Examines the nature and impact of boundaries and boundary management in interpersonal skills training (IST). States that the management trainer should be aware of the boundaries he is establishing with trainees and colleagues, and the possible consequences, and the boundaries others are establishing and his reactions to them. (NRJ)

Discusses what schools can do to counteract negative stereotypes about aging. Describes intergenerational programs that can sensitize youth to the realities of older adults. (SK)

Discusses three theories showing how aesthetic growth through participation in creative activity can exercise the kinds of abilities that make cross-cultural communication possible. These theories are (1) appreciation of individual differences; (2) growth from past experiences; and (3) understanding the feelings of others. (CT)

A training program of paraprofessionals was developed in a university teaching hospital. Trainees were exposed to seminars and a supervised practicum. The objectives of the experience included sensitization of persons in the natural helping network to psychosocial needs of seriously ill persons and their families. (Author)

This paper focuses on three methods that have been and are being used to help teachers become more facilitative: interaction analysis, human relations training, and microcounseling. The application of the Flanders System of Interaction Analysis to the vocational-technical education setting is described. (CT)

Data show three patterns of response to the sensitivity training experience, an enhanced rate of change in some opposite sex relationships, more satisfaction with various types of elders, and dissatisfaction coupled with a possibly declining rate of change among same-sex work equals. (Author)

A structured experience as "hearing impaired" was provided in an effort to sensitize three child-care workers to the psychological effects of hearing disorders. (Author/SBH)

Presents a cultural classification of societies: large or small power distance (centralized or decentralized power structure), collective or individual, strong or weak uncertainty avoidance, masculine or feminine, Confucian/non-Confucian, master of destiny or fatalistic, improvement or status quo, personnel selection based on merit or…

Tested validity of a model of the experiential learning process, based on personal construct theory using college student subjects (N=22). Unpredicted results seemed to indicate that subjects who felt accepted became more open in their experience and perhaps more propositional in the way in which they construed others. (Author/ABL)

The multicultural nature of the workplace requires technical students to be sensitized to cultural differences that affect business issues. An instructional unit that cultivates awareness of diversity and builds human relations skills should be included in technical education. (SK)

Describes the purpose and format of a diversity video forum and identifies its advantages as a means of promoting diversity sensitivity training. Suggests that the video forum provides a rich learning environment that helps counselor trainees learn to respect and appreciate diversity. Two appendixes provide a sample list of videos and critiques…

Ethos, the fundamental character of a culture that underlies its beliefs and customs, can create strong emotional attachments if it is thoughtfully conceived and carefully nurtured. Adrianna Kezar describes how several institutions tend this fundamental character, with positive results for student engagement. (Contains 3 notes.)

In communities all over the United States, issues of mistrust, anger, harassment, and bias often accompany the task of cultures learning to live together, and Lewiston, Maine, is no exception. Lewiston High School has recognized the potential conflict and addressed it in a forthright manner. The students have helped lead the way. This article…

As a Turkish Muslim White woman teaching in Western Canada, the author relates how she struggled to convey to her students how these identities come together, and how they facilitate a pedagogy of anti-oppression in her practice. To disrupt Orientalist assumptions or stereotypes about Muslim women, the author relates that she developed the…

In this article, the authors discuss the Skilled Dialogue approach as a practical framework to help teachers access the richness of diverse perspectives and weave webs of connectedness that honor the identity and voice of all concerned, not just those from the culture deemed to be normative. More specifically, the authors identify specific Skilled…