Elementary and Secondary School Programs

Koeppe, Richard P.; Bancroft, John

doi:10.2307/1169495

Cited by 2 publications

(2 citation statements)

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“…National organizations have come and gone. I n 1964, the American School Counselor Association took "the unequivocal position" that the counselor should be full-time in the school (Koeppe & Bancroft, 1966). A new title, Director of Pupil Personnel Services, appeared in the 1950's.…”

Section: Promises and Disaffectionsmentioning

confidence: 99%

Promises and disaffections in mental health programs in schools

Mumford

1970

Psychol. Schs.

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Section: Promises and Disaffectionsmentioning

confidence: 99%

Promises and disaffections in mental health programs in schools

Mumford

1970

Psychol. Schs.

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“…At a time when educational administration is experiencing an increasing bureaucratization, it is becoming increasingly evident that the guidance director will have to assume more of the leadership responsibilities for the development and maintenance of the guidance program, responsibilities that in the past have been held largely by the school administrator. Recent writings (Anderson, 1957;Brown, 1967;Calia, 1965;Hill, 1965;Kehas, 1965;Koeppe & Bancroft, 1966;Reed & Stefflre, 1963;Shertzer & Stone, 1963) have expressed concern that counselor education programs have done little to prepare the school counselor to assume the leadership responsibilities inherent in the director of guidance position.…”

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confidence: 99%

Leadership Behavior of Guidance Directors Related to Counselors' Expectations

Donigian

Wellington

1971

Couns Edu & Supervision

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Leadership responsibilities and behaviors of directors of guidance were first identified and classified by the writers and then rated by each counselor in terms of his expectations and perceptions of his director's leadership. The "Guidance Director Descriptionnaire" was developed to measure directors' behaviors in leadership roles. Counselors were least satisfied with: their directors' support of them as professional persons, their limited involvement in program planning and operation, and in communication within the program and the school. Counselor educators and supervisors of counselors should be concerned about the functions not understood or not performed by directors which the counselors perceived as limiting the effectiveness of the guidance programs.Perhaps at no other period during the history of counseling and guidance has there been so great a demand for administrative leadership of the counseling and guidance programs in our nation's schools. At a time when educational administration is experiencing an increasing bureaucratization, it is becoming increasingly evident that the guidance director will have to assume more of the leadership responsibilities for the development and maintenance of the guidance program, responsibilities that in the past have been held largely by the school administrator.

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Elementary and Secondary School Programs

Cited by 2 publications

References 10 publications

Promises and disaffections in mental health programs in schools

Promises and disaffections in mental health programs in schools

Leadership Behavior of Guidance Directors Related to Counselors' Expectations

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