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Elementary counselors can make many contributions to the child's development of a positive self-concept. Contributions cited in this booklet include: (1) direct counseling services to children; (2) consultation services for staff and parents; (3) coordination of school programs and community resources. The booklet also tries to communicate the need for elementary counselors to become an integral part of educational delivery systems and serves as a guide for schools, parents and others interested in elementary counseling programs. (Author/RF)

Focusing on self awareness (the physical, emotional, social, and intellectual self), this unit entitled "Me, Myself, and I" is one of three grade 6 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formulation), one career development theme (understanding one's uniqueness as a result of learning, growth, and maturation), four unit goals (e.g., understanding that some traits are acquired and some inherited), and five performance objectives (e.g., given a list of seven traits, the student will classify them as acquired or inherited). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for ten unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include who am I?, self image, and analyzing myself. Section III contains six reference sheets and section IV contains fourteen student activity sheets. (CT)

Focusing on the occupational clusters of business, sales and trades, arts and entertainment, transportation and communication, and technology and research, this unit entitled "TV Industry" is one of three grade 6 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies three career development-centered curriculum (CDCC) elements (e.g., life-role understanding, decision-making skills), four career development themes (e.g., the relationship of education to life-roles), seven unit goals (e.g., the relationship of skills to jobs), and twelve performance objectives (e.g., list ten jobs in the TV industry). Also included in Section I are evaluation procedures (pre- and post-assessments and evaluation tabulation forms) for the unit. Section II describes teaching strategies for six unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include sales department, field investigation, programming, and sound and picture engineering. Section III contains twenty-four reference sheets and section IV contains twenty-four student activity sheets. (CT)

Focusing on the occupational clusters of transportation and communication and hospitality and recreation, this unit entitled "Going Abroad, Anyone?" is one of three grade 6 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies three career development-centered curriculum (CDCC) elements (e.g., life-role understanding), five career development themes (e.g., the student will understand the relationship of education to life-roles), six unit goals (e.g., the student will become aware of those workers with whom one might come in contact while preparing to travel abroad), and seven performance objectives (e.g., given a list of ten workers, the student will identify those workers with whom one would most likely come in contact while preparing to travel abroad). Also included in Section I are evaluation procedures for a pre- and post-assessment, student evaluation sheets, answer keys, and an evaluation tabulation form. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Section III contains eighteen teacher reference sheets and section IV contains fourteen student activity sheets. (JH)

Focusing on self awareness (self appraisal, goal setting and the social self), this unit entitled "Best Foot Forward" is one of four grade 4 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., decision-making skill development and utilization), four career development themes (e.g., set personally relevant goals as part of decision-making), four unit goals (e.g., set personally relevant goals), and seven performance objectives (e.g., set a personally relevant goal for yourself). Also included in Section I are evaluation procedures (evaluation tabulation forms) for the unit. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include understanding your own behavior, understanding social forces, and analyzing and relating behavior. Section III contains one reference sheet, and section IV contains five student activity sheets. (CT)

Focusing on the occupational clusters of technology and research, clerical, personal and product service, and health, this unit entitled "Hospital Workers" is one of four grade 5 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), two career development themes (e.g., the student will understand the characteristics of life-roles and their functions), four unit goals (e.g., the student will become more aware of proper actions in an emergency situation), and five performance objectives (e.g., given a description of eight situations suggesting common emergency problems, the student will identify, with at least 80% accuracy, the correct emergency procedure for each). Also included in Section I are evaluation procedures for pre- and post-assessments, five student evaluation sheets, answer keys, and evaluation tabulation forms. Section II describes teaching strategies for seven unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles include first aid, nurses, and professional services departments. Section III contains thirty-five teacher reference sheets and section IV contains thirty-two student activity sheets. (JH)

Focusing on the occupational clusters of health and manufacturing, this unit entitled "The Dairy Industry" is one of four grade 3 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), two career development themes (e.g., the student will understand the characteristics of life-roles and their functions), four unit goals (e.g., the student will increase his/her awareness of workers within the dairy industry), and four performance objectives (e.g., given a list of twenty workers, the student will identify with at least 80% accuracy those workers within the dairy industry or those whose work contributes to the dairy industry). Also included in Section I are evaluation procedures for a pre- and post-assessment, four evaluation sheets, answer keys, and evaluation tabulation forms. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles are farm, storage and transportation, creamery, and retailer and consumer. Section III contains fifteen teacher reference sheets and section IV contains twenty-eight student activity sheets. (JH)

