ED 082 113

AUTHORTITLE

INSTITUTION

SPONS AGENCYBUREAU NOPUB DATECONTRACTNOTE.AVAILABLE FROM

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

CG 400 094

Kopita, Ronald R., Comp.Searchlight: Relevant Resources in High InterestAreas. 12U Update Search. Vocational Counseling ofDisadvantaged Students.ERIC Clearinghouse' on Counseling and PersonnelServices, Ann Arbor, Mich.Office of Education (DREW), Washington, D.C.BR-6-2487Sep 73OEC-3-6-002487-1579(010)23p.Impact Publications. School of Education Building,The University of Michigan, Ann Arbor, Michigan 48104($1.00)

MF-$0.65 HC-$3.29*Counseling Services; *Disadvantaged Youth;Elementary School Students; Guidance Programs;*Occupational Guidance; *Program Effectiveness;Secondary School Students; *Vocational Counseling

This updated search of the ERIC system, "DissertationAbstracts", and the journal literature yielded 69 documents whichpresent guidance and counseling practices for particular use withminority and other disadvantaged elementary and secondary schoolstudents. (SD)

FILMED FROM BEST AVAILABLE COPY

Relevant Resources. in High Interest Areas

12U UPDATE SEARCH

Compiled by Ronald R. Kopita

September, 1973

This search presents guidance andcounseling practices for particularuse with minority and otherdisadvantaged elementary andsecondary school students.

(69 document abstracts retrieved)

$1.00

C.)U S DEPARTMENT

OT HEALTH,EDUCATION a WELFARE...:;..)NATIONAL INSTITUTE

OFEDUCATION11-0S DOCUMENT HAS BEEN REPRO

...4DUCED EXACTLY AS RECEIVED T rOMTHE PERSON OR

OROANI74 HONOR GINTiNO IT POINTSOu vIEW OR OR .LIONSSTATED DO NOT NECESSARiL Y ,,,PRE

'k N)

SENT OF riCAL NATION, L INS It 1,1 1 E Or

-SENT AT TION POSITION

OR POLICY

Vocational Counseling of Disadvantaged Students

Introduction

This information packet, prepared by the ERIC Counseling andPersonnel Services Center, is intended to alert the user to a bodyof literature on a topic of current interest to counselors. It

identifies research reports that have been cited in the EducationalResources Information Center's (ERIC) publication, Research inEducation (RIE), in Dissertation Abstracts International, and inERIC's Current Index to Journals in Education (CIJE) from July 1971through March 1973.

Ordering Instructions

Searchlight has attempted to give availability for all materialslisted in this packet. In most cases, it is possible to obtain apersonal copy of the title listed. The sources fall into threegroupings:

ERIC Documents

References in this search for which an ED (ERIC Document)number is given may be ordered from the ERIC DocumentReproduction Service (EDRS). Copies are available ineither hard (photo) copy or in microfiche form. Themicrofiche require a special machine for use. To orderany of the ED materials, please refer to the ERIC ReportsOrder Blank at the back of this packet.

Doctoral DissertationsAll dissertations listed in this search have been drawnfrom Dissertation Abstracts International, a publicationof University Microfilms. They are available on micro-film (MF) at $4.00 per dissertation, or in bound photoCOPY (X) at $10.00 per dissertation from UniversityMicrofilms.To order, give the following information:

1) Order number2) Author's last name and initials3) Type of copy desired (35mm positive microfilms,

or soft bound xerographic copy)4) Your name and address (list separately for

billing and shipping, if they are different)Send your order, with payment, to University Microfilms,300 North Zeeb Road, Ann Arbor, Michigan 48106.

Journal ArticlesJournal articles are available from the original journalin library cr personal collections.' Refer to the entryfor volume and page designations.

ED 058 561 CG 006 659Bingham, William C.Coca:Rug the Dlestibriwenged about E.aglineering

end Related Technology: A Counselor Edam-tor's View.

Rutgers. The State Univ . New Brunswick. NJ.Pub Date Apr 71Note-6p . Paper presented at American Person-

nel and Guidance Association convention, At-lantic City, N. J., April 4-8, 1971

CDRE Price MF-Sh.65 HC -53.29Descriptors-Counseling Goals, Disadvantaged

Youth. Job Satisfaction, Occupational Aspira-tion. Occupational Information, Success Fac-tors, Technical Occupations, VocationalCounselingThree of the variables which counselors need

to attend to in helping disadvantaged youth toconsider occupations such as engineering are: ( 1)knowledge of opportunities; (2) knowledge ofself; and (3) procedures related to entry. With re-gard to knov.ledge of opportunities, it is sug-gested that counselors' energies would be betterspent in supporting the establishment and main-tenance of computerized retrieval systems inagencies such as the Employment Service. Withregard u knowledge of self, it is suggested thatclients be given an adequate opportunity to thinkthrough their aspirations and anticipations ofsatisfaction in addition to considering their ap-titudes and interests Finally, the relationshipbetween intelligence and achievement needs tobe re-examined since attributes other than intel-ligence are associated with achievement. Schoolcounselors should understand their clients wellenough to be able to explain to admissions of-ficers which of the student's attributes are his in-dicators of success. (TA)

ED 036 595 ljD 009 614. Jabot

Strengthening the Neighborhood Youth Corps. AReport on the Special Services and Research:-

United Neighborhood Houses, New York. N ISpons Agency- Co.mtel New York fund. N.YPub Date Sep 69Note-42pAvailable loin -United Neighhorhood Houses.

114 E 32nd St , Nen York, N 10016 (5.75)

Descriptois 'Disadvantaged Youth. 'Dropouts,Employee Attitudes. Employer Attitudes, Em-ployer Employee Relationship, Joh Placement.Skill Development, Vocational Adjustment,Vocational Counseling. Work Experience

Identifiers -- 'Neighborhood Youth Corps. NewYork City, United Neighborhood HousesThis report evaluates the United Neighborhood

}louses Neighhorhood Youth Corps Program .I New York which provides work ex-perience, reinediation and counseling services forapproximately ISO high school dropouts fromlowincome families Counseling services, remedi-al education. skill training. health services, andJob placement are reviowed Also included arethe findings from interviews with 55 corpsmenand their employers, three to six weeks after theyhad left the program (KG)

ERIC Documents

ED 032 427 08 VT 004 2n5Campbell. Robert E And OthersVocational Development of Disadvantaged Junior

High School Students. Final Report. ResearchSeries No. 41.

Ohio State Unis Colunthus Center fintional and Technical I-Alucation

Spons Agency -Office of Education I DI-IEWkkashington. D.C. fitire.iu of Research

No-BR 7.0158Pub Date Aug 64Grant-OF:G-3.7.0015S-2037Note 9 I pAvailable from -Ohio Slate . Columbus

Center for Vocational and technical LduLdIron. 1900 Kenn} Ruud. 132 111 I 32 WO

Descriptors Academic Aspiration, Hibliographies. Community Characteristics, Risadvantaged Sc hools. Disailantaged Youth.Dropout Prevention. Jur., High School Students. Occupational ion, Relevance(Education I, Self Conkcpt. Student f*harite-teristics. Student Interests. Student SchoolRelationship, 'Vocatiof.31 DevelopmentA total of 2,370 student.% froth four different

regions of the United States participated in astudy to explore the educational and vocationalperceptions and expectations of disadvantaged ju-nior high school students One school servingprimarily disadvantaged students and one servingnondisadvantaged students from each of the fourschool districts with enrollments ranging from50,00(1 to 100,000 students participated in thestudy. A sample of students who could read atfifth grade level or higher completed a series ofinventories which measured their perceptions andexpectations toward school, work. family. peers,and self. Addti,onal informatinn was collectedrelating to disadvantagement, personal plans andbackground. the community (Ind the schoolMajor findings were: ( I ) Socioeconomic disad-vantagement is relevant to the community con-text, (2) The differences between disadvantagedand nondisadvantaged students did not appea, usfrequently us might have been expected, (3) Edu-cational aspirations of disadvantaged studentswere generally lower than those of nondistalvantaged students, and (4) Disadvantaged stu-dents reported giving more thought to schoolplans and future jobs, viewed teachers in a morefavorable light, and reported that school was easi-er The data appears in 20 appendixes. A 49 itemreference list is cited (DM)

ED 019 517 95 VT 005 648cookE,Lorli.,JR. MORINE:101iN P.SUMMER INSTITUTE FOR VOCATIONAL COI 'N-SELINt: AND GUIDANCE PERSONNEL. WITCH-BURG. MASSA(' H CSETTS. NOV EM It ER 2s. 1966).REPORT NUMBER BR-6-2347PUB DATE 28 NOV 66GRANT OEG I-6-062347-0712

30P.DESCRIPTORS- DISA INA NTAGED YOUTH.

*GUIDANCE PERSONNEL, Sl151 M ER INSTI-TUTES, URBAN YOUTH, 'VOCATIONAL COUNSEEING, PROGRAM DESCRIPTIONS, PROGRAMEVAL UATION. QUESTIONNAIRES,

THIRTY-FOUR PUBLIC 9C1-1001. GUIDANCECOUNSELORS FROM SIX NEW ENGLANDSTATES, NEW YORK, AND NEW JERSEY PART.ICIPATED IN AN INSTITUTE TO BECOME AC-QUAINTED WITH THE PROBLEMS AND SPE-CIAL TECHNIQUES INVOLVED IN COUNSEL.LNG THE URBAN DISADVANTAGED STI' DENT

THE PRoGRAM t ()NI-Ifs:11,D of I I-4AI ktF, 1'1OUTSTANI,. N4.1 IT: ESI IMITED IfIserStslirs f. Is r. 1,.

INto.!:Tio oo:1,SCHOsILS Ai ll. lit f o I i f I . I \ IINIQUES SUIT As A\ 11 fi TH! 1:1ITHREE PART]. [PANTS sPi,s'l i I

l'ESTIIINNAIIII-1 Ili H PHIR EArTIONS 7 THE I ss'l 1"1 I; I fio ATHF: PARTICIPANTS 1.1.:11"111A1 I II -\a'RECEIVED BENI.:El HtiiNt I iii IN41 ITUTE, BUT CLAIMED TIIA'l I l'TIRED rots StANII I.ErTI It Es I II

TI.E TIME PlIft DiscusspiN .71,AND LEFT THEM SKETCHII it FT. 'IDACTUALLY EMPLily flit. fs, FAA TE, it \ NIIN SUFloOl. SlIt'AID)NS THF It Ai hf.ltf itOF T1-11: INSTITUTE, P l f t l I i i S E S fitlf-I riftPROCEDURES, AND RESt I Ts NI.F.CSSED. A LIST i t h I vcri RI- ft:fAi ITIVITY SC'HEIH PAM 1( DIAN I' 11'III I

CATlifINI FORM, Q1'A TABLE IF QV ESTDINNA I It I.-. ItE,1 I T- %kVGIVEN IN THE AP)'END' \

ED 062 549 VT 0 I 5 244DePetro, Henry"Operation Bridge " -An Innovative. Comprehen

sive Vocational Education Program for Disad-vantaged Youth. First Interim Report.

Aims Community Coll., Grcely, ColoSpons Agency-Bureau of Adult, Vocational ,

and Technical Education DVIEW/OE)Washington, D.C.

Report No-P-0-361-0120Pub Date 25 Feb 72Contract -DEC-0-71-0526Note-65p.EDRS Price MF-50.65 HC-53.29Descriptors-Career Education. C ooperative

Programs, Curriculum Development, Deveiop-mental Programs, Disadvantaged Youth,Dropouts, Educational Innovation, InservieeEducation, Job Placement, Skill Centers, Tu-torial Programs, Voeational Counseling, Vo-cational Education

Identifiers-Aims Community College. CareerAwareness, Operation BridgePlanned as a cooperative program between

Aims College and a local school district, the exemplary program Operation Linda,: N II it:presenta comprehensive approach to the vocationalneeds of disadvantaged youths with a programaimed mainly toward Chicann youth& fromeconomically underprivileged families Projectfeatures are to include: (I) providing intensivevocational counseling based on the total familyunit, (2) providing a broad occupation4l orienta-tion for students-K-12, (3) providing intensivetutorial assistance for all pre-vocational and socational students participating in Operation Bridge,(4) developing a work experience program. and(5) providing job placement and folluwup.Results of the first year's operations include in-servke training for teachers and the developmentand use of career exploration packages forGrades K through 6 in the pilot school district.Major recommendations arc: I that a careerskill center be implemented to give students thenpportunity to explore vocational areas, (2) ex.;:ansion of the program, and (3) increased obelusnon of advisory personnel. (.1S)

ED 037 596 AA 000 529Harrison, Don K. And Others

Set of Gremlin:Mims sod implications or NewDevelopments In Guidance and Personnel Sir-vices: Guidance and Studerit Services for theCulturally Different.

ERIC Clearinghouse on Counseling and Person-.1 net Services, Ann Arhor, Minh.

: Spons 'AgencyOffice of Education (PHEW),Washington, D.C. Bureau of Research.

Bureau Nn BR -6 -2487b_ Date Mar .70

ContiactOEC-I-6-002487-I579-(0 tO)Note I3o.

Descriptois--Colieges, Community . colleges,Counselor Training, Culturally Disadyantaged,Educational Programs, Guidance Programs,Guidance Services, Occupational Guidance,Student Personnel Programs, Student Per-Sonnet ServicesThis.set of materials was developed for a ape-

cial .ERIC/CAPS Workshop on, "New Develop-.ments in Guidance and Personnel Services:Guidance and Student' Services for the CulturallyDifferent," held at the .1970 American Personnel .and Guidance' Association COnvention in NewOrleans, Louisiana. Meinhers of the ERIC/CAPS

. staff developed generalizations and implicationsconcerning the culturally different in the follow-ing areas: (I) ) Retraining. the Culturally' Differentfor Work Adjustment, by Don K. Harrison; (2).Training Counselors to Work with the CulturallyDifferent, by Garry R. Wall; .(3) Vocational .Guidance Programs for the Culturally Different,by Juliet V. Miller; (4) College Student PersonnelPrograms for the Culturally Different, by Thomas'A, Butts; (5) Community/Junior College StuilentPersonnel Programs for the Culturally Different,by Ralph W. Banfield. (Author-MK)

ED 041 692 24 RC 004 562Kuvlesky...William ..

linnlieations of Recent Research on Occupationalao.1 Educational Ambitions of 'DisadvantagedRural Youth for Vocational Education.

