No abstract

No abstract

The purposes of this article are to: 1)summarize the role and status of the high school counselor, 2 ) summarize some viewpoints towards counseling and psychotherapy, 3 ) draw some conclusions based upon 1 and 2, and 4 ) state a position for future discussion and development. By means of this laborious route the position will be advanced that: 1) The high school counselor is ill equipped to be a therapist; 2 ) The therapist role is not expected of him; 3 ) There is a distinction, not clear cut but understandable, between counseling and psychotherapy; 4 ) Counseling is an activity which should not arouse defensive reactions; and 5) We should be concerned with the optimum development of high school counseling and not confuse the task with the problems of therapy or counseling psychology.

Six months after taking the Kuder Preference Record (KPR) with the usual estimated‐interest set, 246 ninth graders retook the KPR with an estimated‐ability set. The mean Pearson coefficient for the total sample, between scores for each student, was .59. It averaged higher for girls than for boys and also higher for the more intelligent students. Separate correlations between estimated‐interest and estimated‐ability for each Kuder activity area differed no greater than chance for students classed by sex, intelligence, or social class. But slight differences in correlation between the sexes, when viewed across all 10 activity areas, suggested a social role determinant of measured interest. The data suggest that interest inventories give results which confound estimated ability with interest.

No abstract