The Effects of a Comprehensive Guidance Model on a Rural School's Counseling Program.

Abstract

Developmental has been defined by Bernard and Joyce (1985) as classroom activities designed to provide students with the skills, concepts, and understanding required to proceed through developmental stages necessary for growth. The American School Counselor Association's role statement (1981) declares that counselors' major functions should include structured developmental guidance experiences presented systematically through groups (including classrooms) to promote growth of psychological aspects of human development (e.g., ego, career, emotional, moral, and social development) (p. 9). Strong support for this approach is evident in the professional literature because one third of all articles in Elementary School Guidance & Counseling have endorsed developmental guidance (Wilson, 1986). Further support is evident in that several states (e.g., Arkansas, Illinois, Iowa, Missouri, New Hampshire, North Carolina, Ohio, Oklahoma, Wisconsin) have developed models for comprehensive K12 developmental guidance in the schools, and a few states have mandated elementary counseling programs (e.g., Arkansas, Florida, New Hampshire, Oregon, South Carolina, Tennessee, Virginia, Washington, DC, West Virginia, Vermont). Although many counselors believe that developmental guidance is an effective program for meeting the needs of the majority of children, documented evidence that demonstrates the effectiveness of developmental programs and activities is lacking. Numerous articles have advocated accountability in guidance in recent years (Crabbs & Crabbs, 1977; Daniels, Mines,