Methods and procedures for effective homeroom guidance in a junior-senior high school district

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METHODS AND PROCEDURES EOS EFFECTIVE HCMESOCH GUIDANCE IN A JUNIOR-SENIOR HIGH SCHOOL DISTRICT

A P ro jec t P r e se n te d t o t S e F a c u lty o f tlie S clio o l o f E d u ca tio n U n iv e r s it y o f Sout&ern C a lif o r n ia

In p a r t i a l F u lf illm e n t o f tb© R eq u irem en ts f o r t h e D egree M a ster o f S c ie n c e i n E d u ca tio n

by 0 . I a r r y E iordan A u g u st, 1950

UMI Number: EP46541

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Th is p r o j e c t r epo rt , written, un de r the direction of the candidate’s ad v is e r a n d a p p r o v e d by h i m , has been pres ente d to an d a c c e p te d by the F a cu lty of the S c h o o l of E du c a ti o n in p a r t i a l f u lf ill m e nt of the requirements f o r the de gre e of M a s t e r of Science in Education.

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TABLE OF CONTENT^

CHAPTER I.

S4SE THE NATURE OF THE PROBLEM

. . . . . . . . .

D e s c r ip t io n o f t lie s i t u a t i o n

. . . . . .

E e v ise d s ta te m e n t o f th e problem

II.

III.

3

The sc o p e and d e lim it a t i o n o f t h e problem

5

D e f in it i o n o f t e c h n i c a l

6

term s and w ords

The im p ortan ce o f th e problem

• • • • •

7

. The o r g a n iz a tio n o f th e r e p o r t

• • • • •

7

GHITEEIA FOE SOLVING THE. PROBLEM

. . . . .

9

D evelopm ent o f b ib lio g r a p h y

. . . . .

10

C o n c eiv in g r e l i a b i l i t y and v a l i d i t y . . .

11

E e lia b ility

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

11

Y a lid ity

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

12

PROCEDURES FOE PROMOTINGINDIVIDUALCONFERENCES

V I.

14 14

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

27

. . .

29

Techniques

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

29

Summary

• • • • • • • • • • • • • •

35

EFFECTIVE TECHNIQUES OF INTERVIEWING

CONCLUSION C o n c lu sio n

>

3

Scope and im p o rta n ce o f th e problem . . .

Summary

Y.

E

• • • •

F in d in g s

IY.

1

38 • • • • • • • • • • • • • •

RECOMMENDATIONS............................................................. C on clu d in g sta te m e n t

BIBLIOGRAPHY

. . « • • • • • • •

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

39 42 43

CHAPTER

I

THE HATUEE OF THE PROBLEM The e a r l i e r em phasis upon e d u c a tio n s t r e s s e d an organ­ iz e d sy stem o r i n s t i t u t i o n — a s o r t o f o b s t a c le co u rse — t h a t must be s u c c e s s f u l l y p a s s e d th ro u g h i f t h e in d i v id u a l i s t o d e s e r v e and w in th e h ig h ly d e s ir a b le d e s ig n a t io n o f "educated*" T oday, t o t o o many i n d i v i d u a l s , e d u c a tio n a p p ea rs t o mean an a r r a y o f m arks, a c o l l e c t i o n o f c r e d i t s , a c e r t i f i c a t e or d ip lo m a , o r o th e r v i s i b l e p r o o f o f t h e s t u d e n t ’ s a b i l i t y *

Con­

t r a r y t o su ch erro n eo u s c o n c e p t s , t h e demand o f m odem educa­ t i o n iB th e developm ent o f t h e "whole c h ild " i n s p i r i t , m ind, and body.

T his i s fu n d a m en ta lly n e c e s s a r y b eca u se e v e r y in d i v id ­

u a l l i v e s i n and s e e k s a d ju stm e n t to p h y s i c a l , s o c i a l , e t h i c a l , c i v i c , e m o tio n a l, s p i r i t u a l , and v o c a t io n a l r e l a t i o n s h i p s a s w e l l a s m en ta l r e la t io n s h ip *

In s h o r t , th e c o n c e p tio n o f edu­

c a t io n s o l e l y a s a m en ta l p r o c e s s i s n o t l o g i c a l , s u f f i c i e n t , or s a t i s f a c t o r y , b eca u se th e in d i v id u a l w i l l p a s s th ro u g h many d i f ­ f e r e n t p h a se s o f e x p e r ie n c e , and w i l l n e e d t o be e d u ca ted f o r a l l o f them* The prim ary p u rp ose o f t h i s stu d y i s t o (1 ) p r e s e n t an a c c e p t a b le in t e r p r e t a t io n o f th e term "homeroom g u id a n c e ” w h ich w i l l f u n c t io n e f f e c t i v e l y in a j u n io r - s e n io r h ig h s c h o o l s i t u a ­ t i o n , and iz). t o ,p r e s e n t a p la n o f a c t io n f o r a s s i s t i n g homeroom t e a c h e r s i n g u id a n c e , s in c e th e homeroom i s th e h e a r t o f th e 1

E g u id a n ce program*

T h e r e fo r e , t h e a p p li c a t io n o f a u n i f i e d

p h ilo s o p h y t o t h e e n t i r e program i s n eed ed i f g u id a n ce i s t o he i n t r i n s i c t o th e l i f e

o f s tu d e n ts and i f fa v o r a b le a d j u s t ­

ment in v o lv in g i n d i v id u a ls and grou p s i s t o be a c h ie v e d . D e s c r ip t io n o f th e s i t u a t i o n .

Homeroom g u id a n c e , de­

s p i t e many p r a c t i c a l d i f f i c u l t i e s , i s a v i t a l and e d u c a tiv e a g e n t , but i t s p r e s e n t p ro ced u re in m ost s c h o o ls can be im prov­ ed g r e a t l y .

In a d e fu a te f u n c t io n g iv e s r i s e to th e n eed f o r r e ­

c a s t in g o f p u rp ose and p r o c e d u r e .

D e s ir a b le s t u d e n t - t e a c h e r

r e l a t i o n s h i p s a r e n o t d ev elo p e d o r m a in ta in ed a s much a s th e y m igh t b e , b e c a u se o f t h e v e r y n a tu r e o f t h e s c h o o l s u b j e c t s , i d e a l s , o r g a n iz a t io n , and m eth o d s.

The la c k o f s t u d e n t - t e a c h e r

r e la t io n s h ip h a s b e e n , and s t i l l i s , th e t o p i c o f many a s e r io u s d is c u s s io n among e d u c a to r s . The s p e c i f i c s i t u a t i o n around w h ich t h i s p r o j e c t e v o lv e s i s a j u n io r - s e n io r h ig h s c h o o l lo c a t e d i n F r e s n o , C a lif o r n ia . The s c h o o l en ro llm en t i s made up o f many m in o r ity grou p s who come from su b -sta n d a r d hom es.

The homeroom g u id a n ce program

i n t h i s s c h o o l h a s d e c lin e d t o a n o n - fu n c t io n in g s t a t u s .

Home­

room t e a c h e r s la c k in fo r m a tio n a s w e l l a s m ethods and p ro ce d u re s f o r e f f e c t i v e c o u n s e lin g .

The c o u n s e lin g s t a f f i s over-w ork ed

t o t h e e x te n t th a t s t u d e n t s a r e n e g le c t e d and w i l l c o n tin u e t o be n e g le c t e d u n le s s an a c t i v e , i n t e r e s t e d , and w e l l in form ed homeroom g u id a n ce s t a f f i s d e v e lo p e d .

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

above d e s c r ib e d s i t u a t i o n w i l l be g r e a t l y a l l e v i a t e d th ro u g h

3 th e in d o c t r in a t io n o f t h e homeroom t e a c h e r w it h th e p ro p er t o o l s and le a d e r s h ip .

H en ce, t h i s p r o j e c t i s an e f f o r t t o

im prove homeroom g u id a n ce by p r o v id in g homeroom t e a c h e r s w it h m ethods and p ro ce d u re s f o r e f f e c t i v e g u id a n c e . S e v is e d sta te m e n t o f th e p rob lem .

R ec o g n iz in g th a t

t h e r e a r e o t h e r a s p e c t s o f t h i s p rob lem , t h e w r i t e r d e lim it e d h i s stu d y to "Methods and P ro ced u res f o r E f f e c t i v e Homeroom G u id an ce."

T h e r e fo r e , th e problem p r e s e n tin g i t s e l f in t h i s

stu d y i s t h a t o f d eterm in in g th e d e t a i l s o f p roced u re e s s e n ­ t i a l t o homeroom t e a c h e r s in g u id a n ce (1) by p r e s e n t in g p ro ­ ce d u re s f o r prom oting in d iv id u a l c o n fe r e n c e s a s w e l l a s (£ ) e f f e c t i v e t e c h n iq u e s o f in te r v ie Y /in g ; and ( 3 ) in t h e l i g h t o f t h e s e f i n d i n g s , make recom m endations w h ich w i l l be a p p lic a b le t o a j u n io r - s e n io r h ig h s c h o o l d i s t r i c t . Scope and im p ortan ce o f th e p rob lem .

The homeroom,

a c c o r d in g t o a u t h o r i t i e s who sp eak o f t h e problem i t s e l f , i s o f prim ary im p ortan ce t o th e s c h o o l i n e s t a b l i s h i n g a p e r s o n a l c o n ta c t w it h a l l p u p i l s .

A. w e ll- o r g a n iz e d and f u n c t io n in g

homeroom program w i l l go a lo n g way tow ard t h e developm ent and r e a l i z a t i o n o f " w ell-ro u n d ed " e d u c a tio n . E m phasizing th e f a c t t h a t t h e g u id a n ce program must f i t th e c o n d it io n s found in th e in d iv id u a l s c h o o l, E r ic k so n and Happ^say:

•^ C liffo rd E. E r ic k so n and M arion 0 . Happ Guidance P r a c t ic e s a t Work (Hew Y ork: M cG raw -H ill Book Company, I n c . , 1946) , p .. ,3 ia .

4

* . . I t must be e x t e n s iv e in sco p e so t h a t few s tu d e n t n eed s a r e n e g l e c t e d . I t must be s u f f i c i e n t l y d e v e lo p ­ ed o v er a p e r io d o f t im e . . . i t must be s u f f i c i e n t l y i n c l u ­ s i v e t o in v o lv e a lm o st a l l th e s t a f f . I t m ust be so s e t up th a tm a n y community r e s o u r c e s a r e u t i l i z e d . I t must p r o v id e f o r s tu d e n t p a r t i c i p a t i o n i n p la n n in g and c a r r y in g on t h e program . . . . She program must p r o v id e in d iv id u a l c o u n s e l­ in g s e r v i c e s . • • • The program w i l l n o t su c c e e d u n le s s i t h a s t h e s u p p o r t, th e en cou ragem ent, and t h e le a d e r s h ip o f th e adm ini s t ra t o r . g Jones b e l i e v e s t h a t : . • • th e homeroom, b eca u se o f t h e n a t u r a ln e s s o f i t s s e t t i n g and s i t u a t i o n and b eca u se o f th e requirem ent t h a t th e sp o n so r be a p r e v e n t e r o f d i f f i c u l t i e s r a th e r th a n a " tr o u b le sh o o te r " a f t e r th e d i f f i c u l t i e s h ave a r i s e n , can o f f e r d e f i ­ n i t e c o n t r ib u t io n s in t h e p e r s o n a l, e d u c a t io n a l, s o c i a l , and m oral a s p e c t s o f g u id a n ce n o t a t p r e s e n t v e r y d e f i n i t e l y or a d e q u a te ly p r o v id e d f o r in th e s o - c a l l e d c u r r ic u la r a c t i v i t i e s .

• • • we n e e d b o th th e e x p e r t and th e homeroom sp o n so r; each h a s h i s c o n t r ib u t io n t o make. . . . P rob ab ly no g u id a n ce o f any k in d sh o u ld be u n d ertak en w ith o u t t h e c o o p e r a tio n o f t h e homeroom t e a c h e r . Dunsmoor and M i l l e d ad d: Even i n th e most com p lete g u id a n ce p rogram s, w h ich i n ­ c lu d e t r a in e d c o u n s e lo r s and o th e r s p e c i a l i z e d p e r s o n n e l, th e t e a c h e r must assum e r e s p o n s i b i l i t y f o r a t l e a s t c e r t a in t y p e s o f o© tln selin g i n h i s stu d e n t r e l a t i o n s h i p s • • • W illia m so n 4 a s s e r t s t h a t : . . . c o u n s e lin g te c h n iq u e s in v o lv e b r in g in g about ch an ges in th e i n d i v i d u a l ' s a t t i t u d e s i n su ch a manner a s to f a c i l i t a t e a harm onious b a la n c e b etw een h i s n eed s and th e d e­ mands o f t h e environm ent • • •" ^Arthur J . J o n e s , P r in c i p l e s o f Guidance (Hew Y ork: M cG raw-H ill Book Company, I n c . , 1946T7 p . 4 8 6 . 3 C la ren ce C. Dunsmoor and Leonard M i l l e r P r i n c i p l e s and M ethods o f Guidance f o r T each ers (S e r a h to h ; P e n n s y lv a n ia : I n t e r n a t io n *r-* a l Book Company, 1 9 4 9 } , p . 1 3 3 . 4Edmund G. W illia m so n How to C ou n sel S tu d e n ts M cG raw -H ill Book Company, I n c . , 1 9 3 9 ) , p . 1S 5.

(Hew Y ork:

5 T r a x le r 5 c o n c lu d e s t h a t w hen: I d e a l l y c o n c e iv e d , g u id a n ce e n a b le s each in d i v id u a l t o u n d ersta n d h i s a b i l i t i e s and i n t e r e s t s , t o d ev elo p them a s w e l l a s p o s s i b l e , to r e l a t e them t o l i f e g o a l s , and f i n a l l y to reach a s t a t e o f com p lete and m ature s e lf - g u id a n c e a s a d e s i r ­ a b le c i t i z e n o f a d em o cra tic s o c i a l order* H en ce, t h e p urpose o f g u id a n ce i s t o d e v e lo p t h e a b i l i t y o f each in d iv id u a l t o ta k e care o f h i m s e l f , t o sta n d on h i s own f e e t and n o t be dependent upon o t h e r s .

