xt7rv11vj16v https://exploreuk.uky.edu/dips/xt7rv11vj16v/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1958-09 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 Kentucky's Program of Education", vol. XXVI, no. 9, September 1958 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Guidance Services in Kentucky's Program of Education", vol. XXVI, no. 9, September 1958 1958 1958-09 2022 true xt7rv11vj16v section xt7rv11vj16v Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

GUIDANCE SERVICES
,1 IN KENTUCKY'S
PROGRAM OF EDUCATION

 

 

EDUCATIONA
L N ING-

%

 

 

 

 

 

 

Published by
DEPARTMENT OF EDUCATION

ROBERT R. MARTIN
Superintendent of Public Instruction

ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

P0 STMA STER: SEND NOTICES OF
CHANGES OF ADDRESS ON FORM 3579

XXVI Sept. 1958 No. 9

 

 

  

 
 

  

 

FOREWORD

Guidance is one of the most recent big developments in Ameri-
can education. It is essential in any sound educational program.
While guidance responsibilities for the pupil are shared by the
home, school and community, the school has a major responsibility
for providing adequate guidance services for all its pupils. Some
schools are meeting this challenge and are developing guidance
programs; a few have developed very commendable programs.

To develop a good program of guidance services all school
personnel should have a basic understanding of guidance. Those
responsible for administering the program should acquaint them-
selves with the techniques and procedures for developing a program
of guidance services. Furthermore, they should recognize that guid-

ance services are an essential part of the total educational program of
the school.

It is our hope that school administrators who have not yet
developed adequate programs of guidance services in their schools
will work steadfastly toward providing these services for all pupils.
This bulletin is designed to provide information and assistance in
this effort.

ROBERT R. MARTIN
Superintendent of Public Instruction

 

 

 

   
   
 
 
 
 
 
 
 
   
   
   
  
 
   

 

 

 

 

  

ACKNOWLEDGMENTS

This bulletin became a reality through the efforts of many

people. The following deserve special recognition for their excellent
contributions in the planning, writing or editing of this bulletin,

 

 

Mrs. Christine Adams, Counselor, Louisville

Mr. O. A. Adams, Superintendent, \Vinchester

Mr. D. C. Anderson, Superintendent, Montgomery County

Mr. Edwin K. Binford, Counselor, Louisville

Mrs. Charles Blake, Assistant Director of Pupil Personnel,
Jefferson County

Dr. E. F. Brunner, Murray State College

Mr. Lawrence Burdon, Counselor, Louisville

Dr. Joann Chenault, University of Kentucky

Dr. Charles Crumpton, University of Louisville

Mr. Ervin \V. Detjen, Principal, Louisville

Mrs. Mary Ford Detjen, Counselor, Louisville

Dr. Charles Elton, University of Kentucky

Mr. James C. Falkenstine, Principal, Bourbon County

Mr. Ben X. Freeman, Supervisor of Guidance, Louisville

Mrs. Ruth Fuller, Counselor, Butler County

Mrs. Marie Garner, Counselor, Louisville

Dr. T. 0. Hall, \Vestern Kentucky State College

Mr. E. G. Jones, Supervisor, Montgomery County

Dr. L. L. Martin, University of Kentucky

Mrs. Flora Masters, Counselor, Louisville

Dr. Ernest McDaniel, University of Kentucky

Mrs. Betty McKibben, Counselor, Warren County

Dr. H. J. McShea, Morehead State College

Mrs. Marian Moore, Counselor, Jefferson County

Mr. Ottis Murphy, Counselor, Morgan County

Mr. Devert Owens, Coordinator, Hazard Area Vocational 8011001

Dr. Travis Rawlings, Midway Junior College

Mrs. Alice Roberts, Counselor, Covington

Mr. Charles Schafer, Superintendent, Hancock County

Mr. O. L. Shields, Director Psychological Services, Jefferson
County

Mr. Roy Smith, Assistant Superintendent, Owensboro City
Schools

Dr. William Sprague, Eastern State College

Mrs. Alpha Stansberry, Principal, Laurel County

Miss Leona Stewart, Director Pupil Personnel, Louisville

ii

 

    
   
   
    
  
   
 
 
   
   

of many
excellent
; bulletin.

unty

sonnel,

iville

11211 School

;y
fferson

City

l

Miss Elma Taylor, Teacher, Simon Kenton School
Mrs. Christine Wallace, Teacher, Carrolton
Mr. H. M. “Tatkins, Principal, Logan County
Mr. Glenn White, Counselor, Louisville

For the art work a word of appreciation goes to Miss Donna
PhippS, a junior high school student in Georgetown City Schools,
and to Mrs. lrene L. Corey 0f the Georgetown College Faculty.

