A plan for a guidance program for a small Catholic girls’ high school

72 Pages·03.225 MB·English

by  Emmanuel, Sister

A PLAN FOR A GUIDANCE PROGRAM FOR
A SMALL CATHOLIC GIRLS' HIGH SCHOOL
A Project
Presented to
The Faculty of the School of Education
The University of Southern C alifornia
In P artial Fulfillm ent
of the Requirements for the Degree
Master of Science in Education
by
S ister Emmanuel
August 1950
UMI Number: EP46288
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UMI EP46288
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T7u’.r project report, written under the direction
of the candidate's adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
D a te ........................................
zLlJXL
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Adviser
Dean
TABLE OF CONTENTS
CHAPTER PAGE
I. THE PROBLEM............................................................... . 1
Introduction........................................................... 1
The function of the guidance program.................. 1
History of the movement ............................................ 2
Statement of the problem. ........................................ 3
II. SURVEY OF THE BASIC LITERATURE.................................... 4
Summary........................................ 9
Annotated bibliography................................................. 11
III. PHILOSOPHY AND AIMS OF OUR SCHOOLS ■................ 14
IV. THE PERSONNEL OF THE GUIDANCE PROGRAM.................... 18
Functions of the personnel................... 19
P rincipal..................................... 19
Counselor........................ 20
Subject teacher.............................................................. 20
Homeroom teach er. ............................ 21
The L ibrarian........................ 22
The physical education teacher............................. 22
The Retreat M aster... ............................... 23
The Confessor.............. 23
The Commercial department................... 24
V. PHASES OF GUIDANCE TO BE EMPHASIZED......................... 25
Educational guidance ................................ 25
Vocational guidance....................... . . . ................ 26
Leadership guidance....................................................... 28
Leisure Time guidance ........................................ 30
Guidance in character development................... 30
Religious guidance of non-catholic stu d en ts... 33
Guidance for marriage and family lif e ................. 35
VI. THE TECHNIQUES OF GUIDANCE.................................. 40
What the cumulative record i s ................. 40
Pertinent pupil data necessary on cumulative
record.................................................................................. 41
Where the data comes from............................ 44
Use of cumulative records....................... 44
Special advantages of th is technique.................... 45
Disadvantages ................... 46
Contemporary use in school p ractice..................... 46
And what dividends w ill a ll th is trouble pay? 47
Case conference............................ 48
Preparing for the case conference................. 48
Participants in the case conference...................... 49
Procedures followed during the case conference 49
Purpose for which case conference is u s e d ..... 51
Advantages of case study.............................................. 51
Disadvantage s . . . . ........................................................ 52
The interview as a technique in the guidance
program....................................... 52
The nature of the interview ............... 52
Types of interview ........................................................ 52
Purpose of the interview ............................ 53
Preparation for the interview ...................................... 53
Procedure to be followed during the interview 53
Advantages of the interview ............................ 54-
Disadvantages of the interview ................................ 55
C haracteristics of the directive approach 56
C haracteristics of the non-directive approach 56
C haracteristics of a successful in te r v ie w ..... 57
VII. PLACEMENT BUREAU AND FOLLOW-UP PROGRAM................................ 59
Expected outcomes .................. 59
BIBLIOGRAPHY............................................................. 61
APPENDIX............................................................................................................... 65
CHAPTER I
THE PROBLEM
Introduction. The guidance service of the secondary
school has developed w ithin the past half century into one of
the most valuable and indispensable parts of the school
system. Various social and economic changes have caused
th is rapid development. With the changing conditions of the
home, the increased specialization in labor and industry, the
change in the character of the school population and the
resultant expansion of our educational offerings, an added
responsibility has come to the school. Within the organiza­
tion of the school its e lf, changes have occurred which have
increased the need of guidance. The school is no longer
dominated by the teacher with subject m atter as his chief
to o l, but we find the evolution of the teacher as a guide in
learning.
The function of the guidance program. The function of
the guidance program is to assist the pupil in making adjust­
ments to educational, vocational, health, moral, social, and
personal problems which arise in his life . It is concerned
with assisting individuals to know th eir needs, to develop
life purposes, to formulate plans of action, to carry out
these plans successfully, to become progressively more able
to help themselves and to take th eir place in the world as
useful and worthy members of society. Guidance is both a
viewpoint and a process that should permeate the entire
school. I t should be based on the present and future needs
of the pupils and the services offered should be b u ilt around
these needs.
History of the movement. Guidance has gone through
many phases and has been called by many different names. I t
was f ir s t introduced into many schools as vocational guidance.
Some schools introduced guidance as a service for the so-
called “problem ch ild ,” others, for those pupils who were
under-achieving; a few schools gave th is service for the
above average in achievement. However, it is now a recog­
nized fact that guidance should cover a ll phases of life , and
no adjustment problem should be overlooked. I t is needed by
the adjusted as well as the maladjusted; therefore, i t should
be extended to a ll students.
Today our students are facing increasingly d iffic u lt
situ atio n s. Times are uncertain and in dustrial and economic
changes have produced a different pattern and distribution of
jobs. Guidance is needed as never before. Students must
have someone to advise them and to help them solve th eir
problems.
Statement of the problem. The school w ill be a small
Catholic G irls' High School. I t is estimated that about two
thirds w ill continue th eir formal education in college. The
others w ill probably take up various positions and marry
w ithin a year or two afte r graduation. The m ajority w ill
come from homes of the upper middle class. Guidance func­
tions w ill include educational, vocational, moral leadership
character development, leisure time a c tiv itie s, and prepara­
tion for marriage and family life . With th is in mind, with
the needs of the pupils in mind, and with a view of orien­
tating a ll faculty members, th is program has been set up.
Obviously, it must be flex ib le, because when put into opera­
tion many of the plans w ill have to be modified.
CHAPTER II
Survey of the Basic L iterature
in the Guidance Field
L iterature in the guidance field brings out the fact
that although schools may be as good as they used to be,
times are not what they used to be and changes must be made
if the youth of today is to receive adequate preparation for
tw entieth century life in America. In an ever-changing world
the pattern of our educational system must likewise change to
meet the exigencies of the times.
Guidance should enter Into every phase of life . A ll
w riters include educational, recreational and vocational
guidance; nearly a ll include health, social and civic guid­
ance, but a ll too few realize the necessity of moral, r e li­
gious and ethical guidance, and so these fundamental matters
are eith er given merely a cursory glance or passed over a lto ­
gether. However, the lite ra tu re does show a definite trend
towards the recognition of the necessity of a broader scope
in the fie ld , a trend that recognizes the fact that if guid­
ance is to deal successfully with the needs and problems of
youth, i t must embrace other phases of life adjustment as
well as educational and vocational. While fu ll credit can­
not be given to vocational guidance for the wider trend, some
credit is due to i t , for i t was while studying the vocational