Focusing on the occupational clusters of health, hospitality and recreation, this unit entitled "Restaurant Industry" is one of four grade 3 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., life-role understanding), four career development themes (e.g., understanding the relationship of education to life-roles), six unit goals (e.g., become aware of the different characteristics of food), and six performance objectives (e.g., categorize a list of ten foods according to the four basic food groups). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include workers, setting up a restaurant and role-playing, and optional related activities. Section III contains eighteen reference sheets and section IV contains thirty-two activity sheets for students' use. (CT)

Focusing on the occupational cluster of public service, this unit entitled "Postal Workers" is one of four grade 4 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), five career development themes (e.g., the student will understand the relationship of life-roles changeableness to individual cope-ability), six unit goals (e.g., the student will become familiar with changes in the postal services through the year), and seven performance objectives (e.g., the student will list at least three different ways that mail has been delivered during different periods in history). Also included in Section I are pre- and post-assessment procedures, six student evaluation sheets, answer keys and evaluation tabulation forms. Section II describes teaching strategies for six unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles include the history of postal service, writing letters, addressing envelopes, and postal workers and services. Section III contains thirteen teacher reference sheets, and section IV contains twenty-two student activity sheets. (JH)

Focusing on the occupational clusters of health, hospitality, recreation, clerical, technology, and research, this unit entitled "Airline Workers" is one of four grade 3 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), three career development themes (e.g., the student will understand life-role activity as societal-contributing), three unit goals (e.g., the student will become aware of the contributions made to society by the airline industry), and three performance objectives (e.g., given ten statements, the student will identify, with at least 80% accuracy, those contributions made to society by the airline and its workers). Also included in Section I are evaluation procedures for a pre- and post-assessment, three student evaluation sheets, answer keys, and evaluation tabulation forms. Section II describes teaching strategies for nine unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles include meteorologist, flight attendant, pilot, co-pilot, and flight engineer. Section III contains twenty-five teacher reference sheets and section IV contains twenty-five student activity sheets. (JH)

Focusing on public service and clerical occupational clusters, this unit entitled "School Workers" is one of four kindergarten units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (life role understanding and realistic self-concept formulation), two career development themes (e.g., the characteristics of life-roles and their functions, and the relationship of self-knowledge to a personal value system), four unit goals (e.g., recognize the different occupations found in the school), and five performance objectives (e.g., identify a task performed by at least six workers in the school). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for twelve unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics are on the teacher, principal, secretary, custodian, and nurse. Section III contains two reference sheets, and section IV contains twenty-three activity sheets for students' use. (CT)

Focusing on occupational clusters in the areas of the arts, technology, research, and personal and product services, this unit entitled "A Few of Our Favorite Things" is one of four grade 1 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies three career development-centered curriculum (CDCC) elements (e.g., decision-making skill development and utilization), four career development themes (e.g., the student will use information about self and life-roles as part of decision making), four unit goals (e.g., the student will become aware of the relationship between his/her interests and making choices), and four performance objectives (e.g., after studying about animals, colors, literature, and weather throughout the school year, the student will identify which topic he/she would like to study more about or work with the most). Also included in Section I are instructions for pre- and post-assessment, student evaluation sheets, and evaluation tabulation forms. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles are animals, color, literature, and weather. Section III contains eight teacher reference sheets, and section IV contains twenty-four activity sheets for students' use. (JH)

Focusing on the occupational clusters of clerical, business, sales and trades, and manufacturing, this unit entitled "Manufacturing" is one of four grade 5 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), four career development themes (e.g., understanding the characteristics of life-roles and their functions), five unit goals (e.g., become familiar with characteristics of jobs within the manufacturing industry), and five performance objectives (e.g., given a list of ten occupations with a choice of three characteristics after each, identify the one characteristic that best describes each occupation). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for three unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include setting up a mock factory and culminating activities. Section III contains five reference sheets and section IV contains thirty-one activity sheets. (CT)

Focusing on self awareness (the emotional self), this unit entitled "My Feelings Are Me" is one of four grade 5 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., realistic self-concept formulation), three career development themes (e.g., understanding one's uniqueness as a result of learning, growth, and maturation), three unit goals (e.g., recognizing emotions in oneself and in others), and four performance objectives (e.g., list ten different emotions that you recognize in yourself and in others). Also included in Section I are evaluation procedures (pre- and post-assessments and evaluation tabulation forms) for the unit. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include identifying emotions and feelings, symbols of emotions, and eliciting feelings. Section III contains twenty-seven reference sheets, and section IV contains twenty-three student activity sheets. (CT)

