This dissertation has been 6 5 —1 3 , 8 8 3

microfilmed exactly as received

ADKINS, V elm a Sunshine Yarbrough, 1921—

AN ANALYSIS OF TEXTBOOKS ON
PRINCIPLES OF GUIDANCE.

The U n iv ersity of Oklahoma, P h.D ., 1965

E ducation, gen eral

University Microfilms, Inc., Ann Arbor, Michigan

Copyright by
VELMA SUNSHINE YARBROUGH ADKINS
I'j&G
 THE UNIVERSITY OF OKLAHOMA

GRADUATE COLLEGE

AN ANALYSIS OF TEXTBOOKS ON PRINCIPLES OF GUIDANCE

A DISSERTATION

SUBMITTED TO THE GRADUATE FACULTY

in partial fulfillment of the requirements for the

degree of

DOCTOR OF PHILOSOPHY

BY

VELMA SUNSHINE YARBROUGH ADKINS

Norman, Oklahoma

1965
.AN ANALYri:.-: OF TEXTBOOKS ON PRINCIPLES OF GUIDANCE

APPROVED BY

(7 /p !
'

fl/cA
DISSERTATION COMMITTEE
 ACKNOWLEDGMENTS

The writer wishes to express her deep and sincere

appreciation to those who have given so much in the direction

of this study. Special thanks are given to Dr. P.P. Gaither,

chairman of the writer’s doctoral committee, who gave exten­

sive guidance and assistance.

Gratitude is extended to Dr. O.J. Rupiper for his

encouragement and useful criticisms during the various stages

of the dissertation. To Dr. P.T. Teska and Dr. C. Stanley

Clifton go my sincere thanks for serving on the doctoral com­

mittee.

Recognition is given to Mrs, Evelyn Yarbrough for her

handling of the mechanical details in the typing of the manu­

script. Her technical assistance was invaluable to the writer.

The author is indebted to her husband, Floyd, and

daughters, Ann and Beverly whose sympathetic understanding

and inspiration supplied the impetus to carry this study

through to completion. Gratitude is expressed to them for

their confidence in the realization of this endeavor.

ill
 TABLE OP CONTENTS

Page

ACKNOWLEDGEMENTS .................... ,......... ill

LIST OF T A B L E S .......... v
Chapter

I. I N T R O D U C T I O N ................. 1

Background of the S t u d y ................. 3

Statement of the Problem ................. 5
Purpose of the S t u d y ................... . . 5
Limitations of the Study ................. 5
Operational Definitions ................. 6
Organization of the S t u d y ............... 10

II. METHOD OP INVESTIGATION...................... 11

Isolation and Listing of Principles ... 12

Comprehensive List of Principles ........ 13
Number and Percentage of Books .......... l4

III. ANALYSIS OP THE D A T A ........................ l8

Treatment of Each P r i n c i p l e .......... . . l8

Textbook Space Devoted to Principles . . . 22
Interpretation of the D a t a ............... 24

IV. SUMMARY AND D I S C U S S I O N ...................... 29

BIBLIOGRAPHY ........................................ 33

APPENDIX A ........................................ . . 37

APPENDIX B ........................................... 39

Iv
 LIST OP TABLES

Table Page

1. Comprehensive Principles of Guidance

Compiled Prom Principles Pound in
Nineteen Textbooks by Authors and
Date of Publication ................. .. , 15

2. Principles of Guidance and the Number

and Percentage of the Nineteen
Books in Which the Respective,Princi­
ple was Stated or Implied .. . . . . . . 17

5. Comprehensive Principles of Guidance

Compiled Prom Principles Pound in
Nineteen Textbooks by Authors, Date
of Publication, Number, and Percent­
age 19

4. Number of Pages in Each Textbook De­

voted to Principles ofG u i d a n c e ....... 25

5. Number of Principles Presented in Each

Textbook ............... 25
 AN ANALYSIS OF TEXTBOOKS ON PRINCIPLES OP GUIDANCE

CHAPTER I

INTRODUCTION

The present period In American education is one of

widespread examination of existing practices, of experimen­

tation, and of evaluation. Extended investigations are

under way to define the characteristics and educational

needs of youth in modern society. Efforts to develop an im­

proved education have encouraged more careful analysis of

student needs and more careful appraisal of new conceptions

and procedures.

Many schools have introduced guidance services in_

response to recognized needs. These needs arise from a

modified conception of education, new features in the

curriculum and administration of the school, and changed

conditions in society. One of the favorable signs of our

times is the willingness of guidance leaders to analyze

what is done in relation to the needs to be served and to

make adaptations in practice when supported by experience

and new evidence.

The American-people have become definitely education-

minded. Publicly supported schooling through the secondary

1
 2

level-is accepted generally as a state responsibility.

Each state has enacted compulsory school-attendance laws

which set minimal drop-out age. Rising birth rates and

Increased Interest in education have brought hordes of

young people Into our schools. In the United States,

during the school year 196^-64, the pupil enrollment (5 to

17 years) totaled approximately 41,5^6,886. Of these,

2 6 ,5 7 5 , 4 5 8 were enrolled In the elementary school and

1 5 ,1 6 1 , 4 2 8 were enrolled In the secondary school.^

The Increase In the number of children and adoles­

cents who are expected to be receiving formal school train­

ing has caused serious consideration of the problems of ad­

ministration, organization, and guidance. An almost unavoid­

able situation of mass education has given rise to and, for

many years to come, will continue to Intensify many problems.

Guidance may permeate the entire educational structure and

effect a thorough going reorganization, or It may become

simply the greatest educational fad of the century. Orderly

concepts must replace the present uncritical acceptance of

anything and everything as guidance.

The growth needs of children supply the frame of ref­

erence for determining the character and content of guidance

work, therefore, the major goals of education become the

^Research Report 1964-R17, "Estimates of School

Statistics^ 1964-05, Research Division - National Educa­
tion Association (December 1964), p. 5*
 5

chief objectives of those who plan the guidance program. The

administrators, teachers, and guidance workers need to agree

upon principles In order to promote and Insure a smoothly

functioning program of guidance.

Background of the Study

The textbook holds a dominant place In the typical

school In America from the first grade through college.

Caswell expresses this Idea In the following statement:'

Next to the teacher himself, the textbook

probably exerts greater Influence than any
other factor upon the curriculum of American
Schools.... 2

Since the Intellectual heritage of the race has

been deposited largely In,books their Importance cannot be

minimized. The Increase In the number of the books and the

amount of page content typically found In Individual texts

from year to year gives weight to this thought. Any care­

ful analysis of the Instruction program today reveals that

the most nearly universal stimuli to pupil learning In the

classroom are the teacher, the Interaction between students,

and the textbook.

An analysis of previous textbooks throws much light

on what was taught In the past. More specifically, from such

analysis there can be determined more or less clearly.the

^Hollis L. Caswell, "What Are Textbooks For?,"

The Phi Delta Kappan, XXXIII (January, 1952), p. 24l.
 4

objectives of teaching the different subjects and the nature

of the content taught in the different subject, fields.

Notable research studies have been done in the anal­

ysis of the content of history, biology, and geography text­

books. A careful investigation revealed only two studies

in guidance which concentrated on an analysis of textbooks

in this area. Predenburgh's study purported to survey the

field of guidance and student personnel. In his conclusion

he stated:

There is fairly conclusive evidence to suggest,

that a notable absence of a consistently patterned
common ground upon which professional writers base
their survey treatment of the principles and prac­
tices of guidance and student personnel work.3

A more recent study was the work of Cribbin^ whose

doctoral dissertation contained detailed analysis of two

hundred textbooks in guidance from 1935 to 1950. In this

study he drew together the statements common to virtually

all of the texts concerning purpose, ethics, and common

principles of guidance.

An examination of the professional literature in

the area of guidance revealed that no common core of prin­

ciples was recognized by all authors. The absence of

^F.A. Predenburgh, "Critical Analysis of Textbooks

Surveying the Field of Guidance and Student Personnel,” '
Occupations, XXI (May, 1945), p. 6 5 2 .
^James J. Cribbin, "An Analysis of the Theological,
Philosophical, Psychological, and Sociological Principles
of Guidance Presented in Textbooks Published Since 1935,"
Philosophical Foundations of Guidance. Carlton E. Beck
(New York: Fordham University, I9 6 5 ), p. 30.
 5

efforts aimed toward arriving at these principles indicated

the need for investigation in this particular area.

Statement of the Problem

The central focus of this study was the identi­

fication and isolation of stated and implied basic princi­

ples of guidance through a systematic examination of in­

troductory guidance textbooks. The subsidiary aspect of

the problem was to determine the number and percentage of

books containing basic principles of guidance. Also, an

attempt to determine whether a change in emphasis was ex­

pressed by authors in their statement of guidance princi­

ples through the past twenty years.

Purpose of the Study

The purpose of this study was to determine the num­

ber and percentage of books that contain principles of guid­

ance. The results of the study should provide a compilation

of a common core of principles for counselor-trainees, ad­

ministrators, teachers, and textbook writers.

Limitations of the Study

The limitations under .which this study was con­

ducted are the following:

(1) Only selected introductory textbooks on guid­

ance published in the United States from 19^2 to I9 6 2 were

analyzed.

(2 ) The textbooks included were limited to those

 6 .

which contained stated and implied principles of guidance.

(Some authors classified principles under terms, such as the

following: concepts, assumptions, and fundamentals.)

(3) The principles included were limited to those

pertaining exclusively to guidance as a function.

Although the writer made every effort to secure

textbooks which contained principles of guidance, there ex­

ists the liklihood that some texts were not procured. The

multiplicity of books directly concerned with guidance posed

another problem. A third weakness was inherent in the human

element of error and interpretation. The "strength" or "ëx-

citement value" with which the principle was stated or im­

plied involved subjective judgment.

Operational Definitions

Guidance is probably the most discussed subject in

the field of education. Hardly a professional meeting in

the field is without a guidance section or division. A

school system today without something called a guidance

program is considered-a definite anachronism.

Terminology problems can arise in any field where

abstractions form an essential part of the language. The

•terminology of the guidance movement has been subject to

many interpretations. Gradually there is evolving a wider

acceptance of a standard definition of terms.

