s te m s .

S o c i a l a d ju s tm e n t. cl •

S o c ia l s ta n d a rd s .

^M alcolm W illia m E a to n "The A p p li c a t i o n o f I n d i v i d u a l V o c a tio n a l C h o ice and I n t e r e s t I n v e n to r y S tu d i e s t o J u n i o r H igh S c h o o l S t u d e n t s , and a n E v a lu a tio n o f th e R e s u lts a s A g a in s t th e L i t e r a t u r e and R e­ s e a r c h i n t h e F i e l d " , ( u n p u b lis h e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 1 9 5 0 ), pp 6 - 8 . % a r i e C. M cC arthy, "An A n a ly s is o f t h e V o c a tio n a l P la n s and I n t e r e s t s o f th e N in th G rade G ro u p ," ( u n p u b lis h e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , C a l i f o r n i a , 19^9)* P - 1 8 «______________________________ __________________________

21

3.

b.

S o c ia l s k i l l s .

c.

Freedom from a n t i - s o c i a l te n d e n c ie s *

d.

F a m ily r e l a t i o n s .

e.

School r e la tio n s .

f.

Community r e l a t i o n s .

T o t a l a d ju s t m e n t.

8

I t h a s a l r e a d y b e e n m e n tio n e d la n g u a g e , s p e l l i n g ,

t h a t a la c k o f b a s i c s k i l l s

and a r i t h m e t i c

is a

in

h a n d ic a p so a t t h i s tim e a

t e s t i n b a s i c s k i l l s s h o u ld b e u t i l i z e d a s an a i d t o v o c a t i o n a l g u id ­ ance.

Once a g a in t h e I n t e r m e d i a t e S e r i e s o f P r o g r e s s iv e A ch iev em en t

T e s ts w ould s e r v e a u s e f u l p u r p o s e . The t e s t s w hich h a v e b e e n c i t e d w ould g iv e a d e q u a te b ack g ro u n d w ith r e s p e c t t o th e f i r s t ty p e o f in f o r m a t io n r e q u i r e d , p e r s o n a l in v e n t o r y .

The seoond ty p e o f i n f o r m a tio n n e e d e d , p e rfo rm a n c e , s h o u ld

b e b ro k e n down i n t o v a r io u s f i e l d s , and t e s t s , i n t h o s e f i e l d s s h o u ld b e a d m in is te r e d . P e rfo rm a n c e :

R e l a t i v e l y u n r e l a t e d t o a b i l i t y th e K uder P e rfo rm a n ce

R e c o rd i s a good t o o l t o u s e t o r e c o r d i n t e r e s t .

The r e s u l t s a r e

i n d i c a t i v e o f ty p e s o f v o c a tio n s i n w hich t h e p u p i l h a s an i n t e r e s t , a lth o u g h t h e p u p i l may have b e e n u n f a m i l i a r w ith some v o c a ti o n s l i s t e d . O th e r t e s t s o f p e rfo rm a n c e w h ic h m ig h t b e a d m in is te r e d i n c lu d e : t h e Mac Q u a r r ie T e s t f o r M e c h a n ic a l A b i l i t y d e s ig n e d t o d e te r m in e

8

Ib id ., p. 51.

22 f a c t o r s r e l a t e d t o jo b s in v o lv in g m a n ip u la tiv e a b i l i t y ; t h e C ase-R uch S u rv e y o f S pace R e l a t i o n A b i l i t y in te n d e d t o t e s t t h e a b i l i t y o f t h e p u p i l to b u i l d w hole f i g u r e s fro m p a r t s g iv e n ; and th e Ruch S u rv e y o f W orking Speed and A ccu racy d e s ig n e d t o show t h e p u p i l s a b i l i t y t o engage i n c l e r i c a l o r m a n ip u la tiv e a c t i v i t i e s . The t e s t i n g p ro g ram s h o u ld b e f o llo w e d b y c a r e f u l i n t e r p r e t a t i o n o f r e s u l t s in th e l i g h t o f c o n tr ib u tin g f a c t o r s .

When t h e p a p e r w ork

h a s b een done th e n i t i s tim e f o r th e p e r s o n a l i n t e r v i e w .

The e s s e n ­

t i a l c h a r a c t e r i s t i c o f t h e i n t e r v i e w i s in tim a c y — a t h i r d p e r s o n i n ­ h i b i t s t h e c o n f id e n c e n e c e s s a r y t o s u c c e s s f u l d i a g n o s i s . T h is n e ed e d in tim a c y i s o b ta in e d th r o u g h t h e p la n n e d i n t e r v i e w . I n te r v ie w s v a r y i n l e n g t h and a l s o i n fr e q u e n c y d e p e n d in g u p o n t h e n e e d s and r e a c t i o n s o f th e p u p i l .

N e ith e r an o b j e c t i v e p ro c e d u re n o r

a n e x a c t m ethod t h e i n t e r v i e w i s a n i n t u i t i v e a p p ro a c h in v o lv in g a c o n s id e r a b le am ount o f i n t e r a c t i o n .

I f t h e d e s i r e f o r an i n t e r v i e w

grows o u t o f g ro u p g u id a n c e a c t i v i t i e s , t h e n t h e i n t e r v i e w s h o u ld b e s u c c e s s fu l. The i n t e r v i e w e r m ust c l a r i f y i n h i s own mind t h e p ro b le m .

.He

s h o u ld s t r i v e to e lim in a te , an y p e r s o n a l b i a s and t o f a m i l i a r i z e him ­ s e l f w ith a l l a v a i l a b l e b ack g ro u n d m a t e r i a l . The p u p i l s h o u ld b e im p re s se d w ith th e id e a t h a t t h e i n t e r v i e w i s a c o n fid e n tia l c o n fe ren c e .

A f t e r th e p la n n in g p e r io d i s o v e r and th e

i n t e r v i e w b e g i n s , th e c o u n s e lo r s h o u ld e n d e a v o r t o g a in q u i c k l y a f a v o r a b le d e g r e e o f r a p p o r t , i n o r d e r t h a t th e p u p i l w i l l b e a t e a s e

23 and r e a d y t o t a l k .

The p u p i l m ust b e a llo w e d t o t e l l h i s own s t o i y ,

and r e s p e c t f u l a t t e n t i o n s h o u ld b e g iv e n t o h im . The p u p i l s h o u ld be c o u n s e le d on th e b a s i s o f f a c t s r a t h e r t h a n on w i s h - f u l f i l l m e n t .

