DOCUMENT RESUME ED 071 012 CG 400 066

AUTHOR Walz, Garry, Ed.; And Others TITLE IMPACT: The Magazine for Innovation and Change in the Helping Professions. Volume 2, Number 1. INSTITUTION ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mich. SPONS AGENCY Michigan Univ., Ann Arbor.; Office of Education (DREW), Washington, D.C. BUREAU NO BR-6-2487 PUB DATE [72]

. CONTRACT OEC-3-6-00248701579(010) NOTE 59p. AVAILABLE FROMERIC/CAPS, School of Education, Room 2108, School of Education, Ann Arbor, Michigan 48107 (1.75per copy and $6.00 for 6 issues)

EDRS PRICE MF -S0.65 HC -$3.29 DESCRIPTORS Females; *Periodicals; Psychiatric Services; *Sex Discrimination; Testing Problems; Therapists; *Therapy; *Vocational Interests ABSTRACT The major thrust of this issue of "Impa'zt" is "New Therapies." Dr. William Glasser comments on his "reality therapy" and Robert Carkhuff discusses his "systematic eclectic approach to helping." This issue also contains articles aboutan indictment of the Strong Vocational Interest Blank in regard towomen. Other departments contain ideas, resources, and comments. (WS)

I'HERAI'EL'TIC It REALITY THERAPY A HUMAN TECHNC HUMAN RE: for Innovation and Helping Professions IMPERATIVE FOR (:' WHEN I GROW UP TECHNIQUES (A NEW SEMI AN ANTI-FAILURE APPROACH q0LOGY FOR ESOURCE DEVELOPMENT

CHANCE: COUNSELOR USE OF THE ,S) P I WANT TO BE MARRIED (A GAME)

e raw m erials but we need a

.1".

.17,74'5C: : %*

.Ab.,

v-

Impact wants to continue in the tradition of excellence, frontier knowl- edge and hard-hitting analysis you've come to expect. But, we need help from you, the reader, in determining the most pertinent and topical issues and answers. We want you to "prioritize" topics for coverage, send us ideas you would like discussed, titles of books to review, and listings for Bazaar [if you are interested in consulting in certain areas let us know and we'll list you under Resources]. Already we have pinpointed some areas which will receive major empha- sis in the next five issues of Impact's present volume. - Career Guidance - Accountable Guidance - Gaming and Simulation -Testing - New Vistas for Counseling - Human Sexuality and the Counselor - New Marriage and Life Styles This is the skeletonwe're starting to fillit out but we would like your input to let us know what other specific topics would you like to have discussed. Let us know and we'll do our best!! We know you are out therelet us hear from you.*

*If you send us your ideas we'll send you a supply of post cards and self-addressed envelopes for easy communication with us. We want to show you that we mean business about your deciding what goes into your magazine.

Vol. 2, No. 1 IMPACT 1 about this issue

This issue ofImpactbegins our second year of publication and forecasts new emphases.Impactwill now be appearing six times a year at the same annual subscription rate of only six dollars. Throughour regular depart- ments and major articles we hope to continue to provide the force, time- liness and appeal our readers have come to expect. We've linedup some interesting issues, each of which will focus on a specificareato name a few: career guidance. accountability. the need fornew approaches to sex- ual and life style counseling. Secondly. we've changed our masthead from:..tpact: The Magazine for Innovation and Change in Counseling to Impact: The Magazine furIn- novation and Change in the Helping Professions.Counselors as one of a group of helping professionals cannot and do not operate in a vacuuman interdisciplinary approach is a necessity. In past issues ofImpactwe have dealt with concerns, issues, viewpoints and available options of importto all helping professionals. To do so to aneven greater degree we have shown our intent by modifying our masthead. Impactwill also sponsor more workshops, preparepapers and offer new Searchlights and Searchlight updates. The major thrust of this first issue of ournew volume is "New Ther- apies." In putting together this issue we've contracted WilliamGlasser and Robert Carkhuff and asked them a series of questions concerning "their" therapy. its characteristics, goals and outcomes. We'resure you will find this section most informative and we planto offer articles on "New Therapies" throughout this volume ofImpact. This issue also contains a long look and indictment of the Strong Voca- tional Interest Blank which its authors. Nancy Schlossberg and Jane Good- man, contend discriminates against women. Rebutting their viewpoint is David Campbell. Our departments are lull of ideas, resources and hard-hittingcomments. Exemplars presents four interesting programs counselors should know about and in Reviews we look at a new book which contains articleson nine therapies. We're pretty pleased with this issue ofImpactas.ell as with what we have planned for future issueswe hope you will be tot)! In introducingImpactlast year we indicated that it evolved asa result of an aroused counseling communitywe still feel the same and still feel that Impactcan help. However,Impactneeds help from you in terms of suggestions for coverage, criticisms, programs you're usingor have heard about, materials, etc. We've repeatedly said thatImpactis your magazine so let us in on your thoughts and help us make it truly responsive to your needs. Garry and Susan

2 IMPACT Vol. 2, No. 1 content:

Reality Therapy: An Anti-Failure Approach 5 William Glasser sets forth the tenets of Reality Therapy. The key is involvementcommitment. Impact through a conversation with Glasser and a review of his writings explores the ways in which this approach can be implemented at individual and group levels. Human Technology for Human Resource Development 12 Robert Carkhuff, Director of the Center for Human Relations and Community Affairs and Professor at American International College discusses his "sys- tematic eclectic approach to helping" in which the effective helper facilitates the growth and devel- opment of his helpee. Imperative for Change: Counselor Use of the SVIB 25 Nancy Schlossberg and Jane Goodman of the Proj- ect for Career Development of Women claim that the continued use of the SVIB constitutes dis- criminatory practice against both sexes, but par- ticularly against women. Reaction to "Imperative for Change" 29 David Campbell of the Center for Interest Mea- surement Research in Minneapolis offers a rebut- tal to this change with an explanation of how the Strong developed and what is its future. When I Grow Up I'm Going To Be Married 32 (A Game Which Illustrates How Time and Circumstance Affect Women) The title speaks for itself by juggling profiles and life situations groups can generate discussion and insight into what it is to be a woman who, like it or not, will probably work outside the home. Exemplars 45 An expanded version of this popular department presents programs which have been implemented for handicapped children, vocational guidance, welfare mothers and high school curriculum plan- impact ning. Departments Volume 2 Happenings 4 Surveyor 42 Number 1 Advocate 19 "Quotes" 44 Flashes 21 Consultations 54 Impact is produced by the ERIC Counseling and Underground Soundings 22 Bazaar Personnel Services Information Center and pub- 55 lished by the University of Michigan. Reviews 24 Bibliography 56 SUBSCRIPTIONS: Impact is produced six times Letters 24 each year. It is available at a yearly subscriptioq price of $6.00, or $1.75 for a single issue. ADDRESS correspondence,subscriptions, and changes of address to: IMPACT Director and Editor-in-Chief, Garry Walz P 0. Box 635 Ann! , MI 48107 Professional Editor, Susan Kersch CG 400 066 Production Editor, Barbara Hobble The editors of Impact request that anyone wishing Managing Editor, Ralph Banfield to reprint any of the contents request permission prior to use. Contributors This magazine was prepared pursuant to a con. Marlene Pringle, Juliet Miller, Todd Areson, Carol Jaslow, Ron Kopita, tract with the Office of Education, U.S. Depart Bob Smith, Mary Anderson, Rita Mintz, Richard Galant, Robert Car. ment of Health, Education and Welfare. Con- tractors undertaking such projects under govern- khuff, Nancy LeBeau, Nancy Schlossberg, Jane Goodman, David ment sponsorship are encouraged to express Campbell freely their judgement in professional and techni- cal matters. Points of view or opinions do not, Graphic Designs and Cover by Ken Aptekar therefore, necessarily represent official Office of . .. Education or Impact position or policy. Printed by Miracol, Inc. (Ann Arbor, Michigan) happenings

APGA is going coast to coast in 1973. this conference: write Ralph T. Sharp. Cor- HEW has set up a new high-level advisor More people want to get involved, so porate Secretary. ETS. Princeton. New ry panel on aging research. The main focus APGA is expanding its convention format Jersey 08540 for further information. The of this panel will be to set priorities for to communicate with more people and to College Entrance Examination Board will he developing a coordinated body of knowl- encourage greater interaction in the guid- holding its convention inSt. Louis. Mo. edge related to the broad area of geiontolo ance and counseling profession. One na- October 29-31, Anne B. Spears. Secretary. tional and two regional conventions will he CEEB. 888-7th Avenue. New York. NY. held in three major cities. The national con- is the contact person for this convention. vention will he held in San Diego. Febru- This fall APGA instituted a new member ary 9-12, while the two regional confer- Barbara Ross. Secretary-Treasurer. only sei vice to active lob seekers called the ences will be held in St. Louis. April 15-19 NEPA, Psychology Department. Univer- Member Resume Service. Effective Septem- and Atlanta. May 23-27. Now is the time sity of Massachusetts. Boston. 100 Arling- ber I. members in good standing are invited to begin planning to attend these con- ton St . Boston, Mass. 02116 is the contact to submit multiple iesunies and an index ventions.Lookformorespecificin- person for the New England Psychological card Employers are currently being asked formatir nregardingthesethreecon- Association Conference November 3-4. to list available positions. The service pro- ventions in future issues of Impac7. Hostingthismeetingwillhe theStat- poses to match employer to applicant. at no ler-Hilton Hotel in Boston. The broad area charge to the applicant. Employers will pay of Vocation Education and Training will he a nominal $1.50 fee per resume received to The months of October, November. and under extensive review at two separate Na- cover the cost of service overhead. December will he offering a number of con- tional Conventions Chicago. Illinois will The six-month search for a new APGA ventions of note and import for Impart he hosting both the American Vocational readers..The American Association of School Executive Director ended this past June Association and the National Association of with Board of Du ector's approval of a Personnel Administrators will he holding its State Directors of Vocational Education on three-year contract for Charles L. Lewis of convention at the Sheraton-Biltmore Hotel December I- 6. The topic under review at in Atlanta. Georgia, October 17-20. The Pennsylvania Suite University. D. Lewis the NASDUE Convention will he "Serving becomes the fifth full time Executive Direc- provocative theme of this conference will More People Through Vocational Educa- tor in the association's 20-year history fi he "Show MeNot Tell Me." Write Ruth tion." Contact Byrl R. Shoemaker. Depart- Satterfield. Program Chairman, 224 Central ment of Vocational Education. Columbus, National Career Guidance Week has been Ave.. S.W., Atlanta. Georgia 30303 for fur- Ohio 43215 for information about this con- set for October 22-28 The National Voca- ther iniormation. "RegionalPlanning' ference. John P. Hudson, Associate Direc- tional Guidance Association will be salut- Optional or Mandatory" will he the topic tor, AVA, 1510 H St.. N.W., Washington. ing the thousands of professionally named under discussion at the American Associ- D.C. 20005 is the contact person for the vocational counselors in our schools whose ation For Higher Education's Southwest re- AVA Conference. The theme for the goal is to help every youngster clarify his gional meeting October 20. Roanoke Col- Southern College PersonnelAssociation's career plans. Publicity _materials (packets. lege. Roanoke. Virginia will host this con- Convention November 12-14 will he "Stu- $1.50) are available from NVGA. 1607 ference. Contact Kenneth C. Fischer. Re- dent Development: A Challenge to Aca- New Hampshire Avenue. N.W.. Washing- gional Coordinator. AAHE, One Dupont demia." The site for this conference will he ton. D C. 20009. Circle. Washington. D.C. 20036. Speak- Houston. Texas. contact James B. White- ing of regional meetings, the American As- The APGA Board of Directors has given head. Associate Dean of Students. Univer- sociation of Collegiate Registrars and Admis- official sanction to an APGA Ness. which sity of Houston, Houston. Texas. 77004 consolidates for the first time all publishing sions Officers will he holding three regional for further information. The National As- meetings during October and November. and media production activities of the asso- sociation for Mental Health will be holding ciation. The press is designed to provide The University of North Dakota will he it4 convention in Detroit. Michigan on No- hosting the Upper Midwest Association of effective business-marketing management o vember 14-18. Write Alice H. Clay. Direc- all products that it produces.II CollegiateRegistrarsandAdmissions tor of Administration. NAMH. 1800 N. Officers October 22-24. Bud Ulvin, Regis- Kent St.. Arlington. VA 22209 for further trar. University of North Dakota, Grand information about this conference. 'The Forks. North Dakota 58201 is the contact New Teams: Academic and Student Per- man for this convention. Members of the sonnel Deans" will he the topic under con- New England Association of Collegiate Reg- More Federal Aid Forseen sideration at Eastern Association of College istrars and Admissions Officers will he hold- Deans and Advisers of Students convention For Public Schools ingtheirconference attheShera- November 30- December I. Atlantic City ton-Wayfarer Hotel. Bedford. N.H. No- will he hosting this convention. Write Rob- After a funding "drought," a huge in- vember 8-10, while the members of the ert Laudicina. Dean of Students. Farleigh crease infederal financing for public Middle Slat-- Association of Collegiate Reg- DickensonUniversity,Madison. N.J education appears assured. The Nixon istrars and A tImissions Officers will be meet- for further information. Finally, the Col- administration is working with the US ing at the Host Farms Resort Motel. Lan- lege Placement Council will he holding its Office of Education on legislative plans caster. Pa. November 27-29. Contact Eu- Southe:n regional conference inAtlanta. which could result in a new yearly federal gene A. Savage, Director of Admissions. Georgia on December 5-8. Contact War- expenditure for education of between University of New Hampshire, Durham. ren E. Kauffman, Editor. CPC. P.O. Box $12 and $15 billion. The prospect of N.H. 0',824 and Nancy H. Rulton, Regis- 2263. Bethlehem, PA 18001 for further in- state equalization of per pupil outlays trar. Franklin and Marshall College. Lan- formation.a may up the federal share of educational caster, PA 17604respectivelyforin- costs from the current 7% to as high as formation about these two conventions. 30% of the total public school budget. "Assessment in the Pluralistic Society" will (hr Moors of Intim(' NO.l, io cttcnd they thanA$ a. With Congressional Democratsalso he under review at the Educational Testing the National Catholic I'duLationdl Assou.ition for pro- strongly advocating huge increases, both Service Conference October 28. The Hilton Itdotg a prepublu awn draft of their 1972-73 -Cokndor of Meiling." boot, parties are lined up on the side of more Hotel, New York City will he the site for federal aid to public education.

4 IMPACT vol. 2, No. 1 Therapeutic Techniques (Part 1 of a series)

Last summer, a dramatic controversy in the political arena brought mental health to wide public attention. We have learned that electrotherapy is not a throwback to the snake pit days of treating the emotionally disturbed. We have learned that 20% of our population requires treatment for mental disorders and that even more people probably could use thera- peutic help. We are interested in mental health because of the increasing incidences of "sick" behavior we have witnessed in the past decadeassassination attempts, political terrorism and an upsurge in violent criminal activity, especially among the young. oD0 o

The mind has become everybody's business and how to controlit, modify it, or facilitate its functioning has become a matter of increasing concern to helping professionals. Our traditional means of helping have tailed with a large number of individuals and deciding what to do and how to do it has evolved into an issue of paramount concern. In view of this concern, Impact has embarked upon a new series, to extend throughout this year, which will discuss new therapeutic ap- proachestheir usefulness and applicability. We begin this series with an article on William Glasser's Reality Thera- py, an anti-psychoanalytic approach and with a way of training people to help ethers by Robert Carkhuff. Sub%equent issues of Impact will focus on transactional analysis, primal therapy, various forms of family therapy and other approaches which we feel will enable helping professionals to more fully understand and utilize new ways of reaching out to people. Please let us know your personal interests and concerns so that we may formulate our series to best suit your needs.

Vol. 2, No. 1 IMPACT 5 Reality Therapy: An Anti-Failure Approach

Impact is pleased to begin its series on new thera- Reality Therapy stresses warm human involvement: peutic approaches with an article on Dr. William shuns pedagogic psychiatric categories suchas de- Glasser's Reality Therapy, an approach to helping mentia praecox, paranoid schizophrenia, andman- people confront their problems and achieve greater ic-depression: avoids examination and analysis of personal success in life. early trauma or past history: holds patientsor clients Reality Therapy has been applied to many settings responsible for their own recovery: and, in fact,re- from privatetherapeutic practiceto publicin- jects the idea that there is sucha thing as mental stitutions. This approach claims the advantage of illness. What Reality Therapy seeks to do, in short. is being time tested and organized into a readily avail- to force people to face their own reality and reshape able training program which can be utilized bysys- their behavior in order to fulfill their needs. When tems and institutions. people do not fulfill their needs they come to regard This article is based upon a personal interview themselves as failures with Glasser as well as a review of his books and Reality Therapy [though it had no name at the articles. Interview remarks appear in italics. time] began in the 1950's when Dr. William Glasser. For detailed information on how Reality Therapy a third year medical resident, encountered "the most can be implemented in your system write the Educa- obnoxious childIhad ever met.- The boy, Aaron. tor Training Center, 2140 West Olympic Blvd., Los shared characteristics of many people undergoing Angeles, Calif. 90006. Books written by Glasser are psychiatric treatmenthe indulged himself in his own listed in the bibliography. emotional deprivation, had trained himself inpsy- chiatric jargon, was capable of being highlyun- communicative either through complete withdrawal or plunges into jibberish, talked "around" his feelings and succeeded in making his psychiatrist miserable. And, he failed to improve. In desperation, Glasser armed with Freud, Jung and all the other greats of psychiatry, threw down his traditional weapons and told the kid to "shut up and listen.- He began to demand of Aaron that he he responsive to other people and responsible for his actions. Glasser let Aaron know that someone cared about him ar,d that concern is not something to give, but to share.

Reality Therapy began because Glasser perceived that conventional therapies worked only for some patients part of the time, required inordinate amounts of timesometimes years. and frequently, did no good at all. He saw countless examples of personal. professional and academic failuredelinquency, drug abuse.sexualexcesses,obesity.craziness.psy- Reality Therapyisnotunique.Itisuncon- chosomatic illness and other problems compounded ventional. Because it is antithetical to traditional psy- by a lack of societal remedies. Furthermore, few chiatric theory and practice, it could conceivably un- people could afford to avail themselves of help. Real- dermine the psychiatric profession by taking therapy ity Therapy offered relatively fist results. and relied out of the hands of medical doctors and placing it in on the use of a broad spectrum of helping profes- the hands of concerned individuals who have devoted sionals,paraprofessionals,andempatheticnon- far fewer years to their profession or who have no professionals who were willing to learn to apply its previous psychiatric or psychological training at all. principles.

6 IMPACT Vol. 2, No. 1 therapists learn that unless they focus on behavior they donothelpthepatient.For example, a 1. delinquent girl Glasser was treating in a group situ- ation refused to admit her own faults and blamed The principles of Reality Therapy begin with in- Glasser for her detention in an institution. volvement. To avoid facing reality, Liz tried to be a jun- All other principles build on it and add toit. ior therapist in the group, blandly assuming the The therapist's problem is to provide enough role of the perfectly reformed girl who was ea- involvement himself to help the patient develop ger to point out to others the futility of their confidencetomake new, deep,lastingin- ways. With my support the group turned the volvements of his own. The helping person, tables on her, forcing her to examine her own whether friend, family member, or professional behavior despite her efforts to avoid it. We soon therapist, must be honest and never promise to recognized that she always blamed everything give more time than he plans to give. Even that happened on others, maintaining the role of patients who desperately need their therapist the unfortunate victim of circumstances.It'I will, upon becoming involved, accept an honest pointed this out to her she would say that I, too, statement from the therapist that he can give was against her, and therapy would he stalled. only a specific amount of time. (Glasser, 1972) To help her face reality and stop wasting time blaming me,Itold her that she could leave There are a number of ways to get involved with a when she made at least a C in each of her client, but talking about his problems and his feelings classes. about them focuses upon his self-involvement and After several months during which she tried consequently gives his failure value. Glasser tells of every way to avoid doing better in cosmetology, one client, Pat, whose manifestation of her problem she finally started to work a little harder. The was obesity. group pressure started the change in her behav- ior, which in turn led her to become involved with the group and to recognize that they really The first part of Reality Therapy with Pat cared for her, as shown by their efforts for her was difficult for both of us as Itried to create (Glasser, 1965) involvement between us and she tried to under- stand what I was driving at. Expecting to dis- cuss her childhood, she found it difficult to un- 3. derstand that 1 was not particularly interested in historical material. Attempting at times to talk A third principle of Reality Therapy is that the about her dreams and unconscious mind, she patient must now examine and evaluate his behavior found me equally uninterested. Restricting the in a rational way trId make a judgement that what discussion to the present seemed sterile to her he's doing isn't beneficial. It's like an alcoholic say- because her life was the rather humdrum exis- ing, "Gee, drinking is the worst thing for me. Pass me tence of the rich suburban housewife who had a drink." He knows drinking is no good but he's still difficulty in filling her days and much more in drinking because he has nothing else. But when he talking about what she did... begins to get involved with another person and then After almost a year, we began to he more yon ask him to evaluate by asking "is drinking help- involved, 1 could point out her irresponsibilities. ing you?" he'll begin to say, "Well no, it would be My regular presence and my stand for greater nuih better if I did something else." Drinking is like responsibility encouraged her to take a chance, and change. During the whole of the second year she slowly became more responsible. Al- though the change was not dramatic, she was less self-centered and more ableto giveto others, especially her husband and children, who needed her far more than she was originally able to admit to herself. She felt a keener sense of achievement and she lost 'fifty pounds. (Glas- ser, 1965) 2. A second principle of Reality Therapy is exam- ining current behavior. People often avoid facing their present behavior by emphasizing how they feel rather than what they are doing. Although Reality Therapy does not deny that emotions are important, successful

