Group guidance in schools [1967]

GROUP GUIDANCE IN SCHOOLS
WILLIAM L HITCHCOCK


Copyright 1967 Georgia State Department of Education Atlanta, Georgia

GEORGIA STATE BOARD OF EDUCATION

Mr. Jack P. Nix State Sl :lperintendent of Schools Serves as ExecutivP Secretary to the State Board of Education.
J

MEMBERS

First District"

Metter 30439

Roy A. Hendricks

Second district

Robert B. Wright, Jr.

~
Vice Chairman, Moultrie 31768

Tl)i{rd District

~

Mrs. Ralph Hobbs

2609 Fremont Avenue, Columbus 31906

Fourth District

L. L. Jenkins

615 Peachtree, N. K, Suite 807, Atlanta 30308

Fifth District

David F. Rice

1175 W. Conway Road, N. W., Atlanta 30327

Sixth District

James S. Peters

Chairman, Manchester 31816

Seventh District

Henry A. Stewart, Sr. Cedartown 30125

Eighth District

James Dewar

Valdosta 31601

Ninth District

Cornelia 30531

Cliff C. Kimsey, Jr.

Tenth District

Monroe 30655

WIn. L. Pres'~

TABLE OF CONTENTS

Introduction

--------- ------------- -----------------------

The Need for Group Guidance Activities in the School - -

Values and Limitations of Group Activities in Guidance - -

Organizing the Group Guidance Program -----------------------------------

Determining What to Include in a Group Guidance Program _ 4

The Objectives of the Program and Philosophy of

Guidance in the School

_

_

The Place and/or Level It Is to Be Offered

_

The Competencies of the School Counselor and Teachers

The Special Needs of Pupils and Studen~s ------------_______ 6-1

Determining Where to Schedule Group Guidal'lce Activties

in the School ---

------------------ 1

The Homeroom Period

----

17-J

The Activity Period --------------------------------------------------- 2

Shortened Periods in the School Day --___________________________ 2

The Rotation Plan

20.~

Special Courses and Units

21-2

The School's Core Program

_

Clubs and Organizations for Students

_

The Study Hall or Period

_

The Regular Scheduled Courses in the School's

Instructional Program

_

Organizing Specific Group Guidance Units in the

School Program

.

23-~

Who Should Teach the Group Guidance Units?

A9-~

Administering the Group Guidance Program

51-~

Establishing an Effective Group Relationship for

Group Guidance

52-~

Initiating the Group Guidance Unit

54-5

Current Thinking of Group Participants

55-5

Audio-Visual Materials

5

Group Leaders Approaches

56-5

Additional Methods Involving Group Leaders, Students,

and Others_________

5

Considerations for Group Leaders in the Group Process 58-5

Assisting Students in Developing a Code for

Group Discussion

59-6

Maintaining Effective and Fruitful Discussion in the Group 61-6

One Hundred Per Cent Participation in the Group

Guidance Discussion

62-6

Terminating the Group Discussions

63-6

Evaluating the Group Guidance Unit

64-6

Summary

67-6

Bibilo g rap hy

69-7

References

7

Appendix

72-8

FOREWORD
"In democracy our progress is the sum of progress of the individual - that which they each individually achieve to the full capacity of their abilities and character. Their varied personalities and abilities must be brought fully to bloom; they must not be mentally regimented to a single mold or the qualities of many will be stifled; the door of opportunity must be opened to each of them."
President Herbert Hoover, at the White House Conference on Child Health and Protection in 1930, summed up the goals of guidance in those well-chosen words. People are born equal, but they are born different. And that difference is of vital importance. Guidance is the method educators use to study, channel and utilize those differences so that each person may become an intelligent, contributing member of society. Guidance is for all students: gifted, normal or retarded, college bound or not.
The Georgia State Department of Education offers this series of books to help those who are concerned with various aspects of the guidance program: the principal, the classroom teacher and guidance personnel. We hope they will be of great help in carrying out an effective program. This excellent series is the work of Dr. William Hitchcock, director of counselor education at Georgia Southern College in Statesboro.
Jack P. Nix State Superintendent of Schools

PREFACE
Guidance has been defined by Dr. William Hitchcock, author of this series, as "a continuing process of helping boys and girls to help themselves through discovering, understanding, and using their potentials to the fullest." The State Department of Education recognizes guidance as being an integral part of the public school program. In an organized program of guidance services, there are six major services: orientation, informational, counseling, student analysis, placement and follow-up.
It is the objective of the Guidance, Counseling, and Testing Service of the State Department of Education to afford leadership and assistance to Georgia puble schools in organizing, maintaining, and improving local programs of guidance services.
The State Department of Education believes that guides in all areas of the school program should be made available for teach ers and administrators. Guides have been produced in a number of areas, and this series of bulletins on guidance, counseling, and testing is being developed in an effort to outline for counselors, teachers, and administrators some guidelines for making the above mentioned services available to all students in the public schools of Georgia.
H. Titus Singletary, Jr. Associate State Superintendent of Schools Office of Instructional Services

INTRODUCTION
Guidance through the group approach is presently becoming a very important technique for meeting common, as well as specific, needs of boys and girls in the school. With mushrooming school populations, schools have found it increasingly difficult to give the needed assistance to youngsters in self-understanding and decision making. The employment of organized group guidance activities in the school's program purports to fill, in part, those needs. Group guidance, then, may be defined as those school activities designed for the primary purpose of furthering, supplementing, generating, and facilitating the school's guidance services in the program of guidance.
Even though group guidance activities complement and support the guidance services afforded individual students, these activities were never intended to replace them. It is very possible, however, that certain accomplishments may be better achieved through the group approach than through an individual counseling session between counselor and student. If this is true, this approach should be used when these concerns of students are evident. There are many areas of student concerns in which group guidance approaches may be employed in the school. For example, this technique lends itself to dealing with many of the educational and academic concerns encountered by pupils and students in their total educational experiences. Study habits, achievement difficulties, high school and college planning are examples of concerns of this nature that may be dealt with in groups. In the area of occupational exploration and planning, schools are using group methods very effectively and in an organized manner. Organized activities ranging from understanding the occupational world round about us to selecting a future vocation are being carried on in our schools today. Many of the anticipated social-personal concerns of pupils and students are being dealt with adequately in group situations in our schools today. Such problems as getting along with others, social standards, and social techniques are examples of these personal-social concerns fitting into the group activities in this area.
Group guidance activities, well organized for students, should serve as preventive, developmental, and remedial for those who pa!ticipate in these school guidance activities. Through the school's orIentation services, plus other services for students carried on thr?ugh the group approaches, many of the problems normally exper.l~nced by pupils entering schools and students moving from one facl~lty to another may be effectively dealt with prior to their happe~mg. These approaches, by the school, are designed as preventive guIdance measures for the benefit of the students. As a result of extensive and comprehensive research, school personnel are aware ~ the many tasks associated with the growth and development of
e scho~l aged youngster. This knowledge enables the school's group gUIdance planners to place the topics to be dealt with in the
i

group guidance program at or about the time the student will perience them in the growing up process. Closely associated to 1 preventive outcome of the group guidance process are the remed results accruing from these activities. Many of the academic c( cerns that are dealt with in the group guidance program help s dents in a remedial way to correct difficulties they are experienciI Topics in the area of better study habits and skills, achievement di1 culties, and self-understanding that are normally a part of the grOI guidance activities will assist students to remedy situations in whi they are involved.
ii

THE NEED FOR GROUP GUIDANCE ACTIVITIES
IN THE SCHOOL.
Schools are finding it increasingly difficult to provide adequate guidance services for their students through an individual approach. The employment of professionally qualified guidance personnel in the schools has not kept pace with the increased enrollment of students, thus the counselor-student ratio is still too great to meet the needs of all the students in many of our schools.
It is also evident, from talking to school counselors, that a greater portion of their time is spent with students who have made definite plans for the future and less and less of their time can be used to help those students who have not been, but should be encouraged to plan for the future. School coun.selors cannot be blamed for this condition. If the highly motivated student demands the majority of the school counselor's time, he cannot deny these services. In the main, the college bound student will make certain that he is accepted to the college of his choice. He will hound the school counselor until all these preliminaries are complete. In like manner, the student who has definite plans to enter the world of work after finishing high school will make certain that everything is in readiness prior to graduation. More than likely, these students will also consume much of the counselor's time.
Another important point to keep in mind which emphasizes the need for group guidance is the involvement of students who need counseling, but who normally will not seek it. It is possible that through the group approach these students will come to understand the purposes of guidance in the school and utilize these services to a better advantage. Other attitudes of these students, concerning the guidance services in school, may be modified and/or changed through participation in the group guidance activities. For example, they may realize that the guidance program is set up for their benefit and use and that the counselor is a person interested in their welfare.
Economy of operation is of importance to a school system employing group guidance processes. It is true that schools employing any service should think of economy in its operation. Group guidance may be thought of as an economical operation in that more students are served through this process in less time. The aftereffects or the motivational effects of group guidance on individual counseling may prove this need to be false.
The immediate guidance concern of students at certain times during the year make it necessary to deal with these concerns on a moment's notice. The group approach seems to be the most approp?ate method of attacking these difficulties. The lack of inform.ation, plus misunderstandings resulting from the incidental way ~ which information is presented, leaves a lot to be desired. An org~~d group guidance program in which timely pertinent information IS disseminated will payoff in dividends.
1

VALUES AND LIMITATIONS OF
GROUP ACTIVITIES IN GUIDANCE
At first glance, it is thought by many that the greatest valu accruing from the group approach in guidance is the number G students it reaches. It is true that this is one of the real value that can be expected from group guidance activities. Guidanc minded school personnel have long been concerned about the school' inability to provide for the guidance needs of its students. Ther( fore, since it is not possible to reach as many students through th individual approach, school systems are employing organized grouj guidance programs to reach more students.
Organized group guidance programs, reaching more student! probably will not decrease the need for individual counseling. 1 will possibly increase the need for individual counseling in thl schools. For example, possibly the greatest single factor contribul ing to the success of individual counseling in schools is a readine& on the part of the student for counseling. A realization of the neei for counseling and a genuine desire on the part of the student U seek assistance in an individual student-counselor relationship arl highly probable outcomes from organized group guidance programK On the other hand, effective organized group guidance activities will provide the student with information and orientation materials suff! cient to help in saving time when the student comes for individu~ counseling.
Group guidance programs, effectively administered, will involvi a majority of the teachers in the guidance program of the school If the group guidance activities in the school are to be effective, tlu classroom teacher will be the principal motivator of students par, ticipating in the activities and, in many instances, the princip~ instructor of the topics chosen for discussion. Involving teachers in the program of guidance services has long been a problem. Through the group guidance activities, teachers are enabled to offer greateJ positive support to the ongoing program of guidance services in tlu school.
Guidance in groups paves the way for school counselors tl utilize their specialized skills in dealing with student concerns. IJ addition to time being saved, as mentioned previously, the studeJl knows through the group discussions the services that are availabk in the school's guidance program and how he can utilize these services. Knowing this, the counselor-student relationship can pro ceed uninterrupted to problems at hand with the counselor applyinj the techniques and skills at his command without having to sell ~ services to the student. Although the school counselor should nd assume that initial rapport has been established in group sessioIllt it is highly probable that a degree of counseling readiness has beel established. This will enable the school counselor to get to the heaJI
2

of the student's concern earlier in the counseling session, 'which is important since these sessions are primarily of a short contad
nature.

The assurance and reassurance students participating in group

guidance activities receive, is another value accruing through his

~eroriceenscs.ingTshiims iilsaracpcroomblpelmissheadndthcroonucgehrnksn. owTihnigs

that others being true,

are the

exstu-

dent feels that he can discuss these concerns in the group. 8el-

expression on the part of the student is a result of the assurance

and reassurance afforded through the group guidance activities.

This should be encouraged of students by group guidance leaders

The interaction among students as they discuss various topics in group situations results in a number of values. When interaction occurs in the group, as it normally does, logical thinking is taking
place among the students. As a result of this, it is possible that more learning is taking place. As a result of the discussion among
the students, fuzzy and/or undeveloped ideas on certain topics will be clarified and developed into lasting values. Group discussions offer the medium through which students are stimulated to take part
in the discussions, rather than just sit idly by and listen.

Group discussions offer students an opportunity of thinking, organizing their th.oughts, and conveying these thoughts to the group through oral expression. Developing these skills in group discussions should result in better leadership qualities on the part of the student. In many instances, the topics under discussion encourage the various points of view to be brought out before the group. This being true, students may see that there are many possi-
ble solutions or ways of dealing with concerns. Such a situation enables students to develop values in self-control, tolerance, and.
broadmindedness.

Peer approval and acceptance rate high in the thinking and action of students in the adolescent stage of development. The influence of peers on youngsters in this stage of their development is very important and highly valued. The value of such in group guidance discussions is reflected in the positive action that is taken by students in the decisions that seem to be unanimous and agreed on in the discussions.

A number of problems relating to the organization and administration of group guidance activities in the school are evident. The lack of administrative and faculty support may be considered a real deterrent to the program of group guidance in the school. For group guidance to be successful, the guidance point of view must be. understood and accepted by the faculty and administration. If gwda~ce workers in the school have the green light as far as acceptanc~ IS concerned, support and active participation will be forthcommg. The road to success is made much easier if this be the Win~' If not, a successful and effective group guidance program is
Jeopardy.

3

Scheduling additional activities in the school's program, seemingly, always presents problems for school officials. There are, however, many possibilities available to school systems for placing group guidance activities in the program. (These possibilities will be discussed later in this booklet.)
ORGANIZING THE GROUP GUIDANCE PROGRAM
The fact that guidance services in our schools today is emphasizing different and more comprehensive approaches, in attempting to serve the needs of all children at both the elementary and high school levels, places the schools in a position of looking critically at what they are now doing and what they can do to better meet these needs. The basic assumption that all students will need the ser vices of guidance at some time during their school experience has led schools to accept the basic principle that guidance services are not merely for the few, but for all. Other basic changes in guidance concepts that have occurred over the years concern the emphases in goals from remedial to preventive to developmental. All three goals are now an integral part of the school's guidance services. In following through on this principle and keeping these three goals in the forefront; many guidance workers feel that organized group guidance activities, coupled with the now established individual counseling service, may be the spark that is needed in the school to better serve the needs of all the students.
In organizing a program of group guidance in the school, the faculty should consider a number of factors. First, the various means of determining whatlQiIl.elude in the group guidance program must be discussed in order that pertinent topics may be developed. Second, the specific topics for discussion at the various grade levels should be selected as to the need and timeliness to the activity: Third, the available places in the school in which the activities may be scheduled should be discussed and some decisions made as to where certain activities will be placed. Fourth, the instructional staff. must be selected from among the faculty and available com munity resource persons. Possibly other points will emerge, in the process of organizing the program, needing consideration by the school staff. However, only these four points will be considered in this booklet.
DETERMINING WHAT TO INCLUDE IN A
GROUP GUIDANCE PROGRAM
The content of the activities in a school's group guidance program may be determined from many points of view. There are many ways of determining the pertinent topics to be included in
4

the group guidance program. Following are some of the considr~ra tions and factors influencing these decisions:
A. The Objectives of the Program and Philosophy of Guidance ;i~ the School
For the group guidance program and the total guidance llIOgram to pr~gre.ss effectivel~, purpose an~ ~li.rection ar.e imperatiH:~. Definite objectIves concernmg group actIVItIes, resultmg from tile cooperative efforts of the school staff, will go far toward insuring purpose and meaning of the program. From well-defined objectiv!?", per~inent topics are evident and can be included to meet these ob jectIves.
The overall philosophy of the guidance services formulated and accepted by the total school staff will also lend direction, purpose, and meaning to the group guidance activities in the school. A school's guidance philosophy built around the staff's beliefs and concern for student self-direction will serve as guidelines in develop ing a program of group guidance topics and activities to meet the needs of students.
B. The Place and/or Level It Is To Be Offered
Some schools make the decision to cffer certain group guidanCe; activities at special places and levels in the school. For example, orientation services are planned for students in group sessions as they progress from one administrative unit to another or from one facility to another. Certain educational concerns lend themselves to organized group discussion at specific levels in the school experience of the students. These topics should be scheduled in the group guidance program at or about the time they will be experienced. Examples of these units may include study skills and habits, scholarships for colleges, planning my educational future, etc. The first may be employed throughout the elementary and secondary school. The others may be scheduled from the ninth grade through the twelfth grade. Special units in the area of occupational planning are offered in practically all group guidance programs. Some schools prefer to offer an organized occupational exploration unit at the ninth grade level, and an occupational planning unit at the eleventh or twelfth grade. Organized guidance services at the elementary school level is now a reality. With this in mind, there is the possibility of developing occupational exploration and orientation units at the fifth or sixth grade level. In addition to these organized units, it is strongly recommended that each teacher emphasize the occ~pational implications of the subjects they are teaching. The sO~lal and personal units are an important part of the school's group gwdance program. Social skills, social standards, getting along with the gang, etc. are units dealt with in these areas. These units are placed at strategic grade levels throughout the elementary and secondary program.
Schools planning to offer a comprehensive group guidance pro-
5

