Explains that in "The Amber Spyglass," Philip Pullman extends the psychological depth of literature for young readers by presenting in palpable terms a confrontation with death met by the human capacity for dealing creatively, through story, with personal mortality. Contends that Pullman's portrayal of the power of storytelling is placed within…

Broadens the space for a discussion of reading based in some degree of theorizing that has already occurred within the community of African-American critics and scholars. Argues that those engaged in reader-oriented approaches to literature need to intervene in the canonical debates and the critical practices of noncanonical literatures through…

Describes an approach to teaching George Orwell's "1984," emphasizing the main characters' struggles through the themes of innocence and experience, conformity and rebellion, love and hate, discovery and creation, and death. Notes that this reader-response approach forces students into the process of self-examination. (MM)

Responds to articles by McCann, Sakheim, and Abrahamson and by Downing concerning victimization. Agrees that issues of victimization and its aftermath fall directly in the purview of counseling psychology and stresses the importance of developing a psychology of victimization. Calls for further research in the area of victimization. (NB)

Comments on Hershenson, Power, and Seligman's position on mental health counseling theory and also on the evaluation of their article by Blocher. Criticizes Hershenson et al.'s models, claiming they fail to provide a clear image of how theory plays a role in present and future endeavors of mental health counselors. (Author/ABL)

Reviews Jessie Bernard's writings on women, work, and family. Explores the dilemmas of caring, the feminization of work, work and family roles over the life course, and the two worlds of women and men. Suggests implications for future research on women's work and family roles. (BH)

Reviews articles in special journal issue dealing with critical incidents, or direct experiences which have impacted the counselors who experienced them. Examines what critical incidents mean to the persons they affect and discusses the powerfulness of mistakes, of personal crises, and of empathy. (NB)

Responds to Scott Rickard's article which presented paradigm of professional identity for student affairs professionals. Contends that rather than providing new paradigm, Rickard has provided informative and insightful depiction of epistemology of student affairs profession. Calls for unequivocal identification with student affairs by many…

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Contends that student affairs professionals must stop debating the issue of their professional existence and accept their professional assumptions, beliefs, and roles as legitimate co-equals in the academic enterprise. (NB)

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Examines the status of student personnel services as a profession. Discusses three basic approaches to looking at student personnel services as a profession. Concludes that student personnel workers are professionals working…

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Acknowledges student personnel professionals' preoccupation with the question of their professional identity. Considers the importance of this question and asks how the question affects job performance of student affairs…

Responds to Scott Rickard's article which presented a paradigm of professional identity for student affairs professionals. Commends the comprehensiveness of Rickard's model in providing fairly complete overview of multiple roles, skils, and theories which contribute to understanding of the student affairs profession. Recommends some changes in the…

Examines and discusses several fifth-/sixth-grade students' written responses to literature in terms of what they reveal about the writer's knowledge and understanding of how literary texts work. Suggests that students' written responses to literature can provide invaluable pedagogical information and support to encourage children in their growth…

Describes a textbook approach to teaching literature that deemphasizes recitation and emphasizes transactions between readers and texts, involving readers' personal knowledge, emotion, and experience. Sets up a reading plan including prereading, postreading, personal response, and shared response. (TB)

Suggests that literature is central to teachers' personal lives and to their teaching; literature connects readers to the lives and perspectives of others; sharing transactions and interpretation in literature study enriches personal and classroom life; and literature has the potential to change attitudes and values. (RS)