OFFICE OF INSTRUCTIONAL SERVICES DIVISION OF SPECIAL EDUCATION AND 
PUPil PERSONNEl SERVICES GEORGIA DEPARTMENT OF EDUCATION 
ATlANTA, GEORGIA 30334 1970 
William l. H, itchcock 
cOORdiNATEd 
GUi<I~NCE 
SERVICES 
iN ThE 
scliool 
 
 TABLE OF CONTENTS 
 
Introduction 
 
1 
 
Factors INvolved in a Coordinated Guidance Program 
 
2 
 
Pertinent Organized Preschool Guidance Services 
 
.3 
 
Guidance Activities in the Elementary School 
 
3 
 
Continuing Guidance Services in the Junior High School 
 
7 
 
High School Guidance Activities 
 
12 
 
Summary 
 
, 
 
17 
 
References 
 
17 
 
Bibliography 
 
18 
 
 Coordinated Guidance 
Services in the 
School 
Introduction 
Organized guidance services as a part of the school program begin when the child is about five years old. Guidance of another kind comes mLch earlier in the child's life. In many instances guidance is evident prior to conception. Parents have visions of the future for their intended offspring at this time. When the child is born, parents' attitudes concerning his future become more specific. Attempts may be made to direct the child's future in a certain direction. The father, for example, may place objects in the left hand of his son in the hope that he will become a future first baseman for the New York Yankees. Some form of guidance is inevitable prior to birth and continues until death. Organized guidance services sponsored by the school begin prior to the child's entrance into his formal school experience. These services are planned through the school as a coordinated effort to make the child's experiences in the formal school setting more pleasant. 
 
