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About this issue

This issue marks the completion of the first volume of Impact.This first year has sent our staff in all directions seeking Innovativeideas, opinions and examples which we felt merited the attention ofconcerned helping professionals. Next yearwith your support andfeedback, we hope to be even more "impactful" in helping you inyour work.

We think this summer issue will provide you not only with actionideas but with "food for thought."

Our second Impact Workshop was "Actualizing Students' Poten-tials." In keeping with our design of sponsoring workshops which fol-low up major Impact articles, this issue offers you an interview withDavid McClelland of Harvard University on achievement motivation.

Of particular import, is a condensation of a new book, The Con-temporary.Counselor and His World, by C. Gilbert Wrenn, a respectedleader in our field. Dr. Wrenn writes feelingly about the "caringcounselor" and contemporary society. We feel privileged to offer ourreadecs this preview of Wrenn's thinking.

Thomas Gordon, author of the book, Parent Effectiveness Training:The "No-Lose" Program Or Raising Responsible Children has said,"Parents are blamed, but not trained." This, however, no longer needbe the case. Teachers as well as counselors have become increasinglyactive in working with parents through variety of programs and tech-niques. The article "Can Parents Make the Difference?" by CarolJaslow looks at various ways in which parents are %leing, and can be,prepared for "parenting."

Drugs have become a topic of concern in virtually every strata ofcontemporary society. Counselors are increasingly being called uponto play a role in drug education programs and drug related counseling.Joel Goldstein of Carnegie-Mellon University cautions us in his article"Drug Education Worthy of the Name" to learn to teach, not preachand to be realistic and knowledgeable about the use and effects ofdrugs. His article is abundant in resources, procedures and personnelselection suggestions.

Last, but not least, you will find Impact's first annual summer guidea compendium of ideas, readings, practices, workshops and devicesto make your summer an enjoyable but also a fruitful experience.With this goal in mind we've expanded our popular Bazaar sectionand listed many other resources in conjunction with major articles.

Till next fall!

Garry and Susan

ZOWEE!

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111

SUMMER 1972

Velume 1Number 4

Impact is produced by the ERIC Coun.seling and Personnel Services Informa-tion Center and published by The Uni.versity of Michigan.SUBSCRIPTIONS: Impactfour times each year:Spring, and Summer. It isyearly subscription price$1.75 for a single issue.

ADDRESS correspondence, subscriptions,and changes of address to:

IMPACTP.O. Box 635Ann Arbor, MI 48107

CG 400 064

The editors of ,mpact request that any-one wishing tc reprint any of the con.tents request , ermission prior to use.This magazine was prepared pursuant toa contract with the Office of Education,U.S. Department of Health, Educationand Welfare. Contractors undertakingsuch projects under government spon .sorship are encouraged to express freelytheir judgement in professional and tech-nical matters. points of view or win-ions do not, therefore, necessarily repre .sent official Office of Education orImpact position or policy.

is producedFall, Winter,available at aof $6.00, or

SUMMER, 1972

Contents

Viewpoint on the Need to Achieve p. 2An Interview with David C. McClelland

Dr. McClelland distinguishes between achievement and othertypes of motivationpower, affiliationand discusses ways inwhich counselors can incorporate these concepts into their pro-grams to help clients set educational and career goals.

Rate Your Achievement Motivation p. 11

A self-scoring "measure" of your achievement motivation. Includesexplanations of its rationale, construction and exampkis for usage.

Drug Education Worthy of the Name p. 18by Joel W. Goldstein

Dr. Goldstein maintains that drug education is not education un-less it seeks to explore the physical and psychological aspects ofdrug use with objectivity and with an understanding of students'emotional involvement in the subject. Goldstein outlines astrategy for planning a drug education program and lists a num-ber of helpful resource.;.

Wrenn on the Contemporary Counselor p. 38(A condensation of a new book)

The author of The Counselor in a Changing World presents hisviewpoints and concerns for the seventies. The field today callsfor "caring" counselorsthose who can overcome their own"hangups" when dealing with clients, those who are willing toreform counseling practices in light of current social patterns.This is the first in a series of condensations to be featured inImpact.

Can Parents Make the Difference? p. 50

Impact looks at some techniques and programs used to prepareparents for "parenting." Some old conceptslistening, fosteringindependence, using non-verbal communicationhave been re-formulated into a number of programs to teach parents to con-sciously participate in their children's development.

What to Do With Your Summer Vacation p. 26

(A compendium of facts and fun to better prepare youfor helping)

Impact created this potpourri of ideas and resources to help youloosen up, break out of a few old patterns and take a look atyour counseling approach and lifestyle. Includes an extensive listof summer workshops, books, games, etc.

Departments

Happenings p. 15Flashes p. 37Underground Soundings"Quotes" p. 48Printout p. 59Surveyor p. 58Reviews p. 56Bazaar p. 62Feedfore p. 16Consultations p. 25Bibliography p. 64

p. 46

D;rector and Editor-inChief, Garry WaizProfessional Editor, Susan KerschProduction Editor, Barbara HobbieManaging Editor, Ralph BanfieldContributors

Marlene Pringle, Juliet Miller, Todd Areson, Carol Jaslow, Ron Kopita,Bob Smith, Mary Anderson, Karen Shill, Rita Mintz, Joel Goldsteinand Arlene Breckenridge

IMPACT 1

Viewpoint onthe Need to Achieve

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An Interview With David C. Mc Clelland

Diagrams and illustrations used by permis .sion of Education Ventures, Inc., Middletown,Conn.

2 IMPACT SUMMER, 1972

David C. McClelland, Professor of Psychology inthe Department of Social Relations at HarvardUniversity, is an acknowledged leader in the fieldof achievement motivation. He has studied theachievement motive both in the United States andabroad and has published over 80 books and jour-nal articles on the subject. He is also an advisorand Board Chairman of Mc Ber and Companywhich produces achievement motivation programsand materials.

The Impact staff interviewed Dr. McClelland bytelephone to draw from his knowledge of achieve-ment motivationUs characteristics, measurementand applicability to the helping professions. Weare pleased to present his thoughts and insights inthis issue.

Impact: Can you give us a succinct, yet compre-hensive definition of achievement motivation asyou see it now?McClelland: I'm glad to do that because it is sooften misunderstood. The problem is that the wordachievement means any kind of success, it's asynonym for success of any type. Of course that'snot the way we use the word technically whenwe're talking about the need for achievement or n-Ach. That's why I always prefer a technical termlike n-Ach to make it clear to everybody that whatwe have in mind is really much closer to an effi-ciency concept, that is doing something better,shorter, faster, quicker, whatever it may be,whereas the term achievement can of course referto other types of success such as those in thepower achievement area. You could win a battlein a war and that's achievement in the broaiisense. But in the narrow sense it's a power suc-cess and does not necessarily deal with efficiencyor doing something better.Impact: Could you broaden out the term "achieve-ment motivation" a bit? Do you see it relating toachievement in work, school work, or in relationto one's entire life style?McClelland: Well, as I say, it really has to do withefficiency; if you substitute that concept then youcan ask yourself to what extent does the conceptof efficiency relate to doing well in school. Theanswer is that there is not a very close fit betweendoing well in school and being efficient. There issome relationship but obviously doing well inschool means you involve your desire to please theteacher; you perform the way your teacher ex-pects you to perform; you are creative or con-forming in ways that really don't have anylhing todo with efficiency as such. We find that generallythere is a low or negative correlation between the

SUMMER, 1972

need for achievement and grades in school. Thekids with higher need for achievement do not byand large do better in school.Impact: Which instruments have validity in mea-suring the basic need to achieve?McClelland: Well, of course, there is always aproblem of definition. You can claim that some-thing you've measured is the right way to measureit but as far as I'm concerned the critical issue iswhether the measure tells you anything about whatthe person will do in a variety of situations. Somepeople, of course, are only inlerested in predictinggrades in school or academic achievement. If theyare, then a measure of achievement motivationwon't help them. On the other hand there aremeasures, self report measures, in which you askkids how much they like to study. By and large,those measures will predict how well the kids willdo. When you ask a kid who is doing well in schoolwhether he likes to study, quite often he will sayyes. A student who is doing poorly in school willusually say no. You get a correlation between self-report in achievement drive and doing well inschool; but it's really just asking the same ques-tion in a different way.Impact: How could a counselor go about exploringstudents' achievement motivation levels and whatcould he do as far as implementing some thingsthat may increase this particular motivation level?McClelland: As a first step the counselor should

