An extensive bibliography of guidance reference works follows, divided into six main sections: (1) general works, (2) structures, (3) methods and techniques, (4) criteria, (5) validity, and (6) personnel. (JB)

This manual has been prepared to provide one approach for an examination of the role activities of the counseling staff in the modern secondary school. It has not been prepared to furnish "the answer." Within recognized limits, it has been prepared to focus attention on and to present: (1) a point of view of the secondary school and learning in…

The impetus for the study was provided by the widespread disagreement on the counselor's role and function as stated by counselors and administrators. Purposes included: (1) the provision of information about the counselor's role and function; (2) the resolution of confusion concerning the counselor's role; and (3) the improvement of communication…

Traces impetus for introduction of structured guidance into Scottish secondary schools. Identifies 1968 "Orange Paper" as first attempt to set out rationale for guidance. Describes how guidance is organized; outlines tasks of guidance teachers; and presents current developments, training requirements, and trends. (NEC)

Developed by 33 secondary counselors and project staff members of the Pima County Developmental Career Guidance Project, the handbook outlines the counselor-consultant role and details activities for implementing this role. This counselor based model places the focus on personnel trained in guidance and counseling. Junior and senior high school…

Functions of guidance groups, the guidance counselor, the Advocacy Program, and the Guidance Committee of the High School in the Community (HSC), New Haven, Connecticut, are described. HSC, designed to provide a choice of learning environments within the public school system, serves students dissatisfied with their previous school experience.…

Extensive research is cited which has established that students most likely to succeed in college: (1) enter college between ages 21 and 25; (2) have been out of high school between 2 and 5 years; (3) have parents of moderate means but do not have to work full time; (4) may be married; (5) are native born or in special programs; (6) have well…

This guide, which was written as an initial step in the development of a systemwide articulated curriculum sequence for all vocational programs within the Metropolitan Nashville Public School System, outlines the suggested scope and sequence of a 3-year program in child care and guidance. The guide consists of a course description; general course…