T h is i s a g r a d u a l p r o c ­

e s s and in v o lv e s p la c in g upon each in d iv id u a l o n ly a s much r e i

s p o n s i b i l i t y a t any tim e a s he can assum e

w it h a f a i r d eg ree o f

p ro b a b le s u c c e s s .

e x t e r n a l h e lp i s d i s ­

C om plete r e lia n c e upon

co u ra g e d , and each i n d i v i d u a l ! i s en cou raged t o u s e t h e m ethod o f i n t e l l i g e n c e t o s o lv e h i s own p ro b lem s. The sc o n e and d e lim it a t i o n o f th e n rob lem .

B ased upon

and c o n s is t e n t w ith th e c i t a t i o n s a b o v e , i t , t h e r e f o r e becom es n e c e s s a r y t o (1 ) c l a r i f y th e c o n c e p tio n and m eaning o f t h e term "homeroom g u id a n c e ;" ( 2 ) p la n t h e homeroom program so a s t o im prove t e a c h e r - p u p il r e l a t i o n s ; and (3 ) g iv e g u id a n ce i t s p r o p e r p la c e in th e homeroom. T h is stu d y co n ce rn s i t s e l f w it h w ays and means o f e s ­ t a b l i s h i n g a sm o o th ly f u n c t io n in g homeroom program o f g u id a n c e , o r g a n iz e d on sound p r i n c i p l e s , and w hich can be made t o fu n c ­ tio n e f f e c t iv e ly .

T h e r e fo r e , c o n f l i c t i n g

c o n c e p ts make i t

n e c e s s a r y t h a t th e f o llo w in g q u e s tio n s be

answ ered i n t h i s

^Arthur E. T r a x le r T ech n iq u es o f G-uidance H arper and B r o s ., 1 9 4 5 ) , p . 3 .

(Hew York:

6

stu d y : X. What p r o c e d u r e s may be em ployed f o r p rom otin g i n d i ­ v id u a l c o n fe r e n c e s ? 2* What a r e some e f f e c t i v e te c h n iq u e s f o r in fe r v ie w in g ? 3* What recom m endations sh o u ld he a p p li c a b le t o a ju n iors e n io r h ig h s c h o o l d i s t r i c t ? 5!his s t u d y , an a tte m p t t o d e a l a d e q u a te ly w it h a p a r t i ­ c u la r a r e a o f d isa g reem en t r e s u l t i n g from a d if f e r e n c e i n p o in t o f view betw een homeroom t e a c h e r s and th e c o u n s e lo r s , i s r e ­ s t r i c t e d t o t h o s e s p e c i f i c p a r t s o f t h e problem* D e f in it i o n o f t e c h n i c a l term s and words* Homeroom*

th ro u g h o u t t h i s s t u d y , th e term "homeroom”

s h a l l be th o u g h t o f a s a r e g u la r s c h o o l p e r io d in w h ich th e te a c h e r o r sp o n so r m e e ts w ith an o r g a n iz e d group o f s t u d e n ts f o r th e p u rp ose o f becom ing in t im a t e ly a c q u a in te d w ith t h e mem\

b e r s —* th e r e b y c r e a t in g a s i t u a t i o n i n w h ich th e s tu d e n t him­ s e l f becom es th e s u b j e c t s t u d ie d , worked w i t h , and le a r n e d about* C o u n se lin g *

£he term " c o u n se lin g " s h a l l be in t e r p r e t e d

a s i n d i c a t i n g t h e a c t i v i t y w here a l l t h e f a c t s a r e g a th e r e d t o ­ g e t h e r and a l l th e e x p e r ie n c e s o f t h e stu d e n t a r e fo c u s e d upon ith e p a r t i c u l a r p roblem t o be s o lv e d by h im , and h e i s g iv e n d i­ r e c t and p e r s o n a l h e lp in s o lv in g t h e problem * G uidance*

In t h i s r e p o r t , "guidance" means more th an

a program o f t e s t i n g and a d m in is t r a t iv e m a n ip u la tio n o f groups o f p u p ils j i t i s an e d u c a t io n a l p h ilo so p h y w h ich p erm ea tes th e

7 v er y f a b r i c o f t h e s c h o o l.

Guidance i s b a sed upon t h e a b i l i t i e s

and n eed s o f in d iv id u a l p u p i l s .

I t in v o lv e s d is c o v e r y o f in d i v i d ­

u a l c a p a c i t i e s , i n t e r e s t s , and a d a p ta tio n s to s c h o o l f a c i l i t i e s * She im p o rta n ce o f th e p rob lem *

The im p lic a t io n s f o r th e

f u t u r e w ould seem t o be t h a t i n t h e hom e, in th e s c h o o l, and in t h e homeroom t h e r e m ust be a c o n s c io u s n e s s o f th e n eed f o r con­ tin u o u s a d ju stm en t o f our c h ild r e n .

D e f in it e and p o s i t i v e

m easu res must be ta k en t o in s u r e th e developm ent and c o n d it io n ­ in g o f our y o u th t ’o

th e end t h a t th e y w i l l be p h y s i c a l l y s tr o n g

and e m o tio n a lly s t a b l e .

O th erw ise th e y w i l l n o t be a b le t o u se

th e know ledge w h ich has b een im p arted t o them i n our s c h o o ls . And s in c e a d ju stm en t and e m o tio n a l s t a b i l i t y o f th e in d iv id u a l d eterm in e h i s a b i l i t y to m eet h i s r e s p o n s i b i l i t i e s in im provin g s o c i e t y , i t i s , t h e r e f o r e , n e c e s s a r y to d e v e lo p a p ro ced u re by w h ich homeroom t e a c h e r s and c o u n s e lo r s , con cern ed w it h t h e same p ro b lem , can come t o g e t h e r and work ou t a program o f a c t io n in w h ich each p a r t ic ip a n t u n d ersta n d s h i s r e la t io n s h ip t o h i s f e l ­ low w orker* The o r g a n iz a tio n o f th e r e p o r t .

In c lu d e d in t h e rem ain­

d er o f t h i s stu d y a r e t h e f o llo w in g c h a p te r s : c r i t e r i a f o r s o lv i n g th e problem *

C hapter I I i s

C hapter I I I i s p ro ce d u re s

f o r prom otin g in d i v id u a l c o n f e r e n c e s .

E f f e c t i v e te c h n iq u e s o f

in t e r v ie w in g i s d is c u s s e d i n Chapter IV .

The c o n c lu s io n s o f

a u t h o r i t i e s in t h e f i e l d o f e d u c a t io n a l g u id a n ce a r e o u t lin e d in C hapter V.

In C hapter VI i s an it e m iz e d l i s t o f recommends-

8 t i o n s f o r a j u n io r - s e n io r h ig h s c h o o l d i s t r i c t . F o llo w in g t h e f i n a l c h a p te r i s a b ib lio g r a p h y o f e d u c a tio n a l p u b l i c a t i o n s . Throughout C hapter I em phasis was p la c e d on th e n eed f o r a co n cep t o f homeroom g u id a n c e in i t s la r g e r a s p e c t s . The n a tu r e o f th e p rob lem , a d e s c r ip t io n o f t h e s i t u a t i o n , and a sta te m e n t o f i t s im p ortan ce

s u b s t a n t ia t e d by a s e r i e s o f

c i t a t i o n s from s e l e c t e d a u t h o r i t i e s — p r o v id e d an a u t h e n t ic b a s i s f o r d is c u s s in g and d e lim it in g t h e s tu d y . c r i t e r i a f o r s o lv in g th e p rob lem .

C hapter I I i s

I t i s an ex a m in a tio n o f

a u t h o r i t a t i v e l i t e r a t u r e i n th e f i e l d o f g u id a n ce and g u id a n ce e d u c a tio n .

I t r e v e a ls r e s ta te m e n ts o f o b j e c t i v e s and new formu­

l a t i o n s o f t h e c e n t r a l id e a s r e g a r d in g homeroom g u id a n ce a s r e ­ la t e d t o l i f e ’ s p u r p o s e s .

What once w as th o u g h t t o be s u i t a b l e

p r o c e d u r e s i n g u id a n ce i s now b e in g a n a ly z e d t o d eterm in e i t s r e l a t i o n t o th e problem o f l i v i n g .

H en ce, C hapter I I w i l l d e a l

w ith th e s c i e n t i f i c p ro ced u re u sed in th e s o lu t io n o f th e prob­ lem .

0HAP2BE II CEIIEHIA FOE SOLVING- THE FROBLSK C hapter I was d iv id e d in t o f i v e m ajor p a r t s .

Each

p a r t ga v e d e t a i l e d m eaning t o "She N atu re o f t h e P rob lem ," by­ way o f e x p la n a t io n .

S h is c h a p te r w i l l r e v e a l th e em ergence

o f t h e problem from i t s g e n e s i s , when t h e more o r l e s s i n d i s c r im e n a te ty p e o f g u id a n ce w as a c c e p te d w ith c a s u a l i n d i f f e r ­ e n c e , t o i t s p r e s e n t com plex fozm w it h s p e c i f i c q u e s tio n s t o s o lv e .

She e v o lu t io n o f th e problem from i t s sim p le o r i g in

w i l l be r e fin e d - and made d e f i n i t e by an e x p lo r a t io n o f s e l e c t e d r e fe r e n c e s. She em ergence o f t h e -problem. room h a s been m ost a s to u n d in g .

She grow th o f t h e home­

S w e n t y - fiv e o r t h i r t y y e a r s

ago t h e homeroom w as p r a c t i c a l l y unknown i n A m erica , w h ile t o ­ day i t i s s o l i d l y e s t a b l i s h e d in a m a jo r ity o f seco n d a ry s c h o o ls and i n many elem en ta r y s c h o o ls a s an in d is p e n s a b le de­ v i c e f o r group g u id a n c e .

In t h e b e g in n in g t h e r e was l i t t l e

t o be b u i l t upon — no i d e a l s , no m a t e r i a l s , no e x p e r ie n c e , and no t r a in e d le a d e r s h ip .

Soday, t h i s re co r d o f developm ent

i s h ig h ly com plim entary t o t h e v i s i o n , e n th u sia sm , and in g en u ­ i t y o f th e t e a c h e r s and a d m in is t r a t o r s w ho, r e c o g n iz in g t h e s t r a t e g i c im p ortan ce o f t h e homeroom, d e v e lo p e d i t i n a s h o r t tim e i n t o a w id e ly a c c e p te d e d u c a t io n a l s e t t i n g .

B u t, t h i s

r a p id grow th m ust n o t be in t e r p r e t e d to mean t h a t f u l l and co m p lete developm ent o f t h e many p o s s i b i l i t i e s o f t h e home­ 9 i

10

room h a s been a c h ie v e d .

B a th er i t r e f e r s to th e common a c ­

c e p ta n c e o f t h e id e a and t o d e f i n i t e a tte m p ts t o c a p i t a l i z e on i t ,

$he c o n c e p tio n o f homeroom g u id a n c e , a c c o r d in g t o an

e x p lo r a t io n o f t h e s e l e c t e d r e f e r e n c e s , h a s w id en i n sc o p e t o in c lu d e e d u c a tio n in r e a l l i f e

s i t u a t i o n s , a t t i t u d e s and

h a b i t s , and th e a c q u i s i t i o n o f so u n d , s c i e n t i f i c in fo r m a tio n , !Ehese tr e n d s a r e r e v e a le d i n a stu d y o f : (1 ) o b serv ed p ra c­ t i c e s i n s c h o o ls ; (2 ) com m ittee r e p o r t s ; and ( 3 ) recommenda­ t i o n s b a sed on s t u d i e s .

H en ce, th e a c c e p ta n c e o f t h e s e tr e n d s

and t h e a p p li c a t io n o f t h e p r a c t i c e s s u g g e s te d may n e c e s s i t a t e .r e v is io n o f t h e t o t a l homeroom g u id a n ce program , i t s o r g a n iz a ­ t i o n , a d m in is t r a t io n , and c o n d u c t, b eca u se o f t h e a c c e p ta n c e o f homeroom g u id a n ce a s th e h e a r t o f t h e g u id a n ce program . Developm ent o f b ib lio g r a p h y .

In o r d e r to e s t a b l i s h a

c r i t e r i a o f co m p eten ce, a v a l i d sa m p lin g o f s e l e c t e d a u t h o r s , who h av e a u t h o r it y to sp eak on t h e p ro b lem , was made.

2?he

c r i t e r i a f o r t h e s e l e c t i o n o f a u th o r s w ere b a sed upon th e im­ p o r ta n c e o f th e a u th o r s ' p o s i t i o n s , th e q u a lit y o f t h e i r w ork. She m ethods o f d e te r m in a tio n w ere b a sed p r im a r ily upon (1 ) work done in t h e f i e l d o f g u id a n ce and g u id a n ce e d u c a tio n by t

d ir e c t o r s o f g u id a n ce p rogram s, i n s t r u c t o r s in g u id a n c e , p r o ­ f e s s o r s o f g u id a n c e , p r o f e s s o r s o f e d u c a t io n , and d o c to r s o f p h ilo s o p h y , a n d .(2 } th e freq u en cy o f c i t a t i o n s or r e f e r e n c e s made by o th e r a u th o r s .

C urrent p e r i o d i c a l a r t i c l e s o f t h e

p r o f e s s i o n a l e d u c a t io n a l j o u r n a ls w ere i n v e s t i g a t e d t o o b ta in

11

an e x p r e s s io n o f th e more r e c e n t s c i e n t i f i c t h in k in g .

The

d a te l i m i t a t i o n s p la c e d upon th e r e f e r e n c e s u s e d , ranged from 1 9 3 E t o 1 9 4 9 . Random sa m p lin g .

The s e l e c t e d l i s t w as a r r iv e d a t by

random sam p lin g a f t e r a g e n e r a l ca n v a ss o f a l l a v a i l a b l e l i t e r a t u r e in t h e f i e l d o f homeroom g u id a n c e .

From t h e gen ­

e r a l ca n v a ss an e x t e n s iv e b ib lio g r a p h y r e s u lt e d .

