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Victory Corps Series

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GUIDANCE MANUAL

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Issued By-

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State Department of Education

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M. D. Collins, State Superintendent of Schools

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Atlanta, Georgia

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FOREWORD GUIDANCE 13 one of the importa b phases of the High School Victory

Corps. In many schools the program last year was well organized and

carried out. In other schools it did not function. Many superinten-

dents and local d. ^rs of High School Victory Corps requested that

specific suggestions D rovided for the development of the Guidance pro-

gram in the schools. Several months ago a state committee was appointed to study the

Guidance program and make suggestions for local schools to use this

year in the development of this phase of the Victory Corps. The com-

mittee was made up of Victory Corps staff members, high school superin-

tendents and principals, teachers and specialists in the field of Gui-

dance. This committee gave much time and study to the formulation of the

proposed program. The High School Victory Corps is greatly indebted to the following

persons who served on the committee and prepared this report: Harry A.

Little, Chairman, Georgia State College for Women; Harold H. Bixler,

Atlanta Public Schools; Jim D. Cherry, Albany Schools; Bernice Freeman, Georgia State College for Women; Louise McDanlel, Georgia State College

for Women; Jessie McVey, Georgia State College for Women: Paul Torrance,

Georgia Military College; Hayden C. Bryant, Druid Hills High School! C. S. Fincher, Jr., Satonton Schools; Sarah Jones, State Department of

Education; Mrs. Bernice B. McCullar, Baldwin County Schools; W, E,, Pafford,

State Department of Education; John T. Wheeler, The University of Georgia.

0. C. Aderhold State Director High School Victo

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II

GUIDANCE MANUAL

TABLE OF CONTENTS

TOPIC

PAGE

Chapter I. What A Guidance Program Involves

1

A. Definitions

1

B. School Responsibility

!

C. Phases of Guidance Program

D. Administration of a Guidance Program

*

Chaptor II. How Schools Can Organize

1

A. Responsibilities of Principal

H

B. Functions of Counselor

12

C Responsibilities of Advisory Committee

13

D. Duties of Librar ian

13

E. Responsibilities of Home Room Teachers

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F. Duties of Subject-Matter Teachers

lk

G. Duties of Pupils

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H. Procedure for Organizing

15

Chapter III. Information About Pupils, How to Get it, Keep it, Use it,. 19

A, Need for Pupil Inventory

19

B. ' Items of Information To Include

21

C. Other Types of Needed Information

23

D. How To Get and Keep Information

2k

E. Making the Pupil Inventory Usable

25

F. Examples of Information Cards....

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26

G. Suggestions Regarding Record Forms,

28

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Table of Contents (Cont'd)

TOPIC

Chapter IV. Guidance Techniques

A. Group Guidance

B. Studying and Analyzing the Individual

'

C. Counseling the Pupil Individually

D. The Interview

3. Placement

F. Preparation for Induction



Chapter . Organization of Material

Chapter VI. Summary of Guidance Program

Bibliography



A. Suggested Minimum List for the Vocational Counselor

B. Additional Books for Counselors

C. Books for Counselors and Students

D. Pamphlets for Counselors

E. Pamphlets for Counselors and Students F. M.a.ga.zine s

G. Film Pie sources,

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H. Government Resources

I. State Resources

J, Community Resources

K. Tests

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WH

-1CHAPTER I WHAT A GUIDANCE PROGRAM INVOLVES A. Definitions In this discussion of a guidance program for Georgia Secondary Schools, clarity of thinking,will be furthered if terms to he used are defined. The terms guidance, vocational guidance, and guidance program are used in educational literature with so many different meanings that much confusion exists in the minds of teachers. In this manual the expression guidance or guidance program should in general be reserved to refer to the sum of the practices in a guidance program rather than to a single technique such as counseling. Such an expression as "health guidance" will he avoided since it usually refers to counseling with an individual on health problems. It should be clear in the minds of all teachers that guidance is not synonymous with education, nor does it embrace all of the instructional program. The guidance program is a staff service which is set up to assist the individual, the school, and the community. Guidance may be defined as the assistance given a pupil in meeting his particular.problems of living. An adequate guidance program is concerned not only with immediate adjustment of a pupil to his home and school environment but also with long-time objectives for more effective personal and group living. Vocational guidance is concerned with problems of choosing, preparing for, entering upon, and making progress in any vocation. 3, School Responsibility Guidance programs for snail secondary schools do not differ in prin-*

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ciple from tiaose in large secondary schools, even though they may differ in practice and in administrative details.
Any particular unit in a school system, such as the elementary school, high school, or vocational school, has responsibility for theJadjustment- . social, educational, and occupational- of the individual up to the point of his "being successfully inducted into his next sphere of activity. Guidance should assist the individual to become progressively more self-directive.
An adequate guidance program cannot be operated successfully unless all the members of the faculty understand its principles and are willing to supply any services required in carrying on the program. C. Phases of a Guidance Program; An adequate guidance program includes at least the following phases; 1. Provision of information needed to determine the pupils' future actions.
In Georgia such information is imparted in most schools by moans of a course in occupational information which is required by state law and is usually scheduled in the eighth grade. Although this course offers a splendid foundation of occupational information, it does not in any way, of itself, constitute an adequate and complete guidance program. While it is probably not necessary to have another formal course at a later grade, it is a definite responsibility of all teachers to provide opportunities through which needed information may be obtained.
Some specific procedures which schools have used, to make guidance information available, are the following; a. A series of assembly programs and group meetings addressed- by rep-
resentatives of different vocations--the Kiwanis Club and other

Jr.

' civic organizations may,be asked to,sponsor such a series. b ' Personal interviews-with representative citisens--a card file nay
by maintained and students referred to local people who are willing to answer questions and provide information. c. Books, pamphlets,, and other materials in the library, d. IllB slides, charts, posters, moving pictures, and other visual aids. eV The adaptation of .regular courses to provide this information. 2. Analysis of the Individual: An analysis of the individual is most important. It.must, of course, take into account his background. In only a few cases, however, is a detailed analysis essential. Whether formal or informal, there must bo some study of the individual as a

basis for counseling,

,;.'

Among the phases or aspects of the individual that'may be studied

are the following: a. Physical development, .health, etc. b. Intores.'1-"! and hobbies. c. Aptitudes. d. Educational experience and probable futuro educational possibilities,
To some extent this analysis of the individual may be furthered by teachers of exploratory courses, such as science, which serve to discover latent interests and abilities. 3. Counseling: Counseling may be defined as the mutual exploration by an adult and a younger person of problems of the younger person, about which both are concerned. It is the actual process of advising or helping the young person. Any principal or teacher will counsel, but the special guidance counselor has a useful, if not an indispensable place, in counseling activities. In order that adequate counseling

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may be given at any particular time, a permanent cumulative record, of the development and growth of the pupil should, be available to the counselor at the moment of counseling. Counseling may be informal, in that it may take place incidentally, or there may be a formal appointment for conference, !+. Placement and Follow-up: The job of guidance is only half done unless it leads into some advanced useful work. Certainly the school must be concerned with placing graduates in suitable positions and periodically checking on their performances so that they may be further trained and so that the program of the school may be modified to meet the needs of the pupils in a better way. This placement may serve for part time

workers as well as for full time employees, D, Administration of a Guidance Program:
1, Involves Entire Staff:, The entire high-school faculty should be engaged in the intelligent guidance of pupils. It is impossible for a small part of the faculty to effectively promote a good guidance program, a, The staff should be organized for continuous study of needs. Group study meetings held at regular intervals may include reports from faculty .committees upon pressing war service needs in the immediate locality. Special needs may be presented through lectures or personal discussion by appropriate visiting personnel. Pupils' needs may be considered by the staff in executive session, b. Definite provisions should be made for individualizing the contact between teachers and pupils.

