The book describes over 600 current career guidance methods, some of which have been subjected to rigorous evaluation. Designed to allow quick access to information needed to solve highly specific problems, the book describes important and potentially useful methods applicable to career guidance that are currently in practice or in the…

The planning process used in developing a school district master plan for career guidance and counseling is described. (Author)

The booklet provides some guidelines and suggestions around which career guidance programs may design their standards. It discusses and briefly outlines some recent legislation, publications, speeches, and committee actions which deal with the objectives and methods of career guidance. It lists 10 assumptions which should be considered when…

It is now impossible to separate vocational counselling from its personal and educational components. Vocational development must now be viewed as a lifelong process involving a series of vocational decisions. (Author)

This study attempts to identify trends in vocational guidance research. These are content areas and subject populations that have received a great deal of research while other areas and subject types are in need of more emphasis. Hopefully, editors and teachers can use influence to correct this imbalance. (Author)

A conference on guidance, counseling, and placement services comprised the first step in developing programs to serve the five populations identified in the Vocational Education Amendments of 1968. Those populations are (1) high school youth, (2) those who have completed or discontinued their formal education and are preparing to enter the labor…

This report is based on research conducted in Wyoming in 1967. In the study, a questionnaire was sent to all the high schools and junior high schools in the state, to determine the need for more comprehensive vocational guidance in secondary schools there. Replies were received from all but one of the schools queried, and a followup study,…

Our policy is an attempt to ensure that counselling services are seen as a total program with personal-social, educational, and career counselling receiving a balanced emphasis over a student's secondary school years. The three services are seen as integral components of the total educational experience of each student. (Author)

Goals of the New Mexico Educational Talent Project--funded under Title III of the Elementary and Secondary Education Act--are (1) to identify qualified secondary school students at the 11th grade or earlier and assist them in completing their high school education, (2) to encourage an increasing number of high school students to select a teaching…

The first article argues that systematic career planning should be abandoned, and replaced by a "good theory of non-rationality." That is, counselors should consider what actually influences career decisions, instead of bemoaning their lack of logical planning. Several other authors respond to this idea in separate articles. (Author/BP)

Recommended student outcomes for school guidance services in grades 7-12 are presented. The outcomes, which are listed separately for each grade level, are the product of two summer task forces which met to develop guidelines for services based on the Rowland Unified School District's philosophy and goals for secondary school counseling and…

The guidance program at Harcum Junior College, a two-year, private, independent college for women, is incorporated into its educational programming. The measurement and interpretation of student placement test information is an essential component of the guidance function, as it assists students in making decisions and examining their progress in…

Curriculum-based vocational guidance of necessity follows a systematic procedure but this is not always the case with individualized programs. Therefore, this article suggests a progression of procedures for one-to-one vocational counselling. (Author)

Materials contained in this career guidance unit are designed to enable senior high school students to relate their abilities scores from the Developed Abilities Performance (DAP) instrument to actual vocational areas and Long Range [occupational] Goals (LRG) for later indepth study. The length of the unit is six 55-minute periods. Instructional…