Vol. 2, No. 1 IMPACT7 any other companion so is depression anda host of success, and he needs small individually suc- other problems. For example, depression serves a cessful steps to gain it. A student who hasnever purpose. The purpose it serves is thatyou become studied should not plan to study involved with your depression and one flour a a kind of circum- night: at the start. fifteen minutesonce or twice scribed misery that you know andare familiar with in a week is more realistic. (G:-sser. 1972) order to avoid facing the .fact thatyou ought to be doing something worthwhile. The depressionimmobi- lizes you. Its painfid. But is less painful thangiving 5. it up. Sometimes I make a joke whena person tells me he's terribly depressed. I say, "Well, cheer up!" Fifth. a commitment. Aftera reasonable plan has And everybody laughs at thatstatement, yet that's been made, it must he carrifdout. To give the person the most accurate and constructive thing I can really greater motivation to fulfill the plan. ask him fora say. Reality Therapy gives the individuala chance to commitment. The commitmentmay be verbal or writ examine the situation and urges hint 10 come to a ten: it may he given to an individual orgroup. It can decision. he made between husband and wife.parent and child. teacher and student. therapist andpatient. Com- mitment intensifies and accelerates thetrying of new 4. behavior. Without comment. withoutwarm human desire to say. "I'll do it foryou as well as for me." Fourth. once someone makes a value judgement plans are less likely to be implemented.A written about his behavior. the person helping himmust as- contract is good because people can remember.can sist in developing realistic plans for action.Because have evidence of their plan to change their planning requires knowledge of what behavior, options are At Ventura, the school for delinquent girls,we some- available, a therapist who talks withmany people times had them sign a contract when they VI making plans gains experience not available the to the ,school stating that they wouldcome back. The girls average person. As many problems revolve around objected, saying, "You don't trust us." I said, family life, a therapist who is married and "Thais has chil- right, / don't." The girls, while resentfidat first, came dren is usually better able to help plan thanis a 10 realize that I really eared about what happened therapist whose life has not included marriage 10 and them. When you work with kids,you must be willing children. Encouraging the person who needsthe help to be the adult. to make the most of the plan himself is part of the therapist's skill. The therapist sometimesputs the person in touch with someone else. Glasser has sent patients to friends or associates of his who havemore 6. experience in particular fields to help the patientwork out a detailed plain. Sixth. accept no excuses. The therapistmust insist that a commitment made is worth keeping. The only commitments many failures have Never make a plan that attempts too much. made are to their irresponsibilities, theiremo- because itwill usually fail and reinforce the tions. and their involvement with themselves. already present failure. A failingperson needs These commitments have mired them deeply in 8 IMPACT Vol. 2, No. 1 1

failure. The therapist cannot help unless he and society-wide conflicts. Our major institutions the the patients are both willing to reexamine the family. the schools. the penal system. the welf:o.... plan continually and make a mutual decision system arc still operating as if achievement of goals either to renew the commitment. if the plan is leads to success and happiness. valid. or to give it up, if it is not. Excuses let people off the hook: they provide tempJrary relief. but they eventually lead to The schools. our major socializing institution, is more failure and a failure identity. Any time we the most visible offender. The school A .Mill saying. take an excuse when we are trying to help a "Learn this or you are a failure.- but ANA are Allying. person gain a successful identity. we do him We won't learn unleAs the school can relate to 11.as harm. (Glasser. 1972) IMMall being's," 'T hose who can't find personal rele- vance in the schools often turn against society and themselves, taking on the identity of failure. Failure is painful, so they may try to drown this pain in antiso- 7. cial behaviors such as drugs, violence, inattentionor And finally. don't punish. Not to punish is as im total withdrawal. Of' course. kids have no monopoly portant as not to take excuses. on failureadults fail too. and resort to their "raiall- Eliminating punishment is very difficult for lers- in much the same way. What we're doing with most people who are successful to accept. be- Reali,v Therapy. especially in the schools. Is (111A1er- cause they believe that 'art of their success ing a ,,,,ed that came up, Teachers. therapists and so stems from their fear that punishment will fol- On hare said. "We really want a link extra help; we low failure. We believe punishment breaks the lICSI (100 thinA we can do it on our own.'' Realwing involvement necessary for the patient to suc- thatthese rrincipl.:s could he implemented with ceed. When he does succeed, we give praise. school personnelt.:stherapists as long as they're Unlike punishment. praisesolidifiesthein- truly concerned and willing to learn Glasser began volvement. Punishment is any treatment of an- to developa Reality Therapy training program other person that causes him pain, physical or through the Educator Training Center. It gives those mental. Praise. always involving. leads to more people a chance to learn. There are a number of responsible behavior. The purpose of punish- good rote-oriented therapies (Gestalt, rational thera- ment is to change someone's behavior through py. transactional analysis) which differ from one an- fear. pain or loneliness. If it were an effective other in minor aspects only. What is important is their means of getting people to change. we would unifying principles. and these principles say you have have few failuresin our society. Many in- to get involved with people and then you have to help competent and irresponsible people have been them understand that they do have some control over punished over and over again throughout their their 1:ehavior. and that they can make changes which lives with little beneficial effect. Instead, punish- will improve their lives. In the schools. particularly ment reinforces their loneliness.Confirming the urban sehoo, we find uninvolved. unloved. al- their belief that no one cares about them,it reads' turned-off Rids- products of parents who Om drives them further into self-involvement and themselves are lonely and uninvolved and are, there- increases their hostility or their isolation or fore. incapable of providing their offspring withan both. (Glasser. 1972) atmosphere rumba-ire to personal growth and re- sponsibility. The schools, like it or not, are often the only place some children can get involvement. can grow emotionally as well as intellectually. There are These seven principles have been used by Dr. WA who may hare rooms Allofplaythings but are Glasser andhiscolleagues duringthepast 15 nevertheless lonely. They may or may not he only yearsin Ventura. the delinquent girls' school: in childrenusually they are children whose parentsare Watts. California schools: in the mental ward of a V. A. Hospital. and. as a result of the Educator Training Center, by 20 to 25 thousand school personnel in schools throughout the country. Glasser feels that these principles work because they fulfill very basic current needs of people. In his latest book, The Iden- tity Society, he distinguishes people of the post World War II era from those prior to the war. People today are role oriented rather than goal oriented. Many people today. including adults. but especially the young, are seeking new life styles which will enable li 1 them to he themselves and hale a personal stake in the tasks they perform. The relative affluence of our post-war society makes this search possible to some extent: we don't need to be as concerned with mate- rial struggle as were people of the pre-war era. But this change to role orientation is not uniform and this i.;causingnotonlygenerationalconflictsbut .4.".11111aNSIIII

Vol. 2, No. 1 IMPACT 9 so involved in their own activities that the kids have RealityTherapyprinciplesbecausethese no chance to participate in a functioning family. They "learning by teaching" experiences help chil- may be "latchkey" children, coming home to empty dren become involved with each other as well as houses. When a child comes home to an empty with the teachers they help. The experiences are house, its hard for him not to fail. Because the chil- carefully planned to he actively problem solv- dren of today are 'role- oriented. they are more in- ing, sometimes for the tutor and sometimes for wrested in knowing not what they can do fair society, the tutee. Respectful involvement between stu- but what their parentsand the '.school in particu- dents and teachers develops as they detine tutor larcan do for them. When they fail to get involved roles. achieve an understanding of taskin- they are .soon labeled 'Within's.- crements. practicepositive feedback.stress What can the school do for these youngsters? It positive attitudes toward change. and engage in can recognize their needs and restructure itself to evaluation and replanning. provide the missing elements which will help them to It is not uncommon to see a whole class mov- become involved and responsible for their own lives ing to another grade level for a session. One and for the well-being of others. The fluidly should, of activity sees the older class acting as secretaries course, provide these elements which help them fortwentyminutes,takingdictationfrom to become involved and responsible fair their own lower-grade students. The tutors later return lives and for the well being of othersbut if it with a corrected copy of the dictated material. doein'tand often it doesn't then the .school must During the last school year. after discussing it do it or all of society hear the burden of their with students. the Ventura staff decidedto failure. change room assignments so upper grades alter- In training teachers toutilizeReality Therapy. nate with lower grades. This move facilitates the Glasser stresses involvement and commitment. One tutorial program by shortening the physical dis- simple but highly important procedure which helps tance the upper graders have to travel, and adds teachers begin to create involvement is a daily meet- to children's involvement with each other across ing with students. age and grade leVels. (Glasser. 1971) A structured. well-planned class meeting is a good starter. I'm not talking about the ordinary class discussion. I'm talking about a meeting There are many other individual and group tech- keyed to behaving in thoughtful. socially re- niques which teachers can use: they all involve the sponsible ways. I'm talking about a meeting in centralcore of Reality Therapyinvolvement which logical, orderly thinking takes priority. learning to achieve this is the key. Glasser believes I'm talking about a meeting which involves ev- that most people are capable of becoming involved. eryone in the roomone in which kids learn to This "faith" in people has generally produced results care for and respect each other and where which teachers thought they were incapable of pro- meaningful participation takes precedence over ducing. Although it isn't easy to function under the the teacher's "right answer." tenets of Reality Therapy, it can be done. It takes Another technique we've found usefulis training, patience, and above all.perseverance. cross-grade tutoring. This isconsistent with Grownups need to reorient their way of dealing with children academically. It is much more difficult to encourage children to think rationally for themselves I- than to provide them with pat answers. 4".Ar, Although the schools. of necessity. perform the major socializing function for children. there is no reason to assume that Reality Therapy shouldn't be tried in other settings. These principles are detinitely 4r' transferable. Families. for instance. can utilize them in strengthening their interrelationships. In his hooks. Glasser recounts numerous cases. of varying sev- erity. in which families (parents and children. hus- bands and wives) use Reality Therapy to rethink their relationships and try to break down barriers they had created during the years. Obviously. more time and effort would be requited of a family whose children were addicted to thugs or had serious mental dis- orders or in a situation were divorce is imminent. Reality Therapy works best whe 'tcan he used preventively or constructively but R is. as are most therapies. usually applied as a crisis intervention mea- sure. At this stage of a situation. Reality Therapy can provide perspective and sound principles upon which to act. For example. a teenager. Judy. starts taking "downers and uppers." When her parents discover what she is doing she pressures them to help her retain her habit by threatening suicide and in general

10IMPACT Vol. 2, No. 1 acting out. Reality Therapy would suggest that they KorAt a ..h.uswoot .11;- do the following. t itI

Judy's parents should flatly refuse to get her 1 ti any drugs. Both to keep drugs from Judy and to set a good example. they should remove all the drugs from the house including tranquilizers and sleeping pills. Parents without enough incentive to stop using pills themselves have trouble help- ing their daughter. Finally, and a very important point, they should not discuss drugs with heron any occasion: despite what they might have learned, they know little about the realities of taking drugs. If. after discovering she cannot get drugs. she says she will stop all drug use except 1`N a little marijuana. they should make no com- ment. If she persists in trying to discuss drugs. her parents should say that they know nothing about them except that they are illegal. This approach will not work with an older child. but it sometimes works well with a young. unso- phisticated child who has little access to drugs and who does not enjoy the effect of the drugs Another nearly overwhelming problem we face is herself as much as the effect her use of them has that some of our largest "socializing" institutions are on her parents. really oriented toward punishing people rather than At the same time. her parents should work helping them. Our mental institutions rely on drugs hard to establish a warm. friendly relationship. and physical suppression of patients to male their to encourage her to have friends over, and to "bad" behavior rather than changing it. Our prisons keep involved. (Glasser. 1965) and reform schools subject people to isolation. stark surroundings. inadequate rehabilitation programs and virtually no civil rights or personal respect. Not that weshould release all prisoners. they are definitelya danger to society.But we must find better ways of dealing with people who have already failed to adjust Inthisnewly ordainedrole-orientedsociety. to and he accepted by society. Further rejection will people will continue to fail. But those offering them support must minimize this failurehelp them rework not produce solid citizens. and reshape their plans to achieve success. Reality A final societal dilemma is that while our media Therapy worksbut only because it is applie'f con- opens new possibilities to us by expanding our knowl- sistently and deliberately.There's no magic aboutit. edge and perceptions, it also tends to reinforce our self-image of failure. Themedia establishes standards As a final note, however, to modify the apparent of performance .so polished and refined that it makes optimism held out for Reality Therapythere are what young people do seem inadequate bycom- some cautions and there are some real societal and parison. Aspiring athletes see the pros and think cultural dilemmas which make it difficult to apply "What the heck? I'll never make it." And they giveup Reality Therapy. because titer can't see the years and years of hard One of these starts with the fundamental core of work and disappointment it took the pros to makeit. human development maternal participationina Commercials seem to assure social success through child's upbringing. Now, at a time when most chil- the use of this toothpaste,that' deodorant, this dren are role-oriented, striving to achieve in a very soft-drink, and that after-shave lotion.Pepsi Cola personal. meaningful way. so are their mothersand helps you !o make friends is the implication. The this produces conflict.There is no way to get around media has much that is good. but there's a lot that is the fact that the changing role of women is goingto on 'just to make et buck,'' and too many lonely people cause additional problems for children. Women are are exploited by the media because they are not hap- saying, "Look. we're human beings, and we want to py with their lives. They don't have a sense of person- fulfill ourseles in way.% that go beyond their tradi- al worth-they identify with failure. tional one of wile. mother and housekeeper. Let somebody else take care of our children." Men, too. are looking /r roles beyond their traditional one of Reality Therapy like other new thecapies, requires supporting a family. Kids, though, still have the .ante a restructuring of our institutions and our minds. By basic needs for security and belongingthey don't applyingitsprincipleswe. can begintoinitiate know anything about Wonten's Ltb or the need for changeto recognize the needs of human beings who human fulfillment in their parents. UnfOrtunately. have a poor sense of identity and an attitude of fail- there are Pt*. women so capable of ittrolventent that ure. But we can make it work continually only if we they can fulfill themselves outside of their homes and first get those who influence society and its functions still do the fob with their children that needs to be to "shut up and listen." We begin and end with in- done. volvement.

Vol. 2, No.I IMPACT1I A HumanTechnology for Human ResourceDevelopment

by Robert R. Carkhuff Definition of Approach

My efforts over the past several years have been toward developing a technology for humanresource The second article in our series on new therapeutic development. Whether educationor rehabilitation. approaches is concerned with humanresource devel- my concern has been with ferreting out the core of opment. For this article Impact contacted Dr. Robert dimensions which all human relationships share and. C.arkhnif whose eclectic approach is broad inper- then. discerning the unique contributions ofa variety spective and draws front other approaches inaAy.s- of potential preferred modes of developinghuman tematiway. resources. In the process. we have developed anum- ber of models for helping and humanresource devel- opment. Perhaps the most fundamental model is whatI term -the helpingeffectsmodel.- Mostfunda- mentally, what this model indicates is that the effects of helping upon the helpee (child. student. counselee. patient) are in part a function of the level of function- ing of the helper (parent. teacher, counselor. thera- pist) in emotional and intellectual skills. Wesee these effects in our everyday activitiesmost clearly in :1 teacher-student relationships where students flourish in their development one year andare retarded in their development the next year. Thereare several corollaries to this model. First. helpingmay have constructive or deteriorative consequences. Second. helpees of high level functioning helpersgrow while helpees of low level functioning helpers deteriorate. Third. helpees move in their development toward the helper's level of functioning. The "helping effects model- places the largest burden of responsibility for helping squarely on the shoulders of the helper. With regard to my "systematic eclectic approachto helping- which I referred to earlier, the ftmdamental proposition is this: There are a variety of potential Dr. CarhhuffisDirector, Center for Human Rela- preferred modes of developing humanresources that tions and Community Affairs and PrQsso of Psy- contribute to human resource development. Theones chology and Education. American International Col- with which we are the most familiar include the lege. Springfield, Massachusetts. He is best known client-centered. existential. neo-analytic. behavioristic for his two volumes onHelping and Human Relations and trait-and-factor approaches which dominateour which Dr. C. H. Patterson hailed11.1 "the most sig- training centers around the country. Again. thereare nificant advance since /942" andThe Development several corollaries of this model. First, thereare a of Human Resourcesin which Dr. Dodd Aspy com- core of emotional and interpersonal conditions shared mented: "CarhhuirAas significant and relevant in by all helping processes. Second. there area variety the 1970'3 as Freud WM in the early I900' and of potential preferred modes of treatment whichmay Dewey and later Rogers were in the 1930'3 and under definable circumstances make a contribution 1940's." over and above that made by the core conditions. 12 IMPACT Vol. 2, No. 1 Third. the most effective preferred modes of treat- culmination in developing a constructive course of ment are the approaches which afford us a means for action. i.e.. doing something about the areas of his operationalizinggoalsand developingsystzmatic concern. procedures for attaining these goals and these seem to In summary. there are skills to he learned and be the trait-and-factor and behavioristic approaches. employed developmentally Just as effective parents Again, the approaches are put to the functional test of prepare their child for growth and development, so their unique contribution over and above human rela- does the effective helper facilitate the grow th and tionship contributions. development of his helpee. The helper is initially re- sponsive to the helpee's needs and ultimately both responsive and initiative at the highest levels as he tries to do something about meeting the needs of the The "helpingeffectsmodel" helper. The finalcorollaryisthat exploration. under- places the largest burden of re- standing, and action are recycled in an on-going learn- sponsibility on the shoulders of ing process. The feedback from helpee action stimu- the helper. latesfurtherexploration,moreaccurateunder- standing and more effective action in a potentially life-long learning process. might mention when we developed the training As you can see. my approach is broad in its per- program to accompany the Educational and Career spective drawing, in a truly eclectic sense, from those Exploration System. a computer-based guidance pro- appi-oaches which have a contribution to make to- gram piloted in Kchigan, we set up a research design ward human resource development. It is unique in the for assessing the effects of the counselor and the respect that I am trying to develop this eclectic ap- computer. In one study of' outcome, we had five proach systematically. Most important, I am attempt- groups of students: ( I ) group I visited both the com- ing to develop and deliver for empirical and ex- puter and a counselor trained in human resource de- perimental testing a human technology for human velopment skills (interpersonal and problem-solving) resource development. and computer skills: (2) group IIvisited both the computer and a counselor trained in computer skills alone: (3) group III visited a counselor trained in human resource development skills alone: (4) group An Operating Illustration IV visited a traditionally trained counselor: (5) group V visited the computer alone. According to the self-reports, the counselors systematically trained in Part and parcel of the process of developing a human resource development skills were significantly human technology for human resource development more effective than traditionally trained counselors. is"the developmental model for helping" which the computer alone, or the computer in combination guides the helping process and provides us with cri- with counselors trained in computer skills. teria by which to measure our progress.Itstates In this regard. I might add; we were systematic in simply that helping is a developmental process. One organizing each counseling session's activities. It was of its corollaries is that helping involves exploration. like pilots going on a mission: the first part of the first understanding and action as seen in FigureI.In session, we emphasized only helpee-exploration: the order for the helpee's action or beha% lor change or second part. only helpee understanding; the third part gain to be constructive, it must grow out of helpee only helpee action. It vb,similar between sessions underAqnding: in order for the understanding to he with explonttion dominating early contacts and action accurate, it must grow out of the helpee exploration dominating late contacts and understanding being em- of the areas of his concern. phasized in the middle. The point is this: the more A related corollary is that helper responsiveness (re- systematically we are trained and the more system- sponding accuratelytoa helpee'sexperience atically we orient our helping sessions around explor- empathy respect, specificity and initiative effectively ation. understanding and action. bringing each session fromthehelper'sexperiencegenuiness,con- at least to some kind of an action "homework" as- frontation. immediacy) interpersonal skills serve de- signment, the more effective we will he. velopmentally to facilitate helpee exploration, under- standing. and action. Figure 2 describes an empathy scale which serves to illustrate the different levels of the different dimensions. In other terms, we can learn Helper the attending. responding.initiative, and commu- nicative skills necessary to facilitate human change or gain. At level three of responsive dimensions. we I II 1 I I II 1 III II I formulate responses that are additive in the sense that they go beyond the helpee's expression% and thereby Extensive Response Repertoire facilitate his understanding of the areas of his con- cern. In a similar manner, at level three of initiative Figure 1.Extensive Response Repertoire of the Helper dimension% we introduce action-initiative oriented be- havior and at levels four and five we bring this to

Vol. 2, No. 1 IMPACT 13 Figure 2

Scale 1

Empathic Understanding in Interpersonal Processes A Scale for Measurement

Level1 of the helpee but may not respondto The verbal and behavioral expressions of the or may misinterpret the deeper feel- helper either do not attend to or detract sig- ings. nificantly from the verbal and behavioral ex- In summary. the helper is respondingso as to pressions of the helpee(s) in that they commu- neither subtract from nor add to the expressions nicate significantly less of the helpee's feelings of the helpee. He does not respond accurately and experiences than the helpee has commu- to how that person really feels beneath thesur- nicated himself. face feelings: but he indicates a willingness and Fxamp le:the helper communicates no aware- openness to do so. Level 3 constitutes the min- ness of even the most obvious, ex- imal level of facilitative interpersonal function- pressed surface feelings of the helpee. ing. The helper may he bored ordis- Level4 interested or simply operating from a The responses of the helper add noticeably preconceived frameofreference to which totally excludes that of the the expressions of the helpee(s) in sucha way as helpee(s). to express feelings a level deeper than the help- ee wps able to express himself. In summary, the helper does everything butex- press that heislistening, understanding, or Example: The helper communicates his under- being sensitive to even the most obvious feel- standing of the expressions of the helpeeat a ings of the helpee in such a way as to detract level deeper than they were expressed andthus significantly from the communications of the enables the helpee to experience and/orexpress helpee. feelings he was unable to express previously. Level 2 In summary, the helper's responses adddeeper feeling and meaning to the expressions of the While the helper responds to the expressed helpee. feelings of the helpee(s), he does so in sucha way that he subtracts noticable affect from the Level5 communication of the helpee. The helper's responses add significantlyto Example: The helper may communicatesome the feeling and meaning of theexpressions of awareness of obvious, surface feelings the helpee(s) in such away as to accurately of the helpee, but his communications express feelings levels below what the helpee drain off a level of the affect and dis- himself was able to expressor. in the event of tort the level of meaning. The helper ongoing, deep self-explorationon the helpee's may communicate his own ideas of part. to he fully with him in his deepestmo- ments. what may be going on. but theseare not congruent with the expressions of Example: The helper responds withaccuracy the helpee. to all of the helpee's deeper as wellas In summary, the helper tends to respondto surface feelings. He is "tuned in"on other than what the helpee is expressingor in- the helpees' wave length. The helper dicating. and the helpee might proceed together toexplorepreviouslyunexplored Level 3 areas of human existence. The expressions of the helper in response to the In summary. the helper is responding witha full expressions of the helpee(s) are essentially in- awareness of who the other person is and witha terchangeable with those of the helpee in that comprehensive and accurate empathic under- they express essentially the same affect and standing of that individuals' deepest feelings. meaning. Example: The helper responds with accurate 1 his ,(ale is a ro .'ion of earlier ,mum, of empath) ,tale, 0( at kiwi!. 1968 understanding of the surface feelings ( art,huti& Herenwn. 1967 [wax A. ( art,huti. 19671

14 IMPACT Vol. 2, No. 1 At the rehabilitation level, we have run fitmily management clinicsin which we have developed physical. emotional. and intellectual programs based The more systematically we are upon the functional diagnosis of the individuals and families involved. For example in the emotional area trained and the more system- alone, we might teach a non-responsive father to at- atically we orient our helping tend and respond with increasing frequency and dura- tion to his wife and the children. In the same family. sessions around exploration, un- the mother has been taught the initiative skills neces- derstanding,andaction ...the sary to solve problems. develop direction. and set more effective we will be. limits on family behavior. At the preventative level, we have conducted large scale social action programs where we have selected helpers on the basis of their physical. emotional. and intellectual functioning and complemented them with Potential Client Populations programs to develop similar functioning in their help- ers. We have been successful in these areas in train- ing correctional officers as helpers for inmates, com- There are two fundamental ways in which behavior munity people as human relation specialists for stu- can he changed. The first involves the understanding dents. and hard-core unemployed as social casework orinsightfollowedsystematicallyby anaction assistants. Potentially. anyone may he trained to he a course. Unfortunately most insight-oriented helping helper. Indeed, the purpose of the helping process is processes (like the client-centered. existential. and to transform helpees into helpers. analytic approaches) do not develop action programs. The second way invokes changing the behavior and then consolidating the change with the insight into the charge.Unfortunately,manybehaviorists(ally- oriented helpers) do not concern themselves with this Expected Outcomes understanding necessary to integrate and sustain be- havior. Still another model for helping will be relevant The process of exploration, understanding. and ac- here. The "outcome model for helping" involves a tion which I have described may be entered at any goal of a helpee who is functioning effectively with phase although this is the typical sequence in which regard to his environment. Therefore. helping must people learn. For those who are unable to explore or understand, like some severely debilitated patients, we may begin with an action course or by changing the behavior first and then utilizing the behavior to stimulate exploration and understanding. In this context. we have piloted projects on every population concernable. The process of exploration, Peoplelearnwhattheyare understanding. and action is the process by which people learn. Again, it provides us with criteria by trained to learn. Outcome should which to measure our progress toward behavior becalculatedtoassessthat change or gain. It holds for education involving the which you train to effect. learning of nevb, material. It holds for rehabilitation involving the resolution of old problems. With the concern for client populations it may be helpful to develop still another model. "the functional diagnostic model for helping."' This model dictittes that helpees be assessed on their level of devel- opment rather than traditional diagnostic categories. develop the helpee's level of functioning in physical, In this regard, there are several relevant corollaries. emotional, and intellectual skills (corollary I). In ad- First, helpees may be assessed on their levels of dition. helping must develop the helpee's level of functioning between physical,emotional. andin- functioning in specialty area skills that are relevant to tellectual areas. Second. helpees may be assessed on the helpee's environment (corollary 2). In order to their levels of functioning with physical(different accomplish this, the helper must be both model and fitness categories), emotional (different human rela- agent for the helpee's change (corollary 3). tionships),andintellectual(differenteducational Inthis context. we have employed just about skills) areas. Third. both within and between areas. every kind of index to assess outcome. In general. treatment is initiated in relatively the highest area of though, we have evolved to a position where we use functioning below minimally effective levels. In this indexes of what it is we are trying to effect in order to manner. the helper has the highest probability of suc- assess a change or gain. It simply makes good sense cessful and thus reinforcing experiences. Such a func- that if you are teaching reading you will employ an tional diagnostic model provides us with differential index of reading achievementrather than math diagnoses that translate to differential treatment. achievement or a Rorschack inkblot test.