... generally there is a low or neg-ative correlation between the

.peesffor Achievernr t and grades'in schobl

IMPACT 3

clearly understand why he is interested in achieve-ment motivation. I'll assume that he really under-stands the concept and isn't interested in trying tomake the kids do well in school but rather in helpingkids find themselves and decide what their goalsin life should be. Now the need for Achievementspecifically prepares people for careers as entre-preneurs, that is, people who like to undertakethings on their own and thus develop better andmore efficient ways of doing them. More spe-cifically, these are careers in businessparticularlysales or promotional workbecause in sales youhave charge of your own work and you're alwaysinterested in doing better, that is, getting more salesfor less work on your part. That is the kind of careerline that a person with achievement motivation isapt to turn his potential toward.Impact: Are there measures other than the TATthat would give counselors an indication of a stu-dent's achievement motivation level?McClelland: Yes, there are. Some are being de-veloped but they aren't organized in any specifickit. Of course the direct way to do it is to see theway you think about things through the TAT, theindirect way is to pay attention to certain actionsthat we know correlate with a high need forAchievement. For example, some boys that arehigh in need for Achievement spend a lot of timeat what we call constructional activityat a cer .tain age they'll be making model airplanes orbuilding something with their hands, making ra-dios, or something which gives them a lot of con-crete feedback on how well they're doing. To someextent they also do well at games, but not neces-sarily the games that involve power motivation.The kinds of games that these kids are apt to begood at are ones that they play against them-selves, where they can check and see how wellthey are doing or whether they are improving theirability to lo it, as in constructing a model air-plane. They are not competing with someone else,they are seeing if they can do it welt This methodof observing children is more indirectit involvesgood judgement and takes more time. Thus, theonly aaernative to the TAT is to find out what ac-tivities they are engaged in.Impact: Professor McClelland, might a counseloror teacher use achievement motivation concepts as

4 IMPACT

a basis for helping a student make decisions aboutcareers that he might train and enter, that is,given that he has an entrepreneurial kind of orien-tation?McClelland: Well, it might be done, but, of course,the problem is that the counselor mustn't takewhat the student says at face value. We know thatstudents, by and large, do not know whether theyhave achievement motivation or not. That's whywe give them the TAT. If they tell you they areachievement motivated, oriented or whatnot theymay not turn out to be that way at all. So partof the counselor's job is to decide if people havethe interest and motives that they say they have

or want. Our culture is one in which a kid usuallysays he wants to achieve. That's simply becausehe doesn't understand the narrow sense in whichwe use the term. So it's part of the counselor's jobto sort out the different kinds of goals that peoplehave. One kid may have a goal or position, and ifhe talks in terms of efficiency, he begins to clarifyif achievement is truly one of his goals or whetherhe just wants to be a successadmired, recog-nized and respected by his peers and familythat's a power goal, not an achievement goal. Iwould say that the counselor's job is to understandmotivation theory motives and measures wellenough so that he could talk sense to a kid aboutgoals without confusing him.Impact: Could you be more specific about powerversus achievement motivation?McClelland: Usually, achievement motivation is as-sociated with success in business, particularlysales. Power motivation is associated with politicaller Jership and with teaching and working in massmedia, like a newspaper man, with occupations inwhich you have a chance to have an impact onpeople, which is 4.he goal of power motivation. Athird motive, affiliation motivation, is associatedwith forming relationships. It is not a good motivefor future farmers because farmers generally don'thave a chance to affiliate much. The counselor

"

IP -

SUMMER, 1972

really should become familiar with the ways inwhich these various motives enter into making aperson happy with his career.Impact: Are there any school systems or individ-ual counselors utilizing either achievement, poweror affiliation motivation in this manner?McClelland: In a lot of places now they are usingwhat we call psychological education. Some timesit is called humanistic education. I prefer the termpsychological education. Basically what it is is anattempt to provide a means for the kids to analyzeand understand their own motives., EducationalVentures Incorporated in Middletown, Conn. nowhas a lot of materials available largely for juniorhigh teachers and counselors, materials that en-able them to help kids through a self-analytic pro-cedure to find out where they are and learn

....part of the counselor's job is todecide" if people haVe the interestand rnotives that they say they.have or want.

enough about these motives so that they can setnew goals or change their basic motivations if theywant to. Then there are also multi media showsprepared by Intermedia Systems Corporation, Cam-bridge, which explains very clearly to kids what thedifferences are among need for Achievement, needfor Power, and need for Affiliation which help clar-ify in their minds what it is they are interested in.Impact: Do you have any data on outcomes inthis kind of training with students?McClelland: Well, there is a lot of work that'sbeen done on the effects of achievement motiva-tion training. Basically the effort was made byAlshuler and his associates to discover whether ornot children who received achievement motivationtraining were apt to be more entrepreneurial andenergetic outside the school because it was feltthat, as I said earlier, achievement motivationdidn't necessarily lead to higher grades. Therewere some age and sex differences. That is, thetype of training that was most effective for boysand girls differed somewhat and it also differeda little bit for two different age groups. It provedgenerally most effective, as I recall around theeighth or ninth grade. They found that the kidswho had undergone training were definitely moreexploratory in seeking opportunities outside theschool environment to discover what kinds of ca-reer they wanted to follow, what type of educationthey wanted. It gave them a much more pro-activestance. They participated much more in planningwith their teachers than did comparable kids whohad not been through the training.

Secondly, another major study was undertakenby Professor DeCharms at the Washington Univer-sity, School of Education in St. Louis. He was

SUMMER, 19721-`

working quite differently. He didn't work so muchwith the kids themselves but rather with the teach-ers. He wanted to know if achievement motivationtraining for the teachers changed their attitudestoward their pupils in ways which would affecthow well the pupils learned. He found that thiswas trueespecially in working largely with ghettochildren, black children, who were behind nationalnorms. He found that teachers who had been ex-posed to achievement motivation training wereable to use those techniques on the children andthe children gained much more quickly in terms ofacademic test performance than children not insuch classrooms. We feel that the reason this train-ing worked for the teachers is not so much that itincreased the teacher's achievement motivation butthat it taught the teachers some new ways of man-aging their classrooms and ways of understandingthe motives of their children so that they couldtake better advantage of motivations in teaching.One of the key problems that teachers have tolearn is that not all students are motivated in ex-actly the same way. And making the teacher sen-sitive to the varieties of human motivation and ex-actly how it expresses itself gives the teacher achance to discover how to motivate different chil-dren in her class. That has a very beneficial ef-fect on how fast the children in her classroomactually learn.Impact: Would you say that this would have to beon a voluntary basis?McClelland: I'm not sure what that means. In theDeCharms experiment, certainly, the teachers hadto volunteer to take the training and go away fora week, but I don't know that the pupils in theclassroom volunteered to have that kind of teacher.If you're talking about older kids who themselvesget motivation training, it is usually better if it'svoluntary, although we don't know that for sure.We don't find that kids object to this kind of train-ing. They much prefer it to ordinary classroomexperiences, because it's more fun and moregames and they don't sit at their desks all thetime. They get up and do various things that theylike to do, so actually, that issue has never beenan important one.

- "

Impact: You mentioned sex differences in motiva-tional training and that, of course, is an issue.What are the differences between sexes in regardto the achievement motive and the affiliation mo-tive?McClelland: The problem with achievement moti-vation as far as girls is concerned is that culture

IMPACT 5

the critical matter [in 'developingachievemen't motivation] is, closeattention to whai kids cCin do andsetting gook thacire just a Jittlebit ahead of what the kid\has donepreviousW-. . .

problem with achieverhentrriativatioh ds far bs 'girls is con:Cerned-IS that cul-t6re tends to,puniSh girls whei get too far ahead .

tends to punish girls who get too far ahead. Dr.Matina Horner has shown very eloquently thatmost women or many women in our society havea fear of success, because if they really are out-standing they fear that their boyfriends will lookdown on them or that their parents will disapproveor somebody else will disapprove because theyhave career aspirations. So, it's really hard ongirls. There's some ambivalence about being reallysuccessful and, according to traditional norms,they have to channel their achievement desires tocertain restricted areas which aren't really alongcareer lines. Now, that may be changing, but thefact is that it's a much more complicated situa-tion for girls than it is for boys.Impact: Do you think that that is changing todaywith the women's lib movement?McClelland: Oh, yes, I think it is. But I think it'schanging more in the mass media than it is inthe actual interpersonal world that girls have tolive in. Girls may read in the papers that thingsare changing, but they have to be concerned aboutwhether boyfriends really accept the change.Impact: Would you see it as more of an externalrather than an internalized type of change?McClelland: Yes, I'm afraid so. I'm not suggestingthat it shouldn't change; I'm just, suggesting thatit's much more of a problem for girls and that,therefore, they have to discuss and face the prob-lem and figure out for themselves just how far

-31111=111t.:1

they want to push various things. I don't thinkthere's any use in hiding the problem under therug and any counselor or teacher who gets intothis ought, probably, to discuss the problem ofwoman's role and how it sets, traditionally at anyrate, some limits on what women can do.

