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Guidance in the Secondary School
Minggu, 08 Desember 2013 @ 04.09 | 0 Comment [s]
Guidance
in the Secondary School
The
need for guidance is universal, whenever, at any age help is need in making
choices of adjustments or in solving problems, therefore it is a continuous
process throughout life but guidance given during the academic period to the
child greatly reduces the need for help later and, hence guidance in secondary
schools of great value because at this stage students develop their own
personality and they are able to make their own choices. Preventive guidance in
the secondary school lessons the need for remedial guidance later. Hereunder,
we discuss this aspect.
Developmental
Tasks and Guidance
Among
the special tasks which our society imposes on the adolescent are those of
selecting and preparing for an occupation and preparing for marriage and family
life. These tasks necessitate making important decisions which will do much to
shape the entire course of the student's life.
If
guidance is to play a part in increasing the individual's happiness and
effectiveness, it must do so at this time. Adolescence is the period of choice
making, and guidance is the systematic effort to improve the quality of
choices; therefore it is important that the secondary school have a programme
of guidance for the adolescents it serves.
NATURE
OF THE SECONDARY-SCHOOL STUDENT
Adolescents
are in a Period of Change
The
period represented by students in grades 7 to 12 is that of adolescence, when
the transition from childhood to adulthood takes place. It is a period of
profound physical, mental, social, and emotional change and growth, the nature
and significance of which the youth himself does not understand. He is often a
stranger to himself as well as to others. It is a period of rapid growth in
height, weight, and physical strength and of a broadening of vision of the
physical and social world. There is an increasing feeling of personal
independence which is mixed with a consciousness of the need—which he sometimes
denies and tries to suppress—for companionship and help. It is so difficult for
the adolescent to know himself that, even when offered help that he needs and
knows that he needs, he often rejects it.
Adolescents
Differ in Growth and Development
Adolescence
begins with puberty, which is the stage of development at which the
reproductive organs mature and the secondary sex characteristics develop. The
onset of puberty is not uniform for all youth. It begins at different ages and lasts
for different lengths of time.
Another
factor making for differences is that 'spurts' of rapid growth—physical,
mental, and social—come at different ages, and there are 'plateaus' that are
not uniform in time of beginning or in length of duration.
The
problems due to differences among students in extent of maturity are further
increased because girls begin and complete the period of maturation before
boys.
Misunderstanding
often results from the use of tables showing the ages of maturing boys and
girls. In most discussions the average ages of beginning and ending this period
are considered to be key points and the fact that there are great differences
within as well as between the sexes is overlooked.
Nor
is there any clear evidence that a student who begins this period earlier or
later than the average is 'abnormal' in the sense that something is wrong with
his development. He may be 'unnormal' without being 'abnormal.' Because of
these differences in development and the fears and embarrassments associated
with them the secondary school student is in special need of guidance.
Adolescents
Differ in Attitudes and Interests
During
adolescence there are changes in mental and social characteristics, in
attitudes toward school, toward teachers, toward parents, toward peers, and
toward authority. Interests and attitudes toward literature and society change
rapidly, and individuals in the same grade may not have the same interest or
the same comprehension.
GUIDANCE
NEEDS RELATED TO EDUCATION
The
guidance needs of students in the secondary school are basically not very
different from those in any other part of the educational system. What
differences there are stem from the degree to which the student is able to
participate in the solution of his problems, their urgency, and the facilities
available for help.
Adjustment
to Secondary School
Although
the change from the six-year elementary school to the junior high school is not
so abrupt as that from the eighth grade of the old elementary school to the
first year of high school, there are several very important differences between
the two schools.
Because
of the departmental organization usually found in the junior high school, the
pupil must adjust himself to a variety of teachers instead of to only one
teacher. Instead of remaining in the same room for all classes, he moves from
room to room. The character of the junior-high-school building itself is often
quite different from that of the elementary school.
The
student is plunged into a different type of school life and school discipline. There
are various types of clubs and group activities; there is usually some form of
student government; the school library and the school gymnasium provide new
experiences. The student is expected to take more responsibility both for his
own activities and for some elements in the life of the school. Many of these
same problems arise in the transition from the junior high school to the senior
high school. Where the entire six years of the secondary school are housed in
one building and considered as a six-year school, there is no problem of
adjustment to a new building, but other more important problems remain.
For
example, a student may need help in deciding whether to leave school at the end
of the compulsory attendance age or to remain for graduation. In certain areas
it is the custom of some parents to transfer their children from a public to a private
school for the last two years. When this happens, there is need for some help
in preparing the student for the changed life in the private school, especially
if it is a boarding school.
Decisions
about Leaving School
Soon
after starting secondary school some children will begin to reach the place
where further schooling of the kind available may not be desirable because each
year brings them diminishing returns. How long to remain in school becomes an
important problem for these students. Research indicates that the 40 per cent
of our students who do not graduate from high school are at a disadvantage for
the rest of their lives, particularly with regard to employment. It is
essential, then, that every possibility of adapting the school
programme
to serve the individuals be explored before the reluctant conclusion is reached
that leaving school is the best available method of "continuing
education."
Learning
Problems
Although
the learning problems encountered in the secondary school are not always new,
many now become of increasing importance. Reading difficulties; rate of reading
and comprehension; likes and dislikes of studies, teachers, and types of literature;
differences in aptitude for different school subjects— all are very important
factors in the student's adjustment to the secondary school.
A
guidance programme will help diagnose the learning difficulty and plan steps to
overcome it. The student may need remedial reading, help in arithmetic, a
different course of study, a change of teachers, or perhaps prolonged
counselling to overcome emotional barriers to learning.
Decisions
about College
At
graduation from the secondary school a decision must be made regarding
enrolment in some type of post-high-school institution, such as business
school, technical school, or college. Such a complex and crucial decision
should be made with adequate guidance from teachers and counsellors. At present
it seems likely that, with the limited facilities of colleges and with the
great increase in the number applying for admission, the problem of being
accepted for college work will be a very serious one.
This
means that the marks earned in the last two or three years of the secondary
school and the quality of work done there will be of extreme importance.
The
unprecedented demand for trained men and women in science and mathematics for
increased educational facilities and scholarships place an added responsibility
upon the schools for the guidance of students who have the abilities to succeed
in such specialized training and who have the desire and the ambition to enter
this specialization. The choice of a college is one of the very important
problems facing parents and high-school students, and it merits far more
consideration than is usually given to it. Colleges are not all alike in
entrance requirements, cost, atmosphere, or opportunities offered. Proximity to
the home of the student is often a controlling factor. Some students do need a continuance
of home influence, but others need to get away from home and learn to be
independent. Some need a small college; others, a large one. Two of the most
frequent reasons for the choice of a college are that the father or the mother
graduated from that particular college or that some friend, possibly the
teacher or the counsellor, did. These reasons are emphasized by the propaganda
organised by nearly every college and broadcast by the alumni.
