xt72542j9m97 https://exploreuk.uky.edu/dips/xt72542j9m97/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1971-06 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Guidance Services in the Secondary School", June 1971 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Guidance Services in the Secondary School", June 1971 1971 1971-06 2022 true xt72542j9m97 section xt72542j9m97 Guidance Services In the Secondary School

June, 1971

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Guidance Services in the Secondary School

Division. of Guidance Services / Bureau of Pupil Personnel
Published by the Kentucky Department of Education

Wendell P. Butler

Superintendent of Public Instruction

Paid for from State Funds

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Foreword

A program of guidance and counseling services is essential in any
sound educational program. While it is recognized that guidanﬁe
responsibilities are shared by the home, school and community, t e
school has a major responsibility for providing adequate serv1ces £01
all of its students. . '

The secondary school guidance program has been rapidly dei
veloping in Kentucky schools during the past decade. Many schoo
districts need to extend and improve their guidance prograrns.

This bulletin has been prepared to assist school admnnstraitorsl,
guidance personnel, and others in evaluating and. improvmg loca
secondary school guidance programs. It is a rev1510n of prev10us
Iguidance bulletins which were published in 1958 and 1964.

Wendell P. Butler
Superintendent of Public Instruction

Acknowledgments

This bulletin “Guidance Services in the Secondary School” is a revision
of the guidance rbulletin “Guidance Services” published in September
of 1966. Appreciation is expressed to all those who made possible
this publication. The following people deserve recognition for their
excellent contributions in revising this bulletin:

Wayne Ashley Division of Guidance Services

JOHah Belcher Counselor—Johnson Central High School
Dorothy Bottoms Counselor—Henry Clay High School
Bette Boyd Counselor—Daviess County Elementary

Bill Braden Division of Guidance Services

Dr. Emmett Burkeen Western Kentucky University
Georgia Campbell Counselor—Morton Jr. High School
Jack Cole Division of Guidance Services

Mabel Criswell Counselor—Harrison County High School
Ann Daugherty Counselor—Jessamine County High School
Lloyd Dean Counselor—Prichard High School

R‘JllPh Denham Counselor—Turkey Foo-t Jr. High School
Inanita Dickson Western Kentucky University

Andy Dunn Counselor—Knox Central High School
Sandra Easton Northern Kentucky Community College
LEOH Eubank Counselor—Elizabethtown High School
Billie Feltner Counselor—Clay County High School

Ruby Gunn Division of Guidance Services

Marlene Hale Counselor—Russell Springs High School

James Hancock Counselor—Lafayette Sr. High School

Janet Harding Counselor—Dixie Heights High School

Dr. Robert Hayes Eastern Kentucky University

Celia I-Iornbuckle Counselor—Paul G. Blazer High School

Dr. Ben Humphreys Mun‘ay State University

Dr. Louis Karmel University of Kentucky

William Martin Counselor—Beaumont Jr. High School

Douglas McKinley Division of Guidance Services—VoCational
Guidance

Clarence Musgrave Fayette County Schools

Dr. Curtis Phipps University of Kentucky

Dr. Charles Riddle Morehead State University

Robert Rowan Murray State University

Dr. Don Rye Murray State University

Dr. Lee Sheely Western Kentucky University

Bernadine Steele Counselor—Central City High School

Margaret Stephens Counselor—Holmes High School

Georgia Sublett Counselor—Bowling Green High School

Richard Turner Georgetown College

Harold Van Hook Somerset Community College

Hazel Whitaker Morehead State University

Mary \Villiams Counselor—Knox Central High School

Gary Steinhill)er, Supervisor of Secondaw School Guidance
in the Division of Guidance Services, deserves special recognition for
the contributions he has made in revising this bulletin. He served as
editor and gave leadership to the many committees which were estab-
lished to review and make revisions of the 1966 bulletin. He gave
over-all supervision in the revision of this bulletin.

