xt7s1r6n3g02 https://exploreuk.uky.edu/dips/xt7s1r6n3g02/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1967-02 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.), "Pupil Personnel Services", vol. XXXV, no. 2, February 1967 text
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0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

PUPIL PERSONNEL
SERVICES

Published by order of the

KENTUCKY DEPARTMENT OF EDUCATION

Harry M. Sparks
Superintendent of Public Instruction

—
Second Class Postage Paid at Frankfort, Kentucky

COST OF PRINTING PAID FROM STATE FUNDS

Vol. XXXV February, 1967 No. 2

PUPIL PERSONNEL

SERVICES

FOREWORD

Whether we like it or not, the world for youngsters today is
more complicated than it was when their parents were in school.
When today’s parents were children, they knew what was ex—
pected of them as children; they also knew what would be
expected of them as young adults in the immediate post—high
school period; and how to prepare for that time was clear—cut.

Today, in attempting to follow the example of their parents,
many children are confused. They are constantly reminded that
nothing remains the same for very long, from the kind of washing
machine that washes their clothes to the geographical boundaries
that divide one country from another. It is not surprising,
therefore, that many of today’s children feel insecure.

This situation places a special obligation on the schools. The
three R’s are still important, as is much other academic knowl—
edge; but effective teaching is largely dependent on a knowledge
of the learner’s personal characteristics, including his capacities,
interests, and aspirations. Effective learning depends on the
child’s state of adjustment and general well-being. In turn,
realistic self-direction on the part of the learner depends on a
growing understanding of self in relation to the opportunities,
obligations, and requirements of a democratic society.

A cooperative study of the Kentucky Department of Educa-
tion was made by the Executive Cabinet of the Kentucky
Department of Education and their respective staffs working
with the State Board of Education and Dr. Finis E. Engleman,
former Commissioner of Education, State of Connecticut, and
Executive Secretary Emeritus, American Association of School
Administrators as Principal Consultant. Senior advisors to Dr.
Engleman were: Dr. Edgar Fuller, former Commissioner of Edu-
cation, State of New Hampshire, and Executive Secretary, Coun-
c11 of Chief State School Officers; and Dr. Claude Purcell, former
Superintendent of Public Instruction, State of Georgia.

This committee drew up a concise blueprint with emphasis on
an immediate action program to assist local school districts to
facilitate the maximum development of their students through
the educative process, by recommending that the Department be
reorganized to increase administrative efficiency, assure better
understanding of roles and functions, and provide a better struc-
ture for serving the schools of the Commonwealth.

As a result of the recommendations of this committee a
“Bureau of Pupil Personnel Services” was established in the Ken-
tucky Department of Education on November 1, 1966. This
Bureau is to provide leadership in unifying and coordinating pupil
personnel services. Through proper leadership the technical
skills of the professionally trained people in the behavioral
sciences who have initiated and supported a wide variety of
special pupil services in the schools can alleviate the mounting
array of administrative problems and problems of children and
youth, thereby strengthening the effectiveness of the educative
process.

The primary purpose of a program of pupil personnel services
is to facilitate the maximum development of each individual
through education. These services are essential to the adequate
appraisal of individual needs and potentialities and the realization
of these. They help each individual to develop the insight which
will lead to self-understanding, orientation to society, and wise
choices from among educational, occupational, and avocational
opportunities.

In the framework of this bulletin, pupil personnel services
encompass the following: Attendance, guidance, school food
services, school social work, school health, school psychological
and pupil appraisal services. Most of the services previously
performed by pupil personnel workers have assumed functions
peripheral to their areas of real competencies. It is our hope that
this “Bulletin” will help to identify the personnel services, en-
courage both lay and professional persons to accept the idea that
separate disciplines working together will increase the effective-
ness of each one, and add strength through sharing.

The reorganization of the Kentucky Department of Education
offers a challenge for us and the local school districts to produce
in some of the areas in which we have been doing a lot of talking-
If we take advantage of the opportunity to strengthen our pupil
personnel services and meet this challenge undoubtedly the public
will become more willing to build buildings and more willing ’60
increase pay of teachers so that we may be able to attract and
hold our better teachers. When funds are available to provide
the additional services needed for children and youth, we will
accomplish much of which we seek in Education today. PI‘O‘
vision of quality pupil personnel services will help determine the
future of education in the Commonwealth of Kentucky.

