A study to determine the role and function of the elementary school counselor as perceived by elementary counselors in Indiana

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dc.contributor.advisor Huff, Vaughn E. en_US
dc.contributor.author Morrett, William E., 1924- en_US
dc.date.accessioned 2011-06-03T19:29:15Z
dc.date.available 2011-06-03T19:29:15Z
dc.date.created 1972 en_US
dc.date.issued 1972
dc.identifier LD2489.Z66 1972 .M67 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178808
dc.description.abstract The utilization of a school counselor within the framework of an elementary school may be a practice which could help solve some of the many problems and eliminate some of the pressures facing the elementary school child.In an effort to determine the extent to which elementary school counselors in Indiana are willing, able and permitted to work in the areas of helping to solve and eliminate problems and pressures that daily confront the elementary child a study was undertaken to identify the role and function of practicing elementary school counselors in Indiana.Counseling, for the purpose of this study, is a learning process in which the helping person, the counselor, helps his client to learn more about himself in order that he will be able to reach realistically defined goals. The counselor is defined as a helping person.The review of the literature suggest that there are several aspects of elementary school counseling which have been considered by those writing in the field. First, elementary school counseling is dedicated to the self-enchantment and growth of all children. Related to this is the commitment to helping children in their planning and choice-making with a primary goal of helping each child achieve his positive potential. The third aspect was concerned with doing an effective job in meeting the individual child's needs throughout his school experience.A questionnaire consisting of three parts was sent to 89 elementary counselors determined to be currently employed in Indiana. Responses were received from 55 of the counselors for a 61.8 percent participation. The mean experience of the counselors was 4.75 years. Training schools for the counselors were Indiana Institutions in 65 percent of cases and counselors degrees were received in 58 percent of the cases after 1963.Counselor ages found 32.2 percent in the 41-45 age bracket. The most common length of contract was found to be nine and one-half months.The counselors in 35.6 percent of the responses were serving a city area and only 8.2 percent were serving Minority groups.There was little diversity among the respondents regarding the grade level (K-6) served by the counselor.Counselors listed 31 items as being effective aids to their counseling. A cooperative administration was listed by 80 percent of the respondents, a cooperative Staff by 67.3 percent of the respondents and cooperative parents by 25.5 percent.Counselors were asked to rank those items considered as Stumbling blocks to their being effective counselors. The respondents listed 26 different stumbling blocks with counselor-pupil ratio being listed in 36.4 percent of the cases; time was reported by 34.5 percent of the respondents and teacher attitude in 29.1 percent of the responses.Counselors responded with 30 Items they felt to be beneficial academic preparation for counseling. In 24 responses the practicum was listed, as the most beneficial of their academic preparation.Counselors were asked to indicate on a seven point continuum their feelings regarding 35 statements related to their present role, function and possible responsibilities as an elementary school counselor.Counselors' responses to the thirty-five statements regarding role, function, and responsibility showed much diversity. The counselors felt in approximately 20 percent or more of the cases that it was frequently their responsibilities:1. To conduct personal and social counseling on an individual basis.2. To conduct personal and social counseling on a group basis.3. To counsel with all students.4. To provide school liason with various referral agencies.5. To identify appropriate referral agencies. 6. To refer students to appropriate agencies.7. To confer with teachers about students’ problems. 8. To act as an advocate of the child (A defender of the child's rights).In 20 percent or more of the responses the counselors felt that the following statements were seldom their responsibilities.1. To arrange scheduling of student classes.2. To arrange transfer of student classes.3. To develop cumulative records. 4. To maintain cumulative records.5. To preside at parent-teacher conferences. 6. To counsel with all students.7. To be responsible for dispensing discipline.8. To provide school liason with law enforcement agencies.9. To conduct research studies.10. To conduct follow up studies.11. To conduct counseling in service education to aid teachers to do a better job with kids.12. To recommend school curriculum changes. ConclusionsConclusionsThe following major conclusions are based upon the findings of this study.1. There is a general acceptance on the part of elementary school counselors of wide responsibilities for the counselor.2. There is no specific job description for the elementary school counselor in Indiana. He tends to be a facilitator and defender of the child's rights,3. Elementary school counselors feel the pressure of the counselor pupil ratio and lack of time to adequately work with the children.4. Counselors feel that the greatest aids to being an effective counselor are a cooperative administration, a cooperative staff, and cooperative parents. en_US
dc.format.extent 64 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Elementary school counselors. en_US
dc.title A study to determine the role and function of the elementary school counselor as perceived by elementary counselors in Indiana en_US
dc.description.degree Thesis (Ed. S.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/420074 en_US

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  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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