Thesis (PH.D.) -- Syracuse University, 2005. / "Publication number AAT 3207101."

Thesis (M. Ed.)--Lancaster Bible College, 2005. / Abstract. Includes bibliographical references (leaves 46-47).

Thesis (Ed.D.)--Boston University.

Many years ago, the provincial Department of Education recognized that adolescents have special needs and problems. As a consequence, junior high schools have been instituted In British Columbia to meet, not only the academic needs of adolescents, but some of their social and personal needs, as well. To this end, also, counselling services became a part of the program of secondary schools. Counselling program and practice have changed over the years from group guidance on educational and vocational matters to an individual counseling service primarily Intended for vocational counselling but, in practice, extended to many other problems. Current conceptions of counselling also appear to have some relationship to those of casework practice meriting clearer definition. In order to determine the implications of school counsell-in for social work, the counselling program and process in a sample junior high school in Vancouver were studied, by use of structured interviews with counsellors, general interviews with other members of the school staff, School Board employees, and staff members of agencies whose clients were pupils at the school which was studied. The classification developed to examine the "counselling area" was: (a) minor problems; (b) problems related to educational and vocational guidance; (c) problems related to low academic achievement; (d) problems related to school discipline; (e) personality and school adjustment problems; (f) problems related to the home situation. The counsellor's role in helping with problems in each of these areas was distinguished by relating the counsellors duties and responsibilities, training and qualification to the way in which specific cases were dealt with, either by the counsellor alone or with assistance from other people or groups. It was concluded that counsellors provide valuable assistance on an Individual basis to children with problems, where the basis of the problem is not an emotional disturbance stemming from personality or environmental factors. The study indicates, however, that counsellors are obliged to deal with the latter kind of problem, to some extent, despite the fact that they are not trained to do so. Reasons are advanced for proposing that the treatment of emotionally disturbed children in the school should be carried out by properly qualified social caseworkers, who could work with counsellors, each in their respective areas of competence, to give help to the adolescent in school. / Arts, Faculty of / Social Work, School of / Graduate

The present study was undertaken to find what guidance services are being offered in the secondary schools of Vancouver and generally to appraise the adequacy of those services. After an examination of research and other literature in the field it was decided to use the questionnaire-survey method of appraisal, and to restrict the investigation to the administrative services provided for the following seven major aspects of guidance; orientation of the student, gathering and using information on pupils, educational guidance, vocational guidance, placement of drop-outs and graduates, individual counselling, and growth and improvement of the guidance program. The report does not claim to evaluate the operation or results of the program. Prior to gathering any data, criteria were set up to afford a basis for appraising the adequacy of the services provided. A list was made of specific practices considered by the experts to be desirable in a guidance program and, on the basis of the criteria, a questionnaire was prepared which contained 116 items, covering as fully as possible the administration of the seven aspects of guidance being surveyed and evaluated. Interviews were held with the counsellors of each of the secondary schools in Vancouver. Using the questionnaire as a basis for questioning, the different aspects of each program were reviewed and comments made on the form where necessary or applicable. The report is so organized that each major aspect of the program is evaluated in a separate chapter. The applicable data are analyzed first by questionnaire item, then by school. Comparative evaluations of the individual programs are based on the number of specific practices reported by each school for that particular aspect. Only three evaluation categories are used, "Inadequate," "Minimum," and "Extended." In the last chapter of the study the comparative evaluations made in the preceding chapters are recapitulated. From this summary conclusions are drawn regarding the services provided by each individual school for all the seven major aspects under consideration. The strengths and weaknesses are indicated and recommendations are made for each school. Another recapitulation shows the incidence of the three evaluation types of services in the thirteen schools for each of the seven major aspects under consideration. From this summary general conclusions are drawn regarding the strong and weak elements in the guidance programs of the Vancouver secondary schools as a whole. Throughout the investigation the data reported by the counsellors repeatedly discloses the same specific weaknesses in many of the schools. These weaknesses are summarized in the final chapter in the form of recommendations. The study indicates the need for trained counsellors in every school no matter how small. It is also apparent that much more uniformity is needed in the guidance services. It is therefore recommended that a central guidance division be set up to coordinate all individual school services and carry out a systematic program of evaluation Suggestions are made for further studies to investigate the effectiveness of the practices, to determine the outcomes of the guidance in terms of the individual, to determine the effect on teachers and counsellors of the guidance program, to determine the areas of growth in the guidance program, and to determine the permanence of the effects of the guidance program. / Education, Faculty of / Graduate

This study of counselling problems is concerned with the nature and frequency of problems as they affect girls at the junior high school level. An intensive study has been made of the problems with which the writer dealt during a period of four months at Point Grey Junior High School. A problem is not an isolated incident but is part of a sequence of events growing out of environmental conditions, and can only he understood in the light of an appreciation of the total environment of home, school, and community. It has, therefore, been considered advisable to give an explanation of the guidance services of the school and to include information about the girls to be studied, the facilities available for counselling, and the procedures commonly used. The study has grown out of the experiences of the writer as grade adviser and counsellor at Point Grey Junior High School. These began with the opening of the school in 1929, when counselling services for the students were instituted, and have continued to the present time. Thus, the writer has been privileged to share in the development of the counselling program and to observe the behaviour of several generations of girls. The information is based largely on records compiled by the principal and teachers at Point Grey junior High School. The particular information regarding specific pupils is obtained from school reports and records, from individual cumulative files, and from personal observation and investigation. The problems discussed and the data on which the tables are bases were assembled during the period from January 7 to April 30, 1949. In Chapter I counselling is shown to be an integral part of the program of secondary schools in British Columbia. The definition and limitations of the investigation are then given. A description of the girls studied, of the counselling program, and of the methods used in dealing with problems is included in this chapter. In Chapter II are presented facts on environment, test results, and personal data which are essential to the counsellor for analysing problems and diagnosing cases. While Chapters I and II give general information which is helpful in understanding the study, Chapter III introduces the actual problems which the counsellor meets. In.it are discussed very briefly some of the studies which have already been made in the field of student problems. Finally, a preliminary classification of counselling problems is presented in order to facilitate the investigation. In Chapter IV is given a detailed presentation of the facts found in each of the nine problem areas indicated in Chapter III. An analysis is made of each type of problem, the conditions are tabulated, and wherever possible the frequency of each type and sub-type is recorded. This is followed by a statement of the main findings and a discussion of their possible implications. In Chapter V, the writer comments on the possible usefulness of the study. She first states what she considers to be significant general findings. Lastly, she classifies and lists particular findings insofar as they may be of use to the various persons concerned in counselling girls. / Arts, Faculty of / Philosophy, Department of / Graduate

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