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Physical and educational changes and changes in family and human values are briefly discussed in this speech focusing on the changing work force. Career education and career guidance are viewed as ways to help make education and learning more relevant. Makeup of the labor market is reviewed and changes projected for ten years in the future. The author contends that counselors are in the position to help people make a contribution to themselves, their family, and society by providing them with widening educational and career opportunities. (TA)

A description of the counselor's role and identity is presented prior to the identification and discussion of 18 issues which can be raised in relation to the effectiveness of the counseling profession. The issues are representative of what many counselors feel to be most important and include provision of quality counselor education and training; quality laboratory practicum and internship experiences as an integral part of counselor education; developing greater understanding and empathy for clients different than the counselor; gaining and updating knowledge about the world of work; concern with consumer demand for greater knowledge and effective use of resources; keeping abreast of new trends in education and in women's changing roles, goals, and career patterns; keeping up-to-date in new counseling techniques; improving the profession's image; establishing goals for the year 2000; realistic manpower forecasting, and dissemination of occupational information and career placement; increasing responsibility to parents, to themselves; ethics and professional accountability; use of paraprofessionals; and greater active involvement in social action, legislation, and community activities by counselors. The American Personnel and Guidance Association is urged to do more for its members and questions are raised about its role. (TA)

This book contains presentations made at a series of 3-day workshops held in Kentucky to prepare vocational educators to write proposals, progress reports, and final reports for research and development efforts. Workshop presentation included "Need for Research and Development in Vocational-Technical Education," by Robert Warmbrod, Alfred J. Mannebach, and Elizabeth Ray; "Developing Ideas, Explaining and Stating the Problem," by Glen Davis; "Related Research," by E. Norman Sims; "Developing Objectives," by Floyd McKinney; "Methodology or Procedure," by Janie L. Jones; "Personnel Plan," by Herbert Bruce; "Dissemination Plan," by E. Norman Sims; "Evaluation Plan," by Herbert Bruce; "Developing the Budget," by B. Glen Davis; "Proposal Submission and Review;""Preparing Progress Reports and Final Reports," by Louis Perry; and "Managing the Research and Development Project," by Robert Schneider. Included also are workshop objectives and procedures, the conclusions which were based upon the formal and informal evaluations conducted both during and after the workshops, and the recommendations formulated by the workshop staff. (HD)

Career guidance holds a significant place in secondary education today. Many of today's generation are no longer motivated by extrinsic rewards alone, consequently educators must harness a higher level of needs in order to work constructively with today's youth. There must be more maximizing of human potential, which is possible through career guidance and development. In a society that is in a constant state of flux (due to such factors as technological advances and changing social roles), career guidance must (1) fulfill the need that youth and adults have for reliable and valid information about educational and vocational possibilities, (2) help parents and teachers understand information about students' various characteristics, including assets and weaknesses, and (3) direct use of new research and practices in guidance and counseling. Career guidance can take place in all settings; however the school environment is of particular importance. Career education can easily be infused into the curriculum, with career guidance taking place through use of the printed word, audio and audio-visual media, and through experience. Also guidance personnel, including both professional workers and support personnel should be responsible for providing the human aspect of the occupational decisionmaking process and should consider personal, interpersonal, and systemic factors influencing a counselee's use of guidance information. Counselors are accountable for the successful integration of students into the adult world of work. With the help of career guidance activities the increased working marriage of industry and the schools bodes well for the future. (SH)

Although the nongraded school idea has had widespread publicity, there is little general agreement regarding criteria for identifying a nongraded school. There is also little available evidence regarding the permanence of the nongraded organization among schools that adopted the innovation. The project considered here developed and validated criteria for the nongraded school idea. Nongraded schools in every State were surveyed as to the extent to which the criteria were present in their programs. Data were also collected relating to the organization, implementation, and persistence of the idea. Additionally, perceived reasons for discontinuing a nongraded program were surveyed and analyzed. Outcomes of the study offer clarification of the nongraded concept, the extent to which this form of school organization exists, and reasons for apparent success or discontinuance. (Author)

One hundred twenty tape recorded psychotherapy sessions representing early, middle, and late interviews with 20 clients were studied. Clients were divided into successful (N-10) and unsuccessful outcome (N-10) groups on the basis of clinicians' ratings of pre- and post-MMPI data. Raters scored the response units of clients and therapists and labeled as complementary the following elicitation-response sequences: Dominance followed by submissive behavior; submissive behavior followed by dominance; friendliness followed by friendliness; and hostility followed by hostility. Comparisons between outcome groups showed no differences in therapist complementarity during the early stage (as predicted); a significantly lower level of therapist complementarity for the successful group during the middle stage (contrary to prediction). Furthermore, during the early stage of therapy more disturbed clients elicited greater therapist complementarity (as predicted). Two significant points are: (1) No single level of therapist complementarity is associated with successful, as opposed to unsuccessful, outcome; and (2) The therapeutic timing of complementarity levels is crucial to facilitate constructive client change. (Author/PC)

The purpose of this study was to investigate the usefulness of a procedure (a modification of the Delphi technique) for identifying racially-related problems and achieving some consensus on solutions to these problems among students, parents, and the school staff. The students who participated attended six classes which were selected to provide a balanced cross-section of students. The first step was the completion of an open-ended questionnaire designed to elicit racially-connected school problems and suggested solutions. A second questionnaire was developed using the problems most frequently mentioned by the different groups representing each race. Under each problem were listed solutions that were suggested by the respondents, as well as those suggested by the project staff and two consultants. This second questionnaire was distributed to the participants asking them to evaluate each proposed solution to a problem on a five-point scale, or if they felt that the statement was not a problem, they could check that alternative. A third and final questionnaire was to be administered to the participants, specifying the most frequent response given to each solution. The third questionnaire was not approved by the principal and therefore was not administered. Even without the third questionnaire, this modified Delphi technique did provide a surprising degree of consensus concerning the solutions to most of the problems which were identified. (Author/JM)

