xt7wwp9t4x9g https://exploreuk.uky.edu/dips/xt7wwp9t4x9g/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1964-04 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Guidance Services in Kentucky's Program of Education", vol. XXXII, no. 4, April 1964 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Guidance Services in Kentucky's Program of Education", vol. XXXII, no. 4, April 1964 1964 1964-04 2022 true xt7wwp9t4x9g section xt7wwp9t4x9g 0 Commonwealth of Kentucky 0

 

 

 

 

 

 

 

 

 

 

 

EDUCATIONAL
LANN 1N6

 

 

 

 

 

 

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Pubhshed by
DEPARTMENT OF EDUCATION

 

 

 

 

 

 

 

Entered ISSUED MONTHLY .
F? SGcond-class matter March 21, 1933, at the post office at
POSTMA ankfort, Kentucky, under the Act of August 24, 1912.
LETIN thER: Return undelivered copies of EDUCATIONAL BUL-
ankfort RommonWealth of Kentucky, Department of Educatlon,
’ entucky 40601. RETURN POSTAGE GUARANTEED.

VOLXXXII APRIL, 1964 No.4

 

 

 

 

 

 

 

  

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 FOREWORD

Guidance is essential in any sound educational program. \Vhile
guidance responsibilities are shared by the home, school and com-
munity, the school has a major responsibility for providing adequate
Ellidancc services for all its pupils.

To (levelOp a good program of guidance services, all school person—
nel should have a basic understanding of guidance and of the role of
$0u11seling ill a guidance program. Those responsible for administer-
ing the pl‘Og‘ram should acquaint themselves with the techniques and

Procedures for developing and improving a program of guidance
services.

11f is. hoped that the suggestions contained in this bulletin for
estabhshmg and impl‘OVing guidance services will be of assistance to
3011001 PBI‘Somiel throughout the State.

HARRY M. SPARKS
Superintendent of Public Instruction

 

 

 

 

 

 

 

 

 

   
  
   
  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
 
  

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 ACKNOWLEDGMENTS

This bulletin is a revision of “Guidance Services in Kentucky’s
Program of Education,” published in September of 1958. Appreeia—
tiou is expressed to all those who made possible the publication of the
first bulletin. The following people deserve special recognition for
their excellent contributions in revising the bulletin.

Mrs. Frances Adams, Counselor, S. Marshall High School, Benton
Warne Ashley, State Department of Education
Billy Braden, State Department of Education
Dr. Edward F. Brunner, Murray State College
Dr. William Carse, lhiiversity of Kentucky
Mrs. Ann Couey, Counselor, George Rogers Clark High School,
Winchester
Juanita Dickson, Counselor, North \Varren High School,
Bowling Green
Warren Featherston, Counselor, Lafayette Sr. High School,
Lexington
Ben X. Freeman, Louisville Public Schools
Mrs. Ruth Fuller, \Vestern State College
Lurene Gibson, Western State College
Joe D GOI‘mley, Counselor, \Voodford County High 80110017
Versailles
MI‘S. Ruby Gunn, State Department of Education
Mary Hills, Counselor, Bristow High School, Bowling Green
MI'S. Mary K. Hoskins, Counselor, Lafayette Sr. High School,
Lexington
Charles E. Hurt, Counselor, Brodhead High School, Brodhead
Jaclr Lawson, Counselor, Lafayette Sr. High School, Lexington
Lyme Martin, State Department of Education
Clill‘enee Musgrave, State Department of Education
Dr": CUl‘tis Phipps, Georgetown College
fielth Powell, State Department of Education
fury F' PIT/Se, Eastern State College
$26131?“ Royalty, Counselor, Leestown Jr. High School, Lexington
Dr. 1%30‘1‘ dish, Counselor, Danville High School, DanVIIIG
Cleve (T1111 eSSIneer, Murray State College . .
Mrs M 0.11‘1518, Counselor, Bourbon County High School, Parrs
" algaret \Vatson, Counselor, Paducah Tilghman High

3011001; Paducah

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

   

Glenn \Vhite, Counselor, Southern Jr. High School, Louisville

Mrs. Ruth \Vhitc, Counselor, Durrett High School, Louisville

Jean \Vhitncy, Counselor, \Varren County High School,
Bowling Green

Dr. Jane \Villianison, Morehead State College

To the staffs of the following high schools and agencies for their Forewm
cooperation in 111aking possible the pictures in this bulletin, goesa Ak

. . l

word of apprcc1at1on. C no“

Bourbon County High School, Bourbon County Schools Section
Child Guidance Clinic, Lexington, Kentucky

Jessie Clark Jr. High School, Fayette County Schools

Dunbar High School, Lexington City Schools

DuPont Manual High School, Louisville City Schools

Lafayette High School, Fayette County Schools q ‘
Oldhain County High School, Oldham County Schools ““1011

Appreciation also is expressed to: Mr. James Hudson, State De-
pa1t1nent of Education for photographical se1vices; Miss D01ma
Phipps, student at C1901 uetown College for the art W01k;l\lr.llola11l
Sebastian, Assistant Di1ector, Division of Guidance Se111ces,f0lhl1
assistance on va1ious pa1ts of the bulletin; and M1s Ruth lllchallll
and othe1 me1nbe1s of the clerical staff for thei1 contr-ibutions

Kearney Campbell, Director
Division of Guidance Serwccs Sectitm

 

  