Now, we have also tended to find other differ-ences in types of training that girls and boys like.The results are quite complicated, but we havefound that kids don't always like to set their owngoals in a classroom situation. For example, in ourrestructured mathematics classes, kids are sup-

-

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e *

"

posed to set goals of how many problems they'regoing to do by, let's say, Friday. Then they getgraded in terms of how many problems theysolvedwhether or not they achieved the goalsthey set for themselves. This makes some kidsfeel insecure and they want more structure; theywant to be told what to do. Developing motivationis not always a happy experience. If I recall cor-rectly, in the particular school we worked in, girlswere more willing to go into this goal setting thingthan boys were. Boys wanted to be told. So, thereare sex differences in responsiveness to differenttypes of motivation training.Impact: You've mentioned indirectly, child rearingpractices in some of your texts. Could you com-ment on parents' reactions to children, the im-portance of independence training and so on?McClelland: Yes, I think the critical matter in de-veloping achievement motivation is that parentsand teachers pay very close attention to wherekids are at, what they are capable of doing. Elderstend co set standards that are beyond children'sabilities. This creates anxiety, test anxiety, fear offailure, lack of self confidence, and all sorts oftimidity and general unwillingness to try things ontheir own. The key thing is to put expectations justa little ahead of capabilities. And, of course, thatmay be hard for the teacher to do in a classroomof 30 kids. She may not be able to set goals foreach kid that are just beyond his or her ability,but I would say that the critical matter is close

6 IMPACT SUMMER, 1972

attention to what kids can do and setting goalsthat are just a little bit ahead of what the kid hasdone previouslyif you want to develop achieve-ment motivation.Impact: Going along with this ideathere havebeen criticisms of the Protestant ethic "taint" ofachievement motivation training programs. Thingsare changing now and the ethic is no longer truefor many, especially young people. That is, theremay be more of a movement towards affiliationneeds. How do you see this taking place?McClelland: There are a lot of things I would liketo straighten out about that. I don't blame peoplefor associating achievement motivation with theProtestant ethic because in my book, The Achieve-ing Society, I did connect achievement motivationsin the modern era with the Protestant reformation.However, I thought I also made it clear that thereis a tremendous difference between the Protestantethic and achievement. Achievement has occurredall over the world in places where there has neverbeen any Protestantism or any Christianity for thatmatter. I was living in Ethiopia three or fouryears ago and I discovered a small tribe there,the Gorage, who score very high in n-Achievement,and they certainly had no contact with the Westat all. So this concern for efficiency, can develop

"DO

34 '- -

quite independently of the Protestant ethic. That'sone point. Another is this belief that young peopletoday have fejected achievement motivation. Thisrepresents a classic misunderstanding both on thepart of young people and the people who criticizethem. In technical terms, I think the young peopleI've seen are rejecting power, not achievement mo-tivation. They are rejecting the need for Power,the pursuit of success, the symbols of success. AsI am fond of saying to them when they say theyare not interested in achievement, I say, "youmean you want to play the guitar badly?"Achievement motivation only has to do with doingsomething well; you can play a guitar well. Ifyou're going to go out and build a hut in thewoods, which a lot of them are doing, does it meanyou want to build a hut that leaks and would blowdown with the first gust of wind that comesalong? They say no, we don't mean that, we meanwe don't want a split level ranch house. Well, asplit level ranch house is a symbol of power; whatthey're telling me is they're not interested in that.I think there are lots of reasons why they turn offto power motivation. Many of them feel that ourcountry has abused power motivation in national

SUMMER, 1972 9

af airs, in termF of racial oppression, and in theinternational arena. So they have turned agaMstpower. I don't think they have turned againstachievement .

Impact: What about the goal setting phase ofachievement motivation? Many students seem notto want to look beyond tomorrow or the next day.Do you agree?McClelland: Well I think yes, in the career sense.I was out yesterday with a group of young peoplewho were constructing a plastic bubble for a housein the woods. I asked them what their plans wereand they said that their plans were to build thisplastic bubble and live in it. Of course I meantwhat careers were they going to follow. There area number who have renounced standard vocationsbecoming a lawyer or teacher or businessman orsomething like that. This does not mean theydon't have achievement motivation; it simplymeans that they are not hooked up with career as-pirations at the moment. This doesn't mean thatthey aren't planning ahead, they are desperatelyplanning ahead as to how to make a better plasticbubble; they're planning all the time.Impact: These students you speak of are probablyat least middle class people. Could we return tochild rearing practices again, but relate them moreto disadvantaged people? Do you have any speci-fic suggestions or ideas regarding pre-school orelementary training in achievement motivation forthese kids?McClelland: I think the application of these con-cepts depends a lot on what groups you are talk-ing about. Middle class parents should probably letup on their kids a bit; they induce some of thisrevolt by exerting so much pressure. We can seein the general sense that the kids revolt againstpower pressures. On the other hand, if you're deal-ing with. the so called underprivileged groups ordisadvantaged groups (even that terminology issuspect these days). you have to realize that theysimply haven't internalized what we call middleclass valuesbeing on time, driving for careersuccess and so on. They haven't internalized itquite frankly, because they knew darn well therewasn't any chance to get ahead, there was no

III III - I I --

IP.

- I III IP

point in internalizing values if they didn't lead youanywhere. With these groups the problem is reallyquite different and you have to start realisticallywith what the chances for success are and workwith parents and with leaders to develop an at-mosphere of encouragement for the kinds of val-ues that do lead to success in our culture. I be-lieve very much that outsiders should not set these

IMPACT 7

goals without strong participation by the peopleactually concerned. People like me shouldn't makegeneralizations about what I could do with an ur-ban environment when I really don't know any-thing about the situation they are in. I think theycould call me in as a consultant, I would be gladto try to help them set goals, but. realistically theyknow much better than I do the situation they arein.

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Impact: Would you say then that your role maybe more in helping develop the action strategiesthat would help these people to accomplish theirparticular goals?McClelland: Right. I can be a kind of technicalconsultant, but I would hesitate to set their goalsfor them. There is too much "doing good" fromthe outside, too much of a history of treatingblacks as victims instead of working on the struc-ture that produces the state of mind they're in. Ithink we could he more useful at this latter pointthan we could in trying to treat black children.We put them in the position they are in and wehave to try to change the attitude of our structurein order to allow them to create their own per-sonal goals and careers.Impact: Could you elaborate on the materials youhave developed through Educational Ventures andhow some of these ingredients could be implement-ed into various settingsfor example, the goal set-ting form, the "who am I" form, the origamigame? Is there a certain procedure or order inwhich these materials can be incorporated?McClelland: Well, I don't know, we've tried allkinds of alternatives to that, it's a little hard tosay any one is definitely more effective than an-

8 IMPACT

other. For example, with younger children we con-centrate more on what we call the action games,like the business game, ring toss, some of the"jobplays" where kids can really get up and setperformance goals. With older children we concen-trate more on what we call thought strategy, thatis, teaching them how to think like a person withhigh achievement motivation. This seems to be agenerally effective way to go about it. I think myoverall conclusion is that I would leave full initia-tive to the teacher to decide just exactly what shewants to do and is comfortable doing. I think flex-ibility is the order of the day and also once theteacher really understands what she is doing, shecan vary what she does and how she does it de-pending on where the student is at the time. Inother words, I'm trying to avoid giving a kind ofcook book approach. Professor DeCharms foundthat the best thing of all is to treat the teacheras an "origin," she should feel she can originatewhat to do in the class as long as she knows thegeneral types of games and exercises that areavailable. She can try one and then try anotherand use whatever one seems appropriate at them oment.Impact: In other words there hasn't been any realformula developed that says you do this first andthis second?McClelland: Right. There is a tradition, but eventhat has been broken. With adults, we used toteach them about motivation first, that is, wetaught them the thought patterns firstwhat is amotive, how does it express itself in thought, howdo you code it, things like that. With younger chil-dren we didn't really go into that at all becausewe weren't sure they could understand it. Insteadwe just taught goal setting and some of the actionstrategies and that seemed to work pretty well.Impact: What kind of follow up is required to getpeople to retain achievement motivation?McClelland: Well, we've done a lot of moderatelylong term follow up, a year, two years, threeyears, and certainly there is some tendency f orthe effect of a short term program to wash out ifthere isn't some support for it. This is one reasonwhy I feel that Professor Alshuler's approachwhich he carried out in collaboration with me maynot prove as effective as Professor DeCharm's ap-proach because we concentrated on changing chil-dren in a one or two week period. Then the chil-dren went back into a school which didn't under-stand or encourage what we had been trying to do.I tend to think that the effects of our trainingwashed out, whereas in the DeCharm group theyconcentrated on the teacher and once you havechanged the teacher she stays changed and shechanges her behavior in the classroom throughoutthe whole year. DeCharm found that the numberof years that the teacher received training affect-ed the outcome very much. If he had a teacher inthe seventh grade and also in the eighth gradewho had had achievement motivation training, theoutcome was better than if he had had only one

SUMMER, 1972

teacher in one of those grades who had hadachievement motivation training. So clearly, thelong term effect depends on whether the input con-tinues.hnpact: And whether it would come from differ-ent sources?McClelland: Right. Even earlier studies that DavidKolb did show that kids who went back into lowerclass homes where these things were not encour-aged did not, by and large, show a long term ef-fect, whereas kids from the middle class homestended to get the same kind of stimulation fromtheir parents they had gotten in training, and theirchanged behavior tended to be maintained.Impact: Do you foresee a combination of teachersand support personnel in the school system work-ing with parents to help their children developachievement motivation?

McClelland: Sure, I don't see why not. I meancounselors could work up sessions for parents aswell as for teachers and students. I think the moreeverybody in the process understands what is go-ing on the more likely you are to have effectivechange.

Impact: Would you recommend Alshuler's book,Teaching and Achievement Motivation for teachersand parents?

McClelland: Sure, that's the best source by far ofideas about input in our training courses. They de-scribe a variety of different inputs that teacherscan use in training their kids. It is oriented towardrather intensive courses for kids, whereas the De-Charms approach is oriented around spreading theinput out over a whole year. It really depends onwhether you are interested in an intensive ap-proach which is not so easy to fit into a schoolschedule or whether you're interested in the exten-sive approach where you do a little bit every weekfor a whole year.

