517 69 12MB
English Pages 307
THE TEACHER OF MARRIAGE AND THE FAMILY AS COUNSELOR
A Dissertation Presented to the Faculty of the School of Education University of Southern California
In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy
by Leland Ellis Glover June
1950
UMI Number: DP23993
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
Dissertaiicm Publishing
UMI DP23993 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest' ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346
pk. o-
'so
T h i s d is s e r t a t io n , w r i t t e n b y
LELAND ELLIS GLOVER u n d e r th e g u i d a n c e o f
F a c u lty C o m m itte e
on S t u d ie s , a n d a p p r o v e d b y a l l its m e m b e r s , has been p re s e n te d to a n d a c c e p te d b y th e C o u n c i l on G r a d u a t e S t u d y a n d R e s e a r c h , in p a r t i a l f u l f i l l m e n t o f r e q u ir e m e n t s f o r th e d e g re e o f DOCTOR
OF
P H IL O S O P H Y
/
D a te ...™
NB
1 9 5 0 ..........
Com m ittee on Studies
C hairm an
D ean
TABLE OF CONTENTS
CHAPTER I.
PAGE
THE PROBLEM AND DEFINITION OFTERMS USED . . . . Statement and analysis of theproblem
....
1 2
Statement of the problem.............
2
Analysis of the problem
.............
3
Importance of the s t u d y ..... ... .........
6
Definition of terms
......................
7
Marriage and the f a m i l y ................
7
Course...........
8
.
Teacher
.
Student
...............................
Counseling .
..............
8 8
.........................
8
Counselor......... ... ................
8
Organization of the remainder of the dissertation ........................... II.
8
REVIEW OF RELATED LITERATURE.................. 10 Literature on courses in marriage and the family............................... 10 Literature relating to the teacher as counselor.............................
14
Literature on philosophies, principles and techniques of counseling . . .'......... 16
iii CHAPTER
PAGE
Literature on the concerns of people of col lege age relating to marriage and the 20
family......................... Literature relating to where people take their troubles........................ Summary of the chapter . III.
22
...............
25
THE METHOD OF PROCEDURE.................. /
23
The catalog s t u d y ..........
25
Construction of the questionnaire for teachers.............................
26
J Distribution of the questionnaire to teachers
•
29
Construction of a questionnaire for students
...........................
Distribution of the student questionnaire
30 .
30
Returns of questionnaires completed by teachers.............................
30
Returns of questionnaires completed by students.............................
31
Tabulation and analysis of d a t a .........
31
Statistical treatment of d a t a ........ . .
31
Formulation of summary and conclusions . . .
34
Summary of the chapter................. .
34
iv CHAPTER
IV.
7 /
PAGE
THE TEACHERS, THE COURSES, ANDTHE STUDENTS
.
35
The teachers.............................. 35 Teaching residence of teachers . . . . . .
35
S e x .................................
38
A g e ................
38
Marital status ........................
41
Status as p a r e n t s ...................
41
Religious affiliation
44
................
Training in counseling and/or guidance . .
44
Highest degree attained
..............
47
........
47
Desire to counsel students ............
50
The c o u r s e s ...........................
50
Length of teaching experience
Course titles
......................
52
Departments in which conducted .........
55
Enrollment.........
55
Composition of classes................
58
The students...........................
58
Distribution of students according to school residence..........
59=
S e x ...........
59
A g e ................
59
Marital status ........................
61
V
CHAPTER
PAGE
S u m m a r y ...........................
63
Summary of the chapter................ .
65
V.y THE NATURE OF COURSES IN MARRIAGE AND THE 66
FAMILY.............. Preliminary research
.......
Description of Course A
.........
. . .
66 66
Description of CourseB
.................
67
Description of CourseC
.................
67
Description of Course X. . . . . . . . . .
68
The instrument used to determine the nature of each c o u r s e ................ Tabulation of responses. . . . . Nature of courses:
.........
