Handbook for counselors in Georgia schools [1972]

Guldlnce. Cqun.Ung and Testing seMces CURRICUWM DEVELOPMENT AND
PUPIL PERSONNEL SERVICES DIVISION Officle of InltrUCtionel Services 1972

CONTENTS
3 Foreword 4 Acknowledgements 5 I Position Statement 6 II Philosophy and Objectives 7 III Job Description 10 IV The Pupil Personnel Team 16 V Guidance Services 36 VI Suggested Guidance Program Calendars 41 VII Suggested Specific Guidance Activities 50 VIII The Counselor in the Elementary School 54 IX The Guidance, Counseling and Testing Services
Georgia Department of Education 57 X Counselor Certification Requirements 58 XI Professional Organizations 59 XII Recommended Resource Materials 62 XIII Innovative Programs and Concepts
Counseling is not helping the client either to adjust to society or to fight it. It is helping him to come to see who he really is; what he has and what he doesn't have; and what he can do easily, what he can do with difficulty. and what he can probably do not at all.
-Arbuckle

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FOREWORD
Numerous publications on various aspects of guidance have been helpful to those in the field, but these prior efforts should be compressed into a practical, workable and comprehensive manual for use by secondary school guidance personnel in Georgia.
Since many of the persons practicing as counselors are in various stages of professional preparation and others are newly graduated, this type of guide should be quite valuable in developing effective programs.
A feature of this manual is the loose-leaf fonn which lends itself to additions, deletions and revisions where necessary. In this way the manual should remain current and should become a pennanent fixture in the guidance office of every Georgia secondary school.
Another feature is a section on specific activities related to guidance functions. Hopefully, this will be the most extensive and most utilized part of the guide. Many of the activities included will be solicited from counselors in the field, along with those gleaned from published works of counselor educators.
A section for innovations in guidance is also included. This section will be used for reprints from professional journals, conference presentations, etc. of interest to the individual counselor. Most of these will be sent from the Guidance, Counseling and Testing Unit. Other articles or ideas of individual counselors may be submitted to Guidance, Counseling and Testing for possible statewide distribution.
The objective of this handbook is not necessarily to fonnulate or change the guidance philosophies of those using it, but to help develop and improve their skills and programs.
This handbook was prepared for Georgia counselors over a period of two years by other Georgia counselors willing to contribute time, effort and expertise to this project and to the counseling profession. The individuals compiling this material were selected upon recommendations from guidance consultants serving their areas and upon consideration of their experience and their service to the profession.
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ACKNOWLEDGEMENTS
An expression of gratitude is due the members of the committee:
Miss Lynn Garrett, Counselor, Jackson High School, Jackson, Georgia
Dr. Jesse Holland, Counselor, Cochran High School, Cochran, Georgia
Mr. L. L. Jones, Counselor, Henderson Junior High School, Jackson, Georgia
Mrs. Margaret McIver, Counselor, Thomasville Middle School, Thomasville, Georgia
Mr. Jerry D. Roseberry, Consultant, Guidance, Counseling and Testing Unit, Georgia Department of Education
Mr. Allen Smith, Consultant, Pupil Personnel, Heart of Georgia Shared Services Project, Eastman, Georgia
Mr. Bob Todd, Director of Guidance, Chatham County Schools
Mrs. Marylyn Woodmore, Counselor, Nash Junior High School, Smyrna, Georgia
Gratitude is also expressed to the Department of Pupil Personnel Services of Dade County, Florida, for valuable assistance in the formulation of this publication.
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!-POSITION STATEMENT
This sta temen t of policy section is not all-inclusive nor is it meant to be a dictum. It is a list of recommendations for use by counselors in explaining their roles to administrators, teachers or lay people. Some of the recommendations should necessarily be adapted to the individual situation.
Length of Day and Year
Since counselors, students and parents are often occupied during regular school hours it is difficult to arrange for vital conferences with those req uesting assistance. Some provision should be made by the counselor for a longer school day so that these services can be provided either immediately after school or in the evening.
A number of important decisions and procedures requiring a guidance counselor should take place in the summer. Cumulative records should be reviewed to determine placement of students and activities planned with special groups such as potential dropouts and exceptional children. In-service meetings with teachers and parents should also be planned.
The increase each year in the number of students attending summer sessions points to the need for a counselor to assist students with the usual problems which arise in these sessions. The summer is most important to the guidance program in terms of evaluating the previous year's activities and for research invaluable to the guidance program and to the school in general.
With these considerations in mind it is recommended that provisions be made for employing counselors on a regular basis in the summer.

Administrative Responsibilities and Extra Duty
Very often, administrative, supervisory, disciplinary or clerical responsibilities interfere with the proper functions of counselors. This has caused much misinterpretation of the role of the counselor in the school and much misdirection among counselors. As a result, parents, teachers and students have been denied valuable professional assistance. To assure maximum professionalism, it is recommended that counselors not be assigned sole responsibility for duties such as signing and approving absentee slips, prescribing and executing punishments, substitute teaching, record keeping, scheduling, teacher assignments, transcript issuance and duties fully involving the counselor during breaks, lunch hours, homeroom periods and the like. The counselor should have valuable inputs to many of these tasks, but he should not have sole responsibility for them. A number of these jobs are purely clerical and should be assigned to clerical or nonprofessional personnel.
Pupil/Counselor Ratios
In those secondary schools where counselors have not been assigned irrelevant duties it is recommended that a counselor-pupil ratio approaching 250-350 students per counselor be established. The Southern Association of Schools and Colleges recommends a ratio of 1 to 500 for secondary schools. The elementary school counselor should be assigned to only a single school.
Again, these recommendations apply to normal situations where special needs of students do not dictate or permit a larger or smaller ratio.
Clerical Assistance
It is the counselor's responsibility to present his program in such a way as to eliminate the assignment to him of activities which could be better handled by another staff member or a clerk. This can be accomplished by a careful prepara- tion and presentation of plans for the year to the school administration along with expeditious completion of these plans. Moreover, no counselor should be without some form of clerical

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assistance of his own to handle correspondence, phone calls, duplicating and the like. One fulltime student aide or clerk for every three counselors is recommended.
School Policies and Procedures
Counselors should take an active part in the total school program since they offer input as to students' needs, parents' wishes and future education and employment requirements. Counselors should be involved in forming school policies pertaining to curricular and extra-curricular offerings, class and activity schedules, disciplinary rules and in-service activities where relationships between the counselor, parent, student and the teacher are concerned.
Supervision of the Guidance Program
Every guidance program should be assigned to an individual certified in guidance and counseling who is responsible for the completion of budgetary matters. This qualified individual provides for proper facilities and working conditions and serves as liaison with the school faculty and school and system administrative offices.
Confidentiality
Although no legal rights of privileged communication exist for counselors, it is recommended that counselors continue to honor the right of confidentiality and that they prepare some type of statement concerning this right which can be adopted and supported by written policies of local school boards.
Salaries
Counselors and teachers should cooperate in all efforts to obtain at least a cost-of-living salary increase each year, since these raises usually come simultaneously to both. Counselors should also be heard on this point both individually and throngh professional organizations. The training required of a counselor should be considered in setting salary supplements and increments on state and local levels.
Supplements or extra compensation should be provided if counselors work during the summer or after regular school hours.

II-PHILOSOPHY AND OBJECTIVES
The school counselor is a school-based member of the pupil personnel services staff. As a pupil personnel specialist the counselor works primarily with children, helping them to greater understanding and acceptance of themselves and their environment. Children are thus helped to modify their environment and live more securely within it, even though it may bel hostile.
The counselor is also involved with the environment which surrounds the child-particularly the teachers, curriculum and parents-and he may participate in the modification of these aspects of the child's environment.
Specific objectives and procedures of the guidance program are given in the following paragraphs.
Assisting students in self-understanding. Individual counseling is used to assist students in developing sound methods of self-appraisal which will serve them now and in the future.
Assisting students in decision making. Formulation of tentative plans based on utilization of student talents and interests is an integral part of any guidance and counseling program.
Assisting students in adjusting to school. Assembly programs, class discussions and student handbooks are designed to familiarize students with the school and its programs. Orientation programs are utilized for parents and students to 'explore the new school setting together.

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Providing appropriate information to students. Up-to-date and accurate information concerning personal, social, educational and vocational decisions will be provided students. This information will be located in the counseling office and in special sections of the library where student groups meet.

forced. The value of parents' contributions to the operation of the school and to what their children's performance cannot be overstated.

Assisting teachers in understanding students. Counselors will work with teachers and other school staff in determining needed information on each student for designing education programs. They will also assist in collecting this information and giving meaningful interpretation of it.
Assisting teachers in relating educational programs to students. Special efforts are made to assist teachers in adapting instructional programs to meet special needs and abilities of students. The counselor assists teachers in recognizing special abilities or limitations of students through interpretation of standardized test scores.
Coordinating community resources available to teachers and students. The counselor serves as a coordinator for community resources for children and teachers in his school. He works with other pupil personnel staff in the development of a community resource handbook for teachers. He establishes a special file for his school containing the names of community resource agencies and the services each performs.
Assisting parents to understand children. Assistance to parents results in individual conferences in which the child's special concerns and needs are explained, so that the school and home provide coordinated efforts for solutions. Parents' group sessions concerning growth and developmental patterns of children are held.
Assisting parents to understand the school. Parental understanding of the school and its programs is sought through orientation meetings, handbooks and newsletters. Emphasis is placed upon the whole child rather than his academic development alone. Parents should view the school as an ally, not an opponent. The school's role in helping their children develop to fullest expectations and capabilities should be rein-

II LOB DESCRI(YfION
Responsibilities of the counselor as related to the foregoing objectives are as follows:
Orien tation
Visit feeder school(s).
Talk with feeder school teachers.
Prepare registration forms for feeder school students and familiarize teachers with these forms.
Prepare and present handbooks.
Initiate parent conferences.
Conduct registration.
Organize and schedule orientation day; contact feeder schools.
Conduct assembly program for students and parents.
Contact all new students through homeroom or personal in terviews.
Plan tour of school facilities.
Set up information booth in school; use
service organization members as guides.
Establish communication with parents, teachers and students.

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Make contact with new faculty members.
Duplicate and distribute a map of the school to students.
Introduce new faculty members to student body.

more abstract, personal nature such as interpersonal communications, alienation, building self-confidence.
Prepare for the counseling interview.
Set up appointments.

Explain extra-curricular activities.
Explain guidance services at a PTA meeting.
Acquaint new faculty members with the school's guidance program.

Record appropriate information on student's guidance record.
Follow up.
Appraisal Services

Information Service
Provide adequate files of up-to-date occupational information.
Keep on display current college and vocational-technical school catalogues.
Cooperate with college night program activities; this would include working with representatives of vocational-technical schools and the various armed service academies.
Plan and carry out "career day" activities in the school.
Cooperate in the presentation of occupational guidance units in subject classes.
Disseminate information pertaining to appropriate secondary preparation for specific post-high school education and occupations through both small group discussions and individual interviews.
Disseminate pertinent information to seniors such as college board dates and financial aid information through individual sessions or printed information sheets.
Have available filmstrips, booklets, tapes and records concerning present day personal-social problems of interest to high school students.
Counseling
Conduct individual and group counseling. This will involve discussions of problems of a

Collect essential information on all students through the use of questionnaires, autobiographies, interviews, case studies and conferences, anecdotal records, observations and other techniques.
Administer an adequate testing program which would include tests of ability, ach~eve ment and interests.
Provide students with the opportunity to participate in national testing programs such as CEEB, NEDT and NMSQT.
Provide additional individual testing when necessary.
Provide special testing to enrich the offerings of the curriculum.
Interpret essential information to teachers and administrators for use in improving curriculum and instruction.
I nterpret collected data to students and parents.
Coordination
Hold planning meetings with guidance committee on a regular basis.
Become familiar with referral agencies and community resources.
Hold planning meetings with the principal on a regular basis concerning the guidance program.

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Coordinate with other counselors on a regular basis.
Assist classroom teachers in planning guidance units.
Work with principals, teachers, and administrators on the program of academic and extra-curricular offerings based on knowledge of students' needs.
Coordinate the testing program.
Coordinate tutorial services for students.
Follow-Up
Employ the use of the exit interview.
Send graduates and early schoolleavers a brief questionnaire to be completed and returned.
Send home with a younger brother or sister a questionnaire to be completed by out-ofschool brothers or sisters.
Employ the personal interview as well as questionnaire in obtaining follow-up.
Talk to the senior class in the spring to explain the procedures and purposes of follow-up.
Contact employers of schoolleavers.
Follow-up should take place over a 3 to 5 year period.
Placement
Participate in proper educational placement based on individual needs and capabilities.
Become familiar with educational opportunities in the community.
Become familiar with part-time and full-time job opportunities.
Conduct a community survey of jobs available in the school area.

Assume a responsibility for placement of schoolleavers in jobs.
Become involved in determining the course of study for students.
Make parents aware of any evaluations, personal or academic, so that they may have input as to the educational placement of their child.
Research and Evaluation
Utilize test results, attitudinal surveys and other pertinent information to
evaluate the effectiveness and relevance of the curriculum with respect to student and community needs;
determine the effect the school has on student attitudes;
determine the effect of teacher attitudes and methods on students and
evaluate the effectiveness of the total guidance program.
Survey student files regularly to determine academic progress and to point up problems.
Services to the School Staff
Conduct regular in-service meeting for faculty (using referral services, community agencies, etc.).
Be available for consultation with teachers.
Provide consulting services to the staff.
Coordinate and plan in-service activities on proper test administration and test interpretation.
Assist the teacher and administrators in curriculum development.
Arrange and participate in parent-teacher conferences.

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Assist the teacher and principal in determining the causes of inappropriate student behavior.

Public Relations

Participate in programs of civic and community groups.
Furnish articles for school and community publications.

IU-THE PUPIL PERSONNEL TEAM

Promote communications through news releases and radio and television materials.
Registration and Scheduling
The counselor should assist in determining the academic and social needs of each student and matching, as nearly as possible, these needs to the existing curriculum. Courses should be scheduled which are appropriate for the coming year and, if possible, for the students' remaining high school years. Upon written approval of the student's course of study by his parents, counselor responsibility for registration should end.
The counselor should become knowledgeable, to the extent possible, of the limitations and expectations of teachers and of the needs and abilities of students so that he might make suggestions as to proper academic placement when assisting students in planning courses of study.

The initiation of pupil personnel services in the schools resulted as a partial answer to some of the more pressing needs both in education and society. Changes reflected manifold challenges for the total education program. No one challenges the fact that group instruction is the core of any school program; however, it can no longer do the job alone. Programs of pupil personnel services have developed since the realization that every student is a unique person with unique problems and that methods for dealing with students as individuals must be provided.
School systems are accepting contributions pupil personnel services can make to a child, his parents, the school and the community. The thrust should now be toward coordinating and unifying efforts to achieve the common purpose of services to student, school, home and community. With such an approach, these services can make a significant contribution and have considerable impact on education.
It is readily recognized that these pupil personnel services derive from disciplines of specialized training. Specialists for each of the services are:
Guidance services - school counselors; Psychological services - school psychologists
and psychometrists; Social work - visiting teachers and school
social workers; Health services - nurses, physicians.

Since funds, personnel, and facilities are often limited at the local system level, the pupil personnel services team usually consists of the counselor, the social worker and a school psychologist. The following chart shows some parallels and some contrasts between the responsibilities of each.