Curtis l’liipps, Director,
Division of Guidance Services

Kearney Campbell, Assistant Director,
Division of Guidance Services

 

 

 

 

 

 

 

 

  

 

 

 

TABLE OF CONTENTS

Foreword

Acknowledgments

 

Section 1 Nature and Meaning of Guidance . . . . . . . . . . . . . . . .. 845
Purposes and Procedures in Providing
Guidance Services ........................... 847
Basic Principles Underlying Guidance Services” .. 848
Planned Program of Guidance vs Incidental
Guidance ................................... 848
Selected References ........................... 850
Section 2 Organization and Administration of Guidance
Services ....................................... 851
Planning the Guidance Program ............... 853
Orientation of the Faculty to Guidance ....... 853
Organizing the Guidance Program ............. 855
Beginning the Guidance Program ............. 857
Roles of Personnel in the Guidance Program 8‘57
Organization of Guidance Services at the School
District Level ............................... 860
Selected References ........................... 861
Section 3 Individual Inventory Service .................... 862
Securing Pupil Data ........................... 853
Interview .................................. 863
Anecdotal Records .......................... 863
Autobiography ............................. 864
Health Record ............................. 864
Sociogram .................................. 86%
Rating Scales ............................... 869
Tests and Inventories ........................ 86?
Initiating a Testing Program ................. 86;
Selection of Tests and Inventories ............. :36
Administration and Scoring ................. 868
\Vhen to Administer Tests ...................
Representative Standardized Tests for USE At 1
Various Grade Levels ..................... 2:3
Recording Test Results ...................... 873
Interpretation and Use of Test Results ......... r,
. . 810
Recording Pupil Data ......................... 875
Form and Contents .......................... 877
Location of Cumulative Records .............

iv

 

   

....... 845

....... 847
ices” .. 848

....... 850

TABLE OF CONTENTS—Continued

Using Cumulative Records ................... 877

Selected References ........................... 878

Section 4 Information Service ............................. 880
Educational information ....................... 881
Occupational lnformation ...................... 882

Other Information Needed by Pupils ........... 883

Securing and l\"laintaining Educational,
Occupational and Personal-Social information . 884

Making information Available to Pupils ......... 886
Selected References ........................... 887
Section 5 Counseling Service ............................. 889
Meaning of Counseling ......................... 889
CounselingfiVital to a, Total. Guidance Program . . . 889
Levels of Counseling ........................... 890
Professional Preparation of Counselors ......... 891
Personal Qualities of the Individual Doing
Counseling ................................. 892
Role of Counselor in the Counseling Process. . . . . . 892
Counseling Interview .......................... 892
Allotted Time for Counseling ................... 894
\Vho Needs Counseling ....................... 894
Counseling Tools and Techniques ............... 894
Evaluation of Counseling Services ............... 896
Selected References ........................... 897
Section 6 Placement and Follow-Up Services ............... 898
Placement .................................... 898
Placement, \Vithin the School ................. 899
Placement in Regular Courses ................ 900
Placement in Co-Curricular Activities ......... 900
Placing Students Leaving School ............. 901
Placement in Further Education ............. 901
Placement 011 the Job ........................ 901
Follow—Up .................................... 902
Purposes of the School in Following Up Former
Pupils ................................... 903
Specific Outcomes of “Yell—Planned and
Executed Follow-up Studies ............... 904
Devices for Follow-Up of Former Pupils ....... 904:
Selected References ........................... 906

V

.x‘

 

 

  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 

 

 

 

 

 

 

 

 
 
 
 
 
 
   

  

 

TABLE OF CONTENTS—~Gontinued

Section 7 Group Guidance Procedures .....................
Organization for Group Guidance ...............

Guidance Units .............................

Homeroom Guidance ........................

Content and Techniques of Group Guidance .....

Orientation .................................

Personality and Social Development ...........

Educational planning .......................

Vocational Choice ...........................

Selected References ...........................

Section 8 Orientation Procedures .........................
Orientation Devices and Activities .............

Visitation ..................................

Group Conferences ..........................

Student Handbook ..........................

Small Group Meeting ........................

Assembly Program .........................

Homeroom ..................................

Selected References ...........................

