Organized guidance programs

: :. : : : : ORGANIZED GUIDANCE
. ............P.R.O.G.RA.M.S........'
UIDANCE FOR GEORGIA SCHOOL
I
STAT DEPARTMENT OF EDUCATION CLAUDE PURCELL SUPERINTENDENT ATLANTA, GEORGIA

ORGANIZED GUIDANCE PROGRAMS
William L. Hitchcock ;

Copyright, April 1962 By Georgia ~tate Department of Education Atlanta 3, Georgia

GEORGIA STATE BOARD OF EDUCATION
JAMES S. PETERS, Chairman HENRY A. STEWART, Vice-Chairman CLAUDE PURCELL, Executive Secretary

MEMBERS

FIRST CONGRESSIONAL DISTRIcr - - - - - - - PAUL S. STONE

SECOND CONGRESSIONAL DISTRICT - - ROBERT BYRD WRIGHT, JR.

THIRD CONGRESSIONAL DISTRIcr

THOMAS NESBITT, JR.

FOURTH CONGRESSIONAL DISTRICT - - - - - - JAMES S. PETERS

FIFTH CONGRESSIONAL DISTRICT

DAVID F. RICE

SIXTH CONGRESSIONAL DISTRICT

FRANCIS SHURLING

SEVENTH CONGRESSIONAL DISTBJCT

HENRY A. STEWART

EIGHTH CONGRESSIONAL DISTRICT

LONNIE D. SWEAT

NINTH CONGRESSIONAL DISTRICT

MRS. BRUCE SCHAFFER

TENTH CONGRESSIONAL DISTRICT

ZACK DANIEL

CONTENTS

PART I - THE HOW AND WHY OF GUIDANCE ORGANIZATION

THE NECESSITY OF ORGANIZATION

2

ORGANIZATIONAL PATTERNS IN GUIDANCE

5

SUMMARY

11

BmLIOGRAPHY

11

ADDITIONAL REFERENCES

12

PART II - THE GUIDANCE COMMITTEE

THE GENERAL NATURE

14

THE SPECIFIC FUNCTION

15

To Evaluate the Existing Services that are Being Rendered in the School

To Present the Proposed Plan to the Total Faculty for Approval

To Assist in Making These Activities an Integral Part of the Guidance Services and the Total School Program
To Plan and Conduct Special Studies in and out of the School

To Serve as Active PUblic Relations Agents in Keeping the Students, Faculty, and the General Public Informed

SUMMARY

17

REFERENCES

.

.__

18

LIST OF ILLUSTRATIONS

Figure 1. THE EDUCATIONAL PYRAMID

2

Figure 2. A BASIC PLAN

(jj

Figure 3. A GROWTH PLAN

7

Figure 4. THE EXPANDED PLAN

9

Figure 5. THE COMPREHENSIVE PLAN

If)

FOREWORD
The mounting pressure on students and educators to get the most out of the education process has brought an awareness of the vital role which is performed by guidance programs in effective secondary education. With greater frequency than ever before, effective secondary education has come to mean the meeting of students' needs, needs which have been determined by analysis of individual skills and aptitudes and have then been correlated with the demands of business.
Because the State Department of Education considers guidance basic to education and wishes to help school personnel do a good job in this area, we are publishing a series of booklets which have been prepared by Dr. William Hitchcock. These booklets deal with various phases of the guidance program: the principal and the guidance program, the classroom teacher and the guidance program, the organization of guidance programs, and others of similar nature. These will be released to Georgia schools over a period of time. Publication of this series has been made possible, in large part, through funds from Title V-A of the National Defense Education Act.
Usually publications of this nature are the cooperative product of a group. In this instance. this excellent series is the work of one person who is an expert in his field. Dr. Hitchcock is Director of Counselor Education at Georgia Southern College in Statesboro.
Claude Purcell State Superintendent of Schools
vill