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Louisville
311001,

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TABLE OF CONTENTS

Page
Foreword
Acknowledgments
Section 1 Nature and Meaning of Guidance ................. 9
Focus and Purpose .......................... 10
Basic Principles Underlying Guidance Services. . . . 12
Planned Program of Guidance vs. Incidental
Guidance ................................... 13
Section 2 Organization and Administration of Guidance
Services ...................................... 15
Planning the Guidance Program ................ 17
Orientation of the Faculty of Guidance ........ 17
Organizing the Guidance Program .............. 19
Beginning the Guidance Program ............. 20
Roles of Personnel in the Guidance Program. . . . 20
Coordination of Guidance Services at the
School District Level ........................ 23
Section 3 Individual Inventory Service ..................... 25
Securing Pupil Data ........................... 27
Interview ................................... 27
Anecdotal Records ........................... 27
Autobiography .............................. 27
Health Record .............................. 28
Sociogram .................................. 28
Rating Scales ............................... 28
Pupil Personal Data Blank ................... 29
Tests and Inventories ........................ 29
Initiating a Testing Program ................. 29
Selection of Tests and Inventories ............. 30
Administration and Scoring .................. 31
When to Administer Tests ................... 32
Recording TeSt Results ...................... 34
Recording Pupil Data .......................... 35
Form and Contents .......................... 35
Location of Cumulative Records .............. 36

Using Cumulative Records ...................

37

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

Sc( t1on 4 Information Service

’l‘ln‘onlei Regular Classes

Education Information ......................

()tliei Intoimation \eeded l1) Pupils

001 1111at101111l lnlo111111t1011

Se11111ng1 and 1\laint11ininc1 Educational,
(lccupational and Personal Adjustment
[11101 1111111011 ......

Makiin1 1111011111111011 A\ 1111111111 to Pupils

Section 5 Counseling Services

Counselor Competencies .....................--
The Counselor 111 The School ..........-I

Section 6 Placement and Follow—up Services
Placement ....
Pla1e111ent Within the School
Placement: 111 Specific Courses
Placement 111 Co—Curricular Activities
Placement 111 Advanced Education . . . . . . .

Placement 111 the Occupational Field .........

Follow- Up
Purposes of the School in Pollouving Up
1* 01mer Pupils
Specific Outcomes of \Vell— Planned and
Executed Follow—Up Studies

General Procedures .......
. Y _ ) ' ”y...
Deuces for Follow-Up of Former luplls'

Section. 7 Group Guidance Procedures

()1 <1a111/11t1011 £01 G1 oup Guidance .........
Content and Techniques of Group Guidance. .
Personality and Social Development

Educational Planning
Vocational Choice

Section 8 Orientation Procedures
Methods of Orientation

Section .0 Using School and Community Resources

Community RCSOUI ces

()1-1Iupali1111al and Educational Information

School Resources ...........................

1“";

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39

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Section 10 Evaluation of a. Program of Guidance Services ..... 82
Check List for Appraising the Program of
Guidance Services .......................... 82
Appendixes ............................................... 87
A Sample Outline for An Autobiography ......... 89
B Cheek List for a Successful Testing Program. . . 90
0 Representative Standardized Tests for Use at
Various Grade Levels ..................... 91
1) List of Some of the Major Test Publishers
and Distributors .......................... 95
E Outline for Studying“ an Occupation .......... 96
F Sample Form of Questionnaire for Use in
Follow-Up Studies of Former High School
Students ................................. 97

 

 

 

 

 

 

 

 

    

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 SECTION 1

NATURE AND MEANING OF GUIDANCE

The goal of guidance in the school is consistent with the goal
of education; namely, the development of mature, productive, self-
reliaiit and happy people, That an effective program of guidance
services is indispensable to the achievement of the goals of educa—
tion is a basic point of view contained in this bulletin.

Educators, parents, and other lay people are solidly united in
aconnnon recognition of the need to provide a means for boys and
girls to systematically acquire assistance in dealing with persistent
Problems that occur with growing up. There is also a growing
fl‘01ng that provision should be made in the curriculum for students
to have contact with a person who has responsibility and time for
“331$ng them in all aspects of their development. Out of these
concerns the inclusion of guidance activities, under the professional
leadei‘ship of specialized personnel, is becoming recognized as a
1106953313“ phase of an adequate school. The following statements
strong-1y support this belief:

Yet it would not be too much to say that on the success or failure
0:0111‘ guidance program hangs, in all probability, the success or
failure of our system of public education—James B. Conant1

To §Chieve these things (the objectives of the schools) for
every Child, the schools must have an effective program of guidance
and counseling in preparation for the world of work.2

'1‘ - ' . . . .
l1? iationale for a well planned program of guidance activities

is (lQI‘V r . . . _ ,
1‘ 0d fi om the tollowmg principles, namely:

1‘ that individuals are different from one another as to capabilities,
alptltudes, interests, needs, and desires.

2‘ that the school has the obligation to provide for all pupils re—

gardless of their social or economic status.

t - . . ,
hat guidance is a continuous process that every experience

fin individual has influences, to a degree, his perception in solv—
mg problems

i J. W
HarvarldLURmthy and B. A. Roens, Guidance of American Youth,
3A niverSity Press, Cambridge, Mass, 1950, Foreword.

6port to the P ' . .
f reSident—Th c _
erence on Education, April, 155g0mmittee for the White House on

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4. that guidance does not propose to prescribe solutions, but, rather,
tries to assist individuals to arrive more intelligently at satis-
factory solutions.

Too ot't en the meaning ol,’ guidanee is limited to certain services
or to fragments of a guidance program rather than a progrnmnt
activities designed to aeeomplish desired results. Some of thennnl
misinterpretations are that “guidance” is synonymous with “good
teaching”, “a testing program”, “cumulative records”. “eonlnel-
iug”, “remedial teaehing”, “grouping for instruction”, “itlentityin
and working with the maladusted”. “providing for exeeptionaldlit

v . . ’d . - ' x } ' 17
dren", “vocational guldanee” or ‘adVIee and dilution.

, . i . - 7y ‘ ‘ s '1 ._
The nebulous “everything that is good is guidance, d