THE ELEMENTARY COUNSELOR: As Perceived by Elementary Principals

Abstract

T HE MODELS suggested for elementary school guidance programs have been strikingly devoid of the opinions of elementary school administrators. While we in the profession may feel that our concept of the functions of such programs is valid it is also clear that the actual role that elementary guidance people will be playing is one largely construed !by elementary school administrators. It would appear highly desirable that those concerned with elementary school guidance programs be aware of the opinions of these school leaders.The present survey was conducted in the states of Idaho, Oregon, and Washington to sample the perceptions of elementary school principals in the three states. Two hundred and forty-three questionnaires were mailed and the final number and per cent return are as follows: Idaho, 25 and 67.7 per cent; Oregon, 59 and 67.0 per cent; Washington, 85 and 72.0 per cent. The total usable returns from the three states numbered 169 or 69.5 per cent. Inspection of the returns from the three states revealed no major differences in patterns of responses; therefore, the data are reported and analyzed as a single sample. TRAINING AND BACKGROUND EXPERIENCEThe initial section of the survey was concerned with the training and background of counselors as perceived by principals. The coursework was arbitrarily divided into four training areas: psychology, counseling and guidance, professional education, and selected related discipline areas.Background experience other than formal coursework was arbitrarily classified into work experience in the school and work experience outside of school. The respondents were asked to rate courses and work experiences on a five-point scale ranging from necessary to undesirable.For ease of interpretation, the responses to individual items were converted to percentages and rounded to the nearest per cent. Due to item omissions by some respondents the number of responses for individual items varied from 166 to 169. COURSEWORKThe principals' opinions regarding background needed in psychology appears in TABLE 1. Inspection reveals that over two thirds of the responding principals regarded child psychology and psychology of learning as necessary areas of psychological training. Of lesser importance, but still considered necessary by approximately half of the reporting principals was coursework in individual differences, adolescent psychology, psychology of personality, and psychology of adjustment. Courses in abnormal and clinical psychology were not considered necessary by a large per cent of the respond-

Elementary School Guidance: The Search For Identity

“…This study seeks further answers to the question of role definition explored by Raines (1964), Nitzschke (1964, Perrone and Evans (1964), Hill (1964), Donnelly and Parker (1965), Smith (1956), Hart (1963), Bosdell (1963), Oldridge (1964, McDougall andReitan (1963), andArcher andSplete (1965). These studies of the elementary school counselor's job functions sampled the view of counselors, teachers, principals, counselor educators, counselors in preparation, school phychologists, visiting teachers, and diagnosticians.…”

Role theory, role conflict, and counseling: A conceptual framework.

“…Frequently two or more groups have been compared to determine differing per-ceptions of counselor role. Grant (1954a), McDougall and Reitan (1963), and Schmidt (1962) have compared concepts of counselor role between counselors and administrators. Kaback (1963) compared pupils' and teachers' expectations for counselor role.…”

Counseling research in 1963.

“…Four of these were surveys, three of which are so broadly descriptive that they cannot be adequately summarized here. Kaplan (1963) questioned beginning and experienced full-time counselors in New York State; McDougall and Reitan (1963) asked elementary school principals what the training, experience and duties of elementary school counselors should be, and Weeks (1963) sought to find out from counselor educators and supervisors what counselor trainees were being taught about research technique. Through a survey of counseling "attitudes" Reeves and Arbuckle (1963) found deans of women to be more authoritarian and persuasive and less sympathetic and understanding than a comparison group of college counselors.…”