The i n i t i a t i v e f o r t h e s o l u t i o n o f t h e p ro b le m

s h o u ld b e i n c o n s p i c i o u s l y and a d r o i t l y s h i f t e d t o t h e p u p i l .

W ith t h e

c o u n s e lo r a s g u id e , th e p u p i l i s l e d to c o n s i d e r a v e n u e s o f a p p ro a c h open t o h im .

He s h o u ld b e g u id e d i n s e t t i n g up a p l a n o f a c t i o n f o r

th e p r e s e n t and th e more re m o te f u t u r e .

I n s h o r t th e " p u p i l s h o u ld

l e a r n t o c o n s id e r h i s s u i t a b i l i t y f o r a c a r e e r o r a v o c a ti o n i n t h e \

l i g h t o f h i s b a c k g ro u n d , h i s c ir c u m s ta n c e s , h i s t r a i n i n g , h i s e x p e r ­ i e n c e , h i s p h y s iq u e and h e a l t h , h i s g e n e r a l an d s p e c i a l a b i l i t i e s , h i s o a p t i t u d e s and i n t e r e s t s . " T h e re e x i s t d i f f e r e n c e s i n p o i n t o f v iew c o n c e rn in g t h e ta k i n g o f n o t e s d u rin g ' a n in t e r v i e w ; h o w e v e r, t h e r e s h o u ld b e no d i s p u t e o v e r th e im p o rta n c e o f a f u l l r e p o r t o f th e i n t e r ­ v iew b e in g w r i t t e n a f t e r th e p u p i l h a s g o n e . On t h e j u n i o r h ig h s c h o o l l e v e l t h i s g u id a n c e p ro c e d u re h a s i t s f o llo w - u p i n t h e s e n i o r h ig h s c h o o l , f o r th e m a j o r i t y o f p u p i l s , s in c e th e d r o p - o u ts a r e u s u a l l y l o s t a s f a r a s f o llo w - u p s a r e c o n c e rn e d . The f i n d i n g s o f th e W e s te rn G uidance C o n fe re n c e o f 1933 in c lu d e d f o r t h e j u n i o r h ig h s c h o o l th e f o ll o w i n g g e n e r a l i z a t i o n s : (1 )

C o u n s e lo rs s h o u ld s t i m u l a t e more i n t e r e s t i n v i t a l o f f e r ­

in g s s u i t e d t o t h e n e e d s o f t h o s e who w i l l n o t c o m p le te th e s e n i o r h ig h

E t h e l P e rc y A n d ru s , "The C o u n s e lo rs I n t e r v i e w , " O c c u p a tio n s , 1 2 :8 2 , J u l y , 1 9 3 3 .

2h

s c h o o l. (2 )

The j u n i o r h ig h s c h o o l s h o u ld d e v e lo p i n i t s p u p i l s a g u id ­

a n c e p h ilo s o p h y f o r c h o o s in g a n o c c u p a tio n .

T h is s h o u ld b e b a s e d upon (

th e p h ilo s o p h y o f s e r v i c e t o s o c i e t y and h a p p in e s s t o th e individual."*"® By i n d i r e c t m ethods th e c o u n s e lo r s h o u ld p r e s e n t t h e c r i t e r i a f o r ju d g in g an o c c u p a tio n t o t h e p u p i l .

Too o f t e n jo b s h av e b e e n f i l l e d b y

p e o p le who h a v e n o t c o n s id e r e d a l l p h a s e s o f t h e d e s i r a b i l i t y o f w ork­ in g i n t h e i r ch o sen f i e l d * ensue.

R e s u l t i n g m a la d ju s tm e n t and u n h a p p in e s s

The c r i t e r i a f o r ju d g in g a n o c c u p a tio n s h o u ld in c lu d e some o r

a l l o f t h e f o ll o w i n g : (1 (2 (3 (h (5

(6 (7

(8 (9 (10 (11

C o m p en satio n o r s a l a r y . W orking c o n d i t i o n s . S u p p ly and demand f o r w o rk e rs i n t h e g iv e n v o c a t i o n . N a tu re and am ount o f t r a i n i n g r e q u i r e d . Needs i n g e t t i n g s t a r t e d i n a v o c a t i o n . O p p o r tu n it ie s f o r a d v a n c e m e n t. C o n d itio n s w h ic h d e te r m in e a d v a n c e m e n t. N a tu re and e x t e n t o f s p e c i a l i z a t i o n w i t h i n t h e v o c a t i o n . P r o b a b le perm ancy o f t h i s t y p e o f w o rk . S e a s o n a l n a t u r e o f t h e w o rk . S o c i a l and b u s i n e s s a s s o c i a t e s c o n d itio n e d b y t h e ty p e o f v o c a tio n .H

The p l a c e o f t e a c h in g i n th e g u id a n c e p ro g ram i s : . . . th e d i s s e m in a tio n o f in f o r m a t io n c o n c e rn in g o c c u p a tio n s and p e o p le i n o r d e r t h a t t h e c h i l d may have a s a d e q u a te a ra n g e o f u n d e r­ s ta n d i n g a s p o s s i b l e c o n c e rn in g w ork w h ich n e e d s t o b e d o n e and t h e k in d s o f p e rs o n s n e e d e d t o do i t . C la s s e s so t a u g h t a r e o f a t l e a s t th r e e ty p e s : (1 ) E x p lo r a to r y . . . b y w hich i s m ean t t h e sh o p c l a s s e s g e n e r a l l y s e t up i n j u n i o r h ig h s c h o o ls . . . f o r t h e p u rp o s e o f p r o v id i n g t r y - o u t "*"®Gleanings from Group D i s c u s s i o n s ," M arch , 193U.

O c c u p a tio n s , 1 2 :1 2 1 ,

^ " L e s l i e L . C h ish o lm , G u id in g Y outh i n t h e S e c o n d a ry S c h o o ls , (S an F r a n c i s c o , A m erican B o o IT C o ., p.*~TO3 . ______ _______ _

25 e x p e r ie n c e s i n s e l e c t e d o c c u p a tio n s . (2 ) O c c u p a tio n a l in f o r m a t io n c l a s s e s , b y w h ich i s m eant th o s e c l a s s e s w h ich u s in g a te x tb o o k d e v o te a d e f i n i t e l y s c h e d u le d am ount o f tim e t o s tu d y in g m a t e r i a l d e a l i n g w ith o c c u p a tio n s and t h e i r r e q u i r e ­ m e n ts , w ith p a r t i c u l a r r e f e r e n c e t o l o c a l c o n d i t i o n s . (3 ) P e r s o n a l i t y d e v e lo p m e n t c l a s s e s , b y w h ich i s m eant th o s e c l a s s e s w hich aim to te a c h b o y s and g i r l s how t o a c h ie v e a w holesom e p e r s o n a l i t y a s r e g a r d s w o rk , s o c i a l and p e r s o n a l l i f e . . V o c a tio n a l t r a i n i n g b r i d g e s t h e gap b e tw e e n c h o ic e and p la c e m e n t. I t d e v e lo p s a s k i l l o f hand and m ind w h ich m akes th e t r a i n e e em p lo y a b le a t some l e v e l w i th in t h e ch o sen v o c a t i o n .

