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The general purpose was to demonstrate by means of a pilot project what could be accomplished by providing guidance and counseling services conducted by itinerant counselors. A total of nineteen schools located in twelve counties participated. These counties are the southern-most counties in Illinois. A total of 432 boys and 397 girls were reached by the Project, either through individual counseling interviews, or through group activities. Two custom designed walk-in buses were purchased, each equipped with a counseling office, work space around a table, and storage space for tests and occupational information materials. Two counselors were employed, both qualified according to Illinois standards for certification. Three principal criteria were employed in evaluation of the project: the degree of acceptance by school administrators, stimulation provided to participating schools, and the impact made upon state level guidance services in Illinois. On the basis of all three criteria the project was judged to be definitely successful. (Author)

The purpose of this study is the cross-validation of the predictive validity of the Minnesota Teacher Attitude Inventory (MTAI). Designed by the writer two decades ago, this instrument purposes to assess attitudes of teachers toward pupils as one important factor in teacher personality. The present study attempts to cross-validate predictive validity results obtained by the writer in an investigation he made in 1967. The two studies comprise a sample of approximately 200 Furman University teacher education students, most of whom had taken the MTAI (1) as beginning trainees, (2) as graduates, and (3) as experienced teachers. Correlating these MTAI scores with ratings made later by principal, pupils, and an outside observer provided predictive validity coefficients, in the 1967 study, of .27 and .20 for beginning trainees and inexperienced graduates, respectively. Modifying the original scoring key for more adequate use with beginners and inexperienced graduates resulted in raising these coefficients to .55 and .57. The present study resulted in coefficients of .42 (beginniners) and .58 (graduates) with use of the original key and .47 and .55, respectively, with the modified key. It is concluded that the MTAI does have predictive validity and would seem useful in conjunction with other predictive measures. Use of the modified scoring key seems desirable with beginning trainees, and, with somewhat less certainty, with inexperienced graduates. (Author)

The purpose of this project was to establish a demonstration program to provide guidance services for: (1) non-college bound high school seniors, (2) recent high school graduates currently unemployed, and (3) former high school students who had dropped out of school within 3 years of initiation of the project. Specific objectives included: (1) provision of information regarding jobs and training opportunities, as well as sources of assistance, (2) personal counseling interviews to assist in developing an understanding of the labor market, and (3) assistance in the vocational development of the individual. The project was implemented in the 12 southern-most counties of Illinois and was extended over a 3-year period. An evaluation of the project indicated definite success in stimulating leadership for the schools involved, and adoption of selected practices by other counties and other states; however, the influence of the project upon the lives of individual students could not be quantitatively described. A 5-year follow up is considered. (CH)

The Department of Defense (DoD) continues to emphasize operational readiness, lethality, and optimal performance. Performance psychology is a critical aspect of and central dimension to human performance optimization in support of Preservation of the Force and Family (POTFF) and Total Force Fitness (TFF). The delivery of performance psychology services must continue to evolve to maximize its potential for enhancing combat performance and supporting psychological readiness in warfighters across all branches of service. The authors (1) provide a brief history of the evolution of military psychology; (2) explore how performance psychology complements and broadens approaches to support warfighter health and readiness; and (3) present a set of strategies to advance performance psychology services toward an aspirational model. Such strategies will more effectively promote best practices to better target operational performance, complement existing health and medical service delivery, and encompass a systems approach to sustainable training. Moreover, these strategies aim to increase return on investment of psychological readiness efforts for warfighters across all branches of service.