gram will include organized units in all the areas mentioned abo, throughout their total program. Some schools, however, offer on a few planned units at strategic places in their programs. Tl special units suitable to their level will be suggested later in th booklet.
C. The Competencies of the School Counselor and Teachers
What to include in the group guidance activities in the scho depends primarily on the competencies of the school counselor ar teachers in the school. In a couple of the basic guidance course emphasis is placed on group guidance activities and procedures. ] the second year of graduate work, additional courses are specificaI offered in this area. The school counselor then should possess tl competencies that are needed to organize and administer a grOt guidance program in the school.
All teachers are trained in the area of group procedures and tl psychology of learning. In order to perform the responsibilities a sociated with the group guidance program, an additional competen< is needed by teachers. A knowledge of group guidance activitie group procedures, and training in the psychology of learning aJ three necessary competencies desired of school personnel in organi ing and administering a program of group guidance activities.
These competencies of the school's guidance workers will iJ fluence the extent of the group guidance offerings in the schoo Schools having personnel with these competencies can offer an e: tensive program of group guidance. Those schools having personnl with lesser competencies will have to offer a more limited progral in this area until these competencies are mastered by both teacheI and counslors.
D. The Special Needs of Pupils and Students
Group guidance activities in the school must be geared to thl needs of those to be served. There are many special needs of thl school aged participants that are evident to those charged with thl group guidance activities in the school. The schools should, there fore, build their group guidance programs around these specia needs. The ways and means of determining these needs of pupi~ and students are many and varied. Involving them in an active an< positive way in determining their special needs, rather than attempt ing to impose a program in which they are not involved, will result it greater and more effective participation by those for whom the pro gram is intended. Some of the possibilities follow:
1. Asking them individually and in groups
It has been said, and rightly so, that if you want to find out whal students are interested in is to ask them. Counselors and teacher. have many opportunities to gain firsthand information from thoSl under their supervision, related to their needs and interests. Througl an explanation of the intended group guidance services in the claSS
6

room, small group or individual conferenccc ;1n accurate indiC:ltion of these needs may be determiLed. J rO:ll ; h approach, sC!loois can be assured that they are dealing \vlth pertinent topics in which pupils and students are interested.
2. Through student panels
Another method of getting at the concerns that are real to students is through panels. In individual classrooms or in larger student groups, panel discussions will yield an array of topics of concerns that may become the contents of a program of group guidance activities for pupils and students.
3. Student problem check-lists
Students can also be actively involved in planning the program of group guidance activities through the administration of a school prepared problem check-list. In addition to actively involving pupils and students in selecting the topics to be considered in the group guidance program, the school may select topics relating to the competencies of the staff to include in the check-list. This would insure that the school can adequately meet the desires of the students in their program of group guidance activities.
4. Commercially produced problem check-lists
Administering one of the four major commercially produced problem check-lists and inventories will make sure that pertinent concerns of those involved will be dealt with in the program. Two guidance materials companies produce two problem check-lists and inventories each for determining the pertinent, up-to-date concerns pupils and students are interested in and in which they need assistance. These check-lists are applicable for problems and concerns of pupils from the fourth grade level to college. The Science Research Associates Junior Inventory, designed for grades four to eight, indicates problem concerns in the following areas: my health, getting along with other people, about me and my school, about myself, and about me and my home. The Science Research Associates Youth Inventory, designed for grades seven to twelve, indicates problem concerns in the following areas: my school, looking ahead, about myself, getting along with others, my home and family, boy meets girl, health, and things in general.
. The Psychological Corporation produces two check-lists, one deSIgned for the junior high school student and another for the senior high and college student. The junior high check-list covers pro~lem areas in health and physical development; school; home and flaa~l1IY; money, work, and the future; boy and girl relationships; re-
bons to pupil::. in general; and self-centered concerns. The high spehh~osl?clalanddevceolollpemgeenct;hefcinka-lnisctesc,olviverins gpcroobnldeimtionasr,eaasndinemhpealoltyhmeanntd; SOCIal and educational activities; social-psychological relations; personal and Psychological relations; courtship, sex, and marriage; home
7

and family; morals and religion; adjustment to college (school); thE future, vocational and educational; and curriculum and teachin~ procedures.
5. Personal adjustment inventories
Using this approach in determining the personal and social diffi culties of students will supplement what is already known about then concerns in these areas. In many schools, personal and social unit! are administered through the home economics department and othel departments in the school. Administering one or more of the avail able personal adjustment inventories will insure a definite and mean ingful approach to these student concerns. A short description OJ a number of these inventories, and what they will indicate, will bE enumerated.
The California Test of Personality yields pertinent informatioI of the concerns in the personal and social adjustment areas. Sb components in each of the personal and social adjustment areas arE measured. In the personal area, an indication of student adjustmen1 in self-reliance, personal worth, personal freedom, belonging, free dom from withdrawing tendencies, and freedom from nervous symp toms are evident. The social area indicates student adjustment iI social standards, social skills, anti-social tendencies, family relations school relations, occupational relations, and community relations A comprehensive evaluation of the results of this inventory wiU yield concerns of students that could be dealt with in a group guid ance setting.
The Bell Adjustment Inventory for high school students give~ an indication of student adjustment in the areas of home, health, social, and emotional. The adult form covers an additional area of concern. An indication of the individual's adjustment to the occupa tional area is added to this form. Administering this inventory to a class and/or group will yield the current feelings of students. From this information, organized guidance units for groups may be or ganized to alleviate such concerns and difficulties.
A similar inventory yielding somewhat similar results is the Bern reuter Personality Inventory. This inventory gives a measure of neurotic tendencies, self-sufficiency, introversion-extroversion, domi nance-submission, confidence in oneself, and a measure of sociability. A thorough study of the results of this inventory on a class will produce pertinent information sufficient to setting up a unit in certain areas that will be desirable for those participating.
The Heston Personal Adjustment Inventory is another instrument which may be used by schools in obtaining objective data on students in six important areas of adjustment. Results from these six basic components will supply school counselors and others with sufficient information concerning the various facets of the student's personal characteristics. This objective information may serve as a base in building an effective group guidance program in social
8

and personal areas in the school. The six areas are: analytical thinking, sociability, emotional stability, confidence, personal relations, and home satisfaction.
Reactions of students toward certain behavioral characteristics may be objectively obtained through the utilization of the Behavior Preference Record. This instrument is suitable for students from J the fourth through the twelfth grade level. The areas measured are: cooperation, friendliness, integrity, leadership, and responsibility. The real value of the results of this instrument lies in the opportunities available for schools to build adequate group units in effective group understanding, behavior, and living.
In public schools and in our society, the mental health and well-being of those involved are of prime importance. A knowledge of this enables those in opportune positions in the schools to organize effective units in groups, and/or to have sufficient data for individual conferences. The Mental Health Analysis yields pertinent data in two broad categories and in ten mental health adjustment areas invaluable to school counselors and teachers in devising these activities. The broad categories are listed as assets and liabilities. In each of the broad categories, five mental health components are measured. From this instrument, the mental health assets that are desirable for the individual to develop as fully as possible are close personal relationships, inter-personal skills, social participation, satisfying work and recreation, and adequate outlook and goals. The liabilities in achieving the goals of a mentally healthy person that should be remedied are freedom from: behavioral immaturity, emotional instability, feelings of inadequacy, physical defects, and nervous manifestations.
All of the above mentioned inventories not only give an indication of the presence of the difficulty the student is experiencing, but the degree or seriousness of the difficulty is also evident. This additional data will better equip the school to formulate a meaningful program suited to the needs of the students.
6. Special needs of sudents
Even though all of the aforementioned methods of determining what to include in a program of group guidance indicate needs of students, it is well to utilize the special knowledge that we now know about the special needs of students. From continual research over the years in this area, school personnel have a wealth of available information which may be used in developing programs to meet special needs of students.
. Individuals, six, sixteen, or sixty years of age are continually striving to meet and satisfy basic needs that are prevalent in all of these ages. Knowing these needs of students enables school personDel to organize units in their group programs in line with these known ~. According to Raths (18, 6-18), eight basic needs must be met II individuals are to grow and develop into maturity. They are: the
9

need for belonging, the need for achievement, the need for economic security, the need for freedom from fear, the need for love and affection, the need to be free from intense feelings of guilt, the need for sharing and self-respect, and the need for understanding. In setting up units in the group guidance program, these needs should be seriously utilized as a base of consideration in fOl mulating the instructional content of group units to care for the unmet needs of students.
7. Special tasks in individual development
As individuals grow, develop, and mature, certain tasks and jobs are evident in the process. It is difficult to determine the exact timing of these tasks and jobs in the lives of students in the growingup process. However, it is known that individuals will experience these tasks and jobs at or about the time they are predicted to happen. This knowledge, thus, enables school personnel to set up group guidance units that are timely for the students. The foremost authority in defining the tasks and jobs individuals experience at various stages in their development is Havighurst. Havighurst has, as a result of years of research, formulated a number of tasks and jobs individuals experience in the developmental process (3, 1-98). Six developmental stages, from infancy and early childhood to later maturity, with special tasks for each stage, were formulated by Havig. hurst. Two of these stages include the major tasks experienced by students while under the direct supervision of the public school; therefore, only the specific tasks and/or jobs will be listed here. The developmental tasks of middle childhood are as follows: "learning physical skills necessary for ordinary games; building wholesome attitudes toward oneself as a growing organism; learning to get along with age-mates; learning an appropriate masculine or feminine social role; developing fundamental skills in reading, writing, and calculating; developing concepts necessary for everyday living; developing conscience, morality, and a scale of values; achieving personal independence; and developing attitudes toward social groups and institutions (3, 15-28)." The developmental tasks of adolescence include: "achieving new and more mature relations with age-mates of both sexes; achieving a masculine or feminine social role; accepting one's physique and using the body effectively; achieving emotional independence of parents and other adults; achieving assure ance of economic independence; selecting and preparing for an occupation; preparing for marriage and family life; developing intellectual skills and concepts necessary for civic competence; desiring and achieving socially responsible behavior; and acquiring a set of values and an ethical system as a guide to behavior (3, 33-71)."
A somewhat similar approach as the one just described for point ing up specific needs of individuals at various stages in the developmental process has been formulated by Jenkins, Shacter, and Bauer (6, 284-299). These authors have charted certain characteristics of individuals that are evident as he matures. Seven periods from infancy through adolescence were selected by the authors in which
10

theY described significant characteristics of the physical development characteristic reactions; special needs; and aids such as toys, equipment, and recreation to assist in the development of individuals. A thorough knowledge of these by teachers and counselors will help in better meeting needs in the regular instructional program, in addition to the group guidance activities which may be planned as a result of these understandings. Four of the seven periods will be included here listing the significant characteristics relating to physical development, characteristic reactions, and special needs since these periods relate specifically to the school. The characteristics in the early school year are as follows:
PHYSICAL DEVELOPMENT
Period of relatively slow growth. Body lengthens out, hands and feet grow larger. Heart in period of relatively rapid growth.
Large muscles remain better developed than small ones, but improved coordination of small muscles by seven or eight.
Eye-hand coordination improving steadily. Eyes not ready for much near work until eighth year.
At about this age near-sightedness may begin to develop. Baby teeth being replaced l;ly permanent ones. Handedness and eyedness established by beginning of period and should not be changed. Activity level high - child can stay still for only short periods. Attention span still short, but increasing. Eleven to twelve hours of sleep needed.
CHARACTERISTIC REACTIONS
Learns best through active participation and concrete situations. Little abstract thought.
Enjoys songs, rhythms, fairy tales, myths, nature stories, true stories, comics, radio, movies, and TV. By end of period becoming interested in collections and adventure stories.
Continuing growth from dependence to independence. Can take more responsibility, but often "forgets."
Still needs some adult supervision. Learning to work out group plans and to cooperate with
members of a group. Makes much of "fairness" - demands own turn and own
rights. Becomes competitive. Likes to make rules. Understands safety precautions, but may forget or be
overdaring, especially toward end of period. Expresses feelings about adults. Resents being told what
to do - "too bossy," "not fair."
11

Ability and accuracy increasing. Eager and curious - wants to learn. Grows from interest in present and immediate reality to
interest in past. Wants and needs adult approval. Boys and girls play together, but differences in play and
interests becoming marked. More interested in the activity than in the end result. Much spontaneous dramatization; ready for simple class-
room dramatics. Moves from dependence on approval of adults to beginning
of dependence on approval of peers. Able to evaluate self better; anxious to do well. Growing understanding of time and of the use of money. Concerned about right and wrong. Eager - more enthusiasm than wisdom. Full of energy, but tires easily; restless, often dreamy and
absorbed.
SPECIAL NEEDS
Encouragement, ample praise, warmth, and great patience from adults.
The right combination of independence and encouraging moral support.
Wise guidance - channeling of his interests and enthusiasms, rather than domination or over - critical standards. A minimum of interference.
Ample opportunity for activity of many kinds, especially for use of large muscles.
Concrete learning situations and active, direct participation. Must make adjustment to rougher ways of playground;
needs adult help to do this without becoming too crude or rough or being overwhelmed. Some responsibilities, though without pressure and without being required to make extensive decisions or achieve rigidly set standards. Acceptance at own level of development, with understanding of nature and interests. Help in gradual development of acceptable manners and habits. Friends - by end of period, a "best friend." (6, 292).
From the intermediate school years, these characteristics 81 evident:
PHYSICAL DEVELOPMENT
Slow, steady growth continuing for most children. Some, especially girls, forge ahead and reach the plateau preceding the growth spurt of adolescence. A few enter the stage of rapid growth marking the start of puberty.
12

Lungs, digestive and circulatory systems almost mature. Heart growing less rapidly.
Permanent teeth continuing to come in. Need for orthodontia may become apparent.
By end of period, eyes will function as well as those of adults. Ready for close work with less strain. Nearsightedness or other defects may become apparent.
Muscles better coordinated, manipulative skill increasing. Child becoming ready for crafts and shop work.
poor posture sometimes develops. Attention span longer. Sleeps about ten hours; can benefit from a period of re-
laxation in the middle of the day. Energy level high for those not maturing, but children
often play to point of fatigue.
CHARACTERISTIC REACTIONS
Shows greater responsibility, dependability, reasonableness; has developed strong sense of right and wrong.
Individual differences becoming distinct and clear. Wide discrepancies in ability and interest appearing.
Capable of prolonged interest - often makes plans that carryover a period of time; may go ahead on his own.
Gangs strong and of one sex only, of short duration and changing membership. Stronger among boys than among girls. Girls tend to cling to two or three good friends.
Perfectionistic - wants to do well, but loses interest if discouraged or pressured.
Interested less in fairy tales and fantasy, more in stories about boys and girls, science adventure, and the world about him. Understands relationship of past, present, and future.
Loyalty to country and pride in it. Much time spent in talk and discussion; often outspoken and
critical of adults, although still dependent upon adult approval. Argues over fairness in games and making of rules. Friendships often break up because of different rates of maturing, resulting in different interests. Child nearing puberty needs different program from child who is still immature. Differences appearing in interests of boys and girls; some antagonism and teasing. Is often overactive, hurried, and careless because of high energy level; may have accidents. Is learning to cooperate better; takes active part in group plan;lling and group activities, though still reluctant to gIVe up own wishes. Much arguing in developing plans.
13

SPECIAL NEEDS
Active, rough-and-tumble play for development of whole body.
Friends and membership in a group. Organized club and group activities. Training in skills, but without pressure. Reasonable explanations - no talking down. Likes chance
to talk things ovet'. Expectation of responsibility. Opportunities to take respon-
sibility and make plans, with adult support and guidance at difficult points. Opportunities for creativity through art, music rhythm, dramatics. Help in learning to get along with others and to accept those different from himself.
Help in learning how to meet competition (6, 294).
Significant data from the preadolescence period are:
PHYSICAL DEVELOPMENT
Wide variations in rate of development become strikingly obvious.
Beginning of puberty is marked by a period of rapid but uneven growth following a plateau period in both height and weight.
The "pubescent spurt" usually starts between nine and thirteen; some children grow most rapidly between ten and twelve years, others between fourteen and sixteen, some boys not until about seventeen.
Girls usually taller and heavier than boys during this period and about two years ahead of boys in development.
Reproductive organs maturing; secondary sex characteristics developing.
High energy among those not yet maturing; periods of restlessness, fatigue, and seeming laziness among those who are maturing.
Usually twenty-eight permanent teeth by thirteen or fourteen.
Heart not developing as rapidly as rest of body; bone growth not always matched by corresponding muscular development.
Unevenness of growth means features, hands, feet, legs often out of proportion for a time.
Awkwardness, poor control, and poor posture often result from uneven growth.
Enormous but often uncertain appetite. Needs eight to nine hours of sleep though will often sleep
longer.
14

