AN ANALYSIS OP SELECTED GUIDANCE ACTIVITIES WITH RECOMMENDATIONS FOR HOUSING THEM IN LARGE PUBLIC SCHOOL SYSTEMS By Joy Benjamin Munson A THESIS Submitted to the School of Graduate Studies of Michigan State College of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OP PHILOSOPHY Division of Education 1943 TABLE OF CONTENTS CHAPTER I. DEFINITION, LIMITATION, AND JUSTIFICATION OF THE PROBLEM II. IV. V. VI. 1 SOURCES OF DATA AND METHODS OF PROCEDURE III. PAGE 5 REVIEW OF LITERATURE 10 THE QUESTIONNAIRE 38 SUMMARY 130 RECOMMENDATIONS AND IMPLICATIONS 151 SELECTED REFERENCES 169 APPENDIX 173 LIST OF TABLES PAGE TABLE I. II. III. IV. V. VI. VII. VIII. IX. X. XI. Average Humber of Words per Page, Number of Pages, and. Approximate Total Number of Words in Each of the Four General Guidance Texts in Which a Word Count Was Made 29 Frequency and Rate per Thousand of Selected Words in Each of the Four General Guidance Texts in Which a Word Count Was Made 31 Should Individual Counseling and Interviewing be Functions of the Guidance Program in Ele­ mentary, Junior High, and Senior High Schools, and Adult Education Programs? 5k The Relative Importance of Counseling and Interviewing on the Elementary, Junior High, and Senior High School, and Adult Education Levels 58 The Relative Importance of Private Counseling and Interviewing Rooms on the Elementary, Junior High, and Senior High School, and Adult Education Levels 58 The Number of Counselor Hours That Should be Allowed for Each Pupil Each Year 63 The Average Number of Pupils That Should be Assigned Each Counselor 68 Should Test Almlnistratlon and Interpretation be Functions of the Guidance Program? 70 Tests That Should be Administered 72 Are Special Rooms and Equipment Needed for Group Testing Programs? 75 Are Special Rooms and Equipment Necessary for Individual or Clinical Testing Programs? 75 LIST OF TABLES (Continued) PAGE Should the Health Services be Functions of the Guidance Program? 78 The Kinds of Health Services That Schools Should Offer 80 Are Special Rooms and Equipment Needed for Health Services? 83 Should Special Education Facilities be Coordinated as Functions of the Guidance Program? 85 The Kinds of Soecial Education Facilities That Large School Systems Should Offer 86 Is Case Study a Necessary Function of the Guidance Program? 89 School Personnel That Should Function as Guidance Personnel in a School Guidance Program 91 Are the Development and Supervision of Cumulative Records Functions of the School Guidance Program? 93 With Whom Should the Cumulative Record Folders be Filed? 94 Should There be Organized Grouo Guidance Activities? 97 The Group Guidance Activities That Should be Found at the Various Grade Levels 99 The Extra-curricular Activities That Function In a School Guidance Program 102 Should Social Rooms be Provided? 104 Should Other Special Extra-curricular Rooms be Provided? 104 LIST OF TABLES (Continued) TABLE XXVI. XXVII. XXVIII. XXIX. XXX. XXXI. XXXII. XXXIII. XXXIV. XXXV. XXXVI. XXXVII. XXXVIII. PAGE Are Orientation Program and School Adjustment Activities Necessary Functions of the Guidance Program? 106 Are Educational Guidance Units and Curriculum and Pupil Program Planning Activities Necessary Functions of the Guidance Program? 108 Is the Gathering of Vocational Information Materials a Function of the Guidance Program? 109 Is the Gathering of College and Trade School Catalogues and Other Educational Information a Function of the Guidance Program? 109 Should Placement be a Function of the School Guidance Program? 110 Whom Should the School Help to Place? 111 By Whom Should Placement be Made? 112 Should Cooperative Work and Apprentice Training Programs be Coordinated by the Guidance Programs? 113 Should Follow-up be a Function of a School Guidance Program? 114 If You Were Planning a New Building with Counselor Rooms (or a Guidance Suite), Would These Rooms be Adjacent to or Near the Library? 116 If There Were to be Counselor Rooms, Would You Centralize Them in One Part of the Building or Decentralize Them? 116 If There Were to be a Guidance Suite in the School, Would You Try to Place it Adjacent to, Near, or Removed from the Administrative Offices? 117 On Which Floor Would You Place the Guidance Offices? 118 LIST CP TABLES (Continued) TABLE XXXIX. XL. XL I . XLII. XLIII. PAGE Would You Provide the Counselors with One Large Room and 3everal Desks or with Private Interviewing Rooms? 119 The Most Desirable Size for an Interviewing Room 119 The Features That are Necessary or Desirable in a Counseling Suite 121 The Features That are Necessarv or Desirable in an Individual Counseling or Interviewing Room 123 Summary of the Correlations Between the Paired Answers of the School Administrators and the State Supervisors to Questions Concerning Guidance Activities. Certain Cross-sectional Phases of Guidance Activities, and Physical Facilities for Guidance 126 LIST OF FIGURES FIGURE 1. PAGE Number of Questionnaires Sent to School Administrators and State Supervisors of Guidance, Total Number Sent, and Number and Per Cent Returned 47 The Number of School Administrators and 3tate Supervisors of Guidance in each State Who Returned the Questionnaire 49 Percentages of State Supervisors and School Administrators Who Indicated that Individual Counseling and Interviewing Should Be Functions of the Guidance Program at the Various Educational Levels 55 Percentage of State Supervisors and School Administrators Who Indicated that Private Counseling Rooms Were Necessary or Desirable at the Various Educational Levels 59 The Number of Counselor Hours Needed for Each Pupil Each Year at the Junior and Senior High School Levels 64 6. The Number of Pupils thet Should Be Assig ned to Each Counselor 66 7. Per Cent of Authorities Who Believe that Certain Specified Tests Should Be Provided at the Various School Levels 74 Percentages Favorin g Special Rooms and Equipment for Group Testing and for Individual or Clinical Testing Purposes 76 Per Cent of Authorities Who Believe that Certain Spec if I ec. Health Services Should Be Offered at the Various School Levels 81 2. 3* 4. 5. 8. 9. LIST OF FIGURES (Continued) FIGtHE 10. 11. 12. PAGE Percentage of Authorities Who Recommended Certain Specific Soeclal Education Facilities at the Various School Levels 87 Place Where Cumulative Records Should Be Filed in H^gh School 95 Per Cent of Authorities Who Believe that Certain Group (Guidance Activities Should Be Found at the Various School Levels 100 Percentage of Authorities WToo Indicated that Social Rooms Should Be Provide^ at the Various School Levels 105 14. Class Room with Counseling Cubicle 120 15. Percentage of Questions Answered on the Average Questionnaire at Each School L e v e l 126 Rank of Specific Activities in Terms of Per Cent of Authorities Ulio Rated Them as Guidance Functions 133 Per Cent of authorities Favoring Certain Physical Facilities for Guidance 149 Percentages Favoring Certain Special Features In an Individual Counseling Room 150 19. Suggested Plan for an Elementary School Administrative, Guidance, and Health Unit 155 20. Suggested Plan for Converting a Standard Class Room in a Junior or Senior High School into a Guidance Unit 158 An Integrated Plan of Administrative, Guidance, and Health Facilities for a Junior or Senior High School 160 Suggested Plan for Administrative, Guidance, Health, Library, Social, and Activity Room Units in a Large High School 163 13. 16. 17. 18. 21. 22. CHAPTER I DEFINITION, LIMITATION, AND JUSTIFICATION OF THE PROBLEM There is a tremendous need over the country for new and remodeled school facilities* The importance of the school plant in limiting or expediting school programs is becoming general­ ly recognized. It is imperative that new facilities be wisely planned if adequate educational programs are to be continuously provided. If guidance facilities are necessary, they too must be wisely planned. While adequate standards are available for the planning of most school units, little has been published concerning standard facilities for guidance activities. A. THE PROBLEM It was the purpose of this study, therefore, to deter­ mine what physical facilities for guidance activities large school systems should provide. The term, physical facilities, has been taken to mean the actual classroom, activity room, or office room that the guidance program will require. The study has not been concerned with the detailed tools of guidance such as the specific kinds of tests and/or informational materials needed, but has demanded an extensive study of the activities required by a guidance program. The determination of (1) what 2 are guidance activities and (2) how these activities should be housed in a school plant have been the two major concerns of this study. B. LIMITATIONS For the purposes of this study the guidance activities and facilities of large school systems only have been consid­ ered. A large school system has been interpreted to be a school system in a city of 20,000 population or over. The study has included both elementary and secondary school activities and facllities. C. NEED FOR AND IMPORTANCE OF THE STUDY The need for such a study has been emphasized in Chapter II in which the paucity of literature in this area has been clearly shown. There exists a very practical need and use for such information both from the angles of planning guidance facili­ ties in old buildings already built and in planning such facili­ ties in contemplated new construction. The study is particularly Justified because guidance has become established as one of the newer activities in school organization. Ample evidence exists that guidance has become an accepted school activity. There is now someone designated as state supervisor of guidance in almost every state in the union. Schools and colleges are including undergraduate and 3 graduate courses in guidance for the training of teachers and counselors* According to a bulletin of the U. S. Office of Education-*- there were as early as 1938 atotal of 2,200 guidance officers and counselors in public schools intheUnited States* In an address before the Michigan State College Guidance Conference on July 9, 1946, Dr. Eugene B. Elliott, State Super­ intendent of the Michigan Department of Public Instruction said, "I can assure you that there is no school activity any more important than the guidance and personnel services." Yet the School Plant Division of the Michigan Department of Public Instruction has not one blue print of a school building which calls for special guidance or counseling facilities, nor could it refer to any such plane.' D. TYPE OR CLASSIFICATION OF THE STUDY Basically, this is a normative - survey type of study. Survey appraisal procedures were used in the early part of the study in which a general attempt was made to find out what guidance activities and what physical facilities for guidance were provided in schools. Bibliographical and summarising 1 Greenleaf, Walter J. and Royce E. Brewster, Public High Schools Having Counselors and Guidance Offleers. Federal Security Agenoy, u7 3. Office of* Education Bulletin Number 2267, 1939, Pp. 1-40. 4 methods of research were employed In the parts of the study concerning philosophical background and survey of pertinent literature. Documentary frequency and questionnaire survey techniques were used in the later and major stages of the study. The pur­ pose of the questionnaire was not to determine what activities have been provided for in terms of physical facilities for guidance in school plants, but was rather a survey of attitudes and opinions of what should be provided in large school systems. CHAPTER II SOURCES OF DATA AND METHODS OF PROCEDURE A number of different research techniques have been employed during the course of the study. Bibliographical and historical types of research were used to develop the philosophical background for the study and for the summary of pertinent literature as reported in Chapter III. No evidence was found that published standards for the planning of school guidance facilities exist. Survey appraisal techniques were involved in visits to more than fifty school systems in Iowa, ‘Wisconsin, Illinois, Indiana, Missouri, and Michigan.2 These schools were surveyed in order to inventory general practice in the provision of special physical facilities for guidance. Some of these schools systems were recommended as having better than average guidance programs. But the school personnel quite generally excused the inadequacies of the existing facilities. Not one of these schools had facilities for guidance that were planned before the school was built. 2 Guidance activities obviously did not Schools visited are listed on page 19^ of the Appendix. 6 follow the same pattern In these schools and ranged from no discernible organization to a series of quite different organi­ zational schemes. When it became apparent that an analysis of the status quo in average large school systems would be of little value, a letter (Appendix, page 17*0 was written to the office of the Occupational Information and Guidance Services in the Office of Education in Washington, D. C. for suggestions con­ cerning a limited number of schools which were doing the best job of guidance in the country,3 The Office responded with a list of schools which were doing a commendable work (Appendix, page 176), but cautioned that there were few, if any, ideal programs in the country and certainly few ideal facilities for guidance in school plants* Letters were written to a number of the schools sug­ gested.^ Questions were asked about the physical facilities for guidance in those schools. The answers in general mentioned the Inadequacy of existing facilities. In no case were answers received from schools in which the facilities had been planned for the schools before they were built. The following is an example of the kinds of facilities described. This particular 3 Schools listed are shown on page 176 of the Appendix, ^ Letter shown on page 179 of the Appendix. 7 one seems outstanding in its organization, but note that it, too, was adapted from an existing classroom: “The physical equipment is one large classroom broken down with beaver board partitions Into three private con­ ference rooms, a general office, a small reception room; the use of a small room for testing and meetings of the Board of Editors of the school paper; use of an adjacent large room for group meetings." It appeared, furthermore, that the guidance activities vrere not consistent in the schools thus surveyed. Some empha­ sized vocational guidance and placement almost to the exclusion of other activities, while others emphasized educational guidance, personal* and social activities. Obviously, an inventory of even the best existing prac­ tice would be Inadequate for the purposes of this study. Ex­ isting practice may be, and probably is in many cases, bad prac­ tice. A statistical inventory of practice, then, would only tend to substantiate and perpetuate such practice. Since, as a result of the above appraisal of large school systems, it was found that very little in the way of physical facilities had been provided for guidance activities in even the best programs, and since it apoeared that there were dif­ fering emphases on guidance in the various schools, it seemed necessary to determine whether or not there existed a consensus of authoritative opinion as to what guidance activities should be provided in a large school system. In order to accomplish this purpose three procedures were used. First an exhaustive survey was made of recent 8 studies in the guidance and personnel areas to determine whether or not research has been done which had clearly defined guidance activities. No such research was uncovered. This has been reported in Chapter III, The Review of Literature. A second procedure Involved the analysis of general, comprehensive guidance textbooks. Certain words and phrases were picked according to the frequency of their occurrence in random samplings from selected texts. Only those terms were retained which Implied or referred directly to an activity. These words and phrases were then arranged alphabetically for convenience, and a count was made of the number of times they occurred In four selected texts. While the textbook analyses Indicated a general acceptance of certain groups of activities, differing centers of emphasis in guidance were evident. The textbook analysis is also presented in Chapter III, The Review of Literature. A third procedure involved the use of a questionnaire to present these suggested activities to guidance specialists and to school administrators for verification. The question­ naire was expanded to inventory the opinions of the selected authorities concerning the physical facilities that were con­ sidered necessary or desirable to provide for the accepted guidance activities. The purpose of this questionnaire was not to determine the activities that had been provided for in school plants, but it was rather a survey of attitudes and opinions of what should be provided. 9 When the Items of the questionnaire instrument had been approved by eight men experienced in research, it was printed to make it more concise and manageable in form. Then it was mailed to all of the known state supervisors of guidance and to superintendents of large school systems selected by random. The returns from the questionnaire form the basis for by far the greatest part of this study, as well as for the final recom­ mendations concerning the physical facilities for guidance which should be provided at each grade level. This has been reported in Chapter IV, The Questionnaire Survey. The results of the study are summarized in Chapter V, The Summary. Recommendations and Implications from the Study, including suggested floor plans for guidance facilities and check lists or standards for physical facilities for guidance at each grade level, are presented in the concluding chapter. CHAPTER III REVIEW OF LITERATURE The review of literature has been divided into six main phases: A. The functional and philosophical background concern­ ing the planning of physical facilities for school buildings and the need for standards for guidance facilities B. The tremendous need for new and remodeled school buildings and the importance of planning these facilities wisely C. References relating to physical facilities for guidance D. Studies relating to the identification of guidance activities E. Selected references relating to the functional planning of school buildings F. Basic general guidance texts published between 1939 - 1945 A. THE FUNCTIONAL AND PHILOSOPHICAL BACKGROUND CONCERNING THE PLANNING OF PHYSICAL FACILITIES 11 Philosophies determine functions. As philosophies of education change, adapting themselves to current social and economic needs, so must come changes and adaptations in our school plants. Thus our philosophy of education becomes translated into our physical facilities. The tenth amendment to our Federal Constitution left to each state the right and responsibility to organize its educational system as it saw fit. Because of the individual authority of each state, practices and policies have differed widely between them. Furthermore, at least until very recent years, the states, generally, had redelegated their responsi­ bility for schools to local communities without assuming a great deal of regulatory power over them. practices and policies have existed, Differences in therefore, even in close communities within a state. In the midst of these differences, however, there have been common elements of development, and this is no more clear­ ly shown than in a study of the relationships of the physical structure of school plants from Maine to California. The conventional school of twenty to fifty years ago tended to be a monumental affair with an ornate exterior. was built for "show" - a monument to civic pride. The rooms were four plain walls, with a bleak line of blackboards on three sides. It 12 The philosophy of education In such a school followed the pattern of the architecture. coldly formal. The teaching methods were Education was something pretty definitely prescribed In terms of the pouring In of so many facts In reading, writing, arithmetic, Latin, literature, and algebra. The pupil was in a passive condition, sitting for hours in the same fixed seat in the same orderly row. The teacher carried on all the activity for her class in a rather limited area In the front of the room. The discipline was harsh and severe, and was meted out with the most dogmatic confidence thpt in sparing the rod one would be spoiling the child. Little or no attempt was made to understand or accept diver­ gent behavior. There were no organized guidance activities. Such was the architecture, such were the practices, the commonplace student - teacher relationshios, and the environments in the schools of several decades ago. But tremendous changes have taken place in our social and economic thinking and living, and great changes in school philosophies and school practices have sprung up. Contrast the above sketch of an old time school with this picture:5 5 Neutra, Richard J . , “Experimental Elementary School, Bell, California," Architectural Record, June, 1&36, 79;6. 13 "The old time listening school, where the three R's were taught in an academic way, oould well get along with fixed seating arrangement and desks screwed to the floor* The teacher then faced the pupils and poured instruction into them. Now the teacher has beoome a member of an active group that freely works around in the classroom, constructs, builds, sews, dyes, handles all kinds of materials and tools as in the former manual training room, or performs in self-prepared oostumes and in spon­ taneous dramatics. The academic subjects, reading, writ­ ing, arithmetic, are learned while the children do their own research on the specific subject of activity, estimat­ ing the quantities of material used, writing reports on the work that they have done, and preparing programs on the work that they are going to do. . • •* Perhaps the buildings of twenty years ago were adequate for the methods and functions of twenty years ago. But modern functions can not be fitted Into the old physioal environments. New philosophies of education and new methods demand a new environment. The buildings two and three decades ago grew out of the philosophy of life of their time, and that is exactly what our new school plants must do. They must grow out of the philosophy of today and meet the requirements of our time. While the philosophy of education is reflected in the physical facilities that are provided in a school, it is, un­ fortunately, true that traditional physioal facilities in a school tend to perpetuate traditional school functions and practices. Ann Burrows, Senior Specialist in School Building Problems for the U. S. Office of Education says in a recent bulletin:** 6 U. S. Office of Education, The School Plant: 1945, Volume I, Chapter IX, Page 5, Bulletin 14 "School buildings may help to perpetuate past practices or facilitate the operation of new developments in the curriculum." The School Building Code for the Connecticut State Depart­ ment of Education says In part;7 "Educational needs should determine a school's design. Buildings all too frequently are limiting and otherwise controlling educational programs." And John E. Nichols, in a recent article of Pencil Points, a professional magazine for architects, comments similarly:® "The architect has a far greater influence for good or ill than many realize. His is a grave responsibility, for the building which he designs today will go on in­ fluencing the activities within it for many years to come." Of what use are better educational techniques if the school building prevents their use? New educational agencies, and new expanding school functions are here to stay. Architects and school people should cooperatively develop new types of school facilities to meet the needs of the new funotions and philosophies. Henry Smith, writing in the American School Board Journal, defines the best school building as:® 7 Connecticut State Department of Education, School Building Code. State Board of Education, Hartford, 1941, Page 117 8 Nichols, John E., "Codes should be Instruments for School Planning," Pencil Points. April, 1945, 26:65. 9 Smith, Henry L . , A Summary of the Demands for Inoreased School Building Facilities to Meet the Needs~"of the Post-War Period. American School Board Journal', January, 1944, 108:19. 15 *. . • The one which le planned functionally, which translates the educational alms, methods, and Ideals Into an actual, workable program." Burech says:10 "School planners and teachers no longer will be satis­ fied with the evaluation of a school plant largely as an adequate and economical space and shelter for pupils and teachers while educational development occurs. They will expect that every possible opportunity will be realized to have the physical plant contribute positively to the approved educational process and to the desired enrich­ ment of educational offerings In the schools." This change and development of school plants Is stressed In the article In Pencil Points, mentioned above, which says In p a r t : H "Schools are changing and will continue to change for education that Is static Is decadent. As education changes In emphasis, scope and techniques, so must the physical facilities which are provided for education's use." Immediately following the war much was heard of the time and money that industry was spending to retool itself for chang­ ing and expanding. and, If necessary, Bursch says that school plants must be tooled, retooled as often and as adequately as are Industrial plants for their p u r p o s e . 12 if certain physical facilities for guidance are considered necessary or desirable 10 Burech, C. W . , The School Plant as an Educational Instrument, Review of Educational Research,“February, 1945, 15:13. 11 Nichols, John E . , Op. Clt., Page 65. 12 Bursch, C. W . , Op. Clt., Page 14. 16 for the greatest contribution of the school to the individual, then such facilities should be provided, and standards for their development should be determined. B. THE TREMENDOUS NEED FOR NEW AND REMODELED SCHOOL BUILDINGS AND THE IMPORTANCE OF PLANNING THESE FACILITIES WISELY A tremendous amount of new school building and remodel­ ing Is needed immediately in this country. More than ten years ago William G. Carr wrote in the Architectural R e c o r d ; 1 3 "There are many signs suggesting that, given even moderately steady and prosperous economic conditions, the nation stands at the threshold of an extensive school building program . . . 42 per cent of the public schools are over 35 years of age . . . 8 per cent are over 65 years old . . . over a million children are housed in temporary quarters . . . ." "The restoration of normally adequate school plant is one of the major problems confronting public school systems . . . we faoe the necessity not merely of over­ taking past neglect but also of providing for still fur­ ther growth." Although the government through the PWA and WPA, and later the Lanham Act, encouraged public building by partici­ pating in the financing of such building, the war intervened before the country could "overtake past neglect," and the back log of necessary building is now greater than ever. In *3 Carr, William G . , "New Demands in School Housing," Architectural Record, June, 1935, 79;425. 17 a recent bulletin of the United States Office of Education, the following statement occurs ■On the basis of the best available data It is esti­ mated by school building experts that $5,000,000,000 are needed (1) in order to eliminate old, unsanitary, unsafe, and educationally inadequate school buildings; (2) to provide the school plant necessary for the reorganization of schools into larger administrative units; and (3) to bring the present school plants up to a defensible stand­ ard of physical and Instructional efficiency." An editorial in the School Executive for March, 1945 says in part:15 "Every indication points to the greatest volume of school plant construction following the war which this country has ever experienced. There are several reasons: a considerable back log of building because of the virtual stand still of construction during the past five years; the enriched and extended educational program of schools and colleges; and extended school services of various kinds. It is also probable that an effort to create and maintain full employment will, in part, at least, be met by school plant construction." ■School administrators and boards of education are confronted, therefore, with a tremendous responsibility for planning this new construction wisely. In hundreds of communities undoubtedly the proposed building will be the only one needed in a generation. Every care should be exercised to make sure that the new building is ef­ ficiently planned to house the educational program of the community.■ Because of the importance of the physical facilities of a school in limiting its educational program (as has been dis­ cussed above) it is certainly imperative that this new U. S. Office of Education, The School Plant: Bulletin 1945, Volume I, Chapter IX, Page 47. Educational Planning; Planning the School Plant Program. Editorial, The School Executive, March, 1945,T a g e 57. 