Counseling has traditionally taken individuals and small groups as clients, a practice that applied to college counseling as well. Presents an expanded perspective for college counselors to consider by outlining a philosophical rationale, role, training, and an ethical position that supports taking the campus environment as client. (Author)

Argues that school personnel should recognize and understand that the staff development process is a series of interrelated phases that should be followed and that these phases occur within the context of a particular social organization. (Author/IRT)

Presents a four-step process for staff members interested in designing their own mastery learning program. (Author/JM)

The media specialist in a small organization should enlist the support of top management, describe the program fully, obtain detailed cost estimates, promote use of media, and realistically start small. (CMV)

The model program described was designed to provide teenage mothers with knowledge and skills needed to successfully cope with caring for their infants. (JD)

Describes major features of the peer tutoring program at State University of New York, College of New Paltz. Presents specific suggestions for hiring and training tutors, maintaining staff morale and program visibility, and conducting program evaluations. (DR)

The strategic and operational planning necessary to develop a college health service and how it can be accomplished in a short time is described. (JD)

A merger of school and community programs provides a more comprehensive and realistic approach to health education. (LH)

Suggestions are made for financing and implementing solar energy programs in recreational parks. (JD)

The authors propose a model for statewide planning and dissemination in the Comprehensive System of Personnel Development process, as mandated in P.L. 94-142, the Education for All Handicapped Children Act. (CL)

The author describes the Massachusetts and Northeast Region manpower planning projects, discusses the Comprehensive System of Personnel Development (CSPD) as a dynamic process, and reviews problems in its implementation in special education. (CL)

The article outlines the process used in Oregon to initiate a Comprehensive System of Personnel Development (CSPD) in special education. Factors contributing to the CSPD success include extensive involvement of a wide array of people in the process, clear responsibility outlines, and workable size of the cooperative personnel planning council. (CL)

Describes a teacher exchange between a methods professor and a classroom teacher. Makes 11 recommendations for both planning and implementation leading to a successful exchange. (CK)

Stresses that departments of psychology in colleges and universities should supplement existing curricula with a human service psychology emphasis. Explains why and how this should be done. (DB)

Describes the development and implementation of a food preparation preschool program which focuses on providing a child-initiated rather than a teacher-directed experience. (CM)