Vol. 2, No. 1 IMPACT 15 t reduced 56% in the same period:, andjuvenile crime in the community from which thestudents %N ere Outcome Model for Helping drawn was reduced 34% during thesame period. In all. we assessed eight indexes ofoutcome to determine our efrectivene,ss. Again,we calculated Corollary 1 that effective people plus effectiveprograms plus an Helping must developthe effective organization to relate the peopleto the pro- helpee's level of functioning grams in the most facilitativmanner (organizational in model) wouldeffects'udentdevelopment. physical, emotional, andin- self-reports. and recidivism statistics positively.And tellectual skills. it did! However. it is to he emphasizedthat we con- Corollary 2 ducted training to produce effectivepeople and to equip them with effectiveprograms in order to pro- Helping must developthe duce this effective outcome. Peoplelearn what they helpee's level of functioningin are trained to learn. Outcome should he calculatedto specialty area skills thatare assess that which you trained to effect. relevant to the helpee's envi- ronment. Corollary 3 Implementation The helper must be bothmodel and agentforthehelpee's I think the most important extension ofmy pre- change. vious answer comes in the form ofa "training model for helping" which dictates that trainingis the most efficient mode of humanresource development. With regard to helpers, whether functionalprofessional or credentialed professional. this One program which we have conducted will illus- means that the person- nel must be systematically selected(corollary 1) and trate in a very rich manner all of the models I have trained (corollary 2). With regard enumerated. Over ayear ago we took over a to helpee popu- delinquent institution in order to transform itfrom a custodial to a treatment orientation. Wesystem- atically selected (another model) and trained (alsoa model) the staff in physical, emotional-interpersonal, and intellectual skills (people development). Inaddi- ... necessary for the human re- tion, we equipped them with the skills which they sources development of the help- needed to develop over eighty programs relevantto their purposes from cottage maintenancethrough field ee are the human resources of trips to study and counseling skills(program devel- the helper. opment). One of the programs, the "student levels" program, involved the movement of thestudents through the cottage systems with increasing privileges and responsibilities according to their physical,emo- tional, and intellectual development. Finally, we or- lations, this means that the helpeescan he directly ganized the personnel and programs of the institution rained in the skills which they needto serve them- functionally according to skills criteria rather than selves (corollary 3). Training is indeed thepreferred civil service seniority (organizational development). mode of developing human resources! We studied the effects of our "changeover" pm- This training model is complemented effectivelyby gram on outcome. First, we studied the student's a "programmatic model" which indicates that system- development: physical functioning (fitness)up 50% atic programs are the most effectivemeans for devel- in one year: emotionalfunctioning (interpersonal oping human resources. In this regt.rd,systematic skills)up 100% in one year: intellectual(computa- problem-solvingprocedures tional and communication skills)up 157% enableustooper- in one ationalize goals and develop preferredcourses of ac- year. Next, we studied student and staff self-reports: tion (corollaryI ): program development procedures student self-reports were 33% positive on entry, enable us to operationalizeprograms to implement 100% positive on exit from theprogram and 68% preferred courses of action (corollary positive overall: staff reports of the 2): program program were development skills will enable us to developsystem- 83% positive overall on the effects of the program on atic helping programs in the wholerange of physical. students. Most important,we studied our rates of emotional. and intellectual areas. recidivism. runaway, and crimerates in the commu- We have conducted a variety of "training nity from which the students a treat- were drawn: recidivism ments' programs with great success. We havetrained or the number of boys returning to the schoolwas patients in the kinds of skills which they need reduced 36% in one year: and to runaway rate was adjust in or out of the hospital. We havetrained 16 IMPACT Vol. 2, No. 1 parents of disturbed children to work with each other DanKratochvil.Actually. we have many more and their children. We have trained families to re- people, functional as well as credentialed profes- constituteandregeneratethemselves. We have sionals but these are the people who are with us ona trained inter-racial and cross-generation groups to full-time basis. In addition, we are constantly search- work more effectively with each other. We have ing out people who want to join us, not just in our trained community people to reconstitute and regen- attempt to develop a human technology' but in our erate their communities in education and career de- attempt to develop human and community resources velopment. In every instance we have found system- on a large scale.- atic training to be more effective than all other forms of treatment. The resources necessary for the human resource development of the helpee are the human resources of the helper. In addition, the helper must have the commitment to learn the human technology necessary The helper must have the com- to change the helpee. The cornerstones of this tech- mitment tolearn, the human nologyincludeinterpersonalskillsandprob- lem-solving skills and program development skills. technology necessary to change These skills can be utilized to develop any number of the helpee. physical, emotional, and intellectual program skills, including physical education skills, human relations skills, curriculum development skills, teaching meth- odology skills, and career development skills. The skills may be learned at the level of helpers directly dispensing services to the helpee or at the level of As a group, we are oriented toward conducting trainers who train both the helpers and helpees, or at training programs. However, we are disposed toward the level of master trainers who have conquered all of doing so in a consulting context at the site of the theskills within the physical, emotional, andin- parties involved. In this manner, we can effect the tellectual areas and can guide and supervise the activ- design of the program and the application of the skills ities of specialty trainers within the areas. At the learned by the trainee products. highestlevels,individuals may learntheorgan- izational and management skills in addition to con- In addition. I have developed a publication outlet: quering all of the physical. emotional, and intellectual Human Resource Development Press, Box 222, Am- skills necessary to become a consultant or human herst, Massachusetts 01002. resou, ze development. To start, allit takes is one pre: sessional with the physical, emotional, andin- Already, we have produced one first text: t6ectual resources and the commitment to learn the The Art of Helping: A Guide for Developing Help- technologies necessary to develop his own as well as ing SAills for Parents, Teachers, and Counselors, the resources of others. Itis a first level program, written in clear and simple language with words and pictures portraying the skills involved. Even here, though, the technology in the hands of a competent traineristhe most Information Sources effective learning modality. Other texts are completed and in various stages of production: I have been trying to bring together the expertise 7.1u, Art of Problem-Solving necessary to produce a human technology. In the The Art of Program Development psychological area, including treatment, we have Dr. The Art of Making a Good Career Decision Bernard G. Berenson and Dr. Richard M. Pierce. In The Art of Teaching education development we have Dr. David N. Aspy, The Art of Training Dr. David H. Berenson and Dr. Jeanette Tania. In The Art of Parenting

For serious scholars and researchers, there are the books summarizing the research and demonstration We might teach a non-responsive projects upon which the technology series are based: fatherto attend and respond The Development of Human Resources.. New with increasing frequency and York: Holt, Rinehart & Winston, 1971. Helping and Human Relations, Volumes I and II. duration to his wife and chil- New York: Holt, Rinehart & Winston, 1969. dren. Beyond Counseling and Therapy. New York: Holt, Rinehart and Winston, 1967. Sourcesof GaininCounselingandPsy- chotherapy. New York: Holt, Rinehart & Win- community development we have Dr. Andrew H. ston, 1967. Griffin and Dr. George Banks. In manpower and Toward EffiTtive Counseling and Psychotherapy. career development we have Dr. Ted Friel and Dr. Chicago: Aldive, 1967.

Vol. 2, No. 1 IMPACT 17 I After responding to Impact's questions, Dr. Carkhuff asked a question of Impact.Im- pact'sresponse appears inAdvocate.

What is Impact going to do to havea real Impact on the world?

I have responded to your inquiries. Iwould like to success of which I describe earlier, tried initiate some inquiries of to "kick" my own. I am attracted by the superintendent who administeredthe program your title and your stated purposes. I thinkyou have "upstairs." When he courageously made some real effort to personalize refused because of your offering. his commitment to theprogram and most important But, ultimately, we must domore than that. to the kids the program was servicing, he We must do more than inform. We was -tired." must develop Now, no operation services the effectivepeople and direction. We must make judgements. Wemust take stances. programs who implement it. This school had itsrace riots, high recidivism andrunaway rates prior to the Iwill tell yoa where I am. Developing the tech- "changeover." Within a matter ofmonths itwill nology for huma.1 resource developmentis exciting. again. What is not exciting is seeing succe:;sful demonstra- Counselors as a group are ina unique position to tions of human resource developmenteither not im- do something about these tragedies. plemented on a large scale Historically, the or dismantled on a small counselor was seen as the agent of thestudent's wel- scale. For example,' wecan develop the skills of black fare. Hopefully, he may be again. and brown children at or beyond those of But only if he white chil- commits himself to hisown 'physical. emotional. and dren. But others have chosen forus not to do so on a intellectual development and to learning large scale. Every project that I have the human mentioned here technology to develop the physical.emotional. and has run this risk of the latter. Withadministrators intellectual resources of those for whom he oriented toward political expediency serves. rather than hu- Those few of us who have made thecommitment man effectiveness, effective human projectsare more are not enough. Only when strong parents get togeth- likely to be undermined than ineffectiveones because er can strong children be developed. the administrators recognize the potential for trans- Does Impact take a stand? Where doesImpact lation to political power, i.e., "if it works here.I will stand? have to allow them to implement it inmy other divi- I am interested. Thank sions and I cannot allow this to happen." you for the opportunity to expose you to my technology and commitmentto Most dramatically, the delinquent institution.the human resource development. 18 IMPACT Vol. 2, No. 1 One of our contributors this issue, Dr. Robert Car- FirstImpacthas a number ofpriorities. We try to khuff, turned the tables onImpactand asked us a tit them together in such a way that by being a mem- pointed question: "What isImpactgoing to do to ber of our system a counselor can he impactful. Ours have a real impact on the world." We like that. His is a facilitating, and assistive stance. We exist asa concern is one to which all counselors should address publication and a communication system not as some- themselves. We have, therefore, departed from our thing necessarily important in its own right, but rather usual practice in "Advocate" of presenting a state- to influence and/or provide assistance to other people ment on a particular issue or topic in order to provide in defining and reaching their goals. Most specifically, Dr. Carkhuff and you withImpact'sresponse to his Impactwishes to increase counselor power. We aim question. We welcome reader involvement and reac- to do that through assisting counselors in the imagina- tion to this dialogue. tive use of knowledge. Knowledge is a power that What isImpact doing to have a real impact on the can make the difference between highly focused world? Right on! There is nothing intrinsic in the role effortsthat use the most effectivestrategies and of the counselor or another publication whichis poorly focused efforts whose impact is limited to one self-justified or instrinsically worthy. In a time of counselor's experience and insight. Power comes scarcityof alltheimportantresourceshuman, from knowing how to do it. That is why Impact energy, money, and AN we need to cimtinually as4 devotes itstime to analyzing programs, practices, ourselves "why are we doing this and what isit ideas, and resources from an extremely wide range of orth?" publications and programs. We want counselors to

Vol. 2, No. 1 IMPACT 19 devote less time to reading andmore time to thinking leadership in change agentry and involvement about and working at the implementation in the of new and change process because of their understandingof and impactful practices andprograms. "More power to the commitment to the process of planned change counselor" is one of our big mottoes. in .:du- cation and guidance. More basicallywe endorse the concept of a "populous" approach whereby students. It is our view that many counselors parents. and teachers themselves can he guidedint operate upon becoming the change agents withintheir systems so implicit and relatively unexamined valuesystems. that they can make these systems They are good people and they feel more hamaniiing. they do good more facilitating climates in which to live and learn. things but they have never consistentlyconsidered either the implicit or explicit valuespresent in their role and in their work. We wish to assist counselors One of the major goals of Impact whichwe con- by questioning, examining, confronting.and challeng- stantly stress is assisting counselorsto define their ing them. We think the values that counselors have worlds, both micro andmacro. We would like to see make a great difference in what itis they do, how counselors involved in the delivery of they do it, and the impact they have services and on the people help to individuals and smallgroups. We also think they are associated with. We wishto aid the coun- that counselors should he actively involved selor in the continual task of value clarification in exam- and ining and changing the larger environmentsin which adoption. We value a counselor's valuesa great deal. they operate. Itis all too easy to work only with casualities and become an illness profession.Ours is one that must become preventive in thesense of Communication among counselors and otherhelp- working on a system. where the illsreside. In many ing professions. if itis going to he helpful, must he situations itis not the individual who needstreat- explicit. It is necessary forus to tell what we did. ment: he is only expressing those behaviors andin- under what conditions, for whatreasons and what sights which the system has taughthim.Itisthe outcomes came about as a result ofour efforts. This system that should he our client and needs provides the opportunity for our help. someone else to study Counselors, because of theirawareness of the impact and examine what it is that we have done and decide of various aspects of thesystem upon individuals. its relevance for them. We believe thisexplicit com- should be in a position of articulatingwhat is wrong munication of experience and ideas can and must lead and what is needed and providingleadership to coa- to the greater personalization of. involvement in. and lesce the full range of human andphysical resources customization of guidance concepts. It isn'tmore talk that exist in our institutions. Wesay the counselor that we need. or more rhetoric about the importance has many turfs in which hemust prepare to oper- of guidance and counselors whatwe do need is a atenot only responsively but preventively. great deal more communication about Ignore programs and one of them and you do so to the detriment ofthose practices that have worked and have thepotentiality you seek to serve and your own growth and profes- for working again in other settings. A counselor,per- sional conscience. haps more than any other professional, isa person who performs his work in the totalabsence of obser- vation either by other professionalsor the public. If We are in short proposing that outreachmust be- we are going to profit from one another's !earnings come a major aspect of counselor behavior. In doing and involvements we must develop more explicit so, counselors must be better infbrmed thanthose communication. Impact is working tocreate an in- who will oppose them.more skillful in implementa- terchange among counselorsas to what itis that is tion that those who would continueto do that which worth communicating about. has been done in thepast. and more involved in change and innovation than those who waitto be sure itis safe before they innovate. Weare. in short. Carkhuff says that many of the ideas thathe encouraging the counselor to hea reasonable adven- though had great merit lacked impact because they turer. a moderate risk taker who out of bothex- were adopted only on a small scale. That doesn't perimental and research knowledgeknows what surprise us. Innovations are seldom adoptedon their needs to he done: through insight into andskill in the own merits. We are working within complex social implementationofinnovationscanbringabout systems wherein different suhgroupings within that change: and because of an involvement inand com- system may have very different needs and goals than mitment to human development, willbring home do the generators of a newprogram or practice. We change. have no desire in Impact either to attributethe ills of our schools and colleges to one group suchas admin- istrators or to overestimate thepower that we feel they possess in the diffusion and adoptionof in- That is where Impact stands. Where doyou stand? novations. Rather, we wish to assist counselors in the G. R. W. adoption and utilization of innovations.We offer S. F. K. ideas for the development ofa broad community of support so that truly meritorious programscan win the active support and advocacy of bothproducers and consumers. We clearly see the need forcounselor

20IMPACT Vol. 2, No. 1 flashes... flashes...fkishes..-.1

(Reverse Racism is heeomming afocal ... The Higher Education Bill approved by ... The President's Committee on School point of a spreading national controversy.) CongressestablishesBasle Educational Finance has recommended that state gov- ... there arc many who fear the apparent Opportunity Grants (BOGs). BOG grants ernments assume most of the cost of educa- trendtoward quotas andreversedie will he made directly to students on appli tion from local government to eliminate the Lrimination. Some of their arguments are of cation to the federal government, whereas gap in school quality between rich and poor a Practical sort How arc the favored "mi previously most federal aid reached needy neighborhoods. Also recommended were. nority" groups to he defined? The Boston students via the colleges and their financial (1) some form of regular education begin. court, for example. wondered whether the aid officers. In some ways, it is like a new, nir,g at age 4- (2) increased financing for Spanish-surnamed would include a gradu- larger GI Bill. Under BOGs. every student "child benefit" services, and (3) increased ate of Madrid University. Do the blacks to whose family can't he expected to help research designed to meet the needs of in be favored, for example. include the Hap meet his college costs will be entitled. "not nor city schools ... vard graduate as well as the ghetto drop. as a privilege. but as c right," to a gran( of out? ... 51.400 a year. Only students whose fami- Nathan Glazer lies are below the poverty line qualify for N.Y. Tildes the full basic grant ...... Thro: New York psychiatrists have re March 12, 1972 ported that more young men than ever be. forehavebeencomplainingof impo tenet: a problem generally associated with ... The U.S. Office of Child Development age. In the case histories of many of these is working to cieate a new type of day care young men was a common themethe in professional whose credentials will consist ability to satisfy their partners. An initial of a "demonstrated competency in working failure led men to doubt themselves, lead. ... A University of Michigan Institute for with children" rather than the completion ing to greater anxiety on the second cm Social Research survey to determine how of a college education. This child devel counter and making impotence all the more well the pursuit of happiness is going in opmcnt associate will be a middle level pro- likely (casualties of the liberated wom America found that 58% of the men in the fessional ... an?) sample said they were "completely satis- fied" with their marriages. compared to 53% of their wives. Also, 42% of the work- ing women interviewedsaidthey were "very satisfied with their jobs" while only ... TheEvaluationof theEmergency ... The spreading epidemic of drug abuse 33% of the employed men felt this way... School Assistance Program whose purpose in the country has brought with it an in ... Five school districts in Michigan have was to examine the effectiveness of first crease in infectious diseases caused by the year ESPA grants to school districts in im received State Board of Education approval use of contaminated needles and syringes proving the racial climate of schools found to implement a 12 month school year ... among persons who inject themselves with that ESPA activities in counseling. coun- heroin,amphetamines and many other seling support, student programs. and reme- drugs ... dial programs were significantly associated with positive racial climate changes ...

... The National Council on Venereal Dis A 13 year old girl. Anita Bresson, com- ease has proposed federal spending of 5296 peting with 45 boys in a soap box derby in million over the next five years for VD Del Ray. California won and when asked ... The American Virgin Liberation Front control. Included in its proposed program is how she felt, cried and said, "I didn't mean VD instruction down to the 7th grade in states as its purpose: "To establish freedom to." for those persons who wish to refrain from public and private schools, more research sexual activity." the AVLF wants to re- and a search for vaccines and VD courses move thestigma presently attachedto in medical school curriculum ... chastity and replace it with pride ... . Voters defeated a millage mquest of the Willow Run. Michigan School District. In presenting the expected cutbacks the assis- ... The Irish cat the most. Americans brew tant superintendent indicated that included the most beer. Swedes live the longest. will be five high school counselors and one ... A major computer study of world junior high People in Liberia get married the most. school counselor. This will trends has concluded that mankind prob- leave one Title I paid counselor in the high And the Russians are threatening to catch ably faces an uncontrollable and disastrous school ... up in several categories, according to the collapse of its society within 100 years un U.N. Statistical Yearbook ... less it moves speedily to establish a "global equilibrium" in which growth of population and industrial output arc halted ... I.ast year theBible was outsold by ... "Men's Lib" groups ask why men must Quotations from Chairman Mao ... he stalwart and aloof, smoother their emo- tional responses and always prove them. sele. as breadwinners or iiisports. The men's movement has groups meeting in ... The National Coalition of American Berkeley. California. New York. Boston, Nuns (NCAN) has issued a "Declaration San Francisco. Denver. and Chicago and is of Independence" calling for sexual equal. ... American women are marrying later but taking aim at emotional stereotypes be- ity in churches, including full priesthood for are getting divorces and remarrying at a cause"Clichedsexrolesaffectmen. women and elimination of the college of faster pace says the U.S. Census Bu- Cardinals ... reau ...