Impact: What should a teacher or counselor doto learn more about achievement motivation?McClelland: Well, I think if a teacher or counseloris interested in achievement motivation the veryfirst thing to do is to send for a copy of TeachingAchievement Motivation by Alshuler and othersfrom Educational Ventures, Inc., Middletown, Conn.Also, I think that the company sends out samplesof some of the materials that can be used in theclassroom. After reading through those materialsand reading through the manual, the teacher hasto decide whether she can go ahead and workfrom that material. It's basically do it yourselfmaterial. We have found that in many cases teach-ers simply don't feel enough self confidence to goahead themselves without any help. Of course, itis better if you can get help, the problem is thatyou have to find money to pay for it. EVI is will-ing to set up three to five day workshops that helppeople understand how to use the materials, andnot only EVI but other institutions are prepared todo that. You'd have to write EVI to get ti:e exact

SUMMER, 1972

NI Need(P0) Penonal Obstacle

(WO) World ObstackUV Help

(ACT) Action(FOF) Fur of Failure

(HOS) Hope or Succen(IF) Odom FeelingsOF) Succe s Feelings1/41) Achievement Imagery

costs. Again, the best contact would be EducationalVentures, Inc. or maybe McBer and Company, 675Massachusetts Avenue, Cambridge, Mass., whichoffers public seminars from time to time. In afew instances some of the schools of Educationwill start offering Summer courses on psychologi-cal education. I think it is just a matter of timebefore they become more generally available.Impact: What kind of relationship do you see be-tween achievement motivation and the current em-phasis on affective education?McClelland: I think they are very much a part ofthe same movement. I think affective educationessentially involves all kinds of games and exer-cises which arouse students' interests and emo-tions in a veriety of ways with the goal of self-examination and understanding. Achievement mo-tivation is a more directed forma more specificsub type of affective education.Impact: Would you say that achievement motiva-tion training is for everyone? That is, can thehelp in goal setting and other types of traininghelp those whose motives are more power or affili-ation oriented?McClelland: I meant to say earlier that achieve-ment motivation training clearly has effects thatare more general than just increasing achievementmotivation. You do teach a person general habitsof self study and they give him a lot of knowledgeabout himself that is useful later on even if hedoesn't want to develop his achievement motiva-tion. I would stress that this type of motivationtraining has general values, it isn't geared just todevelop achievement motivation, although this isits primary purpose.

Impact: Impact has a futurist advisory committeethat speaks to developing new kinds of appropriatecoping behaviors for the changes which are occur-ring in our society. Top among these is helping in-flividuals develop more spontaneous and depthfulkinds of relatabilities. By learning to relate andcommunicate they use concepts of efficiency asthey relate to interpersonal behavior. So, the ques-tion iscan you apply achievement motivation con-

IMPACT 9

cepts, especially efficiency concepts in making peo-ple more effective in affiliation kinds of motives?McClelland: There is always a problem when youtry to transfer a concept like efficiency from onemotive system to another. If you apply efficiencyto the affiliation motive, you end up with a kindof old "charm school" concept. You can train peo-ple to be very efficient in how they smile, whenthey smile, how much of a smile they give to whatkind of a person and so on. That kind of cold cal-culating approach in afffiiative behavior is obvious-ly very inappropriate and readily recognized bythe person receiving the smile as calculating, andtherefore, less than honest, spontaneous, affiliativebehavior. I think there is a lot of misfiring in at-tempting to apply the efficiency concept to othermotivational areas. This is one of the reasonsyoung people are so upset about what they callthe technological society, or the consumer societyin which all of life tends to be evaluated by theefficiency concept. I personally think that it is amistake to overgeneralize the efficiency concept toall areas of life.Impact; So in effect, the attempt to more general-ly utilize achievement motivation concepts wouldbe inappropriate?McClelland: Yes, I think you can push it too far.Just because we happened to study achievementmotivation first doesn't mean that it is the onlyworthwhile motive.Impact: If you had your druthers in regards towhat is to be done in public education relative toachievement motivation training, what recommen-dations or suggestions would you make?McClelland: They tend to be more system kinds ofthings. Having worked with various school systemshere in the Boston area, I think that I would liketo see more teacher-supervisors trained in psycho-logical education so that they can run workshopsfor the future. That, unfortunately, is somethingthat we haven't been able to bring about. Super-visors tend to cling to old modes by checking upon new teachers to see how they are doing, sittingin on their classrooms, filing reports for promo-tions and so on. Improvements in teachers arelargely geared to going to school somewhere toget a Master's in educational psychology or some-thing. My feeling is that we ought to be provid-ing courses for teachers of a practical nature likepsychological education and then I would leaveit to the teachers. My experience is that mostteachers, and counselors too, wish someone woulddevelop a better system for helping teachers at-tend workshops as well as getting materials tothem which they can use in class.Impact: Do you find that teachers who takeachievement motivation training are using its con-cepts in their own personal lives as well as inchanging the structure and the means by whichthey teach?McClelland: Well I don't think it's so much in theirpersonal lives, although in fact we found that a

10 IMPACT

good percentage of teachers got promoted prettyfast. I think most of them discover that teachersare high in what we call socialized power motiva-tion, that is they want to have an impact on othersfor their own good, which reflects a power motive.They discover that achievement motivation is notso personally relevant although, again, the train-ing has generalized effects that aren't specific tothe achievement motivation area. Mainly, they un-derstand their own motives better and are there-fore better able to plan. But even more than that--a teacher who just finished such a course recentlytold me that it was going to be a tremendous helpto her, mostly in the area of understanding whydifferent kids were really turned on by differentthings. Somehow she hadn't realized that playinga competitive game like wrestling, which madeher nervous, was actually enjoyed by other peo-ple. Things that she was not very interested inother people liked. She now understood some ofthose differences and thought that would make tiera better teacher. She had understood that intel-lectually before, of course, but it's a differentthing to really see it happen and to feel it yourselfand observe the emotions of others.Impact: Many of the young now are almost usingGreening of America as a kind of bible. In it,Reich talks about the hip in the establishment, theindividual who is trying to change the institutionaway from essentially entrepreneurial and powermotives to affiliation and expressive values. Thehip person says to individuals that he could live inthat kind of environment but it's important forthem to develop their own sets of values and givethem much greater opportunity for expression thanthe level 2 kind of organization man has ordinarilyafforded himself. What would you say of studentswho think in such a way?McClelland: I think there is some of that in whatwe were talking about earlier. You can't apply theefficiency concept in affiliative areas. It becomesinappropriate to reduce all life to a one dhnen-sional kind of existence. What we need is a lot ofvariety. I think the revolt against excessive em-phasis on technology and efficiency is great, as longas you don't throw the baby out with the bath.Everything is appropriate in its place.

References

Alschuler, Alfred; Tabor, Diane; McIntyre, James,Teaching Achievement Motivation, Middletown,Conn.: Education Ventures, Inc., 1970.

McClelland, D.C., The Achieving Society, Prince-ton, N.J., Van Nostrand, 1961.

McClelland, D.C. and Winter, D.G., MotivatingEconomic Achievement, New York: Free Press,19n.

McClelland, D.C. "Toward a Theory of Motive Ac-quisition," American Psychologist, 1965, pp. 321.

McClelland, D.C.; Davis, W.N.; Kahn, R.; Wan-ner, E.; The Drinking Man (Alcohol and HumanMotivation), New York: The Free Press, 1972.

t2c..0

SUMMER, 1972

RATE YOUR ACHIEVEMENT MOTIVATION

The following scale attempts to measure achieve-ment motivation levels in relation to school, em-ployment, family, community and leisure time situ-atiins. Further, it attempts to assess overallachievement motivation in terms of thinking andaction.

It was devised by Robert Smith, an ImpactStaff member currently conducting research in thearea of achievement motivation. It is uniqueamong achievement mctivation scales in that itreaches beyond measurement of school and em-ployment achievement patterns. It is based onpresent theories of achievement motivation, re-search on the thinking patterns and basic actionstrategies of the high achiever and other similarscales such as the T.A.T. (Thematic ApperceptionTest) and Farquhar's M-scales.

This scale is not meant to be definitive; it wasdesigned to touch upon known principles ofachievement motivation measurement in order toencourage you to view your behavior in terms ofthe achievement motive. (A fuller explanation ofthe scale and its rationale follows the instrument.)

Impact is interested in how readers score inachievement motivation and what they thinkabout the instrument-its personal and profes-sional usefulness. Please send us your reactionsand scores (anonymously, if you wish) to Im-pact/Achievement Scale, P.O. Box 635, Ann Ar-bor, Michigan 48107.

SCALE DIRECTIONS

Rate yourself according to the following characteristics. Please circle one of the five categories fol-lowing each characteristic. N=Never, 3:7:Sometimes, 50%=50% of the time, U=Usually, A=Always.