To f a c i l i ­

t a t e o r g a n iz a tio n o f t h e lib r a r y w o rk , th e l i t e r a t u r e from t h i s b ib lio g r a p h y was d iv id e d in t o two g r o u p s, n a m ely , ( l ) s p e c i a l r e fe r e n c e -b o o k s on homeroom g u id a n c e , and (2 ) cu r r e n t p e r i o d i c a l a r t i c l e s on homeroom g u id a n c e .

Then by th e random

sam p lin g method o f l i s t i n g th e a u th o r s a l p h a b e t i c a l l y w it h in t h e s e p a r a te c a t e g o r ie s o f books and p e r i o d i c a l s , and s e l e c t ­ in g ev ery t h ir d i n each c a te g o r y , th e w r i t e r a r r iv e d a t h i s s e le c te d l i s t .

From t h i s p a tt e r n a p e r c e n ta g e o f th e e n t r i e s

on each l i s t sto o d in an in v e r s e r a t i o t o t h e number o f en­ t r i e s in each c a te g o r y . O o n ceiv in g r e l i a b i l i t y .

In o r d e r t o d eterm in e th e d e­

g r e e t o w h ich th e p r o c e s s d e s c r ib e d ab ove co u ld be g u a ra n te ed t o g iv e c o n sta n t r e s u l t s , a s c i e n t i f i c ch eck was made on th e r e l i a b i l i t y o f t h e random sa m p lin g . R e lia b ility .

A. ch eck was made on th e r e l i a b i l i t y o f

th e random sam p lin g o f t h e b ib lio g r a p h y by ta k in g a seco n d sam p lin g — s e l e c t i n g e v e r y secon d e n tr y in each c a te g o r y .

12

T h is was done in o rd er to t e s t .the c e n t r a l ten d en cy o r f r e ­ quency o f a u th o r agreem ent a s compared t o t h a t o f th e f i r s t sam pling*

The sam p lin g o f t h i r t y - s i x hooks and p e r i o d i c a l s

r e s u lt e d in s e v e n t y - f i v e p e r cen t o f th e a u t h o r i t i e s p la c in g em phasis on homeroom g u id a n ce a s th e h e a r t o f th e g u id a n ce program*

On th e o th e r h and , t w e n t y - f iv e p e r c e n t o f th e

a u th o r s s t ip u la t e d th a t p h il o s o p h ic a lly th e y w ould approve th e homeroom g u id a n ce program o n ly i f th e t e a o h e r - a d v is e r s i

had i n - s e r v i c e t r a in in g a lo n g w ith s e v e r a l g u id an ce c o u r s e s , and r e f e r r e d t h o s e c a s e s th e y f e l t in c a p a b le o f h a n d lin g t o th e c o u n s e lo r s or o th e r s p e c i a l i z e d p e r so n n e l*

Due t o t h e i r

p r o f e s s i o n a l s t a t u s , t h e i r s c i e n t i f i c a c c u r a c y , and t h e i r p e d a g o g ic a l so u n d n e ss, th e freq u en cy o f agreem ent by s e v e n t y f i v e p e r c e n t , an overw helm ing m a j o r it y , o f o u ts ta n d in g a u th o r s g iv e r e l i a b i l i t y t o th e s tu d y , V a lid ity ,

The d ata th e a u th o r s c o l l e c t e d was lo o k e d

upon a s m a t e r ia l to be u sed a s a means o f a n sw erin g c e r t a in q u e s tio n s . lowed*

An i n t e n s i v e and c r i t i c a l stu d y o f t h e d a ta f o l ­

The a u th o r s ' s o l u t i o n to th e problem was sought in

t e r n s o f l i k e l y h y p o t h e s e s , a c c e p te d t e n t a t i v e l y , exam ined o b j e c t i v e l y , e v a lu a te d c a r e f u l l y th ro u g h a l l e v id e n c e o b ta in ­ a b l e , and f i n a l l y c o r r o b o r a te d a s th e most g e n e r a l c o n c lu s io n o b ta in a b le a t t h e tim e .

The a u th o r s ' method o f a n a l y s i s con­

s i s t e d o f ( l ) a g e n e r a l v ie w p o in t and i t s r e l a t i o n t o educa­ t i o n , (2 ) n a tu r e o f cu r r e n t e d u c a tio n a l p r a c t i c e s , and (3 ) th e

n a t u r e o f le a r n in g . A l l o b j e c t i v e s w ere s t a t e d e x p l i c i t l y and s p e c i f i c a l l y . The o b j e c t i v i t y o f d a ta com p iled in c lu d e d (1 ) d e t a i l e d a n a ly ­ s i s o f a number o f c o u r s e s o f stu d y and te x tb o o k s d e a lin g w ith g u id a n c e ; (£ ) d i r e c t o b s e r v a tio n ; (3 ) p e r s o n a l in t e r v ie w s w ith t e a c h e r s and p u p i l s ; (4 ) s c h o o l r e p o r t s ; (5 ) q u e s t io n n a ir e s , and (6 } s u r v e y s .

The a u th o r s 1 in d iv id u a l and in d ep en d en t con ­

c l u s i o n s w ere c o r r o b o r a te d d e d u c t iv e ly a s w e l l a s i n d u c t i v e l y , a f t e r c a r e f u l and lo n g -tim e e x p e r im e n ta l ex a m in a tio n o f a l l p e r t in e n t d a ta o f e v id e n c e .

The d a ta d em on strated or s u g g e s te d

t h a t g u id a n ce must in t e g r a t e th e t o t a l t e a c h in g s t a f f , b eca u se it

co n cern s i t s e l f w ith a l l o f th e e x p e r ie n c e s o f th e in d iv id u a l

i n s c h o o l or o u t , and c o n t r ib u t e s to th e developm ent and m ain­ te n a n c e o f good le a r n in g c o n d it i o n s , a t t i t u d e s , and b e h a v io r . Due to t h e f a c t , t h a t th e r e f e r e n c e s i l l u s t r a t e th e d eterm in a­ t i o n o f an sw ers t o q u e s tio n s r a th e r th a n t h e in t e r p r e t a t io n o f d a ta — in th e l i g h t o f s p e c i f i c o b j e c t i v e s — a h ig h d e g r e e o f v a l i d i t y i s c o n c e iv e d . The c h a p te r w h ich f o llo w s w i l l d e a l w it h p ro ced u res f o r p rom otin g in d iv id u a l c o n f e r e n c e s , s in c e p e r s o n a li t y i s a supreme o b je c t o f e d u c a tio n a l en d ea v o rs; and b eca u se th e c h i l d must go th rou gh many p h a se s o f p e r s o n a l e d u c a tio n o r developm ent b e fo r e he can be c o n s id e r e d f i t w it h h i s f e l l o w s .

to a s s o c i a t e c o m p le te ly and w h o leso m ely

CHAPTER

III

PROCEDURES FOB PROMOTING INDITIDUAI CONFERENCES The p r e c e d in g c h a p te r e x p la in s i n d e t a i l th e c r i t e r i a u sed f o r s o lv i n g th e p ro b lem , and t h e s c i e n t i f i c manner in w h ieh r e l i a b i l i t y and v a l i d i t y w ere c o n c e iv e d .

T h is c h a p te r

i s co n cern ed w ith th e n eed f o r in d iv id u a l c o n fe r e n c e s and p ro ­ c e d u r e s f o r p rom otin g in d iv id u a l^ c o n f e r e n c e s s in c e t h e v e r y e s s e n c e o f su ch a c o n fe r e n c e i s t h e n u c le u s o f th e g u id a n ce program .

I f e x e c u te d e f f i c i e n t l y , th e in d iv id u a l c o n fe r e n c e

may s e r v e a s a f a c t - f i n d i n g d e v ic e w h ieh w i l l p r o v id e o b j e c t iv e d a t a , and a t t h e same tim e a f f o r d o p p o r t u n it ie s f o r t h e home­ room te a c h e r to become g e n u in e ly a c q u a in te d w it h each stu d e n t in h i s gro u p .

B ecau se t h e r e a r e d if f e r e n c e s o f o p in io n s on

t h i s m a tt e r , th e p ro s and con s o f t h e in d i v id u a l c o n fe r e n c e , a s c i t e d by a u t h o r i t i e s , a r e p r e s e n te d in t h i s c h a p te r . C o n sid e r in g th e homeroom t e a c h e r a s t h e ’’h e a r t o f th e g u id a n ce p ro g ra m ,”

P e a se and Zimmerman"*' a s s e r t t h a t :

. . . much o f t h e g u id a n ce work i s c a r r ie d on i n th e homeroom; t h u s , t h e homeroom te a c h e r i s o f p a r t i c u l a r im portan ce in th e l i v e s o f t h e s e young p e o p le . The homeroom i s more th a n a p la c e ; i t i s more th a n p eo ­ p le ; i t i s a s p ir i t a sw e ll. The homeroom s p i r i t i s f e l t by t h e p u p ils a l l d ay, a s th e y go from c l a s s t o c l a s s . The group i s made up o f many i n d i v i d u a l s , in c lu d in g th e t e a c h e r , whose p e r s o n a li t y and a t t i t u d e c o n t r ib u t e d e f i n i t e l y to t h e b u ild in g o f a l l th e o th e r p e r s o n a l i t i e s in th e gro u p . ^■J. B. P e a se and E . Zimmerman, “Homeroom a Guidance C e n t e r ,” The N a tio n s S c h o o ls . 3 7 : 4 9 - 5 0 , January 1 9 4 6 .

15

A s s e r t in g t h a t a l l s t u d e n t s n eed g u id a n ce * McKown2 o u t­ l i n e s th e d u t ie s o f homeroom t e a c h e r s , and a d d s: . . • w it h such a c o n s ta n t s e n s e o f a w a r e n e s s, th e t e a c h e r sh o u ld ca r ry on t h e f o llo w in g d u t i e s : 1 . E d ucate th e group in th e m ain aim s and o b j e c t i v e s o f t h e homeroom p lan* 2 . D evelop d e s ir a b le p e r s o n a l r e l a t i o n s w ith t h e mem­ b e r s o f t h e g ro u p . 3 . Guide th e p u p ils in a l l p h a s e s o f t h e i r i n t e r e s t s and a c t i v i t i e s * 4* Make d e s ir a b l e c o n t a c t s w it h p a r e n t s o f p u p i l s . 5* D evelop a p r o p e r ly f u n c t io n in g in t e r n a l o r g a n iz a tio n o f th e room. 5 . D evelop sta n d a r d s f o r homeroom a c t i v i t i e s and p ro ­ gram s. 7 . Encourage w id e p a r t i c i p a t i o n in a c t i v i t i e s * 8 . S u p e r v is e th e h a n d lin g o f r o u tin e in c o o p e r a tio n w it h a d m in is t r a t io n . 9 . Make m a t e r ia l f o r program s and a c t i v i t i e s a v a i l a b l e to p u p ils . 1 0 . Harmonize th e g ro u p ; d e v e lo p homeroom s p i r i t . *

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I f th e homeroom i s t o f u n c t io n e f f e c t i v e l y , p u p ils and t e a c h e r must h ave an u n d e r sta n d in g o f i t s p u r p o s e s . P u p ils sh o u ld r e a l i z e th e p u r p o se s o f t h e homeroom in term s o f i t s v a lu e s f o r th em , e x p r e ss e d in t h e i r own te r m in o lo g y . • • • 3 McKown l i s t s th e f o llo w in g a s d e f i n i t e aim s w hich th e homeroom t e a c h e r sh o u ld s e t up t o a c c o m p lis h : 1 . To d e v e lo p d e s ir a b le p u p il- t e a c h e r r e la t io n s h ip s 2 . To g u id e t h e p u p il ( e d u c a t io n a lly , p e r s o n a ll y , m oral­ l y , r e c r e a t io n a lly , v o c a t io n a lly , p h y s ic a lly ) 3 . To d e v e lo p d e s ir a b le i d e a l s and h a b i t s o f good c itiz e n s h ip . S k i l l f u l l y o u t li n in g t h e f a c t t h a t th e homeroom te a c h e r can f u n c t io n in a l l p h a s e s o f g u id a n c e , th e Committee on Guid­ a n ce

e x p la in s t h a t :

2Harry C. McKown, Home Boom G uidance H i l l Book Company. 1 9 4 6 ) , p . 1 8 7 . 3i b i d .

p . 189.

(Hew Y ork: McGraw-

16 • • « I t i s i n t h i s c a p a c it y t h a t sh e com es t o know each p u p il in th e homeroom more in t im a t e ly th a n any o t h e r t e a c h e r . She a lo n e h a s t h e o p p o r tu n ity o f knowing t h e p u p il i n a l l h i s r e l a t i o n s h i p s ; h i s s t u d i e s ; h i s d i f f i c u l t i e s w ith t e a c h e r s ; h i s p rob lem s o f d i s c i p l i n e ; h i s home c o n d it io n s and en v iro n m en t; h i s a s s o c i a t e s in s c h o o l and o u t; h i s a t t i ­ t u d e s , i n t e r e s t s , and a b i l i t i e s . T h e r e fo r e , w h e th er th e s c h o o l be la r g e o r s m a ll, i t i s w ith t h e homeroom t e a c h e r th a t th e fo u n d a tio n s f o r g u id a n ce must be l a i d . ^ B e fe r r in g to t h e u n p rep ard n ess o f homeroom t e a c h e r s , W illiam son® s a y s : • • . v e r y few t e a c h e r s h a v e b een t r a in e d i n p sy c h o lo g y o f human a d ju s tm e n t, and many more a r e tem p e ra m en ta lly u n f i t s t e d f o r , o r U n in te r e s te d in su ch in d iv id u a l r e l a t i o n s h i p s w ith s t u d e n t s . For t h e s e r e a s o n s , such c o u n s e lin g i s u s u a llf ' p e r ­ fu n c to r y and l im it e d t o a d v is in g s t u d e n t s how t o r e g i s t e r f o r s u b j e c t s , w ith o u t reg a rd to n e e d s and c a p a c i t i e s . I f some p r o f e s s i o n a l t r a in in g i n c o u n s e lin g w ere r e q u ir e d o f a l l t e a c h ­ e r s . . . th e p r e v a le n t sy stem o f a d v is in g w ould be immeasura­ b ly im proved. £ T r a x le r s u p p lie s an answ er t o th e problem when he s a y s : . . . A l l t e a c h e r s ca rry on g u id a n ce and w i l l c o n tin u e i n e v i t a b l y t o do s o . The q u e s tio n i s n o t w h e th er t e a c h e r s s h a l l engage in g u id a n c e , b u t w h eth er g u id a n ce s h a l l b e u n p lan ­ n ed and I n c i d e n t a l , o r p la n n ed and p u r p o s e f u l. I t i s t r u e t h a t t h e g u id a n ce program sh o u ld b e u nd er t h e d ir e c t io n o f one who h a s s p e c i a l i z e d in t h i s f i e l d and t h a t a s t a f f Of s p e c i a l l y t r a in e d c o u n s e lo r s i s n eed ed i f t h e program i s t o reach i t s g r e a t e s t e f f e c t i v e n e s s , b ut t h e s e s p e c i a l i s t s can s u c c e e d o n ly i f th e y h ave th e f u l l and a c t i v e c o o p e r a tio n o f t h e t e a c h e r s . In s c h o o ls t h a t h ave o n ly one g u id a n ce o f f i c e r , who i s fr e q u e n t l y on a p a r t -t im e b a s i s , m ost o f t h e a c t u a l c o u n s e lin g must be 4 E d u c a tio n a l S e c o r d s B ureau, "Heport o f t h e Committee on G u id an ce," B u l l e t i n 1 9 : 1 6 - 1 7 , (Hew Y ork: 1928), c i t i n g A rth u r T r a x le r , Teat o h in g o f Guidanoe (Hew Y ork: H arper and B r o th e r s , 1 9 4 5 ), , Edmuns G. W illia m so n , How t o C ou n sel S tu d e n ts Y ork: M cG raw-H ill Book Company, 1939) p . 3 7 . ^A rthur E . T r a x le r . T each in g o f G uidance H arper and B r o th e r s , 1 9 4 5 ) , p . 3 0 9 .