Alumni
are very likely to want to send the best candidates to their own university,
saying, "Let the others go to Podunk College." Colleges and
universities do differ in spirit, offerings, and suitability for certain types
of young men and women. No choice of a college should be made without a very
careful study of the institution and of the student to determine the suitability
of one for the other.
The
decision should be made on the basis of the needs of the student and the degree
to which the institution meets these needs. When two institutions are equally
suitable and equally good, other reasons may then properly enter into the decision.
The
Question is altogether too vital, and means too much in the life of the young
man or woman, to be decided upon any other basis than the needs of the
individual.
Information
about college entrance requirements should be known by students and parents
long enough in advance of graduation from high school so that subjects
necessary for entrance may be taken.
At
present the unprecedented demand for college education and the limited
facilities throughout the country have changed the question for many from
"What college shall 1 choose" to "What college will take
me?" This condition has made it necessary to begin making plans several
years in advance and to make application to several colleges instead of to only
one. The competition after a student enters college is also so great that much
emphasis is placed on meeting the scholastic demands of the college and on
adjustment to college life.
This
situation places an added responsibility on the secondary school for
considering more carefully the type of college which is best suited to a
student's ability and needs and for preparing him to adjust himself to the
scholastic and social life of the college. The difficulty, importance, and
complexity of decisions about college argue strongly for the need for guidance
services in secondary schools.
GUIDANCE
NEEDS RELATED TO PERSONAL DEVELOPMENT
Emotional
Development and Guidance
Emotional
disturbances may occur in any stage of a person's development and in any part
of the school system. Some have their origin or at least become more pressing
in the secondary school. Physiological development, bringing with it increased
size and strength, sex impulses, responsibilities resulting from approaching
maturity—all are very important causes of emotional changes and emotional
instability.
Such
emotional conditions are often the causes of much maladjustment and
unhappiness. The student needs help in his growth toward "emotional
maturity," that is, in the ability to direct his strong basic emotions
into channels that lead to the attainment of ends that are socially desirable
and individually satisfying.
Physical
Development and Guidance
The
physical needs peculiar to secondary-school pupils center around the period of
rapid growth and physiological maturation. Along with these changes we frequently
find lowered vitality, fatigue, lethargy (often mistaken for laziness), impaired
coordination and awkwardness due to unequal growth of different parts of the
body, and physiological changes caused by maturing of the sex organs.
Serious
maladjustments often result from these conditions. Students undergoing such
development need information, understanding, and guidance to help them adjust
to their changing bodies.
Social
Development and Guidance
The
purpose of education is to help young people acquire the knowledge, develop the
habits and skills, and attain the attitudes and ideals that are essential for
adjustment to modern life and for its progressive improvement. Although individual
instruction may be more effective than group work in the acquisition of
knowledge and in the development of useful habits and skills, providing such
instruction is quite impossible. Moreover, there are some distinct advantages
in class or group organisation in learning to live and work together, to accept
restrictions essential to effective learning, to respect the rights of others,
and to cooperate with others in enterprises that are planned by the group and
have value for all. Croup work utilizes the social instinct of human beings.
Guidance
has a major responsibility in assisting youth to organise or choose groups that
have useful objectives and that arc suited to the desires, needs, and abilities
of the individuals of the group. Assistance to youth in social adjustments is a
function of the entire school.
The administrator, librarian, teacher, and counselor
all have a definite responsibility for giving such help. Every pupil should
feel that he is accepted by his teacher and by every other member of the school
staff who has contact with him. The entire atmosphere of the school should be
permeated with this spirit even though corrections, restrictions, and punishments
may be necessary.
Pupils
should always feel free to come to any member of the school staff for help. The
desire to be accepted by someone is universal. We all want to have a feeling of
belonging, to be needed and wanted. Non acceptance or open rejection often results
in reprisals and in destructive activities.
Guidance
can also help in assisting in the organization of such activities as student
clubs in the secondary school. Very often the organization of clubs that are
constructive and useful prevents the formation of clandestine groups that have undesirable
objectives. In many schools certain clubs are purely traditional and, although
once useful, do not now meet real needs. Such clubs should be eliminated or
their purposes changed. A pupil who wishes to be chosen for a certain club
should be helped to realize the necessity for developing the qualifications
required by the club he hopes to join and of being the kind of person who will
be accepted by the members of the group.
The
members of clubs should also be helped to realize their responsibility for the
selection of new members. A member should not be chosen or rejected merely for
personal reasons or because he lives on a certain side of the railroad track,
nor even entirely for the contribution he can make to the club The help that
the prospective member can get by membership in the group should also be a
factor in a decision about his selection. It has been suggested that the choice
of a new member of any club be based on his mental ability as compared with
that of the members of the group, that is, that a club made up largely of pupils
of high mental ability should choose only those students who have high mental
ability.
In
some cases where the activities of the club demand high ability, this might be
desirable; but in most cases this is not the case. Studies seem to indicate
that the selection of a new member is more often based on personality traits
than on mental ability. Student organisations should be helped to realise that
they are very important elements in the overall school programme and should be
so organised and administered that they will be of maximum value to the entire
student body and not merely self-perpetuating clubs for certain types of
students.
The
problems occasioned by organisations and other elements in the school programme
designed to increase social adjustment call for guidance services. The finest
programme of clubs, classes, and activities will not help the student who has
not been guided in making best use of his available opportunities.
QUESTIONS
FOR ANSWER
1.
Explain
the nature of secondary school student which make guidance very important for
his proper development and social adjustment.
2.
Explain
how guidance needs are related to personal development at secondary school
level.
Guidance:
Emphasis on Vocational Choice and
Occupational
Adjustment
INTRODUCTION
The
industrial revolution in its early days itself transformed many agricultural
nations into industrial societies which created problems of finding one's place
in the world of work. The fast development of science and Teachnology and its application
to industry made the choice of vocation a vary complicated problem. Occupational
choice is a major form of decision-making. The time at which an individual
makes his final decision and the kind and extent of his vocational preparation
depend on many factors. These include personal interest and capability, available
occupational opportunities and training requirements
Although
a few individuals make a permanent vocational decision as children, some young
people are graduated from high school or even college before they decide on
their field of occupational activity. Nevertheless, much of the child slearning
on the elementary-school level and the guidance that he receives there affect his
future career. Attitudes, modes of thinking, and behaviour patterns developed
throughout his years of schooling have a potent influence on his competence as
an adult worker. Somewhere along the line, he needs guidance directed at wise vocational
choice, adequate occupational preparation, and satisfying job adjustment.
