A Decision‐Making Paradigm for Local Guidance Research

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Abstract
The function of high school guidance services in facilitating educational‐vocational decision‐making is twofold; it involves helping students make “good” educational‐vocational decisions and also helping them develop effective decision‐making skills. This paper presents a paradigm dealing with certain aspects of the decision‐making function and illustrates how the paradigm can be utilized in research to improve guidance services. The paradigm suggests that the greater the knowledge a student has concerning the possible sequences of experiences that lead from his present situation, the more likely he will be able to direct his development toward the outcomes he desires. Local guidance research, conducted in two secondary schools, which utilized this paradigm is discussed. A research strategy is developed and some research examples are reported.

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