A criminal justice system cannot be stronger than its weakest link, and corrections has been the weakest component in our system for far too long. Today's challenge is that of bringing together concerned citizens, public agencies, and private agencies in an effort to create a correctional system that works. Correctional programs can accomplish nothing if there is no place, no work, and no second chance in the community for the ex-offender. Recognition of this situation is bringing about changes in legislation and attitudes, and, most important, the creation of community-based programs, of which Job Therapy is one of the more effective volunteer programs. The Federal system now operates 15 such facilities and has outside contracts for over 100 others. Both Federal and State prisons are critically overcrowded, and, in addition, we now recognize that more than mere incarceration is needed to change or deter offenders. We have a desperate need for better facilities and more, better trained, and better paid personnel so that our correctional system can provide for the human needs of privacy and dignity. This must be coupled with community based, publicly supported programs on a person-to-person basis, so that the ex-offender's intentions to make good can be realized. (SA)

The new Federal Youth Center in Pleasanton, California is attempting to pioneer in successful ways of correcting offenders. Constructed at a cost of five and one half million dollars, the correctional institution offers many innovative programs. As part of the Federal Bureau of Prisons building program, three objectives are to be kept in mind: (1) to reduce critical overcrowding resulting from the substantial increase in commitments from Federal courts, (2) to provide smaller institutions with environments designed to facilitate correctional programs and meet the human need for privacy and dignity, and (3) to eventually replace our large antiquated penitentiaries. Past changes with positive effects will be retained. These programs include vocational and academic training, industrial training, work and study release, college-level courses, and a wide range of intensive counseling. One innovative program at Pleasanton will be its cocorrections program, an opportunity for male and female offenders to work together--a major step toward normalization. The Functional Unit Concept will utilize small housing areas handling 600 or fewer inmates. Each of these functional units has its own resident staff. These programs attempt to resolve the problems inherent in larger facilities and more successfully deal with rehabilitative needs of the young offender. (MW)

The review of the press and other media following the May 17, 1954 opinion of "Brown v. Board of Education" summarized here leaves little doubt that the message was not misunderstood. There exists today more segregation in the large cities of our nation than there was in 1954. The schools, though not responsible for the exodus to the suburbs, did however contribute to it. We did not in the 1950's develop a strategy nationally, on a state basis, nor even on a large-city basis, that would seek to meet the challenge of Brown. By the early 1940's we had begun to intensify our work on intergroup relations. This movement assumed a more formal, institutional structure after 1954. School districts did establish human relations departments, but in most instances these had no effect on school programs or practices. A review of the literature of the past 20 years reveals so much involvement with tactics to achieve or prevent desegregation that the educational effects are almost obscured. In addition to the legal issue, we were preoccupied with open enrollment plans, the Princeton plan, the educational park, the "magnet" school, and last but not least, busing. And since school systems tend to be highly decentralized, a concentrated effort for educational planning becomes a most difficult and unmanageable task to evaluate. (Author/JM)

Subjects were divided into three groups. Group 1 took the entire Edwards Personal Preference Schedule (EPPS). Group 2 rated the individual items from the EPPS using the original definitions of social desirability and personal desirability. Group 3 rated the individual items from the EPPS using redefinitions of social and personal desirability. Results indicated fewer sex differences today than in the 1950's. There were no differences in item scale value under any of the definitions of social or personal desirability. Results may show a need for restandardization of the EPPS. (Author)

This paper proposes making speech communication more interdisciplinary and, in particular, combining political science and speech in a team-taught course in election campaigning. The goals, materials, activities, and plan of such a course are discussed. The goals include: (1) gaining new insights into the process of contemporary campaigns and dismissing the myths surrounding the role of political parties, (2) understanding the structure of an election campaign organization that operates on a local level, (3) developing a capacity to see political and social problems in terms of asking empirical questions, (4) learning more about the political behavior of voters in issue elections, and (5) providing students with an opportunity to observe and question political poll takers and officials. The course would be taught on a classroom-field experience basis, and the activities would include lectures, presentations, readings, films, special projects, and tests. The plan of the course is based around an inventory of propositions predicting the relationship between political campaigning and political behavior (i.e., voting turnout and partisan direction of the vote). (TS)

Four books are discussed as being helpful in the teaching of playwriting at the college level: Kenneth Macgowan's "A Primer of Playwriting" (1951); Walter Kerr's "How Not to Write a Play" (1955); Bernard Grebanier's "Playwriting" (1961); and Sam Smiley's "Playwriting: The Structure of Action" (1971). The books are discussed individually and are compared in their treatment of the six major elements of play construction: plot, character, dialogue, theme, genre, and theatricality. Finally, a summary is given of each book's major strengths and weaknesses. (TS)

This paper reviews some of the controversy surrounding "Sesame Street's" treatment of the socialization progress of preschool television viewers. Examined in detail are those portions of "Sesame Street" programs which contribute to children's learning of socially acceptable attitudes and behaviors. Some comparisons are made between "Sesame Street" programs aired during the initial 1969-70 season and a sampling of the more recent program segments. Research proposed by the Children's Television Workshop and the Harvard Center for Research should provide additional information concerning "Sesame Street's ability to positively affect the behavior of young children. (CS)