HELPING
STUDENTS MAKE VOCATIONAL DECISIONS
The
increased emphasis upon the individual as the center of the entire educational
process, the scope of guidance has been enlarged and now includes help given to
the individual in all his problems and choice. However, occupational decisions are
still the central problem facing many youths. It is profoundly true, however,
the "life is more than meat," and the occupation is by no means all
there is in life.
Family
life and social, civic, religious, and recreational aspects cannot be
neglected. The life goal—the objective that provides the center of all
activities and gives meaning to life— is very important, but a satisfying and
successful life is often dependent on the wise choice of an occupation and a
reasonable success in. it. The job itself is often the aspect that gives
meaning to life just as it is true that a satisfying life goal is frequently
what gives meaning to the occupation. The two cannot be separated.
Aims
of Vocational Guidance
The
specific aims of vocational guidance may be stated as follows:
1.
To
assist the student to acquire such knowledge of the characteristics and
functions, the duties and rewards of the group of occupations within which his
choice will probably lie as he may need for intelligent choice.
2.
To
enable him to find what general and specific abilities and skills are required
for the group of occupations under consideration and what are the
qualifications, such as age, preparation, and sex, for entering them.
3.
To
give opportunity for experiences in school (tryout courses) and out of school
(after-school and vacation jobs) which will give such information about
conditions of work as will assist the individual to discover his own abilities
and help him in the development of wider interests.
4.
To
help the individual develop the point of view that all honest labour is worthy
and that the most important bases for choice of an occupation are (a) the
service that the individual can render to society, (b) personal satisfaction in
the occupation, and (c) aptitude for the work required.
5.
To
assist the individual to acquire a technique of analysis of occupational
information and to develop the habit of analyzing such information before
making a final choice
6.
To
assist him to secure such information about himself, his abilities, general and
specific, his interests, and his powers as he may need for wise choice.
7.
To
assist economically handicapped children who arc above the compulsory
attendance age to secure, through public or private funds, scholarships or
other financial assistance so that they may have opportunities for further
education in accordance with their vocational plans.
8.
To
assist the student to secure a knowledge of the facilities offered by various
educational institutions for vocational training and the requirements for
admission to them, the length of training offered, and the cost of attendance.
9.
To
help the worker to adjust himself to the occupation in which he is engaged; to
assist him to understand his relationship to workers in his own and related
occupations and to society as a whole.
10. To enable the students to secure
reliable information about the danger of alluring short cuts to fortune through
short training courses and selling propositions, and of such unscientific
methods as phrenology, physiognomy, astrology, numerology, or graphology, and
to compare these methods with that of securing really trustworthy information.
11.
VOCATIONAL
GUIDANCE AND NATURE OF MAN
Briefly
we may understand the nature of man as follows, which effects his vocational
choice accordingly the world ofwork and guidance.
1.
Man is a flexible, tool-using, thinking, communicating, social, and emotional
creature. He is tough and, until thoroughly discouraged, eager to grow and move
from his present status—he has basic heterostatic as well as homeostatic
drives.
2.
Man has few if any instincts, but instead learns his behaviours from those
about him—his family, his socio-economic status, his neighbours, and his wider
culture. The school, which is society's designated institution for teaching
coping behaviours, fails to perform its function when some children are denied
their right to idiosyncratic growth rates and patterns.
3.
The failure of the schools to provide properly trained teachers, possessing
optimistic belief in growth processes for the Negro, Puerto Rican, Mexican,
Indian, Spanish-American is functionally to ignore the existence of
socioeconomic class, the rural and urban disadvantaged, and the existence of an
urban culture in which man can and must live. There are building factors of
alienation competitive grades, selective curricula, slow learning groups,
selective participation in school activities, and pressure to conform to and
adopt middle class behaviours. Such factors deny hope in the prospects for growth,
deny the right of the individual to be and express himself, and deny the
democratic ideal of equal opportunity for
development
of one's potential.
It
is proposed here than an approach to vocational guidance be used that is in
accord with the nature of man and the society in which he lives. But before
outlining this suggestion some remarks about the nature of the work world,
which also must be recognized, are in order.
Vocational
guidance, to be maximally effective, should recognize many factors, important
among which are:
1.
The
typical worker will, in the coming decades, make six or seven major changes in
his work pattern during his lifetime.
2.
Future
vocations will require increasing amounts of intellectual applications and will
require less and less of a routine and physical nature.
3.
Vocational
choice will be limited to, or at least severely restricted, by what society
wants, and needs to be done.
Methods
of Vocational Guidance
Because
many factors influence people in choosing an occupation, various methods may be
used in helping them choose wisely. The factors responsible for the choice of
an occupation are many and often complex. Very often people are not conscious
of the influences that were responsible for the choice of their present
occupation. Sometimes occupational heredity—family tradition and pride—may
influence the choice. People may drift from one occupation to another until
finally, almost by accident, one occupation, which was the only one available
at the time, becomes permanent.
Great
admiration for some person who has been very successful or one who has made
some outstanding contribution may influence the choice, or the individual may
respond to what he conceives to be a direct call from God to enter some service.
There
can be no doubt that, in many cases, the occupations chosen on the basis of any
of these factors have been quite suitable to the interests and abilities of the
individual, but in other cases it has been disastrous for the individual and
for the service itself. None of the factors listed can be relied on as adequate
means of help in the choice of an occupation,although they may be, in some
cases, important auxiliary elements. Organised vocational guidance assists the
individual by providing him with all the data that indicate his interests and abilities
and all that are essential to an understanding of the type of work. He is
helped to learn about the duties and responsibilities of various occupations,
the conditions of work, the wages or salaries, and other benefits and to
organise all this information in such a way as to enable him to make choices
suited to his abilities and needs. Of course, it must be freely conceded that
the best-organised and best-equipped programme of guidance will sometimes fail because
of the inadequacy of our present methods and techniques and because the
individual may refuse to accept the
evidences
of his abilities and interests.