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Clientele

SCHOOL PSYCHOLOGY- SCHOOL COUNSELING - SCHOOL SOCIAL WORK, A CONTRAST IN OPERATIONS

School Psychology

School Counseling

School Social Work

the disturbed/poorly achieving child

all children, especially children in situational stress

all children, but especially the atypical child

Area of concern

behavioral pathology and learning disorders

developmental problems and processes

enhancement of social functions, adequate use of school as a social institution, family dynamics

Mode 01 operation

psycho-educational diagnosis

developmental assessment and evaluation

psycho-social diagnosis

Personality traits of major interest
Iypes 01 measuring devices used

cognitive functions, perceptual processes, intra-psychic functioning, behavioral dynamics
individual tests, clinical interpretive tests, projective tests, interviewing

aptitudes, abilities, interests, values, inter-social and educational functioning
group tests, paper and pencil instruments, objective tests, grades and records, interviewing

social functioning, with particular reference to total process of education
interviews and case records; dependent on other professionals for certain kinds of assessment

:V1"sl frequently used aSS<"8I11ent instruments

WISC, Binet, CAT, TAT, Bender, ITPA. Peabody, WRAT

Cal. Test of M.M., Otis, Kuhlman-Anderson, Kuder, SCAT, OAT, achievement tests, college boards

interviews and observation (child, parents, teachers and agency personnel)

Methods of changing hehavior

prescriptive programming, environmental manipulation, behavioral modification, consultation, referral

individual and group co unseHng, informational services, consultation, referral, environment manipulation, behavioral modification

environmental manipulation, family involvement, provision of resources, consultation, referral, coordination of resources, individual casework, social planning

School Psychology Services
School psychology specialists may be certified at any of three levels of training:
Masters - School Psychometrist (PM5) Sixth Year - Associate School Psychologist
(SP6) Doctorate - School Psychologist (DD7)

ing abilities and disabilities; assess behavioral and personality functioning; diagnose psychologicaleducational disorders; plan programs of remediation in collaboration with counselors, special education consultants and visiting teachers; and to determine the need for adaptations of services and programs which will assist in the social and educational development of children who are experiencing difficulties in school.

Following is a brief description of the functions of the school psychologist and school psychometrist.
Evaluation and Assessment - School psychologists and psychometrists utilize psychological techniques and instruments to determine learn-

Consultation-Remediation - Either specialist may consult with and advise parents and teachers on analyses of problems of referred children. They may work with a view toward adapting the home and educational environment to accommodate the needs of children who are experiencing psychological, social or educational
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problems. Counseling may be offered either on a group or individual basis to children.
Liaison, Communication and Coordination Offering information and case study data, the scho 0 I psy cho I ogis t / p sy ch ometrist works cooperatively with other pupil personnel specialists and with community agencies and professionals to secure needed services for troubled children.
Research and Program Development - The school psychologist may assist in designing and carrying out action-oriented research procedures to assess educational programs and practices. He may assist curriculum specialists and administrators in designing and implementing innovative educational procedures to improve the quality of learning environments for all children.
Administration and Teaching - The school psychologist will plan and develop a program of psychological services for school districts. He may design and operate staff professional development programs. He may assist the instructional staff in developing and implementing instructional methods and content designed to enhance the emotional and social development of children. As a school psychologist, he may advise the administration on problems and practices that affect children.

The school psychologist will generally work with more complex cases in evaluation and assessment. He may give considerable attention to consultation and remediation and to liaison, communication and coordination. He probably will be quite actively involved in research and program development as well as administration and teaching.
During the 1970-71 school year 75 school psychologists, associate school psychologists and school psychometrists served a student population of about 700,000. These workers were employed by 103 school systems in the state. As the number of pupil personnel workers increases there should be an equivalent increase in the utilization by counselors and visiting teachers of their services. The need for a collaboration of efforts among all phases of pupil personnel work cannot be overemphasized.
The Coordinator of School Psychologist Services in the Georgia Department of Education may be consulted regarding the provision of psychological services. Address inquires to
Coordinator, School Psychologist Services Georgia Department of Education State Office Building Atlanta, Georgia 30303 (telephone (404) 656-2589)

Because the school psychometrist, school psychologist and associate school psychologist are functioning at varying levels of training and individual competency it is necessary to differentiate their skills and responsibilities. The school psychometrist will confine himself mainly to the functions of evaluation and assessment, giving his attention mainly to cognitive aptitudes and disabilities. He may give limited service in consultation and remediation. His responsibilities in the other categories of tasks listed above will be limited.
The associate school psychologist will function in all aspects of evaluation and assessment, including psychodynamics and personality. He will give extensive service through consultation and remediation. He may work actively in liaison, communications and coordination. He will probably give limited attention and time to research and program development and to administration and teaching.

Visiting Teacher Services
"Visiting teacher" is the title in Georgia for a pupil personnel specialist who relates basically to the social service needs of school-age children. In other states the title may be school social worker or school social service worker. This specialist is trained in the disciplines of both education and social work. Along with other pupil personnel specialists, the visiting teacher seeks to make a more direct and meaningful relationship between the individual child and the educational process.
There are five basic areas of social services in the school.
1. Providing leadership and promoting positive attitudes toward regular school attendance on the part of teachers, students, parents and the community; creating a

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school climate that fosters good school attendance; discovering root causes for school attendance problems on both an individual and school basis.
2. Providing the indirect service activities of consultation, supervision and informationsharing to administration, regular school staff, paraprofessionals and community agencies.
3. Providing the direct services of social casework and social group work to students and their families when psychosocial problems interfere with the learning process; providing a linkage between the school and community agencies for the purposes of referrals and resource development.
4. Serving as an effective team member for cooperative endeavors with other pupil personnel specialists, individual school staffs, community agencies and organizations and the social service team.
5. Working jointly with other school staff, particularly the pupil personnel team, to identify unmet needs of students and promoting positive changes in the school.
In the area of school attendance, visiting teachers have a legal responsibility for reporting to courts those students whose school attendance constitutes a problem. As a result, many school personnel associate only this activity with the role of the visiting teacher. Actually, school attendance is the responsibility of teachers, principals and counselors as well as visiting teachers. In fulfilling his particular part of the responsibility the visiting teacher's function is determining the multiple causative factors for attendance problems, working to alleviate them and refer- ring for court action only those situations which cannot be helped by some other form of remediation. In understanding the causes of attendance problems the visiting teacher uses diagnostic skills of social work methods and, in attempting to deal with truancy uses casework, group work and community organization approaches.

The visiting teacher is equally concerned with other students. The essential objective is social work methods and skills to help students, individually and in groups, to relate more positively to the educative process and to help the school find better ways of meeting the educational needs of students. Traditional practice of school social work has described the service of a casework service for students experiencing difficulty in the school setting and has focused on analysis of pathological elements within students or in their family environment. Newer and more constructive views of the service stress its responsibility for prevention of student difficulties and for enhancing the effectiveness of student functioning and school programs. Such a view takes cognizance of the fact that the origin of student problems may be found in the community environment, within the school itself, within the family or within the student. It therefore directs itself toward understanding the impact of each of these areas on the lives of students and particularly on their learning experiences.
A few school systems in Georgia still employ only attendance workers. Such workers are not required to meet any certification standards and must be paid entirely from local funds. Most school systems employ certified visiting teachers, for which they may receive state funding. The minimum qualifications are the baccalaureate degree plus fifteen quarter hours graduate training in visiting teacher courses for the provisional certification. Approximately fifteen percent of Georgia's visiting teachers presently hold the Master of Social Work degree based on two years of graduate study.
Visiting teachers are hired at the school system level but assigned to work with individual schools. The present ratio of visiting teachers to students is approximately 1 to 5,000. Some systems have one worker for approximately 12,000 students. The recommended ratio is one worker for each 2,500 students enrolled.
Additional information is available from Visiting Teacher Services, Georgia Department of Education, 156 Trinity Avenue, Atlanta, Georgia 30303. Telephone: Area Code 404, 656-2423.

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School Health Services
Although most schools only have health services on a referral basis, the school nursing service is a vital part of any pupil personnel services program concerned with the total health of students. As such, it strives to assist children in good health education through development of health consciousness, knowledge and practices for a high level of well-being in childhood and throughout life. The school nursing service aids the school in the education of its students by promoting good health and preventing illness within the school and by instilling a concern in the citizenry for an environment conducive to good health.
Some schools have an assigned nurse as a regular staff member. It is the responsibility of the nurse along with the school counselor to provide services at the building level to students, parents and teachers. When problems necessitate the services of system-level pupil personnel staff members, the counselor and nurse should work closely in providing a total picture of children being referred. Their efforts do not replace those of the teacher, but supplement them.
The Ohio Department of Education indicated in 1964 that school nursing duties may be enumerated according to the group to be served.
Students
1. Assists physician when examinations are conducted in the school.
2. At the request of the teacher, assesses the health of specific students.
3. Rechecks students with questionable vision and hearing defects.
4. Assists in the control of communicable diseases through inspection, exclusions and re-admissions.
5. Gives emergency care.
Parents
1. Interprets findings of health screening tests.

2. Explains examination findings and assists in obtaining treatment and correction of defects and handicaps.
3. Encourages preventive practices such as immunizations.
4. Notifies parents of serious outbreaks of communicable diseases.
Teachers and School Staff
1. Lends leadership in planning school health services.
2. Participates in programs to prevent accidents at school and promotes a healthful school environment.
3. Assists in the care and education of physically handicapped students.
4. Assists in health instruction.
5. Maintains adequate health records on students and interprets these to school staff.
Community
1. Facilitates communication between the school and other health services in the community.
2. Coordinates school health services with community health forces.
3. Conducts classes and gives demonstrations in first aid, care of the sick and preventive practices for communicable diseases.
The Program for Exceptional Children
Special education, with its specialists and services for training the mentally retarded; the visually, aurally or physically handicapped; the gifted and other exceptional children, is an area closely related to school guidance. Many school districts are now combining their special education facilities with pupil personnel services.

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The following is an overview of the services offered by the Georgia Department of Education through the Program for Exceptional Children.
The program provides consultative services to public school systems interested in providing appropriate educational programs for children who deviate so intellectually, physically, comm unicatively or emotionally that they cannot receive maximum benefit from participation in a regular school program. Because of their deviation, specially qualified teachers, supplementary materials and equipment, differentiated methods of teaching and other services are needed.
The basic responsibilities for establishing and administering special classes or units for exceptional children, however, rest with the local school board, the local school superintendent or his designee. Prior to the establishment of a class or unit, it is the responsibility of the local school system to contact the Department of Education for consultative services.
The State Board of Education has approved the formulation of regulations for establishing classes or units in mental retardation (educable and trainable), orthopedically and other health impaired and multi-handicapped, behavior disorders, visually impaired, hearing impaired, speech impaired, hospital and home instruction, specific learning disabilities and gifted. Standards outlined herein must be met by the local school system to receive state funds.
The Georgia Department of Education supports the program by
1. Allotting state-approved teachers of exceptional children over and above the regular teacher allotment.
2. Paying the local school system the same amount for maintenance and operation, sick leave, textbooks and library materials for each unit allotted for exceptional children as for regular classroom teachers.
3. Providing special funds for the purchase of braille and large print material for the blind and partially sighted.

4. Allotting the same amount of funds per student for transportation as for other students in the system.
5. Providing, through school psychologist services, psychological evaluations of students who are being considered for special classes, where assessment is required.
6. Including the average daily attendance (ADA) of exceptional children in computing capital outlay allocations.
Responsibilities of the Program for Exceptional Children include
1. Formulation of regulations for programs in each area of exceptionality.
2. Formulation of administrative policies and procedures for the operation of the Governor's Honors Program.
3. Consultative services concerning the initiation, continuation and expansion of educational programs for the handicapped and the gifted.
4. Consultative services concerning programs for exceptional children under appropriate federal programs.
5. Consultative services concerning curriculum.
6. Approval of classes or units meeting applicable state standards.
7. Distribution and review of forms for reporting legally blind children in order for them to receive appropriate books and instructional materials through the Federal Quota Account.
8. Distribution of forms for reporting exceptional children enrolled in special programs; tabulation of data therefrom.
9. In-service teacher education programs.
10. Consultative service to aid systems with comprehensive planning.

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Local School System Responsibilities - These regulations are designed to provide a quality program and violation can result in withdrawal of state funds for the following year. Exceptions must be approved in writing by the Georgia Department of Education.
The establishment of an educational program for exceptional children is dependent upon certain requirements being met by the local school system.
1. A comprehensive plan to provide services for all exceptional children in the system, in accordance with mandatory legislation will be submitted (see "The Law"). Upon approval of the plan, the local system negotiates for services and funds in accordance with the comprehensive plan.
2. A professional school staff person will be appointed director/coordinator of the program for exceptional children and will be responsible for the supervision, administration and development of the program. The director/coordinator will be most effective if he has had appropriate preparation in special education, administration and supervision. (See action on director/ coordinator. )
3. The approval of the local school board for one or more units is to be recorded in the official minutes of that body.
4. Teachers are to be employed for specific areas of exceptionality who meet state certification requirements or who receive temporary approval from the Program for Exceptional Children.
5. Adequate and appropriate housing is to be provided in regular school buildings where students, other than the trainable mentally retarded, may associate with their peers.
6. Adequate and appropriate equipment and materials will be provided by the participating system.
7. Necessary transportation of itinerant teachers must be provided.

8. Exceptional children are to be allowed to join in any regular class activity in which they can effectively participate.
9. A school day for children in special classes must be provided which is equal to the same number of hours as that of peers in regular grades, unless a shorter day is prescribed by a physician.
10. Forms required by the Program for Exceptional Children are to be submitted through the local director/coordinator. The following reports will be forwarded to each local school system for completion:
a. Initial Report of all units in operation under state allocation, as requested;
b. Mid-year Report of all units in operation under state allocation, as requested;
c. Total Enrollment Report by each teacher under state allocation, as requested;
d. Report, as requested, of the Degree and Certification Status of each teacher under state allotment. When changes of teachers are made during the year, the director/coordinator will forward such information on the appropriate form within ten days after the change has occurred.
11. Programs organized under all federal, state and local projects shall meet the standards of these regulations.
U-GUIDANCE SERVICES
Guidance services as discussed in this handbook will be considered in general terms since specific services may vary from school to school. Regardless of the size of the school or its location within the state, these services must be predicated upon needs of individuals served by the school.

16

Guidance services to be considered will include counseling, testing, pupil placement, referral, record keeping and follow-up, research and evaluation.
Counseling
Counseling individual and group, is the "heart" of any guidance program. According to a summary of a 1962 research project, Functions of Counselors in the Public Schools of Georgia, nearly 40 percent of the day was spent in counseling.
School counseling demands competence in a variety of psychological areas in the dimensions of educational, vocational and personal-social problems, and in the area of consulting teachers and parents. Since counselor education programs in colleges and universities rightfully devote a large amount of time to counseling theory and practice, there will be no attempt here to enumerate or discuss prevailing theories and concepts. Counselors should never stop learning. There are many good articles and books available with which to update skills within the discipline.
The counselor should make every effort to provide the "time and place" for individual counseling, and for group counseling, dealing with problems, concerns and fears of a more personal nature such as feelings of inferiority and interpersonal communications, experienced within the school.
The Testing Program (State and Local)
Statewide Testing Program Schedule (subject to change)
Fourth Grade: October - Iowa Tests of Basic Skills-HoughtonMifflin Company Cognitive Abilities Test-HoughtonMifflin Company
Eighth Grade: October - Iowa Tests of Basic Skills-HoughtonMifflin Company Cognitive Abilities Test-HoughtonMifflin Company

Twelfth Grade: October - Tests of Academic Progress-Houghton-Mifflin Company Cognitive Abilities Test-HoughtonMifflin Company
Types of Statewide Tests and their Limitations
Mental Maturity
This clinical information should be used by the teacher and guidance personnel to guide the students more skillfully, and not for classification or grade placement. Changes in measurable IQ are known to occur and various factors in students' emotions and the testing situation may make for inaccuracy in this item. The usefulness of the IQ is somewhat limited even when considerable information on these factors is available.
Basic Skills
The emphasis in this type of test is on measuring how well the student understands broad concepts included in all curriculia, such as manipula ting, classifying, translating and interpreting. These are necessary in using numbers and language effectively. Although effects of schooling cannot be separated entirely from what these tests measure, these tests of skills are not affected to any great extent by course content material.
Achievement
While scores of students on these tests give some indication of accomplishment in each area, it should be noted that information from other sources such as cumulative guidance records is necessary for adequate interpretation. It should be recognized that students are being compared to norm groups at the same grade level and that a below average score does not mean that the individual is devoid of knowledge at this grade level. It only indicates that an individual knows less of the material than does the average student in that norm group. Neither does a better than average score indicate a grasp of higher level material. A high score merely indicates that an individual is able to answer correctly more of his own grade-level material than is the average student of the norm group.