Vol. 2, No. 1 IMPACT 21 ... a collection of thought- . At times sucidal people arc cut off Whcn health careisfree. too many provoking writings drawn from fro./ everyone and the person who helps people come to doctors "with nothing several radical and underground may be the only one who really does care wrong," he claimed. "Let's faceit,after tabloids. This issue, the theme for them at the time. This is a heavy burden three generations of wage, thereare to take on. a serious responsibility, These people who have forgotten how to work." OPPRESSION people may need close and continued per. BUT FROM WHERE, sonal contact through a period of timc. If As for the legislation to which FROM WHOM? you can do this, do it.If you cannot. don't the governing House of Delegates promise what you will have to fall down on. attended, among the actions taken Your relationship with the person can make were the following: a critical difference and rejection would just make suicide more likely. It is ideal for a Reversing its stand of three years ago, group to help so that more emotional sup- when the AMA declared pot "a dangerous port is available and people can work to- Mg." a committee that studied the clues. tion for two years proposed decriminalwa- gether to helpthe personbring about changes in their life situation. tion of marijuana use in agreement with Some suicidespeople with terminal ill- President Nixon's handpicked ('ommis- ness. people who have much physical or sion on Marijuana and Drug Abuse. But emotional painmay be unavoidable. Hut the House of Delegates followed Nixon's MOST suicides are preventable, "Do your lead in rejecting the position of its own own thing" is not a correct philosophy to task-force. follow when its a matter of a sister or And. despite the efforts by some delcga- brother's life, and they are essentially un- lion% to win support for a liberal resolution certain and conflicted about what to do. We in favor of gun control. the AMA rejected have all been messed over. By reaching out the proposal for all the wrong reasons. to someone. you may be able to help save "In my country." declared One doctor it or s& from New Orleans." a man is raised with 1.4bL-- their and bring them back into the wisiegyri struggle. the idea that his wife, his gun. and his dog figlas*e mom are his own business." tell !Rough Tomes. Jun,: 1Y71. p tl trAttla tbn mei I) 1 h, Radsal Jul) 2$, 1972, p As Saul Minsky has so simply. t730.10%06 "...the struggle" FOR Ivo two am owsat. SURE! yet eloquently. written: It' you're a 'sww.wows Have-not you're out to get. and hlZager04.35 Consider. too, the struggle that your morality is an appeal to a law AI* took place in June at the American nem 11101, higher than man-made lawsthe Medical Association's (AMA) an- noblest ideals of justice and equal- I itIZAI ae14 464 ag nual convention in San Francisco, ity. When you become a Hare rt42 VAT* between some "questionable" ob- i bean then you are out to keep and your servers (underground newspaper morality is one of law, order. and folks) and some AMA officials: the rights of property over other id* ,,m,a;4 Me see pita Chanting "Hey! Hey! Whaddya say! rights. Smash the sexist AMA!" and "No more titeullie KA& AN, p profits in doctors' pockets!" 200 demon- strators marched to the Hilton Hotel to Aligned with the demand for picket a meeting of the House of Delegates. stricter gun control, theBlack Doec it matter that "i was hun- the AMA's 24 I-a:ember governing body. Panther Party interprets the recent They presentcd a list of six demands: ( I) Supreme Court decision. to abol- gry"? "Sure,itdoes," we say. free, easily accessible health care for every- Well then, what do we. asin- one: (2) !lemocratic control of all health ish the death penalty as "cruel and dividuals, do to help remedy the institutions by health workers, patients. and unusual punishment." to mean: metaphysical hunger? community representatives: (3) an empha ... that if a person makes it to court and sis on preventive medicine, not just emer- is found guilty of having isolated a law, the One extreme way our society destroys gency care: (5) an end to race, sex, and State may not kill him. In a recent state- us is to make us destroy ourselves. Anger class discrimination in health jobs and in ment, the Chairman of the Black Panther and hopelessness about our situation is health care: and (6) AMA endorsement of Party. Bobby Seale. clearly pointed out the turned inward: rather than group together the Vietnamese Provisional Revolutionary fundamental flaws inthis watered down to change the oppressiveconditions Government's 7-point peace plan to end concession to the People's long-standing affecting our lives. many of us withdraw. the war. Dr. Charles Hoffman (new AMA demand: Firstly. even if no court ever again become lost in our depression and try to helmsman) insisted that a national health sentences a person to die. the right of the kill ourselves. care system in America would never work: State to kill must he completely outlawed. ... Often the people with tf.e sharpest "The cost would he tremendous. the abuse THIS DEATH PENALTY MUST BE sensitivity to the hopelessness of their lives would be tremendous. and the majority of OUTLAWED ON THE S [REEFS. The make attempts: they refuse to play the hy- patients would he deprived of much nu di- majority of people murdered at the hands of pocritical games our society demands. cal care." the U.S. government are not victims of 22 IMPACT Vo i .2, No. I court decisions, but the victims of racist. polite nor inappropriate to do all you can to INVESTMENT ESTIMATE: The fascist personal decisions of the average pig insure that the quality of service received ct.ntract should indicate at least the ap- on the streets. Certainly in the Black. Chi- will be satisfactory. The following tips are proximate amount of time that will he in- cano, Puerto Rican. Asian and other minor- offered in the sincere hope that they will vested to achieve progress points andter- ity and poor communities this is clear. In assist you in this effort. mination goals. In my opinion, marriage addition, many more arc killed inside pris- Briefly. they are as follows: I) find out in counseling ons and jails by State authorization. (Com- thatextendsbeyond3-6 thefirstinterview where the counselor months without any concrete indicator of rade George Jackson and the Massacre at stands on such issues as sexroles. "a Attica can easily remind us of that.) fur progressbeingachieved, isgoalless. healthy person." successful outcome for doomed to failure, and inexcusable. thermore. in the State of California. for ex- the counseling: 2) never conent to contin- ample. police, the enforcers of the law. Finally, the most important thing to real- ue counseling once your mate has dropped ize is that marriage counseling is a process have the right by law to shoottokill out: 3) don't answer questions if their valid- whereby three equal persons concentrate "fleeing suspects." All over the country, in ity or relevance Is in doubt: 4) concentrate fact, police have made "fleeing suspects" of their knowleige and experience on goal on how to get to the point where you don't achievement. Counselors have no magic our beautiful youth, particularly. of Black need counseling: not on what brought you people and oppressed people generally. hidden cures to allevimc painful human di- to needing the counseling: and 51 demand lemmas. At hest. the counselor brit Irt to hr Mack Panther. Jul) 5. 1972. ppI I- I that by the end of the third session. at least. the experience the ability to honestly reflect you. your mate. and the counselor have people and their circumstances to them. negotiated and written a positive, goal. -.elves. to assist counsclees in isolating and orients: treatment contract. This contract solidfying their goals. and to aid in procur- In other words, the Black Pan- will insure the quality of treatment and ing and drawing out the resources needed thers see the court's decision as should include the following. by the counselecs if they arc to deal with skirting the crucial issue: the need GOALS. Inc Lotoract clearly their circumstances and to achieve their to take away guns from the police. state in observable terms what the coun. goals. %clots wish to look like at the end of treat- Ihrr v,1 I.I. pI since the majority of Blacks and ment point of destinationtioals should oppressed people are victims not he mutually negotiated and so specific that of court decisions but of racist. any three people reading the goal and ob- facist decisions of policemen on serving the marriage could agree whether Oppression? Yes! But from where the street! This contention could or not the point of destination had been and from whom? Look about us: reached. be difficult to disprove. at our colleagues and neighbors. OBSTRUCTIONS: The contract And ourselves. Survey thein- Oppression can he self inflicted. should clearly state what obstacles exist at the onset of counseling stitutions and systems which we In marriage there can be oppres- point of origin) serve, and those which "serve" sion. but in marriage counseling which will have to be dealt with to succes- sfully achieve the point of destination. usin the attempt tofulfill and there can he hidden put downs. P ROG KESS POINTS: Thesearc provide "the good life." Alas! We Watch out. says Maurer McKaen. sometimes called Wet mediate goals. They must continue in"the struggle.' who's been doing it for six years arc clear statements of observable behav- Let us not despair. for there is a because: iors that mark progress from the point of origin toward the point of destination. "yes" to he heard through the Seeking counseling is an assertive. ap- OBLIGATIONS: The contract should "no."Venceremos! (Weshall propriate. courageous act, and so is testing clearly state the obligation of the counselor overcome!) the quality of the service. It is neither inr and counselecs.--- Peace

Why Are These People Frowning? In our last issue of Impact we showedyou a sea of smiling faces belonging togroup rate subscribers. .... The group before you now did not take f advantage of our group rate offer. Notethe ii) dour difference. 06 A Of course, there is still time to geton the se...-----N bandwagon. Poverty stricken students, bud- get crunched school systems andlocalcoun- seling organizations can turn their frownsup- side down. So smilegangup on us and save! (For details write: Impact, P.O.Box 635, 0 0 Ann Arbor, Michigan 48107.) IN rn

Vol. 2, No. 1 IMPACT 23 much broader and deeper than thought and the hasproblem had nothing to do with flying. Dr Hart distinguishes Jungian ap- reviews proach from the classical Freudian by "the attitude toward the material and toward the person. In Jungian therapy itis taken tin asking several of the therapists how they grantedthatthe personisstrivingfor would deal with her fear of flying. wholeness. or striving to he well." The psychoanalytic approaches to this Perk, in Gestalt therapy also refers to problem (fear of flying) as described by Dr. the fear of flying as a problem that implies a Hammel would he firstto determine the striving toward integration. The therapist's severity of the problem. If one wanted to task is to help the person to get dose to and get rid of the symptom as quickly as pos- integrate the varied thoughts and feelings sible he would refer to behavior therapy. surrounding the fear. !n the case of behavioral therapy, as de- It is intert'ng that one tinds little con- scribed by Wolpe. one might use a desen.si- trust between many of the approaches. ti7ation approach. The patient would he more basic similarities than differences are taught to relax After this process (maybe 3 evident in these nine therapies. to 4 sessions) a hierarchy of situations that What the text does not do, is claim to he would evoke the fear would he presented. a reference or resource guide for someone Gradually through the process of learning interested in obtaining detailed information to relax and being able to gradually associ- about the various approaches. There are no ate this relaxation with the fearful situation. references included throughout thetext the symptom will he removed. It' one want- other than a reference to the setting from ed to work hard at the cause. so one would which the key therapists operate. But there never he bothered again. or wouldnot are rich illustrations which should provide causeanother symptom.Dr. Hammet many readers with vicarious insight about would recommend analysis as the method psychotherapy. of treatment rather than behavioral therapy. Both psychoanalytic and Jungian therapy A final plus for this hook is an eighteen would refer to the unconscious to offer page introduction by Louis R. Wolherg. Dr. dues to the fear of flying problem. Grad Wolherg provides afast paced. incisive ally feeling., related to the fear of flying overview of the different approaches. that would come out in the discussion which taken by itself. would he virtually enough Inside Psychotherapy. edited by Adelaide might show that the underlying situation is reason to purchase Inside Prchotherapy. Bry. Basic Books. Inc., New York. N.Y.. 1972. 162 pp. $6.95.

For someone interested in obtaining a quick, yet fairly comprehensive overview of major theories in psychotherapy. Ade- letters laide Bry's laude Pvehotherapy is recom- mended reading. The compactness of tnc Dear Editors: issue overcomes, what would normally he In response to Wilbur Cohen's interview the laborious task of covering an endless apparent neglect of eliciting some positive (Spring.19721.... Professor Cohen said number of approaches. The author chose to response from the federal government and interview nine therapists. "we must always he sensitive to the pote government officials concerning the needs VanBuren0.Hammett.M.D. tiality of over professionalism and that of the veteran and the federal government's Psychoanalytic Therapy "we now ought to hare a greater degree of responsibilityinthis ma. Professional competence and ability David Hart. Ph.D.Jungian Therapy to handle those counselors have an obligation to press for kinds of problems in a more flexible way." favorable government responsein areas Erwin Singer. Ph.D. Frommian Thera- I believe he retreated to his ivory tower py like funding of programs and. perhaps. a for this response. With local boards of edu- coordinating effort. Frederick Perk, M.D.Gestalt Thera- cation decimating guidance and counseling py Drug counseling for the veteranwill programs throughout the country in order have to he stepped up. Budget. family and Joseph Wolpe. M D. Behavioral to "save money." it appears to me that the Therapy educational-vocational counseling Chow and name of the game is "power." If we contin- wheretoapply.thenecessaryquali- Ross Speck. M.D. Family Therapy ue to act as individuals in an "altruistic. I van Alger. M.D. Group 'I herapy fications. types of programs and course professional. gut level" manner we will he Frederick Stoller. offerings) must he made available. The fed- Ph.D Encounter overrun by those forces which are realistic Group Therapy eral government must take the initiative in enough to accept this power game. Paul Bind= Nude Marathon 1 herapy providing funds and centers for veterans. AlthoughIagree that immediate goals The content of the book closely follows its Let us not fall into the trap of rearrang- may he temporarily postponed. in the long title because one doe., get the feeling of ing sets of statistics so as to present a more range Ibelieve that the only hope for palatable outlook to the general public or being inside each psychotherapy and lam- educators is "the larger bargaining unit" iar with how the different approaches are concerned government officials. which will insist upon society's giving a fair practiced. Sincerely, share of its resources to the education and Juan's C. I hompunt The interview approach also adds to the growth of its youth. book's appeal. The styleis spontaneous Cori:Iv:Ile. !writ and flexible. The author interacts with the Yours for change. therapists rather than using a straight ques- Murray E Withow, Ed. D. tion-answer dialog For example. in one of Dear Editors: impuer maga/ine reserves the right to Perk' last comprehensive interviews. the As a veteran of the conflict in Vietnam selectletters or portions thereof for author. with some degree of resistance. role and :,, a newly enrolled graduate student in publicationI he points of view or opm- playedunderPerk'skillfuldirection. counselor education at the University of ions presented here do not necessarily Through the example. one is able to see the Iowa. I would like to share my responses to represent those of the maga/me. Read- Gestalt style used by Perk that worked so your article. "One Mon: Battlefor the ers are encouraged to submit their re- effectivel;, for many years On sonic occa G1 .1 he Honiefront" (Winter. I972). sponse% to Thipart's editorial content. stuns. the author did keep to her script by I was somewhat dismayed at the article's

24 IMPACT Vol. 2, No. 1 by NANCY K. SCHLOSSBERG and JANE GOODMAN

, 0; 1 .,---tiffaity AAw,... _

PertitiVetOrCharigelf Caner used(' tkStrolig tormi Di *rest Bitms

Vol. 2, No. 1 IMPACT 25 Namy K. Schhmherg is an associate profiwor in the Department of Educational Guidance and Counseling at Wayne State Univer- sity in Detroit. Michigan. She also is the director of Project for Career Development of Women. June Goodman is the co-director of the project. This article is intended to inform practicing counselors about the inherent limitation in utilizing the current Strong Vocational Interest Blanks (SVIB) and to offer suggestions fie:Jett:ere me.

Women can and do sell insurance and real estate. The most commonly used interest inventory, the They become doctors, lawyers, certified public ac- SVIB, limits choices for both sexes. First, the Strong countants, police officers and ministers. Men have includes 33 occupations for men which are not listed entered the field of nursing, life insurance under- for women such as psychiatrist, author-journalist. writing, sales clerking, elementary teaching. Yet, if physicist; the Strong includes 37 occupations listed one fills cut the Strong Vocational Interest Blank for women but not available for men including ele- form designated solely for his or her sex, these oc- mentary teacher, art teacher. medical technologist. cupational choices cannot be made. The use of the There are men and women in these unlisted occupa- Strong as itis presently constructed is at best arbi- tions and norm groups could be devised for them. trary and insensitive and at worst in violation of civil Research on the SVIB indicates that 400 members rights statutes, precedents and executive orders. of an occupation are an appropriate norm group for a SVIB scale. Campbell states. Many people today have become concerned about women's limitedoccupational .. the following guideline. based on a variety of statistics opportunities. One and experience. appears reasonablesamples t 400 arc specific cause of this limitation is the vocational guid- preferable. samples of 300 arc sufficient. and samples of 200 ance women receive at the high school and college arc adequate. 'Campbell. 1971. p 30d level. In Nancy Cole's introduction to a scientific The following census data indicate that in most discussion of the major interestinventories, she instances where we could obtain this infbrmation, at writes: least 400 persons are employed of the opposite sex in an occupation reserved for one sex on the SV 113 (Nee Tables I and I I ). The application of civil rights to discrimination against women in hiring practices and in salary levels. the public In addition to the limitation of not being scored on attention gained by the women's liberation movement. and the same occupations as men, the women's occupa- the increasing number of women who enter the work force tions are, on the whole, of lower status and therefore each year seem to he combining to produce a large number of lower salary. For example. in the field of psy- of women with access to a greatly increasing variety of chology, men and women receive scores on the occu- careers. Vocational interest inventories which have often been constructed primarily for use with men are commonly pations psychologist and social worker. They each used to assist women in making career decisions. However. are scored on one more psychology occupation. For the investigation of such uses has necessarily been limited to women it is guidance counselor: for men, psychiatrist. concern with those occupations which women have entered Senior C.P.A. and accounting are men's occupations in great numbers. traditional women's occupations There- fare. it is increasingly important that the appropriateneAs of according to the SV I B: accountant alone is a wom- present inventories for Me with women wah ate CAA to the an's. Community recreation administrator and sales whole range of me tipations he e arefully examined. /empha- manager are on the men's form, recreation leader and sis added. Cole. undated.' saleswoman are on the women's. 26 IMPACT Vol. 2, No. 1 Second. although many counselors point out that 'The dramatically different profiles n stilt from two they give both men's and women's forms to their areas of discrimination. The first is the different occu- female clients. few we have chosen give both forms pations listed for each ses. The second is the diffeient to their male clients. In addition, giving a client both scot ing requirements for an occupation even w hen forms does not solve the problem since it imposes an listed on both fbrms. In the pilot study ram ed to extra cost and doubles the testing time. above. nine women scored high on the occupation Furthermore, then the same person takes both physician on the men's form. and only fouron the forms of the SVIB. the profiles turn out differently. women's form. Had the women. as is usual. taken For example, in a pilot study by the authors in which only the women's form: the of them would not have 28 men and women took both forms of the SVIB. one had the opportunity to consider medicine as acareer woman scored high (A or B+ standard score) as a through the use of the SVIB. In this same pilot study. dental assistant. psysical therapist. occupational ther- nine women scored high on the occupationpsy- apist on the women's profile: and physician, psy- chiatrist and ten on the occupation of ad%etttsing. chiatrist, psychologist on the men's form. One man neither of which is available on the women's form. Of scoredhigh onpersonneldirector,rehabilitation Ike ten men taking the women's form. sevenscot ed counselor. social worker. physical therapist. and com- high on the occupation guidance counselor. sinon munity recreation administrator on the men's fbrm: recreation leader. and five or speech pathologist. and guidance counselor, medical technologist. engi- none of which are available on the men's form. neer. dietician, occupational therapist. physical thera- pist, registered nurse. licensed practical nurse, radio- logic technologist and dental assistant on the wom- en's form.

Men Employed In Occupations Listed OnlyOn the Women's Form Of The SVIB Occupations Not Number of Men Listed for Men Emplo)Ted in on the SVIB Each Occupation I Au line Stewai des, 1.500 4 2. Army. enlisted 1326.326' 3 Alt reacher' 65.859" 4Beautician 47.500" 5 Buyer n a.' 6Dental Assistant n a.' 7 Dietician 3.000 8Di wenn -Christian Ed n a. 9Elementary I cache' 143.163" I))English Teachei 44.117" IIEntertainer 8.559" 12 Executive Housekeeper n.a. 13. Guidance Counseloi 15.000 14. Home Economics'( eachei n.a. 15. Instrument Assembly n.a 16 Intel ior Decorator n a Thirdly. in addition to the inequities mentioned. 17. Language 'relic hei 16.629'1 both the current manual and handbook offer guide- 18. Licensed Practical Nut se 3.859" lines to counselors which, if followed, could he hal m- 19. Life Instil:ince Underwi itei2 319.270" 20. Medical 'I echnologist 6.000 4 ill. For example, the current manual states, 21 Model n.a. Many young women do not :appeal to have strong occupa- 22. Navy, enlisted 680.483 tional interests, and they may setae high only in eel tam 23. Navy Officer 86.525" 'mem:anal' occupation,. elementary school teaches. Dories 24. Newswoman3 63.279" stenographer, secietary. Such afindingisdis- 15, Nun- "(reaches n.a. appointing to many college women. since they ale likely to 26. Occupational Theiapist 7001, consider themselves caleci orientedIn such cases. the se- 27Physical Education leacher n.a. lection of an :ilea of naming or an occupation should pi oh- 28Public Health Noise 4.000 4 ably he based on pi actical considerations- fields that can be 29. Radiologicechnologist 15.000 h pin sued pait-time, are easily resumed altopeutalsill 30. Reci cation Leader 27.0001. non-employment, and ale 'caddy available in different lo- 31. Registered Mil se 66.0001, cales 32 Saleswoman 1.120.000 3. Secretary 100.000 The Handbook, the most recent publication on the 34. Sewing Machine Operator n.a. SV I B states, 35. Speech Pathologist 4.500" There is nothing in these data to suggest that theelation- 36. Telephone Opciator 15.119" ship between women's interests and occupational chaiacter- 37. 'I ranslator n.a. !sties is any diffeicin, from that found among men. Yet. Not av,a.thic occupational planning for young women will necess :udy be I 'mimic, ,,nisi, 2 Include, agcni, and broker, different horn that done by young men because of their 'mimic, editor. different ales How to integrate these matte' s of inteiests 4 Included into the le:dine% of a young wife and mother's life is not well