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(1) Schedules which reduce the number of different pupils instructed by one teacher, e. g., have one person teach both English and Civics to the same group.' Each teacher should have a minimum of one period a day free for each 100 pupils counseled.
(2) Information about pupils made readily available to all teachers, probably through a flexible cumulative folder system of records.
(3) Methods of teaching which emphasize differentiated assignments, individual guidance, and conferences between pupils and teachers,
(k) Provision for conference periods, laboratory work periods,
f
special interest periods, etc, (5) Pupil participation in evaluating his own work and progress. (6) Popularizing of after-school conferences between teacher and
pupil. Every teacher should be'able to give evidence that she is assisting pupils to adjust to current demands. . (1) Subject matter in regular courses should be modified where
necessary. English pupils may make a study of critical occupations; biology pupiis may become acquainted with training requirements for nurses or laboratory technicians, etc. (2) Individuals may make reports exploring personal potentialities for service, (3) Assembly programs should be used for the exploration of possibilities of serving and for the stimulation of the desire tO do SO,

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- (U) Service projects should1 be initiated and supervised as

extra-class undertakings,.

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(5) Part-time employment for pupils should "be sought and en-

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couraged,

(6) Particular talents and aptitudes should be encouraged, per-

haps even at the'-exp6nse of traditional subject matter accom-

plishments*

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..' (7) -Conferences should be held with individual pupils,

(8) The teacher herself should be enthusiastic'and determined

to meet' critical service needs,

2, Helps pupils make comprehensive use of authentic current information.

.Pupils should have a part in collecting information and in making it

available for the use of the student body,

a. There should be one responsible agency for collecting, keeping

up to date, and making available to.pupils and teachers, informa-

tion relating to all-areas of war service^ The librarian may

render this service with the help of students. In schools having

no librarian, a 'teacher with the aid of a student committee should

assume this responsibility. All teachers arid students should be encouraged to contribute and use materials, '

b. Definite machinery should be set up for informing pupils and

teachers on the operation of the High-School* Victory Corps. A

publicity committee, consisting of a counselor and representa-

t'. .. tives from various Victory Corps divisions, should be responsible

for getting information concerning corps activities before the

student body, faculty, and the general public. Posters mado by

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the art classes, or by voluntary groups of individuals under the guidance of home room teachers, will he effective. The committee should make full use of the assembly programs, school and local papers, radio programs, panel discussions, and "bulletin hoards, 3. Helps pupils know own potentialities. Teacher8 should guide the individual pupil in making a careful analysis of his personal potentialities for war service, a. Physical abilities, disabilities, and remediable defects should be discovered. Reports on physical examinations of pupils should >>e made available to the counselor. The pupil should be encouraged to participate in all phases of the physical fitness program that would contribute to his best development. b. Vocational interests and aptitudes should be explored. When possible aptitude tests on occupational choices'should be "given"." ""Careful study of these tests Should be made before' administering1 them. Results should be carefully studied and only used to supplement personal knowledge of the student, c. Personality characteristies should be examined, Teachers and counselors should observe students in various activities both play and working, as at parties and in appearing before both student and adult groups. Through group and personal conferences teacher should guide students to see opportunities for developing their own potentialities, d. Scholastic aptitude and achievement should be compared with demands for war services. The abilities and interests of the pupil should bo checked against the demands made by the war service departments.

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A pupil should not be encouraged to work toward a type of service which has. standards he is not able to meet, *+. Reaches each pupil: An adequate counseling service will reach each pupil in so far as he has problems with which he is not able to cope alone. a. Each school administrator will work out with his teachers the problem of time and place for counseling in the school program. Teachers must have free time for studying pupils and for interviews and visits to parents. Regular periods may be established in the daily and weekly schedule, while many valuable opportunities for counseling occur after school, at the noon hour, and in casual conversation. The principal should devote much of his time to this function of the school. b. An .especially competent teacher should be appointed to counsel each of the six Victory Corps Divisions. In small schools, however, it may be necessary for one counselor to assume responsibility for two or more divisions. In many situations the school facilities and student qualifications may not permit the organization of certain of the divisions. It is important that a student interested in a particular division be given the opportunity of knowing about the services of that division even though he may not be able to pursue that interest in his particular locality. c. -CjLPJ-seling services should be available to all, with personal counseling for all juniors and seniors as a minimum. As the majority of the student body, in most cases, will be members of the Victory Corps, it will be possible for them as home room groups, as well as according to other arrangements, to explore

-9-

the vocations and service areas through which they may serve the

community and. contribute to the war efforts. The individual

division counselors should take, as their special charges, juniors

and seniors who are soon to be engaged in critical war services

and should guide them toward their maximum development* Pupils

who are soon to leave school, no matter what classification,

should be given special consideration, d. Definite responsibilities should be assumed by the school for aiding

in placement .of high school graduates and part-time workers. A competent staff member should be designated for this service.

He should keep informed of possible employment opportunities and

critical needs and should help the individual pupil make contact

with the employer. Placement should be followed by continued

counseling with the student employee and with the employer. Cumu-

lative records of the progress of the graduate in employment should

serve as a basis for adjustments in the school program and in gui-

dance procedures,

.

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- 10 -

CHAPTER II HOW HIGH SCHOOLS CM ORGANIZE A VICTORY CORPS
GUIDANCE PROGRAM
The High School Victory Corps program is essentially a wartime educational program. The Victory Corps Guidance program will, of necessity, be based upon wartime conditions and developed so as to meet current needs. It has the'basic essentials of a peacetime guidance program. The recommendations included in
* this report indicate a counselor other than the principal of the school. It might be wise for the principal to serve as counsel -r, but inmost instances the principal has so many administrative responsibilities that he vi. 11 find it advisable to delegate this responsibility to other members of the faculty who have training and qualifications suitable for guidance work. In the average high school of the state, the counselors will give part-time to this work while serving also as home-room and subject matter teachers. In the large schools, a full-time counselor or several part-time counselors with a chairman of the counseling program will be necessary. The following diagram indicates the relationship whioh might exist between the different individuals participating in the Guidance Program

- ft Chart Showing Organization for a Gui dance Pro gran
Principal

Counselor or Chm. Guidance
Committee

Advisory Committee (Faculty & Lay)

Materials Library
(Librarian)

Special Subject Teacher -

Pupils

A, Su,' :o:itol Responsibilities -U" the Principal in.Guidance Program:

1. Develop and maintain active intetrsst' in -a guidance program

on the part of the whole faculty.

,

2- Select counselor.

,'.-

3. Inaugurate all changes in schpol organization and curriculum

neocssary for carrying on guidance program.



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k. Select lay members of Advisory Guidance Committee, (as farmer, merchant, manufacturer, former student, member of U. S, Employment Service, P. T. A, member). The counselor will serve as chairman of this committee,
5. Chanellguidance materials through counselor. 6. Provide suitable facilities for filing materials and office space for
interviews, 7. Arrange for curriculum adjustments necessary to make guidance effective, B, Suggested Functions of Counselor in Guidance Program: 1, Make pupil inventory (aided by home room and subject matter teachers)
Assist in preparing adequate cummulntive records, 2. Make inventory of job opportunities in wartime.
a. Local (agriculture, war industries, etc.). b. Armed forces, c. Other war services. 3 Go-t acquainted with pupils (interests, aptitudes, and abilities). a. Through individual inventory sheets, b. Through interviews, c. Through home room"teachers, d. By other means. k. Organize and develop counseling program. a. Through individual interviews. b. Through home room teachers, c. Through subject matter teachers. d. Through advisory committees (faculty, pupils, and laymen), 5. Assemble guidance materials and channel them through library for use

