Identified entering secondary students' perceptions of their school-related problems and attitudes. Examined intervention strategies from a diagnostic prescriptive child-study team approach. Developed a comprehensive plan of action and intervention to change the outcome of students' self-defeating behaviors and to enhance the achievement and…

Focuses on the counseling-related goals that depend upon the effective involvement of non-counseling personnel. Presents a rationale for synergistic team efforts, illustrating the concept with a case study of a collegewide approach to improving the process of initial student assessment. (AYC)

Describes a program in which every student is assigned a teacher advisor for career guidance. Advisors meet with each advisee once a quarter, hold student-parent conferences once a year, and are organized into teams led by counselors and presided over by an advisement coordinator. (TE)

School psychology consultants rated the primary consultee problem for each of their consultation cases. Findings indicate significantly more consultation cases resulted from consultee lack of knowledge, skills, and confidence than from consultee lack of objectivity. Findings question the practical utility of psychodynamically oriented Caplanian…

Guidance task performance data from 303 secondary vocational teachers and 265 secondary guidance counselors in Tennessee were collected through a mail survey. Results showed vocational teachers perform tasks (appraising, consulting, counseling, presenting educational and occupational information, and placing graduates) to a higher degree than do…

The implication of an organized classroom guidance curriculum is far reaching. By blending cognitive and affective learning, one can teach the whole child the skills for dealing with stress, decision making, and productive living. The guidance personnel and teachers need to work together as a team. (Author)

Discusses the reorientation of school guidance to involve teachers and assesses the attitudes of secondary vocational teachers toward school guidance systems. Teachers believe career guidance is important; however, they have an unfavorable disposition toward the adequacy of school guidance systems in providing students with career guidance.…

Proposes a seven-dimension systemic model for counselors to help teachers conceptualize learning and behavior problems in the classroom. The model stresses the importance of the teacher defining the presenting problem and the outcome goals in terms of clearly observable behavior. This systems approach addresses behaviors that are resistant to more…

A study examined team-oriented counseling programs in rural schools. Surveys of 118 counselors from rural elementary, middle, and high schools in 6 states showed that most middle and high schools had one or more team-oriented programs. Elementary schools showed much lower percentages. No significant relationship was found between team-oriented…

Three studies analyzed training package developed as part of federally funded training grant to teach consultation interview skills to 15 school psychology students in 3 phases of behavioral consultation: problem identification, problem analysis, and treatment evaluation. Results indicated that training package and its variations were effective…

School counselors need to advise their teaching colleagues on incorporating diversity within classrooms. Includes various ways counselors can advise and introduce strategies to teachers that will avoid inappropriate pedagogical habits regarding ethnicity, class, gender, and disabling challenges. Such partnerships will ensure the reality of…

The nature of classroom assessment is changing. Teachers are being urged to rely less on traditional tests and more on innovative measurement methods, such as performance tests and portfolio assessments. This digest describes a strategy whereby student services personnel can play a leadership role in familiarizing classroom teachers and school…

This book chapter explores the integration of two basic premises: (1) education in the United States will always be changing, and (2) school psychologists have fundamental expertise that will always be necessary regardless of changes in schools. Some changes in U.S. education are: school reform and organizational changes; special education reform;…

There has been an increasing commitment to the notion of collaboration among professionals who have a responsibility for a client. However, the need for psychological services still seems to receive little impetus from teacher and principal requests. Furthermore, the teacher continues to operate as an isolated professional. Preservice education…

The School-to-Work Opportunities Act of 1994 emphasizes counselor involvement in improving the academic, career, and occupational opportunities of all students. This paper focuses on the problem of defining the role of the school counselor and provides a review of the literature in three areas: (1) student counselees and their needs; (2) the…