A book using the college experience as a vehicle for testing a theory of maturity is reviewed. (DB)

Reviews papers presented at the Eighth West Virginia University Biennial Conference on Life-Span Development, which was intended to explore historical and generational (cohort) effects in life-span development.(Author/RH)

The author suggests qualities that a professional must strive for in order to be an actual "professional." These qualities include actively seeking knowledge; being able to accept responsibility; renewing personal vitality; and managing effectively. (CT)

The author discusses recent changes in his thinking about evaluation, decision making, and authority and finds the notion of a logical, rational, synoptic decision process to be hardly defensible. (CTM)

Urges teachers to develop the genius that lies dormant in each child, the child's personal vision and idiosyncratic gift. (DD)

A former Peace Corps volunteer describes the personal and extrapersonal benefits of his two-year tour of duty in West Africa. (MB)

In three studies of infants' ability to perceive partially occluded objects with specific appearances, a screen alternately uncovered and covered either a connected or interrupted rectangle. Pattern of infants' looking times suggests that they perceive the unity of the partially occluded object by 6.5 months but did not perceive the form of the…

The theme of silence is one of the most pervasive themes in the study of girls and women across cultures. Examines the emotional, physical, educational, and behavioral losses that occur for adolescent girls. Results of landmark research studies and the implications for practitioners also are discussed. (Contains 53 references.) (GCP)

Presents an integral, developmental approach to evaluating outcome evaluation training that links individual and collective attributes. Illustrates this framework with examples from Check Points, an outcome evaluation training program of Michigan State University and the United Way of Michigan. (SLD)

Responds to article by Van Hestern and Ivey. Comments on the advocacy of one approach to change; the separation of counseling from counseling psychology; and the role of the Association for Counselor Education and Supervision in facilitating this paradigm shift to a developmental philosophy/practice. (ABL)

Claims the educational-developmental model allows a profession to work with the many contributions of the medical and psychological models but still to remain distinct. Recommends professional identity of counseling and development be defined more clearly to counselors and others. (ABL)

Reviews author's religious background, its influence on his adult spiritual life outside the church tradition, and his interpretation of the impact this experience has had on his experience as a counselor. Concludes counseling, just as religion does, seeks to ameliorate the pain of living and to focus the individual on the more positive aspects of…

Provides a first-person narrative that focuses on remembering the importance of not becoming overly involved in only one aspect of life. (PA)

Discusses developmental-eclectic model of counseling that integrates Loevinger's theory of ego development and methods to measure ego development in counseling practice. Outlines key premises associated with process of psychological development and developmental assessment; provides overview of some fundamental aspects of Loevinger's theory of ego…