I n th e a r e a o f p la c e m e n t

comes t h e t e s t o f a n e f f e c t i v e g u id a n c e p ro g ra m .

I f tr a in e e s f a i l to

b e p la c e d th e n t h e p ro g ram n e e d s t o b e r e v i s e d .

Edwin A . Lee " F u n c tio n s o f G u id a n c e ," O c c u p a tio n s , M arch, 1 9 3 k .

1 2 :3 6 ,

CHAPTER VI PLACE OF THE CLASSROOM TEACHER IK THE GUIDANCE PROGRAM G u id an ce i s p r i m a r i l y a t e a c h e r a c t i v i t y .

I n s t r u c t i o n and g u id ­

a n c e c a n n o t b e s e p a r a t e d n o r c an e x p e r ie n c e and d e v e lo p m e n t.

D ev elo p ­

m e n ta l e x p e r ie n c e s p r o v id e f o r t h e c o n tin u o u s a d ju s tm e n t o f m o st n o rm a l y o u th .

The b e s t form o f g u id a n c e i s t h e d e v e lo p m e n ta l e x p e r ie n c e s a s

s e l e c t e d and d i r e c t e d b y th e c o m p e te n t t e a c h e r .

I n p e rfo rm in g th e

d a i l y d u t i e s t h e c la s s ro o m t e a c h e r i s p r o v id in g g u id a n c e s e r v i c e s . R a th b u rn and S ch m aelze h av e p o in te d t o t h e f a c t t h a t . . . c o n tin u o u s c o n t a c t and d a i l y o b s e r v a t io n c a n n o t b e r e p l a c e d b y an y g u id a n c e f a c i l i t y . . . . The t e a c h e r fo rm s t h e m o st im p o r ta n t g u id ­ a n ce f u n c t i o n , nam ely t h e p r e v e n t i v e and d e v e lo p m e n ta l ty p e ish ich e l i m i n a t e s th e n e c e s s i t y f o r much c o r r e c t i v e and r e m e d ia l w o rk . B ec a u se o f d a i l y c o n t a c t w ith p u p i l s th e t e a c h e r i s i n a p o s i t i o n t o d e t e c t la c k o f g ro w th a s w e l l a s symptoms o f m a la d ju s tm e n t.

When

t h e t e a c h e r r e c o g n iz e s t h e s e p ro b le m s th e n th e t r a i n e d c o u n s e lo r s h o u ld ta k e o v e r th e c a s e s t u d y .

I f th e t e a c h e r c o n tin u e s th e d i a g n o s i s and

c o u n s e lin g o f t h e few m a la d ju s te d p u p i l s th e n th o s e who h av e a d ju s t e d a re n e g le c te d .

Many tim e s t e a c h e r s a r e e q u a l l y a s a b le a s t r a i n e d

c o u n s e lo r s t o a d m in is te r f o r m a l g u id a n c e b u t th e tim e e le m e n t p r o h i b i t s them fro m e n g a g in g i n i n t e n s i v e w ork w ith a r e l a t i v e l y l a r g e num ber o f c a s e s among t h e i r p u p i l s . F ahey re m a rk s t h a t e v e r y t e a c h e r s h o u ld b e r e s p o n s i b l e f o r :

"Kjesse R a th b u rn and 0 . I . S c h m a e lz le "The C lassro o m T e a c h e r, i s V i t a l i n G u id a n c e ," C l e a r i n g Hou s e , 1 8 ;2 9 U , J a n u a r y 3 19UU.______________

27 (1 ) A id in g p u p i l s t o f i x g o a ls f o r th e m s e lv e s b y c l e a r l y s e t t i n g f o r th th e o b je c tiv e s o f i n s tr u c tio n . (2 ) Show ing t h e o p p o r t u n i t i e s t h a t th e s u b j e c t u n d e r s t u d y o f f e r s f o r r e c r e a t i o n f o r l e i s u r e tim e p u r s u i t s , v o c a t i o n a l p r e p a r a t i o n , l i f e a d ju s t m e n ts , and f u r t h e r e d u c a t io n . (3 ) A id in g p u p i l s t o a t t a i n s e l f - u n d e r s t a n d i n g b y a n a l y s i s o f t h e i r own s t r e n g t h s and w e a k n e s s e s . (U) D e v e lo p in g i n p u p i l s d e s i r a b l e h a b i t s i n t h e f i e l d s o f m e n ta l an d p h y s i c a l h e a l t h . (5 ) D e v e lo p in g d e s i r a b l e c h a r a c t e r and m o ra l a t t i t u d e s and h a b i t s . ( 6 ) A llo w in g p u p i l s t o e x p e r ie n c e th e j o y o f s u c c e s s . (7 ) A id in g p u p i l s i n th e a c q u i s i t i o n o f f a c i l i t a t i n g s k i l l s . ( 8 ) S e t t i n g c l e a r l y d e f in e d b u t f l e x i b l e p a t t e r n s o f w o rk . (9 ) A v o id in g t e a c h in g p ro c e d u re s w h ich i n h i b i t a d ju s tm e n t. (1 0 ) M aking p a t i e n t , t a c t f u l , s y m p a th e tic a tte m p ts t o u n d e r s ta n d e a c h p u p i l and h i s p ro b le m .^ S tr a n g e n d e a v o re d t o p o i n t o u t t h a t e a c h a s p e c t o f s c h o o l l i f e i s a p o s s i b l e in s tr u m e n t o f g u id a n c e j

" U n le ss th e g u id a n c e p ro g ram i s an

e x p r e s s io n o f sound e d u c a t i o n a l p h ilo s o p h y an d i s a n i n t r i n s i c p a r t o f th e c u r r ic u lu m and i n s t r u c t i o n , i t w i l l f a i l . "

