Since educators today consider the development of the personality of students to be an important function of the school, the writer attempted to measure the growth of personality during the high-school period. From an analysis of the results, it was hoped to discover how the students' psychological needs varied as they went through high school, and what the implications were for a guidance program. The California Test of Personality was administered to 720 students in Kitsilano High School, Vancouver, B.C. These students are believed to be representative of the academic ability and socio-economic background of the students in the Vancouver high schools. One hundred and seventy-two boys and 155 girls were tested in grade eight, 126 boys and 125 girls in grade ten, and 74 boys and 68 girls in grade twelve. In general, there was no difference between the mean scores of boys and girls within each grade. Only five of 39 differences were three times as large as their respective standard errors. The personality development of the boys from Grade VIII through Grade XII was compared with the growth shown by the girls in the same period. Differences between mean scores of the two sexes for the various components of the test led to the following observations: (1) For both sexes, higher means were found in the later grades in total and self-adjustment, and in self-reliance, personal worth, feeling of belonging, anti-social tendencies and school relations; (2) There was little change in social-adjustment, social skills, and family and community relations; (3) Irregular development was found in personal freedom, withdrawing tendencies and social standards; (4) Scores of the girls tended to increase and those of the boys to remain stationary in nervous symptoms; (5) The only significant negative difference between the mean scores of boys in grades twelve and ten was in withdrawing tendencies. In general, grade-level differences in mean scores indicated that students in grade eight were not as well adjusted as those in grade ten, and students in grade ten ranked lower than those in grade twelve in most components of the California Test of Personality. The mean differences between grades eight and ten tended to be fairly large, while the changes in means from grades ten to twelve were found to be smaller and more erratic. From the test, data, the components of personality which called for particular attention appeared to be: (1) Nervous symptoms, self reliance, social skills and freedom from anti-social tendencies in grade VIII; (2) Social skills and family and community relations as well as total social-adjustment in the upper grades; (3) Personal worth, feeling of belonging and social standards for grade-ten boys; Sense of personal freedom and withdrawing tendencies for grade-twelve boys; (4) Freedom from nervous symptoms in the upper grades; (5) Personal freedom for grade-twelve girls. In addition to the general areas outlined above, certain students with very low test scores would, if the test results were valid, require expert guidance and help to correct their maladjustments. The evidence points to the need for a guidance program especially designed to enable pupils to improve from year to year in the traits in which their scores suggest unsatisfactory adjustment. / Education, Faculty of / Graduate

M.Ed. / The society we live in is ever-changing. The youth have to orientate and direct themselves in the face of these changes. It appears that schools and school career counselling do not adequately equip the learner for the transition from school to the work environment. This and the shortage of opportunities cause feelings of uncertainty and hopelessness about the future. The educational psychologist career counsellor, with the task of guiding learners in making career choices, is also influenced by the changes in society and the work environment. This study is an exploration of the changing world of work in order to define the demands made on the educational psychologist career counsellor. The information explosion and the consequent development of information technology, globalisation and the liberalisation of society, cause significant changes in the world of work. The industrial world of work is now characterised by several changes, additions and adjustments. The move towards a changing world of work implies that workers have to change their conception that organisations ensure security and long-term positions. Work is no longer perceived as permanent and standardised. The world of work can't be seen as stable, constant and predictable any more. It should rather be viewed as entrepreneurial, competitive, urgent, fragmented, diverse, unpredictable and short-term-directed. Even the concepts work and career have undergone a change in meaning. The changing conception of work demands more from workers than that of the industrial conception. It becomes increasingly difficult for workers to establish an individual identity. The workers' self-worth can no longer be measured according to a specific job or a specific position within the hierarchy of an organisation. The demands on the workers' personal, interpersonal and career management skills are also increasing. These demands require that workers be directed towards life-long learning and training. A critical evaluation of the exclusive use of the trait-factor approach to career counselling in the changing world of work proves that it is no longer deemed an adequate approach for the responsible career counsellor. This requires that educational psychologists have to make changes in their approach to career counselling. Guidelines for the move from vocational guidance towards a facilitative career counselling approach are presented. This implies a move from an industrial conception of work towards a changed conception of work; from objectivity towards perspectivity; from experts towards co-workers; from work identity towards a more complex identity; from fitting towards empowerment and from individual interventions towards group interventions. The task of the educational psychologist career counsellor thus becomes more comprehensive and demanding.

The purpose of this study is to determine the extent and nature of the present in-service teacher guidance training program, together with its relationship to the overall guidance program, in the public junior high schools of California.

Guidance has become one of the most popular words in the vocabulary of education during the last few years. Its rapid development has been partly due to a new psychology that has emphasized individual differences. These individual differences have been found to include economic, physical, mental and emotional factors in varying proportions. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Includes bibliographical references (leaves 60-62).

"The purpose of this paper is to present some characteristic growth patterns of a group of students, chosen by individual teachers for study over a period of time, so as to give other teachers a better insight, understanding, empathetic feeling, and knowledge of guidance and guiding principles in their dealings with their students. The role of the teacher as a group-guidance instructor is especially emphasized"--Introduction. / Typescript. / "August, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaf 26).

Die doel van hierdie studie was om deur die implimentering van die fenomenologigse pedagogiek-denke die werklike essensies van die verhouding primere skoolhoof-onderwyser-leerling m.b.t. leidinggewing aan lg. twee oop te dek. Om leiding te gee, is 'n proses wat ontwikkelend van aard is en waardeur 'n indiwidu gehelp word om sy eie moontlikhede, vermoens, vaardighede en gesindhede te verstaan en aanvaar n.a.v. sy eie aspirasies sodat hy in toenemende mate in staat gestel kan word om sy eie verantwoordelike keuses as indiwidu en as lid van 'n groep van 'n dinamiese maatskappy te voorsien waar hy kan leer omtrent vlakke van onderskeie beroepe en opvoedkundige strewes en waarde-oordele.

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