If we are to help children develop character, we have to go beyond offering a character education class once or twice each month. We actually have to validate character when we see it or hear about it happening. Through the use of a new strategy called “focused invitations,” counselors and teachers can focus on the 36 core components of character. The results from using this technique are profound and children respond as if we were shining a positive spotlight on the inner-most core of their being. In this article, focused invitations will be described and suggestions will be offered for use in one-on-one situations.
Through the use of case examples, the authors present theconcept that behavior might best be viewed from the perspectiveof goal directedness as opposed to internal or externalcausality. With an understanding of the individuals psychologicalmovement, teachers and counselors might be in a betterposition to provide more effective and inviting psychologicalservices to students.
In this article, invitational theory is applied to the process of mentoring. Theresults of three research studies exploring mentoring of first-year school teachersled to factor analysis research in which 22 specific mentor related activitiesand behaviors in assisting first-year teachers are identified. These results werecompiled to create the Hoffmeyer Mentoring Activity Checklist (HMAC).
The purpose of the article is to integrate the use of Socratic questions into a developmental problem-solving model for couples. Following an overview to the theory behind the model along with a representative couple's case study, a five-phase problem-solving sequence is presented along with representative questions couples can ask each other at each phase of the process.
Dr. Alfred Adler was born in a suburb of Vienna in1870; he died in 1937 at the age of 67 in Aberdeen, Scotland, while on a lecture tour. He graduated from the medical school of the University of Vienna and established his medical practice in 1895. In 1902, Adler served for a brief period as a general physician in the Hungarian army. Later that same year, Sigmund Freud invited him to attend the early Wednesday evening Vienna Psychoanalytic Society meetings. It appears that these were “invitation only,” closed meetings attended by those whom Freud selected. Adler was a central part of this group for approximately nine years, even serving as president in 1910. Adler came to disagree with Freud during these later years, particularly over the role that sexual and social factors played in individual development and motivation (Milliren, Newbauer, & Evans, 2003).
In this article, invitational theory is applied to the process of mentoring. The results of three research studies exploring mentoring of first-year school teachers led to factor analysis research in which 22 specific mentor related activities and behaviors in assisting first-year teachers are identified. These results were compiled to create the Hoffmeyer Mentoring Activity Checklist (HMAC).