CHARACTERISTIC REACTIONS
Seeks acceptance by age-mates. Gangs continue, though loyalty to gang stronger among
boys than among girls. Sometimes much teasing and seeming antagonism between
boy and girl groups. Those who are maturing beginning to show interest in other
sex. Interested in team games, outdoor activities, pets, hobbies,
collef'tions, radio, TV, comics, movies, activities to earn money. Interests of boys and girls diverging. May become moody, overcritical, changeable, rebellious, uncooperative. Opinion of own group beginning to be valued more highly than that of adults. Can work cooperatively on teams and in groups. Strong emphasis on fairness and on rules. Self-conscious about body changes.
SPECIAL NEEDS
Varied programs to meet different maturity levels. Organized clubs and group activities based on boys' and
girls' needs and interests. Help in understanding the physical and emotional changes
beginning to take place. Warm affection and sense of humor in adults. No nagging,
scolding, or talking down. Sense of belonging, acceptance by peer group. Opportunities for boys and girls to do things together in
group situations. Opportunities for greater independence and for carrying
more responsibility without pressure. Special help for child who is obviously maturing much
faster or more slowly than companions. Acceptance of irregularities of both physical and emotional
growth. Acceptance of continued need for some dependence on
adults. Help in developing skills which make it possible to take part
successfully in group activities. Recognition of individual capacities and abilities, with plan-
ning of special programs to meet needs and avoid discouragements (6, 296).
In the adolescent stage these characteristics are pertinent:
PHYSICAL DEVELOPMENT
Age ~h~~ adolescent period begins or ends dependent on mdlVldual rate of maturing. Most children have rna-
15

tured by fifteen, with accompanying physical and emotional changes. Girls about two years ahead of boys until end of period, boys begin to catch up. Awkward period of uneven growth is passing - girls may become quite graceful by end of period. Posture is improving. Adult appearance developing. By end of period, bone growth completed, adult height reached. Heart still increasing greatly in size at beginning of period. Acne may present a problem. Unstable energy level. Appetite large, especially in boys - often a craving for sweets and in-between snacks. Needs eight hours of sleep at night, but often sleeps more.
CHARACTERISTIC REACTIONS
Mood swings - sometimes defiant and rebellious, sometimes cooperative and responsible.
Often searching for ideals and standards; anxious about the future, trying to "find himself."
Preoccupation with acceptance by social group, particularly members of other sex.
Fear of not being popular, of ridicule, of not being like the others; oversensitive to opipjons of others.
Concern over bodily appearance; self-consciousness. Assertion of independence from family as a step toward
adulthood. Seeks personal independence, but often returns to adults for moral support. Usually responds better to influence of teacher or group leader than to parents. Sometimes identifies with an admired adult. Wants responsibility, but unstable in judgment. Wants independence of earning own money. Acts as if he "knew it all," but often uncertain within himself. Responds well to group responsibility and group participation. Groups may form cliques. Intense loyalty to own group.
SPECIAL NEEDS
Acceptance by age-mates. Adequate knowledge and understanding of sexual relation-
ships and attitudes. Help in accepting his permanent physical appearance. Opportunities to carry responsibility and make decisions. Opportunities to earn and save money. Provision for recreation and wholesome activities with mem..
bers of other sex.
16

Assistance in learning about and choosing a vocation. Organized group activities, based on group planning and
participation. A part in planning for activities of home, school, and community. An opportunity to feel participation in useful projects related to adult activities. Help in establishing more mature relationships with other members of the family. Guidance which is kindly, unobtrusive, and holds no threat to his feelings of freedom. Warm, understanding, supporting acceptance by parents, so adolescent feels he "belongs" to family group while he tries to establish his personal individuality and independence. Guidance in physical activities to prevent overdoing. Opportunities to develop own interests, develop personal skills, carryon hobbies. Help in keeping a balance between group needs and individual needs and interests. Guidance in developing special skills and talents. Help in accepting and understanding those outside own group, with recognition and acceptance of differences between people. Help in understanding why people feel and behave as they do (6, 298).
DETERMINING WHERE TO SCHEDULE GROUP GUIDANCE
ACTIVITIES IN THE SCHOOL
In organizing a group guidance program, the school must make some definite decisions as to where the activities will best fit into the school program. Positive action on the part of the school in scheduling these activities will go a long way in insuring the success of the program. In the past, the difficulty in scheduling has been given as one reason for the lack of organized group guidance programs in the school. There are, however, many ideal places and possibilities in the school program that should be thoroughly considered by the school before concluding that scheduling these important activities is an impossibility. It is true, in many of these suggested possibilities, that minor alterations will have to be made in the school program. The values received by students would, more than likely, offset the inconveniences caused by these minor changes.
A br~ef description of the possibilities in scheduling the school's l1'Oup gUidance activities follows:
It. The Homeroom Period
When the homeroom period first appeared in the school pro-
17

gram, its major purpose was to facilitate the effective and efficient administration of the school. Later, however, a somewhat different purpose was emphasized which included more of a guidance approach and point of view than was formerly emphasized.
Today, there are many schools employing the homeroom as the primary medium through which group guidance programs are carried on. Still, however, there is a tendency for homeroom programs to spend a majority of the allotted time in administrative detail and routine matters. A number of research studies have been made to determine the effectiveness of the homeroom as a group technique of meeting the guidance needs of students. According to Novak (17, 49-51), the failure of the homeroom to meet the guidance needs of students can be traced to violations of the following principles:
1. Homeroom sponsors must be specially qualified, trained, and interested.
2. Content of programs must be of direct and immediate in terest to most of the members of the group and must fill needs of which they are aware.
3. The program should be student planned and student con ducted, but intelligent assistance should be provided by the sponsor.
4. The primary outcomes are largely the development of the attitudes and the making of adjustments. There are no grades or subject matter assignments.
5. The student composition of the group should be one that will be conducive to achievement of satisfactory outcomes.
6. The scheduling and time allotted for the program must be adequate.
7. The importance of the homeroom as an integral part of the educational program should be so accepted that obstacles will not be placed in the way of regular attendance by all students of the group.
McCorkle (8, 206-208), in a study in 1953, was concerned with the use of the homeroom program as a group guidance technique. Some of the significant findings from this study follow:
1. Of 268 selected schools, 74 per cent of the teachers stated they had nothing to do with their assignment to homeroom activities. Nineteen per cent had a hand in it and seven per cent did not answer.
2. Fifty-seven per cent of the 268 had a limited amount of training for homeroom programs.
3. Seventy-four per cent stated that special training was
needed to do the job. Seventeen per cent saw no need for special training.
18

In considering the homeroom program as a possibility for effective group guidance activities, a number of factors affecting successful programs plus suggestions for alleviating these conditions follows: The interval and length of the homeroom period is a definite factor in homeroom programs. Some schools claim that they are carrying on effective homeroom guidance programs in ten minute daily periods. In addition to caring for the administrative detail duties, many schools also schedule spelling during this time. For the homeroom period to serve a useful purpose in group activities, a longer period of time devoted exclusively for these activities must be provided. It is recommended that Qne regular lengih.period J>~r
week be scheduled for group guidance activffie-s.-some indTCafethaf
this is too much time to devote to group guidance in the school program. Suppose we take a look at the time a student spends under the direction of the school. The majority of the schools provide for a six period day, however, some schools have seven periods per day. Looking at the time students spend in school on the six and seven hour school day there are 360-420 minutes per day, 18002100 minutes per week, and 1080-1260 hours per year. Would it be out of line or an imposition to allot 36 hours per year to deal with pertinent concerns of the students of an educational, academic, vocational, social, or personal nature during an academic year? It is felt that the answer to this question is evident.
The aims, purposes, goals, and objectives of the homeroom group guidance program must be clear, definite, concise, and attainable. The degree of success of such programs is directly proportional to the degree of planning that takes place in setting up the program. Te..ache!:L1lQul<J.~ained. if they are to assume the responsibility for these guidance oriented programs in the school.
Some schools I!!Cilre._provisior:s for the train!p.g-2.Lt~~<:!!.~~_who ,,:ill
supervise and/or be placed III charge anne nomeroom group gUIdance programs. Through ~9rksho-p-s and i~_yice _tr1!inin~ programs, the school can do much to insure an organized attempt, a trained faculty, and a well-administered program.
Another factor having a definite influence on the success of the group guidance activities in the homeroom, as well as throughout the school, is the ayailaQility oli<J.equate materialsA A great amount of suitable group guiaance material is presently available. A bibliography of some of these materials and sources may be found in Appendix A. It is recommended, however, re.S-QJJ..Ice units and/or
unit plans ~IUS resource material? be developed by fhe- E;choal to fit tIie needs 0 the youngsters being served.
Emphasis is again placed on the leadership, understanding, an~ s.upport the group guidance program receives from the school pnnclpal and the total school administration. The attitudes and Op~ons held by these school officials concerning the group guidance servIces and the support given to these programs determine in no small way the final success of such programs. Generally, if the lIC;bOOl administration is actively behind the program, the total faculty 1ri1l support and actively participate in the program.
19

B. The Activity Period
A common practice in many of the junior and senior high schools is to place an activity period in their daily schedule. This is a period in the school day where a block of time is set aside for carrying on extra class programs. Although group guidanc activi ties should not be thought of as belonging in this category, a period of this nature could be used to advantage for these important activities. For example, clubs could meet one day, assembly programs another, student council still another, and another day be assigned for group guidance activities throughout the school. As with the homeroom period, the activity period provides an opportunity to serve all students with an organized group guidance program suited to the needs of these students. The major advantage of the activity period favoring group guidance, and the homeroom period if one regular school period per week is allotted for these activities, lies in the fact that ample time would be afforded for adequate preparation. Adequate preparation would insure that the program's offerings would not dwindle into mediocrity and possibly boredom for students. The teachers could prepare effective and pertinent group lln.i.ts for. each grade level which could be dealt with in these weekly s'chedilled periods. Of assistance to group leaders in preparing these weekly units are prepared units to use as guides, such as those by the :r;.Jational Forum series for group guidance. These texts, from grades seven through twelve, have thirty-three units each to cover a full school year of one unit per week. A book designed for elementary group guidance (grades 4-6) is also available in this series.
C. Shortened Periods in the School Day
To provide adequate time in the school program where group guidance activities may be scheduled, the school may shorten regular class periods on the day chosen by the school for group guidance activities. For example, on the day these activities are scheduled, each regular class period may be shortened by five or preferably ten minutes to allow ample time for the group guidance activities. To gain additional time for the group guidance program on the day set aside for these activities, the lunch period may also be shortened along with the regular periods. If such a plan were adopted in the school, a similar procedure to the one mentioned in the homeroom and activity period could be followed.
D. The Rotation Plan
One period per week set aside for group guidance activities during the school year would equal approximately thirty-six periods.
If one thinks of the six period school day, six times during the year
each period would be used as group guidance periods. For example, during the first week of school the first period for one day woUld be devoted to group guidance. The second week, the second period
and so on. This plan does take class time, but each period gives up
an equal amount of time. There should be a minimum of confusioJ
20

as far as administrative scheduling difficulties are concerned once

this plan gets underway. Coordinating the activities to be dealt with

in the group situations may present some problems if there are stu-

dents taking courses at different grade levels. Careful planning on

the part of teachers at each grade level and the counselors would

prevent major problems from developing along these lines. This

Pofladnifsfhiocuulltdybien

thoroughly explored by the school if there is evidence scheduling group guidance activities in the school's

program.

E. Special Courses and Units
Affording school youngsters the help and assistance needed to wisely plan for their future and to meet effectively their concerns in the present may be accomplished through setting up special courses and units in the regular school program. A required course of a semester or a year at the ninth and the eleventh grade level in the school would afford opportunities for students to deal with pertinent concerns and to make realistic choices and decisions at crisis periods in their development.
A ninth grade course and/or unit makes it possible for students at this level to know themselves and to use this knowledge in meeting present concerns, and in planning their educational and vocational future. At the eleventh grade level, a course or unit of this nature supplements the individual guidance and counseling that is offered students and allows them to further their understanding and planning for the future.
In addition to helping and assisting students with their present concerns, such a plan, course and/or unit, should be built around these major goals. First, a self-analysis and/or self-appraisal unit assists the student to better know and understand his personal characteristics. This knowledge does not only help students but teachers, counselors, and others who are concerned with the welfare of the students. In alleviating present difficulties and planning for the future, the information concerning the interests, abilities, aptitudes, achievements, and personal characteristics of the students is an essential first step in this procedure.
The second goal to be accomplished in a course or unit is an understanding of the future educational and occupational opportunities available for the student. Here, the student has an opportunity to explore with assistance the various opportunities that are available, and then compare the qualities that are necessary with the requirements of the t~i.1plexity with which the student is faced. This endeavor enables the students to assess their personal assets against the problem obstacles and make decisions accordingly.
. The third major objective of the special course and/or unit is d~lgned to help the student plan a realistic action program in line Wl~ the decision that was made in the previous objective. Such an objective will, in part, insure that the student is not forgotten after

21

a choice has been made; but the guidance service extended to our school youth will go beyond decision making to following up these decisions and evaluating the decisions made by students.
All three purposes of a unit as described above could be better attained when a block of time is allotted for a concentrated effort, than if scheduled once per week. The special class and/or course, then, is desirable when extended and continuous time is devoted to accomplish the desired ends.
The possibilities available through the special course and/or unit should be thoroughly evaluated for possible employment in the program to initiate group guidance activities in the school.
F. The School's Core Program
Many schools are presently employing the core program of instruction. This is especially true from about the sixth grade upward in those schools employing this approach.
In those schools where the core program predominates, the organizational instructional pattern provides extensive blocks of time. If these schools were so minded, it would be possible to utilize some of this time for group guidance activities. The core program would lend itself adequately to the group program, especially when units taking longer periods of time and needing a more concentrated approach to attain desired ends are warranted.
G. Clubs and Organizations for Students
The various clubs and student organizations in the school have as their primary and major objective the training in and the development of leadership qualities in students. Anticipated secondary goals of these activities include the development of social skills, improved personal qualities, cooperative attitudes, student self-control, good judgement, improved scholarship, and poise. All of the above mentioned aims of the student clubs and organizations could be partially or fully met through ~he group approach.

H. The Study Hall or Period

Practically all students have a study hall or period in their

school day. Although this supervised time during the school day

is designed for study, the period could be used for many of the

group guidance activities that are normally a part of the program.

Through the use of various study periods for a semester, for example,

a large number of students could be reached in an organized way

through the group approach. The organized group guidance units

would necessitate much planning on the part of the study period

teachers and guidance personnel if such a program in the school is

to be effective.

.

22

I. The Regular Scheduled Courses in the School's Instructional
Program
The basic, as well as many of the elective, courses lend themselves well to many of the units that are commonly held in groups. A guidance-minded school and faculty can go far in provid:ng students with pertinent and meaningful instructional units through the group approach. A close look at the group glJicLan.re units to be offered in relation to the school's sCl1~<:luled CouI:~es, plus the competencies of the instructional staff in these areas would reveal many opportune spots where certain units could easily become a pa-rtof tbe cOl!rs~J::.Qntent. For example, the social.stlldies teachers could handle those units dealing with occupational. exploration and planning. Units of a social nature designed to develop social skills, .social standards, etc. could be placed in the homeeC.9nQrnics area. Home and family living problems could also be dealt with in home economics. Health and physical education teachers are well-equipped to conduct units relating to physical growth and development, care of the body, sex understanding, etc. The language arts area lends itself to future educational concerns, getting along with others, and social skills. The economic concerns of youngsters could be centered in the mathematics curriculum. The commercial and business staff could handle job getting skills, plus many of the occupational concerns.
A well-coordinated effort on the part of the total school could result in a well-organized program of group guidance suited to the needs of the students.

ORGANIZING SPECIFIC GROUP GUIDANCE UNITS IN THE TOTAL SCHOOL PROGRAM

A practical, as well as a psychological, principle that must be considered in organizing group guidance units in the school program
is the timing of such activities. It is known that the most opportune
time to offer an experience is imme.diately-prior. to the time it is
ne~ by t.h9sejnvolye4. To follow this principle is very difficult. The avaIlable information previously presented on the needs and tasks individuals face at various times in their growth and development will help in placing meaningful experiences in the program at or about the time the need is prevalent. Group guidance units suitable to the particular school should be developed by the school using this information as the base.

The National Forum publications (books) outline specific group

guidance topics suited to the needs of students from grade seven

Ithngrou!githhtwtiemlveely.

Each book contains thirty-three (33) chapters dealeducational, occupational, personal-social, boy-girl

rela~onships, and group life topics. For grade six, a publication

COD8isting of thirty (30) chapters covering pertinent topics in the

23

area of self-understanding, school, family, friends, groups, and vocations is available. Accompanying each of the books is a teacher's guide, charts, and filmstrips which should prove most helpful to group guidance workers in making the units meaningful for the students. These publications are possibly the most comprehensive guides available in the area of group guidance.
Hoppock (5, 14-16) suggests the following programs of group guidance for the 8-4 and the 6-3-3 school organizational plans respectively:

Grade Term

1

1

8

2

8

2

9

1

12

2

12

2

Group Guidance
Orientation provided by the first grade teachers
For students who expect to stay in school: Educational guidance and orientation to high school, provided in departmentalized classes meeting five times a week, taught by the elementary school counselors
For students who expect to quit school: Vocational guidance in departmentalized classes meeting five times a week, taught by the elementary school counselors
Orientation to high school, five times a week, taught by the high school counselors
For students who expect to continue their education: Educational guidance and orientation to college, five times a week, taught by the high school counselors
For students who expect to go to work: Vocational guidance, five times a week, taught by the high school counselors - open to prospective dropouts in any grade

Grade Term

Group Guidance

1

1

Orientation provided by the first grade teachers

'1

1

Orientation to junior high schoo~ provided ill.

departmentalized classes meeting five times

a week, taught by the junior high school counse-

lors

24

9

2

For students who expect to stay in school:

Vocational guidance in departmentalized classes

meeting five times a week, taught by the junior high school counselors

9

2

For students who expect to quit school:

Vocational guidance in departmentalized classes

meeting five times a week, taught by the junior high school counselors.