(Hew

(Hew Y ork:

17 done by t h e t e a c h in g s t a f f , b eca u se i t i s p h y s i c a l l y im pos­ s i b l e f o r one p e r so n to keep in c l o s e c o n t a c t w it h s e v e r a l hundred p u p i l s .

. . . The p r o c e s s o f g u id a n c e , i t s e l f , i s n o t h o w ever, an e x t r a lo a d , f o r i t i s work t h a t th e t e a c h e r a lr e a d y en­ g a g e s i n and i t h a s f o r i t s u lt im a t e g o a l th e same o b j e c t iv e s t h a t good te a c h in g h a s — maximum a d ju stm en t and grow th p o s ­ s ib le fo r every in d iv id u a l. . . . H u lly r e a l i z i n g t h a t b e fo r e a stu d e n t can be c o u n s e le d , / t h e c o u n s e lo r must c o l l e c t r e l i a b l e , v a l i d and r e le v a n t i n f o r ­ m a tio n , from w hich t o d ia g n o se a p t i t u d e s , i n t e r e s t s , m o t iv e s , p h y s ic a l h e a l t h , em o tio n a l b a la n c e , and o th e r v i t a l c h a r a c te r ­ i s t i c s w h ich f a o i l a t e o r i n h i b i t s a t i s f a c t o r y a d ju stm en t in s c h o o l — S tran g^ su b m its t h e f o llo w in g p r o c e d u r e s , b a sed upon p u p il background, a s an a b s o lu t e ly n ece ssa r y * s t a r t i n g p o in t ; 1. Knowledge o f t h e in d i v id u a l s tu d e n t w ith whom he i s w ork in g . . . h i s p h y s i c a l c o n d it i o n , m en ta l c a p a c ity and a c h ie v e m e n t, s p e c i a l i n t e r e s t s and a b i l i t i e s , th e a t t i t u d e o f o t h e r s tow ard h im , th e em o tio n a l r e l a t i o n s in h i s home; and o t h e r in fo r m a tio n th a t w i l l , h e lp him t o u n d ersta n d how th e in d i v id u a l "got th a t ’ w ay’,*” th e d i r e c t i o n i n w hich h e i s mov­ i n g , and t h e r e s o u r c e s h e h a s w it h in h im s e lf t o d e v e lo p h i s b est p o te n tia litie s . 2* Knowledge o f th e c u l t u r a l f o r c e s in f lu e n c in g young p e o p le t o d a y , and t h i s p e r s o n p a r t i c u l a r 3* A cq u a in ta n ce w ith common se q u e n c e s or p a t t e r n s o f b e h a v io r and common ways in w hich s t u d e n ts have s u c c e s s f u l l y met d i f f i c u l t s c h o o l, home o r community s i t u a t i o n s 4 . Knowledge o f r e s o u r c e s f o r p e r s o n a l developm ent w it h in th e s c h o o l and community 5 . S k i l l in th e u se o f v a r io u s c o u n s e lin g t e c h n i c s , and a b i l i t y t o u se anyone or a co m b in a tio n t h a t may h e lp an i n d i ­ v id u a l d is c o v e r and d e v e lo p h i s b e s t p o t e n t i a l i t i e s . ?Buth S tr a n g f C o u n se lin g T ech n iq u es in C o lle g e and S econ d ary S c h o o ls (Hew Y ork: Harper and B r o th e r s , 1 9 4 $ ), p . 4 .

18 Cox, D u ff, and MeHamara® b e l i e v e t h a t t h e homeroom t e a c h e r sh o u ld become p e r s o n a lly a c q u a in te d w it h p a r e n ts and e s t a b l i s h a d eg ree o f ra p p o rt b e c a u se : F or many r e a so n s i t i s d e s ir a b le f o r th e homeroom coun­ s e l o r t o become p e r s o n a lly a c q u a in te d w it h t h e p a r e n ts o f th e members o f h i s g ro u p . I t i s a w id esp rea d custom t o have "parent n ig h t" o r a v i s i t i n g day when p a r e n ts a r e g iv e n some s p e c i a l inducem ent to come t o t h e s c h o o l and t o m eet t h e p r in ­ c i p a l and t h e t e a c h e r s , in c lu d in g t h e homeroom c o u n s e lo r , who r e p r e s e n t s th e s c h o o l ’ s c l o s e s t t i e w ith t h e fa m ily . . . * . . . th e t e a c h e r sh o u ld make i t a p o in t t o v i s i t o n ly a f t e r he h a s e s t a b lis h e d a d egree o f ra p p o rt w ith t h e s tu d e n t a t w hose home h e i s t o c a l l . He sh o u ld make h i s f i r s t v i s i t on an o c c a s io n when h e h a s some s i g n i f i c a n t commendation t o con vey t o t h e p a r e n ts . . . He sh o u ld make c l e a r t o t h e p a r e n ts th e s p e c i a l i n t e r e s t h e h a s i n t h e member o f t h e i r fa m ily who i s a l s o a member o f h i s fa m ily — h i s o f f i c i a l f a m ily . Q I r a x l e r comments t h a t th e c o n t r ib u t io n s t h a t a t e a c h e r can make toward p u p il a d ju stm en t a r e innum erable and e x p la in s th a t: . . . When i t i s d is c o v e r e d t h a t a p u p il i s p o o r ly ad­ j u s t e d , th e g e n e r a l r u le i s t o a sse m b le t h e f a c t s , a n a ly z e th em , form a t e n t a t i v e h y p o t h e s is ab ou t th e n a tu r e o f th e d i f ­ f i c u l t y , p la n tr e a t m e n t, a p p ly i t , o b se r v e t h e e f f e c t , and r e v i s e trea tm en t a s n eed ed u n t i l th e d i f f i c u l t y ap p ea rs t o h a v e been rem oved. The t e a c h e r ’ s most o b v io u s r e l a t i o n t o ad­ ju stm en t o f p u p ils i s i n le a r n in g s i t u a t i o n s . I f th e p u p i l ’ s f a i l u r e i s i n th e t e a c h e r ' s p a r t ic u la r f i e l d , t h e stu d y o f th e cu m u la tiv e re c o r d sh o u ld h e lp t h e t e a c h e r to d ia g n o s e th e f a i l u r e , t o p r e s c r ib e and a d m in is te r tr e a tm e n t, and t o e f f e c t a c u r e . I f th e f a i l u r e can be m arsh aled and r e p o r te d t o th e p ro p er d ep a rtm en t, a d d it io n a l a s s i s t a n c e may be s e c u r e d . SDeachers have lo n g co o p e r a te d in a d ju stm en t m a tte r s o f t h i s so r t. ^ P h ilip W. I . Cox, John Carr D u ff, and M arie MeHamara, ’B a s ic P r in c i p l e s o f Guidance (Hew Y ork: P r e n t i c e - E a l l , 1 9 4 8 ) , p . 1 9 9 -2 0 0 . ® T ra x le r, op. c i t . p . 3 1 4 .

19 INDIVIDUAL EECOHD PEOGS&M. (To be g iv e n t o a l l in com in g s tu d e n ts ) The p u rp o se o f t h i s q u estio n n a ire-* 0 i s t o b r in g t o g e t h ­ e r a l l o f t h e in fo r m a tio n t h a t we can g e t about y o u . I t i s f o r our c o n f i d e n t i a l u s e o n ly , so p le a s e answ er t h e q u e s tio n s a s h o n e s t ly and c o m p le te ly a s you ca n . A f t e r t h i s in fo r m a tio n h a s been o b ta in e d we w i l l be a b le to know y o u r p roblem s and a s s i s t you i n y o u r s c h o o l l i f e while a t t h i s s c h o o l. Name _______________ (la s t ) S ex :

Boy___________

A d d r e ss:

(fir s t) G ir l

____

.________________ (M id d le) Age ___

D ate ____

T elep h o n e: ________

S c h o o ls : ( L is t h e r e th e s c h o o ls you h ave a tte n d e d ) Name o f s c h o o l s : What g r a d e s ?

Which s c h o o l h ave you l i k e d b e s t? T e l l why -

________________________

P la c e a c i r c l e around t h e s c h o o l s u b j e c t s you l i k e b e s t . Draw a l i n e th ro u g h th e o n es you l i k e l e a s t , E n g lis h , S o c ia l S t u d i e s , M a th em a tic s, G eneral S e ie n e e , E ood§, G lo4-th in g , B lu e p r in t , G en eral M e ta l, M ech a n ica l D raw ing, Auto S hop, P r in t in g , W oodshop, G lee C lu b , C horus, A r t , L a t in , In str u m e n ta l M u sic , B u s in e s s T r a in in g , Gymnasium, ( o t h e r s )

i 0 C i i f f o r d E . E r ic k so n and M arion C r o sle y Happ, G uidance P r a c t i c e s a t Work (New Y ork: M cG raw -H ill Co. , Inc* * 1 9 4 6 ) , p p . 5 3 -5 8 - '" •~‘r " : ", ' ■’

20

IEDIVTDUA1 RECORD PROGRAK (C on tin u ed ) U n d e r lin e once a l l t h e a c t i v i t i e s you have b elo n g ed t o i n t h e p a s t . U n d e r lin e t w ic e a l l th e a c t i v i t i e s you a r e now t a k in g p a r t in * G ir l R e s e r v e s , H i-Y , S c o u t s , Stamp C lu b , Astronomy C lu b , S e r v ic e E C lu b , D ram atic C lu b , le tte r m a n C lu b , A ir p la n e C lu b , Hoon-Eour S e r v i c e , M orning S e r v i c e , t r a f f i c P a t r o l , l o s t and Pound, lib r a r y * C horus, A u d itoriu m S e r v ic e ( o t h e r s ) __________

What h o b b ie s do you h a v e? _______________ _____ What c lu b s do you b e lo n g t o o u t s id e s c h o o l?

O th er a c t i v i t i e s o u t s id e o f s c h o o l _________________________ What a c t i v i t i e s w ould you l i k e t o ta k e p a r t in a t s c h o o l?

Do you f in d th a t you n eed h e lp i n ; (ch eck ) A r ith m e tic ______, R eading _______, P e r s o n a l ap pearan ce ________ , S p e l l i n g ________ , W r itin g _______, R e c it in g in c l a s s __________ , S to r y w r it in g _______ , S tu dy h a b it s _________ Do you mind i f someone e l s e makes a b e t t e r mark o r d o es some­ t h in g b e t t e r th a n you do? Q u ite a b i t

A little

Hot a t a l l

21 INDIVIDUAL SECOND PROGRAM (C on tin u ed ) Do you th in k you h a v e a s much a b i l i t y a s most o f th e p e o p le you know? Yes* ________ N o. ________ How do you g e t a lo n g w it h you r t e a c h e r s ? Very w e l l

A ll

r ig h t _______

Not w e l l _________

How h av e you g o t t e n a lo n g i n s c h o o l? Very w e l l _ _ _ _ _

A ll

r ig h t _______

Not w e l l

What i s th e n a t i o n a l i t y o f y o u r f a th e r ? _______________________ M other? ____________________________ How do you g e t a lo n g w ith you r f a t h e r ? Very w e l l _ _ _ _ _ _

A l l r ig h t

N ot w e l l __________

How do you g e t a lo n g w ith y o u r m other? Very w e l l

A ll r ig h t

N ot w e l l __________

What la n g u a g e s a r e spoken a t h o m e ? ______________________ I s th e fa m ily i n t e r e s t e d i n y o u r s u c c e s s a t sc h o o l? Y e s . _____

N o. _____

Does yo u r fa m ily l i s t e n to t h e ra d io ? O ften _ _ _ _ _ _

Som etim es _______

Seldom ________

U n d e r lin e y o u r f a t h e r ’ s s p e c i a l i n t e r e s t s : G o lf , C a rd s, g a r d e n in g , r e a d in g , ch urch a c t i v i t i e s , P-33A, R o ta r y , E iw a n is , I.M .A . , YMCA, m o v ie s , c l u b s , d a n c in g , b o w lin g , h u n tin g , f i s h i n g , camping ( o t h e r s ) ______________________________

22

INDIVIDUAL mOQRD PHOGHAM

(C o n tin u ed ) What boohs a r e read in t h e home?