BBBBBB
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by teachers and pupils, 6, Supervise or direct such testing program as seems advisable. 7. Direct pupils to teachers and to others who may give individual help. C. Suggested Responsibilities of Lay Advisory Committee in Victory Corps Guidance Program:
This should be a small committee composed of teachers and representatives of the occupations which-give employment to large groups of people in the local community. It should also include a U. S. Employment Office representative. It is the duty of the members of this committee to advise the counselor concerning the occupational needs of the community and the type of training which would be advisable as preparation for entering one of these occupations. This committee has no administrative responsibilities or duties, D. Suggested Duties of Librarian in Victory Corps Guidance Program: 1, Collect, classify, file, and make amilable to counselor, teachers,
and students informational materials concerning occupational needs for war efforts. 2. Advise teachers and pupils concerning materials available through library* J& -Sui^e_sted_g-.g-SBonsibilitie.s of Homo Room Teachers in Victory Corps Guidance Program: 1, Gain confidence and co-operation of pupils, 2. Become acquainted with educational record, home environment, hobbies, ambitions, etc., of pupils, 3* Collect and record pertinent information concerning pupils (inventory), k. Provide inforination to principal, counselor, or subject-matter teachers

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a/bout pupils which will facilitate interpretation of behavior or indicate probability of success or failure in a particular enterprise. 5. Counsel through groups and by personal interviews. 6. Help pupil contact persons who can give needed help on particular problems. 7. Make suggestions for improvement of the guidance program. P* Suggested Duties of Subject-Matter Teachers in Victory Corps Guidance Program; 1. Organize part of instruction around problems confronting nation in wartime (agriculture in wartime, women in the war program, occupational opportunities in the armed forces, etc.) 2. Discover and report to counselor interests and aptitudes of Individual students. 3. Consult with librarian concerning materials needed for instructional units, k. Help counsel pupils. 5. Help with the cumulative records. C Suggested Duties of Pupils in Victory Corps Guidance Program: 1. Provide accurate information for inventory cards. 2. Supply information on local war needs (local survey), 3. Assist in collecting information concerning employment of former pupils in war effort. K Analyze job opportunities in each field of the war program. 5. Prepare newspaper articles on job opportunities in war service. 6. Help select and organize material on jobs. 7. Serve on advisory committee to counselors.

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H. Procedure for-Organizing a Guidance Program;

The-first step in the organization of a Guidance Program is for the

principal to call.a meeting of staff members and others who are interested

and, remembering that no system can he complete in its inception hut must

grow as it is being installed, do the following:

1. Make a study of the needs of the particular school for a Guidance Pro-

gram. It will quite likely develop that many of the pupils are in

need of personal help with their educational, social, developmental

and vocational problems, . This help can be given through a program

of Guidance. There is the likelihood that there are many of the

older pupils who do not know what to look forward to after gradua-

tion from high school. They can be helped to see possibilities and

to make preparation for them. All teachers will see very definite improvements which can be made in the school through a program of

personal counseling and guidance. When these suggestions are made

. they can be pooled and the most important needs of the school deter-

mined.

,

2. -Decide what can be done. No one school can hope to meet all of its

needs at once. There are certainly some which will be more urgent

than others and the school that actually begins on the problems at

hand will certainly do a better job than the one which waits for an

ideal situation. The faculty asja whole should decide on some of the

-.things that can be 'done immediately and some of the things which will

need more time. It would be most unfortunate if the school failed to

-start on some kind of a program now* .

.

.* .

3. Assign responsibilities for various jobs to various people. As a.

-.16-

very "beginning, the hone room teachers might undertake to counsel the

pupils of their hone rooms. The' librarian could undertake an accumu-

lation of guidance materials and others could help with the establish-

ment of a system of records for all of the pupils. Each teacher will

have her job to do and the principal must organize the work so as to use

all of the force in his school. k. Actually begin work. If a beginning can be made pn a. Guidance Program

before the opening of school, it certainly will help, but if it can

not be, it most assuredly should start immediately. Each school will

see other possibilities as the program advances and a small beginning

with constant improvements is far better than a big beginning that

fails. It cannot be stressed too much .that the time for starting the

Guidance Program is NOW. 5. From time to tine revise the plan which is in operation. The teachers

should constantly study their Guidance Program with the view to im-

proving it. Pupils nay also make suggestions from time to time as to

how such a program should function better, The school staff should

always be willing to accept changes that would improve the effective-

ness of the program,

6. Teachers begin systematic work. The teacher should begin systematic

work with her counseling group. Whether it be the home room group,

or any other group assigned to the teacher for counseling, one of

the best procedures, if there has not previously been a Gtiidance Pro-

gram in the school, is for the teacher to call all of the pupils in

her group together and' make an explanation something like the follow-

ing:

,.

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"We, tile staff, realize that there are many problems you pupils have on which you need personal help and, although we realize that we are limited in our ability to help you, we would like to do all we can in this respect. For this reason we are organizing in the high school a Guidance Program, the purpose of which is to assist all of the pupils to "better plan for the future and to "better meet the present problem. Obviously, we cannot help you \inless you want to he helped. We are not trying to force anything on you "but are making the experiences and facilities of the staff available to you. Now, you have "been assigned to me as my special charges and if we are both not pleased with this assignment, certainly, a change can he made later on. In the meantime, let's work together on whatever concerns you most and if I cannot help you to answer your problem, I shall be glad to help you find someone who can. Please do not think we, the teachers, are trying to tell you what to do. We are merely trying to help you decide for yourselves. Now, at the beginning, we are going to definitely assign a time to you when you can come and talk with me. After the first time I would rather not schedule the conferences but would like to have you come just as often as you see fit, I shall be available, generally, for an hour after school each day, if anyone wishes to talk with me,n
The teacher should then proceed to schedule conferences with all of the pupils in her group. These conferences should be scheduled for a place where the pupil may talk freely and frankly without being overheard. When the pupil comes for a conference it should be made easy to begin by having something definite to talk about the first time. It may be what he expects to do next year, or the things which

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would improve the high school, the Saturday night dance, or most anything so long as the teacher will take the responsibility for seeing that the conference moves along until "both teacher and pupil forget that there is a conference and can be human about the problems that they are facing. As a general rule, a record should be made of each conference at "least giving the gist of what was said and done. This should be placed in the pupil's folder for future reference.

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CHAPTER III IlTFORMiiTIOlT ABOUT PUPILS: HOW TO GST IT, KEEP IT, USE IT
In his main tasks of guiding youth of the High-School Victory Corps into various types of training and service, the counselor will find indispensable some sort of a ?U?IL IF/BNTORY which will provide a' simple and convenient index of pup\ . characteristics as related' to various types of activities and services inside and outside the school.
The PUPIL INVENTORY is based upon essential items or information concerning the individual pupil, such as scholastic achievement, aptitude, courses and experiences and physical and emotional characteristics, that will facilitate the entry of the pupil into some service or activity appropriate for that pupil. A. Heed for PUPIL IFVEi'TORY
The need' for the pupil inventory in the Guidance Program and the uses to Which it may "be put may "be summarized as follows: 1. An important wartime task of the high school will be the identification
of pupils with'requisite abilities and qualification for advanced training in occupations directly related to the war effort, e. g., engineers, nurses, chemists, doctors, teachers, other professional workers. It might also designate potential officer candidates. The PUPIL INVENTORY will provide an effective' scheme" for this purpose. 2. Through the High-School Victory Corps, youth in junior and senior classes will prepare for' specialization in the different types of war effort, according to ability, interest, and previous experience. Referral to the PUPIL INVENTORY will indicate:

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a. Those youth fitted to "benefit from the instruction provided in various types of courses preparatory to military or civilian war services or to specialized training.
b. Those youth possessing characteristics requisite to wartime types of training and service demanding more exacting qualifications, e. g., those students meeting the physical requirements of theArny Air Forces.
3. The direct aid which high-school youth can render to the war effort through part-time employment is far from negligible. The PUPIL INVE1TT0RY, through some convenient classification device, can show thoso youth available for different forms of part-time employment, work experience, and volunteer service,
k. Through its index system, the PUPIL INVENTORY can provide the names of youth exhibiting special characteristies of particular value to the war effort, e. g,, leadership, special training, etc.
5. In the eagerness of youth to serve the war effort and enter into the activities of the Victory Corps, those most enthusiastic may he inclined to attempt a program beyond their strength and maturity, 3y means of the check provided through a PUPIL INVENTORY, a record of the activities in which high-school students are engaged nay bo maintained and guidance can be given to individuals which the record reveals are "overdoing." Similarly, those who do not seem to be contributing up to capacity may be encouraged to undertake additional activities in line with their abilities.
6. With some knowledge of the most critical manpower needs in the nation, state, and locality, the counselor may natch these war service needs