Section 9 Elementary School Guidance ....................
Role of the Principal .........................
Role of the Teacher ...........................
Guidance Techniques in Elementary Schools .....
Selected References ...........................

Section 10 Evaluation of a Program of Guidance Services . . .,
Appendixes ...............................................

Sample Outline for an Autobiography ........
A Sociogram ..............................
Check List of a Successful Testing Program - --
Outline for Studying an Occupation ..........
Sample Form of Questionnaire for Use in
Follow-Up Studies of Former High

School Students ...........................

EUOW>

vi

907
908
908
909
910
910
910
911
911
913

914
915
915
915
915
916
916
916
917

918
918
919
920
922

923
929

930
931
933
934

935

 

oflv—‘Afin-a-H.

t1

 

  

im . . . 933

 

SECTION 1

NATURE AND MEANING OF GUIDANCE

Guidance is a systematic process of assisting pupils in making
choices, plans, adjustments, undertaking self-direction, and solving
personal problems. Thus, one should think of guidance in a school
as a program of activities designed to provide the information and
skills boys and girls need to make wise decisions, to make personal
and social adjustments, and to improve their planning.

The goal of guidance in the school is consistent with the goal
of education; namely, the development of mature, productive, self-
reliant and happy people. To achieve this goal a series of guidance
services must be provided by the whole educational staff, each with
designated responsibilities. Teachers provide some, administrators
provide others, and specialists make their contributions. All those
special activities aimed directly at giving systematic aid to pupils
at various educational levels in solving their educational, occu-
pational, health, social and personal problems comprise the program
0f guidance services in a school. Guidance services are based upon
four broad psychological and educational principles; namely:

1. that individuals are different from one another as to capabilities,

2 aptitudes, interests, needs and desires.

that the school has the obligation to provide for all pupils regard-
less of their social or economic status.

. that guidance is a continuous process and that every experience

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

that guidance does not propose to prescribe solutions, but, rather,

tries to assist individuals to arrive more intelligently at satis-
factory solutions.

. Guidance services are made up of (1) obtaining and recording

important information about the pupil (

fail: Firtifvidingleducational, occupational and otheninformation

(4) assista: Orrtnation 'serv1ce), (3) counsellng (counseling service),

Dart-time e 11616 0 pupils entering courses, co-curricular act1v1t1es,
ployment, full—time employment or the next school

ifiacement service), and (5) follow—up of pupils who have drOPPCd
1 01‘ graduated (follow-up service).

individual inventory serv-

tothguldance services are rapidly becoming accepted as essential
success of the modern school. While “guidance” is a frequently

845

 

 

 

 

 

 

W".

  

 

used term in the vocabulary of educators, its meaning varies with
the interpreter. Too often the meaning of guidance is limited to
services and outcomes rather than a program of activities. Some
of the usual misinterpretations are that “guidance” is synonymous
with “good teaching”, “a testing program”, “cumulative records”,

“counseling”, “remedial teaching”, “grouping for instruction”, inden«

tif *inov and workintr with the malad'usted” “ rovidincr for exee «
5 D b 7 b
tional children”, “vocational guidance” or “adv1cc and direction”.

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
themselves to better interpret their environments, to make adjust-
ments, to set certain goals, to develop value systems and to accept
responsibility for behavior come under the category of guidance
rather than instruction. Guidance activities are designed to meet
adjustmental needs of individuals apart from the imderstanding's
and skills acquired through the instructional program. 1While not
a part of the instructional 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-kneel-
edge and opportunities. The implications given to the term “guld'
ance” that infers directing or taking over the management 0f 3
pupil’s life or making decisions for him is contrary to the concept
that guidance is proffered assistance, not imposed directiml- The
program of guidance services is mainly concerned with enabling 9th
pupil to better understand himself and to utilize more effectively ills
assets and opportunities. The ultimate goal of guidance is self'dmcmn
on the part of the individual. pupil. It is now 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-direc'flon and
in maintaining satisfactory progress toward worthwhile goals.

A planned program of guidance services at all levels 0f .the
school-kindergarten or primary through sec011dary——serves the typlchfi
child as well as the atypical. Guidance services pointed toward ’0 :
atypical child neglect the “normal” child in his need for educatlfmi
and vocational planning as well as his personal and social adJHS‘

‘— . 015”,
1 Kearney Campbell and Curtis Phipps, “Guidance 1n the SChO

Kentucky School Journal, October 1957, p. 8.