3

The c la s s ro o m t e a c h e r

h a s th e a d v a n ta g e o f s e e in g th e p u p i l f r e q u e n t l y , i n - a l l h i s moods and a t c lo s e ra n g e . H erzog makes t h e o b s e r v a ti o n t h a t " t h e t e a c h e r h a s t h e o p p o r t u n i t y o f g iv in g a h e lp in g w o rd , a s y m p a th e tic s m ile -where i t w i l l do more good th a n a l e n g t h y i n t e r v i e w b y th e c o u n s e l o r . O n many o c c a s io n s u n d e r t h e p r e s s i n g l i m i t o f tim e th e t e a c h e r i s so b u s y t e a c h i n g a s u b j e c t t h a t i n f o r g e t t i n g t o te a c h t h e p u p i l s h e i s co m m ittin g a

^G eorge F a h e y , "What E v e ry T e a c h e r Can Do f o r G u id a n c e ," S c h o o l B eview , 5 0 :5 1 6 , S e p te m b e r, 19U2. ■^Ruth S t r a n g , "G u id an ce T hro u g h t h e Whole S c h o o l," E d u c a tio n J o u r n a l , 3 6 :2 0 0 , M arch , 1 9 ^ 7 .

N a tio n a l

^ E l i z a b e t h H e rz o g , "The T e a c h e r i n a G u id an ce P ro g ra m ," New York S t a t e E d u c a tio n , 3 in 7 1 0 , J u n e , 191+7.________________________

28 g ra v e m is ta k e . To b e e f f e c t i v e i n a i d i n g p u p i l s a t e a c h e r s h o u ld e a r n e s t l y e n d e a v o r t o o b t a i n in f o m a t io n a b o u t t h e home l i f e o f th e p u p i l , and a b o u t t h e a b i l i t y o f t h e p u p i l ; t o d e v e lo p ways t o h e lp t h e p u p i l m eet h i s s u c c e s s e s and f a i l u r e s g r a c e f u l l y ; t o e x p r e s s a p p r e c i a t i o n f o r a t a s k w e l l d o n e ; and o c c a s i o n a l l y t o make a c a r e f u l c o m p a riso n o f one c h i l d w ith a n o t h e r .

Any ty p e o f i n s i n c e r e p r a i s e o r u n w a rra n te d c r i t ­

ic is m m ig h t te n d t o d e v e lo p w i t h i n t h e p u p i l a n e m o tio n a l b i a s a g a i n s t t h e s c h o o l and a l l s c h o o l p e r s o n n e l .

The t e a c h e r h a s an e x c e l l e n t

o p p o r t u n i t y t o h e lp p r e v e n t m a la d ju s tm e n t among a d u l t s b y r e c o g n iz in g p ro b le m s among c h i l d r e n and s e e k in g t h e i r s o l u t i o n .

H erzog h a s p o i n t e d

o u t “ o f a l l p e rs o n s engaged i n th e p r o c e s s o f f i t t i n g t h e i n d i v i d u a l f o r a good l i f e , none p la y s so im p o r ta n t a p a r t a s t h e c la s s ro o m te a c h e r D em ocracy i n a c t i o n i n t h e c la s s ro o m means l e s s t e a c h e r dom ina­ t i o n and m ore p u p i l r e s p o n s i b i l i t y .

By t h i s i s m ean t t h e p u p i l i s

made r e s p o n s i b l e f o r su ch t h i n g s a s s e l f - e v a l u a t i o n , r e c o r d k e e p in g , i d e n t i f i c a t i o n o f p ro b le m s , and t h e s o lv in g o f p ro b le m s . The s i n g l e s ta n d a r d o f a c h ie v e m e n t i s t h e a n t i t h e s i s o f a l l t h a t has b een le a rn e d ab o u t in d iv id u a l d if f e r e n c e s .

One s e t o f g o a ls w i l l

n o t do f o r a l l p u p i l s i n a c l a s s w h ich i s h e te r o g e n o u s ly c l a s s i f i e d . B o th o f th e e x tre m e s w i l l b e c h e a te d .

The a v e ra g e s t a n d a r d o f a c h ie v e ­

m ent w i l l be to o low f o r th o s e o f h ig h a b i l i t y and to o h ig h f o r th o s e

^ I b id ., p . 712

29 o f low a b i l i t y . The b e s t a rra n g e m e n t i s t o h av e v a r io u s s ta n d a r d s f o r v a r io u s a b i l i t i e s w h ic h i n t h e lo n g r u n w i l l te n d t o r a i s e th e w hole s ta n d a r d o f a c h ie v e m e n t.

The o ld a d a g e t h a t " n o th in g s u c c e e d s l i k e s u c c e s s "

s h o u ld b e a p p lie d p a r t i c u l a r l y t o th o s e o f low a b i l i t y .

I f t h i s change

i n s ta n d a r d s o f a c h ie v e m e n t can b e w orked o u t th e n th e c la s s ro o m w i l l become a p la c e w here t h e p u p i l i s a b l e t o m e et h i s own i n d i v i d u a l n e e d s and a b i l i t i e s .

Sim pson s t a t e d i n E d u c a tio n a l S u p e r v is io n t h a t e a c h

p u p i l s h o u ld h av e a g r e a t e r s h a r e i n : ( 1 ) t h i n k i n g th ro u g h w h at h i s m o st im p o r ta n t p r e s e n t and p ro b a b le f u t u r e p ro b le m s a r e , ( 2 ) s e l e c t i n g m a t e r i a l s w h ich w i l l h e l p i n more i n t e l l i g e n t l y m acing t h e s e p ro b le m s , (3 )

u s in g t h e s e m a t e r i a l s w i s e l y , and e v a l u a t i n g th e w o rth o f each e x p e r ie n c e i n te rm s o f i t s v a lu e

The u l t i m a t e aim o f a l l t e a c h e r - p u p i l r e l a t i o n s h i p s h o u ld b e t o e n c o u ra g e p u p i l s t o a c h ie v e m e n t i n r e l a t i o n t o t h e i r r e s p e c t i v e a b ilitie s .

I f th e p u p i l 's a tta in m e n t s do n o t c o rre s p o n d t o c l a s s

s t a n d a r d s , th e t e a c h e r s h o u ld a d a p t t h e w ork t o t h e p u p i l 's n e e d s r a t h e r th a n t r y t o m old him t o f i t a p a t t e r n f o r w h ic h he i s n o t a d a p te d .

