Comprehensive guidance programs are effective in assisting children and young people, along with their parents, to respond to the challenges of life and school. When a strong, comprehensive guidance program is in place, good things happen, such as improvements in academic achievement, students taking more demanding courses, students developing and…

The authors describe in detail how a career development "curriculum" is systematically developed by professional counselors for implementation by paraprofessionals and lay church workers. A key feature of this article is the needs assessment procedure, since the curriculum is being constructed on the results of this procedure. (Author)

Developing career education programs without state or federal money. (Editor)

Article discusses the practice children need in becoming aware of people'a behavior-their own and others-as a basis for understanding and reacting effectively to life situations. (Author/RK)

Two teachers ventured to do some prescriptive teaching with students having a history of disruptive behavior. (Author/RK)

Describes a system to improve the efficiency and understanding of the educational programs students pursue. Offers a complete summary report on status of students in the program and future course requirements. The system decreases counseling time. (Author/TS)

Innovative program aids counselors to ensure that students' activities are congruent with their professional goals. (CJ)

Discusses the establishment of the comprehensive community junior college which is a low cost, open door institution serving the needs of the community. (EK)

It was concluded that the Game may be a useful technique. If used, it would be good to expand the profiles in a effort to make the hypothetical person more real. The use of local educational and occupational information with the Game would provide more choices of a realistic nature. (Author)

At Oakland Community College, each student learns according to his cognitive style. Diagnostic tests guide his career decisions and mode of instruction; extraordinary resources and small curriculum units assure success. (Editor)

Student samples were drawn from two different schools representing divergent socioeconomic settings. Findings indicated that perceptions were differentiated by socioeconomic status, but not so much by sex. Implications of the results for the planning of guidance programs are offered. (Author)