Responds to previous article by Gelso and Carter (this issue) on components of psychotherapy relationship: working alliance, transference configuration, and real relationship. Notes that, although Gelso and Carter have revised their earlier model of counseling relationship by including 19 propositions about how components of model interact and…

Responds to comments by Greenberg and by Patton (both this issue) addressing ambiguities in Gelso and Carter's article (this issue) on components of psychotherapy relationship. In reply, discusses issue of how general theory ought to be to have maximal impact on research and practice. Questions number of Greenberg's assertions about Gelso and…

Presents 10 key dimensions of the research-clinical practice issue in family therapy and addresses misrepresentations made by those who view traditional research methods as inappropriate for family therapy. Sees actualization of research-practice link as training problem and fundamental professional issue. Notes that, for research and practice to…

Examines what's at stake in the apparent conflict between "theory" and "practice" in composition. Suggests how each of these terms bears contradictory meanings and thus proves unstable. Suggests how talk of their conflict in composition reflects most of all the anxieties of the field's various subgroups as it goes through…

Reopens an inquiry into the matter of the tension between theory and practice by asking can, or should, theory "discipline" practice? Suggests that compositionists' understanding of the tensions and ties between theory and practice can be framed fruitfully in terms of the rhetorical demands of each community, reflecting their different…

Advocates humanities-philosophy model of therapeutic practice that emphasizes empowering and promoting understanding in client by encouraging client to investigate and choose between alternative meaning structures in context of trusting human relationship. Proposes integration of existential and postmodern attitudes as template for understanding…

A metatheory of adult education is based on the knowledge found in practice. The relationship of practical knowledge to hermeneutic understanding and the limitations of "informal" theory are discussed. The conclusion is that an adult education curriculum can be theorized, but this depends on a metatheory of the curriculum. (SK)

Proves that theory can be a practical approach to nursing care delivery by applying theory to the new nursing role of the case manager. Applies the author's theory of health and looks at its implications for various aspects of provider practice. (Author)

Using the human resource subunit as the focus for assessment, several core postulates of the multiple contingency model of effectiveness were examined empirically. Results supported the model's theoretical efficacy. The paper concludes with suggestions for further research and conceptual extensions to the multiple constituency model. Includes 50…

Responding to four critiques of his article, "Toward a Scholarship of Practice," published in the Spring 1990 issue of the "Journal," the author welcomes further discussion of his ideas. Frances Bolin's remarks concerning needed societal changes were appreciated, but Patricia Holland's overemphasis on hermeneutics is not the author's cup of tea.…

Notes that Education of the Handicapped Act Amendments of 1986, which required that states provide comprehensive family-based programs for at-risk children (ages 0-3) and their families, has opened many professional opportunities for social workers. Contends that infant mental health constitutes practice perspective for social workers who apply…

Tested holistic general theory of social work practice based on interactional perspective, examining impact of social workers' skills on development of working relationships with clients and on outcomes of services. Study identified eight skills which could be combined into workers' skills for helping clients manage their problems and workers'…

Identifies and discusses four issues that arise in process of collaborative research conducted by practitioners and researchers: issues of practice, design, measurement, and team development. Includes case example of practitioner and research collaboration to evaluate single-session groups for families of psychiatric inpatients to illustrate…

Author notes that, in context of own professional practice, she has discovered that application of theory of invitational education opens space where freedom to become can be brought into existence. Defines invitational education as perceptually based self-concept approach to education. Discloses how inviting process has enhanced her professional…

Describes a co-evolutionary model for supporting the emergence of authenticity through a partnership between preservice teachers and practicing teachers who collaborated in real-world tasks. Discusses authenticity and participatory learning; simulation models; participation models; uses of technology; communities of practice; power and control;…