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DOCUMENT RESUME ED 167 9410 CG 013 403 AUTHOR Walz, Garry R., Ed.; Benjamin, Libby, Ed. TITLE New Imperatives for Guidance. - INSTITUTION ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, pich. SPONS AGENCY National inst. of Education (DHEW), Washington, D.C. PUB DATE 78 GRANT 400-78-0005 NOTE 503p.; Parts are marginally legible due toprint quality AVAILABLE FROM ERIC/CAPS, 2108 School of Education, The University of Michigan, Ann Arbor, MI. 48109, $8.50 EDRS PRICE MF02 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Career Development; *Counseling; Counseling Programs; *Counselor Role; Counselors; Educational Practice; Elementary Secondary Education; *Guidance; Guidance Programs; Higher Education; *Pupil Personnel Services; Student Personnel Services IDENTIFIERS Information Analysis Products ABSTRACT Many complex issues and imperatives face those individuals responsible for the development, maintenance and functioning of guidance, counseling, and pupil/studentpersonnel services in today's educational institutions. The role of tha counselor is critical and deals with a variety of areas suchas (1) life/career development concerns of studentS;(2) development and evaluation of systematic guidance programs both in urban and rural settings; (3)research in guidance;(4) elementary guidance and parent education;(5) programs for minority students; (6)career iesource centers and the use of computer-assisted information delivery systems; and (7) sex-fair counseling programs andpractices. (HLM) 0 ***************************************************************,******** * Reproductions supplied by EDRS are the best that can be made * * from the original document. **************14******************************************************* a NEW IMPERATIVES FOR GUIDANCE .k_ Garry R. Walz and Libby Benjamin, or Editors "PERMISSION 10 ,REPRODUCETHIS MATERIALIN MICROFICHE ONLY HAS PEEN OR ANTED 13', U S DEPARTMENT OF HEALTH. EDUCATION WFLFARE %NATIONAL INSTITUTE OF TO THE EDUCATIONALRESOURCES EDUCATION INFORMATiON CENTER (ERIC) AND THIS DOCUMENT HAS BEEN REPRO- USERS OF THE' ERIC SYSTEM OUCEO EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATE() 00 NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY ERIC Counseling and Personnel Services Clearinghouse 3chool of Education The University of Michigan Ann Arbor, Michigan ti TABLE OF CONTENTS Page editors' foreword i 1 career guidance at the crossroads 1 Nor 111t111 C. Gysbers 2 developing exemplary guidance programs 30 Robert E. Campbell 3 research in guidance 63 Edwin L Hen 4 the design, development, and evaluation of 113 systematic guidance programs Anita M. Mitchell 5 guidance and counseling today and tomorrow: 149 our nation's rural and small schools Harry N. Drier and James Al tschuld 6 elementary guidance: a close encounter of 185 e new kind Billie P. Jackson and Lea B. Reeves 7 the counselor's new challenge: parent education 225, Rasamma Nyberg 8 at the roots of counseling Minorities: a need .263 for cross-cultural programming Robert L. Clayton 9 career/life counseling for liberated people 291 Peggy Hawl'y 10 careers by special delivery 327 Jo Ann Harris Bowlsbey 11 career resource centers 375 Thomas J. Jacobson 12 counselors on the bubble 421 Garry R. Walz and 1.ibby Benjamin 13 personal perspectives past and present 455 C. Gilbert Wrenn FOREWORD An imperative is defined by Webster as something, "not to he avoided Or evaded." Many imperatives exist for' contemporary guidance-- issues:and concerns which can be avoidedor evaded only at our peril. We even know what most of them are.,Ask counselors what they believe must be done in guidance and they will quickly compile a list of impressive proportions. Ask counselor educators, and they will shower4you with needs for new training resources. Ask supervisors or directors of guidance, and they will immediately respond with a host of needed program initiatives. These perceptions of guidance leaders and practitioners are invaluable. What we need, however, is to go beyond awareness: We need to identify steps that we can take to turn the imperatives into action. As originally envisaged, this puplicationwas to be a basic resource for the New Imperatives for Guidance conference forstate supervisors and directors of guidance, jointly sponsored by the ERIC Counseling and Personnel Services Clearinghouse and the American Personnel and Guidance Association. Planned to contain a few chapters that identified imperatives in different guidance areas, the document underwent a transition as we began discussing our thoughts with people about the country. "An imperative itself." "Terrific idea- but you must include recommendations for action." "What you are planning