17

Other Testing
Vocational Aptitude, College Entrance or Scholarships
In grades ten, eleven and twelve many students qualifying for college or other post high school placement may elect to take certain batteries of tests. For most of these a fee is charged and the agency will reveal to the student his exact scores with some interpretation. Included are:
Preliminary Scholastic Aptitude-National Merit Scholarship Examination (PSAT/NMSQT)
College Entrance Examination Boards (SAT)
American College Testing Program (ACT) General Aptitude Test Battery (GATB)
Local System Testing
Local systems may conduct system-wide testing in addition to the state program as deemed necessary. These extra tests should be administered to complement the state program. They may range in type from readiness tests to interest inventories and may be funded by the local system or by state funds in addition to that provided for the state program. These additional funds are frequently available through the Guidance and Counseling Unit, Georgia Department of Education.
Questions concerning the planning or funding of local testing in addition to the state testing program should be directed to the Coordinator of Guidance and Counseling or the Coordinator for the Statewide Testing Program, Georgia Department of Education, Atlanta.
General Tips on Testing
Standardized test results serve as one means for the better understanding and guiding of pupils' progress in school. Parents should be given information to help them appraise the abilities, performance and academic strengths and weaknesses of their children. These kinds of information, shared with pupils and parents, provide a foundation for sound educational and vocational planning.

Considering the general limitations of standardized tests, the following factors should be considered in the interpretation of test results:
a. No test has perfect reliability; an individual should be considered as operating within a range which includes several points below and above his obtained score.
b. Scores at times may vary considerably from the previous pattern on similar tests. No individual scores should be interpreted in isolation.
c. No standardized achievement test can possibly measure all that is taught in a subject area; therefore, a test is valid only for those parts which coincide with the course of study.
d. Factors such as initiative, perserverance, motivation drives, reading ability, cultural background and physical and emotional health must be taken into consideration when interpreting individual performance on tests.
e. A pupil's performance on an achievement test may not always correlate well with capacity. Therefore, both should be examined to determine whether he is operating near his potential level.
f. Tests are standardized on differen t groups. It is important to determine whether or not scores have been reported in terms of national, state, county or school norms and whether or not the normative group is a representative sampling of cultures or only a segment of one cultural group.
Some Testing Terms and Their Meanings
Stanine
A stanine is a value in a simple nine-point scale of standard scores. (The word "stanine" was originally derived "STAndard NINE-point scale".) In this scale, raw scores are converted to scores which range from 1 to 9 with a mean of 5 and a standard deviation of 2. Stanines 4, 5, and 6 are considered to be within average range.

18

Percentile
A percentile is a score which equals or exceeds a certain percent of scores obtained by the nonn group. If a pupil scores at the 65th percentile, it indicates that he did as well as, or better than, 65 percent of the nonn group: 35 percent obtained scores which were higher. Percentiles should not be confused with percentage scores which indicate a percentage of correct items.
Percentile scores avoid misunderstandings which often arise when the uninitiated believe that a grade equivalent score which is below average signifies that the pupil should be placed in a lower or higher grade indicated by his score. The grade equivalent score means only that the pupil was able to answer correctly fewer or more of the questions on material at that grade level than was the average pupil in the national nonn group in that grade.
Quartiles
Quartiles are three points on the percentile scale of measurement which divide that scale into four units. The first quartile (Q 1) point is the same as the 25th percentile. The second quartile (median or average) is the same as the 50th percentile, while the third quartile (Q3) point is the same as the 75th percentile. The average range of scores is usually considered to lie between the 25th percentile (Ql) and the 75th percentile (Q3).

Standard Error
Standard error refers to the fact that no test has perfect reliability. On any test an individual should be considered as operating within a certain range which includes several points below and above his obtained score. For example, The Cognitive Abilities Test has a standard error of 4 standard score points. This means that there are two out of three chances that the true test score of an individual who obtained an IQ of 110 could be 4 points above or below that obtained score. This is usually written as 110+4 which means that his true score might be as low as 106 or as high as 114.
Raw Score
The raw score is usually the total number of correct answers on a test. However, in cases where adjustments are made for guessing, it will be the score obtained after the fonnula is applied. For example: Rights (correct responses) - (Minus) 14 wrongs (incorrect
responses) =(equals) raw score.
In itself, the raw score has little meaning. However, it is necessary as the first step in interpreting test perfonnance through translation into terms which indicate a comparison to a nonn group.
The following chart from the Psychological Corporation graphically illustrates some of these tenns.

Median
The median is the point on the percentile scale above which half and below which half of the scores of a given distribution fall. The median is the 50th percentile.

Mean
The mean, the arithmetic average with which we are most familiar in computation, has a disadvantage in that exceptionally high or . exceptionally low scores will distort it.
19

TEST SERVICE BULLETIN

Per cent of cases

under portions of

the normal curve 0.13%

\,
Standard

Deviations -4<J

-30'

I

I

Cumulative Percentages Rounded
I

T

Percentile
I Equivalents
Typical Standard Scores

z-scores I

I

I

I

-4.0

-3.0

T-scores I !

I

,

~

CEES scores I AGCT scores I

'

I

I

200

'

I

'

T

-20'
I 2.3% 2%
I
I
-2.0
I
~
I
300 I
T

-10'
15.9%
I16%

o
50.0% 50%
I

+10'
I
84.1%

I 10 120 30 40 50 60 70 80 90

Q,

Md

Q,

I

!

I

I

I

,

I

!

-1.0

0

+1.0

I

1,1

I

I

I

~

50

~

I

I

I

I

I

I

I

400

500

600

I

I

I

I

,

I

I

T If If

0.139'0
I

+20'

+30'

+4<J

I
97.7%
91%

'rI

"

I
+2.0
I
ro

!

I

+3.0

I

I

~

I

I

I

700

800

I
If

I

IIf

!

I

+4.0

I

I

,

I

Stanines

_ _ _ _ _ _ _ _ _...1

I I Per cent in stanine

4%

Scale~ Wechsler

7%

12% 17% 20% 17% 12%
III

7%

9
4%

_

Subtests I

I

I

I

I

I

I

I

I

4

7

10

13

16

19

Deviation IQsl

,

I

I

I

I

I

I

I

55

70

85

100

115

130

145

NOTE: This chart cannot be used to equate scores on one test to scores on another test. For example, both 600 on the CEEB and 120 on the AGCT are one standard deviation qbove their respective means, but they do not represent "equar standings because the scores were obtained from dlDerent groups.

20

Pupil Placement
A major task of the school counselor is pupil placement, which may be categorized as educational, vocational and personal. It involves providing and guiding appropriate placement opportunities for pupils from within and without the school setting.
In-school placement usually consists of assisting students in planning educational programs fitted to individual interests, aptitudes, abilities, goals and motivations (regular classes, special programs, extra-curricular activities, etc.). Extra effort should be given to identifying and encouraging alienated students to become involved in extra-curricular activities.
Out-of-school placement involves helping students find summer employment or part-time jobs during school. Much of this type of placement is done through the work-study programs existing in many schools in areas such as distributive education, vocational office training and diversified cooperative training. Some effort might also be given to full-time job placement after the student leaves school. Most of this type of assistance is through referral to community agencies such as the United States Employment Service.
Placement outside the school may also involve helping the student select an appropriate postsecondary educational institution suited to his previous training and his present aspirations and abilities.
The counselor should devote some effort to the guidance of dropouts and to adults who wish to continue their education. This may consist of referral to community agencies, vocationaltechnical schools, or community colleges and universities which have continuing education programs. Also, some local school systems provide evening adult education classes through which one might complete requirements for high /' school graduation. These referrals will, again, follow consideration of the individual's goals and aptitudes.
Referral and Resource Agencies
Each community has within its boundaries a wealth of services of benefit to the guidance pro-

gram in its schools. Many of these agencies are unused and often unorganized. The effective counselor has knowledge of the available resources in the community.

Organizations such as the following provide services to students in schools:

Altrusa International American Association
of University Women Business and Profes-
sional Women's Club American Legion Civitan International Emergency Aid
Association General Federation of
Women's Clubs International Exchange
Club Soroptomist
International

Kiwanis International Lion's International Merchants Association National Exchange
Club Pilot Club
International Quota Club
International Veterans of Foreign
Wars Optimist International Rotary International Zonta International

In most communities a current listing of organiza tions with names of officers and their addresses can be secured through such sources as the local newspaper, public library, Chamber of Commerce or Community Chest and Council.

Resources available for students throughout Georgia include the following:
American Friends Service Committee 41 Exchange Place SE Atlanta, Georgia 30303 Purpose: Assists neighborhood fair-housing programs; sponsors a southeastern public education program, rural income development program, and draft counseling and counselor-training programs.
American Social Health Association 173 Walton Street NW Atlanta, Georgia 30303 Purpose: Futhers the family life education of teachers; sponsors research into adolescent behavior; works for the development of community programs designed to strengthen family life against conditions which weaken it.

21

Anti-Defamation of B 'nai B'rith 41 Exchange Place SE Atlanta, Georgia 30303 Purpose: Initiates and participates in programs designed to combat religious and racial bigotry. Maintains a library of human relations materials, including publications and audio-visual aids. Provides community consultan ts and speakers to work with individual groups in resolving intergroup problems.
Appleton Church Home 440 Forest Hill Road Macon, Georgia 31204 Purpose: Provides group care for adolescent girls. Girls attend public schools and are encouraged to participate in school activities. Efforts are made to help girls develop special talents and skills. Special help provided in school programs for those who are retarded.
Atlanta Association for Retarded Children 833 Springdale Road NE Atlanta, Georgia 30306 Purpose: To obtain services for the mentally retarded.
Florence Crittenton Home Purpose: Provides confidential services in protected, constructive environment for unmarried expectant mothers.
Legal Aid Society Purpose: To provide legal representation to indigent citizens.
Atlanta Speech School 3160 Northside Parkway NW Atlanta, Georgia 30327 Purpose: Aids in the evaluation, education, and training of those who are severely hard of hearing and those with language and speech disorders and learning disabilities.
Atlanta Union Mission 54 Ellis Street NE Atlanta, Georgia 30303 Purpose: Helps in the Christian rehabilitation of indigent men and women by providing shelter, employment and counseling.

Atlanta Urban League, Incorporated 239 Auburn Avenue, NE Rm 400 Atlanta, Georgia 30303 Purpose: To encourage, assist, and engage in such activities and kinds of work which will lead toward the improvement of underprivileged persons and families; to discover unmet community needs in education, employment, housing, health and welfare; to encourage and develop such types of programs for meeting these needs; to promote the improvement of interracial understanding and cooperation; to employ the techniques of effective community organization in the discovery, correction and prevention of conditions out of which racia 1 tension, poverty and disorder arise.
Big Brothers Association 401-405 Bona Allen Building Atlanta, Georgia 30303 Purpose: To provide masculine friendship and guidance to fatherless boys between the ages of 8 to 17 years; to provide guidance to mothers of fatherless boys in understanding and resolving problems with their sons.
Boys Estate Boys Estate, Georgia 31520 Purpose: To provide a home for less fortunate boys in a town all their own.
Young Men's Christian Association Purpose: Provides educational, religious, social and physical activities for men, women, boys and girls.
Capps Ferry Home for Retarded Children P. O. Box 837 Douglasville, Georgia 30134 Purpose: Provides a home for retarded children through custodial care and a training program for physical therapy.
Central Presbyterian Baby Clinic 201 Washington Street SW Atlanta, Georgia 30303 Purpose: To give free medical care to sick children whose parents are unable to pay progressional services.
The Cerebral Palsy Center 1815 Ponce de Leon Avenue NE Atlanta, Georgia 30307 Purpose: To furnish education, treatment, day

22

care, and vocational training for cerebral palsied children and young adults.
Child Services and Family Counseling Center Purpose: To enhance family functioning and individual development through the provision of social work services to families and children, both in and out of their homes.
Christian City, Incorporated 7345 Red Oak Road College Park, Georgia 30022 Purpose: To provide preschool and kindergarten program for mentally retarded children.
Churches Homes for Business Girls, b!-corporated 1043 West Peachtree Street, NE Atlanta, Georgia 30309 Purpose: Protective agency, providing boarding facilities for girls attending business school, employed, or seeking employment.
Division of Family and Children Services Georgia Department of Human Resources Purpose: Administers the laws pertaining to social security aids, general assistance and child welfare services. Services are provided to children who have been neglected or abandoned. Services are given to children in their own home, the homes of relatives and in foster homes. Temporary foster care is given for children who are in need.
Division of Physical Health Georgia Department of Human Resources Purpose: Provides a general public health and sanitation program for immunization, dental health, veneral disease, tuberculosis, prenatal and postnatal clinics, child guidance and adult mental health clinic, and many others.
Centers of the Division of Mental Health Georgia Department of Human Resources --- Purpose: Diagnostic, psychological and psychiatric evaluations. Short term individual and family counseling. In-service training programs and consultative services to other agencies. Dissemination of mental health information to the community upon request. Emergency psychiatric walk-in-clinic services, drug clinic services and group psychotherapy.

Juvenile Court Purpose: Assumes jurisdiction of juveniles reported as delinquents; supervises and provides custodial care of juveniles placed on probation; provides temporary care of neglected children. Court may take custody of neglected children for suitable placement or order such other care and treatment as the court may deem in the best interest of the child.
Community Services for the Blind, Incorporated P. O. Box 8277 Station F Atlanta, Georgia 30306 Purpose: A multi-functional agency providing rehabilitative and counseling services to the visually handicapped.
Consumer Credit Counseling Service 87 Walton Street, NW Suite 908 Atlanta, Georgia 30303 Purpose: To assist families in serious financial difficulties.
Davison School 1500 North Decatur Road NE Atlanta, Georgia 30306 Purpose: To help children and adults afflicted with aphasis, speech, language and hearing disabilities and to help children with learning problems related to these disabilities.
Economic Opportunity Authority Purpose: To bring education, employment and social services to low income areas.
Easter Seal Rehabilitation Center 1362 West Peachtree Street NW Atlanta, Georgia 30309 Purpose: To provide comprehensive rehabilitation services to the physically handicapped.
The Henrietta Egleston Hospital for Children, Incorporated
1405 Clifton Road NE Atlanta, Georgia 30333 Purpose: To provide general hospital for children from infancy thru 16.
Epilepsy Foundation ofAmerica Suite 313 136 Marietta Street, NW Atlanta, Georgia 30303 Purpose: To provide public education and pro-

23

mote legislative action regarding epilepsy; to promote employment for epileptics; to promote special information programs for schools.
Ethel Harpst Home for Children and Youth, Incorporated
740 Fletcher Street Cedartown, Georgia 30125 Purpose: To operate and maintain a group child care institution.
Family Counseling Centers Purpose: To enhance family functioning and individual development through the provision of social work services to families and children, both in and out of their home.
Foundation of Visually Handicapped Children 45 11 th Street NE Atlanta, Georgia 30309 Purpose: To provide counseling and guidance for parents of blind and partially seeing children; to aid visually handicapped children in learning the skills used in activities of daily living; to promote public understanding of the needs and abilities of visually impaired children.
Foundation Guidance Center 184 Pryor Street SW Atlanta, Georgia 30303 Purpose: Evaluation, re-education and rehabilitation of social offenders.
Diagnostic and Treatment Center for Venereal Disease
99 Butler Street SE Atlanta, Georgia 30303 Purpose: Diagnosis and treatment of venereal disease and VD education.

