Publication Date


Document Type


First Advisor

Weigel, George D.||Schmidt, Wesley I.

Degree Name

M.S. (Master of Science)

Legacy Department

Department of Education


Educational counseling; Students


To determine whether the existing orientation program at Cary-Grove High School in Cary, Illinois, is meeting the needs of incoming freshmen, a survey of the 162 freshmen who entered the school in September of 1964 was made to determine how they felt about their orientation sessions. From notations made in counseling sessions with freshmen during the first semester, a check list based on objectives of the existing orientation program and covering four major problem areas was constructed. The problems were classified under Student-Educational Relationships, Student-Administrative Relationships, Student-Student Relationships, and Student-Self Relationships. The students were grouped according to the composite percentile scores on the SEA placement battery with the divisions being the top or accelerated group, the middle or average, and the low or developmental group. The results were tabulated and the major adjustment problems in each of the major problem areas were noted. Of the four problem areas checked, the greatest number of problems or 34.8 percent were centered in the Student-Self Relationships, 27.5 percent were in the category of Student-Administration Relationships, 23.2 percent were in Student-Educational Relationships, and 14.5 percent were in Student-Student Relationships. The students in the low or slow group identified the greatest number of problems and seem to need more help than is being provided in making the transition from grade eight to grade nine. Students in the top group ranked second in the incidence of problems indicating that high mental ability does not preclude problems of adjustment. Students in the middle group have the least number of problems and can make the necessary adjustment to a new school situation. While the objectives of the present orientation program seem adequate in their context, more individualized help as well as regularly scheduled group counseling sessions must be implemented if this weakness is to be overcome. This therapy must not be a power drive but a regular and consistent effort on the part of the guidance department. Only through a vigilant guidance department can a strong program be maintained.


Includes bibliographical references.


2, 31 pages, 5 unnumbered pages




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