Describes a mandatory assessment process for school counselors that was part of Mississippi's Education Reform Act of 1982. To investigate the influence of the assessment process on counselors' professional identity, counselors (N=65) throughout Mississippi were surveyed. Results are reported. (TE)

In study of the induction process for school counselors new to the profession, 40 novice school counselors completed the Conditions for Professional Practice: Counselor's Perceptions questionnaire. Results suggest that primary mode of induction used for counselors in schools could best be described as "sink or swim." Novice counselors…

Presents suggestions on the development of a support system between school counselors and their co-workers. It is suggested that counselors work to identify staff needs and develop positive public relations as well as performing efficiently to meet annual goals. (JAC)

Describes development of a countywide professional development program for school counselors in which these topics are covered: group counseling, substance abuse, issues of divorced and blended families, significant loss, children of alcoholics, student motivation and the educational climate, career guidance and assessment, ethical and legal…

Describes a time analysis procedure which provides school counselors with one source of accountability information (enumerative data) which can be used to determine the range and extent of guidance and counseling services they provide. Discusses various steps in implementing a time analysis procedure: identifying services; devising coding system;…

Presents evaluation of countywide professional development programs for school counselors. Surveyed program participants (n=128) and counselor supervisors (n=75). Results indicated the programs had positive effects on counselor who approved of all of the components of the program; counselors' supervisors described changes brought about by their…

Presents series of questions and answers about attending professional conventions, conferences, and other meetings. Responses are designed to challenge readers to think about their own efforts for including conference attendance as a part of their professional and personal development. (NB)

Discusses the increased need for school counselors to document their achievements and demonstrate their competencies by compiling and maintaining a portfolio. Recommends the use of portfolios for school counselors, outlines methods for developing them, and suggests a variety of uses for them. Includes appendix outlining portfolio contents. (KW)

Presents a reading guide for school counselors interested in providing counseling services for families. Provides a brief description of and rationale for each listing as a meaningful supplement to professional reading and development. (Author/ABB)

Surveyed 148 New Hampshire school counselors regarding the need for professional development. Results indicated counselors had a desire and need for greater communication, contact, and liaison with other counselors and professional personnel. Describes the use of a workshop to develop the needs assessment survey. (JAC)

Presents questions and answers about the history of school guidance to enhance counselors' professional perspective. Offers additional resources about the history of the school guidance movement. (ABB)

Notes that school counselors engage in varied experiences, challenges, and innovative strategies, yet few write of these experiences for publication. Presents annotated bibliography of resources to help counselors begin writing for publication. Classifies 16 annotations under three headings: Attitudes that Are Formative, Business Tips that Work,…

Addresses the need for more data on the ethical and legal issues confronting school counselors. Many of the 165 school counselors they surveyed exhibited more awareness of their professional codes of ethics as compared to their knowledge of statutes. Counselors also must carefully consider the ethics involved in dual relationships. (RJM)

Questionnaires were mailed to public school counselors to examine the latter's state of supervision. Although 63% of counselors desired supervision, only 20% were being supervised. This lack of involvement by counselors may indicate confusion in an evolving profession as well as the profession's ambivalent feelings toward supervision. (RJM)