Harry M. Sparks

Superintendent of Public Instruction

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PREFACE

The point emphasized in this bulletin is that the pupil per-
sonnel worker engaged by school systems, both state and local
have as a primary function the task of assisting the teacher to
do a better job with children. This means, then, their work Will
have to be closely coordinated with that of the teacher, so that
he or she may gain the insights necessary to the doing of a better
job with the group of children assigned to him or her. It is en-
couraging to note that many school systems are now recognizing
this, and organizing their services with this as one of their im-
portant objectives.

In the development of this bulletin it is the intention of the
Bureau of Pupil Personnel Services to bring together and coordi—
nate the fundamental gleanings of an immense, scattered, and
usually uncorrelated ﬁeld.

The following professional personnel deserve a word of com-
mendation and thanks for their contribution to this bulletin:

Ashley, Wayne — Area Supervisor, Division of Guidance
Services, State Department of Education

Bevins, C. E. — Director, Division of School Lunch, State
Department of Education

Braden, Billy —- Assistant Director, Division of Guidance
Services, State Department of Education

Broady, Ernest — Director of Pupil Personnel, Barren County
Schools

Campbell, Dr. Kearney — Director, Division of Guidance
Services, State Department of Education

Franklin, Burtis — Director of Pupil Personnel, Fayette
County Schools

Freeman, Ben — Director of Pupil Personnel, Louisville City
Schools

Mills, Ross, Jr. — Supervisor of School Social Work Services,
State Department of Education

Peers, Lucille (Mrs) — Guidance Counselor, Glasgow High
School, Glasgow, Kentucky

Phipps}; Dr. Curtis — Counselor Educator, University of Ken-
uc y

Tyler, Lee — Director, Division of Pupil Personnel Attendance
and Accounting, State Department of Education

Marshall E. Swain
Assistant Superintendent for
Pupil Personnel Services

II.

IV.

Section

III.

VI.

VII.

VIII.

IX.

TABLE OF CONTENTS

Page
Philosophy of Pupil Personnel Services _________________ 1
Organization and Administration of
Pupil Personnel Services Program ______________________ 7
Attendance Services __________________________________ 11
Guidance Services ____________________________________ 15
School Food Services ________________________________ 21
School Social \Vork Services __________________________ 33
School Health Services ________________________________ 39
School Psychological Services __________________________ 4-3
Pupil Appraisal Services _______________________________ 47

Selected Bibliography ________________________________ 53

Page

SECTION I
PHILOSOPHY

PHILOSOPHY OF PUPIL PERSONNEL SERVICES

Pupil personnel services are rapidly becoming an integral
part of our American system of education. When these services
are well developed, organized and coordinated they contribute
signiﬁcantly to the goals of education.

What are pupil personnel services? One of the earliest educa-
tors to deﬁne this service was Arch 0. Heck. He deﬁned pupil
personnel services as “those services whereby all children of
school age are kept track of, caused to attend school and so
studied that they are aided in making good use of the abilities
they have.”1 Twenty years later William A. Yaeger in his book
entitled Administratﬁm and the Pupil, deﬁned pupil personnel
services as:

Those services and activities pertaining to the welfare
of the childhood and youth, within both the school and the
community, to the important end that the abilities, inter-
ests and needs of each child are increasingly realized and
his greater development and good achieved, and to the
ultimate end that he can become a happy, useful contribut—
ing member of an ever larger social group.2

Pupil personnel services are not just services. More im-
portantly, they are a point of view, a concept, which when imple-
mented in the school program contributes greatly to the
development and welfare of the pupil. The functions and activi-
ties of each service are derived from the objectives of the school.
The orientation of these services is educational, not clinical.
Both the development and remedial aspects of the work should be
in support of the educational purposes of the school. These
services join other phases of the school program to work for the
fullest development and of the potentialities of each boy and girl.
This point of view is expressed in a publication of the Depart—
ment of Education entitled, “Pupil Personnel Attendance and
Accounting.”

. There is an ever changing point of view among educa—
tional leaders. The trend is toward a still broader type of

lHeok. Arch 0.. Administration of Pupil Pvrsunm‘l. New York: Ginn 5:
Company. 1929. p. 12.

