ing program of a high school? Do they have value as learning media? Does their use help the student gain in selfunderstanding and in understanding and tolerance of others? Do they increase his skill in interpersonal relations? These were some of the questions investigated by the writer in a recent study. Many psychiatrists and guidance experts emphasize the value of group activity as an adjunct to the counseling process. There is a definite need for multiple counseling in school guidance programs. In multiple counseling small-group discussion activity, in which the counselor is a nondirective leader and participant, is combined with individual counseling interviews, where a counselee privately discusses personal problems with which he became concerned through the group activity. The writer believed that smallgroup discussion might prove to be as significant for the personality growth of so-called "normal" individuals as it has been found to be in the reintegration and rehabilitation of the maladjusted. The effort to test that belief consisted in an exploratory investigation of multiple counseling using small-group discussion on three maturity levels: high-school, university undergraduate, and adult. This article is a report on the high-school project. Professor Ruth Strang recently presented a strong case for group activity as a learning medium in personality development. She criticized the narrow concept of vocational guidance in schools because social aspects, such as interpersonal skills and the welfare of society, are neglected. She says: "Guidance to what and guidance for what have been neglected.... There is little evidence that either counselors or students are actually concerned with the social aspects of their life adjustment."' Neglect of human relations areas in the family, community, and on the job would seem to be inexcusable when we know that lack of skill in understand-