Georgia Easter Seal Society for Crippled Children and Adults
1211 Spring Street NW Atlanta, Georgia 30309 Purpose: To provide rehabilitation services for the physically handicapped through Atlanta Easter Seal Rehabilitation Center and Home Rehabilitation Service and to provide information and referral service.
Georgia Heart Association, Incorporated 2581 Piedmont Road NE Atlanta, Georgia 30324 Purpose: To reduce or prevent illness and death resulting from diseases of the heart and blood vessels including heart attack, stroke, high blood pressure, congenital defects and others.
Georgia Industrial Home Route 2, Mumford Road Macon, Georgia 31204 Purpose: To provide temporary or long-term care for children in need of a substitute home.
Georgia Lions Lighthouse Foundation, Incorporated
300 West Peachtree Street, NW Room 204 Atlanta, Georgia 30308 Purpose: To provide corrective treatment for the visually handicapped by providing examinations and surgery of the eyes.
Georgia Sheriffs' Boys' Ranch Hahira, Georgia 31632 Purpose: To provide a home for underprivileged and neglected Georgia boys.

Georgia Council on Alcohol Problems, Incorporated
159 Forrest Avenue Suite 104 Atlanta, Georgia 30303 Purpose: To support high standards of citizenship, encourage abstinence from alcohol beverages, provide for spiritual and therapeutic measures for the treatment of the alcoholic and drug addict, seek a solution for the ills of alcoholism and addiction, promote legal safeguards against the hazards of all citizens in regard to these purposes.

Georgia Academy for the Blind 2895 Vineville Avenue Macon, Georgia 31204 Purpose: Education of visually handicapped children from kindergarten through I 2 grades.
Adult Education Unit Georgia Department of Education Educational Annex Building 156 Trinity Avenue Atlanta, Georgia 30303 Purpose: To promote continuing education of adults.

24

Atlanta Employment Evaluation and Service Center
1599 Memorial Drive SE Atlanta, Georgia 30317 Purpose: To provide comprehensive vocational evaluation, training and follow-up after evaluation.
Central State Hospital P. O. Box 325 Milledgeville, Georgia 31062 Purpose: In-patient treatment for the mentally ill through a full range of auxiliary services including social work, vocational rehabilitation, psychology, chaplain and occupational therapy.
Georgia Cooperative Services for the Blind, Incorporated
629 State Office Building Atlanta, Georgia 30334 Purpose: To provide employment opportunities for the blind and severely handicapped.
Crippled Children's Service Division of Physical Health Georgia Department of Human Resources 47 Trinity Avenue SW Atlanta, Georgia 30334 Purpose: To provide medical care to children with handicapping conditions through outpatient care; hospital and convalescent care; speech and hearing evaluation; psychological testing and counseling by medical social workers and psychologists.
Employment Security Agency Georgia Department of Labor 254 Washington Street SW State Labor Building Atlanta, Georgia 30334 Purpose: To bring together job applicant and employer through job placement and implementation of training programs designed to raise the .- level of employability of the Georgia worker. To administer the Unemployment Insurance Program.
Gracewood State School and Hospital Gracewood, Georgia 30812 Purpose: To provide evaluation, care treatment and training for the mentally retarded.

Library for the Blind and Physically Handicapped
1050 Murphy A venue SW Atlanta, Georgia 30310 Purpose: To provide adequate public library services to Georgia residents physically incapable of using conventional printed materials.
Georgia Mental Institute 1256 BriarcliffRoad NE Atlanta, Georgia 30306 Purpose: Training, research and treatment in mental illnesses and alcoholism.
Rehabilitation Residence Program Division of Vocational Rehabilitation Georgia Department of Human Resources 1430 West Peachtree Street NW Atlanta, Georgia 30309 Purpose: To provide a temporary home for those who have suffered emotional disturbances, have received treatment and are ready to rejoin society.
Georgia Retardation Center 4770 North Peachtree Road Atlanta, Georgia 30341 Purpose: To provide residential care and treatment services for the mentally retarded. To train professional manpower to work in the field of mental retardation through a university afflicted training program. Basic and applied research activities in mental retardation. Public information and education about mental retardation.
The Georgia School for the Deaf Cave Spring, Georgia 30124 Purpose: Residential and day school for the educational and vocational training of the deaf.
Battey State Hospital Rome, Georgia 30161 Purpose: To treat residents of the State of Georgia who are afflicted with tuberculosis.
Youth Development Centers Atlanta (girls) 4525 Baker's Ferry Road SW Atlanta, Georgia 30331
Augusta (boys) P. O. Box 5262 Augusta, Georgia 30906

25

Milledgeville Box 788 Milledgeville, Georgia 31061 Purpose: Treatment and rehabilitation of courtcommitted delinquent adolescents.
Goodwill Industries of Atlanta, Incorporated
15-17 Courtland Street NE Atlanta, Georgia 30303 Purpose: To provide work adjustment, work training and employment for the handicapped; to work with the public schools in helping slow learners; to try new methods of serving the handicapped.
Greater Atlanta Chapter National Multiple Sclerosis Society 663 West Peachtree Street NW Room 302 Atlanta, Georgia 30308 Purpose: To initiate, promote and support basic and clinical research directed toward finding cause and means of controlling multiple sclerosis.
Hephzibah Children's Home, Incorporated Box 2304 Macon, Georgia 31203 Purpose: To offer group care for dependent children.
Institute for Psychological Services, Incorporated
Georgia State College 33 Gilmer Street SE Atlanta, Georgia 30303 Purpose: To provide the community with various psychological services in conjunction with training of graduate students in psychology at Georgia State College.
Junior Achievement of Greater Atlanta, Incorporated
3041 North Decatur Road Decatur, Georgia 30033 Purpose: To offer a practical "learn by doing" business education for high school students.
The Little Red Schoolhouse for Special Children, Incorporated
1595 East Vesta A venue College Park, Georgia 30337 Purpose: To provide educational facilities in

regular school setting for the severely mentally retarded age 5 years and over.
Boys' Club, Incorporated Purpose: To provide a group work experience and individual guidance to boys.
Muscular Dystrophy Associations of America, Incorporated
Purpose: To find cause and cure for muscular dystrophy; to perform local patient services; to inform public and medical profession about muscular dystrophy.
The National Foundation-March of Dimes Purpose: To direct, unify, stimulate coordinate and further the knowledge of all phases of birth defects, supplementary prenatal care, poliomyIetics and the Salk Institute for Biological Studies.
Plantation Manor Children's Home Route 1, Box 72 Conyers, Georgia 30207 Purpose: To provide a home atmosphere for dependent children and youth who are of school age; to see that material needs as well as cultural and emotional needs are provided.
The Salvation Army Purpose: An international religious and charitable movement organized and operated on a military pattern; a branch of the Christian Church.
Sarah D. Murphy Home, Incorporated Route 1, Box 48 Rockmart, Georgia 30153 Purpose: To provide a home for neglected and dependent children.
Scottish Rite Hospital for Crippled Children 321 West Hill Street Decatur, Georgia 30030 Purpose: Long-term orthopedic pediatric service (primarily for treatment of bone and joint deformities but occasionally burns and deformities of the face are treated).
Smith Home for Birth Defects 606 Flat Shoals A venue, SE Atlanta, Georgia 30316 Purpose: To provide a home for profoundly retarded infants.

26

Travelers Aid Purpose: To provide casework service for travelers, strangers and newcomers, including runaway children, adolescents, and unwed mothers in difficulty; to provide information, guidance, and protection to travelers.
Veterans Administration Hospital Purpose: To provide short-term general medical care for veterans of military service.
YWCA Purpose: To emphasize work with women and girls, endeavoring to help build a world in which truth, justice, dignity and freedom prevail.
In many cities throughout Georgia a listing of referral services is available through the Community Council, a United Appeal Agency. The general purpose of this council is to make available information about the health education, recreation and welfare services of the area to social workers, physicians, clergymen, school personnel, civic leaders, lawyers and others of the community who have need of these resource in their activities of serving people.
Use of Cumulative Records and
Suggested Forms
The Cumulative (Permanent) Record as a Guidance Tool
The cumulative record folder is used by the teacher and other school personnel as a tool for pupil guidance and the improvement of instruction. From a well-developed cumulative record, a teacher may analyze the student's background, school history, test scores, behavior patterns and varying rates of growth and may establish possible causes of problems to find courses of action for helping the student. A complete cumulative record is only as useful as the quality of data entered.
The following outline is a suggested procedure for teachers and guidance personnel in establishing and keeping cumulative records. In addition, suggested insert forms may be utilized as they meet specific needs of various schools. These forms, such as the Four Year Plan of Study, may be used by counselors in maintaining separate

guidance folders for each student. The guidance folders, including anecdotal records and other inserts, should be destroyed as students leave school. All permanent records should be microfilmed and stored when possible for five years after the student leaves school.
Security of Records
The principal is responsible for supervising the proper maintenance of cumulative records even though he may delegate responsibility to other personnel. Files containing cumulative records should be placed so that security is unquestionable but that accessibility to teachers and other school personnel is assured.
In-service Training in the Development of Good Records
The principal is responsible for orientation sessions early in the school year so that each teacher is reminded of the significance of cumulative records and of the importance of observing and evaluating students regarding their educational and personal/social adjustments. Comments made a part of these records must mirror student performance rather than the teacher's value judgment or emotional reactions.
Ethical Use of Cumulative Records
The cumulative record is developed to assist in the student's educational growth and progress. An entry on the record should be weighed carefully before it is posted so that an individual is neither labeled nor placed in an unflexible category. The record is a confidential document and is to be treated as such. It is used only by school personnel although information on the cumulative record may be interpreted generally to parents or guardians. The academic record, the pupil's rating sheet made during his senior high school years, or letters of recommendation routinely released to schools and colleges are in no way affected by this regulation. A general interpretation rather than a literal transmission of the contents of a record is more appropriate for the use of prospective employers.
At no time are pupils, without supervision or unaccompanied by counselor aides, to have access to cumulative records or inserts. Discretion should be used in permitting substitute

27

teachers to refer to or work with cumulative records.
The parent should be aware of the child's progress through the report card, personal conferences and other media. It is emphasized that material in the cumulative record may be shared with the parent in a manner which will be mean-

ingful and useful and is not to be withheld. A parent should not be permitted to examine a cumulative folder alone and without suitable interpretation by qualified professionals.
Again, it should be emphasized that the following forms are suggested forms only and are intended to simplify the work of the counselor.

FOLLOWUP SURVEY

Dear

... ._ --_._..

.

We are initiating a follow-up study of those who have attended our school to learn of their experiences since leaving school. This information will be invaluable in helping us to improve and enlarge the school services to meet more nearly the needs of students now in school.
Our method of gathering the desired information is throogh the use of a follow-up qUestionnaire. Will you complete the accompanying post card and return to us. Your assistance in helping us in this undertaking will be very important -and shall be appreciated. The information will be treated in a confidential manner.

Please complete the post card and return to:

Mr. John Doe, Counselor Washington High School Podunk, Georgia

Sincerely,

John Doe, Counselor Washington High School

FOLLOWUP SURVEY

1. YOUR NAME .

.__.

_

2. YOUR ADDRESS___

_

3. ARE YOU EMPLOYED

, OR ARE YOU FURTHERING

YOUR EDUCATION?

_

4. WHAT IS THE NATURE OF YOUR WORK?

_

5. NAME AND ADDRESS OF YOUR EMPLOYING FIRM

_

6. COLLEGE OR SCHOOL YOU ARE A'ITENDING

_

7. COLLEGE :MAJOR OR COURSE OF STUDY IN WHICH YOU ARE

ENGAGED

_

8. WILL YOU ASSIST IN A COMPREHENSIVE STUDY OF SCHOOL

LEAVERS BEING CONDUCTED IN OUR SCHOOL?

_

9. WHAT COURSES TAKEN AT OUR SCHOOL DO YOU FEEL

WERE PARTICULARLY VALUABLE?

..:...

_

10. WHAT COURSES DO YOU FEEL WERE LEAST VALUABLE TO YOU?

28

FOLLOW-UP ~F DROPOUTS

STUDENT'S NAME AND ADDRESS

DATE

STUDENT'S COUNSELOR

GRADE AGE

DATE OF DROPOUT

REASON

SCHOOL

PRESENT STATUS

PRINCIPAL
ACTION TAKEN AND/OR REFERRAL MADE

.
,

DtSTRIBUTION: White Copy -Instruction Department

Blue Copy -Adult Education

Green Copy-Visiting Teacher

t;5

Yellow Copy-Principal's File

COUNTY SCHOOLS

Page

of

__ Pages

SURVEY AND FOLLOW-UP 0 F

GRADUATES

Date

_

SCHOOL

Principal

_

Name, Address and Telephone of Graduate

Name and Address of College, Other School or Employing Firm

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0

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<Co~ 0

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Action Taken

I

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--,

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30

COUNTY SCHOOLS
FOUR YEAR PLAN OF STUDY

Name I am registered for the Academic Course

.Homeroom The Vocational Course

Course

9th Grade Year

Unit Course

10th Grade Year

_ -:-- _
Unit

11th Grade

12th Grade

Course

Year

Unit Course

Year

Unit

Write in the courses you are taking this year. Also include any courses you have taken in the ninth grade prior to this year. Choose the courses you would like to take in the tenth grade from the course of study; write them above also.

Parent's signature

_

Student's signature

_

Counselor's signature

_

Date

_

31

COUNTY SCHOOL SYSTEM
JUNIOR-SENIOR mGH SCHOOL WITHDRAWAL FORM

Student's N ame Phone Father's (Gurdian's) Name Mother's N ame

Birthdate

--- - -- ---

Address.

Sex.

Oc:cupation

--

Occupation

Grade

_ _ _ _

Live with: Both parents Mother

Father Other
Specify, if other

Name of last school attended Date entered

Address _

Date of WitbdrawaL Reason for WithdrawaL

New Address Days present

Street

Days absent______

_

_
_ _

City Off RoIL

SCHOLASTIC RECORD AT TIME OF WITHDRAWAL

Subject

Current Grade

Conduct

Textbook Returned

Homeroom

_ ---------------------
------- _ _
State _
-Teacher's Signature

1.

2.

3.

4.

f.

6.

Counselor

_

Libral"ian..

-----------------------
_

Annual Sponsor

-:- _

Office

_

Principal

----

-

_

Sc1rooI

.

Address

_

32

PUPIL PERSONNEL SERVICES COUNTY BOARD OF EDUCATION

DATA FOR HOMEBOUND INSTRUCTION

Student's name School

_

_ Date

_

Information pertaining to the student is required for current evaluation of his/her educational process, social development, and behavior pattern. This is necessary for instruction of the Homebound student.