18 construction should be well planned In the light of the needs of every area of the school program. This has not been true of many of the schools that have been built in recent years, for a study of the new schools built with government aid proves that a majority of the schools have been built on the traditionally inflexible lines. There is little excuse for a school to be inadequately built or remodeled and, thus, fall to meet the needs of the community in most areas, for practically every state department of education has someone specially designated to set up stand­ ards and school codes and to advise with communities planning to build. There are countless sources of information covering most phases of school planning (see the selected references at the end of this chapter). Classroom units, administrative units, recreation units, auditoriums, cafeteria or dining hall units, kindergarten units, art rooms, industrial art rooms, music rooms, and other special units, including health units, all appear to be quite well taken care of both in the state standards mentioned above, and in endless source materials. ^ Short, C. W. , and R. Stanley Brown, Public Buildings Architecture Under the Public Works Administration. United States Government Printing bffice, Washington, D. C., 1939, Pp. 1-679. 19 C. REFERENCES RELATING' TO PHYSICAL FACILITIES FOR GUIDANCE There l a , however, almost nothing to he found concern­ ing recommended physical facilities for guidance in a school plant. Out of hundreds of plans for new school buildings which were drawn up during the past ten years and which the author has had an opportunity to study, only two plane oalled for guidance unite.17 Only two of the state school building guide or code books that were examined mentioned guidance units. quoted en toto. They are The Michigan Guide for Planning School Build­ ings say8:18 "In addition to the above divisions, large schools may need some or all of the following; a. Guidance Suite Convenient to general office, public space, and corridor. Consisting of two guidance offices and one or more conference or testing rooms. Equipped to house more detailed pupil records safely. Furnishings should be comfortable and inviting rather than formal and institutional." The Connecticut School Building Code says;1® 17 Ibid. 18 Elliott, Eugene B . , A Guide for Planning School Buildings. Bulletin, Department of Public Instruction, Lansing, Michigan, 1945, Page 45. 17 Connecticut State Department of Education, School Building Code. State Board of Education, Hartford, Connecticut, 1941, Page 39. 20 MIn addition to the above divisions, large schools may need some or all of the following: a. Guidance Suite Convenient to general office, public space and corridor. Consisting of guidance office and one or more conference or testing rooms." An account of how a large, bare classroom was converted into an attractive counseling room was reported in Occupa.tions for November 1940,20 and a report drawn up by a committee of counselors from the Cincinnati Public Schools concerning "Euilding for School Counseling" appeared in Occupations in the February 1946 issue.2^ This is the only source that has been found that has attempted to set up standards for the specific facilities necessary to guidance In the school plant. In another issue of Occupations Mr. Floyd Fladseth presents a plan for a counseling room in a small high school. This appeared in the December 1946 issue.22 An article in a recent issue of G-uldance Index bemoans the lack of guidance facilities throughout the country:23 20 Harris, Grace E . , "A Special Room for Counseling," Occupations. November, 1940, 19:106-109. 21 Corre, Mary P., and Grace M. Geiger, "Building for School Counseling," Occupations, February, 1946, 24:266-8. 22 Fladseth, Floyd, "Streamlining the Counselor's Office," Occupations. December, 1946, 25:169-171. 23 Science Research Associates, Guidance Index. A Guidepost Editorial, April, 1948, 11:1-2. 21 "As 1 b apparent by detailed programs being outlined and developed throughout the country, schools are becom­ ing more actively Interested In guidance. However, one aspect of this service has not received the concern It rightly deserves— the counseling room Itself. The best of well-planned programs can be upset by neglect of this Important factor. Inadequate privacy, or none at all, a temporary location that constantly necessitates a shift­ ing of student and counselor, and the lack of accessible records and files can hinder the best Intentions." The account continues with an interesting discussion of a guid­ ance suite that has been set up at the Central Technical School in the City of Toronto, Canada. The guidance unit consists of a guidance library room, which Is the core of the unit, a main guidance office, two group guidance rooms, and three Inter­ view rooms. shown. A graphic layout or plan of the guidance unit is The plan is called "an ideal solution of the problem" of inadequate guidance facilities. In a chapter entitled A 3chool Environment Conducive to Child Development, Ruth Strang recommends provision of special health, social, and conference facilities In the school plant. She says by way of introduction:24 "The best development of every pupil presupposes an environment conducive to all-round growth. To this end the schools are financed, buildings are planned, the essential heritage of the past is imparted, and guidance programs are put into operation. If education is to be effective . . . the physical environment of the children during school hours must be such as to make effective personnel work possible. . . . " Strang, Ruth, Pupil Personnel and Guidance, The MacMillan Company, New York, 1941, Pp. 73-74. 22 "Personnel workers should be consulted both about the original plans and the effective use of the rooms, grounds, and equipment after the building Is ready for occupancy. The technical aspects of construction and costs, however, are a responsibility of educational administration." Miss Strang recommends health rooms and rooms for small and large social gatherings, small rooms for committee meetings and a larger, well-equipped, general social room. She suggests that there should be a central unit of counselors' offices In which they may conveniently consult cumulative record files and meet pupils in privacy. She says in this c o n n e c t i o n ; 25 "Still more specifically related to the program of personnel work is the provision for coordination of coun­ seling, for private interviewing, and for conveniently located cumulative personnel records. If the offioes of the principal and assistant principal, personnel workers, and health officers are in close proximity to one another, the study and adjustment of individual pupils is obvious­ ly facilitated. Many counselors waste a tremendous amount of time by having to go to another part of the building for health information about a particular child or for administrative sanction of a necessary adjustment." The only other remotely connected references to suggest­ ed facilities for guidance activities that have been located, are a reference to facilities recommended for adult counsel­ ing services in a community school in a book by Engelhardt and Engelhardt,**® and the following quotation from a recent doctoral thesis;27 25 Ibid, Page 75. Engelhardt, N. L. and N. L. Engelhardt, J r . , Planning the Community School, American Book Co., New York, New York, 1940, Pp. 98-loST 27 Wilson, Prances M . , Procedures in Evaluating a Guid­ ance Program, Bureau of Publications, teachers College, Columbia University, New York, 1945, Page 6. 23 THE PLANT "A faculty united In purpose and Inspired by a sound philosophy can accomplish apparent miracles even when handicapped by an inadequate plant; Indeed, they may find a challenge in overcoming what seem to be Insurmountable difficulties. For example, in spite of inadequate recrea­ tional facilities, in many schools the teachers in coopera­ tion with the students have evolved social programs reflect­ ing Imagination and initiative. In evaluating the success of any guidance program, however, it is essential to recog­ nize inadequacies in plant equipment. Absence of proper conference space, for example, results in lack of privacy and in constant feeling of pressure that takes its toll in teachers' buoyancy and reserve energy. Provision of necessary filing space should result in improved record keeping. Certainly the inability to safeguard the records will cause hesitancy in making full entries. For these reasons it is Important to measure the adequacy of the physical plant in terms of the needs of the guidance pro­ gram The author of the above dissertation does not, however, establish what adequacy is nor what the needs of the guidance program are. The review of literature has shown that little has been written concerning physical facilities for guidance in public schools. The literature in this area is extremely meagre, and, while standards are available for other facilities in a school building, no such standards are available for planning the guid­ ance facilities. D. STUDIES RELATING- TO THE IDENTIFICATION OF GUIDANCE ACTIVITIES In a previous reference it was pointed out that before provision for physical facilities for guidance could be recom­ mended, it would be necessary to identify the activities that 24 should be included in a guidance program* Several procedures were used in an attempt to obtain verification for the activi­ ties for which physical facilities might be necessary or desir­ able* FirBt, an exhaustive survey was made of research studies in the areas of guidance and personnel to see if attempts had been made to isolate and identify guidance activities in school programs. Libraries at the following institutions were visited, and their dissertations were checked: a* Michigan State College b. University of Mlohigan c. University of Chicago d* Northwestern University e* University of Illinois f* Iowa State College g* State University of Iowa h* Ohio State University Published abstracts from many other colleges and universities were also examined* No such studies were found, nor were any reported in Educational Abstracts or the Review of Educational Researoh. nature* The Library of Congress reported no studies of this The survey of research studies failed to provide defi­ nite identification of guidance activities* A second procedure involved the study of all of the recent general guidance texts to see if the guidance activities mentions* 25 In the various texts were uniformly accepted. Recent was taken to mean those published In the preceding six years (1939 to 1945 Inclusive). General guidance texts Included only those which, by title and content, appeared to be attempting to cover all of the broad basic areas of guidance. Books such as Williamson and Hahn's Introduction to High School Counseling. Myers' Principles and Techniques of Vocational Guidance, and Brewer's History of Vocational Guldanoe were not Included be­ cause It was evident from their titles that certain specialised areas of guldanoe were emphasised. Books such as Cox and Duff's Guidance by the Classroom Teaoher and Koos and Kefauver's Guid­ ance In Secondary Schools were of earlier publication date. The basic general guldanoe texts surviving these tests are shown In the selected references on page 37 at the end of this chapter. Upon attempting to analyse the texts proper, however, It seemed evident that there were differences In emphasis at least, even In these general guldanoe texts. One text might make a bare mention of case study, for example, while another might spend several pages or ohapters discussing case study techniques In guidance. A page oount comparing the number of pages devoted to oertaln specific activities was tried, but this was found to be rather lnaoourate as a ploture of emphasis In comparative 26 books, for the activity might have been simply mentioned on one page and thoroughly discussed on another, A study of the Tables of Contents of the eight books selected above found the following activities mentioned or implied in the chapter headings of those books: a. Tests, questionnaires, inventories, and the like (a total of 22 chapters in the eight books) b. Cumulative guidance records (15 c. Case study procedures (12 chapters) d. e. f. chapters) Occupational information and guidance (12 chapters) Counseling and interviewing (10 chapters) Curriculum, educational guidance, and orientation (9 chapters) g. Placement and follow-up (7 chapters) h. Group methods of guidance (4 chapters) i. Extra-curricular and leisure time activities (3 chapters) J. Studying pupils needs (3 chapters) k. Cooperating with home and community (2 chapters) 1, Evaluating guidance services (2 chapters) m. School attendance (l chapter) n. Providing reading resources for (l chapter) counselors Other chapters found in the books included: a. Guidance program, methods of guidance, and repre­ sentative programs (13 chapters) b. Guidance personnel (10 chapters) c. Administration and organization of guidance (8 chapters) 27 d. General Introductory chapters (8 chapters) e. General summary chapters (2 chapters) f. Special chapter on guidance of negro youth (l chapter) g. The impact of the war on guidance (l chapter) Activities that appear to have received Important con­ sideration on the basis of frequency of occurrence in chapter titles, therefore, include: testing, the keeping of cumulative records, case study, occupational information and guidance, counseling and interviewing, educational guidance and orienta­ tion, and placement and follow-up. Group methods of guidance, extra curricular activities, and studying pupil needs (which latter category might refer to several of the above areas) are seen to have received important consideration. A third procedure used in an attempt to define generally accepted guidance activities was a word count. The original plan was to make a word count of selected words from all of the general guidance texts within the above mentioned classi­ fication. Ten pages were selected at random from each of these books, and a count was made of the freouencies with which given words or phrases appeared. of course, omitted. Articles and prepositions were, Nouns such as pupil, teacher, school, and the like were also omitted. or activity were retained. Words or phrases implying action The adjective or verbal forms of such words were all counted together with the basic stem word. 28 For example, teat and testing were counted together; recreation and recreational were likewise counted together. The list of words thus derived was then arranged alpha­ betically (Appendix, page 160) and It was planned to tabulate the frequencies of their appearance In the eight books selected. It was expected that this tabulation would present a reasonably accurate picture of the emphases In each book, and that It would provide further Indication of generally accepted guidance ac­ tivities. The word count was made In the books In the order In which they were naturally arranged In bibliographical order (see the list of general guidance text books on page 37). The first four text books on the above mentioned list of general guidance books published during the years 1939-45 were: Personnel Work In High School by Charles E. and Edith 0. Germane, Guidance In the Secondary School by Shirley A. Hamrln and Clifford E. Erickson, Principles of Guidance, by Arthur J. Jones, and Principles and Techniques of Guidance by D. Welty Lefever and others. After these first four books were tabulated and the word ratios had been figured, an inventory was taken of re­ sults accomplished by the word count. These facts were evi­ dent (Table II, page 31): a. All of the words and phrases appeared In the pages of each text 29 b. There was, therefore, consistency in the recognition of the activities implied in the words or phrases c. There were, however, evident differences in the emphasis on certain specific activities Since there were such differing emphases in each of the four texts studied, it was evident that little could be accomplished by continuing the count into the remaining four texts# The data have been summarized on the basis of the four text books mentioned above. The project involved the careful reading of over two-thirds of a million words (Table I) and the TABLE I AVERAGE NUMBER OF WORDS PER PAGE, NUMBER OF PAGES, AND APPROXIMATE TOTAL NUMBER OF WORDS IN EACH OF THE FOUR GENERAL GUIDANCE TEXTS IN WHICH A WORD COUNT WAS MADE NAME OF TEXT AVERAGE NUMBER NUMBER APPROXIMATE AND OF WORDS OF NUMBER OF AUTHOR______________ PER PAGE_______ PAGES________ WORDS GERMANE AND GERMANE Personnel Work in 344 498 1?1,000 High School HAMRIN AND ERICKSON Guidance in the Secondary School 296 444 131»000 JONES Principles of Guidance 3?4 572 214,000 482 154,000 LEFEVER, TURREL, WEITZEL Principles and Technicues of Guidance 319 30 exact recording of each of the words or phrases listed above. The plural form of a word was recorded along with the singular form, and in some cases, as Indicated above, ing and al endings were also counted with the stem word. So that the frequencies might more easily be compared, they were translated into rate per thousand words (Table II). To find the rate the frequencies were divided by the approxi­ mate number of words in the text. Only the basic part of the text was included; the prefaces and appendices were omitted in the word count and in the total. per page was The average number of words determined by taking the average of the actual word count of five pages in each of the four texts. The number of words in such average page was then multiplied by the number of pages in the basic text, and a rough approximation of the number of words in the text resulted. It was these totals that were divided into the word and phrase freouencies of each book to secure the rate per thousand for each word or phrase as described above. For example, the word ability was mentioned in the book by Germane and Germane 333 times. 171,000 words in the text. There were approximately The frequency 333 was divided by 171, the number of thousands of words, to find the rate per thousand words, or, in this case, the figure 1.95. larly, then, 1.01 means that the word ability occurs Simi­ on the average of 1.01 times per thousand words in the book by Hamrin TABLE II FREQUENCY AND RATE PER THOUSAND OF SELECTED WORDS IN EACH OF THE FOUR GENERAL GUIDANCE TEXTS IN WHICH A WORD COUNT WAS HADE WORDS (tr Phrases) ABILITY APTITUDE ACHIEVEMENT ANECDOTAL RECORDS GERMANE AND GERMANS HAMRIN AND ERICKSON JONES Freq*cy Rate Per M Freq*cy Rate Per M Freq*cy Rate Per M 333 case study 206 168 6 98 CLINIC CLUB COMMUNITY RELATIONS CONFERENCE COUNSELING 146 39 14 24 3I 40 COUNSELOR CUMULATIVE RECORDS DIAGNOSIS EDUCATIONAL GUIDANCE EXTRACURRICULAR 167 FAMILY RELATIONSHIPS FOLLOW-UP GROUP GUIDANCE health 4l 173 8 55 37 61 59 125 HOBBY 43 HOME CONDITIONS HOME BOOK INTELLIGENCE IHTERX8T INTERVIEW 18 50 U0 459 2kO 1.95 132 1.01 393 23 35 18 9 .18 .27 .14 .07 3 53 2 63 «3 .03 .41 .02 .48 .64 20 34 9 78 163 .93 .24 1.01 .05 .32 47 6 .36 16 .12 .07 .55 379 22 42 .22 .36 .35 ♦73 .25 1 20 33 1.21 .99 .0 k .57 .85 .23 .08 .14 1.99 .11 .29 .70 2.69 i.4o 9 72 130 .05 .01 .16 .25 1.29 ?3 •18 3 944 23 193 47 .03 7.21 .18 1.48 .3$ 86 57 17 29 1.86 .40 .27 •08 .14 187 1.22 85 17 27 .11 120 .78 .55 .18 .50 .41 .04 .36 .76 77 63 9 94 315 .61 2.05 24 1.73 .10 .20 .21 .11 542 23 22 34 45 3.52 .15 .14 •22 .29 12 49 42 53 7 .05 .23 .20 .27 .03 21 77 115 103 3 .14 .50 .75 .67 .02 30 .14 .75 .73 I.38 .41 16 62 194 •U •40 I.26 160 72 1.04 45 161 166 296 88 .09 LEFBVBR, EJHRELL, weitzel Freq'cy Bate Per M .16 .06 .47 TABU V0BD8 (Or Phrases) INVENTOBY LSISUBS maladjustment MENTAL HEALTH wmcn OCCUPATION OCCUPATIONAL INF'TN ORIENTATION pabt tike work PLACEMENT (QUESTIONNAIRE becbbation (al) REMEDIAL work SELF ANALYSIS SOCIAL ACTIVITIES SOCIAL ADJUSTMENT TEST (OB TESTING) VOCATIONAL GUIDANCE VOCATION (AL) WORK HABITS II (Continual) LSPE7EB, TUBBRLL, VEIT2EL HAHRIN AND ERICKSON JONES Preq'c/ Bate Per M Preq'cji Rate Per M Preq'c/ Bate Per M Preq'qy Bate Per M germane and germane lUl 37 77 31 159 183 16 8 15 27 266 50 *83 *22 •*♦5 .13 *93 1.07 .09 .05 .09 .16 1.56 25 .29 .29 .lU *15 2C . Ik U09 125 2.1*0 .73 2.1+L .22 50 2k kn 37 22 18 .17 k2 .32 *09 1.37 11 179 80 5 27 1 6 13 57 9 2 8 15 81 18 152 7 .I k .61 .01* .35 .01 .05 .10 .kk .07 .02 .06 .12 .62 .11* 1.16 .06 **7 95 23 7 156 U99 71* 36 7 78 23 31 9 20 17 13 358 188 126 3 .22 nkk .11 .03 .73 2.33 .35 .17 .03 .36 .12 .15 .OU .09 ,08 .06 1.68 .88 .59 .01 1*1 3 33 28 91 203 1*1* 53 5 .27 .02 .22 .18 .59 1.32 .29 .35 .03 .69 36 69 10 12 22 20 317 .2k .k5 2.06 283 3 .85 1.8U .02 106 130 .07 .Of .I k .13 33 and Erickson, 1*86 times per thousand in Jones, and 1.22 times per thousand in the book by Lefever, Turrell, and Weltzel. For the purposes of this study frequencies of .75 per thousand or over were considered important. These rates as shown in Table II bear out the assumption, previously mentioned, that there are oenters of emphasis in each book. Germane and Germane stress the ollnloal aspects of guidance Including the terms: tests, questionnaires, Inventories, clinic, and diagnosis. Specifically, the fre­ quencies that have been considered Important In this book were: Interests Test 8 Counseling Ability Que stionnaire Interview Aptitude 2.69 2.40 1.99 1.95 1.56 1.40 1.21 Occupation Diagnosis Achievement Counselor Needs Clinic Inventory 1.07 1.01 •99 .96 .93 .85 .83 The impression remains that Germane and Germane favor a ollnloal type of guidance organization and program utilizing the regular classroom facilities. They stress interest, aptitude, and achievement testing and adjustment activities. On the other hand, Hamrin and Erickson stress the adjustment of the school to the child. They have emphasized the homeroom and extra curricular activities as the core of the guidance program, but are in agreement with Germane and Germane in their emphasis that "Every teacher is a guidance wor ker." The word rates considered Important in this book were: 34 Homeroom Interest Need 7.21 1.48 1.37 Health 1.29 Vocations Ability 1.16 1.01 The phrase extra curricular oooured at a rate of *55 per thousand, almost twioe the rate In any of the other books. Occupations, vocational guidance, and placement were mentioned less often In the book by Hamrin and Erickson than In any of the other books. The homeroom plan, of course, received extra* ordinary attention in this book. The importance of health and group guldanoe activities was emphasized. In spite of the fact that Jones mentioned many times that guidance is much broader than its vocational aspects, his book emphasizes occupations, vocations, and vocational guidance. The words or phrases with the highest frequencies in this text included: Occupation Ability Counselor Tests Interests 2.33 1.86 1.78 1.68 1.38 Vocations Intelligence Counseling Homeroom .88 .78 .76 .75 Jones presents several plans for guidance organization including both the homeroom and class counselor types without apparent bias. His rate per thousand for occupation, occupational, information, and vocations was the highest, however, for the four books, and therefore, this is Judged to be the apparent activity emphasis in his book. Lefever, Turrell, and Weltzel emphasize terms such as oounselor and counseling. They, also, emphasize vocational 35 guidance aspects, for vocations had the highest rate In their book of the four books, and the rate for placement was almost twice as high as the rate for this word In any of the other texts. Words or phrases with highest frequencies were: Counselor Tests Counseling Vocations Occupations Intelligence 3-52 2.06 2.05 1.84 1.32 1.26 Ability Interests Vocations Aptitude Group Guidance 1.22 1.04 .85 .78 .75 In general, therefore, It must be concluded that there are definitely different emphases In the four texts analyzed. While all of the words and phrases appeared in the pages of each text, and while there seems to be a consistency in the recognition of certain activities by all four of the authors, there are some evident differences In the emphasis on guidance areas and activities. 36 E. SELECTED REFERENCES RELATING- TO THE FUNCTIONAL PLANNING OF SCHOOL BUILDINGS American School Board Journal. Annual Building Number, January, 1944. American School Publishing Corporation, American School and University Yearbooks. 1928-1944 Inclusive. Architectural Forum, May, 1941 (whole Issue devoted to sohool b u i l d i n g p r o b l e m s ). Architectural Reoord, June, 1936, February, 1936, and August, 193^, (entire issues devoted to school building problems). Bogoslovsky, B. B . , The Ideal Sohool, The MacMillan Company, New York, 1936, 625 pp. Caudill, William Wayne, Space for Teaching. Texas A. A M . , Bulletin No. 59, August, l§4i, 124 pp7 Connecticut State Department of Education, Sohool Building Code. Bulletin, State Board of Eduoation, Hartford, Connecticut, 1941, 150 pp. Elliott, Eugene B . , A Guide for Planning School Buildings. Bulletin, Department of Public Instruction, Lansing, Michigan, 1945, 146 pp. Engelhardt, N. L . , The Planning and Construction of School Buildings, Thirty-third, iearhook, Part 1, Rational Society for the Study of Education, Public School Publishing Company, Bloomington, Illinois, 1954, 337 pp. Engelhardt, N. L . , "The School of Tomorrow," American Architect and Architecture. April, 1937, pp. 37-40. Engelhardt, N. L . , and N. L. Engelhardt, Jr., Planning the Community School. American Book Company, New York7 1^40, 188 pp. Flesher, W. R . , and T. C. Holy, "Steps in Community Planning for a School Building Program," School Review, March, 1945, pp. 60-62. Nations Schools. February, 1941 and January, 1942 (whole issue devoted to school plant problems). 37 Progressive Education Magazine, "School Housing," April, 1938, 15:297-303. Progressive Education Magpzlne, "School Buildings That Educate," March, 1932, 9:l89rW ] Review of Educational Research, February, 19^5, Volume XV, Number”’!, (entire issue given over to school plant and equipment). School Executives * Magazine, Ma 3r, 1935 and March, 1945» (both issues devoted entirely to planning the school plsnt programs). U. S, Office of Education, Assistance on Sohool Plant Problems, Bulletin, No, 6 , 19^0, 92 pp. U. S. Office of Educa.tlon, Functional Planning of Elementary School Buildings, Bulletin, No. 19, 193 ^ > 8 3 pp. F. BASIC GENERAL GUIDANCE TEXTS PU3LISHED BETWEEN 1939-1945 Germane, Charles E. and Edith G . , Personnel Work in High School, Silver Burdett Company, Chicago"] 19kl, 599 PP. Hamrin, Shirley A., and Clifford E. Erickson, Guidance in the Secondary School, D. Appleton-Century Company, 1939, 4 65 pp. Jones, Arthur J . , Principles of Guidance, McGraw-Hill Book Company, New York,' 1945", 592 pp. Lefever, D. Welty, Archie M. Turrell, and Henry I. Weltzel, Principles and Techniques of Guidance, The Ronald Press Company, New York, 19 4l, 522 pp. Reed, Anna Y . , Guidance and Personnel Services in Education, Cornell University Press, Ithaca, New York, 1944, 4 9 6 pp. Smith, C. M . , and M. M. Roos, A Guide to Guidance, PrenticeHall, Inc., New York, 194l, 440 pp. Strang, Ruth, Pupil Personnel and Guidance, The MacMillan Company, New York, 1941, 35*5 pp. Traxler, Arthur E . , Techniques of Guidance, Harper and Brothers, New York, 1945, 394 pp. CHAPTER IV THE QUESTIONNAIRE SURVEY This report of the questionnaire surrey of the opinions of school administrators and state supervisors of guidance concerning seleoted guidance activities and physical facilities for guldanoe has been divided into the following partst A* Procedures and returns B* Seleoted references concerning the use of the questionnaire C* Counseling and interviewing activities D* Testing and researoh activities E« Health services and speolal education facilities F* Case study and ounulatlve records G* Group guldanoe and extra^eurrieular activities H* Orientation, educational and vocational guidance, placement, and follow-up I* The guldanoe suite J« The significant agreenent between the paired answers of the sohool administrators and the state supervisors of guldanoe 39 A. PROCEDURES .AND RETURNS The questionnaire has been u s e d as an instrument of research for at least a hundred years. Its primary function has, perhaps, been to gather statistical factual data partic­ ularly of a scientific nature. This has been an important aspect of its use in connection with school problems for more than fifty years. Some problems, such as the present problem concerning ideal physical facilities for guidance, veil to a factual type of s\irvey. be good practice. do not lend themselves Present practice may not This study has not attempted to find what is being done, but what can be done to make present practices more nearly ideal. The questionnaire technique r a s , therefore, us e d to gather authoritative opinion of what activities should be provided rather then facts concerning the status quo. In recent years this questionnaire technique has been highly developed by a number of agencies whose entire effort is concerned with the continuous polling of public opinion. The growth of such techniques and the important trend toward the use of the questionnaire in opinion surveys should Justify its careful use in surveying educator opinion concerning recommended educational technloues and procedures. 