Words are so much a part of our everyday life that

there is a tendency simply to use them without giving

 7
conscious thought to their literal meanings and their more

general connotations. The words "guidance" and "personnel"

give an Indication to some of the semantic difficulties cur­

rent In the field at the present time. According to J. Walter

Dietz, the "tower of Babel had nothing on the guidance and

personnel field when It comes to need for a common language.

We must agree among ourselves on what we are talking a b o u t , "5

Resolution of terminology Issues Is more necessary now than

ever before because recent research and developments In other

areas of knowledge have compounded the existing confusion In

guldance-personnel terminology and have led to Inconsist­

encies and paradoxes In the use of language.^

The Individual writer Is always faced with the ne­

cessity of defining those terms which he finds essential to

his discussion. In this study,-definitions of terms have

been chosen from various sources, since those offered by any

single author were not appropriate In all cases. The follow­

ing definitions are more functional as a frame of reference

for this study:

Aim -- "A conscious or symbolic representation of

the end sought. "7

5
J. Walter Deltz, Modern Issues In Guldance-Personnel
Work. Ruth Barry and Beverly Wolf (New York: Columbia Unlv-
erslty, 1957), P- 6o.
^Ibld., p. 6 l.
•J
'Horace B. English and Ava Champney English, A Compre-
henslve Dictionary of Psychological and Psychoanalytical Terms
(New York: Longmans, Green and Co., 1958), p. 21.
 8 _

Assumption -- "A judgment accepted as If true in a

train of reasoning, though it has not been proved."®

Characteristic -- "Properly, a unique feature -- one

found only in the particular instance."9

Classification Unit -- "The basis on which the con­

tent of communication is analyzed or classified.

Concept -- "The idea that represents a number of in­

dividual instances, all of which have something in common.

Content Analysis -- "A research technique for the ob­

jective, systematic, and quantitative description of the con­

tent of communication.

Education -- "Progressive or desirable changes in a

person as a result of teaching and study. Occasionally ap­

plied also to changes that result from experience ("the school

of hard knocks") but not to those resulting from maturation,

so far as these can be abstracted.

Enumeration Unit -- "The basis on which the content

of communication is tabulated.

Function -- "An ongoing process; activity rather than

^I b i d . , p. 4-7.
% b i d ., p. 48.
^^Bernard Berelson, "Content Analysis," in Gardner
Lindzey (ed. ), Handbook of Social Psychology (Cambridge,
■ Mass: Addison Wesley Publishing Company, 1954), pp. 448-517•
^^Engllsh and English, o£. c l t ., p. 10
12
Berelson, qp. clt., p. l8 .
13
■English and English, 0£. c l t ., p. I 6 9 .
l^Berelson, oq. c l t ., p. 155-
 9
inactivity. This idea is particularly evident in functioning:

a functioning unit."15

Fundamental -- "Anything that a given author holds to

be of major importance.

Goal -- "The end result, immediate or remote, which

an organism is seeking."^7

Guidance -- "Helping a person to find and select the

opportunities and activities that will yield maximum satis­

faction and profit, esp. in school (educational guidance)

and in his life work (vocational guidance). Instruction,

counseling, and testing are methods of guidance. It usually

includes both fact-giving and interpretation. Guidance in­

volves consideration of available opportunities, of the qual­

ities needed for the job (job analysis), and of the posses­

sion by the individual of the abilities, interests, and other

personal characteristics desirable in the situation.

Objective -- "That at which one a i m s . "19

Personnel Work -- "Activities or matters other than

curriculum instruction concerned with bringing each, pupil or

student into the educational environment of the educational

institution in such condition and under such circumstances

^^English and English, op., cit., p. 217.

^^Ibid., p. 2 1 9 .
^^Ibld., p. 2 2 7 .
^^Ibld., p. 224.
^^Ibld., p. 352.
 10

as will enable him to obtain the maximum benefit from his en­

vironment; involves such activities as enrolling, orienting,

housing, disciplining, testing, and counseling."^0

- Policy -- "Management or procedure based primarily on

material interest, rather than on higher p r i n c i p l e s .

Practice -- "The occurrence of a specifiable response

or group of responses in the presence of a specifiable stim­

ulus situation."22

Principle -- "A g u i d i n g maxim of c o n d u c t . " 2 5 _

Service -- "The performance of a task for the bene­

fit of others whether voluntarily, by request, or to ful­

fill a social need."^^

Organization of the Study

The first chapter of the study contains an introduc­

tion and a background of the study, statement of the prob­

lem, purpose of the study, limitations of the study, opera­

tional definitions, and organization of the study. Chapter

II includes a discussion of the method of investigation.

Chapter III is devoted to the analysis and interpretation

of data. Chapter IV contains a summary and discussion.

2PCarter V, Good, Dictionary of Education (New York:

McGraw-Hill Book Company, Inc., 1945), P- 2$4.
21
A. Merriam Webster, Websters New Collegiate Dic­
tionary (Springfield, Mass: 1 9 5 6 ), p. 6 5 3 .
^ % n g l i s h and English, 0£. cit., p. 400.
23
Ibid., p. 407.
24
Good, op. cit., p. 369-
 CHAPTER II

METHOD OF INVESTIGATION

In the development of this study the content anal­

ysis method of research was utilized.^ The first step taken

In the study Involved an Intensive Investigation of Books In

Print, the Cumulative Index, bibliographies, and textbook

publishers' catalogs. A list of 112 titles of Introductory

guidance textbooks was secured. A study of each book's

preface, foreword, and/or Introduction, table of contents,

and Index was undertaken to detern.lne If the text were appro­

priate according to the limitations as stated In Chapter One,

The procedure resulted In a list of nineteen books which con­

tained stated or Implied principles of guidance. These books

are listed In Appendix A.

A survey was made of the section of each book that

was devoted to a discussion of principles of guidance. The

writer attempted to answer the following questions while ex­

amining each of the nineteen selected textbooks: "Was the

principle stated?" "Was the principle Implied?" "Was the

principle listed under the term principle or was It called an

^Bernard Berelson, "Content Analysis," In Gardner

Lindzey (ed.). Handbook of Social Psychology (Cambridge, Mass:
Addison Wesley PübTirshIng~Üômpânÿ7~T95^nTpP» 448-517.

11
 . 12

assumption, a concept, or a fundamental?"

A principle was recorded as a stated principle if it

were appropriate, according to the operational definition as­

signed to the term "principle." A principle was recorded as

an implied principle if it were not a complete sentence or

if the discussion that followed the statement had implica­

tions that it also was appropriate according to the operational

definition given in Chapter One. The term— assumption, concept,

or fundamental— was used by some authors instead of the term

"principle." These were included as stated or implied princi­

ples in this study.

Isolation and Listing of Principles

The principles of guidance found in the nineteen books

were isolated and listed. As the principle was found it was

recorded on a card containing the names of the authors of

each book and the date of publication. The page number of the

book which included the principle was written under the name

of its author to aid rechecking. When another book contained

this principle, the page number was likewise recorded under

the appropriate author. After checking all books in this

manner, they were rechecked to find if any of the principles

had been overlooked. A total of 179 principles was compiled

from the nineteen selected textbooks. These principles are

listed in Appendix B.
 13

Comprehensive List of Principles

.After thorough examination of the principles Included In

the nineteen textbooks, a classification of the principles was

made. This classification Incorporated all of the 179 principles

of guidance which were Isolated and listed. The following Is a

compilation of twelve comprehensive principles prepared by the

writer for this study:

1. Guidance respects Individual worth, dignity, and var­

iation, therefore. It should be flexible.

2. Guidance should not only be limited to those who give

observable evidence of Its need, but rather It should be ex­

tended to all persons who can benefit from the service.

3. Guidance Is a unified process which considers the

student as a whole. It touches every phase of an Individual's

life pattern.

4. Guidance Is a continuous process.

5- Guidance Is fundamentally a preventive function. It

has limits, and must not undertake to be all things to all

people.

6. Guidance employs scientific methods for studying be­

havior. Guidance Is effective only to the degree that perti­

nent, scientifically gathered Information and data are uti­

lized to help pupils In the solution of their problems.

7- Guidance Is an integral part of the total program of

education.
 14

8. Guidance seeks to assist the individual to become

progressively more able to help himself. Ultimate decision

rests with the student.

9. Guidance is a function in which many people partici­

pate. The cooperation of the nome, the school, the church,

and the community is essential. Guidance is most successful

under some type of organization and leadership.

10. Guidance is counsel - not compulsion. It is demo­

cratic and cannot be imposed upon anyone with the assurance

that it will be effective.

11. Guidance requires the services of adequately trained

personnel.

12. Guidance refers to the process of putting into effect

guidance and personnel services. The guidance program should

be under constant planned evaluation.-

Uumber and Percentage of Books

The number of books containing each principle as

stated or implied was recorded on a chart. A plus sign (+)

was used to indicate a stated principle and a minus sign (-)

was used to indicate an implied principle. The totals were

obtained for both stated and implied principles by counting ■

the plus signs and minus signs which were recorded. Table 1

on the following page shows the comprehensive principles of

the study, the authors and date of publication from which

the principles were formulated, and whether the principles

are stated or implied.

 15

COKPREHEIimVK PRIHCIPLEC OP GUIDANCE C0MPI1.KD PR)« PRINCIPLED

PO'.mD IN NINCTBFN TEXTBOOKS BY AUTHORS AND ['ATS
OP PUBLICATION

Authorn and Dale <

STATED PRINCIPLE

IMPLIED PRINCIPLE

Is
ii il
II

Uuldancft respecie Individual worth, dignity,

and variation, thereTore, it should be flex­
ible.
(*, 15, Î5. 35, 63,.61, _5, 70, 85, 91, 100,
112, 119, 150, 1 5 i r
Guidance ahould not only be limited to :hooe
who give observable evidence of its need,
but rather it should be extended to all per­
sona who can benefit from the service.
(2, 9, 29, 38, 16, 58, 66, 73, 81, 110, 126,
135, 153, 172)*
Guidance is a unified process which considers
the student as a whole. It touches every
phase of an individual's life pattern.
(10, 24, Jit 60, 74. Ill, IIH, 124, 1J8, 142,
144. 152, 167, 17J)*

Guidance la a continuous process.