To the Staff and students of Lafayette High School goes a word
of appreciation for helping make possible the pictures contained in
this bulletin, and in particular to the following people:

John L. Smith, Principal
Lily Stephens, Counselor
Jim Hancock, Counselor

Appreciation is also expressed to: Harold B. Littell, Kentucky Depart“
ment of Education, for Photographic Services; Stephen Hall:
Kentucky Department of Education, Book Design; Ruth Warren and
Janice Boone, Division of Guidance Services, Clerical Staff;

Marshall Swain
Assistant Superintendent. Pupil Personnel Services

Keamev Campbell
Director. Division of Guidance Services

Tab

Table of Contents

Foreword

Acknowledgments

Nature and Meaning of Guidance _____________________ 1
Focus and Purpose _______________________________ 2
Basic Principles Underlying Guidance Services _______ 4
Planned Program of Guidance vs. Incidental Guidance 4

Organization and Administration _______________________ 7
Planning the Guidance Program ___________________ 9
Organizing the Guidance Program __________________ ll
Coordination of Guidance Services at the School District
Level ___________________________________________ 16

IndiVidual Inventory Service __________________________ 17
Securing Pupil Data _______________________________ 19
Recording Pupil Data _____________________________ 23

InfOI'mation Service __________________________________ 27
Career Information _______________________________ 29
Educational Information ___________________________ 29

Personal and Social Information ____________________ 30

Making Information Available to Students __________ 32

Sources of Occupational Information ________________ 3n
5 Counseling Services __________________________________ 33
Team Approach in Counseling _____________________ :34
Counselor Values ________________________ ‘_ ________ :34
Counselor Competencies ___________________________ 35
The Counselor in the School ______________________ 38
6 Placement and Follow-up Services _____________________ 41
Placement ________________________________________ 41
Follow—up ________________________________________ 44
Techniques for Follow-up of Former Students _______ 46
7 Group Guidance Procedures __________________________ 49
Group Guidance Principles ________________________ 49
Organization for Group Guidance __________________ 50
Group Guidance Procedures for Orientation ________ 51
Group Procedures in the Information Service _______ 51
Personality and Social Development ________________ 53
Educational Planning _____________________________ 52
Vocational Exploration ____________________________ 53

Group Procedures for the Individual Inventory
Service ________________________________________ 53
Group Guidance as a Part of the Total Program _____ 55
8 Orientation Procedures _______________________________ 57
Orientation Procedures at Different School Levels ___ 57
MCthOdS 0f Orientation ___________________________ 59
9 Using 3011001 and Community Resources _______________ 63
COmmunity Resources ____________________________ 64
School Resources _________________________________ 67
10 Evaluation of a Program _____________________________ 71

Check List for Appraising the Program of Guidance
Services _______________________________________ F

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49
49
51
51
52

52
53

57
59

Appendixes
A. Sample Outline For an Autobiography _________________ 79
B. Outline For Studying an Occupation ___________________ 80
C. Sample Form of Questionnaire For Use in Follow-Up Studies
of Former High School Students ____________________ 81
D. Publications of the Division of Guidance Services, Bureau of
Pupil Personnel Services, Kentucky Department of Edu-
cation _____________________________________________ 84
E. Locations of the Offices of Employment Services, Kentucky
Department of Economic Security ___________________ 86
F. District Offices of the Bureau of Rehabilitation Services- 87
G. Directory of Local Public Assistance Offices, Commonwealth
of Kentucky ________________________________________ 89
H. Directory of Community Health Centers, Commonwealth of
Kentucky ___________________________________________ 94
Index ______________________________________________________ 99

1 Nature and Meaning of Guidance

The goal of guidance in the school today is consistent with the goal
of education; namely, the development of mature, productive, self-
reliant and happy people, A basic point of view contained in this
bulletin is that an effective program of guidance services is indis-
pensable to the achievement of the goals of education.

Educators, parents, and other lay people are solidly united in
a common recognition of the need to provide «a means for boys and
girls to systematically acquire assistance in dealing with persistent
problems that occur with growing up. There is also a growing feeling
that provision should be made in the curriculum for students to have
contact with a person who has responsibility and time for assisting
them in all aspects of their development. Out of these concerns the
Inclusion of guidance activities, under the professional leadership
0f Specialized personnel, is becoming recognized as a necessary phase

of an adequate school program. The following statements strongly
support this belief:

Yet it would not be too much to say that on the success or failure
of our guidance program hangs, in all probability, the success or
failure of our system of public education—James B. Conant1

T0. achieve these things (the objectives of the schools) for every
Chlld, the schools must have an effective program of guidance
and counseling in preparation for the world of work?