PREFACE
The State Board of Education adopted a basic program for the public schools of the State and published this program in a bulletin, Curriculum Framework for Georgia Schools. The Curriculum Framework recognized guidance as being an integral part of the public school program. The introduction to this bulletin had the following statements:
A series of curriculum bulletins is contemplated over the period of the next few years. These can well include a separate and more detailed bulletin on each of the subjects treated in this initial general bulletin. These can be followed by a largescale production of more specific course guides, resource units, and the like.
This series of bulletins on guidance and counseling makes an effort to amplify for teachers and administrators the outline contained in the Curriculum Framework entitled "Guidance in the Total School Program."
It is the belief of the State Department of Education that we should make guides for teachers and administrators available in all areas of the school program. Teacher guides have been developed in a number of areas, and we continue each year to produce teacher guides. This series should be looked upon by local school people as an effort to give them material which will be helpful in the development of stronger and stronger programs of guidance and cQunseling.
H. S. Shearouse, Director Division of Instruction

PART I
THE HOW AND WHY
OF
GUIDANCE ORGANIZATION

GUIDANCE ORGANIZATION 2
THE NECESSITY OF ORGANIZATION
Henry J. Otto once said, "Every undertaking, if it is to be carried forward efficiently, requires a scheme of operations. Usually one of the first things a leader does is to develop a plan whereby steps may be taken toward an objective. If leadership operates in terms of democratic principles, such plans are developed in cooperation with the other persons involved. The result is an organization through which and within which persons operate in discharging their various responsibilities and contributions to the enterprise." (1)
This emphatically points out the necessity for an organized approach in guidance. Organization is imperative since guidance servives are an integral part of the total school program. Just how and where guidance fits into the over-all school program is shown by the educational pyramid. This figure clearly illustrates our educational system in action.

THE EDUCATIONAL PYRAMID

II';:~

EVALUATION

'-

METHODS OF TEACHING

'T----- >l CURRICULUM MATERIALS

'T---- PUPIL PERSONNEL SERVICES

Figure 1
At the base of the pyramid, and rightly so, are the pupil personnel services. In addition to the guidance services, the pupil personnel services include the clinical and/or health services and the pupil accounting services.
The pupil personnel services, and more particularly the guidance services, enable the school to know specifically the nature of the pro-

3 .. GUIDANCE ORGANIZATION
duct with whom it has to work. School personnel are enabled to know where they are going and why they are going in that direction. The objectives, purposes, and goals of an educational institution are clearly defined through adequate pupil personnel services. These objectives can be justified only through an excellently planned and efficiently functioning pupil personnel service. After once establishing and agreeing upon the basic goals for which to strive in an educational institution, it is time to give some thought to ways and means of implementing these goals.
A thorough knowledge concerning the nature of the product the pupil with whom the school must work-leads to the establishment of a curriculum instructional program and the selection of curriculum materials. These materials must be selected carefully in light of the instructional program that has been set up to attain the objectives previo:lsly formulated. This is a very important task and one in which guidance can make a significant contribution. Through the services of guidance, school personnel may be assisted to know the level or levels of material suitable to the individuals who will be using these materials. Evidence of this nature insures that teachers will have the proper tools with which to work in quest of the educational goals in their instructional program.
Next comes the major task of utilizing the teaching skills of the professional staff to make the goals a reality. The very foundation of the educational pyramid is bolstered by the full resources of the teacher; his ingenuity, his learned skills, even his hunches are utilized in individual planning and group planning. Even if the school has an adequate set of objectives, ample materials, and the finest facilities, the program will fail if there is not a professional staff at the helm to guide the pupils. In any educational endeavor the success of its implementation depends foremost on the teachers who are on the firing line working with the pupils. The guidance services enter this phase of the educational pyramid through evaluating the effectiveness of the tools that are being used and supplying data relative to the effectiveness of the methods used in teaching. As a result of this knowledge, teachers are in a position to modify and enrich the
methods being used if there is a need.
At the top of the pyramid, but essentially throughout the pyramid, is evaluation. All the blocks in the pyramid are important, but for the average layman, this block is uppermost in his mind. He is concerned with the end product - the results. The schools must also become increasingly concerned with how their products are adjusting in the next steps after school.