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witli the potentialities and powers of high-s*chool students as disclosed through the PUPIL INVENTORY and help youth direct'their efforts into those channels in which they make the greatest contributions. B. Items of Individual Information which the PUPIL INVENTORY should Include. 1. Personal data (name, age, grade, address, phone number). 2. Record of marks. a. Average of marks for each year, b. Rank in class. C Marks in specific school subjects, d. Some indication of attitude and work effort in each subject..
Some high-school report forms explain item (d) by placing the appropriate one of the following letters back of each grade rating: (1) Should devote more time to study and improve study habits, (2) Lack of background in subject matter makes extra study
necessary. (3) Should seek special help from his teacher since subject is
difficult for him. (k) Should work more independently and depend less on others. (5) Should be more consistent and regular in study habits, (6) Should spend less time on outside activities. (7) Good worker, shows outstanding ability in this subject, (S) Must learn to pay attention and use time to a better advantage. (9) Slow worker but persistent-should be encouraged. (10) Willingness to work, 3. Major fields of specialization, both academic and extra-curricular. k. Records of avocational or vocational experiences.

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a. Projects completed. b. Jobs for pay, 5. Specific vocational and pre-induction courses taken. 6. Health data, a. Physique - is he slight of "build, strong muscularly, not equipped
for muscular work, b. Freedom from sickness, c. Known physical handicaps, d. Height, e. Weight. f. Eyesight, g. Suggested rooedial program, 7. Record of occupational interests, 8. Record of club and athlecic participation from 7th through 12th grades, 9. Brief narrative account of striking personal characteristics such as capacity for leadership, capacity for fellowship, promptness, dependability, reliability, ability to realize capacities, etc, 10, Test Data: a. Individual scores on achievement tests (general and specific). b. Measure mental ability (preferably based on at least two scores), c. Scores on specific aptitude, achievement, personality, and stability
tests, 11, Family background, 12, Special interests or abilities. These should be described by brief
anecdotal statements which indicate any special abilities or interests as revealed through the student's participation in activities leading

%ifc2o**
toward any type of war work. C, Other Types of Suggested Information About a Pupil for Guidance:
1. What is he like right now? There should he a great many descriptive statements. It is desirable to get as many pictures of 'the present behavior as possible from as many different observational sources as possible. It i-s important that statements be descriptive rather than summary remarks like "shy", "withdrawn", "agressive", "unreliable".
2. What stage of maturity has he reached? This not only means chronologically but developmentally, mentally, and socially. Also, what achievements has he made, in school and out?
3. How does he compare with others in his group? We would like to have . some description of the rest.of the group in which the child's behavior is being judged and described. It is valuable to indicate the degree by which the child's action differs from that of the group,
4. What is the relationship between the child and the group? The demands of the group in which the youngster lives are contained in his behavior. Therefore, we ought to know as much as possible about those demands. What group of gang-loyalties does he have to live up to in his life? What is the actual relationship between the child and the .group? Who are the- central persons in the group? " ,
5.' What ar.e> the social conditions from which the child comes? What codes, mores, and customs are having a bearing on his actions?
6. A great many bits of information are needed about the home and homelife: (a) What sort of home is it and what are the duties of the child7

-2l4-
(b) What is the philosophy of life of the parents? . (c) What is the. relationship between the parents and the . .
child? (d) What do the parents expect of the child and what other
influences might have a "bearing on him? (e) What are his living conditions at home? (f) How many brothers and sisters are there? What are their
ages, and what are their relationships to him? 7. What experiences has the pupil had?. S. How was he ranked a certain number of years ago? 9. What lias he lived through that has had an effect on his life? What
special physical illnesses, operations, and handicaps, what unusual family experiences has he had? 10. What traits bare become.ingrained, personality and character traits, attitudes? . 11. What is his state .of mental and physical health? D. How to Get and Keep Informations In most schools much or all the data called for in this report will be available. In some cases they will be filed in different places - in the Home Economics Department, in the Physical Education Department, in the superintendent's office, and in various other places. The information might be used more effectively if it were collected in one central place, perhaps . in the principal's office. Where clerical help is limited or lacking, record keeping should be simplified as much as possible and unnecessary copying should be eliminated. The following system of recording and filing has been used satisfactorily

-25-

for a nun"ber of years in schools without office help.

A file containing folders for all pupils arranged in alphabetical order,

"by grades is kept in the office of the principal. On the folder, hack and front, are printed "blanks for recording certain routine information. A

space is provided for each year for such items as grades on subjects, age,

weight, height, weaknesses', extra-curricular interests and activities, ab-

sences and tardies. The home room teacher is responsible for making the

yearly entry for her group. The same folder is kept from time the child

enters school until he leaves. It is then placed in a "drop file" for future

reference.

Inside the folder are placed any other records which seem to he sig-

nificant. For instance, in the case of achievement, intelligence, and other

standardized tests, instead of copying the score on some other card, the

front page is torn off and placed in the folder., (The front page shows ,

the score and the lntei"pretation of the score,.)

Entrance slips, filled cu t by the pupils, showing name, .age, address,

occupation of parents, etc., are filed just as turned in by the child.

Questionnaires filled out by the students may be put in the folder.

Quite often pupils write auto-biographies 'as'a regular part of their

school work. These are a very valuable source of information and should

be filed in the pupil's folders. Records of home visits and conferences

filed in the folder will be a source of very valuable information about

pupils and their backgrounds. All information should be kept confidential

and the pupils should understand that it will not be made public.'

E. Making the PUPIL IFTSIJTORY Easily Ueodt

;.

The PUPIL INVENTORY.may prove more valuable and usable in some large

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high schools, and even in smaller ones., if the pupils are classified according to occupational possibilities and divisions of war service. The interest, ability, previous education and experience, personal characteristics, and occupational interests night be considered in making this classification.
Since it is suggested that only one complete record be kept for each pupil, either in the folder or some other workable form, it may be advis-

able to keep this file according to grades or other school groupings; however,, a simple card index might be kept to make quickly available the names of pupils included in the various classifications.
Some suggested groupings are:

1. Pupils possessing the ability and interest for further study in the fields of science, mathematics, engineering, teaching, nursing, medicine, and other advanced technical and professional work.

2. Pupils possessing ability and interest suitable for vocational, shop or trade courses. This would necessitate certain manual and mechanical aptitudes,

3. Pupils interested in business education and clerical courses. k, , Pupils likely to adjust well to less highly organized manual or service
occupations, (Nurse's "Aide", Farm "Aide", etc.) F. Examples of Information Cards:

A few brief examples of how information about pupils may be recorded and how they may be placed in one or another classification of potential war service may be helpful: '

"PETER J01JES: Age \1\

Eleventh Grade

Date: Sept.. 10. YM

Physical: Meets vision, hearing, te,eth,r height, and weight requirements for aviation pilot. .All-round athlete.

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Scholastic: Third quartile of class.

Average B. Physics, chemistry, mathematics, and shop work A,

I. Q. 122. Curriculum: Protechnical Vocational: Courses in shop work (metal and wood) auto-mechanics, elec-

tricity, mechanical drawing. Lives on farm and takes active

part in running it.