10

1

Orientation to senior high school, five times a

week, taught by the senior high school counselors

12

2

For students who expect to continue their educa-

tion:

Educational guidance and orientation to college,

five times a week, taught by the senior high school counselors

12

2

For students who expect to go to work:

Vocational guidance, five times a week, taught

by the senior high school counselors - open to

prospective dropouts in any grade

A large majority of the activities which lends itself to the group approach may be grouped under the following headings:
1. Present School Orientation 2. Getting Along With Others 3. Self Understanding 4. Looking To The Future In organizing units around these four areas, the following specific topics may be dealt with in a group guidance program:
Seventh or Eighth Grade
1. The New School a. Organization of the School System b. Regulations and Procedure c. Aims of the School (General and Specific) d. My Contributions and Responsibilities
Eighth Grade 1. Community-School Citizenship 2. Home, School, and Me 3. Community-School Relationships 4. Moral-Ethical Problems 5. A Better Student (Study Habits, Etc.)
Ninth Grade 1. Know Thyself (Self-Analysis Unit) 2. A Wholesome Personality 3. My Leisure Time 4. The World of Work 5. Looking Toward My Future
Tenth Grade 1. A New Look At My School 2. My High School Future 3. A Philosophy of Life (Attitudes, Values, Ideals)

25

1. My Health

Eleventh Grade

2. How Do I Look? 3. Choosing My Friends 4. How To Be a Leader And a Follower

Twelfth Grade
1. Understanding Myself 2. Planning My Future (Educationally and Vocationally) 3. Home and Family 4. Getting Along With Others 5. Facing Reality

Some State Departments of Education develop group guidance units as guides for their schools. This is highly recommended, but it would possibly be more effective if these units were developed nearer the level at which they will be offered. Nevertheless, the Guidance, Counseling, and Testing Sections in the State Departments could prepare appropriate units suitable to the needs of students that would serve a useful purpose. An example of such a prepared publi. cation, which could enhance these group guidance services in our public school, is the one from Oregon. "Group Guidance in Oregon Secondary Schools" (19, 7-169) suggests and outlines nine group guid. ance units designed for grades 7 through 12. These prepared units make suggestions as to research activities, instructional materials, supplementary learning activities, supplementary learning materials, teacher's bibliography, resource units, and poster materials.
Descending the educational ladder, it is found that some school systems are preparing group guidance units for their schools. For example, the Chicago School System has prepared such a publication for grades nine through twelve. The group guidance units so recom. mended are as follows:

Ninth Grade-Getting the Most Out of High School

Unit I Unit II Unit III

Looking at My High School Looking at Myself Surveying My Future

Tenth Grade - Developing Myself for the Future
Unit I Discovering More about Myself Unit II Exploring Career Opportunities Unit III Achieving Personal Success

Eleventh Grade - Taking a Long Look Ahead

Unit I Unit II Unit III
Unit IV

Learning More about Work Learning More about College Acquiring a Philosophy for Living
Initiating a Countdown for Tomorrow

26

Twelfth Grade - Living in an Adult World

Unit I Unit II Unit III Unit IV

Putting It All Together Planning a Graduation Adapting to a Changing World Facing Future Frontiers (2, 15-237)

Wrenn, et al. (20, 1-81), have prepared units in four major problem areas which could serve as a useful guide in the group guidance program. The four areas, orientation to school, orientation to others, orientation to self, and orientation to the future, contain thirtyeight planned units. These units are geared to and suitable for the adolescent age student in the school.
Katz (7, 7-102) has developed a number of pertinent units which could be used very effectively in a program of group guidance in the secondary school. In his book, You: Today and Tomorrow, he has a number of units built around the following broad areas: your abilities, your values, your interests, occupations, and education.
Bennett (1, 179-381) recommends eight major concern areas to place in the group guidance program. These eight areas include orientation, learning to learn, understanding self and others, vocational planning, educational planning, personality and interpersonal relationships - approaches, personality and interpersonal relationships - areas and programs, and life values and philosophy.
Science Research Associates is in the process of developing a series of units for elementary schools to utilize in helping students to gain a better understanding of "Our Working World." These units being developed by Senesh are designed to prepare the student for the world he will be entering in the future.
The above mentioned units for group guidance are some of the suggestions and recommendations now available to serve as guides for schools wishing to set up group guidance units in their program. There are possibly more. It is suggested, however, that individual school systems dey~tQPthejr_Qwn!!l1itlLofjnstru(::tiQnjlJ. the program of group guidance. A common group guidance program cannot possibly hope to accomplish the desired results if employed in all schools in a city, county, state, or nation. The individual school must critically fo:r:J!lJJlate-itS_Qw.IU~l:QgL'!..IILt~Jmeet then(;leds of the school population it serves. The p'rogram should be failor-made for the particular school if it is to attain the most desirable results.
Thirty-six topics for each the elementary, junior high, and high school are suggested below as possibilities for schools to develop instructional units for their group guidance program.

A. Group Guidance Units for the Elementary School (K-6)
1. Orientation of pupils and parents a. To the school (objectives and purposes)

27

b. To the physical facilities c. To the school's services
2. Knowing myself 3. Getting along with others 4. Desirable behavior 5. Thinking for myself 6. My home and community 7. Additional information about me 8. Individual differences 9. Behavior and actions of others 10. The other fellow 11. My friends and associates 12. The working world about me 13. My interests 14. My aspirations 15. Greater understanding of myself 16. Work and workers 17. Independence 18. Occupational opportunities 19. Our feelings and attitudes 20. Physical growth and development 21. Behavior and misbehavior 22. Better relationships 23. Being myself 24. Interests and hobbies 25. My personality 26. Growing up emotionally 27. Physical change 28. Accepting others 29. Formulating goals (educational, personal, social, plus 0c-
cupational exploration) 30. My responsibility 31. The future
28

32. Budgeting (money) 33. Relationships with others 34. My behavior (anger, fear, etc.) 35. School likes and dislikes 36. Orientation to junior high school
B. Group Guidance Units for the Junior High Sc.hool (79) 1. Orientation of pupils and parents a. To the school (objectives and purposes) b. To the physical facilities c. To the school's services 2. Teacher expectations of pupils 3. Self-understanding 4. Studying effectively 5. Improving my reading skills 6. Taking tests 7. Budgeting time effectively 8. Extra-class activities 9. The values of education 10. Looking ahead to high school 11. Planning my high school course of study 12. Orientation to the world of work 13. Relationship of school subjects to future occupations 14. What employers expect of employees 15. Should I secure a part-time job? 16. Hobbies and leisure time activities 17. Spending money wisely 18. Developing a wholesome personality 19. Getting along with others 20. Leadership and followship 21. My physical development 22. Personal grooming 23. Good health habits 24. Home and family relationships
29

25. Getting along with brothers and sisters 26. Assuming my share of the responsibilities in the home 27. All about dating 28. Good manners 29. Etiquette 30. The gang 31. A philosophy of life 32. Values 33. Prejudice 34. Spiritual life 35. Civic responsibility 36. Mental health and me
C. Group Guidance Units for the High School nO12)
1. Orientation of students and parents a. To the school (objectives, purposes, and programs) b. To the physical facilities c. To the school's services
2. A realistic look at myself 3. The value of wise planning 4. Mapping my educational future (college, business, technical) 5. Getting the most from my education 6. Sharpening my study skills 7. What good is mathematics, English, etc.? 8. Grades: What they mean now and in the future 9. If I should need financial assistance for further education 10. Wise selection of extra-class activities 11. Operation preparation: A future career for me 12. Educational implication of my career choice 13. A further look at my hobbies and interests 14. Personality and jobs 15. Facts about smoking, drinking, and narcotics 16. Following the crowd
30

17. You and your family 18. The family car 19. Going steady 20. Understanding sex 21. Your school is proud of its products 22. Personal adjustment 23. Understanding others 24. Accepting success and facing failure 25. Citizenship: Your responsibility 26. Pioneering: Creativity 27. Examining my personal values 28. Laws and living in a democracy 29. Military obligations 30. Moral, spiritual, and ethical values 31. Adequate goals 32. Mental hygiene 33. Being an adult in a dynamic society 34. Maturity: Emotional, personal, and social 35. Family bUdgeting 36. Choosing a marriage partner
The counselors and teachers in charge of developing the group guidance program can use all or select appropriate topics from the suggested list. These topics include problems of concern to pupils and students in the social-personal, education, academic, and occupational areas.
Several times in this booklet, mention has been made that organized instructional units should be developed for the topics that Will be used in the group guidance program. These resource units are not to be thought of as required outlines, but as stimulating helps and guides for counselors and teachers charged with the group iDstruction. An approach such as this insures that the school time for group guidance will be well spent instead of resulting in an 1ID?rganized "bull" or "buzz" session. Two such prepared resource 1IIlits are as follows:
31

FORM I
GROUP GUIDANCE UNIT
ORIENTATION OF STUDENTS TO HIGH SCHOOL
Obiectives:
1. To lead new students to understand and appreciate an education
2. To help students determine how much education is needed today
3. To help students determine their own school plans 4. To acquaint students with physical plant and building facil-
ities 5. To acquaint students with school staff 6. To acquaint students with school policies, rules and regula-
tions 7. To acquaint students with the routine procedures of the
school 8. To acquaint students with the various subjects offered, and
their importance in the curricula 9. To acquaint students with the various extra class activities
offered 10. To give students a clear idea as to what constitutes a good
pattern of study conditions 11. To acquaint students with guidance services offered 12. To give students the proper interpretation of the marking
system so they can intelligently interpret their own grades 13. To acquaint students with use of the library

Basic Understandings A. Getting Acquainted

Suggested Activities and Procedu....
1. Meet in assembly to give a broad understanding of the school program A. Principal give a brief over-aD picture of the program of the school B. Visiting teacher discuss school attendance
32

C. Counselor discuss highlights and opportunities that will arouse interest in guidance services
D. Students give activities in which they are participating and which they enjoy
E. Film: Making the Most of School, 10 minutes, No. 2125, GSC Film Library
or
F. Filmstrip: Your First Year in High School (With record) Guidance Associates, Pleasantville, New York

B. Physical Plant and
Building Facilities

1. Student guides take students by groups on a tour of the school plant - Discuss Items Appendix A
2. A diagram will be given each student showing every facility - with the name of staff member associated with each

C. Members of Staff and Teachers

1. Student guides will introduce group members to each staff member
2. Discuss suggested questions in Appendix B

D. Traditions, Policies, and 1. Explanation and discussion of

Rules and Regulations

rules and regulations:

of the School

A. Bells

B. Absence and tardies

C. Lockers

D. Dismissal

E. Assembly

F. Fire drill

G. Library rules

H. Use of telephone

33

E. Why Go to School

I. Suitable clothing (or dress)
J. Lunch schedule
K. Lunchroom behavior
L. Treatment of school property
2. Play LOOKIT UP - Appendix C
3. Handout and discuss material in Appendix D
1. Use "WHY STUDY" from Bernice McCullar's Record - HOW TO STUDY AND WHY - Discuss
2. Film: High School: Your Challenge, 20 minutes, No. 2966, GSC Film Library
3. Have students think of one person who is unemployed. Without telling the name - ask whether the person has finished high school.
4. Discuss questions as: (a) Will schooling help you earn a better living? (b) Will it give you more self confidence? (c) Does school provide you with valuable experiences? (d) Does it help you find the kind of work you like? (e) Does it enrich your life?
5. Handout: Appendix E
6. Form Committees: Have them interview several "average wage earners" and get their views on why go to school. Have one see managers of the employment agency or man in charge of personnel in industry and get their views
7. Filmstrip: Dropout: Road to Nowhere (With record) Guidance Associates, Pleasantville, New York
8. Discuss importance of good work in high school:
A. Development of desirable ha~ its and attitudes
34

B. Building up good recommenat--
tions (1) Counselor's record (2) Homeroom record (3) Cumulative record

F. Description of Various 1. Have a teacher from each subject

School Courses

area simply discuss each subject

and its purpose

2. Handout: Appendix F

A. What is the general field of this subject?

B. When, where, and why did it originate?

C. What are the most important general and specific values?

D. Is it a required subject or an elective?

E. What are the vocational possibilities of this subject?

F. Discuss marking system: Panel:

(1) Value of each letter in num ber grades

(2) Average necessary for obtaining credit for a course

(3) Average necessary for obtaining a high school diploma
(4) Why should a student be marked in the various sub jects?
(5) What would probably happen if there were no school marks?
(6) Make a list of things tha1 determine marks. Justify each of these, if possible.
(7) Should all teachers use about the same marking system? Why?
(8) What is the relation of marks to possible future vocations?

35

(9) Is a student harmed by getting a mark higher than he deserved? How?
(10) Should a student get the same marks in all subjects?
(11) Do you think a teacher is influenced by her likes and dislikes?
(12) Do you think a student earns his F as well as his A?
(13) Whose fault is it because a student fails because he does not like a teacher?
(14) Is cheating helpful or harmful? How?
G. Play record by Bernice McCullar: How to Handle Grown-ups

G. Choosing a Curriculum: 1. Distribute a copy of courses offer-

Required and Elective

ed for the three programs: general,

Courses, Program-Plan- vocational, and college

ning Procedures, and Requirements for

2. Discuss questions as:

Graduation

A. What are the curricula or

courses from which I may

choose?

B. What are the main purposes of each program of courses?

C. What are my main interests and aptitudes?

D. Which course should I choose?

E. Will my interest and past record permit me to follow it?

F. Is it possible for me to change in case I wish to or need to?

G. Am I allowing my classmates to influence my choice?

H. To what extent do my parents influence my choice?

I. Just why am I selecting this course of study?

36

J. Under what conditions should I change subjects?
K. Is the changing of a subject a sign of weakness or failure?
L. Should I carry a full load or a lighter load? Why?
M. What are the requirements for high school graduation?

H. School Activities, Clubs, 1. Film: School Activities and You

and Recreational Oppor- (10 minutes) No. 2304, GSC Film

tunities

Library

2. Discuss: Led by school student leaders:

A. Benefits of extra-class activities

B. How to get in an activity

C. Activities offered in this school

D. How many activities to join

I. Counseling and Guidance l. Administer Personal History Ques-

Services

tionnaire

2. Introduce the students to the services available through the guidance office:

A. Orientation service

B. Analysis Service (1) Testing program (2) Purpose of testing

C. Informational Service

(1) Show students the occupational and educational files in guidance office and
library

D. Counseling Service

E. Placement Service

F. Follow-up Service

J. Study Skills, Budgeting
of Time, Use of Library

1. Administer Study Check List Ap-
pendix G 2. FiIm:Leaming to Study (20 min-
utes) No. 8604, GSC Film Library

37

3. Using Bernice McCullar's Record How to Study and Why as a starting point, have discussions of each section.
4. Have students make a time schedule
5. Film: Find the Information (10 minutes) No. 2103, GSC Film Library
6. Have librarian orient the students to use of the library
SUGGESTED REFERENCES
Billett, R. O. and J. W. Yeo. Growing Up. Boston: D. C. Heath and Company, 1958
Gerken, C. d'A. Study Your Way Through School. Chicago: Science Research Associates, 1953.
Harris, R. P. My High School. New York: Macmillan Book Company, 1958.
Hunt, R. L. High School Ahead. Chicago: Science Research Associates, 1952.
Neugarten, B. L. and P. J. Misner. Getting Along in School. Chicago: Science Research Associates, 1951.
Preston, Ralph C. and Morton Bote!. How to Study. Chicago: Science Research Associates, 1956.
Robinson, Clark. Making the Most of School and Life. New York' Macmillan Book Company, 1952.
Robinson, Clark. School and Life. New York: Macmillan Book Company, 1955.
Smith, R. W. and S. P. Snethen. Four Big Years. New York: BobbsMerrill, 1960.
Staton, Thomas F. How to Study. Minneapolis: American Guidance Services, Inc., 1959.
Staton, Thomas F. Programmed Study Technique (How to Study Workbook). Minneapolis: American Guidance Services, Inc., 1964.
Taylor,Florence. Why Stay in SchoOl? Chicago: Science Research Associates, 1949.
38

Thompson, Helen M. The Art of Being a Successful Student. New York: Washington Square Press, Inc., 1964.
Wrenn, C. G. Study Hints for High School Students. Stanford, Cal.: Stanford University Press, 1956.
Wrenn, C. G. and Luella Cole. Reading Rapidly and Well. Stanford, Cal.: Stanford University Press, 1954.
Wrightstone, J. Wayne. How to Be a Better Student. Chicago: Science Research Associates, 1956.
Voule-White, M. J. Secrets of Studying. Lincoln, Nebraska: Cliff's Notes, 1963.
APPENDIX A OUR SCHOOL HOME
1. Why should students have pride in their school building? 2. How much do you think our school buildings cost? 3. Name the things about the school property that should receive
special care. 4. How much do you suppose the science laboratory cost? 5. How much do you suppose the library cost? 6. Who pays for books and other library materials when we are
wasteful and negligent? '1. How much did this school plant cost? 8. How much does it cost to maintain the school plant? 9. How much does it cost to paint one classroom? 10. How can a good school citizen take care of his school?
APPENDIX B THE SCHOOL PERSONNEL
AND SERVICES
1. Why is it important to know your teachers? 2. How can they help you? 3. How can you help them? 4. Do you know the school personnel?
39