68 69
distribution of
courses within classifications . . . . . . Composition of Course X .
..............
69 71
Elimination from the study of Course C as a classification..................
71
Free-responses relating to the religious
VI.
element in courses....................
72
Summary of the chapter..................
74
STUDENTS AND THEIR TROUBLES:
THE AREAS
OF CONCERN.............................
75
The areas of concern............
76
vl
CHAPTER
PAGE
Definition of the t e r m ...............
76
Areas of concern and interests of students
..................
76
The areas of concern in marriage and the f a m i l y ........................ Sources of the areas ofconcern........
80
Summary of the section
81
•. . . .
. . —
Counseling in the areas of concern
....
81
A study of estimates by teachers
....
82
Procedure.........................
82
F i n d i n g s .........................
82
A study of statements bystudents . . . .
85
Procedure
....................
F i n d i n g s ..........
VII.
77
85 86
Comparison of find in gs ...............
89
Free-responses by teachers...........
90
Summary of the c h a p t e r .............. . .
92
WHERE DO COLLEGE STUDENTS TAKE THEIR TROUBLES?
93
Procedure.............................
93
Tabulation of responses
.........
94
Summary of responses..................
94
Findings .
..
...........................
Free-responses ........................
95 96
vii CHAPTER
PAGE
Relative roles of persons as counselors
. .
Peers as counselors..................
97 97
Members of the family and other relatives as counselors
.................. 105
The teacher of marriage and thefamily . .
106
Specialists and others ................
107
Summary of findings
. . ...................108
Summary of the chapter.......... . . . . 109 VIII. THE TEACHER, AS COUNSELOR
........... Ill
Procedure............................... Ill Findings................................. 112 Percentage of students counseled by their teachers........................ 112 Percentage of students counseled and the nature of c o u r s e s .................... 114 Percentage of students counseled and sex of the teachers...................... 114 Percentage of students counseled and age of the teachers................
116
Percentage of students counseled and marital status of the teachers .......
119
Percentage of students counseled and status of teachers as parents
.......
119
viii CHAPTER
‘B A G S
Percentage of students counseled and religious affiliation of the teachers
. 121
Percentage of students counseled and the highest degree attained by the teachers
123
Percentage of students counseled and the number of courses in counseling and/or guidance completed by the teachers
.
. 125
Percentage of students counseled and length of teaching experience .......
128
Percentage of students counseled and the desire to counsel . . .......... 131 Summary of findings.........
133
Interpretation of the fi ndings .......137 Accuracy of the estimates.............. 137 A validation s t u d y ..................137 Representativeness of the sample
....
138
Summary of the c h a p t e r ................ 141 IX.
AUTHORITATIVENESS AND PERMISSIVENESS IN COUNSELING
143
Definition of terms
144
Counseling
.............
144
. .
144
The counseling relationship
145
The counseling process
ix CHAPTER
PACE
The counseling process and the .........
145
...........
145
counseling relationship Permissiveness in counseling
Authoritativeness in counseling
........
146
A controversy in counseling ..............
146
A hypothetical case in counseling....
148
Key to alternate c h o i c e s ..........
151
Sources of the alternate choices . . . . Choices selected by teachers
152
............
Procedure........................
161
F i n d i n g s ........................
163
Choices by the g r o u p ..............
161
163
Scores and the percentage of students the teachers c o u n s e l ........ Scores and the nature of courses
163 ...
.Scores and sex of tea ch er s........ Scores and age of teachers
......
Scores and marital status of teachers .
165 167 167 170
Scores and status of teachers as parents ................
.....
170
Scores and religious affiliation of teachers ...................
173
X
CHAPTER
PAGE Scores and courses in counseling and/or guidance completed by teachers . . * . 173 Scores and the highest degree attained 177
by te achers............ Scores and the length of teaching
experience . . . ^ . . ............... 177 Scores and the desire of teachers to c o u n s e l ............................180 Summary of fi ndings...................183 S u m m a r y ............................... 184 X.
