Discusses the value of self-understanding and self-awareness as part of counselor education. This paper was presented at the annual meeting of the American Educational Research Association (San Francisco, 1976). (Author)

Describes the method and techniques and the program for teacher education at St. Lawrence University, where the emphasis is on a person-centered teaching approach. (Author)

This paper is concerned with the norm-referenced, standardized achievement, aptitude, and intelligence tests that are being administered to elementary and secondary school children in our schools today. Why do school systems continue the use of standardized tests despite all the abuse being heaped on the practice? (Author)

The author asserts that the presentation of women's studies courses as dialogic experiences can play a key role in the whole movement toward humanistic education. Practical concepts for the learning/teaching process are presented as well as curriculum units for a course entitled "Sex Roles in Education." (Author/HLM)

This article outlines a developmental, preventive model for use in assertion training for student teachers. It presents a number of practical procedures and hypothetical training situations. Included in the training procedures are modeling, role playing, and thought stopping. Some "real-life" examples are given for practice purposes. (NG)

Inclusion behavior refers to associations between people in groups. It recognizes individuals by including them in group activity such as getting acquainted, relaxing, or just having fun. Activities are suggested for use in the classroom or training session as well as in social situations. (JAC)

This model for facilitating the development of prehelping skills is a viable model of service delivery. If prehelping skills of attending, observing, and listening are not taught systematically, the development of skills involved in responding, integrative understanding and facilitating action become increasingly difficult. (Author)

An Affective Education Committee was formed during the 1974-75 school year out of common interests of different committees to study the state of the art of affective education in the district. Results indicated teachers had considerable interest in learning to use various materials available to them within the district. (Author)

Explores three elements of instruction that contribute to the development of humanistic educational programs for older adults, including intended educational outcomes, needs of older learners, and instructional methods. Presented at the Association for Gerontology in Higher Education meeting, Washington, D.C., March 1979. (RC)

Evaluated the effectiveness of the Human Development Program (HDP) and the Developing Understanding of Self and Others (DUSO) program used with visually impaired children. Although HDP and DUSO affected the behavior of visually impaired children, they did not have any effect on children's attitudes toward school. (RC)

The feminist movement has influenced women to have their scholarship about themselves used to redefine established research methodologies and previous research findings. Women's studies are opening new fields of study regarding male-female relationships, traditional societal roles, and male and female behavior patterns. (Author/HLM)

Provides some facts about humanistic education programs and suggests parents and critics be aware of them. Discusses benefits including preventing drug abuse and improving academic achievement. Cites several studies which show benefits to both students and school personnel. (JAC)