In school work, I am (was) N S 50% U A

1. an achiever 1. ( ) ( ) ( ) ( ) ( )2. productive 2. ( ) ( ) ( ) ( ) ( )3. ambitious 3. ( ) ( ) ( ) ( ) ( )4. competent 4. ( ) ( ) ( ) ( ) ( )5. energetic 5. ( ) ( ) ( ) ( ) ( )6. aggressive 6. ( ) ( ) ( ) ( ) ( )7. thorough 7. ( ) ( ) ( ) ( ) ( )8. efficient 8. ( ) ( ) ( ) ( ) ( )

At my place(s) of employment I am (was)

9. an achiever 9, ( ) ( ) ( ) ( ) ( )10. productive 10. ( ) ( ) ( ) ( ) ( )11. ambitious 11. ( ) ( ) ( ) ( ) ( )12. competent 12. ( ) ( ) ( ) ( ) ( )13. energetic 13. ( ) ( ) ( ) ( ) ( )14. aggressive 14. ( ) ( ) ( ) ( ) ( )15. thorough 15. ( ) ( ) ( ) ( ) ( )16. efficient 16, ( ) ( ) ( ) ( ) ( )

SUMMER, 1972 IMPACT 11

Answer each question how you really are, not haw you would like to be. N S 50% U A

17. Much of my spare time is well spent with my family, 17. ( ) ( ) ( ) ( ) ( )18. I am active in community affairs. 18. ( ) ( ) ( ) ( ) ( )19. I carefully plan recreational activities. 19. ( ) ( ) ( ) ( ) ( )20. I enjoy competitive recreational activities. 20. ( ) ( ) ( ) ( ) ( )21. Our family actively plays and works together. 21. ( ) ( ) ( ) ( ) ( )22. Our family works as a unit so we can use our time effectively

together. 22. ( ) ( ) ( ) ( ) ( )23. I am active even during leisure time. 23. ( ) ( ) ( ) ( ) ( )24. When proceeding with a difficult task, I think of all the re-

sources that may be available to me in order to accomplishthe task 24. ( ) ( ) ( ) ( ) ( )

25. I have a strong desire to be a success in the things I set out to do. 25. ( ) ( ) ( ) ( ) ( )

26. I try to follow the rule: Business before pleasure. 26. ( ) ( ) ( ) ( ) ( )27. I thoroughly study candidates qualifications at election time. 27. ( ) ( ) ( ) ( ) ( )28. I take an active part in organizing and seeing that parties are

etertaining 28. ( ) ( ) ( ) ( ) ( )29. I can keep my mind on a task for a long period of time. 29. ( ) ( ) ( ) ( ) ( )30. I would rather work with an expert in the field than with a

friend or someone I know. 30. ( ) ( ) ( ) ( ) ( )

31. In most projects I would rather take personal responsibilityfor completion than be only a contributor. 31. ( ) ( ) ) ( ) ( )

32. I think what is best for the family, discuss it, and then worktoward that goal. 32. ( ) ( ) ( ) ( ) ( )

33. I like to undertake projects that involve some risk 33. ( ) ( ), ( ) ( ) ( )

34. Planning activities in advance doesn't take the fun out of life. 34. ( ) ( ) ( ) ( ) ( )

35. I have a tendency not to give up easily when confronted witha difficult problem. 35. ( ) ( ) ( ) ( ) ( )

36. The thought of losing is less painful than succeeding ispleasurable. 36. ( ) ( ) ( ) ( ) ( )

37. I take the time to keep abreast of national affairs. 37. ( ) ( ) ( ) ( ) ( )38. I play an active role in several community clubs and or-

ganizotions. e.g., zero population growth, pollution control. 38. ( ) ( ) ( ) ( ) ( )

39. When working on a committee, I like to see that plans arefollowed through efficiently. 39. ( ) ( ) ( ) ( ) ( )

40. I prefer to know how I am progressing and to obtain concretefeedback when working at a task. 40. ( ) ( ) ( ) ( ) ( )

41. While working on a task, I think of how it will feel when andif the task is successfully completed. 41. ( ) ( ) ( ) ( ) ( )

42. Despite the uncertainty of the future, it pays to make plans. 42. ( ) ( ) ( ) ( ) ( )43. I finish things that I start. 43. ( ) ( ) ( ) ( ) ( )

44. When engaged in leisure time activities, I try to strive forexcellence. 44. ( ) ( ) ( ) ( ) ( )

45. I prefer things to be challenging (involving some risk of failure). 45. ( ) ( ) ( ) ( ) ( )46. I intentionally set time aside so that I can help to develop

efficient expenditure of community funds and provide themost effective community functions. 46. ( ) ( ) ( ) ( ) ( )

47. When playing a game, I like to fully know and understand therules and regulations. 47. ( ) ( ) ( ) ( ) ( )

48. When involved in a task, I sometimes think of how I may feelif I fail. 48. ( ) ( I ( ) ( ) ( )

49. I set goals for my lifetime. 49. ( ) ( ) ( ) ( ) ( )50. I prefer projects that require an intensive effort or a long

term commitment. 50. ( ) ( ) ( ) ( ) ( )51. I feel that my present work is meaningful. 51. ( ) ( ) ( ) ( ) ( )52. When proceeding with a task, I will list (mentally or in

writing) those obstacles outside of me that may hinder mycompleting the task. 52. ( ) ( ) ( ) ( ) ( )

53. I thoroughly explore the environment before making decisions. 53. ( ) ( ) ( ) ( ) ( )

54. As a family unit we carefully pre-plan our activities. 54. ( ) ( ) ( ) ( ) ( )

55. I like to know how I am performing when working on a task. 55. ( ) ( ) ( ) ( ) ( )56. When working on a difficult task, I am aware of and try to

improve personal weaknesses that may hinder successfultask accomplishment 56. ( ) ( ) ( ) ( ) ( )

12 IMPACT SUMMER, 1972

SCORINGThe higher your score, the higher your tendencyvation. All questions are to be scored as follows:

toward achievement

N (Never) 0 pointsS (Sometimes) 0 points50% 1 pointU (Usually) 2 pointsA (Always) 3 points

SCALE DESCRIPTION

mod-

AREA POINTS POSSIBLE

1. Achievement motivation in academic areas 24

(Questions 1-8)

2. Achievement motivation in employment(Questions 9-16)

3. Achievement motivation with family(Questions 17, 21, 22, 32)

4. Achievement motivation in community affairs(Questions 18, 27, 37, 38, 46)

5. Achievement motivation in(Questions 19, 20, 23, 28, 44)

6. General Achievement Motivation:High achievement motivation thinking(Questions 24, 25, 36, 41, 48, 50, 51, 52, 56)

High achievement motivation action. 48(Questions 26, 29, 30, 31, 33, 34, 35, 39, 40, 42, 43, 45, 47, 49,53, 55)

relation to leisure

24

12

15

15

27

TOTAL SCORE POSSIBLE 165

If you are truly achievement motivated, you'll want to know how wellyou did. The following interpretation has, at best, informal validity:

148-165: You can leap tall buildings at a single bound128-147: You are presidentiai material115-146: Flap your wings-you can fly if you try99-114: More effort required; are you by any chance affiliation

motivated?83-98: Add again. If you still get the same score, maybe you're

too modest.

EDITOR'S COMMENT

The achievement motive is simply one motiveamong an infinite number of motives within an in-dividual's personality. The strength of the achieve-ment motive will vary as will those of other mo-tives, depending upon individual circumstances andvalue systems. In developing this scale, no implicitvalue was placed on the achievement motive overand above other motives-affiliation, power, etc. Itonly attempts to focus on one motive; other scaleshave been developed to measure other motives.

It is believed that everyone possesses the motiveto achieve. Everyone thinks at some time of ac-complishing certain goals in the best way possible.

This desire is manifested in various ways andchanneled in different directions. However, re-search has shown that certain achievementthoughts are especially characteristic of peoplewith a high need to achieve. The following thoughtscharacterize "achievement thinking":

SUMMER, 1972 I M PACT 13

1. Desire for excellence. The high achiever (or onewho has high achievement motivation) tends tobe competitive not only with himself but withothers. He wants his accomplishments to beunique and is anxious to make an intensive.long-term commitment to task completion.

2. Need. The high achiever has an intrinsic desireto achieve.

3. Action. The achiever initiates planning directedat achieving excellence.

4. Hope of success and success feelings. Expecta-tions for success are high; the high achiever ispersonally rewarded by success.

5. Fear of failure and failure feelings. There is atendency for the high achiever to worry aboutfailing, even before anything happens. If failuredoes occur, the higher achiever is greatly de-flated.

6. World obstacles. The high achiever examinesexternal obstacles and tries to formulate waysto get around them in order to achieve hisgoals.

7. Personal obstacles. The high achiever looks athis own weaknesses and tries to compensate forthem or overcome them.

8. Help. The high achiever is always conscious ofresources, help, ideas etc. which will allow himto achieve his goals. He examines these sourcesof help and chooses the best possible sourcesfrom them.

In addition, four behaviors have been found tocharacterize the high achieving person. Thesecharacteristics combine to comprise an energeticand innovative individual who is highly concernedwith improvement, doing things faster, better,more efficiently.

1. Moderate risk taking. In a new situation wherea person must rely on his own skill, the highachiever takes carefully calculated moderaterisks. He sets goals that are challenging, butnot goals that are unreasonable or too simpleand undemanding.