SHOULD COUNSELING HE A RESPONSIBILITY OF 186
THE.TEACHER?.......................... Procedure and Findings ................... Procedure Findings .
187
...................
18
............................187
Answers and thenature of courses
.... .
187
Reasons given by teachers for their answers
. . . . . . . . . .
.........
193
The affirmative and the negative........... 193 The affirmative........................ 194 Assumptions.......................... 194 The relationship between teaching and counseling...................... 195
xi CHAPTER
PAGE
The nature of courses and the need for counseling . . . . . . . . . . . . The need for counseling
196
........
198
The teacher should accept the respon sibility for counseling
.......
199
The teacher usually is qualified to counsel
.....
201
Counseling makes for a better course . . 202 Continued counseling experience may be essential to the proper growth of the teacher The negative . . . . .
202 ................
203
Teaching and counseling are dissimilar functions
. 204
Many teachers do not qualify as coun selors . . . . . . . . . . . . . . . .
204
The course is not intended to be associated with counseling . . . . . .
205
Neither need nor demand for counseling by the teacher is apparent . . . . . .
206
The teacher may not have time to counsel with students Summary of arguments •
•••....•
207 208
xii CHAPTER
PACE
Summary of the affirmative............. 208 Summary of the n e g a t i v e ............... 208 Conditions for counseling
...............
209
.....
210
Summary XI.
THE ELEMENT OF TIME IN COUNSELING........... 212 Do teachers have time to cou nse l? ......... 212 Procedure............................. 212 Findings . . . . . . . .
...............
213
Findings and the nature of courses . . . .
215
Summary of findings
.
................. 218
How much time do teachers need for counseling?..............
219
Procedure.........
219
Findings............................... 221 S u m m a r y ................................. 223 XII.
REFERRING COUNSELEES . . ..
. 224
The nature and use of referrals........... 224 Definition of the te rm ............
224
The proper use of referral as a technique.
225
Referrals on-campus
225
..................
Referrals off-campus Limitations of the referral technique
. 226 . . 226
Referral of counselees by teachers .......
227
xiii CHAPTER
PAGE
Procedure....... . .
............... 227
Findings............................... 227 Invalid answers
......................
Free-responses by teachers............
229 230
Summary of the fin d i n g s ................. 232 Summary of the chapter . . XCII.
............
233
SUMMARY AND CONCLUSIONS.................... 235 Summary of f i n d i n g s ...................... 237 Findings regarding the frequency with which students seek counsel with the teacher on certain types of problems
•. 237
Findings regarding persons with whom students discuss their problems
. *
.. 238
Findings regarding the percentage of students who are counseled by their teachers..............................239 Findings regarding the selection by teachers of authoritative and permis sive choices in the hypothetical counseling situation • ••
.............241
Findings regarding counseling as a responsibility ofthe teacher
. , • . •
243
Findings regarding the element of time in counseling........................ 244
CHAPTER
PAGE
Findings regarding the referring of students............................. 245 Recommendations.......................... 245 The assignment of Course A and of Course B to teachers...................246 Further training in counseling for teachers of Course B . . . .
......... 246
Providing adequate time for counseling •..
247
The need for knowledge and understanding of philosophies and religions in Course B ........................... Parents and peers as counselors
243
.......
248
Suggestions for further research .......
249
BIBLIOGRAPHY
* . .
............................. 251
APPENDIX A
....................................
264
APPENDIX B
.............. ...................... 266
LIST ©F TABLES TABLE I.
PAGE Distribution according to the state in which they were teaching of 377 teach ers of marriage and the family, and of forty-seven of those teachers who administered questionnaires to their students •
36
/ N
4*
The standard error of the mean was used to find
the reliability of the difference between two uncorrelated means.
The following f o r m u l a ^ was used: