Guidance workers need to become psychological educators. The article dis&usses the aims of education and the ideas of John Dewey and Jean Piaget. The Minnesota Psychological Education program is briefly described. Presented at an Elementary School Guidance Conference, Hopkins, Minnesota, September, 1974. (Author/BW) sota, September, 1974.…

This final part of a two-part article (see CE 510 295) emphasizes how guidance counselors can provide those they serve with a more realistic view of work and job opportunities. Discusses functions of guidance, technology assessment, selecting media, career information systems, evaluation of results, community orientation, and career development.…

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)

Details rationale for broad-based school reform including examination of old guidance. General curriculum of schools must include psychological growth as direct object of classroom instruction. Effective guidance role can alter classroom teaching strategies and curriculum content. Guidance theory and practice should lead in seeking school reforms.…

The author describes an interdisciplinary approach for development of a modular curriculum. Teachers and counselors cooperated and through the use of personal growth techniques and Gestalt principles helped students to personalize and internalize the curriculum. (SE)

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)

A chronological narrative is presented of the author's experience in creating a comprehensive, developmental guidance program within a small, one-counselor elementary school. Concludes most important factor in implementing curriculum component was personal resistances. (TE)

The Indiana Department of Education recently convened a task force to identify universal basic values and to determine how these values can be successfully infused into school curricula. Accordingly, in collaboration with the Indiana School Counselors Association (ISCA), the Department established a working committee to construct a developmentally…

The Indiana Department of Education recently convened a task force to identify essential values and to determine how these values can be successfully infused into school curricula. Accordingly, in collaboration with the Indiana School Counselors Association (ISCA), the Department established a working committee to construct a developmentally…

To develop a systems-oriented model for guidance and counseling at all levels of schooling, a research project was conducted in a California school district, testing the applicability of systems concepts in guidance at the kindergarten and first grade levels. The project report includes a review of literature relating the systems approach to…

Excerpts and summaries of project reports presented at a 1-day seminar for educational researchers and vocational educators are included in this booklet. Project reports covered are (1) The Hardin County Research Project for Expanding the Present Vocational Experience Curriculum, which describes the occupational work orientation and exploration…

This document contains the appendixes to the final report of the Occupational Competence Access Project (OCAP), a study conducted to facilitate student access to (1) occupational opportunities through the provision of a guidance system incorporating student capabilities; (2) occupational opportunities through the provision of industrially…

The Occupational Competence Access Project (OCAP) was conducted to facilitate student access to (1) occupational opportunities through the provision of a guidance system incorporating student capabilities; (2) occupational opportunities through the provision of industrially validated exploratory programs in occupational preparation; and (3)…