North Carolina Unit... Raleigh. N.C. State Univ.Center, for Occupational Education.

Spons AgencyDivision of Vocational andTechnical Education, BAVT.; Office of !Educa-tion WHEW ), Washington, D.C. Bureau ofResearch.

Bureau No-13R-7.0348Puh Date*Jul 71)Grant 0EG-2-7.070348-2698Note-23p.; Paper presented at "Institsite 4: Ex-

panding Vocational Education Currieulums toMeet the Needs of Disadvantaged Youth andAdults in Rural Areas" (Mississippi State

. University. July;.I 970)

Descriptors 'Academic Aspiration, LurricultimEvaluiliion, *Disadvantaged Youth. Educa-tional,..Improveinent, Educational Research,Oceupational Aspiratiim, "Rural Youth.;Sociology. 'Vocational CounselingThe paper represents a continuing effort at car-

-reeling misleading myths about the aspirationsand expectations of disadvantaged rural youth.Useless or harmful policies and programs mayresult from the following erroneous assumptions;( I ) that rural youth have low leyel aspirations forattainment; (2) that disadvantaged youth havelow level achievement aspirations; (3) that aspira-lions and expectations become more realistic wientime: (4) that aspirations importantly influenceactual status attainment. Early 'evidence on thedynamics of aspirations and expectations islimited to a .very narrow age range, and almostnothing exists to demonstrate . how thesephenomena change 'through early adulthood andlater in life. The-important conclusion that can bcreached from existing research on. status projec-nuns of rural youth is that they are projecting, forthe most part, amiddle-class life style.. MOM dis-'Tidy:imaged rural youth desire and expect a coLlege education. white-collar jobs, and 'high.,prestige. ED 029 748. and ED 034 632 proVidecomprehensive suggestions for improving counsel- .

ing and vocational opportunities for rural youth.(EJ)

El) 016 872 VT 00,60371..4W,GORDON P.. RI).RESEARCH VISIBil.ny: tbrATONNI. Ent!CATION IS PEOPLE-YOUTH WITH SPECIALNEEDS. .

1 -AMERICAN VOCATIONAL. pSSN..-1,1;Asq-

REPORT NUMBER BR.7-04133PCB DATE NOV r,-/GRANT OEG-2-7-07m13:1

161'.DESCRIPTORS 'BIBLIOGRAPHIE, DI-

SADVANTAGED YOUTH; kEIACATIhN41.,RESEARCH, 'TEACHER EDUCATION. VO-CATIONA I. EDUCATION, COOPERATIVEEDUCATION, CURRICULUM, DEMONSTRA--TION PROJECTS. DEVELOPMENTAL PRO.GRAMS, EXPERIMENTAL PROGRAMS,HIGH SCHOOLS. OCCUPATIONAL GUI-DANCE, PILOT PROJECTS, RESEARCH RE-VIEWS (PUBLICATIONS), TECHNICA I. EDU-CATION. .

TWELVE RESEARCH REVIEWS IN THISISSUE PERTAIN TO YOUTH WITH SPECIAL.NEEDS, ONE OF THE NINE MAJOR AREASOF CONCERN IDENTIFIED BY THE PA NEI.OF CONSULTANTS QN VOCATIONA L EDUC-ATION. THEY ARE' ORGANIZED UNDERTHE TOPICS(1) OCCUPATIONALLY OR-IENTED PROGRAMS WHICH INCLUDESIDENTIFICATION OF WORK CONCEPTS, (2)COOPERATIVE 04400-1:- AND WORK PRO.CRAMs, WHICH INCLUDES EXPERIMEN-TAL INSTITUTE FOR TEACHER COOR.DINATORS,. DIVERSITY AND ME:OHM-

-M WHICH iNn.0 DE:4- A HOME ECONOM-ICS CONFERENCE ON DISADVANTAGEDYOUTII AND EDUCATIONAL. SYSTEMSPACKAGES, 14) VOCATIONAL GUIDANCEWHICH INCLUDES A DEVELOPMENTALPROGRAM FOR VOCATIONAL MUNSE.LOBS, AND COLORADO DROPOUT PIMO.JECT, (5) SPECIALLY TRAINED TEACHERSWHICH INCLUDES. A TEACHER INSTITUTEFOR RURAL TEACHERS OF THEVANTAGED, AND (61 EXPERIMENTAL ANDPILOT PROGRAMS WHICH INCLUDESTEACHER TRAINING IN REINFORCEMENT TECHNIQUES AND INITIAL EM-PLOYMENT OF SCHOOL LEAVERS; THREEITEMS RELATE TO THE SEPTEMBERISSUE'S SECTION ON HIGH- SCHOOL AGEYOUTH AND 'DEAL .WITH SMALL HIGH,SCHOOLS, SPECIALIZED INSTRUCTORS,AND EXPERIMENTAL lAoGRAMS.TIIE BI-BLIOGRAPHY LISTS TAREE OTHER COM-PLETED STUDIES AND :15 'STUDIES INPROCESS. "PLAIN TALK," A CONTINUINGCOLUMN BY THE nuTnon, DEALS WITH*UNANSWERED RESEARCH QUESTIONSRELATIVE TO DISADVANTAGED' YOUTH.THIS ARTICLE IS PUBLISHED IN THE "AM-,ERICAN VOCATIONAL JOURNAL," VO.LINE 42, NUMBER I), NOVEMBZR n167.(EMI

ED 035 031 CG 004 761Leonard, George E. And OtkrtsThe Developmental Career Guidance Project; An

Interim Report,Detroit Public Schools, Mich.; Wayne State

Univ., Detroit, Mich.Spons AgencyOffice of Economic Opportunity,

Washington, D.C. Community Action Pro-gram:: Office of Education (DHEW), Washing-ton, D.C.

Pub Date Dec 68Note- 20'7o.

DescriptorsAspiration, *Came. . tanning, 'Cul-turally Disadvantaged, Disadvantaged Youth,Educational Programs, High School Students,Occupational Aspiration, Parent Participation,Program Development, 'Urban Education, Vo-cational Counseling, WorkshopsThe Developmental Career Guidance Project

objectival are: (1) to aid a selected group ofinner-city high school sti:,dents to raise andbroaden their educational and occupationalaspirations, (2) .:to' a pilot program

idesignated to better meet the needs of inner -city

youth, (3) to involve tljIe staffs of the participat-ing schools in the progrJam. and (4) to systern.c.icatty evaluate the progrism. The first phase of ineproject involved a two-week workshop for schooipersonnel. The, main goal was to eiro.nitage' theseparticipants to look-critical4 at their schM,I progrim with an eye toward mill/atom, fir oceura.-liana! and career as a focus for helping inner-coyyouth to raise their level of aspiration I hesetting in Detroit, the persOnnel involved, the' ra-tionale and' broad objectives for activities alediscussed at' length-rbala tables arc foundthroughout i.,l,e'booklet. Activities are descrihed,including counseling and guidance. curriculum,community contacts, parent involvement,broadening perceptions, and dissemination of in-formation. Three external evaluations of the pro-gram are given. together with future plans. (0)

ED 028 450 CG 003 575Leshner. Saul S. Snydermait, Grarge S.Educational and Vocational Rehabilitation of Dis-

advantaged Handicapped Youth.Jewish. Employment and Vocational Seine.

Philadelphia. Pa.Spons AgencySocial and Rehahilitation Sell iee

(DHEW), Washington, D.C. ' .

Pub Date Nov 68Note -72p.

DescriptorS"Adjustment Problems, 'Disatl.vantage(' Youth. Employment Opportunities,Employment' Services, *Handicapped. LollAchievers, Occupational' Therapy. 'PotentialDropouts, Vocational Adjustment. VocationalCounseling, Youth EmploymentSome 276 handicapped and socially

vantage(' youth aged lb to Ill. who were likely I..drop out of high school, received rehabilitationservices from the Philadelphia Jewish mploment and Vocational Service (JEVS1 and TheBoard of Education. 1 he services included in-tense vocational .and personal cult:alma. workadjustment 'training, individual and group roan -,scling, remcdiation, social services, job place-ment. follow-up, and special instructions in

suhjects. In addition to the seisit...1rendered by JEVS, an-effort was made to deolifrthe intellectual, personality. and cultimil factor.inhihiting adjustment to on-going school instruc-tional programs. so that emphasis might be

placed on helping thii disadvantaged liandkappedyouth successfully accommodate to. and siccedin, school or job. Sonic 122 (69.1.% I of the 2-6youth were rehabilitated and helped to make ahetti7 adjustment in school, or get and hold lollsin the competitive- labor market. (IIP)

'ED 063 458. . VT 014 908. Lyle, Bad R. ...

Pilot Ocerpodosal Education Progrems for SmellRural and. Soburban Arkansas Schoch inGrades Five through Twelve. Interim Report:

Arkansas State Dept. of Education, Little Rock.Div. of Vocational, Technical and Adult Edu-

Bureau of Adult, Vocational ,

cal . Education (DHEW /OE),Washington, D.C.

Pub Date Jun 71ContractOK-0-70-5189(36 I )Note -196p.ERRS Price h1F-$0.6. 5 HC-$6.58DescriptorsCareer Education, Depressed

Areas (Geographic), Developmental Programs,Disadvantaged Youth, Intermediate Grades,Job Placement, Occupational Guidance, PilotProjects, Rural Schools, .Secondary Grades,Student' Attitudes, Suburban. Schools, Voca-tional Development

IdentifieraExemplary Project 'in . VocationalEducationTo assist rural and small suburban schools in

depressed areas in estr;blishing 'occupational edu-cation' programs for Grades 5.12, pilot programs/were instituted in eight participating schools. Theproject worked to: (1; provide occupationalorientation, (2) create ihvorable attitudes in mar-

ginal and disadvantaged students toward educe-don and its contribution to the world of work,(3) relate classroom instruction to an irrmediatejob, (4) provide vocational guidance and jobplacement, and (5) provide short intensive train-ing for seniors with no previous occupationaltraining. Each school employed a counselor andcoordinator of cooperative education. Personnelfrom participating schools have attended in-ser-vice training sessions each quarter. Althoughcomprehensive evaluation would be premature,preliminary findings show that all eight schoolshave begun its Inspiement each objective. Reportsfrom each d du local schools are included. (3H)

ED 026 544 OR VT 007 924Martin, Arm M.A Multimedia Approach to Communkating Occu-

pational Information to Noncollege Youtk.Technical Report.

Pittsburgh Univ., Pa.Spans AgencyOffice of Education (DHEW).

Washington, D.C.Bureau NoBR-5-0162Pub Date Dec 67Conti act-- DEC-6-85-052Note-21i0p.

DescriptorsAdd.ovisual Aids, Behavior Theo-ries, Career P...inmg, Culturally Disadvantaged,Guidance Programs, Guidance Services, HighSchool Students, Learning Theories, Mul-tiniedia Instruction, Noncollege PreparatoryStudents. Occupational Guidance, Occupa-tional Information, Questionnaires, Surveys.Teaching Models, Vocational Counseling, Vo-cational DevelopmentThe central purpose of the project's research

efforts ri; its concentration on: (1) the placing ofcareer development of noncollege bound in alearning theory frameowrk, (2) how to commu-nicate with and motivate the noncollege bound,and 3) the development of materials andtechniques designed to provide the kind of stimu-lus that will permit an increase in the motiva-tional levels of students and create conditions forthe learning of those behaviors important tocareer planning and choice. A behavioral modelon which t k base guidance materials wasdeveloped by the project. This model includesthree components that ought to be considered inconjunction with one another and are dependentupon one another namely, an informational com-ponent, a behavioral component, and a mediacomponent. These components allow a broadbe for determining what career information isto be communicated and how it is to be commu-nicated for a given guidance objective. Guidancecurriculum units consisting of sample filmmodules and slide tapes for grades 8 through 12were developed for use with noncollege disad-vantaged youth. Audio-rebus/ and other ancillarymaterials are in the planning and developmentstages. (CH)

ED 068 705 VT 017 230Mayer, Lynne S., Camp.Projects Funded in West Virginia Through

Authority of Vocational Education Amendmentsof 1968 (n, 90-576). (January 1, 1971-June30, 1972).

West Virginia Research Coordinating Unit forVocational Education, Huntington.

Spons Agency--West Virginia State Dept. ofEducation, Charleston. Bureau of Vocational.Techntcal. and Adult Education.

Pub Date Aug 72Note-124o.

DescriptorsAbstracts, Developmental Programs. Disadvantaged Youth, Federal Pro-grams, Handicapped Students. *OccupationalGuidance. Research Projects. State Programs,Vocahonal Education

Identifiers Vocational Education Amendmentsof1968, West VirginiaThis publication contains abstracts of West Vir-

ginia's projects funded under the Vocational Edu-cation Amendments of 1968 for the period fromJanuary I. 1971. through June 30. 1972. The aogracts describe projects for disadvantaged stu-

dents, for handicapped students, for research. andfur exemplary programs Projects in the firmgroup. the largest quantity, included job namingprograms in various %ll,..111orlat areas. remedialeducation. and guidance counseling lbe scomilgroup provided similar programs for the phyaiBally. mentally. emotionally, and otherwise bandicapped students FsLdUatiOn% of cmting prgrams. development of additional courses andcurnculums, and surveys were included in theresearch group Exemplary projects of variouskinds are presented in the last group. All of theprojects described were organized and imple-mented in the local educational agencies andcontributed to the improvement of vocationaleducation programs in communities throughoutthe state. (ME)

ED 026 527 08 VT 007 753Milkr, Carroll N.A Pilot Project for Vocational Guidance in

Economically Underdeveloped Areas.Illinois Slate Office of the Superintendent of

Public Instruction, Springfield. Dept. ofGuidance Services.

