Counseling skills are not limited solely to the counseling office or to the students served. Counselors must be willing to commit themselves to meeting the needs and concerns of the parents too. It is only then that parents will become an active, involved part of the total counseling process. (Author)

A youth guidance system that is designed to provide students with all the information possible to help them make the right choice of goals and to deal effectively with their problems as they arise is presented. (CK)

The purpose of this paper was to show the limited value that consultation has and its potential for crippling the guidance program by comparing consultation with counseling. The greatest contribution of consulting is its serving as a vehicle for moving persons into the counseling relationship. (Author/CG)

A need for evaluation standards for elementary and secondary counselors and guidance programs exists. Guidelines for evaluation should answer the questions: a) what is the purpose of evaluation; b) how should the evaluation be made and by whom, and c) what specific phases of evaluation should be encouraged by counselors. (CG)

The author suggests that the hard to reach youngster, potential dropout, and depressed child need the buffer of their peers to begin to work with the school social worker in the process of finding and taking more from the educational system. (Author)

Teachers generally agree that occupational guidance services should be systematic and scientific and that there is a definite need for these services in the schools. (CK)

Educational philosophies concerning the needs and directions of vocational education and vocational guidance are presented. (GB)

Outlines a guidance system for students in construction courses. (SB)

The data of this study support the contention that the teacher's role should be given a central position in developing a team approach to elementary guidance. (Author)

Guidance and counseling needs of gifted students are described, and 10 policy recommendations for gifted programs are made, including that programs should help students develop adequate social relationships; stress achievement without regard to race, sex, or ethnic group; and develop an accurate sense of self. (CL)