40 In a remarkably interacting and ohallenglng toluae on evaluation procedures In guldanoe Frances Wilson sets up certain standards for constructing and admlnistaring the questionnaire* These are quoted verbatim:23 •BEFORE ADMINISTERING THE QUESTIONNAIRE— 1* 2* Study carefully all the literature in the field to insure that the information sought Is not already available* Flan the research program in Its entirety* This requires that tabulation of forms be oarefully organised before the questionnaire has been distributed* CONSTRUCTING THE QUESTIONNAIRE 3* 4* 5* 6* Ash only those questions which the respondents are oompetant to answer, avoiding those for which for one reason or another the correspondents may be unwilling to answer, or which depend for answer upon delayed memory* Avoid questions entailing lengthy investigation by the respondent; at the same time request information in suffioient detail to seoure necessary data the first time* Omit all leading questions. Flan the questionnaire so that the questions are few in number, brief, simple, unambiguous, specifio and not general, and stated in acceptable language. 23 Wilson, op* olt., Pp. 94*95 41 ?• 8. 9. 10. Construct questions that will elicit facts. Vhen opinions are requested the final report should indleate carefully when opinions and attitudes are being reported. Develop questions in a logloal sequence. Include check questions and interlocking questions. The latter are especially important when the study is of a particularly lntrloate problem. Test the questionnaire fora, when it is completed, with a group of persons similar to those to whom it will be addressed. Eliminate all sources of error. . . . FORMAT AMD DISTRIBUTION OF QUESTIONNAIRES— 11. 12. 13. The questionnaire must be accompanied by a letter which effectively sets forth the purpose of the study, indicates the sponsor, and solicits the oooperation of the respondent. . . . Have the blanks printed or typed, leave adequate room for replies, include a self-addressed envelope, acknowledge receipt of the completed form. Send out follow-up letters to Insure an adequate number of replies. . . . replies should not only be numerous but oomplete— that is, they should repre­ sent a high percentage response to the blanks sent out. . * •■ The above standards seen quite intelligently drawn, and they are, in fact, the result of the assembling of authoritative opinion in a number of fields as was noted by the author. The construction and distribution of the questionnaire was, therefore, undertaken in the light of those standards. Because of the amount of information that was needed in this survey, it was necessary to compromise the point reoommendlng few questions (number 6 above) with the point suggesting that sufficient information be secured to provide the neoessary data the first time (number 4). 42 The topic groupings or categories for the part of the questionnaire concerning guidance activities were taken from the summary of chapter headings discussed in the review of literature, pages 26 and 27, and by the word count discussed later in the same chapter, page 35* Activities suggested by the chapter summary included: testing, the keeping of cumulative records, case study, occupational Information and guidance, counseling and interviewing, educational guidance and orientation, placement and follow-up, group methods of guidance, and extra-curricular activities* Activities suggested by the word count included: testing, diagnosis and clinical work (case study), counseling, vocational information and guidance, health, and home room and group guidance activities. When the essential outline of the questionnaire had been determined, copies of it were drawn up and presented to eight men experienced in research for evaluation and criticism. These people included: a state supervisor of guidance, two school administrators, an expert in sociology and sociological research, a mathematician who was an expert In sampling techniques, and several professors from a college Division of Education. A letter was drawn up which set forth the purpose of the study, indicated the sponsor, and solicited the cooperation 43 of the respondent (point 11 above), and the questionnaires were then mailed on Friday, November 30 > 1946, (see letter in Appendix, page 181)• The original intent was to send the questionnaire to a selected group of recognized guidance authorities. However, since there is little chance of guidance activities being developed in any school system unless the administrator favors the program, it was decided to sample a representative group of school administrators in large school systems to see if there was any great discrepancy between the guidance philosophies of the rank and file school administrator and the so-called guidance specialist. It was, furthermore, the original plan to Include in the questionnaire only the elements concerning guidance activities. The part of the questionnaire concerning the physical facilities for guidance was planned as a separate questionnaire. Since, however, the questionnaires would be sent to similar, if not the same people, they were combined into one comprehensive unit. The state supervisors of guidance in the forty-eight states of the United States were selected as the authorities whose opinions were to be sought. Since nearly every state would be represented, the criticism that the study was regional in nature would be avoided. An Incomplete list of the State 44 Supervisors from the State Supervisor of Occupational Information and G-uidance for the State of Michigan was secured and an attempt was made to supplement this list by directories printed in Occupations Magazine and news items in the Guidance News Letter and School L i f e * This gave a list of thirty-five supervisors to whom questionnaires were immediately mailed. Cards were mailed (Appendix, page 182) addressed only to The State Supervisor of Guidance, State Department of Education, in each of the remaining thirteen states, asking them if there was someone in their department who was willing to fill out a questionnaire requesting information concerning guidance. Seven of the thirteen responded favorably, were mailed questionnaires, and returned them promptly. A total of forty-two questionnaires were mailed to persons supervising guidance on a state level. The envelope that was sent out contained the questionnaire, a personal letter (Appendix, cage 181 ) and a stamped, self-addressed envelope. The school administrators to whom questionnaires were sent were selected from the United States Office of Education Bulletin, The Educational Directory for 1944-45, Part II, City School Officers. As the reaction of school administrators in only large school systems was desired, the cities to be selected were arbitrarily limited to those having populations between 20,000 and 500,000. After marking and counting these, it was found that there were 508 cities within this classification 45 to be sampled. It wae suggested by the expert on sampling techniques that questionnaires be mailed to one-fifth of the 508 cities within this classification. Every fifth oity was then checked off in the Direotory mentioned above. This made the sample genuinely random, and the questionnaires were mailed to the 102 men whose names were listed in the Directory as superintendents of the city schools thus selected. in forty different states were found to be lnoluded. Schools States which were missed beoause of the laok of sufficient oitles of this classification lnoluded: Idaho, Maryland, Nevada, Oklahoma, South Carolina, Utah, Vermont, and Nooning. The envelopes sent to the school administrators contained a personal letter, the questionnaire, and a self-addressed, stamped return envelope. On the ninth day following the mailing of the question­ naires a check-up showed that school administrators had already returned forty questionnaires. In order to achieve the highest possible return, it was deoided to mall a follow-up card to those school administrators whose questionnaires had not yet been returned (Appendix, page 186). Nine more questionnaires were returned that week before the follow-up cards could have reached the respondents. The next sixteen questionnaires were returned probably as a direct result of the oard reminder. The returns for both groups were excellent. Of the 42 questionnaires sent to the State Supervisors, 38 were returned 46 for a percentage of 90.5 (three more came in too late to he tabulated). Of the 102 sent to school administrators, 65 were returned for a percentage of 63.7 (seven more came in too late to be tabulated). A total of 103 questionnaires were returned and tabulated of the 144 sent. per cent. returns. This makes a total return of 71*5 Figure I graphically presents these percentage Tabulations were closed December 30* 1946, and returns coming in thereafter were not counted. A total of ten questionnaires came in too late to be tabulated. The last of these was received the sixteenth of January. Tabulations were begun as soon as the first returns came in. Definite trends in the answers were soon evident, and had the tabulations been closed with the first 40, the results would have been not unlike the final tabulations. A summary tabulation of the ten questionnaires not tabulated with the totals shovrs trends similar to those above. Their inclusion, therefore, would not have materially effected the returns. Further evidence of the consistency of the answers is shown in a later chapter, where the results for two different groups, the state supervisors of guidance and selected school adminis­ trators, showed surprising unanimity of opinion (Table XLIII, page 126 ). In all, then, 113 questionnaires were returned for a total return of approximately 78 per cent. It Is believed that the percentage of return was sufficient to validate the 47 100# 1Q01 100#. *90.5 •71.5 *63.7 SCHOOL A23MINISTH^TORg •65 of 102 TIGRJBS 1. STATS SUPB2VI SOUS TOTALS •38 of 42 *103 of 144 Humber of questionnaire a sent to school administrators and state supervisors of guidanoe, total number sent, and number and per cent returned 48 data* In light of the consistency of the answers as evidenoea in the paragraph above, it is reasonable to suppose that had the remaining questionnaires come in, if 100 per oent had replied, the results would have been substantially the same* As has already been lndioated, questionnaires were mailed to State Supervisors in 42 states* state departments* The returns represent 38 School administrators in 40 different states were mailed questionnaires, and the returns came from 35 states* A grand total of 46 states are represented in the tabulated returns from both groups* Returns from South Carolina and Wyoming came in late and failed to be represented in the tabulated return* The study, therefore, should be representative of the philosophy of guidance in the country as a whole* Figure 2 indicates the states from which the returns oame, and the number of returns from each state* With the exception of one or two, the questionnaires were very completely filled out, and many of the men and women who returned them had written in valuable oomments and had, in some oases, lnoluded personal letters or printed materials from their own schools* More than thirty requests for extra copies of the questionnaire were received* The following letter is typical of the enthusiasm with whloh the questionnaire was accepted* The author is a direotor of personnel services in a large school system and is also active in state guidanoe organisations* WASH, S~1 1 vise, S-U pm , USER. 0—1 COLO, 0-1 KANSAS J s-h OHIO IHD.\ S-2 N. H. MASS. B* I• com. N. J. D£L. — MD. • S -0 8-7 0-1 S-l S-l S-l S-0 S-£r f KHITi*. S~l/ ' S-0 T3HN* X' H. C. Sri S. C.'" 0-0 JQ6Y: She letter "8" indicates state supervisors of guidance who returned a questionnaire The number following the letter Indicates the number of school administrators In the state who returned the questionnaire The figure "ty" replacing either the letter *SN or the number means no return 7IQUHB 2 The number of school administrators and state supervisors of guidance in each state who returned the questionnaire to 50 Dear Mr. Munson: Enclosed Is your questionnaire on G-uidance Activities and Facilities. I was most interested in reacting to your various questions. We have been faced in the past couple of years with many of the problems you raise and, needless to say, up to this time we do not have the answers to some. We are also considering some of these issues on a statewide basis. Because you have compiled in an orderly fashion many of the problems which I believe are significant ones, I wonder if you would be kind enough to send me two or three blank questionnaires so that I might use them with people concerned with this problem in our own district. I shall be very happy to receive the results of your survey when it is completed. Very truly yours, (Signed) Director, Department of Child Study and Service The returns were tabulated by hand, using different blank questionnaires for recording the data from the state supervisors and the school administrators. These results were then tabulated together with the grand totals for both groups* Inasmuch as raw numbers from grouos varying greatly in size cannot easily be compared, percentage figures which, of course, are more readily comparable have been provided. These percentage figures have been taken from Dr. A. L. Crelle's Rechentafeln (Calculating Tables).Since there are exactly 1,272 percentage figures called for in this section alone, fractional percentages have not been tabulated, but are counted as whole percentages. fore, in some Instances, There­ the tables may seem inconsistent in 29 Crelle, Dr. A. L . , Rechentafeln (Calculating Tables), New Edition by 0. Seeliger, Walter de Gruyter and Co., Berlin and Lepzig, Germany, 1923* 999 pp. 51 that they nay add up to 101, or even 102 per cent* The number and per cent of people not answering have not been lnoluded, nor have the percentages In the tables been totaled. It is the significant relationships rather than the minute differences of fractional percentages that is the concern of this study. Only those tabulations whioh show at least 50 per cent agreement for the group have been considered as significant. All percentages are based on the total number of the return for the group and not on the number who answered any speolfio question. The divisor In all oases, then, was 38 for the state supervisors group, 65 for the school administrators group, and 103 for the totals. A 50 per cent agreement in a question where only two-thirds of the group answered might not be at all significant if the percentage were based on the number answering the given question. The percentages are, therefore, in terms of total return rather than in terms of the number answering any given question. In an N. C. A. Research bulletin published in 1930, sense standards are suggested concerning the form that a 30 report of a questionnaire study should take: 3° National Sduoatlon Association, The Questionnaire. Researoh Bulletin, January, 1930, 8:1*51 52 The report should be properly Identified. There should be an organized presentation. a. Statement of purpose or problem of study. A description of the unsolved questions on which the study sheds light. b. A brief description of how the data was col­ lected, including an estimate of the reliability of the information collected under such topics as: 1. number of questionnaires sent out 2. how circularized 3. per cent of reply 4. an estimate of the factor of selection if less than 100 per cent replied, and anything else which an honest evaluation of the data would suggest 5. presentation of the data Including an explanation of what each table deals with, and what it seems to show 6. statement of the conclusions based upon the data 7. summary and conclusions Tables should not be presented by themselves. The investigator is presumably in the best position to interpret the findings. Tables should be properly totaled and checked. . . . The master tabulation should be included. The questionnaire should be reproduced. Methods of handling the data from the questionnaire fol­ lowed, essentially, the U. E. A. outline suggested above. 53 B. SELECTED REFERENCES CONCERNING THE USE OF THE QUESTIONNAIRE Bain, Read, "Stability in Questionnaire Response," American Journal of Sociology, November, 1931, 37:445-53. Boring, Edwin G . , "When and How to Reply to a Questionary," American Journal of Psychology. October, 1926, 37:632-33. Buckingham, B. R . , "The Questionnaire," Research, June, 1926, 14;54-8. Journal of Educational Burtt, Harold E . , "Suggestibility and the Form of the Question," Journal of Applied Psychology. August, 1932, 16:358-73. Cowley, W. H . , "Two Questionnaire Devices," Educational Research Bulletin, October, 1931, 10:374-6. Davis, Robert A., and Edwin L. Barrow, "A Critical Study of the Questionnaire in Education," Educational Administration and Supervision. February, 1935, 51:i37-44, Good, Carter V. , A. S. Barr, and D. E. Scates, The Methodology of Educational Research, D. Appleton-Century Company, New York, 1936, 890 pp. Hubbard, Frank W . , "Questionnaires," Review of Educational Research, December, 1939, 9:502-7. Koos, Leonard V . , The Questionnaire in Education, The MacMillan Company, New York, 1928* 178 pp. Moore, C. M., "Increasing the Returns from the Questionnaires," J ournal of Educational Research, October, 1941, 35:138-41. National Education Association, The Questionnaire, Research Bulletin, January, 1930, 8;1-51. Shuttleworth, Frank K . , "A Study of Questionnaire Technique," Journal of Educational Psychology, December, 1931, 22:652-58. Smith, Francis F . f "The Direct Validation of Questionnaire Data," Educational Administration and Supervision, November, 1935, 51:565-75. Toops, Herbert A., "Validating the Questionnaire Method," Journal of Personnel Research, August, 1923, 2:153-60. 5b Toops, Herbert A., nThe Returns from Follov-up Letters to Questionnaires,“ Journal of Applied Psychology, March, 1926, 10 :92-101 Wilson, Frances M . , Procedures in Evaluating: a Guidance P r ogram, Bureau of Publications, Teachers College, Columbia University, New York, 19^-5» Chapter III, Pp. 75-10^ Young, Pauline V., MThe Validity of Schedules and Questionnaires," Journal of Educational Sociology. September, 19^ 0 , lit-:22-26 C. COUNSELING- AND INTERVIEWING ACTIVITIES The state supervisors and the school administrators were practically unanimous in their belief that counseling and inter­ viewing were functions on the senior high school level. Not one person listed these activities as unnecessary either on the senior high school or Junior high school level (Table IV). TABLE III SHOULD INDIVIDUAL COUNSELING AND INTERVIEWING SB FUNCTIONS CF THE GUIDANCE PROGRAM IN ELEMENTARY, JUNIOR HIGH, AND SENIOR HIGH SCHOOLS, AND ADULT EDUCATION PROGRAMS? ANSWER YES NO AUTHORITY School Administrators State Supervisors Totals School Administrators State Supervisors Totals Tot©I Number Answering ELEM'TARY No. $ 39 60 62 61 ST 15 2^ JL 12 22 22 JR. HIGH No. % 59 l£ 95 2 2 “5 99 91 21 93 b 6 "1+ SR. HIGH Ho. $ Sh 31 102 99 100 99 0 0 0 0 102 0 0 ADULT HD. No. $ 55 n 85 ss 86 1 1 2 2 90 2 65 100 Elementary School Junior High School /L j L Z I KEI: FIGURE 3* School Adndnistrators Senior High School Adult Education 100 ]/-/_/ State Supervisors Percentages of state supervisors and school administrators who Indicated that Individual counseling and interviewing should be functions of the guidance program at the various educational levels 56 The grand totals show 61 per cent listing these as functions of guidance in the elementary school, with 72 per cent listing these activities as necessary or desirable. Several indicated that they were desirable, but not usually feasible on the ele­ mentary level. On the Junior high level 93 per cent of the correspondents list these activities as functions (Table III), and 98 per cent listed these activities as either necessary or desirable (Table IV), There was a close agreement between the two groups on all parts of the first three questions. While many other activities were frowned upon or neglected as far as consideration is concerned on the adult level, counsel­ ing and interviewing received substantial recognition with 86 per cent regarding them as definite functions of the guidance program in adult education (Table III) and with 93 per cent listing them as either necessary or desirable (Table IV). That there was some hesitancy in recognizing adult education in the guidance program was evidenced in a number of comments that were written in here and there. is a typical example: The following "Since we do not have adult counseling except as the parents and teachers come to us in connection with the guidance work among children, we would feel that the same actual space could be used for adults. Where counseling problems have concerned adults alone, we have been using local agencies. We do not have an adult education or an adult counsel­ ing program." Correlations between the paired items (as shown 57 in Table XLIII, page 126) indicate lees agreement on the adult level than on the regular school levels* In spite of the fact the question did not imply that there would necessarily have to be separate rooms for adult counseling, a number of correspondents cautioned, as did the one above, that while adult counseling end guidance is neces­ sary and desirable, the same facilities could be used for this purpose which were used for “adequate" public school counseling activities. Only one of the respondents said that adult counsel­ ing facilities were unnecessary. A total of 87 per cent said that adult counselingfecillties were necessary or desirable (Table V). Only 13 per cent of the correspondents felt that private counseling rooms were necessary on an elementary level (Table V), but an additional 38 per cent felt they were desirable, which gave a majority interpreted as Important according to the limits previously determined. Private interviewing and counseling rooms are definitely recommended for the secondary schools. A total of 5^ per cent said that such rooms are necessary in the Junior high school, and 91 per cent said that they are necessary in high school. An additional 39 per cent said that they are desirable in Junior high school, and nine per cent said that they are desirable in senior high school. The above data definitely support the thesis that counsel­ ing and interviewing are to be recommended on all educational 58 TABLE 17 THE RELATIVE IMPOHTABCB 07 COUHSELIEG ABB IBTEHVIEBIHG 01 THE EL0EBTABT, JTJBIOB HIGH, ABB 8 0 1OB HIGH SCHOOL, ABB ADULT EEOCATIQB LEVELS ADTHOBITT ABSB0 HBC0SAHT DESIRABLE 0BBECE8SABT SUK'TAST Bo. i JB. HIGH Bo. * 0 . HIGH Bo. i ADOLT ED. Bo. i School Administrators State Supervisors Total* 16 26 46 71 61 94 35 54 Jfi 1* 22 SSL SL SL SSL Z2 21 21 68 67 98 96 65 64 School Administrators State Supervisors Totals S3 IB 52 51 16 25 5 12 SSL 61 31 31 23 _a 29 36 2ft 3 JI 5 School Adainlstrators Stats Supervisors Totals 0 0 0 0 0 0 12 0 -2 0 0 JL JL JL JL .2 0 0 -1 6 6 79 Total Humber Answering TABU 0 -2 5 29 1 94 103 99 1 12 ▼ THE BELASX7S XMF0BXABC1 07 PBITATE COUHSHLIBO ABB IBTEB7I01BG BOOMS OB THE EL00TAHT, JOBXQB HIGH, ABB S0IOB HI OB SCHOOL, ABB ABDLI EDOGATIOB LEVELS ABSVSR BECESSABT DESIRABLE UHHXCESSAHT ADTHOBITT ELJM'TABT Bo. $ JB. HIGH Bo. * 0 . HIGH ADOLT ED. Bo. $ Bo. £ 13 34 53 57 0 37 67 u. 21 22 SL 22 23L 13 13 55 54 22 93 91 70 68 Sohool Adainlstrators Stats Supervisors Totals 22 II 39 34 23 II 40 36 7 11 17 27 LL -2 -2 -2 -2 39 9 9 19 19 School Administrators Stats Supervisors Totals 22 34 4 7 1 2 1 2 1ft 21 JL -ft -ft JL -1 .2 32 32 4 4 1 1 2 School Administrators Stats Supervisors Totals Total Bumber Answering 8 84 Si 38 99 109 91 2 59 100 Elementary School Junior High School Senior High School Adult Education 100 :• 100% •v 9356.v: // __ KET: FIGURE 4* School Administrators State Supervisors Percentage of state supervisors and school administrators who indicated that private counseling rooms were necessary or desirable at the various educational levels 60 levels of the public school, and the further thesis that adequate facilities should be provided for them In the respective school plants* Before it is possible to determine what adequate facil­ ities for counseling and interviewing are, it is necessary to determine the extent to which these facilities must be used* In planning new school building facilities it is the practice of school boards and architects to devise formulae for every part of the building for the utilization of each space in terms of the amount of time it will be occupied and the probable number of students it will house. They find it essential to do this for it is grossly wasteful to have large sections of a b u i l d ­ ing in use only a few hours a day or a week* to build and maintain. Space costs money Unused space is money wasted. To Justify the provision of special counseling rooms from an administrative standpoint as well as to be certain that the facilities are adequate from a guidance point of view, it is important that a guidance department make an estimate of the number of counseling hours on a per pupil basis and of the amount of space that will be needed. The purpose of the fourth question (If Individual counseling and interviewing are suggested, please Indicate what you consider the number of counselor hours that should be allowed for each pupil for each year) was to provide an authoritative 61 generalization from which guidance personnel might work In order to estimate the need for counseling space and Its prob­ able utilization. In the exoerience of school men throughout the country, what Is the average amount of time that should be allowed on a per pupil basis? This time divided into 180 hours, or one hour a day for each day of the average school year, gives a rough Indication of the number of students that a space can accommodate on an Individual basis for one hour a day for a year. The number of hours that such a room or rooms would be likely to be utilized for counseling could then be determined by dividing the number that could be housed in one hour into the total number of students that must be accom­ modated. Question IV raised a veritable storm of comment. correspondent said, "I don't know. One We are bothered by the same problem and can't find any authoritative quotes. From our experience we would estimate it at about an hour on each grade level. Probably the actual need is greater, but, practically, it is usually impossible to provide more." Others said that it depended upon the size of the school enrollment, upon the financial status of the school, uoon the plan of organization - whether part-time or full-time counselors were used, upon the community backgrounds and types of problems that the pupils present. 62 Another wrote: "I can't answer without qualifying the statement, but probably a minimum counseling service would range from a maximum of 100 pupils to each counselor on the elementary levels down to 50 pupils on the secondary level which should provide several hours counseling time per pupil." In general, those who answered seemed to feel that ele­ mentary pupils were with a teacher the better part of the day and were in closer relationship with a teacher than were the secondary school pupils. They were, therefore, in less need of special counseling services than secondary school pupils. At any rate, fewer counseling hours were recommended for ele­ mentary school pupils. The median for elementary school pupils (Table VI) was a little more than one-half hour per pupil per year. The median for the Junior high school pupils was approxi­ mately one hour (Figure 5), and for the senior high school students one and one-half hours. As these averages represent the middle-of-the-road sentiment on the Junior high and senior high school levels of over 90 per cent of all of those who returned questionnaires, these figures are recommended as guideposts to those who must estimate counseling needs in their own situations, remembering, however, that these needs may vary with the type of school organization and the community background of the school. 