Describes a way to enhance personal growth and meet humanistic goals through writing. (KS)

Presents a method for using photography (student-made pictures) as a stimulus for writing poetry and for combining the two modes of expression to encourage self-awareness. (KS)

Discusses the language experience approach and describes some methods for providing children with experience and assistance in producing oral monologues. (JM)

Claims students should be allowed to rank, rerank, and reshuffle thinking and then share their views with class members regarding poetry and poets before formal criticism is thrust upon them, and suggests teachers should be careful not to over-analyze and tell students about a poem's significance. (NH)

Describes concepts explaining the risks involved in self-disclosure by group members and presents a structured experience which is designed to help resolve risk-related issues in small groups. Its three goals are: revealing and processing concerns about self-disclosure, providing concepts explaining its purposes and risks, and beginning work on…

The poetry of adolescents in despair may provide us with early signs of suicide; hence referral to professional help may result at an early stage. In analyzing words used in suicidal and nonsuicidal and adolescent's poetry, significant differences were found. Differences showed themselves in the vigor and intensity of loaded words in the suicide…

Discusses how music and songs can be used in counseling situations to enhance self-awareness, self-expression, social-awareness, and career awareness. Describes the therapeutic value of music and lists steps for incorporating music in guidance classes. (BH)

Shows how language arts teachers can help the language building strategies of children by providing creative drama activities to allow them to use a range of strategies in appropriate ways. (EL)

When children are taught to appreciate the freedom and power of self-expression, they become motivated to master writing skills. Ways of encouraging creative writing in the classroom are offered. (DF)

Teachers must first become confident with their own writing before they can guide students toward being effective writers. Insight into understanding writing behavior and developing trust and control are offered. (DF)

A British educator discusses the role of self-expressive talk in the learning process and the influence of teacher attitudes on learning through language. (HTH)

The difference between pseudo-creativity--creativity as often defined by educators and society in general--and genuine creativity is examined. Personal qualities which seem to be essential for creative production and the place of creativity in education are discussed. (RW)

Suggests ways in which improvisational drama can be used to foster student involvement, self-awareness, and communication. (KS)

Play therapy is based on developmental principles and, thus, provides, through play, developmentally appropriate means of expression and communication for children. Therefore, skill in using play therapy is an essential tool for mental health professionals who work with children. Therapeutic play allows children the opportunity to express…

Groups in the experimental condition were significantly more member and work centered than groups in the cognitive condition. The results supported the implication that an experiential leadership style possesses greater potential for member-related discussion (content) and member-centered interaction (work). (Author)