Difficulties
of Vocational Guidance
Theoretically,
any youth with sufficient ability can aspire to enter any occupation regardless
of the social status of his parents. Every year hoys and girls whose parents
are desperately poor obtain the education and training that enable them to
attain success in medicine, law, social work, education, research, government
work, and many other high-level occupations. One of the most startling
evidences of freedom of choice has been the great number of women who have
entered occupations previously staffed only by men. Women have now amply
demonstrated their ability in many skilled occupations and in all the
professions. This very freedom of choice, however desirable, constitutes one of
the major
Difficulties
in vocational guidance. Another difficulty arises from the slow, gradual
process of an individual's vocational development. Guidance for choice of an
occupation cannot be done in a hurry because it is a process of development
which often requires many years. What is essential is a concerted and planned
programme in which parents, counsellors, teachers, and fellow students are of
real help both in facilitating the development of maturation and in choosing
the occupation. Furthermore, special
abilities
and ambitions may appear throughout the early life of youth and be revealed in
various ways to different people not connected with the school.
Men
and women in the community engaged in business and industry or in various
professions can be utilized in the vocational guidance programme. Among
citizens in the community who should be of special help in the discovery of abilities
and interests are workers in churches, because of their basic interest in
building character and their service to society.
Guidance
Toward Selection
The
approach toward vocational selection should be as scientific as possible. The
individual should be helped to make well-founded judgments about his career on
the basis of certain knowledge, including:
1.
As
complete an understanding of himself as possible.
2.
A
knowledge of the elements of various vocations.
3.
An
appreciation of the extent to which his characteristics fit the requirements of
a particular vocation.
4.
Opportunities
in and advantages and disadvantages of the various occupational fields.
5.
Educational
facilities available for job training.
Personality evaluation and job analysis are guidance
activities that cannot be achieved quickly or even completely.
Experience
as a worker on the job of course, is the practical test of the requirements of
the work and of one's fitness for it. Many individuals do not make their final
choice until after they have been graduated from college or have experimented
with various types of occupational activities.
Specific
Techniques
Self-evaluation
can begin in the elementary school as teachers help the child to appreciate the
value of possessing certain desirable attitudes and behaviour characteristics,
to recognise the extent to which he possesses these, and to attempt to make
whatever changes in himself are needed for achieving an improved relationship
with his home and school associates. As the individual continues his education
in high school and perhaps college, his teachers and counsellors should encourage
the continuance of his self-appraisal as an individual and as a possible worker
in a specific vocation. The method of self-evaluation includes considering the
findings of:
1.
An
honest self-analysis, preferably with the aid of prepared lists of questions.
2.
An
objective analysis of the individual by teachers and parents as a result of
their observation of his behaviour.
3.
A
scientific or semi-scientific analysis of the individual by experts through the
administration of appropriate tests, scales, or inventories.
As
complete knowledge as possible concerning vocational opportunities and job
requirements and conditions is necessary for an intelligent and satisfactory
selection of a vocation. To make this information available, and to stimulate
young people toward the development of interest in vocations for which they are
personally fitted and for work in which there is or will be a need, constitute
important phases of guidance in this area.
Counsellors
need to be thoroughly acquainted with
(1)
those
vocational opportunities that are more or less permanent,
(2)
those
vocations in which there may be opportunities at the time of the counselling
but for which the need may be declining, and
(3)
those
vocations which in the future may offer increasingly excellent opportunities
for the well qualified.
Information
about vocations can be presented to young people in many ways, either in group
or individual situations. These ways include:
1.
Visits
to places of employment,
2.
Motion
pictures and film strips,
3.
Radio
and television,
4.
Use
of graphic materials,
5.
Reference
to the Dictionary of Occupational Titles, The United States Census, and other
government aids,
6.
Home-room
activities, quiz contests, and guessing games,
7.
School
assemblies and dramatizations,
8.
Participation
in out-of-class activities, such as school management and school or community
clubs,
9.
Career
conferences,
10. Study of the lives of successful
businessman,
11. Descriptions of occupations found
in fiction,
12. Printed information regarding
specific occupations, and
13. Vocational tryouts
Guidance
and Vocational Attitudes
Businessmen,
industrialists, and other employers claim that hiring, firing, and promoting
are based more on the kind of person a candidate for a job or a worker is than
on his skill competence. For example, a group of businessmen who made a study
of the causes of promotion and discharge of office workers found that success
in office work usually is the result of the worker's possession of specific
personality characteristics, such as punctuality, industry, neatness,
cheerfulness, responsibility, trustworthiness, and co-operation. These findings
should have definite significance for parents and for teachers, and especially
for the members of a guidance staff. It is misguidance to excuse a child or an
adolescent, on the basis of his immaturity, for a display of undesirable
attitudes or personality failings. From a practical point of view, it is the
duty of the counsellor to make known to young people the importance of good
behaviour characteristics and to help them to develop them. 292 Teachers and
counsellors fail in their responsibilities if they allow the future workers of
America to be late for school appointments, to be poorly groomed, to submit
written work that is carelessly or hurriedly done, to half-learn lessons, to
cheat
in tests or other forms of work, to give vent to temper tantrums or to remain
surly or unco-operative members of their group. They first must make certain
that the fault for the individual's behaviour is not theirs. They should not
expect a young person to take responsibilities or to engage in activities that
are beyond his best efforts. Once satisfied on these points, they owe it to him
to see that he gradually acquires the kind of personality which will earn him
success and advancement in his occupational work.
Personal
Guidance in Training Institutions
Personal
guidance of students in specialized schools is extremely important. In every
form of occupational activity, the possession of certain appropriate
personality characteristics is as significant in achieving worker success as
are specific skills and knowledges. Hence the guidance personnel must be
thoroughly acquainted with required personality qualities and must help their
students to acquire them.
The
staff of the Laboratory Institute of Merchandising, New York City has made a
job analysis of the desirable personal qualities of an individual who plans to
enter their field. Among the characteristics included are such general traits
as punctuality in meeting appointments, industry, honesty, cooperativeness, and
the like. In addition, these young women need guidance toward the development
of meticulous grooming and appropriateness of dress, poise, dignity,
adaptability to personality and job variations, ability to meet and talk
intelligently with buyers and others concerning the quality,
workmanship,
and so on of products, and a proper recognition of lines of authority. The
guidance programme of this school includes courses in applied psychology,
speech, dress and grooming, and current events and economics, besides the
regular merchandising courses. Leaders in the field address the students, and
visits to wholesale and retail establishments are arranged. Social situations are
planned in which the students can learn how to 293 conduct themselves in
similar situations when they are working in the field. The school offers a
two-year course. During the first year, the students engage in full-time
supervised work projects in retailing establishments for about four weeks and
during the summer vacation. Second-year students also have two such experiences—one
before Christmas, and the other during the month before Easter.
