Cites trends in federal and state legislation, documented needs of youth and adults, expressed priorities of counselors, and USOE funding directions to demonstrate the high priority of continuing professional development in career counseling. Describes several major renewal programs now ready for dissemination. (BP)

Reports that current engineering guidance efforts are inadequate and fail to direct many capable students into engineering or to direct incapable students out of engineering. (SL)

The success of career education will depend in no small measure on the input of the guidance and counseling component to make it possible for students to choose knowledgeably from among all careers open to them. (Author)

This article proposes the establishment of a curriculum that will engage students in a study of the future. This learning process of exploring the future should be an inherent function of counselors, in their role as persons who help students make plans and decisions for their futures. (Author)

This article discusses the need for a guidance theory based on a framework from developmental psychology rather than from theories of humanistic education. (Author)

The architect of the 1951 theory points out some weaknesses in the early constructs and presents a restructured theory. (Author)

This study illustrates the value of sharing responsibility with students for action to be taken in school as a result of counseling. When students know what counselors are recommending to teachers about them, they will often take initiative to help get follow through action started. (Author)

A survey was conducted to ascertain how school personnel perceived a visiting teacher -- school social work service. Attitudes were positive when student interns were present in the school and performing tasks perceived as being necessary for the service. (BY)

A crucial part of a program for the development of an existential counselor would, the author believes, be the provision of a series of experiences in which the sensitivities of the student would become more intimately felt and realized. (Author)

The authors present an overview of the purposes for the Leadership Training Institute and implications drawn from the Workshop. The article is followed by comments by James W. Moore, Chief, Bureau of Guidance, New York State Education Department; Mitchell Salim, Coordinator of Pupil Personnel Services, Rochester, New York; and Anthony C. Riccio,…

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)