Bureau NoBR 5-01 14Pub Date 68ContractCIEC-6-8 5.042Note-480.

DescriptorsDepressed Areas (Geographic), Dis-advantaged Youth, Dropouts, EducationalPlanning, Employment Opportunities, HighSchool Graduates, Mobile Educational Services,Noncollege Preparatory Students, OccupationalChoice, Occupational Guidance, !occupationalInformation, Occupations, Pilot Projects, Pro-gram Descriptions, Vocational Counseling,

Vocational DevelopmentIdentifiers Illinois

The purpose of this project was to establish ademonstration program to provide guidance ser-vices for: (1) non-college bound high schoolseniors, (2) recent high school graduates cur-rently unemployed, and (3) former high schoolstudents who had dropped out of school within 3years of initiation of the project. Specific objec-tives included: (1) provision of information re-garding jobs and training opportunities, as well assources of assistance, (2) personal counseling in-terviews to assist in developing an understandingof the labor market, and (3) assistance in the vo-cational development of the individual. The pro-ject was implemented in the 12 southern-mostcounties of Illinois and was extended over a 3-year period. An evaluation of the project in-dicated definite success in stimulating leadershipfor the schools involved, and adoption of selectedpractices by other counties and other states; how-ever, the influence of the project upon the livesof individual students could not be quantitativelydescribed. A 5-year follow up is considered.(CH)

ED 033 180 UD 009 152Purcell, Francis P.Low Income Youth, Unemployment, Vocational

Training and the Job Corps.New York Univ., N.Y. Center for the Study of

Unemployed Youth.Spons AgencyOffice of Juvenile Delinquency

and Youth Development (DHEW I. Washing-ton, D.C.

Puh Date Jun 66Note-23n.

DescriptorsDisadvantaged Youth, FederalPrograms, lob Training, Vocational Counsel-ing, *Vocational Training Centers

Identifierslob CorpsThe past history of varied operations of the Job

Corps Centers indicates that the high incidenceof failure to acculturize trainees to socially ac-ceptable behavior has been due to the Centers'limited, vocational orientation. The Centersshould identify the different types of deviantbehavior and treat them individually. Also, theyshould help the disadvantaged youth acquire newvalues and aspirations represented by the pro-gram (KG)

3

ED 023 494 95 H( !,Segel. David Ruble. Ronota 4The Lincoln Project: A Study of ter F.dochonal

Program of a Junior High School 1,1 Tranqtonal Neighborhood. A Report of the I IambsCuSdaner Reaearch Project.

Albuytierque Public Schools, siSpons Agency -Office of t ducation

Washington, D.0Pub Date 62Note -44p.

Descriptors- Bilingual Students. 'Curriculum,Economically Disadvanta,:d. CoadcGuidance Counseling. Moos whim. RemedialPrograms, Service Occupations. SpanishSpeaking, Student Evaluation. ronalCounseling

Identifiers-Albuquerque Public SchoolsThe Lincoln Guidance Research Project.

funded by the National Defense Education Act,studied a group of junior high School students ina transitional neighborhad with major emphasison educational needs of students who will findemployment in service occupations. Recommendations included intensive remedial work at theseventh grade level, continual evaluation of stodents' progress throughout the junior high grades.increased guidance and counseling !ital.. :And .1

third curriculum choke at the tenth grade kvet.in addition to college preparation vocationaleducation. It was proposed that students with lessthan high school capabilities enter a twrovear In-tensive work-experience training prow am mpreparation for vocational oppOr tuna! e!, which donot require high school graduation for employment. Test results, questionnaires. and ratcagforms used in the study arc included as a ppe ndices. (JH)

ED 041 061 VD WO 265Seiler, JosephPretesting Orientation for the Disadvantaged: r.z-

perience in Manpower Experimental andDemonstration tE & DI Projects.

Pub Date 25 Mar 70NoteIdp ; Paper presented at the menean

Personnel and Guidance Associatr t'unvcnthin, New Orleans, 1.n. Match 25. l`t

IR' Not Available fromEDRS.

DescriptorsDisadvantaged Youth. 'I mph amint Progranis, Employment Qualifications.Job Applicants, Job Applicata in. lr,h Ironing, Manpower Development. Out of SchoolYouth, Pretests, 'Testing Pruhlcrm. 1;nonplayed, Vocational Aptitude, 'Via:anon:11C'ounseling, Vocational F.:locationThe restricted experience of disadv antaged per

sons in taking employment related tests leavesthem without testtaking skills United States 1/cpartment of Labor manpower experimental anddemonstration manpower projects have foundseveral approaches of use 111 the pretestingpreparation of out of school and nut of workyouth and adults: special coaching on us landvalue of tests, pretesting in nonthreatening di--nospheres, test tutoring and practice. training intest - ticking skills, remedial instruction. and advancc exposure to the test site. One successfulprogram showed the value of a comprehensiveprogram whereby, prior to final administration ofthe job selection test, the job seekers were pro-vided pretesting orientation. temporary (trainee)employment, and joh related basic education,also, special training was given to their sup,fivisors on how to work effectively with disadvantaged groups. The appropriate methods furand the scope of pretesting orientation servicesneeded by the disadvantaged will vary dependingon the character of the vocational tests and theeducation and experience of the jot) applicants[Not available in hard copy due to marginal legibility of original document l (Author/1Ni

ED 059 352 VT 013 637Walke- Hobert WWhat Vocational Education Teachers Should

Know About IlLsadvantaged. Youth In RuralAreas.

Ohio State lams . Columbus. Center for Voca-tional and Technical Education.

Spoils Agency -Office of Education tDHEWI,V ashingten. D.C.

Report No MtSer47Pub Date Oct 71Note-29pAvailable frornSuperintendent of Documents.

Li S. Government Printing Office. Washington.D.0 20402 (Stock No 1780-0847. 5.301

EMS Price MF-50.65 HC -53,29DescriptorsAcademically Handicapped. Biblio-

graphic Citations, Disadvantaged Youth, Edu-cationally Disadvantaged, Educational Pro.grams. 'Guidelines, Literature Reviews. Pro-gram Development, Research Reviews (Publi-cations), Rural Areas, Rural Education, RuralYouth. Student Characteristics. VocationalDeselopment. Vocational Education, Voca-tional Education TeachersBecause of poor attitudes toward educational

involvement and es lack of basic scholastic skills,some students do not succeed in the regular pro-grams offered in the high schools. Intended to bean authoritative analysis of the literature in thefield. this "state-of-the-art" paper should serve asa guideline for teachers concerned with thedevelopment of programs at the local level tomeet the needs of students identified as academi-cally disadvantaged. The paper focuses on ruralacademically disadvantaged students, the factorswhich contribute to their maladjustment, andthen personal characteristics. Conclusions revealteat programs must he student-centered anddesigned to meet individual needs. Successfulprograms can he developed for students throughthe total involvement of the school staff and thecommunity Related documents 'ire available asVT 013 374 (R1E, April 19721 and ED 057 181.(GB)

ED 048 976 52 . RC 005 216Wail. lames E. Shill, James F.Expanding Vocational Education Curriculums to

Meet the Needs' of Disadvantaged Youth andAdults In Rural Areas, Institute IV, Final Re-port.

Mississippi State Univ., State College., NorthCarelma State Univ., Raleigh.

Span, AgencyOffice of Education (D14E:WI.Washiaeton, D.C. Bureau of Research.

Bureau a/o laR-9-0472Pub Date Dec 711Grant - :MG-0-9-430472-4133( 725 )Note 26(In., Report on Institute IV of the Na-

tional Inservice Training Multiple Institutes forVat:menial and Related Personnel in RuralAreas, Mississippi State University, State Col-lege, Mississippi, July 2(1 -31, 1970

KDRS Price M F-$0.65 HC -$9.87Descriptors -*Adult Vocational Education, Cur-

riculum Enrichment. Economically Disad-vantaged, Program Improvement, RuralANUS, Raral Youth, Social Mohility, Voca-tional Development, 'Vocational EducationInstitute IV of a series of training institutes for

vocational and related personnel in rural areasfocused on increasing the social mobility poten-tial of disadvantaged rural youth and adults byproviding opportunities for improving occupational entry and advancement. Specific objectivesof the institute were to offer participants opportu-nities I I ) to develop or' improve abilities todefine and identify needs of the rural disad-vantaged, (21 it, develop specific content andmethods fair use in training the rural disad-vantaged, (3) to assess changes in attitudestowaid work, aspiratinits, and self-esteem; and(4) to develop posidraining procedures, struc-tures, and relationships necessary for securingsatisfactory occupational adjustment and ad-vancement. Recommendations included that con-sideration he given ( I ) to obtaining or producingcurriculum materials at reading levels commensu-rate to disadvantaged students' abilities, (a) tofunding projects in which teachers of the disad-vantaged and their students are utilized in

developing and testing materials, and (3) to funding a protect to study the sequential aspects ofvocational-technical curriculum elements Insolute procedures and evaluation, a list of partici.pants, and the texts of 17 presentations are in-cluded in the report. OH I

ED 025 475 SP 002 059Thelma Al

Implementation of the Career Guidance Curricu-lum and Teacher Training. Evaluation of NewYork City Title I Educational Projects, 1966-67,Final Report.

Center for Urban Edueation, New York. NCommittee on Field Research and Evaluation

Spons Agency- -New York City Board of Educanom Brooklyn, N.Y Office of Educatron ( DHEW I, Washington, D C

Pub Date Oct C.'Note-53p.

Descriptors,. urriculuin Development, Curricu-lum Guides, *Disadvantaged Youth. DropoutPrevention. 'Dropout Programs. ExperimentalCurriculum, High School Curriculum, 'loservice Teacher Education. OccupationalGuidance, Program Evaluation

IdentifiersElementary and Secondary EducationAct, ESEA, ESEA Title i, New York, *NewYork Cit:,This report evaluates a program designed to

develop a new curriculum for disadvantagedeighth and ninth grade students in New York Citywho were performing poorly in school (academi-cally, socially, emotionally/ and whir appearedlikely to become school dropouts. The evaluation--representing the work of a multidisciplineteam of specialists in guidance. curriculum andteaching, special education, psycliolog. healtheducation, social work, administration, sociology,science, and psychiatry -- consists of five sections.( I ) an introduction which provides a history andoverview of the Career Guidance program andoutlines evaluation prticedures, (21 an evaluationof the curriculum and teacher training includingmethods by which curriculum guides weredeveloped as written documents; appropriatenessfor students of curriculum changes made; extentto which new curricula were used by teachers, or-ganization of the teacher training program: super.VISOTS and other personnel: andahe specific orien-tation or support obtained through inservicetraining. (3) an evaluation of equipment and staffincluding the services of five guidance counselors,class sizes, and utilization of the equipment infive industrial art shops, (41 an evaluation of pu-pils to provide a base for future evaluation ofbehavior and achievement as ascertained throughachievement tests, and (5) conclusions andrecommendations. Appended are copies of instru-ments and a list of the evaluation staff (JS.I

ED 059 362. VT 014 409Young, William G.

An Exemplary Program for OccupatiosslPreparation. Interim Report.

New Orleans Public Schools, La.Spons AgencyBureau of Adult. Vocational ,

and Technical Ed ucation ( DHEW/OEWashington. D.C.

Pub Date Jul 71ContractOEC-0-70-4783(361)Note-93p.EDRS Price NI F-50.65 RC-53.29DescriptorsAdult Education. Career Educa-

tion, Disadvantaged Youth. Educational In-novation, Job Training. OccupationalGuidance, Potential Dropouts. ProgramEvaluation, Student Attitudes. 'VocationalCounseling, 'Vocational Education, 'Work At-titudes

IdentifiersOccupational Awareness, Occupa-tional ExplorationAll levels of community education were in-

cluded in this occupational preparation program.Elementary school emphasis was on field trips,curriculums geared to occupational choice, anddevelopment of realistic attitudes toward work.Middle school emphasis was on curriculum deal-ing with occupational information and guidance,and included semi-skilled training for coveraged

4

and dropout-prone students 1., enatee hew a.aM part-time after-school and sailime- Hitruction at senior high school ,es ea a m-ireara ,aithe -Job training or realism_ simulated empaenieniexperience with saicatamal aria urhplacement services Adults. meat,school youth, were taught iniukatable sieis fheprogram was very successful on the 'lolevel as measured by pretest and posttest ,mea-sures of attitude toward s,orls Other hack weremore difficult to tnaluale at this stage. althoughvocational counseling was Cry well receead atthe senior level and enrollment in adult ,,.ursesindicated community interest Recommendationsincluded: (l 1 greater efforts to enlist oar-erminessupport, (2) inservice training in vocational info:minion foi teachers. and i 31 in-accuse question.naires to measure the 4^Bilence of the epigram(CD)

El) 068 709 V7 (11

Career Assessment Program. Stamford IlighSchool. Final Report.