846

 

v——‘.. r..-

 

 rics with
imited to
.es. Some
1011ymous
records”,
.1”, inden-
or excep-
irection”.

lum, they
‘0 clarity
r be said
1dcrstand
:e adjust-
to accept
guidance,
l to meet
standings
While not
3 aid the
:rstanding

cation but
elf-knowl-
3111 “guid-
nent of 3
1c cancel)t
stion. The
,bling each
ctively his
f.dii'ccti0h
that from
uates from
cation and
goals.

.615 of the
the typical
:owal‘f1 the
:ducatioflfl
.ial adjust-

e SChOOlsfl’

ments. The emphasis in guidance services should be essentially
preventive rather than corrective.

Many leaders in education today consider guidance services
essential to the attainment of the goals of education. 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 Bryant Conantl

To achieve these things (the objectives of the schools) for every
child, the schools must have an effective program of guidance and
counseling in preparation for the world of work.2

The keystone of the school program is guidance—personal
assistance to individual boys and girls in making their plans and
decisions about careers, education, employment, and all sorts of
personal problems.3

That an effective program of guidance services is indispensable
to the achievement of the goals of education is a basic point of view
contained in this bulletin.

Purposes and Procedures in Providing Guidance Services
. The adjustment of the individual, as a major goal of guidance,
is forcefully emphasized in the following statement:

The guidance and educative process should be centered upon
helping individuals to become increasingly capable of creative and
Purposeful living. In the interplay of internal and external factors
that form the “field” of every individual situation, only the person
who understands himself in relation to environmental conditions
and forces can plan and act effectively.4

The duties and responsibilities of personnel are set forth in
the Section 011 “Organization and Administration of Guidance Ser-
Vlcefi”- Suffice it to say here that an effective program of guidance
Services is a cooperative enterprise that involves administrator,

teachers, counselors and other staff. This presumes that the three

fOllowing conditions are present:
1.

2 well thought out procedures for carrying out guidance activities.

responsibilities of each member of the “guidance team” have
been clearly defined, and

estabhshed procedures for integrating new faculty into the
guidance services program.

3.

1 J.
HaxérlgIfiRothney and B. A. Roens, Guidance of American Youth,
2 A Report tnlvers1ty Press, Cambridge, Mass, 1950: Foreword.
feren 0 the Pre51dent — The Committee for the White House Con-
ce on Educat1on, April, 1956.

d ' . . . .
upatlonal Polic1es Commissmn, Education for All American Youth,

t ~ . .
4 Rafional Education Assoc1at10n, Washington, 6, 1944, pp. 39—40.

Y'ork,1\i§igfi,‘f’§%’§ Guidance Policy and Practice, Harper Brothers, New

847

 

 

 

 

 

 

 

 

  

 

 

 

One of the goals of the school administrator should be that
the guidance point of View permeate the total school program from
grade one through grade twelve.

If guidance services are to be an effective part of the curricu-
lum, members of the faculty must have a guidance point of View.
This may be accomplished through:

1. faculty workshops aimed at improving understanding of the
goals of the program, roles and techniques in guidance.

2. faculty conferences on guidance problems.

3. establishing a system of circulating guidance literature to mem-
bers of the faculty.

4. guidance extension courses.

Basic Principles Underlying Guidance Services

The following are some principles that are basic to a sound
program of guidance services:

1. 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 them-
selves and their situations.

5. A sound program evolves from the cooperative planning 0f the
entire school staff. A program that is arbitrarily introduced
into a school is 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 15 um-
mately responsible for its effectiveness. . .

7. Counselors should be assigned duties that most effectively utlhze
their specialized training. Assignments that impair relatIOH'
ships with pupils or consume their time with activities of 3 non-
professional nature represent a waste of valuable skills-

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

9. In-service training of teachers in the area of guidance 15
to the improvement of guidance services in a school-

ntO

essential

The program of guidance services should be so smoothly 'lnti—
grated with other aspects of the school curriculum that I“;
accepted as an essential, normal activity instead of some 15013159
appendage to the total program of the school.

Planned Program of Guidance vs. Incidental Guidance

. . . . what
A school may have many guidance act1v1t1es and yet 13;]; me 0
. . . , i
could be described as a comprehenswe guidance plogram. O

848

 

 d be that
mm from

e curricu-
t of View.

mg of the
e.