Vol. 2, No. 1 IMPACT 27 understood but, as the strategies of planningmust he supple- occupations, we feel this is better than ignoring mented somehow. these scales shouldpros )de some system- the 70 atic data to help direct the feminine decision. iCampbell. occupations available if only one form istaken: 1971. pp. 191. 193.1 2) Scores should be usedas locators of interest Thus. it can he seen that in the alternativesprovided areas. The counselor can use scores on the SVIBas a for men and women taking thetest. in the method of starting point for occupational brainstormingwith a scoring and in the manuals availableto counselors. client: that is. as a basis for extrapolationto related the SV I B consistently limits occupationalchoices for occupations. The SV113answer sheet provides a con- men and women to the detriment of both. venient format for doing this, since theoccupational scores are arranged by a combination of statistical and logical analyses into Women Employed In Occupations groups of related occupa- Listed Only tions. For example. a woman receivinghigh scores on On The Men's Form chemist and physician should receive Of The SVIB a list of addi- tional occupations whichare grouped with physician Occupations Not Number of Women or chemist on both forms. i.e.. group VIon the wom- Listed for Women Emplo) ed in en's form and groups On the SVIB I and 11 on the men's. The Each Occupation additional occupations for thisparticular woman I. Advertising Man 4.682" would include dentist, osteopath. 2. Air Force Officer 4,858 ' veterinarian, psy- 3Architect 765" chiatrist. psychologist. biologist, architect,mathema- 4 AtithorJournalist 44,51(1" tician. physicist, engineer, medicaltechnologist, com- 5. Biologist 3.720" puter programmer, math-science teacherand engi- 6. Carpenter 2.640" neer. 7. Chamber of Commerce Executive n.a. 8. Community Recreation Administrator n a. 9. CPA Owner n.a. 10. Credit Manager n a. 11. Farmer' 711" 12. Forest Service Mane 778" 13.inetal Direetor3 2.207" 14Life Insutanee Sales4 35,287" 15. Minister 4,695" 16. °nice Worker n a. 17Osteopath 474" 18 Personnel Diiectoi 27.500 19. Pharmacist 7.1,9" 10. Physicist 1.354 21. Policeman 6.200" 22 Pi csident Manufacturing 2(31:818371:: 23. Printer 24. Production n.a. 2$. Psychiati ist n.a. 26. Public Administrator 28.067" 27. Put chasing Agent 14.000 A man receiving high scoreson physical therapist 28. Real Estate Sales 56,250 t. and engineer should receive a list of additional 19. Rehabilitation Counselor occu- 2.400 6 pations which are grouped with physical therapistor 30. Sales Manager n a. 3I. School Superintendent engineer on either form. i.e.. group 11on the men's 32. Senior CPA 2;10n.00 form and groups VI and X on the women's form.The 33. Veterinarian 306" occupational list for this man would include architect, Not A t-olable mathematician.physicist, 1 chemistandengineer ()ilk tam manages. oe minded to Clelilde showRumen who Ale [NW O Gumcr. .ouch helaLIN.' Ili their Litil, tmes. tote, (group II. men's form): physician, dentist. medical Inelude Lon,enationist. In, lode, embalms:ft. technologist, computer progranuber and math-science 4 Wik, agents .und under tt wets teacher (group VI. women's form): physical educa- .1 United States nweau of the ( entai, nded State. ( oho. of MO. Vol I Choacterntscs. of the PopulAsonPrintung Otbs.e. Wadunidon tion teacher, occupational therapist. physicalthera- Dl .1464 pist. public health nurse, registered b nurse, licensed upAlsonal Outlook 11Andbook, 1470 -71 edition. United sett.Depass merit of 1 Attn. Wadnngton, 1) ( practical nurse. radiologic technologist and dentalas- s. I ttes.nist.e 011ice 01 'he Ptemdent. Macao of the Budget '1 ticBother of the sistant (group X. women's form). United State, (sot es mod. cited in 1.1 tided Sue. flare,,, of the ( hljh, heal Alvdract atilt L nded matt, 1970 ON Masons. Wadnnitton.( 1970 To summarize, the client's A and13+scores on d Simon. Kenneth A and ame. Mod of Iducatmul Statistics. both the men's and women's forms provide the basis 1970. United State. I)ep.,rtmerl 11I lic,,101.1 slikation and 11te16iteUnited mte, (Ames mood Pludstv Olhte. Wdshinsston. 1) (. 1970 tbr developing a wide range of occupationalpossi- bilities for the client. The counselorcan take each of the A and 13+ scores and then examine the What Can the Practicing Counselor Do? group of related occupations into which eachscore falls. The The SV I B is being revised. But until suchtime as total list of occupations given to the client that revision then con- is completed and eliminates the in- tains all original scores and all occupationscate- ventory's discrimination.we have four suggestions gorized with the original scores. for the practicing counselor: Those clients taking only one form of theSVIB I) Always give both the men's and women's will, of course. have fewer options to consider.How- to all clients. Although this still allowsa man to ever, the creative counselor can still extrapolate by compare himself only to women in 37 occupations examining all the related occupationson the form and women to compare themselves only to men in 33 taken and then locating these occupationson the 28 IMPACT Vol. 2, No. 1 other form to see if new alternatives present them- nurses, yet the only norm group of registered nurses selves. For example. a woman taking only the wom- consists of women on the women's form. There are en's form and receiving a high score on recreational 2.000 women senior C.P.A.'s. yet the only norm leader should also consider the occupation commu- group of C.P.A.'s consists of men on the men's form. nity recreation administrator, found on the men's form. She should also consider all of the occupations Where We Stand grouped with it. as well as those grouped with recrea- The authors introduced a resolution to the Ameri- tion leader on the women's form. A man taking only can Personnel and Guidance Association Senate. the men's form and receiving a high score on rehabili- calling for the formation of a Commission which tation counselor should also consider the occupation would insure that the revision currently underway occupational therapist. found only on the women's proceed with appropriate speed and eliminate the in- form. and all of the occupations grouped with it, as equities of the Strong. The resolution. referred to the well as those grouped with rehabilitation counselor on Associationfor Measurement andEvaluationin the men's form. Guidance (AMEG I. has been passed. We hope that This principle. i.e.. looking at similar occupations this Commission will he appointed soon and will help on the two forms. should also he applied to those to insure that the SVIB remain the best vocational people taking both forms. Research has shown that interest instrument there is and become one which people do not always receive high scores on related counselors can use to help all their clients formulate occupations on the two forms. probably because of vocational decisions. the different composition of the norm groups. References 3) Write to the publishers of the SVIB. Stanford Campbell. Da% id I'.. llandhoo4 for the .Suong atumal IntereSt University Press. Palo Alto. California. supporting BlanA. Stanfold University l'iess. 1971. the current changes in the inventory. We urge the Campbell. David I'.. Malmol for the Strong rotational Interest BlanAs. terised. Stantiud University Press. 1966. publishers to fund the development of new norm Cole. Nancy S.. On Measuring the Vocational IntereAt of Women. groups for allthe occupations not listed on both Research and Des elopment Di% ision. The Amer can ( ollege forms. For example. there are 66.000 registered male Testing l'rogiam. Iowa City. Iowa. undated.

by DAVID P. CAMPBELL ation to University of Minnesota g& Goodman's rate for Change'

Much of what they say is true: some features of the SVIB have been droplets in the cultural stream which has kept women in their place. However. I disagree with them occasionally, and some oftheirin- terpretations make me defensive... which puts me in a no-win situation. for a defensive reaction to a charge of chauvinism is considered ipso facto proof that the charge is warranted. Their statement "The use of the Strong...is at best arbitrary and insensitive and at worst in violation of civil rights statutes. precedents. and executive or- ders" is a strong one. bordering on the flamboyant. Is it really true that the b/w use of the Strong is arbi- trary and insensitive? I would like to see that docu- mented before I accept it. They have arbitrarilyselectedfeatures of the Strong to support their arguments. and have ignored history and other factors which have created peculia- rities in the system. Each point cannot he discussed here: one example will have to suffice. They point out. as evidence of obvious chauvinism. that the

Vol. 2, No. 1 IMPACT 29 thors want. Men and women stillreport different in- terests and. by reflecting this.interest inventories have been placed in the role of themessenger who brings had news to thequeen. Just as beheading the messenger hardly ever clears up the news from the front. so will desexing the Strongnot remove the basic difference between men andwomen.

-4 The SVIB History The SVIB was first published. formen. in 1927: a version for women was publishedin 1933. Although there was substantial overlap in thetwo systems. E. K. Strong. Jr.. the original author. feltthat because of the difference in responsesto the inventory and the different occupational patterns ofmen and women. two inventories were necessary to bestserve both I groups. I became associated with the SVIBin 1959 and, after Strong's ddath in 1963. tookon the major re- sponsibility for the inventory. One ofthe first major decisions was whether to continuewith the separate men's profile has a scale named forms. or combine them. Combiningthem was very Community Recrea- appealing as this would tion Administratorwhile the women's scale is named cut the work in half: yet after Recreation Leader.That scale was put on the :lien's looking over the data. and believingin Strong's pas- sion for empiricism. I concluded profile as a result of a Ph.D. dissertation,and the that combining the name supplied by the researcher was used without two forms would he a shoddystep backwards. and would reintroduce much thought. The very lengthof that name theerror which Stronghad Communit Recreation Administratoris struggled for years to eliminate. now a That decision. made in 1964 problem: it won't fit on the profile well,it overflows or 1965. was woefully the columns when used on IBM cards. unprophetic. and did not anticipatethe fervor nor and it makes direction of the women's !roubles for the typist when layingout tables. Con- movement, which has since overwhelmed other considerations. sequently. when a later dissertation provideda similar scale for women. we looked for (One of my major concernsnow is to avoid another a shorter name. and such abysmally bad decision. After choseRecreation Leader.In the forthcoming revisiOn the women's of the profile, the men's scale will movement mellows ahit. they may concludeas carry the same have the blacksthat what they name. Through Freud taught us to distrusteven the want is not identical most obvious of conscious motivations. I treatment but rather the freedom to maketheir own think this choices. not necessarily the choices difference was created bya desire for efficiency. not that men make, If so. there may he a demand again. as with the chauvinism. Some of the other pointshave similar blacks. explanations. for a separate inventory designedespecially for wom- Still, the SV I B. as it is currently en. I f that happens... I prefer not to contemplate the constituted. is a implications.) mild detriment to full occupational equalityfor wom- en. Work has been underway fora year to cure this and a few months fromnow (about April. 1973). a new version will he available, designed for bothmen The 1969 Women's Revision and women, A single booklet will heused, combining In the continuing development of the Strong. the best items from both existing forms.and a single con- profile. Women will he scoredon all scales both siderable attention has been paid to expandingthe men's and women'sandso will men. The trickiest coverage of women's occupations, On the new part. not yet entirely solved, will he the profile. published in 1969. scaleswere added for the forming: the following women's occupations: problem is how to presentscores in areas where men Mathematician, In- terior Decorator, Accountant, Army Officer, Chemist, and women have different baserates. To illustrate the quandry: if a person is 5'10". do Computer Programmer, BankwomanandLife In- you have to know urane Underwriter. their sex to decide if theyarc tall? The analogous The booklet was improved by problem appears in the eliminating the more domestic items(e.g..Would you measurement of interests, es- like to he a housewife? was dropped). and pecially in aestheticareas where women are "tal- the cov- erage of the items was widened so that the women's ler" and mechanical and mathematicsareaswhere the inverse is true. booklet is perhaps better than the men's. Somewom- en's items that are not in the men's bookletare:Be a biologist, Be a mechanical engineer, Discuss politics, Although this new version will heprogress, provid- Watch an open-heart operation. Pedbrin scientific ing an inventory that treatsmen and women alike will experiments,andTinker with .small hand toolsall not bring the occupational revolution that theseau- good items and hardly chauvinistic. 30 IMPACT Vol. 2, No. 1 Their Recommendations

I am too close to the problem to bea good judge of their recommendations to counselors. Theirfirst. where they recommend giving both formsto all clients which is intriguing as it would double the sales of the inventory is the wild flailing of idealists. That won't happen: one reason, among many others, is that clients will not hold still for It. Anyway. the problem is not so severe to merit this extreme solu- tion. Their second recommendation to usescores as locators of interest areas -is 'a majorpurpose of the inventory: counselors who aren't doing this already are not doing their job well. The third recommendation writing the publisher 1,yrk oh to complain is another Ican't evaluate. The pub- tout lisher, Stanford University Press, is alreadycon- vinced we should change, and they prodme gently communique... now for faster progress. To recommend that people prod someone who is then going to prodme is a kind 11 I10 1101, ,c ,C1,1 0111% of masochism I can do without. 4 ; ,.,;; .hilt Schlossberg and Goodman are well aware of the r""," L" I \ forthcoming revision, yet this change which will he 0111,1111 PI 1_ C., HO .11Q, lj J., 4 '1 the most drasticin SVIBhistory merits only a ,s`111 l .01 I Ilt t" single sentence in their article: "TheSVIBis being Is ji revised." I am chagrined that, after all ofour work on ' J"" O'I"' r' I 1. \ these problems this year, they feel this progress is not injpoll more noteworthy, jj, Ili1 'H.. t, .,.11n., 10,',II' . [Id ;I It, Which sums up my reaction to their entire effort: h,1111,1 111111W',,, weary chagrin. It TO11,1 11;1,I, 0411;

VA Directs New Drug Program To Returning Vietnam Veterans Last year President Nixon issued a directive to the Verterans Administration Department of Medicine and Surgery to implement programs which would specifically recognize the needs of returning Vietnam vererans. As a result of this executive decision, the VA has begun to develop drug rehabilitation programs for the increasing numbers of addicted veterans. One of the hospitals largely responsible for spearhead. ing this new emphasis is the Allen Park VA hospital near Detroit. Under the direction of psychiatrist Ruth Hug. gins, an interdisciplinary team approach has been devel Do you feel strongly about the Strong? We oped to cure and rehabilitate young veterans. The team inviteyourreactionstotheSchlossberg- is composed of psychiatrists, psychologists, occupation Goodman article and/or the Campbell rebuttal. al therapists, registered nurses and drug counselors who devote their full time to the experimental drug ward. Write Impat/Strong, Box 635, Ann Arbor, Using various combinations of psychiatry, counseling, Michigan 48107. physical therapy, and in some cases, methadone treat ment, the program has successfully "graduated" a num ber of Vietnam verterans during the past year. A future issue of Impact will provide Nancy The Veterans Administration is making a concerted effort to implement similar programs in other VA Hospi Schlossberg and Jane Goodman the oppor- tals throughout the country and is seeking to develop tunity to react to David Campbell's com- professional staffs which can contribute not only to the ments. We also welcome reader reactions. physical rehabilitation of addicted veterans but to their social rehabilitation as well.

Vol. 2, No. 1 IMPACT 31 t

1.4 3.

,44r 4'4

1. I

.. tfr."

1:z -I' 1.... ,, 4t. I.

,.. _ ....i,. k '

,,-. <;:, , ..,:::.4,v.:*- ,- .1.-t"- .;::;iy., r" v,--47.04j: - )1./ , ,..- ' ,,.1t,..P.-...

.

4 . 11

"

' c .4" 4:44.'VA .**441.4'14E*466. ' Background and Purpose of the Game: When you ask a little boy what he is going to be whenhe grows up he tells you. He may not end up being what he says, and he may "be"a number of different things over the course of his life, but throughouthe is focusing on work. Most little girls say they will be married, period. Dataof the U.S. Department of Labor and results of research of theCalifornia Advisory Commission on the Status of Women show the following:the average life expectancy of women today is 75 years: 9 out of 10 willmarry; 8 out of 10 will have children; 9 out of 10 will be employed outside thehome for some period during their lives; at least 6 out of 10 will work fulltime outside their homes for up to 30 years; at least 1 in 10 will be widowed beforeshe is 50. at least 1in 10 will be heads of their families: probably 3 in10 will be divorced: only 1in 3 girls plan to go to college; most girls donot see themselves as achievers; most girls have not been trainedor influenced to deal with the realities they will face in their lives; society willcontinue to experience the loss of the talents ofmany bright women because girls continue to believe they must choose a familyover a career. The game has limited purposes, but canserve as a start toward these goals: (1) To give girls a greater .awareness of the realities ofwomen's lives. e.g., that most will have a family and a career whether they plan for itor not: (2) To give girls experience in dealing with changedcircumstances from which there is no retreat once they have occurred; and (3) Tomotivate girls to alter their immediate and present plans to avoid possiblepitfalls.

Instructions: Ten girls can play (variations are possible). Each girl isgiven a numbered profile with 4 facts which correspond to the material, childbearing,work, and college statistics above. Each in turn is asked to buildan "ideal life" around these facts, indicating at which periods in her life she will be doing what. The adult leader notes on a duplicate set the plans of each. The first girl is then asked to unstaple the covered bottom half of her profile,and to read the "chance factors" aloud to the group. The chance factorsdeal with divorce, failing family finances, boredom at home, promotion for the wife which require the family to move, and other "happenings."Keeping the particular girl's aspirations in mind, the other 9 girlsare asked to contribute suggestions on how to cope with the problem which has developed. Theyare then asked how early planning might have prevented the problem. This process is repeated until each girl's latered life has been dealt with.

Vol 2, No. 1 IMPACT 33 Editor's Note: The following game, designedas a role playing exercise for adolescent girls, was developed by the State of CalifoniaCommission on the Status of Women, 1108-14th Street, Suite 106,Sacramento, California 95814. This game could certainly be used with older girls (e.g.college level) or with women's groups interested in developingawareness of woman's roles and life possibilities. The editor's of Impactencourage you to add on to this game, expanding profiles and chance factorsforexample, there is no profileon college educated, childless married womenor on single, college educated women who want to be single. A chance factor whichcould be included, e.g. is that education and experience do not leadto advancement in a givenoccupa- tion what then do you do? Oryou are repeatedly turned down for employ- ment because of age or inexperience. Let your imagination flow andyou should be able to extrapolate from this game to fit the needs of your group. A twistwhy not invite males to play this game tootheir input to thegroup could be quite helpful for all involved in examining "women's" roles inrelation to "men's" roles.

Profile No. 1 You will live to be 75 years old. You will marry and have children. You will work outside the home forsome period during your life. You will not go to college beforeyour marriage. Chance Factors You work as a secretary for twoyears before marriage. You have two children. Your husband's jobseems promising. but he doesn't advanceas quickly as he hoped, and when the childrenare 7 and 9, you and he realize that with the high cost of medical anddental care, taxes, saving for the children to go to college, and wantingto buy a home, one salary just will not do it. What do you do?

34 IMPACT Vol2, No I Profile No. 2 You will live to be 75 years old. You will marry and have children. You will work outside the home forsome period during your life. You complete your college education before marriage. Chance Factors You "fall into" a dream job soon after graduationfrom college, and two years later meet and marry a young man with a promising futurein another field from yours. You keep working afteryour two children are born because you love your work and you are rasing fast in your company. Tenyears later when you are near the top your company isbought outright by a large conglomerate. The whole firm is to be moved toNew York and you are offered the directorship. There are no opportunitiesfor you at your level if you switch to another company in your field here in town. Opportunitiesfor your husband in New York are unknown. How do you approach this situation?

Profile No. 3 You will live to be 75 years old. You will marry and have children. You will work outside the home forsome period during your life. You will not go to college before marriage. Chance Factors You work a year and are married at 19. You enjoyyour 20 years of home- making, but when you are 40 your childrenare all but grown. You don't want to just sit home for another 35 years. What can you do?

Profile No. 4 You will live to be 75 years old. You will marry and have children. You will work outside the home forsome period during your life. You will not go to college before youmarry. Chance Factors You go to work for the telephone company whenyou are 18. Two years later you marry a handsome, dashing line repairman. and by thetime you are 26 you have 3 children. Your husband is assigned toemergency repair work m remote places is home less and less, starts playingaround with other women, and doesn't send home money regularly foryou and the family. You try for three years to straighten things out,but at age 30 things are worse rather than better, and you get a divorce.The court awards you some alimony (now known as support) and childsupport, but it is not enough to live on and there is very little communityproperty pretty much just cloth- ing and furniture. How can you cope?

Vol. 2, No. 1 IMPACT35 fertn4,,,

1 '111, a. iiI I' ;4-1:1-1.4

zr+ c

Profile No. 5 You will live to be 75years old. You will marry and have children. You will work outside thehome for some period inyour life. You complete twoyears of college before your marriage. Chance Factors You have 3 children. Yourhusband has a good job and for the family until things are going well you are 34, when your husband istragically killed in automobile accident. The children an are then 4, 8, and 10. There issome life insurance, but not enough tolast very long. How will you cope?

Profile No. 6 You will live to be 75years old. You will marry. You will work outside the home for some period duringyour life. You will not go to college beforeyour marriage. Chance Factors You will marry your highschool "steady" right before high school. He has completed you graduate from two years of college at thatpoint, and you go to work as a clerk-typist ina law firm to put him through graduates from college and college. He gets a good job. After 5years in the firm you are promoted to head secretary in the law firm. It is fascinatingwork, and while you and your husband are disappointedthat no children come decide that since you both along, you enjoy the challenges andfreedom of your life that you wil! not adopt children.You are very interested in handled by the firm, brit the cases being over the next 15 years you findthat your secretarial role is less and less challenging.You are 38. What will you do the rest ofyour life?

36 IMPACT

Vol. 2, No. 1 Profile No. 7 You will live to be 75 years old. You will marry and have children. You will work outside the home for some period duringyour life. Youill not go to college before your marriage. Chance Factors It becomes apparent within two years that your marriagewas a mistake and you are divorced. You remarry when you are 2 and have 2 children. When you are 35 and the children are 7 and 9. your husband's lob and whole field of work is wiped out by automation. How can the family cope?

Profile No. 8 You will live to be 75 years old. You will marry and have children. You do not go to college before your marriage. In your senior year in high school you fall madlyin love with an exciting "older man of 29" who is already successful in business. Heis of the firm opinion that woman's place is in the home. and states often thatno wife of his will ever work. The two of you continue to be generallycompatible and remain married all your lives. but over theyears his business affairs take up more of his time, and he prefers spending his leisure time "with the boys" hunting and fishing. Your children all all off on theirown by the time you are 43 years old. What do you do the rest of your life?

Vol 1 2, No IMPACT 37 Profile No. 9 You will live to be 75years old. You do not go to college beforetaking your first lob. Chance Factors Your father dies unexpectedlywhen you are 17 and your mother,s in poor health. You have 4 younger brothers and sisters, the youngest of whichis 2. so supporting the family is up toyou. You have no practical skills and jobs are scarce, but you get work in a cleaning plant. The pay is not bad, butyou are pretty tired by nighttime, especially afterseeing to things at home. You have boyfriends, but theones you really like have their own problems don't see themselves taking and over support of your family. By the. timethe other children can help out enoughso that most of your earnings are not needed for the family, you are 35 years old. You find that at thatage, there are very few eligible men around. Younever do find one. What will you do with the rest ofyour life?

Profile No. 10 You will live to be 75years old. You will marry and have children. You will work outside the homefor some period inyour life. You complete 3 years of collegebefore your marriage. Chance Factors Your fiance graduates from collegewhen you finish your junioryear. and he is offered a good job in town which has no 4-year college.You marry and go with him. When you are 42, and your children are 15 and 17,your husband says he wants a divorce to marry a younger woman. Under California'snew divorce laws, he can do this, and there is nothing you can do aboutit. Since you are "able bodied" you getno alimony, but you get child support until the children are 18, andyou get the house, but it is only half paid for. How will you cope?

38 IMPACT

Vol 2 No 1 Deadline Extended

.e.t, b , ,.., .cl, . t, 12. .t, .. ... At, ,

... to give more readers an opportunity to nominate the person whose program or practice represents an innovative approach to studentperson- nel work. Through this Impactful Awards program, Impact hopesto encourage the development of innovative and significant practices,programs, and models which can be widely disseminated and readily adoptedby counselors. Therefore, Impact seeks programs and practices whichare adoptable at the single unit level be it a school, college, university,or training unit. Practices and programs will be reviewed on the basis ofthe following criteria: 1. Creativity in conception and design 2. Demonstrated impact upon intended consumergroups 3. Parsimonious and judicious use of resources 4. Responsiveness to current educational and social problems Each year Impact will make up to four awards for outstandingprograms and practices. The winners will receive: A $100 honorarium One year's complimentary subscriptions to CAPSpublications Participation in an awards banquet at the San Diego APGAConvention An "Impactful Practices and Programs in Guidance andStudent Services Award" Certificate In addition, practices and programs receiving ImpactfulAwards will be featured in future issues of Impact magazine. For further details and nominations forms, piease writeto: Impact /Awards, P.O. Box 635, Ann Arbor, Michigan, 48107

Completed nomination formsnow due by December 1, 1972.

Vol. 2, No. 1 IMPACT39 1 Searching For Resources, Materials, Activites?Try..