63 TABLE TX THE HUMBER 07 C0UHSHL0R HOURS THAT SHOULD BE ALLOWED TOR EACH PUPIL EACH TEAR AUTHORITY HOURS *LB(»TARY Humber JR. HXOH Humber 4 1 S 2 1 3 1 1 2 3 1 4 9 6 3 2 SR. HZOH ADULT *D. Humber Humber 1/4 hour School Administrators State Superrlsore Totals 1/2 hour School Administrators Stats Supervisors Totals 11 10 21** 15 "5 7 2 9 1 hour School Administrators Stats Supervisors Totals 10 5 15** 22 16 3§* 17 8 25 14 10 24* School Administrators Stats Supervisors Totals 0 8 1 £ hours 1 1 4 12 12 11 23* 2 1 3 School Administrators Stats Supervisors Totals 3 1 4 11 2 hours 20 12 32 8 11 19 School Administrators State Supervisors Totals 4 2 6 2 7 6 6 1 7 Mors Than 2 Hours * ** 6 6 17 2 7 Indicates that the median number of hours falls la this group Tho modian for tho elementary group falls exactly between ths if2 hour group and ths one hour group 64 Number Responding 21 18 12 Median Jr.H No, of Hours 1/4 FIGURE 5, 1/2 Median Sr.H.S 3/4 The number of counselor hours needed for each pupil each year at the junior and senior high school levels 2 or more 65 While the median of one hour counseling time for the adult levels is not so clearly defined, especially since only 65 per cent of the people who returned questionnaires answered this part, the results probably indicate a trend toward greater community awareness of the school and cooperation with the school. School administrators and guidance personnel would do well to provide for adult counseling service in their planning of school facilities. Question number five (indicate the number of pupils that you believe should be assigned to each counselor) also elicited much comment. It was expected that the answers to this question would have been based on a pupil per hour basis following the pattern in the preceding question. The returns, however, were divided between those who answered thus and those who answered from the viewpoint of the full-time counselor on a five or six hour a day basis. Consequently, three medians are shown for each school level, the actual median, the probable median of the first group, and the probable median of the second group (Figure 6 ). Some of the correspondents specifically stated "Not more than 50 per hour nor more than 30° on full-time basis." Several stated that "a counselor should have a small group, but this is Impossible In most administrative set-ups." Another said that "specific assignments to counselors may be unnecessary, depending upon the idea of the organization." Still another 66 Number Responding 26 2U 22 2C 16 12 1C 100 125 150 175 200 Uore Then 200 Number of counselees suggested on scale above FIGURE 6. The number of pupils that should be assigned to each counselor 67 said that In the elementary and Junior high schools "the number should be the number in their homerooms, but homerooms do not work well on a high school level.“ The most general statement, worded in many different ways, was that the number of counselees assigned to a counselor depended upon whether these were teacher-counselors or full-time counselors. The actual medians (Table VII) for the Junior and senior high schools fell slightly above 100 pupils per counselor. Interestingly enough this compares favorably with the preceding answers for these groups which showed (Table VI) the average counseling time to be allowed to be one and one-half hours per pupil per year. Using the formula suggested previously of divid­ ing the 180 hours per year by the average time given to each pupil, or one and one-half hours in this case, a figure of 120 pupils per counseling hour results. Therefore, in spite of the seemingly contradictory statistics the figures were evidently reasonably consistent. It is believed that planning for approxi­ mately 100 pupils to a counselor per counseling hour is a good point of departure. Again the local school must base its variance from this standard on the basis of local organization and local needs. Because only 52 school administrators answered the parts of Table VII concerning the elementary and adult levels, the Importance of these results from this study are minimized. 68 TABL1 Til THI ATEBAG1 XUMBXR OP PUPILS THAT SHOULD 21 ASSIGHED IACH C0UHS3L0R '"TTOUBER OT SLIM*TART Somber JR. HIGH Humber 10 25 School Adsd.nlstrators State Supervisors Totals 5 2 50 School Administrators State Stperrisors Totals 6 1 7 15** 75 School Administrators State Supervisors Totals 0 1 1 2 2 4 2 2 4 100 School Administrators State Supervisors Totals 1 8 12 13 School Administrators State Supervisors Totals 0 150 1 1 8 200 School Administrators State Supervisors Totals AUTHORITY PUPILS More than 200 4 14** 2 3* 9 6 SR. HIGH ADULT HD. Humber Humber 5 4 9 6 6 12** 11 4 5 9 6 3 9** 4 4 “5 2 3 24* “3* 9 2 11 7 2 9 6 3 8 10 10 14*** 8 18*** 8 18*** School Administrators State Stqperrisors Totals 7 5 12 12 4 16 12 5 17 3 3 Total Humber Answering 52 91 93 52 6 155+ 3 4 7*ee 6 * Actual numerical median ** Provable median of the group who interpreted this to mean part-time or teacher-cennselors *** Probable median of those who interpreted this to mean full-time counselors 69 In general, these showed the same trend as for those on the secondary level. In Table VII some secondary medians have been Indicated. These, of course, have little validity but are interesting in connection with the interpretation of the apparently contradictory organizations reported above. These indicate a median for the teacher-counselor (or part-time counselor) in the elementary school of 25 counselees, and for the Junior and senior high schools medians of approximately 50 counselees. The median for the full­ time counselors ranged in the neighborhood of 200 pupils for all four levels. Perhaps these estimated secondary medians form an outside number beyond which guidance administrators should hesitate to go in either direction in setting the limits for the number of counselees to be assigned each counselor. A product moment method correlation (using the Otis Correlation Charts) produced a positive correlation of .767 between the paired answers of the school administrators and state supervisors to questions concerning counseling and interviewing. Number Answering figures rather than Per Cent Answering were used for the correlation. D. TESTING AND RESEARCH ACTIVITIES School administrators and state supervisors of guidance were the two groups selected to be sampled In this study partly because It was felt that they would give opinions as widely divergent in viewpoint as any that might be sampled. The state 70 supervisors were expected to be somewhat prejudiced toward guidance and somewhat more "guidance minded," while the school administrators might tend to be more hard-headed, conservative, and practical-minded in their attitudes toward ••necessary" personnel activities. It seemed that there might be quite a wide divergency of opinion on many of the auestions presented here, and particularly so on this question having to do with test administration and interpretation as functions of guidance. There was, again, surprising unanimity of opinion. While the state supervisors gave a larger majority to testing as a guidance function in the elementary grades (Table VIII) than did the school administrators, both groups gave it substantial majorities. per cent. The total for Yes on the elementary level was 65 Only 12 per cent were in opposition. School adminis­ trators recorded 85, 88 , and 64 per cent for Yes on the Junior TABLE VIII SHOULD TEST ADMINISTRATION AND INTERPRETATION BE JUNCTIONS 0? THE GUIDANCE PROGRAM? ANSvVER AUTHORITY EL5N' t a r t No. * JR. HIGH No. $ SR. HIGH No. ADULT ED. No. t 7ES School Administrators State Supervisors Totals 38 28 66 59 74 65 55 34 89 85 90 87 57 36 93 88 95 91 41 32 73 64 85 71 NO School Administrators State Supervisors Totals 10 2 12 16 6 12 4 1 5 7 3 5 4 0 4 7 0 4 5 0 5 8 0 5 Total Number Answering 78 94 97 78 71 high, senior high, and adult education levels, respectively. The state supervisors recorded 90, 95» and 85 per cent Yes on the same levels. Negative answers totaled five per cent or less for each of the three groups. Several of those who checked No insisted that 11test administration is not a function of guidance, but test inter­ pretation is." One correspondent said, “Tests should be adminis­ tered by the director or department in charge of Personnel Services. The guidance personnel or counselors in each school should interpret them.11 In general, there was little comment aroused by the question, and the decisive majorities point to the recommendation that test administration and test interpre­ tation be definitely coordinated as guidance functions. Types of tests that were recommended for the various levels Included (Table IX): intelligence tests and achievement tests on the elementary level; Intelligence, achievement, interest, aptitude, and social adjustment tests on the Junior high school level; and achievement, intelligence, interest, aptitude, per­ sonality, and social adjustment tests on the senior high school level. It was interesting to note that testing services, par­ ticularly intelligence, aptitude, and interest testing, were recommended as adult educs.tlon services. Individual clinical testing services were recommended for all four levels. That definite discrimination of values was shown in the answers Is 72 TABLE IX TESTS THAT SHOULD BE A3KINISTERED TESTS AUTHORITY EUB4' TART JAt HIGH SR. HIGH ADULT mu. No. Vo. f ft No. f No. $ INTELLIGENCE School Administrators State Superrlsore Totals 61 34 95 94 90 93 55 & 89 85 90 87 57 35 92 88 93 mmm 9ff 41 26 67 64 69 65 School Administrator* State Supervisors Totals 55 33 88 85 87 86 56 ACHIEVEMENT 2k 92 67 95 90 55 33 88 85 87 86 23 22 45 36 58 43 INTEREST School Administrators State Supervisors Totals 7 3 10 11 8 ■n* iff 50 26 76 77 69 74 61 35 96 94 93 94 41 28 69 64 74 67 APTITUDE School Administrators State Superrisors Totals 3 3 6 5 8 6 45 20 6 70 53 64 62 33 95 96 87 93 45 28 73 70 74 71 PERSONALITY School Administrators State Superrlsors Totals 9 3 12 14 8 12 31 16 47 48 43 46 51 19 70 79 50 68 29 19 48 45 50 47 SOCIAL ADJUSTMENT School Administrators State Superrisors Totals 13 6 19 20 16 19 37 20 57 57 53 56 52 26 78 80 69 7S 30 22 ff2 47 58 51 INDIVIDUAL CLINICAL School Administrators State Superrisors Totals 38 19 57 59 50 56 41 27 68 64 72 67 48 28 76 74 74 ?4 37 25 62 59 66 61 73 apparent In the fact that the percentages ranged from a low of six per cent favorable Indication for aptitude tests on the elementary level to a 9^ per cent vote for those services on a senior high school level (Figure 7). Comments concerning this question included: “Personality, social adjustment, and individual clinical tests should be administered in all areas as needed;" "Mass testing in the areas of personal and social adjustment is not desirable;" and “Interest and aptitude and general clinical tests should be given on an individual basis only." One person indicated that the clinical testing belongs to the department of the school administering all of the personnel services of the school system and was not the function of the guidance department in a particular school. In answer to the question "Are special rooms and equip­ ment needed for group testing programs?" the correspondents gave answers ranging from a quite definite Unnecessary for the elementary grades to fairly small majorities for Necessary and Desirable on the senior high school level. Both groups seem quite agreed that special facilities for group testing are not needed by the schools (Table X and Figure 8). They were emphatic, however, in their recommendations for individual testing facilities on all four levels (Table XI and Figure 8). Only 7 per cent Unnecessary were recorded on the elementary, with only two, one, and one per cent Unnecessary Per Cent ELEMENTARY SCHOOL LEVEL Intelligence Achievement Interest Aptitude Personality Social Adjustment Individual Clinical --3==================== * » a « a a a « » j ! s s s B s a a a s s M ===* == «== ===== ==*=====-===== 93 86 10 6 12 19 56 JUNIOR HIG-H SCHOOL LEVEL Intelligence Achievement Interest Aptitude Personality Social Adjustment Individual Clinical ====================== ======================= =================== 87 90 ?k ssss=ssssrsr:s=s 64- ============ ============== ================= k6 ==================:===== ====================== ============»=========== ======================= ================= =================== =================== 90 86 56 67 SENIOR HIGH SCHOOL LEVEL Intelligence Achievement Interest Aptitude Personality Social Adjustment Individual Clinical 9k 93 68 76 7k ADULT EDUCATION LEVEL Intelligence Achievement Interest Aptitude Personality Social Adjustment Individual Clinical KEY: FIGURE 7. ================ =========== ================= ================== ============ ============= =============== 65 kj> 67 71 k7 51 61 One - equals k per cent Per cent of authorities who believe that certain specified tests should be provided at the various school levels 76 TABLS Z ARB SPBCIAL ROOMS ABD BqjJIPMEIT BBBDXD TOR GROUP TBSTIBO FROG&AM8T Aism XLX*TART io. i AUTHORITY H OB S SARI DBSXRABLB UBBBGBSSARY School Adalalstrators Stato Supervisors Totals School Adalalstrators Stato Supervisors Totals School Adalalstrators Stato Supervisors Totals Total Btaibsr Answering 2 4 JL -ft 2 2 16 35 JL M 41 64 XL ftft 26 62 25 61 89 ADULT ID. Bo. i JR« HIGH So. * SR. HIGH Bo. * 6 -1 10 10 11 10 13 JL 19 19 12 19 13 JL 19 19 1ft 19 33 01 37 36 2Z 36 33 li 36 34 21 35 16 1ft 29 25 2ft 29 33 11 49 50 1ft 48 30 47 1ft 1ft 35 1ft 38 39 2ft 37 96 46 44 86 100 TABLS XI 111 ttBCUL ROOMS AH) B^JIPKIST HC18SART TOR HDIYIDUAL OR CLIVICAL TXSTIIO PROGRAMS? iisvn AUTHORITY BBCBSSARY DBSIRABLB UXBXOBSSARY XLBt’TARY JR. HIGH Bo. i Bo. * SR. HIOB Bo. * ADULT BD. Bo. i 37 2ft 66 67 21 64 15 _1 19 34 School Adalnistrators Stats Supervisors Totals 33 1Z 50 51 1ft 49 43 1Z 59 65 4ft 58 47 2ft 73 School Adalalstrators Stato Supervisors Totals 33 JL 34 22 30 31 12 33 33 22 33 18 1ft 36 ZL School Adalalstrators Stats 8tqpervlsors Totals 4 11 7 0 _2 3 0 0 0 -ft ft- JL -ft Total Baahsr Answering 30 2 7 87 93 3 l 103 73 ftft 71 28 28 3 0 -1 1 86 U 19 0 -ft 1 76 100 Elementary School Junior High School Senior High School F Adult Education 100 i: - . . 75 h 83*: - 75 / ~ ,~ 7 50 / 54* - 50 . // / z // / Z / /| 25 / - 25 "/ / / / / > /// / / j / i _________ KETs Group Testing Y . / J Clinical Testing FIGURE 8* Percentages favoring special rooms and equipment for group testing and for individual or clinical testing purposes 77 recorded for the Junior high, senior high, and adult areas. Individual counseling rooms have been previously recommended (Table V, page $8 ) for the three upper school levels. Perhaps the same facilities might be used with slight adaptation, although no part of the data affirms or contradiots this possibility. That there was significant agreement between the school administrators and state supervisors on questions concerning testing is shown by a correlation of the paired answers to all of the parts in this section of the questionnaire. The corre­ lation was a plus .951 with a probable error of ,009. E. HEALTH SERVICES AND SPECIAL EDUCATION FACILITIES The most controversial questions asked in this study appear to have been these: "Should the health services be functions of the guidance program?" and "Should special education facilities be coordinated as functions of the guidance program?" While affirmative answers to the first question were in the majority with slightly more than fifty per cent of the school administrators and state supervisors answering “Yes" on the Junior high and senior high school levels (Table XII), the majorities are hardly conclusive enough to Justify a recommenda­ tion. In general, both those who said “No" and those who said "Yes" qualified their answers by saying that health service Is an administrative program and not the function nor the major responsibility of the guidance department. They mentioned, 78 C1BLS XXI SHOULD fHI HEALTH SiaTIOlS B1 IOHCTIOIS Of THE (HJIDAICB PROGRAM! AXSVXK US BO ILBt’TARY JR. HIGH SR. RIOS ADULT ID. So. i So. i So. i So. i AJUTHORITT School Adalalstrators Stato Supervisors Totals 31 1ft 48 48 ftft 48 34 1ft S3 ftft School AdaIni■trator■ Stato Supervisoro Totals 94 1ft 38 3? 21 37 95 1ft 40 Total loaber Anoverlap 87 53 50 33 1ft 38 36 4ft 37 39 4ft 41 34 12 37 37 2ft 36 ftft 53 34 1ft SO 39 4ft 39 85 11 43 93 94 53 75 furtheri however, that there should be "close correlation" or a "close relationship" to the guidance program. One person said, "The health services are Interests of, but not functions of, the guidance program." the local situation. Another ■wrote, "This depends upon While the health services are not functions of the guidance program, there must be coordination of these services by someone. They must be available to meet counseling needs." The number in favor of coordination by the guidance program in the elementary grades is per cent, with a negative 37 per cent, and with 15 per cent of the correspondents not answering (Table XII). There were 52 per cent for, 39 per cent against, and nine per cent not answering on the Junior high 79 level, and 51 per cent for, 41 per cent against, and eight per cent not voting on the senior high school level. The responses concerning health services at the adult level show still less agreement than on the lower levels. Only 37 per cent felt that the school should concern Itself with health problems of adults, 36 per cent indicated that It should not, and 27 per cent die? not Hknow what to think about this matter." A number Indicated that this depended upon the needs of the community. One person said, "Health services might necessarily have to be offered to adults in certain under­ privileged rural areas, but surely not in large city systems." In commenting upon the types of health services that should be rendered by the school one person wrote, services should supplement the guidance program. inherently a part of it. "Health They are not The kinds of services that should be offered depend upon whether or not these services are adequately provided by parents or other agencies in the community." Another correspondent, while checking all of the services as necessary on the elementary, levels, Junior high, and high school said, "But these health services are not guidance services except as they bear on individual problems." Several emphasized the point that these health services were "Most Important in the lower grades," but added the additional note that health records should be available when needed on 80 TABLS XIII THE KINDS 07 HEALTH SERVICES THAT SCHOOLS SHOULD OTTER SERVICE AUTHORITY ELSf' TARY JR. HIGH No. No. * $ SR. HIGH ADULT ED. No. i No. * DENTAL EXAMS School Administrators Stats Superrisors Totals GO 35 95 93 93 93 60 35 95 93 93 93 54 33 87 84 87 85 10 7 17 16 19 17 MEDICAL EXAMS School Administrators State Supervisors Totals 68 35 93 90 93 91 59 34 93 91 90 91 57 32 89 88 85 87 10 7 17 16 19 17 HEARING TESTS School Administrators State Supervisors Totals 60 35 95 93 93 93 56 35 91 87 93 89 54 33 87 84 87 85 10 9 19 16 24 19 SIGHT TESTS School Administrators State Stpervisors Totals 62 35 97 96 93 93 58 35 93 90 93 91 56 33 89 87 87 87 9 9 18 14 24 18 NEIGHING AND MEASURING School Administrators State Supervisors Totals 60 34 94 93 90 92 56 34 90 87 90 83 49 27 76 76 72 75 4 2 6 7 6 6 71SITING NURSE School Administrators State Supervisors Totals 59 34 93 91 90 91 52 34 86 80 90 84 50 31 81 77 82 79 7 6 13 11 16 13 81 Per Cent ELEKENTAHY SCHOOL LEVEL Dental Examinations Medical Examinations Hearing Tests Sight Tests Weighing-Measuring Visiting Nurse «*-■■■»»»»*»— •- 93 91 93 95 92 91 JUNIOR HIGH SCHOOL LEVEL Dental Examinations Medical Examinations Hearing Tests Sight Tests Weighing-Measuring , Visiting Nurse - ■ ■ s r » » a a a a » « s « « s a a i i B « « aassaas.aaassss.-.aa-.aasaaaaaaB aasassasa aaa 93 91 89 91 aa3Ba*MS««»a-3Baaaaa 88 8^ ========*=i=r::====:=i:—==== ====-== 3=^==-========= -3=«x=====-==-=b==3=3= 87 85 s a = = : s s s = s = : s = s ! = = = s:=: = = = = s s = 87 *==*= 3-*-:=»=====»=== ==—==r==s=™=*=«===>==*«:==3* 7^ 79 .«»a«M*«M««««a*»atas«»»* SENIOR HIGH SCHOOL LEVEL Dental Examinations Medical Examinations Hearing Tests Sight Tests Weighing-Measuring Visiting Nurse 85 ADULT EDUCATION LEVEL Dental Examinations Medical Examinations Hearing Tests Sight Tests Weighing-Measuring Visiting Nurse KEY: FIGURE 9. ■==» *=*»*. *»»*== aaaaa 17 17 19 18 mm 6 ■— 13 One « equals k per cent Per cent of authorities vho believe that certain specified health services should be offered at the various school levels 82 all levels, A number of people commented that, although they believed that the health services were administrative functions, they felt that "The health records should be filed with the guidance records.tt Significant majorities of both the school administrators and state supervisors checked medical and dental examinations, hearing and sight tests, weighing and measuring, and visiting nurse functions as services that should be offered by the schools (Table XXII). These percentages ranged from 7^ per cent favoring weighing and measuring activities as late as the senior high school level to 96 per cent favoring sight tests in the elementary school. Adult health services were not endorsed since only six to 19 per cent of the correspondents favored the specific services mentioned. A number of those answering cautioned that "It is not the function of guidance to provide space for health services." Decisive majorities were, however, recorded for Necessary in answer to the question, "Are special rooms and equipment needed for health services?" (Table XIV). In fact, not one correspondent listed these facilities as unnecessary to the elementary, junior high, and senior high schools. Only two answered Unnecessary at the adult level, but a number said that "The regular school facilities should be made available for any necessary adult health services." 83 TABLS XIT 4BS ffSGlAL HOOKS AHD SqpxnaUT IHIP1D FOE HlALTH S1ETIC18T HUM'TABY ■o. i AUTHORITY Aiswm n o n SAIT D1SIRABLS DUHCHSSAET School Adalalstrators Stato Supervisors Totals Sohool Adalalstrators Stato Supervisors Total* Sohool Adalalstrators Stato Supervisors Totals Total Hoahor Aasvering To summarize, 44 68 89 67 16 85 i SR. HIGH ADULT ID. Ho. < Ho. i 50 77 53 ZL za a 75 81 24 17 22 19 9 14 J1 JH. HIGH 77 JA ZL 86 11 -1 19 0 0 0 0 JL JL 86 JL 0 95 .a O 0 96 0 88 79 17 12 38 87 a 38 7 11 11 11 a -4 0 0 l J JL 16 0 97 16 0 11 8 8 JL 2 45 the tabulations indicate that, adminis­ tratively, the health services are not guidance functions, but that they are important to the successful completion of guidance functions and that physical facilities for such services must be provided in public schools on all grade levels. If These services are necessary to the guidance program, it follows that some member of the guidance personnel must be delegated to coordinate the health services and health records with the administrative personnel in charge of the health services. If, however, there is no such organization in the school, the guidance personnel might be expected to assume the responsibility 84 for not only the coordination but also the administration of the health services in a given school. Such a recommendation is also reflected in the answers to the questions related to special education services and facilities. It is unfortunate that ouestion number 10, "Should the health services be functions of the guidance urogram?" and question number 13, "Should special education facilities be coordinated as functions of the guidance program?" worded exactly alike. But the comments resulting from both questions were similar in nature. one person writes, were not "The soecial education services," "should be coordinated, with not aj3 functions of the guidance program." Another person is more specific: "The guidance program should single out those persons who would profit most from special education services. The coordination of the services Is an instructional and, therefore, an administrative nroblem." Although several people qualified their responses by suggesting differences in the administration of special education activities, there were significant majorities in favor of their coordination by guidance personnel (Table X V ) . The totals show 6? per cent checking Yes on the elementary level end 73 per cent and 74 per cent on the Junior high and senior high school levels, respectively. No answers were the decided minority ranging from only 20 to 24 per cent. While more of the answers TABLS XV SHOULD SPECIAL EDUCATION FACILITIES BE COORDINATED AS FUNCTIONS OF THB GUIDANCE PROffiAK? ANSWER YES NO authority JSLEk 'TAEY No. i> School Administrators State Supervisors Totals U4 |5 School Administrators State Supervisors Totals 11+ 10 Total Number Answering 93 is 2$ 68 6b 67 2d JR. HIGH SR. HIGH No. 'p No. * 1+9 26 76 62 75 73 11 17 ZL 10 21 96 21 ADULT ED. No. $ 52 2l+ 75 SO 61+ 75 10 10 20 16 ZL 96 20 19 17 ?° 36 35 11 17 20 2l+ 20 56 favored guidance coordination of adult special education facilities* only 55 pe^* cent of the correspondents checlced this part, and the results are, therefore, not held to he significant. While there tras some disagreement among both the school administrators and the state supervisors as to the educational philosophy Involved in handling special education problems, both groups indicated that special facilities should be provided for the slov-learning, gifted, hard-of-hearing, and blind or near-blind on all three grade levels (Table XVI). Orthopedic facilities -were endorsed for the elementary and Junior high school rith substantial majorities but failed to be recommended at the high school level. 86 TABLE XVI THE KINDS OF SPECIAL EDUCATION FACILITIES THAT LARGE SCHOOL SYSTEMS SHOULD OFFER FACILITIES FOR AUTHORITY ELEM»TARY JR. HIGH SR. HIGH No. * No. £ No. * DULL OR SLOWLEARNING School Administrators 57 State Supervisors 26 Totals 53 GIFTED OR ABOVE AVERAGE State Supervisors Totals DEAF OR HARD OF HEARING State Supervisors Totals School Administrators 30 ii 53 88 & 8l 1*7 61 52 51* 2^ 79 81* 39 66 18 77 57' 37 5o 57 61 59 School Administrators 56 87 2* 82 80 52 26 78 BLIND OR NEAR BLIND School Administrators 51 26 State Supervisors Totals 77 79 62 75 1*6 26 72 ORTHOPEDIC School Administrators 1*2 21 State Supervisors Totals 53 65 56 62 39 21 &T EPILEPTIC School Administrators 23 State Supervisors Totals 38 36 Uo 37 PERSONALITY OR PROBLEM CASES School Administrators 22 State Supervisors 12 Totals F 3^ 22 33 ADULT ED. No. $ 60 1*8 56 8 8 15 13 22 15 1*2 20 52 65 P 61 6 6 12 10 16 12 80 69 76 1*1 25 56 61* 66 85 17 11* 31 27 21 31 71 38 59 66 5t 18 ll* 32 28 21 32 11 21* 151 §1 70 53 60 1*7 50 59 30 12 1*9 uB 7 -2 16 20 ±2. 33 31 22 33 19 11 30 30 22 30 5 -2 10 8 li* 10 28 11 39 1*1* 21 33 2U 30 i* 7 ll* 9 % 38 30 9 87 Per Cent ELEMENTARY SCHOOL LEVEL Dull or Slov-learning Gifted or Above Average Deaf or Hard of Hearing Blind or Hear Blind Orthopedic Epileptic Personality Cases ==================== ============= ==================== =================== ================ ========= ======== 81 52 80 75 62 37 33 JUNIOR HIGH SCHOOL LEVEL Dull or SI ovr-learning Gifted or Above Average Deaf or Hard of Hearing B lind or Near Blind Orthopedic Epileptic Personality Cases ==================== ================ ==================== =================== ================= ======== ========== 77 59 76 70 59 33 3$ ============== , =============== ===========««■== ================ ============ ======== ======== 56 6l 65 62 L8 3° 3° ==»= === ======== ======== »«=* ==« == 16 12 31 32 16 10 9 SENIOR HIGH SCHOOL LEVEL Dull or Slot-'-learning Gifted or Above Average Deaf or Hard of Hearing Blind or Near Blind Orthopedic Epileptic Personality Cases ADULT EDUCATION LEVEL Dull or Slot--lea rning Gifted or Above Average Deaf or Hard of Hearing Blind or Nea,r Blind Orthopedic Epileptic Personality Cases KEY: FIGURE 10. One = eauals if- oer cent Percentage of authorities vho recommended certain specific special education facilities at the various school levels 88 Special education facilities for adults were not recommended In any department with favorable percentages ranging from only nine per cent for special classes for personality or problem cases to only 3 2 per cent for classes for the blind or near-blind (Table XVI). Again the comments Indicated that the facilities which a given school should offer must be determined by the needs of that particular community, as well as upon "the out-of-school facilities and services available" in the community. they did not favor homogenous grouping: Many said "I would rather see strong, individualized programs with special services rather than special classes available;" and "Special services should be available. Special classes and special schools are of dubious merit in most cases;" another, "We believe that the special education child should have his general education foundations enlarged rather than be segregated;" and, finally, "Pupils should be segregated only if it is impossible for them to fit into regular groups." In general, while the data from these questions having to do with soecial education facilities do not necessarily indicate the administrative policy or organization that a school system should follow, definite recommendations concerning the need for such services and their coordination with guidance services is apparent. 