GUIDANCE ORGANIZATION . .. 4
The guidance services play an important part in the total school program and should be considered an integral part of such. Too many think of these services as fads, frills, and frosting on the educational cake. These attitudes must be changed, and organization will assist in leading many of these people to see that guidance is a basic ingredient.
Organization insures understanding. The guidance philosophy held by a school system cannot possibly be understood by all concerned if the guidance services are carried on in an incidental manner. Adequate guidance services imply planning, planning designed to meet better the needs of the pupils in the school. In doing this, ample recognition is given to understanding the uniqueness of the individual by the total faculty in the school, along with organizing a positive program aimed at developing this uniqueness to its optimum. A united front is needed if boys and girls are to receive the best the school has to offer. Incidental guidance will not accomplish this and the pupils are the losers.
Communication is enhanced. Many misconceptions and misunderstandings occur in situations due to the lack of communication. For example, many school people look upon counseling and advice as synonymous. To allow such misunderstandings to go unchecked will only magnify the false expectations in the guidance process. An organized effort will decrease the possibilities of such things becoming a reality, while at the same time will increase the effectiveness of all school personnel in the area of public relations ambassadors. This will, in turn, decrease the possibility of ill-stated charges being leveled at the school, as a whole, by uninformed or misinformed individuals.
Roles of school personnel will be clarified. The school's football coach would not dare permit his team to take the field unless all of the players knew their assignments. Neither would the band leader permit youngsters to play in the spring concert until they had mastered their roles. Yet, when the school is dealing with pupil problems of major concern, the roles to be played by the team are not always understood. It is a well known fact, the effectiveness of the program of guidance services cannot progress any further than the training and efficiency of the school personnel who are charged with this responsibility. It is, likewise, a well known fact that a team effort willing produce greater dividends than an individual effort. Organization will clarify roles thus preventing school personnel from working at cross purposes on common goals in pupil development and adjustment.

5 GUIDANCE ORGANIZATION
ORGANIZATIONAL PATTERNS IN GUIDANCE
Assuming that ample consideration has been given by the total faculty in formulating a philosophy of guidance commensurate with the school educational philosophy, that a basic understanding of the services of guidance is prevalent among the staff, that the staff is convinced that organized guidance services are needed and desired, and that active support is assured from all concerned, the time is ripe for proceeding to an organized program.
The organizational pattern that should be incorporated so that the pupils and teachers may receive the greatest benefits is a question of major concern. In addition to the four factors indicating a readiness for organization to proceed, other factors would influence the organizational pattern to be installed in the school. For example, the size of the school would determine to a great extent the pattern to employ. The professional competencies of the present faculty would determine the tools and techniques to be employed in the program of guidance services, thus affecting the organizational pattern. Another factor influencing the organizational structure would be the capital outlay. It is felt that this would not be a critical factor if the school would take a look at the cost from a standpoint of an on-going program. The initial costs may seem to be quite great, but a long range view will indicate a leveling off of cost which should not be prohibitive.
The author feels that every school, regardless of size, should operate within an organizational framework. By so doing, the greatest benefits will accrue to the pupils as well as to the school staff. The constant cry from many schools is "What can we do?" In answer to this question, it is felt that many guidance minded teachers are present who are interested and eager to begin and grow toward a well-rounded program. The first recommendation would be to organize a guidance committee composed of teachers, pupils, and parents. This committee could inventory the present guidance activities being carried on in the school through simple studies and through an informal approach. These findings could serve as a base for making recommendations as to further activities that may be incorporated, as well as improving and enriching some of the present guidance activities that are being offered.
The second recommendation would be to seek the assistance of a consultant to work with the guidance committee or the total school staff in getting some things started in an action program. The activities at this stage in the developmental program

GUIDANCE ORGANIZATION . . 6
would necessarily be an outgrowth of the present competencies of the staff. However, as these recommendations become effective, the staff could be engaged in the learning of new skills through an in-service program, which is the third recommendation.
In the in-service training program, the staff could be sharpening their present competencies, as well as developing new skills in the use of guidance tools and techniques. As teachers gain an understanding of what to do and how to do it, many guidance activities will become a part of their regular classroom instructional program. It would be possible, from dealing with many of the pupil-concerns in the classroom settings, that a homeroom program would emerge. Here the common problems of the pupils could be dealt with in an organized and well-planned approach.
A BAS'le PLAN
Figure 2
Up to this point in tbe developmental program, the emphasis has been primarily in group activities. Out of group guidance activities for pupils comes a need for more individual counseling. The fourth recommendation would be that provisions be made for some faculty members to be freed from other duties to get the counseling service underway. This person should be selected with the greatest of care. If the person is willing, and personally and professionally qualified, well and good. If not professionally qualfied, will this person be willing to seek further training in order to become qualified? This question must be answered in the affirmative. The time to be used for this activity should be based on a ratio of free periods daily for