(11, 28, 47. 56, 71, 89, 91, 125, 157. 165,
179)*
Guidance is fundamentally a preventive func­
tion. It has limits, and must not undertake
to be all things to all people.
(3, 18, 59, 88, 97, 103, 128, 137, 116, l65,
171)“
Guidance employs scientific methods for
studying behavior. Guidance is effective
only to the degree that pertinent, scientif­
ically gathered information and data are uti­
lized to help pupils in the solution of ihelr
problems.
(8, 21, 54, 39, 76, 97, 98, 102, 114, li%
166 )*
Guidance is an integral part of the total
program of education.
(13, 14, 30, 44, 51, 62, 75, 00, 92, 101,
108 , 109, 129, 131, 160 , l6l)“
Guidance seeks to assist the individual to ■
become progressively more able to help him­
self. Ultimate decision rests with the
student. +
(5, 6, 7, 12, 2 6 , 11, 12, 57, 67, 68, 6 9 , 72, +
93. 101, 113, 119 , 127, 130, 110 , 111 , 151 ,
156 , 162 , 16 I, 176, 177)“
Guidance is a function in which many people
participate. The cooperation of the home,
the school, the church, and the community is
essential. Guidance la most successful under
some type of organization and leadership. +
(16 , 18 , 22. 23, 32, 4 3 , 4 9 , 6 1 . 79, 8 0 , 81, «2,
95, 105. 106, 120, 122, 123, 134, 136, 145,
159, 16Ô, 169, 175)*____________________________
Guidance is counsel » not compulsion. It is
democratic and cannot be imposed upon anyone
with the assurance that It will be effective.
(17, 10, 86, 99, 116 , 113, H 7 , 155, 178)“
Guidance requires the services of adequately
trained guidance personnel.
(19, 27, 33, 36, 50, 55. 77, 78, 83, 107,
121, 132, 133, 148. 158)«
Guidance refers to the process of putting
into effect guidance and personnel services.
The guidance program ahould be under con­
stant planned evaluation.
(1, 20, 57, 15, 52, 53, 51, 96, 115, 139,
172, 1-1)“

Total Number of Principles in Each Book 16 12 14 10 10 14

Each number listed within the parentheses identifies ttie stated or

implied principle from which the comprehensive principle was formulât,.d.
The numbers represent the footnote to the references shown In Appendl*- S.
 l6

Percentages were obtained for the number of books used

in treating each comprehensive principle, based on a total of

nineteen books used in the study. The presentation of these

percentages facilitated a more adequate analysis of the number

of books containing each of the twelve comprehensive principles.

Table 2 presents the number of books and percentages for stated

and implied principles analyzed in this study.

 17

TABLE 2. -- rPIHClPLES O P GUIDANCE AND THE NUMBER AND PERCENTAGE O P THE

NINi'TEEN BOOKS IN WHICH THE RESPECTIVE PRINCIPLE
WAS STATED OR IMPLIED

PRINCIPLE •%
Guidance respecta individual worth, dignity,
and variation, therefore, it should he flex­
ible. 37
('t. 15, 25. 35. 63, 6 t, 65, 70, 8 5 , 91, 1 0 0 ,
112, 1 1 9 , 1 5 0 , 151)®

Guidance shouUd not only be limited t.o those

who give observable evidence of its need,
but rather it should be extended to all p er­ 42
sons w ho can benefit from the service.
(2 , 9, 29, 3 8 . 16, 5 8 , 6 6 , 73, 81, 1 1 0 , 1 2 6 ,
135, 1 5 3 , 172)®

Guidance is a unified process which considers

the student as a whole. It touches every
phase of an Individual's life pattern.
(10, 24, 31, 6 0 , 7 4 . Ill, 1 1 8 , 124, 1 3 8 , 142,
32 2O
111, 1 5 2 , 1 6 7 , 173)®

Guidance is a continuous process.

(1 1 . 2 8 , 17, 5 6 , 71, 8 9 , 9 1 , 1S5, 1 5 7 , 163,
1 7 9 )®
Guidance is fundamentally a p reven’ive func­
tion. It has limits, and must not undertake
to te all things to all people.
(3j,^j8 , 59 , 88 , 97, 103, 128, 137, 116, 165,

Guidance employs scientific methods for

studying behavior. Guidance Is effective
only to the degree that pertinent, scientif­
ically gathered information and data arc u t i ­
lized to help pupils in the solution of tnelr
prob l e m s .
(8, 21, 31, 39, 76, 87, 98, 102, 111, 117,
16- )®

Guidance is an Integral part of the fotal

■program of education. 42
(13, 11, 30, 11, 51, 6 2 , 75, 90, 92, 101,
1 0 8 , 1 0 9 , 1 2 9 , 131, l6o, l6l)®

Guidance seeks to assist the individual t u

become progressively more able to help h i m ­
self. Ultimate decision rests with the
student. 47
(5. 6, 7, 12. 26. 41, 42, 57. 67, 6A, (Q, 72.
93. 104, 113, 119. 127, 130, l4o. l4l, 154,
1 5 6 , 1 6 2 , 164, 1 7 6 , 177)®

Guidance is a function in which many people

participate. The cooperation of the hone,
the school, the church, and the community is
essential. Guidance is most successful under 58
some type of organization and leadership.
(1 6 , 1 8 , 2 2 , 23, 32, 1 3 , 1 9 , 6 1 , 79, 80, 6 1 , 8 2 ,
95, 105, 106, 120, 122, 123, 131, 136, 115, 159,
1 6 8 , 1 6 9 , 175)®

Guidance is counsel - not compulsion. It is

democratic and cannot be imposed upon anyone 16 26
with Ilie assurance that it will be effective.
(1 7 , 1 0 , 86, 9 9 , 1 1 6 , 1 1 3 , 117, 1 5 5 , 178)®

Guidance requires the services of adequately

trained guidance personnel. 37
( 1 9 , 27, 33, 3 6 , 50, 55, 77. 78, 83, 107,
1 2 1 , 132, 133, 118, 1 5 8 )®

Guidance refers to the process of putting

into effect guidance and personnel services.
The guidance program should be under c o n ­ 32
stant planned evaluation.
(1. 20, 37, 4 5 . 52, 53. 54, 9 6 . 115, 139,
170, 171)^

Each number listed within the parentheses identifies the stated or

implied principle from which the comprehensive principle was formulated.
The numbers represent the footnote to the references shown in Appendix E.
 CHAPTER III

ANALYSIS OP THE DATA

Examination of textbooks on principles of guid­

ance revealed wide variation In the principles included

by writers and the presentation given these principles.

None of the nineteen selected books treated every prin­

ciple of the study. The particular principles chosen for

discussion -by a given textbook writer may reflect what he

perceives as most Important In the area of guidance. This

was apparent In this analysis of textbooks on principles of

guidance, however, certain principles emerged which were

given treatment by a majority of textbook writers. Table 3

presents the comprehensive principles, the authors and date

of publication-, the number, and the percentage of books for

stated and Implied principles of guidance.

Treatment of Each Principle

Investigation of Table 3 reveals that of the twelve

comprehensive principles formulated In the study, no prin­

ciple was listed by all of the nineteen selected books.

Guidance respects Individual worth, dignity and varia­

tion, therefore, It should be flexible. Seven books, or

stated this principle. Four books, or 21% Implied this

18
 19

TACLK -- COHPSEHENÜIVK PRIt^CimS OF GUIDANCE COMI’H ^ D FiiOM FRIXCIPU^:

POUND IN NTKBTEEN TEXTBV5KS HY AU7H0HS. TATE OP
PUBLICATION, NUKHER, AND PRECENTAOK

Authors and Da'e cf Pul 1icatIon

t STATED PRINCIPLE
..s
- IMPLIED PRINCIPLE

3i
Sft 5.1 fi II

Guidance reapecto Irdlvlaual worth, dl,^nlty,

and variation, therefore, It should be flex- 37%
('*. 15. 35. 63, tH. 64, ''r. «<;, 9Ü. 100,
21%
112, H9, 150, 151)«
Guidance should not only re Unit*.-! to those
who give olaei'varle evidence of U s need, 42%
tut rather It should te extended to all per­
sona who can benefit from the service.
(2 , q, 29. 3>i, ‘*6 , vC, 73. f.A, 110, 12(. 3 2%
135, 153, 172)*
Guidance la o unified proceaa which considers
the student aa a whole. It touches every
rhaae of an Individual'a life pattern.
32%
In, 2», 31, 60. 7*. Ill, 116, 12». 136, 1*2,
2 6%
1»», 152, 167, 173)*
Guidance la a continuous proceaa. 37%
(11, 28, 47, 5 6 , -1, 8Q, 91, 125. 15', lO.
179)* 2 1%
Guidance la fundoner.tally a pPoventlve func­
tion. It haa limits, and must not undertake
to be all things to all people. 3 7%
(3, 48, 59. 88. 97, 103. 126. 137.
174)*
, 165, 21%
Guidance employa scientific methods for
studying behavior. Guidance la effective
only to the degree that pertInen', scientif­ 2 1%
ically gathered Information and data are uti­
lized to help pupils In the solution -sf thtlr 3 7%
problems.
(8. 21. 3 4 , 39. 7 5 . 87, 9 8 , 102, 114. 117.
166)“
Guidance la an Integral part of the total 4 2%
program of educatIon.
(13. 14, 3'^. 4 4 . 51. r2. 7 5 , y . 9 2 . 1^1. 42%
108. 109. 129. 131, 170, 161)(^
Guidance seeks to aaiilat the Individual to
become progressively more all" tc fielp him­
self. Ultlm.Aie decision rests with the I0 5 3%
student.
(5. 6. 7, 12, 2 6 . 41. 4?. 5 7 . Ê7. 66. (9 . 72. 9 4 7%
93. 104. U3, 119. 127. 150. 140. 141, 154.
Ihf. K2. 154. 17b, 177)®

Guidance la a function In which many people

participate. The cooperation of the home,
the school. the church, and the community la
essential. Guidance la moat successful under 6 32%
some type of organization and leadership.
(16, 18, 22. 23, 32. 43, 4o. 6l. 79. «0, HI, 8 2 . 11 58%
95, 105, 106, 120, 122. 123. 1)4, 136, l45,
109, 168, 169, 175)*
Guidance Is counsel • not compulsion. It la
democratic and cannot be Imposed upon anyone
16%
with the assurance that It will be effective. 2 6%
(37, *0, 86, 99, 136, 3*3, 3*7, 155, 3781*
Guidance rcqulrca m e cervlceo of adequeioly
trained guidance peraonnel. 32%
(19. 27, 33, 36, 50, 55, 77, 78. 83, 107, 3 7%
121, 1)2, 13), 148, 158)®
Guidance refers to the process of put*.lnR
into effect guidance and personnel aervices.
The guidance program should be under con­ I 1%
stant planned evaluation.
(1, 20, 37, 45, 52, 53, 54. 96, 115, 1)9. 32%
170. 171)4________________________________

Total Number of Principles In Each Dock 16 14

®Each number listed within the parentheses Identifies the stated or

implied principle from which the comprehensive principle was formulated.
The numbers represent the footnote to the references shown In Appendix 0.
Dtated Principle la top figure. I - Implied Principle Is lower flvure.

