Internship in guidance and counselling undertaken at Foxtrap Junior High School including a research component studying student and teacher perceptions of student problems as identified by the Mooney Problem Check List

Warren, Marie (1977) Internship in guidance and counselling undertaken at Foxtrap Junior High School including a research component studying student and teacher perceptions of student problems as identified by the Mooney Problem Check List. Masters thesis, Memorial University of Newfoundland.

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Abstract

The purpose of this internship was to provide, under supervised conditions, an opportunity for the intern to further her knowledge of guidance and counselling, and to help her develop the competencies and confidence to conduct a guidance program. The internship, extending over a thirteen-week period, from September to December, 1976, was undertaken at Foxtrap Junior High School. -- During the internship, opportunities were provided for the intern to: examine guidance in the total school operation; study the community resources available to assist the guidance counsellor; develop the ability to perform effective individual counselling with children; develop competency in group counselling; become more proficient in methods of student evaluation; gain experience in working co-operatively with teachers; develop competency in working with parents; and develop the ability to collect, analyze and interpret data, and to report results of a research study. To achieve these objectives, specific activities were arranged and a series of readings undertaken. -- The purpose of the research component of the internship was to examine the perceptions of students and teachers at the school regarding student problems. Responses to the Mooney Problem Check List showed the two groups differed markedly in their perceptions. The thirty most frequently identified problems were compiled and administered to teachers and a random sample of fifty students. This further demonstrated significant differences between the perception of teachers and students. There were relatively few differences in the degree of importance assigned to problems by Grades VII and VIII students and by male and female students. Students ranked thirteen of the thirty problems either significantly more important or less important than did teachers. Student problems rated by teachers as significantly more important were primarily in the "School Related" area. -- The major implication drawn was, to be effective, educators should make every effort to get an accurate understanding of the prevailing attitudes and problems of students.

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