Stamford Public Schal,. (Spons Agency Corneeticia Sao, Dept t.10

cation, Hartford DoPub Date 3t) Jun 72Note 501,EDRS Price NIF-50.65 H(' -$3.29Descriptors- ('areer I slits I

Development, Disial..antagcit I lieliSchool Students, Interdocipleaev ai pi ait hOccupational Clusters, ( , it

lion, 'Program 1)etiC111)11011,. Pkierain 1 valia,non, Resource Materials Skill Des clopment*Slow Learners, ..o..inomit Dovelomcio

Identifier, Carec lxplor mi! StanitdSchoolThe interdisciptinary car eci ass,'ssrnrnt poi

gram is an expetaient m uoeos ohm ie ,,a0t1begun in 1969 at St:milted I Ugh St Stainford, Connecticut. for the purpose of ('.,'viii mginstruction relevant to Ate needs 01 Si, y, u,. kmners and disadvantaged truth I he rlusi r , oncept and correlation of r Lissroiiin I.. i_cupational assessment tuid skill 11.11.01.1g ,, essentiul to the program Intend, I to its .IIIunderstanding and vocational eipilieliaa airs

prove student adjustment i.r sslea.). si ,,skills, motivate further educ ation. Jed tnnil isjoint educational plannine beteeell the ,shootand the community, the career talon iiioagrant has met with above iiVel;igt.Recommendations include I I t prole r teaclierselection, (2) small class sire. ofcooperative work experience acweliec. '41greater student involvement in en rri eulurndevelopment, and (51 ilthillitlf1;11 pm% i111 1,1

materials appropriate !ea female program pain,pants. Further study is suggested on the implleations of the program material: f it all ,oath endfor the development of career eche a idelsAnecdotal records, quesoonmeres. stirs,'.,. andstandardized tests were used to evaluate he angram.

ED 050 362 CG 006 358Career Guidance Through Groups. A Job Place-

ment and Group Vocational Guidance Programter High School Youth. Phase II July 1, 1969Through August If, 1970.

Vocational Guidance Service, Houston. les.Spons AgencyManpower Adnimistration

(DOLT, Washington, D.C.Pub Date 70Note-71p.EDRS Price MF -$0.65 HC -S3.29DescriptorsCareer Opportunities, Career

Planning, Disadvantaged Youth. EconomicallyDisadvantaged, Education, 'Group Guidance,'Job Placement, 'Minority Group Children,Minority Groups, Occupational Choice, Occu-pational Guidance, Program Descriptions,Urban Areas, Urban Environment, VocationalCounseling, Vocational DevelopmentThe first two operational years of the Houston

area Vocational Guidance Service's GroupGuidance Program for minority high school youthwho live in economically disadvantaged urban

areas is described. The program is experimentaland is designed to prepare youth to make a posi-tive transition from high school to suitable em-ployment or post high school training. Objectivesinclude: (I) exposing students to national andlocal labor market information and manpowertrends; (2) helping students learn and implementtechniques for employment and career planning;and (3) facilitating jobseeking techniques.Complete program activities are described forboth years. First year results indicate that partici-pants were more aggressive in the labor force,were better equipped to enter the labor force andearned higher wages. A second year evaluativesummary points to success in respect toknowledge and motivational effects on partici-pants, staff adequacy, program-school relation-ships, and program relevance to the target popu-lation. Plan for the third year are dammed.(Tit

ED 066 584 VT 016 448Comprehensive Vocational Guidance Program tar

Model Odes. Interim Report.Indianapolis Public Schools, Ind.Spons AgencyBureau of Adult, Vocational ,

and Technical Education (DHEW/OE),Washington, D.C.

Pub Dan 14 Jan 72C ontract GEC-0 -71-0683(361)Note-174p.EDRS Price MF-50.65Descriptors--"Career Education, Counselors,

'Developmental Programs, DisadvantagedYouth, Elementary Grades, Guidance Pro-grams. Job Skill', Occupational Guidance, Pro-gram Evaluation, Secondary Grades, Self Con-cept. Vocational Counseling, 'VocationalDevelopment, Vocational Education

IdentifiersCareer Awareness, EmploymentSkillsThe purpose of this project was to develop a

comprehensive vocational guidance programwhich would; (1) expose students to a wide ramieof vocational experiences. (2) upgrade the self-image of disadvantaged Indents. (3) increase thevocational awareness of students, educators, andcommunity members, and (4) provide studentswith employable skills prior to termination oftheir education. During the tint year of opera-tion, the following accomplishments wereachieved: (1) Counselors are working in elemen-tary and junior high schools which never had theservices of a counseling program, (2) Studentsare able to see vocational opportunities first handand observe people actually working, (3) Parentsmore readily accept vocational education alongwith academic education, (4) Students arc moreaware of vocational classes, are able to makewiser educational decisions, and are more awareof the need for at least a high school education,and (5) Administrators, teachers, students, andparerts have come to accept,counseling as a partof the regular educational program, The activities;eliding to these accomplishments are diamond,and

)sample curriculum materials are appenand.

(SB

ED 057 230 VT 014 331ESOPUS PREP. A Residential School for Seri-

ously Disadvantaged Youth. Final Report.New York City Human Resources Administra-

tion, N.Y.Spons AgencyManpower Administration

(DOL), Washington. D.C.Report NoDLMA-82-34-67' -29-1-Pub Date May 69Note-234p.Available fromNational Technical Information

Service. Operations Division, Springfield, Vir-ginia 22151 (PB 199 435, MF $0.95; Seecatalog for hardcopy price)

Document Not Available from EDRS.Descriptors Culturally Disadvantaged,

Delinquency, Dropout Programs, 'DropoutRehabilitation, Motivation, Pilot Projects.Prevocational Education. Program Effectiveness, Program Evaluation, Remedial instruc-tion. Residential Schools, Vocational Coun-seling

IdentifiersNew York CityA 2-year project was designed o: l I r assess

the feasihilit and ,clause effectisenem of threecamp-setting-residential. prevocational youthmanpower development programs of varying du-rations, 1.2 I develop the trainability potential ofhard-cote school dropout youngsters, and 01 in-vestigate the feasthilit) of developing new non-traditional curriculum materials. This "PrepSchool for the Poor- focused on reaching themost seriously demised youth with a program ofremedial education. prevocational orientation.counseling and residential living. One of the basicgoals of the program u as to remedy educationaldeficiencies to the print where the trainee hadthe choice of continuing his education or seekingemployment in the existing job market. t Author,

ED 064 303 VT 015 883Evalualia. of Manpower Development aid Train-

log Skills Omen. Final Report.Olympus Research Corp.. Salt Lake City, Utah.Spons AgencyBureau of Adult. Vocational ,

and Technical Education (DHEW/OE),Washington, D.C.

Pub Data 15 Feb 71Con tract GEC-0 -70-2807 ( 335)Note-276p.IBMS Pries MP -30.65 HC-$9,87Descriptors Adult Basic Education, Adult Vo-

cational Education, Culturally Disadvantaged,Disadvantaged Groups, Federal Programs,Manpower Development, Program Administra-tion. 'Program Evaluation, 'Skill Centers, SkillDevelopment, Vocational Counseling

Identifiers ' Manpower Development and Train-ing Act, MDTASkills centers represent a fairly new and dif-

ferent component of national marpower policy.The 70 Manpower Development and TrainingAct (MDTA) Skills Centers are d^signed to pro-vide comprehensive manpower services for thedisadvantaged, including training, basic educa-tion, communication skills, counseling, place-ment, and follow-up. Based on visits to 19 SkillsCenters in 16 states, this report is an evaluationof the concept, rather than the effectiveness ofindividual centers. Conceptual strengths andweaknesses are described, and recommendationsare made to improve future operations of thecenters. (BH)

ED 064 504 VT 015 884Evaluation at the Reievaan and Quality of

Pnparstio for Employment uader the MDTAInstitutional Training Program. Final Report.

Mentec Corp., Los Angeles, Calif.Sporn AgencyBureau of Adult, Vocational ,

and Technical Education (DREW /OE),Washington, D.C.

Pub Date 31 May 71ContractOEC-0-7f-5043(335)Note-172p.EDRS Price MF$0.65 HC-$6.58DescriptorsAdult Basic Education, Adult Vo-

cational Education, Culturally Disadvantaged,'Federal Programs, Job Placement, Job Train-ing, Program Effectiveness, 'Program Evalua-tion, Vocational Counseling

identifiers 'Manpower Development and Train-ing Act Programs, MDTA ProgramsTo evaluate the effectiveness of the Manpower

Development and Training Act (MDTA) institu-tional training program in preparing trainees foremployment, interviews were held with adminis-trative personnel, employers, counselors, andtrainees. The survey revealed that completionrates are generally low, due to excessive coun-selor case loads, and relevance to labor marketrequirements could be improved, althougn per-formance varies considerably between areas. Thequality of training is high--the content of occupa-tional skills training projects is relevant to jobrequirements, facilities are adequate, and instruc-tors are providing a favorable learning environ-ment. Basic education cominents are providingvaluable instruction in fundaments. skills. Thestudy recommends thr.t standards of systems ef-fectiveness be adopted based on job placement as

3

a percentage of enrollment. Predictive modelingmethods for forecasting local labor marketrequirements and improved methods for assessingthe potential of applicants are recommended(Authorffill)

ED 048 446 VT (112 110A Job Placement and Croup math/nal Guidance

Program for Cultural!, Depriied High SchoolYo'ith. Phase I, June 28, 1968. through June30, 1969.

Vocational Guidance SO, ice. Houston, I esSpons Agency M anpos,ei d miso

IDOL I. Washington, tflIke Spre):11Manpower Programs

Pub Date h9Note--40pEDRS Price ME-S0.155 11C43.29DescriptorsCultural Disailsantagement.

vantaged Youth, Grotip Counseling.Guidance Programs, Placer:lent, Oct spatwins) Guidance, 'Second,ars School Students

Identilleis -Houstonthis report on the first operatisin .,1

program providing group LOLIIINCling and placemenu services for disadvantaged . youth mHouston, 1 exas, outlines the development rat re,1:1tionships with schools. business, labor. studentsand other agencies. It includes et ,seisies, olmaterials presented to the studentstechniques used in the pieserdanun [respite thesuccess of the first year. the program c,v, be iiiproved by increasing indivodu il ,iiunselinr andcutting the 30week group program to Ile weeksSuggestions are made in program des elopinsnt.,1sequence to help guidance program administr.itors nstahlish similar progiarni. elsewhere t PH I

ED 049 353 UD tIl l 168Life Skills: A Course In Applied Problem StikineSaskatchewan NewStart, Inc , Prince AlbertSpons AgencyCanadian Dept of Regnitiai

Economic Expansion, Ottawa (Ontario)Pub Date 71Note-203p.; Third editionAvuilable from-Saskatchcw:in Nev.Stat i, Iii

1st Ave. and River St. I ast. Prim 4111,-11

Saskatchewan (Price unknown)EDRS Price MF-$0.65 HC-S9.87Descriptors-- Coneeplual Schemes I

Design, Curriculum DevsIlopmeio,vantaged Youth, Evaluation Meth,,th.Activities. Lesson Plans, Pr..let'lMethods, Teacher Orientation, ViiiCounseling, 'Vocational Education. 1 m.o.,Training Centers, Youth Programs

IdentifiersCanadaThe Life Skills course of 5,s1:atchess.m

NewStart represents a serious attempt to integrnte educational and psychotherapeuhe pric.iplea and techniques for the development ii)sonal competetic-c,in many areas of life this isthe third in a series of program approaLho bringtried .111 disadvantaged south, and emph,s,,,er theproblem-solving process in skill ohje,livv, t 11

manpower training. Course outlines, theoreticalmodels, lessnn plans, and evaluation techniquesarc included, (Author/DM I

ED 068 667 VT 017 094Middle School: World of Work. Vocational Self-

Concept and Career Planning. Final Report,Hartford Public Schools, Conn.Spons AgencyConnecticut State Dept of Edu

cation, HatFord. Div. of Vocational Education.Pub Date 26 Jun 72Note-144p.EDRS Price MF$0.65 fiC-$6.148 .

DescriptorsAdvisory Com MitieVS, Career Edit.cation. Career Planning, Changing Altitudes,Decision Making Skills, Developmental Pro.grams, Disadvantaged Youth, EducationalResearch, flradf 7 Grade Integrated Cut.riculum, Middle Schools, 04.:eupationalGuidance, Occupational Information, Seff

Concept, Unit Plait, Values, Vocational Cotmsoling, Work Attitudes

Identifiers -Career Exp lot anonThe goats of the first phase of a career explora-

tion project were to change attitudes toward theworld of work, upgrade values. and improve theselfeoneepts of approximately 550 Grade 7 anda disadvantaged youth in two Hartford middleschools This was accomplished through a

rumber of experiences and activities developed infive classroom units and three counselingprocedures I he classroom units focused on dis-tribution, manufacturing, office, health service,and general service occupations, while the voca-tional counseling techniques were concerned withself-concepts, interests, and the decision. makingprocess. Early in the project, a broad -based ad-visory committee representing the major indus-tries and employers in Hartford was established.The teachers and counselors participating in theproject and the advisory committee formed sixub-conitnittees, and each sub-committeedeveloped a unit covering their particular occu-pational cluster The project did not accomplishall its goals but a beginning was made: In sub-sequent years the project will he projected downinto the elementary grades and up into the secon-dary schools with the aim of developing a com-prehensive K -12 program (SR)

ED 06S 693 VT 017 196Pre-Vocational Education. Exe.espies7 Program

Thiel Report.Waterbury Board of Education. Conn.Pub Date 16 Feh 71Note 44p.Available from- Research Coordinating Unit,

Division of Vocational Education, Conn. StateDept. of Education, P O. Ilex 2219, Hartford,Connecticut 06115

EDRS Price MF-$0.65 HC-53.29DescriptorsCommunity Resources, Curriculum

Design, Curriculum Development, Develop-ntal Programs, 'Disadvantaged Youth,

uheational Research, Grade 7, Grade 8,'Occupattonal Asptrallon, Program Develop-ment. Program Evaluation, Research Projects,Spanish Speaking. 3,',.,eitional Counseling, Vo-.-aornial Education

Identifiers Exemplary Projectsfhe intent of this exemplary program in prevca

eicional education was lb enhance the vocationalawareness and aspirations of 238 disadvantagedseventh and eighth grade students of PuertoRican background through an extensive careerorientation prilram consisting of curriculumreform and co-curricular activities. The program'saciivities and procedures centered around creat-ing a school oriented program on which outsidecommunity resources would focus. Sonic of thesecommunity-oriented activities included in-classinstruction, projects, ca.site job visitation, in-dividual and group job oriented counseling, in-volvement of leaders of the Spanish community.and use of resource materials for instructionaland enrichment purpose from community servicesand commercial establishments. Evaluation of theprogram was accomplished through utilization ofmany techniques, including such activities as administrative evaluation, student evaluation as toparticipation and ..oluntary actions, and formalanc informal testing of student's awareness of theworld of work Other aspects discussed in this re-port arc: it) time 'schedule, (2) budget. (3) ex-planation of curriculum design and development.and (41 instrue.,onal materials. !SR/ .