One way t o s t i m u l a t e i n t e r e s t i n a g iv e n p ro g ram f o r v o c a ­

t i o n a l t r a i n i n g i s t o u rg e p u p i l s t o re a d b io g r a p h i e s o f p e o p le who

^Ray H. S im pson, "Some S te p s i n M oving Toward E f f e c t i v e T e a c h e r G u id a n c e " , E d u c a tio n a l A d m in is tr a tio n and S u p e r v is io n , 36:33U> O c to b e r , 195>0.

30 h a v e a c h ie v e d s u c c e s s i n t h e i r c h o se n f i e l d s . I f th e t e a c h e r h a s done a n a d e q u a te g u id a n c e jo b th e n t h e r e s h o u ld be a n o t i c e a b l e i n c r e a s e i n t h e num ber o f p u p i l s who a r e b e t t e r a d ju s te d and h a p p i e r i n t h e i r e n v iro n m e n t, a n im provem ent i n s c h o o l s p i r i t and c o o p e r a tio n , a r e d u c t i o n i n th e num ber o f p u p i l f a i l u r e s , a s w e ll a s i n t h e m o r t a l i t y b e f o r e g r a d u a t io n fro m t h e t w e l f t h g r a d e , and th e d e v e lo p m e n t o f a f a v o r a b le a t t i t u d e to w a rd p r e p a r a t i o n f o r a v o c a t i o n .

CHAPTER V II SUMMARY I n th e p r e c e d in g c h a p te r s t h e im p o rta n c e o f and t h e n e c e s s i t y f o r a good g u id a n c e pro g ram h a v e b e en c o n s id e r e d .

Some o f th e w ays w hich

can b e u t i l i z e d i n m aking i t e f f e c t i v e h a v e b e e n o u t l i n e d .

G e n e ra l

c o n s i d e r a t i o n s i n s e t t i n g up a. g u id a n c e p ro g ram s h o u ld in c lu d e id e a s p e r t a i n i n g t o a p o i n t o f v ie w t h a t f a c i l i t a t e s p la n n in g an d ite m s t h a t i n d i c a t e t h e g e n e r a l n a t u r e o f t h e p ro g ram in c lu d in g who s h a l l p l a n th e p ro g ra m .

C a r e f u l p la n n in g s h o u ld in c lu d e d e l e g a t i o n o f r e s p o n s i b i l i t y

among f a c u l t y and f l e x i b i l i t y o f s e r v i c e s r e n d e r e d .

The i n t e r e s t o f

th o s e in v o lv e d i n a g u id a n c e p ro g ram s h o u ld n o t b e a llo w e d t o slu m p . The program s h o u ld be b a s e d upon t h e n e e d s o f th e s tu d e n t - b o d y i t serv es.

The p u p i l s , p a r e n t s and f a c u l t y m u st u n d e r s ta n d th e n eed f o r

and th e aim s o f g u id a n c e b e f o r e i t can become a w e ll fo r m u la te d p ro g ram . I n d i v i d u a l d i f f e r e n c e s e x i s t among co m m u n ities a s w e l l a s among p e o p le i t h e r e f o r e , no s i n g l e p ro g ram w i l l s e r v e a s a g u id e o r m odel f o r a l l c o m m u n itie s.

L o c a l c o n d itio n in g f a c t o r s i n c l u d e :

(1 )

t h e c h a n g in g s t u d e n t b o d y and i t s n e e d s ,

(2 )

t h e l o c a l s c h o o l and i t s o f f e r i n g s ,

(3 )

t h e com m unity and i t s

(ii)

th e sc h o o l p e rs o n n e l,

(5 )

t h e f i n a n c i a l s u p p o r t t h a t c an b e e x p e c te d , and

(6 )

o ffe rin g s ,

t h e a t t i t u d e and c o o p e r a tio n o f p a r e n t s o f p u p i l s .

32 I n t h e l i g h t o f th e above l i s t e a c h s c h o o l w i l l h a v e t o s e t up i t s

own

i n d i v i d u a l p ro g ra m . The s i t u a t i o n i n t h e s c h o o l u n d e r s tu d y i n t h i s p a p e r h a s b e e n t o a llo w p u p i l s to e l e c t a ty p e o f p ro g ram w h ich t h e y d e s i r e t o e l e c t w ith o u t an y a tte m p t to g u id e th em i n t o p ro g ram s b e n e f i c i a l t o them ­ s e lv e s o r s o c ie ty .

T h e re h a s b e e n a r e l a t i v e l y h ig h m o r t a l i t y r a t e o f

p u p i l s a t t h e end o f g ra d e t e n ( t h i s s c h o o l s y ste m h a s b e e n o rg a n iz e d on th e 6-U-U p l a n ) .

The r e o r g a n i z a t i o n o f t h i s p la n i s u n d e r way a t

t h e p r e s e n t tim e c h a n g in g i t t o t h e 6 - 3 - 3 - 2 p l a n .

I t i s b e lie v e d t h a t

t h e r e o r g a n i z a t i o n w i l l re d u c e th e number o f d r o p - o u t s .

H ow ever,

u n l e s s t h e y have b e e n h e lp e d i n t h e i r c h o ic e o f p ro g ram th e p u p i l s c a n n o t b e e x p e c te d t o c o n tin u e t o th e s u c c e s s f u l c o m p le tio n o f h ig h s c h o o l.

The g ro u n d work l a i d i n t h e j u n i o r h ig h s c h o o l s h o u ld b e

u t i l i z e d b y t h e s e n i o r h ig h s c h o o l i n e n c o u r a g in g s p e c i a l i z a t i o n i n c e rta in f ie ld s .

Thus th e im p o rta n c e o f g u id a n c e on th e j u n i o r h ig h

school le v e l i s re a d ily seen. F o r an y s u c c e s s f u l g u id a n c e p ro g ram th e t e a c h e r i s r e q u i r e d t o a s s i s t many s p e c i a l i s t s i n t h e s c h o o l.

I t i s th e t e a c h e r who h a s th e

p u p i l more o f t e n and f o r l o n g e r p e r io d s o f tim e t h a n a n y o t h e r g u id a n c e w o rk e r.

The t e a c h e r , a l s o , h a s more in f o r m a l , n a tu r a l, o u t - o f - c l a s s

c o n ta c ts w ith t h e p u p i l th a n w ith a n y o f t h e o t h e r s c h o o l p e r s o n n e l . I f th e c la s s ro o m t e a c h e r i s g u id a n c e c o n s c io u s t h e n a m ethod o f r e p o r t ­ in g i n c i d e n t s , a p t i t u d e s , o r a l e x p r e s s i o n s , and o t h e r t h i n g s c a n h e lp n o t o n ly th e t e a c h e r , b u t a l s o t h e g u id a n c e s p e c i a l i s t .

