Suggests that middle schools have not yet achieved guidance as a viable and essential part of the middle level curriculum. Considers the importance of identifying student characteristics and needs, the organization of support services, basic components of support services, and advocacy programs. (JPB)

The teacher and administrator perceptions of various aspects of guidance services were examined by means of a questionnaire given to 145 administrators and 863 teachers. The questionnaire contained 50 items based on counselors' rationale and their specific functions. The first 21 items were rated on a seven-point scale; in the remainder, the…

A model for an accountable guidance program, this plan presents realistic performance goals for the practicing counselor, for school administrators, for parents, and for teachers. As their contribution to accomplishing the school's goals for its students, the counselors accept several very general responsibilities: (1) to provide every student…

The article presents a table of selected principles of child growth and development and the corresponding observable classroom practices. (Author)

This study was designed to identify those guidance functions that national groups of school counselors, counselor educators, and state supervisors agree should be the responsibility of the state guidance office. Results appeared to support functions of leadership, advocacy, and support rather than administrative-regulatory functions. (Author)

Successful guidance work in a public school setting calls for an approach oriented toward implementing educational goals. A major factor in this process is the structure of the guidance department. (Author/WY)

Individuals have increasingly recognized the role that guidance for learning and work can play in encouraging adults to achieve their educational and personal goals. This pack of materials was designed to help those who offer guidance to adults and take a pro-active approach to developing quality assurance. These seven booklets are intended for…

Career guidance by objectives and results, capitalizing on the organizational and implementation processes of management by objectives and results, requires a broadened, developmental concept of career guidance and the use of student needs assessment and program evaluation techniques for the selection of objectives and content. (EA)

VARIOUS ASPECTS OF THE PALO ALTO GUIDANCE PROGRAM WERE PRESENTED AT THE CONFERENCE. THE OBJECTIVES OF THE PROGRAM WERE BASED ON THE BELIEF THAT GUIDANCE SHOULD FOSTER INDIVIDUALIZATION IN THE DEVELOPMENT OF ALL CHILDREN BY PROVIDING CONDITIONS WHICH WOULD ENSURE THIS INDIVIDUALIZATION. THESE TWO THEORETICAL CONSTRUCTS, REINFORCEMENT THEORY AND…

The Presbyterian Guidance Program, the major emphases of which are on educational and occupational guidance, was evaluated from a variety of perspectives. Two speakers took an objective look at the program and center, defining their concern with "normal" youth, and discussing such aspects as: (1) accessibility of the service; (2) locations of the…

The report deals with the influence of computer technology on education, particularly guidance. The need for computers is a result of increasing complexity which is defined as: (1) an exponential increase of information; (2) an exponential increase in dissemination capabilities; and (3) an accelerating curve of change. Listed are five functions of…

Excerpts from the revised 1968 Minimum Standards for Ohio High Schools, and from the 1968 Minimum Standards for Ohio Junior High Schools are contained in this publication. Section I cites minimum guidance standards for (1) the school guidance program, including guidance staff functions, teacher participation, and administrator participation; and…

States the need for elementary school guidance programs in Tennessee. Discusses three aspects of guidance programs: proposed features (preventive counseling, home-school relationships, parent involvement), facilitators, and goals (guidance integration in the total school program). (SB)

Discusses fledgling field of elementary guidance, ways in which it differs from secondary guidance, and ways in which counselors can make programs more meaningful for themselves, students and parents. (CJ)

Needed evaluation of programs can be achieved by applying to the guidance process the learner based evaluation procedure being developed for use with classroom instruction: (1) evaluation of outcomes; (2) informed selection of materials; (3) subsequent identification of process variables related to goal achievement. Presented at APGA, Las Vegas…