U n d e r lin e y o u r m o th er’ s s p e c i a l i n t e r e s t s : G o lf , c a r d s , s e w in g , k n i t t i n g , r e a d in g , g a r d e n in g , m u s ic , church a c t i v i t i e s , P-S& , m o v ie s , YWCA, d an cin g ( o t h e r s )

E e l i g i o n : (ch eck )

P r o t e s t a n t _______ Hebrew ______

C a th o lic

What church do you a tte n d ? __________________ H e g u la r ly ?

Y e s , ________

.

H o._______ _

What t h in g s p r e v e n t y o u r a t t e n d in g church? _______________ ._

U n d e r lin e w hich o f th e f o llo w in g l i v e i n th e same h o u se w it h you: M oth er, f a t h e r , ste p m o th e r , s t e p f a t h e r , b r o t h e r s , s i s t e r s , gran d m other, g r a n d fa th e r , a u n t , u n c le , c o u s in s , room ers P oes y o u r f a t h e r have r e g u la r employment? Y es.

N o.

23 INDIVIDUAL ESCOSD PBQSHAM (C on tin u ed ) Com plete th e f o llo w in g t a b l e : F ir s t Name

Age

l a s t g ra d e co m p leted

Country o f b ir t h

K ind o f w orh

F a th er M other B r o th e r s

S is te r s

Have you any p h y s i c a l d e f e c t s ?

Y e s. _____

No.

D e sc r ib e th e p h y s i c a l d e f e c t : _____________________

A t what a g e d id i t become n o t ic e a b le ? ______________ ______ How o f t e n a r e you a b se n t from s c h o o l b eca u se o f i l l n e s s ? F r e q u e n tly ________

Seldom ________

G ive th e d a te o f y o u r l a s t i l l n e s s . D e sc r ib e t h e n a tu r e o f th e i l l n e s s .

N ever ______

______________________ .

___

S4 IUDIVIDUA1 SSCGBD PBOGRAM ( c o n tin u e d ) 2)o y o u r p a r e n ts ap p rove o f y o u r f r ie n d s ?

Y es _____

Ho ___

Are you p e r m itte d t o "bring f r i e n d s in t o y o u r home?

Y es __

Ho _____ Do y o u r p a r e n ts l e t you go o u t on s c h o o l n ig h t s ? Y es

Ho,

How many m o v ies do you a t t e n d each w eek? ________ .___________ What tim e do you h ave t o g e t i n n ig h t s ?

__________ ,_______

What r e c r e a t io n t a k e s p la c e i n y o u r home? ___________________

How much w ork each day do you do o u t s id e o f s c h o o l? Hours

Where

Work Done

Monday Tuesday__________ .________ W T

h

F r id a y

e

d

u

r

n s

.

_________________________________ e

d

s a

y

d

a

y

_______

_________________________

___________________________________

._.______

S atu rd ay Sunday__________

.

In what way do you g e t t h e money you n eed ?

„

25

In o rd er t o eo o rd in & te " th e o r y " 'w ith " p r a c tic e " i n a f u n c t io n a l m anner, B a g w ell

11

recommends p r iv a t e c o n fe r e n c e s

b etw een th e t e a c h e r and th e s t u d e n t s by p o in t in g o u t t h a t ; * * . I t i s th e aim h ere to g iv e em phasis t o th a t more n e g le c t e d p h a se o f g u id a n c e , in d i v id u a l c o u n s e lin g , by i n ­ s t r u c t o r s in f a c e t o f a c e p e r s o n e l in t e r v ie w s w ith p u p i l s . T h is i s p a r t ic u la r l y y n e c e s s a iy in la r g e s c h o o ls w here m ass ed ­ u c a t io n and o v e r - s iz e d c l a s s e s h ave i n c l i n e d u s t o te a c h a t s t u d e n t s r a t h e r than t o ed u ca te in d i v id u a ls and t o a i d p u p ils i n a grow in g l i f e . The c o n t e n t s o f t h i s s e c t i o n h a v e b een drawn from t h e e x p e r ie n c e s , recom m endations and w a rn in g s o f a hundred t e a c h e r s i n some tw e n ty s c h o o ls o f Xos A n g e le s .

The t e a c h e r sh o u ld c r e a t e a f e e l i n g th a t each s tu d e n t h a s a p e r s o n a l c a r e and i n t e r e s t ta k e n i n h im , and t h a t h i s t h o u g h t s , h o p e s , a s p i r a t i o n s , and p r iv a t e p e r s o n a l c o n d it io n s do m a tte r . H is s t u d i e s and a c t i v i t i e s sh o u ld be formed and gu id ed on t h i s b a s i s and in t h i s s p i r i t . E s p e c ia ll y w i l l t h i s be t r u e when i t becom es o b v io u s th a t t h e s e c o n fe r e n c e s a r e n o t m ere ly o c c a s io n s when t h e s tu d e n t h a s done so m eth in g w rong, but th e c o n fe r e n c e s a r e i n ­ fo r m a l, f r i e n d l y c o n v e r s a tio n s who.se p u r p o se i s th e p rom otion o f th e w e l f a r e , p r o g r e s s and h a p p in e ss o f a l l th e in d iv id u a ls in th e c la s s .

C lassroom c o n fe r e n c e s m ight w e l l ta k e p la c e a t th e t e a c h e r ' s d esk o r o f f to one s i d e o f t h e room where th e con ­ v e r s a t io n w ould n o t ,b e o v e r h e a r d . T hese c o n v e r s a tio n s c o u ld be h e ld w h ile th e c l a s s i s s t u d y in g , d o in g w r i t t e n w ork , h a v in g com m ittee or p a n e l m e e tin g s,, o r c a r r y in g oh some a c t i v i t y under th e d ir e c t io n o f t h e i r s tu d e n t o f f i c e r s . The more d i f f i c u l t c a s e s w ould have, to be done d u rin g a "vacant p e r io d o r a f t e r s c h o o l h o u r s ." K eeping c h ild r e n a f t e r s c h o o l i s n o t a good p la n even f o r g u id a n ce p u rp oses# 11

Asbury A . B a g w e ll, "The C lassroom T eacher and Her I n d iv id u a l C o n fer en ce s w ith P u p ils ." l o s A n g e le s S c h o o l J ou rn al 2 9 : 5 8 - 5 9 , A p r il 1 9 3 8 .

26 B a g w e ll* 2 c o n tin u e s "by s a y in g t h a t r t h e f o llo w in g l i s t o f te c h n iq u e s can be em ployed s u c c e s s f u l l y by any t e a e h e r in t h e p rom otion o f c o n fe r e n c e s wit^i s t u d e n t s : 1 . F in d in g o p p o r t u n it ie s f o r in d iv id u a l c o n fe r e n c e s a* s e t a s id e some d e f i n i t e tim e and p la c e b . H old "open h ouse" d u rin g y o u r " free" p e r io d e . Have a 'g e t - b e t t e r - a c q u a in t e d * t a l k w ith ea ch p u p il e a r ly in each t e r n . 2* A v o id in g a r t i f i c i a l s e t - u p a* There i s no n eed t o make an u n n a tu r a l o r v e r y fo rm a l s e t - u p , b . M eet s i n g l e s t u d e n t s o r s m a ll grou p s t o a s k t h e i r o p in io n ab ou t th e c l a s s work ©r a c t i v i ­ t i e s and to d is c u s s th e c l a s s program . c . P la n w ith a s tu d e n t how t o overcom e some m alad­ ju stm en t in con d u ct or a t t i t u d e you h a v e de­ t e c t e d in c l a s s . 3 . A t t r a c t in g c o n fid e n c e a . S tu d e n ts w i l l s e e k o u t th e t e a c h e r who i s f r i e n d l y , c o n s id e r a te and r e l i a b l e . b . The t e a c h e r who r e a l l y c a r e s f o r s t u d e n t s a s human b e in g s w i l l f in d a chance to sp ea k a p e r s o n a l word o c c a s i o n a l l y . A c c e p tin g each s tu d e n t a s a uniq u e in d i v id u a l who r e a c t s 13 d i f f e r e n t l y to h i s t o t a l e n v ir o n m en t, McKown c a u tio n s th e home­ room sp o n so r a s t o t h e te c h n iq u e o f : P r o p e r ly f i t t i n g th e s c h o o l to th e s tu d e n t n e c e s s i t a t e s a d is c r im in a t in g a p p r a is a l o f th e s t u d e n t 's a b i l i t i e s , i n t e r e s t s , and c a p a c i t i e s when h e e n t e r s . T h is a p p r a is a l w i l l in c lu d e a e o n s id e r a t io n o f su ch f a c t o r s a s t h e s t u d e n t 's fa m ily i n g e n e r a l, h i s m e n ta l, p h y s i c a l , s o c i a l and e m o tio n a l m a tu r ity and h e a l t h , and h i s g e n e r a l i d e a l s and a m b it io n s . Such a stu d y o f i n d i v i d ­ u a l s t u d e n t s w i l l e v id e n c e th e s c h o o l ' s p o l i c y o f a tte m p tin g t o make t h e s c h o o l f i t th e s tu d e n t in s t e a d o f th e o p p o s ite p o l i c y o f a tte m p tin g to make t h e stu d e n t f i t th e s c h o o l — a s i s u s u a l­ l y d one. 3-8X o c .

o it.

*% a rry G. McKown, b n .o o i t * p . 2 2 3 .

r

27 S tr a n g 14 e x p la in s t h a t in o r d e r : To g e t beyond th e o b v io u s and. s u p e r f i c i a l , t h e i n t e r ­ v ie w e r n e e d s tim e and s k i l l . He must g iv e t h e ap p earan ce o f i n f i n i t e l e i s u r e even though h e d o es n o t have i t . . . . He m ust p la n a s c h e d u le w h ich p r o v id e s d e f i n i t e tim e f o r i n t e r ­ v ie w s , so th a t he may a c h ie v e th e a t t i t u d e o f l e i s u r e , t h a t h e i s n o t s n a tc h in g tim e from som eth in g e l s e t h a t i s im p o r ta n t. 15 A cco rd in g t o Brewer t h e c o n v e r s a t io n a l m ethod o f coun­

s e l i n g i s m ost im p o rta n t b e c a u se : She c o n v e r s a t io n a l m ethod o f t h e c o u n s e lo r sh o u ld be a s b u s in e s s l i k e a s p o s s i b l e , i n th e good s e n s e . S e n t im e n t a lit y , e x c e s s i v e f r i e n d l i n e s s , or. o t h e r su ch m ethods depending upon p e r s o n a li t y in s t e a d o f p r i n c i p l e a r e l i k e l y t o have bad e f f e c t s . . • .P a t r o n a g e o f any s o r t , even when e x p r e s se d in a fr ie n d ly w a y , i s l i k e l y t o s e t up a s i t u a t i o n w hich makes th e s tu d e n t w ary in h i s t a l k and k eep s him from g iv in g a l l t h e f a c t s r e ­ q u ir e d . Summary.

As t o th e n eed o f g iv in g em phasis t o t h a t

o f t e n n e g le c t e d p h a se o f g u id a n ce — in d i v id u a l c o u n s e lin g — by t e a c h e r s in f a c e to f a c e p e r s o n e l in t e r v ie w s w it h p u p i l s , a d i s t r i b u t i o n o f t h e o p in io n s o f a l l o f t h e tw e lv e com petent : a u t h o r i t i e s was in t h e a f f i r m a t i v e .

A ll o f th e a u th o r itie s r e ­

commended th a t t h e homeroom5 t e a c h e r c a r r y on th e f o llo w in g d u t i e s : Cl) e d u c a te th e group in th e main aim s and o b j e c t i v e s o f th e homeroom p la n ; ( Z) d e v e lo p d e s ir a b le p e r s o n a l r e l a t i o n s w it h th e members o f t h e grou p ; and (3 ) g u id e th e p u p ils i n a l l p h a se s o f t h e i r i n t e r e s t s and a c t i v i t i e s . 14S tr a n g , o p . o i t . . p . 5 6 . ^ J o h n M. B rew er, E d u ca tio n a s Guidance M acm illan and Company, 1 9 3 2 ) , p . 1 0 0 .

(Hew Y ork:

28 M n e o f th e tw e lv e a u th o r s o r s e v e n ty - f i v e p e r c e n t b e lie v e d t h a t much o f th e w ork i n g u id a n c e i s a c t u a l l y c a r ­ r ie d on i n th e c la s s r o o m , w h e th e r i t i s p la n n ed o r u n p la n n ed . T h e ir u n d e r ly in g p h ilo s o p h y i s t h a t th e cla ssro o m t e a c h e r i s a v e r y im p o rta n t f a c t o r i n th e g u id a n ce o r g a n iz a tio n b e c a u se h e i s th e one p e r so n in th e s c h o o l who knows a l l t h e members o f h i s group in term s o f t h e i r d a y -to -d a y g ro w th , t h e i r f e a r s and f a i l u r e s , t h e i r s u c c e s s e s and a s p ir a t io n s *

He knows t h e s e

s t u d e n ts a s t h e fa m ily d o c to r knows h i s p a t i e n t s ; and l i k e th e fa m ily d o c t o r , h e knows when h e n e e d s t o c a l l i n a s p e c i a l i s t f o r p r o f e s s i o n a l s e r v ic e s th a t o n ly a s p e c i a l i s t can r e n d e r . On t h e o t h e r h a n d , t h r e e o f th e tw e lv e a u th o r s o r tw e n ty f i v e p e r cen t o f them s t i p u l a t e d t h a t p h il o s o p h ic a lly th e y w ould approve th e homeroom g u id a n ce program o n ly i f th e t e a e h e r a d v is e r s had i n - s e r v i c e t r a in in g a lo n g w it h s e v e r a l g u id a n ce c o u r s e s — and r e fe r r e d t h o s e e a s e s t h e y f e l t in c a p a b le o f h a n d lin g t o t h e c o u n s e lo r s o r o t h e r s p e c i a l i z e d p e r s o n n e l. H en ce, th e p ro ce d u re s o u t li n e d in t h i s ch a p te r i n d i c a t e s th a . t t h e homeroom s p i r i t i s an a c h ie v e m e n t.

I t i s th e in t e g r a ­

t i o n o f t h i r t y o r more s t u d e n t s i n t o one g ro u p , w ith group s o lid a r ity .

