This report discusses one of the consistent problems in school counseling and guidance-that of furnishing concrete evidence concerning the effects of counseling and guidance activities on the development of children. The following causal factors are discussed: (1) the difficulty of pinning down abstractly stated goals in an operational manner at evaluation time; and (2) the history of the guidance movement in schools. Guidance is viewed as a program, and not merely as a set of services. The use of specific activities, with specific goals, simplifies the task of evaluation. A "Career Visit" form, with examples of actual student reactions, and a parent conference guide form are included. (Author/JLL)