Job
Placement
Assuming
that an individual has received adequate training for participation in a
vocation which he has selected intelligently, the factors or adjustment on the
job include the following:
1.
Employment possibilities
2.
Wages and hours
3.
Physical conditions of the job environment
4.
Supervisor-worker relations
5.
Worker-worker relations
At
each step of the way, from placement to resignation or retirement, the worker
probably can benefit from indirect or direct guidance from qualified persons. Job-seeking
includes one or more of the following:
1.
Random shopping around
2.
Reading newspaper and magazine advertisements
3.
Asking friends and acquaintances
4.
Consulting commercial, government or school employment agencies
5.
Taking civil service or other examinations
One
of the functions of a school's guidance staff, especially on the secondary or
higher level, is to offer guidance toward job-getting. Whether or not the
school maintains a placement office, a young person should receive help in
locating a job and in preparing himself to apply for it. Unless employment is
based on a formal examination system, such as in civil service, the applicant
should know what to do about the following common practices:
1.
Writing a letter of application
2.
Filling in application blanks, questionnaires, or interest blanks
3.
Preparing accurate substantiating data concerning himself 294 and his training
4.
Supplying names for formal recommendation or letters of recommendation
5.
Being interviewed by the employer
6.
Giving a practical demonstration of his skill and knowledge
The
following list of 50 ways to avoid successful job placement might be
interesting to counsellors as they help their students:
Fifty
Ways to Avoid Being Hired
The
placement office of New York University lists the 50 reasons that are most
frequently given by employers for turning down job applicants. This information
is based on reports from 153 companies. If you're out to land a job as a June graduate,
take inventory of yourself in relation to these facts. If you still have a
stretch of schooling ahead of you, it will give you time to work on any
negative traits that may hinder you later in getting a job or being promoted.
As you read the reasons for rejection given below, ask yourself how you would
rate in relation to each.
1.
Poor personal appearance
2.
Overbearing, over-aggressive, conceited, superiority complex,
"know-it-all"
3.
Inability to express himself clearly—poor voice, diction, grammar
4.
Lack of planning for career—no purpose and goals
5.
Lack of interest and enthusiasm—passive, indifferent
6.
Lack of confidence and poise, nervousness, ill at ease
7.
Failure to participate in activities
8.
Over-emphasis on money—interested only in best dollar offer
9.
Poor scholastic record—just got by
10.
Unwilling to start at the bottom—expects too much too soon
11.
Makes excuses, evasiveness, hedges on unfavourable factors in record
12.
Lack of interest
13.
Lack of maturity
14.
Lack of courtesy—ill-mannered 295
15.
Condemnation of past employers
16.
Lack of social understanding
17.
Marked dislikes for schoolwork
18.
Lack of vitality
19.
Failure to look interviewer in the eye
20.
Limp, fishy handshake
21.
Indecision
22.
Loafs during vocations—lakeside pleasures
23.
Unhappy married life
24.
Friction with parents
25.
Sloppy application blank
26.
Merely shopping around
27.
Wants job only for short time
28.
Little sense of humour
29.
Lack of knowledge of field of specialization
30.
Parents make decisions for him
31.
No interest in company
32.
Emphasis on whom he knows
33.
Unwillingness to go where sent
34.
Cynical
35.
Overcritical of others
36.
Low moral standards
37.
Intolerant, strong prejudices
38.
Narrow interests
39.
Spends too much time at motion pictures
40.
Poor handling of personal finances
41.
No interest in community activities
42.
Inability to take criticism
43.
Lack of appreciation of the value of experience
44.
Radical ideas.
45.
Late to interview without good reason
46.
Never heard of company
47.
Failure to express appreciation for interviewer's time
48.
Asks no questions about the job
49.
High-pressure type
50.
Indefinite response to questions
WORK
EXPERIENCE AS A METHOD OF VOCATIONAL GUIDANCE
Work
experience is the student's exposure to work in an 296
occupation
before he begins a full-time job. Five types of such experience are recognised:
(1)
Work that is done in some project undertaken for the benefit of the school,
usually without pay, but where actual job conditions are maintained as far as
possible. Some of these jobs are in connection with work in making or repairing
school apparatus, rebinding books, or assisting in the library. Some are not
connected with class activities, such as seeding the lawn, planting trees, or
laying out an athletic
field.
(2)
Work that is done for the community, performing some public service as a useful
citizen, such as mosquito eradication, clearing waste land, or caterpillar
control.
(3)
Job experience, with pay, which is done in connection with the school
programme, where part of the time is spent in school and part on an actual job.
(4)
Work experience that is done in connection with a school, where articles are
produced in quantity, often for sale.
(5)
Experience gained in part-time jobs, not connected with the school programme,
after school or during vacation.
With
the growing recognition that the curriculum of the student must include the
total activities of his life in school and out of school, these work
experiences are considered to be an indispensable part of a well-rounded
education. In addition, such experiences can be very useful in revealing or
developing interests and in disclosing abilities and aptitudes that help in
choosing a life work.
For
some years many schools have been experimenting with types of co-operative
plans by which high-school students in commerical and industrial arts or
vocational curriculums could secure practical on-the-job experience while they
were stillin school.
This
involves cooperation between school and commercial and industrial
establishments so that students may, within the compulsory attendance
requirements, be in school part of the time and at work part of the time. The
cooperative plan of systematic school-and-work preparation involves learning
activities in organised classes in school and business establishments in the
community.
This
is definitely a guidance project, for its purpose is "to 297 assist the
student to prepare for, enter upon, and make progress in an occupation."
Although the student may have tentatively chosen his occupation before he signs
up for the work, the experience on the job helps him to make a final decision
regarding the particular kind of job he desires to have. Some form of work
experience is now in operation involving many different types of occupations.
The details of the organisation necessarily differ with different occupations
and different local conditions. The types of occupations or jobs listed in the
distributive area.
ADJUSTMENT
ON THE JOB
An
employer has definite responsibilities for the welfare of his workers,
especially his young employees. He should (1) pay them a fair wage based on
their talent and his ability to pay; (2) provide hygienic working conditions
such as proper light and heat, appropriate machinery, safety devices, sanitary
lavatories, individual lockers, drinking fountains, and the like, and (3)
administer constructive supervision.