 Factors Involved in a Coordinated Guidance Program 
Many factors are important in determining an effective and coordinated guidance program in the school. Only a few of these factors will be mentIOned. First, there must be a thorough understanding of the concepts and functions of guidance services and activities in the school. Sel:ond, the school staff should know that these services are for all students and not just for the ones who have experienced or are experiencing difficulties. Third, there must be an understanding that guidance is a cooperative effort of all school personnel and not just the work of one or two in the school. Fourth, there should be an awareness of the fact that guidance services and activities are a part of the educational program and not something totally unrelated to the learning process. The staff must realize that the overall aim of guidance is to provide the types of experiences that will enable the student to make the greatest contribution to himself and society now and in the future. Fifth, a coordinated guidance effort is necessary to help the maturing student know himself better, realize the opportunities available to him, make realistic plans and carry out these plans. Finally, a coordinated program of guidance prevents incidentalness and duplication of effort as the child moves through the educational process. 
The remaining part of this booklet discusses the emphasis that should be placed on the guidance services and activities at the various school levels. 
In considering guidance services on a longitudinal basis, a foundation for understanding the uniqueness of each student in the school is laid prior to his entrance in the school. Schools are constantly attempting to improve their efforts in this direction. Some examples of these activities follow. 
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 Pertinent Organized Preschool Guidance Services 
Pre-registration activities, in which parents are involved, will enable the school to gain pertinent information that will help teachers and counselors know better the students at the time of their entrance in school. In this program parents complete personal data forms designed to reveal relevant information about their child. This information is used initially by school personnel to get the child off on the right foot in his educational experiences. When a child enters school the teacher and counselor will gain additional information to help further the knowledge the school has of the child. 
The preschool roundup is a similar guidance activity that has proved invaluable as an analysis technique. This activity involves both the entering pupil and his parents. The pupil is engaged in activities similar to the ones he will experience in his formal educational experiences; at the same time his parents, or more commonly the mother alone, supply pertinent information to the school about their child through self-report documents such as the personal data form. 
These beginning guidance activities are expanded as the student progresses in the educational process. 
Guidance Activities in the Elementary School 
As the child enters his formal educational experiences, certain aspects of guidance must be emphasized. Guidance activities must be planned and coordinated, otherwise incidentalness will prevail. Incidental guidance is welco!ned; however, it may leave out many important activities in the school's planned guidance process. 
Emphasis at the elementary level should be placed on major activities in the student analysis service, the education information area, the occupation information area, the personal-social information area, the placement services and the orientation activities begun at the preschool level. In addition, individual counseling with students should be started early and increased as students progress through the elementary school experience. 
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 Student Analysis Activities 
Information derived from the student analysis service should be available to all concerned in the school. Gathering of this data began at the preschool level, but special emphasis is placed here on continuing this service of providing teachers and counselors with informatiOl which will distinguish the student as an individual. 
Accumulation of this information is accomplished by various techniques. First, the student self-report documents are of primary importance; these documents consist of the autobiography, personal data forms or personal history questionnaires, the student rating scales and student checklists. Second, observational techniques by both the teacher and counselor are used extensively in this process. Such techniques are anecdotal records, directed ratings and the directed checklists. Third, teachers and counselors employ a number of gruup techniques to gain important information on students. Group techniques include the sociodrama or role playing activities, the testing program and the case conference. Fourth, the interview is one of the major techniques used by teachers and counselors in gaining information about students. These important data gathering techniques should be used extensively at the elementary level. 
The results of the techniques and tools mentioned above should help teachers, counselors and o'ther school personnel to know the student better. If these results are used effectively, they will also help the student to know himself better. 
Educational Informational Data 
In group and individual counseling situations there is a place for appropriate materials of an educational nature in the elementary school. Information on study habits, future education and the relationship of present educational training to future goals should be made available at this level. 
Information related to the world of work at the elementary school level should be brought to the pupils' attention through group and individual approaches. Emphasis at this level should be of an orientation and exploratory nature. Pupils should be exposed to the world of work through visits to businesses and industries. From kindergarten upward these experiences should apprise pupils of future OPPOI tunities. Teachers and counselors should emphasize the relationships and implications of what is being done in the'classroom instruction program to the future occupational world. 
Presenting appropriate personal-social information is a guidance responsibility. This task may be accomplished through individual and group approaches. An abundance of information is presently being produced for USe in the elementary school. The school and the school 
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 counselor must plan to take advantage of this information in their group guidance. activities and in the individual counseling situations where personal-social problems are evident. 
Counseling Activities 
The appropriateness of individual counseling has been questioned by many people on the basis that elementary school youngsters cannot do insightful thinking. They can, however, if only given the chance. Therefore, school counselors must encourage individual counseling sessions with students who are in need of help with educational, occupational, social or personal problems. 
Placement Activities 
Placement activities in the elementary school are normally confined to instructional program and extra-class placement. The pupil should be placed in instructional activities where the greatest rewards will accrue. This may be in special classes, remedial classes or regular classes as appropriate. As a result of coordinated guidance in the school, the child can also be placed in appropriate extra-class experiences. 
Follow-up Activities 
Follow-up activities are designed to evaluate the results of previous guidance assistance. They are also concerned with research studies concerning the adequacy of guidance services in the school. The pupil's academic, personal and social adjustments are of particular concern at the elementary level, and research into these areas is needed to effect changes in the special guidance programs offered by the elementary school. 
Orientation Activities 
Although the process may proceed adequately without this service, orientation activities are important in the elementary school's guidance program. Continuation of preschool orientation services and additional activities increase the possibility of preschool orientation services and additional activities increase the possibility of successluI transition from home or kindergarten to elementary school. Next to the student analysis activities, the orientation activities are the most important in the elementary school. Helping the pupil understand the school, feel at home in it and successfully make the transition to the elementary school situation assures the presence of an effective learn- 
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 ing situation. These activities should contribute positively to the formulation of desirable attitudes concerning school and instill in the minds of pupils lasting values relating to the importance of an education. 
These services and guidance activities are designed to help pupils gain maximum benefit from all areas of their formal school experience. Special emphasis at the elementary school level is placed on early identification of pupil potential and prevention of possible problems in the school life of the pupil. Such an attempt will go far in insuring an environment in which the school's educational program may be individualized and the uniqueness of the pupil preserved. 
6 
 
