Biorhythms are the flows of energy that change periodically. The key to using our personal biorhythmic pattern or "body clock" lies in plotting our pattern of highs and lows. (ABM)

Twelve college professors attending an instructional improvement workshop were compared with appropriate matched controls on changes in self-actualization as measured by the Personal Orientation Inventory (POI). Results indicated that workshop participants increased their scores on 6 of 12 scales of the POI while control professors' scores…

A program of education is outlined that would provide individual growth experiences radically different from those that take place in the classroom. (JD)

Three major modalities of Gestalt therapy, awareness, experiment, and contactful encounter, and illustrative Gestalt methods are introduced in the context of sex therapy. (Author)

In an outpouring of metaphysical anguish, Adrian Redman exhorts his companion, his own pilgrim self, and an uncompassionate society to forego the dichotomy of creativity/conformity--the necessity of absolute choice--in favor of spontaneity, freedom, and joy in the unique development of each individual from a (metaphorical) pupa to a butterfly.…

Wants counseling to include more focus on the dialectical process of personal change. Dialectics, in Lenin's words "reveals the transitory character of everything and in everything...the uninterrupted process of becoming and passing away...." Contradiction, conflict, and ambivalence are affirmed, in this approach, as the essential,…

Challenges the typical treatment of causal effects in longitudinal data, arguing that models should be conceptualized and tested in ways that directly reflect prior assumptions as to the trait- or state-like nature of the variables. Examples demonstrate that meaningful longitudinal studies of state variables can be conducted without assuming their…

Describes the Traveling School of Santa Cruz, California, in which students in grades 7-12 travel across the United States and parts of Canada. While following a conventional curriculum and learning about the areas visited, students also achieve personal development through the experience of living with classmates and staff members. (AEM)

Developmental differences in the organization and complexity of dyadic play among 12 children of 4 1/2 years and 12 children of 3 years were investigated. While findings indicated no age differences in the organization of play, developmental and sex differences in the complexity of play were found. (RH)

Surveyed 560 older students attending Elderhostel programs to examine self-reported learning outcomes and study the predictive relationship between reasons for participation and outcomes. Found students reported moderate levels of growth on two outcomes factors: humanities/critical thinking and human relations/personal development. (Author/ABL)

A social development theory of self is introduced as a framework for developmental psychopathology. Built on some of Piaget's principles, the theory is taken into the social domain and used to define the movements of self and important others throughout life. (PCB)

Work with adult students requires that helping them recognize both the limitations of their own insularity and the scope of their responsibility. Global survival depends on the willingness to acknowledge the fundamental interdependence of all life. (Author/JOW)

The social work retreat is defined, along with a discussion of a rationale for its use within the larger context of social work education, findings from two different retreats, specific activities that have been used, and recommendations for using the retreat in other programs. (Author/MH)

Discusses the meaning of the term "faculty development" and analyzes its effectiveness in the political science departments of U.S. universities. Presents recommendations for successful faculty development, including a warning to be cautious of centralized efforts and a suggestion that small successes should be accepted because substantial…

Results of comparisons between European adolescents' (N=170) and English adolescents' (N=820) responses on the Ideal Person Test indicated that boys make materialistic responses; that girls make social and altruistic responses; and that the difference in valuing between the sexes is greater than that between schools. (Author/BL)