89 That there was significant agreement In the opinions of the school administrators and state supervisors relative to health activities and their relation to the guidance program is indicated by a correlation of-h964 (P. E. .004) between the paired answers of the two groups to all of the questions in this section. F. CASE STUDY AND CUMULATIVE RECORDS The state supervisors of guidance and the school adminis­ trators were in substantial agreement (Table XVII) concerning case study. Both groups gave large majorities to “Necessary.M Although the school administrators were slightly more conservative TABLE XVII IS CASE STUDY A NECESSARY FUNCTION OF THE GUIDANCE PROGRAM? AUTHORITY ANSWER EUM' TARY No. * JR. HIGH No. £ SR. HIGH ADULT ED. No. % No. f NECESSARY School Administrators State Supervisors Totals 38 27 65 59 72 64 47 34* 81 73 90 79 52 36* 88 80 95 86 24 22 46 37 58 45 DESIRABLE School Administrators State Supervisors Totals 13 6 19 20 16 19 15 6* 21 24 16 21 11 3* 14 17 8 14 6 4 10 10 11 10 UNNECESSARY School Administrators State Supervisors Totals 4 1 5 7 3 5 2 0 2 4 0 2 3 0 3 5 0 3 Total Number Answering 89 3 0 3 105 5 0 3 104 59 * Several state supervisors checked both Necessary and Desirable 90 in their answers than the state supervisors (Their percentages for "Desirable" averaged several percentage points higher than those of the state supervisors), only four administrators checked "Unnecessary" at the elementary level, only three on the Junior high school and adult levels and only two of them checked "Unnecessary" on the high school level. Only one state suoervisor checked "Unnecessary" on the elementary level and not one checked it on the Junior and senior high school and adult levels. Case study is, therefore, recommended as a necessary activity of a school guidance program. Indicative of the fact that there was fairly general agreement in the above viewpoint was the fact that the question elicited very little comment. Several pointed out that case study was not a function but a necessary technique, and others cautioned that, while case studies are inevitably necessary, they are very time consuming and must not become "the tail that wags the dog." The question concerning the school personnel (Table XVIII) that should function as guidance personnel, on the other hand, caused a number of people to append observations most of which were similar in nature: "Most school personnel should make one kind of contribution or another to pupil personnel services, but does this make them guidance personnel, strictly interpreted? " "All members of the staff at one time or another serve as guidance personnel," "While the school counselors are the only ones that 91 fisu m n SCHOOL PXB80HHXL TIAT SEOUL]} P0ICIIOH AS QUZQAVC1 PXRSOHIL II A SCHOOL OUIBAHC1 PROGRAM PBfGBSIL BAHK SCHOOL AOaKZSTHAIOlS Ic. i TOTALS STAT1 SUPXBTISOBS lo. $ lo. i 1 3 3 4 Special Counselors Sohool Psychologist* Class Rooa Teachers Haas Rooa fsaohsrs 61 55 53 54 94 85 80 84 36 33 30 36 95 86 79 69 97 87 83 80 95 85 80 78 5 Tisiting Tsaehsrs or School Social Vorksrs Deans Principals School lurees 64 53 53 45 84 80 80 70 34 36 34 33 64 69 64 58 78 76 76 67 76 76 74 66 Assistant Principals Attendance Officers Child Accounting Officers 46 39 36 71 60 40 19 30 18 50 53 48 65 39 44 64 58 43 6 7 8 9 10 11 I have cheched, pert;" the entire rchool staff •'•*111 play a cooperating "All school personnel are guidance personnel In varying degrees rnd relationships;" personnel, such as, "Visiting teachers and school nurses should be related to the program" are, end many references to specific indirectly, r.nd "Even the administrative personnel guidance personnel." The general conclusion or recommendation from the v.*ritten comments definitely is that the guidance program, particularly as regards the case study functions, must not be a neatly pigeon­ holed set of isolated activities, but must involve all school activities and all school personnel. All of the school personnel 92 listed, with the exception of the child accounting offices, were checked by from 58 to 95 per cent of the correspondents. A glance at the percentages from greatest to least suggests those who operate most completely as guidance personnel. Includes: special counselors, 95 per cent; This school psychologists, 85 per cent; class room teachers, 80 per cent; homeroom teachers, 78 per cent; and visiting teachers and deans, both 76 per cent. Additional personnel that were suggested in written comments included: psychiatrist, and school custodian. social case worker, dental hyglenlst, MIn case you think I am facetious," one person wrote after mentioning the custodian, "I don't believe most people appreciate the tremendous influence the school janitors can and do have on the oupils in a school." There was such unanimity of thought concerning the importance of cumulative records to the guidance program that the question "Are the development and supervision of cumulative guidance records functions of the school guidance urogram" brought not one comment (Table XIX). A total of 84 per cent said "Yes" to this question on the elementary level, 89 per cent on the Junior high level, and 91 per cent on the high school level. Total negative answers were only eight to nine per cent on each level. A somewhat larger percentage of the state supervisors answered affirmatively concerning guidance records on the adult level than did the school administrators (72 to 47 per cent). Together 57 persons or 56 per cent 93 TABLE XIX ARE THE DEVELOPMENT AND SUPERVISION OF CUMULATIVE RECORDS FUNCTIONS OF THE SCHOOL GUIDANCE PROGRAM? ELJM'TARY No. $ AUTHORITY JR. HIGH No. HIGH ° 1 ANSWER ADULT ED. No. g YES School Administrators State Supervisors Totals 52 34 86 80 90 84 54 37 91 84 98 89 56 37 95 87 98 91 30 27 57 47 72 56 NO School Administrators State Supervisors Totals 7 2 9 11 6 9 7 1 11 3 8 7 1 11 3 “5 8 1 9 13 3 9 Total Number Answering 95 S 99 s 103 66 indicated that the guidance program had a responsibility for maintaining cumulative records on an adult level. The question, "Vith whom should the cumulative record folders be filed?," reflected differing ideas of organization (Table XX). The school administrators were prone to believe that the records should be filed in their central offices, while the guidance people gave small majority votes to the special counselors' offices. The results were so spread that no answer received majorities of over 50 per cent on any of the levels. The general trend of thinking seemed to favor central office for the elementary grades and counselor's office for the Junior and senior high school grades. As one corresoondent put it, 94 TABLX ZZ WITH WHOM SHOULD THX CUMQLATIVX BXCOHS 10LDXBS B1 FILXDf mnro pla cb CXBTRAL OJJICI HOKX BOOM TXACH&S C0UXSXL0B9 * MC' TAX T »o. i AUTHORITY J*. K1QH SB# HIOH A9QLT ID. Bo. * Bo. * Bo. f Sehool Administrators Stats Soporvisors Totals 31 12 44 48 22 43 33* 12 45 50 22 44 Sehool Administrators Stats Ssporvlsors Totals ao 31 22 33 10 16 16 12 16 J 29* 12 48 46 22 46 ZL Sehool Administrators State Supervisors Totals 12 33 14 29 Ji 12 31 ZL Jl 36* 66 12 22 49 48 7 9 30* 51 11 J 18 .2 38 22 37 4 7 V JL 9 4 4 47 22 50 11 12 33 17 22 23 Several sehool administrators cheeked. Both Control Offieo and Counselor “■Where the cumulative records should he kept depends entirely upon the administrative organization of the school,n The location of the counselors1 offices seemed to determine this answer (Figure 11), Typical comments were: “Cumulative records should he kept in the central office if the counselors' offices are not adjacent to the central office;” "All school personnel must use these records, and, therefore, it would he better to have the counselors' offices adjacent to the central office;" "The cumulative records should he filed in a central office where they would he readily available to the class room or home room teachers and counselors," 95 CENTRAL OFFICE School Adm. * State Sup'rs HOME ROOM School Adm. t J State Sup'rs COUNSELING R O O M School Adm. State Sup'rs * Several school administrators listed both central office and counseling room FIGURE 11. Place where cumulative records should be filed in high school 96 Several correspondents suggested modifications of this practice: 11The cumulative records should be kept in the central office, but the case histories should be filed with the guidance department;" "Only the inactive cumulative records should be filed in the central office;" and "We feel that the permanent records should be in the central office with a modified form in the hand8 of homeroom teachers or counselors." Since there is general agreement that guidance oeraonnel should have the responsibility for developing and supervising cumulative records, and since, further, a definite need for centralizing the records has been shown, it seems that the head­ quarters of the guidance personnel in a school should be in close proximity to the central administrative offices. Then the various kinds of permanent and cumulative records could be made readily available to all, regardless of whether they were filed in the administrative offices or in the offices of the guidance personnel. G. GROUP GUIDANCE AND EXTRA-CURRICULAR ACTIVITIES While there are those who feel that the so-called group guidance activities are so Impersonal and general as to scarcely qualify as guidance at all, sizeable majorities of the school administrators and state supervisors of guidance believed that the school guidance organization should include these activities (Table XXI). An 89 per cent total of the correspondents indicated 97 TABLE XXI SHOULD THERE BE ORGANIZED GROUP GUIDANCE ACTIVITIES? JR. HIGH No. SR. HIGH ♦ ELSM' TARY No. t AUTHORITY o ANSWER ADULT ED. No. + YES School Administrators State Supervisors Totals 37 21 58 57 56 57 58 33 91 90 87 89 56 33 89 87 87 87 17 15 32 27 40 32 NO School Administrators State Supervisors Totals 11 3 14 17 8 14 4 2 6 7 6 6 5 2 7 8 6 7 11 3 14 17 8 14 Total Number Answering 72 97 96 46 that group guidance should be provided in Junior high school, and an 87 per cent tabulation Indicated that it should be provided in high school. While only 57 per cent of the correspondents said such activity should be provided in the elementary grades, only 14 per cent checked "No." There was very close agreement between the percentages of the yes and no answers of the two groups. There were only three written comments recorded concerning this question. They were; "I doubt the legitimacy or value of group guidance activities;" "I don't like the terra group guidance activities. Information needed for individual planning must always be given through many regularly organized activities within the curriculum;" and, "Little specific individual help can be given through a group. Information giving is the Job 98 of the curriculum." The very substantial percentages favoring the organization of such activities within the guidance program, however, tend to override the few who did not recognize such activity. Although group guidance received recognition as a necessary activity in the elementary grades, no specific activity received significant approbation (Table XXII and Figure IS). The highest percentage recorded for the elementary level was 40 oer cent for assemblies. This ranged to a lovr of one per cent for occupational information classes. General guidance classes were approved for Junior high schools with a 64 per cent tabulation. There were 45 per cent who approved such classes for high school, but this included a larger percentage of school administrators than state supervisors. One person said, "Let's have no general guidance classes— guidance cannot be taught." Occupational information classes and units received significant percentages from the state supervisors and school administrators on both the Junior high school and high school levels. The general guidance classes received a somewhat higher percentage on the Junior high school level, and the occupational information classes and units received higher percentages on the high school level. "God forbid]," wrote one man beside the space for Junior high school occupations classes. Another 99 TABLl ZZZI TEX GROUP A0TITITI1S TEAT SHOULD BB TOUKD AT THE VARIOUS GBABX L i m S ACTZT1TT ADTBG&ZTT KJM'TARY JB, HZOS SB* HZ6H ADULT XD. lo. * Xb. * So. i lo. * 67 ftft 64 33 12 46 51 2ft 45 -ft 25 43 22 65 0 JL l 0 JL l 46 22 68 71 2ft 67 51 22 78 79 22 76 17 11 38 ftft Sehool Adaialstrators State Supervisors Totals 13 JLA 27 20 21 27 41 22 66 64 65 56 22 88 87 2ft 86 16 lift 30 25 21 30 EOMX BOOM OUZDABOX PROORAKS Sehool Adaialstrators State Sopervlsors Totals 23 U 34 36 2ft 33 50 22 72 77 47 6 ftft ftft -ft 70 67 73 fi2 66 10 8 1ft 10 ZXDUSTBIAL TOURS Sehool Adaialstrators State Supervisors Totals 13 10. 23 20 67 ftft 23 43 22 65 64 56 22 88 85 21 86 10 2ft 30 16 22 30 Sehool Adaialstrators State Sopervlsors Totals 21 74 22 77 54 22 86 ftft 41 48 21 79 84 ftft 33 22 40 84 11 1ft 36 17 ftft 26 Sehool Adaialstrators State Supervisors Totals 4 JL 6 7 -2 5 22 34 2ft 31 50 22 83 77 ftft 80 7 .2 10 11 -ft 10 aniKAL 0U1DAV01 GLASSXS Sehool Administrators State Supervisors Totals 14 22 11 ftft 26 OCCUPATZOXAL ZIIQSKATZOY CLASS1S Sehool Adaini atrator■ Stats Supervisors Totals OOCUPATZOIlL ZXIQRMATZOI tnrzTs ASSMBLZXS CAREER DATS XL -ft 31 ftft 7 13 11 1ft 13 37 38 100 Per Cent ELEMENTARY SCHOOL LEVEL Gen'l Guidance Classes Occ'l Information Classes Occ'l Information Units Home R o o m Programs Industrial Tours Assemblies Career Days « »= b = s : aasaass =«»==« Ba====a==3 ■ 25 1 27 33 23 40 5 ================ =============»=== ================ =m===«sssBssss**=a=a»=!s* s»=ss=as»=ssa==3 =================== ======== 64 67 65 70 64 77 31 JUNIOR HIOH SCHOOL LEVEL Gen'l Guidance Classes Occ'l Information Classes Occ'l Information Units Home Roo m Programs Industrial Tours Assemblies Career Days SENIOR HIGH SCHOOL LEVEL G-en'l Guidance Classes Occ'l Information Classes Occ'l Information Units Home R o o m Programs Industrial Tours Assemblies Career Days ==========«--==== ==-~===-I»-===-===c«=«t* «.«==*====■«.«=— -==..=«.» =====----=========== 45 76 86 66 86 34 80 a.-» ======= *«==»-=*» «■* ==■-=•--= -=====*» «=» 12 28 30 10 30 26 10 ====«=============*= s a a s a = « a a s a a s a a i i B a « M » ADULT EDUCATION LEVEL Gen'l Guidance Classes Occ'l Information Classes Occ'l Information Units Home R o o m Programs Industrial Tours Assemblies Career Days KEY: FIGURE 12. One « equals 4 per cent Per cent of authorities vho believe that certain group guidance activities should be found at the various school levels 101 person said, "Occupational Information belongs to the curriculum, and should be taught as such - In the shop, English, or science classes.“ A considerably larger percentage of the school adminis­ trators favored group guidance programs in home rooms than did the state supervisors. One state supervisor wrote, "After years as a guidance director on a state and local level, I have yet to see a successful home room program." In spite of minority objections home room guidance programs were endorsed with a 70 per cent tabulation on the Junior high school level and 66 per cent on the senior high school level. Industrial tours were recommended especially for the senior high school with an 86 per cent tabulation and for the Junior high school with 6 b per cent. The state supervisors differed from the school administrators In recommending industrial tours for adults by a slight majority. Assemblies were approved as group guidance activities for both Junior and senior high schools with percentages of 77 and. 8^-, respectively. Career days received substantial approval for senior high schools with 80 per cent of the correspondents checking It as a recommended activity bX this level. Many of the state supervisors of guidance as well as the school administrators wrote to qualify or limit the concept of extra-curricular activities as guidance activities. "Let's 102 call this education,* said one. "Are extra-curricular activities guidance activities? " bluntly asked another. Others said, "I don't consider guidance in such a broad sense," and "Extra­ curricular activities are not properly considered a part of the guidance program." Whether or not extra-curricular activities are guidance activities, both groups of school men are agreed that certain activities are necessary at the secondary levels (Table XXIII). Clubs were endorsed for both Junior and senior high schools, as were the student council, and dances. school publications, and parties The data, in fact, do not Indicate that these TABUS XXIII THE EXTRA-CURRICULAR ACTIVITIES THAT FUNCTION IN A SCHOOL GUIDANCE PROGRAM JH. HIGH No. SR. HIGH ADULT ED. No. t No. £ No. TART * School Administrators State Supervisors Totals 20 15 35 31 40 34 51 28 79 79 74 77 53 29 82 62 77 80 13 8 21 20 22 21 School Administrators State Supervisors Totals 16 10 26 25 27 26 41 27 66 64 72 67 53 31 84 82 62 82 8 5 13 13 14 13 SCHOOL School Administrators PUBLICATIONS State Supervisors Totals 18 16 34 28 43 33 42 25 67 65 66 66 55 28 83 85 74 81 11 7 18 17 19 18 PARTIES AND DANCES 13 13 26 20 35 26 41 23 64 64 61 63 51 27 78 79 72 76 12 8 20 19 22 15 ACTIVITY CLUBS STUDENT COUNCIL AUTHORITY School Administrators State Supervisors Totals slew 103 activities are to be coordinated by the guidance personnel. But if they will help or expedite the Individual guidance and counseling programs, as Indicated above, guidance personnel should Interest themselves to the extent that they encourage the development of such activities anci cooperate with the adminis­ tration by helping to provide direction to any worthwhile extra­ curricular activity. In addition to the activities listed above the following were mentioned by both state supervisors and school administrators as worthwhile extra-curricular activities: community youth councils, safety patrols, school guidance committees, and athletics. Social rooms were declared desirable for Junior and senior high schools with percentages of 55 and 56 per cent, respectively (Table XXIV). Social rooms were regarded as necessary by 17 per cent of the correspondents, and as unnecessary by only 13 per cent. For the senior high schools 34 per cent said such rooms were necessary while only seven per cent considered them unnecessary. In like manner, facilities for other extra-curricular activities such as publications room and council room are recommended for the Junior and senior high schools (Table XXV). If social and general extra-curricular activities are important to the guidance program, guidance oersonnel might well interest themselves in helping to secure for their schools such social room facilities and other extra-curricular room facilities as are needed. 104 TABLE XXIV SHOULD SOCIAL BOOMS BE PBOVIDED? ELEH' TAHY JR. HICH SR. HIGH No. % No. * No. % AUTHORITY ANSWER NECESSARY DESIRABLE UNNECESSARY 2 School Administrators State Supervisors Totals -2 School Administrators State Supervisors Totals 18 _i 27 School Administrators State Supervisors Totals 16 Total Number Answering 5 JL 23 ADULT ED. No. % 4 8 5 7 10 17 11 22 17 16 i2 35 25 7 & J1 14 14 28 59 40 62 M 22 ZL * U 10 21 17 27 38 18 55 25 12 23 12 1 13 11 0 7 21 1 22 33 -2 22 2k 55 19 J2 13 86 55 57 7 0 7 34 11 21 57 99 TABLE XXV SHOULD OTHER SPECIAL EXTRA-CURRICULAR BOOMS BE PROVIDED? AUTHORITY ANSiilER JR. HIGH No. % SR. HIGH No. * ADULT ED. No. % 5 4 8 5 15 8 23 24 22 23 30 14 44 8 JZ 15 School Administrators State Supervisors Totals 11 17 39 32 2k * 60 AS 55 22 49 50 i£ 48 School Administrators State Supervisors Totals 16 10 25 8 6 7 3 0 3 5 0 3 School Administrators State Supervisors Totals NECESSARY DESIRABLE UNNECESSARY Total Number Answering ELSJ' TAHY No. % 2 J l 20 51 20 25 I 5 2 7 86 96 47 2Z 43 8 8 13 22 15 15 13 22 15 4 2 7 6 “5 "5 37 105 Elementary School 100 , Junior High School Senior High School Adult Education 100 / 90* / / / // 75 i / / 75 / / / / / // 72% ' / , /I / //.// / 50 - - 50 Z ///I i v / /// \y // o f / '/// A V / / FIGURE 13* 7// / / 25 ' / / / V // / / / 35* v / 7i /// / ' /- /7/ r/ 7 / ' / /; V/ / ) Z 7 / / // / Y/ / ll^L Lz_z./i -7— , /// / // / U / / V y / Percentage of authorities who indicated that social rooms should be provided at the various school levels 25 106 H. ORIENTATION, EDUCATIONAL AND VOCATIONAL GUIDANCE, PLACEMENT AND FOLLOW-UP Few comments w e r e registered in connection with orientation and the accepted functions of educational and vocational guidance. Only one person out of the 103 who returned question­ naires checked orientation programs as unnecessary in Junior high school (Table XXVI), and only two checked them as unnecessary on the senior high school level. The school administrators i were somewhat yore conservative than the state supervisors, giving smaller majorities to “Necessary." The exact percentage figures TASLB 0 1 ASX QSXXSSASlCOr 7B00BAM AID SCHOOL ADJUSfMMT A0TX7XTX38 llOBSSAir m o c x o s s ov fsx o n u s e s AXSVXR ADTHOBXTT xaoissAsr OXHXCXSSAir Sehool Adaialstrators State Supervisors Totola K M ,TAST So. i SO ss 31 16 35 peogrimt A . 1X01 A . HX01 So* * So* $ A90LT K>. So* i 36 21 87 56 22 66 49 21 83 BL 13 12 33 30 22 33 14 -1 IS 33 11 18 4 7 _6 6 3 4 JL JL JL Sehool Adalals trators State Supervisors Totals 16 35 33 JL 21 JL 36 36 39 34 12 39 School Adaialstrators State Supervisors Totals 9 -6 13 14 1 3 JL JL Total tabcr Aasvorln* 73 13 1 97 1 3 108 76 SO 3 -2 6 4 -1 6 43 7 JL 5 107 were: for "Necessary11 on the Junior high school level, school administrators 56 per cent and state supervisors 82 per cent; and on the senior high school level, school administrators 76 per cent and state supervisors 87 per cent. The school adminis­ trators on the other hand gave larger percentages to "Desirable;" on the Junior high school level the administrators gave 3^ cent tabulations and the state supervisors 19 per cent; and on the senior high school level, school administrators 22 per cent and state supervisors 11 per cent. Since better than 95 of the correspondents listed orientation as necessary or desirable on the Junior and senior high school levels, it is recommended a.s a necessary activity in those areas. A total of 60 per cent of the questionnaires listed orientation a.s necessary or desirable on the elementary level, vhile only 12 per cent listed it as unnecessary. Therefore, although not all of the correspondents reacted to this question, orlenta.tlon programs TTere also recommended for the elementary grades. Educational guidance units and pupil planning units are not, hot-rever, recommended for the elementary grades (Table XXVII), for only 36 per cent of the questionnaires listed these activities as desirable or necessary on this level. Only one state supervisor and one school administrator listed those activities as unnecessary on the Junior high school level. Not a single person checked these on the senior high school level. Again the school administrators 108 TABLE XXVII ABE EDUCATIONAL GUIDANCE UNITS AND CURRICULUM AND PUPIL PROGRAM PLANNING ACTIVITIES NECESSARY TUNCTIONS OP THE GUIDANCE PBOGRAMt AHSWIR AUTHORITY School Administratora State Supervisors Totals necessary School Administrators State Supervisors Totals DESIRABLE unnecessary School Administrators State Supervisors Totals Total Number Answering ELBtENTABX No. i iIKt HIGH Vo. * SR. HIGH No. * 14 43 67 47 21 21 £2 22 18 18 74 72 11 17 -I 12 18 18 16 _£ 21 9 9 14 12 15 51 15 1 -1 2 ADULT ED. No. J* 16 25 22 22 82 73 22 80 36 35 25 15 24 5 8 11 -2 -2 -1 JL 21 17 17 6 6 2 0 0 2 4 -2 JL JL -1 JL 2 0 0 3 3 97 99 45 were somewhat more conservative with more checks for desirable and slightly less for necessary than the state supervisors. W i t h more than tvo-thir&s of both groups checking nece s s a r y . there Is an emphatic recommendation that educational guidance and pupil program planning activities be included in the guidance program on the Junior and senior high school levels. While one person said, and 'Vocational' Guidance are! "I don't know what 'Educational1 I think they are meaningless abstractions!11 the questionnaires were almost unanimous in approving the gathering of educational and vocational materials. Only two school administrators answered "No" to these two 109 questions (Tables XXVIII and XXIX), and they are recommended as activities of the guidance program. One person Indicated that he felt that this was a function of the school library. TABLE XXVIII 13 THE GATHERING OF VOCATIONAL INFORMATION MATERIALS A FUNCTION OF THE GUIDANCE PROGRAM? ----ANSWER YES ““SCHOOL ADMINISTRATORS No. % i- STAfS SUPERVISORS No. % TOTALS No. % 62 96 38 100 100 98 2 4 0 0 2 2 NO TABLE XXIX IS THE GATHERING OF COLLEGE AND TRADE SCHOOL CATALOGUES AND OTHER EDUCATIONAL INFORMATION A FUNCTION OF THE GUIDANCE PROGRAM? ANSWER YES NO SCHOOL ADMINISTRATORS No. % STAtE SUPERVISORS No. % TOTALS No. % 63 9? 38 100 101 99 2 4 0 0 2 2 Placement was almost as heartily endorsed as a guidance activity with only seven school administrators and no state supervisors reacting negatively (Table XXX). Several of the school administrators Indicated that they felt placement was 110 TABLE XXX SHOULD PLACEMENT BE A FUNCTION OF THE SCHOOL GUIDANCE PROGRAM? ANSWER YES NO SCHOOL ADMINISTRATORS No. % SIAM SUPERVISORS No. % TOTALS No. % 58 90 38 100 96 94 7 11 0 0 7 7 a function of other community agencies and not the school. Others said that placement should be a coordinated community urogram Involving school guidance personnel. A grand total of 94 per cent of the correspondents favored placement in the school program, and It is, therefore, a recommended activity of the school guid­ ance program. The problem of whom the school should help to place depended, a number of people said, upon the community services that were available. There was 93 oer cent agreement that high school seniors and recent graduates should be given placement services (Table XXXI). Handicapped persons rated next attention with 78 per cent of the total, and Juniors (pupils from 14 to 18 years of age) next with 72 per cent. The school administrators were more dubious about accepting responsibility for placement of any former graduate than were the state supervisors, but together they voted 62 per cent in favor of rendering such service. The state supervisors gave a slight majority in favor of placement Ill TABLE XXXI WHOM SHOULD THE SCHOOL HELP TO PLACE? SCHOOL STATE SERVICES FOR ADMINISTRATORS SUPERVISORS ________________________________ No* % _______ No, % TOTALS No. % JUNIORS (PUPILS FROM 14 TO 18) 48 74 26 69 74 72 SENIORS AND RECENT GRADUATES 59 91 36 95 95 93 HANDICAPPED PERSONS 48 74 32 85 80 78 ANY FORMER GRADUATE 35 54 28 74 63 62 MEMBERS OF ADULT CLASSES 27 42 21 56 48 47 services for members of adult classes (56 per cent), but the school administrators were not favorable to this with only 42 per cent checking placement for adults. It 18 recommended, therefore, that the guidance program of a large school system should Include placement services for: seniors and recent graduates, handicapped persons, pupils from 14 to 18 years of age who need work, and any former graduate who requests the help of the guidance personnel. Special placement personnel were the only members of the school staff who received significant recommendation to act in the area of placement (Table XXXII), were many and varied. Comments to this question One person said, "Who does It is not so important as is making sure that someone does." Another said, "Who does the placement is determined by the administrative 112 TABLE XXXII BY WHOM SHOULD PLACEMENT BE MADE? SCHOOL PLACEMENT WORKER ADMINISTRATORS _______________________________ Mo, % ST?ATE SUPERVISORS No. % TOTALS No. % CLASS ROOM TEACHERS 0 0 2 6 2 2 HOMEROOM TEACHERS 0 0 1 3 1 • 1 COUNSELORS 23 36 26 69 49 48 HEADS OF DEPARTMENTS 11 17 9 24 20 20 DEANS 16 25 6 16 22 22 PRINCIPALS 17 27 9 24 26 25 SPECIAL FLACEMENT PERSONNEL 50 77 30 79 80 78 organization of the school and the abilities of the personnel." Several made comments such as these: "Counselors, principals, and heads of departments should cooperate with specially designated placement personnel;" and, "Placement should be a coordinated program in which all school personnel will participate." The state supervisors felt that school counselors should attempt to place their clients (69 per cent), but counselors received only 48 per cent of the total tabulation. The recom­ mendation from this study, therefore, must be that the guidance personnel should Include someone who is specially designated to develop and coordinate the placement services of the school and to cooperate vrith such services in the community. 