Worker
Orientation
It
is being discovered that orientation to a particular field of occupational
activity is as important as the specific training an individual has received
for the vocation or profession. His early experiences on a job may affect a
worker's usefulness as an employee during his entire work life.
This
is true whether the on-the-job activities are started in the research
laboratory, the business office, the classroom, the shop, the department store,
the hospital, the law office, or in any other area of occupational endeavour.
A
definite programme of orientation should be launched for all new employees.
Care should be taken to delegate definite responsibilities in this respect to
supervisors in a large organisation and then hold them accountable for
converting the newcomer into a useful and efficient worker. What the supervisor
does for the beginner during the early weeks on the job determines in large
part the attitudes the worker will develop toward his work, his fellow workers,
his supervisor, and the organisation in general.
298
Many companies carry out an intensive training programme for their foremen, so
that these supervisors, in turn, can help guide beginning employees. Included
in this programme are detailed suggestions for orienting new employees in such matters
as friendliness of attitude, important rules and regulations, employee service
and opportunities for advancement, pay system, plant facilities, and
acquaintance with fellow workers.
Guiding
Worker Attitudes
When
many employees are working together, there is likely to be dissatisfaction
shown by some toward the type of work they are doing, the employer, the other
employees, or the immediate supervisor. Each employee should, be treated in an honest
and straightforward manner. Courtesy, objectivity, kindliness, and dignity
should characterise the behaviour and attitude of an employer toward his
employees.
The
employer has work to be done, and the employee is there to give his time and
talent to the end that the activities are completed satisfactorily. Each is
trying to make a living out of the activity. This is stressed in the slogan on
the trucks of a company which hangs doors, window shades, paper, and so on:
"We hang to live."
Everyone
who has been in business knows that its successful operation depends on good
human relations. When employees have grievances, they should be dealt with
promptly and objectively. Supervisors should listen to grievances without
prejudice, learn all the facts in the situation, act fairly and promptly report
all grievances to the immediate superior, and show a sincere interest in the
complaint.
Supervisor
Attitudes
Those
who are placed in any position of authority should be careful not to play
favourites. Justice and fairness are the rights of every employee. Work
assignments should be made in terms of degree of successful performance, and promotions
should follow a difinite plan.
The
supervisor should be friendly but not too informal. Above all, the supervisor
should not resort to any form of gossip about any of his employees; such action
is likely to 299 affect worker morale adversely. Ft is his duty to build
attitudes of pride in the work and in the organisation.
Basic
Factors of Adjustment
If
young people achieve satisfactory adjustment in their home experiences, in
their school life, and in their other social relationships they are likely to
make satisfactory adjustments on the job. If they were guided during their
formative years toward the development of habits of trustworthiness, industry,
responsibility, and social usefulness, they are likely to go to their job with
behaviour patterns which will be powerful aids to success.
VOCATIONAL
GUIDANCE OF OUT-OF-SCHOOL YOUTH AND ADULTS
The
process of guidance toward occupational adjustment includes three steps:
(1)
wise selection of a vocation while in high school or college;
(2)
adequate job preparation in a specialised training institution;
(3)
placement in a position for which one is personally qualified and well trained,
and where one can achieve job satisfaction and earn gratifying advancement.
The
occupational experience of many workers does not follow this ideal pattern,
however. For some reason, people lose their jobs and must find others. Various
community, state, and national vocational guidance bureaus have been organized to
meet the needs of the unemployed.
Types
of Available Services
Until
the 1930's there was no organised nation-wide system of public employment, no
systematic classfication of jobs in American industry. Today the Dictionary of
Occupational Titles lists and describes more than 30,000 classified jobs. There
is also a nation-wide clearing system for the workers who wish to move from
place to place and from job to job, and an information service to furnish the
worker with knowledge of the opportunities, wages, hours, and working conditions
in the larger labour market areas of the nation. 300 Vocational guidance
organisations include the Vocational Advisory Service, begun in 1920 as the
Vocational Service for Juniors; the National Youth Administration, working with
the United States Employment Service during the depression years of the 1930's;
the Works Progress Administration, active during the same period; Post War Veterans'
Counselling Services, and the United States Employment Service. The last-named
organisation is doing excellent work as a system of public employment offices,
in spite of the fact that insufficient appropriations have kept it and
affiliated state organisations badly understaffed. In 1946, after World War II,
the controls exercised by the United States Employment Service (USES) were
returned to the individual states. Through the United States Employment
Service, workers, employers, community groups, and the general public receive
assistance
in the implementation of the employment process. There are six major areas of
co-ordinated activities through which the USES extends its service to the
public.
These
areas include such functions as:
(1)
analyzing and supplying information for the labour market,
(2)
providing employment counselling services,
(3)
furnishing employers and labour organisations with industrial services,
(4)
operating a placement service,
(5)
giving special employment help to veterans, and
(6)
working cooperatively with other government agencies to benefit both the
workers and the employers.
Employment
Problems
Community-sponsored
vocational guidance services deal particularly with the employment problems of
the nonselective worker. Many young people have no particular occupational
interests, but have sufficient general ability to perform creditably in jobs
that require little special training. Included in this group are the boys and
girls who either complete a general curriculum in the high school or drop out
of school as soon as they are old enough to do so. The aim of the boys is to
become economically independent, to marry, and to support a family as best they
can. Often they 301 see the kind of work in which they will engage as
relatively unimportant. The girls' objective is marriage, to them a job represents
interim gainful activity. It is estimated that from 25 to 50 per cent of all
workers belong in this category. They are the persons who fill the business,
clerical, semiskilled, and unskilled jobs that do not require special training
and therefore are not very attractive.
Community
employment services are concerned primarily with the placement of workers who
constitute a body of occupational "floaters." The number and kind of
out-of-school vocational counselling units needed by any one community depend
on available job opportunities in the community and the extent of and reasons
for unemployment among its citizenry. Public employment services co-operating
with other agencies dealing with adult workers gear their counselling services
(1)
to discover available job opportunities in various occupational fields,
(2)
to encourage unemployed workers or those seeking advancement to use their
services,
(3)
through a series of interviews, including the administration of appropriate
testing materials, to attempt to place nonselective workers into jobs for which
they appear to be best suited, and
(4)
to maintain a follow-up service for the benefit of employers and employees.
Job
Counselling
The
purpose of job counselling is to help the individual make a practicable
occupational choice and to assist him toward finding employment in that field.