1\
l‘ng- Rothney and B. A. Roens, Guidance of American Youth, Harvard Uni-
xer51ty PresS, Cambridge, Mass, Foreword.

d ePOft to the President—The Committee for the White House Conference on
ucation, April, 1956.

The rationale for a well planned program of guidance activities
is derived from the following principles, namely:

1. that individuals are different from one another as to capabili—
ties, aptitudes, interests, needs and desires.
that the school has the obligation to provide for all pupils
regardless of their social or economic status.

3. that guidance is a continuous process and every experience

an individual has, influences to a degree, his perception in
solving problems.

4. that guidance does not propose to prescribe solutions. but
rather, tries to assist individuals to arrive more intelligently at
satisfactory solutions.

Too often the meaning of guidance is limited to certain services
or to fragments of a guidance program rather than a program of
activities designed to accomplish desired results. Some of the usual
misinterpretations are that “guidance” is synonymous with “good
teaching,” “a testing program,” “cumulative records,” “counseling,”
“remedial teaching,” “grouping for instruction,” “identifying and
working with the maladjusted,” “providing for exceptional children,”
“vocational guidance,” or “advice and direction.”

The nebulous “everything that is good is guidance” defies effec-
tive administration, supervision and evaluation.

Focus and Purpose

The focus of guidance is upon the indivdiual. As stated b.V
Mathewson:

“The purpose of guidance is to improve the capability of the in-
dividual to understand self and environment and to deal with self—
situational relations for greater personal satisfaction and social
usefulness in the light of social and moral values.”

. . . . the systematic, professional process of helping the individual
through educative and interpretive procedures to gain a better
understanding of his own Characteristics and potentialities and to
relate himself more satisfactorily to social requirements and oppor-
tunities in accord with social and moral values.“1

Thus one may think of guidance in a school as “a program 0f
activities designed to provide the information and skills boys and
girls need to make wise decisions, to make personal and social adjust-
ments. and to improve their planning”, or, “all those special activi-
ties aimed directly at giving systematic aid to pupils at various edu-

il Mathewson, R. ll.. Guidance Poliel/ (Ind Practice. New York: Harper and Ron“
Publishers. 1962, p. 134. i
‘l lliid., p. 141.

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cational levels in solving their educational, occupational, health,
social, and personal problems.”

Although guidance services are a part of the curriculum, they
are not synonymous or coterminous with instruction. To clarify the
distinction between guidance and instruction it may be said that
those activities which are intended to help pupils understand them-
selves to better interpret their environments, to make adjustments,
to set certain goals, to develop systems and to accept responsibility
for behavior come under the category of guidance, rather than in-
struction. Guidance activities are designed to meet adjustmental
needs of individuals apart from the understanding and skills acquired
through the instructional program. While not a part of the instruc-
tional program, guidance services aid the school in its instructional
program through improved understanding of pupils and their needs.

Guidance services do not recruit for any phase of education but
aid individuals to make choices on the basis of broader self-knowledge
and opportunities. The implications given to the term “guidance
that infers directing or taking over the management of a pupil’s life
or making decisions for him” is contrary to the concept that guidance
is proffered assistance, not imposed direction. The program of guid-
ance services is mainly concerned with enabling each pupil to better
understand himself, and to utilize more effectively his assets and
opportunities. The ultimate goal of guidance is self-direction on the
part of the individual pupil. It is recognized that from the time a
child enters the elementary school until he graduates from high school
he needs help in acquiring capacity for self-direction and in maintain-
ing satisfactory progress toward worthwhile goals.

A Program of guidance services at all levels of the school—kinder-
gﬁtltgn or primary through secondary—serves the typical and atypical
c 1 .

_ The adjustment of the individual, as a major goal of guidance,
ls forcefully emphasized in the following statement:

“The need to get along effectively in academic, occupational, and
social situations and, perhaps even more significantly, to get along
With one’s self may require individualized, professional aid in
learning the modes of good adjustment and of relating the self
effectively to its own values and to its surroundings. Like the
need—pattern which it serves, we may call this the professional
process-area of adjustment.”5

The duties and responsibilities of personnel are set forth in the

Eecﬁon on “Organization and Administration of Guidance Services.”

uffice it to say that an effective program of guidance services is a
\

all. H. Mathewson, Guidance Policy and Practice, 3rd Revised Edition, Harper
rothers, New York, 1962, p. 17.

