Middle level students have unique needs that can be met by a school advising program. Outlines the goals and a timeline for implementing an advisory program along with nine components essential to a successful guidance and advisory program. (MLF)

Outlines a three-step process to justify the existence of the guidance program, including writing a job description, logging daily duties, and evaluating the program. (Author/WD)

Suggests that individual students' learning styles should determine counseling techniques and strategies used and recommends use of the Learning Style Inventory for this purpose. Tables present learning style compatibility with selected counseling objectives, interventions, and programmed materials related to learning styles. (WD)

Describes a program in which the roles of guidance counselor and academic dean/disciplinarian have been successfully combined. (Author/IRT)

Provides an overview of a team approach to pupil personnel services that allows the counselor to function as a generalist in guidance and counseling. (Author/IRT)

Describes the areas in which a counselor-consultant needs to be trained and a program for implementing such a training program. The counselor-consultant can provide coordinated consultant services for administrators, teachers, counselors, aides, volunteers, parents, and students. (Author/IRT)

Describes a successful teacher-advisor program that uses all professionals in the school building to improve the counselor-student ratio. (Author/IRT)

A combined discipline counseling approach treats both symptoms and causes of discipline problems, while also providing accountability for behavior. Over the five-year period that this approach has been in operation at the Bridge Street Junior High in Wheeling (West Virginia), the number of repeat offenders has declined. (WD)

In response to criticisms of the guidance profession, the American School Counselor Association sponsored a project to identify exemplary guidance programs throughout the United States. The project yielded a set of standards and distinguished the characteristics and functions of effective counselors. (Author/WD)

The middle-level counselor's role is to work with teachers and administrators to build a program based on young adolescents' unique characteristics, the interrelationship of school and home life, and the importance of peer and adult relationships. The counselor participates as an interdisciplinary team member, provides teachers with relevant…

The personal development needs of preadolescents make extended guidance programs for middle school students crucially important. This article describes steps for teacher advisory program development--including a sample curriculum outline and learning activity--and summarizes the program role of the principal, counselor, and teacher. (DCS)

Too often school counselors are evaluated through a teacher-assessment process bearing little relevance to (poorly defined) counseling tasks or roles. Evaluation is hindered by lack of a developmental model and by administrative pressures to perform tasks outside counselors' training and experience. Improvement measures are outlined. (Contains 16…

One way to use counselors more effectively is to have them work with teacher-advisors. (IRT)

Counselors and administrators need to collaboratively build a guidance program. This article offers a model of a people-oriented guidance program that requires the principal's active participation in challenging old assumptions and exploring new roles to bring about change. A checklist for establishing an effective program is provided. (Author/WD)