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Download full textMaser, Arthur L. – 1970
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…
Descriptors: Counselors, Guidance, Guidance Objectives, Guidance Personnel
Peer reviewedCooper-Haber, Karen; Bowman, R. P. – School Counselor, 1985
Describes the Keenan Project in Columbia, South Carolina, which provides ongoing group guidance to students on various topics, including communication skills, family concerns, and study skills. Its success is attributed to careful attention to building support, using available resources, including other staff members, and following systematic…
Descriptors: Communication Skills, Family Problems, Group Guidance, Guidance Objectives
Hopper, Gordon; Schroder, Angela – Journal of the Student Personnel Association for Teacher Education, 1974
A review of research findings concerning counselor use of time indicates that most high school counselors are primarily concerned with information giving. (Author)
Descriptors: Counselor Evaluation, Counselor Training, Guidance Objectives, Guidance Programs
Hays, Donald G. – Sch Counselor, 1970
Discusses forces of ASCA action: (1) counselors must band together; (2) communication must take place; (3) coordinate activities to reach goals; and (4) support of relevant others concerned with young people. (Author/EK)
Descriptors: Counseling Objectives, Counselors, Elementary Education, Guidance Objectives
Peer reviewedKahnweiler, William M. – Personnel and Guidance Journal, 1979
Published articles that have appeared in four APGA journals during the past 21 years provided the basis for this review. General trends in each journal and a developmental history of the consultation movement are presented. A serious gap is noted between theory and practice of consultation in schools. (Author)
Descriptors: Consultants, Counselor Role, Counselors, Elementary Education
Flanagan, John C. – Vocational Guidance Quarterly, 1977
A new program to assist students and counselors in learning about themselves and career opportunities has been developed from a follow-up of 400,000 students who participated in Project TALENT. (Author)
Descriptors: Career Awareness, Career Choice, Career Counseling, Career Guidance
Morgan, Susie B.; Pendleton, Barbara A. – 1976
Guidelines on how placement should fit into the total school setting and in particular into career education as it becomes better established are discussed in this paper, one of a series on critical issues in vocational-technical education. The school counselor is viewed as the coordinator of the total career guidance, counseling, and placement…
Descriptors: Career Education, Career Planning, Guidance Centers, Guidance Objectives
Hughes, Sue; Vaughan, Vermeillia – Texas Personnel and Guidance Journal, 1978
The students' needs and the parents' concern for their children's growth and development, as well as parents' desire for more effective communication skills and better relationships in their families, brought a realization that parent education, an important new dimension, could be added to the guidance program at Westwood Junior High. (Author)
Descriptors: Communication Skills, Family Relationship, Guidance Objectives, Guidance Programs
Henjum, Ray – School Guidance Worker, 1979
The counselor educator's role encompasses such descriptions as stimulator, facilitator, and teacher. The community role includes committee member, builder, friend, and encourager. The provision of a growing relationship with students, leaders, and workers is important in the counselor educator's responsibility in career education. Literature on…
Descriptors: Career Education, Community Role, Counselor Educators, Counselor Role
Katz, Martin R. – 1972
The 3 major questions about evaluating guidance are: (1) Why should we evaluate? (2) What are we evaluating? (3) How do we evaluate? School guidance counselors must first define their goals in order to evaluate their performance and results. This is part of the counselor's accountability to himself and to others. And by communicating their…
Descriptors: Accountability, Career Guidance, Educational Counseling, Evaluation Criteria
Peer reviewedAshton, Terry – Scottish Educational Review, 1986
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)
Descriptors: Educational History, Foreign Countries, Guidance, Guidance Objectives
Katz, Martin R. – NASSP Bull, 1970
Speech presented at the 54th annual NASSP Convention. (EJS)
Descriptors: Aspiration, Career Choice, Counseling Objectives, Decision Making
Peer reviewedMatthay, Eileen R. – School Counselor, 1989
Examined perceptions of 181 college freshmen in Connecticut regarding decision making for college selection. Results indicated that the four most helpful resources for college selection were college visits, college catalogs, parents, and the school counselor. Provides recommendations for improving guidance of secondary students and adults for…
Descriptors: College Bound Students, College Choice, College Freshmen, College Preparation
Birman, Beatrice F. – 1977
This paper begins with a review of past sociological research on the influence of counselors. Most of this past research views the counselor as a "gatekeeper," perpetuating the social status ordering by giving students advice which is compatible with their social status. The research reported in this paper takes a different approach to…
Descriptors: Counselor Evaluation, Counselor Role, Ethnic Status, Guidance Objectives
Objective-Based Career Guidance Program, ESEA, Title III Project. End of the Year Report, 1972-1973.
Dixon, Frank F. – 1973
This document evaluates the success of the Objective-Based Career Guidance Program after one year, and includes details of all projects carried out during that year. The following three areas were explored during initial phases of implementation: (1) information about self, (2) information about careers, and (3) decision making. Three hundred…
Descriptors: Career Education, Career Guidance, Decision Making Skills, Guidance Objectives