C43

cooperative enterprise that involves administrators, teachers, coun-
selors, and other staff. This presumes that the three following con-
ditions are present:
1. well thought out procedures for carrying out guidance activi-
ties
2. responsibilities of each member of the “guidance team” have

been clearly defined, and
3. established procedures for integrating new faculty into the
guidance services program.

Basic Principles Underlying Guidance Services
The following are some principles that are basic to a sound pro-
gram of guidance services:
Guidance services, as all other phases of the curriculum, should
receive careful scrutiny in order to determine their adequacy
for meeting the needs of the total school population.

2. Schools should provide guidance services for each pupil from
the time the child enters school until he leaves.
3. Guidance services should assist all pupils in their adjustments

when needed.

4. Individuals may require special help in understanding and ac—
cepting themselves and their situations.

5. A sound program evolves from the cooperative planning of the
entire school staff. A program that is arbitrarily introduced
into a school may be severely handicapped from the beginning.

6. The principal should be the key person in the initiation and
development of guidance services in a given school. He is ulti—
mately responsible for its effectiveness.

7. Counselors should be assigned duties that most effectively
utilize their specialized training. Assignments that impair rela—
tionships with pupils or consume their time with activities of
a non—professional nature represent an obvious waste of valu-
able skills.

8. Community resources should be identified and drawn upon to
strengthen guidance services.

9. In-service training of teachers and whole school staff in the
area of guidance is essential to the improvement of guidance
services in a school.

The program of guidance services should be smoothlv integrated
with other aspects of the school curriculum so that it is (accepted a5
an essential, normal activity instead of some isolated appendage 0f
the total program of the school.

Planned Program Guidance vs. Incidental Guidance

A school may have manv guidance activities and vet lack what
could be described as a comprehensive guidance program. Some Of
the actiﬁties may not be effective due to lack of planning and Co'

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ordination. For instance, inadequate provisions for counseling, failure
to assign responsibilities for leadership, and lack of planned evalu-
ation seriously limit the effectiveness of guidance activities.

A distinction should be clearly made between guidance that may
be offered in a school on a planned basis as opposed to a haphazard,
incidental, spontaneous manner. Miller summarizes the advantages
of an organized guidance program as follows:

1. An organized guidance program enables staff members to

spend their time more effectively in guiding students. Informa-
tion about students is gathered and organized in a scientific
manner. Teachers are given professional help in fulfilling their
guidance responsibilities. Lines of communication between
staff members are kept open. Overlapping of services is re—
duced, if not eliminated.

2. An organized guidance program helps the student receive an
adequate balance of guidance services. For example, in a
school where no organized guidance program exists, students
might be tested quite extensively, yet receive little or no coun-
seling. In another school a great deal of time might be spent
in gathering information about pupils and little or no time
spent in disseminating this information. More will be said
about this point later in the chapter.

3. In a properly organized guidance program, staff members are
aware of the advantages accruing to them through their partici-
pation in the program, are quite likely to think of themselves
as a part of a team, and are willing to engage in planning for
additional services.6

Incidental guidance lacks the planning and coordination basic
to being an essential element to the total school curriculum.

The guidance-service concept makes it possible for the admin-
istrator to overcome the “bugaboo” of guidance responsibility by
placing the emphasis on the activities to be performed, followed by
a competent staff to perform the activities.

Costs of guidance services may be calculated on the basis of
Salaries and related expenses. But against these costs must be placed
the social costs of maladjustments, frustrations, unrealistic planning
and wasted manpower if adequate guidance services are not provided.

The following section deals with the organization and adminis—
tration of guidance services. It also includes the functions of per-
SOnnel who participate.