^Refers to number and percentage of books.

 20

principle,

■Guidance should not only be limited to those who give

observable evidence of its need, but rather it should Xie ex­

tended to all persons who can benefit from the service. Eight

books, or 42^, stated this principle. Six books, or 52^, im­

plied this principle.

Guidance is a unified process which considers the

student as a whole. It touches every phase of an individual's

life pattern. This principle was stated by six books, or ^2%

of the books. This principle was implied by five books, or

2 6 ^ of the books.

Guidance is a continuous process. Seven books, or J>7%,

stated this principle and four books, or 2 1 #, implied this

principle.

Guidance is fundamentally a preventive function. It

has limits, and must not undertake to be all things to all

people. This principle was stated by seven books, or 37# of

the books. This principle was implied by four books, or 21#

of the books.

Guidance employs scientific methods for studying behav­

ior. Guidance is effective only to the degree that pertinent

scientifically gathered information and data are utilized to

help pupils in the solution of their problems. This princi­

ple was included as a stated principle by four books, or 21 #

of the books. It was included as an implied principle by

seven books, or 3 7 # of the books.

 21

Guidance Is an Integral part of the total program of

education. Eight books, or 42^, stated this principle. Like­

wise, eight books, or 42^, implied this principle.

Guidance seeks to assist the individual to become pro­

gressively more able to help him s e l f . Ultimate decision rests

with the st udent. Ten books, or 520, stated this principle.

This was the greatest number of books treating one of the com­

prehensive principles as a stated principle. Nine books, or

470, implied this principle.

Guidance is a function in which many people partici­

pate. The cooperation~of the home, the school, the church,

and the community is essential. Guidance is most successful

under some type of organization and leadership. This princi­

ple was stated by six books, or 520 of the books. Eleven

books, or 580, implied this principle. This was the largest

number of books recorded for an implied principle in this

study.

Guidance is counsel - not compulsion. It is democratic

and cannot be imposed upon anyone with the assurance that it

will be effective. Three books, or l6^, stated this princi­

ple. Five books, or 260, Implied this principle. This was

the second smallest number of books recorded for an implied

principle.

Guidance requires the services of adequately trained

guidance personnel. This principle was stated by six books,

or 520 of the books. Seven books, or 570, implied this

 22

principle.

Guidance refers to the process of putting Into effect

guidance and personnel services The guidance program should

be under constant planned evaluation. This principle was re­

corded as a stated principle by two books, or 11^ of the books

This was the lowest number of booKS listed for a stated prin­

ciple In this analysis. Six books, or 32^, Implied this prin­

ciple.
Textbook Space Devoted to Principles

An Interesting facet of the study Is the observation

concerning the amount of space In each of the selected text­

books devoted to principles of guidance. One would assume

that a direct relationship exists between the title of the

book and the context contained In that book, From the In­

formation presented In Table 4, It Is readily apparent that

the majority of the textbooxs used In this study Include an

extremely limited coverage of the principles of guidance.

The 1 9 5 1 edition of Jones's text devoted 21 pages to

a discussion of principles of guidance. This was the highest

number of pages used by any author In the study. The most

thorough treatment of principles was found In the 195 0 edition

of Lefever, Turrell, and Weltzel's text. They devoted 20.5

pages to their discussion of this topic. In the I9 6 O edition

of Humphreys, Traxler, and Worth, l4 pages were given to t he_

treatment of principles of guidance. The remaining sixteen

authors devoted much less space to this topic. They are

 23

TABLE 4. -- NUMBER OP PAGES IN EACH TEXTBOOK DEVOTED TO

PRINCIPLES OF GUIDANCE

Author Date of Pub­ Total Pages Pages Devotee

lication of Textbook to Principles

Reed 194 4 496 1 .5

Chisholm 1945 433 3 .5

Erickson and
Smith 1947 276 . 4,5

Cox, Duff, and

McNamara 1948 439 2

Lefever, Turrell,
and Weitzel 19 5 0 . 577 2 0 .5

Wrenn and Dugan 19 5 0 71 .5

Jones 195 1 630 21

Smith 195 1 379 6

Hatch and Dressel 195 3 179 3

Little and
Chapman 195 3 324 2 .5

Strang 19 5 3 491 2

Willey and
Andrew 195 5 653 2

Warters 195 6 358 1 .5

Arbuckle 1957 397 2

Crow and Crow i960 463 2 .5

Humphreys, Traxler
and North i960 4l4 l4

Mortensen and
Schmuller i960 436 4

Rosecrance and
Hayden i960 373 3

Miller 19 6 1 464 2
 24

as follows: oiri:i.Iti, o pages; lirickson and Smith, hjj pages;

F.ortensen and Scnmuller, 4 pages, Chisholm, a d; pages;

Rosecrance and. haycicn, 3.5 pages, Hatch and Dressel, 3 pages;

Crow and Crow, 2,3 pages , Cox, Duff, and McNamara, 2 pages;

Strang, 2 pages; Willey and Andrew, 2 pages; Arbuckle, 2 pages;

Miller, 2 pages; Reed, I.5 pages; Warters, 1 , 3 pages, Little

and Chapman, .‘
3 page; and Wrenn and Dugan, -5 page.

A fluctuation in the amount of textbook space devoted

to each principle was clearly evident. Some authors used

only one line or sentence to express a principle, whereas,

other authors used as many as four pages in their treatment

of the same principle.

The- number of principles listed in each of the te xt­

books varied greatly, also. The range was a low of four p ri n­

ciples in one book to a high of sixteen principles in another

book. These are listed in Table 3.

Interpretation of the Data

The analysis of textbooks on principles of guidance was

concerned with the- number of books containing these basic pr i n­

ciples. Of the twelve principles formulated in this study, no

principle was listed by all of the books.

Eleven of the nineteen books, or 38 #, contained four of

the comprehensive principles formulated for this study. They

are the following principles;

"Guidance respects individual worth, dignity, and v a r i a ­

tion, therefore. It should be flexible.

 25

TABLE 5. -- rJMBER OF PRINCIPLES PRESENTED IN

EACH TEXTBOOK

Author Date of Number of

Publication Principles

Reed 1944. 16

Chisholm 1945 7

Erickson and
Smith 1947 7

Cox, Duff, and

McNamara 1948 12

Lefever, Turrell, and

Weitzel 1950 14

Wrenn and Dugan 1950 8

Jones 1951 7

Smith 1951 10

Hatch and Dressel 1952 11

Little and Chapman 1952. 7

Strang 1952 10

Willey and Andrew 1955 11

Warters 1956 11

Arbuckle 19 5 7 4

Crow and Crow i960 14

Humphreys, Traxler, and

North i960 7

Mortensen and
Schmuller i960 9

Rosecrance and
Hayden 1960 6

Miller 1961 8
 26
"Guidance is a unified process which considers the stu­

dent as a whole. It touches every phase of an individual's

life pattern."

"Guidance is a continuous process."

"Guidance is fundamentally a preventive function. It

has limits, and must not undertake to be all things to all

people."

Fourteen of the nineteen books, or 74^, contained

three of the comprehensive principles formulated for this

study. They are the following principles:

"Guidance should not only be limited to those who

give observable evidence of its need, but rather should be

extended to all persons who can benefit from the service."

"Guidance is an integral part of the total program of

education."

"Guidance is a function in which many people participate.

The cooperation of the home, the school, the church, and the

community is essential. Guidance is most successful under some

type of organization and leadership."

Eight of the nineteen books, or 42^, contained two of

the comprehensive principles formulated for this study. They

are the following principles:

"Guidance is counsel - not compulsion. It is democratic

and cannot be imposed upon anyone with the assurance that it

will be effective."
 27
"Guidance refers to the process of putting Into effect

guidance and personnel services. The guidance program should

be under constant planned evaluation.

Ten of the nineteen books, or 53^, contained one of the

comprehensive principles formulated for this study. It Is the

following principle:

"Guidance employs scientific methods for studying be­

havior. Guidance Is effective only to the degree that pertinent,

scientifically gathered Information and data are utilized to

help pupils In the solution of their problems."

Sixteen of the nineteen books, or 84^, contained one of

the comprehensive principles formulated for this study. It Is

the following principle:

"Guidance seeks to assist the Individual to become pro­

gressively more able to help himself. Ultimate decision rests

with the student."

Nine of the nineteen books, or contained one of

the comprehensive principles formulated for this study. It is -

the following principle:

"Guidance requires the services of adequately trained

guidance personnel."

The findings of this study corroborate those of

Fredenburgh and Crlbbin. There Is a notable absence of a

consistently patterned common ground upon which writers In

this field base their treatment of the principles of guid­

ance and student personnel work.

 28

A review of the preceding discussion shows that the

amount of textbook space devoted to principles of guidance

varied with the books included in the study. The least

number of pages noted was .5 while the greatest number was

21 pages. The number of principles listed by the authors

of the nineteen books ranges from four principles to six­

teen principles. These findings also suggest a lack of

consistency among writers in the treatment of- principles of

guidance.