2. Use of immediate concrete feedback to modifygoals. The high achiever likes to know how wellhe is doing. Thus, he seeks situations that offerregular concrete feedback about his progress orlack of it, and uses feedback to modify his goalsor behavior.

3. Personal responsibility. People with high needto achieve like to test how much they can do.They like situations where they can take per-sonal responsibility for successes and failures.Typically, they initiate activities in which theycan assume personal responsibility.

4. Researching the environment. Persons with highachievement need, approach new situations witha style that is alert, curious, and intentional.They might be described as "sizing up" thesituation, checking out limits and possibilitieswith a goal in mind.

Quantity reprints of "Rate Your AchievementMotivation" are availaMe at minimum cost.Write Impact/Achievement, P.O. Box 635, AnnArbor, Michigan 48107.

If you would like to learn more about achievement motivation, there is a Searchlight (5R) anda list of current books on achievement motivationavailable for $1.00. Write Inipact/Searchlight 5R,P.O. Box 635, Ann Arbor, Michigan 48107.

If you have enjoyed Impact this year, you'llhave even more to enjoy next year! Impact willbe published bimonthly and will feature topicssuch as: adoptable group processes, accountabil-ity (what does it entail and how can we makeourselves accountable?); a relevant career guid-ance approach which includes start up and im-plementation procedures, materials and sugges-tions for evaluation, the counselor and humansexuality; conducting your own program eval-uation; changing agentry development and tech-niques and preparation hints for counseling vari-ous minority groups.

Because Impact has been so well received weare able to offer two additional issues with NO

increase in price. For further renewal pricinginformation see the inside back cover of thisissue.

14 IMPACT SUMMER, 1972

The summer months and early fallwill bring a number of conventions ofspecial interest for Impact readers.

Members of the Association of Collegeand University Housing Officers havetentatively set their conference date forJuly 30-August 3. The Diplomat Hotel,Hollywood, Florida, will be the site forthis conference and Harold C. Ritter,Director of Housing, University of Flor-ida, Gainesville, 32601, is the contactperson for the Housing Officer's con-vention. The American Federation ofTeachers AFL-CIO will be holding itsconvention at the St. Paul Hilton, St.Paul, Minnesota, August 14-18. Meet-ings are open only to members andRobert G. Porter, Secretary-Treasurer,AFT, 1012 14th St , NW, Washington,D.C., 20005 can be contacted regardingspecific information about the meet-ings. "Research and Development inTeaching" is the topic being discussedat the follow-up workshop to the Febru-ary convention of the Association ofTeacher Educators. The workshop willbe held August 14-18 at the State Uni-versity College, Fredonia, New York.Contact Melvin C. Buller, ExecutiveSecretary, ATE, 1201 16th St., NW,Washington, D.C., 20036 for informationabout program activities and registra-tion. Contact Cindy Won regardinginformation about the American Psy-chological Association's convention Sep-tember 1-8. Her address is APA, 120017th St., NW, Washington, D.C. 20036.Incidentally, an incentive to attend thisconventionit will be held in Honolulu.Hawaii. Finally, the American Psy-chiatric Association will be holding itsconvention on September 25-28 in St.Louis, Missouri. Walter E. BartonMedical Director, APA 1700 18th St.,NW, Washington, D.C. 20009 is the con-tact person for this convention.

In highlighting some of the summerconvention sites, conventioneers will behappy to know that there will be a va-riety of things to do and see along withconference meetings. II

Hollywood, Florida offers an enter-taining time for those attending thehousing officers' convention. If you area golfer, bring along your clubs be-cause Hollywood is best known as Flor-

SUMMER, 1972

ida's "golfingest" city, a nickname ithas earned by virtue of the fact thatno fewer than 17 golf courses existwithin the city limits. For individualswith varied interests, there are suchplaces as Gulfstream. Park, one of thenation's major racing establishments;charter boats for all types of fishing;and of course, there is Hollywood's six-mile stretch of public bathing which ishighlighted by a 2-mile long boardwalk.For further information about Florida,contact the Greater Hollywood Cham-ber of Commerce, 33 North FederalHighway, Hollywood, Florida, 33022.

Finally, members of the AmericanPsychiatric Association will be sur-prised to find out all of the things todo that St. Louis has to offer. Forbaseball fans, the St. Louis Cardinalswill be playing at home on the 24ththrough 27th. Tickets can be purchasedat the stadium. Also the St. Louis Car-dinals football schedule will be under-way. The St. Louis Fall Festival isscheduled for the end of September. AsSeptember approaches, further informa-tion regarding special activities duringthe festival will be announced. Otherplaces to visit in St. Louis are Museumof Transportation, St. Louis Zoo, Plan-etarium, and cruises and excursions onhistoric boats. Write to the Conventionand Tourist Board of Greater St. Louisfor further information about the fallfestival and other general informationabout St. Louis.

'""1

APGA's first field seminar was heldFebruary 11-13 at Virginia Beach, Vir-ginia with the Virginia Personnel andGuidance Association as host. This wasthe first of a planned series of sem-inars to be held by APGA throughoutthe country to bring another service tothe "grass roots."

The U.S. Office of Education will re-ceive over 6 million dollars in the 1973national budget. Of this amount CareerEducation made definite increases as aresult of budget reorganization and anaddition of 55 million in new funds. Vo-cational and Adult Education fundingwill remain at the same 1972 levelswith the exception of a 2 million in-crease in curriculum development toassist the states and local educationalagencies in adopting the career educa-tion concept.

Graduate and pre-doctoral internshipsin rehabilitation counseling and devel-opmental disabilities are being offeredat Devereaux Schools, residential cen-ters for multi-disciplinary treatment,special education and rehabilitation insuburban Philadelphia. The internshipscover a 12.month program with men-tally retarded and emotionally dis-turbed children, adolescents and youngadults. Stipends are $3,400 plus a hous-ing allowance of $150 a month. For in-formation contact: Dr. Henry Platt,Devereaux Foundation Institute of Clin-ical Training, Devon, Pa., 19333.

The Kiplinger Foundation has giventhe American Board on Counseling Ser-vices $2,000 to begin work on a na-tional directory of counseling agenciesand services qualified for membershipin the new association ACHDS. The di-rectory will be published in the fall.

WORKSHOPS GALORE!

See this issue of Impact's specialsection on things to do this sum-mera number of workshops takeplace under the summer sunsomein your area. Be sure to look forthem!

IMPACT 15

We are really spreading our wings!For this issue, we contacted and re-ceived responses from twelve guestpanelists with whom we shall be intouch from time to time in futuremonths.

Respondents to our current questionare:Keith Barnes, Director of Counseling

Services, Columbus (Ohio) PublicSchools

Ralph C. Bedell, Director, National Ed-ucation Studies, University of Mis-souri-Columbia

Ralph F. Berdie, Coordinator, of Ad-missions, Registration, Student Rec-ords, University of Minnesota

Thelma T. Daley, Past-President ASCA,Director of Counseling, Over lea (Bal-timore) Senior High School

Glenn E. Fear, Counselor, Tipton(Iowa) Community School

Robert L. Frank, Professor of Coun-selor Education, University of North-ern Iowa

Darrell Hines, President ASCA, Direc-tor of Pupil Personnel Services,Bellevue (Washington) High School

John C. Ormsby, President, New YorkState Personnel and Guidance Asso-ciation, Director of Guidance, Haver-ling Central School, Bath, New York

Thomas I. Quinn, Coordinator, CareerInformation and Planning Ser vice,San Mateo (California) County Officeof Education

Bruce Shertzer, President-Elect, APGA,Professor of Education, Purdue Uni-versity

Robert Zeller, Director, Early Child-hood Training and Learning Center,Belleville, Illinois

Eugene J. Zola, Executive Director,New York State Personnel and Guid-ance Association, Inc., Albany, NewYork

The question which we posed to ourpanel was: What do you feel have beenthe most important developments andinfluences in guidance and student ser-vices during the past year or so whichhave implications for the future of thefield?

Answers were varied, touching basewith one another on several key points.

1. The U.S. Office of Education prioritygiven to career education is changingthe face of guidance and counseling.

The strong emphasis given to the ca-reer education concept makes it appar-ent that counselors will be called uponincreasingly, to expend more system-atic efforts on educational and voca-tional planning, not only for those stu-dents who are going to college, but for

16 IMPACT

the noncollege bound as well. Careereducation may, thereby, bring changesin counselor education programs whichwill have to offer potential counselorsa variety of intervention forms to en-able them to work successfully with agroup more diverse than has previouslybeen served. While the future of guid-ance and counseling may lie in this al-tered emphasis, major changes in guid-ance will have to occur, including rec-ognition of the need for the useof paraprofessionals, community re-sources, counselors, teachers and stu-dents in a team approach for the great-est possible impact on students. Careereducation itself may come to serve asa major and unifying force in educa-tion, from the elementary level throughthe post-secondary level. The majorgoal of guidancestressing the decisionmaking processwill thus become amajor function of the counselor.