113 The answer to the question, “Should cooperative work and apprentice training programs be coordinated by the guidance program? " Is, apparently, a controversial one, although 73 per cent of our correspondents favorer? coordination by guidance personnel (Table XXXIII). Qualifications were written In even by those checking the questions affirmatively. were: Examples of these “The work programs should be coordinated with but not the guidance program;" “Someone specially designated in the Department of Pupil Personnel should coordinate these services;" and “Cooperative work orograms Involve placement, and, therefore, are related to the guidance program." similar arguments to those above; Negative comments included "Coooerative training orograms should probably be coordinated with guidance but not bjr guidance personnel;" "Placement and work programs are not necessarily guidance activities;" and “Cooperative work or apprentice programs are a part of vocational education." TABLE XXXIII SHOULD COOPERATIVE WORK AND APPRENTICE TRAINING PROGRAMS BE COORDINATED BY THE GUIDANCE PROGRAMS? -■■■ ... .... ANSWER ADMINISTRATORS No. % STATE SUPERVISORS No. % TOTALS No. % YES 52 80 23 61 75 73 NO 12 19 12 32 24 24 114 Since placement has been recommended as a guidance activity and 73 per cent of our correspondents recommend coordination of cooperative work and apprentice training orograms by or with guidance personnel, this study must recommend that, while such coordination and supervision need not necessarily be carried out entirely by a guidance or puoil personnel staff, a close relationship to sucL programs must oe maintained. Probably advisory or coordinating committees including guidance and placement personnel would answer the problem of coordination. Follow-up of student personnel v.ras definitely endorsed by both state supervisors and administrators. Not one person checked this to be an unnecessary function for a guidance program (Table XXXIV). Again the school administrators were more con­ servative than the state supervisors with a somewhat larger per cent of tne former listing desirable and necessary. Of the supervisors 34 (or 89 per cent) checked follow-up as a necessary TABLE XXXIV SHOULD FOLLOW-UP BF A FUNCTION OF A SCHOOL GUIDANCE PROGRAM? ANSWER SCHOOL"""” " ADMINISTRATORS No • % 9TATE SUPERVISORS No. % TOTALS No. % NECESSARY 30 47 34 89 64 63 DESIRABLE 36 56 4 11 40 38 0 0 0 0 0 0 UNNECESSARY 115 function of the guidance program. The school administrators were probably swayed In their answers by the knowledge that not much has been done In this area by most of their schools, although they recognized It as an activity that would be desirable. The state supervisors were undoubtedly emphasizing that it should be done. From the data presented this study must recommend follow-up as a necessary function or activity of a school guidance program. A graphic summary of the activities that are recognized by the authorities surveyed as those activities which should be coordinated by guidance personnel appears in Chapter V (Figure 16). I. THE GUIDANCE SUITE The answers to the question, “If you were planning a new building with counselor rooms (or a guidance suite), would these rooms be adjacent to or near the library?", indicate that accessibility to the library is an advantage, (Table XXXV) for 77 per cent of the correspondents felt that such a location would be desirable or necessary. Since only nine per cent answered necessary while 23 oer cent answered unnecessary, the inference must not be drawn that the counselors' room must be adjacent to the library, but the significant percentage for desirable definitely suggested the planning of a location as near the library as it is convenient to make it. 116 TABLE XXXV - IF YOU WERE PLANNING A NEW BUILDING- WITH COUNSELOR ROOMS (OR A GUIDANCE SUITE), WOULD THESE ROOMS BE ADJACENT TO OR NEAR THE LIBRARY? . . . - . ■ - ... , - - — ■g f l ^ f Q Q k 1 - " ■ 1 g f f A T E AN ST,rER ADMINISTRATORS ____________________________ No. % ' — SUPERVISORS No. % ~ TOTALS No. A NECESSARY 4 7 5 14 9 9 DESIRABLE 42 65 28 74 70 68 UNNECESSARY 19 30 4 11 23 23 The question of centralization or decentralization of counselors' offices is one that the correspondents could answer only from experience for there is little in print to substantiate an opinion. There was, however, a definite majority opinion for 76 per cent of the answers favored centralization of counseling facilities (Table XXXVI), and substantial majorities felt that these facilities should be near, or adjacent to, the central administrative officeB (Table XXXVII). TABLE XXXVI IF THERE WERE TO BE COUNSELOR ROOMS, WOULD YOU CENTRALIZE THEM IN ONE PART OF THE BUILDING OR DECENTRALIZE THEM? ANSWER SCHOOL ADMINISTRATORS No. % CENTRALIZE 52 80 26 69 78 76 DECENTRALIZE 13 20 11 29 24 24 STAtfE SUPERVISORS No. % TOTALS No. % 117 TABLE XXXVII IF THERE WERE TO BE A 0-UIDANCE 3UITE IN THE SCHOOL, WOULD YOU THY TO PLACE IT ADJACENT TO, NEAR, OR REMOVED FROM THE ADMINISTRATIVE OFFICES? ANSWER SCHOOL ADMINISTRATORS No. % STATE SUPERVISORS No. t TOTALS No. % ADJACENT TO 21* 33 8 21 29 29 NEAR 37* 57 22 58 59 58 9 14 8 21 17 17 REMOVED FROM * Several School Administrators checked both Adjacent To or Near Specifically, 58 per cent preferred the offices near the administrative offices, 29 per cent preferred them adjacent to those offices, and 17 per cent preferred to have them well removed from the central offices. This latter figure corresponds closely with the 24 per cent (Table XXXVI) who favor decentral­ ization. Since the ratio of authorities favoring centralization of the guidance rooms near the administrative offices is, roughly, three to one, the recommendation is that the guidance facilities should be planned adjacent to or near the central offices in buildings where this is feasible. In line with the above pattern is the recommendation that the guidance offices should be on the first floor (Table XXXVIII). A larger percentage of school administrators (74 per cent) favored a first floor location than of state supervisors (58 per cent), but the combined vote totaled more than two to one in favor of the first floor location. 118 TABLE XXXVIII ON WHICH FLOOR WOULD YOU PLACE THE GUIDANCE OFFICES? SCHOOL STATE ANSWER ADMINISTRATORS SUPERVISORS __________________ No* % _____ No* % TOTALS No» % FIRST FLOOR SECOND FLOOR NO PREFERENCE 48 74 22 58 70 68 0 0 2 6 2 2 17 27 13 35 30 30 While large counseling rooms with several desks have "been described in a nationally knovm guidance periodical,-^ such facilities for counseling and interviewing are favored by less than five per cent of those responding to the questionnaire (Table XXXIX). There -were 93 (out of 103) who favored individual counseling end Interviewing rooms. The median size of such rooms as recommended by both the state supervisors and the school administrators was 150 square feet (Table XL). The arithmetic mean vrould be slightly TABLE XXXIX WOULD YOU PROVIDE THE COUNSELORS WITH ONE LARGE ROOM AND SEVERAL DESKS OR WITH PRIVATE INTERVIEWING ROOMS? SCHOOL STATE ANSWER ADMINISTRATORS SUPERVISORS ______________________________ No. %______ No. % ONE LARGE ROOM PRIVATE INTERVIEVING ROOMS 2 + 7 61 94 TOTALS No. % 1 3 5 5 37 97 98 96 31 Harris, Grace E . , "A Special Room For Counseling", Occupations, November, 1940, 19:106-109* TABLE XL THE MOST DESIRABLE SIZE FOR AN INTERVIEWING- ROOM SCHOOL ADMINISTRATORS No. % NUMBER OF SQUARE FEET STATE SUPERVISORS No. % TOTALS No. % 100 SQUARE FEET 19 30 7 19 26 26 150 SQUARE FEET 29* 45 19* 50 48* 47 200 SQUARE FEET 11 17 10 27 21 21 250 SQUARE FEET 5 8 2 6 7 7 » Indicates the median for each group larger or slightly over 15^ square feet. On the "basis of area a counseling room ranging in dimensions from 10 x 15 feet to 12 x 13 feet is, therefore, recommended as a suggested standard from which to plan for each counseling unit required. Some difference in educational philosophy and adminis­ trative organization again made itself evident in connection with the question on counseling facilities. Several Indicated that in the block or core curriculum type of organizations a different type of counseling room would be needed. wrote In this connection: One person “I think that the counseling rooms should be regular size classrooms with a counseling cubicle in one corner. The remainder of the classroom could be used for regular class groups". He included a roughly drawn figure similar to the one below (Figure 14). 120 Counseling Cubicle ] FIGURE 14. I Tables 1 c ]i 1[ ] I 1 c Class room with counseling cubicle Another person wrote: "I favor decentralization of counseling rooms, for I believe that the best opportunities for counseling come to the teacher who has the student in regular class activities. An ideal counseling - classroom arrangement would look something like this." Then he also drew a rough sketch similar to the one above except that he added another small room beside his suggested counseling room which he called a workshop or laboratory. Features that were considered essential in a counseling suite (Table X L I ) included: reception room (51 per cent), clerical facilities (74 per cent), testing facilities (71 per cent), private interviewing rooms (90 per cent), and occupa­ tional information file (83 per cent). None of these features were listed as unnecessary by more than four per cent of the correspondents. A social atmosphere was recommended as desirable, but recreational facilities were neither favorably 121 TABU ZLZ 3EX TXATOBXS THIS AB1 XSOXSSAXT OX U 8 I X A B U XX A COOXSXLIXC 8UIT1 7XAIUBX axsxxx SCHOOL AXMIVX8IXAS0XS Xo. i 81ASX TOTALS scpxxnsoxs Xo. i Xo. 0 E1CXPTI0* HOOK Xeoeeeary 31 Seeirahle 24 3 Unnecessary 48 37 5 21 13 0 56 35 0 52 37 3 51 36 3 CUBICAL TACILITIXS Xeoeeeary Seeirahle Unnecessary 44 16 2 68 24 4 32 6 0 86 14 0 76 20 2 74 20 2 TBSTIBO PACILITIXS Xeoeeeary Seeirahle Unnecessary 42 14 4 66 22 7 31 6 0 82 14 0 73 19 4 71 19 4 BXCBXATIOXIL PAOILITIIS 1 Xeoeeeary Seeirahle 18 Unneceeeary 23 2 28 36 2 11 10 6 29 27 3 29 33 3 29 33 SOCIAL A1M0SPHXBX Xeoeeeary Seeirahle Unneceeeary 14 32 6 22 60 10 17 14 2 46 37 6 31 46 8 31 45 8 PRXTATX INTZETIXVIXG ROOMS •86 Xeoeeeary Seeirahle •11 Unaeeeesary 0 88 17 0 87 0 0 97 0 0 92 11 0 90 11 0 OCCOPASIOXAL Xeoeeeary 49 IB3POBHATIOX Seeirahle 13 TXU Unnecessary 0 76 20 0 36 2 0 96 6 0 85 15 0 83 16 0 * Several school adaiaietratore checked both Xeoeeeary and Beeirable 122 received nor rejected to a significant degree. concerning these features, therefore, The recommendation should probably be similar to this comment on one of the questionnaires: "While the coun­ seling suite might well h?ve an informal and comfortable atmosphere, It is unnecessary to carry this to the extreme." thing," another correspondent wrote, "The important "Is to provide a place which tends to put the client at ease." A graphic summary of recommended features for a counseling suite may be found in Chapter V (Figure 17). Features that were considered necessary in an Individual interviewing or counseling room (Table XLII) included; desk and chair (94 per cent), two or more chairs (65 per cent), filing cabinet (Qk per cent), and book shelf (63 per cent). The first four items were not listed as unnecessary by a single correspondent. Only one person listed a book shelf as unnecessary. The following features, while not recommended as necessary, were counted as desirable: bulletin board (42 per cent necessary, desirable), wall pictures (38 per cent necessary, desirable), and rugs (17 per cent necessary, 34 per cent 51 per cent 59 per cent desirable). There was substantial agreement between the two groups on all of the above items. A graphic summary of these recommended features for a private interviewing or counseling room may be found in Chapter V (Figure 18). 123 TABU XLII TH* F1ATUBIS THAT ABB HCBSSAHT OB OX8IBABU IB AI IKDIVIDUAL OOtnSXLZVO OB XRS27IBUIG BOON 7BAT0BX ABSVKR SCHOOL A1MXVX8IBAI0B3 Vo. i 8TAT1 TOTALS suwhtisohs Vo. % Vo. i BISK AZTD GHAIB VMMMT7 Doalrablo Unneooaaarj 60 3 0 93 5 0 36 2 0 95 6 0 96 5 0 94 6 0 on OTH1B ankn Vaoaaa&ry Doalrablo Unnoooaaaxy 17 2 0 27 4 0 20 1 0 53 3 0 37 3 0 36 3 0 TWO OB MOBS CHAIBS Voeoaaarjr Doalrablo Uaaaooaaaij 45 12 0 70 19 0 21 11 0 56 29 0 66 23 0 66 23 0 TILIVO CABIBK Vaooaaaty Oaairabla Uanaeeasaxy 54 7 0 84 U 0 32 3 0 85 8 0 86 10 0 84 10 0 BOOK SBJSLT 36 Vaeaaaarar Doalrablo 19 TXnaoeoaaar7 1 54 30 2 29 7 0 77 19 0 64 26 1 63 26 1 BULLZTIV BQA8D Voooaaarjr Doalrablo Dnaoeoaaarx 28 20 7 44 31 11 15 15 2 40 40 6 43 35 9 42 34 9 VAIL PXOTOBXS Voooaaary 20 Doalrablo 34 Dnaoeoaaai7 4 31 53 7 19 18 0 50 48 0 3 52 4 38 61 4 BtJOS VoooaaarjDoalrablo Unnoooaaary 14 54 14 8 25 3 21 66 8 17 60 12 17 59 12 9 35 9 124 J. THE SIGNIFICANT AGREEMENT BETWEEN THE PAIRED ANSWERS OF THE SCHOOL ADMINISTRATORS AND THE STATE SUPERVISORS In the analysis of four general guidance texts reported in Chapter III it was shown that, while there seemed to be a certain agreement concerning guidance activities mentioned, there were definite centers of emphasis in each book and different recommendations concerning organization for guidance within a school system. It might reasonably have been expected, therefore, that in an inventory of opinion of guidance and administrative per­ sonnel there would appear quite decided differences between the groups. Actually such results were not in evidence in the results of the questionnaire reported in the previous pages of this chapter. There was, for example, close agreement betvreen the school administrators and the state guidance supervisors concerning the importance of counseling and interviewing activities and the need for providing adequate physical facilities to house them. There was, furthermore, significant unanimity of opinion concerning the Importance of testing and research activities and their place in a guidance program. There was agreement concerning the importance of case study techniques in a guidance program and the necessity of centralization of guidance facilities to promote case study 125 and counseling activities; there was agreement concerning group guidance functions, orientation, educational, and vocational guidance programs; and there was almost unanimous accord in the acceptance of placement and follow-up as guidance functions. The trend of this agreement and the reliability of the final tabulations were indicated on page 46 in which it was pointed out that, had tabulations been concluded at any time after the first 40 questionnaires were returned, there would have been little difference in the final results. It was ex­ plained, furthermore, that the ten Questionnaires not represented in the tabulations agreed substantially with the majorities previously determined. This indicates that the Questionnaire sampling has been adequate and that the results are reliable. Correlations were run between the paired answers of the school administrators and state supervisors to all the questions concerning activities and facilities. On the 391 paired answers to questions concerning activities a correlation of plus .954 (P. E. .007) resulted. On the 58 paired responses to questions concerning physical facilities for guidance a positive correlation of .943 (P. E. .010) resulted. These are shown In Table XLIII. Cross-sectional correlations, e.i.» correlations on certain parts or groupings within the activities section, likewise show significant trends of agreement. Examples of these are: health activities, a plus .974 correlation; testing activities, a plus ,951 correlation; and counseling activities, a plus .767 correla­ tion. These also are shown in Table XLIII* 126 TABLE XLIII SUMMARY OF THE CORRELATIONS BETWEEN THE PAIRED ANSWERS OF THE SCHOOL ADMINISTRATORS AND THE STATE SUPERVISORS TO QUESTIONS CONCERNING- GUIDANCE ACTIVITIES, CERTAIN CROSS-SECTIONAL PHASES OF GUIDANCE ACTIVITIES, AND PHYSICAL FACILITIES FOR GUIDANCE AREAS CORRELATED PRODUCT MOMENT CORRELATION PROBABLE ERROR 391 .9 54 .007 Testing 60 .9 51 .009 Counseling 81 .767 .030 Health 78 .974 .004 Elementary 89 .964 .005 Junior High 89 .963 .005 Senior High 89 .968 .004 Adult Education 89 .733 .033 58 .943 .010 NUMBER OF PAIRED ANSWERS GUIDANCE ACTIVITIES GUIDANCE FACILITIES 12? Longitudinal correlations were run on paired answers to the various ouestions on the elementary, Junior high school, senior high school, and adult education levels* The positive correlations for these areas were, respectively, ,96k, .963 , .968 , and .733. These are shown in Table XLIII. The area of least agreement (and the area in which questions were least frecuently answered as shown in Figure 15) was the adult education level. The answers from both groups were much less conclusive at the adult level than at the junior and senior high school levels. On the average only 6k per cent of the questions concerning guidance in adult education were answered, while 95 per cent of the questions on the senior high school level and 92 per cent of the questions on the Junior high school were checked. This probably Indicated a lack of general understanding of, or acquaintance with, the adult education field. In fact, several correspondents indicated by appended notes their lack of interest in, or knowledge of, adult programs of education. Probably because of the fact that so many of the correspond ents felt themselves incompetent to answer the question, actlvitie such as special education and health services and social and recreational programs for adults were not accepted as school responsibilities by a majority of the correspondents. (The fact that such questions -were not answered, however, indicates that discrimination was used In the answers.) The acceptance 128 100 Elementary School , - Junior High School Senior High School Adult Education 100 95% / 92* / /' V i / 75 h ^// \ 80* _ 75 / / / r / / / / / / 50 / / / // / / / / U A / / v/ / Y / / / 6l& / / / / / ✓ / / V ' ' ( / ' / / / / /' / j / / / / / / FIGURE 15. A K //1 ¥ // y / /' - 50 / \ V A / /i * / / , / / / V/ / / > A/ / 25 ' y / / ' ^ V / / Y / / y / - 25 / / / / A j / / ✓ C/-Y. S..ZA Percentage of questions answered on the average questionnaire at each school level 129 by more than 50 per cent of all of the correspondents of the responsibility for adult counseling, and interviewing, testing, and case study activities is important to notice, for it probably indicates the growing acceptance of the philosophy of the school as an agency of the total community rather then as a limited facility for youth. Guidance facilities for a school, therefore, should probably be planned to include the possibility of adapting them to the guidance needs of the adult community. In general, this questionnaire survey of the opinions of school administrators and state guidance supervisors has indicated current significant unanimity of opinion concerning guidance functions in large publlc school systems,and facilities for housing them. CHAPTER V SUMMARY The summary has been divided into the following six parts: A. General summary concerning selected guidance activities B. Summary of opinions concerning guidance activities in the elementary school C. Summary of opinions concerning guidance activities in the Junior high school D. Summary of opinions concerning guidance activities in the senior high school E. Summary of opinions concerning guidance activities in the adult education program F. General summary concerning physical facilities for guidance JL GENERAL SUMMARY CONCERNING SELECTED GUIDANCE ACTIVITIES Certain activities were almost unanimously accepted as guidance activities to be supervised and administered by guidance personnel. These included; a. Counseling and lntervlevring (page 5*0 b. Case study (page 89 ) 131 c. The gathering of vocational and educational guidance materials (page 109) d. Follow-up (page 114) e. Orientation (page 106) f. The supervision of vocational and educational units in the curriculum (page 98) g. Placement (page 110-113) h. The development and maintenance of cumulative guidance records (page 92) A number of other activities were accepted as necessary to the guidance program by more than three-fourths of the authorities. It was suggested that these additional activities were so important that, unless they were otherwise regularly supervised administratively, the guidance program should assume definite responsibility for their coordination. These Included: a. Test administration (page 7 O ) b. Organized group guidance activities (General guidance classes, home room programs, industrial tours, and the like)(page 98) c. Student council activities(page 102) d. School publications(page 103) e. Clubs f. Parties and dances (page 102) (page 102) Still other activities were listed as contributing much to guidance, although administratively there was some question as to whether they should be classed as guidance functions. 132 The suggestion vas made that guidance personnel should take an active Interest In these activities and should cooperate vlth designated personnel to encourage their greatest utility. Guidance personnel vould, therefore, be Interested in seeing that physical facilities for these activities vould, also, be provided: a. Special education activities (page 84) b. Cooperative work experience programs (page 113) c. Health services (page 77) The rank of all of the above activities in terms of the per cent of the authorities vho listed them as responsibilities of the guidance program Is summarized In Figure 16. The results as a vhole Indicate that current opinion of vhat constitutes guidance and hov guidance functions should be coordinated is more surely crystallized and more generally accepted than the survey of literature Indicated (page 126). It vould seem probable that, if a survey vere made of general guidance texts that vill be published vithln the next year (the books nov on the press), a much higher degree of unanimity con­ cerning guidance functions vould be shovn than the vord count of the books printed In a previous six year period has shovn (page 31). 133 Counseling & Interviewing Case Study Gathering Vocational Information Gathering Educational I n f o r m a t i o n FollOl'-Up 3==================®====== 100 100 s s s a a a s a s s s s a a B s s s s s a s a s a 100 e a a a a a a a a a s s s a a a a s s a s a a a a 100 100 a s s a a a s a a a a a a a a a a a a a a a a a a Orientation Programs Educational & Vocational Guidance Units in the Curriculum Placement Developing & Maintaining Cumulative Records Test Administration 5: Interpretation Organized Group Guidance Activities Student Council School Publications Clubs Parties & Dances Special Education Activities Cooperative Yfork Experience Programs Health Services KEY; FIGURE 16. s s s s s a s = « s = : 3 3 : 3 3 r = : s s s » 98 aaa.n-.a-— ■ 97 a a a s a s a s s s s a a s s s a a s a a a s s 9k ==============«======== 91 ======================= 91 a a s a a a a a a a a a a a a a a a a a a a 87 82 81 80 76 ===================== ======^============= ==================== ====»============== *==========«======= 7k ==»==as===3====*=== 73 =.========--«= 51 One aa eoua.ls k per cent Rani: of specific activities in terms of per cent of authorities v*ho rated them as guidance functions 13^ B. SUMMARY OF OPINIONS CONCERNING- GUIDANCE ACTIVITIES IN THE ELEMENTARY SCHOOL A substantial majority believe that counseling and inter­ viewing should be guidance functions in the elementary school (page 5*0. While fewer are of the opinion that it is necessary compared with the Junior and senior high school levels, both school administrators and state supervisors agreed that counseling is desirable in the elementary grades. Not one school adminis­ trator listed counseling as unnecessary on the elementary level. These authorities were not sure that separate counseling rooms were necessary; only 51 per cent listed, counseling rooms as necessary or desirable at this level (page 53). The median amount of counseling time that should be allowed for each pupil each year fell exactly between one-half hour and one hour, or 45 minutes per pupil per year (page 62 ). The number of pupils to be assigned each counselor, apparently, gave confused results. Some of the respondents apparently believed that counselor referred to the home room teacher, and indicated a number closely correspond­ ing to a regular sized class room, with a rough median Judged to be in the neighborhood of JO to 35 pupils. Others were appar­ ently thinking in terms of full time counselors and Indicated numbers ranging from 100 to 400 pupils with a probable median of approximately 200 pupils. The recommendations concerning the counseling organization in the elementary school are, there­ fore, rather obscured and indefinite (page 69). 135 Testing and research were given substantial majorities as guidance functions In the elementary school (page 70). Specific recommended test services Included Intelligence tests, achievement tests, and Individual clinical tests. Special facilities for group testing were considered unnecessary, but facilities for clinical testing were recommended (page 73). The place of health services In the organizational scheme was not made clear (page 78). While a majority felt that health services should be coordinated by the guidance program, only 85 per cent of the corresooncLents answered this question and the result is not considered conclusive. Since substantial majorities (more than 90 per cent of the correspondents) checked various health services such as dental and medical examinations or hearing and sight tests, there is ample evidence that such services are considered important on the elementary level. The conclusion of this study is that, if other organization Is provided for the supervision of health services, guidance personnel will be content to heve the health services coordinated with rather than by their program. If other organization is not provided, the guidance program would be Justified because of the importance of those services to assume active coordination of the health service functions. Special facilities in terms of special rooms and equipment were deemed necessary for the health program in the grades (page 82). 136 There x?as substantial agreement that special education facilities in the elementary grades should be coordinated as functions of the guidance program (page 8^). Classroom facilities for dull or slow learning, deaf or hard of hearing, and blind or near blind received emphatic endorsement. Orthopedic classes and classes for gifted children received majorities. Cautions were recorded to the effect that the regular program should be enriched wherever possible to take care of these people in a more normal situation. Case study activities were considered necessary with only five of the respondents listing these as unnecessary (page 89). Special counselors, classroom or home room tea.ch.ers, school psychologists, visiting teachers, or school social workers, principals, school nurses, and attendance officers are all to be considered as guidance personnel (page 91 ). The development and supervision of cumulative records were considered to be functions of the guidance program (page 92). Whether these records should be kept in a central office or decentralised was not conclusively answered, but a majority of 5^ per cent favored the filing of these records with the home room teacher or counselor. G-roup guidance activities were recommended for the elementary grades, but no specific activities were indicated (page 96). Educational guidance and pupil program planning activities did not receive favorable response. 