Group s o l i d a r i t y . ' i s a cc o m p lish e d by p u rp ose and

v a lu e , by a f u n c t io n a l o r g a n iz a t io n , by a u n i f i c a t i o n o f p l a n s , and by a d eq u a te tim e and f a c i l i t i e s t o tra n sfo r m th e p la n in t o p r a c tic e .

The n e x t c h a p te r w i l l d e lv e d e e p ly i n t o e f f e c t i v e

t e c h n iq u e s f o r in t e r v ie w in g .

GHABTEB

IY

EFFECTIVE TECHNIQUES OF INTEHVIEWING The p r e v io u s c h a p te r d e a lt w ith p ro c e d u r e s f o r prom ot­ in g in d iv id u a l c o n fe r e n c e s *

A v e r y la r g e m a jo r ity o f a u th o r s

c o n s id e r e d t h e homeroom t e a c h e r th e " h ea rt o f t h e g u id a n ce p r o ­ g ra m .”

T h is c h a p te r i s co n cern ed w it h e f f e c t i v e te c h n iq u e s o f

in t e r v ie w in g w h ich make f o r p la n n in g in th e l i g h t o f stu d e n t n e e d s , i n t e r e s t s , and a d ju stm e n ts to h i s t o t a l en viro n m en t. T h is , n a t u r a l l y , w i l l r e q u ir e th e e s t a b l i s h i n g o f r a p p o r t, th e c u l t i v a t i n g o f p u p il s e l f - d i r e c t i o n , and th e e x e c u tio n o f a p la n o f a c t i o n . A cco rd in g to W illia m s an

t h e f o llo w in g te c h n iq u e s f o r

in t e r v ie w in g a r e e s s e n t i a l and in d is p e n s a b le : 1, S. 3. 4. 5*

E s t a b lis h in g ra p p o rt C u lt iv a t in g s e lf - u n d e r s t a n d in g A d v is in g o r p la n n in g a program o f a c t io n C arryin g ou t t h e p la n , and B e fe r r in g t h e s tu d e n t t o a n o th e r p e r s o n n e l w orker fo r a d d itio n a l a s s is t a n c e .

C a u tio n in g t h e homeroom t e a c h e r a s t o te c h n iq u e , B in g 2 ham and Moore o u t l i n e c e r t a in p o in t s w h ich an in t e r v ie w e r may w e l l have i n mind when le a r n in g how t o in te r v ie w s k i l l f u l l y : ^•Edmund G. W illia m s o n , How t o C ou n sel S tu d e n ts M cG raw -H ill Book Company, 1 9 3 9 ) , p . 1#G'. ” Y ork:

% . Y. Bingham and B. V. M oore, How t o I n te r v ie w H arper and B r o s ., 1 9 4 1 ) , p p. 1 8 - 2 2 .

(Hew York (Hew

30 1* D ecid e j u s t what you w ant to a c c o m p lis h . D e fin e y o u r o b j e c t i v e . C la r if y in y o u r t h in k in g , by t h e a i d o f a w r it t e n o u t l i n e i f n e c e s s a r y , th e r e a l end t o be s e r v e d by th e in t e r v ie w , n o tin g a l s o t h e p r e p a r a to r y s t e p s and th e in te r m e d ia te u s e s i t sh o u ld s e r v e . What f a c t s must be b rou gh t o u t , what in fo r m a tio n g iv e n , what a t t i t u d e s e s t a b l i s h ­ e d , o r what a c t io n m o tiv a te d ? Know y o u r in t e r v ie w e e . S e cu re in fo r m a tio n ab ou t a p erso n b e f o r e a form al in te r v ie w w henever p o s s i b l y , by i n ­ q u ir y o r a c q u a in t a n c e s , by lo o k in g up h i s c o n n e c tio n s and i n t e r e s t s , o r by r e fe r e n c e to d a ta a b o u t him i n you r f i l e s . 3 . Make a p p o in tm e n ts. By m aking an ap p oin tm en t i n a d v a n c e , tim e i s saved i n s e e i n g th e in te r v ie w e e p rom ptly and in s h o r te n in g p r e lim in a r y e x p la n a t io n s . You a ls o know t h a t t h e hour i s s a t i s f a c r o r y t o him . 4* C ain and d e se r v e th e in te r v ie w e e * s c o n fid e n o e . The o n ly i d e a l r e la t 'i o n sh ip f o r s u c c e s s f u l in te r v ie w in g ,is m utual c o n f id e n c e . At l e a s t t h e c o n fid e n c e o f t h e one in te r v ie w e d must b e won; and th e s im p le s t and m ost s u b s t a n t i a l way t o do t h i s i s t o show e v id e n c e o f g en u in e c o n fid e n c e and i n t e r e s t in him . S en d er y o u r in te r v ie w e e a r e a l s e r v i c e . To h e lp a p e r so n o u t o f a d i f f i c u l t y , to do Eim a k in d n e s s , or t o p r o ­ v id e him w ith som eth in g h e w a n ts , en co u ra g es a f r ie n d ly a t ­ t i t u d e . . . . He m is s e s no o p p o r tu n ity to be g e n u in e ly h e lp ­ f u l to th e p e r so n w hose c o o p e r a tio n h e n e e d s t o g a in . 3 Jon es p o in t s o u t s e v e r a l u n s a t is f a c t o r y m ethods o f c o u n s e lin g w h ich a r e r e j e c t e d a s h a rm fu l: ( ! ) O rdering and f o r b id d in g ; (2 ) e x h o r t a t io n — s i g h ­ i n g , p le d g e s and making p r o m ise s; (3 ) s u g g e s t io n , r e a s s u r a n c e , and encouragem ent; (4 ) a d v ic e and p e r s u a s io n ; ( 5 ) e x p la n a tio n and i n t e l l e c t u a l i n t e r p r e t a t i o n . A l l t h e s e p resu p p o se t h a t t h e c o u n s e lo r i s th e one m ost com petent t o d e c id e what g o a ls th e in d iv id u a l sh o u ld haveeand w hat a r e th e v a lu e s by w h ich th e s i t u a t i o n i s t o be ju d g ed . . . .

. . . s t e p s in th e p r o c e s s may be summarized b r i e f l y : 1 . The in d i v id u a l comes f o r h e l p . He h a s tak en a t e n t a t i v e step * 2 . The h e lp in g s i t u a t i o n i s u s u a l ly d e f in e d . 3 . The c o u n s e lo r en co u ra g es f r e e e x p r e s s io n o f f e e l i n g s i n regard t o th e p rob lem . . . . He a c c e p t s him a s h e i s . He m ere ly t r i e s to en cou rage f r e e e x p r e s s io n . ^Arthur J . J o n e s, P r i n c i p l e s o f Guidance M cG raw -H ill Book Company, I n c . , 1 94577 P* 2 7 8 .

(Hew Y ork:

31

4 . The c o u n s e lo r a c c e p t s , r e c o g n is e s , and c l a r i f i e s t h o s e n e g a t iv e f e e l i n g s . 5 . When th e i n d i v i d u a l ' s n e g a t iv e f e e l i n g s have "been t u i t e f u l l y e x p r e s s e d , t h e y a re fo llo w e d by th e f a i n t and t e n t a t i v e e x p r e s s io n s o f th e p o s i t i v e im p u lse s th a t make f o r g ro w th . . 6 . The c o u n s e lo r a c c e p t s and r e c o g n iz e s th e p o s i t i v e f e e l i n g s w h ich a r e e x p r e s s e d in th e same manner i n w h ich h e h a s a c c e p te d and r e c o g n iz e d th e n e g a t iv e f e e l i n g . They a r e n o t a c c e p te d w it h a p p r o v a l o r b lam e. 7 . T h is r e s u l t s i n an u n d e r sta n d in g o f and i n s i g h t in t o t h e s e l f and an a c c e p ta n c e o f th e s e l f , T h is p r o v id e s a b a s i s on w hich th e in d i v id u a l can go ah ead t o new l e v e l s o f in t e g r a ­ tio n . 8 . A f e e l i n g o f in c r e a s e d in d e p e n d e n c e , o f d e c r e a s in g n eed f o r h e l p . A cco rd in g t o S tr a n g 4 : P h y s ic a l s e t t i n g f o r th e in t e r v ie w . . . . The i n t e r ­ v ie w e r 's d esk and o f f i c e may con vey a g e n e r a l im p r e ss io n o f f r i e n d l i n e s s and in f o r m a lit y . . . . The in t e r v ie w e r may g iv e th e s tu d e n t th e im p r e s s io n t h a t h e i s w elcom e and t h a t th e c o n fe r e n c e i s t h e m ost im p o rta n t th in g h e c o u ld be d o in g a t t h e t im e . A p r e o c c u p ie d m anner, on t h e o t h e r h a n d , i s l i k e l y t o evoke sin i n d i f f e r e n t a t t i t u d e on th e p a r t o f th e s t u d e n t . The q u a lit y o f t h e i n t e r v i e w e r ' s v o ic e and s m ile and h i s b o d ily movements may make a s u b t le but s tr o n g f i r s t im p r e ss io n on t h e s t u d e n t . Brumbaugh® g i v e s th r e e e s s e n t i a l te c h n iq u e s o f th e f a c e - t o - .f a c e in t e r v ie w : . . . There must b e , f i r s t o f a l l , an in t r o d u c t io n in w hich a s t a t e o f r a p p o r t i s e s t a b lis h e d betw een t h e in d iv id u a ls in v o lv e d . At a f i r s t m eetin g t h i s may r e q u ir e some t im e . I t may in v o lv e a t a c t f u l e x p lo r a t io n o f m utual i n t e r e s t s , o f f a m ily b ackground, o f p la n s and o b j e c t i v e s , and o t h e r s i m i l a r fa c ts. . . . The seco n d p h ase o f th e p ro ced u re i s c h a r a c te r iz e d a s th e d e v e lo p m e n ta l s t a g e . T h is in v o lv e s g e t t i n g a t t h e r e a l i s s u e o r p u rp o se o f t h e in t e r v ie w . . . . 4Huth S tr a n g i C o u n se lin g T ech n iq u es i n C o lle g e and S econ d a ry S c h o o ls (Hew Y ork: H arper and B r o th e r s , 1 9 4 9 J, p .7 0 . ®A* J . Brumbaugh, nThe Technique o f th e I n t e r v ie w ,” C h r is t ia n E d u c a tio n . 2 5 :5 0 8 , ^Fune 1932*

32

A stu d e n t may be a id e d in d e f in in g and a n a ly z in g h i s own problem by th e u s e o f a w r it t e n s ta te m e n t. • • • • The v e r y p r o c e s s o f w r it in g c r e a t e s an a n a l y t i c a l a t t i t u d e and b r in g s th e problem i n t o sh arp r e l i e f . M o reo v er, a w r it t e n r e c o r d o f th e p r o g r e s s made from tim e t o tim e becom es a so u r c e o f in fo r m a tio n to t h e homeroom te a c h e r # The m ajor p u r p o se s o f t h e in t e r v ie w , a c c o r d in g t o an a n a l y s i s o f th e t e c h n iq u e s o f t h e in t e r v ie w by B ennett,5 sh o u ld be m u tu a lly fo r m u la te d e a r ly in t h e in t e r v ie w and s h o u ld : 1 . T ie -u p w it h g ro u p -g u id a n ce a c t i v i t i e s o r d is c u s s io n s t h a t may em phasize t h e u n i v e r s a l i t y o r common n a tu r e o f h i s problem 2# S t a r t w it h a d i f f i c u l t y o r p roblem o f w hich th e s tu d e n t i s aware and t r y t o work tow ard o th e r more b a s i c o r r e a l p rob lem s a s a s tu d e n t i s ready 3 . Help s tu d e n t t o approach 1h e main i s s u e s h im s e lf r a th e r th a n b e in g t o ld # 4# H elp t h e s tu d e n t t o come t o g r ip s w it h h i s p ro b lem s, h i m s e l f , do h i s own t h in k in g , rea ch h i s own con­ c l u s i o n s , and change h i s own f e e l i n g s and b e h a v io r 5# Draw up a r e a so n a b le p la n o f a c t io n f o r t h e im m ediate and rem ote fu tu r e 6# Be a s a t i s f y i n g and g e n u in e ly h e l p f u l e x p e r ie n c e # Bingham and Moore^ a s s e r t t h a t so m eth in g d e f i n i t e sh o u ld b e a c h ie v e d b e fo r e th e in te r v ie w comes t o a c l o s e and a d v is e t h a t su b seq u en t in t e r v ie w s be made e a s y : Do n o t l e t th e in te r v ie w c l o s e u n t i l r e c o g n iz a b le p ro ­ g r e s s h a s been made and agreem ent rea ch ed on a t l e a s t t h e n e x t s t e p . The in t e r v ie w e e sh o u ld le a v e w it h th e r e a l i z a t i o n t h a t h e h as th e answ er t o some q u e s t io n , th e s o lu t io n t o some e l e ­ ment o f h i s p ro b lem , a g r e s h g lim p se o f i n s i g h t , a r e a ssu r e d m orale# % a r g a r e t E . B e n n e t t , "Manual f o r T each ers and O ther G uidance Workers" (P asadena P it y S c h o o ls M anual. Board o f Edu­ c a t i o n . 1 9 4 1 ) , p . 101 7 Bingham and Moore , op. c i t # . p# 33#

33

. . . Do n o t a tte m p t to© much i n t h e f i r s t in t e r v ie w . At t h e © lo s e , make a n o th e r a p p o in tm e n t, o r a t l e a s t le a v e t h e way open so t h a t f u r t h e r c o n f e r e n c e , i f so d e s ir e d , can he e a s ily in it ia t e d . By way o f o u t l i n e , B a g w ell

8

t a k e s t h e p o s i t i o n t h a t th e

s tu d e n t sh o u ld he in d u ced t o r e c o g n iz e and s o lv e h i s own problem : . . . She approach sh o u ld h e c o n d itio n e d hy s t u d e n t ’ s a b i l i t y . . . . I t i s u n ju s t t o e s p e c t som eth in g beyond s t u d e n t ’ s p ow er. I t i s e q u a lly u n f a ir t o g iv e a stu d en t a d i s t o r t e d id e a o f h is c a p a c ity . • •

H elp th e s tu d e n t d is c o v e r h i s own p rob lem , l e t him frame h i s own problem r a th e r th an t e l l him h i s p ro b lem . A ccep t t h e p o s i t i o n o f a d v is e r and h e l p e r , b u t i n s i s t t h a t he must f i n a l l y d e c id e w hat h i s own problem i s and a c c e p t t h e r e s p o n s i b i l i t y fo r i t s s o lu tio n . . . . Bo n o t t r y t o f o r c e y o u r own s o l u t i o n upon h im . . . . G-et him t o lo o k a t h i m s e l f , and h i s problem * o b j e c t i v e l y , w it h a s much detachm ent a s p o s s i b l e .