The r e p o r t i n g

o f t h e s e i n c i d e n t s on c a r d s t o be ad d ed t o t h e c u m u la tiv e r e c o r d i s a g re a t h e lp .

I f more th a n one t e a c h e r r e p o r t s t h e same d i f f i c u l t y th e n

t h e p ro b le m s h o u ld b e a t t a c k e d on a s c h o o l w id e b a s i s .

I f n o t , th e n

t h e i n d i v i d u a l t e a c h e r s h o u ld d e a l w it h th e p ro b le m a s sh e s e e s i t . By k e e p in g th e in f o r m a tio n on c a r d s when i t i s no l o n g e r o f v a lu e i t can b e d e s t r o y e d .

T hose p o i n t s o f l a s t i n g s i g n i f i c a n c e c a n b e e n te r e d

on t h e c u m u la tiv e r e c o r d s h e e t .

Thus a m ass o f o b s o l e t e m a t e r i a l need

n o t be k e p t o v e r a lo n g p e r io d o f t i m e .

1 j

CHAPTER V I I I RECOMMENDATIONS The c la s s ro o m t e a c h e r can h e lp i n g u id in g young p e o p le t o c h o o se a s u i t a b l e p ro g ram b y i n i t i a t i n g a n i n t r o s p e c t i v e a n a l y s i s b y t h e p u p i l o f h i s c h o ic e o f v o c a t i o n .

The u s e o f t h e f o ll o w in g o u t l i n e w i l l

s t a r t th e p u p i l t h i n k i n g a lo n g v o c a t i o n a l l i n e s w ith r e g a r d t o h im s e lf : (1 )

T e n t a t i v e c h o ic e s w hich he h a s a l r e a d y made w ith r e g a r d t o th e w o rk .

(2 )

The e x t e n t t o w h ic h t h e f o llo w in g f a c t o r s e n t e r e d in to h is c h o ic e s . a.

H is f a t h e r ' s o c c u p a tio n .

b.

O c c u p a tio n s o f o l d e r b r o t h e r s and s i s t e r s .

c.

O c c u p a tio n s o f o t h e r r e l a t i v e s o r f r i e n d s .

d.

H is p a r e n t s ' p la n s f o r h im .

e.

A c tu a l e x p e r ie n c e w ith some p h a s e s o f w ork o r r e l a t e d w o rk .

f.

O b s e r v a tio n s o f w o rk .

g.

K now ledge o f w ork g a in e d th r o u g h r e a d i n g ,



t r a v e l o r c o n v e rs a tio n . h.

I n t e r e s t o r s k i l l i n some o f t h e p r o c e s s e s o r s p e c i f i c w ork in v o lv e d .

i.

The p r o b a b le in co m e.

j.

M anner o f l i v i n g p o s s i b l e i n t h i s ty p e o f w o rk ,

k.

K nowledge o f p o s s e s s io n o f n a t i v e c a p a c i t i e s and

35 d e v e lo p e d a b i l i t i e s , t r a i t s , and c h a r a c t e r i s t i c s n e c e s s a r y o r d e s i r a b l e f o r t h e w o rk .

3.

1.

I n t e r e s t s o r r e s u l t s fro m v a r io u s s c h o o l s u b j e c t s ,

m.

S u g g e s tio n s o f h i s t e a c h e r s .

W hich o f t h e above f a c t o r s a r e im p o r ta n t i n c h o o sin g a l i f e ’ s work - w h ich a r e u n im p o r ta n t and why?

U.

W hich o f th e above f a c t o r s t o b e c o n s id e r e d i n c h o o s in g a l i f e ’s w ork a r e u n a l t e r a b l e ?

5.

W hich o f t h e f a c t o r s u n d e r num ber k above can b e d e v e lo p e d , t r a i n e d an d im prov ed ?

By p u t t i n g i n t o c o m p o s itio n fo rm th e above in f o r m a t i o n t h e p u p i l h a s some i d e a o f w h at i s i n f l u e n c i n g h i s c h o ic e .

The t e a c h e r i s a b l e

t o b a s e f u r t h e r g u id a n c e upon t h i s in f o r m a t i o n . I f th e ty p e o f w ork s e l e c t e d h a s b e e n fo llo w e d b y many p e o p le , t h e r e a r e u s u a l l y b i o g r a p h i e s and o t h e r b o o k s w r i t t e n w hich c a n b e u sed f o r r e f e r e n c e m a t e r i a l t o g e t a v iew o f th e p r e p a r a t i o n n e e d e d , o f phy­ s i c a l and m e n ta l r e q u ir e m e n ts , o f ty p e s o f m o n e ta ry c o m p e n s a tio n , and o f ty p e o f l i f e and c h an c e s f o r ad v an cem en t t o w h ich t h e work w i l l l e a d . W ith a g r e a t e r know ledge o f th e v a r io u s a s p e c ts o f t h e c h o se n v o c a ti o n th e p u p i l n e e d s f u r t h e r g u id a n c e upon h i s a p t i t u d e f o r t h e v o c a t i o n . T h is c an be done b y g iv in g th e p u p i l some o f t h e recom mended t e s t s l i s t e d i n a n e a r l i e r c h a p te r o f t h i s p a p e r .

An i n t e r p r e t a t i o n o f th e

t e s t s t o th e p u p i l a f t e r th e y h a v e b e e n s c o re d i s a v a lu a b le a i d t o him.' I n t h i s s tu d y th e n e e d f o r g u id a n c e i n th e j u n i o r h ig h s c h o o l h a s



36

b e e n made a p p a r e n t . , The b e s t m ethod o f a p p ro a c h t o a d e q u a te g u id a n c e

| i ] j

a s f a r a s th e w r i t e r o f t h i s p a p e r was a b le t o d i s c o v e r , i s t o f i t th e j p ro g ram t o th e n e e d s o f th e p e o p le b e in g s e r v e d . PLANS FOR, FUTURE INVESTIGATIONS |

I i

l

F o r th e p u rp o s e s o f c o u n s e lin g y o u th on t h e e i g h t h g ra d e l e v e l two q u e s t i o n n a i r e s 'w i l l b e u s e d .