Occupational Interest: Agriculture. Extra-curricular: Football, basketball, track, Hi-Y Club, 4-H Club, Boy

Scouts," "Peter Jones is the only son at home on the 2^0 acre farm. His father is in ill health. Peter may be considered eligible for specialized courses

in aeronautics, and Army "pre-induct ion" subjects. He 'is" eligible'"for the Air Service, Sea Service, Land Service, and Production Service Divisions

of the High-School Victory Corps. He is also interested in air-raid warden duties. Which division Peter
enters will depend upon interviews with the Victory Corps Director, although he wishes to be engaged in agriculture, Peter will be IS years of age in April. Whether he enters the Production Service Division in preference

to the Air Service, Sea Service, or Land Service, will depend in large

measure upon Selective Service policies in his community,"

"MARY JONES: Age l6

Tenth Grade

September 10, 19^3

Physical: Good physical condition. No defects. Scholastic: Fourth quartile of class. Average A.

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Physics, Science, mathematics, A. I. Q. 130 Curriculum: College-preparatory. Vocational: Some homemaking in ninth grade. Occupational interest: Physics. Extra-Curricular: Member of science club, ski club, Mary is among the five top pupils of hor class; her interest in physics is valid and her ability demonstrated. "Although there is a demand for nurses to go into training and for machine operators among girls for war service in higher technical pursuits, including those requiring knowledge of pby:-ics on the college level, Mary may safely be sent on to the college of her choice for further scientific training directly related to the war effort." G-. Suggestions Regarding Record Forms:
In April, 19*+3i the United States War Department sent all high schools a supply of blank green cards "Educational Experience Summary" for all high-school seniors.* These cards have spaces for the kind of information usually needed to counsel pupils. It is recommended that cards similar to these be kept for all pupils in high school and brought up to date each year.
Witty and Kopel, in Reading and the Educational Process Ginn, 1939> pages 311 to 339 have given a number of forms suitable for getting information about pupils.
Problem check lists and interest inventories may be purchased from any company selling tests. *--And others, 17 years or older, who probably will discontinue school
attendance on or berfore the end of the present school year.

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CHAPTER IV GUIM1TCE TECHNIQUES
The techniques of guidance in the High-School Victory Corps include methods of group counseling, studying the individual and analyzing him, counseling hin individually, and helping effect his successful placement.
How simple, or how varied and thorough, these techniques are will depend upon the resources of the individual school. An effort is made to suggest a wide range of techniques in the hope that the smallest as well as the largest school in the state may find some useful suggestions for carrying out the Guidance Program of the High-School Victory Corps. A. Group Guidance
Although much of the process of guidance must "be individualized, a large measure of it can he accomplished with greater economy and effectiveness through group techniques. Our war effort and the resulting shortage of teachers and guidance workers make it essential that we explore every possibility of effecting economies which will release energies and personnel for use on other fronts. Group techniques offer opportunities for suchsavings.
Such parts of the Guidance Program as the dissemination of information, the widening of vocational horizons, the development of proper joh attitudes, the stimulation of an awareness for the need of planning, and the like, are some of the goals which may he accomplished through group techniques.
Some of the methods which have proved helpful in accomplishing these jmrposes include:

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1. Classes in Occupational Information. Such classes are already in most schools and should he brought up-todate and adapted to meet present day needs,
2. Assembly Programs. Assembly programs offer a good opportunity to present current information about war occupations and services. The Army, Navy, and Marine Specialized College Training Programs, the Army and Navy Air Corps training programs, the various training programs of the Army and Navy, as well as the programs of the Army, Naval, Coast Guard, and Merchant Marine Academies, should be e:q}lained to students and up-to-date information furnished them. These might include talks by members of the school staff, officers from the various branches of military service, leaders in civilian services related to the war effort, and returned alumni who have been a part of the war effort. In general, such talks should be followed by opportunities for conferences. Occupational movies and job information quizzes of the "Information, Please" type may be utilized to advantage,
3. Special Interest Groups. The special service branches of the High-School Victory Corps, namely, Air Service Branch, Sea Service Branch, Land Service Branch, Production Service Branch, Community Service Branch, offer splendid opportunities for group guidance. Guidance in these branches may be accomplished through well-planned programs, panel discussions, and the promotion of activities related to tho in-service training of its members. Education for Victory, a bi-monthly publication which may be subscribed to through the Superintendent of Documents, contains in

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each issue infornation concerning and suggestions for such a program, k. Library Collection.
The library collection of books and materials, on occupations nay bo kept in a special section of the library, or reading lists nay be provided. -Separate lists of books available in the high-school librnry for each of the service branches of the High-School Victory Corps should be minoographed and nade available to every pupil. The reading prograns of the English Department, Book Week celebrations, and the prograns of the five special service branches of the Victory Corps should contribute to the use of this collection, 5. 'Reading Room. < If a special guidance reading roon can be provided, it will serve as a clearing house for infornation on occupations provided by counselors, students, and other agencies. A special collection may bo maintained in this roon and nade accessible to interested students. Pamphlet material and clippings should be organized in some kind of file. A cabinet can be easily constructed, but a large apple box, painted, will do quite well for a start. Some libraries will be able to provide for . this, but the' suggestion is applicable in some measure to any type or size of school. It can be used to stimulate the interest of the students because they can be nade to feel that it is "theirs." 6. School Newspaper. The school newspaper can be utilized to present, through timely articles, information on opportunities for training as well as that concerning local occupations. One method would be to present a different occupation or opportunity in each issue.

-*?-
7. Bulletin boards and posters. A committee of the Victory Corps can keep an up-to-date "bulletin board on war information, wartime opportunities, etc. Posters may be used to prepare the student's mind for "thinking toward a vocation." Original ideas should be used freely. Posters for this purpose may also bo secured monthly from Science Research Associates.
8. Clubs and student organizations. The club group engages in a number of activities which provide almost actual work experiences for its members and if properly utilized can be made fruitful sources of, self-discovery. The club also offers opportunity for discovering or improving personality traits important in wofk. Every club activity which throws light on the personality, interests, and capacities of the club member should be given vocational significance by the leader.
9. Regular classes. Every class, no matter what it may be, offers countless opportunities for guidance, and much of the work of the Guidance Program of the KighSchool Victory Corps may be correlated with regular courses. For example, in English classes, pupils might write themes on occupations, read books of occupational significance, write letters of application, stage Jobs getting interviews, and make talks on occupational and guidance subjects.
B. Studying and Analyzing the Individual. Since individuals differ so widely from one another, guidance, in
order to be of the greatest value, must also be individual. The counselor must know the individual and the individual must be stimulated to "know himself." The Guidance Program of the. High-School Victory Corps should pro-

-33-
vide for an individual inventory and for at least a minimum testing program.
la The Individual Inventory. This invontory may include the personal information blank, auto-
biographies, academic records, test results, physical examination records, activities and hobby record, and other items as described in the foregoing section. This information should be kept in a file which can be locked but which can be made available to faculty and guidance workers.
There will, of course, be some information that must not be made available even to the faculty; this may be kept in a special file of the counselor. Care should be exercised, however, that all but strictly confidential information be made accessible to the faculty and staff
members. 2. Diagnosis: Aptitude Testing.
The beginner should approach the testing program with caution and beware of embarking upon too ambitious a testing program at first. It is suggested that only two or three tests be used to begin with and that the program bo gradually developed and expanded according to need. Some of the methods of installing the testing program are:
a. Through regular academic departments. (1) The Commerce or Business Administration Department may utilize tests of clerical aptitude, typing skill and aptitude, a business interest inventory, and mathematical aptitude (quantitative intelligence.) (2) English classes may appropriately administer and use such tests as those of linguistic ability, personality, reading ability, practical judgment, writing aptitude, interest inventory, as well as of English Achievement. (3) The mathematics department may give tests of quantitative intelligence (arithmetical reasoning) mathematic achievement, and the like.