Subject Teacher

_ Subject

_

Return by

_ 0'clock

l9

to

_

EVALUATE

Daily work

_

Homework

_

Major tests

_

Approximate grade to date

_

Conduct

_

Attendance

_

Improvement needed and method suggested

Educational

_

Social

_

Behavior pattern

_

If further information should be given, use back side of sheet.
33

GEORGIA DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334

Office of Instructional Services Division of Elementary and
Secondary Education Pupil Personnel Services Unit

Jack P. Nix State Superintendent of Schools

REQUEST FOR SERVICES OF PSYCHOWGICAL EXAMINER FOR TESTING CHILDREN FOR UNIT FOR EXCEPTIONAL CHILDREN
(Complete separate fonns for each class)

SYSTEM

SUPERINTENDENT

_

1. Teacher of Class

2. Testing for new classes: Yes

No

3. Number of children presently enrolled in c1ass

School Age range of c1ass

4. Number of children for initial examination' 5. Number of children for re-evaluation

6. Do you anticipate losing some children in the near future who are presently enrolled in the class? Yes How many?

Person in charge ofschedulin"g

Place where testing will be scheduled'-Address

_ _

_ _

No

_

_

_

_ _

Signature of Local Coordinator for Exceptional Children

_

Two copies of the referral form (lEC A-I3) must be completed on each child for whom testing is requested. ONE copy of the referral form must accompany this request before psychoeducational services can be approved. The SECOND copy must be kept on me in the Local Coordinator's Office. Each form must contain the results of a group intelligence test. It is preferable to administer these tests in groups of four or five children.
Make two copies of this fonn. The Coordinator will forward these to the Coordinator, School Psychologist Services, State Department of Education, Atlanta, Georgia.

For State Use Only

Number of Children Approved

Consultant

_

34

GEORGIA DEPARTMENT OF EDUCATION STATE OFFICE BUIWING ATLANTA, GEORGIA 30334

Office of Instructional Services Division of Elementary and
Secondary Education Pupil Penannel Services Unit

Jack P. Nix State Superintendent of Schools

REPORT OF SERVICES OF PSYCHO-EDUCATIONAL EVALUATOR

Date

_

SYSTEM......

......

SUPERINTENDENT.

_

SERVICES REQUESTED BY

TITLE

_

Examiner's Name

D"te(s) of Testing

No. Children Examined

1. 2. 3. 4.
s.
6. 7 8. 9. 10.
This form authorizes the State to make payment to the local system which will pay the examiner(s). Send this form, completed, to Coordinator, School Psychologists Services, State Department of Education, State Office Building, Atlanta, Georgia 30334. ATTACH ONE COPY OF EACH PSYCHOLOGICAL REPORT TO THIS FORM. THIS IS NECESSARY FOR PAYMENT OF SERVICES.

Superintendent's Signature

_

FOR STATE USE ONLY

Amount Approved

Date

_

35

Research, Evaluation and Follow-up
The school has a continuing responsibility for its students. No longer is the concept accepted that the school is done with students once they leave by graduation, failure, lack of interest, or economic circumstances. Whether or not the student is still actively in school cannot determine the guidance program's interest in offering him further services. His need for services which the guidance and counseling programs can give is the determining factor.
In keeping with current trends in the professional literature and in tests on guidance and counseling, the terms research, evaluation and follow-up are considered as concomitant in this chapter. This is true since the processes of a guidance program are interlocked with the processes and outcomes of the total school. A guidance program evaluation is, to a degree, an evaluation of the total school program.

counselor and increase his input into the total school program. This "action research" will involve the concepts of research, evaluation and follow-up and can be a tremendous boon to the school and its students.
The counselor should make special efforts, not only to improve his own operational procedures but also to become actively involved in other areas of the school's operation. This active involvement will point up the necessity of a good guidance program by providing concrete evidence of its contributions.

There are three main objectives of research, evaluation and follow-up; (1) evaluate the guidance program itself; (2) evaluate activities of the school, particularly the effectiveness of the curriculum in meeting every student's needs; (3) identify those former students in need of further assistance from educational sources as well as identifying active students who need services of other agencies through referrals.
The counselor must give a high priority to research, evaluation and follow-up for the following reasons: (1) the improvement of any program, especially guidance, is dependent upon est ab Iished knowledge of its effectiveness. Professionally, each counselor will be interested in improving his services by establishing his strengths and weaknesses; (2) guidance and counseling programs are in a better position to conduct certain types of studies than are any other services in the school. Only through research, evaluation and follow-up of a planned continual process can a guidance program or a counselor keep abreast of the latest developments in the guidance and counseling field. The type of information desired will determine the methods for collecting data whether it be from reports, permanent records, interviews, questionnaires or test score reports. The counselor should become involved in research studies which serve to increase his effectiveness as a

UI-SUGGESTED GUIDANCE PROGRAM CALENDARS

Middle School or Junior High School

AUGUST

_ _1.
_ _2. _ _3. _ _4. _ _5. _ _6.

Work with new teachers to explain the philosophy of the total guidance program of the school including the testing program, the use of the cumulative record folder and other guidance procedures (see In-Service Activities). Attend county orientation meeting of guidance personnel. Work intensively with new guidance personnel concerning understanding of procedures (see In-Service Activities). Organize the guidance staff and the guidance committee. Develop a tentative calendar of specific guidance activities for the school year. Verify testing dates for the year and confirm requests for tests with the county testing office.

36

_ _7.
_ _8. _ _9.

Review cumulative guidance records with homeroom teachers to identify students with problems needing immediate attention (see In-Service Activities). Complete plans for the orientation of sixth or seventh grade and other new students (see Orientation Activities). Check the records of students failing subjects in June to determine which attended summer school and earned credits which require adjusted grade placements.

SEPTEMBER

_ _6. Begin identification of potential drop-
outs. _ _7. Testing.

NOVEMBER

1. _ _2.
_ _3.
_ _4. _ _5.

Individual counseling. Orient new students (see Orientation Activities). Record test results not previously recorded on test record card. Schedule make-up tests where needed. Identify and work with potential dropouts (see Group Activities).

1. _ _2. _ _3.
_ _4.
_ _5.
_ _6.

Individual counseling. Orient sixth or seventh grade and other new students (see Orientation Activities). Visit homerooms or classes of counselors or plan appropriate ways to explain the role of the counselor to all counselors (see Group Activities). Hold grade level or small group meetings with teachers to assist in implementing the guidance program (see In-Service Activities). Establish routine procedures for making referrals to counselors, other personnel in the school and other agencies. Check schedules of ninth-grade students to see if full programs are being carried and if the proper courses are being taken.

OCTOBER

_ _1. _ _2. _ _3.
_ _4. _ _5.

Individual counseling. Orient new students (see Orientation Activities ). Discuss, through grade level meetings (especially at grade seven), the purposes of each standardized test and the interpretation and use of test results (see In-Service Activities). Establish the most effective way of using the Four-Year Plan for Course of Study. Plan for teacher-conference work days throughout the year (see In-Service Activities ).

DECEMBER

_ _1. _ _2. _ _3.
_ _4.
_ _5. _ _6.
_ _7. _ _8.

Individual counseling. Orient new students (see Orientation Activities). Plan with classroom teachers to introduce a unit on educational and vocational planning (see In-Service and Group Activities). Initiate group guidance project on subjects of concern to students regarding social relations and attitudes (see In-Service and Group Activities). Work with the librarian in ordering guidance materials for the coming year. Plan matriculation with elementary school guidance personnel and arrange individual conferences with fifth and sixth grade students who are potential dropouts (see In-Service and Group Activities ). Plan for Career Day program. Continue work with potential drop-
outs.

JANUARY

1. 2.
3.
_ _ 4.

Individual counseling. Orient new students (see Orientation Activities). Make necessary student schedule adjustments at close of semester. Give explanations to ninth-grade students in groups or individually on the interpretation of the ninth-grade test results (see Group Activities).

37

5. Check for first semester failures and assist where possible.
6. Continue work with potential dropouts.
FEBRUARY
1. Individual counseling. 2. Orient new pupils (see Orientation
Activities). 3. Cooperate with teachers in identifying
and making provisions for pupils with varying abilities (see In-Service Activities ). 4. Explore broad fields of vocational opportunities with ninth-grade students (see Group Activities). 5. Work with teachers to emphasize vocational or avocational values of each subject taught (see In-Service Activities). 6. Arrange with the principal to confer wit h feeder schools and receiving schools for matriculation procedures. 7. Implement matriculation with feeder schools and begin grade level and group meetings with subject and homeroom teachers regarding proper student placement. 8. Disseminate general college and scholarship information to ninth-grade students and their parents (see Group Activities). 9. Continue work with potential dropouts.
MARCH
1. Individual counseling. ") Orient new students (see Orientation
A c t i v i t i e s ). 3. Provide opportunity for course choices
and. assist returning and new students in planning courses of study. 4. Develop and distribute bulletins to parents on course offerings in the next grade. 5. Arrange meeting with parents and develop other methods to give information concerning course offerings, graduation requirements, educational opportunities, educational television programs and other pertinent informa-

6. 7.
_8.

tion (see Group Activities and 111Service Activities). Present Career Day program. Continue to work with potential dropouts. Hold grade-level and group meetings with subject and homeroom teachers regarding proper placement of studen ts so that they may assist in student
placement.

APRIL

_ _1. _ _2. _ _3.
_ _4. _ _5.

Individ ual counseling. Orient new pupils (see Orientation Activities). Hold grade-level and group meetings with subject and homeroom teachers regarding proper placement of students so that they may assist in student placement. Provide opportunity for course choices and assist returning and matriculating students in planning course of study. Continue to work with potential dropouts.

MAY

_ _1. _ _2.
_ _3.
_ _4. _ _5.

Individual counseling. Hold grade-level meetings during the first week of May to make tentative decisions relative to placement of students with learning problems and for summer school recommendations. Communicate with parents regarding school and subject placement for the fall as well as summer program information. Continue work with potential dropouts. Provide opportunity for course choices and assist returning and matriculating students in planning course of study.

JUNE

_ _1. _ _2. _ _3.

File all pertinent data and inserts in the cumulative guidance records. Complete final arrangements for summer school. Exchange cumulative guidance records for all transfer students.

38

_ _4. Continue work with potential dropouts.

JULY

(These activities should be included in the late spring and early fall calendars of schools with no summer counselor.J

1. _ _2. _ _3.
_ _4.

Check incoming cumulative guidance records for completeness. Double-check learning progress, problems and placement of all students. Counsel students and parents particularly on special placement concerns or problems of the potential dropout (see Group Activities). Prepare special studies based on guidance data.

Senior High School

AUGUST

_ _1.
_ _2. _ _3. _ _4. _ _5. _ _6. _ _7.
_ _8.

Work with new teachers to explain the philosophy of the total guidance program of the school including the testing program, the use of the cumulative record folder and other procedures (see In-Service Activities). Attend the county orientation meeting of guidance personnel. Work intensively with new guidance personnel on understanding of procedures (see In-Service Activities). Organize the guidance staff and a guidance committee. Begin to review cumulative guidance records with homeroom teachers to consider problems identified by former counselors. Complete plans for the orientation of tenth grade and other new students. Check the records of students who failed subjects the previous year to determine if any attended summer school and earned credits which require adjusted grade placements. Verify testing dates for the year and
confirm requests for test materials with the county testing office.

_ _9. Do a local job availability study (in collaboration with school work-study program directors).

SEPTEMBER

1. _ _2. _ _3. _ _4. _ _5. _ _6.
_ _7.
_ _8.
_ _9. 10. 11. 12.

Individual counseling. Orient tenth grade and other new students (see Orientation Activities). Check schedules of twelfth grade students for graduation requirements. Register students for PSAT and college entrance exams. Announce dates of National Merit Scholarship Qualifying Test and urge all promising candidates to apply. Plan group guidance projects to aid students in understanding school policies and to improve personal and social values (see Group Activities). Initiate coordinated plans with the Georgia State Employment Service representative for seniors to make application for job placement after graduation. Cooperate with teachers in identifying and making provisions for students with varying abilities (see In-Service Activities ). Initiate a plan for college matriculation programs. Initiate plans for vocational guidance projects (see Group Activities). Assist and encourage college preparatory students and their parents to attend college night programs. Begin tabulation of follow-up data and relate it to the curriculum.

OCTOBER

_ _1.
~.
_ _3.
_ _4. _ _5.

Individual counseling. Orient new pupils (see Orientation Activities). Plan for teacher conferences/work days throughout the year (see In-Service Activities). Establish the most effective way to use Four-Year Plan for Course of Study. Begin re-evaluating tenth and eleventh grade students' four-year plan for course of study.

39

_6.
_ _7. _ _8. --3. _10.
11. 12.
13. 14. 15.
_16.

Hold grade-level meetings with teachers to assist in implementing guidance services through the classrooms (see In-Service Activities). Present purpose for each standardized test; interpret and describe use of test results to faculty. Post test results on record cards. Give college and vocational information to students (see Group Activities). Administer PSAT and register students for college entrance exams. Secure nominees for the Governor's Honors Program. Initiate a plan for providing scholarship information throughout the school year for tenth, eleventh and twelfth grade students, their parents and homeroom teachers. Organize armed forces information for students (see Group Activities). Plan and observe National Vocational Guidance Week. Assist with and encourage college prepara tory students and parents to attend the school's college night program. Identify and begin work with potential dropouts (see Group Activities).

NOVEMBER

1. _ _2.
_ _3.
_ _4. _ _5. _ _6.

Individual counseling. Orient new students (see Orientation Activities ). Complete list for Governor's Honors Program. Observe National Education Week. Plan follow-up of graduates. Continue dropout prevention program.

DECEMBER

_ _1.
~.
_ _3.
_ _4.
_ _5.

Individual counseling. Orient new students (see Orientation Activities ). Continue Governor's Honors Program activities. Distribute and interpret college entrance exam scores (SAT, ACT). Work with the librarian in ordering guidance materials for the coming school year.

40

_ _6. _ _7. _ _8. _ _9.

Complete Jr. Engineering Test registration. Plan for Career Day program (see Group Activities). Distribute and interpret PSAT results where requested. Continue dropout prevention program.

JANUARY

_ _1. _ _2. _ _3. _ _4.
_ _5. _ _6.
_ _7.
_ _8. _ _9. _10.

Individual counseling. Orient new students (see Orientation Activities). Register students for NMSQT and college entrance exams. Initiate preparation of educational guidance bulletins for use by ninth, tenth and eleventh grade students, parents, teachers and counselors in making subject selections for next year. Administer Junior Engineering Test. Alert students to the CEEB Advanced Placement Tests given the third week in May. Alert students concerning the National Merit Scholarship examination to be given in February. Compile preliminary rank in class for seniors at close of first semester. Check for first semester failures and assist where possible. Continue dropout prevention program.

FEBRUARY

1. _ _2. _ _3. _ _4.
_ _5. _ _6.

Individual counseling. Orient new students (see Orientation Activities ). Register students for NMSQT and college entrance exams. Disseminate scholarship information to tenth, eleventh and twelfth grade students and inform parents when possible (see Group Activities). Administer National Merit Scholarship Qualifying Tests as scheduled. Continue dropout prevention program.

MARCH
1. Individual counseling. _ _2. Orient new students (see Orientation
Activities).

_ _3. _ _4. _ _5. _ _6.
_ _7. _ _8.

Send parents the bulletins of course offerings in the next grade. Prepare IT forms for Georgia Department of Education. Register students for College Entrance Exams. Obtain activities participation information from seniors and record in their cumulative record folders. Present career day program. Continue dropout prevention program.

APRIL

1. _ _2. _ _3. _ _4.
_ _5.
_ _6.

Orient new students (see Orientation Activities). Complete four-year plan for course of study. Prepare IT forms for Georgia Department of Education. Concentrate on individual and group counseling relative to students with placement and learning problems (see Group Activities). Develop a plan for collecting data on financial aid and scholarship awards to seniors and make this known to all graduates (see Group Activities). Continue dropout prevention program.

MAY

1. _ _2.
_ _3.
_ _4. _ _5. _ _6.

Submit follow-up information. Continue individual counseling on placement problems and confer with parents on these problems where advisable. Initiate procedures for a survey of college preferences of eleventh grade students. Arrange for CEEB Advanced Placement Tests to be given. Compile final rank in class for seniors. Continue dropout prevention program.