6 IV -
Billler, Frank M., Guidance Principles and Services, Columbus: Charles Merrill
Ooks, Inc., 1968, pp. 53-54.

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2 Organization and Administration

Every worthy undertaking, if it is to be carried forward effectively,
requires a scheme of operation. Usually one of the first things a
leader does is to develop a plan whereby steps may be taken toward
an objective. If the leadership operates in terms of democratic prin—
Ciples, such plans are developed in cooperation with other persons
involved. The result is an organization during which and within
which persons operate in discharging their various responsibilities
and contributions to the enterprise.7

Guidance, like many other aspects of education, cannot function
effectively when left to mere chance based on the assumption that
eVeI'Vbody does it.” Incidental guidance is as inadequate as acci-
dental education. Lack of organization in guidance services results
In omission of important aspects, overlapping activities, duplication of
effOI‘t, and general confusion among the staff members. Because of
Fhe extent of the services included, and the wide variety of persons
involved, it is essential that there (be a well planned and effectively
Implemented organization of the program of guidance services. Any
school, regardless of size, can have an organized program of guidance
sen/ices if there is a sincere effort on the part of the principal and
faculty to develop such a program.

.Before an attempt is made to organize a program of guidance
semces within a school, it is essential that certain basic principles of
\

‘CHenry .l- OttO, Elementary School Organization and Administration, Appleton-
entur)“CT0f‘tS Company, Inc., New York.

if? ‘

school organization be considered as it relates to the establishment Plann
of any school service including the guidance services. A
1. Any service, whether new or old, needs the acceptance and carrie
leadership of the school administrator. T
2. The success of a service depends upon a state of readiness of school

the school staff to accept, contribute to, and utilize the service. tl
. . . . 16 t0
3. The obJect1ves of any serv1ce have to be clearly deﬁned. Y 1 _
4. The development of a service has to evolve from existing serv— \6 OP?
ices and be adapted to the unique circumstances inherent in or fal
any given school setting. must
5. A service has to be developed in harmony with the total IDLISti
educational program of the school.S and SI
Orient

Humphrey's, Traxler and North set forth seven guiding principles

of organization of guidance services, expressed in the form of a sug— gig}
gested course of action: 1
t _ . standr
1. Prepare a clear—cut statement of the Oblectlves of the program
of guidance services. These objectives should take into account gram
the characteristics and needs of the student body. They should Essent;
be consistent with the objectives of the educational institution early 1
as a whole. guidar
2. Determine precisely the functions of the guidance services tion a.
program—that is, what the program should do for students. a pl‘og
8. Assign specific duties to those who are to participate in the pointe
program. Allocate tasks to individuals on the basis of their grams
qualifications for the work, and give them definite responsi- fonne(
bilities for performing these tasks. Tl
4. Give each person assigned to a task in guidance services with l_
authority commensurate with his responsibility. {0110 ,
5. Define clearly the working relationships (a) among those ‘lV‘
people who are directly responsibile for guidance services. ‘
and (b) between these members of the guidance staff and 9
other personnel in the school or college who participate in the -.
program of guidance selvices diroectly o1 indilectly. Recogni7e n
that some of the personnel of the institution will wo1k directlv 0'
and full time in the field of guidance services; othe1s will w01l<
directly and part time; and still others will work indirectly ,
and during a small share of their total work time. T
6. Set up the form of organization that is best adapted to the
institution’s purposes, personnel, size, financial resources, and ..
other characteristics. 0.
7. Keep the plan of Olganization and its operations as simple :15
possible.“ ~
Si]
1“ E(l\\:11(l (‘. Rochel Glenn E. Smith. and Clifford E. Elickson. Oruanimtion (WI 11mg fl-
\dministrution of Guidance Services, McGraw- Hill Book Comp-am, 1110., \t‘“ the 1‘98
Yo1l< 1955 p. 26. Rat pri
i 9 li :\nthon\‘ llnnmhrcys. Arthur E. Tratlcr. and Robert I). North. Cuidum'i' lOI‘ltV C

Services. Science Research Associates, Inc., Chicago. 1960, pp. 361-362.

was») 4.4.9.... . ..

Planning the Guidance Program

A guidance program must be carefully planned if it is to be
carried out in the most efﬁcient manner.

The principal is responsible for the educational program in the
school where he is employed. Since guidance is an integral part of
the total educational program the principal is the key person in de-
veloping and improving the guidance program. Much of its success
or failure depends upon his educational leadership. The principal
must secure the enthusiastic support of his staff and community. He
must be able to justify the additional costs, teacher time, equipment

and supplies.