A. The school principal

E. The school secretary

B. The school counselor

F. The school superintendent

C. The coach

G. The librarian

D. The lunchroom supervisor H. The school custodian

Y. The school nurse

5. Do you understand the services in the school?

A. The library

C. Health services

1. Physical set-up

1. School insurance

2. Hours of service

2. Medical provisions

3. Rules and procedures

3. Utilization provisions

B. Guidance services 1. Areas of assistance 2. Time to use and how 3. Procedure to follow

D. Lunchroom services 1. Regulations 2. Serving schedule 3. Conduct

APPENDIX C UP ON IT
1. In what year was the school established? 2. How did it get its name? 3. Where is the audio-visual room? 4. What is the name of the school yearbook? 5. How many games did our football team win last year? 6. What is the first word of the second verse of the school song? 7. What is the signal for a fire drill? 8. Where should one go to inquire about a lost book? 9. Who may tryout for the literary events? 10. What are the rules for use of the telephone by students? 11. What is the good citizenship award? Who received it last year? 12. Where are bicycles and cars kept during school hours? 13. What are the regUlations about leaving school? 14. Where is Parent-Teachers Association held? When? 15. What kinds of assistance for students are there in school?
40

APPENDIX D VALUES OF EDUCATION
A. Education, a responsibility to 1. Yourself 2. Your parents 3. Your community 4. Your country
B. The value of education in 1. Skilled occupations 2. Preparing for a professional occupation 3. Increasing one's income 4. Developing a responsible citizenry 5. Improving social status
c. Education helps to develop
1. One's sense of responsibility 2. Values and right habits 3. New concepts and aspirations 4. Initiative and creativity 5. Fitness for the better utilization of leisure time activities 6. Sharpness in thinking and communication skills
D. Personal factors in achieving success in education endeavors
APPENDIX E WHY GO TO SCHOOL?
1. Schooling may help me earn a better living. Many people have educated themselves during their lifetime because they did not have an opportunity to go to school. This condition was much more common years ago because every boy and girl today has the opportunity to go to school. Do you know of a man or woman who has been very successful in getting and holding a good job, but who has had very little schooling? In 1890 only 3 people out of 100 ever went to high school. This meant that many of the 97 who didn't go to school
41

had a chance for a good job because there were more jobs than there were people who had been to school to hold them. In 1959 out of every 100 boys and girls of high school age, 88 went to high school and about 65 out of each 100 were graduated.
This means also that many high school graduates will have to fill average or even mediocre positions. Not all of the 88 per cent can hold top positions. A high school education is valuable in that the training may enable you to get promotions more rapidly than you would without it. It does not guarantee you a better job initially. (The same thing is true of a college education.) The better your formal education the higher you may go within any field of work whether it be labor, management, or professional work.
Have you noticed how requirements for jobs are constantly changing? It is wise to have more schooling than the minimum required for jobs of your choice. You can have the minimum training and hold your job, but during this time the educational requirements will undoubtedly become higher. When you look for another job similar to your last one, you may be unsuccessful because your basic training is insufficient.
2. Schooling will give me more confidence in myself. Don't you feel proud of belonging to the football team, to the drama club, etc.? Don't you hold yourself with more poise and confidence because you feel you have ability enough to belong?
Note that if you attend high school now, you belong with the more than 80 out of every 100 boys and girls between the ages 14 and 17. That means that you are classed with the majority of the people your age.
3. Schooling provides me with valuable experiences. School provides us with experience in group living. Students organize into clubs, teams, student government, etc., and set about solving their problems. They put on school parties and probably discuss the decorations for a long time before they come to an agreement. All this is done in an orderly manner which provides experience in getting along with others.
4. Schooling helps me find the kind of work I am suited for and like.
In high school courses, students are given a chance to come into contact with many fields of human endeavor. The list of required and elected courses is so planned that everyone is able to find a field that interests him. A student may become interested in pattern-making after taking a course in woodworking; in forestry; after taking a course in biology; and so on.
42

The influence of one person on another is a great force in our world. The student in high school is influenced by his fellow students and his teachers. Speakers and other assembly programs often open fields of work never thought of before by the student. Every student should consult a counselor about his plans for the future. In this series of interviews the student can get information about his plans and see in which field his record shows that he has the best probability of success. School counselors can help him balance with his ability.
5. Schooling may help me live a more satisfying life.
A person with limited schooling can be likened to a blind man. The former misses many things because he can't understand what he sees. Without understanding, our powers of observation are limited. A girl who works in a beauty parlor actually needs only a knowledge of her own business. However, if she knows something about home economics, economics, sociology, and psychology, she will be able to understand her customers better.
Wrenn, C. G. et al. Planned Group Guidance. Minneapolis: American Guidance Service, Inc., 1961. pages 5-6.

Name

APPENDIX G Date

HOW GOOD A STUDENT ARE YOU?

Yes
1. Do you have a plan of work for each day?
2. If so, do you stick to it?
3. Do you have trouble settling down to work at the beginning of a study period?
4. Do you get your work in on time?
5. Do you find your work interesting?
6. Do you participate in class discussions?
7. Do you try to sit towards the back of the classroom?
8. When you have trouble with your work do you talk over the matter with your teacher?
9. Do you make a preliminary survey before reading a chapter in detail?

43

_ No

10. Do you skip tables and graphs in your reading?
11. Do you keep your notes for one subject all together?
12. Do you usually take your lecture notes in outline form?
13. Do you make simple charts, diagrams or tables of your own to summarize material in your reading?
14. Do you have difficulty in expressing yourself in writing?
15. If an examination is given unexpectedly, do you fail or get a low mark?
16. Do you sit up late preparing for an examination?
17. Do you do most of your reviewing for a course the night before examination?
18. Do you get enough sleep?
19. Do you have certain hours that you regularly spend in recreation?
20. On your study desk is there a clear unlittered space of about 2 feet by 4 feet?
21. Axe you satisfied with the grades you get?
22. Is your schoolwork so good that you have no need to worry about it?
23. Would you like help in developing better study habits?
24. Do you feel that you are getting what you want out of school?

FORM II GROUP GUIDANCE UNIT SUCCESSFUL FAMILY LIVING
Purpose of the unit 1. To help stu~ents form good values in regard to marriage and home making. 2. To understand the obligations, responsibilities, and problems which are a part of marriage.
Time allotted for unit Approximately six periods. One hour per week.
Sub-unit One LOOKING FORWARD TO MARRIAGE
Method and Activities Each person in the group will be asked to answer the following
five questions in writing. 1. Why do I want to marry? 2. What are the most important factors that should be included in a happy marriage life? 3. What type person would be a good marriage partner for me? 4. With my qualities, what type of a person would I be good for as a marriage partner? 5. Do I want children and why? The class would then select one or more of these questions for
a panel discussion followed by a general class discussion. The unit would be summarized.
Instructional Materials Booklet, "BOY MARRIES GIRL," Teen-Age Guidance Series, Keystone Education Press, 71 Fifth Avenue, New York, New York. 45

Cosgrove, Marjorie and Mary Y. Josey, "ABOUT MARRIAGE AND YOU," Chicago: Science Research Associates.
Mahoney, Harold J. and T. L. Engle, POINTS FOR DECISION. New York: World Book Company, 1957. 557 p.
Sub-unit Two TOO YOUNG TO MARRY
Suggested Activities Students will enact the socio-guidrama, "High School Wedding
Bells." After the playlet, the counselor will open and lead the discussion
using the following questions: 1. Should the student have discussed this matter privately with her parents before the young man's blunt announcement? 2. Should the parents have foreseen this situation and prepared for it?
Instructional Materials Socio-guidrama, "High School Wedding Bells," from Methods and Materials Press, 6 South Derby Road, Springfield, New Jersey. Pamphlet, "Too Young to Marry," Public Affairs Pamphlets, 22 East 38th Street, New York 16, New York.
Sub-unit Three AM I READY FOR MARRIAGE
Methods and Procedures Show film "Are You Ready for Marriage" and have a discussion
of the film led by four students. The following questions are suggested for use: 1. What is the significance of age in marriage? 2. Have you reached the point where you think in terms of "we" rather than "I"? 3. As a couple, have you a sound basis for knowing that both of you want the same things in life and will work for the same goals?
46

4. Have you learned how to settle serious differences and reach a satisfactory agreement?
5. Are there areas that you refuse to discuss concerns with each other?
Instructional Materials Film "Are You Ready for Marriage," from the State Department of Education Film Library. "Boy Marries GirL" Teen-Age Guidance Series, Keystone Education Press, 71 Fifth Avenue, New York, New York.
Adams, Clifford R., "Looking Ahead to Marriage," Chicago: Science Research Associates.
Mahoney, Harold J. and T. L. Engle, POINTS FOR DECISION. New York: World Book Company, 1957. 557 p.
Sub-unit Four
CHOOSING A MARRIAGE PARTNER
Suggested Activities Have each student list five qualities they consider important in
a marriage partner. Also have them list five characteristics they consider undesirable in a marriage partner.
Select a student to lead a discussion among the group on the qualities and characteristics that were listed above.
Discuss the following questions: 1. Should one predict that a marriage will fail where the
backgrounds and experiences of the two partners are radically different?
2. Do you feel it is better to marry someone of approximately your own level of intellectual ability?
3. In some countries the parties involved do not make the choice of their marriage partner. Do you think this is all bad?
Instructional Materials
Booklet, "Boy Marries Girl," Teen-Age Guidance Series, Keystone Education Press, 71 Fifth Avenue, New York, New York.
Shull, W. Russell, et aI., TOWARD ADULT LIVING. Chicago; National Forum Foundation, 1961. 333 p. (Chapter 24)
47

Sub-unit Five WHAT MAKES A MARRIAGE SUCCESSFUL?
Methods and Procedures Have a boy and a girl prepare a list of the possible conflicts
they feel would cause the most difficulty in marriage. Then have the class to give suggestions and recommendations for solving these difficulties.
In addition, use the following questions for discussion: 1. What is the relationship of emotional maturity to a success-
ful marriage? 2. Do you feel that money is the root of many marriage diffi-
culties? Is it the amount of the family income or the way it is managed that is likely to cause the trouble? What are possible understandings that must accrue in order to reach a workable solution?
Instructional Materials Shull, W. Russell, et aI., TOWARD ADULT LIVING. Chicago: National Forum Foundation, 1961. 333 P. (Chapter 25) Booklet, "Boy Marries Girl," Teen-Age Guidance Series, Keystone Education Press, 71 Fifth Avenue, New York, New York. Neugarten, Bernice, "Becoming Men and Women." Chicago: Science Research Associates.
Sub-unit Six FORMING A FAMILY OF MY OWN
Suggested Activities Have a panel of two happily married couples and a minister
who is competent in this area to react to questions from the group. Suggested questions: 1. Are marriages more likely to be successful when there are children? Why? 2. What are some of the satisfactions of being a parent? 3. What are some of the responsibilities of being a parent? 4. What are the most important qualifications for being a parent? 5. What are some of the difficulties of being a parent?
48

Instructional Materials
Shull, W. Russell, et. al., TOWARD ADULT LIVING. Chicago: National Forum Foundation, 1961. 333 p. (Chapter 26)
Jenkins, Gladys Gardner, "A Guide for Family Living," Chicago: Science Research Associates.
English, O. Spurgeon and Constance J. Foster, "A Guide to Successful Fatherhood," Chicago: Science Research Associates.
Neisser, Edith G., "How to Live with Children," Chicago: Science Research Associates.
Jenkins, Gladys G. and Joy Neuman, "How to Live with Parents," Chicago: Science Research Associates.
Mahoney, Harold J. and T. L. Engle, POINTS FOR DECISION. New York: World Book Company, 1957. 557 p.
The group guidance unit, shown in Form I, was prepared by Mrs. Bobbye Q. Cobb, Counselor at Emanuel County Institute, Twin City, Georgia. Permission to use this unit was granted by Mrs. Cobb.
Mrs. Nell H. Baldwin, Counselor at Waynesboro High School, gave the writer permission to use the unit as outlined in Form ll.
Prepared units such as these will give meaning and purpose to the group guidance program in the school. Through the cooperative efforts of the school counselor and teachers, these units could be developed over a period of time and the necessary instructional materials accumulated or located. This could be done without undue hardship on anyone concerned. Such a procedure is strongly recommended.
WHO SHOULD TEACH THE GROUP GUIDANCE UNITS?
The real success of this phase of the organized guidance program rests in the effectiveness of the instruction and leadership that prevails throughout this venture. To yield the most desirable results, the group guidance units must be taught by one and/or a group of instructors interested in the total welfare of the student. This person or persons should be well-trained to work and instruct pupils and students in group situations. If, at all possible, the inStructors should be as well equipped to instruct in the group guidance area as are other teachers in their speciality in the school. Presently, however, this seems to be an impossibility. School officials and school systems must not let this condition deter their efforts in offering these important services to their enrollees. There are many guidance minded teachers and devoted school counselors who, With some help and assistance through graduate instruction and pro-
49

fessional in-service training, could perform adequately in this setting. If school systems are not fortunate in having such personnel on their staff, they should encourage and provide for developing these competencies.
It is evident, then, that two school persons must shoulder the major responsibility for organizing and administering the group guidance activities and programs in the school. The classroom teachers and the school counselors are the persons so involved.
In carrying out this important service in the school, the group guidance leaders in the school must not confine their leadership and supervisory efforts to the four walls of the school. There are many people in the school-community who possess the necessary competencies and are well prepared to assume the leadership role in certain of the group guidance units. The school person, who is charged with this guidance responsibility, must know the special competencies of these resource people and arrange for their services in this important guidance program in the school. An example would be the physician dealing with a unit on reproduction and sex education, or a minister dealing with a moral or a marriage unit in the group guidance program.
As it now stands, the school counselor with his professional background and training is best equipped to conduct the group guidance program in the school. He has been trained to organize a program of organized guidance services in the school, teach the group guidance units, serve as a speaker in classes, act as leader and supervisor, be a consultant, and assist classroom teachers and others in carrying out the group guidance activities in the school.
As mentioned previously, many teachers are sincerely interested in the welfare of school aged youngsters and their concerns and can contribute immeasurably to the solution of these difficulties. In dealing with pupil and student concerns in group situations, there are certain expectations of classroom teachers if desired results from these activities are to be achieved.
1. A thorough understanding of the sources and uses of pertinent information related to the particular concern under consideration.
2. A basic understanding of the special educational, academic, occupational, personal-social, and other concerns youngsters are experiencing.
3. A basic competency in the understanding, organization, administration, and interpretation of commonly used assessment instruments.
4. A knowledge of and competency in the use of the available school records in the school's guidance program.
50

5. An understanding of and competency in the procedures of group structuring, group dynamics, and group techniques in guidance.
6. A willingness to go beyond the so-called "call of duty" and better equip themselves professionally in order that they may deal effectively with youngsters' concerns.
Reference was previously made as to the usual competencies of classroom teachers in relation to certain group guidance activities in which they may participate effectively. These generalizations were based on the knowledge of educational training programs in these areas. The school should critically evaluate the competencies of its staff, and utilize these competencies in the group activities whenever possible.
In achieving the goals afforded through the group guidance approach, a well-planned program of in-service training will be of immeasurable aid to the workers in group guidance activities in the school. Through these training sessions, the skills, knowledges, and competencies that are needed by teachers and others in rendering group guidance services may, in part, be developed. The in-service training programs that are planned for teachers and others should be formulated by them based on their special needs. These involved personnel should also be included in the planning of the in-service activities to meet their needs. A number of specialists from the school's faculty, from State Departments of Education staffs, from community agencies and organizations, and from colleges and universities could be used as consultants in these in-service programs to assist in these endeavors.
As previously mentioned, many people outside the school can contribute immeasurably to the group guidance efforts of the school. The school should keep an up-to-date listing of school-community resource personnel to assist in the group guidance activities being carried on in the school. Individuals in the school-community who should be tapped could include such personnel as physicians, nurses, ministers, psychologists, psychiatrists, college personnel, former students, retired teachers, agency personnel, etc.
ADMINISTERING THE GROUP GUIDANCE PROGRAM
A well organized program of group guidance activities in the school with an ample supply of instructional materials does not necessarily insure a successful program. These two ingredients plus the addition of adequate administration would increase the chances of a successful program. This being true, the school counselor or teacher who is charged with the administration of this important gllidance program must keep in close touch with what is to happen and what happens to insure its success.
51