 Continuing Guidance Ser",:~ces in the 
Junior High Schoof 
A concerted effort should be made in the junior high school to continue guidance services and activities started at the elementary school level. It is necessary to provide developmental and continuing services to help students plan appropriate and realistic educational goals, devtlop desirable personal and social skills, learn to make appropriate interpersonal relationships and continue the exploration of the world of work, thus leading students to choose a possible vocation. Continued emphasis on providing for these and other needs evidenced as a result of growth is the goal of guidance in the junior high school. 
The junior high school student is entering a critical stage in his development; in addition to changes occuring in his physical, physiological, and psychological make-up, there are changes in his environmental world as he enters adolescence. Guidance emphases must be shifted to effectively meet new developmental needs brought about by adolescence. 
Student Analysis Activities 
Analytical data that may be used as a basis for decision making and as a screen against which projections may be made must be provided for the junior high student. 
All student self-report documents should be up-dated. At this level, these informational data will reveal greater student maturity. With this information school personnel may gain deeper insight into the thinking and planning of the student. Additionally, this guidance service aids the student in planning his future as he gains a greater understanding of the relationships of these data to his educational and vocational future. 
Anecdotal records, rating scales and checklists should be made regularly to reveal the student's present behavioral tendencies. The extent of employing these techniques, in most instances, will be according to specific needs. It is probable that not many schools have an organized program of regular use of these techniques. Some teachers, however, may employ these techniques on a regular basis for their own benefit. Organized and cooperative use of these tools is desirable on a school-wide basis when some major characteristic of a student or a group of students is needed. Both school-wide and individual teacher use of these techniques are encouraged in the junior high program. 
Group activities in the analysis service will increase at the junior high level. Problems in the social, personal, educational, occupational and philosophical areas should be discussed. Conferences involving school personnel, students and parents should also be used to 
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 resolve problems in these areas. The personal interview constitutes a major technique in the analysis service in the junior high program, as the maturity of the student is now such that he is able to carry on effectively a session of serious introspection with a person in tune with him. This person is, Or should be, the counselor. 
These techniques will contribute immeasurably to the success of the student analysis service. Effective employment of these techniques by the school and counselor will increase the chances of meeting better the guidance needs of junior high students. 
Educational Informational Services 
Informational services become more important to the student as he progresses in the educational process. Provision for educational, occupational, social and personal information to assist junior high school students in making intelligent choices in these areas should be emphasized. 
In the education information area there should be up-to-date materials for assisting each student in developing and accepting appropriate goals. The dissemination of educational information must be made through group and individual counseling sessions. Such approaches will enable students to capitalize on the available information in planning for the future. 
The occupation information services that should be provided at this level are twofold. First, students must consider the available occupational fields in relation to their capabilities. Second, they should be encouraged to consider and formulate educationarprograms in relation to their occupational choices. Information in the occupational area must be made available to students at the junior high school level in order for them to make appropriate decisions at this time. 
Social-personal information at this stage is most important. Each student has needs that must be satisfied for him to live effectively with himself and others. At the junior high level, the problems dealt with are geared to help students in their personal and social roles. These problems can be evidenced through surveys conducted with students in the schools, or may be formulated by school personnel according to the specific needs of students in this stage of development. 
Other informational services are provided for junior high students through group guidance programs. Such problems as understanding of self, personal-social relationships, philosophy and values, family relationships, citizenship understanding and vocational exploration are topics suitable for group guidance in the junior high school. 
Counseling Activities 
Certain problems emerge at this stage that must be dealt with 
8 
 
 in the counseling situation. The student is more sensitive to both peer and adult relationships. The school and the school counselor should place maximum emphasis on student self-understanding since this is prerequisite to many of the decisions the student must make at this level. Additionally, the implications of interrelationships with others must be emphasized. The individual student counseling time should be increased so the counselor may serve the special needs of the student. 
Planning for the educational future at the high school level should be a part of the junior high counseling service. The junior high counseling experiences should be such that students could plan their high school programs of study to fit their present vocational plans. 
Finally, the counseling activities at the junior high school level may be based on the specific adjustment problems students this age are attempting to solve. School counselors are aware of these needs and should provide for them in the counseling service. 
Placement Activities 
At this level placement activities become greater in and out of the school. The increase in "next steps" at this stage in the student's development has far-reaching implications on his future adjustment. 
The major placement activities in the junior high school program may be considered to be of an internal nature, that is, within the school setting. Such activities are promarily in the academic, personal and social areas. The school counselors and others in the school concerned with the student are aware of the placement resources in the school and should use them. 
The school counselor and the school should also become increasingly involved in the external placement of students. This includes part-time job placement in which students are becoming increasingly interested. To provide this service, the school counselors at the junior high level should create and maintain a cooperative relationship with interested placement resources in the school and community. They should have information on part-time job opportunities available for students and know how students would make the necessary contacts to secure employment. 
There are other external placement activities that are important at this level. These include activities in the personal, social and recreational areas in the student's life. There are many placement opportunities in the community that may be used by the school and counselor in helping students to carry out their plans in these areas. 
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 Follow-up Activities 
At the junior high level, follow-up activities should be increased to determine the effectiveness of the guidance services previously rendered. Both incidental and planned follow-up services should be used at this level. Incidental follow-up activities are continuous when the counselors and the school's guidance workers check on the students with whom they work. These incidental activities consist of checking with students in the halls, playgrounds, lunchrooms and other areas where casual contacts are made. This type of follow-up activity is definitely needed to evaluate the effectiveness of the guidance services in the program. 
Organized follow-up activities should include planned studies and evaluations made to point up the effectiveness of the guidance services at the elementary school level. Studies should be conducted to assess the academic adjustments of students at the junior high school level. Information from these studies would enable the elementary school to correct the weaknesses in its program. Personal and social adjustments of students at the junior high level may also be assessed to indicate the effectiveness of the guidance services at the elementary level. Results from such studies will show the direction that should be taken at the junior high level to help students with personal and social problems. Finally, the occupational understanding of the students at this level should be evaluated to indicate the emphasis that should be made at the senior high school level. 
Orientation Services 
Continued efforts should to made to provide orientation activities to help pupils adjust to the present school and to new situations which are imminent. Emphasis should be placed on preventive orientation activities as the student experiences adjustive problems on entering a new stage in his development. 
Major orientation activities for junior high school students should consist of helping them feel at home, adjust to the present level of development and get ready for the next stage in their development. Specifically, the orientation activities at this level should be concerned with the following questions. 
1. What courses and extra-class activities does the next school setting offer? 
2. What special services are afforded in the next school setting? 
3. What are the rules, regulations and policies that prevail in the next school setting? 
10 
 