7 . GUIDANCE ORGANIZATION
counseling to the number of pupils in enrollment. A very desirable ratio is 1 period per 50 pupils. For example, a small school enrolling 150 pupils could justify 3 periods per day for counseling. In addition to the personnel participation in the basic organizational plan, the teacher-counselor should utilize part of her time in mobilizing the available resources in the community to enhance and supplement the offerings to the pupils. In practically every community there are individuals, organizations, and agencies interested in youth welfare that are willing to cooperate and participate in the guidance and school program only for the asking. The wise school will tap these resources in the interest of the pupil, as well as the total school. The addition of the teacher-counselor and community resources may fit into an organized plan referred to as the growth plan.
A GROWTH PLAN

COMMUNITY RESOURCES

........ , , -- --- - -- -- --- , ..............

~.:::~ I GUIDANCE :COMMITTEE

CONSULTANT

",

j

,

~", ',,"'-

Figure 3
At this point in the developmental process leading to a comprehensive plan in the school's program of guidance services, a fundamental issue must be discussed and resolved. For some schools the growth plan as outlined above is the limit in their organizational framework as far as the school unit plan is concerned.

GUIDANCE ORGANIZATION . .. 8
The question is whether to have full time counseling or continue with teacher-counselors who teach part time and counsel part time.
The prevailing point of view in these schools is, that if a person is given full time for counseling, he will forget what is happening in the classroom. Instead of having two full time counselors, as needed to meet the pupil-counseling ratio, these schools scheduled four teachers to teach half time and counsel half time or some other ratio to meet the requirements.
This issue has been discussed many times among guidance leaders and with school administrators. In practically every guidance class the author has taught, the question is asked concerning the desirability of having full-time counselors as opposed to a part-time counselors. The pros and cons have been brought out and discussed with no common agreement as to what is best. In a study by the author including 1282 counselors throughout the United States, it was found that 480 counselors or thirty-seven per cent were devoting full time to counseling. It is the opinion of the writer that the employment of full-time counselors would contribute to a better functioning program of guidance services in the school. It is felt that a fulltime counselor who maintains a close working relationship with the teachers and who would possibly teach some of the units in the group guidance activities would keep in close touch with the classroom. His being on the school's curriculum research committee would keep him informed of what was going on in the course of study in the school. To work with pupils effectively in planning their program of work in the public schools would, of necessity, encourage or even force him to know the content of the course. Through devoting his full energies to the guidance program the counselor has ample time to adequately organize, administer, and evaluate the services of guidance. Frequently, when the time is limited, important tasks in the guidance services are not well organized and, as a result, are ineffective. The research activities, which should be a definte part of their services of guidance, have been sorely neglected in the past because of insufficient time. The wise school should schedule some time in the counselor's day to evaluate the effectiveness of what is being done. Otherwise, the program itself, as well as the pupils in the school, will suffer.
School districts having a number of small school units could not justify employing a full-time person in this capacity. They could utilize the organizational pattern as proposed in the growth plan, or they could employ a professionally trained person as an itinerant

9 .. GUIDANCE ORGANIZATION
counselor to work with a number of the smaller school units. This person could work closely with the teachers, the guidance committee, and the administration in providing the needed services for the pupils. Schools in this category and larger schools could employ the expanded plan.
The three organizational plans discussed thus far are design-

THE EXPANDED PLAN

COMMUNITY RESOURCES

I CONSULTANT
ADMINISTRATIVE STAFF

Figure 4
ed as separate school unit plans. In each of them the board of education and the superintendent would necessarily play a prominent role in their interest and support. The purpose of not including them in the organizational structure earlier was to emphasize the desirability of the guidance programs developing from the bottom