ED 052 472 CG 006 471Project inspire: Vocational Guidance Inetitate.Greater Hartford Chamber of Commerce, Conn.;

Hartford Univ., Wcst Hartford, Conn.; National_Alliance of Businessmen, Washington, D.C.

Pub Date 71Note -93p.EDRS Peke MF-50.6S HC-S3.29Descriptors-Economically Disadvantaged,

Economic Disadvantagement, Educational

Innovation, Educational Needs, EducationalPrograms, Minority Group Children, MinorityGroups. Negroes, t4egro Students, NegroYouth, 'Occupational Guidance, OccupationalInformation, Vocational Counseling, Voca-tional Development, Vocational Education,Work AttitudesTwo introductory speeches suggest the general

!social and interracial climate in the United States.It is against this backdrop that Project Inspire isdescribed. Its purpose is the development of a vo-cational guidance component within the broaderschool curriculum. Its major objective is elevatingthe awareness level of students to the work worldthrough the establishment of a comprehensiveHuman Resources Library.. Specific institutematerials included in this booklet are: (I) sampleeducational projects and techniques, including aneducational simulation; (2) a listing of specificcareer orientation program objectives; (3) sampleforms and letters for program participants; (4) aConnecticut task force report on manpowerneecfr. and (5) the results of an end-of-the-firstweek evaluation of institute participants'knowledge and feelings about minority youth,employment, and poverty. (TL)

ED 060 494 24 CG 007 150Rebeigicaurbant Area Vocational Guidance in-

stkorte for Counselors of Minority Yawls.North Carolina State Dept. of Conservation and

Development , Raleigh.Bureau NoBR-7-8456Pub Date Mar 72GrantOEG-1-7-078456-5151Note 129p.Etna Price MF-$0.65 HC-$6.58DescriptorsCareer Opportunities, 'Disad-

vantaged Youth, Employment Potential, 'Em-ployment Programs. 'Employment Trends,Manpower Utilization, Minority Groups.Negro Employment, 'Occupational Guidance,Youth EmploymentThis institute was planned to assist public

school counselors in their work with minority anddeprived youth by providing information aboutemployment conditions and opportunities in localgeographical areas, by establishing regular com-munication lines between, the schools and busi-ness and industry, and by furthering the coun-selors knowledge of the attitudes which theseyouth have towards employment, education, theirplace in society, and the world beyond their ex-perience. To achieve these purposes, the series ofInstitute sessions included speeches, paneadiscus-sions, and group meetings with key business andindustry pe,sonnel, and guided tours of plant andbusiness operations. Additional sessions wereconcerned with minority group youth and theirproblems in planning for future work and minori-ty group workers and their experiences in theworld of work. Further sessions were concernedwith the .experiences of educational and govern-ment personnel involved with minority groups oc-cupational. orientations and placement. Detaileddescriptions' and evaluations of these sessions areincluded. (RE)

ED 033 818 RC 0(13 85ITalent Search Project, Eastern Arizona College.

Progress Report (January 1, 1969 - March 31,19691.

Eastern Arizona Coll.. Thatcher. Talent SearchProject.

Spans AgencyOffice of Eduaition (DHEWI.Washington. D.C.

Pub Date 31 Mar 69Con tvact OEC -08-0000235391Note- 17p.

Descript.Irs*American Indians, Committees.Culturally Disadvantaged, 'Financial Support,'Higher Education. Individual Counseling, LowIncome Groups. Occupational Guidance, 'PostHigh School Guidance, Projects, 'TalentIdentification

6

I:dent Scare): s onmaders eess ..etschool tramine ; ;1-, . .

adsantaged peor,. the, u-,counseling and soeatinatat I astern A wona ,;

emphasis on eihreatioo,,f rI l erect ti,clonal fratnir.g for India din iou (..1. L.Coordmalin, Commute,. has Deer :

which has enlisted :he coopetatIonaids dire:do's. of !rirona I //

committees haie been orp.,,m,,,,,!perform st.eh seriices lurnishing .ItiN

reCtuit arrangnig hners.leses.tither programs Staustics are niesent, ,%0

s ices performed by hient du,rig the first 3 months of loos/ an,1oillmeni io Artiona colleges r,sri .r tutt, scarperiod. i if-I

El) 033 204 VT U))'The Transition from School to Mork: l Report

Based on the Princeton Minimiser t' inpieduniMay 9.10, 1968. Research Report sieries Nn.

Department of Health, falueataii, and 51;liare.Washington, I) C National Manpoucr Pots, sTask Force, IiVashington. C 1'r in, foot,:ink.. N.J.

Spons Agency- Manpower Adriefestrah.e.IDOL), Washington. DC

Puh Date 68Note.290pAvailable from Industrial Relations See ,,

Princeton University, PO. liars 2.1S. I'ionee!n.New Jersey 08540 ilt.lto)

Document Not Available from EDRS.Descripti -v Business Responsibility, 'Ceti

ference Reports. Correctional Education. De.advantaged Youth, Dropouts, I.oreign Countries. 'Job Placement, Noncoilege PrparaloriStudents. Occupational Guidance. Sehool Role.Unemployment, Vocational Education.'Youth

IdentifiersPrinceton Manpower Sy inposminApproximately 60 cape its from

business, government, unions andparticipated in a symposium to sunimarue andreview the dimensions of the youth uneaird,i,ment problem and to discuss the roles andresponsibilities of schools. preate enterprise.trade unions. voluntary agenete,,. and saunaslevels of government in developing Inideesbetween school and work for nonoillq:e houndyouth. The introductory paper is, the symposiumorganizing committee presents a brief analssis ofthe problem of transition based primardr arumthe submitted papers Background Impels relatingto the dimensions of the problem ri the Vitae('States. experience abroad, and mechanisms lotthe transition include presenlanons h:, I !

Harold Goldstein, (2) Robert I' Map's, HerbertS. Parries, Ronald M. Schmidt. and Ruth S Spit,(3) Hugh Folk, (4) Sylvia McCollum, r losephS. Zeisel, (6f Franz A Grin:riving. 171 Rupert \Evans, (81 Elmer L. Winter. or Garth I Siangum, and (10) Judah Drob.

ED 021 560 CG (103 395Work-Sample Program Experimental and Demon

stration Project. Final Report.Jewish Employment and Vocational S line

Philadelphia, Pa.Spans Agency - Manpower Administration

(D01.1. Washington, V rPub Date 30 Sep 68Note-295p.Available fromJewish Employment and Voca-

tional Service, 1213 Walnut Street, Philadel-phia. Pennsylvania 19107.

Document Not Available from EDRS.DescriptorsCounseling. Counseling Effective-

ness, Counseling Programs. Culturally Disad-vantaged, Manpower Utilization. Programs,Vocational CounselingOver a 10-month period, an experimental

group of 268 disadvantaged applicants and amatched control group of 206 other disadvantaged applicants. were studied to assess the

potential of a work-sample program for improv-ing counseling and (*mum services.for the dis-advantaged. Data analyses supports the conclu-sions that the program (I) helped the counselorto better understand, relate to. and communicatewith the disadvantaged, (2) facilitated thedevelopment-of a counseling plan 07 vocationalobjective. (3) increased the likelihood that thedisadvantaged would complete counseling, bereferred to more jobs, obtain jobs on initial refer-rals, and hold and adjust to jobs and trainini, (4)helped counselors to identify applicants in needof rehabilitation and other services, (5) providedknowledge on. the applicant's work readiness in.dices, and (6) enable the disadvantaged to betterunderstand his vocational interests and abilities,learn about differery. jobs, and modify his per-sonal appearance and behavior to meet expectedstandards. The findings also showed that the pro-gram improved the effectiveness of counselingand placement services for the disadvantaged.(Author/EK)

ED 010 071 G6

A DEVELOPMENTALTOWARD SERVING t,jr. m.).0 EFFitT:vC:r,ay- smccmcy. TmOMA4 J.UN /V. OF SOUTH CA4C,;NA, SCmOOL ,F Cu,,ZATIONREPORT NUMBER OR-S-U124 PD DA',.GRANT DEG -' -JS -Oil

GisP.

DESCRIPTORS- sCOuNsE..oR TRA;N1NO,iNSCRIVICE EOJRCCS, SiNSTirUTC-TTPC Co,,RSEs.

COUNSELING, COLIJNOtA, COOPERATIVE PROGRAMS, FIE.° TRiPS,SOUTH CAROLINA,

f0 010 774PROJECT /S.DR- ANDERSON, CLARA N.MINNEAPOLIS PUBLIC SChOOLS, MINN.

PUS DATE 66ISp.

DESCRIPTORS- CouNsELING PROGRAMS, *DROPOUTS, UNEMPLOYED,* VOCATIONAL COUNSELING, DISADVANTAGED YOUTH, HIGH SCHOOLGRADUATES, MINNEAPOLIS,

_ A PROGRAM IN LOW-INCOME AREAS IN MINNEAPOLIS PROVIDEDiNE'sEivICEs OF NIGH SCHOOL COUNSELORS TO GRADUATES ANDDROPOUTS DY (I) OFFERING VOCATIONAL GUIDANCE TO UNEMPLOYEDGRADUATES AND ACTIVELY ASSISTING IN JOEI PLACEMENT, /21ENCOURAGING INC RETURN OF DROPOUTS TO SCHOOL AND ASSISTING INTHEIR READJUSTMENT TO ACADEMIC LIFE, 131 ORGANIZING DATA ONCLIENTS FOR USE IN CURRENT AND FUTURE STUDIES, INCLUDINGCURRICULUM REFORMS, AND (AI ORGANIZING A SEPARATE SUMMERPROGRAM TO INDUCE DROPOUTS TO RESUME SCHOOLING., RESPONSE TO

IRE PROGRAM WAS ENCOURAGING, WITH THE COUNSELORS MAKING

*EARLY 3,000 INDIVIDUAL CONTACTS IN THE INITIAL 6 -MONTHPERIOD. (NC)

01.1 231 Ca66 ; .;T:7,ITE AND FOLLOWUP MORKSMOPS, FIN..L RETORT.

....ARC C.

C!:IVERSUY 0, ?i:NNSYLVANIA, PHILADELPHIARP.7XT rtz.o-422 -05 Pull DATE 61

NJ, -.% DS-5-0I12G RANT

IZ3P,

*.:OJNSELING PROGRAMS, COUNSELOR TRAINING,*GUIDANCE COUNSELING, *VOCATIONAL

Cu.tuRALCY DISADVANTAGED, EMPLOYMENT PROOLCmS,.POLL :r HIGH SCHOOL STUDENTS, INSTITUTE TYPEZOVRSZ-5, LL INCOME GROUPS, PENNSYLVANIA, PMILADELPmIA.SCHOCe.. CaMMUNITT COOPERATION',

A 2 -WEEK SUMMER INSTITUTE WAS CONDUCTED TO :.:RVC 6.INSERVICE TRAINING FOR A GROJP OF I:a COwNSELOk; :h

EMPLOYMENT, 'TRADE, TECHNICAL, AND SCmOO.. SETTJNG; As TO HJWTHEY NIGHT DETTCR SERVE DISADVANTAGED YO.LITH THROUGHINDIVIDUAL AND JOINT ACTION PROJECTS, OPENmCLO AMONG THE PARTICIPANTS TO STIMULATE wORTew,II.0 :DEAD IN/KIS AREA, AND FIELD VISITS AFFOCC.0 EACH OF TM: COUNSC,ORSoreoRromfrms TO MEET AND TALK WITH fowg. PEOPLE .NC n,c:11FAMILIES. IN ADDITION, SOCIAL wOAK:RsPsyCeOLOGIsra, ANCU RBAN REHABILITATION PERSONNEL DISCUSSED THEIR WORK ANO Ter.PROBLEMS WHICH THE,' ENCOUNTER ih ATT:NPTTNG TO A:0 THISPOPULATION Or YOUNG PEOPLE, A :CRIES OF THREE FOLLOWUPMEETINGS TO THE INSTITUTE WERE HELD ON WEEKEND; DURING To,:FOLLOWING YEAR. COLLEAGUES ANO ADmINIsTRATIve-suPERvIsOR,1 JFTHE PARTICIPANTS WERE INVITED TO THE'LAST TWO pszer:No4. TACMEETINGS SERVED TO INTRODUCE NEW DIMENSIONS REGARDING THEVOCATIONAL FUTURE OF DISADVANTAGED YOUTH AND THE NECESSITY orPROFESSIONAL TEAMWORK IN ASSISTING TriEs, Tee RECOMMENDATIONSGENERATED DY THE INSTITUTE. PARTICIPANTS FELL UNDER TWO MAJORHEADINGS--is) JOINT AFTION Bp AGENCIES WORKING WITHols4o,,AmrAsco YOUTH; AND (2) COUNSELOR EDUCATION ANDINSERVICE TRAINING. PRIMARY EVALUATION WAS CONDUCT:.) THROUGHTHE ADMINISTRATION OF A PARTICIPANT aJCSTIONNAIRE. AL.*ESPONDENTS INDICATED ENTHUSIASM FC E.0NTINuING PRC.4*AMt TOserve DISADVANTAGED YOUTH. IT SHOULD :I NOTED TRAT CNOMASISIN THIS 0EvELOpmeNTAL PROGRAM WAS APPLIED PRtmARILY TO THESTATE OF SOUTH CAROLINA. UM!