2. Changes in certification emphasizethe need for professional assessmentand open the door to more effectiveutilization of personnel,

The movement to change certificationof counselors is calling for a reassess-ment of role in terms of communitysettings and relationships to other pro.fessionals, which, in turn, is leading tonew models in counseling and guid-ance. There is continuing concern forachieving counselor identity in relation.ship to the use of both support person-nel and more highly trained counselors.The concept of a career ladder forcounselors, based on counselor skillsrather than career prestige, has greatimplications for training at all levels.An integral part of this concept is cer-tification through a process of perform-ance criteria enabling the utilization ofthose who are prepared and who canperform but who do not meet tradition-al requirements. Such a change in cer-tification will open the field to vigor-ous, effective people who have hereto-fore been eliminated. An increased em-phasis on evaluation and accountabilitymakes it virtually mandatory for coun-selors to be able to "define their role,evaluate their eff ectiveness, and dem-onstrate that they do make a differ-ence." The experience of evaluatingtheir effectiveness will force counselorsto focus on student needs rather thaninstitutional needs.

3. The educational "money crunch" islikely to have favorable as well as un-favorable results.

Taxpayer resistance to ever-spiralingcosts of educational services has al-ready cut severely into counseling ser-vices. If counseling is to survive as a

profession, it must have a "firm finan-cial base" on which to operate. Coun-selors cannot realistically be expectedto deal effectively with the concerns ofothers when they, themselves, are con-stantly threatened with professional an-nihilation. They must begin to lobbyactively, at all governmental levels,through their professional associations,for state and federal funding of coun-seling and guidance programs for allrather than for the disadvantaged only.Congressional concern with new formsof taxation have great meaning for theprofession. No longer is it sufficient forcounselors to be concerned with theeducational settings in which their stu-dents function: they should also be c.)n-cerned with the "social setting"thatis, the world about them. The currentattempt to introduce a "value added"tax has implications for student per-sonnel work in that such a tax, whichtends to be regressix in nature, re-duces the occupational opportunity op-tions for disadvantaged youngsters inparticular. Counselors cannot, in goodf aith, present career options to young-sters, who, because of the tax struc-ture, cannot hope to come out fi .

nancially ahead while pursuing theseoptions. The net amounts left to per-sons, after repressive taxation, particu-larly at entry level positions, are notlikely to be genuine alternatives to re-maining on welfare rolls. Therefore,counselors must continue to expandtheir interest in government action, es-pecially in the area of taxation, andmake their educated opinions known totheir legislators.

The shortage of money has had atleast one positive aspect. The recogni-tion of paraprofessionals as legitimatemembers of the helping profession hasbeen an important byproduct of thecurtailment of professional funding. In-stitutions, concerned with budget prob-lems as well as the need for account-ability, can no ionger afford the "lux-ury" of unlimited numbers of profes.sional counselors. Paraprofessionals area practical adjunct, and should be rec-ognized and encouraged by professionalassociations.

4. Professional organizations are tryingto become more responsive to theneeds of minority groups.

The establishment of the Division forNon-White Concerns in Counseling andGuidance as a division of the AmericanPersonnel and Guidance Associationhopefully will encourage stronger andmore unified development than haspreviously been possible for programs,services and research activities to meet

SUMMER, 1972

the needs of this population group. In-creasingly, professional concerns arebeing expanded to include not onlyblacks, but Chicanos, Indians and or--entals as well.

5. Changes in priorities have broughtabout changes in role emphases.

The current shift in ernphask; fromcrisis-counseling to preventive counsel-ing, based on meeting the lifetimeneeds of the individual, is resulting ina major shift in counselor role fromcounseling to consulting. More andmore, counselors are being asked tobecome involved in both cognitive andaffective domains through participationin curriculum development and valueorientation.

The earlier emphasis on adolescentguidance is expanding to include bothearly childhood and adult guidance pro-grams. Counselor roles and functionsare shifting at these levels to accom-modate the ned needs. The greater em-phasis on early childhood programswill have impact on elementary guid-ance for which differentiated staff isbeing suggested. Such an idea presentsa challenge to the profession, particu-larly at the training level.

Increased utilization of individualizedinstruction has led to increased use oftechnical and programmed input. Theindividual differences of the studentmay be well.served, but his personalityoften becomes obliterated in the pro-cess. Counselors will have to increasetheir efforts to overcome this tendencyto negate the individual personality ofthe student.

G. There has been a strong trendtoward the invalidation of most of ournormative concepts of "adjustment."

Up until the mid-sixties, at least,most helping persons had a ratherwidely shared sense of "goal" regard.ing the personality processes and lifechoices of their clients. This "goal"was derived from values which werelarply white, middle-class and Anglo-Saxon.

More recently the "melting pot" her-itage has been under attackpeopleare no longer concerned with submerg-ing their differences to conform to theAmerican idealor perhaps it is theideal American. Rather, they are de-sirous of living in harmony with otherswhile retaining their cultural diversity.This duality of purpose presents ther-apists and counselors with issues bothimportant and poignant.

To what extent can members ofthe helping professions properly alignthemselves with "the revolution," aid.ing their clients to deny, submerge oroppose traditional sources of authorityin their lives cis well as in Americanculture? Actually, this question posesanothcr: To whom does the professionalowe his allegianceto his institution orhis client? Can he legitimately encour-age his clients to oppose the acceptednorms of his sponsoring body? Is heobligated, insofar as the counselor-cli-ent relationship is concerned, to ex-

SUMMER, 1972

press his own set of values? In short,what are the appropriate relationshipsbetween counselor functions and theevolving social order?

7. People as well as concepts are mak-ing a difference in student personnelwork, through their writings and pro-fessional presentations.

Bob Brown's minograph, Student De .velopment in Tomorrow's Higher Ed-ucatkm: A Return to the Academy,centers on a thorough (and probablycontroversial) discussion of role andfunction wibch is likely to have greatimpact on the field of college studentpersonnel work. David Campbell hasformulated The Handbook for the

Strong Vocational Interest Blank (Stan-ford Press) which provides, under onecover, more information on the Strongthan is similarly available for anyother widely-used psychological instru-ment.

James Carnevale has developed newcounseling techniques and new methodsof role articulation which hold prom-ise, particularly in the areas of ac-countability and fiscal responsibility.

Lacy Hall has developed materialson "Value IdentificationMotivationAchievement" which helps to bridgethe communication gap between adultsand youth.

In the words of one of our respon-dents, "Try themyou'll like them!"

HEAD TERMINOLOGYAcidLSDAcid headLSD abuserBad tripUnpleasant experience with drugsBagA small container or packet of drug, usually

heroinBangTo inject a drugBeanCapsule; also capBenniesBenzedrine, an amphetamineBent out of shapeUnder the influence of LSDBluesBarbituratesBlue DevilsAmytal, amobarbital, also blue heavenBoyHeroinBullEspecially federal narcotics agents, also

policeBurnedTo get phony or badly diluted drugsCocaineAlso called coke, corine, dust, snow, flake,

snow whiteCandyBarbituratesCapCapsule of a drug, usually a narcoticChargeMarijuana, instant euphoria, or a highCold turkeyWithdrawal from drugs without medi-

cationCookerA spoon or bottle cap used to heat heroin

in preparation for injectionComing downEmerging from the influence of LSDCutTo adulterate or dilute a drug, especially a

narcoticDealerDrug supplier, especially a wholesaler.Dime bagTen dollar purchase of narcotics, usually

heroinFlea powderphony drugs or drugs of poor qualityFitFrom Outfit, the paraphernalia for injecting

drugsFreak outA bad experience with a hallucinogenic

drugGassingSniffing gasoline fumesGlad ragA cloth or handkerchief saturated with a

volatile substance for sniffingGrassMarijuana, also called Mary Jane, weed, pot,

hemp, hash, tea, hay, "T"Joy popTo inject a small amount of a drug,

usually under the skinJunkNarcotic drugs; JunkiesNarcotic addictsJuviesJuvenile officersKickTo get off drugs

4 IMPACT 17

Drug Education

Worthy of the Name

211

by Joel W. Goldstein

Dr. Goldstein is an assistant professor of Psychology andIndustrial Administration at Carnegie-Mellon University inPittsburgh. He has advised various private and civic groupson drug education programs and has taught courses in Psy-choactive Drugs and Drug Use. The paper presented hereis based, in part, upon research supported by the MauriceFalk Medical Fund and NIMH grant No. MH-15805.

What should drug education be? To me the an-swer to this question is not immediately or intui-tively obvious. In order to answer it, important is-sues must be faced. My title indicates, of course,that I feel that much of what has been passing asdrug "education" is not worthy activity. Somedata I have collected from students supports thisview. I asked students enrolled in my undergrad-uate course, Psychoactive Drugs (Goldstein &

Korn, 1971), to complete a questionnaire on thedrug educational experiences, organized and unor-ganized, they had experienced before coming tocollege. Usable data was collected from 90 to 97enrolled students. 81% of them reported that theyhad had an organized drug educational experienceof some kind. Virtually all of these were connectedwith their high schools (mostly during their sopho-more year). Also, 57% reported "unorganized"learning experiences; these were usually a com-bination of reading, talking with peers, and some-times direct personal experience.

Table 1 gives data on the relationship betweenstudents' drug use experience and their evaluationof both organized and informal learning experi-ences. Several points are immediately clear: unor-ganized learning experiences were viewed muchmore favorably than organized ones, and for or-ganized programs, the less usage the student hadexperienced the more favorably the programs wereviewed. This data comes from students seeking ad-ditional information about drugs voluntarily; how-ever, we have also found that students in generaltend to evaluate mass media drug messages morepositively if their own usage is low. The data fromcur college course is presented here because in-formation on the extent and evaluation of drug ed-ucational efforts is in short supply.

