In education, much emphasis is placed on academic achievement without fully understanding the role counseling programs can have to ensure all students are learning at high levels and are college and career ready. The staff of Midwest School District believes that guidance and counseling is an integral part of each school's total education program.…

Five phases for establishing and improving Pre-K-12 comprehensive guidance and counseling programs serve as the organizational framework for this enduring, influential textbook written for counselor educators and their students, school leaders, practicing school counselors, and state or district supervisors. The fifth edition of this bestseller…

Identifies evaluation methods for school guidance programs and some of the problems that prevent evaluation. Discusses the process of initiating an evaluation in a four-step model and suggests an experimental or quasi-experimental evaluation design as being the most credible. (JAC)

Describes an interview between a retired assistant superintendent in a Pennsylvania school district and a Pennsylvania Department of Education student services advisor. Discusses changing role of counselors, weaknesses in school guidance programs, challenges to counselors, and threats from litigation. (FC)

Three forms of evaluation are required to fully evaluate comprehensive school guidance programs. First, the program must be reviewed using program standards, evidence, and documentation to establish that a written guidance program exists in a school district and that the written program matches the implemented program. Second, guidance program…

Describes results-based guidance, a systems approach to student support programs. Outlines factors that have contributed to the changes in the duties and responsibilities of guidance counselors and the basis of the competency-based approach in guidance counseling. Details elements of the results-based guidance program. (GCP)

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)

Alerts high school guidance counselors to the availability of college programs for learning disabled students. Suggests ways counselors can judge the quality of special programs available at many colleges. (Author/ABB)

Four viewpoints concerning the cost of a computerized guidance program are explored: (1) that of the software publisher; (2) the business manager at the agency which plans to computerize; (3) the technical expert, or hardware specialist; and (4) the counselor. (CT)

This guide describes the Comprehensive Guidance Program model and outlines a process for tailoring the program model to meet the needs of the vast array of Texas public schools. It provides quality program standards designed to enhance district and campus efforts to improve the guidance programs in order to more effectively guide the development…

This project was designed to provide a new, comprehensive, and sophisticated guidance program to meet the needs of pupils and teachers in nine school districts. The major purpose of the program was to maximize the development of each child, and broadly stated its functions included the following: (1) inservice activities to extend and enrich…

Describes an assessment of the status and quality of school career guidance programs in Iowa, and discusses related follow-up activities based on the findings. Compared programs that had received federal and/or state funds and those that received no external funding, and presents implications for other states and school districts. (JAC)

The aim of this study was to consider the extent to which guidance provision in secondary schools in Scotland met the guidance needs of pupils and their parents. The approach taken was to focus on experiences and perceptions of both consumers and providers of guidance, to relate their views to guidance processes, and to judge the situation in…

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…