The counselor works in a difficult position, and school guidance programs are in jeopardy today. To develop meaningful programs, administrators must hire counselors who will meet the needs of the school and participate in the evaluation of program outcomes. (MD)

Surveyed 310 therapists to assess their perceptions of healthy family functioning and the goals of family therapy. Results indicated that therapists are fairly consistent in what they say a healthy family is and what they pursue in therapy. Age and professional identity were most influential in predicting values. (LLL)

Defines a process that will enable counselors to design their own guidance activities relevant to the special needs of various student populations. Six steps are suggested: experiencing, publishing, processing, generalizing, developing, and applying. (ABB)

The article delineates components of a comprehensive guidance/counseling plan for gifted and talented students. Tables provide guidance/counseling objectives for gifted children; functions of the teacher, parent, administrator, and counselor; and intervention strategies in the personal/social, academic, and career/vocational areas. (DB)

Discusses the nature of group guidance and presents a model allowing counselors to use materials in a way that relates to the needs of their clients. Steps in planning include needs assessment, establishing goals and creating a personalized program. (JAC)

Describes evaluation procedures for elementary school counseling programs. Three articles deal with the importance of evaluation in providing continuing services and point out the importance of program planning in the decade ahead. Specific evaluation procedures are suggested. (JAC)