In educational circles, it has been heard many times that the group guidance program in the school is the responsibility of the classroom teacher. This is as it should be and is fine if the program is effective. If classroom teachers are to be responsible for the school's group guidance activities, it is felt that they will need and welcome help in this important guidance endeavor. They will need help in smiing lip and getting 1be progran.L.J!.I1J1e.rway. They will also need help in locating, s..cle.c..ting, and s.e..ruring instructional materials suitable for the units that will be dealt with in the program. They will need help on many factors relating to the effective administration of the group guidance instructional program. Through the cooperative efforts of the total school faculty, with their various special competencies, the program of guidance services can be effective. The talents of the school librarian, the school counselors, the school administrators, the classroom teachers, and the school's specialized service personnel should and can be adequately utilized in the administration of the program.
In administering a program of group guidance activities in the school, consideration must be given to a number of factors. All of the factors that will be treated in this major section of the booklet relate primarily to the a~istration of the progra!!L~QP.c~...!1edwith ~. These factors must continuously be kept in the forefront by those charged with the group guidance responsibility, and improvements made whenever possible. The following eight factors are offered for consideration of those personnel in the school who are both directly and indirectly concerned with this program in the school:
ESTABLISHING AN EFFECTIVE GROUP RELATIONSHIP
FOR GROUP GUIDANCE
A basic competence of guidance workers is a thorough understanding of human growth, development, and motivation. They must know the why of human behavior if they are to create and maintain an effective learning environment for students in group situations. Earlier in this booklet, reference was made concerning the importance of school personnel knowing and understanding the special needs, the physical development, and the characteristic reaction tendencies of individuals in the public schools. These are only basic beginnings for school personnel in the understanding of human growth and development of those with whom they will be concerned. Much additional knowledge of individual behavior on the part of guidance workers in the school is desired. In part, the knowledge and understanding of human growth and development goes a long way in establishing an adequate climate for group guidance. However, the competency of developing and maintaining motivation at a high level among students is of equal importance to understand-
ing growth and development in the instructional phases of the pro-
52

gram. The attractiveness of the learning situation plus the difficulty and challenge involved in this endeavor are ingredients affecting pupil and student motivation to learn. Purposeful and meaningful objectives in the group guidance activities leading to positive outcomes, that are understood by the students involved, will go far in insuring an initial and a continued group relationship.
The above concepts reflect a portion of today's philosophy of motivation and learning which are quite different from those held in earlier times. Emphasis, then, was that the discipline accomplished through distasteful tasks was of utmost importance. Expressions such as "hard work," "discipline," "you don't like it, but it's good for you" ruled the day as the philosophy of learning and motivation. It is not implied that learning is easier today than formerly, but that present day philosophy encourages teachers and others to enlist effective motives in learning situations that produce desired results. Some of the principles of motivation follow:
The so-called impulses, drives, and urges of the students must be considered in the group guidance instructional program. In formulating the topics and concerns of students to be dealt with in this important school program, serious consideration of these impulses, drives, and urges of the students must be given by those in charge of group guidance in the school. Throughout the instructional unit, these three motivational factors must be kept in the forefront if a high level of interest is to be maintained among the students. The summary phases of the unit will be more meaningful to students if the group leader utilizes these factors in the evaluative process.
The group guidance units in the school should be closely related to those concerns which affect the individual students, their associates, and society in general. Although the individual student is primarily concerned with the units associated to him as an individual, his concerns go beyond self to those round about him and the society in which he lives and has his being. The school's group guidance leaders should keep these human motivational factors in mind in planning the program of group activities.
The motivation of students is enhanced in group guidance programs when units are selected that challenge the thinking of the participants rather than requiring the memorization of facts related to the unit. In addition to the careful selection of pertinent topics to be included in the program, it behooves the group leaders to employ a ~iety of. suitable instructional techniqu~s designed to encourage student thinking. Utilization of a humber of instructional procedures, accompanied by an ample supply of materials suitable to the unit under consideration, will add much to the novelty of the group guidance activities.
Group guidance units offering an opportunity for students to develop a skill or increase an ability creates and maintains a state of interest and motivation that is desirable. Although all the units inclUded in a school's group guidance program do not lend them-
53

selves to this principle, the group leaders should be cognizant of the potency of this motivational technique in the group program. Developing a skill or increasing an ability seems to be ample indication that progress is being made. If students are able to see this progress in the group guidance program, their interest is sure to be
strengthened.

Group guidance units in a particular area of concern should be closely related. In dealing with group activities, the motivational effects increase among students according to the extent that the knowledge is related and understood by those involved. This implies that interest is possible and may increase among students from interesting topics into uninteresting topics whenever the two are closely related in content and outcome. The group guidance leaders in the school should keep these points clearly before them at all times.

Interest is created, maintained, and flows from one to another in the instructional process. The implications of this principle is evident to group leaders in that problems of concern peculiar to one or a few may be capitalized upon in the group unit to motivate and interest the total group. This principle can be effectively utilized in the group guidance program.

Humor creates interest and serves as an instrumental motivational force in the group guidance units for students in the schools. The value of this principle cannot. be overemphasized in the teaching and instructional process. Teachers and others associated with the group guidance activities in the school should not underestimate the importance of this principle in the educational process.

Adherence to the above principles will go a long way in estab-

lishing an effective climate in which the group guidance activities

may be carried on in the school. In addition to these principles, the

group leaders must e~tablish a permis_sive atmosphere in the class.

This means that s..tudentun.us1J2e~!Y~!.tJh~opport1.mUy_tQnexPLess

their feelings and desires concerning the topics under discussion.

It also implies that group leaders must be willing to lend an under-

standing ear to the problems and concerns that are being dealt with

in the group guidance program. Finally, the group instructional

units in the school will probably yield more desirable results if some

organizational procedure is established as guidelines by the group

leaders.

-------

INITIATING THE GROUP GUIDANCE UNIT
Initiating a group guidance unit is a very important step in this process. The right start in such a unit determines the successful and continual interest of students in the group guidance units. Getting the partiCUlar unit off to a good start is the primary responsibiliy of the group guidance leader. In accomplishing this goal,
54

there are many ways and methods available for use by the group leaders and students.
Initially motivating students and maintaining a high level of interest among students throughout the group unit is a major task of the group guidance leader. Knowledge of the psychology of student motivation, previously discussed in this booklet, will place the group guidance leader in an excellent position to utilize this understanding in getting the unit off to a good start. This knowledge will also assist the group guidance leaders in maintaining this relationship throughout the unit of instruction.
In the group guidance instructional program, as in any instructional program in the school, there are a number of conditions that should be present in order for the best results to accrue. Initially, the pupil and/or student must know the "WHY" of the instructional unit or be properly motivated in each of the group guidance units. This understanding should serve as an inspirational factor in getting the participants, the pupils and the students, into the thick of the unit under discussion. After knowing the "F~f a unit, the participants deserve a clear understanding of the "WHAT'~of the unit. Helping them to understand the goals and objectives of the unit under consideration results in their knowing where they are going and the possible outcomes that may be achieved through these important school activities. Next, if the pupil or student can visualize the value of the relationship of the group guidance units to his future, he will accept and be more cooperative in the administration of the group guidance units. This points out the necessity of dealing with practical, pertinent problems and concerns which students feel are timely. Finally, the student can take a look at what has transpired as a result of the organized group units and evaluate the effectiveness of such group activities. Positive attitudes accruing from group units on the part of participating students will serve well as an incentive for motivating future students to actively engage in the school's group guidance activities.
With these four points in mind as guides for conducting an organized unit in group guidance, the use of selected "mental set" techniques may be used to advantage in getting the program off to a good start and ultimately achieving the desired goals. The unit under consideration, as well as the availability of the resource person and/or resource materials, would determine what could be employed to create a readiness. A number of useful techniques follow:
A. Current Thinking of Group Participants
Pertinent questions in the minds of those for whom the group units are designed should be considered in the initial phases of the unit. These questions may emerge by merely asking the pupils and students directly or have them list the questions. Another approach, accomplishing similar results, would be to have them formulate questions to be considered in the unit through small "buzz" sessions or the committee approach. In each of these approaches, the cur-
55

rent thinking and opinions of those in the group will be in the forefront which could help in keeping the interest at a high level.
B. Audio-Visual Materials
The intuitive group leader will utilize these aids to the fullest in getting the units off the ground. Adequately used, these aids may serve as the spark to light the fire in the group.
The commercial production of both the audio and visual materials for practically all the problem areas that are dealt with through group units is on the increase. There are indications that better and more appropriate aids will be forthcoming in the future. In addition to these "ready made" materials, the alert group leader will supplement the commercially produced "mental set" aids with personally produced "home-made" materials. Aids such as posters, charts, bulletin board displays, and the news media can be used to gain and maintain a high level of interest. All of these materials, effectively employed, will serve well as stimulating and motivating techniques in initiating the instructional units as well as at other points throughout the unit.
c. Group Leaders' Approaches
The initiative, intuition, and alertness of the group leaders determine to no small extent the success of the group guidance program in the school. In initiating these units, there are many approaches open to group leaders which may insure a better beginning and possibly a more rewarding attainment for participants throughout the total unit. Many of the approaches initiated by the group leaders should and must, of necessity, involve directly and/or indirectly the student participants.
A student group guidance committee or a student steering committee will aid the group leader in securing the most desirable results in the group units The group leader could meet with these student groups to discuss the unit to be dealt with, and come up with techniques and procedures that could be used with the unit. In order not to show partiality among the students, the group leader could select a steering committee for each group guidance unit.
Another approach the group leader may employ is the sociodrama technique. Both the prepared or rehearsed and the unprepared or unrehearsed versions are valuable approaches. If some
particular point needed emphasizing, the former could be used to
advantage. The rehearsed drama may be used effectively in units where desirable vs. undesirable behavior, etc. The unrehearsed drama could be used when the real feelings of the participants concerning a particular point is desired. This technique, effectively used, is a thought provoking device and should be employed whenever feasible.
A challenging question or statement submitted to the group has great potential in evoking discussion among the group particl-
56

pants. This is particularly evident when the topic is of vital concern to the group. The leadership furnished by the group guidance leader must not stifle or block student thinking, but encourage it. An approach such as this will insure student involvement in the group guidance activities in the school.
D. Additional Methods Involving Group Leaders, Students, and Others
Other possibilities available for the group guidance leaders, in initiating the group guidance units, include such methods as special speakers, panel discussions, excursions or field trips, student suggestions, student projects, and follow-up studies.
Specialized personnel, competent in their field of endeavor, may be called upon to keynote a unit for the purpose of adding stimulus to and serve as a motivating effect upon students who are involved. This technique has been used by many schools to get the unit off the floor. An expert, in the concern area under consideration, can add much to the success of the various units that are being dealt with in the group guidance program.
The panel approach in which the panel participants are either students or adults can be both challenging and stimulating in the initial stages of many units. Many of the concerns, making up the content of the group guidance programs which were suggested earlier, lend themselves to the panel technique.
Well organized field excursions and trips conducted prior to 1n1tiating the group guidance unit, in many of the areas normally covered in the school's group guidance program, can add meaning and significance to the unit. When feasible, this approach should be employed in initiating the group unit.
Since the group units are designed primarily for the students, they should be involved in the planning of the instructional contents of these units. The questions, suggestions, and recommendations may be secured from students through the use of the "students' suggestion box." Prior to initiating the unit, students with concerns may be given the opportunity of submitting questions and suggestions to be discussed in the unit. These questions and suggestions can be used as major points of consideration in the group guidance unit.
In getting the unit underway, it may be advantageous to assign special projects to students related to the unit that will be covered in the program. A simple research project or an assignment of a survey nature will involve students to the extent that interest will be created in the beginning phases of the group guidance activity. This approach may be also used throughout the unit.
Student projects such as displays, scrapbooks, and demonstrations lend much to the success of the unit. These techniques should be employed when warranted by the situation. Surveys and polls
57

of school-community thinking and!or opportunities, related to the problem at hand, reveal many interesting facts and ideas associated with the needs and interests of those involved in the group program.
The results from follow-up studies of schoolleavers can be used effectively as a promotional and motivational aid in initiating the unit. Knowledge of what has happened to bgth~aduates and drgp.. ,outs.. plus the problems they encountered, in their "next steps" out of school adds meaning to the unit under consideration.
All of the above suggestions and techniques should be considered seriously by the group leaders as they enter into the instructional units in their program. Employing these techniques when feasible, plus more appropriate ones as seen by the group leader, will increase the chances of a successful endeavor.
CONSIDERATIONS FOR GROUP LEADERS IN THE
GROUP PROCESS
One of the greatest challenges of the group leader is to create an effective climate in which learning may take place. Assuming that the group leaders have a thorough understanding of how learning takes place and the motives of learning discussed earlier, their task of creating this favorable environment is made much easier. The final proof of their knowledge, however, rests with the group leaders' competencies in applying these principles in the group instructional process. In addition to the adequate application of these important learning and motivational principles, the employment of the following considerations in the group activity program can further contribute to the eventual success of the unit.
In initiating the group unit, the group leader should be cognizant of the fact that the initial formulation of captivating goals can go far in insuring the success of the unit. Further insurance of the success of the unit is achieved as the group leader is able to throw up challenging blocks to the attainment of these initial goals.
The insurance of the success of the group guidance unit is enhanced if the group leaders treat students' opinions and feelings as fact. The statements made by the student must not be pooh-poohed as irrelevant by the group leader. As Hitchcock (4,6) has stated earlier in the Guidance for Georgia Schools series, "the student's feelings about himself, his life, and about people are more important than the facts." Honoring this principle of counseling in the group guidance process will contribute immeasurably to the attainment of the group guidance objectives. On many occasions during the instructional unit, students will come forth with statements, as it were, off the top of their heads. These statemens may seem unrelated to the unit under consideration as well as very immature to the group leader. Nevertheless, the group leader must be patient in the process and hopefully, through the group discussion, lead the group to
58

a more mature attitude and/or understanding concerning the problem at hand.
In many of the group guidance units being dealt with in the school's program, controversy of beliefs and feelings among students will undoubtedly accrue. In such situations, the group leader will serve to calm the rough waters and help students to honor the feelings and opinions of others as being important. In many instances, after careful and thorough discussion, disagreement among the participants will prevail. The group leader should be mindful that, in all group discussions, agreement is not necessary.
A primary consideration for the group leader is to learn that more effective results will accrue if he listens more and talks less. A democratic attitude on the part of the group leader will go far in encouraging group participation. Direct, as well as indirect, approaches by the group leader will insure that he is not steering the discussion. Selected students in the group could be primed to carry a part of the leadership in the group guidance process. Some structuring of the unit prior to attacking it will enable the group leader to delegate some of the responsibility to students capable of carrying this load.
These are some of the responsibilities and considerations the group leader must keep in mind in administering the program of group guidance activities in the school.
ASSISTING STUDENTS IN DEVELOPING A CODE
FOR GROUP DISCUSSION
Helping students in the formulation of some basic ground rules to be used as guide lines in the group discussions can contribute greatly to the success of the program. From a guidance point of view, immeasurable values will accrue when the group leader permits the students to draw up some "do's" and "don'ts" to follow in the group discussion. Given the opportunity to participate in these important decisions related to the group discussion procedures, students will recommend a number of guide lines to follow.
Students should be permitted to pose a question when it is indicated. Frequently, there is a hesitancy on the part of the student to come forth with a question and/or an idea to ellicit fruitful discussion on the problem under consideration. This should not be the case. Students should feel free to participate to this extent.
The right to disagree with thoughts and opinions of others must be encouraged and honored by the group leader. A democratic attitude must prevail to allow the students to say things they feel important, as well as realizing that others have the same right.
An attitude of students for being good "Indians" as well as being
59

good "chiefs" will probably be discussed fully by the active participants in the group guidance setting. Through these discussions of drawing up guidelines, each student will probably resolve to be a participating follower in the group units. It is also possible that each student will be led to think in terms of overall group objectives rather than personal goals. These are hoped for outcomes of involving students in drawing up the rules and regulations of the group process. These outcomes will be achieved better, and students will fit into and follow the group discussion rules when they actively participate in the formulation of such rules.
In the initial stages of the group discussion, it is possible that some of the students will have difficulty in participating actively and effectively in the group activity. Helping such students to fit into the scheme of group discussion is the primary responsibility of the group leader. He should observe the proceedings very closely in the beginning phases of the unit, and identify those students who seemingly are experiencing difficulty. Individually working with these students, as well as asking other students to assist him in these endeavors, will usually be effective in helping them to become more effective in group discussions.
These are some of the pertinent points of a positive nature for consideration that group leaders should be concerned with in the school's group guidance activities. Considering and following these points in the group guidance process should enable the group leader and group participants to achieve the most desirable results in this important endeavor. There are also a number of pertinent points of a negative nature for group leaders to consider in the group gUidance units. Helping the group participants to formulate and follow "the don'ts" in the group discussion should contribute to the attainment of the group guidance objectives. Some important considerations of the negative side of the ledger are:
There is the tendency in many groups for one or more students to monopolize the discussion. Discussing this eventuality initially with the group participants and possibly drawing up some printed rules and regulations to follow in the group guidance session will decrease the possibility of this happening. It should be fully understood, however, that such a ruling would not squelch the participants from making their contributions when they feel that their opinions will add meaning to the problem 'under consideration. It should be emphasized to the students that if they have something of importance to say, say it. It should also be emphasized to the students that meaningless chatter will add little to the attainment of the group guidance goals. Saying everything that comes to mind may not be appropriate to the problem at hand. Students should be encouraged, nevertheless, to respond to issues and questions before the group when practical.
Differing opinions of beliefs and attitudes among students, relating to discussion concerns, will always be prevalent. Students
60