-3*1-
(4) The science teacher may make use of tests of scientific aptitude and science achievement.
(5) The Art Department may find it stimulating to give some tests of art aptitude and art judgement.
(6) The music teacher may give the pupils in this department a musical aptitude test.
(7) In the shop courses a wide variety of tests may he given; these may include tests of mechanical aptitude, assembling, spatial relations, manual and finger dexterity, trade tests, and industrial classification.
b. Through the Special Branches of the High-School Victory Corps. The United States Office of Education has already made available through the Superintendent of Documents the "Victory Corps Aeronautics Aptitude Test" to be used in helping to select members for the Air Service Branch.1 It is understood that other tests developed and used by the Army and Navy may be made available to schools for their testing programs soon. If and when they are, this would be one appropriate use for them. Even if such tests are not available other tests already available have direct application, in these special branches and their programs,
c. Other Methods.
The orientation program and the various student organizations and clubs also provide opportunity for the utilization of tests. Large schools might set up testing bureaus at least on a part-time basis. Smaller schools might substitute such a device as "aptitude week" during which students could be given an opportunity to take various tests. Several smaller schools could co-operate by pooling such resources and rotating testing materials among them.
C. Counseling the Pupil Individually.
Counseling involves interviewing and advising students individually,
.,,; Much of the effectiveness of the group guidance efforts depends upon coun-
seling. Group guidance has been used to provide information, stimulate
interest, and raise problems. These problems usually have to be solved
by individual 'counseling.
Suggested techniques and procedures used in counseling include:
1. Analysis: Collect and review the information included in the individual

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inventory.
2, Synthesis: "High Light" the significant facts. The use of test.scores
and other objective data on a profile or psychograph is a helpful device.
3. Diagnosis: Identify the student's potentialities and his present pro-
blems and the causes.
k. Prognosis: Project the present situation into the future to arrive at
a tentative solution.
5. Counseling.
a. Help pupil understand himself. Suggest steps to be taken by pupil to help himself. Ability patterns nay be used to demonstrate^ graphically to the pupil how his pattern of aptitudes and achievements resembles that of persons engaged in a particular occupation. These occupational ability patterns referred to represent the "pooled" judgments of vocational psychologists. The following are very usable sources for these occupational ability patterns:
(1) Patterson, Gerkon, and Hahn. The Minnesota Occupational Hating Scales and Counseling Profiles, Science Research Associates, 19^1.
(2) Cardall, Alfred J. A Wartime Program for Your School, Science Research Associates, 19^3*
b. Review with pupil the evidence for and against his choice. Some techniques for dealing with problems of inappropriate or irrational choice are; (1) Informing pupil .of required aptitudes and training in comparison with his desires and capabilities as shown by the diagnosis,
(2) Delaying negative advice and laying foundation to prepare pupil for another and more appropriate choice,
(3) Providing actual tryout through part-time, vacation, or summer employment.
(U) Interviewing parents about the problem.
(5) Asking pupil to study the problem and return for another interview.
(6) Suggesting directly a tentative goal. (Use cautiously.).
6. Referral: It is often necessary to refer the pupil to another member of

HH

a*.

the faculty or staff, to sone agency, or other community resource for

the successful solution of his problem.

2.. The Interview

The following suggestions for making the counseling interview effective,

condensed from Bingham and Moore's "How to Interview", may prove helpful:

1. Provide conditions conducive to good interview,

2. Assemble and relate to the problem all the facts available.

3. Meet the interviewee cordially,

k. Be sincere.

5, Begin the interview with whatever topic will be of most interest to

the person interviewed,

6, Approach the problem as soon as a report is secured.

7, Avoid a patronizing attitude,

S, Uncover the real difficulty,

9. Encourage, but do not urge,

10. Isolate the central problem,

>

11, Ask questions to direct attention to salient facts,1

12, Make the interview a joint undertaking,

13. Exercise your sense of humor,

lk. Do not embarrass the interviewee unnecessarily,

15. Face the facts professionally,

lo. Observe closely the student's behavior,

17. Avoid putting the student on the defensive,

IS. Alleviate the shock of disillusionment,

19. Establish a reputation for being fair and keeping confidences.

20. Let the pupil formulate his conclusions or plan of action.

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21. Allow time for insights to mature and attitudes to change. 22. Present alternatives for his consideration. 23. Give advice sparingly, if at all. 2^. Give information as needed, 25. Make certain that all vital considerations relevant to a decision are
brought forward, 26. Make other services available, 27. Make subsequent interviews easy, E. Placement
The Guidance Program of the High-School Victory Corps will not be complete unless it makes some provision for the placement of its members. Some of the methods that may be used by any school are: 1. Helping students obtain part-time and vacation employment. Such ex-
periences prove to be valuable "try out" experiences and at the same time help directly in the wartime manpower shortage. Insofar as possible such experiences should be in line with the occupational choice of the student or related to some alternative suggested by the counselor. 2. Train in writing letters of application. Such training should be given in the regular English classes. Help may also be given by the counselor, 3. Train in applying for a job. This training pro'bably can also be'given best in English or in public speaking. English is preferred as most schools require four full years of English for graduation. 4. Furnish each pupil leaving school with evidence of his training. The Educational Experience Summary devised by the War Department, U. S. Office of Education, and other agencies, will, in the greater part, fulfill this need. However, letters of recommendation and other additional

-38-
evidence of training will still be required by a large number of students. 5. Direct students, insofar as possible, to some wartime service through
which the training received will be a vital part of their long-time objectives rather than just a necessary but unfortunate detour. In order to do this, the counselor should familiarize himself with the Army and Navy personnel classification system. Both the Army and Navy systems are briefly explained in the September, 19^2, issue of Occupations. Another helpful article is "How the Army Sorts its Manpower" by Walter V. Binghan in the September, 19^2, issue of Harper's Magazine. Authentic and detailed information about classification procedure has now been made available through the Superintendent of Documents and might well be studied by High-Sahool Victory Corps counselors. The following documents are now available:
Army Regulations, No. 6l5-2$, "Enlisted Men-Classification, Reclassification, Assignment, and Reassignment."
Army Regulations, No, 6l5-?5, "Enlisted Men-Initial Classification." Army Regulations, No. 615-26, "Enlisted Men-Index and Specification
for Civilian and Military Occupational Specialists and Occupational Specifications for Non-English Speaking Men, Illiterates, and Men of Limited Mental Capacity." F. Preparation for Induction The Council of Guidance and Personnel Associations recommends the following methods by which pupils may be prepared for induction into various service: 1. * By giving an over-all picture of the various military, community, and industrial services', thus avoiding recruitment for only a single service or need, 2. By helping pupils choose school and college subjects which will prepare them for induction.

BBBBHi^n
~39~ 3. By encouraging continued interest in, and preparation for, any field in
which, ability is shown. U. By preparing them to accept and understand the classification and assign-
ment which they nay be given, even if this 'should differ from their choice.

-Uo-
CHAPTER V ORGANIZATION OF MATERIAL
All material related to the Guidance Program should he readily accessible to counselors and students and should be arranged ao that it can be easily located. Since a great deal of this material will be in pamphlet form some device for filing it will be necessary. Write to the Library Division, State Department of Education, Atlanta, for Directions for Organizing Non-Book Materials. This pamphlet gives simple procedures for handling pamphlets and clippings, with special reference to the High-School Victory Corps Program.
In addition to material on the various occupations, every school should have a card file of community resources. This should include the names of those people in the community who give counselors and students information and advice about their particular professions, businesses, industries, hobbies, etc.
The guidance material and the community resources file should be housed in the library where it will be accessible to teachers and students at all times. It is highly desirable that this material be borrowed for individual and classroom use.
A survey of the occupational needs of the community should be made, A card record giving the name of employer, type of employment, and qualifications of the desired employee should be made and kept up-to-date through frequent contacts with employers.

