Table Of ContentThis thesis, having been approved by the
special Faculty Committee, is accepted
by the Graduate School of the
University of Wyoming,
in partial fulfillment of the requirements
for the degree of Master .of Arts______
_________
Dean of the Graduate School.
Date 12^1
164.
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Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
A SURVEY OF GUIDANCE PRACTICES AND TRENDS
IN CLASS B HIGH SCHOOLS IN THE STATE OF NEBRASKA
by
Richard A. Merriman
A
Thesis
Submitted to the College
of Education and the Graduate School
of the University of Wyoming in Partial
Fulfillment of Requirements for the Degree of
Master of Arts
University of Wyoming
Laramie, Wyoming
August, 1951
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UMI Number: EP20827
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HEBARD ROOM
TABLE OF CONTENTS
CHAPTER PAGE
I. INTRODUCTION ............................................................................ 1
The P ro b le m ....................................................................... 2
Statement of the problem ........................................ 2
Importance of the s t u d y ........................................ 2
Definitions of Terms Used ........................................ 3
Occupational information .................. . . . . . 3
Educational information ........................... . . . 4
Guidance program .......................................................... 4
Individual inventory . 5
Cumulative record ...................................................... 5
Counseling...................... 5
Counselor ....................................................................... 6
In-service training . . . 6
Occupations class ...................................................... 6
"Guidance” or "Orientation"c lass ..................... 7
Community occupational survey ........................... 7
Follow-up study of school leavers .................. 7
Reimbursed program . . . ........................................ 8
The Mechanics of the S u rv e y ............................... . 8
Basis of questions used ........................... 8
Choice of questions . . . . . . 8
i8 ! * H 8 Organization of q u e stio n n a ire ........................... 9
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iii
CHAPTER PAGE
Explanatory le tte r ....................... . ....................... 9
Limitations of the questionnaire ....................... 9
Selection of schools to be surveyed . . . . 10
Questionnaire returns ............................................. 11
II. HISTORY OF THE GUIDANCE MOVEMENT............................... 12
The Guidance Movement in the United States • . 12
Origin to 1916............................................ 12
1918 to World War I I ................................................. 13
The post war p e r i o d ................................................. 15
The Guidance Movement in Nebraska . . . . . . 16
The Omaha Experiment ............................... 16
Legislative action . ................................................. 16
III. THE QUESTIONNAIRE RESULTS............................................. 19
Size of Schools Surveyed............................................. 19
Plan of School Organization and Its
Relationship to Counselors .................................... 19
Placement of Occupational and
Educational Information ........................................ 21
Guidance Services Provided by Schools . . . . 22
Time Allotted to Counselors by Schools . . . . 26
Qualifications of Counselors . . . . .................. 29
Uses of Community Occupational Survey and
Follow-up Study Information • 33
Services by Schools Rated Adequate or
With Reimbursed Programs .................................... 34
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iv
CHAPTER PAGE
Initiation of Guidance Services by Years . . . 37
IV. A PROPOSED PLAN FOR ORGANIZING A GUIDANCE
PROGRAM................................................................................ 41
The Situation at P re se n t............................................. 41
Recognition of Need ............................... 42
Securing S upport..................................................... 42
Appointing a Temporary Committee . ....................... 43
A Permanent Guidance Council ............................... . 44
Individual Inventory.............................. 46
Group Guidance.................................................................. 46
Counseling........................................................................... .47
Placement . . .......................... 48
Follow-up ...................................................... . . . . . 48
Services to the Staff ............................... 49
Guidance F acilities ............. . . . . . . . 49
Some Guidance Principles ............................................. 49
V. SUMMARY AND CONCLUSIONS................................................. 51
Summary .................. . . . . . . . . . . . . . . 51
Conclusions . . . . . . . 54
SELECTED REFERENCES ....................................................................... 59
APPENDIX..................... 60
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LIST OF TABLES
TABLE PAGE
I. Size of Schools S u rv ey ed ................................. 19
II. Plan of School Organization and Its
Relationship to C o u n selo rs.............................. . 20
III. Placement of Occupational and
Educational Information ............................................. 22
IV. Schools Providing Guidance Services ...................... 23
V. Counseling Time by Schools and Counselors . . . 26
VI. Uses of Community Occupational Survey
and Follow-up S tu d ie s................................... 34
VII. Services by Schools Rated Adequate or
with Reimbursed Programs . . . ..................... • 35
VIII. Initiation of Guidance Services by Years . . . 38
IX. List of Schools Returning Questionnaires . . . 66
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CHAPTER I
INTRODUCTION
During the past few years, an increasing value has been
placed on the guidance programs of the high schools. This
has been met by various reactions on the part of the schools.
Some schools have accepted this idea and have in itiated guid
ance services in line with th eir convictions and ab ilities.
Some, more cautious, are watching these firs t steps with in
terest. Others have rejected the idea as a short-lived fad.
The industrial states have been quicker to see the ad
vantages of guidance, because of the greater number of local
employment situations and variety of job opportunities, and
have therefore, led the way in adopting guidance practices.
In the agricultural states, vocational agriculture and home
economics departments were believed to be charged with the
responsibility of offering services in guidance in th eir re
spective fields. In many cases, this was believed to be suf
ficien t. However, the changing conditions of the past few
years have shown that the graduates of the schools of the ag
ricultural areas are no longer bound to the vicinity of their
training nor to the occupations of their parents. The ease
of modem travel, the growth of industries needing agricultur
al raw materials in the agricultural belt, in some cases, the
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2
technical training received during war time service, along
with the mechanization of farming have tended to loosen the
bonds holding the youth to the so il.
The changing conditions are placing a new responsibility
for guidance on the schools of the agricultural states. This
is especially true of the smaller schools where agriculture
has absorbed a large percentage of the school leavers in the
past. The guidance programs in itiated by these schools are
not uniform but vary with the individual schools. The d iffer
ences are due to financial conditions, administrative beliefs
and in itiativ e, and local demands and needs.
I. THE PROBLEM
Statement of the problem. It was the purpose of this
survey (l) to determine the extent to which class B schools
in the state of Nebraska have developed guidance programs;
(2) to determine the trends in the development of such pro
grams; and (3) to propose a plan for organizing a program at
the school at which the author is an employee.
Importance of the study. "Every pupil In all schools
will at some time need the services of an organized guidance
program,"-*- is an assumption basic to guidance services. The
10. E. Erickson and G. E. Smith, Organizing and Admini
stration of Guidance Services. (New York: McGraw-Hill Book
t
Co., Inc., 194-7) p* v ii ♦
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