 4. What is expected of me from my teachers? 5. What are the evaluation procedures used at this next 
level in my school development? 6. How can I be helped in my personal and social development 
in this stage of my life? 7. What are the occupational implications of the educational 
program in which I am now engaged? These are some of the specifics that should be dealt with in the orientation activities at the junior high school level. In carrying out orientation activities at this level, the school may devote one period per week to discussion of these questions. An organized group guidance unit may also be employed to care for these orientation responsibilities. This method is used frequently in the guidance process at this level to inform students of their "next step." The newsletter, the school paper, special inter-eom messages, individual letters and radio-TV reports should also be used to inform students of opportunities. For other techniques that may be employed in the orientation of junior high school students to the next level in the educational process, the school's guidance workers may refer to Hitchcock's booklet, "The Orientation Service" (2, pp 11-23). 
Other Guidance Responsibilities 
A continued emphasis should be placed on further development of the guidance philosophy and objectives in the school. Additionally, a more comprehensive effort should be made by the school to further the public relations endeavors related to the guidance services. Public relations efforts should involve parents, teachers community agencies and organizations in the school and community interested in the welfare of the student. 
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 High School Guidance Activities 
Continuing efforts should be made by high school guidance personnel to achieve the objectives prevalent earlier in the student's developmental process. Additionally, the student at this level of maturity is in need of more mature and graduated services of guidance as he moves into another stage of his development. This implies that a different emphasis on the guidance services and activities is necessary at the high school level. 
The school and the high school counselor need an understanding of the total guidance program in the educational process. This understanding should prevent duplication of effort in the guidance process and assist the school in making optimal use of the staff in the guidance effort. The guidance effort should be designed, altered and reinforced as necessary to meet the needs of students in the high school. 
Implications of counseling and placement services at this level become greater as the student moves into a more critical stage in his development. There is also greater sensitivity to peer and adult relationships. Therefore, guidance emphasis must be placed on understanding of self, placement opportunities outside the school and services and activities related to inter-relationships of the student. 
Changes in emphasis also occur in the informational services and in the group guidance activities; these changes in emphasis will be described in more detail later in this booklet. 
Student Analysis Service 
Many additional analytical tools should be employed at this stage to assist students in both their educational and vocational decisions. This is very important for high school students since decisions of this nature are imminent. 
Thl: services and activities in this area, mentioned previously at both the elementary and junior high school level, should be continued and brought up-to-date. Additionally, special efforts should be made by the school counselar to help the high school student assess his special characteristics in relation to his educational and vocational future. To accomplish these tasks, there are a number of analytical tools that may be employed here. First, the school and school counselor should help the student to assess his scholastic aptitude in relation to his future education. Analytical assessments are based upon data from tests given in and out of school. In-school tests are of the general aptitude type, while the PSAT and SAT are the main out-of-school tests. The PSAT and SAT, given to juniors and seniors, determine students' eligibility for future educational study. 
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 The student self-report documents and teacher evaluation techniques must be employed continuously to insure that adequate information is available to assist students in making proper decisions. The counselor-student and teacher-student relationship, the interview and the case conference in which additional personnel are involved should play a major role in student assessment for future educational endeavors. 
Second, student analysis services should be employed to help student~ plan future occupations. Special aptitude measures employed by the school or school-agency cooperatives to assess the probabilities and possibilities of the student in vocational "next steps" are helpful. Some high schools have available special aptitude tests to help their students who will go into the labor market on graduation assess their potentials in many vocational areas. The school and school counselor cooperate with outside agencies, particularly the Employment Service of the U. S. Labor Department, to help students assess their vocational potentials. 
High School Informational Services 
Informational data become very important for the high school student as intelligent decisions concerning future schooling and choice of a career must be made. Informational services for students should therefore be emphasized in the high school. Of lesser importance, but not to be forgotten, is the social-personal information that should help the student make sathfactory human relationships in his future. Some activities in this service that must be emphasized follow. 
1. EDUCATION INFORMATION DATA 
High school students need information pertinent to their "next steps" in the educational world. This information may consist of selection of a college offering the particular program in which the student is interested or of educational information related to a trade or a vocation the student would like to pursue. In either situation, information should be available for use with or without the school counselor's help. 
There are many students who need financial assistance in the form of scholarships, loans and work programs to continue their educational work. Information concerning assistance must be placed at the disposal of the student. 
2. OCCUPATION INFORMATION DATA 
An effort should be made to follow up the occupational exploration activities that were begun in the junior high school. Efforts to accomplish the task of occupational understanding require 
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 that the school provide necessary career information concerning various career choices. The type and amount of occupational information that must be provided is determined by the nature and aspirations of the student body, the school and its program. These characteristics must be known and information provided accordingly. 
3. PERSONAL-SOCIAL INFORMATION DATA 
Personal-social information emphasizes peer and adult relationships, self-understanding and inter-relationships with others. These three major areas are important to high school students and should be provided for in the guidance services and activities of the school. The cooperative efforts of the classroom teachers and the school counselor should be used to meet the pertinent adjustment problems at this level. For students' surveys, forums, etc., the school is able to know tHe direction to take to provide materials and experiences in the three major areas listed above. 
A number of techniques may be employed to provide personal-. social information. The employment of each technique requires the direct or indirect assistance of the school counselor. He possesses or knows of information that students need at this level. He is also a very important person in disseminating this information to students. Dissemination may be accomplished through a variety of techniques in both group and individual situations. Thirteen dissemination methods or techniques were described by Hitchcock (1, pp. 22-51) in his booklet, "The Information Service." The high school should employ many of these techniques in its program to add variety and insure comprehensive coverage of information students need. Too often there is an abundance of information available in the school but it never reaches the students. It is therefore imperative that special efforts be made by the school to get this pertinent information to students. 
High School Counseling Services 
The student at this level needs help in bringing together the information he has of himself and the opportunities available to him. To help the student with his problems, the school counselor and other guidance workers in the school have as their first job that of helping him look realistically at himself. This task is accomplished through interpretation of the analysis data in individual and group counseling sessions. The student's abilities, interests, achievements, aptitudes and personal characteristics must be well understood by him as a prerequisite to effective decision making. 
The second major job of the school counselor and guidance 
14 
 