Focusing on the occupational clusters of clerical and public service, this unit entitled "Police Workers" is one of four grade 4 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), three career development themes (e.g., understanding the characteristics of life-roles and their functions), four unit goals (e.g., increase awareness of skills used by law enforcement workers), and four performance objectives (e.g., given the names of ten workers, identify those who work in police services). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include awareness of responsibility, workers, and skills. Section III contains eight reference sheets and section IV contains twenty-five activity sheets for students' use. (CT)

Focusing on self awareness (group roles and the social self), this unit entitled "Our Group and Me" is one of four grade 5 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formulation), two career development themes (e.g., the student will understand the relationship of social and educational forces to his/her individual development), five unit goals (e.g., the student will learn all of his/her classmates by name), and five performance objectives (e.g., the student will identify, with at least 80% accuracy, his/her classmates by their first names). Also included in Section I are evaluation procedures, three student evaluation sheets, and evaluation tabulation forms. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles include forming our group, alone or together, and working together. Section III contains five teacher reference sheets and section IV contains five student activity sheets. (JH)

Focusing on the occupational cluster of natural resources, this unit entitled "Forestry Workers" is one of four grade 4 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., realistic self-concept formulation), four career development themes (e.g., the student will understand the relationship of his/her interests, aptitudes, and achievements to career goal realization), five unit goals (e.g., the student will understand how his/her interests relate to forestry work), and five unit performance objectives (e.g., the student will compare how his/her interests relate to forestry work by completing a self-inventory checklist). Also included in Section I are evaluation procedures for a pre- and post-assessment, three student evaluation sheets, answer keys, and evaluation tabulation forms. Section II describes teaching strategies for six unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include silviculture, insects and disease, fire, and surveying. Section III contains nine teacher reference sheets and section IV contains twenty-five student activity sheets. (JH)

Focusing on self awareness (emotional and social), this unit entitled "Responding Behavior" is one of four grade 3 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., realistic self concept formulation), four career development themes (e.g., identify and use information about self and life-roles as part of decision-making), five unit goals (e.g., become aware that first impressions may change), and six performance objectives (e.g., given five illustrations of five different situations, identify your first impression of each situation). Also included in Section I are evaluation procedures (evaluation tabulation forms and work sheets) for the unit. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include responding to first impressions, to behavior and its consequences, and to feelings. Section III contains two reference sheets, and section IV contains four student activity sheets. (CT)

Focusing on the occupational clusters of natural resources and manufacturing, this unit entitled "Baking Industry" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life role understanding), two career development themes (e.g., understand the relationship of education to life roles), four unit goals (e.g., become aware of the baking industry's processes from the grain to the consumer), and four performance objectives (e.g., given five pictures depicting the processes from the grain to the consumer in the baking industry, arrange them in the correct sequential order). Also included in Section I are evaluation procedures (pre- and post-assessments and evaluation tabulation forms) for the unit. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Among the capsule topics are workers who contribute to the baking industry and setting up a bakery. Section III contains five reference sheets, and section IV contains eighteen activity sheets for student's use. (CT)

Focusing on the occupational clusters of public service and personal and product services, this unit entitled "Pet Industry" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), two career development themes (e.g., understand the characteristics of life-roles and their functions), three unit goals (e.g., increase awareness of jobs in the pet industry), and four performance objectives (e.g., verbalize how one job in the pet industry might be enjoyable to you). Also included in Section I are evaluation procedures (pre- and post-assessment and evaluation tabulation forms) for the unit. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include choosing a pet, training of animals, and care of pets. Section III contains seven reference sheets and section IV contains sixteen student activity sheets. (CT)

Focusing on occupational clusters of transportation and communications, this unit entitled "Telephone Workers" is one of four grade one units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life role-understanding), five career development themes (e.g., the student will understand the relationship of education to life-roles), six unit goals (e.g., the student will understand the relationship of science studies to life roles), and eight performance objectives (e.g., the student will verbalize one property of sound). Also included in Section I are evaluation procedures for a pre- and post-assessment, three student evaluation sheets, and evaluation tabulation forms for the unit. Section II describes teaching strategies for eight unit subtopics (capsules) and includes suggested resources for teaching each one. Among the capsule titles are sound and the telephone, operator, and telephone etiquette. Section III contains four teacher reference sheets, and section IV contains nine student activity sheets. (JH)

Focusing on the occupational cluster of public service, this unit entitled "Firefighters" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life-role understanding), three career development themes (e.g., the student will understand life-role activity as self-enhancing), four unit goals (e.g., the student will understand how the work of a firefighter can be self-enhancing), and five performance objectives (e.g., the student will be able to tell why he/she might feel good about being a firefighter). Also included in Section I are evaluation procedures (for pre- and post-assessment) four student evaluation sheets, and evaluation tabulation forms for the unit. Section II describes teaching strategies for six unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule titles include duties and tools, prevention and safety, and characteristics of a firefighter. Section III contains seven teacher reference sheets and section IV contains fourteen student activity sheets. (JH)