Relevant Resources in High Interest Areas

between:statedepartmentsof tributing to the enrichment of the Searchlight focuses on identifying and education and schoolsystems. later yeais 125 document abstiacts making available relevant resources on top- four-yearinstitutionsand 1 en 'eyed) ics of current interest to counselors Each two-year institutions: and colleges I2R VocationalCounselingofDis- Searchlight package contains a bibliograph- and secondary schools 150 docu- advantaged StudentsGuidance ic listing with abstracts and annotations ments retrieved) and counseling practices for pat- Citations aretaken from threemalor 4R Counseling for Drug ticulaiusewithminorityand sources, 111 documentssubmitted for in- AbuseTee hniquesandschool otherdisadvantagedelememaiy clusion in Reward, in Edit( ation ( R I El: programs for education and pre- and secondai yschoolstudents 12) unirnals selected from over 500 lour- vention I42 documents ietrieved) (Approximately 50 document ab- nal, screened for the Current huleA to 5R Counseling for Achievement Moti- stractsi en ieved) This%cinch Journal, in Edm talon (C. OE): and 13) Di,- vationSuggested techniques for covets mateuals through 13ccein- Aertation 4 ly s true tA International. Ordering use in school and at home to in- bei. 1971. information for the complete documents is crease levels of motivation. (27 included. The following seaiches covet materials documents retrieved) through June. 1972. Impart searches provide the means for a counselor to obtain an intensive and exten- 6R Improving Counselor PuhlicIm- I3R Support PersonnelA ageWays in which the profes- focus on sive search of an important area rapidly and programs that have named and sional can involve the community. at low cost. utilised paiapsofessionals 11.-16) thereby creating a more favorable with it look at outcomes and po counselor image on the pail of the tential adoptability. public. 128 documents relieved) I4R Tests and Testing Programsis i e. 7R Program Evaluation and Account- Retrospective Searches viewof comprehensivetesting abilityMethods of program eval- I hese searches cover materials in R I E uation and the extent to which programs (zlementaiy. senior high school and college) with special from November 1966 through June 1971. programs and counselors them- CUE from January emphasis on specific tests that the 1969 through June selves are effective in contributing 1971 and practicing counselor may want to Dissertation A Intro( t,from to flivoiable student development. January 1968 through Jane tithe. 1971. Each (28 documents reuicved) search costs S 1.00. I5R Outreach CounselingCovers 8R Parent CounselingWays in which I istedbelowaretheRetrospective diffeient and cieative approaches the school can involve the parents Searches which are now available. incounselingthatgo beyond in the educational and social de- traditional methods and take the velopment of the child. (34 docu- counselor outside of the confines IR SchoolDisciplineandStudent ments retrieved) of his office RightsThe defined civil tights of 9R Confidentiality The ethicsin- I6R Group Guidance Covets group students at the high school and volved in student recoil - keeping counseling. group dynamics. types college level. and recent legal pro and privilegedinformation.to- of groups. and how they function nouncements. 05 documents it:- gether with recent legal decisions as well as naming neLdedlit nit:vied) in tnis area affecting the coun. working with groups 2R CounselingthePregnantTeen - selor.127 documents retrieved) agerAttempts by several school 10R Studentsas ResourcesDifferent systems to provide medical. psy- ways in which students can be chological and educationalsup. employed as volunteeisinthe Update Searches port for this population group in school and community. 135 docu- order to prevent chopping out of ments retrieved) Updates to the Retrospective Scotches schom.118 documents retrieved) *1 he lust updated searches cover the time I IR Counseling the Aging Methods of period limn July 1971 through Decemb,:r 3R Articulation Die mutual relation- viewing the aging. and the extent 1971 and ate in the same lot mai as the ships for the implementation of to which programs and counselms Retrospective Searches, Each watch costs long-range educational objectives themselves ate effective in con- SI 00 40IMPACT Vol. 2, No. 1 -...Mr

The following Update Searches arc now 5CI Counseling for Achimment Moti- Demand Searches available: %ation Choseare 7C1 Program Ealuation and Account- indivaluallscontracted ICI SchoolDiscipline andStudent searches and the cost of these searches Rights be made on an individual bast\ 8CI Parent Counseling 2CI Counseling the Pregnant Teenager 30 Articulation Impact soiled, suggestions and ideas lin Senn Night :tnd encourages readers to send 4C1 Counseling for Drug Abuse IOCI Students as Resources in nominations.

SEARCHLIGHT ORDER FORM

Order by number

NAME 1R _ 13R _ 1U1 _ ADDRESS 2R _ 14R__ 2UI _

3R _ 15R _ 3U1._

TELEPHONE 4R _ 16R 4U1 _ (Area Code) 5R _ 5U1__ POSITION 6R 7U1._ 7R _ 8U1 Enclose payment with order 8R_ _ 10Ul___ No cash please. 9R__ Make checks payable to the University of Michigan. 10R. _ 11R _

Return form toImpact/Searchlight Total number of searches @ P 0 Box 635 $1.00 _ Ann Arbor, Michigan 48107 Total Cost $____

Two More CAPS Resources To Assist Youin Your Work*

The Legal Rights of Secondary School Children *Exciting and Effective Charged with an Act of Delinquency or Viola- Group Programs tion of School Laws by Paul Piersma. 51 pp. $3.00. A 100page resource collection which grew out of the Impact Workshop on Ac- The ERIC/CAPS Center is in the process of developing tualizing Student's Potentials. detailed and interpretive materials which focus on the If you want to obtain a comprehensive informational needs of helping professionals. The Legal report on three innovative training pro- Rights of Secondary School Children is one of these im- portant resources. grams that work withstudents effectively, order "Actualizing Students' Written by Paul Piersma, the associate director of the Potentials." National Juvenile Law Center, this monograph takes you through the legal precedents and actual cases which hale led to revisions in the treatment of juvenile cases. It includes chapters on: This paper also articulates problem areas in the courts, psychological education and achieve- the schools, the detention centersand suggests ways ment motivation training in which counselors, teachers and other schoolperson. human potential group programs and nel may deal with truant, incorrigible or otherwise proble- training matic children in a fair and rehabilitative way. eliminating self-defeating behavior The monograph features a highly applicable student implementation strategies bill of rights by attorney Ralph Faust, Jr., also of the extensive resourselistings(papers, National Juvenile Law Center This bill of rights can help programs, books) schools implement policies which will afford students moi e(insistent treatment tor ()Irmo% e bchavioi A comprehensive listing of legal precedents, books, Write: Actualizing Students' Potentials CAPS Publications journal articles and special reports relevant' to the topic of secondary school students' rights is also included. 2108 School of Education Build- ing To order this monograph, send $3.00 by checkor The University of Michigan money order (payable to the University of Michigan) to: Ann Arbor. Michigan 48104 ERIC/CAPSLegal Rights Monograph, 2108 The School ($3 00 per copy; bulk rates available of Education Building, The University of Michigan, Ann upon inquiry; make checks payable to Arbor, Michigan 48104. The University of Michigan)

Vol. 2, No. 1 IMPACT 41 suivetior

By Mary Anderson determination is limited. In view of this latter possi- Surveyor selected a random sample of 270 Ameri- bility. helping professionals might do well to reeval- can Personnel and Guidance Association members uate their influence and if necessary. reassert it. and asked them to expresstheir views on the Not surprisingly. public school administrators feel influence and empathy of others in their field. (77% of most strongly that counselors do influence decision making. the sample returned questionnaire) Our sample popu- lation represents a wide range of occupational roles Question 2. Counselors in my work setting are toler- within the helping professions from public school and ant and understanding of the problems and constraints university personnelto government workers and of other professionals who share their client population. graduate students. This analysis represents a segment Forty-two percent of the respondents "somewhat of a larger report to appear in a later issue of Impact. agree" with this statement. It is noteworthy that over In this issue. Surveyor compares respondents* oc- three-forths of the respondents "strongly agree" and cupational roles with their responses to three state- "somewhat agree" that counselors are tolerant and ments. A five point. Likert-type scale was used. The understanding of their co-workers. Among the few "no response" category refers to those respondents skeptics (i.e. "somewhat disagree"), however. are who returned the instrument, identified their role. but 21% of college level teachers. Again, over a third of did not choose to respond to these statements. the graduate students questioned elicited no response. Question 1. Counselors in my work setting have an Question 3. Counselors in my work setting tend to influential voice in decision-making and in determining take a broad view of the world and are tolerant and institutional goals. understanding of the needs of people who may he very Thirty-eight percent of the respondents "somewhat different from themselves. agree" with this statement. Within both the "strongly This statement elicited a very high positive re- agree" and the "somewhat agree" categories, a total sponse from over half to as high as 88e/ across all of over one-half (577) elicited positive responses. occupational roles with one exception: government Comparing the response with the occupational workers. Interestingly enough. they reported 30% role, a positive response pattern is found to be con- "somewhat disagree." This is the highest negative sistently higher than 50% across all occupational figure registered by any occupational role for any of roles, except that of graduate student. these three statements. Moreover. unlike the 28% This would indicate one of two things. Either grad- **counseling psychology** group who "somewhat dis- uate students are unaware of who makes or influences agrees." but also retains a 67% positive response. decisions or they sense that counselor role in policy only 15% of the government workers show a simile.

STATEMENT 1

College or Other University Public College or Research Consul Public Student School University College or and/or Employment tation. School Personnel Admin. Admin. University Publi Government Graduate Agency Counseling Library Social Counseling Work istrahon istration Teaching cations Work Student Counseling Psychology Work Work. etc. Total

N % N % N % N "o N % N a. N °o N 0o N 00 N 00 N °, N .0 N .o

Strongly Agree 22 24% 5 17% 5 33°o 1 13% 7 25°o0 2 20% 0 0 5 28°0 0 4 10'0 51 19

Somewhat Agree 37 41% 15 50°o 7 47°0 3 38°o 7 25°o 0 5 50% 4 36°0 0 5 28'0 0 19 46°010238°c

Neutral 5 6% 4 13°, o 0 2 25% 2 7 °00 0 1 9°o3 75'o I 6% 0 5 12°o 23 9%

Somewhat Disagree 15 17% 3 UP o 2 13° o 1 130o 7 25° o0

1 10°o 1 9% 0 3 17% 0 3 7°o 36 13%

Strongly

Disagree 10 11% 2 7% 1 7°o0 4 14°o 0 2 20'o 1 9°0 1 25% 4 22''0 0 2 5'o 27 10'0

No Response 1 1% 1 3% 0 1 139'0 1 4°/0 2 10040 0 4 36°o 0 0 13 100'0 8 20'0 31 11°o

Total 90100%30 1000.0 15100%8 1009028100°o 2 1000.0 10 100% II 100°o 4 100%18 1000o13100%41 100'o270100%

42 IMPACT Vol. 2, No. 1 STATEMENT 2

College or Other University Public College or Research Consul. Public Student School University College or and/or Employment Lotion. School Personnel Admin. Admin. University Publi Government Graduate Agency Counseling library Social Counseling Work istration istration Teaching cations Work Student Counseling Psychology Work Work. etc Taal

N % N N °/0 N N 6/0 N N N 00 00 N N N 00 N °a

Strongly Agree 42 47% 9 30%6 40%2 25%9 32%0 3 30% 2 1890 0 6 33% 0 13 32%9234%

Somewhat Agree 37 41% 18 W. 8 53% 5 63%10 36%0 5 50% 3 27% 3 75% 11 61%0 14 340011442%

Neutral 5 6% 0 1 7%0 1 4% 0 1 10% 1 9% 1 1 25% 6% 0 4 10% 15 60/0

Somewhat Disagree 5 60/0 2 7%0 0 6 21%0 1 10% 1 9%0 0 0 1 2% 16 6%

Strongly Disagree 1 1% 0 0 0 1 4% 0 0 0 0 0 0 1 2% 3 190

No Response 0 1 3%0 1 13% 1 4%2100% 0 4 36%0 0 13100% 8 20% 30 11%

Total 90 1000/0 301000/o15 8 28 100% 100% 1009'0 2 100% 10100% 11 100% 4 100%18 100%13100%41 100%2701000Y0

positive feeling. None of this group selectedno re- treating them differently?It seems clear thatthis sponse, indicating that they are definitely opinionated positive image that is perceived by the othereleven on this matter. To the contrary, this group might well occupational roles needs to be communicatedto and be advising helping professionals to takea serious share with government workers. look at the image they convey to legislators, and public officials. This group of respondents Other areas to he considered in future issuesof may have Impact had some negative experiences, feedback,or per- include the attitudes of helping professionals ceptions of their own about helping professionals. toward: Perhaps we need to examinehowwe relate to others proactive involvement in the profession who are different. Do we sometimes imposeour own career practices of high priority for the future values on other s, or in over-reacting to the difference, responding to the needs of special populations try so hard to neat them the same that we end standardized testing up issues of vital concern to APG A.

STATEMENT 3

College or Other University Public College or Research Consul. Public Student School University College or and /or Employment Lotion, School Personnel Admin. Admin. University Publi GovernmentGraduate Agency Counseling Library Social Counseling Work istration istration Teaching cations Work Student Counseling Psychology Work Work. etc. Total

N % N 0/0 N % N N 0/0 N 0/0 N N 0/0 N 0,0 N 00 N N o/0 N 90

Strongly Agree 33 37%12 40% 8 53% 3 38% 7 25400 1 10%2 18%0 7 390Vo 0 12 290,0 85 31%

Somewhat Agree 38 42%13 43% 4 27% 4 50% 13 46%0 5 530 4 360/0 3 75% 5 28%0 11 27% 1130 39%

Neutral 7 8% 0 2 13'' 0 4 14%0 1 10%0 1 25% 1 6%0 4 10 °o 20 70'o

Somewhat

Disagree 10 11% 3 10% 1 7% 0 4 14%0 3 30% 1 9%0 5 28%0 5 12% 32 11%

Strongly Disagree 2 24'0 1 3% 0 0 0 0 0 0 - 0 0 0 1 2% 4 1°0

No 0 Response 1 3% 0 1 13% 0 2 100%0 4 36%0 0 13100% 8 20% 29 11%

Total 9010090 301000/0 15100% 8 100%28100% 2 1009'0 10 100°' 11 100 ° /o 4 100%18100°o13100%411009,270100% Vol. 2, No. 1 IMPACT 43 "quotes"

Painstaking researches only possible. of Segregation is so complete that the children .. . Humanity has not differentiated lucidly course. in a spirit of self-command main- in Belfast (Ireland) grow up bigoted without Between the meanings of the words tained by self-sacrifice) have revealed that even noticingit. Catholic children go to Brain and mind: classes of human beings exist whose sexual schools with saints in their names. Proles. They are often used synonymously. life deviates from the usual one in the most tant children are kept in their own parks The pragmatist tends to discard striking manner. One group among these and play on their own sports fields. and go The word mind a. embracing "preverts" has as it were. expunged the to dances within their own districtsIt is What seems to him "untenable mysticism". difference betweenthe sexesfromits common for a Protestant child to reach the While the realist feels scheme of life.In these people. only the age of 17 and begin work without ever hay- That the word brain same sex as their own can rouse sexual ing met a Catholic.Itis common for a Is adequate to all his needs. desire: the other sex (especially the genital Catholic to be iefused work because the R. Buckminster Fuller organ of the other sex) has absolutely no name of his or her high school begins with a Ilasper'%. April, 1972 sexual attraction for them. can even in ex- saint. treme cases he an object of abhorrence to N.Y. Time% them. They have thus, of course. foregone June II, 1972 all participation in the process of reproduc- tion. Such persons arc called homosexuals or inverts. Often. though not always. they Women are unable to exchange education arc men and women who otherwise have and occupational status into earnings at the reached an irreproachably high standard of Even more dramatic is the rise of the black same high rate as men even %%hen they are mentalgrowth anddevelopment.in- middle class. It has largely escaped press full-time workers with considerable lifetime tellectually and ethically, and arc only and public attention. but the middle income work experience. 'flu inability of women to afflicted with this one fateful peculiarity. urban blacks now comprise a larger group convert occupation ,tutus into income, to Through the mouths oftheirscientific than the hard core ghetto poor. In the dec- the same extent as men. suggested that spokesmen they lay claim to he a special ade just ended, the employment of black muchoftheremainingunexplained variety of the human race, a "third sex" as pmfessional and technical workers soared difference in male-female earnings could he they callit,standing with equalrights 131 per cent. There was a 67 per cent gain attributable to discrimination. alongside the other two. We may perhaps among black officials. proprietors and man- Larry E. Suter have an opportunity of critically examining agers. and 67 per cent gain also of foremen Herman P. Miller these claims. They are not, of course, as and craftsmen. The increase in the com- 'Census Bureau Officials' they would gladly maintain. the "elect" of bined categories amountedtonearly mankind: they contain intheir ranks at 750,000 jobs. Such thrust. moreover.is least as many inferior and worthless in- growing stronger. dividuals as arc to he found among those George Groh in differently constituted sexually. The BlacA Migration Working families comprise the largest Sigmund Freud single group in the United States: yet as a 1917 society we have ignored their increasing difficulties and needs. America can no long- cr aflOrd to do so. It is time to define the Femalechauvinismandthosewho problem and propose solutions. As a first preach or practice it seem to me to be cor- step we should take pains to examine the Twenty years from now. mothers will be rupting our movement for equality and in- feelings behind working class grievances. a mere specialty group in the United States. viting a backlash that endangers the very Abraham Rihicoff This state of affairs will not result from the real gains we have won these past few woman's liberation movement, but from years. economic factors and technological change. Betty Friedan Jeanne Binstock 1972 Sociologist 'Tis not enough to help the feeble up. The FuturiAt, June '72 But to support him after. William Shakespeare Timothy of Athen% 1.1. Civilian Society has no slots for riflemen. tank crews or cannoneer,. In fact it shrinks from those it has sent to an unpopular war. Today you can burn a flag. shoi)t a judge. Detroit Free Pre shoot a cop, and become a hero. April 30, 1972 Blue Collar Worker In order to deal with sexual problems "The Blue Collar Trap" with competence. comfort and objectivity. An NBC White Paper the involved professional must accept and acknowledge the concept that sex is indeed a natural function. Men must learn to he more comfortable Once the public's comfort factor with with successful women. and by the same sexual materials is reasonably established. token, women must become comfortable those professions dealing with problems of I don't L .aw that we're going to change with their own success. I feel that a more human sexual interaction will he swamped society just by switching headlines (that equal men-women ratio at Harvard and bythe legitimate demands of along- don't sex distinguish jobs) on the help Radcliffe is vital for this goal, permitting a suffering society for relief from the mar- wanted ads You don't make people Chris- greater cohesiveness and understanding be- itally destructive influences of sexual in- tians by heading them into church. tween the two. adequacy. J. G. Paddock, Classified Manager, Matina Horner Dr. William H. Masters Chicago TribanelChicaga Today President of Radcliffe Dr. Virginia Johnson Masters

44 IMPACT Vol. 2, No. 1 0 (things that work)

Inthisissue,Exemplars presents programs which have been successfully implemented in four distinct areas: with handicapped children, in a high school vocational guidance program, with welfare mothers, and in a high school cur- riculum program. It is the intent of Exemplars to provide a wide variety of proven programs and practices which can he adapted to many settings. We invite readers to utilize these principles and to submit their own tested procedures or programs for publication.

Vol. 2, No. 1 IMPACT45 Operation Bright Peaks Help for the Educationally Disadvantaged

In June, 1969 Title Ill funding was initiated for In brief, corrective measures offered through Oper- Operation Bright Peaks, a program of three School ation Bright Peaks have improved students in terms Administrative Districts in Cumberland, Oxford, and of both their performances in academicareas and York counties in Maine and the Western Maine their participation in school activities. Counseling Service, a mental health agency. The pro- For additional information on Operation Bright gram provides specialservicesfor children dis- Peaks contact: Mr. Samuel Hoyt, Elementary School advantaged in learning potential because of physical District No. 55 Kezar Falls, Maine 04047. and/or emotional disabilities. [revised from Teaching is For Kids: 1972 Edition Maine Department of Education, TitleIIIOffice. The program is staffed by two psychologists, a Augusta, Maine.] social worker, three school nurses, one speech and A child, to be successful as a learner. must he hearing therapist and three part-time directors. It at- freed from preoccupation with physical. social tempts to identify the causes of educational handicaps and emotional problems. Through the services in children and, by correction and therapy, to develop of Operation Bright Peaks. a student learns to youngsters who are better prepared to perform in overcome feelingsof insecurity,depression their classes as acceptable, productive students. and/or illness which oftenresultinadis- All students receive eye tests and those failing the couraging school experience. screening or having sight complaints are referred for further testing and correction (45% of children found to have impaired vision are now wearing glasses). Nurses visit the homes of those students who do not regularly attend school and serve as follow ups to physical and/or mental health problems. Extensive Career Guidance Centers records are kept and parents also receive counseling regarding physical and mental health. All students in grades 1-4 and in junior and senior high school also receive physical examinations from Three high schools* in San Diego County have set qualified physicians. Referrals are made whenneces- up Career Guidance Centers as a means of increasing sary and immunizations are also given. student awareness and use of the assistance and in- Children with speech and/or hearing defects have formation available to students in preparing for ca- shown improvement in speech patterns and auditory reers. perception. All three centers are student oriented and provide Children judged as being upset and unresponsive to a central location for occupational. vocational an a regular classroom setting are referred to the West- scholarship information for usebefore andafter ern Maine Counseling Center which provides coun- school, during lunch periods, and by pass from class seling for students and their parents. or study hall. Assistance is available from counselors. Another aspect of Bright Peaks is individualized work experience coordinators and college scholarship school curricula to meet the individual needs of counselors. clients. All three facilities are arranged differently but pro- Parents have been enthusiastic in their acceptance vide for the same services: job placement andvoca- of the program and have, in general, followed through tional planning. scholarship information. vocational on recommendations made by project personnel. Par- ents who utilized the Counseling Service praised it Mount Mtcuel High %dittot tn the (tiossmont I. noon MO ....hoot Dtsukt ( 1.1.told highly. !Itch to hoot in the San Diego tnthed Shout Distitkt .cod ( ttttt [Lido Shottl 46 IMPACT Vol. 2, No. 1 yN

GLASS AMP,

Career Counseling Center Crawford High School San Diego, California

counseling. general information. and a place to see Get away from the school look. Two of the Cen- representatives from post-high school educational in- ters have provided rugs. carpets. and decorating to stitutions. make the facility more appealing to students. This The Career Guidance Centers are easily accessible was not done with school budget money but through and students make better use of career resource ma- student work and the donation of materials and furni- terials and take advantage of the spaces provided for ture. Students were involved in the decoration and individual research. The Centers are also attracting furnishing of the guidance center= "from the carpeton more vocational and work experience students than the floor to the pictures on the wall. the previous guidance programs did. Provide needed materials and equipment. Provide A vital factor in the Career Guidance Centers is space and materials Ibr bulletin hoards: job briefs: a the availability of aparaprofessional person. Al- viewing area: the materials for the VIEW program: though the Centass have resulted in an increasedcase audio visual equipment and materials such as cassette load for counselors (because of more student access) recorders, phonographs. and filmstrip machines: type- there is more time for counseling because ofpara- writers: telephone: and sufficient furniture and study professional assistance. carrels with prepared guidance materials in kit form. The Career Guidance Centers have generated 18' much guidance deputment contact with students. f Pan,1" Many of the needs of students are such that they do not have to see the counselor. but can he served through a referral to existing fitcilities and materials by the paraprofessional. However, students have the ii opportunity to see the counselor more frequently be- it cause he is not tied up in relaying routine information. There are fewer lengthy conferences andmore stu- dents asking pointed questions requiring relatively brief answers. Counselors involved in the implementation andop- eration of Career Guidance Centers offer the follow- ing suggestions to those wishing to initiate similar 170i trfnUt programs. Provide fur full-time paraprofessional help. A para- professional can provide the basic information ser- vices to students, leaving the counselor more time for Career Information Center Instructional Media Center working with students in individual and groupcoun- Coronado Unified School District seling activities. Coronado, California

Vol. 2, No. 1 IMPACT47 Establish an adequate budget to supplement and The course is the first phase of the Federal Work resupply the necessary materials. No Career Guid- Incenti% e Program (WIN) that prepares recipients of ance Center can he effective unless it is continuous') Aid to Dependent Children to move into produ,ive updated. employment. The challenge is to provide ina short. Counselors and administrators who are interested intensive experience. both "know how" and motiva- in this new concept of a Career Guidance Centerare tion for adults preparing for school. jobs or both. invited to contact the individuals in charge of the In the last three years. over 800 men and women existing Centers. In Grossmont Union High School have completed this two week course. and the results District contactMr.DavidPhillips,Vocational have been good. We have been visited by educators Counselor at Mount Miguel High School: in San and legislators. and have shared our curriculum and Diego Unified School District contact Mr. Barney techniques w idel). Attendance ha, been phenomenal. Davis. Career Counselor at Crawford High School. The new personal insights. knowledge of the world of or Mrs. Peggy Kaupp, Head Counselor: in Coronado work, and determination, have carriedover in most Unified School District contact Mr. Ed Taylor, Li- situations into the next step. For many it was the first brarian. or Mr. Paul Shafer, Counselor. step out of a cycle of defeat, despair, and social isolation. What is the "magic." and how does itoc- NO.99.19f$A*Vr MIPYAVItft.4 fn. /Na /O11 cur? PfreANCe Curriculum .11941rARY - .

givrA4NC, tarenter 01144- Most of the topics covered during the two weeks woAr Arm snare' R* WV. were spelled out by federal and state guidelines. They to. re. CANN ROL.* - 1410 fat 27.6" include: why work?: job and flintily: householdman- rAfa MvffitleeCeS VIM"Z ; agement: how to find a job: applications: preparation 1 . of work history forms: role playing the job the in- F r I. terview: how to keep that job: what a job is really ..won kArd like: problems of working: introduction to counseling. TOO Safh,14e CONF. Ropy .--119917.41,9U transportation. recreation, and communityresources (IVA' err.4999i7n9 reVNS&C4 0 C in Suffolk County: grooming for the job: opportu- nities in continuing education and training:you and

I C: ISOC. 1115 your pay: how to make the most of your money. /5"6" 0 .;`"t14 Techniques 1944 f !AV ICASD

SI' Each subject area is handled somewhat differently. Resource people conic as guest speakers forsome topics. and students research and reporton other Career Development Center topics. Role playing and group discussions, whichare Mount Miguel High School Spring Valley, California subject oriented but open-ended. are used exten- sively. Each group takes three half day field tripato a hospital. a manufacturing plant or other large busi- Revisedfrom ExchangeAdisseminationof ness establishment. and a multi-occupational training up-to-date educational practices. May 1971 Vol.I. center. No. 5. Written by Dr. Thomas .1. Jacobson. Guidance The instructor is with the group full time for the Coordinator-Project Coordinator. Career Information two weeks, sharing all experiences, and creating the Center. Department of Education. San Diego Coun- necessary climate. Encounter techniques. such as ty. San Diego. Califi`!rnia.J non-verbal exercises. are not employed. However. there is always an open. accepting 'atmosphere,con- cern for the unique qualities of each individual. hon- esty, and love. No one is ever "put down"!

