Although school adjustment counseling has existed in the schools of Massachusetts since 1952, there has been no resource guide or handbook which has guided the work. Because of the increased demands put upon schools to meet the complex emotional needs of our students, the job has grown, but without a clear sense of direction or approach to the work. The writer believed that there was a need for a handbook for persons studying to become school adjustment counselors, persons recently hired as school adjustment counselors, and perhaps even persons already in the field. A handbook was developed dealing with school adjustment counseling from a systemic perspective enhanced with some aspects of Carl Rogers' philosophy. The handbook is not a comprehensive cookbook of all aspects of school adjustment counseling, but rather it is a discussion of an approach. Activities for dealing with individuals, groups, classrooms, staff, parents, and the general community are included from the writer's personal experiences with these activities. Twenty-five people read the handbook, including new school adjustment counselors, experienced school adjustment counselors, people in training to become school adjustment counselors, school personnel in related fields and administrators. After reading the handbook, they completed a matrix and a questionnaire. Their responses were overwhelmingly positive. Based on the responses, the writer plans to revise and expand the handbook with hopes of it being a factor in enhancing the training for the field and preserving the uniqueness of the position.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-9069 |
| Date | 01 January 1995 |
| Creators | Siegel, Carole G |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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