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!:L1lQullltge, 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 81 Di UI N E au N 1I 10 0 F I E Tl U Ti E VI E