Employability Orientation A Success Story

"I feel like a person now" "For the first time I and my children havea future.' "My common sense has been replenished" It has soaked up the shadows from my brain" These moving comments were evoked by an Em- ployability Orientation course for welfare mothers. Five days a week, from 9 to 3. for two weeks. on the campus of the State University of New York at Farmingdale. an average of thirteen women and men share a special experience. 48 IMPACT Vol. 2, No. 1 Conclusion school do so to fulfill certain requirements forgradu- During the two week program. much specific in- ation. Some others are forced into thecourses be- formation is learned about what jobs exist and howto cause their parents insist on it. A few make their get and keep them. There are also new insights into election because they are interested in learninga for- self and family and sometimes new perspectives.At eign language. The majority of studentssee no need the same time. significant changesoccur in the stu- for such study. nor do they seeany relationship with dent's self image. A greater self respect. and beliefin foreign language and their future, his or her potential. leads to fantastic motivation and The primary intent of this unit isto stimulate the determination. These qualities, in turn. result in better student through involvement. thought. discussion. performance in education and trainingprograms. and and fact finding discoveries which wouldrelate has on the job. study of a foreign languageto his career development. All recent studies point to the need for selfesteem. The purpose is also to provideways for the teacher identity and pride. if a person witha disadvantaged to make more meaningifil for the student. interms of background is to suceed.1 These qualitiesare neces- his future career. the study ofa foreign language. sary for success in the family. in school andon the job. There are many different views of how to instill Population them. In a review article about sensitivity trainingin manpower programs2 the authors question "psyche This unit is aimed at high school studentsin a tinkering" by trainers who are not professionalpsy- college preparatory program. It is intended foruse in chologists. They point to the values of task oriented at second year class which consists primarily of tenth sessions. such as discussion of pragmatic solutionsto graders. It could also be used with juniorsor seniors. job problems. Our experience at Farmingdaleseems to underline this approach. The curriculum mayvary. but the con- stant ingredient is caring. The instructor. adminis- trator. other students. guest speakers. even the jani- tor. make the students feel like worthy human beings. hopefully this new self image is reinfUrcedby sub- sequent experience. with the Division of Employment WIN term. with their teachers. andfamilies. When this occurs. the students can become WINnersin life! Iby Mrs. Beverly Fuchs. Coordinator Employability Orientation Phase of Work Incentive Program for Suffolk County State University of New York at 1armingdatlel

Reference% I. "Some Ingredients Iii Making It." Thomas (iieenmg, ,S1an- pou er. August 197 I. 2 "Sensitivity 'framing. Uses and Absues." Susan Stein and Rob. ei t Saran k.A1 anpou cr. July 1970 Objectives G eneral Objecti ve To help students gain a knowledge.understanding. and appreciation of the career opportunitiesavailable to foreign language students. Career Opportunities for Specific Objectives: I. To introduce the student tocareer areas directly Foreign Language Majors involving a foreign language. 2. To introduce the student tocareer areas in which a foreign Idnguage is helpful or useful. 3. To acquaint the student with the basic outlinefor The following program oas developed by Nancy1.elkati a the study of a given occupation. foreign language teachei at Dondeio High Schoolin Ro}al Oak 4. To provide an opportunityto observe people at Michigan. Ms Letleau developed thismogiam as a requirement work. for a one semester course in cincei guidance. In developing this 5. To provide an experience in tryingout a job. cameo- guidance unit for use in her classroom she explored current 6. To acquaint the student with facilities for inhumation about cateet guidance obiectives forvarious educa- further tional levels. the needs of special populations. andcurrent career preparation. guidance mato tab. iesoinces and activities. this unit provides an cm:client sample of hove a teacher in a Activities Nublect matter area can incorporatea cmcer guidance unit into the "course or ,ttitly." ObjectiveI: To introduce the studentto career areas directly involving a foreign language. Activity No. I: Lecture and Discussion We are living in a world where people from Introduction other countries have to communicate with each other, and Most students who elect a foreign language in high they don't all speak English.

Vol. 2, No. 1 IAADAeT CI Knowledge of a foreign language is the key to e. Printers Nuccess in hundreds of businesses and professions f.Radiotransmitter andreceiver ranging from banking and business to teaching and maintenance crews social services. Thousands of U.S. corporations do g. Administrative personnel business with foreign countries, and government h. Research and reference service agencies have personnel throughout the world. There 10. Teachers and School Administrators is an increasing need for trained persons inmany a. Reading specialists professions who know how to communicate in anoth- h. Vocational specialists er language. People with bilingual skills are needed as II. United Nations social case workers, stenographers, invoice clerks, A. High degree of language proficiency is re- university teachers, salesmen, journalists, technical quired writers, hankers. translators. interpretors. librarians. B. Often need at least two ftweign languages and bookkeepers. C. Types of employment L Federal Government I. Bilingual secretaries A. Employs 1.5 million white collar workers 2. Bilingual stenographers B. 90.000 U.S. citizens are on overseas civilian 3. Bilingual typists assignment. 4. Interpreters and verbatim reports C. Most require specialized training and college 5. Translators and precis writers education. 6. Guides D. Sometimes practical experience will com-

pensate for lack of formal training. 1.4.,,A11;1::5 Am. E. Types of employment. sA L 0 el I. Translators rtfT Ca V *4114 WIGC t ....zz.,11,1,11, NC: . A 2. Interpreters 414 A (Sy CLI1411/111. C04. r, A e.,c ( 3. Immigration patrol inspectors ANiNICk ,taO C E Ulat61 4. Librarians oft t Wit. *iv104: 5. Research and scientific information spe- H "" 0 H 11.9 .,Mk A c ,A,1. cialist A S.0 Us. I kV4 6. Foreign affairs. iabKgottl 7sso taw?Ws./ete. a. Foreign service officers t. A T ANTIC GPO* :sassh. Seto tt low h. Foreign service reserve officers LA,D. c. Foreign service staff c.f. I C .A

7. Agency for International Development c7C AI.LOrta Is (AID) 0.0,0 4. 0 0...0 *WTI 8. Peace Corps WM IA,L. 1Amsr mt. a. English teachers h. Agricultural specialists III.Pan American Union c. Construction engineers A. Knowledge of Spanish compulsory d. Social Workers B. Need a field of specialization e. Public health workers 1. Economics f.Skilled and unskilled workers 2. Finance 3. Business administration 4. Accounting 5. Social psychology 6. Anthropology 7. Sociology IV. Nongovernment agencies A. Red Cross. Y.M.C.A.. church missions I.Social workers - 2. Nurses 3. Field directors 4. Recreation leaders B. Free Europe Committee (Radio tree Eu- rope) C. Ford Foundation 0. Institute of International Education E American Friends Service Committee V. Private business A. Onethird of all overseas operations are in 9. UnitedStatesInformationAgency Canada: one-third in Latin America: one- (USIA) third in Europe a. Voice of America B. Types of overseas operations h. Radio announcers and writers I. Petroleum the largest c. Television writers and announcers 2. General manufacturing. d. Maga/Inc layout artists 3. Mining

50IMPACT Vol. 2, No. 1 4. Publishing and editing 5. Translating agencies Imcstigation of Occupation 6. Journalism I Name ol occupation 7. Advertising 2 Job title 8. Transportation INactl whit does worker do' 9. Shipping 10. Hotels 4 What type of equipment does he use ' 1 I. Banking What education is tequirec 12. Import-export trW'hat qualifications. mho than educational. ale neces- sary? A Physical It. Mental C. Aptitude of personalstN 7 What are working conditions and houis"

s.In what kind of business is this loll wino!'

9.What arc °ppm tunnies for athancenieut9

It)In what geographical locanon is this ;oh found.'

Where is further information a% adable ?

12.Additional Comment.

I14 OM,4 (find, Ion inn lu r ,,l u ( .,,,,w in (11. !!!!!!

Materials: Hardesty, Richard T. Translating Foreign Languages Into Careers. Evaluation: I. Name of occupation I. How much interesthas been generated 2. Nature of the work among the class? 3. Number and distribution of workers 2. Do students realize how vast is the area of 4. Qualifications and preparations foreign language involvement in careers? 5. Methods of entering job 3. Do students want to look into one of these 6. Career advancement possibilities careers? 7. Employment outlook 4. Use pre-test and post-test on the careers 8. Earnings available for foreign language majors. 9. Working conditions Activity No. 2: Guest speakers 10. Social factors I. Member of consulate staff. I I. Additional information 2. Representative from the public relations divi- Materials. sion of a large corporation. I. Books and pamphlets listed in Materials and Resources section Objective 2: To introduce the student to career 2. Talk to counselors areas in which knowledge of a foreign language 3. Outside research is helpful or useful. Evaluation: Teacher evaluates on the completeness Activity: of student's research. I. Have students research a list of job titles and then classify them as to the degree of impor- Objective 4: To provide an opportunity to observe tance of a foreign language to each. people at work. 2, Have students select a career area and then Activity: cluster as many related jobs as they can find. I.Field trip to the InternationalInstitutein Materials: Detroit. I. Science Research Associates career kit. 2. Show film "The United Nations at Work. 2, Careers career kit. 3. Students go in pairs or trios (after school) to 3. Any other sources student wishes to use. various businesses in the area which employ Evaluation: Discuss student's endeavors in class. people whose work involves a Ibreign lan- guage. They can see the type of work in- Objective 3: To acquaint the student with the basic volved and. if possible, tape an interview outline for the study of a given occupation. with a worker. Some possible business Iberia Activity: Have each student select one career and Air Lines: Aeronaves de Mexico: Canadian analyze it on the following points. Provide stu- Customs and Immigrations: import-export dent with a form to he completed. (See box) companies: Wayne State University.

Vol. 2, No. 1 IMPACT 51 Evaluation: Observe student's reaction to their ex- perience.

Objective 5. To provide an experience in trying out a job. Activity: I.Practice translation of written texts to see what would be expected of individual asa translator. 2. Set up a mock United Nations meeting with simultaneous interpretation.Students play theroleofspeaker.interpreter,verba- tim-reporter. and listener. 3. Plan a mock radio program. such as "Voice of America news broadcast. 4. Do a real radio program on the school oper- ated station. Students write, edit, and present the broadcast. Material. and Resourcv, 5.Bring an exchange student from another Calvet-% and ()ppm:mune% m Intmotional Semi e. In Kt a. school and escort him around the buildings. new Herbert and Mar. Dutwn & Co. Inc.. 1965. A 250 page acting as guide and interpreter. book de,cribing career% ininternational otganiiation..in- 6. Arrange for students to go to an elementary tonational Int.:tic... eligiutts organiiation+ and gm in nment. school and present a foreign language lesson I .0( of I()pport iiii Me% for Foreign Latignace Student.. to a class. Mode: n Language A++ociation of Nen Yolk. 1961. 50 pp. Titindating Foreign Language% into Coreer.% I ',Pea/ iiiiiii / Op 7. Ha, an advanced student teach a beginning pint ttttttttttt /or High Se/I and College Student.. United class for a day. State+ Department of Health. Education and Welfare. 1964. 29 pp. Evaluation: Determine from student's participation A Career in the Foreign Serlive of the United State.% U.S. .n and reaction to their activity whether or not Cknernment Printing Office. 1969.42 pp. they actually got a feel of one of these careers. /Win ttttt on Estott Interprerinc. Quuhht alum% far a !hid- in our Cornier. Vocational Oppori ttttt tie% for Litumioi%; For- Objective 6: To acquaint the stutmat with facilities dot Set rive Set mien it.; Etnployment Oppori tttt ilk% for Min- .% with ih 1--oreign .St reit t. C I Rt t aril% for further preparation. Cler4: Fineign .Servit r (Vie er Cler4. Loren:it Language% I Activity' your Career. U.S Department of State. Employment 1)10. I. Study college and business school catalogs. %ion. 11 -4 pages each) (enet infot mar on Untied Notion% Eitiplottnni 2. Determine which schools have especially port tttt hies: Requirement% bar Linginou Poos: E strong departments for preparation for a cer- foul fraining .tor Interpreter.. hilormat ttttt on Verbatim Re- tain area. potting: (imilintation% for Etigli%h I randaion: United .Vii 3. Study entrance requirements of each. non% (;uitle%. tinned Nation% PI:teen:ern Se: vice+. :I page each). Resource: Fot riot Sell ire Secretary: Pew e Corp. Volumed U S For- I.Bulletins, pamphlets. and brochures rmeA Seerlt e Cared %Bilingual Set emir: I rainbow- ot env, 2. Representatives from schools Longua Intern, der. Foiegm LanguageI eat her. Inch 3. Counselors St hid. Cateer Brick. Cat eel %. 12-7 page% each). Evaluation: Teacher observation of students'atti- tudes, involvement and participation. Question- naire to determine if students know what the factilities are for further preparation.

Evaluation Each of the forgoing objectives can he evaluated independently of the other as the unit is presented. The entire unit has several implications for eval- uation. The primary evaluation would he whetheror not the students' attitudes toward the study of a for- eign language have changed since the presentation of the unit. The unit could he judged successful if the majority of the class can see how the study ofa foreign language can correlate with their futurecareer and thus make their study more meaningful to them at the present. Further evaluation would he determined by whether or not a true interest inone of these careers has been generated. Another means of eval- uation is whether or not students becomemore in- terested in further pursuit of their study ofa foreign language. The final evaluation would hea long term 52 IMPACT Vol. 2, No. 1 one. depending on whether any of the students ac- wally do enter a career involving foreign language.

References Hardesty. Richard T. 1 ran5loungurrign Language.% into .01- rern Indiana University.1964. EI) (117226 MI--SO65 HC'- S3.2'+ 29 pp. Guide for 7 earlier% or a Course in Career Etphmition. O1I,t homa Vocational Research Coordinating Unit. 1970. El) 049 356 NI F.S0.65 HC-S6.55 159 pp. ennyson. W. E . The 7eaeher.% Role in Career clop:nem: National Vocational Guidance Association: 1965. 11)7 pp. Or- der from NVGA 1607 Nett Hampshire Ave.. NW. Washing. ton. D.C. 20009. Single copy. SI.00. Pruitt. A. S.: "Teacher Insolvement in the Curriculum and areet Guidance. Vocational Guidance Quorter. 1969 17(3). 159 pp.

EDRS Ordering Instructions References in this publication that have an Ed (ERIC DOCumantl number may be ordered horn the ERIC Document Reproduction Service (EDRS) Copies are avifable in either hard (photo) copy or in microfiche form The miciolsChe sequile a special machine for use To older any of the ED materials. the follcming information must be furnished The ED number of the document The type of rePrOduChOn desired photo copy MCI or miCrOleChe The number of copies being ordered All orders must be in meting Payment must accompany Orders under 51000 Residents of Illinois and Maryland should pay the appropriate sales tax or include a tax exemption certificate There is no hmisffing charge Book rate or Library rate postage is included in the price The difference bet.seen Book Rate or Library Rate and firs: class or foreign (outside the continental US) postage rate be billed at cost Send orders to ERIC Document Reproduction Service. P 0 Drainer O. Behtesda. Maryland 20014

Identify Issues and Resources With The Little Annual The Little Annual is a once-a-year publication designed to identify the most crucial concerns in counseling today and to provide counselors witha complete set of problem solving resources. Topics in this book (to be discussed by experts in the field) will include: current group procedures arid practices; accountability and evaluation; outreach and alternative counseling approaches; current Are You an information Generator? practicesincareerdevelopment;testingin- Uu ton hut(. an onpuhlt %lied %peel hReport.' Model.' struments and their use; training programs for and In5triuncut ' 5ertation.' hut:Mtn ne se 111111111" I.R 1(l% as utilization of paraprofessionals; approaches and Created Ir, CI %%1C 1 C' I1C C C'% to the echo al iiiiiii Leon lecke' base. resources in counseling women; peer counseling Our ha sir is In andthe pratesof Liumb edue-q1111 Ink' I lerelhal L. Perhaps tray hoer created an models, training, implementation, and evaluation; ulrtr praur iiiii . Perhaps tour in %Iglu and etpertene e updating counselor skills; impactful new resources hate led ton ' Ct Call thinLing. l'erhap 5%on.% e and futuristic counseling concerns. The Little An- I en tied rail re wort Il. Is am is rare II lag. hat e nual is coining late this fall to let you in onnew toll I unyclerrel ruff :rue: if and st (Mar: it up to Le if Mailable Ira Mier% to laid(' IC 1, ulnas% looLing Ira thoughts and rew developments in the field. No nes, du, 11% 1,11, 1111% lot entral counselor should be without this resource book. I:RIC's iiiiii obit r fine, !ion In Re ware h nl Like a . LetIts Ire erniiiii papet iiii 1 in Ile wan h ra kehn ill ion. II tun n mild lay sahlall a paper. send lean I %tillable lot .''erect repruellie nano copies. prelerabh a(( canpained lit an abqicieal On ss orris. to the ...I551stant 1)1,e far lap lalaraialical hen. es sum: hRIICAP.S. .Se hoot o/ hike align. I he Orli silt' ol Mu litgan. 'Inn Arbor. .%114 !Input

Vol. 2, No. 1 IMPACT 53 Dear Impart: thing that you can do is to encourage your ternships. broadening =nor areas of ex- I am an academic counselor at a commu- students to become familiar with the ser- pertise, providing greater flexibility within a nity college. A number of our students arc vices offered by their college or university program. limiting admissions. or dropping interested in becoming teachers but are dis- placement center. programs that show no demand for gradu- couraged by the lack of lobs for teacher,. Employment experts suggest that there is ates. particularly at the elementary and secon- hope for the future. Although the vast num- In summary your present dilemma.I dary school levelsIhave suggested to hers of teaching positions that were avail- am afraid, is mainly out of your control, but some of them that they should consider able prior to the late 1960's will never again where it goes from hoc could he affected other vocation,. but a few of them remain be a characteristic of employment trends in by your efforts now adamant in their quest to teach. What does our schools, by 1975 we can expect more Impair teaching as a career currently have to offer: teaching openings at all levels. what are the kinds of teachers schools lomat need? Please provide me with any other information which will help me to best ad- vise them on how to pursue a teaching ca- Something for Everyone? reer and what to expect. Do you have a problem you "Needing Facts" Earlylastsummer.PresidentNixon can't quite get a "handle on"? signedwith expressed reluctance the Dear Needing Facts: If so, why not write it up and omnibus higher education hill. Considered This is not the year of the "shrinking let Impact's panel of experts the most significant piece of educational violet. As you are aware. the number of help you solve your problem? legislation to appear before Congress in the teaching positions has greatly decreased as Send to: twentieth century. the bill has something compared to the past few years. Teacher lin almost everyone Some of the highlight, candidates are no longer heseiged with lob ale as follows. offers However. college placement direc- Impact/Consultations tors are telling us that Job, are available for Post Office Box 635 I Busing Reassigning student+ in new teacher+. The key to finding a teaching Ann Arbor, Michigan teacher to overcome racial imbalance position is mobility and agressixeness. 48107 is not :Nulled. Court-in dered busing When lob seeking. new teachers should is to he postponed until all appeals not limit themselves geographically. They have been exhausted. must he milling to look nationally for a po- Deal Impact 2. St hoot financialAssistant sition. (Men this means accepting a teach- I am a university counselor and has e a Ploy l+ton of financial assistanceis ing lob in a turf mea with a lower paying number of clients in the ail+ and science, made to help schools desegregate by standard Secondly.teachet candidates and a few in more %peel:di/1:d tiade al ea, aiding them in amok of bilingual edu- must approach nib seeking with much gusto such as business and loin nalismOnly a cation programs and other special and enthusiasm. Since lobs ate less i.lenti- few of my total group of client, plan to go programs. A limit is +et for funding ful than in the past. itis the responsibility beyond the B.A. lex& at least at this point for compensanny educa6on at 15r; of the new teacher to he aggressive and sell in then Ike+ 1 he old problem. of cow se. is of the hind, a vadable under this pal- him/herself to a potential employer. that they'll soon he seeking lobs and mill ucular section of the hill Historically. elementary school teaching haxe a diploma but no experienceFin 3 1- manoal AidStudent financial as- positions have been mine plentiful than some of them summer into [Nip+ and pi ac- sistance is gix en a boost tin ouch the secondary position+I his trend still contin- tical training is mos ided by then schools, extension of some onion giant and ues. With the increased emphasis on voca- But the hulk of them don't know where to loan moo ams. and the authoi vation tional training in our high school,. it seems turn to get some expeuence so they can of additional one, apparent that those students seeking secon- interest employers in then abilities Him 4Vocational EduLationPun ision dary teaching positions will have the best can I help mote of them find pie -tots made to a ssi st in the evansion of luck if they major in technical and voca- "At a Loss" the community college and the oc- tional education. Although Nomem hat limit- cupational aspects of its piogiam. as Mai At a ed. there +till appear, to he a trend in hiring well as speciallied %tic:Mona! educa- science, math. and foreign language minor+. bust. let me mention that you are not tion mogiams olio ed throughIt:- At all costs. discourage those students who alone in facing this problemI he economic habilitation and otho non schoolat- .ire interested in teaching social studies. situation is such that the most info' med uanuiation:l settings, history, or English [here has been and ads km tiob placement po sonneb is often 5 New Olgamiations cation of continues to he a flood of teachers in these at a loss today, My ansm lel:aiding the social new buicaus is announced areas Without a master's degree or coach- present psohlem is to do the only thing you the National Institute of Education. ing skills, the chance, of obtaining a posi- can. pins hie hope and encouragement that the National ( mined On Educational tion in these three disciplines ate slim Ele- in the long ion. with sistence. thing, m ill Reseal Lh. and the appointment of an mentary schm.I pi inopals ale actively look- change fin immediate graduates . (unless AssistantSectetatyof HEW tot ing for teachers with specialisation in lead- you have a placement position or can do a Education, ing improvementSpecialiiedtraining hotel lob than the campus facility IAt the 6 Indian ChddienFinancialassis- other at the undergraduate or graduate lev- same time. deoske action of another na- tance is being pins Wed to meet the el in reading will greatly enhance chances tut C Is ieeomntended so others 55 ill not add special atm animal need, ofIndian for employment. Also speoaliied training to the number of you' cuiicut BA giadu- child' en in preschool education and special educa- ate+This action means being invoked as Planned finfin ;ItostinkaleI ale 1. tion now hold out the promise of greater an agent of change regarding cut uculum. ESEA pun isions fatimp:luny child' en. employment opportunities. One important speakingtotheissue of 'oinedin- and existing condition+ in youth Lamp,

