Saskatoon Technical Collegiate Institute - Techalogue Yearbook (Saskatoon, Saskatchewan)

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J'u.ne,1946 THE TEGHALOGUE 75 of the new high school curriculum this will be more true than ever as specific topics for class discussion are clearly outlined. However, plans are under way for the use of visual aids in group guidance such as films, posters, charts, and visits to places of vocational interest. What is the reaction of the average student to this innovation in the life of the school? In general it seems to be appreciated to the extent that more and more, students seek the counsellor to obtain information on specific occupations, ask advice on educational mat- ters and in so doing express their appreciation of the service. Words of one student were I have been looking forward to this opportunity of discussing my future. Thanks for the help you have given me. Guidance refers to that part of the school program which is most concerned with assisting the individual to become more effectively oriented to his present situation, and more carefully to plan his future in terms of his needs, interests, abilities, opportunities and social responsibilities. G. E. Meyers says in his Principles and Techniques of Vocational Guidance that the process of education continues in the life of the individual over a long period of time. It is not a single act or a brief series of acts involved in telling one what vocation he should follow, as some seem to think. It includes acquainting the individual with a wide range of information concerning himself and concerning occu- pations, by various means and methods. It includes helping the individual to work out for himself an adaptable vocational plan and to proceed in accordance with that plan. It includes aiding the individual to acquire a method of procedure in dealing with his voca- tional problems that will enable him to make wise changes in his vocational plan at any time in his life when changes become necessary or desirable. As a school enterprise it begins at that point in the individual's life when he finds it necessary to make choices that have definite significance for his future vocation. It should continue as a school enterprise until the individual is functioning in a wisely chosen voca- tion with a degree of success commensurate with his abilities. Guidance is not a new phase of school life, but its recent and rapid growth has been such as to warrant the employment of specialists who are qualified to perform the duties of counsellor in a capable, efficient, and effective manner. The Saskatoon Collegiate Institute Board is to be congratulated for having instituted this department in its Collegiates. The need has been felt for some time, and the filling of this need is no doubt fully appreciated by the community, especially by students and parents. .lf DADDY LONG-LEGS -A COMEDY IN 4 ACTS The fifteenth annual dramatic presentation under the auspices of the Students' Representative Council took place on the evenings of April 11, 12 and 13 in the auditorium. After a record of fourteen un- broken successes, this year's play, according to universal comment,

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74 THE TECHALOGUE June,1946 GUIDANCE AND COUNSELLING PROGRAM IN FULL SWING FILLS A SERIOUS NEED IN TECH In so far as it is possible every student in the school has had a personal interview this year with either of the vocational guidance counsellors, lVLr. Mathers or Miss Scrimgeour. These interviews have been made possible through the inauguration last September of a counselling program as a permanent part of school board policy. Personal problems, educational matters and possible vocational choices form the chief topics of discussion. Before a student of any class can be called for an interview, considerable organization work must be done with the class as a whole. The organization has been planned so as to provide for a considerable degree of continuity from year to year in each of the Industrial, Commercial and Academic departments. In addition each home room teacher has been allotted one period a week in which he or she is expected to discuss with the class in a general way educa- tional and vocational problems. Since the school counsellors teach but a fraction of the individuals whom they have to interview all information available must be col- lected and considered before appointment slips are given tothe stu- dent. Such information consists in part of previous school record, personal and family background, test of mental ability, test of clerical or mechanical aptitude, a personality adjustment questionnaire which indicates areas of possible maladjustment, and a vocational interest inventory which indicates occupational areas of interest. In addition senior boys who are planning on taking engineering at the university are given a test to determine their ability to do the specialized type of work required of engineers and mechanics. Interviews are arranged for students by means of appointment slips, distributed at the beginning of each half day. Interviews may last from twenty to thirty minutes each, and immediately following the interview a summary of the matters discussed is put down in writing to form a part of the student's permanent record. As soon as all members of any one class have been interviewed, a class clinic is held, during which, with the counsellor as chairman and to which all subject teachers have been invited, each student and the quality of work he is doing is discussed. Many interesting and enlightening facts and factors are often revealed by means of which the student may easily receive the benefit. The Principal in turn receives a copy of a summary of each class in which are indicated the salient points regarding each student. By so doing he is provided with a fairly complete picture of individuals which it would otherwise be im- possible for him as an administrator to obtain. It should be pointed out here that the results of interviews are held in strict confidence as between the counsellor and the student except in cases where such information is required for the consideration of special cases. It has been implied earlier in this article that group guidance is the responsibility of each home room teacher. With the advent

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'S' W' CD v-4 OO v-4 v-Q v-1 v-4 d cs: n. Q: Ill U La '11 CJ Z O 4 IP-1 Q Q 41 9 Ln O 9+ U2 43 Q La I I-+ oi -'I :l: rn 'I m o :: n r- o Q c m 5 53 E U 32 Standing: L. Balcaen, E. Reimers, D. Roffe, J. Holme, L. Schmitz, A. Siemens, D. Turple, J. Kalyn, L. McGowan, R. Carley, W. Burton, J. Hammond, J. Kennedy, A. Brack. Sitting: A. Hnatyk, J. Sexsmith, M. Thompson, M. Stewart, J. Jenkins, J. Armitage. M. Polesch k, D. Dunlop. Front Row: P. Sexsmith, E. Finlay, J. Jenkins. M. Cox, A. McKinnon.