is great, but it should include more imperatives." And so:it went. People were excited, turned on, feeling that this publication could provide direction for our profession. Our consultants agreed that the book (notice that it was no longer merely a resource--it had now become a book) should identify imperatives in,critical guidance areas, explore the state of our knowledge regarding the imperatives, provide program and practiceexamples of current efforts to achieve them, and end with hard-hitting recommendations for action for each constituency of our guidance foursome--counselors, counselor educators, guidance directors, and state supervisors. There was broad consensus that the volume should leave readers-with clear vision as to what they could be doing now to insure that new imperatives in guidance would no longer be avoided or evaded. We gulped. We proceeded. A modified dephi survey helped us to narrow the areas of focus into a feasible number. We spent many hours planning what these final topics should be. We had good rationale for including at least twenty chapters. We fantasized the ideal, then dispiritedly counted our pennies--financial prudence demanded something much shorter. We reviewed needs and concerns, considered what would make the book useful to many publics, and explored author availability. This present work is the result. Knowing your itinerary in advarr.e can make the journey more enjoyable and rewarding. The following brief syriopsis of the chapter contents should help you anticipate'the reading pleasure that awaits you. Guidance today is at a crossroads, and in the first chapter . Norm Gysbers traces its development from an ancillary, crisis- 47 oriented service to a comprehensive developmentalprogram based on personal and societal needs. The focus is on life career development, and the need for comprehensiveprograms that deal with developmental concerns and needs ofindividues throughout the life span. Bob Campbell then outlines the rationale and criteria for establishing, guidance programs that respond to lifelongde,yelopmental needs, lists examples of exemplaryprograms, suggests major resources for learning about these and othernew proyrams, and reviews adoptidn considerations. While guidance is advancing its contributionsto clients, it must also expand and strengthen theresearch base from which guidance practices are derived., Ed Herr focuses inon the need for guidance research, suggests "must"areas in which research should be undertaken, presents knowledge generalizationsgrowing out of existing research, and proposes ways guidancepersonnel can - put research findings to use. Progrbms and practices of worth should be open to scrutiny, which means evaluation, which, in turn,means systematic planning. DiSpelling some of the myths thathave tended to discourage a systematic approach to guidance., Anita Mitchell makesevaluation look easy as she suggestsways guidance personn'el cap plan; t iii structure, implement, and evaluate prpgrams with a view toward moving the prcfession toward accountability. These first four chapters provide the basis for those that follow. From the generalized overview bf where the profession stands today, of what the criteria for effective guidance progris are, of how research can contribute to guidance, and of how we can go about program development systematically, we move to snecific kinds of programs that are targeted to theAds of special groups.. Our first areaof.e>asisis rural- and. small schools. Rural communitiesreally, diverse groups of people with widely differing social and economic characteristics, possess many strengths, but their limitations cause them to have very special kinds of needs. Harry Drier and Jim Altschuld outline some of the issues that need to be addressed in order to provide systematic-guidance services for those who live in rural America. Bil lie Jackson and Lea Reeves present a chapter on elementary guidtnce, analyzing the features common to effective elementary guidance programs and the problems frequently encountered in attempting to develop. or implement them. Included is a map which c,provides a graphic description of the numbers and distribution of elementary counselors in our country. Associated with"the elementary focusis concern for parent education. Rasamma Nyberg reviews for us the steceof the art of parenting, examines the relationship of the school counselor to iv training for effective parenting, and stresses the need for school guidance departments to help parents with their counseling skills-- listening, advising, and understanding. Minority groups are gaining increasing and well-deserved attentipn from the guidance profession. Calling for change that can "make a difference," Bob Clayton reviews current