'e to mem—

3 a sound

um, should
~ adequacy

pupil from
djustments
ling them-

ning of the
introduced
ning.

tiation and
He is ulti-

vely utilize
r relation-
:5 Of a DOH‘
.lls.

vn upon to

is essential

othly inte-
that it 15
me isolated

vnee
lack What
r1. Some Of

the activities are not effective for lack of planning and coordination.
For instance, inadequate provisions for counseling, failure to assign
responsibilities for leadership, and lack of planned evaluation
seriously limit the effectiveness of guidance activities. The level
of professional preparation of staff members delimits the guidance
program, but even small schools should begin to develop, at a level
consistent with the training of the staff, and work toward a program
which is attainable. Coordination of guidance services (a system-
atic program) is essential for good results.

Chisholm appropriately states that:

A clear distinction between incidental guidance and a program
of guidance is necessary in rounding out our concept of guidance.
This distinction seems especially important because the failure to
distinguish between these two concepts in current practice is one
of the reasons why a large number of schools today are failing to
meet their responsibility for providing guidance services. Many
schools feel that they are carrying on a program of guidance al—
though they are doing only a few incidental thingsl

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

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

. The guidance-service concept makes it possible for the admin-
istrator to overcome the “bugaboo” or guidance responsibility by
P13011129 .the emphasis on the service to be rendered, followed by
aDDI‘Opl‘late staff to perform the activities.

1 Costs of guidance services may be calculated on the basis of
321 aries and related expenses. But against these costs must be
paced the social costs of maladjustments, frustrations, unrealistic

planning and wasted manpower if adequate guidance services are
not prov1ded.

T ' . . . . .
he followmg chapter treats the organization and administra-

tion of - ' . . .
'1 gllldance serVices. It also includes the functions of personnel
“ 10 participate,

1 Leslie L Chish ' '
~ 01m, Guzdin Youth ’ th ‘ I
Book Company, New York,g1945, p.13. e Secondaiy School, American

849

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

Selected References

Chisholm, Leslie L., Guiding Youth in the Secondary School, Ameri-
can Book Company, New York, 1950.

Cottingham, Harold F., Guidance in Elementary Schools Principles
and Practices, McKnight and McKnight Publishing Com-
pany, Bloomington, Illinois, 1956.

Foster, Charles R, Guidance for Today ’3 Schools, Ginn and Company,
New York, 1957.

Froehlich, Clifford P., Guidance Services in Schools, (Second edition),
McGraw—Hill Book Company, 1110., New York, 1958.

Humphreys, J. Anthony, and Arthur E. TraXler, Guidance Services,
Science Research Associates, Chicago, 1954.

McDaniel, Henry 13., and G. A. Shaftel, Guidance in the Modern
School, Dryden Press, New York, 1957.

Martinson, Ruth and Harry Smallenburg, Guidance in Elementary
Schools, Prentice-Hall, Inc, Englewood Cliffs, N. J., 1908-

Matthewson, Robert Hendry, Guidance Policy and Practice, Hal‘p91'&
Brothers, New York, 1949.

Ohlsen, Merle M., Guidance . . . An Introduction, Harcourt-Brace: New
York, 1955.

Smith, Glenn E., Principles and Practices of the Guidance Program,
The MacMillan Company, New York, 1953.

\Villey, Roy D., and Dean C. Andrew, Modern Methods and Techniques
in Guidance, Harper & Brothers, New York, 1955.

850

 

     
 
   
    
    
    
   
   
 
 
   
  
  
  
  
   
  
   
   
    

il, Ameri-

Principles
ing Com-

Company,
1 edition),
i8.
Services,
e Modern
lementary
J ,, 1958.
Harper &
race, New

P 1‘09 Wm;

’echniques

COUNSELOR

SECTION 2

ORGANIZATION AND ADMINISTRATION OF
GUIDANCE SERVICES

Every worthy undertaking, if it is to be carried forward effec-
tively, requires a scheme of operations. Usually one of the first things
it leader does is to develop a plan whereby steps may be taken toward
an objective. If the leadership operates in terms of democratic princi-
ples, 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 rarioas responsibilities
and contributions to the enterprise}

Cooperative Planning — Organization

PRINCIPAL

 

 

 

 

eff Gmdancel like many other aspects of education, cannot function
e
Otlvely and adequately when left to mere chance based on the

assuii ‘ . . . .
in 11Pt10n that “everybody does it”. Incidental guidance is as
at

e ; ' - ~ . . . .
ser . (mate as accidental education. Lack of organization in guidance
. V1

fies (:35 results in omission. of important aspects, overlapping activi-
,, uplication of effort, and general confusion among the staff

1 H
AggiZtoJ' 8W), Elementary School Organization and Administration,
11‘ entury—Crofts Company, Inc., New York, 1950, p. 237.