 workers is to make certain students understand and use the information data relative to the problem under consideration. This task includes the provision of up-to-date occupational and educational information and pertinent social~personalinformation. 
The third makor task of the sc~i counselor and school guidance workers is to help the student make a realistic decision based on the information the school has of the student and the information data that relate to his future opportunities. 
High School Placement Services 
The high school placement services should place the student in the in-school program suitable to his goals; help the student develop long-range educational plans; help the student make the transition from high school to college, to the next educational step or to the world of work; coordinate placement activities between the school and the community. 
The high school student becomes concerned with external placement in part-time jobs, full-time jobs and education beyond high school; it is the job of the school counselor to inform students of opportunities in these areas and assist them in making decisions concerning external placement. 
High School Follow-up Services 
Follow-up, evaluation and research activities should be very much in evidence in the high school guidance program. The results of these activities show the effectiveness of the present program and indicate where changes should be made. 
Follow-up activities of a formal nature should involve both graduates and drop-outs. The purpose of these follow-up activities is to determine the effectiveness of the school services in meeting the needs of these students in their "next steps" in either educational or occupational pursuits. 
Evaluation activities determine the effectiveness of counseling and guidance services and of certain guidance tools and techniques employed in the guidance effort for high school students. 
Research activities determine the relationship of certain scholastic data to course selections. The school counselor must keep up with the trends in occupational research activities and employ this knowledge in his work with students. Additionally, studies determining the needs of students in the educational, occupational, social and personal areas should be emphasized at the high school level. 
High School Orientation Services 
The objective of the high school orientation service is to 
15 
 