Vocational counselling is a much broader task than merely matching any person
who needs a job with any opening that is available. The requirements of the
job; the personality, training, and experience of the candidate; and other
family, social, and environmental factors must receive consideration. Hence the
employing counsellor must be a person of wide experience, who is well informed
and a keen judge of people. The counsellor's function is to help the client
make his own decision about job selection, not to issue directives. 302 The
counsellor should know how to work with other counselling organisations, public
and private, in schools or in colleges or in the industrial plants themselves.
He also is concerned with the working conditions that prevail in each position
and with the placement of prospective employees in the kind of work for which
they are fitted and in which they
are
likely to succeed. Whenever it is necessary, he assists in effecting transfers
or promotions.
Employees
are benefited through these services, and employers who are concerned with
getting efficient employees cooperate with the agencies. The community is
willing to finance them because it has come to realise that they are performing
a worthwhile community service. Prompt placement benefits the employee, the
employer, and the public. The inexperienced, the occupationally maladjusted,
the physically handicapped, and older workers present special counselling
problems. Fortunately, many industrial organisations are co-operating with
established counselling services to assist-in the placement of those who are
efficient enough to handle a particular assignment. Among these, the older
worker
is
becoming a serious problem because of the increasing number of men and women
who are living beyond what once was considered to be an employable age.
QUESTIONS
FOR ANSWER
1.
Write a note on the "Aims of vocational guidance."
2.
Explain the Methods of Vocational Guidance and difficulties in this regard.
3.
Give the list of "Fifty Ways to Avoid being hired" as suggested by
New York University.
4. Express your views
regarding adjustment on the job.
Guidance
Toward Life Goals
Every
individual, particularly the wise one, has some life goals and he tries to realise
them accruing to best of his abilities and capabilities.
The
wise choice of an occupation is of extreme importance. It should be one that is
suited to the abilities of the individual and that will enable him to fulfil
his basic needs, to develop his "self-image". The wise choice of
leisure-time activities is also important not only to refresh and revive mind
and body but also to minister to the aesthetic and spiritual side of life.
Life
is more than the sum of all its parts. Some unifying principle is needed which
will bind together all the aspects and activities of one's life into one
consistent whole. This is found in the concept of the life goal. This being the
case, the choice of a life goal is, perhaps, the most important choice in one's
life. The process of selecting a suitable life goal is one of the most
essential and complex experiences in the area of guidance.
THE
MEANING AND IMPLICATION OF LIFE GOALS
A
goal is a dynamic concept. It is not merely an end to be reached so that some
activity can cease. It is not an ideal which is to be worshipped but which will
remain beyond one's reach. A goal involves something that the individual
believes is valuable and a compulsion or effort to attain it. It is
"a-something-of-value-that-I-am-trying-to-attain.
"
334 A life goal is one that permeates all the aspects of one's life at any
given time. To attain it may involve all the areas in one's life. It may be
reached in a short time or never. The important element is the effort to
attain, not the attainment.
A
life goal is based upon and determined by a set of values that govern, bind
together, and give meaning to all the activities of a person's life. It
provides a center for the gradual integration of all the physical,
intellectual, and emotional factors in life.
A
valid life goal must take into consideration the worth of the individual
himself and his obligation to society. Such a goal is a rejection of the idea
that a man's job is the most important thing in his life and that all his
activities should be centered around it. A job is not an end in itself but
merely a means to a larger and more important goal. This point of view, while
generally accepted as an ideal, is often forgotten in practice.
The
implication or this position is that the life of an individual should be
considered as an organic whole, not as a mixture of more or less unrelated and
often conflicting elements. Therefore, in considering the usefulness,
effectiveness, or desirability of any job or any aspect of life, the entire
pattern of life should be taken into account, not merely one segment of it. One
should take into consideration how a given job will contribute to the
attainment of one's life goal. While there are other elements of value that
must be considered—working conditions, wages, chances for advancement, etc.—the
life goal itself is the crucial element that ties together and serves to
complement and give meaning to the job as a part of the life of the individual.
There
is, for most persons, no one best, predetermined avenue through which the life
goal may be realized. Any one of a number of different avenues may be equally
effective and satisfactory in getting an individual to his goal. The particular
avenue that we take is influenced by many different elements in our environment.
One
does not always need to change jobs in order to make his occupation more useful
in achieving his goal. In most occupations there is some opportunity for a
personal adjustment that may make it possible to use the job in such a way that
it will be more helpful in the attainment of the life goal. Life is full of
illustrations of men and women who have so interpreted their jobs and so
governed their activities as to make them avenues through which they have
attained their life goal. The lives of individual we know—carpenters, plumbers,
nurses, lawyers—constantly remind us that any job that is not in itself
antisocial may be used in such a way as to contribute to human welfare when
making such a contribution is the worker's life goal.
Examples
of Life Goals
There
are as many life goals possible as there are value systems and different social
contexts in which the values can find expression. Some may devote themselves to
working for the equality of opportunity for all Americans. Some may think that
the highest goal is the achievement of peace and good will among nations.
"To
make two blades of grass grow where only one grew before" may be a life
goal. Others wish to emulate Schweitzer, Gandhi, or Lincoln. These and other
purposes can give meaning to life and help the individual make choices of all
kinds as they are related to this goal.
Difficulty
of Choosing Life Goals
It
is often very difficult to select a life goal that is suited to the abilities,
needs, and interests of the individual and that has a reasonable promise of
attainment. After the choice is made, it is sometimes difficult or impossible
to reach the goal. Both choice and attainment often require assistance from
others. The process of so clarifying our values that we know what we stand for
is a lifelong task. Many live confused, shallow lives unable to differentiate
the important from the trivial. While we should not expect most students to
have clear and expressible life goals, we should assume some responsibility for
helping them to learn the dimensions of this human problem and to have some
acquaintance with the major tools useful in its solution.
Influences
in Choosing Life Goals
A
life goal is not a gift from the gods. It is not inherited but learned.
Parents, teachers, and associates may do much to shape an individual's life
goal as may his general social environment with its war, famine, disease,
estrangement of parents, or death of close friends. A person develops his life
goal slowly, often unconsciously, and may revise it from time to time.
Sometimes a religious conversion or a personal tragedy may cause sudden
dramatic changes.
Although
it is usually not fully developed until maturity and sometimes not even then,
the important elements begin to appear in adolescence. It is clear, then, that
the period represented by the secondary school and college is of maximum
importance in the development of a life philosophy—in the formation of a life
goal. The guidance needed for this phase of development lends itself especially
well to group discussion, supplemented from time to time by individual
counselling. Here, again, is where teachers can be of great help, especially
teachers of English, history, science, music, and art. The lives of men and
women who have made contributions in these fields can be studied and emphasis
given to their special gifts, their purposes, and their motives. The school
will influence the life goals of its students whether it wishes to or not. The
only question which remains is whether the influence is to be unconscious,
disorganized, and negative or whether it will be conscious, systematic, and
positive.
