This article synthesizes the relationship of human development and learning to industrial arts. It discusses developmental stages and tasks according to Havighurst, Piaget, and Erikson and how they each apply to industrial arts (CT)

Discusses the application of a reality therapy paradigm for counseling disabled clients. Short-term counseling using a reality therapy framework provided a favorable balance between counselor direction and client acceptance of responsibility. (Author)

Today's children are being forced to achieve more and at an earlier age than ever before in society. Previously "natural" rites of passage into adulthood come too early for children, and they often do not get the chance to appreciate and experience the highly important period of life called childhood. (CJ)

A personal narrative of an intern's field experience at a child guidance clinic, part of his doctoral program in counseling psychology. (SJL)

The art of teaching inspired by the phenomenological attitude is not a power of imposition allowing the illusion of autonomy, but an attitude of unfolding the actualizing forces of the human person. This is why the educational and teaching function should be rooted in a relationship of dialogue. (Author)

Leisure counseling should be a helping process which facilitates interpretive, affective, or behavioral changes in individuals towards the attainment of their leisure well being. (JN)

Determined nonbiological characteristics that discriminated between age groups and hypothesized life stages for these groups (provisional adulthood, age 30 transition, and settling down). Life stages do not fit completely but were of some use in describing the age groups, particularly provisional adulthood and settling down. (Author/BEF)

Practical death education for elderly persons is discussed. Topics include patients' rights, the right to die, emotional support groups, legal matters, and funerals. Broad goals for death education are suggested which do not interfere with any religious orientation. Topics ought to be offered alternately with other relevant topics. (Author/BEF)

Argues that the primary purpose of teaching--motivating students to learn--would be facilitated by student involvement in establishing educational goals and by greater institutional flexibility. Reviews assessment's place in advisement and goal planning. Discusses implications of a human development approach to education for staffing and…

Presents a three-part model for counseling in employment settings. Three stages of the job cycle are identified: job preparation, search, and survival. Specific skills represent potential content for individual and group employment counseling. Skills learned have applicability to nonjob aspects of clients' lives, contributing to improvement in…

Addresses four major issues in developmental psychology: the preservation of structures over time; the psychological growth functions for emergent competences; the mechanisms of change in development; and the determinants of individual variation in psychological development. (Author/DB)

It is argued that acculturation, anomie, social distance, and perceived social distance rather than biological factors define a critical period independent of the age of the learner for second language acquisition. Suggestions for planning instructional strategies and selecting materials based on this hypothesis are given. (PMJ)

The author examines the philosophical bases for the differing opinions of Russell and Bode as to the relative values of education geared toward individual development as opposed to those which concentrate on developing a sense of citizenship or social responsibility. (MJB)

The ultimate criterion for individuals is usually the value of the finished product. This paper, however, maintains that it is even more important to consider the gains that are made by each individual. The sum of these gains is "value added by education." (CT)

The philosophies underlying the learning and structural theories used in psychology are described in this article. It is argued that a dialectical view provides some ways to breach the chasm between learning theory and the study of human development. (Author/DB)