137 Vocational guidance, placement, and follow-up were deemed to belong to the secondary level and were not Included In the questions directed at the elementary level. That substantial agreement between the two grouos existed as regards guidance activities on an elementary school level i8 indicated by the correlation of the paired answers to all of the questions on the elementary level. The correlation was *.964 with a probable error of .005 (Table XLIII). C. SUMMARY OF OPINIONS CONCERNING- GUIDANCE ACTIVITIES IN THE JUNIOR HIGH SCHOOL Counseling and interviewing were recommended as functions of the guidance urogram in the Junior high school by 93 per cent of the corresoondents (rage 54). Not one of them checked these functions as unnecessary at this level, and only four considered orlvate counseling rooms unnecessary. An average of one hour per puoll per year was suggested as a basis for estimating counselor time, and a median number of 100 pupils per counselor was suggested (page 6?). Testing and research received endorsement as functions of the guidance program in the Junior high school (page 70). Types of tests that were recommended for this grade level included achievement tests, intelligence teste, interest tests, aptitude tests, tests of social adjustment, and individual clinical tests (page 73). Special facilities for group testing were considered 138 unnecessary, but special rooms and equipment were considered necessary for Individual or clinical testing programs (page 7*0• Health services were considered as guidance functions on the junior high level (page 78), but the majority was small, and the minority warning that these services might already be administratively provided must be considered. The wide range of health services considered necessary at the Junior high level by most of the respondents suggests the importance of the coordination of these services with the guidance program. Special facilities for the health services In terms of space and equip­ ment were recommended for the Junior high school. Special education facilities were recommended for coordination by the Junior high school guidance program (page 8*0. Special education facilities that were recommended for the Junior high school Included facilities for the dull or slow-learning, for the deaf or hard of hearing, and for the blind or near blind. Special facilities for gifted or orthopedic cases were also endorsed, but strong minorities insisted that the regular school program should rather be enriched to care for these special cases. Case study activities were recommended as necessary functions of the guidance program in the Junior high school. Only three correspondents listed this as unnecessary at this level (page 89). Personnel who were considered to function in the guidance program at this level would Include special counselors, psychologists, home room and classroom teachers, social case 139 workers, deans, and principals (page 92). Assistant principals, school nurses, and attendance officers were also mentioned. The development and supervision of cumulative records were definitely considered guidance functions, and a slight majority favored the filing of these records with the guidance counselor (page 92). Group guidance activities were recommended by 89 per cent of the respondents. Group activities specifically recom­ mended for the Junior high school Include genere.l guidance and occupational information classes, as well as such units in regular classes, home room guidance programs, assemblies (page 96). industrial tours, and Clubs, student council, school publications, and parties and dances were recommended as extra-curricular activities that should be encouraged by the Junior high school guidance program, and special social and extra-curricular rooms were considered desirable (page 103 ). Orientation and school adjustment activities were voted necessary functions of the guidance programs in the Junior high school (page 107), as were also educational guidance and pupil planning activities. The gathering of educational Information materials such as college or trade catalogs and the gathering of vocational information materials were almost unanimously recommended as a function of the guidance program (page 109). Placement of Juniors, including pupils of Junior high school age, was recommended by 72 per cent of the correspondents 1^0 (page 111), Special placement personnel cooperating with the school counselors was suggested to carry on Job placement activities (page 112). A guidance suite near* the administrative offices and near the library on the first floor was listed as desirable (page 116 ). This suite should include reception and clerical facilities, private Interviewing rooms approximately 150 square feet in area, and testing facilities (pages 118-119). That significant agreement between the school adminis­ trators and state supervisors of guidance existed is evidenced by the correlation of the paired answers to all of the questions on the Junior high school level. The correlation was positive ,963 with a probable error of .005 (Table XLIII). D. SUMMARY OF OPINIONS CONCERNING GUIDANCE .ACTIVITIES IN THE SENIOR HIGH SCHOOL Counseling and interviewing were unanimously accepted as functions of the guidance program at the senior high school level (page 5*0* Only one person, a school administrator, considered private counseling rooms unnecessary. The median time to be allotted in the guidance program for Individual counseling on a per student per year basis was one and onehalf hours. The median number of students to be assigned each counselor was 100 students for each counseling hour (page 67 )• 141 The state supervisors vere unanimously in favor of test administration and Interpretation as functions of the senior high school guidance program; only four school administrators opposed this idea (page 70). Types of tests recommended for the senior high school level included: interest and aptitude tests, achievement and intelligence tests. While a small majority felt that special facilities for group testing programs vere necessary or desirable, more than tvice as many of the respondents checked such facilities unnecessary compared with those vho checked such facilities necessary. Special facilities including special rooms and equipment vere endorsed for the clinical testing program (page 73). While the health services vere considered guidance functions at the senior high school level by a small majority, the definition of these responsibilities administratively is not clear (page 78). The large percentage of respondents checking the respective health services as necessary in the senior high school, suggests the necessity of the coordination of these services vith the health program. Special facilities for health services vere considered as necessary (page 82). It vas recommended that special education facilities in senior high school be coordinated as functions of the guidance program, although the particular facilities recommended received less substantial majorities than for the elementary and junior high school levels (page 84). Case study was declared a necessary function of the guidance program In the senior high school (page 90). Virtually all of the school personnel were considered guidance personnel as they functioned in case study and general guidance programs. Special counselors and school psychologists received the largest percentage recognition as guidance personnel (page 92), More than 90 per cent of the correspondents believed that the development and supervision of cumulative reoords were functions of the guidance program in the senior high school (page 92). A slight majority felt that such records should be filed with the school counselor, but nearly half of the respondents favored filing such records in the central office, and suggestions were made recommending the centralization of the central office and guidance services for the better utilization of cumulative records by all guidance personnel. Group guidance activities were considered functions of senior high school guidance by 87 per cent of the respondents (page 97)* Occupational units in the regular subject matter classes industrial tours, assemblies, and career days were recommended by 80 per cent or better. Occupational information classes received majority approval, but general guidance classes were not recommended. Home room guidance programs were somewhat less favorably regarded by the state supervisors than by the school administrators, and both groups gave home room programs smaller percentage tabulations on the senior high school level than on the Junior high school level. publications, Student councils, school clubs, parties, and dances were recommended by 75 pei* cent or more of the correspondents as activities that function in or aid a senior high school guidance program. Social rooms were considered necessary or desirable b y 90 per cent of those answering and special activity rooms such as publications room or council room b y 91 per cent (page 1 0 3 ). Only two per cent of the correspondents considered orientation and school adjustment activities as unnecessary functions in a senior high school guidance program (page 107). Educational guidance and pupil program planning activities were unanimously recommended. materials, The gathering of vocational information college and trade school catalogs, and other educa­ tional Information was recommended as a guidance function in senior high school b y more than 98 per cent (page 109). Placement was accepted as a guidance function b y 9 6 out of the 1 0 3 who answered, and 95 persons checked seniors and recent graduates as people whom the school should help to place. Special placement personnel was recommended for placement, although a significant number indicated that school counselors should participate in this activity. Cooperative wor k and training programs were a.lso recommended as activities to be coordinated b y the guidance program (pages 110-1 1 3 ). ihk- It tos recommeded that the senior high school counseling rooms be centralized not far from the library and adjacent to or near the central offices (page 116). ALthough the health rooms were not mentioned in this connection, an earlier reference suggested a close relationship between the health program and the guidance program (page 22), and it is suggested that it may also be desirable to have the guidance and health rooms in reasonable proximity. It was recommended that the counseling rooms be private rooms with a floor space of approximately 150 square feet, and that they be located on the first floor. Clerical facilities and reception room were recommended for the guidance offices. Testing facilities were again considered necessary, and more than 90 per cent of the correspondents reaffirmed the need for private Interviewing rooms. It was further recommended that the counseling suite should maintain a social atmosphere and should Include occupational information filing facilities (pages 120-121). A desk and chair and a filing cabinet are evidently the most essential items in a senior high school counseling room, although extra chairs and book shelves are a„lso considered necessary (page 122). Bulletin boards, wall pictures, and rugs are recommended as desirable (page 1 2 3 ). A positive correlation of .968 (P. E. .00^) Indicates significant agreement between the paired answers of the school administrators and state supervisors concerning guidance activities on the senior high school level (Table XLIII). 145 E. SUMMARY OF OPINIONS CONCERNING GUIDANCE ACTIVITIES IN THE ADULT EDUCATION PROGRAM Eighty-six per cent of the correspondents considered counseling and Interviewing to be a guidance function in adult education programs (page 54). Private counseling and Interviewing rooms were considered necessary, and provision for approximately one hour per student was recommended. Test administration and interpretation were considered functions of the guidance program at the adult level (page 70). Interest and aptitude teste were especially recommended, individual clinical tests, and intelligence tests, and tests of social adjustment received significant percentages. facilities for group testing were deemed unnecessary, Special but special facilities for individual clinical testing were considered necessary. Although only 58 per cent of the correspondents answered the question concerning case study, only three per cent considered such activity as an unnecessary function in the adult education guidance program, and a significant majority considered case study as necessary or desirable (oage 90). The keeping of cumulative records and case study records was, likewise, endorsed as a guidance function in the adult education program (page 93). Group guidance, extra-curricular activities, and orientation programs were considered unnecessary in adult education (page 97). 1^6 While the question as to guidance information and materials was not broken down into grade levels, that, it is reasonable to assume since counseling and interviewing were so heartily approved for adult education programs, that the maintenance of files of occupational and educational information for adults would likewise be approved. Former school graduates and handicapped persona were recommended for placement, but the correspondents failed to make a significant recommendation for placement services for the members of adult classes, probably feeling that other community agencies already set up were adeouate to handle this service. Somewhat less agreement concerning guidance activities existed on the adult level than on the regular school levels. There was a correlation of plus ,733 (P. E. .033) between the answers of the school administrators and the state supervisors to questions in this area. F. G-EFERAL SUMMARY CONCERNING- PHYSICAL FACILITIES FOR GUIDANCE Private counseling and interviewing rooms were considered necessary or desirable on the elementary level by 5 1 per cent of the authorities; on the junior high school level b y 93 per cent; on the senior high school level by 100 per cent; and on the adult education level by 37 per cent (page 57). The figure suggested for use in estimating the amount of counseling time that should be allowed per person per year 14? In the elementary grades was approximately three-quarters of an hour per pupil per year; for Junior high schools, about one hour per pupil per year; and for the senior high schools, about one and one-half hours per pupil per year (page 62). The number of counselees suggested per counselor was 200 for the elementary school and 100 for the Junior high school and senior high school areas (pages 6 5 and 67). Special facilities for group testing were not considered necessary (prjge 73). But facilities for individual testing vere recommended for elementary, school, and adult levels Junior high school, senior high (page 73). Special rooms and equipment for health services were recommended for all four levels (cage 82). guidance activities were recommended, While certain group no recommendations concerning soecial facilities to house them vere made. Social rooms were considered necessary or desirable for Junior high school by 72 per cent of the correspondents, and for senior high school by 90 per cent (rage 103). The gathering of educational and vocational information materials and cumulative records implies a need for facilities in vrhich to keen them, although no specific recommendations were made (pages 96 and 109). Placement services were recommended for seniors, handicapped persons, recent graduates, Juniors 14 to 18 years of age, and any former graduate who needs help 148 (page 111). would, Special placement personnel (for whom facilities of course, be needed) were suggested to handle the place­ ment activities (rage 112). A location for the guidance services as near the library as it is convenient to plan them was suggested (page 115). Centralization of the guidance facilities near to or adjacent to the central administrative offices on the main floor was recommended (pages 116 and 117). Small, individual counseling rooms averaging 150 square feet In area were indicated (cages 118 and 119). Features that were considered im ortant in the guidance suite included: receotion room, clerical facilities, and filing facilities (page 121). guidance suite was desired private interviewing rooms, A social atmosphere in the (page 120). Features that were con­ sidered necessary or desirable in the individual interviewing or counseling room included; cabinet, desk and several chairs, book shelf, bulletin board, wall Pictures, filing and rugs (page 122). G-uidance facilities recommended, are graphically summarized in Figures 17 and 18. Ik9 FACILITY P e r Cent P r ivate I nte r v i e w i n g Roo m s sss»sassssssss3s==:ssBssss 100 Individual or Clinical Testing F acilitie s =*=■■======»=«==.=====*»===== 99 O ccup ational I n f o r mation File ==-========:==:==:========== 98 Health Rooms aaBsssasssssssSasasssasa 95 C l erical F acilities sssssassssssnaxsssssssas 9k T e s t i n g F acilities =a:B*saaa»«ssas=rsssssss 9k Special SOCial ROOmS sassassBaaaasaaBBaaiaaa 92 Reception Room 87 N e arn ess to Central Office BBaaaaaaaasaasaasassaa 87 Nearness to L i brary sES«»a*=:aBS»*stmsB*SBSB»aBa« 77 Ce n t r a l i z e d L o c a t i o n a*3=aaB3a==rrs. Facsimile of card sent to thirteen state departments of public Instruction H. Questionnaire on guidance activities I* Facsimile of reminder card sent to those who had not returned the questionnaire by December 9th J• State supervisors of guidance to whom the questionnaire was sent K. School administrators to whom the questionnaire was sent L« Schools visited during the course of M. Recommendations for further study and facilities the study 174 January 4, 1945 Mr. Royce E. Breveter, Specialist Consultation and Field Service U. S. Office of Education Washington 25, D. C. Dear Mr. Brewster: I am working on my doctoral thesis in guidance and should like to get some data on the physical set-up of guidance from some school systems that have outstanding guidance organizations. Will you, therefore, please send me a list of 25 or 30 schools whom you consider to be doing outstanding work in the field of guidance. If possible, I should like the names of the directors or supervisors of the programs in these schools. Sincerely, J. B. Munson, Director Guidance and Research 175 FEDERAL SECURITY AGENCY U. S. OFFICE OF EDUCATION WASHINGTON 25, D. C. February 25, 1945 Mr, J. B. Munson, Director Guidance and Research Department of Guidance and Placement Technical High School 419 N. Capitol Avenue Lansing 15, Michigan Dear Mr. Munson: Enclosed you will find the list of cities having guidance programs of varying degrees of effectiveness. We have indicated the names of the individual in charge of guidance programs wherever we could. I hope this will supply you with sufficient data for your study. Sincerely yours, Royce E. Brewster Specialist, Consultation and Field Service Occupational Information and Guidance Service Encs 176 Counselors and Guidance Workers Washington Seattle - Miss Virginia Lee Block, Director of Child Guidance, Seattle Public Schools Spokane - Karl Ferguson, Guidance Director, Spokane Public Schools Oregon Portland - Frances D. McGill, Supervisor of Counseling and Guidance, Portland Public Schools, 220 NE Beech St., Portland Eugene - Paul Potter, Head Counselor, Eugene High School J. R. Jewell, Dean, Oregon School of Education, University of California Los Angeles - Dr. Harry W. Smallenberg, Director of Research and Guidance Pasadena - Margaret E. Bennett, Director of Guidance Sacramento - Arthur H. Polster, Director of Research and Personnel Alhambra - Della A. Leonard, Director of Child Welfare and Attendance Pomona - Charlotte Neely, Supervisor of Child Welfare and Education San Diego - Anna C. Moser, Vocational Guidance Coordinator Nebraska Omaha - John W. Lucas, Dean of Students, University of Omaha E. H. Shroer, Assistant Principal, Benson High School Lucy Harte, Girls Counselor, North High School Maryland Frederick - Mrs. Frances B. Allis, Frederick High School Hagerstown - Charles E. Hodges, North Street Senior-Junior High School 177 Texas Corpus Christi - Virginia Hufstedler, Director of Guidance, Senior High School El Paso - Agnes Stripe, Psychologist and Consultant, El Paso Public Schools Amarillo - R. A. Selby, Director of Secondary Curriculum and Guidance, Senior High School New York Jamestown - Karl Anderl, High School Syracuse - Geraldine Andrews, Bladgett Vocational High School Rochester - J. W. Barry, John Marshall High School Oswego - Florence C. Bates, High School Nyack - John S. Charlton, High School New Rochelle - Ruth Craig, Isaac E. Young High School Watertown - Robert Daly, Board of Education Utica - Dorothy M, Fox, Proctor High School Poughkeepsie - G. B. MacAndrews, Arlington High School Schenectady - M. R. Begley, Washington Irving Junior High School Indiana South Bend - Helen Dernback, Director of Guidance, South Bend City Schools Thelma Barber, Head Counselor, Washlngton-Clay High School Indianapolis - W. Harold Walter, Head Counselor, Arsenal Technical High School Terre Haute - Wayne P. Watson, Director of Guidance, Terre Haute City Schools Fort Wayne - William Wilier, Head Counselor, Franklin School Clifford H. Ott, Head Counselor, Harmar School Maine Augusta - William A. Macomber, Principal, Cony High School 178 Maine Portland - Amos A. Hawkes, Counselor, Deiring High School Connecticut Hartford - Carolyn Gawer, East Hartford High School, East Hartford Bridgeport - Walter Fields, Bullard-Havens Technical School North Carolina Winston-Salem - Ivey 11. Hixson, Academic Dean, Salem College Raleigh - E. L. Boshart, Engineering State College of Agriculture and Kentucky Louisville - Marquerite Arnold, Ahrens Trade School Lexington - Mrs. Ben Black, Henry Clay High School Illinois Chicago - Louis Brook, Harrison Technical School, 2850 W. 24th Blvd. Peoria - Miss Bess D. Hale, Senior High School Springfield - Lyman K. Davis, Springfield High School Bloomington - Leona Wise Felsted, Coordinator of Personnel Montana Billings - Clarence Shively, Billings High School Great Falls - Karl Erickson Georgia Atlanta - Mrs. May Huey Athens - Dr. J. E. Green, University of Georgia Atlanta - Dr. H. H. Bixler, Atlanta Department of Education Dr. Joe Moore, Georgia School of Technology Service 179 DEPARTMENT OF GUIDANCE AND RESEARCH Lansing Public Schools Lansing, Michigan March 20, 1945 Dear Mr, We are interested in setting up some standards for the planning of the physical facilities for guidance in our school plants. Dr, Royoe E. Brewster of the U, S, Office of Education has suggested that your school has been doing excellent work in guidance, and we are looking to you for information. What special facilities for guidance are provided at your central office? Are there testing and counseling rooms in your elementary schools? Junior high schools? Senior high schools? If there are, are they scattered through­ out the buildings or centralized within each building some where? Were these facilities in the plans when the buildings were built, or have they been adapted for their present use from rooms used previously for other purposes? We are writing to a number of other people in this same connection. If this study uncovers any information of Interest, we Would be glad to send you a report of our findings. May we hear from you? Sincerely, J. B. Munson, Director Guidance and Research WORD COUNT TEXT PAGES ABILITY APTITUDE ACHIEVEMENT ANECDOTAL RECORD CASE STUDY CLINIC CLUBS COMMUNITY RELATIONS CONFERENCE COUNSELING COUNSELOR CUMULATIVE RECORD DIAGNOSIS EDUCATIONAL GUIDANCE EXTRA-CURRICULAR ACTIVITIES FAMILY RELATIONSHIPS FOLLOW-UP GROUP GUIDANCE HEALTH HOBBY HOME CONDITIONS HOME ROOM INTELLIGENCE INTEREST INTERVIEW INVENTORY LEISURE MALADJUSTMENT MENTAL HEALTH NEED OCCUPATION OCCUPATIONAL INFORMATION ORIENTATION PART TIME WORK PLACEMENT QUESTIONNAIRE RECREATION RELIED IAL WORK SELF ANALYSIS SOCIAL ACTIVITIES SOCIAL ADJUSTMENT TEST (OR TESTING) VOCATIONAL GUIDANCE VOCATION WORK HABITS 181 LANSING PUBLIC SCHOOLS Lansing, Michigan November 2 9s 19^8 Dear Sir: We are interested In expanding and developing our guidance facilities. To help us with our plans ve are asking a limited number of school administrators in cities of comparable size to check the guidance activities for vhich physical facilities should be provided in the school plant. As you know, there Is little written concerning this problem. You can help us to crystallize and interpret present thinking in this area. Please give us five minutes of your time to fill out the inclosed questionnaire. It can be filled out simply by checking the appropriate answers. There Is nothing you need to write. If you would like a compile from these data, copy of the report we will be glad to that we will mail one to you. Sincerely, J. B. Munson, Director Guidance and Research J B M :fp 182 FACSIMILE OF CARD SENT TO THIRTEEN STATE DEPARTMENTS OF PUBLIC INSTRUCTION We are interested in setting up some standards for the planning of the physical facilities for guidance in our school plants. To do this we feel that we should have some authoritative statements on Just what activi­ ties are functions to be coordinated by the guidance program in the public school. We check a us. Is operate are asking the state supervisors of guidance to questionnaire concerning these activities for there someone in your department who would co­ with us in the filling out of the questionnaire? Sincerely, J. B. Munson, Director Guidance and Research Lansing Public Schools QUESTIONNAIRE on GUIDANCE ACTIVITIES AND FACILITIES DEPARTMENT OF GUIDANCE AND PLACEMENT PUBLIC SCHOOLS OF LANSING MICHIGAN 31. Should cooperative work and apprentice training pro­ grams be coordinated by the guidance programs? Yes ................. No .................. FOLLOW-UP 32. Should follow-up be a function of a school guidance program ? Necessary................... Desirable............ Unnecessary............... GUIDANCE SUITE 33. If you were planning a new building with counselor rooms (or a guidance suite), would these rooms be ad­ jacent to or near the library? Necessary.................. Desirable............ Unnecessary................ 34. If there were to be counselor rooms, would you centralize them in one part of the building or decentralize them? Centralize .................. Decentralize..................... 35. If there were to be a guidance suite in the school, would you try to place it adjacent to, near, or removed from the administrative offices? Adjacent to ............ Near............... Removed from................. 36. On which floor would you place the guidance offices? First Floor............. Second Floor No Preference............. DEPARTMENT OF GUIDANCE AND RESEARCH Lansing Public Schools, Lansing, Michigan J. B. Munson, Director Problem: We are interested in setting up some standards for the planning of the physical facilities for guidance in our school plants. To do this we feel that we should have some authoritative statements on just what activities are func­ tions to be coordinated by the guidance program in a public school. We have, therefore, set up this questionnaire of forty questions which can be answered with simple checks in a few minutes. Please check and return to us at your earliest con­ venience. T f f COUNSELING AND INTERVIEWING 1. Should individual counseling and interviewing be func­ tions of the guidance program in: 37. Would you provide the counselors with one large room and several desks or with private interviewing rooms? One Large Room............. Individual Interviewing Rooms 38. The most desirable size for an interviewing room would be approximately: 100 Sq. Ft. ................. 250 Sq. Ft. 150 Sq. Ft. .................. 300 Sq. Ft. 200 Sq. Ft. ................................. Sq. Ft. ................. Neeeaaary Yes .................. Desirable U nnecessary Reception Room................ ........................................................................... Recreational Facilities Social Atmosphere .................................. ....................................................................... ........... 8 Adult Ed. Program * No 2. Indicate the relative importance of counseling and inter­ viewing on the following grade levels: Ju n io r High S rn io r Necessary................. Unnecessary H igh A dult Ed. — ....................... Desirable .............. ........ ..................................................................................... 3. Indicate the relative importance of private counseling and interviewing rooms: E lem entary Clerical Facilities.................................................................................... Testing Facilities.................................. Ju n io r H igh Senior H ick School* School* ....................................................................... E ltm tn to ry 39. Check the features that you consider necessary or de­ sirable in a counseling suite: F eatu re E lrm entary School* Necessary Ju n io r H igh Senior High A dult Ed. ................................................................................... Desirable Unnecessary ........................ 1 ....................................................... 31. Should cooperative work and apprentice training pro­ grams be coordinated by the guidance programs? Yes No .............. FOLLOW-UP 32. Should follow-up be a function of a school guidance program ? Necessary............... Desirable.......... Unnecessary............. GUIDANCE SUITE 33. If you were planning a new building with counselor rooms (or a guidance suite), would these rooms be ad­ jacent to or near the library? Necessary............... Desirable.......... Unnecessary............. 34. If there were to be counselor rooms, would you centralize them in one part of the building or decentralize them? Centralize .............. Decentralize................. 35. If there were to be a guidance suite in the school, would you try to place it adjacent to, near, or removed from the administrative offices? Adjacent to................ Near............ Removed from.............. 36. On which floor would you place the guidance offices? First Floor........... Second Floor No Preference........... 37. Would you provide the counselors with one large room and several desks or with private interviewing rooms? One Large Room. Individual Interviewing Rooms 38. The most desirable size for an interviewing room would be approximately: 100 Sq. Ft. 250 Sq. Ft. 150 Sq. Ft. 300 Sq. Ft. Neceaaary Desirable U nnecessary ............................................................. Reception Room Clerical Facilities ............................................................. Testing Facilities ........................ .................... Recreational Facilities .......................................................... Social Atmosphere 8 Problem: We are interested in setting up some standards for the planning of the physical facilities for guidance in our school plants. To do this we feel that we should have some authoritative statements on just what activities are func­ tions to be coordinated by the guidance program in a public school. We have, therefore, set up this questionnaire of forty questions which can be answered with simple checks in a few minutes. Please check and return to us at your earliest con­ venience. v ▼ ▼ COUNSELING AND INTERVIEWING 1. Should individual counseling and interviewing be func­ tions of the guidance program in: E lem entary School* Yes Ju n io r High School* S rn in r High School* A dult Ed. P rogram * ................................................ ........... ............. ......... No............................... ............................................................ .. ........ ....... 2. Indicate the relative importance of counseling and inter­ viewing on the following grade levels: ....... 200 Sq. Ft. Sq. Ft. ......... ..... 39. Check the features that you consider necessary or de­ sirable in a counseling suite: F eatu re DEPARTMENT OF GUIDANCE AND RESEARCH Lansing Public Schools, Lansing, Michigan J. B. Munson, Director E lem entary Necessary J u n io r H igh Senior High A dult Ed. ~......... ......................................................................... Desirable Unnecessary ........................ 3. Indicate the relative importance of private counseling and interviewing rooms: E lem entary Necessary Ju n io r High Senior High A dult Ed. .................................................................................... Desirable Unnecessary ..................................................................................... 1 QUESTIONNAIRE on GUIDANCE ACTIVITIES AND FACILITIES i DEPARTMENT OF GUIDANCE AND PLACEMENT PUBLIC SCHOOLS OF LANSING MICHIGAN £ 31. Should cooperative work and apprentice training pro­ grams be coordinated by the guidance programs? Yes .................. No .................. FOLLOW-UP 32. Should follow-up be a function of a school guidance program ? Necessary Desirable ........... Unnecessary............... GUIDANCE SUITE 33. If you were planning a new building with counselor rooms (or a guidance suite), would these rooms be ad­ jacent to or near the library? Necessary................... Desirable............ Unnecessary .... 34. If there were to be counselor rooms, would you centralize them in one part of the building or decentralize them? Centralize Decentralize...................... 