JUNE

_ _1. _ _2. _ _3.

Complete final arrangements for summer school. Complete the filing of pertinent information in cumulative guidance records. Send cumulative guidance records for all transfer students.

_ _4. _ _5.

Check course credits of juniors for senior homeroom eligibility. Determine testing dates for next school year and schedule with county testing office.

JULY

(These activities should be done in early spring in schools with no summer counselor)

1. _ _2.
_ _3.

Double-check learning progress, problems and placement of all students. Counsel students and parents, particularly on special placement concerns or problems of the potential dropout (see Group Activities). Prepare special studies based on guidance data.

UII-SUGGESTED SPECIFIC GUIDANCE ACTIVITIES
This chapter is an index of specific activities suggested as a "cook book" approach to accomplishing general activities listed in the monthly calendar of events. Activities listed are intended as stimulants for the development of additional activities and are by no means exhaustive.
Objectives and outcomes for each activity are not included here due to the necessity of limiting the size of this handbook; however, to better determine the effectiveness of each activity and give it direction, specific objectives and expected outcomes should be written by the counselor before beginning.
We gratefully acknowledge the assistance lended by Gazda and Folds', Group Guidance: A Critical Incidents Approach. This book is recommended for those desiring further suggestions along the lines of this chapter.

41

Chapter Topics
PART I: GROUP ACTIVITIES WITH STUDENTS

SECTION IV:

Personal-Social Development
Parent-Child Relations Student-Teacher Relations

SECTION I:

Educational Planning Testing Planning for High School
and College Study Skills and Attitudes The School Dropout

SECTION II:

Vocational Planning Job Opportunities and Ca-
reer Planning Summer and Part-time Em-
ployment Military Service Marriage and Family Living

SECTION III: Orientation

SECTION IV:

Personal-Social Development
Parent-Child Relations Student-Teacher Relations Peer Group Relations Social Events

PART III: RESEARCH AND EVALUATION

PART I GROUP ACTIVITIES WITH STUDENTS

SECTION I: EDUCATIONAL PLANNING

Testing

Activity I:

The counselor visits classrooms before testing, usually English classes, to discuss the purpose and significance of tests and their results. These discussions could cover such items as preparing for tests, guessing, and the importance of practice. The different types of instruments available might be briefly explained, including ability and achievement tests and personality and interest inventories.

PART II: IN-SERVICE ACTIVITIES WITH PARENTS AND TEACHERS

SECTION I:

Educational Planning Testing Planning for High School,
College, or Vocational School Study Skills and Attitudes Summer School Identification

SECTION II:

Vocational Planning Job Opportunities and Ca-
reer Planning Special Government
Programs Military Service The Teenage Marriage

SECTION III: Orientation

Activity 2:

Post-test sessions include the use of a hypothetical profile with explanations of statistical terms and what they mean to the individual. An overhead projector with transparencies is helpful here. This is probably the best situation to point up the uses of test results.

Planning for High School and College

Activity I: The counselor serves as moderator of a panel consisting of admissions and financial aid officers from a state university, a community college and a vo-tech school. The topic for discussion could be "School After High School and How to Pay For It." This program could be presented to large groups such as a whole grade level or combined grade levels.

42

Activity 2: A panel made up of former students who are attending different types of post-secondary institutions might be used instead of those people mentioned above. These students could also present a different discussion such as "The Life I Lead On Campus." Matching the individual student's needs and abilities to what the college offers should be stressed.

Activity 3:

All federal programs which lend assistance to students for furthering educational goals should be presented, either in a panel or individually. These include Head Start, Educational Opportunity Grants, Work-Study Programs, and Health Professions Loans and Scholarships.

The Counselor's Sourcebook for College Planning, published by Houghton-Mifflin, may be of value to those seeking more of this type of information.

Summer School
Activities here should be designed to alleviate negative aspects of attending school in the summer since some students must go (those that fail), and some students volunteer to go (those who have the initiative and ability).
Activity I: The counselor meets with these students, probably in homogeneous groups, to assist in choosing subjects which are needed most by each student. The advantages of attending in the summer such as shorter school days and smaller student-teacher ratios should be stressed.
Study Skills
The emphasis here is on self-recognition of the problem by students with their suggestions to remedy the situation.
Activity I: A how-to-study film is shown to classes which later break down into

smaller "buzz" groups to discuss problems. A panel of students might be used to point up problems with studying and how to solve them.
Many publications are available which could be utilized here. Students might use these in developing their own guide for studying.

The School Dropout
Activity I: Activities begin with showing a film in an assembly to point up the despair and hopelessness caused by dropping out.

This is followed up with a panel discussion with grade level groups, such as all lOth graders. The panel could be made up of dropouts who have returned and made it, and possibly of those who left school and haven't been successful.

Activity 2:

Voluntary groups of potential dropouts meet and discuss the reason for their feelings and arrive at solutions to their problems including alternatives to leaving school. An examination of individual attitudes, abilities and interests should be an integral part of these discussions.

Activity 3: The fairly unique approach of utilizing former dropouts in one-to-one counseling situations with potential dropouts is also suggested.

SECTION II: VOCATIONAL PLANNING

Job Opportunities and Career Planning

Activity I:

The counselor encourages and sponsors as many professional clubs and organizations on campus as possible. These groups can have consultants or employees from related occupations speak to the club or to the school in general assemblies concerning fringe benefits, training required, retirement plans etc.

43

Activity 2: Career Day activities can be useful if well planned. Presenters should be varied in occupational areas, race and age; this will rest largely on the composition of the school population. An outline of items to be covered should be submitted early to presenters.

Activity 3: Career Day should be distributed so that students can choose which groups they wish to attend. They should be advised as to how many they can choose. Students should be encouraged to come by on a voluntary basis for further information should they desire it.

Summer and Part-time Employment

Some students will have a forced incentive for summer job hunting due to the social-economic level of the family; others may desire to work for the experience or for "play money."

Activity I:

A survey of existing jobs with local firms is posted for students' information. This survey could probably be done in collaboration with the work-study instructors (DE, DCT, etc.).

Activity 2:

An employment counselor with the state employment office or the personal manager of a local finn is invited to talk with juniors and seniors on the importance of personality factors, skill requirements, application letters and interviews in obtaining or failing to obtain employment.

The Occupational Information <;enter for Education-Industry for the Metro Atlanta Area is a good source of job information for counties in the metro area.

Military Service

A number of changes have been made in the Selective Service System and there will continue to be improvements, but it is probable that the draft is a situation with which most young men

must reckon. Drawbacks and benefits exist in most occupations; the military is no exception.

Activity I: The whole picture of military service from registering for the draft through retirement is presented to seniors and interested parents. One format might be to have a representative from the selective service begin with an overview of draft regulations and service opportunities in general. The group could then be broken down to meet with male and female representatives from each branch of the service.

Marriage and Family Living

The school plays an important role in forming students' attitudes about sex, family relationships and marriage. This is due in part to peer group influence and the significant influences of teachers and administrators.

Activity 1: For openers, the old method of dividing the sexes and talking with each in closed sessions may be effective.

Activity 2: Mixed groups may be shown films on going steady and early marriage, followed by small group discussions.

Activity 3:

A panel consisting of students who are married, going steady, and who don't prefer to go steady should be effective in stimulating a group of their peers on love, sex, marriage and dating.

Activity 4:

A student-parent panel might discuss problems arising in intrafamily relationships. This group and the one directly preceding it should be small enough to facilitate group interaction.

Activity 5:

Sex education, if taught in the classroom at all, should be led' by a regular staff member who is well trained, conscientious, liberal minded, and able to withstand adverse public opinion. The curriculum for

44

this course should be well aired for the public. Instruction should be in mixed groups and should cover the whole spectrum of heterosexual living from dating to child rearing.

SECTION III: ORIENTA TION

The transition periods in a student's school life are critical to his success. Continuity must be maintained whether he is changing school systems or enrolling at a higher grade level.

Activity I:

For the student moving from elementary to middle or junior high school, or from junior high to high school, a student handbook is most beneficial. This could be sponsored by the student council with the administration and other organizations making contributions. Items included should be pupil personnel services, school rules, student responsibilities, extracurricular activities and grading procedures.

Activity 2:

Various clubs and organizations might set up display booths in a large auditorium on visitation day to greet new students and explain their activities.

Activity 3:

For the benefit of students new to the system and those who transfer in during the year, assembly programs presented by the student government or student council on students' rights and responsibilities to themselves and to the school can be valuable. A panel of students might be used to stimulate discussion on topics such as procedures for changing existing regulations, getting involved in extracurricular activities and the organization and responsibilities of student government.

Activity 4:

Counselor aides can be most helpful in familiarizing transfer students with their new environment. Using the student handbook mentioned above, the aide offers assistance with details such as an explanation

of the floor plan of the school plant, obtaining lockers, how the school day is scheduled, when and where to pay fees, and the like. The aide might also show the new student where his classes will meet by running through his schedule with him.

Activity 5:

The mechanics of scheduling and registration occupy much of the counselor's time. However, what to take and when is important, and can approach trauma for some students, particularly younger ones.

Activity 6: Many high schools are comprehensive and have vocational, academic and general programs. For schools with "tracks" a separate handbook which explains the different programs in terms of goals and which lists course requirements for each program is useful in pre-registering new students. The counselor should meet with matriculating students in the smallest possible groups to further explain the programs and encourage those who are indecisive to request individual assistance.

Activity 7:

Prior to requiring students to make program and course selections, a panel of upper class high school and college students might discuss and explain the objectives of the programs of a comprehensive high school to classroom-size groups and give reasons for having chosen the programs they did. This could be of particular interest to students entering the ninth grade.

SECTION IV: PERSONAL-SOCIAL DEVELOPMENT

Parent-ehild Relationships

Activity I :

Small groups are formed to list gripes about the relationship, or lack of it, with parents. These are then read back to the group so that it may share in possible causes and solutions. The number of responses

45

and seriousness of the situations may necessitate a series of these meetings.

Activity 2:

Films, tapes, or role-playing are utilized to present problematic situations and to stimulate discussion. Permitting students to step into an adult's frame of reference may bring insight as to why adults sometimes react the way they do.

Student-Teacher Relations

Activity 1:

Again, techniques such as role-playing, tapes and listing problem situations can be used to stimulate interaction. Groups should be small and should consist of students and teachers.

Care should be taken to avoid "character assassination" by either students or teachers and to leave specific personalities out of the discussion.

The purpose of these sessions is to make students and teachers cognizant that each acts the way he feels. Teachers and students should also be reminded that the behavior and attitudes of others is often a result of their own behavior and attitudes toward them.
Peer Group Relations

Activity 1:

As mentioned before, peer group influence has much to do with a student's attitudes and chamcter in general. Counselors can be particularly helpful in facilitating peer acceptance of new students by identifying interests and abilities and recommending activities which are commensurate with them. This should be done when new students first arrive and should be followed by an "involvement check" from time to time.

Activity 2: Techniques mentioned in prior sections such as role-playing, tapes and

46

listing problem situations could be utilized here. It may be more difficult for a young person to reveal his more profound personal concerns in a group unless he is assured that the others share similar feelings.

Activity 3: A standardized instrument such as the SRA Youth Inventory or the Mooney Problem Check List is administered to small groups to identify the types of problems for discussions.

Activity 4:

In classroom-sized groups, students are asked to write down one or more personal concerns dealing with etiquette in social situations. Items listed may range from "how to ask for the first date," to "how to break the news to your fatherin-law-to-be." Role-playing could be of considerable value in these sessions.

PART II IN-SERVICE ACTIVITIES WITH PARENTS AND TEACHERS

SECTION I: EDUCATIONAL PLANNING

Testing

Activity 1: A meeting with new faculty members is held during pre-planning week to explain tests to be administered and their value to teachers in meeting individual needs. An actual case study using transparencies of student profile sheets can be helpful. The importance of following test manual directions is stressed.

Activity 2:

The testing program can be explained to parents at a PTA meeting. Items to be covered should include an explanation of the types of tests and their purpose, an interpretation demonstration using transparencies, a discussion of the feasibility of practicing for tests and how parents can best utilize test results.

Planning for High School, College or Vocational School

Activity 1:

If the four-year plan is utilized, this is explained in a group meeting with teachers. This session could also include an explanatory discussion of the different curricular programs offered by the school.

Activity 2:

Activity I should be of great interest to parents and could be presented at a PTA meeting. This activity might also fit into an orientation program for parents of new students.

Activity 3: Parents and teachers are informed of scholarships, college costs and admissions requirements of state and local two-year and four-year colleges by inviting representatives from these schools to present the aspects of attending college at PTA meetings. Question and answer time should be allotted after each presentation. Most of these representatives are happy to visit the public schools. This type of activity might begin as early as the 8th or 9th grade.

Activity 4:

Opportunities in post-secondary vocational education are presented in the same way as in Activity 3. Emphasis should be on removing any stigma attached to pursuing an education at this level. The importance of recognizing individual interests and abilities early so that the proper course of study can be followed should also be pointed up.

The Counselor's Sourcebook for College Planning published by Houghton-Mifflin may be a good source of information for these types of activities.

Study Skills

Activity I: A parent group is asked to determine how many hours a week their children study and where they

study. They may then be shown a film on studying. After the film they can be asked to react as to how conductive the study habits of their children are to learning and the best ways of encouraging children to study. The resource list in this handbook lists films which would be effective for this Activity.
Summer School

Activity 1:

Parents are informed, in writing if necessary, of the advantage and frequent necessity of attending summer school. This could be in conjunction with pre-registration for new classes. The important point is to be sure that parents know where the student has been in the curriculum and where he is going. A return signature from the parents may be considered requisite.

Identification and Prevention of Dropouts

Activity 1:

Mter the identification and academic grouping of potential dropouts, a special meeting of their parents might be called to familiarize the parents with what is being offered their children and what they can gain from these offerings.

Activity 2:

If possible, a modified model of behavior modification, including communication facilitators, is presented to the parents of potential dropouts and faculty members. Communications skills should be practiced in small groups led by counselor educators and others with necessary skills. Behavior modification sessions may also be conducted by experts on a consultation basis.

SECTION II: VOCATIONAL PLANNING

Job Opportunities and Career Planning

Activity 1: Parents and teachers are made familiar with available resource mate-

47

rial on occupations such as the D. O. T. and the Occupational Outlook Handbook so that they can use and encourage the utilization of this information. Again, this could be done at PTA, or a called meeting, or through a guidance bulletin.

Activity 2:

Parents are invited to attend Career Day Programs and Vocational Guidance Week activities. Parents and teachers should be made aware, through these programs, of the value of all occupational areas and not only those with "high prestige. "

Special Government Programs

Activity I:

As with occupational areas, parents and teachers are made knowledgeable about the different types of assistance (monetary, domestic and academic) available to those who request and need it. Since most federal programs of this type-such as Headstart and Upward Boundare directed toward specific populations, it would serve the counselor well to identify students from these groups so that he might disseminate information of particular interest to them. This could best be done through newsletters mailed to the parents. Teachers and parents could be informed through PTA or special group meetings.

Military Service

Activity I:

Parents are invited to attend meetings held with Selective Service or military service representatives. The program suggested for students would also serve this purpose.

Teenage Marriages

Activity I:

Parents are encouraged to attend and participate in a panel such as that mentioned under Marriage and Family Living for Students (Activities 3 and 4).

Activity 2:

An authority on early marriage, teenage pregnancy and divorce such as a judge, family counselor or school psychologist gives insight into causes and possible preventive measures. A program on these issues could be held in a general assembly of students and parents.

SECTION III: ORIENTA TION

Activity I:

The school pupil personnel services are explained to parents in a session at the beginning of the school year. This could be done at PTA meetings and in conjunction with the programs for new students.

