This document argues that packaged guidance curriculum activities are intended for general populations and often fail to address the needs of certain communities or to be responsive to specific events. A process is then presented which enables counselors to design their own activities. The process described is based on an experiential learning model with five steps: (1) experiencing; (2) publishing; (3) processing;(4) generalizing; and (5) application, to which the step of development of objectives is added. It is recommended that objectives be specific and appropriate, with no more than two objectives for each 20 to 40 minute activity. An effective experience phase is suggested to generate information relevant to the exercise by incorporating role-playing, reflection, problem-solving, games, artwork, or films. The publishing phase is presented as an attempt to surface reactions to the experience phase, usually by asking questions related to the objectives. In the processing phase the counselor is instructed to summarize responses, make note of them, and encourage students to draw their own conclusions. A discussion of the generalizing phase focuses on the need to present concepts that will help students to organize and understand their experiences. The final phase, the application phase, involves student practice of the skills and knowledge they have learned from the guidance activity. The paper concludes that guidance activities developed to meet specific needs are more likely to meet those needs than are generalized packaged activities. (ABL)