‘JYeag'er. William A.. .1rlminixrmlirm um] Hm Pupil. New York: Harper
& Row.

servi
vent
pote:

In df
Johnson
activitie
the pup
accorda:
further
teacher,
and a I
Over th
fundam
Some oi

l [’11,
lucky De
3 J01”
up] Spry

CES

egral
vices
ibute

iuca-
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an of
[(1 so
lities
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onnel

re
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1‘.
1d
1e
t-

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ctivi-
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nical.
lld be
[‘hese
II' the
l girl.
spart-
: and

a-
of

}inn &

{arDer

service with emphasizes the positive developmental pre—
ventive and the therapeudic approaches for developing the
potentialities of each pupil as fully as possible.1

In discussing the pupil personnel point of View and function,
Johnson, et al.,‘-’ indicate that these services are made up of those
activities and services which are individualized attempts to aid
the pupil in the maximum development of his potentialities in
accordance with his unique background and equipment. They
further state that While these activities are performed by the
teacher, this functions as a secondary responsibility of the teacher
and a primary responsibility of the pupil personnel specialist.
Over the years certain concepts have become widely accepted as
fundamental to the work of the pupil personnel staff members.
Some of these concepts as stated by Shear follow:

1. that the worth, dignity, and uniqueness of each pupil must
be accepted and understood; and, that recognition of these
qualities must be included

2. that, in support of the individual’s rights and responsibil-
ities in relation to self—direction and choice, a very im—
portant purpose of education is to build positive attitudes
and abilities for continued learning and adaptation to
changing situations

3. that the teacher has the central role in the educational
development of the pupil, and that the administrator has
the central responsibility for the total school program

4. that the parent has primary responsibility for the upbring-
mg of his child, and that the pupil personnel staff members
function to support this responsibility, and, in ways which
do not duplicate community responsibilities for assistance
to the family

5. that the objective and functions of the pupil personnel
workers in the school setting are educational, not clinical,
in nature and that any remedial aspects of their work are
In support of the educational purposes of the school

6. that in content and process the work of pupil personnel
workers serves all pupils. Much of the content concerns
the information describing the uniqueness of the pupil.

1Pilm'l Personnel Attendance and Accounting for Kentucky Schools. Ken-
Y Department of Education, Vol. XXXIV. Dec. 1966, p. 3.
"ﬂ gJohnson, Walter; Stefflre. Buford; and Edelfelt, Roy A. Pupil Person-
Leirmes. New York: McGraw-Hill Book Company, 1961.

tuck

The process is, in the main, developmental, that is, assist-
ance to pupil growth in self-direction.1L

As stated earlier pupil personnel services contribute to the
goals of education. The goals of education in our society have
been stated by many outstanding educational leaders and organi-
zations. Henry M. Wriston, Chairman on Goals for Americans
said the paramount goal for any generation “is to guard the
rights of the individual to insure his development and to enlarge
his opportunities.”2

The Educational Policies Commission listed four broad objec—
tives of education in their report of 1938 covering the purpose
of education. These were:

The objectives of self-realization

The objectives of human relationships
The objectives of economic efficiency
The objectives of civic responsibility”

“>9”???

Pupil personnel services derive their purposes from the goals
and objectives of education. These services contribute to the
growth, development, and welfare of children and youth in the
schools.

Many school districts have not yet developed effective p1‘0-
grams of pupil personnel services. In fact, the various services
in pupil personnel had been developing in the schools for many
years before there began to be much concern for their central
direction and coordination. Not many school districts had all
services. Some services continued to be supplied by out of school
sources. Services continued to be limited in objectives and ac-
tions with few points of contact. There was a need for clarifying
and relating those services. This point was well stated by VValtel'
Johnson in the foreword of a book written by Donald G. Ferguson
on Pupil. Personnel Services, when he said,

The time has arrived when it is necessary to clarify
and relate properly the various pupil personnel services

1 The llerelopinen! of the Team ('oneepf. Pupil Personnel Seminar. New
York Department of Education. New York. NY.
‘JGouls for lmerieunx. The Report of the President's Commission 011

National Goals. New York. The American Assembly. Columbia University.
1960. p. 1.

