Discusses Burtnett's paper on the role and responsibility of the school counselor in relation to career education programs (CE 510 317). Praises the article as a landmark contribution to both career guidance and career education. (JOW)

Counselors have assumed the role of information processor and change agent in introducing computer-assisted career guidance systems into traditional counseling programs. Institutions must recognize the special needs of adult learners who are making career decisions, identifying goals, and preparing to achieve them. (JOW)

Brain lateralization research has led to speculation about counseling and guidance implications of left-right brain differences. Serious limitations in these implications are highlighted. (Author)

Most people cannot achieve complete satisfaction through work alone. When career is broadly defined as a composite of lifetime activities, the integration of work and leisure activities becomes a component of the career counseling process. (SK)

Details the development of item pools, or collections of test exercises, including specifying the domain of content; collecting/writing items; pilot testing; and publishing. Implications of item pools for guidance workers are presented. (BP)

Presents a response to Burtnett's paper on the role and responsibility of school counselors in relation to career education programs (CE 510 317). Points out strengths and weaknesses of the paper and suggests strategies for implementation. (JOW)

In a reaction to Burtnett's paper on the role and responsibility of school counselors to career education programs (CE 510 317), the author notes that the article presents an excellent role statement for counselors. Suggests implementation strategies such as organization, communication, and involvement in state policy making. (JOW)

Students need to develop competencies in 10 life skills. Decision making is central; students need to isolate and understand the various criteria (needs, interests, aptitudes, values, etc.) used to rate each of several possible alternatives in each of the career, educational, and leisure aspects of their lives. (Author/NQA)

Response to the paper on the role and responsibility of school counselors to career education programs (CE 510 317). Suggests strategies for leaders of the counseling profession to involve school counselors in career education. (JOW)

Discusses that paper on the role and responsibility of school counselors to career education programs (CE 510 317). Suggests that the paper's ideas are but a first step. Federal and state leaders must commit time, priority and resources to this program. (JOW)

Reflects on the American Personnel and Guidance Association School Counselor and Career Education Project. Discusses counselor role, preparation and commitment. (JOW)

Describes strategies that a political science career counselor has pursued in creating a counseling center for undergraduate students within an academic department of political science. (BSR)

This final part of a two-part article (see CE 510 295) emphasizes how guidance counselors can provide those they serve with a more realistic view of work and job opportunities. Discusses functions of guidance, technology assessment, selecting media, career information systems, evaluation of results, community orientation, and career development.…

Reaction to the paper on the role and responsibility of school counselors to career education programs (CE 510 317). Indicates the need for counselor educators to become more aware of the literature in the field and the knowledge it presents. (JOW)

Discusses guidance programs in rural schools, suggesting basic functions of guidance programs, such as career development and resources, communication with community, educational planning and assessment, counseling, and follow-up. (AH)