A pp eal t o s t u d e n t ’ s m a t u r it y , in d ep en d en ce . . . p o in t o u t t h a t u n w illin g n e s s t o r e c o g n iz e and f a c e o n e ’ s p rob lem s i s an e v id e n c e o f c h i l d i s h n e s s and im m a tu rity . Admit t h a t many a d u lt s n e v e r become grown up in t h i s r e s p e c t , but t r y a l l t h e i r l i v e s t o evad e th e r e s p o n s i b i l i t y o f s o lv i n g t h e i r own p ro b lem s. Q -M odifying th e above d e s c r ib e d a p p ro a ch , W illia m so n * p o in t s o u t: I t I s t r u e t h a t th e c o u n s e lo r sh o u ld n o t make t h e s t u d e n t ’ s d e c i s i o n , i t i s e q u a lly t r u e . . . t h a t someone m ust ren d er t h i s v ex y s e r v ic e u n t i l some s t u d e n t s a r e a b le i n ­ t e l l e c t u a l l y and e m o t io n a lly , to th in k f o r th e m s e lv e s . There i s a s much danger o f e r r o r i n b e in g p a s s iv e w ith a l l s t u d e n t s a s i n b e in g d o m in a tin g . She e f f e c t i v e c o u n s e lo r i s one who a d a p ts h i s t e c h n iq u e s o f a d v is in g t o t h e p e r s o n a lit y o f th e s t u d e n t . Ho g e n e r a l r u le i s a p p lic a b le t o a l l s t u d e n t s . The e s s e n c e o f c o u n s e lin g i s t o do th a t, w hich n e e d s t o be done t o a s s i s t th e stu d e n t s i t t i n g on t h e o t h e r s id e o f th e d e s k . O °Asbuxy A. B a g w ell , "The C lassroom T eacher and Her I n d iv id u a l C o n fer en ce s w it h P u p ils ." Los A n g e le s S c h o o l J o u r n a l. XXI, 2 9 : 5 8 . ' A p r il 1 9 3 8 , \

“

9W illia m s o n ,

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, c i t . . p . 138,

1

34

SKJDENE’ S SEASONS POR LOW SCHOLARSHIP ( f h i s r e p o r t i s an. e f f o r t t o h e lp y o u . S tu d e n t

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P le a s e ch eek r e a so n s you b e l i e v e t o he th e ca u se o f y o u r do­ in g p o o r work in th e s u b j e c t r e p o r te d a b o v e . 1* E n r o lle d l a t e i n c l a s s

1 1 . C la s s work i s to o h ard

2 . Have been r e p e a te d ly a b se n t

IB . N ot i n t e r e s t e d in work

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1 3 . F a ile d t o tu r n i n work

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10* Can’t stu d y d u rin g stu d y p e r io d 20* O ther r e a so n s o r ex p la n a t i o n : 10

C lif f o r d E . E r ic k so n and M arion C r o s le y Happ, G uidance P r a c t ic e s a t Work (New Y ork: M cG raw-H ill Book Company, I n c . , 1 9 4 6 ) , p p . 2B6-B27.

35 TEACHER TO COURSEBOR REPORT (R etu rn t o O f f ic e ) To be f i l l e d ou t f o r each, stu d e n t who i s f a i l i n g o r n e a r - f a i l ­ in g* Chech th e ite m s you b e l i e v e a p p ly $ d o u b le -c h e c k f o r em­ p h a sis* S tu d en t

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T each er R eport B a te : __________________ ,_________________

HomeR oom _______________ S u b je c t _________________ RoomHo.

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P le a s e check a t t h e l e f t , w it h red p e n c i l , th e r e a so n s you t h in k a re t h e c a u s e s o f p o o r work i n t h e s u b j e c t a b o v e . A . As shown i n a s sig n m e n ts G. S p e c i f i c d i f f i c u l t i e s 1 . R a ile d t o do r e q u ir e d work 1 . Weak i n r e a d in g com­ 2 . B id r e q u ir e d w ork p o o r ly p r e h e n sio n 2* U nable t o s e l e c t main 3* B id no homework th o u g h t 4* Homework w as done p o o r ly 3* P oor i n s p e l l i n g 5* l a t e tu r n in g i n work 4* Weak on form er p r in ­ B . As shown i n u se o f tim e c ip le s 5 . Cannot u s e r e fe r e n c e 1 . H a b it u a lly w a sted tim e books i n t e l l i g e n t l y Gi A b i l i t y t o c o n c e n tr a te 6 . I n a b i l i t y to f o llo w 1 . Showed s l i g h t a b i l i t y d ir e c tio n s 7 . I n a b i l i t y t o o r g a n iz e 2* E a s ily d i s t r a c t e d m a t e r ia l B* I n t e r e s t in work 8 . I n a c c u r a te 1 . la c k in g 9 . Slow 2* I n t e r m it t e n t 10* I l l e g i b l e penmanship 3 . D if f ic u l t to a ro u se 1 1 . Slow b e g in n in g work 12* S eek s d i s t r a c t i o n s E. Oaring f o r equipm ent 1 3 . W aited t o b e : t o l d what 1• Oft en f o r g e t s t o do 2 . D e s t r u c t iv e 1 4 . A d d it io n a l d iffic u ltie s * * -^ 3 . O ften w ith o u t p e n c i l , e t c . 4* S lo v e n ly u s e s m a t e r ia ls a. P . As shown in c l a s s a t t i t u d e b. 1 . In d iffe r e n t 2* A n t a g o n is t ic c. 3 . S u lle n 4* U n c o o p e ra tiv e d. 5* I s a " d is tu r b in g elem ent" 13»Ib id . p . 2 2 8 .

36

Sinrrmw.rv.

A d i s t r i b u t i o n o f t h e o p in io n s o f t h e a u t h o r i-

t i e s , a s t o t h e e f f e c t i v e t e c h n iq u e s o f in t e r v ie w in g , i s a s fo llo w s : The a u t h o r i t i e s w ere one hundred p e r cen t i n agreem ent t h a t t h e homeroom t e a c h e r sh o u ld (1 ) e s t a b l i s h rap p ort th rou gh L

-

a t a c t f u l e x p lo r a t io n o f th e s t u d e n t * s m utual i n t e r e s t , p la n s , o b j e c t i v e s , home l i f e , p a r e n t s , and fa m ily background; and (2 ) p la n a program o f a c t i o n i n t e l l i g e n t l y , and ca rry i t th rou gh s u c c e s s i v e s t e p s , from f i r s t approach t o f i n a l w r it e - u p . An overw helm ing m a j o r it y , e i g h t y - f i v e and se v e n t e n t h p er c e n t, o f th e a u th o r it ie s b e lie v e th a t;

f l ) th e in te r v ie w

s h o u ld c u l t i v a t e on th e p a r t o f th e s t u d e n t , s e lf - u n d e r s t a n d ­ in g a s w e l l a s an i n s i g h t in t o t h e s e l f ; and ( Z) th e s tu d e n t sh o u ld i n i t i a t e p o s i t i v e a c t i o n s f o r c a r r y in g ou t th e p la n n ed a c tio n . The a u th o r s a g r e e d u n an im ously th a t t h e stu d e n t sh o u ld le a v e th e in t e r v ie w (1 ) w it h th e f e e l i n g , o f h a v in g had a s a t i s ­ f y in g and g e n u in e ly h e l p f u l e x p e r ie n c e ; ( 2) w it h in c r e a s e d s e l f - c o n f i d e n c e and a c h a lle n g e to f u r t h e r a c t i v i t y ; and (3 ) f e e l i n g f r e e t o eome a g a in when h e re a c h e s th e s t a g e o f n eed ­ in g more h e l p . A l l o f t h e a u t h o r i t i e s w ere in c o u p le t e agreem ent th a t th e in t e r v ie w sh o u ld n o t c l o s e u n t i l r e c o g n iz a b le p r o g r e s s h a s been made, agreem ent r e a c h e d , and so m eth in g d e f i n i t e a c h ie v e d . C om plete agreem ent was a l s o reach ed on t h e r e f e r r in g o f extrem e

37

o a s e s to t h e c o u n s e lo r . C hapter IT d e a lt w it h c i t a t i o n s from many a u t h o r i t i e s i n th e f i e l d o f e d u c a t io n a l g u id a n c e .

An overw helm ing m ajor­

i t y o f them e x p r e sse d th e n eed f o r in fo r m in g homeroom t e a c h e r s a s to th e fu n d am en tal te c h n iq u e s o f e f f e c t i v e in t e r v ie w in g . E f f e c t i v e te c h n iq u e s o f in t e r v ie w in g fo c u s on th e "whole c h ild " l i v i n g more a b u n d a n tly .

H en ce, t h e s u c c e s s o f any in te r v ie w

depends l a r g e l y upon th e p e r s o n a li t y o f t h e t e a c h e r , h i s p h i l o s ­ ophy and a t t i t u d e , h i s r e s p e c t f o r p e o p le and h i s g en u in e f a i t h i n t h e i r a b i l i t y t o u se th e r e s o u r c e s w it h in th e m s e lv e s . She c h a p te r w h ieh f o llo w s w i l l g iv e fun dam en tal c o n c lu i s io n s w h ich a r e e s s e n t i a l and in d is p e n s a b le t o th e homeroom te a c h e r and t h e g u id a n ce program .

OHAPTER

V

GORGiUSIOH %—

P in d in g s i n C hapter I I I r e v e a l t h a t a v e r y la r g e m ajor­ i t y o f th e a u t h o r i t i e s b e l i e v e th e homeroom t e a c h e r to be t h e "h eart o f th e g u id a n ce program ," and c o n s id e r s th e homeroom s p i r i t an a c h ie v e m e n t.

An a ch iev em en t w h ich in t e g r a t e s t h i r t y

o r more s t u d e n t s in t o one group w it h group s o l i d a r i t y w hich h a s been a cc o m p lish e d by p u rp ose and v a lu e , by f u n c t io n a l organ ­ i z a t i o n and u n i f i c a t i o n o f p la n s , and by a d eq u a te tim e and f a c i l i t i e s to tr a n sfo r m t h e p la n s in t o a c t i o n . d e a lt w it h c i t a t i o n s from a u t h o r i t i e s .

C hapter IV

An overw helm ing m ajor­

i t y o f them e x p r e s s e d t h e n eed f o r in fo r m in g homeroom t e a c h e r s o f th e fu n d am en tal t e c h n iq u e s o f e f f e c t i v e in t e r v ie w in g , w h ich f o c u s on th e t o t a l grow th and developm ent o f t h e "whole c h i l d ," The p h ilo s o p h y o f to d a y i s t h a t a l l t e a c h e r s e a r r y on g u id a n ce and w i l l c o n tin u e i n e v i t a b l y to do s o .

2?he problem

i s w h e th er g u id a n c e s h a l l be unplanned and i n c i d e n t a l , or p la n ­ ned and p u r p o s e f u l.

S in c e m ost o f th e a c t u a l c o u n s e lin g must

be done by th e t e a c h in g s t a f f , t h e

s p e c ia lis ts

ean s u c c e e d

o n ly i f th e y h ave t h e f u l l and a c t i v e c o o p e r a tio n o f t h e c l a s s ­ room t e a c h e r s , b e c a u se i t i s p h y s i c a l l y im p o s s ib le f o r one p e r ­ son t o keep in c l o s e c o n ta c t w ith s e v e r a l hundred s t u d e n t s . Guidance by t h e homeroom t e a c h e r i s n o t an e x tr a lo a d , f o r i t i s 38

m

work t h a t th e t e a c h e r a lr e a d y en g a g es in and h a s f o r i t s u lt im a t e g o a l th e same o b j e c t iv e good t e a c h in g h a s , maximum grow th and developm ent o f ev ery c h i l d . C o n c lu s io n .

B ased on th e co n se n su s o f o p in io n o f

a u t h o r i t i e s , th e 'p r im a r y p u rp o se o f t h i s stu d y was to p r e s e n t an a c c e p t a b le i n t e r p r e t a t io n o f t h e t e r n homeroom g u id a n ce w h ich w i l l f u n c t io n e f f e c t i v e l y i n a J u n io r - s e n io r h ig h s c h o o l s i t u a t i o n , and to a l s o r e v e a l th e p r e s e n t tr e n d f o r a s s i s t i n g homeroom t e a c h e r s in g u id a n ce (E) by a s e r i e s o f c i t a t i o n s from s e l e c t e d a u t h o r i t i e s who sp eak o f th e problem i t s e l f ; (3 ) by p r e s e n t in g p ro ce d u re s fo r prom otin g in d i v id u a l c o n fe r ­ e n c e s a s w e l l a s (4 ) e f f e c t i v e t e c h n iq u e s o f in t e r v ie w in g ; and (5 ) i n th e l i g h t o f th e f i n d i n g s , make recom m endations w hich w i l l be a p p lic a b le t o a j u n io r - s e n io r h ig h s e h o o l d i s t r i c t , •*

O u tsta n d in g a u t h o r i t i e s , in th e f i e l d o f e d u c a t io n a l

^

g u id a n ce a g re e t h a t : 1 . Uniform g u id a n ce w i l l no more f i t a l l o f t h e members o f t h e homeroom th an u niform e d u c a tio n w i l l f i t a l l o f th e s t u d e n t s o f th e s c h o o l.

A llo w a n c e s must be made f o r in d iv id u a l

v a r ia tio n s . E. C o u n se lin g sh o u ld be aim ed a t t h e p r o g r e s s iv e d e v e lo p ­ ment o f th e in d i v id u a l t o s o lv e h i s own p roblem s by t h e "method o f i n t e l l i g e n c e " th r u s e lf - u n d e r s t a n d in g and s e l f - i n s i g h t . 3.