I! The 1’11)'1m.\'e.\*nf I-Itlnenfion in .tnlerienn Democracy. Educational POliCY
Commission. t\V:isliiIigton: National Educational Association, 1938): p- 47-

Whic
part:

Pupi
to instr
child to
He mus
equipme
instruct
tired fI‘1
is adeqt
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adequat
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ance an
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Wit]
organiz
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services
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experie

Pup
cluster
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ices, ar

The
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1 Fe:
search a'

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n the

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d ac-
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fy
es

r, New

ion 011
'ersityy

Policy
p, 47.

which have to be recognized as important and integral
parts of the American educational enterprise.1 .

Pupil personnel services is one group of supporting services
to instruction. All supporting services are necessary for the
child to reach maximum achievement in any and all disciplines.
He must be comfortable, have adequate light, materials, and
equipment, and be physically and mentally capable of receiving
instruction. He can learn more in any discipline if he is not
tired from having to walk several miles to school; if the building
is adequately heated, lighted, and free of dust; if he is free of
disease and can hear and see well; if he has as a result of an
adequate program of nutritional services, the vim, vigor, and
Vitality of a healthy, growing child; if he is given proper guid—
ance and if he has the proper and adequate materials with which
to work.

With the adoption of such a concept and understanding, school
organizations will exist in such a manner that a true balance can
be achieved between the academic disciplines and supporting
services. Those persons charged with each type of responsibility
will be quick to recognize the importance of each facet of the total
Program and the mandatory need for complete coordination be-
tween the many programs which comprise the total educational
experience for the child.

Pupil personnel services referred to in this bulletin are a
cluster or noninstructional school services many school systems
provide for their elementary and secondary students. They
embrace: Attendance, guidance, school food service, school social
Work services, school health services, school psychological serv-
ices, and pupil appraisal services.

The following sections in this bulletin present the general
Organization of a total program of pupil personnel services and
the description of each of the seven important pupil services.

1 Ferguson, Donald G., Pupil Personnel Serz'iccs. Center for Applied Re—
search and Education, Publisher —— New York. Foreword v.

SECTION II
ORGANIZATION AND

ADMINISTRATION

GENERAL ORGANIZATION OF PUPIL PERSONNEL SERVICES

THE PEOPLE

BOARD OF EDUCATION

ADMINISTRATIVE SERVICES

PUPIL PERSONNEL SERVICES

School School Pupil

‘ S I .

g ‘ Attendance Guidance Food S.Ch°°| ch00 Psychological Appraisal
‘ _ Socral Work Health . - 5
Servrces Servrces SerVIce

CHILD

vices

This chart shows a suggested general organization for pupil personnel ser el
n

program. The organization may vary from district to district. Pupil Pers°n
service programs follow three basic patterns; specialists responsible to all!
time director of pupil personnel services; specialists responsible to an assrstatni
superintendent with responsibilities in addition to pupil services; and seniol

superintendent of schools.
8

specialists who coordinate the work of their associates and report directly t0 ‘he‘

0R(
THE

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ices ad
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pupil ]
and in

Fa
tion 11
some
minin
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additi
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hensi
consi
educ:

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adm:

ERVICES

Pupil
Appraisal
Services 1

rel services
I personnel
e to a fUH'
an assistant
and 53"”r
‘ectly t0 ”‘9‘

ORGANIZATION AND ADMINISTRATION OF
THE PUPIL PERSONNEL SERVICES PROGRAM

Administration and instruction have long been recognized as
an important function of education. A third major professional
function is emerging in American public education. Following
long after the development of group instructional techniques to
facilitate mass public education and close on the heels of the
emergence of administration, and supervision as an identiﬁed
professional function, pupil personnel services are beginning to
emerge a distinct and separate entity.

Pupil Personnel Adminsti'atmz — The pupil personnel serv-
ices administrator should be a member of the administrative staff
on the same level with other major assistants to the superin-
tendent of schools. Such an organizational structure promotes
maximum coordination and communication with administration
and instructional supervision at all levels. It facilitates the de—
velopment of a functional and balanced program that integrates
pupil personnel services in a manner that is acceptable, effective,
and in close harmony with the goals of the total school program.

Facilities. — Regardless of the size of the district, considera-
tion must be given to housing and facilities for the pupil per-
sonnel services program. Traditionally, this need has been
minimized or overlooked. In future planning, facilities for
housing the professional and clerical staff assigned to pupil
personnel services must be provided in the central office. In
addition, space for this staff to work with children, teachers and
parents must be provided at the building level.

