Social justice counseling, like all humanistic models, recognizes the dignity of each human being, affirms the right of all people to choose and work toward their own goals, and asserts the importance of service to community. The social justice paradigm brings a special emphasis on the role of the environment. (Contains 1 figure and 1 table.)

Counselors frequently counsel clients who live in poverty. The authors describe the new CARE model that addresses the influence of multiple systems on poor clients' experiences. A social justice, humanistic intervention, the CARE model emphasizes cultivating a positive counseling relationship with poor clients, empathizing with their unique…

Innovative programs discussed at 23rd International Conference on Alternative Education resemble those of 1960s. Although there is no typical alternative school model, some common structures and processes include collaborative, site-based management, small school/class size, extended teacher roles involving student counseling and guidance,…

Physical education has long been recognized as a forum through which affective skills can be successfully introduced and practiced. Solomon found that current research supports the contention that physical education experiences provide a prime setting for promoting character development. This article describes a three-phase program for teaching…

The Tucson Interaction Model emphasizes the importance of teaching style in linking cognitive with affective variables for mainstreamed handicapped students. Five aspects of the model are depicted across three strands (response opportunities, feedback, and personal regard). Even with computer-assisted instruction, the teacher's role is still…

Several models of curriculum and staff development are described to provide guidance toward the goal of harmoniously blending a humanized curriculum and humanized instruction. The author compares the "explosive" and "implosive" designs for program development and instruction and argues that the implosive design should be adopted and that…

DUSO is an experiential approach to learning which relies on the teacher as the facilitator of human development. The need for such a model becomes apparent when an examination of schools reveals a dichotomy between what we value in education and what children experience. What is necessary then is a program based on an affective, holistic design.…

Provides brief descriptions of models of general types of environmental leadership programs. Summarizes the characteristics of conventional approaches to teaching values and skills. Also, elaborates on four examples of leadership programs, reviewing their distinctive features. (ML)

A humanistic program implemented in a suburban Kansas City school district helped educators deal with the problems of absenteeism, poor motivation, lack of discipline, vandalism, tardiness, and drug use. The model is being looked at by many school districts throughout the United States. (RM)

Academic achievement can be set in a stage of humanistic pupil-teacher relationships. However, humanization is not an easy task, and success may be achieved only by dedication and direction. The first step in this process is the definition of the goal. Humanization is defined in the following manner: (1) Children should enjoy school, want to…

A competency based model of affective teaching is proposed for training teachers of students with Hispanic background in the southwestern United States. The GAC (generic affective competencies) model is described in terms of the adjustment needs of Hispanics in public school. Three competency clusters are outlined: creating the affective climate;…

Educational Growth Groups are highly structured groups which place heavy emphasis on personal responsibility, interpersonal communication skills, and empathic understanding. Facilitators reach students by using a variety of media forms to discuss topics not commonly covered in the classroom. The EGG has the potential of offering preventive…

This paper describes the proceedings of a meeting of 20 student personnel professionals, practitioners and educators from across the U.S. They met to develop a conceptual organizational pattern for establishing student development programs. The paper describes not only some of the outcomes, but also the process by which they evolved. It was felt…

A multimethod model of educating gifted and talented students was based on graduate students' study of 14 eminent self actualized individuals. Common environmental elements of these individuals were found in parent background, birth order, relationship with family, education, task commitment, personality traits, and interests. The model was…

The purpose of this practicum was to develop, implement, and evaluate a humanistic system for student registration and self-scheduling in a comprehensive high school. The author developed a model registration and scheduling system, which was introduced on an experimental basis in a Baltimore-area high school and then evaluated by staff members and…