A qualitative developmental analysis of comprehensive guidance programmes in schools in the United States

A mixed-data inquiry and analysis of the current state-level comprehensive developmental guidance models in the United States is presented. The 24 states with current programmes are commended in their initial attempts at model development, especially in the personal/social developmental domain. The most significant gap across models is in attention to ethnic and cultural developmental issues. Current programmes are also lacking in defining how developmental components are integrated with one another. Authors of state programmes are encouraged to be more specific in the use of developmental language and constructs so that comprehensive developmental guidance programmes will address the needs of all students. A challenge is given to other nations to consider the developmental nature of their programmes.