ADMINISTRATIVE STRUCTURE

1: Each school system should maintain a balanced, compre—
henswe and coordinated program of pupil personnel services

Consistent with policies established by state and local boards of
education.

‘ 2- The pupil personnel services department should be iden-
tlﬁefl :dS an administrative unit Within the framework of the
administrative structure of the school system.

3. The pupil personnel services administrator should be
assigned full time to the pupil personnel services program and
should be responsible to the superintendent of schools. He should
provide leadership and supervision in the following areas:

a. Planning and Program Development

b. Administration and Program Coordination
C. Staff Selection and Development

d. Budgeting and Fiscal Control

e. Program Evaluation and Reporting

4. The pupil personnel services program should be centrally
administered with appropriate functions decentralized in accord-
ance with a carefully established administrative plan and written
job descriptions. The role of. the pupil personnel services staﬁ'
is to support and strengthen the work of the administrator and
teacher in their work with and for children.

5. The pupil personnel services program in each building unit

should be carried out in cooperation with the principal. The
building Principal should either be directly involved in or fully
informed of the department’s activities when providing services
to child, teacher or parents Within the attendance district served
by the building unit.

The success of any program of pupil personnel services, re—
gardless of the size of the school system, is dependent upon con-
tinuing close cooperation among the various pupil personnel
services. Similarly, the success of the total educational program
of any school system is dependent upon continuing close coopera-
tion among its major components: Administration, Instruction
and Pupil Personnel Services.1

I ’I'Iu‘ ()ry/uniw/ion of Pupil I’crsonucl Ncrriccs. Ohio Department of Edu-
cation. 15w.

SECTION III
3553133. ATTENDANCE SERVICES

vritten
5 staff
or and

1g unit
. The
I fully
ervices
served

:es, re—
)n con-
fsonnel
'ogram
)opera—
ruction

of Edu-

ATTENDANCE SERVICES

Philosophy

The primary objective of attendance services is to get every
child enrolled in a school program which meets the need of the
individual child. If a child is unable to participate in the regular
school program due to mental, physical or emotional handicaps he
should be enrolled in an educational program appropriate to his
need. All attendance programs must be designed to motivate and
enhance the aspirations of the child and overcome an array of
human and environmental problems which might interfere with
school attendance.

The General Assembly, as stated in Section 183 of the con-
stitution of Kentucky, “ . shall, by appropriate legislation,
provide for an efficient system of common schools throughout
the State.” The General Assembly appropriates millions of
dollars annually for the support of education in Kentucky. In
1904 Kentucky’s legislators enacted the ﬁrst compulsory attend-
ance law and from time to time legislation has made provisions
for improving areas pertaining to school census and attendance.

The Foundation Program, which is based on educational needs,
services and ﬁnancial ability of each school district, was designed
to encourage good attendance. Since attendance is the basis for
distribution of school funds, it is important to each district to
carry on an active attendance program. The Foundation Pro-
gram bases most classroom units on an average daily attendance
of twenty—seven pupils. This was obtained from the expectation
of ninety percent attendance of a membership of thirty pupils-
Thus, the Foundation Program recognizes there will be absences
from school for valid reasons; however, a good reason for being
absent does not constitute a basis for recording a pupil as present.
Absent pupils must be participating in a school activity related
to the instructional program if they are to be recorded present.

The future of our nation, or any nation, depends on the WiS-
dom and knowledge of today’s children. The complex problems
of the modern world demand trained minds and creative thinking:
We must prepare our young people for the tasks confronting them
by providing quality education. Every community in this nation

stay in

Dirl
ance p]
link be‘
profess
of pro
school,
but a c
facets
vironrr
to und:
in atte
profess

L01
lists th
person

(1)

(2]

(3}

De
SuppOI
tain r<
grams

1' A;
Nf’rricc
State S

every
f the
gular
ps he
.0 his
e and
ay of
with

5 COH-
ation,
ghout
is of
'. In
;tend—
isions
nce.

1eeds,
igned
is for
ict to
Pro—
dance
tation
)upils.
aences
being
esent.
elated
ent.
e wis-
blems
nking.
'them
nation

has the responsibility of assisting and encouraging its youth to
stay in school and obtain the best education possible.