The books used in this study were limited to a period

of twenty years, from 19^2 to I9 6 2 . There were no books

appropriate for the study from the 19^2 or the 19^3 group.

Neither were any of the books in the 196 2 group appropriate.

Therefore, all of the books analyzed were from the years

19 4 4 to 1 9 6 1 , inclusive. Eight books were included in the

first ten year period and eleven books included in the

latter ten year period. It would be difficult to make any

comparisons concerning these earlier and later publications

since the number of books was not evenly distributed through

the twenty year period. There was no evidence that' the more

recent textbooks had better treatment of the principles of

guidance than did the earlier texts.

 CHAPTER IV

SUMMARY AND DISCUSSION

The central focus of this study was the Identifica­

tion and Isolation of stated and Implied basic principles of

guidance through a systematic examination of Introductory

guidance textbooks. The subsidiary aspect of the problem

was to determine the number and percentage of books contain­

ing basic principles of guidance. It was also an attempt

to determine whether a change In emphasis was expressed by

authors In their statement of guidance principles through

the past twenty years. The sources used In this study were

limited to the textbooks In Introductory guidance published

during the period 19^2 - 62. The same number of books were

not used In the period 19^ 2 - 5 2 that were used In 1 9 5 2 - 6 2 ,

therefore. It was not possible to make any positive statements

concerning a change In emphasis by the authors. There was

no evidence that the more recent texts had better treatment

of principles than did the earlier texts.

Through Investigation of textbook bibliographies,

published Indexes, and textbook publishers' catalogs, nineteen

textbooks on principles of guidance were found to be appro­

priate for this analysis. After these books were procured,

29
 — 30

a survey was made of the section of each book that was

devoted to a discussion on principles of guidance. The

term— principle, assumption, concept, and fundamental— was

used by the various authors for these principles. A total

of 1 79 principles were isolated and listed. From this group

a comprehensive list of twelve principles was formulated. A

principle was recorded as a stated principle or implied prin­

ciple if it were appropriate according to the definition as­

signed to the term "principle."

The number of books containing stated and implied

principles, was entered on a chart and the totals were obtain­

ed. Percentages were than computed on the basis of the nine­

teen books selected for the study. The percentages facili­

tated a more adequate analysis of the number of books contain­

ing each comprehensive principle within the total number of

books.

Examination of the textbooks on principles of guid­

ance revealed wide variation in the number of principles

included by each book and the presentation given these prin­

ciples. One textbook writer listed four principles in his

book, whereas, another textbook writer listed sixteen princi­

ples. This differentiation-in treatment of the principles

was manifested throughout the analysis. Some books had only

a list of the principles of guidance, while other books pre­

sented a discussion of the principles. Obviously, no two

 31

authors will ever present the same principles in the same

manner. What may be considered by one to be of value in

illuminating his discussion may be disregarded completely

by another, or, at least placed in a more subordinate posi­

tion. Thus, focus of treatment was largely dependent upon

the context in which each author perceives the principles

of guidance.

There was a wide variation in the amount of text­

book space devoted by each book to prin'.iples of guidance.

The majority of the textbooks used in this analysis included

an extremely limited coverage of principles. One text con­

tained a total of 4 9 6 pages, yet only 1.5 pages were devoted

to principles. The least amount of space recorded for any

text in the study was . 5 of a page. The greatest amount of

space devoted to principles was 21 pages. The text contain­

ing this number had a total of 6 3 0 pages.

Semantic difficulties were evident in the writings

of the various authors. Many commonly used terms peculiar

to the field of guidance were not defined, or when defined,

the definitions varied from author to author. Terminology

tangles complicated the writer's attempt to classify the 179

principles under one of the twelve comprehensive principles

formulated for this study. The intangible nature of guidance

work requires that guidance workers be doubly careful that

their language is well defined.

In view of the wide'variation existing among texts.

 32

It appears unwise to rely on a single textbook for courses

in introductory guidance. Of the nineteen books included

in this study, no single text afforded treatment of all of

the principles of the study.

 BIBLIOGRAPHY

Books

Arbuckle, Dugald S. Guidance and Counseling In the Class­

room. Boston: Allyn and Bacon, Inc., I957«

Barry, Ruth, and Wolf, Beverly. Modern Issues In Guldance-

Personnel Work. New York: Bureau of Publications,
Teachers College, 1957-

Beck, Carlton E. Philosophical Foundations of Guidance.

Englewood Cliffs, New Jersey: Prentlce-Hall, Inc.,
1962.

Carpenter, Finley, and Haddan, Eugene E. .Systematic

Application of Psychology to Education. New York:
The Macmillan Company, 19^4.

Chisholm, Leslie L. Guiding Youth In the Secondary School.

New York: American Book Co., 1945.

Cox, Philip W.L., Duff, John Carr, and McNamara, Marie.

Basic Principles of Guidance. New York: Prentlce-
Hall, Inc., 194b.

Crow, Lester D . , and Crow, Alice. An Int roduction to

G u i d a n c e . New York: American Book Co., 19bO.

English, Horace B., and English, Ava Champney. A Compre­

hensive Dictionary of Psychological and Psychoana-
lytlcal Terms. New York: Longmans, Green and Co.,
Ï 95H:
Erickson, Clifford E., and Smith, Glenn E. Organization and
Admlnstratlon of Guidance Services. New York:
McGraw-Hill Book Company, Inc., 1947.

Harwell, Gall P., and Peters, Herman J. Guidance Readings

for Counselors. Chicago: Rand McNally and Company,
Ï 95Ô:

Good, Carter V. Dictionary of Education. New York: McGraw-

Hill Book Company, Inc., 1 9 4 5 .

22
 34

Hatch, Raymond N., and Dressel, Paul L. Guidance Services in

the Secondary School. Dubuque, Iowa: Wm. C. Brown
Company, 1953.

Humphreys, J. Anthony, Traxler, Arthur E., and North, Robert

D. Guidance Services. Chicago: Science Research
Associates, Inc., 1950.

Jones, Arthur J. Principles of Guidance and Pupil Personnel

Work. New York: McGraw-Hill Book Company, Inc.,
1951.

Lefever, D. Welty, Turrell, Archie M., and Weitzel, Henry I.

Principles and Techniques of Guidance. New York:
The Ronald,Press Company, 1950.

Little, Wilson, and Chapman, A.L. Developmental Guidance In

Secondary School. New York: McGraw-Hill Book Com­
pany, Inc., 1 9 5 5 .

McDaniel, H.B., et a l . Readings In Guidance. New York:

Henry Holt and Company, 1959.

Miller, Carroll H. Foundations of Guidance. New York:

Harper and Brothers, I9 6 1 .

Mortensen, Donald G., and Schmuller, Allen M. Guidance In

Today's Schools. New York: John Wiley and Sons, Inc.,
Ï 96 Ô:

Patterson, C.H. Counseling and Guidance In Schools. New York:

Harper and Brothers^ 19&2.

Peters, Herman J., and Harwell, Gall P. Guidance: A Develop-

mental Approach. Chicago: Rand McNally and Company,
1959.

Pool, Ithlel De Sola. Trends. In Content Analysis. Urbana:

University of Illinois Press, 1959.

Reed, Anna Y. Guidance and Personnel Services In Education.

New Yorkl Cornell University Press, 1944.

Rosecrance, Francis C., and Hayden, Velma D. School Guidance'

and Personnel Services. Boston: Allyn and Bacon,
Inc., 1 9 6 0 .

Smith, Glenn E. Principles and Practices of the Guidance Pro­

gram. New York: The Macmillan Company, 1951.
 35

Strang, Ruth. The Role of the Teacher In Personnel Work. New

York: Bureau of Publications, Teachers College, 1953-

Naples, Douglas, Berelson, Bernard, and Bradshaw, Pranklyn

R. What Reading Does To Peo
People. Chicago: The Uni-
versity of Chicago Press, 19

Warters, Jane. High School Personnel Work Today. New York:

MeGraw-Hill Book Company, Inc., 195à.

Webster, A. Merriam. Websters New Collegiate Dictionary.

Springfield, Massachusetts: G. and C. Merriam Co.,
1956.

Willey, R.D., and Andrew, D.C. Modern Methods and Techniques

in Guidance. New York: Harper and Brothers, 1955-

Willey, Roy Deverl, and Strong, W. Melvin. Group Procedures

in Guidance. New York: Harper and Brothers, 1957.

Wrenn, C. Gilbert, and Dugan, Willis E. Guidance Procedures

in High School. Minneapolis: The University of
Minnesota Press, 1950.

Articles

Berelson, Bernard. "Content A n a l y s i s i n Gardner Lindzey

(ed.). Handbook of Social Psychology. Cambridge,
Mass.: Addison Wesley Publishing Company, 195^,
pp. 448-517.

Caswell, Hollis L. "What Are Textbooks for: A symposium,"

The Phi Delta Kappan. XXXIII (January, 1952), pp. .
241-242.

Fredenburgh, P.A. "Critical Analysis of Textbooks Surveying

the Field of Guidance and Student Personnel."
Occupations. XXI (May, 1943), pp. 646-653.

Lynch, James. "Functional Textbooks in Educational Psychol­

ogy. " Journal of Educational Research. XXXIII
(November] 1939), pp. 175-183.

Nietz, John A. "The Contribution of an Analysis of Old Text­

books to the History of Education in the United States."
Journal of Educational Research. XXXV (November, 1941),
pp. 2 0 1 -2 0 7 .

Palmer, Charlene D, "Principles of Child Growth and Develop­

ment." Journal of Educational Research. LIII (March,
i9 6 0 ), pp. 273-276.
 36

Wrenn, C. Gilbert. "Philosophical and Psychological Bases

of Personnel Services in Education." National for
the study of Education. LVIII (Part 2j~, pp. ^1-82.

Public Documents

Estimates of School Statistics, 1964-65. Research Report

1 9 6 4 - RI7 . Research Division - National Education
Association, December, 1964.
APPENDIXES
 APPENDIX A

LIST OF BOOKS ANALYZED IN THE STUDY

Arbuckle, Dugald S. Guidance and Counseling In the

Classroom. Boston: Allyn and Bacon, Inc.,
1957.