MAJOR
LIFE GOALS
While,
as has been explained, there may be many life goals, we may group them into
three major categories—selfrealization, service, and satisfaction. This
grouping does not suggest that other possible life goals might not be of comparable
merit and importance, but rather that these three divisions lend themselves to
illustration and comparison and.
therefore
seem most useful for our present explanatory purposes.
Self-Concept
as Guide to Life Goal
The
importance of a life goal is forcible demonstrated in the findings of Roe and
Super in their investigations of the factors that are associated with the
choice of an occupation. Among these factors is the "self-image," or
the "self-concept." The self-concept may be described roughly as the
elaboration of such statements as, "I am this sort of a person. These are
my strengths and my weaknesses. These are the things I like to do." Although
a self-concept is far from being a life goal, it is a very important factor in
the choice of a life goal. Selfrealization is becoming what one wants to be,
and what one wants to be should take into consideration what one is—the present
self-concept. A life goal, however, is far broader and more comprehensive than
the image of what one is now. The selection of an impelling life goal often
serves to eliminate weaknesses and to utilize strengths not apparent to the
individual; in short, it provides motivation. In the two-way classification of
occupations described by Roe, it can easily be seen how a clear life goal might
help in the realistic choice of one of the occupational groups, but it would be
of even greater significance in the choice of a level of work.
The
relationship of the self-concept to the life goal is an instrumental one
because, while the life goal should underlie and be basic to any valid
occupational choice, the self-concept governs the selection of the best avenue
or channel for attaining it.
There
is real danger that the use of the self-concept may be restricted to the
selection of an occupation. To be of maximum value it should include a
clarification of factors and traits which may not be closely related to what is
called "success on the job" but which are definitely essential to a
successful life. Guidance should help an individual relate his self-concept to
his goals in such a way that he achieves "peace of mind" or "serenity
of spirit."
Service
as a Life Goal
Because
a life goal brings together all the forces of the individual upon a single
objective, it exerts a tremendous influence on the accomplishment of the
objective chosen. The result may be useful or disastrous to the individual
himself or to society. History is full of examples of both. Without question
the life goal that has had the greatest influence for good is that of service
to others. Service is the keystone on which any stable and enduring government
is built. In human history civilization after civilization has fallen because
it has placed the selfish interest of the rulers above service to its people.
Nearly every world religion is based on the concept of a supreme being and the
obligation to serve one another. Certain occupations, such as medicine,
nursing, law, teaching, social work, and the ministry, are based directly upon service
to others. And all have been of great benefit to society. There are many
organisations like Rotary, Kiwanis, Lions, and optimists which are distinctly
service agencies devoted to high standards of professional, business, and civic
life, to good citizenship, and to mutual assistance to fellow members. Many of
these service clubs have direct connections with young people in school and
college.
Satisfaction
as a Life Goal
Satisfaction
is a state of mind or an emotion that normally results from the successful
attempt to reach a goal or satisfy a felt need. It is an essential element in a
successful life and an invaluable asset in learning. It is imperative for every
individual to have satisfaction somewhere in his life.
Satisfaction
may also come from the effort to attain the goal even when the goal is not
reached or the need satisfied. The very difficulty of attaining the goal
becomes a challenge which may have value. As Ram said, "Keep the quality
of effort alive within you by doing some gratuitous exercises every day." Satisfacton
in itself, however, cannot be a safe guide to the choice of an occupation or
any other goal. Unfortunately satisfaction may also come from the effort to
attain a harmful or undesirable goal. Theft, rape, murder, oppression, cruelty give
satisfaction to some people. It is the goal that is important, not the
satisfaction in achieving it. But within the group of useful and desirable
occupations that are suited to the needs and abilities of the individual, the possible
satisfactions are very important in determining choice. Some occupations give
opportunity for pride and satisfaction in the quality of. the product and by
the contribution that the worker makes to it. In some others, however, the
worker never sees the finished product but merely feeds an automatic machine
that makes only a small part of it. In such situations whatever satisfaction
the worker gets is from the wages received and, possibly, from his friendly
relations with other workers.
The
present tendency is to increase the proportion of occupations that involve
complicated machinery. Thus the professions now give the greatest opportunity
for satisfaction in work. As already pointed out, although satisfaction alone is
not a safe guide for the choice of an occupation, it may be a real help in such
a choice.
The
types of activity which give satisfaction vary with different individuals. Some
get their satisfaction in the production of articles made out of cloth, wood,
metal, or plastic. Others get satisfaction from gardening, horticulture, farming,
or forestry; and others, from working with people in such occupations as
teaching, nursing, medicine, the law, and social work.
The
hope of satisfaction may serve as a guide in choosing an occupation by
permitting a comparison of the activities that give the individual satisfaction
with those that are involved in various occupations. The selection of a life
goal is often very difficult for youth. It is hard to choose one which is
suited to the abilities, needs, and interests of the individual and which has a
reasonable promise of attainment. Youth's limited experience does not provide
sufficient background for a wise choice. Parents, teachers, and counsellors can
help by suggesting types of life goals for consideration.
Schools
Help Develop Life Goals
Although
the school teacher and the counsellor are barred from exerting any influence
regarding the religious beliefs and activities of the youth, the very knowledge
that the youth is active in the church may help them to understand his
attitudes and conduct. It might aid the counsellor in his attempt to give
guidance toward life goals.
Especially
in assistance in the selection of a life goal are the church and the school on
common ground. In this country the basic ideals of character and
conduct—honesty, integrity, obedience to authority, sincerity, industry,
loyalty, and service to others—are
evidences of good citizenship and are essential elements in Christian living.
The
special contribution of the church is to provide the religious incentive in the
selection of a life goal and in the effort to attain the goal selected.
Cooperation between school and church is often very difficult to develop, and
great care must be taken that neither the public school nor the church assume
the special rights and privileges of the other.
QUESTIONS
FOR ANSWER
1.
Explain the meaning and implications of Life Goals.
2.
Explain each of the three categories of Life Goals.
3.
Write short notes on the following:
(a)
Difficulty in choosing Life Goals.
(b)
Self-concept as guide to Life Goals.
(c)
Satisfaction as a Life Goal.
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