Responsibility

Directors of Pupil Personnel are the coordinators of attend—
ance programs in the local districts. They are the connecting
link between the home, school and community. They are trained
professionals who recognize absences from school as a symptom
of problems which need understanding. Being absent from
school, in many cases, is not a simple matter of illness or truancy,
but a complex problem with many dimensions. It reﬂects many
facets of human behavior, advantages and disadvantages of en—
vironment and cultural conﬂicts, and academic failure. In order
to understand and be able to cope with many situations involved
in attendance work, the Director of Pupil Personnel must be
professionally trained and experienced.

Types of Attendance Services

Local Services. — The Council of Chief State School Officers
lists the following attendance services for which local attendance
personnel are responsible:

(1) Leadership in a program to promote positive pupil and
parent attitudes toward regular school attendance.

(2) Assistance to teachers in the early identiﬁcation of pat-
terns of non-attendance, indicative of inadequate pupil
adjustment.

(3) Early professional action on problems of non-attend-
ance, involving a casework approach to the pupil’s
problems, parents contacts, cooperation with teachers,
other pupil personnel workers, and appropriate com-
munity agencies.1

Department of Education. — Due to the interest and ﬁnancial
suPport by our state, the Department of Education inherits cer-
tain responsibilities for providing leadership and initiating pro-
grams to improve attendance and prevent dropouts in all local

q “tRe'S'Donsibilities of State Departments- of Education for Pupil Personnel
‘Se’l/ICCS. 1201 Sixteenth Street, NW. Washington. D. C.: Council of Chief
tate School Officers, 1960, p. 11.

(1)

(2)

(3)

(4)

i (7)

1 Ibid. 1). 11.

school districts. Most of these responsibilities have been well
stated by the Council of Chief State School Officers as follows:

Assistance to local school authorities in the develop-
ment of adequate attendance services and systematic
child accounting procedures.

Assistance to local attendance personnel is developing
a professional approach to the prevention of non—
attendance and to problems involving chronic absen—
teeism.

Assistance to local districts in the provision of appro-
priate educational opportunities for pupils exempted
from regular school attendance.

Assistance to local school authorities in devising the
ways and means in which attendance personnel may
work cooperatively with other personnel within the
school system and with community agencies to improve
school attendance.

Consultation with all appropriate groups and agencies
regarding laws, regulations, and procedures relating to
school attendance and child labor.

Recommendation of professional standards for the pre-
paration of attendance personnel and assistance to
institutions of higher learning in the development of
appropriate courses and sequences.

Preparation and distribution of attendance and child
accounting publications and materials for the use of

schools and the public in the enlightened treatment of
attendance problems.‘

well
ows :

'elop-
natic

)ping
non-
bsen-

W SECTION IV

1pted

; the GUIDANCE SERVICES

may
1 the
now

ncies
mg to

member:

school’s
GUIDANCE SERVICES
Philosophy
Guidance services is a program for all children based upon An f
the needs of pupils at their particular maturity level. The the per:
emphasis of programs will differ as the maturity level of pupils WSPODS}
differ at the various educational levels. tions W1

, . taff me
The emphasis of guidance serv1ces at the elementary level is :ary ho
one of early identiﬁcation of the pupil’s intellectual, emotional, these ar

social and physical characteristics; development of his talent;
diagnosis of his learning difficulties, if any; and early use of The;
available resources to meet his needs.

At the junior high school level, the main focuses of guidance
services are assisting the pupil to understand and accept himself
as an individual, thereby making it possible for the pupil to
express and develop an awareness of his own ideas, feelings,
values and needs; and exploring occupations and occupational
opportunities, in the pupil’s relation of these to himself.

The emphasis shifts in guidance at the senior high school
level to providing assistance to pupils in making appropriate
choices of school subjects and courses of study and in making
transitions from one school level to another, one school to
another, and from school to employment. Assistance at this
level also includes educational and occupational planning, pupiI
appraisal, and counseling appropriate to the pupil’s choices and
progress in school subjects, extracurricular and community ac- The
tivities and employment.

7-1933-95an

The

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Responsibility

The program’s responsibility is to meet the guidance needs
of all pupils. Guidance and counseling programs function to:
(1) assist them in assessing and understanding their abilities, The
aptitudes, interests, and educational needs; (2) increase their ’
understanding of educational and career opportunities and re-
quirements; (3) help them make the best possible use of these
opportunities through the formulation and achievement Of
realistic goals; (4) help them attain satisfactory personal-social
adjustments; and (5) provide information useful to school staff

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upils

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