All professional persons engage in a number of activities, but they perform one major function, and their profession is designated by a word which indicates this major function. Counselors are usually called guidance counselors, partly because of their many other activities besides counseling, and partly because many counselors do little or no…

This report describes the findings and recommendations of a study of guidance and pupil services in Massachusetts. Its purpose was to identify guidelines and directions for continued development of pupil services in Massachusetts. The first chapter gives the scope of pupil services including: (1) guidance, (2) counseling, (3) remedial help, (4)…

A workshop on vocational guidance was conducted to meet a continuing counselor-teacher-administrator need for assistance in identifying and encouraging students in technically oriented careers. The following presentations are reported in their entirety: (1) Vocational Rehabilitation Program; (2) Students with Special Needs; (3) Basic Elements of…

The teacher and administrator perceptions of various aspects of guidance services were examined by means of a questionnaire given to 145 administrators and 863 teachers. The questionnaire contained 50 items based on counselors' rationale and their specific functions. The first 21 items were rated on a seven-point scale; in the remainder, the…

A model for an accountable guidance program, this plan presents realistic performance goals for the practicing counselor, for school administrators, for parents, and for teachers. As their contribution to accomplishing the school's goals for its students, the counselors accept several very general responsibilities: (1) to provide every student…

The Kimberly Guidance Program is an example of the type of program that can be implemented in a small rural school district. Teachers aid the counselor by introducing career development units in their classrooms. The main goal of the program is to develop a model of a guidance program to serve students in grades K-12 that is developmental in…

(Available from the Michigan Association of Middle School Educators, 406 Erickson Hall, Michigan State University, East Lansing, MI 48824; $5.00 single copy)

Kaminsky and Nelson's method for estimating the times of future "success" from the times of earlier "successes" in the same sample is discussed in terms of its potential applications to long term psychological treatment, research, or training programs. (Author/JKS)

This systems approach provides a model for planning an elementary school guidance program based on the guidance needs of a particular school and its population, including organization, needs assessment, decision making, structure, and evaluation. (Author)

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 guidance co-op program which uses group counseling and team teaching methods. Describes the benefits of this approach and of the contact with employers. Notes the draw back of time taken away from other counseling duties. (ABB)

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)

The author examines some of the problems encountered in counseling academically gifted students. (HMV)