Counseling and Guidance in the Schools: Three

This book describes three guidance programs which have a solid conceptual foundation and have been field validated through extensive and successful use in school programs across the country. The first chapter presents "The Comprehensive Guidance Program Model " by Norman C. Gysbers. This guidance program model reintegrates guidance into the curriculum and redefines the counselor's role and duties in the context of the overall guidance program. This program aims to set up a guidance curriculum to integrate the work of school counselors into the educational mainstream. The second chapter presents "The Teacher Advisor Program" by Robert D. Myrick and Linda S. Myrick. The assumption behind this program is that each student needs a friendly adult in the school who knows and cares about him or her in a personal way. The advisors help their advisees deal with the problems of growing up and getting the most out of school. The third chapter presents "Invitational Learning for Counseling and Development " by William W. Purkey and John J. Schmidt. This program seeks to redress the forbidding school climate by reconstituting the entire school (people, places, policies, programs, and processes) so that every aspect serves to "invite" students to learn by respecting them encouraging them, and validating their unique importance and possibilities. The fourth chapter "Putting It All Together " by Garry R. Walz summarizes the three programs and focuses on their combined use. The three monographs which are devoted to each of these approaches are cited in the bibliography. (ABL) Reproductions supplied by EDRS are the best that can be made from the original document. ti