Orientation of the Faculty to Guidance—One of the most important
steps in undertaking a guidance program in the school is to help the
faculty increase its understanding of guidance. Whether this under-
standing is the first step in planning the program or putting the pm-
gram into operation depends upon the method of planning. It is
essential, however, that the school staff acquire this understanding
early if they are expected to accept and take an active part in the
guidance program. Orientation of the faculty should include informa-
tion about guidance aims, methods, and the nature of and need for
a program of guidance services. Leaders in guidance have frequently
pointed out that probably more attempts to organize guidance pro-
grams have failed because teachers have not been adequately in-
fOrmed of the purposes of the work than any other single cause.

The principal may use any one of several methods in developing
with his staff, an understanding of guidance. One school used the
following method with a great deal of success:

1. The faculty selected guidance to study as the professional

problem for the school year.

Faculty meetings for professional improvement focused around

guidance.

3. Each faculty member did some thinking and reading on his
own (the school made available to each teacher a well—selected
bibliography of important aspects of guidance).

4 he or more members of the faculty was responsible for a

topic at each faculty meeting. A group discussion of the topic

followed.

The basic information from each meeting was pooled and in-

terpreted as a background for planning and developing a guid-

ance program for the school.

. Since the principal of the school has the responsibility for plan-
ning the guidance program he may do the planning himself, delegate
t e resp011sibility to some other person on his staff, such as the assist-
ant principal, school counselor, or the guidance committee. The ma-
Jonty 0f principals who have developed guidance programs favor the

The guidance committee works to establish and maintain an effective
guidance program.

latter method. If this method is to be used in planning the guidance
program, the following steps and activities are suggested:
1. Appoint a faculty guidance committee.
a. Duties of the committee to be:
(1) to explore and suggest tentative plans of organization.
(2) to keep the faculty members and other groups in—
formed and work in close harmony with them.
(3) to suggest plans for long term development of guid—
ance services.
b. The committee should not be large, but should:
(1) include representatives from different units of the
school.
(2) represent a variety of interests.
(3) have administrative representation.
) use consultative services.

Designate some person to serve as committee chairman.

It») £0

Encourage and enlist faculty cooperation in planning the

program. This may be done in a variety of ways. ,

:1. Establish such committees to study various aspects Of
the program.

b. Use a survey blank to obtain expressions of faculty interest
desire to participate, questions and suggestions.

0. Arrange to have faculty discussions of problems related to
orgamzing the program.

(1. Enlist the aid of the faculty in conducting surveys and
studies needed for organizing the program.

4. Survey and evaluate the present status of guidance services-

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5. Survey the resources available in the school and community

which would be needed in developing an effective program.

Study good guidance programs in other schools.

7. Develop a proposed plan for the guidance program and take
steps for implementing the plan as soon as possible.

8. Use consultants from State Department and colleges and uni-
versities.

Organizing the Guidance Program

A plan or pattern of organization is essential to the effective
functioning of guidance services. No single plan is adaptable to all
schools. In few instances will the pattern from one school fit another
Without modification. It is, therefore, important that the program be
organized in terms of services that will meet the needs of the students
enrolled in the school and in terms of available personnel who can
perform the needed services. There are five basic guidance services
that should make up the guidance program. These are shown in
the following chart:

Program of Basic
Guidance Services

Individual
IHVBDtOry Information Counseling Placement F ollow-up
SerVice Service Service Service Service
Planned Planned Planned Flamed Planned
Procedures Procedures Procedures Procedures Procedures
3'1“} _ and and and and
Act1v1t1es Activities Activities Activities Activities
l
\

Beginning the Guidance Program—The program of guidance services
may .be Started ‘by selecting certain services and techniques for special
c(”Elderaﬁon and development. It is generally desirable to develop

a modest guidance program involving all of the guidance services
even though some of the services may be provided only on a limited
basis. It is usually best to first place emphasis on development of
services instead of upon technique. Some of the services and tech-
niques are given below. Attention may be centered upon:
1. establishing a basic testing program.
developing a good cumulative record system.
learning more about students and understanding inventory
data.
providing factual information about career opportunities.
developing an occupational file or section in the library.
developing procedures for orientation of new students.
providing counseling interviews even though the activity may
not be as extensive as desired.
developing better home and school cooperation.
9. discovering and assisting those students who appear to be in
greatest need of immediate assistance.
10. modifying school curriculum and requirements in accordance
with determined needs of students and the community.

.00 .10

71.03.91?"

9°

Roles of Personnel in the Guidance Program—An effective organiza-
tion of guidance servi