54IMPACT Vol. 2, No. 1 bazaar JOURNALS AND NEWSLETTERS National Prison Center. 350 Jessup Hall. University of Iowa. Iowa City. Iowa 52240, a non profit prison reform BOOKS group with a radical program for social change within and without prison walls Publishes the Penal Digest Golden Boy as Anthony Cool International the first and largest international month by Herbert Kohl and James Hinton 1972 $7 95 hard ly newspaper designed expressly for the prison popu bound. $2 45 Paperbound lation To subscribe, send $9 00 for a one year sub A photo essay on naming and graffiti and how to read smote:in to P D I. c/o Richard Tanner, Media Project graffiti as a chromcal of our time Occult Americana Newsletter Director. PO Box 89, Iowa City. Iowa 52240 18112 Chagrin Blvd .Cleveland. Ohio44122. $2 50/year, bimonthly The Homosexual Dialect - Organization of Unemployed Teachers, 300 ESanta Edited by Joseph A McCaffrey Prentice Hall $2 45. Inez Avenue. San Mateo. CA 94401, has lust formed to cloth $5 95 Urban Affairs Newsletter encourage teachers to create their own education prof Beginning with the Kinsey Report's definition of who is Office of Urban Programs. AASCU. One Dupont Circle, ects rather than sit around waiting for a job in the a homosexual and who is not (and that portion of the Suite 700. Washington, D C 20036. $12/year system They are working to create model learning Report which changed the definition of what was ho A broad based publication which deals with urban pro environments, start a network of education resources mosexual behavior overnight), this collection of studies grams in higher education Publishes materials on ur- and teacher centers. take political action for a voucher on the subject points up how far we have yet to go in ban programs, teacher training efforts, minority news. system and other ideas to develop prisoner and Indus understanding the problem Members of the "Gay Lib programs for the disadvantaged, as well as report sum manes and urban statistics trial ebu.-abon, create adult education alternatives eration" movement would not accept the word "prob and to set up a lob clearinghouse and information lem" as applied to themselves, but society has a very newsletter real problem in finding an attitude to replace the out The Monster Times worn ones Most of the essays in the book are heavy. P 0 Box 595. Old Chelsea Station. New York. New York New Life Voc..tiono Newsletter. Peg Decious. Sacra some are strident. out most seem to be based on solid 10011. $10 00/year research mento State Placement Center, 6000 Jay St. Sacra A bi weekly newspaper devoted to science fiction and mento, CA 95819, is a medium for sharing ideas and monsters in film. comics and literature. information on alternative vocations among counselors What's Right with Us Parents? who are challenging the Placement Office's traditional Grace Nies Fletcher Prentice Hail $5 95 Simulation Sharing Service role of channeling people into oppressive situations Fletcher's bookisbased on some 600 across Box 1176. Richmond, Virginia 23209. Monthly, $500 People are invited to send in any news or views they the country interviews- from Boston to Berkeley- A newsletter aimed at church people but also useful in have on the subject for inclusion withparents.teachers.preachers,doctors.psy social studies chiatrists It comes across as a chatty. amiable look at all the woes that have created "the generation gap"- Resources for Youth actually, the problems coming to the sintece as our 36 West 44th Street. New York, New York 10036. society meets the challenges of rising expectations Bulletin of the National Commission on Resources for Fletcher discusses families, sex, drugs. religion. the Youth Describes programs initiated by young people natural world, violence. education and the different or initiated in cooperation with adults ways some parents and some children approach them REPORTS The book is happily free of cant. simple in language and concept. filled with good sense and a humanistic New University Conference, 622 W. Diversey. #403A, view of morality Stop. look and listen. the author Chicago. Illinois 60614, has chapters at universities se( ms to be saying. to the young who are trying to give and colleges around the country While predominately Vocational Teaching in Diverse Cultural Settings the gift of honesty to their parents. however ineptly (but not exclusively) a faculty and graduate school This report presents the differences in perceptions of orientation. NUC joins all those committed to struggle teachers and principals regarding the elements associ Politically to create a new American form of socialism Stranger in the Family. A Guide to Living with the Emo ated wi'h successful teaching in two diverse school tionally Disturbed and to replace an educational and social system that is .ettirgs The study also reveals overall differences in an instrument of class. sexual and racial oppression By Claire Burch, Bobbs Merrill teacher; patterns between outer-city/suburban teach with one that belongs to the people They publish The This is a guide to living With an emotionally disturbed -rs aninner city/urban teachers1972 221 p HE person It offers advice on choosing professional help. Radical Teacher, a bimonthly newsletter, as well as 5 2 V 85/10 S/N 1780 0915 $1 75 commentary on issues facing the American Left. special hints on the difficulties of children. alcoholics, addicts and the menially retardedItcontains a ,i glossary. reading list and information on where to write Center for Educational Reform, 2115 "5" St NW. Wash Help improve Vocational Education for Women and Girls for more help ington, DC 20008. Is a clearinghouse of information in Your Community on educational change, university research and radical Informs the community of the advantages available for alternatives within and without the university context The Paper Revolutionaries women and girls to improve their earning ability By Laurence Leamer. Simon and Schuster ($8 95. These and other topics are discussed in Edcentric, a through educational opportunities by virtue of the journal published nine times a year. $5/year Also pub 95 paperback) is about the rise and development of 1968 amendments to the Vocational Act of 1963 Also Me underground press-according to the author, the lishes and/or distributes such publications as a Di- gives information on how the community can avail it- rectory of Free Universities and Experimental Colleges one,broad,unifyinginstitutionofthe"count self of these opportunities Rev 1971, 5 p. L36 102 V er culture " It explores the world of those who read the and a directory of free and innovative schools ($1 SO) 85 S/N 2916 0005 10c Have reprinted articles from past issues of Edcentric. papers and those who write for them, and the hippie Write for a sample copy which contains complete liter capitalism that keeps some of them going ature list American Indian Education, a Selected Bibliography Supplement No 2, September 1971 This bibliography Black English provides access to some of the latest research findings by JL Alternatives! Foundations, PO Orawer "A," San Fran Dillard, Random House, argues that Negro and developments on American Indian education vanat,ons of our British derived language should not cisco, CA 94131.1415) 752 7658, a clearinghouse for 1971 286 p HE 5 10 In 2 /2 /supp 2 S/N 1780 0872 information on communal living be regarded as ignorant misusages of standard English Publishes various $2 25 but as representations of a subtle and precise Ian books on contemporary communes, the Alternative guage. following its own rules Black English has in magazine, along with occasional flyers and how to Boys in Fatherless Families fluenced American English (the word cat, for example. booklets Requests for information are free, member a West African word for person) and has implications ship (including subscription) is $10 a year For various reasons, an increasing number of children are growing up in homes without fathersThis book for the education of black children today presents a study to ascertain what we do and do not Hotthpot. Box 2492, Cleveland, OH 44112, evenings know about the effects on children of growing up in Communes in the Counter Culture: Origins, Theories, (216) 961 1986, is a national paper for workers in fatherless homes Subjects discussed are overt be- Styles of Life human service occupationssocial welfare. health. havior that is socially condemned, intellectual ability Keith Melville Morrow. $6 95, paper $2 45 Melville, a mental health, and educationBesides thedevel and achievement, and psychological and social adjust professor of sociology at the City University of New opment of a socialist perspective, as it relates to hu ment Reprinted 1971120 p HE 21 102 B 71 S/N York. feels strongly that some of the counter culture's man service workers and activists, they hope to pro 1791.0168 $1 25 ideas are "absolutely necessary alternatives to Ameri- vide information about contacts and centers for those can culture" For the young. he says. "the task is seeking help in building groups, research/analysis of Career Education in the Environment, A Handbook nothing less than the creation of a new community social issues, and discussions of organizing methods This Handbook is designed to be used in secondary which serves the human needs that American cultuie They need a donation of $3 50/yr for the paper. schcols to explore environmental problems and solu now neglects or denies" He is too much the scholar, bons, and to provide information on existing and however, not to put the contemporary youth movement in the context of 19th century attempts to "refashion Centerpeace Clearinghouse, 57 Hayes St, Cambridge, emerging career opportunities in this field1972. 407 reality" -the New Harmony Community. Walden. etc MA 02139: (617) 875 5583, is a clearinghouse for in p 11 HE 5 6/2 En 8/2 S/N 1780 0892 $3 00 He carries his objective study right up to the 1960's formation about alternative schools and public school with their explosive political cultural crises and the experiments in New England $3 00 for individuals and Oita the above five documents from Public Documents scarred, confused new generation that shook the Es free schools, $600 for libraries and other organ Distribution Center, 5801 Tabor Ave., Philadelphia, PA izations tablishment but was itself profoundly shaken Melville 19120 discusses perceptively the anarchist revival. "free" (Make checks payable to Supt, of Documents' universities, the mushrooming of communes that are, Vol. 2, No. 1 IMPACT55 in his view. "greenhouses" where ''fresh possibilities" in New York's Adirondacks where children and adults Games Central may be tested although the young. as he shows, live, learn and play together in a community that at 55 Wheller Street, Cambridge, Massachusett s 02138 suffer ccntradictions no less than their elders taches supreme value to freedom and democracy as a Free classroom games information state your needs living processSnitzer describes the dailylifeof LewisWadham, he shows hcw. within a nonrepressive Freak Culture: Life Style and Politics The Handbook for Free Materials on Organic Foods framework, such problems as racism, emotional dep Daniel Foss A New Critics Press Book (Dutton dist ), Mark Weiss, Books for Better Living. 51 95 rivation and bullying are dealt with by children as well $8.95 Where to obtain free samples of organic foods. recipes as the adult st3tf, how academic learning is absorbed A comprehensive analyses of the drug oriented drop and menus. jobs, business opportunities creatively in a nonstructured curriculum out and-freak subculture. Its overriding theme is the moral, cultural and spiritual bankruptcy of advanced industrialism capitalism, in reaction to which an impor- Mastering the Draft: A Comprehensive Guide for Solving tant segment of American youth has broken off to Draft Problems create its own cultural reality and life styleextreme Avon, $3 95 at II e "freakish" end of the spectrum, but never P valuable source for counselors and others working theless, in Foss's view, a viable attempt at making a with young men MISCELLANEOUS more human America He assesses the many subtle cross currents of the subculture and remains cautious Free and Female. The Sex Life of the Contemporary and guarded in his overall view of such recent devel Woman opments as an increasing trend toward hard drugs and Barbara Seaman Coward, 56 95 the Jesus Movement The Faust' Instrument Co., P 0 Box 1037. Grand Island, Unlike many sex manuals about women's sexual needs Nebraska 68801 and capacities, this one is written from a feminist A device which gives shocks adjustable from 0-800 The New Families. Youth, Communes and the Politic s of point of viewIt discounts Freudian orthodoxy as well volts to anyone wearing a shock receiver Used in be Drugs as ideas promulgated by many "authorities liaviOr modification and comes keyed with a slide Ross V Speck and Others Basic. $6.95 series devised to "cure" exhibitionists. homosexuals, The book aescribes numerous religious, political or Minorities in Textbooks transvestites. alcoholics arid "aggressives.Catalog is largely "bohemian" communes in their urban and sub Michael Kane. EditorDi adrangle Press. $5 95 or great for discussion urbansettings..,analyzestheprevailinganti 51 95 (paperback) intellectualclimatetheresearchersfound,and A study sponsored by Anti Defan'atic i League of B'nai The New Earth Dispatcher discusses the internal struggles of different kinds of Pith which shows that little prc4ress has been made communes, as well as their varying confrontations with P 0 Box 192. Hiram Ohio 44234 since 1949 in secondary school textbook treatment of A permanent mailing address service 'straight" society Especially interesting is a descrip minorities Concentrates on Jews and Blacks ton of the way rn which a small commune "family" of 10 can maintain a peripheral society of up to 100 Craft Shops/Galleries U.S.A. persons As scientists and human beings. Speck and Design for the Real World Research and Education Department, American Crafts his associates ask. "Can we listen to the young, If not. Victor Papanek. Pantheon. 58 95 Council, 29 West 53 Street. New Yolk. New York, can we survive" The dean of the desigr. school at the California In 10019 52 50 and 50 25 postage and HandlingDi stitute for the Arts blames industrial designers for rectory of over 600 shops and galleries that sell Amer. almost every variety of pollution and waste can handicrafts Children of Separation and Divorce Edited by Dr Lawrence E Abt and Dr Irving R Stuart. Grossman. $10 The Movement Towards a New America Hard a Complaint? This is a broad ranging look at the problems of chit College Department. Random House, 201 East 50th Telagripes are ready to mail forms for registering a dren of divorced or separated parents Abt and Stuart Street, New York, New York 10002 complaint They conic with a 24 page book on how to have interviewed mothers, fathers and children in a Mitchell Goodman's coliectioir of documents and art, Complain. carbon paper arid seals. a record chart, arid candid attempt to get at their feelings about each des or. the New American Revolution step by step instructions Intact Systems. 80 Boylston other and their situations The editors' chief concern is Street, Boston, Mass 02116 $1 29 with the soc al and emotional problems of family breakups, especially as they increase the burdens of RESOURCES Liberation News Service the already socially and economically disadvantaged 1111.9 A collective of about I," People who supply news arts Included are chapters suggesting ways in which co m des and graphics from a radical perspective to under munrty agencies may help solve the problems of Such American Civil Liberties Union ground, community and college newspapers, radio sta families. 156 5th Avenue, New York, New York 10010 lions and organizations Pamphlets on topics .uch as death penalty, abortion, Contact Liberation News Service, 160 Claremont Ave, right to dissent, stt dent rightsavailable in quan New York, NY 10027. (212) 749 2200 War Registers Canada. The World of the American Milt. titles tary-Political Refugees High School Student Information Center, 3210 Grace St Kenneth F Emenck Knox, PennsylvaniaFree Press Anything You Want to Le NW Washington, D C 20007, Is a program run by HS (Box 399, Knox, PA 16232) $4 95 students to establish an exchange of information con An eloquent, finely organized attempt to understand Lane Brandon, 2' 2 Douglass Street. Cambridge, Mas sachusetts 02139 (8 min , b&w, 1971) cerning activities in educational reform, to aid in the 60.000 to 100,000 young Americans. both "mill dividuals and organizationsinmakingnecessary tary resisters" and "draft resisters," who have begun A feminist filmmaker explores the conflict between being a girl and being anything you want to be changes in their school system They are interested in new lives in Canada in recent years rather than sup information that leads to action. literaturelist free port American military involvement in Vietnam Stalls upon request tical tables show their backgrounds, religious iden Black Scholar Book Club tification, etc . and the author describes their motiva Box 908, Sausalito, California 94965 lions. their adjustments to commitments Catalog (free) on black experience and expectations in Impact invites its readers to submit items for Bazaar. America and AfricaHandbook of Audio Visual Ser Items announced in Bazaar will not be reoccurring. vices (Revised Edition) Eli Lilly and Company. Audio DrugTrop Abroad. American Drug-Refugees in Amster Visual Film Libriry, Indianapolis. Indiana 46206 Audio dam and London. visual materials distributed by Eli Lilly and Company Walter Cuskey. Arnold W Klein. William Drasner Um are provided without charge. these include motion plc versity of Pennsylvania Press. 56 95 tures. 35mni slide series, booklets and pamphlets A significant and absorbing account by a group,if American medical authorities on the American drug scene as it has been transferred to London's drug Training for Nonviolent Action for High School Students clinics and Amsterdam's streets In Amsterdam today many American youths have found a haven for their Friends Peace Committee, 1515 Cherry Street, Phila salt drug subculture there, pot-houses have been set delplua. PA 19102 51 00 [bibliography up and a generally 'understanding" attitude may pos A handbook based on the Friends field work with sty sibly keep the young from rebellious experimentation dents with the hard stuffIn London, clinics legally provide heroin for addicts Siecus Publications and Reprints 1971. Sinus Publications Office. 1855 Broadway. New York, New York 10023 Reality Therapy An Anti-Failure And Now We are a Family Judith C Meredith with an afterword by Allan R Gru Contains information about their study guides. re Approach prints, books, special publications. the SIECUS Film, ber, Beacon Press, D S W Graphics by Pamela Osborn, newsletter, and special discount packets $4 95 Glas.er. William. M.D. Mental Health or An informative book, a read aloud for adoptive parents 11Incis?; l'svehiatty for Prat tteal Ai - to 'talk through" with their children. to help children The National Organization for Non - Parents non, Nov Yoik. /impelandRow. accept their biological parents and understand the A non profit educational organization seeking to sup 1961. reasons they are surrendered for adoption It has been port and popularize childfreelifestylesIForin especially written to perserve the love and security formation cuntact Shirley Radl, NON. 220 Miramonte (11:1..ei. William. Ni I) Reality 7 hemp). A children feel for their adoptive parents Drawings of Ave. Palo Alto. CA 94306 New Approachto P9i !natty. New crayon like stick figures. handprints and tracings illus Yolk Halpcl and Row, 1965. trate the text Experiments on a Shoestring Glasser. William. M.D. Identity .Sin rely c o Dr Frank Costin, 731 Psychology Building, Univer New York Harper and Row. 1972 Today is for Children .. Numbers Can Wait sity of Illinois, Champaign, IL 61820 $1 Herb Snitzer in collaboration with Doris Ransohoff A 780 page collection of psychological experiments (ilassei. William. M I). "Roles Coals and Macmillan, $695 and demonstrations requiring little or no equipment Failure" 7 ilays' Education. October. Snitzer is director of Lewis Wadham, a country school 1971. p. 62

56 IMPACT Vol. 2. No. 1 , .. h

1.4t

...... , re not 11%;.-ctirlhei you're read- ...... , ,, job if i***Vas,,A1 .... c .1) .011161re v.Art AAMA., 9 0'4.** .-7' a...-...... 4111101111011P-reIgt*. INZP'Alkagtarar%4 As- - Alt1214. Wibt Arerwi. -4111410* P ,J4Vrt 6/11K A A> 4ertia.4afr Nicra, 4. 76-11 ItaisPlesp..4.:iiirw./.40r,, wrap '" \;stiox 44. -"C. ACipt740.400.- iot 14/115 16141,45kor- .4 44*

*Itakew-- ,tt,' 60440 1 t Sharpen' us uelkand W`a N:*),1 urning on to wht rs ,pli-.4hing through innovatIdo.pro Involving yourself idri)4Atssiot 4,5snet 'terns .through the -FeectaireKirilt" "t articles, by and interview,* e...per opinions of yoes,054.11cpgti

Nirsva9,-. r age a

re1nter 1.4 ,, ,641are e job if you haven't 1,. . ,

1 Q r OtItgt., Itts. :he)fol-filled,-, 9 prac- l i ,fil-Petourfc.lkyouli colleagues are searching 414 .- or soltitisrd;ict-adv;kie'whynot recommend this re-

14 ' Isire'? Do guidancee in .ydurtstate know about Impact? fl ' 5" , . w 4 tll I --;,171, ',If noti.d0hein,a:favorandlet them to lie down on the

, joliofteeFlipOn top witlilnipact! -, - .. New Subscribers: Back Issuesare Still Available

Back issues of Impact, Volume1, Numbers 1, 3 and 4are still available (a limited quantity ofNumber 2 is dwindling, butto date, available). Impact is also offeringbound volumes of Volume 1 to libraries and organizations who would liketo make this resource available to their members. Impact, in its first year of publication,featured many interviews, articles, and program aids andresources which we feel you'll find not only enjoyable but highly useable. Torecap some of the major items you missed if you didn't subscribelast year:

Number 1 (Fan, 1971) Is Career Guidance Worth Saving?(Eli Ginzberg) Career Guidance Practices YouCan Adopt What Image the Counselor? Rate Your Career GuidanceProgram Number 2 (Winter, 1972) Heyns on the Ivory Tower (RogerHeyns) The PPS Model: A Prototypefor Change? Woman in Flux (A Self Survey ofSex Role Attitudes) One More Battle for the GIThe Homefront Counselor Shock: Low Priority HireHigh Priority Fire Number 3 (Spring, 1972) The Economics and Strategyof Helping (Wilbur Cohen) Support Person:iel Expand the Ranks ofHelping Professionals Conflict Utilization The EducationalChange Team in Action Innovation Adoption: A Model Educational Career Futures Blue Chip or Not? The World of Work: 1980 Number 4 (Summer, 1972) McClelland on the Needto Achieve (David McClelland) Rate Your Achievement Motivation Drug Education Worthy of theName Wrenn on the Contemporary Counselor Can Parents Make the Difference? What to do With YourSummer Vacation

To order back issues, write:Impact, P.O. Box 635, Ann Arbor,MI 48107.

($6.00 for Vol. 1 (Nos. 1-4), $1.75per single copy. Please make checks payable to The University of Michigan)