Graduation date: 1972The purposes of this investigation were to: (1) assist the elementary schools of\ud Oregon in the development and implementation\ud of elementary school guidance programs, and (2) develop recommendations\ud for improving programs of guidance as well as counselor\ud preparation programs.\ud The investigation focused upon the personal and educational\ud background of current counselors, their feelings about preparation\ud programs and activities of the current guidance programs. The\ud analysis was based upon data secured through questions and rating\ud scales as well as personal interviews with counselors and principals.\ud The questions and rating scales were completed and returned by 79.2\ud percent (usable returns) of the elementary school counselors in\ud Oregon.\ud These data were divided into four main groups for the purpose\ud of analysis. Group I and Group II represented the two largest population\ud centers while Group III consisted of the remaining counselors in\ud the state, and Group IV was the combined responses from the total\ud number of elementary counselors responding.\ud Two subgroups were developed for use on specific questions\ud where additional information might prove beneficial. Subgroup A\ud consisted of three groups. Group I-A was formed by selecting full-time\ud counselors serving only one elementary school. Those full-time\ud counselors serving two elementary schools as well as half-time\ud counselors serving one school formed Group II-A. Group III-A\ud contains the counselors that are less than half-time or are serving\ud more than two schools.\ud Subgroup B contains five groups. The format for establishing\ud these groups was the four major counselor preparation institutions in\ud Oregon and the National Defense Educational Act, Title V-B preparation\ud institutes across the nation.\ud The analysis of these data using the three different groupings\ud provides a more in-depth consideration related to counselor preparation\ud programs as well as the alloted time given various guidance\ud activities. The data may not provide a specific rationale for elementary\ud school counseling nor delineate specific activities, but does\ud reflect counselors' feelings concerning counseling and counselor\ud preparation.\ud The research indicates a significant number of counselors, up\ud to 50 percent, felt specific areas of their preparation to be inadequate.\ud The three major areas being Organization and Administration, Early\ud Childhood Education, and Career Education.\ud The data allows the assumption to be made that the amount of\ud assigned time in an individual school does not influence the division\ud of time between activities and/or clientele. The time allotment per\ud building may have a diverse influence on the number of clients\ud involved, but not the amount of time alloted to each
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