Activity 2: At the meetings above, parents are familiarized with school and system rules and regulations, grading procedures, registration and scheduling and extra-curricular offerings. This is accomplished by the distribution of a school handbook and with the assistance of student leaders who could present the activities program of the school.

Activity 3:

If possible, all of the above are offered to new students and parents each new year and to those arriving throughout the year on an individual or small group basis. New arrivals could be allowed to accumulate for a brief period then be notified of a special orientation meeting during or after school hours.

SECTION IV: PERSONAL-SOCIAL DEVELOPMENT

Parent-ehild Relations

Activity I:

After administering an inventory such as the Mooney Problem Checklist to students, a discussion group session is arranged with a local school psychologist or educator who has expertise in child behavior. This expert would use some of the problem situations on the inventory for discussion. This

48

session is open to all parents, announced through newsletters and held during or after school hours.

Activity 2:

Another approach to the above session is to utilize a panel composed an authority on the subject, students and parents. These panel members are asked to role-play the problem situation with a reaction from the authority and the audience following.

Activity 3:

The parent-child conference is of great assistance revealing the causes of and resolving conflict situations in the home and should not be overlooked.

Activity 4: A communications skills session is offered to parents in a PTA meeting or in a special meeting at the school. This is based on Carkuffs Model of Communications Facilitators and should be conducted by an authority on the subject such as a counselor educator.

Activity 5:

A session or sessions is given to behavior modification and its applications. Again, this is best presented by an authority on the subject such as a counselor educator from a state college or university.

Student-Teacher Relations

All of the activities under the topic Parent-Child Relations could include a teacher or could be adopted to sessions with only teachers and students. Activities 4 and 5 are highly recommended for teachers and school administrators. They should probably be incorporated into the regular pre-planning activities at all schools since the concepts of both activities are of great importance to teacher effectiveness and student success.

PART III RESEARCH AND EVALUATION

School guidance personnel are frequently asked to state their purpose and prove their worth as professionals. In explaining our profession to lay

people, we have overused the excuse of not being able to measure the intangibles with which we deal daily. It may be unfortunate that we have to justify our existence, but it must be done, and with concrete information which can be read and understood by those with questions!

Evaluation and research each involve more than counting dropouts, collecting lists of college acceptances, surveying post-high school plans and reporting these data. Research and evaluation are curriculum change, modification of teacher attitudes, improved student-teacher relations, prevention of dropouts and many others. They are a result of utilizing data reports in time-consuming study and the involvement of a counselor in the school outside his office.

The following activities are suggested as some means to evaluating guidance programs through research. All have implications for the guidance program to greatly influence the total school program.

Activity I:

Emphasis is placed on comparing results of follow-up studies of graduates to curricular offerings. Hopefully, this would lend modifications when the need is indicated.

Activity 2:

The attitudes of a group of identified potential dropouts, disciplinary problems, or students with excessive absences are tested prior to group work with the counselor and again at the end of a stated number of sessions to determine change.

Activity 3:

The follow-up survey is used, along with a local job opportunity survey, to evaluate the relevance of the vocational guidance aspect of the program.

Activity 4:

Parent-child and student-teacher conferences are carefully documented to determine possible effects of counseling on academic improvement of the students, or an easing of conflict between student, parent and teacher.

Activity 5: A sampling of ninth grade students'

49

attitudes are pre- and post-tested at the beginning of their high school career and at the end of the first year to point up changes which are a result of exposure to teachers and their methods.

Activity 6:

With the cooperation of administrators and teachers, student achievement is pre- and post-tested to contrast the results between students experiencing conventional teaching methods and curriculum to that of those in classes with innovative teaching methods and curriculum.

Activity 7:

A study is made comparing the jobs, salaries, expectations, and attitudes of school dropouts to those of high school graduates. This study could be helpful in counseling with potential early school leavers and might also be useful in making curriculum modifications.

Activity 8:

Comparisons are drawn between the attitudes of students who have received personal, one-to-one, assistance by the counselor in scheduling classes and the attitudes of those students who have received little or no personal assistance, such as that done in most colleges. A different version of this study might be to use upperclassmen as "scheduling advisors" and check the outcomes. Students in either of these studies could be surveyed to determine the effect scheduling has on the counselor-student relationship, the feasibility of course selections and the opinions of students concerning their relative freedom to choose courses.

Activity 9:

The student body is sampled to determine trends of thought and behavior in such areas as religion, school and American traditions, sex, curriculum offerings; the range of topics is endless. Results could have implications for many facets of the school's operation.

UII tTHECOUN~LORmTHE ELEMENTARY SCHOOL
The purposes of this chapter are twofold. It is intended to aid counselors serving in schools housing grades 1-12 who wish to offer guidance services to the elementary grades. It will also serve to familiarize secondary counselors with the role and responsibilities of the elementary counselor.
Since a seQarate, comprehensive handbook will be available for elementary counselors, this material offers only an overview of elementary counseling. Activities and techniques included here are examples of those for grades 1-7.
For further information on materials and suggestions for guidance activities in the elementary grades, contact: Consultant, Elementary School Guidance, Guidance Services, Georgia Depart-
ment of Education, 156 Trinity Avenue, s.w.,
Atlanta, Georgia 30303.
Parents of elementary school children are, as a rule, extremely interested in the type of education their children are receiving. These same parents may often be more active in schoolrelated activities at the elementary school level than they will be at the secondary school. The counselor can extend suggestions and ideas to individual parents, groups of parents, and parent associations on preparing their child for entering school. Also, when problems do arise, the counselor can help the parents better understand child behavior and development in the numerous growth "stages" in which they progress.

50

COORDINATING ACTIVITIES AND RESPONSIBILITIES
Assessment

role playing of occupational tasks, observation of actual work situations, having access to occupational information and simulated work/job activities.

Assists in the planning and implementation of the standardized testing program.
Aids administrators, teachers, students, and parents with the interpretation of test results.
Assists other pupil personnel staff members by interpreting individual psychological evaluations to students, parents, and teachers in the counselor's assigned school.

Research and Evaluation
Prepares annual evaluation of the guidance program to continually improve the program and to keep the principal, superintendent and school board informed of guidance and its accomplishments.
Researches special activities of the guidance program to evaluate success.

Coordinates evaluation of pre-school students.
Instructs teachers in the administration, scoring, and interpreting of tests.

Disseminates information on successful activities to other counselors through direct contact or through the Georgia Department of Education.

Guidance
Develops a team approach to guidance by involving teachers, principal, and other pupil personnel workers along with other school and community personnel.

Conducts follow-up studies of students promoted from the elementary school and junior and senior high school.
Conducts follow-up studies of students who drop out of school, e.g.:

Follows established procedures in referring students to other pupil personnel staff members and community agencies.
Coordinates and participates in group guidance activities.
Cooperates in system-wide curriculum guidance efforts to prevent school dropouts.

One and two year survey of dropouts. Early identification of potential dropouts.
Uses information obtained through direct contacts or follow-ups to recommend changes in programs and curricula to meet the needs of all students.
Public Relations

Cooperates with visiting teacher/social worker Assists administrators with the interpretation

on absentee problems and potential dropouts.

of the guidance program to the public.

Vocational Guidance
Develops and collects materials for use by classroom teachers in occupation and career exploration units of study.
Assists in obtaining speakers from the working community to visit classrooms.

Accepts speaking opportunities for programs of community service clubs about guidance in the elementary school.
With approval of the principal, writes news releases to community newspapers and radio and television stations about the guidance program and guidance activities.

Assists in arranging field trips in relation to CONSULTING ACTIVITIES AND RESPONSI-

vocational guidance studies.

BILITIES

Develops positive attitudes toward work by Provides liaison between local school staff and

51

the central office in planning, implementing and evaluating the instructional program.
Assists teachers by providing specific recommendations to help children who have leaming or behavioral difficulties.
Observes child behavioral responses and prescribes behavior modification.
Assists with specific programs or ideas to help with learning/behavior problems as required by the teacher, and provides follow through as needed.
Serves as a resource person to teachers and the administration regarding current trends in methods and content in elementary school curriculum.
Assembles a professional library of guidance materials for teachers including audiovisual, magazines, pamphlets, books and related items, in cooperation with the school librarian.
Provides demonstrations of guidance learning activities and teaching techniques as required.
Demonstrates the use of current instructional material and media as requested.
Provides in-service experiences for teachers in the areas of child development, classroom management, parent conferences, meeting special learning needs of children and related instructional areas in which the child development counselor has special competencies.
Consults with parents individually and in groups concerning the developmental needs of children as they progress through their educational experiences.
Leads discussion groups relating to such topics as the culturally deprived child, methods of discipline, test interpretation, concept of readiness and related activities.
COUNSELING ACTIVITIES AND RESPONSIBILITIES
Assists students by providing positive growth experiences through individual counseling.

-with students having problems adjusting to school. -with students having learning problems. -with students having behavior problems.
Assists students by providing positive growth experiences through group counseling.
-understanding self and others. -understanding environment. -counseling with groups of students having such problems as absences, tardiness, getting along with others, popularity, making friends, appearances, achievement, etc.
ROLE-PLAYING TECHNIQUE (Grades 1-7)
This technique may be aimed at personal-social or developmental problems. It offers an opportunity for children to examine their feelings and draw on their own experiences in creating parts or roles. The actions disclosed in such situations can provide valuable insight into the attitudes and personalities of children. Role-playing is also useful in changing attitudes. The essence of the skill lies in choosing typical situations from children's lives and using these as the substance for spontaneous drama.
Example I
For an insight into their environment, the teacher may watch children as they play house or dramatize different home situations. Certain groups may be asked to dramatize mealtime, bedtime, an evening when the whole family is at home, getting ready for school, helping mother, entertaining company or some other bit of home life. The players should be arranged in groups of the same number of members as their own families at home.
Example II
Another example might be the problem many children have of getting along with friends. Two children may be having an argument which started out of range of the teacher's attention. Instead of asking the children to tell what happened, ask them to show what happened. Usually a child will start by saying, "I said to him ... and then he said to me." At this point, shift from narration to re-

52

enactment by instructing the child to say what he said as he said it and let the other reply as he had. Very quickly and easily the children will re-enact the event. The children may then be asked to reverse their roles, each taking the role of the other.
Example III
An alternate procedure for introducing role playing is to use a photograph or picture which shows children having a quarrel or shows one child crying. Any picture which contains some conflict or opportunity for emotional response can be used. Show the picture to the class, ask them what they think is occurring; then, ask certain members of the class to act out their ideas. Role playing seems to be more effective when students assume a role opposite their "normal" behavior patterns.
In the upper elementary grades, the students may deal with more specific roles such as boy-girl relationships. At this level role play tends to be more effective in small groups. The guidance specialist will assist one in conducting these small group sessions.
THE UNFINISHED STORY (Grades 1-7)
The unfinished story of a "problem" story gives each child a chance to respond to a difficulty in terms of his own feelings. This can be adapted to the proper level of difficulty and designed to meet an immediate or forthcoming situation. The responses to a problem story can be reviewed by the teacher and brought back to the class for evaluative discussion. Often, it helps to put some of the more significant solutions or comments on the board, noting both positive and negative aspects. Remember, let the children find the solution!
Example I
Carol, age nine, has been getting an allowance of 50 cents a week. She helps set the table twice a day, cares for her own room and takes care of the family Persian cat. She discovers that one of her friends gets $1 a week for doing chores and another gets $1.50 a week. (Finish the story)

Example II

Have the children complete stories started by the teacher. Giving the lead line such as, "The girl sat alone on the school bench." The teacher can instruct the class to write a story telling what happened, how the child felt and what the outcome will be.

SENTENCE COMPLETION (Grades 1-7)

Sentence completion is one of the simplest and most revealing instruments to use in the classroom. The student is presented with a series of incomplete clauses which can be mimeographed easily on a page so that spontaneous responses are quickly possible. The student is asked to finish the clause with whatever comes to mind first. Any response is accepted. Responses may be written or oral. Oral responses are more effective in the primary grades. If the responses are oral, the teacher should record them or tape the entire session.

Erasures and omISSIOns are significant. They usually mean that the situation is difficult for response and involves avoidance. Greater freedom and depth of response will be given if names are not requested, only age and sex. Tallies can be made of the replies to certain questions, and the results can be used for discussion. The discussion would help each student gain a deeper understanding of his feelings.

Example

The teacher may compose her own list including some of the following:

llike

_

I hate

_

I dislike

_

Ilove _

My parents are _

At school I like to

_

After school I usually

_

Report cards make me feel

_

53

I get worried when

_

I wish I could

_

SOCIOGRAM (Grades 1-7)
This technique is effective in discovering the interrelatedness of certain students in a class and possibly discovering why some students are not adjusting well to the classroom situation.

Example I: Vocational Role Play
The students may assume the role of the many workers in their school, family life or community.
In the primary grades students may assume an occupational role, such as the policeman or postman. The emphasis will be on the actual work of the person - what the policeman does.
In the upper grades students will be concerned with a more complex study of the occupation, and the role play will be more realistic. Their role play will depict their jobs, what they do, and the requirements of the job.

Example II: Occupational Family Technique
An example of this technique is the medical profession. A doctor, nurse, orderly and laboratory technician might come into a classroom and discuss how they work as a team. Through this technique each child, regardless of ability, can see that there is a place for him in the medical profession. Also, each member of the team gives dignity to the other, e.g., the orderly gives dignity to the doctor, and the doctor gives dignity to the orderly. The students will be able to see the importance of every member of the team.

IX-THE GUIDANCE, COUNSEUNG AND TESTING SERVICES GEORGIA DEPARTMENT OF EDUCAnON
Since the inception of the Statewide Testing Program, the structure of the Guidance, Counseling and Testing Unit has changed somewhat. Testing has now become a unit in itself and has been, for the most part, separated from guidance and counseling. The delineation of responsibilities is now as follows:

54

DIRECTOR OF
PUPIL PERSONNEL SERVICES
1----I-----II----~I~---1

COORDINATOR OF
SCHOOL PSYCHOLOGY
SERVICES

COORDINATOR OF
VISITING TEACHER SERVICES

COORDINATOR OF
GUIDANCE AND
COUNSELING

COORDINATOR OF
TESTING

GUIDANCE CONSULTANT
DISTRICTS 7 AND 9

GUIDANCE CONSULTANT
DISTRICTS 6 AND 10

GUIDANCE CONSULTANT
DISTRICTS 1 AND 8

GUIDANCE CONSULTANT
DISTRICTS 5 AND 4

GUIDANCE CONSULTANT
DISTRICTS 2 AND 3

The Director of Guidance and Counseling Services and his staff provide the following assistance to local systems.
Program Development 1. Provides consultant service to local schools interested in initiating, evaluating and expanding guidance, counseling and teaching programs.
Guidance Materials 1. Prepares and distributes materials for school guidance workers, including visual aids and bulletins on specific topics and techniques and bibliographies or other lists showing sources of materials or service. 2. Provides a professional reference service to help local schools locate and secure materials and assistance related to guidance.
In-8ervice Programs 1. Helps local schools plan in-service education programs on guidance and counseling problems and, when needed, conducts or participates in these programs for local school counselors, teachers, and administrators. 2. Cooperates with non-school agencies at the state level and encourages and assists them to do the same.