-1+1-
CHAPTER VI SUMMARY OF GUIDANCE PROGRAM Every high school in Georgia should have as"a definite part of its service to the "boys and girls, educational, professional, vocational, physical, and personal guidance. Below are suggestions, which might "be adapted by the average high school in Georgia. First: Each teacher should feel that it is her duty not only to teach, but also to help the "boys and girls with whon she cones in contact in solving their daily problems and in preparing for a life of service." Second: Every teacher in high school should feel a definite responsibility toward a certain number of her pupils. Third: Complete records must be'kept of every pupil. Foufth: Every pupil should be encouraged to plan toward some definite accomplishment and should be helped to write out his procedure for this. Fifth: Once each month the members of the faculty should meet and, in executive session, discuss any pupils who present difficult problems. Sixth: Every student should be interviewed the first week of school, at which time his special problems and plans should be discussed. Seventh: Pupils should be taught early in their high-school courses how to study and how to use their time. Eighth: At times during the year speakers, who can explain various professions, should be invited to come to the high school and talk with the student body. Ninth; After pupils have decided what vocation to follow or that they expect to enter college on completion of their high-school course, they should be assigned research to do in their chosen vocation or about

--U2-

their college work in connection with their other school work.

Tenth: Social guidance should receive a just proportion of the attention of counselors.

Eleventh: Near-by physicians and nurses may be enlisted to help

in guiding the pupils in their physical devolopnont.

Twelth: Aptitude and interest tests should be given to help the

pupils avoid the wrong vocations and to help them get an accurate picture of themselves.

' In conclusion: Adequate guidance is dependent on:

a. Complete records of pupils.

b. Sympathetic and understanding teachers.

:,

c. - Far-seeing administrators.

d. A considerable amount of time and energy devoted to it.

-44-

11. *12.
13.
14.
15. 16. *17. 18. *19. *20. 21. 22.
23.

Myer, Walter E. and Coss, Clay, The Promise of Tomorrow. Civic Education Service, 744 Jackson PI., Washington, 3. C, 1938. $2.50.
Myers, George E, Principles and Techniques of Vocational Guidance, McGraw Hill, 194l. $3.
Paterson, D. G, andDarley; John G, Men. Women, and Jobs. A study in Human Engineering, University of Minnesota Press, University of Minnesota, Minneapolis, Minnesota, 193^. $1.50.
Paterson, Gerken," arid Hahan, The Minnesota Occupational Scales and Counseling Profiles. Science Research Associates, 1941. Manual
$3.75.
Ruch, Giles M. and Segel, David, Minimum Essentials of the Individual Inventory in Guidance. U. S. Government Printing Office, 1940. 15^
Smith, Chas. W. and Ross, Mary M. A Guide to GuidanceT Prentice-Hall, Inc., 70 5th Ave., New York, New York, 194-1. $3.00,
Stead, Shortle, et al. Occupational Counseling Techniques. American Book Co., 90 Cone St., N. W., Atlanta, 1940. $2.20.
Strang, Ruth and Hatcher, Latham, Child.Development and Guidance in Rural Schools. Harper, 1943,-
Webster, Edward C. Put Yourself to the Test. Harper, 194l, $2.50. Williamson, E. G. and Hahn,"M. E, Introduction to High School Counseling.
McGraw-Hill, 1940. $2.25. Wrenn, C. Gilbert, Hein, R. G., and Pratt, Shirley, Aids for Group
Guidance, Educational Test Bureau, 1942. Occupational Index. Bibliography of current vocational publications
published quarterly by the National Vocational Guidance Association. $5.00. Vocational Guide. Bibliography of current vocational publications prepared by Science Research Associates monthly. $5,

*--Listed in the 1943 Georgia Library List.

C. Books for Counselors and Students

*i. Geisel, John B. Personal Problems and Morale. Houghton-Mifflin and Company, 39 Harris St., N. E., Atlanta, 1943. $1.80.
2. Logie, Iona M. R. Careers In The Making, Series- 2, Harper, 1943. $1.00.

D. Pamphlets for Counselors
American Youth Commission, 744 Jackson PI., Washington, D. C, Community Responsibility for Youth Finding The Pacts About Youth New Strength For America Rallying Resources For Youth
Child Study Association of America, 221 W. 57th St., New York, New York. Children In Wartime. 10^
Committee on Rural Education, 5S35 Kimbark Ave., Chicago, 111, The Rural Child In The War Emergency. 10f

-1+5-

Michigan Co-operative Teacher Education Study, 113 State Office Bldg., Lansing, Michigan.
Helping Teachers Study Their Children 10^ What Should We Know About A Child 10^
National Education Association, 1201 l6th St., N. W., Washington, D. C. Mental Hygiene in the Classroom 20$ Reading Instruction in Secondary Schools 35^
National Citizens Committee of the White House Conference on Children in a Democracy, 122 E, 22nd St., New York, N. Y.. The Relationship Between Problems of Children and the Problems of Manpower3
New York State Education Department, Albany, New York PARENTS PREPARE; Maintaining Family Morale in Wartime.
U. S. Office of Education, Washington, D, C. Guidance Manual for the1 High-School Victory Corps 20^ (Order from Superintendent of Documents; Washington, D. C.)
University of Chicago, Chicago, 111. Children and the War 10#
U. S. Department of Labor, Childrens Bureau. To Parents in Wartime 5$ (Order from Superintendent of Documents, Washington, D. C.)

Pamphlets for Counselors and Students

Allowance and Allotment Branch, A. G. 0., Building Y, 20th and 3. St.., N. E,, Washington, D. C. Monthly Allowances for the Dependents of -Soldiers

American National Red Cross, Washington, D. C. Nursing, How to Prepare for It

Army Institute, Madison, Wisconsin,

..

Catalog of the Army Institute

Building America, 5^6 W. llUth St., New York, N. Y. Finding Your Job 50$

Georgia Department of Natural Resources, Atlanta, Georgia Vocational Forestry

Ginn and Company, Atlanta, Georgia

''

In The Service With Uncle Sara (Unit Studies in American Problems)

60^. Youth and Jobs (Unit Studies in American Problems) 60(

^US-

Infantry Journal, 1115 17th St,, N. W., Washington, D. C.

i,

Our Armed Forces. A Source Book on the Army and Navy for High

School Students 35^

Institute for Research, 537 S, Dearborn St., Chicago, 111. Careers For Women in Factory Work 75( Careers In The Armed Forces 75# Careers In The F. B. I. 75< Careers In The Naval Service of The U. S. 75{ Careers In The United States Army 75# A Career In T he United States Coast Guard 75$ Careers In The United States Merchant Marine 75{* A Career In The United States Marine Corps 75< Clerical Careers In Government Service 75^ Flying Careers In The United States Air Force 75$*

Maritime Commission, Washington, D..C.

'" -

General Information on Apprentice Seaman Training

"General Information on The Resident Radio, School

U. S. Merchant Marine Cadet Corps

National Vocational Guidance Association, Inc., 525 W, 120th St., New.York, N.Y. Vocational Guidance for Victory $0$

Navy Department, Bureau of Naval Personnel, Vfeshington, D, C, U. S. Naval Academy Entrance Examination

Ohio State Department of Education, Columbus, Ohio. Getting Ready for Industries. Free

Rand McNally and Company, Chicago, 111, (or ten-cent stor$) America On Guard 10^
Science Research Associates, 1700 Prairie Ave., Chicago, 111. American Job Series 50^ each Jobs In The Aircraft Industry 60^ Uncle Sam1 s-Fighting Men 60$

~u!-..,,"

Social Security Board, Federal Security Agency, Washington, D. C, How To Get Free Training for Defense Jobs

(Government pamphlets for which there is a charge must be ordered from the Superintendent of Documents, Washington,. D. C, and not from the issuing office)

U. S. Department o"f Agriculture, Bureau of Agricultural Economics

War and Far;?. Work 10^ '

! ,'..',..

U. S. Department of'l.i'b.:-. Children's Bureau, Washington, D. C. Which Joba^j v_ To-? is Worker8 Free No. 2 Advisory standards for Shipbuilding

.1+7-

No, 3 Advisory Standards for Lead and Lead-Using Industries ' No. h Advisory Standards for Employment Involving Exposure
to Carbon Disulfide Guides to Successful Employment of Non-Farm Youth in Wartime In
Agriculture

u. s.