GUIDANCE ORGANIZATION . . . 10
up instead of from the top down. The fourth plan is referred to as the comprehensive plan. This plan is applicable to larger school systems at the city, county, or district level.
To justify the existence of these services in the school requires a thorough understanding of the status of youth served by the school.
THE COMPREHENSIVE PLAN
COMMUNITY ---- SYSTEM GUIDANCE DIRECTOR RESOURces
GUIDANCE COMMITTEES
I'fgure 8

11 . GUIDANCE ORGANIZATION
SUMMARY
It is the purpose of this booklet to show the place or organized guidance in the over-all framework of the school system in which it functions. An attempt has been made to emphasize the paramount value of organization to realize the full potential of the guidance services in the school. It is felt that an organized approach will enhance the understanding and communication among those who are vitally concerned with the program. The clarification of the roles of personnel in the program will, in the final analysis, result in a more concerted effort in the interest and welfare of the pupil.
Specific recommendations have been made concerning the developmental patterns in building a program of guidance services from the basic organizational plan to the comprehensive plan. Any school, regardless of size, can fit its program of guidance services into one of the recommended plans, thus bringing to the pupils the best the school can offer in guidance.
BIBLIOGRAPHY
1. The National Elementary Principal, Thirty-Third Yearbook, Guidance for Today's Children. Bulletin of the Department of Elementary School Principals, National Edcation Association, 1954. 278 p.

GUIDANCE ORGANIZATION 12
ADDITIONAL REFERENCES
Brayfield, A. H., Readings in Modern Methods of Counseling, New York: Appleton-Century-Crofts, Inc., 1950. 526 p.
Division of Research and Guidance, Guidance Handbook for Secondary Schools, Los Angeles: California Test Bureau, 1948. 243 p.
Erickson, Clifford E., A Basic Text for Guidance Workers, New York: Prentice Hall, 1947. 566 p.
Foster, Charles R., Guidance for Today's Schools, Boston: Ginn and Company, 1957. 362 p.
Froehlich, Clifford P., Guidance Services in Smaller Schools, New York: McGraw-Hill Book Company, 1950. 352 p.
Froehlich, Cifford P., Guidance Services in Schools, New York: McGraw-Hill Book Company, 1958. 383 p.
Hatch, Raymond N., and Stefflre, Buford, Administration of Guidance Services, Englewood Cliffs, N. J.: Prentice-Hall, 1958. 499 p.
Humphreys, J. Anthony, and Traxler, Arthur E., Guidance Services, Chicago: Science Research Associates, Inc., 1954. 438 p.
Little, Wilson, and Chapman, A. L., Developmental Guidance in Se condary Schools, New York: McGraw-Hill Book Company, 1953. 324p.
McDaniel, Henry B., Lallas, John E., Saun, James A., and Gilmore, James L., Readings in Guidance, New York: Henry Holt and Company, 1959. 411 p.
Miller, Frank W., Guidance Principles and Services, Columbus, Ohio: Charles E. Merrill Books, Inc., 1961. 426 p.
Roeber, Edward C., Smith, Glenn, E., and Erickson, Clifford E., Organization and Administration of Guidance Services, New York: McGraw-Hill Book Company, 1955. 294 p.
Smith, Glenn E., Principles and Practices of the Guidance Program, New York: The MacMillan Company, 1954. 379 p.
Stoops, Emery, and Wahlquest, Gunnar L., Principles and Practices in Guidance, New York: McGraw-Hill Book CompanY,1958. 369 p.
Willey, Roy DeVerl, and Andrew, Dean C., Modern Methods and Techniques in Guidance, New York: Harper & Brothers, 1955. 653 p.