Professional Conferences 1. Cooperates with other divisions of the Georgia Department of Education or projects of concern such as workshops, supervisory conferences, vocational surveys, research, curriculum development and development of criteria for counselor certification and for coordination of pupil personnel services.
Evaluation and Research 1. Cooperates with the counselor education institutions in the State in the evaluation and improvement of counselor education programs. 2. Conducts studies and surveys on a statewide basis and encourages and assists local schools in conducting research projects such as follow-up studies surveys of pupil needs, community occupational surveys, guidance evaluation studies, use of tests for educational and vocational course selection and placement, and for identifica tion of student abilities, aptitudes, interests and achievement. 3. Work with local systems as a liaison for developing federally funding projects which have implication for guidance.
Administration of Funds 1. Supervises the state program of financial and professional assistance to elementary
55

and secondary schools for the strengthening of guidance, counseling, and testing programs.
Interpretations to Professional and Lay Groups 1. Makes presentations to service clubs, JYfA groups, high school and elementary faculty and student groups. 2. Serves on state, regional and national committees or commissions concerned with guidance counseling.
The Guidance and Counseling Unit requires each secondary school to complete the following forms each year. Since the format of these reports may change, copies of them are not included here. Questions concerning these forms should be directed to the address below.
IT-62, Number of Ninth Graders by Sex and Ability Level (by quartiles) Reporting Post Graduation Plans (Annually).
IT-63, Number of Seniors by Sex and Ability Level Reporting Post Graduation Plans (every 4 years).
IT-64, Dropout Report on Students by Sex and Ability Level and Primary Reason for Leaving.
IT-65, Follow-up of Previous Year's Graduates by Sex and A.bility Level (Annually).
These forms may be completed by the central office for the system rather than by the counselor.
IT-60, List of Expenditures. IT-61, Secondary School Students Tested.
Any school desiring assistance with any problem related to guidance and counseling should contact
Coordinator Guidance mid Counseling Services State Office Building Annex 156 Trinity Avenue, S. W. Atlanta, Georgia 30303
Since the inception of the minimum state testing program, the bulk of responsibility for coordinating activities and disseminating informatiol} on all testing, state and local, rests with the coordinator for the Statewide Testing Program.

Assistance in providing information is also given by the guidance and counseling consultants which enables the guidance services to retain some consistency of operation.
The principle duties of the coordinator of the Statewide Testing Program are as follows:
Serve as a general consultant to administrators, counselors, visiting teachers, teachers, curriculum directors and other staff members concerning various aspects of testing programs.
Plan and execute, with the assistance of the coordinator of Guidance and Counseling Services, pre- and post-test workshops.
Serve as a liaison person between the test publishing company and local school personnel.
Interpret data to the general public so that the public is made more aware of the accomplishments, needs and problems of the school.
Work with the curriculum unit of the Department of Education in assessing yearly progress or lack of progress in individual schools and systems.
Serve as chairman of the State Advisory Committee on testing.
Periodically update, revise and assess the appropriateness of the Statewide Testing Program.
Develop a procedure for releasing information obtained from the Statewide Testing Program.
Plan follow-up in-service programs to encourage thorough and proper utilization of test information by individual schools and teachers.
Work with test publishers concerning the many aspects of State level involvement in the planning, coordination and administration of a State-County Testing Program.
Prepare professional test service reports for use by test coordinators, guidance personnel, teachers, and supervisory and administrative personnel throughout the State.

56

Assist county and regional supervisory personnel in the conducting of special projects and/or research studies.
Providing detailed statistical analysis of test results and reporting these results to Department of Education staff, State Board Members, the Legislature and local counties.

Ten quarter hours in professional education applicable to the nature of the learner and psychology of learning, and/or the program and problems of the school.
Twenty-five quarter hours in guidance and counseling for the elementary and secondary school counselor.
Typical Specialized Courses
Supervised Practicum Vocational Guidance Occupational Information Individual Analysis Counseling Techniques Principles of Guidance Organization and Administration of Guidance

X~OUNSELOR CERTIFICATION REQUIREMENTS
The three levels aLwhich counselors can be certified in Georgia are as follows:
Requirements for the Provisional School Counselor's Certificate (SC-4).
The Teacher's four-year professional certificate (T-4).
Fifteen quarter hours of graduate courses designed for guidance and counseling in elementary and secondary school (these should be courses with guidance and counseling in their title).
One year of acceptable school experience.
The Professional School Counselor's Certificate (SC-5) qualifies an applicant for the position of school counselor. This certificate may be issued an applicant with a masters degree with the following requirements:
Eligibility for the four-year professional teacher's certificate (T-4).

Five quarter hours in research.
Three years of acceptable school experience, which may include one year of internship or other school experience. Questions concerning this other year of experience should be directed to the State Coordinator of Guidance and Counseling, or to the Certification Division, Georgia Department of Education.
The general policies that govern the four- and five-year certificates also govern the six-year certificate (SC-6). The pattern of courses for the six-year certificate is similar to the fifth-year certificate. Requirements include:
A professional five-year certificate in the same area as the proposed six-year certificate.
Adequate scores on the National Teacher's Examination. Standard area NTE score requirements for a six-year are as follows:
If there are additional college credits yet to be earned when the examination is taken, a candidate must achieve all three of the following score standards: combined score (Common plus Area examination) of 1225 or higher, with weighted Common Examinations total score of 550 or higher and Teaching Area Examination score of 625 or higher.

57

If all required college work is completed before achieving the required scores, a candidate otherwise eligible must achieve all three of the following NTE scores: combined score (Common plus Area Examination) of 1250 or higher, with weighted Common Examination total score of 550 or higher ancl teaching Examination score of 625 or higiif'f.
Applicants who are unable to complete the standard area and the Common section of the NTE because there is no area examination in their field shall be able to meet one of the following requirements:
When advanced area of GRE is available, verify having made (a) a score of 550 or higher on the Commons Section of the NTE with (b) a combined score of 1125 or higher on the advanced area GRE or when no advanced area of Graduate Record Examination is available, verify having made one of the following score standards:
For a Six-Year Certificate, two years of approved graduate study and one of the following specified scores on the National Teacher Examinations are required.
If there are additional college credits yet to be earned when the examination is taken, a candidate must achieve all three of the following score standards: combined score (common, plus nearest related Area Examination; for example, Driver Education, Health and Physical Education, Distributive Education, Business Education or Economics) of 1225 or higher with weighted Common Examination total score of 550 or higher, and Teaching Area Examination score of 625 or higher.
If all required college work is completed before achieving the required scores, a candidate otherwise eligible must achieve all three of the following NTE scores: combined score (common, plus nearest related Area Examination; for example Driver Education, Health and Physical Education, Distributive Education, Business Education or Economics) or 1250 or higher, with weighted Common Examination total score of 550 or higher, and Teaching Area Examination score of 625 or higher.
58

X I-PROFESSIONAL ORGANIZATIONS
Organizations exist at national, state and local levels for furthering professional growth and responsibility by developing leadership in the profession, preparing professional publications, uniting personnel for a common purpose and working to improve Georgia schools through sound legislative programs, among others. Since most of these require dues and are numerous, it may be wise for the counselor to join only those organizations which he can support well, monetarily and professionally. Organizations which may be of assistance to counselors and to which a counselor may contribute include:
American Personnel and Guidance Association (APGA)
Georgia Personnel and Guidance Association (GPGA)
Georgia School Counselor's Association (GSCA)
National Education Association (NEA)
Georgia Association of Educators (GAE)
Most of these organizations exist at county or district levels.

XII-RECOMMENDED RESOURCE MATERIALS
Selected References
Since many publications are dated almost as soon as they are published, no attempt has been made to list resources in great numbers. Those listed here are periodically updated and are recommended for a minimum guidance program.
1. Guidance for Georgia Schools SeriesGeorgia Department of Education
Guidance Handbook for Parents The Classroom Teacher and Guidance The Principal and the Guidance Program Selection and Use of Standardized Tests Student Analysis Service Group Guidance In School Organized Guidance Programs The Orientation Service Guidance: Functions and Service The Follow-Up Service The Placement Service In-Service Education in Guidance for Schools The Counseling Service
2. Local System Handbook
3. School Handbook for Students
4. American Universities and Colleges, Washington, D.C., American Council on Education
5. American Junior Colleges, Washington, D.C. American Council on Education
6. The College Blue Book, Box 311, Yonkers, New York

7. Directory-Georgia Colleges and Vocational-Technical Schools, Georgia Educational Improvement Council, Room 656, Seven Hunter Street Building, Atlanta, Georgia 30334
8. Georgia Scholarship Guide, Georgia Educational Improvement Council, Atlanta
9. File of College Catalogues
10. Dictionary of Occupational Titles, U. S. Dept. of Labor
11. Occupational Outlook Quarterly, U. S. Dept. of Labor
12. The College Handbook, College Entrance Examination Board, New York: 1969
13. Lovejoy's Scholarship Guide, Simon & Schuster, New York
14. Guidance Monograph Series, HoughtonMifflin Co.
1. Organization and Administration II. Counseling III. Testing
15. Facing Facts
-About the Two-Year College -About Your College Career -About College Admissions -Career Opportunity for the High School
Graduate -About Choosing Your Life's Work-Pru-
dential Insurance Co. of America, Box 36, Public Relations Dept., Newark, New Jersey 07101
Film Strip List
Listed are the titles and publishers of film strips which may be requested from the Guidance, Counselins and Testing Unit of the Georgia Department of Education. Please request the
mm strips by title and publisher.
SVE Educational Film Strips
Who Are You? What Are Job Families?
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What Is A Job? What Do You Like To Do? Why Study? Listening and Reading Skills
Popular Science
Manners Mean More Fun Parents Are People Too Keeping Myself Healthy & Safe To Have A Neighbor Be A Neighbor If It Isn't Yours Getting Along with Brothers & Sisters So Your Budget Won't Budge When Are We Ready for Marriage? Is There A Typical Family? Are You Adaptable? So You Want A Summer Job
McGraw-Hill Book Company
Can You Afford This Date? Money for Further Education So You Want to be Independent Who Are Your Ideals? Why Should I Care How He Feels? Getting the Most Out ofHigh School By Their Speech Ye Shall Know Them Status Seeking Anxiety Getting Along With Your Family So You Are Not Just Like Everybody Else Enriching Your Life: Appreciate/Create Intelligence? Let's Disagree-Together Personality and Physique Finding Out About A College Building Self-Confidence
The following film strips have accompanying record albums.
Guidance Associates
You and Your College Boards Your Future in Elementary School Teaching An Education in Engineering and Applied
Science The Urban University When You Visit A College Your Freshman Year At College Choosing A College The Liberal Arts College How To Read A College Catalog
60

The Role of the Counselor in the Secondary School
If You're Not Going to College Getting into College if You're an Average
Student Your Future in Nursing The Classroom Revolution A New Look at Home Economics Careers The Second Time Around-Who Should
Transfer, When and Why? Who Should Go to a Community College Your First Year in High School Should You Go To College Dropping Out: Road to Nowhere Selecting Your Second Choice College-
Reducing Multiple Applications Getting and Keeping Your First Job Failure: A Step Towards Growth Preparing for the World of Work Sex: A Moral Dilemma for Teenagers Testing: Its Place In Education Today The Tuned-Out Generation An Overview of Technical Education Your Job Interview Tobacco and Alcohol: The $50,000 Habit How To Succeed In High School-By Trying Yo u and Your College Entrance Exams
(Second Edition, Completely Revised) Think of Others First West Point And They Lived Happily Ever After: Under-
standing Teenage Marriage High School Course Selection and Your
Career Hung Up on Homework? Look About You (Elementary) Listen- There Are Sounds Around You
(Elementary)
As They Grow/Elementary Guidance-New Dimensions in Meeting Pupil Needs
Engineering Technology
Collegiate Education for Business-Babson A New Horizon: Careers in Food Service Jobs for High School Students Your Job Interview The Collegiate Nursing Program Preparing for the Jobs of the '70's Choosing Your Career
What Should You Know Before You Go To Work
Babysitting (Part I: The Job, Part II: The Kids
Testing, Testing, Testing Places To Go

People We Know John Henry The College Dropout-Six Out of Every Ten Four Who Quit Somebody's Cheating I Wish I'd Known That Before I Went To
College Liberty Street-One Way? Sex Education U S. A. You're More Than A Score- The American
College Testing Program The Cooperative Way To A College Education
Guidance Associates New Film Strips
Stimulants LSD: The A cid World Psychedelics Drug Threat: Your Community Response Sedatives Narcotics Marijuana: What Can You Believe? Masculinity and Femininity You and the Law Your Personality: The You Others Know Everything But . .. The Alienated Generation Love and Marriage The Exploited Generation The Effective Teacher: Family Life and Sex
Education Family Planning Today Dare To Be Different The Effective Teacher: Drug Education Veneral Disease: A Present Danger Beginning To Date Sexual Values In Society Learning About Sex
(First Things: Sound Filmstrips for Primary Years) Guidance Associates
Guess Who's In A Group? Who Do You Think You Are? What Happens Between People? What Do You Expect of Others?
(Job Attitudes) Guidance Associates
Trouble At Work A Job That Goes Someplace Liking Your Job and Life

Edue-Craft (Pre-Vocational Film Strips)
Mail Delivery Dairy Product Delivery Wally, The Worker Watcher The Newspaper Boy The Junior Homemaker Electrical Services Gas and Oil Services Telephone Servicers What Else Do Fathers Do? Just What Do Mothers Do? It's In Your Hands
Field Enterprises Educational Corporation
CAREERS - Nursing
16 mmFilms
Mike Makes His Mark Man On Third
New Film
Guide to Financial Aid
Eye Gate Filmstrips (Elementary) (Complete with reeord and filmstrip)
Little Things That Count We're Growing Up Me, Myself, and I Oaktree
(Filmstrip only) Good Manners At The Movies Good Manners When Visiting Good Manners On The Street and In Public Conveyances Good Manners At Home The Red and Blue Top Do's and Don'ts In Good Manners Table Manners Getting Along With Friends Boy Meets Girl Getting Along With Yourself Growing Up Work and Play A t School Likes and Dislikes We Have Good Manners Getting Along At Home The Boy Scouts and other Groups School Days

61

Tapes
Counseling the Underachiever, Dr. Richard Kicklighter, State Department of Education. October 26, 1967.
SIDE 1 Education, Children, and Tests, Dr. George Gazda, University of Georgia. SIDE 2 Group Guidance, Dr. Wayne W. Antenen, University of Georgia. 1967 Dalton In-Service Meeting.
SIDE 1 Group Counseling Processes, Dr. Walter Johnson SIDE 2 Question and Answer Sessions, Dr. Walter Johnson 1968 State In-Service Meeting, Augusta.
Behavioral Counseling. Dr. John Krumboltz, March 1, 1968.
Vocational Counseling in the Junior High School, Miss Eleanor Monroe, Rome City Schools, October 26, 1967.
Counseling the Underachiever in Junior High School, Miss Eleanor Monroe, Rome City Schools, October 26, 1967.
Counseling with Parents of EMR Students, Dr. Andrew Shotick, University of Georgia, October 26, 1967.
Explaining the Slosson Intelligence Test, Slosson Educational Publications.
Group Counseling, Dr. George Gazda, University of Georgia, October 27, 1967.
Test Interpretation in Junior High, Dr. George Gazda, University of Georgia, October 27, 1967.
Group Counseling, Dan Fowler, Central State Hospital, October 27, 1967.
Speech presented by Dr. Franklin Shumake, Director of Pupil Personnel Services, Rockdale County. Banquet for Pupil Personnel Workers, Bibb County, October 26.
Speech presented by Dr. Viktor Frankl at Georgia State College, Atlanta, Georgia, February 26, 1968.
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Love in the Classroom, Dr. Leo Buscaglia, Dir., Learning Disabilities Program, University of Southern California.
XII LNNOVATIVEPROGRAMS '- AND CONCEPTS
It is felt that professional activity is necessary in order to remain current in theory and practice. This chapter has been provided so that you, as a school counselor, may have the opportunity to share with your colleagues examples of your professional activity which you feel have merit. This work may be in research, existing programs, planned programs or evaluation. Such reports may be submitted for possible publication to the Guidance and Counseling Unit, Georgia Department of Education.