Chisholm, Leslie L. Guiding Youth In the Secondary

School. New York: American Book Company, 19^5*

Cox, Philip W.L., Duff, John Carr, and McNamara, Marie.

Basic Principles of Guidance. New York: Prentlce-
Hall, Inc., 194Ü.

Crow, Lester D . , and Crow, Alice. An Introduction to Guid­

ance. New York: American Book Company, I9 6 O.

Erickson, Clifford E., and Smith, Glenn E. Organization

and Administration of Guidance Services. New York:
McGraw-Hill Book Company, Inc., I9 A7 .

Hatch, Raymond N . , and Dressel, Paul L. Guidance Services

In the Secondary School. Dubuque, Iowa: Wm. C.
Brown Company, 1955-

Humphreys, J. Anthony, Traxler, Arthur E., and North,

Robert D. Guidance Services. Chicago: Science
Research Associates, Inc., 1 9 6 0 .

Jones, Arthur J. Principles of Guidance and Pupil Person­

nel Work. New York: McGraw-Hill Book Company,
Inc., 1 9 5 1 .

Lefever, D. Welty, Turrell, Archie M., and Weitzel, Henry I.

Principles and Techniques of Guidance. New York:
The Ronald Press Company, 1950.

Little, Wilson, and Chapman, A.L. Developmental Guidance In

Secondary School. New York: McGraw-Hill Book
Company, Inc., 1953.

Miller, Carroll H. Foundations of Guidance. New York:

Harper and Brothers, 1901.

Mortensen, Donald G., and Schmuller, Allen M. Guidance In

Today's Schools. New York: John Wiley and Sons,
Inc., i9 6 0 .

37
 38
Reed, Anna Y. Guidance and Personnel Services In
Education. New York: Cornell University Press,
Ï9W-
Rosecrance, Francis C., and Hayden, Velma D. School
Guidance and Personnel Services. Boston: Allyn
and Bacon, Inc., I960.

Smith, Glenn E. Principles and Practices of the Guidance

Program. New York: The Macmillan Company, 1951.

Strang, Ruth. The Role of the Teacher in Personnel Work.

New York: Bureau of Publications, Teachers Col­
lege, 1 9 5 3 .

Warters, Jane. High School Personnel Work Today. New

York: McGraw-Hill Book Company, Inc., 1956.

Willey, R.D., and Andrew, D.C. Modern Methods and Tech-

niques in Guidance. New York: Harper and Brothers,
1955.
Wrenn, C. Gilbert, and Dugan, Willis E. Guidance Procedures
in High School. Minneapolis: The University of
Minnesota Press,, 1950.
 APPENDIX B

STATED AND IMPLIED PRINCIPLES OF GUIDANCE

PROM WHICH COMPREHENSIVE PRINCIPLES
WERE FORMULATED

The term— principle, assumption, concept, and funda­

mental— was used in the 1 7 9 principles of guidance which were

found in the nineteen selected textbooks examined in this

study. The list of the twelve comprehensive principles was

formulated from the following:

"Guidance refers to the process of putting into effect

guidance and personnel services. It is action."!

"Guidance refers to helping, assisting, and clarifying

— the problems of those who are disturbed.

"Guidance implies the understanding of human behavior so

that preventive action may be taken with regard to prob­
lems and difficulties."3

"Guidance concerns itself with the Individual child. This

latter point does not mean that guidance refers only to
work in individual situations, but rather that the prime
concern of the guidance worker is the individual.child,
whether that child is alone with a counselor in his office,
or one.of many other children with a teacher in the class­
room.

"Guidance as a process of self-realization,.."5

1
Dugald S. Arbuckle-, Guidance and Counseling in the
Classroom (Boston: Allyn and Bacon, In c ., 1957), P* 51
^Ibid.
^Ibid. ' '
4
Ibid.
5
Leslie L. Chisholm, Guiding Youth in the Secondary
School (New York: American Book Company, 19^5), p. T!

39
 40
"Guidance as a constructive process.,."^

"The individual as the final decider,.."7

"A rational procedure, , ,

"Guidance of all p u p i l s , , . "9

"Guidance serving the whole child,,,"10

"Continuous and anticipatory guidance, ,, " H

"Guidance consists in helping pupils to set up objectives

that are for them dynamic, reasonable, and worth while,
and in helping them, so far as possible, to attain these
objectives,"12

"The major fields in which guidance is necessary are

health, vocation, avocation, education, and human re­
lations ,"13
fl
The ide^ of guidance is inherent in all efforts to ed-
ucate.

"The kind and amount of guidance needed varies greatly

with different children and in different situations and
at different times."15

"The need for guidance is particularly acute today be­

cause of: _
a. Increased complexity of our social
organization,
b. Rapidity of change in our social organ­
ization,

6 , 7
Ibid., p. 4, 'ibid,
8 Q
Ibid., p. 5, Ibid., p. 6.
^^Ibid,, p. 7, ^^Ibid.
12
Philip W. L. Cox, John Carr Duff, and Marie McNamara,
Basic Principles of Guidance (New York: Prentice-Hall, Inc.,
1948), p. 15.
13 l4
Ibid. Ibid.
^^Ibid,
 41

The changing character of sanctions as

determined' by:
l) The home.
The community.
J>) The church.
d. The industrial situation. "
e. The economic situation. ,
f. The demands of life in a modern democracy.

"This new concept of guidance is largely a result of

democratic tendencies in educational administration.
The proper development of a guidance program is de­
pendent on these same tendencies."17

"The major work of guidance must be done by classroom and

homeroom teachers."1°

"The work of the guidance specialist is:

a. To stimulate, guide, and check the
guidance activities of teachers.
b. To give specialized expert help where
necessary."19

"A research and measurement program is an essential part

of successful guidance w o r k . " 2 0

"An adequate, accessible, and flexible system of records

is necessary for good guidance work."21

"The proper adaptation of curriculum and method to the

needs of individual pupils is best promoted through guid­
ance activities of teachers working in a democratically
organized school system."22

"Provision for and promotion of guidance activities is a

major responsibility of administrative o f f i c e r s . "23

"Every aspect of a person's complex personality pattern

constitutes a significant factor of his total displayed
attitudes and form of behavior. Guidance services which
are aimed at bringing about desirable adjustment in any

^^Ibid. ^^Ibid.
^®Ibid. ^^Ibid.
2°Ibid. 21lbid.
22 23
Ibid. Ibid.
 42

particular area of experience must take Into account the

all-round development of the individual."24

"Although all human beings are similar in many respects,

individual differences must be recognized and considered
in any efforts aimed at providing help or guidance to a
particular child, adolescent, or adult."25

"The function of guidance is to help a person (l) for­

mulate and accept stimulating, worthwhile, and attain­
able goals of behavior, and (2) apply these objectives
in the conduct of his a f f a i r s .

"Existing social, economic, and political unrest is giving

rise to many maladjustive factors that require the co­
operation of experienced and thoroughly trained guidance
counselors and the individual with a problem."27

"Guidance should be regarded as a continuing process of

service to an individual from young childhood through
adulthood."2o

"Guidance service should not be limited to the few who

give observable evidence of its need, but should be ex­
tended to all persons of all ages who can benefit there­
from, either directly or indirectly."29

"Curriculum materials and teaching procedures should evi­

dence a guidance point of view."30

"Although guidance touches every phase of an- individual's

life pattern, the generally accepted areas of guidance in­
clude concern with the extent to which an individual's
physical and mental health interfere with his adjustment
to home, school, and vocational and social demands and re­
lationships, or the extent to which his physical and men­
tal health are affected by the conditions to which he is
subjected in these areas of experience.- "31

^^Lester D. Crow and Alice Crow, An Introduction to

; (New York: American Book Company, 19bO), p. 42.
^^Ibid. ^^Ibid.
^^Ibid. ^®Ibid.
^^Ibid. ^°Ibid.
^^Ibid., p. 43.
 43
!!
Parents and teachers have guidance-pointed responsibil­
ities. ""2

"Specific guidance problems on any age level should be

referred to persons who are trained to deal with partic­
ular areas of adjustment."33

"To administer guidance intelligently and with as thorough

knowledge of the individual as is possible, programs of
individual evaluation and research should be conducted,
and accurate cumulative records of progress and achieve­
ment should be made accessible to guidance workers.
Through the administration of well-selected standardized
tests and other instruments of evaluation, specific data
concerning degree of mental capacity, success of achieve­
ment, demonstrated interests, and other personality char­
acteristics, should be accumulated, recorded, and utilized
for guidance p u r p o s e s . "^4

"An organized guidance program should be flexible accord­

ing to individual and community n e e d s . "35

"The responsibility for the administration of a guidance

program should be centered in a personally qualified and
adequately trained chairman or head of guidance, working
co-operatively with his assistants and other community
welfare guidance agencies."3°

"Periodic appraisals should be made of the existing

school guidance program. The success of its functioning
should rest on outcomes that are reflected in the atti­
tudes toward the program of all who are associated with
it— guiders and guidees— and in the displayed behavior of
those who have served through its functioning."37

"Guidance services for all pupils..."38

"Objective pupil data are essential..."39

32 33
Ibid. Ibid.
34 35
Ibid. ^Ibid.
^^Ibid. ^^Ibid.
^^Clifford Erickson and Glenn E. Smith, Organization
and Administration of Guidance Services (New York: McGraw-Hill
Book Company, Inc., 194?), p. 3.
39lbid.
 44

"Counseling is a necessary service..."^0

"The guidance program does not regiment..."^!

"Every pupil needs-to plan. .."^2

"The guidance program as a community service..."^3

"Guidance as a staff service.