A GuIE0ICE PROGRAM WAS CONDUCTED IN AN EFFORT TO'INCR:.6E THE PWrEsSIONAL COMPETENCE OF HIGH SCHOOL'CCJNLZLORS IN THEIR VOCATIONAL WORK WITH STUDENTS FROMLow-tLxcm: owlim2s. .SPECIFIC OBJECTIVES WERE (1) TO EIR4,C.:Tr. PAATIC:P4rI5O COUNSELORS' UNDERSTANDING OF THE *TITOEs

CLILTJRAL./ DEPRIVED YOUTH HAVE TOWARD SUCH MATTER., AsEDUCATION, FAMILY LIFE, THEIR PLACE IN soctcTe.

AO THE wo7L3 ez'YONO THEIR EXPERIENCE, (2) TO INCREASE rr,cCOJAisCLoRs .(NO.JLEDGE ADOUT CHANGING EMPLOYMENT COA.:DIT1045

ORROITuhITIEG, ANO (3) TO ASSIST IN THE DEVELOPMENT CF ANwfiono LIAISON BETWEEN SCHOOL GUIDANCE COUNSELORS ANDINOJSTR:AL.PERSONNEL. ?kr:PROGRAM MAD TWO PHASES--() ASAUK INSTITUTE, ANO (2) FOLLOWUP ACTIVITIES AND PROGRAMEVALUATION LASTING APPROXIMATELY JO MONTHS. FIFTY COUNSCLO "S

SELECTED TO PARTICIPATE IN THE PROJECT ON A VOLUNTEERBASIS. AT TAE CONCLUSION OF EACH WEEK OF THECISCuSSIoN OACARS PREPARED GUROIGRIEG,OFeliiElOGcTIvITIEG ANDRECOMMENDATIONS FOR ACTION AND CHANGE IN THE ROLE OF THECOUNSELOR. EACH GROUP EMPHASIZED THE NEED FOR MORE EFFECTIVECO(..MUNITI J:.:LAT:ONSWIRS AMONG COUNSELORS. INDUSTRY, PARENTS.AND OTHER COMMUNITY AGENCIES. THEY ALSO BELIEVED THEY SHOULDHAVE A GREATER VOICE IN THE DEVELOPMENT AND CHANGE orCURRICULUMS FOR DISADVANTAGED YOUTH. (AN)

7

ED 010 750 RC 000 841

POEHLMAN, C.H.; And Others

Suggested Techniques in Guidance and Counseling with Indian Youth and Adults.

Nevada State Department of Education, Carson City66

19p.

*American Indians; *Cultural Differences; *English (Second Language); *GuidanceCounseling; *Vocational Counseling; Adult Programs; Carson City

This document suggests concepts to use in counseling Indian youth and adults,and reconmends ways to utilize those concepts. Cultural differences,language differences, and early childhood socialization are discussed. Emphasis

is placed on helping the Indian to understand the American culture and guidinghim toward a vocation. (CL)

ED 011 016 UD 001 373

JONES, Roy J.; TERRELL, David L.

Problems Associated with Developing a Realistic Employment Counseling Programfor Disadvantaged Urban Youth.

64

52p.

A youth employment counseling center was established to provide a tentativeworking. model for the setting up of new youth employment programs. Many of thesc:ially disadvantaged youths (ages 16 to 18) served by the center had policerecords. The center's counseling staff was recruited from many disciplinesand dealt only with the problems related to the youths' employment problems andwith their developing a realistic and meaningful outlook about their future.Counseling and employment placement problems arose from the youths' inadequatemeans of expression, lack of know-how in taking written tests, academichandicapts, and self-defeating attitudes. The youths' police records and laborlaws prohibiting youth employment further contributed to the problem offinding jobs for them. (BD)

ED 013 456Leonard, George E.Developmental Career Guidance in Action, The First YearWayne State Univ. , Detroit, Mich.158P.

CG 000 069

Oe:.:upational Guidance, *Disadvantaged Youth, Tables (Data), Questionnaires, Counselor Hole, Aspiration,'Guidance Programs, Career Planning, Vocational Counseling, Workshops, Evaluation Techniques, ProgramEvaluation, Consultants, *Pilot Projects

8

ED 012 189 RC 000 159

POTTS, Alfred M. II

Knowing and Educating the Disadvantaged, An Annotated Bibliography.

Adams State College, Alamosa, Colorado65

462p.

*Bibliographj.es; *Disadvantaged Groups; *Economically Disadvantaged;*Education; Administration; Adult Education; Alamosa; Counseling; Culture;Dictionaiies; Directories; Educationally Disadvantaged; Ethnic Groups;Health Education; Labor; Language; Migrants; Primary Education ProgramPlanning; Psychology; Public Relations; Rural Education; SecondaryEducation; Sociology; Surveys; Teacher Education; Vocational Education;Tests

"Knowing and educating the Disadvantaged" is an annotated bibliography ofmaterials related to the education of migrants or the economicallydisadvantaged. It is arranged by both topic and title indexes. TopicsInclude agriculture, American culture, directories, bibliographies, guides,handbooks, administration and organization of education, adult education,culture, early childhood education, elementary education, educational goals,health education, home economics, Indian education, migrant education, primaryeducation, rural education, secondary education, education and generalstatistics, teacher education, vocational education, guidance and counseling,health, immigrants, Indian Americans, labor, language and language arts,legislation, migrants, minority groups, Negro Americans, povertypsychology, public relations, PUerto Ricans, sociology, Spanish Americans,and tests and testing. (CL)

ED 014 083Frick, Donntd L.A Training Program for Vocational Counselors. Final ReportColorado State Univ., Ft. CollinsFeb 196744P.

CG 000 028

*Counselor Preparation, Educational Programs, Cultural Disadvantagement, Disadvantaged Youth, Adminis-trator attitudes, *Secondary School Counselors, *Vocational Counseling Vocational Schools

An intensive vocational counselor training program lasting five weeks was held for 21 secondary school coun-selors in Colorado. Counselors were required to have a bachelor's degree, to qualify for counselor i;crtifi-cation, and to be actively engaged in counseling, Admission priority was given to counselors from depressedareas. The purposes of the program were to train counselors in skills related to aiding youngsters makevocational choices, to inform counselors of vocational opportunities provided by the Vocational Education Actof i963, the Economic Opportunity Act, and the Manpower Act of 1965, and to give them a basic understand-ing of vocational philosophy and information, Problems of students from depressed areas, and preventativecounseling were points of emphasis. The structure of the program was-- two weeks were spent studyingvocational material, two weeks emphasized counseling interviews held by the trainees with clients from a

vocational-technical school, and one week was devoted to a joint session of trainees and representatives from"their administrations. A follow-up study and evaluation were part of the project. Counselors felt their know-ledge about vocations and recent Federal legislation' inCreased, their role hi vocational counseling was clari-fied, and communication between administrators and themselves increased as a result of the program. (PS)

9

4

ED 011 456 JC 670 249r*

The General Curriculum, a Proposal for the Development of a Program for theEducationally Disavantaged, Volumes 1 and 2.

Saint Louis Junior College District, Missouri

65223p.

*Counseling Programs; *Curriculum Dev'elmment; *Educationally Disadvantaged;*General Education; *Junior Colleges; Autoinstructional Programs; Disadvantaged

Youth, St. LouisForest Park Community College in St. Louis has launched a pilot program

(the general curriculum) which attempts ) develop a means of meeting the

real counseling and trainthg needs of educationally disadvantaged students

at the Junior College level. The development of such students occurs on

three different levels. Teaching on the first level, "Basic Skills"(Mathematics, Reading, aitd Written and Oral Expression), relies to a great

extent on autoinstructionol devices. Teaching on the second level,

"Personal Enrichment," emphasizes core concepts in general education

courses. Counseling on the third level, "Adjustment to S61f and Society,"is community-centered and directed toward establishing student self-esteemand clarifying student vocational goals. A f,udget for the program is

presented, and six appendixes discuss the program's purposes, methods and

theory in detail. (AD)

BD 021 979 VT 009 622Peterson, Neil D.A PILOT PROJECT IN VOCATIONAL

GUIDANCE, PLACEMENT AND WORKEXPERIENCE FOR YOUTH FOR WHOMEXISTING WORK EXPERIENCES ARKNOT APPROPRIATE.

Livonia Public Schaub, Mich. Dept: of SecondaryEducation.

Pub Date Apr 67Note-66o.

Descriptors */1 IGH SCHOOLS OCCUPA-TIONAL GUIDANCE, PILOT PROJECIAPOTENTIAL DROPOUT& STUDENTCHARACTERISTICS, STUDENT EVALUA-TION, SUCCESS FACTO TESTINGPROGRAMS, WORK EXPERIENCE

Identifiers Michigan, LivoniaTwenty-Ave sophomore students recommended

by their school principal or counselorin a pilot educational program d

to be appropriate to the interests and ofpotential high school male dropouts. Test scores,inventories, student records, office fan, and 111B-ployment analyses of the participants were ex-amined to determine similarities of these dwdepts. who sheeted some or little success in

111 M jim, twin oohed end an the IlkThe Mimi. wen pewrided wilh awe eflow-lavel sea mouth work wisdom and I hawpin day in the eimerms. Same fluditio were(II The beys_putielpating in the_ project hadmean IQ of SI with rime of Si to 99 for II

of the group, (V a Permed of the Plericierntm seared belOw the 50th percentile on theIowa Silent Reading Test, (3) All of the KANOtended to score low in mental Mai Ay sadachievement tests, and (4) The boys as a grouphad a dislike for academie subjects before aidduring the study. The objectives of the projectwere generally met, and the majority of the boysWere retained for the 1965-66 school year.Although the project had its impact and servedgood purpose, it was concluded that the progressmade by the participants was not COMMOIWWWWwith the time, effort, and money invested istheir interests. (WB)

ED 813 110 CO 002 764Guidance kr Rdnemlenally ffieedwromml Pua. pNew Yoth State Education Dept., Albany.Pub Date 66Note-33p.

Descriptors-*Lounseliog Services, 'CounselorRole, *Disadvantaged Youth, EducitioasilyDisadvantaged, Family RelationshipSome cherripteristies of the disadvaamoed child

an presented; the low socio-economie family Isdescribed; and same of, the sunset myths penpointed about this segment of society are ea-stained. The disadvantaged child's suspicion ofschool and his unhappy experiences there requireaura effort by the counselor. Ways in which thecanasta. can begin to explore the problem at hisschool are presented. and ledmiquesdor use with the ipd child areresealed. Major challenges to the counselor M-ende: (a) the development of good bore -schoolrelationships. (b) the provision of remedial sodModel services, te) the expansionand vocational horizons, and (d) the involvementof the entire educationsl team to achieve the goalof meaningful education for the disadvantagedchild. HMI .

10

ED 037 304 11L-. 009 712Needier, Joseph A.Youth

oolsAdjustmentPrograms in the Kaaws Ciiy

Sch.Kansas City School District. Mo.Pub Date Jun 68Note -202p.

bescisnors'Disadvantaged Youth, 'Dropouts,Economic Disadvantagenient, Fatherless Fami-ly, Low Achievers, Mentally Handicapped.One Parent l'iunily, Physically Handicapped,Vocational Counseling. 'Vocational Education,Work Study Programs

(detainersBasic Education Student TrainingProgram, Kansas City, Missouri, MissouriCooperative Work Program. NeighborhoodYouth Corp, Project Rotary Sponsor, RotaryBoard Of Education Double E Program, WorkStudy ProgramThis report evaluates nine projects geared

toward economically disadvantaged youth withlow employment potential, who are having or arelikely to have difficulties with school work. Theprograms are: the Neighborhood Youth Corps,designed to provide paid work experience foryoung men and women, ages 16 to 21, the RotaryWNW Project, which provides companions foefatherless adolescent boys; the StorefrontSchools, for children who cannot function in aclassroom; Basic Education Student Train rep Pro-gram; to help girls develop skills and attitudeshelpful to them vocationally, Manpower TrainingProgram; the Missouri Cooperative Work Pro-gram for the Mentally and Physically Han.dicapped; the Central Placement Service, to helpschool district personnel find jobs for students;the Work-Study Program; and, the Rotary Boardof Education Double E Program /Education, Em.ployment), for high school dropouts. IKG)

ED 042 535 RC 004 582Fu "u, J .Steven Hernandez, PedroPerceived Sources of Personal Ald and Influence

for the Occupational Aspirations of Black HighSchool Seniors; A Rural -Urban Comparison.

Louisiana State' Univ., Baton Rouge AgriculturalExperiment Station

Spans Agency-Department of Agriculture.Washington, D C

Pub Date Fel, 70Note-19p . Paper presented at the annual mect

Ing of the Association of Southern AgriculturalWorkers. Rural Sociology Section (Memphis,Fennessee. Febuary 1970)

Descriptors-Cr:Am ouveness, LowerClass Students,MelergrOglittudents, Occupa.tional Aspiration. 'Parent influence. RuralUrhan Differences. Seniurs, SocioeconomicStatus. Teacher Influence

Identifiers- 'LouisianaRural and urban seniors from all -black high

schools in Louisiana were given group-ad-ministered questionnaires to determine the in-fluence of S primary contacts on the formation ofoccupational aspirations of youth The 5 primarycontacts generally acknowledged to have someinfluence were parents, relatives, friends,teachers. and guidance counselors. The 264respondents were classified by residence (rural orurban) and by sex. The Kruskal-Wallis one-wayanalysis of variance was used to determine sig-nigicant variations among the student categories.Parents were found to he the most helpful and in-fluential for all categories of students. Teacherswere second in influence but wcrc more influen-tial to rural students than to urban students, aswere guidance counselors. Relatives were ratedmore influential by urban students than wereguidance counselors. The influence of friends wasnut significant except for rural males. It was con-cluded that a general theory of oecupational chit.ice cannot he formed until explanations for thedifferential influence of primary contacts arc pro-vided (JH)

ED 042 884 VT 010 473One Paradigm for VocatIonalTeehnIcal Counsel-

ing (Santa Fe Junior College Workshop, Gain-sville, Florida, June 1969),

Santa Fc Junior Coll., Gainesville, Fla,Pub Date Oct 69Note-.57p,

Descriptors-Counselor Role, Counselor Train-ing. Educational Philosophy, 'EducationalTrends, Group Counseling, Secondary SchoolCounselors, Testing, Vocational Counseling,Nocational Education, Workshops

Identifiers - Counselor WorkshopsThe purpose of this summer workshop was to

enhance communication channels between thepuhlic school and college personnel, to acquaintpublic school personnel with resources for enlarg-ing their counseling programs, and to expandupon the concept of vocational counseling.Presentations included ( I ) New Dimen-sions/ProHems in Secondary School Counseling"by Clifford R. Leblanc, (2) "Future Dimensionsin Vocational Technical Education" by E.L.Kurth, (3) -Introduction to Growth Group Ex-periences" by Tal Mullis, (4) "New Perspectivesin Group Work" by Richard Blouch, (5) "Coun-seling the Disadvantaged" by J.D. Beck, (6) "-Counselor Use of Tests" by Marlin R. Schmidt,and (7) Summary and Conclusions by April O'-Connell. (.CH)

c.