should be led to accept the thinking and OpInIOnS of others, and not be frustrated if there are differences. It is difficult to convince :lll the participants to come to a common understanding and reach a harmonious goal in all topics in the group process. Initial values :lnd beliefs on many of the group guidance concerns may be so strong and instilled in some students' minds that change is impossible. This eventuality should not deter the progress of the group process in the school. It is felt that if students are given the opportunity to discuss these points openly, and have an understanding of the code for discussion that they would not be hurt when others challenged their beliefs and values.
MAINTAINING EFFECTIVE AND FRUITFUL DISCUSSION
IN THE GROUP
Group guidance units may get off to a good start in the initial stages of the discussion, and then fall flat on its face. It is very important to establish the desirable initial mental set; however, this primary effort to establish an effective learning situation will not suffice. Consideration must be given to the continuation of fruitful discussion throughout the unit under consideration. Therefore, there are a number of points the group leader should keep in mind in the administration of the group guidance unit.
Participation of all the group members is important in the group guidance program. Involving the total group is no easy assignment for the group leader. Frequently, there are members who may be considered silent group participants. These students should be brought into the group discussion whenever possible. Often in group discussions, the silent members may be attacked as scapegoats in the group discussion. The group leader should protect these members, and involve them as well as the others in the group discussion.
On many occasions, group leaders find that the discussion is deteriorating and in need of some instant punch. In practically all groups, the group leader has one or more participants he can call on to bail him out in such situations. A thorough knowledge of each member in the group will enable the group leader to know the student and/or students whom he calls on to keep the discussion going in a positive direction. If the group is fortunate in having both a verbal as well as a conservative member, the group leader will have to decide what is needed in this moment of crisis to bring the discussion back into meaningful perspective.
To keep the discussion going, the group leader must be ever mindful of opportune leads to capitalize upon. These openings offer many clues for the group leader to utilize in maintaining an effective and fruitful discussion in the group. The pertinent concerns of the stUdents, as evidenced through their verbal and non-verbal express-
61

ions, will enable the group leader to stimulate and motivate the discussion in the group situation.
Reference has been made earlier to the efforts of the group leader in handling procedural matters as they appear. The procedural guidelines formulated by the group participants, along with other rules and regulations important to the group leader, should be enforced as the occasion warrants. Matters such as these that are left to chance and not dealt with immediately will possibly place the group program in jeopardy. The group leader, then, will be wise to handle in a tactful manner these matters as they occur.
ONE HUNDRED PER CENT PARTICIPATION IN THE
GROUP GUIDANCE DISCUSSION
Involvement of the total group in the discussion is of utmost importance. In some instances, this is not an easy task for the group leader to attain. However, there are various ways and means, at the disposal of the group leaders, for involving those who may be considered silent members.
The very shy and reticent students pose a real problem for the group guidance leader in the group discussion. Early identification of these students will be of immeasurable value to the group leaders. As a result of spotting these students, group leaders are in a better position of selecting appropriate procedures to involve these students in the group units under discussion. For example, it is unwise to expect too much from these students who may be so. classified. Therefore, the group leader will refrain from attempting to involve these students unless it is thought that these participants can make a positive contribution to the group discussion. A "pat on the back" for some of these students will go a long way in involving them in the discussion. It is, therefore, imperative that the group leader call on these students to contribute to the group discussion according to their individual talents. This should insure that these students would not be embarrassed in reporting to the group some of the activities in which they have been successful, provided these are related to the topic under consideration.
There is the tendency on the part of group leaders to primarily utilize the more vocal members of the group in keeping the discussion going. This is not entirely necessary since some of the retiring members of the group could possibly be called on in the initial phases of the unit to get the discussion underway. This is a calculated judgement that must be made by the leader. The physical arrangement of the group in the class setting may help in this situation. For instance, spreading the verbal members throughout the room will eliminate small group monopolies in the discussion. Such a seating arrangement as suggested above may encourage some of the ordinary silent members of the group to take a more active
62

part in the discussion. In addition, the tact of the group leader in drawing the shy and retiring members into the discussion may be enhanced through such a seating arrangement. Should a verbal member make a contribution in the discussion, the group leader may involve a shy member by asking if he is in agreement with what has been contributed.
These considerations, along with the knowledge the leader has of the talents of the members, may be effectively utilized in gaining better and more complete participation in the group guidance discussions. Serious thought to the above mentioned points, by the group guidance leader, should add considerably to the total participation of group members.
TERMINATING THE GROUP DISCUSSIONS
The group leader would possibly consider a greater degree of success in the group process if total agreement and harmonious conclusions are reached among the participants. In actual practice, however, such results do not just come to pass. It is not felt that these finalities should necessarily result in the group guidance discussions. The desired results of the group discussions may be to leave many questions unanswered, plus motivating the participants to look for additional answers. It would probably serve a useful function in the group guidance process to leave the students with a challenging problem or in a challenging situation. If such occurred, the so-called formal discussion would end; however, the informal discussions among students and with others would continue. With these points in mind, there are a number of factors the group leader should attend to in terminating the unit discussion.
Leaders of the group activities in the school must come to realize that a full and complete conclusion and/or solution to the problem under consideration is probably of less significance to students than the experience they gain in positively attacking the problem. In the discussion, it is therefore not necessary that all questions be answered fully during the formal session. Possibly, greater maturity will accrue among the participants as they seek fuller and more complete answers to the. questions from other sources on an individual basis.
The proper allocation of discussion time for the questions that are posed in the unit is in the hands of the group leader. Keeping the discussion going in a positive direction and moving forward through the unit is important, but allowing a question to be pursued to the extent that interest wanes is uncalled for in this process. The group leader must take the opportunity to inject a new problem and/or question to lead the discussion in a new or different direction to maintain the motivation and interest that is desired. Such a procedure would insure comprehensive coverage of all the topics
63

under consideration, rather than emphasizing some of the topics to the neglect of others.
An adequate summary of what took place in the discussion of the units should not be overlooked in the terminating process. The responsibility for this phase of the unit is on the shoulders of the group leader; however, the students must be fully involved in this phase of the group activities. The value of such an approach will leave the participants with clear cut conceptions of what happened, decisions reached, and further work considered to be essential in reaping the greatest rewards resulting from the group guidance discussions. Another value of great importance, in the summarizing process, is that the group participants will leave the discussion with a feeling of accomplishment. These positive group values, resulting from an effective summary of the group discussions, will add to and enhance the attainment of the original group guidance objectives.
These are some important points to keep in mind in terminating a group guidance unit. Serious consideration of the above factors in the closing phases of the class discussion will be reflected in the post unit action of the students.
EVALUATING THE GROUP GUIDANCE UNIT
To what extent have the objectives of the group unit been attained? This is a question of importance to group leaders for a number of reasons. Self satisfaction, on the part of group leaders, for a job well done is one of the reasons for taking a critical look at the group guidance results. The values and/or positive results the students receive from participating in the group guidance activities are other concerns of great importance to the group leaders.
Evaluating the group guidance activities in the school's program must begin in the initial phases of the group process, continue throughout the process, plus looking at the total developments at the close of the unit. A number of pertinent questions, leading toward a positive assessment in the group program, should be considered by the group leader in th~ evaluative process. For example, did the group participants assume their share of the responsibility in the various initial phases of the group unit? Were they involved in determining the needs and purposes of the unit, in assessing the progress of the unit as it unfolded, and in evaluating the total results of the unit?
In the group guidance activities, the group leaders must address themselves to continually motivating the students to participate actively in all phases of the unit, plus the structuring that is necessary for positive results throughout the unit. An evaluative check on the extent to which the group leaders stimulated the participants
64

to take an active role in the group discussions, as well as helping them to recognize their responsibilities and assume these roles in the various phases of the unit, is important.
Student, pupil, and/or participant involvement in the group unit is another criterion that should be looked into in the evaluative process. In this process, a number of factors must be considered. Displayment of student-participant initiative throughout the instructional unit is of major importance, and should be assessed by those in charge of the unit. The exercise of students' keen thinking throughout the administration of the unit should be checked very carefully. As the student gains information on a pertinent topic under consideration and visualizes certain aspects of the problem from different perspectives, insight should emerge. Such results may be taken as indications that the group guidance activities are yielding desirable results. Also, if critical thinking is being achieved among students, one would assume that self-appraisal and selfdirection would emerge. All of these factors are certainly desirable outcomes the group leaders would be striving for in the program. There are objectives as well as subjective means of determining the degree of progress and/or change taking place among students in the above mentioned factors. Group leaders should utilize the various evaluative processes available to them in assessing these attainable characteristics and resulting from the group guidance activities.
The cooperative working relationships existing among the group participants as they attempt to reach individual, as well as group, objectives in the group program are two major goals in determining group guidance effectiveness. The assessment of these two goals may be made effectively through keen observations of those in charge of this important school activity. The above two factors loom large in the group evaluative process, and must become of primary consideration to group leaders. Working together as group members and contributing to the group goals in the unit are points those in charge should look for in the evaluative process.
Everyone is probably familiar with the age old axiom that "the proof of the pudding is in the eating thereof." For group guidance activities in the school, this means that the group participants will make effective application of the group guidance results in their experimental environment. What happens as an end result of the group activity spells the success or failure of this school endeavor. A close check may be easily made by the group leaders in determining whether or not the group program has been effective. Such observable results may be ascertained through incidental and well organized follow-up checks of the group guidance participants in their action program.
As mentioned earlier, students are frequently given special assignments at various times throughout the administration of the Unit. These assignments may be made to students individually or to
65

small groups. In checking on the effectiveness of these assignments, the group leaders may look closely at the student's selectivity in content relating to the topic, as well as the completeness of their assignment. The extent to which these two points are achieved satisfactorily assists the group leaders to assess more effectively these important phases of the group unit.
A number of important factors specifically relating to the welfare of the students in the group guidance program should be considered in the evaluative process. For example, the feeling of security existing among the participants as they engage in the group discussion is an evaluative criterion of importance. A feeling of confidence is another factor the group leader should look for in the group discussion as students contribute to the problems under consideration. Lastly, the feeling of freedom of students in expressing their thoughts as the group unit unfolds is another criterion that should be assessed in evaluating the effectiveness of group guidance activities in the school. These three factors are important in the process of evaluating the group guidance activities in the school. They are also important in providing a mentally healthy climate in which mental and/or emotional growth of the individual student may be guarded and grow. All of these points should be checked carefully by the group leader in the group process.
In the closing phases of the group unit, the group leaders may take a really good look at two points in particularly: First, did the closing of the group unit provide the group participants with the pertinent achievements that were made during the unit, and were there suggestions as to next steps clearly outlined for those who participated in the group unit? In addition to knowing the further work necessary for adequate attainment of the group goals, did the students have a full understanding of how to proceed with the tasks remaining? Caring for these extra duties is in the hands of the group leaders.
Finally, in the evaluative phases of the unit, group leaders must take a critical look at the methods they used throughout the group unit. The instructional methods used and the other techniques employed in the unit should be evaluated as to their appropriateness. For example, from the methods used, did the discussion progress as anticipated or were there times during the administration of the instructional unit where an impasse was evident? It is probable that in order to determine adequately the answer to this question some experimentation may be necessary. This is also true in the various techniques that may be employed in the unit. As a result of the experimentation, the present methods and techniques will be proven as desirable practices or indications will be evident as to changes that may be necessary to achieve adequate results.
66

SUMMARY
There are indications that there is a rebirth in the group guidance activities in the public schools. In the late thirties, there was a major emphasis in the group guidance activities in the school. In some schools this emphasis has been continued. In other schools these group activities fell by the wayside. The causes of these eventualities may be contributed to the success and to the failures attained in these schools. The developments in guidance over the past thirty years has certainly placed guidance personnel in a more favorable position of successfully carrying out a program of group guidance in their schools. The increased professional competence of counselors and teachers, a more favorable attitude toward guidance services in the school, and an array of group guidance instructional materials appropriate for many of the concerns dealt with in the program are three major factors that should increase the chances of a successful group guidance program in the present day schools. It is hoped that the contents of this booklet will assist school personnel in building successful group guidance programs to better serve the needs of the youth who participate in these school activities.
A number of suggestions were made concerning the organization of a program of group guidance in the school. These suggestions may serve as organizational guidelines in getting the unit off the floor. Offering units in the group program at the level they should be placed plus designing units suitable to the special needs of the students are points of major concern facing those charged with the group program. These points are dealt with in the booklet and should be of assistance in the initial phases of the unit organization. Where to schedule group activities in the ongoing school program is a problem confronting school officials. Nine possibilities of schedUling the group guidance activities in the school were treated in the booklet. School officials should consider seriously these various possibilities of scheduling the group programs, and select the ones most appropriate to their school program. In the organizational phases of the group program, specific units must be organized and designed to fit special needs of those to be served. Thirty-six units were suggested as possible activities for each the elementary, junior high, and high school level. In addition to these suggested topics, two units were developed in their entirety as guides for schools to develop for their pro.gram and follow in their program.
Effectively organizing the group guidance activities in the school is imperative in the initial phases of this program. However, what is done in the administrative phases of the group units will determine the final outcome of the group activity. In adequately administering the group guidance units, eight points were discussed from ~tablishing an effective relationship and atmosphere for group activities to evaluating the group unit. The suggestions given should prove 'ery valuable to group leaders in this important phase of the pro&ram.
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Reaching a majority of the students in our schools and supplying them with the guidance they need to meet effectively the challenges of their times are points of major concern today. It is felt that well-organized programs of group guidance in our schools could be the answer to these school concerns. This important guidance activity certainly merits the attention and concerted efforts of the schools.
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BIBLIOGRAPHY
1. Bennett, Margaret K, Guidance and Counseling in Groups. New York: McGraw-Hill Book Company, Inc. 1963. 421 p.
2. Board of Education, City of Ch:cago. Group Guidance for High School. Chicago: Bureau of Pupil Personnel Services. 1965. 245 p.
3. Havighurst, Robert J., Developmental Tasks and Education. New York: Longmans, Green and Company. 1952. 100 p. (Used by permission of David McKay Company, Inc.)
4. Hitchcock, William L., The Counseling Service. Atlanta: Georgia State Department of Education. 1964. 33 p.
5. Hoppock, Robert, Group Guidance: Principles, Techniques, and Evaluation. New York: McGraw-Hill Book Company, Inc. 1949.393 p.
6. Jenkins, Gladys Gardner, Shacter, Helen, and William W. Bauer, These Are Your Children. Chicago: Scott, Foresman and Company. 1953. 320 p.
7. Katz, Martin R., You: Today and Tomorrow. Princeton, N. J.: Cooperative Test Division, Educational Testing Service. 1959. 102 p.
8. McCorkle, David B., and J. David O'Dea. "Some Problems of Homeroom Teachers!' Personnel and Guidance Journal. 32:206-208. December, 1953.
10. National Forum Foundation, Seeing Ourselves. Minneapolis: American Guidance Service, Inc. 1965. 319 p.
11. National Forum Foundation, About Growing Up. Minneapolis: American Guidance Service, Inc. 1964. 226 p.
12. National Forum Foundation, Being Teen-Agers. Minneapolis: American Guidance Services, Inc. 1962. 274 p.
13. National Forum Foundation, Our School Life. Minneapolis: American Guidance Service, Inc. 1961. 288 p.
14. National Forum Foundation, Discovering Myself. Minneapolis: American Guidance Service, Inc. 1961. 288 p.
15. National Forum Foundation, Planning My Future. Minneapolis: American Guidance Services, Inc. 1964. 368 p.
16. National Forum Foundation, Toward Adult Living. Minneapolis: American Guidance Service, Inc. 1961. 333 p.
69

17. Novak, Benjamin J., "Don't Sell the Homeroom Short: It Belongs in the Modern Guidance Program." Nations Schools, 48:49-51, October, 1951.
18. Raths, Louis E., An Application to Education of the Needs Theory. New York: Ad Art PTG. 1949. 19 p.
19. The State Department of Education. Group Guidance in Oregon Secondary Schools. Salem: State Department of Education. 1959. 169 p.
20. Wrenn, C. Gilbert; Hein, Reinhard G., and Shirley P. Schwarz. rock, Planned Group Guidance. Minneapolis: American Guidance Service, Inc. 1961. 81 p.
'10

REFERENCES
Bennett, Margaret E., Guidance in Groups. New York: McGrawHill Book Company, Inc., 1960. 411 p.
Bennett, Margaret E., College and Life. New York: McGraw-Hill Book Company, Inc., 1946. 530 p.
Billings, Mildred L., Group Methods of Studying Occupations. Scranton, Pa.: International Book Co., 1941. 513 p.
Bonner, H., Group Dynamics. New York: The Ronald Press, 1959. Cunningham, Ruth, et a1. Understanding Group Behavior of Boys and
Girls. New York: Teachers College, Columbia University, 1951. 446 p. Fedder, Ruth, Guiding Homeroom and Club Activties. New York: McGraw-Hill Book Company, Inc., 1949. 467 p. Glanz, Edward C., Groups in Guidance. Boston: Allyn and Bacon Book Company, 1962. 385 p. Kemp, C. G., Perspectives on the Group Process. Boston: Houghton Mifflin Company, 1964. 388 p. Lifton, Walter M., Working with Groups. New York: John Wiley and Sons, Inc. 1961. 288 p. McKnown, H. C., Home Room Guidance. New York: McGraw-Hill, 1946.521 p. Mahler, Clarence A., and Edson Caldwell, Group Counseling in Secondary Schools. Chicago: Science Research Associates. 1961. 78 p. Ross, Vivian, Handbook for Homeroom Guidance. New York: The Macmillan Company. 1954. Strang, Ruth, Group Activities in Colleges and Secondary Schools. New York: Harper Bros., 1946. 361 p. Warters, Jane, Group Guidance Principles and Practices. New York: McGraw-Hill Book Company, Inc. 1960. 423 p. Willey, R., and W. M. Strong. Group Procedures in Guidance. New York: Harper and Bros., 1957. 548 p. Wright, Barbara L., Practical Handbook for Group Guidance. Chicago: Science Research Associates, 1948. 225 p.
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APPENDIX A BIBLIOGRAPHY OF GROUP GUIDANCE MATERIALS

It is recommended that school counselors and others contact, select, and secure the group guidance materials appropriate to the units that are being dealt with in their school's group guidance program. Some of the sources and annotations of materials, plus book publishers are listed below. Use these sources and others with which you are familiar to build an adequate library of group guid-
ance materials.

