Abstract
A discussion of a 3‐pronged approach to an elementary school guidance program, describing the role of the counselor. This 3‐dimensional approach requires the services of a developmental guidance specialist whose functions would be to (1) maximize the development of all children within the school, (2) assist the administration in improving the continuity, sequence, and integration of guidance services of the school and the community, and (3) improve the competency of the teacher to a level where she can operate effectively as a guidance person within her classroom. The body of literature concerning the role and function of a guidance resource person at the elementary school level is steadily growing but much of it is focused on the first 2 aspects described above. This article concentrates on the third aspect, illustrating the role of the guidance specialist in the in‐service education of teachers.
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