The improvement of interpersonal communication is put forth as the primary purpose of student couples' workshops. Five assumptions were made: (1) a love relationship with the opposite sex is desirable, but takes work; (2) a good relationship is based on honest, open communication; (3) intimacy in a relationship is a cyclical thing; (4)…

This paper clarifies the development of moral judgement and the means by which educators can stimulate this development. Moral teaching is defined as the process of open discussion aimed at stimulating the child to move to the next step in his development. Research evidence shows that internalized principles of moral judgement cannot be taught,…

Behavioral humanism is defined as the synthesis of behavioral techniques with humanistic goals. Contemporary humanism, especially humanistic psychology, offers directions for the kind of behavior that individuals should be able to engage in; contemporary behaviorism offers principles and procedures to help individuals increase their humanistic…

The opportunity for teachers to hear and/or see themselves in action by using media for evaluation and feedback provides an effective means for enhancing teaching performance and evaluating instructional goals. (Author/HB)

The author focuses on the possible opportunities for sport to contribute to the development of the individual and the extent to which participation in sport allows for the development of certain ethical categories. (Author/RK)

Personal and professional growth of both teachers and supervisors are identified as products to be sought from the supervision process. A reconceptualization of the supervisor's role from that of methodological and curriculum specialist to that of interpersonal intervenor is urged, along with a reconceptualization of related systems and processes.…

Holds that the person is central to evaluation and that persons have the power to experience meanings that they perceive, create, discover, enjoy, and act on. Explores the possible meanings that persons give to evaluation and considers the significance of the meanings for evaluation. (Author/JG)

Uses knowledge about group developmental stages as an aid in diagnosing group and individual status and movement, in planning the course of the group, and in aiding its progress. (Author/ABB)

Presents a nine-celled matrix to explain psychological stability and change. Considers the relationship between various levels of analysis and internal forces, external forces, and interactive theories. (PCB)

Analysis of the key educational concepts of behaviorism contrasts those concepts with parallel thoughts drawn from more humanistic educators and concludes that behaviorist psychology's attempts to reduce complex human learning to simple animal learning prevents educators from recognizing and helping humans to develop their unique inner resources.…

The results of an empirical investigation with 122 university students are discussed in terms of J. E. Marcia's identity status paradigm. E. H. Erikson's notions of institutionalized moratoria, value orientation stages, and the ego-superego struggle for dominance of the personality are related to the identity status categories to the degree that…

Presents a model of feminist identity development for women, derived, in part, from Cross's (1971) theory of Black identity development. The stages in this process include passive acceptance, revelation, embeddedness-emanation, synthesis, and active commitment. Implications of the model are outlined for women, nonsexist and feminist…

Studied self-monitoring attributes of 239 adolescents. Results showed that adolescents highly adept at self-monitoring displayed social competencies most related to interpersonal adequacy, poise, and ascendance; however, medium levels of self-monitoring were associated most with interpersonal values, maturity, and responsibility. Generally,…

Presents a multimodal consultation model for use by school personnel concerned with the development of gifted adolescents. Raises specific referral problems of gifted adolescents and suggests interventions within the multimodal setting. (Author/ABB)

Considers Elisabeth Kubler-Ross as a charismatic religious leader and examines the feminine quality of her message and leadership style. An examination of the prospects for an enduring cultural innovation based on Kubler-Ross's work concludes that her leadership does not conform to conditions necessary for institutionalization of her charismatic…