PART II
THE
GUIDANCE COMMITTEE

THE GUIDANCE COMMITTEE . . . 14
THE GENERAL NATURE
Direction is very definitely needed in order for a program of guidance services to operate adequately and to develop effectively. A cooperative approach in realizing this aim is accomplished through the establishment of a school guidance committee. This grrup of three to seven members is charged with the primary responsibility of formulating policies and outlining procedures for realizing the maximum potential from the guidance services in the school. This body of people should be truly representative of the total school. It is entirely possible to include student, parent, and/or community representation on this committee.
A well organized program of guidance services in the school does not just happen by chance. The degree of success or failure is directly proportional to the active leadership, support, and cooperation of all school personnel. The primary responsibility for leadership in a well integrated program of guidance services in a school is in the hands of the immediate school administrator - the principal. However, due to the varied duties of the principal, the guidance responsibilities in the school are usually delegated to some other person or group. Even though these responsibilities are delegated, the principal assumes an active role in the guidance activities that are carried on in the school.
In the organizational plan (school unit) of guidance, the counselor or teacher-counselor is next in the line of command. Being cognizant of the importance of a cooperative approach in this important school endeavor, the principal would be wise to encourage the counselor or teacher-counselor to work very closely with the guidance committee, which is next in line in the chain of command. The counselor or teacher-counselor would naturally be an important member of this body. It is recommended that, if the school is fortunate enough to have a counselor or teacher-counselor on its staff, this person be made the chairman of the guidance committee. Many guidance leaders in the field would disagree with this recommendation because of the dual role he would be expected to play. It would be difficult to be both a consultant and a participant in this role; however, the writer feels that this can be done effectively. There is the possibility of placing too much dependence on this person in the participant's role. The danger lies in the fact that other members of the committee would wait for this person to make suggestions or recommendations before they would speak. If this occurs, there is the possibility of suppressing the thinking and the contributions of the other participants.

15 . . . THE GUIDANCE COMMITTEE
THE SPECIFIC FUNCTION
As previously mentioned, the school's guidance committee constitutes a policy-forming and recommending body. In order to carry out this primary responsibility, a number of specific functions are evident.
These are:
1. TO EVALUATE THE EXISTING SERVICES THAT ARE BEING RENDERED IN THE SCHOOL.
Evaluation is the key to an effective program of guidance services in any school - large or small. To make needed improvements in any educational endeavor requires a through knowledge of what is presently being done in the school. Through the careful and continuous appraisal of the guidance activities that are being rendered, the guidance committee is in a position to determine changes, modifications, and additions that are needed in order for the school to realize the maximum potential through these services. In light of what is found through this evaluation, the committee suggests and recommends to the principal those activities that should become a definite part of the school's guidance services. If the suggestions and recommendations are approved by the administrator, the guidance committee then works out plans as to when and how those activities will be placed in the program. After this is accomplished, the second major task of the guidance committee is evident.
2. TO PRESENT THE PROPOSED PLAN TO THE TOTAL FACULTY FOR APPROVAL.
An adequately functioning program of guidance services must have the active cooperation and participation of the teachers. Therefore, it is imperative to bring them in on the tentative plans. The proposed plans are presented to the faculty with ways and means outlined as to how and when they will become a part of the school program. The suggestions of the faculty are then incorporated into the plans, after which a final and completed draft is made. Close cooperation and supervision are given those teachers who are affected by the new plans. This is done by individual members of the committee, or the committee as a whole, through a conference approach.

tHE GUIDANCE COMMITTEE . . . t6
3. TO ASSIST IN MAKING THESE ACTIVITIES AN INTEGRAL PART OF THE GUIDANCE SERVICES AND THE TOTAL SCHOOL PROGRAM.
For guidance services to really be effective, the program of activities must be an integral part of the total school program. The new activities that are incorporated must be coordinated with the currently existing guidance services, and these services must complement the curriculum program of the school. In order to do this effectively, the guidance committee must work closely with other school committees in developing a total program to strengthen the entire school. To make its greatest contribution to the attainment of the total school aims, the program of guidance services, or any other program in the school, must not be placed in a vacuum.
4. TO PLAN AND TO CONDUCT SPECIAL STUDIES IN AND OUT OF THE SCHOOL.
It is necessary in many instances to conduct special guidance projects in and out of the school in order to justify the placing of new activities in the program of guidance services. These projects may involve such activities as student check lists, teacher check lists or opinion polls, community surveys of an occupational and educational nature, etc. From projects such as these, the guidance committee will be alAe to pinpoint problems and difficulties needing special attentioll. Through working closely with organizations and agencies in the community, the entire program of the school will be strengthened.
5. TO SERVE AS ACTIVE PUBLIC RELATIONS AGENTS IN KEEPING THE STUDENTS, FACULTY, AND THE GENERAL PUBLIC INFORMED.
Many worthy school projects have failed because of weak and ineffective public relations. Even though all school personnel should be public relations ambassadors, the guidance committee must assume a major role in this endeavor.
III order for students to utilize the services of guidance in the school, they must know what is available, the aims of these services in relation to their own personal needs, and how they may seek these services. The frequency of use of the guidance services by students is one important criterion for evaluating the effectiveness of these services and even justifying their existence as a part of the school program. It is evident then that students must be informed continually of these services.

