Pupil personnel services and student personnel services are compared on organizational patterns, professionalization problems, and relationship to counseling. Future prospects for both services have inherent promise. (Author)

Contains 3 contributions: Conference Report" (conference on child motor development sponsored by AAHPER and NAEYC), A Real Look at the Young Child," and What Movement Means to the Young Child." (AN)

Adjusting our scholastic system to give students time off from institutionalized instruction for 3 or 4 years of government employment between completion of high school and entering college. (IR)

The director of the Program on Humanistic Education at the State University of New York at Albany argues that the continuing attempt to discover 'divine and golden images' and to draw forth the 'good and honorable man' is the mission of Humanistic Education." (Author/AA)

This is a dialogue concerning curriculum change to heighten individual development, to teach people to be people and its implications for the counseling field. (KH)

Emphasizes the need to view adolescents and adults as an interacting unit and to avoid overspecialization of social services aimed at particular age groups. Programs should be restructured to increase youth-adult interaction, giving them more decision-making power, and also more responsibility. (NH)

Sections of the review are: the frustration-aggression paradigm (punitiveness, rejection, and restrictiveness); the modeling paradigm; the influence of norms and reinforcement; the multiple paradigm; and, the development of aggression. (DB)

Since the process of health education can be termed guidance," wherein a professional guides client behavior using an academically based framework, it is imperative that improved training for health counseling be accomplished by interdisciplinary cooperation of relevant professionals. (Author/CJ)

This article is a response to an article in a previous issue by Robert L. Williams on unfairness in testing blacks with existing instruments. This paper discusses: (1) testing as systematic inquiry; (2) the question of bias; (3) test use; and (4) the consequences of not testing. (CJ)

Describes several types of "growth groups", established at Bowling Green University in effort to maximize personal development of interested students and staff. (CJ)

Criticizes traditional conditions of rapport in testing, counseling. Proposes more accurate, practical alternative grounded in conception of person as continually involved with his total situation and reacting to it. Rapport exists when two people recognize reality other's experience. (Author/CJ)