| Abstract: | Augmenting an introductory course in guidance and counseling with a youth-serving experience brought greater changes in students' attitudes toward youth than did such a course coupled with library-reference assignments that focused on guidance principles. It was observed that no relationship exists between academic achievement in the undergraduate course and expressed positive attitudes toward teen-agers. The identification of dropouts in teacher education programs may be rendered more effective by the use of attitudinal measurements. |