"A guidance program Is a program of services..."^5

"Guidance services are for all concerned..."46 '

"Guidance services are for all school levels..."^7

"Guidance services are primarily preventative In

nature..."48

"The teacher plays a vital r o l e . . . "^9

"The program of guidance services needs trained person­

nel. . ."50

"The program of guidance services requires coordina­

tion. .. "51

"The guidance program uses and Improves on present prac­

tices . . . " 5 2

"Guidance services are not an added activity..."55

40 4l
Ibid., p. 4. Ibid.
^^Ibld., p. 5 . ^^Ibld., p. 6 .
44
Ibid.
45
Raymond N. Hatch and Paul L. Dressel, Guidance Serv­
ices In the Secondary School (Dubuque, Iowa: Wm. C. Brown
Company, 1 9 5 5 p. lo.
^^Ibld., p. 19 4^Ibld.
48 49
Ibid. Ibid.
50 51
Ibid. Ibid., p. 20.
52 55
Ibid. Ibid.
 45
"Guidance services are a group of facilitating serv­
ices... "54

"Training background of guidance workers presupposes

certain elements..."55

"Take time to solve problems and make decisions..."5^

"Let the counselee develop his own insights..."57

"Consider most individuals as average, normal persons..."58

"Problems arise out of situations..."59

Problems are interrelated. "6o

"The integration of effort is essential..."^1

"Guidance services must be an integral part of the

organization..."52

"The differences between individuals in native capacity,

abilities, and interests are significant...

"Variations within the individual are significant..."54

"Native abilities are not usually specialized..."55

"Race, color, and sex have little or no relation to

aptitudes and abilities..."56
_ : ; cc
Ibid. ^^Ibid.,_p. 21.
Kg
^ J. Anthony Humphreys, Arthur E. Traxler, and Robert
D. North, Guidance Services (Chicago: Science Research Asso­
ciates, Inc., i9 6 0 ), p. 6 5 .

^'^Ibid., p. 6 6 . ^^Ibid., p. 6 7 .
59ibid., p. 7 0 . GOibid., p. 7 1 .
61 62
Ibid., p. 7 3 . Ibid., p. 7 7 .
^^Arthur J. Jones, Principles of Guidance and Pupil
Personnel Work (New York: McGraw-Hill Book Company, Inc.,
1 9 5 I), p. 1 0 1 .
64 65
Ibid. ^Ibid.
55ibid.
 - 46

"Many Important crises cannot be successfully met by

young people without assistance,.."°7

"The school is in a strategic position to give the as­

sistance needed. . . " 6 8

"Guidance is not prescriptive but aims at progressive

ability for self-guidance. . . " 6 9

"Guidance is primarily dedicated to implementing the

essential concern of democracy for the dignity and
worth of the individual..."70

"Guidance is a lifelong process..."71

"Guidance seeks to assist the individual in becoming

progressively more able to guide himself. . . " 7 2

"The guidance service should be extended to all, not

simply to the obviously maladjusted..."73

"Guidance deals with the whole person, but any aspect of

guidance may serve as an avenue of approach or means,of
developing rapport..."74

"Since guidance is a unitary process, provision must be'

made for all its interelated aspects..."75

"'Guiding* in the absence of data is q u a c k e r y . .."76

"Guidance workers need special preparation.,."77

"Guidance workers should rigorously observe a code of

ethics. . . " 7 8

^^Ibid. ^^Ibid.
^^Ibid.
70
' D. Welty Lefever, Archie M. Turrell, and Henry I.
Weitzel, Principles and Techniques of Guidance (New York: The
Ronald Press Company, 1950), p. 51.
'^4 b i d ., p. 3 2 . '^^Ibid., p. 3 5 -
^^Ibid., p. 3 6 . T^ I b i d ., p. 3 8 .
f^ibid., p. 3 9 . ^^Ibid., p. 40.
T^Ibid., p. 4l. ^^Ibid., p. 42.
 47
"Some one staff member in the school should be responsible
for the guidance of each student..."79

"Guidance workers should be assigned to students on some

definite basis...

"When two or more staff members are engaged In guidance,

someone should ’Head U p ’ the work..."ol

"The guidance worker should become thoroughly acquainted

with all available guidance agencies or services. . . " 8 2

"Guidance activities are of two kinds: group and In­

dividual— not all workers are equally competent In both
fields..."83

"Guidance Is Inclusive. It Is based upon the assumption

that all pupils need g u i d a n c e . "84

"Guidance Is flexible. Its method changes with Individual

and group needs for guidance."85

"It Is democratic. Guidance cannot be Imposed upon anyone

with assurance that It will be effective."86

"Guidance Is scientific. It can be effective only to the

degree that pertinent, scientifically gathered Information
and data are utilized to help pupils In the solution of
their problems."87

"It Is preventive. Guidance alms to prevent maladjust­

ment. To be sure, maladjustment Is treated; but to de­
lay the application of guidance until the child Is
obviously out of harmony with himself and with his group
would be to defeat Its very p u r p o s e . "88

'^%.bld., p. 44'. BOibid., p. 4 5 .

^^Ibld., p. 48. ^^Ibld., p. 49.

^^Ibld.
84
Wilson Little and A.L. Chapman, Developmental Guid­
ance In Secondary School (New York: McGraw-Hill Book Company,
Inc., 1953), p. 267.
B^ibld. ®^Ibld.
87 88
Ibid. Ibid., p. 2 6 8 .
 48
"It is continuous. Guidance Is a service to children
which begins when .they enter school and ends when they
have found their placés In their chosen fields after
leaving school.

"Guidance Is an Integral part of the total program of

education. Guidance Is a whole-school enterprise, and
It functions best when principal, special guidance
workers, teachers, and pupils accept and work to achieve
essentially the same major g o a l s . "90

"Guidance Is a continuous process. This has often been

stated, and apparently there Is quite general consensus
as to this characteristic of guidance.'91

"Guidance as It exists In American schools has deep roots

In our culture and heritage. Guidance shares with the to­
tal educational effort participation In our basic American
values and, by virtue of this participation. Is also sub­
ject to the conflicts which exist In American values.
Guidance cannot be a thing of the school alone, but must
be conscious of Its relation to the total contemporary
scene and Its historical b a c k g r o u n d s ."92

"Guidance Is assistance to the Individual In the process

of development, rather than a directing of that develop­
ment. The balance of assistance and direction at any one
time, however, must be chosen with due regard to the
maturity of the Individual. Moreover, those engaged In
the guidance should recognize that In any Interaction with
others on a complex level some communication of values Is
probably Involved. Elimination of all value communication
during guidance Is neither possible nor desirable, but the
person In a guidance role needs to be aware of and accept
responsibility for the personal evaluations which he com­
municates . "93

"The appropriate area of functioning of guidance lies be­

tween primary concern with subjective states on the one
hand and primary concern with external social conditions
on the other. Here we specifically follow Mathewson (5,
p. 2 2 7 ). Or to put the matter In the terminology which we
used In earlier chapters: guidance operates In the zone

B^lbld. ^°lbld.
^^Carroll H. Miller, Foundations of Guidance (New York:
Harper and Brothers, 1 9 6 1 ), pi 449.
S^ibld. 92lbld.
 49
in which the individual's own unique world of perceptions
interacts with the external order of events in his life
context. It is here that the choice points and problems
arise which are the distinctive concern of guidance."94

"Guidance is a function in which many people participate:

-the parents, the teacher, the counselor, the school psy­
chologist, the nurse, the visiting teacher, the school
social worker, and those who provide special forms of
assistance, such as remedial teaching, or welfare assist­
ance. Persons in administrative roles participate by
providing guidance services."95

"Guidance draws insights and methods from many disciplines,

but it is not a branch of any one ofthe disciplines as
such, rather, it applies the results of research toward
the solution of practical p r o b l e m s . "9o

"Guidance has limits. It must not undertake to be all.

things to all people. It has limits as to its area of
appropriate functioning, such as we indicated in number 4
above. Guidance also has limits on what it can accom­
plish. These limits are imposed by the fact that many of
the external factors in the life context of the individual
are not amenable to immediate and substantial change by
means within the scope of guidance. Guidance should there­
fore define its goals realistically and with appropriate
modesty."97

"Ultimately, guidance is more nearly an art than a science.

While guidance should always be alert to the maximum uti­
lization of the tested results of science, guidance prac­
tice must often make decisions on the basis of best Judg­
ment in the absence of complete scientific verification.
Moreover, since the individual is a unique and developing
historical system, it is doubtful that his future course
of development as an individual can ever be completely
predicted."9o

"Guidance has goals, derived from the needs and values of

a democratic community and nation..."99

9^ I b i d ., p. 450. ^^I b i d .

S^Ibid. ^^Ibid.
9 8---- ----
^ Ibid.
99
Donald G. Mortensen and Allen M. Schmuller, Guid­
ance in Today's Schools (New York: John Wiley and Sons,
Inc., i9 6 0 ), p. Ï61
 50

"Guidance respects Individual worth, dignity, and varia­

tion. . . " 1 0 0

"Guidance (Pupil Personnel Work) is a recognized area of

education. . . " 1 0 1

"Guidance employs scientific methods for studying be­

havior. . . " 1 0 2

"Guidance is fundamentally a preventive (developmental)

function..."105

"Guidance helps the individual improve, grow, and

mature..."104

"Guidance is dependent upon lead e r s h i p . .."105

"Guidance is a part of a team effort..."10^

"Guidance services are professional..."1^^

"Guidance is an integral part of education. It begins

in the home and continues throughout school life and
initial work life. It serves as a facilitating and in­
tegrating agency in all areas of life. " 1 0 8

"Vocational guidance has a social and— an individual aim.

It is a co-operative factor in the social economy of the
time. It is a direct responsibility of the educational
system."109

"Individuals, both youth and adult, face many problem

situations. "110

"The unitary character of individual problems and the

necessity for unity in performing guidance functions must
be recognized. " H I

l°°Ibid., p. 17. lO^Ibid.