851

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

members. Because of the 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.1

Many schools in Kentucky do not have adequate programs of
guidance services. Those schools offering limited guidance services
to some pupils can scarcely be said to have a guidance program. Any
school, regardless of size, can have an organized program of guid-
ance services 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
services within a school, it is essential that certain basic principles
of school organization he considered as it relates to the establishment
of any school service including the guidance services.2

1. Any service, whether new or old, needs the acceptance and
leadership of the school administrator.

2. The success of a service depends upon a state of readiness of the
’ school staff to accept, contribute to, and utilize the service.

The objectives of any service have to be clearly defined-

4. The development of a service has to evolve from existing services

and be adapted to the unique circumstances inherent in any
given school setting.

5. A service has to be developed in harmony with the total edu-
cational program of the school.

- - .' ' t
Humphreys and Traxler3 set forth seven guiding 131111011319:0
. . . . - 3
organization of guidance serViees, expressed 111 the form 0
suggested course of action:

1. Prepare a clear-cut statement of the objectives of the guidanfie
services program. These objectives should take into acCOUnlc the
characteristics and needs of the student body. They should i
in line with or consistent with the objectives of the educamrla

institution as a whole.

. ' ro-
2. Determine precisely the functions of the guidance servicié‘ P
gram — that is, what the program shall do for the stude’" 5'

. ' . 07,
1 Handbook for Providing Guidance Services: Series A, Bulletjnrliioléwl
Springfield, State of Illinois Board for Vocational Education, u ’

. aa-
2 Edward C. Roeber, Glenn E. Smith, and Clifford E. Ericksonhogganom,
tion and Administration of Guidance Services, McGraw—Hill 0
pany, Inc., New York, 1955.
3 J. Anthony Humphreys and Arthur E. Traxler, Guidance S
Science Research Associates, Inc., Chicago, 1954.

ervicesi

852

 

A a
carried 1

The
the schoi
of the tc
developi'
01' failur
the enth
able to
suPplies.

Orientatq
POrtant

to help ’5
this and
putting

Planning
standing
Part in t
tiOn aboi
a pro grai
DOinted (
grams ha
0f the pi

 

  

,nd the
a well
rogram

arms of
services
:11. Any
if guid-
rincipal

uidance
'inciples
islnnent

nce and

ss of the
rice.

1 services
t in any

Jtal edu‘

ciplcs 0f
rm Of a

guidance
count the
should be
lucational

vices Pl'o‘
,ents.

No, 107;
time 1949'

Omani/20‘
look Com‘

Seq-vim,

OJ

. Assign specific duties to the personnel who are to participate
in the guidance services program. Allocate tasks to individual
staff members on the basis of their individual qualifications for
the work. Give them definite responsibilities for performing
these tasks.

4. Give each staff member assigned to a task in guidance services
the authority commensurate with his responsibility.

5. Define clearly the working relationships ((1) among the staff
members who are responsible for guidance services and (b)
between these staff members and others in the institution. Rec—
ognize that some staff members will work directly and full—
time in the field of guidance services; and still others will work
indirectly and during a small share of their total work time.

Set up a form or organization that is best adapted to the insti—

tutions’ purposes, characteristics, personnel, size and financial
resources.

Keep the plan of organization and its operations as simple as
possible.

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
developing and improving the guidance program. Much of its success
or failure depends upon his educational leadership. He 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 t0 Guidance —— One of the most im-
POTtant steps in undertaking a guidance program in the school is
tO'help teachers increase their understanding of guidance. Whether
thlsnnderstanding is the first step in planning the program or
puttmg the program into operation depends upon the method of
Plannlng. It is essential, however, that teachers acquire this under-
standing early if they are expected to accept and take an active
fart 1n the guidance program. Orientation should include informa-
alon about gllldance aims, methods, and the nature of and need for
pgiiggam of guidance services. Leaders in guidance have frequently
gram:h0ut that probably more attempts to organize guidance pro-
of the ave failed because teachers have not been carefully Informed
‘ pulposes of the work than any other single cause.

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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.

2.

The faculty selected guidance to study as the professional prob-
lem for the school year.

Faculty meetings for professional improvement focused around
gu