ED 043 896 CG 005 862Rothstein, Harvey J.Problems and Issues In the Counseling of the Disa-

bled Disadvantaged Patient.American Psychological Association, Washington,

D.C.; Veterans Ado, 'istration Hospital. Mon.trose. N.Y.

Pub Date Sep 70Note- 12p.. Paper presented at American

Psychological Association Convention. EiiamiBeach, Florida. September 3.8, 1970

Descriptors-Coura-'^e 'Counseling Effective-ness, Counsel/. ieristics, Counselor Per-formance, C )ualifications, CulturalDisadvantage: aurally Disadvantaged.Disadvantagee rps. 'Physically Han-dicapped, Vocational Counseling, VocationalRehabilitationIn the counseling phase which is imbedded in

the global vocational rehabilitation process, theprimary challenge, in dealing with the disableddisadvantaged client, is viewed as being the disad-vantagetaent rather than the disability per se. Amultitude of factors and interacting clusters ofvariables that influence the counseling processwith these persons are identified: (I) the nega-tive, resistive attitude or at least, the unenthu-siatic and guarded orientation; (2) the usuallyalien and unfamiliar qualities (to the disadvantaged client) of agencies; (3) the social, cul-tural, educational and emotional gaps betweenthe middle-class counselor, black or white, andhis disadvantaged client; and (4) the foreignquality of a verbal, interpersonal model oftransaction. Suggestions for improving counseloreffectiveness with the disabled disadvantaged areoffered: (I) minimizing th_ effects of unfamiliarsettings and procedures: and (2) altering thecounselor's basic orientation where style, content,goals, and evaluation are concerned. Qualities ofcounselors who would work most effectively withthese clients are delineated. In conclusion, theauthor notes that the above efforts would have anameliorative effect, but that only significant so.cial, economic and political changes will trulyalter the condition of the disabled disadvantaged

ED 044 380 24 SP 004 404Mathirson, Moira B.. Comp. Tatis, Rita M..

Comp.Understanding Disadvantaged Youth: Their

Problems and Potentials. An Annotated Bibliog-raphy.

ERIC Clearinghouse on Teacher Education,Washington, D.C.

Spons Agency-National Center for EducationalCommunication (DHEW/OE), Washington,D.C.

Bureau No-BR-8.0490Pub Date 70Contract-OEC-0-8-080490-3706(010)Note-22p.

Descriptors-Annotated hionographies., Chang-ing Attitudes, Compensatory Education, Cul-tural Education, Disadvantaged Youth, Edu-cationally Disadvantaged, Tehrher Attitudes,Teacher Education. Teaching Methods, UrbanTeachingDesigned as a resource guide for teachers and

teacher educators, this annotated bibliography .

contains 102 citations (e.g., journal articles, pro-gram descriptions, research reports) most of themdated between 1968 and 1970. There are five.sections: I) Characteristics and Problems of theDisadva:.mged--22 items; 2) Attitudes Towardthe Disadvantaged-16 items; 3) Methods ofTeaching the Disadvantaged--19 items; 4)General and Vocational Education for the Disad-vantaged-22 items and 5) Programs forTeachers and Teacher Educators--17 itemsMaterials were selected from those processed bythe Educational Resources Information Center(ERIC); each entry includes information onmicrofiche and hard copy availability throughERIC. (JS.)

El) 044 467 011 (.1-?stink. ()war G Ed Kaplan, lierrh.rd .1 FdAmerican's Problem 1 nuth: Education and

Guidance of the Disadvantaged.Pub Date 70Note-202pAvailable from-International "textbook coo,

pan. Scranton, Pa 15515 t Sri 505Document Not Available from FORS.Di:se - Countteling. Coons...11[1g ioals.

Counseling Programs. Cot tiseling /twig les'Disadvantaged Youth. Dropo; t Piot-items.Dropout Programs. Dropout RO:AO:h.Dropouts, Dropout Teaching Institutes I Fraining Programs). Public Schools S. hoot Integralion. Summer Institutes, 'Urban Educiaion,Urban SchoolsThis book is the result of a series of workshops

designed for school personnel desiring to imposeeducational programs for disadvantaged youthand potential dropouts The workshops were con-ducted at Cornell University during the sumnt4Tof 1964 through 1967. The chapters in this bookon milieu, basic issues, dropout problems. counseling the disadvantaged. and actin, projectsrepresent, in part, papers presented (luring theCornell workshops. The problems discussed aregenerally Concerned with disads.intaged youth inurban areas. This hook is intended to be a basictext on education and guidance of the disa.1.vantagesL, it is also directed to public schoolcators at all levels and all varieties of assignment(Author/1W 1

ED 045 934 AC 008 916Planning Models for Group Counseling.New York State. Education Dept , Albany. Bu-

reau of Continuing Education Curriculum Ser.vices.

Pub Date 69Notc-45p.Available from-Publications Distribution Unit,

State Education Building. Albany, N.Y 12224(Free to Ncw *fork State school personnelwhen ordered through a .chool administrator:

EDRS Price MF-$0.65 NC-53.29Descriptors - 'Adult Students, Changing At-

titudes. 'Disadvantaged Groups. DiscriminatoryAttitudes (Social), 'Group Counselin). V.ode/s.Prevocational Education, Rule Perception, SetEvaluation, Social Adjustment, 'Social Maturi-ty. 'Vocations, Counseling, nork Atta odesThis publication provides plannine r'uJei., for

counseling with groups of disadvantaged adults.the models Ve fOcused on the vocational successof the individual. The trainee is helped to per-ceive his role realistically and to plan his futureplace iitt tociety. Self-evaluation and planning forfuture employment Brie mnjor themes runningthrough the session., Through the sessions thecounselor cnn teach significant items of informa-tion regarding work and self. Although thismaterial is especially designed for adult groupspreparing to enter the labor force, the techniquesmay be modified somewhat for use with non-col-lege-bound secondary students The materials donot constitute a sequential course of study, nordo they encompass all the problems encounteredby the disadvantaged worker. Rather they areplanning models that counselors will want toadapt to the needs of their own clientele and thelocal conditions prevailing in their area.(Author/ES)

ED 052 330 VT 013 274Gordon, Jesse E.Testing, Counseling and Supportive Services tor

Disadvantaged Youth.Michigan Univ., Ann Arbor. Inst. of Labor and

industrial Relations.Spons AgencyManpower Administration

( DOL ). Washington, D.C.Pub Date 69Note-263p.Available fromPublications Office, Institute of

Labor and Industrial Relations, P.O. Box 1567,Ann Arbor, Michigan 48106 (54.00)

EDRS Price Mir-S0.65 EC Not Available freesEDRS.

DescriptorsCounseling, DemonstrationProjects, 'Disadvantaged Youth, EdUcationalInnovation, 'Employment Problems,Experimental Programs, Manpower Utilization,'Program Evaluation, Program Improvement,TestingSince the passage of the Manpower Develop-

ment and Training Act of 1962 (MDTA), theDepartment of Labor has funded over 330million worth of experimental and demonstration(E and 0) projects in an effort tO discover somenew directions' for dealing with Meunemployment problems of disadvantaged youth.To evaluate the effectiveness of these and similarprojects and to chart a course to follow withfuture programs, this report revirks the nature ofthese projects in terms of assessment, counseling,and supportive services to disadvantaged youths.Specifically, the report seeks to identify the newknowledge and techniques which are innovationsin working with disadvantaged youth and todetermine the implications for future policies,programs, and strategies. The major sections ofthe report are: (1) Introduction, (2) Assessment,( 3 ) Counseling, (4) Supportive Services, ( 5 )Summary of Recommendations for Programs,Plans, and Policies, and (6) Appendix.( Author/3S 1.

ED 048 611 CG 006 269Life Skills: Course in Applied Problem Solsing.Saskatchewan NewStart, Inc.. Prince Albert,Pub Date Jan 71Note 2O4p.EDRS Price MF0.65 MC-59.87DescriptorsCulturally Disadvantaged. Educa

tional Programs. Group Guidance, Groups,Human Relations. Individual Development. In-terpersonal Competence. Personal Adjust -ment. Problem SolvingThis paper describes a Life Skills Course

developed by Saskatchewan blewstart Inc. Thecourse represents an attempt to 'integrate educa-tional and psychotherapeutic principles andtechniques for the development of 'personal com-petence in many aspects of life among the disadvantaged. It provides the student with com-petence in the use of problem solving Skills in theareas of self, family, community, leisure, and job.Learning groups are' formed which contain tip.proximately ten students and their learning guidewho is called a coach. Students participate inabout 65 lessons and there are four main sourcesthe coach encourages the students to exploit intheir search for meaning and hehaviorai change,These include: ( I ) the skills and experiences thestudents bring to the learning group; (2) thecoach's experience and training; 3) communityresources; and (4) written materials containingthe content and course objectives. Selected candidatcs for coaches go through a training pro.gram designed to prepare the learning guide as aleader of a Life Skills Group, a trainer in the up.plication of prohlem solving and social skills anda resource person to his group. (RSM)

EJ 043 746 090 CG 503 438Practically Speaking Dodson, Anna G., Vocation-al Guidance Quarterly, v20 n1, pp59.61, Sep 71

Elementary School Students, DisadvantagedYouth, Occupational Guidance, VocationalEducation, *Self Concept, Negro Students,Pupil Personnel Programs

The article describes an occupational programpresented to inner city children for the purposeof creating better self images and oonsequentlyimproved academic performance. (BY)

EJ 025 443 130 CO 501 934Vocational Maturity amens lusar-City Yea**Maynard, Peter E.; Hansen, James C., JCounseling Psycho!, v17 n5, pp400-403, Sep 'TO,

'Maturation, Vocational Development,Disadvantaged Youth, 'Social Factors,Intelligence Factors, Intelligence Tests,Maturity Tests

This study investigates the efficacy of theVocational Development Inventory in measuringthe vocational maturity of inner city boys.Intelligence test results were converted tostandardized T scores. Mean vocations) maturityscores indicate large differences which disappearwhen intelligence is controlled by analysis ofconvariance. A variety of intellectual and socialvariables must be taken into account by thoseworking with this stoup. (Audio')

EJ 017 779 380 CO 501 255The Vocational Aspirating; et the DiesdheeteselAmerican Girl Harkness, Charles A, I'Employment Counseling v7 nl, PP19-25, Mar

'Disadvantaged Youth, 'Females, 'Aspiration,'Vocational Counseling, *Vocational TrainingCenters, Counseling, Socioeconomic Status,Occupational Choice,

Concerned with aspiration and level of aspirationof 415 girls from Job Corps Conter.potheducational and ethnic considerations are to begiven in counseling disadvantaged youth.Expresses paucity of professional material donnedto vocational commuting of less than a collegeprepared person. (Author)

EJ 027 906 090 CG 502 187Strong Vocational Interest Blank Profiles ofDisadvantaged Women Harmon. Lenore W.,Journal of Counseling Psychology, v17 n6 ptl,pp519.521. Nov '70

Interest Tests, Culturally Disadvantaged,'Occupational Choice, Indiviclual Characteris-tics. Vocational Counseling. Females

The inci of the Strong Vocational Interest Blankwith disadvantaged women showed that theStrong Interest Blank can be useful in recognizingindividuality in disadvantaged women and inhelping them to choose satisfying job trainingexperiences. (Author)

Journal Articles

EJ 031 704 140 UD 501 437The Theory and Practice of Educating theDisadvantaged: A Case Study Ryan, Michael N.;Lewis, Lionel S., Education and Urban Society,v4 n2, pp155-176, Feb 72

Compensatory Education, Cultural Disadvan-tagement, Disadvantaged Youth, Case Stud-ies, Vocational Counseling, Vocational Reha-bilitation

EJ 017 778 380 CG 501 252Group Connsoling With Disadvantaged Tenth inan Employment Setting Waterland, Jean C., JEmployment Coursding v7 al, pp3-7, Mar 70

Disadvantagea Youth, Group Counseling,Group Dynamics, Employment Services,

' Employment Counselors, CulturallyDisadvantaged, Subemp!nyment, Groups,Group Guidance, Occupational Guidance,

Discusses: (1) characteristics of thedisadvantaged; (2) principles of group selectionand group interaction; and (3) group counselingtechniques - continuity, results, talking andinfluencing behavior. (EK)

EJ 035 885 520 CG 502 651An Evaluation. of the Effect of PretestingOrientation on GATB Scores Ziegler, Elwood,-Joiirnal of Employment Counseling v8 n 1, pp31-36, Mar 7:

'Testing, 'Testing Programs, *DisadvantagedYouth, Aptitude Tests, 'Occupational Guid-ance, Job Applicants, Goal Orientation, Em-ployment Services, Tests

Described is a pretesting orientation programdesigned to place disadvantaged applicants in amore competive position in terms of test takingskills by developing (1) an understanding of whydifferent kinds of tests are used, and (2)procedures to be used in teaching basic mechan-ics of good test taking skills. (BY)