^°^Ibid. ^°^Ibid., p. l8 .
104 105
Ibid. Ibid., p. I9 .
^^^Ibid. ^°^Ibid.
noft
Anna Y. Reed, Guidance and Personnel Services in
Education (New York: Cornell University Press, 1944), p. 5 3 .
109g
l°9ibid. ^^°Ibid.
111:Ibid.
 51

"Persistent and consistent recognition of individual

differences is essential to guidance service. Progress
in analysis of the individual is dependent upon progress
in the psychology of individual differences. ' H 2

"Self-evaluation is an important factor in individual

growth."115

"a scientific attitude and the use of scientific methods

is essential in dealing with human p r o b l e m s . "114

"The humanitarian or service motive is fundamental to

successful guidance."115

"The major function of the counselor is to assist the

individual in securing all possible information upon
which to base his decision. ' H 6

"Cumulative records are essential to individual guid­

ance. "117

"Making contacts with others is important both for per­

sonality growth and for personality integration. " H o

"Ultimate decision in any area of life rests with the

counselee."119

"Educational administration must assume responsibility

for guidance service."120

"Leadership must be delegated to specially prepared

personnel. The entire faculty must p a r t i c i p a t e . "121

"Guidance services properly performed should keep the

educational system in close contact with community needs
and its guidance facilities."122

“ Lbid.
118 119"

Ibid. Ibid
120)■ 121
Ibid. Ibid., p. $4.
122'
Ibid.
 52
"Adequate time for the performance of guidance functions
Is a prerequisite to success."123

"Personnel work: A unitary f u n c t i o n . .."124

"Guidance as a continuous process..."125

"A service for a l l . . . "126

"Guidance as non-prescrlptlve..."127

"Preventive and developmental aspects..."128

"The famlly-of-occupatlons theory..."129

"Guidance services are those Identifiable aids provided

by staff members for assisting the Individual to make
appropriate choices, plans. Interpretations,- and ad­
justments... "130

"Guidance activities are Involved In the achievement of

the goals of education. Though guidance and Instruc­
tional activities are an Integral part of the total
educational process, the methods and techniques of the
two activities often differ..."131

"The guidance program requires the services of one or

more appropriately and adequately trained guidance
workers; It Is a major responsibility of these workers
to provide competent leadership In the guidance pro­
gram. .. "132

^^^Ibld.
124
Francis C. Rosecrance and Velma D. Hayden, School
Guidance and Personnel Services (Boston: Allyn and Bacon,
inc., igbOj, p. 161
125 126
Ibid., p. 1 7 . Ibid., p. 1 8 .

^^'^Ibld. ^^^Ibld., p. 1 9 .
129ibid.
130
Glenn E. Smith, Principles and Practices of the
Guidance Program (New York: The Macmillan Company, 1 9 5 1 ),
p. 8 2 .
^^^Ibld., p. 8 3 . ^^^Ibld.
 53
"The guidance program must be actively supported by
the functional preparation of teachers In guidance
activities appropriate to their Individual Interests
and aptitudes..."153

"The organizational pattern of the guidance program

should be based upon a knowledge of the problems and
needs of pupils, as well as upon the competencies and
Interests of staff members..."134

"The services of the guidance program should be made

available to all pupils In the elementary and second­
ary schools and to adults In the community..."135

"The cooperation of parents, patron, and Interested

community agencies Is essential to an effective guid­
ance program..."15°

"Guidance services should be essentially preventive

rather than curative..."137

"The guidance program Is founded upon the concept of

the totality of personality moving In an environment
which Is comprehensive In nature..."138

"The guidance program should be under constant planned

evaluation..."139

"Respect for every person..."1^0

"Self-dlrectlon and self-guidance. . ."1^1

'Understanding. . ."142

"Personal relationship..."1^5

133 134 Ibid., p. 8 5 .

Ibid., p. 84.
135 136
Ibid., p. 86 . Ibid.
137 Ibid., 138 Ibid.
p. 8 7 .
1 3 9 Ibid.

l40r
"^Ruth Strang, The Role of the Teacher In Personnel
Work (New York: Bureau of Publications, Teachers College,
Columbia University, 1953), P- 34.
l4l 142
Ibid. Ibid,
 54
"Influence of the environment.

Coordination..."145 _

Prevention..."1^^

Social usefulness..."14?

Professional preparation..."l48

Adaptability..."149

"Personnel work Is concerned with the student as an In­

dividual and as a member of various groups— home, neigh­
borhood, school, community, national, and world. 'The
development of students as whole persons Interacting In
social situations Is the central concern of student per­
sonnel work and of other agencies of education.'"150

"Individual differences In student needs, abilities.

Interests, and goals must, be recognized and provided for
as far as possible by the school."151

"Personnel work Is concerned with the whole student. 'The

concept of education Is broadened to Include attention to
the student's well-rounded development— physically, so­
cially, emotionally and spiritually, as well as Intellec­
tually. '"152

"Personnel services are for all students, not for the -

maladjusted students alone. To serve all students, the
work must be preventive and developmental, as well as
diagnostic and remedial."153

"Personnel work Is concerned largely with choices to be

made by the student and with adjustments In terms of the
Individual and his needs. More recently statements of

^'^^Ibld. ^^^Ibld., p. 35.

^^^Ibld. ^^'^Ibld.
^^^Ibld. ^^^Ibld.
l^Ojane Warters, High School Personnel Work Today
(New York: McGraw-Hill Book Company, Inc., 195b), p! 49.
^^^Ibld. - ^^% b l d .
153ibid.
 55
this principle have been expanded to emphasize the im­
portance of studying the influence of the environment
and the interrelations of individual and the environment,
and of making the school environment one conducive to
good development on the part of both teachers and stu­
dents. "15%

"Personnel work implies counsel but not compulsion. This

is presented by some writers as the principle of respect
for the individual— respect for his right to self-deter­
mination. "I55

"Personnel work seeks to assist the individual to be­

come progressively more able to help himself."156

"Personnel work is a gradual and continuous process. It

is strongly advocated that the process continue beyond
the school years, that guidance be available to the in­
dividual as long as he needs it. A popular saying is
that 'guidance should extend from the cradle to the
grave.' Strang wisely recommends an earlier beginning—
with the education of the p a r e n t s . " 1 5 7

"Personnel workers need professional knowledge and train­

ing in the use of specialized techniques for an adequate
understanding of individual students."158

"Organization is needed to make personnel work effec­

tive. "I5 9

"Personnel work and instruction are complementary serv­

ices. Because they serve the same general objectives in
education, they are closely related and. at times over­
lapping services."I60

"Guidance is a function of education and directly contrib­

utes to the realization of the school's total objec- ■
tives. . . " 1 6 1

^^\ b i d . ^^^Ibid.
156 157
Ibid., p. 5 0 . Ibid.
^^^Ibid. ^^^Ibid.
l^^ I b i d . —
Willey and D.C. Andrew, Modern Methods and
Techniques in Guidance (New York: Harper, 1955), p. 27.
 56

"Guidance is primarily dedicated to assisting .the in­

dividual; by so doing, it also assists s o c i e t y ...

"Guidance is a lifelong process. Parents, siblings,

kinfolk, family, friends, church workers, teachers, and
trained experts give assistance, some of which may be
called guidance. Professional knowledge and competence
is required to assist individuals with many personal
problems."I65

"Guidance emphasizes self-understanding, self-determina­

tion, and self-adjustment. Those who guide have respect
for individual worth and a knowledge of the importance
of individual development. They assist the pupil to
learn facts about himself which he could not otherwise
obtain. Assistance is given in accepting responsibility
for improving himself and s o c i e t y . "l64-

"Guidance should emphasize prevention of maladjustment

rather than be limited to correction or remediation. As­
sistance should be extended to all normal individuals as
well as the obviously maladjusted. In fact the existence
of an 'average', 'typical', or 'normal' person from the
guidance point of view is a nonentity. Every individual
has his own peculiar abilities, interests, needs, assets
and liabilities.

"The guidance worker is efficient in the collection and

interpretation of data. Data systematically collected,
should be employed wherever applicable but always within
a frame work which regards the Individual as a unique
human being."l65

"Guidance is a unified process which considers the in­

dividual as a whole; thus we should think of life guid­
ance rather than educational guidance, vocational guidance,
health guidance, and so on. Guidance assists the individ­
ual to integrate all of his activities in terms of his
potentialities and environmental opportunities.

"The guidance program flourishes most effectively under

some type of organization and leadership. Organization
must proceed very slowly, however, and should not be im­
posed onto any school but should emanate from the con­
stituents of the school. This includes parents, pupils,

l^^Ibid. l^^Ibid., p. 28.

^^^Ibid. ^^^Ibid.

^^Sbid. ^^^Ibid.
 57

teachers, specialists, and administrators. Cooperation

and earnestness of purpose should permeate all partici­
pants In guidance activities."1°°

"Every member of the school staff plays a role In the

guidance program. Guidance Is not limited to the as­
sistance of a few specialists; rather It Is rendered
by the entire school personnel. The role of the teacher
as a key person In the guidance program should be clear­
ly defined. He should have a specific understanding of
guidance services; likewise guidance specialists whose
primary functions are outside of the classroom should
have familiarity with classroom procedures. All guidance
workers, and this Includes the classroom teacher, need
special preparation. This preparation should Include a
thorough grounding In the necessity of adhering strictly
to a code of ethics."1°9

"It Is futile to classify guidance Into compartmentalized

services without any attempt at Integration. The Inte­
gration of all. services must be evaluated In terms of the
whole child. " 170

"There should be a continuous study of the effect of

guidance on pupil behavior. In other words. It Is essen­
tial that periodic appraisals should be made of the ex­
isting guidance program."171

"Guidance Is concerned with all students, not only with

special or 'problem' students."172

"Guidance Is concerned with the 'whole' student, not

with his Intellectual life alone."175

"Guidance Is concerned primarily with prevention rather

than c u r e . "17A

"Guidance Is more than just the activity of a specialist;

It Involves the whole school staff."175

l^^Ibld. l^^Ibld.
^^°Ibld., p. 2 9 . ^'T^Ibld.
Gilbert Wrenn and Wlllls E. Dugan, Guidance
Procedures In High School (Minneapolis: The University of
Minnesota Press, 1 9 5 O), p. 3-
^'^^Ibld. l^^Ibld.
^'^^Ibld.
 58

"Guidance is concerned with the choices and decisions to

be made by the student."176

"Guidance is concerned with developing student self-

understanding a,nd self-determination. "177 -

"Guidance is ’counsel’— not ’c o m p u l s i o n . ’ "178

"Guidance is a continuous process through out the school

life of each student."179

"""ibid. ""9lbid,