American Dental Associates 222 East Superior Street Chicago, llllnois 60611
Dental care information relating to physical health concerns is available.
American Guidance Service, Inc. '120 Washington Avenue, S. E. Minneapolis, Minnesota 55414
Programmed Study Technique: Publishers and distributors of National Forum books and materials.
American Legion Americanism Department Box 1055 Indianapolis, Indiana
Scholarship and loan information in their booklet, "Need a Lift."

Physical health information fitting into the related group guidance units being dealt with in the school should prove helpful.
American School Drexel Avenue - 58th Street Chicago, Illinois 60637
Pamphlets on "Why Finish High SchooL"
American School Counselor Association
1605 New Hampshire Avenue, N.W. Washington, D. C. 20009
Periodic articles appear in The School Counselor appropriate for helping school lead.ers in the group guidance effort.

American Medical Association 535 North Dearborn Street Chicago 10, Illinois
Information related to health problems may be secured from this this souree.
American Personnel and Guidance Association
1605 New Hampshire Avenue, N. W. Washington 9, D. C.
Many pUblications suitable for edueational and vocational guidance.
American Physical Therapy Associa tion
1790 Broadway New York 19, New York

Armed Services Publications
Each of the armed services has informational materials available for school counselors concerning occupational futures of students and motivational pUblications.
C<lntact the recruiting officer in your area or write the Adjutant Gentn'al's office in WashingtoJli, D. C.
Association Films, Inc. 347 Madison Avenue New York 17, New York
Films on pertinent guidance problems.

'12

Association for C<lunselor Education and Supervision
1605 New Hampshire Avenue, N.W. Washington 9, D. C. 20009

Changing Times The Kiplinger Magazine 1729 H Street, N.W. Washington 6, D. C.

Counselor Education and Supervision, the association's publication, contains articles which should prove helpful in the group guidance area.
Baptist Sunday School Board Education Division, Church Related
Vocations 127 Ninth Avenue, North Nashville 3, Tennessee
Pamphlets on church related vacations from the B.S.U.series.
Bellman Publishing Company
P. o. Box 172
Cambridge 38, Massachusetts

Articles of significance in the area
of business and economics.
Chronicle Guidance Publications, Inc. Moravia, New York
Educational and occupational information appropriate for group guid. ance in these areas.
Coronet Films Coronet Building 65 East South Water Street Chicago 1, Illinois
Films on pertinent guidance problems.

Vocational, academic, educational and other materials. Excellent for guides on colleges, vocational schools, and scholarships.

Coronet Magazine Reprint Department 488 Madison Avenue New York 22, New York

B'Nai B'Rith Vocational Service Bureau
1761 R. Street, N. W. Washington, D. C.
Source of a variety of group guidance materials.
Bristol-Myers Company Educational Service Department 45 Rockefeller Plaza New York 20, New York
Materials on health and personal grooming.
Carl F. Mahnke Productions 215 East 3rd Street Des Moines, Iowa
Films on pertinent guidance problems.
Careers LargO, Florida and/or Farmingdale, New York
Many valuable materials suitable for group guidance.

Reprint of articles devoted to concerns of real importance.
Education Commission Southern Baptist Convention 127 Ninth Avenue, North Nashville 3, Tennessee
Career information.
Educational Services Kirksville, Missouri
Publishers of American Youth Guidance Series.
Encyclopedia Britannica Filma, Inc. 1150 Wilmette Avenue Wilmette, TIlinois
Film on pertinent guidance problems.
Enterprise Publications 11 North Wacker Drive Chicago 6, Illinois
Educational and Career information.

73

Essential Education P. O. Box 968 Huntsville, Texas
Publishes a number of booklets suitable for group guidance.
Family Life Publications, Inc. P. O. Box 6725 College Station Durham, North Carolina 27708

Labor law information and other helpful information.
Georgia Higher Education Assistance Corporation and State Scholarship Commission
244 Washington Street, S.W. Atlanta, Georgia
Scholarship and loan information for Georgia residents.

A variety of books, pamphlets, etc. relating to personal-social con cerns suitable for group guidance.
Film Strip of-the Month Clubs 355 Lexington Avenue New York, New York
Film strip on a variety of group guidance problem areas.
General ELectric Company Relations Publications 570 Lexington Avenue New York, New York 10022
Educational and career information.
General Motors Educational Relati<lns Section Public Relations Staff Detroit, Michigan 48202
Free occupational and educational materials.
Georgia Association for Mental Health, Inc.
209 Henry Grady Office Building Atlanta 3, Georgia

Georgia State Department of Education Film Library
Films are available from each of these libraries suitable for educational social, personal, and occupational guidance of all our school age youths. Check the catalog. Tapes are available from the Atlanta office. The addresses are:
Atlanta Library - 121 Memorial Drive, S. W., Atlanta, Georgia 30303
Macon Library - 887 Fulton Street, Macon, Georgia 31206
Statesboro Library - Georgia Southern O>lltge, Statesboro, Georgia 30458
Tifton Library - Abraham Baldwin College, Tifton, Georgia 31794
G. G. Voith 4612 Club Circle, N.E. Atlanta, Georgia 30319

Information of the nature (Mental Health and Hygiene) good for personal-social group activities.
Georgia Department of Family and Children Services
State Office Building Atlanta, Georgia 30334
Pertinent information on what is and what can be done about it. Materials would be good in attacking many group guidance units.
Georgia Department of Labor State Labor Building Atlanta, Georgia

Record on "How to Study and Why" by Mrs. Bernic,e McCullar.
Glamour Magazine 420 Lexington Avenue New York, New York 10017
Articles plUs reprints for popular group guidance units in the school's program.
Guidance Associates Pleasantville, New York
Filmstrips and records of perti nent guidance concerns, also career information.

'14

Guidance, Counseling, and Testing State Department of Education State Office Building Atlanta 3, Georgia
Publications and consultative help available from this source.
Guidance Services Shubert Building 488 VVabasha Street St. Paul 2, Minnesota
Units in "Self-Analysis and Vocational Planning."
Institute of Life Insurance 488 Madison Avenue New York 22, New York
Information relative to the health, educational, career, and ,economical problems that art pertinent to group guidance activities in the school.
Insurance Information Institute 60 John Street New York 38, New York
Group guidance materials on many of the group guidance topics appropriate to the program.
International Film Bureau 84 E. Randolph Street Chicago, Illinois
Films on pertinent guidance problems.
John Hancock Mutual Life Insurance Company
Boston, Massachusetts
Pamphlets and booklets on health, economical, career, and educationlll problems.
Keystone Education Press 71 Fifth Avenue New York, New York
Teen-Age Guidance Series These publications supply valuable resource materials related to the many problems included in the many instructional program.

KimberlY-Clark Corporation Neenah, VVisconsin
Teaching materials on health units.
McGraw-Hill Book Company Text-Film Department 330 VV. 42nd Street New York 26, New York
Films and filmstrips on many group guidance topics.
Mademoiselle Magazine 575 Madison Avenue New York, New York 10022
Appropriate articles and reprints fitting into the scheme of group guidance in the school.
March of Times Forum Edition 369 Lexington Avenue New York 17, New York
Films on pertinent guidance problems.
Methodist Church Service Department General Board of Education P. O. Box 871 Nashville 2, Tennessee
"Helping Youth Series." Pamph. lets on youth problems.
Methods and Materials Press 6 South Derby Road Springfield, New Jersey
Socio-Guidrama Series Prepared sociodrama playlets are available on many guidance related topics and suitable for many of the group activities in the school.
Booklet Series Occupational and educational booklets also available.
Metropolitan Life Insurance. \.;ompany 1 Madison Avenue New York, New York 10010

75

Materials on many of the concerns appropriate for group guidance.
Mutual of Omaha Insurance Company Omaha, Nebraska
Career, economical, educational, and health information available for the asking.
National Association For Mental Health, Inc.
10 Columbus Circle New York, New York 10019
Publishes a number of useful leaf lets etc. suitable for group guidance use. Example: "Milestones to Marri age."
National Association of Insurance Ag,ents
96 Fulton Street New York 3, New York
Information suitable for a variety of group guidance concerns.
National Association of Manufact urers
Educational Department 2 East 48th Street New York 17, New York
Free vocational and educational materials plus films for schools available for handling charges.
National Council on Crime and De linquency
44 E. 23rd Street New York 19, New York
Motivational information and mao terials for use in the behavior problems area.
National Education Association of the United States
1201 16th Street, N.W. Washington 6, D. C.
Write the PublicationsSales Seetion the publications listing. Pertinent information on a variety of concerns that may be dealt with in group guidance programs.

National Vocatic:mal Guidance Association, Inc.
1605 New Hampshire Avenue, N.W. Washington, D. C. 20009
N.V.G.A.'s publication, The Vocational Guidance Quarterly, publishes current occupational litera ture in each issue.
New York Life Insurance Company Career Information Service Public Relations Department 51 Madison Square Station New York, New York 10010
Materials on careers plus some educational materials free from this source.
Off To College 1029 Vermont Avenue, N.W. Washington 5, D. C.
Book - Off To College
Pageant Magazine Mac Fadden Publications, Inc. 205 E. 42nd Street New York, New York
Pertinent articles appropriate for many of the group guidance units appear in this publication frequently.
Parents Magazine Parents Magazine Subscription Office Bergenfield, New Jersey 17621
Many articles are available from time to time that are very appropriate to many of the school's group guid. ance topics.
Personnel Services, Inc. P. O. Box 306 Jaffrey, New Hampshire
Occupational information and index of materials.
Prudential Life Insurance Company Education Department Box 36 Newark, New Jersey 17101
Free pamphlets and booklets on iJDo portant group guidance units.

76

Public Affairs Pamphlets Public Affairs Committee, Inc. 381 Park Avenue, South New York, New York 10016
Many pamphlets are available on personal-s.ocial, occupational, and educational concerns normally dealt with in group guidance programs.
Readers' Digest, The Editor Pleasantville, New York 10570
Reprints of guidance articles may be secured by writing the editor.
Science Research Associates 259 East Erie Street Chicago, lllinois 60611
Junior Guidance Series Booklets These publications provide helpful suggestions for students at this level in dealing with the following problems: "Getting Along in School Improving Your Relationships, Planning Your Future, and Solving Personal Problems."
Secondary Guidance Series Book. lets
The booklets in this series cover the problem areas: "Getting Along in High School and College, Relationships With Others, Vocational Planning, Understanding and Solving Personal Problems, and The World Today."
Better Living Series Booklets This series would be very helpful in the areas of "Understanding the Child, Growth and Development, Social Growth, The Child and School Special Problems, Home and Family Living, and Vocational Guidance."
Professional Guidance Series Booklets
Booklets such as "Youth in Conflict, Group Techniques for the Classroom Teacher, Group CO'Ilnsel ing in Secondary School, and Preparing Students for College" should be very useful for teachers and COunselors in the group guidance program.

Science Research Associates also has additional booklets, materials such as tests, career kits and reading programs appropriate for school group guidance programs. Various film strips are available relating to many group guidance topics.
Society for Visual Education, Inc. 1345 W. Diversey Parkway Chicago 14, lllinois
Films on pertinent guidance topics.
Superintendents of Documents United States Government Printing
Office Washington, D. C. 20402
A variety of publications on mallJ of the group guidance topics.
The Bruce Publishing Company Milwaukee, Wisconsin
"My Career Guidebook."
The Continental Press, Inc. 127 Cain Street, N. W. Atlanta 3, Georgia
Produces pre-printed master copies on various problem areas for liquid duplicators. Available for elementary, junior high, and high school.
The Jim Handy Organization 2821 East Grand Boulevard Detroit 11, Michigan
Filmstrips on many guidance topics (K-12).
The Mennen Company Educational Department Box 200 Morristown, New Jersey
Materials on personal grooming.
The World Book Encyclopedia Field Enterprises, Inc. Educational Division Merchandise Mart Plaza Chicago 54, nlinois

77

Career planning guide.
Triangle Publications 320 Park Avenue New York, New York 10022
Publishes Seventeen, a periodical for teen-age girls.
U. S. Department of Health, Education, and Welfare
Washington 25, D. C.
Reports of studies and publications suitable for many of the group guidance topics in the school's program.

U. S. Department of Labor Bureau of Labor Statistics Washington 25, D. C.
Labor and occupational materials.
Washington Square Press, Inc. Educational Department 630 Fifth Avenue New York, New York 10020
Educational booklets.

'18

nOOK COMPANIES

in

The following publishers produce books, booklets, the educational, occupational, personal, and social

aanredaps.amspehcluertes

a catalog and select appropriate group guidance materials.

The names and addresses of some of the publishers are:

Abelard-Schuman, Ltd. 6 W. 57th Street New York 19, New York
Abingdon Press 201 Eighth Avenue, South Nashville 2, Tennessee
Albert Whitman and CompaD) 560 West Lake Street Chicago 6, lllinois
Alfred A. Knopf Publishers 501 Madison Avenue New York 22, New York
Allyn and Bacon, Inc. 150 Tremont Street Boston 11, Massachusetts
American Book Company 55 Fifth Avenue New York, New York 10003
Appleton-Century-Crofts 440 Park Avenue, South New York, New York 10016
Benefic Press 1900 N. Narragansett Avenue Chicago 39, Illinois
Bobbs-Merrill Company tiOO W. 62nd Street Indianapolis 6, Indiana
Clulrles Scribner's Sons 597" Fifth Avenue New York 17, New York
Children's Press
310 s. Racine Avenue
Chicago 7, Illinois
i CbiIton Company Book Division
1 Washington Square
Philadelphia 8, Pennsylvania

Coward-McCann, Publishers 200 Madison Avenue New York 16, New York
David McKay Company, Ine. 119 West 40th Street New York, New York 10018
D. C. Heath and Company 285 Columbus Avenue Boston, Massachusetts 02116
Dodd, Mead and Company 432 Park Avenue New York 16, New York
Doubleday and Company 575 Madison Avenue New York 22, New York
E. M. Hale and Company 320 Barstow Street Eau Claire, Wisconsin
E. P. Dutton and Company 201 Fourth Avenue, South New York 3, New York
Follett Publishing Company 1010 W. Washington Boulevard Chicago 7, Illinois
Franklin Watts 575 Lexington Avenue New York 22, New York
Ginn and Company Statler Building Back Bay P. O. 191 Boston 17, Massachusetts
Golden Press 850 Third Avenue New York 22, New York
G. P. Putnam's Sons 200 Madison Avenue New York 16, New York

79

Grossett and Dunlap 1107 Broadway New York 10, New York
Harcourt, Brace and World, IDe. 680 Forrest Road, N.E. Atlanta, Georgia 30312
or 757 Third Avenue New York, New York 1001'7
Harper and Row, Inc. 49 E. 33rd Street New York 16, New York
Hastings House Publisher. 151 E. 50th Street New York 22, New York
Henry Z. Walck Publishers 101 Fifth Avenue New York 3, New York
Holiday House Publishers 8 W. 13th Street New York 11, New York
Holt, Rinehart, and Winston, Inc. 383 Madison Avenue New York 17, New York Hooghton Mifflin Company 3108 Piedmont Road, N. E. Atlanta, Georgia 30305
or 2 Park Street Boston, Massacdusetts 02107
John Day Company 200 Madison Avenue New York 16, New York
Julian Messner, Inc. 8 West 40th Street New York 18, New York
J. B. Lippincott Company East Washington Square Philadelphia, Pennsylvania 19105
Laidlaw Brothers, Inc. 680 Forrest Road, N.E. Atlanta, Georgia
Lane Book Company Menlo Park, Californi4

Little, Brown and Company 34 Beacon Street Boston 6, Massachusetts
Longmans, Green and ComPIDJ 119 W. 40th Street New York 16, New York
Lothrop, Lee, and Shepard ComPllDJ 419 Park Avenue, South New York 16, New York
McGrawmn Book Company 1375 Peachtree Street, N. E. Atlanta 9, Georgia
or 330 W. 42nd Street New York 36, New York
McKnight and McKnight Publi8hlq Company
Bloomington, nlinois
Melmont Publishers 310 S. Racine Avenue Chicago 7, lllinois
Prentice-Hall Book Company Inglewood Cliffs, New Jersey
Random House, Publishers 457 Madison Avenue New York 22, New York
Richards Rosen Press, Inc. 29 East 21st Street New York, New York 10010
Scott, Foresman and Company 433 East Erie Street Chicago 11, nlinois 60611
Sterling Publishing Company, IDe. 419 4th Avenue New York 16, New York
The Fideler Company 31 Ottawa, N.W. Grand Rapids 2, Michigan
The MacMillan Book CompaD,J 60 Fifth Avenue New York, New York 10011

80

Thomas Y. Crowell Compan7 211 Park Avenue South New York 3, New York
Vanguard Press 625 Madison Avenue New York 17, New York
Viking Press 625 Madison Avenue New York 22, New York
Vocational Guidance Manuals 800 Second Avenue New York, New York 1001'1

Whittlesey House Publishera 330 W. 42nd Street New York 36, New York
William C. Brown Company 135 South Locust Street Dubuque, Iowa 52003
William Morrow and Company 425 Park Avenue South New York 16, New York

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