Doctoral Dissertations

Barbee, Joel Ralph. JOB INTERVIEW TRAINING FOR THE DISADVANTAGED USING TECHNIQUESOF BEHAVIOR MODIFICATION AND VIDEOTAPE FEEDBACK. University of Northern r_o_oradu,1972. Available from University Microfilms, 300 North Zee') Road, Ann A:bca-, Michigan'8106. (Order No. 72-22,400)

The primary purpose of this experimental study was to assess the relativeeffectiveness of a variety of treatment programs designed to improve theinterviewing skills of disadvantaged persons and thereby enhance theirchances for suitable employment. The disadvantaged person is oftencharacterized by a passive presentation of self in an employment interviewsituation. Prospective employers tend to perceive such a person as un-skilled, unresponsive and ill-suited to the demands of complex vocationalroles. Subjects for the study were randomly selected from the client popu-lations of three large metropolitan manpower agencies that provide skillstraining to disadvantaged persons. Subjects were assigned to one of threeexperimental interview training conditions. Following an initial (PRE)simulated job interview, which was videotaped, each subject in the firstcondition (Video) was shown the videotape of his performance and then asecond (POST) interview was conducted. Following a similar PRE intervieweach subject in the second condition (Combined) was shown the videotape ofhis PRE interview and trained with behavior modification techniques(identifying beha,:lt.,)rs to be altered, role rehearsal, practice and re-inforcement of approximate behavior) prior to the POST interview. Subjectsin the third condition (Control) received no intervening treatment betweenPRE and POST interviews. All subjects were given personality, socio-culture, intelligence and self-concept measures. All videotaped interviewswere arranged by general vocational areas and then randomly presented (asto PRE and POST, and experimental condition) to a group Jf judges familiarwith each vocational area. The judges, persons from government agenciesand the business community who are responsible for hiring for entry levelpositions, were asked to rate the subjects on a variety of dimensionsafter viewing each videotaped interview. Differences between the PRE andPOST ratings by the judges were analyzed using analysis of variance and ttest techniques. In addition to these tests of the significance ofdifferences of the change of the three experimental groups, correlationswere carried out to determine if certain subject characteristics weresignificantly related to PRE-POST change. The results of the analysesshowed that the subjects in the Video condition failed to change signifi-cantly more than did those subjects in the Control condition. The subjectsin the Combined condition changed significantly more than did those subjectsin the Control group on the criteria of specific interviewing behaviors andon the probability of their being hired as judged by potential employers.While the Combined subjects changed s:4nficantly more than the Video sub-jects on some specific interviewing skills, the difference on the proba-bility of hire item failed to reach statistical signficance. In theanalysis of the relationship between individual subject characteristicsand amount of PRE-POST change, the level of socio-cultural disadvantage ofthe subjects was found to be unrelated to PRE-POST change. Level of Intel-ligence was found to be positively related to PRE-POST performance change.The present study has shown that it is possible through the use of video-tape feedback and behavior modification techniques to produce positivechange in interviewing behavior of disadvantaged persons. The results

14

suggest that the application of these techniques could substantially increase.the chances of a disadvantaged person obtaining suitable employment. Al-though further research is indicated for clarification of several issuesraised by the study, this research has generally demonstratek', the effective-ness and practicality of this methodology in producing and measuring behav-ioral change.

Bowden, Delbert Anton. PUPIL SERVICES FOR THE INNER-CITY "HOUSE" SCHOOL. North-western University, 1971. Available from University Microfilms, 300 North Zeeb Road,Ann Arbor. Michigan '4106. (Order No. 71-30,747)

This descriptive .tudy includes the design for: a model program of pupilservices for this nation's inner-city schools. Mounting number; of unem-ployed high school dropouts demonstrate the faulty transition of our youthfrom school to work or other socially acceptable pursuits. Inner-cityschools are characterized by a high dropout rate, a low average da'Ay at-tendance rate, and a stress on college preparation curriculum with littleopportunity for vocational preparation. The house plan of school organizationhas been described as very effective for motivating students to stay inschool. In this type of organization, a large comprehensive high schoolis divided into small sub-divisions, called houses. Students attend mostof their classes within the house, and they become well known by the housefaculty and student body. Because the house is part of a large school,however, th,a students have both the intimacy and encouragement of a smallhouse plus the facilities and varied curricular offerings of a large highschool. The body of house literature is thoroughly covered and pupilservices within the house plan of school organization are reported indetail. In this model program, pupil services are offered primarily throughguides; homeroom teachers with a reduced teaching load who are free for halfof each day to become acquainted with and to help a group of 100 students.A counselor in each house is the pupil services specialist and counselorfor students in need of these services. This model program of pupil servicesfor an inner-city school includes those services recommended by the ChicagoBureau of Pupil Personnel Services and the American School CounselorAssociation, and which conform to selected regional, state and countyguidelines from across the United States. An inspection of the comparisonsbetween the model program and the various guidelines reveals certaindifferences which reflect consideration of conditions and problemspeculiar to the inner-city. Some specific differences touch on pupilappraisal, diagnostic testing, work experience, vocational preparationand transition from school to work. The concluding discussion includesexploration of some implications for staffing, ability grouping, studentmotivation, vocational experience and student placement. Recommendationsare made for continuing evaluation and experimentation in the field ofinner-city pupil services. Although local Chicago criticisms and guide-lines are prominent in the discussions and conclusions of this study, themodel program of pupil services has potential utility for any metropolitanarea, including inner-cities of the United States and the emerging compre-hensive state schools of Europe.

15

Hall, John Wesley. THE EFFECTS OF SUPPORTIVE SERVICES FOR DISADVANTAGED COLIEcESTUDENTS. The Ohio State University, 1971. Available from University Microfilms,300 North Zeeb Road, Ann Arbor, Michigan 48106. (Order No. 72-4511)

The main purpose of this study was to determine what effects supportiveservices have on disadvantaged college students. More specifically, aresupportive services the determining factor for the success or failure ofdisaavantaged college students? A total of one hundred and forty-sixsubjects constituted the sample for this research. The American CollegeTest (Student Handbook, 1970), Student Grade Report, and the StudentQuestionnaire were the instruments used. Analysis of covariance and achi-square test were the statistical techniques used for analyzing thedata. The questions for which answers were sought included: (1) Wouldthere be any significant difference in grade point change of disadvantagedcollege students that receive supportive services than students notreceiving supportive services other than financial assistance? (A)

Would there be any significant difference in grade point change of dis-advantaged college students that receive supportive services thanstudents not receiving supportive services other than financial assis-tance Autumn Quarter? (B) Winter Quarter? (C) Autumn and Winter Quarters?(D) Spring Quarter? (E) Autumn, Winter, and Spring Quarters? (2) Wouldthere be an significant difference in college success of disadvantagedcollege students that receive supportive services than students notreceiving supportive services other than financial assistance? The Majorfindings are summarized below: (A) There was no significant differencein grade point change of disadvantaged college students that received sup-portive services than students not receiving supportive services otherthan financial assistance for Autumn Quarter. (B) There was no significantdifference in grade point change of disadvantaged college students thatreceived supportive services than students not receiving supportive servicesother than financial assistance for Winter Quarter. The disadvantagedollege students that received supportive services grade point average wasigher by 0.2744. (C) The cumulative grade point for disadvantaged collegestudents that received supportive services was higher by 0.2735 thanstudents that received only financial assistance, but not high enough tobe significant at the .05 level for Autumn and Winter Quarters. (D)

Significant differences (beyond the .05 level grade point change fordisadvantaged college students that received supportive services thanstudents not receiving supportive services other than financial assistancefor Spring Quarter were found. (E) Significant differences (beyond the .05level) of cumulative grade point change at the end of Autumn, Winter, andSpring Quarters for disadvantaged college students that received supportiveservices than students not receiving supportive services other thanfinancial assistance were found. (F) There was no significant differenceof college success of disadvantaged college students that received sup-portive services than students not receiving supportive services otherthan financial assistance. "College success" for students participating inthis study is defined as those students that remained in college for threequarters. This study assumed that the instruments utilized are applicablefor this type of research. Additional studies using the analysis ofcovariance and chi-square analysis in various combinations is suggested.

Hesseilund, Thorvald Andreas. THE EFFECT OF PERSONNEL ASSIGNMENT ON THE VOCATIONALREHABILITA1.ION OF GHETTO CLIENTS. The University of Arizona, 1971. Available fromUniversity Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106. (Order No.72-4784)

16

The primary purpose of this study was to determine if any differences incase outcome might exist between a rehabilitation counselor only, rehabi-litation aide only, and rehabilitation counselor and rehabilitation aideworking together with ghetto clients. The criterion used to determine ifany differences did exist was whether or not the client was rehabilitatedinto employment. For those cases closed employed, the additional criterionof amount of earnings at time of closure was used. Also incorporated intothe study was the effect of amount of rehabilitation worker education onthe closed employed-not employed and the income criteria. Also studiedwere the effects of similarity of rehabilitation worker and rehabilitationclient age, sex and ethnic status on the closed employed vs. not employedcriterion. The 249 subjects used in this study were all clients of theSan Diego Service Center office of the California Department of Rehabili-tation. The counselors and aides involved with these subjects constitutedthe rehabilitation counseling staff of this office. All subject informa-tion was obtained through reviewing closed San Diego Service Center Rehabi-litation case files. The determination of whether or not a subject (client)was seen by a counselor only, aide only, or counselor and aide together wasmade through reading the information kept in the case files. for theprimary hypothesis, the statistical analysis showed no difference among thethree personnel assignment groups (counselor only, aide only, and counselorand aide working together with the same client.) Neither was the hypothesisthat there is a positive relationship between amount of rehabilitation workereducation and case outcome substantiated by the statistical analysis. None

of the three hypotheses stating that greater similarity between rehabili-tation worker and rehabilitation client (age, sex, and ethnic status) wouldproduce more positive outcomes were substantiated by the data gathered.The lack of demonstrable differences in personnel assignments confirmsearlier assertions made in the literature -regarding a lack of differencebetween aide and counselor performance. The study concluded with a notethat efforts should continue in the direction of conducting research whichattempts to differentiate the effects of personnel assignment on case outcome.It was for this reason that the primary recommendations to evolve from thisstudy were related to a desire to see similar research conducted under morestringent conditions. The recommendations included a proposed experimentalmodel, criteria which could be used, and suggestions for a more representativesample.

Koss, Allen B. THE USE OF THE VOCATIONAL PREFERENCE INVENTORY WITH A NORTH DAKOTAINDIAN POPULATION. The University of North Dakota, 1971. Available from UniversityMicrofilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 72-18,170)

The purpose of this study was to develop normative data on the VocationalPreference Inventory with an Indian population and to determine the re-lationships between the VPI scales and the Occupational Aspiration Scale,scholastic achievement, intelligence, and selected occupational information.The study also examined the differences between a North Dakota non-indianhigh school sample and a North Dakota high school sample on the VPI scales.The research sample for this study consisted of 161 North Dakota Indianhigh school juniors and seniors enrolled'at the Turtle Mountain CommunitySchool, Fort Yates, North Dakota, for the 1970-71 academic year. All

students were administered the Vocational Preference Inventory (VPI), theOccupational Information Form (OIF), the Occupational Aspiration Scale (OAS),and the Student ]import Form (SRF) in the early fall. Subjects were

17

divided into groups based on sex and the reservation on which they resided.Scholastic achievement and intelligence test scores were obtained from thecumulative records. The statistical techniques employed were a two-wayanalysis of variance, Dunn's "c" test and Scheffe's test for mean compari-sons, and Pearson's Product-Moment correlation technique. The .05 level

was used as the criterion level for statistical significance. Results:

(1) Significant differences were found for the mean score comparisons ofthree VPI scales. The Turtle Mountain Community School females scoredlower on the Artistic scale than did the non-Indian females, while inthis school the Indian males scored higher on the Self-Control scale thandid the non-Indian males. Both Indian male groups scored higher on theinfrequency scale than did the non-Indian males. (2) A significant negativerelationship was found between the Realistic scale and intelligence testscores for the Turtle Mountdn Community School males, while a significantpositive relationship was found between the Status scale and intelligencet±st scores for these males. (3) Significant negative relationships werefound between the ITED standard composite scores and the Realistic scalefor the Turtle Mountain Community School females, and the Infrequencyscale for the Standing Rock Community School females. A significantpositive relationship was found between the ITED standard compositescores and the Intellectual scale for the Standing Rock Community Schoolmales. (4) Significant differences were found on the six vocationalscales of the VPI with the Standing Rock males scoring higher than theTurtle Mountain males on the Artistic Scale, while the Standing Rockfemales scored higher or the Intellectual scale than did the TurtleMountain females. (5) No significant relationships were found between theTotal Acquiescence scale of the VPI and knowledge of work or location ofwork in specific occupations for all Indian student groups. (6) A positive

relationship was found between the total OAS scores and the VPI Statusscale scores for all Indian student groups.

18

Green, Rudolph Valentino. SELF-ACTUALIZING VALUES ANO OCCUPATIONALASPIRATIONS OF CULTURALLY DIFFERENT YOUTH., (Pages 50-52,"Personal Orientation Inventory and Answer Sheet, not microfilmedat request of Author. (Available for consultation at University ofKentucky Library), 1969, 30(7), 2848-A. (Order No. 69-19,162)

Negro students from 6 Arkansas high schbols were required to indicatethe occupations to which they aspired, and to complete the ShostranPersonal. Orientation Inventory (POI), a measure of values consideredimportant to self-actualization. Four of the POT scales ('Time CompetenceDimension, Self-Actualizing Vaue, Synergy and Capacity for IntimateContact) were found to be significantly related to the culturallydifferent youth's level of occupational aspiration. This suggests thatthe school can raise the occupational aspirations of culturally differentyouth by raising the level of their personal orientation values asidentified by the POT.

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