35. If there were to be a guidance suite in the school, would you try to place it adjacent to, near, or removed from the administrative offices? Adjacent to ....... Near.................. Removedfrom ..... 36. On which floor would you place the guidance offices? First Floor............. Second Floor No Preference............ DEPARTMENT OF GUIDANCE AND RESEARCH Lansing Public Schools, Lansing, Michigan J. B. Munson, Director Problem: We are interested in setting up some standards for the planning of the physical facilities for guidance in our school plants. To do this we feel that we should have some authoritative statements on just what activities are func­ tions to be coordinated by the guidance program in a public school. We have, therefore, set up this questionnaire of forty questions which can be answered with simple checks in a few minutes. Please check and return to us at your earliest con­ venience. W W W COUNSELING AND INTERVIEWING 1. Should individual counseling and interviewing be func­ tions of the guidance program in: 37. Would you provide the counselors with one large room and several desks or with private interviewing rooms? One Large Room. Individual Interviewing Rooms........ 38. The most desirable size for an interviewing room would be approximately: 100 Sq. Ft. 250 Sq. Ft. 150 Sq. Ft. 300 Sq. Ft. 200 Sq. Ft. Sq. Ft. Necessary Desirable U nnecessary ..................................................................... Clerical Facilities ......................................... ......................... ........ Testing Facilities .................................................................. E lem entary J u n io r H igh Senior High A dult Ed. -........ ............................................................ Desirable Unnecessary 3. Indicate the relative importance of private counseling and interviewing rooms: E lem entary Ju n io r H igh Senior High A dult Ed. Necessary...................................................................................................... Desirable........................... ......... Social Atmosphere Unnecessary 8 ......................................... 2. Indicate the relative importance of counseling and inter­ viewing on the following grade levels: Recreational Facilities........................................................................ ........ .................. ........................................................ A dult Ed. P ro g ram s ....._____ No............................... .............. ...................... . Necessary Reception Room Ju n io r High Senior High Schools Schools Yes .................. 39. Check the features that you consider necessary or de­ sirable in a counseling suite: F eatu re E lem entary Schools ........................ ...... ........................................................................... 1 4. If individual counseling and interviewing is suggested, please indicate what you consider the number of coun­ selor hours that should be allowed for each pupil each year. E lem entary Ju n io r High Senior High 'i hour..................... ......... ..................................... V2 hour..................... .............................................. A dult Ed. EDUCATIONAL GUIDANCE AND PUPIL PROGRAM PLANNING 25. Are educational guidance units and curriculum and pupil program planning activities necessary functions of the guidance program in: ............... ...... E lem entary Necessary ................... Ju n io r H igh Senior High A dult Ed. ............................................................................. 1 hour........................ ......................... ................... ................................... Desirable................... ..................................................................................... 1 V2 hours ............... ............................................................. Unnecessary............. .......................... 2 hours .... ........................................................................ Other ................................ VOCATIONAL GUIDANCE ................................. 5. Indicate the average number of pupils that you believe should be assigned each counselor: E lem entary 25................................ Ju n io r High Senior High ............................................. ............... 75 ..................................... 2G. Is the gathering of vocational information materials a function of the guidance program? A dult Ed. -..................................................................... 50 . ........... ........................................ Yes No ................ 150 ..................................................................... ............ Other ....... ........... No................ . 29. If so, whom should the school help to place: 6. Should test administration and interpretation be func­ tions of the guidance program in : Ju n io r High Senior High A dult E<'. Yes ........... ...................... ........... ....................... ......... No ..................................................................................... 7. Check types of tests that should be administered at some time in the: E lem entary .................. 28. Should placement be a function of the school guidance program ? Yes TESTING AND RESEARCH Intelligence Tests Achievement Tests Interest Tests Aptitude Tests No PLACEMENT ...... .................................................... E lem entary ............. 27. Is the gathering of college and trade school catalogues and other educational information a function of the guidance program? Yes 100 200 ..................................................... Ju n io r High Senior High A dolt Ed. ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... Juniors (Pupils from 14 to 18) Handicapped Persons ................. Seniors and Recent Graduates Any Former Graduate .............. ............ Members of Adult ...... Classes.............................. .................. 30. Placement should be made by: Class Room Teachers Deans .................. Home Room Principals .................. .................. Special Placement Teachers .................. Counselors .................. Heads of Departments .................. 7 Personnel .................. Home Room Guidance Programs..................................................................................... Industrial ...................................................................... Tours Assemblies ...................................................................... Career Days ...................................................................... EXTRA CURRICULAR ACTIVITIES 21. Check the extra-curricular activities that should func­ tion in (or would expedite) a school guidance program. Elem cntury Clubs Student Council Ja n io r High Senior High A dult Ed. ...................................................................... ...................................................................... School Publications........... ...................................................................... Parties and Dances ...................................................................... Others (List) ...................................................................... Ju n io r High Senior High A dult Ed. Necessary ...................................................................... Desirable ...................................................................... Unnecessary ...................................................................... 23. Should special extra-curricular rooms be provided (such as publication’s room, or council room?) E lem entary J u n io r High Senior High ...................................................................... Desirable ...................................................................... Unnecessary ...................................................................... ORIENTATION AND SCHOOL ADJUSTMENT 24. Are orientation program and school adjustment activ­ ities necessary functions of the guidance program in: Ju n io r H igh Senior High Social Adjustment ...................................................................................... Individual Clinical Tests ..................................................................................... Others (Name) ..................................................................................... 8. Are special facilities in terms of space (special rooms and equipment) needed for group testing programs in: E lem entary Necessary Senior H igh A dult Ed. ..................................................................................... Desirable................... ..................................................................................... Unnecessary ..................................................................................... 9. Are special facilities in terms of space (special rooms and equipment) necessary for individual or clinical test­ ing programs in: E lrm .n ta ry Ju n io r H igh Senior High Adult Ed. .............. ..................................................... Desirable................... ..... ...................................................................... Unnecessary ...................................................................... HEALTH SERVICES 10. Should the health services be functions of the guidance program in th e: E lem entary A dult Ed. Yes Ju n io r H 'f h Senior High Adult Ed. ..................................................................................... No............................... ..................................................................................... 11. Check the kinds of health services schools should offer: E lem entary Ju n io r H igh Senior High A dult Ed Dental Exams Medical Exams Hearing Tests ...... ............................................................................... ..................................................................................... ..................................................................................... Necessary ............................................... ...................... Desirable ...................................................................... Sight Tests Weighing and Measuring Unnecessary ...................................................................... Visiting Nurse 6 J a n io r H igh A dult Ed. Necessary E lem entary ...................................................................................... Necessary 22. Should social rooms be provided in activity? E leaientury Personality 3 12. Are special facilities in terms of space (special rooms and equipment) needed for health services in: E lem entary Necessary Ju n io r H ich Senior H iah A dult I d. ..................................................................................... Desirable ..................................................................................... Unnecessary .......... ........................................................... ............ Desirable ...................................................................................... Unnecessary ...................................................................................... 16. Which of the following school personnel should function as guidance personnel in a school guidance program? Visiting Teachers or School Social Workers Special Counselors .... ............. School Nurses SPECIAL EDUCATION FACILITIES Attendance O fficers................ Principals 13. Should special education facilities be coordinated as functions of the guidance program? Teachers°m Home Room Teachers Assistant Principals Deans E lem entary Yes J a n io r High Senior High A dult La. 14. Check the kinds of special education facilities large school systems should offer. E lem entary Ju n io r High Senior High Adult Ed. Classes for dull or slowlearning ...................................................................................... Classes for gifted or at>ove average ..................................................................................... Classes for deaf or hard of hearing ..................................................................................... Classes for blind or near blind ...................................................................................... Orthopedic Classes ...................................................................................... Epileptic Classes ........................................................................... .......... Child Accounting Office .................. CUMULATIVE RECORDS 17. Are the development and supervision of cumulative records functions of the school guidance program? E lem entary E lem entary Ju n io r H igh Senior High A dult Ed. ...................................................................................... 4 A dult Ed. 18. With whom should the cumulative record folders be filed? E lem entary Central Office Home Room Teacher J a n io r High Senior H igh Adult Ed, ...... .................... ........................... .......................... Counselor.................. ................................... ............................................... GROUP GUIDANCE ACTIVITIES 19. Should there be organized group guidance activities in: J u n io r High Senior H igh A dult Ed. Yes ...... ........................... ................................................... No ..................................................................................... 20. Check the following group activities that should be found at the various grade levels: E lem entary 15. Is case study a necessary function of the guidance program in: Senior High ..................................................................................... E lem entary ...................................................................................... Ju n io r H igh Yes............................................ ..................................................................... No CASE STUDY Necessary School Psychologists................. ............................................. -.......... -............. ........... No Classes for Personality or Problem Cases ......... General Guidance Classes Occupational Information Classes Occupational Information Units in Subject Matter Classes Ju n io r H igh Senior H igh A dult Ed. ........... ......................................................................... ..................................................................................... 4. If individual counseling and interviewing is suggested, please indicate what you consider the number of coun­ selor hours that should be allowed for each pupil each year. Elem entary Ju n io r High Senior High Adult Ed. EDUCATIONAL GUIDANCE AND PUPIL PROGRAM PLANNING 25. Are educational guidance units and curriculum and pupil program planning activities necessary functions of the guidance program in: !i hour..................... ............. -.................................- V2 hour ................. 1 hour........................ .............................................. 1 12 E lem entary .................... .................................. hours................ ............................................................. 2 hours .................. Other ....................................................... ................. ........ ................ Ju n io r High Senior High Adult Ed. 25 ........................................................ 50 ......................................................................... ................. 75 100 - - - - - ............. ................................................ 200 .................... ..... ............................................................... TESTING AND RESEARCH 6. Should test administration and interpretation be func­ tions of the guidance program in : E lem entary Yes........................................... Ju n io r High Senior High Adult E .\ -.......................- .................. No -.......... 7. Check types of tests that should be administered at some time in the: E lem entary Intelligence Tests Achievement Tests Interest Tests Aptitude Tests A dult Ed. Necessary.............. ..................................................................... Desirable............... ............ ................................................... Unnecessary.......... ...................................................................... Ju n io r High VOCATIONAL GUIDANCE 26. Is the gathering of vocational information materials a function of the guidance program? Yes .... No .............. 27. Is the gathering of college and trade school catalogues and other educational information a function of the guidance program? Yes No .............. PLACEMENT 150.............................. .................................................................................. Other Senior H igh ......................... 5. Indicate the average number of pupils that you believe should be assigned each counselor: E lem entary Ju n io r High Senior High Adult Ed. .......... ........................................................................ ..................................................................................... ..................................................................................... 28. Should placement be a function of the school guidance program ? Yes No ............... 29. If so, whom should the school help to place: Juniors (Pupils Handicapped Persons ............... from 14 to 18 Any Former Graduate........... ) Seniors and Recent Graduates Members of Adult .............. Classes........................ .............. 30. Placement should be made by: Class Room Deans........................................ Teachers Home Room Teachers .............. Principals.................... .............. Special Placement .............. Personnel................................... Counselors Heads of Departments .............. .............. 7 Private Interviewing Rooms Occupational Information File 40. Check the features that you consider necessary or de­ sirable in an individual counseling or interviewing room. F eature N etesaary D m irable I ’nneeeaaary Desk and Chair One other Chair ............... Two or More Chairs Filing Cabinet................... ......... Book Shelf.................................................................. Bulletin Board Wall Pictures..................... ...................................... Rugs — Would you like us to send you (without charge) a copy of our report? ...... ...... Your Name .......................................................................... Title ............. -..................................... Location __ ___ 9 ............... 186 FACSIMILE OF REMINDER CARD SENT TO THOSE WHO HAD NOT RETURNED THE QUESTIONNAIRE BY DECEMBER 9TH On November 28 we mailed to you a questionnaire on guidance activities rand facilities. Up until Monday afternoon, December 9th, we have not heard from you. If you have not already done so, won't you please fill out the questionnaire and return it to us, as we sent out a rather limited number and are hoping for a good return? Sincerely, J. B. Munson, Director Guidance and Researoh Lansing Public Schools 187 STATE SUPERVISORS OF GUIDANCE (To Whom Questionnaires Were Sent) # * Alabama 17 Arizona 2. # Montgomery - (No namegiven) State Superintendent Replied Phoenix - No response * Arkansas 3. Little Rock - Dolph Camp * California 4. Sacramento - H. B. McDaniel Colorado 5. Denver - Dwight C. Baird * Connecticut 6. Hartford - Harold J. Mahoney * Delaware 7. Dover - John Shilling o Florida S7 * Georgia 9. Atlanta - Rufus D. Pulliam * Idaho TO. Boise - James V. Fowler * Illinois II. Springfield - C. A, Michleman * Indiana 12. Indianapolis - J. Fred Murphy Tallahassee - Sara H. Moorer Iowa * 13. DesMoines - Roland G. Ross * Kansas 14. Topeka - Marlin Schrader # * Kentucky 15. Frankfort - Hambleton Tapp # * ^ gaton R OUg e _ r # r . Erverz 188 * Maine 17. * Maryland 10. Annapolis - R. Floyd Cromvell * Massachusetts 19. Boston - Joseph A. Bedard * Mlchl&an 20. Lansing - Carl M. Horn # Minnesota 21. St. Paul - No response # * Mississippi 22. Jackson - Eleanor M. Zeis * Missouri 23. Jefferson City - Glenn E. « Montana 24. Smith Helena - Truman M. Cheney Nebraska 25. Lincoln - No response # # Augusta > John H. Hughes * Nevada 26. * Nev Hampshire 27. Concord - Robert Dion * Nev Jersey 28 . Trenton - Franklin Connolly * Nev Mexico 29 . Santa Fe - R. P. Sveeney * Nev York 30. Albany - George E. Hutcherson * North Carolina 31. Raleigh - Ella Stephens Barrett Carson City - Mildred Bray North Dakota * 32. Bismarck - Stanley Kuffel * m * Ohio 33. Columbus - Joseph R. Strobel Oklahoma 3^. Oklahoma City - SupMt. of Public Instruction (Name not given) 189 * Oregon 35. Salem - Glen L. Weaver * Pennsylvania 36. Harrisburg - S. C. Hulslander Rhode Island 37. Providence - (Inquiry card sent - letter returned saying that Rhode Island has no State Supervisor) # o South Carolina 38. Columbia -Harold A. Smith * South Dakota 39. Pierre - A. A. Thompson * Tennessee 40. Nashville - (Filled In by V. A. Barr of the Nashville city schools) Texas 41. Austin - No response * Utah 42. Salt Lake City - Fred M. Fowler # Vermont 43. Montpelier - B. Howard Peake # Virginia Richmond - Fred 0. Wygal 44. * Washlngt on Olympia - Don H. Frame 45. West Virginia Charleston - (Letter returned saying that since 46. Dr. Harper resigned there was no one to fill out the questionnaire) * Wisconsin 47. Madison - John A. Kubiak Wyoming o 48. Cheyenne - Raymond S. Orr KEY: * o # Returned Questionnaire Questionnaire returned too late to be tabulated Mailed a preliminary card to State Department of Public Instruction asking If there was some­ one In the department who would answer the questionnaire. 190 SCHOOL ADMINISTRATORS (To Whom Questionnaires Were Sent) * l7 Mobile (78,720) - K. J. Clark * Arizona 2. Phoenix (65,414) - E. W. Montgomery * Arkansas 3. Little Rock (88,039) - R. T. Scobee * * * * * California 4. Alhambra (47,466) - George E. Bettinger 5. Fresno (60,685) - Edwin C. Kratt 6. Long Beach (167,455) - D. A. Newcomb, deputy 7. Pasadena (81,854) - John A. Sexson 8. San Bernardino (43,646) - J. R. Croad 9. Santa Monica (53,500) - Percy R. Davis Colorado * * 10. Pueblo (53,162) - James H. Risley Connecticut 11. Meriden (39,494) - Raymond N. Brown 12. Norwalk (39,849) - Philip A. Jakob 13. Waterbury (99,314) - Thomas J. Condon SIW61X*0 * * o 14. Wilmington (112,504) - W. H. Lemmel Florida 15. Orlando (36,736) - Judson B. Walker 16. West Palm Beach (33,693) - John I. Leonard Georgia 17. 18. Columbus (53,280) - Paul M. Munro Savannah (95,996) - 0. B. Strong * * * Illinois 19. Aurora (47.170) - K. D. Waldo 20. Champaign (23,302) - E. H. Mellon 21. Decatur (59,304) - W. R. McIntosh 22. Joliet (42,365) - Roosevelt Basler 23. Quincy (40,469) - Robert 0. Evans * Indiana 24. Anderson (41,572) - A. R. Chadd 25. Fort Wayne (118,410) - Merle J. Abbett 26. Kokomo (33,795) - C. V. Haworth 27. Terre Haute (62,693) - George C. Carroll * 191 Iowa * * * 28. Council Bluffs (41,439) - C. L. Crawford 29. Dubuque (43,892) - A. W. Merrill, acting 30. Waterloo (51,743) - Jack M. Logan Kansas 31. Topeka (67,£33) - Kenneth McFarland * Kentucky 32. Lexington (49,304) - W. T. Rowland * Louisiana 33. Baton Rouge (34,719) - C. L. Barrow * Lia in e 34. * * * * o * * * Massachusetts 35. Arlington (40,013) - Clifford R. Hall 36. Brockton (62,343) - Edwin A. Nelson 37. Everett (46,784) - Frederick A. Ashley 38. Haverhill (46,752) - Arlington I. Clow 39. Lynn (98,123) - Harvey 3. G-ruver 40. New Bedford (110,341) - Edward T. N. Sadler 41. Pittsfield (49,584) - Edward J. Russell 42. Springfield (149,554) - John Granrud 43. Worcester (193,694) - Thomas F. Power * * * * Michigan 44. 45. 46. 47. 48. * Minnesota 49. Rochester (26,312) - Maurice J. Thomas Portland (73,643) - Harrison C. Lyseth Dearborn (63,584) - Harvey H. Lowrey Hamtramck (49,839) - 11. A. Kopka Kalamazoo (54,097) - Loy Norrlx Pontiac (66,636) - Robert B. French Saginaw (82,794) - Chester F. Miller Mississippi 50. Jackson (62,107) - Kirby P. Walker * Missouri 51. Jefferson City (24,268) - Wade C. Fowler 52. Saint Joseph (75,711) - G. L. Blackwell * Montana 537 Butte (37,081) - Lowell W. Johnson N sbrfl * 547 Lincoln (81,984) - Millard C. Lefler New Hampshire 55. Manchester (77,685) - Austin J. Gibbons Hew Jersey 56* Bloomfield (41,623) - Henry T. Hollingsworth 57* Hoboken (60,116) - Thomas F* MoFeely 58. Montclair (39,807) - A* L. Threlkeld 59, Orange (35,717) - Howard J. MoNaughton 60* Plainfield (37,469) - A. F* Hopper, acting 61* Union City (56,173) • Albert C* Parker New Mexloo 62. New York 63* 64. 65* 66* 67. 68. Santa Fe (20,325) * R* P* Sweeney Elmira (45.106) - Osoar F* Eerlin Jamestown (42.368) - Clinton V* Bush Mount Vernon (67,362) - William H. Martin Oswego (22,062) — Charles E. Riley Schenectady (87,549) - W. H. Pillebury White Plains (40,327) - H. Claude Hardy North Carolina 69. Durham (60,195) - W. F. Warren 70* Raleigh (46,897) - Jesse 0. Sanderson North Dakota 71* Grand Forks (30,228) - Elroy H. Sehroeder Ohio 72* 73* 74* 75* 76* 77* Canton (106,401) - Jesse H* Mason Elyria (25,120) - J* E* Bohn Lima (44,711) - J* McLean Reed Middlestown (31,220) - Wade E* Miller Springfield (70,662) - Homer L* Stevens Zfluiesville (37,500) - Donald F* Summers Oregon 78* Eugene (20,838) - Henry M* Gunn Pennsylvania 79* Altoona (80,214) - Harry L* Xriner 80* Chester (59.285) - F* Herman Frits 81* Harrisburg (83,893) - C* E* Zorger 82* McKeesport (55,355) * James H* Lawson 83. Norristown (38,181) - H. 0. Dietrioh 84* Reading (110,568) - Thomas H* Ford 85* Wilkes-Barre (86,236) - Allen E* Bacon Rhode Island 86* 87* Cranston (47,085) - Clarenoe W* Bosworth Woonsocket (49,303) - Leon M* FarrIn 193 South Dakota 88. Sioux falls (40,832) - L. M* fort Tsnneasss 89* Knoxville (111,580) - T. C. Prince • * Texas 90* 91. 92, 93. Beaumont (59,061) — £• V* Jackson XI Paso (95,810) - A. H. Hughey Laredo (39,274) - William P. Galllgan Waoo (55, 982) - R. H. Brlster Virginia 94, Danville (32,749) 95* Portsmouth (50,745) G. H. L. Johnson - Harry A. Hunt Washington 96* Everett (30,224) - J • A. Reeves West Virginia 97. 98. Charleston (67,914) Wheeling (61,099) - - Virgil L. Flinn J. P. MoHenry Wisconsin 99. Green Bay (46,235) - George X. Denman 100. Madison (67,447) - Philip H. Falk 101. Racine (67,195) - W. C. Giese 102. West Allis (36,364) • H. B. Nash KEY! * Indicates questionnaires returned and tabulated o Indicates questionnaires returned too late to be tabulated SCH00L3 VISITED DURING THE COURSE OF THIS STUDY ILLINOIS Belleville - 28,000 Bloomington - 33,000 Champaign - 23,000 Danville - 37,000 Elgin - 38,000 Freeport - 22,000 Galesburg - 29,000 Joliet - 42,000 Kankakee - 22,000 La Salle - 13,000 Normal - 7,000 Ottawa - 16,000 Peoria - 105,000 Pontiac - 10,000 Rockford - 84,000 Rock Island - 43,000 Springfield - 75,000 Streator - 15,000 Urbana - 14,000 INDIANA Gary - 112,000 Michigan City - 26,000 South Bend - 101,000 Valparaiso - 9,000 IOWA Ames - 13,000 Boone - 13,000 Cedar Falls - 10,000 Cedar Rapids - 62,000 Clinton - 26,000 Council Bluffs - 41,000 Davenport - 66,000 Des Moines - 160,000 Dubuque - 44,000 Fort Dodge - 23,000 Iowa City - 17,000 195 IOWA Continued Marshalltown - 19,000 Mason City - 27,000 Sioux City - 82,000 Waterloo - (East Side and West Side) 52,000 Webster City - 7,000 MICHIGAN Ann Arbor - 30,000 Battle Creek - 43,000 Benton Harbor - 17,000 Dearborn - 64,000 Grand Rapids - 164,000 Highland Park - 51,000 Jackson - 50,000 Kalamazoo - 54,000 Niles - 11,000 Royal Oak - 25,000 Saint Joseph - 9,000 NEBRASKA Omaha - 225,000 OHIO Akron - 244,000 Columbus - 306,000 Kent - 9,000 WISCONSIN Madison - 67,000 196 PROBLEMS RECOMMENDED FOR FURTHER STUDY Should the guidance program olan for counseling with all students or with referrals only? How many and what kinds of specialized guidance services are needed in core or block types of curricular programs compared with the standard home room type of programs? How can costs of an adequate guidance program be estimated? What should be the relationship between the school counselors and the student council or other extra class activities? Is a system of part time or full time counselors preferable? What is a minimum standard for individual clinical testing facilities from the angles of both personnel and equipment? To what extent can the health facilities and the guidance facilities be used Jointly? What should be the relationship of the health suite and the guidance suite as far as location is concerned? Ho*7 shall supplementary activities such as health and special education services or extra class activities be coordinated? To what extent should special facilities be provided for exceptional children? What records should the central guidance organization of a school system keep? Where should the cumulative records of drop-outs and school graduates be filed? 197 Should a personal record folder be made available to drop-outs or graduates and to prospective employers? What should be the counselors1 relationship to placement? To v/hat extent may regular school facilities for guidance be adapted to adult education programs? To vrhat extent should elementary school facilities be planned for community utilization? What should be the relationship of adult guidance programs to the regularly organised secondary school guidance programs?