The f i r s t i s a v o c a t i o n a l i n t e r e s t

q u e s t i o n n a i r e and t h e sec o n d a c h a r a c t e r an d p e r s o n a l i t y in v e n t o r y . W ith t h e u se o f t h e s e q u e s t i o n n a i r e s and th e b a c k g ro u n d m a t e r i a l i t i s hoped p u p i l s w i l l b e b e t t e r e q u ip p e d t o make a n a p p r o p r i a t e c h o ic e o f j p ro g ram f o r h ig h s c h o o l p r e p a r a t i o n i n t h e i r c h o se n f i e l d s o f en d ea­ v o r.

i

(T h e se q u e s t i o n n a i r e s a r e in c lu d e d w i t h i n th e a p p e n d ix e s .)

BIBLIOGRAPHY

BIBLIOGRAPHY A.

j !)

Books

;

B e a t l e y , B a n c r o f t , A ch iev e m e n t i n t h e J u n i o r H igh S c h o o l, C am bridge: C am bridge U n i v e r s i t y P r e s s , 1 9 3 2 , 83 p p . \

C h ish o lm , L e s l i e L , G u id in g Y o u th i n th e S e c o n d a ry S c h o o ls , New A m erican Book Company, 19^+5> ^2*5 p p .

Y ork:

i !

C o u n ts , G eorge S y l v e s t e r , The S e l e c t i v e C h a r a c te r o f A m erican i S e c o n d a ry E d u c a tio n , C h ic a g o , I l l i n o i s , t h e U n i v e r s i t y o f C h i c a g o ,■ 1 9 2 2 , 162. p p . D u n sm o o r,C la re n c e C. and M i l l e r , L eo n ard M ., G u id an ce M ethods f o r T e a c h e r s , S c r a n to n , P e n n s y lv a n ia : I n t e r n a t i o n a l T ex tb o o k Company, 19U2, p p . 3 5 7 -3 7 3 . E r ic k s o n , C l i f f o r d E . , The C o u n s e lin g I n t e r v i e w , New Y o rk ; H a l l , I n c . , 1 9 5 0 , l5 7 p p .

P re n tic e

M cG regor, A . L a u ra and H o lb ro o k , H a ro ld Lyman, Our J u n i o r H igh S c h o o l, San F r a n c is c o : A lly n an d B ac o n , 19U0, 211 p p . P a t e r s o n , D onald G ., S c h n e i d l e r , Gwendolen G ., and W illia m s o n , Edmund G», S tu d e n t G u id an ce T e c h n iq u e s , New Y o rk : M cG raw -H ill Book Company, I n c . , 193S , 305 p p . P r o c t o r , W illia m M a r tin , E d u c a tio n a l and V o c a tio n a l G u id a n c e , S an F r a n c i s c o : H o u g h to n , M i f f l i n Company, 19^5? 3L3 p p . P r o c t o r , W illia m M a r tin and R i c c i a r d i , N ic h o l a s , The J u n i o r H igh S c h o o l, S ta n f o r d U n i v e r s i t y , C a l i f o r n i a : S ta n f o r d U n i v e r s i t y P r e s s , 1 9 3 0 , p p . 1 7 8 -1 9 1 . S u p e r , D onald E . , A p p r a is in g V o c a tio n a l F i t n e s s b y M eans o f P s y c h o lo g i­ c a l T e s t s , New Y o rk ; H a rp e r and B r o s . , 19U9* PP* 1-21l u W a r te r , J a n e , H igh S c h o o l P e r s o n n e l Work T o d ay , New Y o rk : H i l l Book Company, I n c . , 19h6} p p . 7 $ -1 5 1 . B.

McGraw-

P e rio d ic a ls

A n d ru s , E t h e l P e r c y , "The C o u n s e lo r ’s I n t e r v i e w " , O c c u p a tio n s , 1 2 :7 8 - 8 3 , M arch, 193U. B e n n e t t , G eorge K ., S e a s h o r e , H a ro ld G ., and Wesman, A le x a n d e r G ., " A p titu d e T e s t i n g : Does i t "P ro v e o u t" i n C o u n s e lin g P r a c t i c e ? "

39 O c c u p a tio n s , 3 0 :5 8 3 -5 9 3 , May, 1 9 5 2 . F a h e y , G e o rg e, "W hat E v e ry T e a c h e r Can Do f o r G u id a n c e " , S c h o o l R ev iew , § 0 :5 1 6 -5 2 2 , S e p te m b e r, 1 9 ^ 2 . F e n to n , Norman, "The P e r s o n a l I n t e r v i e w " , O c c u p a tio n s , 1 2 :7 2 -7 8 , M arch, 193U. H e rz o g , E l i z a b e t h , "The T e a c h e r i n a G u id an ce P ro g ra m " , New Y ork S t a t e E d u c a tio n , 3U :7 1 0 -7 1 2 , J u n e , 1 9 ^ 7 . J a g e r , H a rry A . , " P la n n in g f o r G uidance i n a New J u n io r H igh S c h o o l" , The H igh S c h o o l J o u r n a l , 3 2 :2 3 3 -2 3 6 , N ovem ber, 19U9. R a th b u n , J e s s e and S c h m a e lz le , 0 . I . , "The C la ssro o m T e a c h e r i s V i t a l I n G u id a n c e " , C le a r i n g H o u se, 1 8 :2 9 5 , J a n u a r y , 19U1+. S im p so n , Roy H ., "How S te p s i n Moving Toward E f f e c t i v e T e a c h e r G u id ­ a n c e " , E d u c a tio n a l A d m in is tr a tio n and S u p e r v i s i o n , 3 6 :3 2 1 -3 3 5 , O c to b e r, 1 9 5 0 . S t r a n g , R u th , "G u id an ce T hrou g h th e W hole S c h o o l" , N a t io n a l E d u c a tio n A s s o c ia tio n J o u r n a l , 3 6 :2 0 0 -2 0 1 , M arch , 19U7* C.

P u b l i c a t i o n s o f L e a rn e d S o c i e t i e s

B e l l , H ow ard, M ., M a tc h in g Y outh and J o b s , W a s h in g to n , D . C . : A m erican C o u n c il on E d u c a tio n , 19li0,' §57 p p . B o w ley , A g ath a H ., G u id in g t h e N orm al C h i ld , New Y o rk : L i b r a r y , 19 , p p . 131-li4-It3^

P h ilo s o p h ic a l

N o rto n , Thomas L . , E d u c a tio n f o r W ork, New Y o rk : The R e g e n ts I n q u i r y , The M cG raw -H ill Book Company, I n c . , 1 9 3 8 , 25U p p . D.