A dequate homeroom g u id a n ce i s an e x tr e m e ly im p ortan t

and v i t a l p a r t o f th e t o t a l g u id a n ce program .

40 4* Homeroom g u id a n ce i s fu n d a m en ta lly con cern ed w it h th e grow th and developm ent o f th e w h o le c h ild l i v i n g more ab un dan tly* 5.

Any e f f e c t i v e g u id a n ce program must in t e g r a t e th e

t o t a l t e a c h in g s t a f f , b eca u se i t co n ce rn s i t s e l f w ith a l l o f th e e x p e r ie n c e s o f t h e in d i v id u a l in s c h o o l o r o u t , and con­ t r i b u t e s t o t h e developm ent and m ain ten a n ce o f good le a r n in g c o n d it i o n s , a t t i t u d e s , and b eh a v io r* 6* I n t e g r a t in g homeroom c o u n s e lin g w it h th e g e n e r a l g u id a n ce program sh o u ld grow out o f an u n d ersta n d in g o f s tu d e n t n e e d s , i n t e r e s t s , and a b i l i t i e s . 7.

A l l "extrem e c a s e s ” must be r e f e r r e d to t h e s p e c i a l ­

i s t f o r p r o f e s s i o n a l s e r v i c e s w h ieh o n ly h e can r e n d e r . A c c o r d in g .to t h e c o n se n su s of- o p in io n o f a u t h o r i t i e s , i t i s w ith th e homeroom te a c h e r t h a t t h e fo u n d a tio n s f o r guid-. an ce must b e l a i d ,

fh e t e a c h e r a lo n e h a s t h e o p p o r tu n ity o f

knowing t h e s tu d e n t in a l l h i s r e l a t i o n s h i p s ; h i s s t u d i e s ; h i s d i f f i c u l t i e s w it h o th e r t e a c h e r s ; h i s p rob lem s o f d i s c i p l i n e ; h i s home c o n d it io n s and en viron m en t; h i s a s s o c i a t e s in s c h o o l and o u t; h i s a t t i t u d e s , i n t e r e s t s , and a b i l i t i e s * t h e r e f o r e , one o f t h e most i n t e r e s t i n g and c h a lle n g in g r o l e s o f t h e t e a c h e r i s t h e s p o n s o r s h ip o f a homeroom.

When

t h e homeroom i s w e l l o r g a n iz e d under com petent le a d e r s h ip and w it h s u f f i c i e n t tim e to f u n c t io n e f f e c t i v e l y , i t can be one o f th e m ost p o w e r fu l d o c to r s in t h e g u id a n ce program .

F or t h e

41 e s s e n t i a l d u t ie s o f t h e homeroom t e a c h e r a r e t o : 1.

E d u cate th e group in th e m ain aim s and o b j e c t i v e s

o f t h e homeroom p la n , 2* D evelop d e s ir a b le p e r s o n a l r e l a t i o n s w it h members o f t h e g ro u p , 3* Harmonize th e grou p ; d e v e lo p homeroom s p i r i t , 4 , Guide th e s t u d e n t s in a l l p h a se s o f t h e i r i n t e r e s t s and a c t i v i t i e s , 5 . E ncourage w id e p a r t i c i p a t i o n in a c t i v i t i e s , and 6* Make d e s ir a b le c o n t a c t s w it h p a r e n ts o f s tu d e n ts * Today, th e w h o le p h ilo s o p h y o f homeroom g u id a n ce i s u n d erg o in g c r i t i c a l a n a l y s i s .

The p h ilo s o p h y o f p r o g r e s s iv e

e d u c a t io n , i n w hich th e "whole c h ild " i s c o n s id e r e d on th e b a s i s o f h i s p r e s e n t an d fu t u r e "needs and i n t e r e s t s , " demands t h a t g u id a n ce in i t s b r o a d e st s e n s e r e c e iv e prim ary c o n s id e r a ­ t io n *

The problem i s t o u t i l i z e t h e s t u d e n t 's d a ily i n t e r e s t s ,

d e s i r e s , and n e e d s f o r b u ild in g k n o w led g e, s k i l l s , a t t i t u d e s , and h a b i t s t h a t a r e co n d u civ e t o h i s " l iv in g m ost and s e r v in g b e s t ."

The n e x t c h a p te r w i l l d e a l w it h recom m endations w hich

a r e a p p lic a b le t o a j u n io r - s e n io r h ig h s c h o o l d i s t r i c t , and w hich w i l l make f o r t h e p la n n in g o f an e f f e c t i v e g u id a n ce p ro ­ gram by a s s i s t i n g homeroom t e a c h e r s i n gu id a n ce*

CHAPTER

VI

EEC01MEIIRATIONS I n k e e p in g w ith, t h e c o n c lu s io n s o f a u t h o r i t i e s i n th e f i e l d o f e d u c a t io n a l g u id a n c e , a d eq u a te homeroom g u id a n ce i s an e x tr e m e ly im p o rta n t and v i t a l p a r t o f th e t o t a l g u id a n ce program .

I t sh o u ld i n t e g r a t e t h e t o t a l t e a c h in g s t a f f

b e­

ca u se i t i s w it h t h e homeroom t e a c h e r t h a t th e fo u n d a tio n f o r g u id a n ce must b e l a i d .

The c h a p te r w h ich f o llo w s g i v e s an

it e m iz e d l i s t o f recom m endations f o r p r a c t i c a l a p p l i c a t i o n o f th e c o n c lu s io n s s t a t e d i n t h e p r e c e d in g c h a p te r . B ased on th e co n se n su s o f o p in io n o f a u t h o r i t i e s in th e f i e l d , th e f o llo w in g recom m endations sh o u ld be ad h ered t o i f an e f f e c t i v e homeroom g u id a n ce program i s t o be o r g a n iz e d on sound p r i n c i p l e s and made t o f u n c t io n in th e everyd ay l i f e o f t h e c h ild : 1 . A d m in is tr a to r s sh o u ld become in c r e a s in g ly c o n s c io u s o f t h e r,f e l t n e e d ” f o r a w e l l - d e f i n e d and p o s i t i v e homeroom g u id a n ce program , b e c a u se much o f th e work i n g u id a n ce i s a c ­ t u a l l y c a r r ie d on i n t h e c la s s r o o m , w h eth er i t i s p la n n ed o r u n p la n n ed . 2 . The cla ssro o m t e a c h e r sh o u ld be a v e r y im p o rta n t f a c t o r in th e g u id a n ce o r g a n iz a tio n b eca u se he i s one p erso n i n th e s c h o o l who knows a l l th e members o f h i s group i n term s o f t h e i r d a y -to -d a y g ro w th , t h e i r f e a r s and f a i l u r e s , t h e i r 42

43 s u c c e s s e s and a s p ir a t io n s * 3* The homeroom te a c h e r sh o u ld e s t a b l i s h ra p p ort th rou gh a t a c t f u l e x p lo r a t io n o f th e s tu d e n t* s m u tu al i n t e r e s t s , p la n s , o b j e c t i v e s , home l i f e , p a r e n t s , and f a m ily background. 4.

The in d i v id u a l in t e r v ie w sh o u ld c u l t i v a t e on t h e p a r t

o f t h e s t u d e n t , s e lf - u n d e r s t a n d in g , an i n s i g h t i n t o th e s e l f , s e l f - c o n f i d e n c e , and a c h a lle n g e t o f u r t h e r c o n s t r u c t iv e a c t i v i t y . 6.

E f f o r t sh o u ld be made t o t r a i n s t u d e n t s to u se t h e

"method o f i n t e l l i g e n c e " in s o lv in g t h e i r own p ro b lem s. 6 . G uidance sh o u ld be a c o - o r d in a t e d , co n tin u o u s program f u n c t io n in g in t h e l i f e o f e v e r y s t u d e n t . 7 . A l l c a s e s w h ich th e homeroom t e a c h e r f e e l s in c a p a b le o f h a n d lin g m ust be r e f e r r e d t o t h e c o u n s e lo r o r o t h e r s p e c i a l ­ iz e d p e r s o n n e l. C o n clu d in g s ta te m e n t.

The homeroom i s th e p la c e w here

in d i v id u a l i n t e r e s t s , p r o b le m s, and i n i t i a t i v e f i n d s o l u t i o n and o u t l e t , and w here group i d e a l s a r e f o s t e r e d and l i v e d .

Here

g u id a n ce i s c a r r ie d on; d i s c i p l i n e i s a d m in is te r e d ; s e l f - c o n s c i o u s n e s s i s overcom e and in d i v id u a l problem s a r e s o lv e d .

T h e r e fo r e ,

th e prim ary p u rp o se o f t h i s stu d y w as: 1 . To p r e s e n t an a c c e p ta b le and f u n c t io n a l i n t e r p r e t a t io n o f t h e te n d "homeroom g u id a n c e ,” 2 . To p r e s e n t a p la n o f a c t io n f o r e s t a b l i s h i n g a sm ooth ly f u n c t io n in g homeroom program , o r g a n iz e d on sound p r i n c i p l e s and -made to f u n c t io n e f f e c t i v e l y in th e ev ery d a y l i f e in h i s t o t a l en v iro n m en t, and

o f t h e stu d e n t

44 3.

To make recom m endations w h ich w ould he a p p lic a b le

t o a j u n io r - s e n io r k lg k s c h o o l d i s t r i c t . The s t u d y , a l s o , p r o v id e d an answ er f o r th e extrem e p o s i t i o n o f p e r s o n s who con ten d t h a t v e r y few t e a c h e r s have been t r a in e d in th e p s y c h o lo g y o f human a d ju s tm e n t, and a r e tem p era m en ta lly u n f i t t e d f o r , o r u n in t e r e s t e d in su ch i n d i v i d ­ u a l r e l a t i o n s h i p s w it h s t u d e n t s .

The r e l i a b i l i t y and t h e

v a l i d i t y . o f t h e f in d in g s c l e a r l y r e v e a le d th a t a l l t e a c h e r s c a r r y on g u id a n ce and w i l l c o n tin u e i n e v i t a b l y t o do s o .

The

q u e s tio n i s n o t w h eth er t e a c h e r s s h a l l engage in g u id a n c e , b u t w h e th er g u id a n ce s h a l l be unplanned and i n c i d e n t a l , or p la n n ed and p u r p o s e f u l.

The p r o c e s s o f g u id a n c e , i t s e l f , i s

n o t an e x t r a lo a d , f o r i t i s work th a t t h e te a c h e r a lr e a d y en g a g es i n , and m ethods o f homeroom g u id a n ce a r e th e same a s t h o s e f o r t e a c h in g a n y th in g e l s e . th e fo c u s.

A lw ays t h e in d iv id u a l i s

H en ce, th e ty p e o f g u id a n ce a d v o c a te d in t h i s

stu d y a f f o r d s p o s s i b i l i t i e s fo r d e v e lo p in g in d i v id u a ls who can t h in k in d e p e n d e n tly , a n a ly z e t h e i r own p ro b lem s, in t e r p r e t f a c t s a c c u r a t e l y , and th e n a c t a c c o r d in g ly .

BIBUOGBAPHY

Bingham, W. Y. and M oore, B. V . , How t o I n t e r v ie w . H arper and B r o s . , 1941*

Hew Y ork:

B rew er, John M*, E d u ca tio n a s G u id ance. and Company, 1 9 3 2 .

M aem illan

Hew Y ork:

C ox, P h i l i p W. X . , B u f f , John C arr and McHamara, M a r ie , B a s ie P r i n c i p l e s o f G uidance. Hew Y ork: P r e n t ic e - H a l l , I n c . , 1948. D o u g la s, H arl B. , O r g a n iz a tio n and A d m in is tr a tio n o f Secondary S c h o o ls . Hew Y o rk : Ginn and Company, 1 9 4 5 . Bunsmoor, C la re n c e C* and M i l l e r , X eonard, P r in c i p l e s and M ethods o f Guidance f o r T e a ch er 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 io n a l Book Company, 1 9 4 9 . E r ic k s o n , C lif f o r d E. and Happ, M arion 0 . , Guidance P r a c t i c e s a t Work. Hew Y ork: M cG raw -H ill Book Company, I n c . , 1 9 4 6 . J o n e s , A rth u r J . , P r i n c i p l e s o f G uidance. H i l l Book Company, i n c . , 194FI Mckown, Harry C . , Home Boom G uidance. Book Company, I n c . , 1946

Hew Y ork:

Hew Y ork :

McGraw-

M cG raw -H ill

S tr a n g , B u th , C o u n se lin g T ech n iq u es i n C o lle g e and Secondary S c h o o ls . Hew Y ork: H arper and B r o s . , 1 9 4 9 . T r a x le r , A rth u r E . , T echniques of G u id ance. and B r o s ., 1 9 4 5 .

Hew Y ork:

W illia m s o n , Edmund G ., How t o C ou n sel S tu d e n ts . M cG raw -H ill Book Company, I n c . , 1 9 3 9 .

H arper

Hew Y ork:

________________ G uidance 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 io n a l Book Company7 1 9 4 2 .

BIBLIOGRAPHY PERIODICALS: B a g w e ll, Asbury A . , "The C lassroom T each er and Her I n d iv id u a l C o n fer en ce s w ith. P u p ils ," Los A n g e le s S c h o o l J o u r n a l. XXI, 2 9 : 5 8 -6 5 , A p r il 1 9 3 8 , B e n n e t t , M argaret E #, ’^Manual f o r T each ers and O ther G uidance W orkers ," P asad en a -C ity S c h o o ls M anual, Board o f E d u ca tio n 1 0 0 -1 0 2 , 1941 Brumbaugh, A , J . , "The T echnique o f th e I n t e r v ie w ," E d u c a tio n , XV, 5 0 5 -5 1 2 , June 19 3 2 .

C h r is tia n

E d u c a tio n a l R ecords B u l l e t i n . "Report o f t h e Comm ittee on G u id an ce,"** E d u c a tio n a l R ecords B u reau, Hew Y ork: 1 9 : 1 6 -1 7 , January 1 9 2 8 . P e a s e , J . E . and Zimmerman, S . , "Homeroom a G uidance C e n te r ," The E a t io n s S c h o o ls . 3 7 : 4 9 - 5 0 , January 1 9 4 6 . '•

i