This paper argues the need for curricula for women's growth, highlights the experimental curriculum, content and process, summarizes the data on the pre, post, and longitudinal measures of ego and moral maturity, and presents implications of curricula for women's growth. Prepared for the American Psychological Association, Chicago, 1975. (Author)

This study evaluated behavior change occurring after a marathon group experience, with a focus on individualized rather than shared behavioral change criteria. The individualization of behavior change criteria is based on the assertion that few, if any, single change criteria are appropriate or realistic for assessing change in all individuals.…

School can promote acceptance of feelings and ideas and help involve people in meaningful inter-personal relationships with clear reality based communication. It is the school social worker that must spear head this movement. (Author)

Considers changes which extentialist educators would make in order to reorganize the elementary and secondary school along existential lines. Discusses modifications in subject matter, group environment, and role of the teacher. (AV)

The Gray Panthers is an emerging national movement emphasizing the relationship of personal growth and self-development to pursuit of social goals. It is a coalition of old and young people working together for social change. Presented at the Gerontological Society meeting, Miami Beach Florida, 1973. (Author/JEL)

This research compares short-term variants of three approaches-Rogerian encounter, Gestalt sensory awareness, and self-directed encounter-in relation to intermember empathy and cohesiveness and outcomes of decreased feelings of alienation and increased sense of self-autonomy. All significantly decreased feelings of alienation and increased sense…

Comparing students in agribusiness sales, supply, and service courses to raw products in need of development, the author discusses the backgrounds of these students and their developing maturity through supervised occupational experience. (BM)

Two conflicting views of the Mexican-American (Chicano) family are examined. After reevaluating these earlier perspectives, a new, more objective and viable view of the family is offered. This view will hopefully transcend stultifying and stereotypical characterizations and enhance our understanding of the Chicano family. (Author)

Shows that characterizations of participants in a counseling "growth group" were more negative than those in career counseling but less negative than participants in group psychotherapy. Suggests that attempts to counteract specific negative beliefs about counseling services will increase student enrollment in the services. (RL)

While it is important to understand and accept one's own ethnic and cultural background, it is more important to aspire to personal excellence and achievement. (JD)

Notes on classroom techniques and activities through which teachers can aid students in becoming whole persons. (JT)

A teacher is viewed as a person who consults with students and who facilitates learning and creativity. Identifying four meta-goals for the teaching-learning process, the paper presents classroom-school models, materials, books, and organizations that, in various ways, take into account these assumptions and meta-goals. (Author)

The operational philosophy of community education is based on the concept that learning is a lifelong process and that schools at all levels should help provide various kinds of learning experiences for community members of all ages. (JD)

The author presents his opinions about career development, choices, decision making, and opportunities with implications for career development education by the individual, as he states that governmental institutions do not respond comprehensively to individual career development education needs. (MF)

Discusses six hypothetical phases through which students progress during their student teaching experiences. These phases are described in terms of the students' feelings concerning their own performance and teaching in general. Implications for teacher education are presented. (BD)