The author presents several guidelines for writing behavioral objectives for counseling. These include: (1) maintaining perspective; (2) establishing the criteria of performance; and (3) keeping fluid. (RP)

Urges the redirection of the counselor's role in the school to one of resource consultant and trainer. Sees the return of the teacher-counselor as a way of reaching more students with counseling services. Implies that the school counselor will function as a counselor educator in the future. (PC)

This article describes an effective method for evaluating counseling efforts. It applies a modification of goal-attainment scaling to the school counseling setting. (Author)

Describes the Keenan Project in Columbia, South Carolina, which provides ongoing group guidance to students on various topics, including communication skills, family concerns, and study skills. Its success is attributed to careful attention to building support, using available resources, including other staff members, and following systematic…

The authors propose that counselor educators add new dimensions to the current counselor training model so that counselors may become dynamic facilitators within the school. The multiple demands on counselors and the confused expectations of their positions make it necessary for them to redefine their role. (Author/PC)

Describes how school counselors can contribute to the development of individualized education programs (IEP). Discusses counselors' participation in and preparation for IEP conferences, including defining the counselor role, gathering and analyzing pertinent information, and developing goals and objectives. (RC)

A needs assessment is an effective way to evaluate the effects of ongoing guidance program activities. It provides information to assist in the development and implementation of school counseling and guidance programs that meet the various needs of students, teachers, and parents. A seven-step procedure is presented. (Author)

The Maine Occupational Information Coordinating Committee field-tested the Guidance Information System. Students showed an increase in career awareness and information-gathering activities. Counselors became stimulated to do more reading and studying in the career guidance area. (Author)