17 . . . THE GUIDANCE COMMITTEE
Teachers are the key to effective programs of guidance services. As mentioned previously, their active cooperation and participation result in successful programs. Normally, teachers come in contact with all the parents served by the school. When questions are asked by the parents concerning the guidance program, it is much better that they be answered on the spot. So one may see that a thorough knowledge and understanding of the guidance services by all teachers is paramount.
Contrary to popular opinion, the public is interested in what is going on in the school. On many occasions school personnel must go to the public for assistance. If they are adequately informed of the program in question, more than likely their support will be forthcoming. However, if the public is not informed, they will more than likely be skeptical.
It is a well accepted fact that what people are not up on, they are down on. The guidance committee, then, must make certain that what is being attempted, the problems, the needs, as well as the progress that is being made, is known and understood by all concerned.
SUMMARY
Every school attempting to offer organized services of guidance to their students should have a functioning guidance committee. The principal should exercise extreme care and caution in selecting and assigning properly qualified personnel to participate on the committee. It is recommended that the counselor or teacher-counslor be a member of this school body, and preferably the chairman of the committee. This committee should meet periodically, or when the need arises, to formulate sound policies and procedures for realizing the full potential of the guidance services in the school.

THE GUIDANCE COMMITTEE . . . 18
REFERENCES
Crow, Lester D., and Crow, Alice, An Introduction to Guidance, New York: American Book Company, 1951. 430 p.
Dunsmoor, Clarence C., and Miller, Leonard M., Principles and Methods of Guidance for Teachers, Scranton, Penn.: International Textbook Company, 1950. 399 p.
Erickson, Clifford E., and Smith, Glenn K, Organization and Administration of Guidance Services, New York: McGraw-Hill Book Company, 1947. 276 p.
Froehlich, Clifford P., Guidance Services in Smaller Schools, New York: McGraw-Hill Book Company, 1950. 352 p.
Froehlich, Clifford P., Guidance Services in Schools, New York: McGraw-Hill Book Company, 1958. 383 p.
Gordon, Ira J., The Teacher as a Guidance Worker, New York: Harper and Brathers, 1956. 350 p.
Hamrin, S. A., Guidance Services, Bloomington, Ill.: McKnight & McKnight Publishing Company, 1953. 220 p.
Hatch, Raymond N., and Stefflre, Buford, Administration of Guidance Services, Englewood Cliffs, N. J.: Prentice-Hall, 1958. 499 p.
Hutson, Percival W., The Guidance Function in Education, New York: Appleton-Century-Crofts, Inc., 1958. 680 p.
Kelley, Janet A., Guidance and Curriculum, Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1955. 532 p.
Knapp, Robert Y., Practical Guidance Methods for Counselors, Teachers, and Administration, New York: McGraw-Hill Book Company, 1953. 320 p.
McDaniel, Henry B., Guidance in the Modern School, New York: Dryden Press, 1956. 526 p.
Mathewson, Robert Hendry, Guidance Policy and Practice, New York: Harper & Brothers, 1955. 423 p.
Ohlsen, Merle M., Guidance, An Introduction, New York: Harcourt, Brace a1'\d Company, 1955. 436 p.
Stoops, Emery, and Wahlquest, Gunnar L., Principles and Practices in Guidance, New York: McGraw-Hill Book Company, 1958. 369 p.

. . . . . . ..


~ ~ @0



DI YIS ION OF IN STRUClION GUIDANCE COUNSELING & TESTING SERVICES