The author relates how he experienced the Ku Klux Klan when he was 9 years old and how the event woke him to the evils of racism and its many disguises. The author goes on to share ways in which he has combated the “faceless” nature of racism in his life and in his role as a counselor.
The Journal of Humanistic Education and DevelopmentVolume 37, Issue 3 p. 188-191 Therapy Journal Barbara Patricola-McNiff, Corresponding Author Barbara Patricola-McNiff Counselor Barbara Patricola-McNiff is a counselor in private practice and the counselor for the Paul McGhee Division of the School of Continuing and Professional Studies, New York University, NY, 10012.Correspondence regarding this poem may be sent to Barbara Patricola-McNiff, 17 Marion Lane, East Hampton, NY 11937.Search for more papers by this author Barbara Patricola-McNiff, Corresponding Author Barbara Patricola-McNiff Counselor Barbara Patricola-McNiff is a counselor in private practice and the counselor for the Paul McGhee Division of the School of Continuing and Professional Studies, New York University, NY, 10012.Correspondence regarding this poem may be sent to Barbara Patricola-McNiff, 17 Marion Lane, East Hampton, NY 11937.Search for more papers by this author First published: 23 December 2011 https://doi.org/10.1002/j.2164-4683.1999.tb00420.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume37, Issue3March 1999Pages 188-191 RelatedInformation
Working with children's dreams in counseling presents advantages and limitations. The counselor must consider issues related to dream theory and child development and follow guidelines to effectively process the dreams of children.
Tasks of a doctoral program are discussed including selecting a program, maneuvering through initial experiences, making adjustments, completing course work, preparing for comprehensive examinations, choosing an internship, and completing the dissertation.
This article examines the use of introspection in applied linguistic research to raise critical language awareness. The author provides an example of her diary study to illustrate the social, cultural, and political processes that underlie language learning. Implications, including those for teaching methodology, for humanistically oriented language educators are discussed.
Students and clients who do not seek counseling voluntarily often are characterized in a negative light and receive services that are prescriptive and forced, resembling a rigid philosophy. An alternative and more humanistic approach is that of solution‐focused counseling, which emphasizes therapeutic collaboration.
Both the benefits and liabilities of accreditation by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are explored through a case study of one program's accreditation process.
A humanistically oriented counseling background has both positive and negative influences on becoming a successful administrator in higher education. Information from former Association for Humanistic Education and Development (AHEAD) officers who have moved into administrative roles provides insight on these influences.
Historically, some educators and counselors have perceived that behavioral contingencies are antithetical to a humanistic approach to education. Negative side effects and limitations of dependent and independent group reward programs are described and examined from a humanistic perspective. Interdependent group rewards are discussed as a humanistic alternative and specific recommendations for applying these programs are provided.
The purpose and practical use of metaphors for bypassing client resistance and presenting new ways to visualize problems in twelve step recovery models are presented. Metaphors for substance abuse examples are presented to encourage and assist counselors in the development of their own creative use of metaphors with these and other clients.“A spoon full of sugar helps the medicine go down, in a most delightful way.” (Mary Poppins, 1964)
The Journal of Humanistic Education and DevelopmentVolume 36, Issue 4 p. 187-188 A Final Word on Editing Scholarly Works A. Scott McGowan, A. Scott McGowanSearch for more papers by this author A. Scott McGowan, A. Scott McGowanSearch for more papers by this author First published: 23 December 2011 https://doi.org/10.1002/j.2164-4683.1998.tb00390.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume36, Issue4June 1998Pages 187-188 RelatedInformation
Culture influences expectations about classroom goals. The cultural distinction between individualism and collectivism is one factor that affects students' adjustment from home to school. Teachers and counselors may want to capitalize on students' cultural tendencies, but also plan for ways to expand students' repertoires of expectations and behaviors.
The Journal of Humanistic Education and DevelopmentVolume 36, Issue 3 p. 183-183 Poetry: Shelter Radha J. Parker, Corresponding Author Radha J. Parker Assistant Professor Radha J. Parker is an assistant professor in the Department of Educational Leadership and Counseling at Old Dominion University, Norfolk, Virginia.Department of Educational Leadership and Counseling, Old Dominion University, Norfolk, VA 23529 (e-mail: RParker@ODU.EDU).Search for more papers by this author Radha J. Parker, Corresponding Author Radha J. Parker Assistant Professor Radha J. Parker is an assistant professor in the Department of Educational Leadership and Counseling at Old Dominion University, Norfolk, Virginia.Department of Educational Leadership and Counseling, Old Dominion University, Norfolk, VA 23529 (e-mail: RParker@ODU.EDU).Search for more papers by this author First published: 23 December 2011 https://doi.org/10.1002/j.2164-4683.1998.tb00388.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume36, Issue3March 1998Pages 183-183 RelatedInformation
This article explores the application of counseling principles to teaching. These include establishing a relationship, using group skills, recognizing transference, and managing countertransference.
This study investigated whether or not a relationship exists between university students' knowledge of and attitudes toward homosexuality. The researchers report significant results and discuss the implications of their findings for educational and counseling practice.
The purpose of this article is to provide the counseling profession with a concise definition of counselor impairment. An overview of the various definitions of counselor impairment is offered, and a protocol for dealing with the impaired counselor is proposed.
This article focuses on how counselors can help parents understand that parenting styles influence children's behavior and offers ideas for humanistic parenting to elicit socially desirable outcomes behavior in children. In addition, the article presents strategies that parents can use to increase the likelihood that young children will develop prosocial behavior and learn to respond to others with caring and concern.
Physical activity influences physical and psychosocial health and is important at all stages in the life cycle. Patterns of involvement are examined and barriers to participation are identified in this article. Suggestions are made to increase participation and maximize the beneficial effects for all segments of the population.
This article presents the importance that meaning and values have in human life with special reference to Viktor Frankl's work. It points out some pathological phenomena that result from the frustration of the quest for meaning and describes principles of logotherapy to deal with them.