Focusing on the occupational clusters of business and sales, this unit entitled "The Food Store" is one of four grade one units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (life role understanding), two career development themes (e.g., understanding the relationship of education to life-roles), four unit goals (e.g., increase awareness of tools used within a food store), and four performance objectives (e.g., given a picture of ten tools, identify those used by food store workers). Also included in Section I are evaluation procedures (pre- and post-assessments and evaluation tabulation forms) for the units. Section II describes teaching strategies for seven unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include managers, cashiers, bag and stock clerk, role-playing, field trip, and optional activities. Section III contains four reference sheets and section IV contains thirteen student activity sheets. (CT)

Focusing on self awareness (physical), this unit entitled "Me" is one of four kindergarten units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formation), one career development theme (the student will understand his/her own uniqueness as a result of learning, growth and maturation), two unit goals (e.g., the student will become aware of his/her person), and four performance objectives (e.g., the student will be able to verbally identify at least six parts of his/her physical self). Also included in Section I are evaluation procedures and evaluation tabulation forms for the unit. Section II describes teaching strategies for ten unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include eyes, ears, nose, mouth, trunk and limbs, hands, feet, and head. Section III contains one reference sheet for use with activity 1, and section IV contains ten activity sheets for the students' use. (JH)

Focusing on self awareness (environment), this unit entitled "My Environment" is one of four grade 2 units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formulation), one career development theme (the student will become more aware of his/her own uniqueness as a result of learning, growth, and maturation), one unit goal (the student will become more acutely aware of his/her environment through his/her senses), and five performance objectives (e.g., given four sets of pictures of two items each, the student will identify one item from each set by using only the sense of touch). Also included in Section I are evaluation procedures, five student evaluation sheets, and evaluation tabulation forms for the unit. Section II describes teaching strategies for five unit subtopics (capsules) and includes suggested resources for teaching each one. Example capsule titles are awareness of our environment through hearing, and awareness of our environment through seeing. Section III contains two teacher reference sheets, and section IV contains seven student activity sheets. (JH)

Focusing on self awareness (emotional), this unit entitled "Inside Me" is one of four kindergarten units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formulation), two career development themes (e.g., one's uniqueness as a result of learning, growth, and maturation), five unit goals (e.g, increase one's awareness of the feelings of others), and five performance objectives (e.g., identify two ways in which one's behavior may affect one's feelings, identify at least two ways in which one's behavior may affect others). Also included in Section I are evaluation procedures (evaluation tabulation forms) for the unit. Section II describes teaching strategies for ten unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topic titles are as follow: everyone has feelings, our environment affects our feelings, angry, frightened, worried, sad, jealous, happy, and love. Section III contains six reference sheets, and section IV contains eighteen activity sheets for students' use. (CT)

Focusing on occupational clusters in the areas of public service, natural resources and health this unit entitled "Community Helpers" is one of four kindergarten units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies two career development-centered curriculum (CDCC) elements (e.g., decision-making skill development and utilization), three career development themes (e.g., the student will identify and use information about self and life-roles as part of decision-making), four unit goals (e.g., the student will become aware that his/her interest may be related to tasks performed by workers in the community), and four performance objectives (e.g., after studying about workers in the community, the student will identify his/her favorite task performed by a community worker). Also included in Section I are evaluation procedures for a pre- and post-assessment, two student evaluation sheets, and evaluation tabulation forms, for the unit. Section II describes teaching strategies for seven unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include police workers, firefighters, postal workers, farmers, and health workers. Section III contains four reference sheets (background information), and section IV contains fourteen activity sheets for students' use. (JH)

Focusing on self awareness (social self), this unit entitled "Friendship" is one of four grade one units which are part of a total set of twenty-seven career development curriculum units for grades K-6. This unit is organized into four sections. Section 1 identifies one career development-centered curriculum (CDCC) element (realistic self-concept formulation), one unit goal (understanding the relationship between one's own world and the world of others) and one career-development theme (relationship of social and educational forces to one's individual development), and four performance objectives (e.g., actively participate as a group member, verbalize how you may have made another person happy). Also included in Section I are evaluation procedures (evaluation tabulation forms) for the unit. Section II describes teaching strategies for four unit subtopics (capsules) and includes suggested resources for teaching each one. Capsule topics include being sensitive to the feelings of others, working in a group, and making friends. Section III contains one reference sheet, and section IV contains four activity sheets for students' use. (CT)