U n p u b lish e d M a t e r i a l s

E a to n , M alcolm W illia m , "The A p p lic a t io n o f I n d i v i d u a l V o c a tio n a l C h o ice and I n t e r e s t I n v e n to r y S tu d i e s t o J u n i o r H igh S c h o o l S tu d e n ts and a n E v a lu a tio n o f th e R e s u l t s a s A g a in s t th e L i t e r a ­ t u r e and R e s e a rc h i n t h e F i e l d " , (U n p u b lish e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 1 9 5 0 ). G r a s s o , D o m in ic , "The V alue o f G u id an ce S e r v ic e s a s a Means o f De­ c r e a s i n g th e Number o f D ro p -o u ts fro m th e E ig h th t o th e N in th G ra d e s " , U n p u b lish e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 19U 8.

ho'

I

M cC a rth y , M a rie C. "An A n a ly s is o f th e V o c a tio n a l P la n s and I n t e r e s t s j o f a N in th G rade G ro u p ", U n p u b lis h e d M a s t e r 's P r o j e c t , The U n iv e r - | s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 1 9h9* R y e l, C h r y s tle Crump, "A S u rv e y o f t h e G u id an ce P rogram i n t h e F iv e J u n i o r H igh S c h o o ls o f th e Compton U nion S e c o n d a ry D i s t r i c t " , U n p u b lis h e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f ­ o r n i a , Los A n g e le s , 1 9h9* S a v e , K a th e r in e M a r ie , " C o o p e ra tiv e G u id an ce R e c o rd s f o r J u n i o r H igh S c h o o l C lassro o m T e a c h e r s " , U n p u b lis h e d M a s t e r 's P r o j e c t , The U n i v e r s i t y o f S o u th e rn C a l i f o r n i a , Los A n g e le s , 191*8.'

II J j |

APPENDIX A VOCATIONAL QUESTIONNAIRE

VOCATIONAL QUESTIONNAIRE

Name _________________________________ Age '

H e ig h t

i Name o f P a r e n ts ___________ I ' ~ "....... ~ O c c u p a tio n o f F a t h e r ______________________ .

1

_ " .... M other ___________________

Name y o u r two f a v o r i t e s c h o o l s u b j e c t s (1 ) ____________________ (2 )

2.

W eight _______

____________________________________

Name y o u r two l e a s t f a v o r i t e s c h o o l s u b j e c t s (1 ) ______________ (2 )

____

I 3.

What i s y o u r a v e ra g e g ra d e i n s c h o o l w ork? A _____ B ___ C _____ D

U.

What p h y s i c a l a ilm e n ts o r d e f e c t s do you h av e? _________________

5•

What a r e y o u r f a v o r i t e h o b b ie s ? ___________________________________

6

.

L i s t jo b s a t w h ich yo u have r e c e i v e d p a y : (A) _____________________________________

(C) ____________ _______________________ (D) .________________________________________

7. 8

.

What jo b do yo u h a v e now? ______________________________________ W hat t h r e e jo b s a p p e a l t o you m o st a s a l i f e ' s work? ( 1 ) _______________________ F i r s t C h o ice

9. >10.

(2)

Second

( 3 ) ___________ T h ir d

Do you p la n t o go t o c o lle g e ? ______________ What s p e c i a l t a l e n t s do you h a v e ? (1 ) _______ (2 )

(3 )

.1 3 11.

Do y o u h av e a n o l d e r b r o t h e r o r s i s t e r w o rk in g ? ______________ What jo b and w here? __________. Do th e y l i k e t h e i r jo b s ? Why? ________________________________________________________________

12.

Do yo u n e e d h e lp i n s e l e c t i n g y o u r l i f e ' s w ork? ______________

13.

Do y o u r p a r e n t s t a l k t o you a b o u t y o u r v o c a t i o n a l i n t e r e s t s ? Have t h e y t r i e d t o h e l p you? _______________

lli.

Do y o u f o ll o w d i r e c t i o n s when w o rk in g a t a t a s k ?

1$ .

Do y o u f e e l a s e n s e o f j o y when y o u f i n i s h a jo b a s s ig n e d t o you? ___________________________________________

'______

'I

APPENDIX B CHARACTER AND PERSONALITY INVENTORY

C h a r a c te r and P e r s o n a l i t y I n v e n to r y Name V o c a tio n a l P r e f e r e n c e D ire c tio n s :

T h is i s n o t a t e s t h u t a l l q u e s t i o n s s h o u ld h e a n sw ered

tru th fu lly .

I n a n s w e rin g e a c h q u e s t i o n w r i t e e i t h e r y e s o r n o .

.

1

Do y o u o f te n f e e l d e p r e s s e d when t h e r e seem s t o b e no re a so n fo r i t ?

2

.

A re yo u h ap p y m ost o f th e tim e ?

3.

Do you t i r e e a s i l y ?

h.

Do y o u l i k e t o r e c i t e i n c l a s s and g iv e o r a l r e p o r t s ?

5.

Would you l i k e t o b e a lo n e m o st o f t h e tim e ?

6

.

7. 8

.

9. 10.

A re y o u r f e e l i n g s e a s i l y h u r t ? Have you som etim es f e l t l i k e r u n n in g away from home? Does y o u r m ind o f t e n w an d er when i n c l a s s ? A re you sh y when t a l k i n g t o th e o p p o s ite sex ? Do y o u f r e q u e n t l y l o s e y o u r te m p e r when t h in g s do n o t go y o u r way?

11

.

Would you q u i t s c h o o l i f y o u c o u ld ?

12.

Do m ost o f y o u r t e a c h e r s p i c k on you?

13.

Do y o u e v e r f e e l e v e ry o n e i s a g a i n s t you?

H*.

Do y o u r p a r e n t s l i s t e n t o y o u r p ro b le m s?

15.

D oes y o u r m o th e r p ic k on you?

.

Does y o u r f a t h e r p ic k on you?

16

17.

Do yo u e v e r f e e l r e s t l e s s f o r no r e a s o n a t a l l ?

i

h6 18.

A re you b o th e r e d a l o t w ith a c h e s and p a i n s ?

19•

Are y o u p o p u la r w ith t h e o p p o s ite se x ?

20.

Do y o u g e t a lo n g w e l l w ith p e o p le ?

21

.

j

|

Do y o u t h i n k y o u r c la s s m a te s a r e f r i e n d l y ? 1

22.

Do you w o rry a b o u t t e s t s ?

23*

A re y o u a f r a i d t o t a k e y o u r r e p o r t c a r d home?

2l(..

Do y o u f e e l p e o p le t a l k a b o u t y o u b e h in d y o u r b a c k ?

25.

Do y o u a lw a y s h a v e f u n i n b e in g w ith o th e r s ?

University o f S ou th ern California L ib rary'