Department of Later, Women's Bureau Employment of Women in the Manufacture of Artillery Ammunition 5( Employment of Women in the Manufacture of Small-Arms Ammunition 5t Equal Pay for Women in War Industries 10^ Guides for Wartime Use of Women on Farms 10^ (Special Bui. No. S)

U. S. Employment Service Employment of Women in War Production 35<*

U, S. Office of Civilian Defense, Washington, D. C. Volunteers in Child Care

U. S. Office of Education Airline Hostesses Guidance Problems in Wartime 20( Job Training for Victory 5$ 26 Job Opportunities in the U. S. Army Air Forces 10^

Guidanco Leaflets 5s-' J"ch

Architecture

Librarianship

Art

Mechanical Engineering

Chemistry and Chemical Engineering Medicine

Civil Engineering

Music

Dentistry Electrical Engineering

Nursing Optonetry

Forestry

Osteopathy

Home Economics

Pharmacy

Journalism

Veterinary Medicine

Law

Home Nursing Courses in High School 150

Professional Nurses are Needed (Vocational Leaflet No. 10) 15#

Training High-School Students for Wartime Service 10(5

U. S. Office of Education, Occupational Information and Guidance Service
Washington, D. C. Women of the United States and -the War High-School Male Students and Selective Service
U. S. Office of Education, Vocational Division Military Service 10^ Opportunities in the United States Merchant Marine 5$ Occupational Information and Guidance Service 19^2-^3 Vocational Training Problems when the War Ends 10(5

-Ifg-

U. S. Office -of War ln^orffiit"i'on " "" ;-"';""' ";'\\ War Jobs for Women 10<T

U. S. War Department, Washington, D. C, Educational Experience Summary (Secondary School)

University of the State of New York.f Albany, IT. Y. . Basic Educational F^-Vr^rnorr;^; for the Military Service

War Man Power Commission, Washington, B. C,

... '.

Training Chart

For Information about requirements, for the different branches of the armed services request pamphlets from:

U. S. Army Recruiting and Induction Station, Her.ley Building-,- Atlanta, Ga.

U. S. Coast Guard, Recruiting Station, Jacksonville, Florida,

U. S. Marine Corps, Southern Recruiting Div., Atlanta Nat, 3k. Bldg,, Atlanta,

Georgia,

.

..:''

U. S. Navy Recruiting Bureau, New Post Office Bldg,, Atlanta, Ga,

F. Magazines

' -'

*S:i-L-..T'.tion For Victory $1,00,

*:'''" r.-'LVO ions $315.

.,-;

*Vo:p,-;ioni.l Trends $2,50,: ""

Your Future

".'"''

_-..'...

"--

--Listed in 19^2 Georgia Magazine List.

Newspapers - Careful scanning of daily newspapers will provide a wealth of information on critical -occupations.

Radio - Radio stations often make spot announcements about critical labor shortages as well as carry regular programs, such as "The Army Hour, about life in the various branches' of the armed services {bulletin Board announcements of significant programs should,be made and kept up-todate.

Visual Aids - For information about films on the Armed Services'and Pro-

duction write to the Office of War Information, Bureau of Motion

Pictures, Washington, D."C;, Tor the current list..af U. S. War Informa-

tion Films.

..

G. Films may be rented from the following sources:
Distributors Group, /-Inc. , 756 W. Peach tree, N.'w.., Atlanta, Ga. Reagan Visual Education Company, Rhodes Building, Atlanta, ..Ga, Russel C. Roshon, Rhodea-Havorty Building, Atlanta, Ga, Stevens-Ideal Pictures, 89 Cone St., N. W,, Atlanta, Ga.

..-us-
University System of Georgia, Division of General Extension, Atlanta, Ga, (War information films may be obtained free from these companies with the exception of a 50^ service charge plus .transportation.)
H, Government Resources "
U. S. Office of Education, Occupational Information and Guidance Service has facilities for gathering and disseminating much information useful in the Victory Corps Guidance Program, Publications from this source may'be obtained on two bases} (l) Pree material upon direct request to the service; and (2) material to be purchased from the Superintendent of Documents, Government Printing Office, Washington, D. C.
I. State Resources
The State Department of Education. Atlanta,, will furnish information about (l) Civil Service examinations and openings' for which high-school pupils are eligible; (2) ESMWT courses; {3) VTWPW courses; and (k) Training within industry. Write to Dr. 0, C. Aderhold, State Director, High-School Victory Corps, State Department of Education, Atlanta, Ga., for this information.
Mr. Charles 0. Emmerich, Regional Director, National Youth Administration, Room 200, 10 Porsyth St., Bldg., Atlanta, will furnish information about its training program for out-of-school youth.
J. Community Resources
Every community has local federal and state representatives who should be consulted about various phases of the Guidance Program, Some of the agencies found in many communities are:
AAA PSA U. S. Employment Bureau County Health Doctor County Health Nurse Farm Agent Home Demonstration Agent Representatives from adjacent Air Fields, etc.
Professional and business and civic leaders can furnish information and helpful advice to counselors and students. Some of these leaders might be:
Scoutmaster Director of Civilian Defense Local Draft Board Specialists in professional, business, and production fields.

mmmm

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K. Tests
In using tests in guidance it is important to realize that the result of a single test cannot "be conclusive.' It is suggested that several different tests be used in each*field*
1. These are some companies from which sanple tests of all types nay be purchased;

a, California Test. Bureau

3636 3everly Boulevard

Los Angeles,"California

.

b, Co-operative Achievement Test Service .

i

American Council on Education

15 Amsterdam Avenue

New York, N. Y.

c. Educational Test Bureau Educational Publishers, Inc.
2106 Pierce Avenue Nashville, Tennessee.

'" ...

d, C. A. Gregory Company
._ . 3U5 Calhoun Street Cincinnati, .-Ohio

e. Public School Publishing CDrrpany . Bloomington, Illinois

f. The Psychological Corporation 522 Fifth Avenue
tv, New York, N. Y.

- ..

g. Science Research Associates Test Service Division 1700 Prairie Avenue Chicago, Illinois

h. Turner E. Smith Company hhl West Peachtree Street Atlanta, Georgia :
1 i. The University of Chicago Press The University of -Chicago Chicago, Illinois

j. World Book Company Atlanta, Georgia

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2. Intelligence Tests; a. American Council on Education Psychological Examination for High-School Students "by L. L. and Thelma G. Thurstone. Time: 60 rainutes; Price per copy, 5$ Ansv;er Sheet (for hand or machine scoring, required for all test 'booklets.) 2{ Specimen set - 20^. Co-operative Test Service. "b. Kuhlmann-Anderson Tests. 3ducational Test Bureau, Nashville, Tennessee. Copyright, 1927, 19^ line: 35 minutes, price per copy, 5^ Specimen set - 50(f c. Otis Quick Scoring Mental Ability Gamma Test. Time: 30 minutes, price per copy, 4^. Specimen set - 20^. W0rld Book Company,
3. Achievenent Tests: General batteries of achievement tests (Reading, Vocabulary, Arith-
metic Fundamentals and Problems, English, Spelling) a. Metropolitan Achievement Tests. Forms A, B, C, Dt E.
Advanced Battery, 7~9 Time: loO minutes Price per copy, 7^ Specimen set - 25$*, World Book Company b. Progressivejlchievement Tests. (Ernest W. Tregs and Willis W. Clark) Forms A, 3. Advanced Battery, 9-12. Time: 15O minutes. Price per copy: 7s^ Specimen set - 25^. California Test Bureau, c. Stanford Achievement Tests, Forms D, E, F, G. Advanced 3attery, 7~9. Time: 15O minutes Price per copy, 7# Guide for interpreting, 15<* Specimen set - 30^. World 3ook Company.
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