This study compared a group of fourth-grade underachievers with a control group in the areas of peer relationships and measured personality variables. The underachievers were identified by predicting their grade-point average (GPA) from their WISC Verbal Scale IQ score by use of a prediction equation. If the predicted GPA was .8 standard error of estimate above their obtained GPA, the student was identified as an underachiever. This resulted in the identification of 84 male and 34 female underachievers. The results of the investigation indicated that regardIess of sex, underachievers are selected less frequently by their peers and have a lower level of personality adjustment.N RECENT YEARS much attention has

An attempt was made to assess results of counseling with fourth-grade students, using sociometric status as the criterion. A sociometric device was administered to four fourth-grade classrooms. Students of low sociometic status were randody assigned by CIassrwms to one of three treatment conditions: ( 1 ) counseling, (2) teacher guidance, and (3) control. When treatment conditions were compared, the evidence seemed to indicate significant differences in the relative frequency with which subjects increased or decreased in sociometric status, that the differences favored the counseling condition, and that these differences persisted over a period of seven months. The possibility of a temporary teacher influence on the sociometric criterion was indicated.URINC RECENT YEARS an increasing in-D t e r e s t ha^ been s h o~n on the part of educational authorities and the general public in counseling and guidance. services at the elementary schm1 level. One of the most recent manifestations of this interest has been the provision for the support of such services by the federal government in

The purpose of this study was to determine the effects of selected counseling and remedial techniques in altering grade point average (GPA) and measured personality variables of underachieving fourth grade students. Out of 700 students tested, 121 were identified as underachievers. These underachievers were exposed to various counseling and reading instruction treatments for 14 one-half hour sessions. The results indicated that the various treatments were not effective in producing significant changes. Possible causes for the lack of results were cited and suggestions for further research were made.

No abstract

It was the purpose of this study to compare the effects of counseling and selected guidance techniques upon 5th and 6th grade elementary school students' peer relationships. Sociometric status and teacher ratings of their students' social skills were selected as criteria. Subjects were selected from students who were in the lower half of their classes in sociometric status and who indicated that they wanted to get along better with their peers. From each of 7 classrooms an equal number of subjects was randomly assigned to each of 3 treatment conditions; ( 1) counseling, (2) teacher-guidance, and ( 3) control. When the treatment conditions were compared, no statistically significant differences were found among them.