 help the student know and understand the available school services, school curriculum and extra-class programs and many "next steps" significant to him at this stage. Seventeen orientation activities and nine orientation practices were described by Hitchcock in his booklet "The Orientation Service" (2, pp. 4-23). These activities and practices give the high school counselors and teachers guidelines for developing orientation programs conducive to adequate student adjustment. Orientation activities are not confined to the student's present school setting but go beyond the high school to his "next steps" in educational and vocational areas. The student needs to know the varied opportunities available to him in both areas after he leaves the formal school setting, and the orientation service is the logical service in the program where this may be accomplished. 
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 Summary of Coordinated School Guidance Services 
The major objective of a coordinated guidance program is to help students attain optimum psychological and sociological development. To successfully achieve this objective, guidance programs must exist throughout the students' school experience; the developmental approach must be used to meet the students~ changing needs; and a program of prevention rather than one of cure must be used to deal with student problems. 
The services approach of an organized guidance program offers the school a vehicle through which a coordinated effort may be made. Although the services - student analysis, informational, counseling, placement, follow-up and orientation - have total school implications, it is recognized that certain services have greater applicability at certain school levels and should be emphasized accordingly. The six guidance servIces are not all inclusive; the school counselor and school guidance workers should employ other guidance activities and services to effectively meet the needs of the students. 
School counselors and guidance directors must have an understanding of the overall perspective of the coordinated guidance activities and services in the total school environment. This longitudinal look at guidance services and activities will enable them to provide what is needed. 
In the final analysis the guidance point of view described here is a philosophy that must be adequately presented and understood by all if successful adjustment is to be attained by all students in the schools. 
References 
1. Hitchcock, William L., The Information Service. Atlanta: Georgia Department of Education, 1963. 
2. Hitchcock, William L., The Orientation Service. Atlanta: Georgia Department of Education, 1966. 
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 Bibliography 
Dinkmeyer, Don C. Guidance and Counseling in the Elementary School. New York: Holt, Rinehart and Winston, Inc., 1968. 416 pp. 
Gibson, Robert L. and Robert E. Higgins. Techniques of Guidance: An Approach to Pupil Analysis. Chicago: Science Research Associates, 1966. 264 pp. 
Hatch, Raymond N. and Buford Stefflre. Administration of Guidance Services. Englewood Cliffs, N. J.: Prentice-Hall, 1965.499 pp. 
Hill, George E. Management and Improvement of Guidance. New York: Appleton-Century-Crofts, 1965. 508 pp. 
Hitchcock, William L. Selection and Use of Standardized Tests. Atlanta: The Georgia Department of Education, (Reproduced with the special permission of the Oregon State Department of Education.) 1961. 60 pp. 
Hitchcock, William L. Guidance: Functions and Services, Atlanta: The Georgia Department of Education, 1962. 14 pp. 
Hitchcock, William L. Student Analysis Service. Atlanta: The Georgia Department of Education, 1963.40 pp. 
Hitchcock, William L. The Placement Service. Atlanta: The Georgia Department of Education, 1964. 35 pp. 
Hitchcock, William L. The Follow-up Service.Atlanta: The Georgia Department of Education, 1965. 66 pp. 
Hitchcock, William L. Group Guidance in Schools. Atlanta: Georgia Department of Education, 1967. 81 pp. 
Hitchcock, William L. Counselor-Parent-Teacher Conferences. Atlanta: Georgia Department of Education, 1967.32 pp. 
Hitchcock, William L. In-Service Education in Guidance for Schools. Atlanta: Georgia Deaprtment of Education, 1968.32 pp. 
Hoppock, Robert. Occupational Information. New York: McGrawHill Book Company, 1967. 598 pp. 
Hummel, Dean L. and S. J. Bonham, Jr. Pupil Personnel Services in Schools. Chicago: Rand McNally & Company, 1968. 331 pp. 
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 Muro, James J. and Stanley L. Freeman. Readings in Group Counseling. Scranton~ International Textbook Company, 1968. 405 pp. 
Shertzer, Bruce and Shelley C. Stone. Fnndamentals of Guidance. Boston: Houghton Mifflin Company, 1966. 526 pp. 
Shertzer, Bruce and Shelley C. Stone. Fundamentals of Counseling. Boston: Houghton Mifflin Company, 1968. 637 pp. 
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