SUMMER, 1972

Table 1Evaluation of Drug Education Experiences by Type of

(in Per Cents)Drug Usage

Organized Program:PosRive

Evaluation

Unsure Negative

Positiveminus

Negative

No Use 16 56 25 19 37

Marijuana Use Only 24 46 29 25 21

Marijuana & OtherIllicit Drugs 33 45 15 39 6

All User Types 73 48 22 30 18

Unorganized Learning:No Use 13 77 23 77

Marijuana Use Only 19 100 100Marijuana & OtherIllicit Drugs 19 84 16 S4

All User Types 51 88 12 88

Note: The 17 students who had no organized drug educational experience were distributed among the user types as fol-lows: No Use, 7 students; Marijuana Use Only, 8 students; and Marijuana and Other Illicit Drugs, 2 students.

Almost all of the organized programs were partsof courses or assembly programs. Seventy percentof the females regarded these experiences positive-ly, but only 42% of the males did (a finding notunrelated to the greater frequency and extent ofillicit drug usage among males). The programswere films or talks starring teachers, policemen,doctors, former drug users, or, most frequently, acombination of these. All of these types of presen-tations resulted in some substantial positive evalu-ations. The message here would seem to be that itisn't who you are (or what media is used), butrather, what is said which determines the recep-tion the program receives. Students viewed pro-grams positively when they were seen as honest,convincing, and had an emotional impact. Confirm-ing one's personal experience also was frequentlymentioned.

These students were asked to tell us whetherthey felt drug education should be carried out inthe schools and, if so, when. Overwhelmingly andirrespective of the nature of the student's evalua-tion of his own organized experience, they saidyes, drug education belongs in the schools. Stu-dents were more in favor of having it in the secon-dary school than at the primary level, but even forthese earlier grader. the idea won more favor thandisfavor.

Considerations the Prospective Drug EducatorShould Keep in Mind

We tend to respond to drug usage among youngpeople emotionally and negatively because we haveall had conditioning which associates this activitywith evil and harmfulness. Sometimes it is, buteven if it always were, it is more useful to takean objective stance toward the matter than to dootherwise. Drug use is behavior. As such we maythink of it as having causes and effects in thesame manner that other more mundane activitiesdo. such as eating pizza or choosing a vocation.Thus a useful teaching model for drug education

SUMMER, 1972

is, in part, the science course. I am not suggest-ing here that issues of value have no place in thecurriculum. Clearly they do. I feel, however, thatit is imperative to separate issues of fact from is-sues of value, and to clearly label them to the de-gree that we can. This is because, put simply,our most precious resource in teaching about anemotion-laden topic is credibility. If that is injuredor destroyed the possibility of effective educationis injured or destroyed along with it. Drug educa-tion worthy of the name is education, not propa-ganda. To me this means that its goal is to havestudents learn about phenomena from such a vari-ety of supported points of view that the thing wecall objectivity is approached as closely as possi-ble. This does not imply that a collection of half-truths yields the whole truth; it more likely impliesthat the student develops an appreciation of theway in which society arrives at different truths atdifferent times on issues of value

Our goal in drug education should be, I submit,understanding of the phenomena involved. Theseinclude thg substances themselves and how theyaffect the human body, and the nature of theirusage in the past and at present. Such a course ofstudy will, in my view, be most likely to produce arespect for drugs, and this respect is the goal Ifavor above others for such programs. Mere knowl-edge will not prevent people from injuring them-selves through drug use, but if it is not a sufficientcondition for ensuring personal safety, it is often anecessary one. Thus, one should not be troubled byreports that drug "knowledge" of some sort doesnot relate to abstinens.:e from illicit use. Indeed, theempirical relationship is in the other direction(users do know more, though this is far from mean-ing that users have all the information they needor want).

I am suggesting that given our emphasis onchanging ourselves through chemicals and the easeand regularity with which this is done in our so-ciety, the goal of respecting drugs--and thereforeof using them wiselyis preferable to an attempt

I M PACT 19

to achieve prohibition. The "noble experiment"failed with alcohol. Further, the fact that culturalgroups with the least troublesome experiences withalcohol are not those which preach abstinence, butrather those characterized by moderate use inte-grated into the rest of ordinary life (Jews and Ital-ians, for example). The best social control overdrug use is societal standards defining safe use.The best individual control over behavior is theconscience. The strongest conscience results frompersonal commitment to the rightness of a behav-ioral code. Such codes must be held with convic-tion to be effective and these can be developed bythe educational process. To be effective and effi-cient in preventing self-destructive behavior suchcodes must be able to withstand contrary positions.At least the most frequently encountered positionsshould be discussed and evaluated in the class-room, for they surely will be outside of it.

In designing a course about a group of substancesand their use we need to consider the history andcurrent patterns of that use. Psychoactive drugshave been used in virtually all societies and sincethe beginnings of history. At present the UnitedStates is a drug-saturated culture. Advertising fordrugs of a wide variety is heavy and so is usage.About 25% of all prescriptions are for mind-modify-ing drugs, and also about half of the populationuses ov0r-the-counter drugs in a given month (Ray,1972). There are about 80 million drinkers and 80million smokers of tobacco in the United States. Agreat many adults use prescription drugs illegallyby obtaining them without a personal prescription;still others abuse them by failing to heed the physi-cian's usage instructions. A survey found that theaverage household had thirty drugs present in it(Roney and Nall, 1966).

Studies of changes in usage and various prog-nostications suggest that psychoactive (mind-mod-ifying) drug usage is likely to continue unabatedthough perhaps accompanied by less emotionalityfor the generation ahead (McGlothin, 1971). Forexample, our college student study found that be-

20 IMPACT ".

tween 1968 and 1970 usage of many drugs increased(with the exception of beer and hard liquor, whichdeclined), but that usage had become routinized:less associated with extreme attitudes and ideolo-gies (Goldstein and Korn, 1972). In the future, too,we should expect to see increasing amounts andvarieties of information about drugs and their usebecome available. This information will, no doubt,vary a great deal in its accuracy and point of view.This condition of more usage and more informationindicates to me an increasing need for in-depthand honest educational efforts to assist people inevaluating the information they receive and inmaking the choices they will face in the area ofdrug use in the years ahead.

Curriculum Content

Both in order to maintain credibility and to pro-vide the most useful curriculum possible, the fol-lowing content suggestions are made:

Discuss ali of the major families of psychoac-tive drugs, not merely the ones which the mediafinds "sexy" (While the media regards this groupof substances as somehow belonging together, thedrugs most mentioned have no pharmacological af-finity aside from all being psychoactive). Ourbreakdown in our college course should be general-ly useful and is based upon that provided by thetext, Ray's Drugs, Society, and Human Behavior(1972): alcohol, nicotine, caffeine, over-the-counterdrugs, tranquilizers and mood modifiers, stim-ulants and depressants, narcotic drugs, hallucino-gens, and cannabis compounds. The program whichwarns young people against "their" drugs whileignoring "our" drugs is untenable.

Discuss all of the major types of users and ofusage. Again, singling out youthful behavior onlyprovides an unbalanced view which predisposes tobias and which lacks needed perspective.

Discuss the relevant physiology and pharma-cology needed to obtain an understanding of howdrugs have their effects. This can be done withintellectual respectability even in the elementarygrades. At the secondary school level this can tiein nicely with discussions of the central and auto-nomic nervous systems, the digestive system andthe circulatory system. It is useful here to includesome discussion of how knowledge of drug effectsis learned so that students will appreciate the dif-ficulties involved and will be alert consumers ofinformation of this type. Thus, control groups, useof placebos and double-blind research methodsshould be included, as should the multiple natureof drug effects.

The history of phychoactive drug use in generaland of the use of particular types of drugs helpsput important issues into perspective. This historygoes back as far as any other we have and is quiteinteresting and instructive.

Some discussion of contemporary patterns ofusage of the various types of drugs, especially butnot only in the United States, helps to insure that

SUMMER, 1972

we are providing education and not lapsing intopropaganda. Information on drug production,manufacturing, advertising, regulations, and otherbackground needed to be a wise consumer of bothlegal and illicit drugs is especially appreciated bystudents.

Theories of usage abound and it is desirable toconsider a number of them. This will facilitate criti-cal thinking and demonstrate that ..manimity ofopinion in the scientific community is far from at-tainment here. Some types of theories currently inuse include drug use as primarily recreaticnal ac-tivity, as the result of disturbed personality, as re-sulting from a conspiracy by groups benefittingfrom having others use drugs (these are found atboth extremes of the political spectrum), as learn-ed behavior which happens to be deviant from ma-jority standards but which is not otherwise patho-logical, and as developmental behavior which ful-fills certain needs of the adolescent and youngadult (often by helping hiin cope with life problemssuch as the generation gapthis is sometimesviewed as a more or less deliberate attempt to cre-ate an identity independent from that of the par-ents, or as an attempt to strike back at the par-ents for some felt hurt).

It is also desirable to discuss theories of drugeffects. In general I have found it useful to elabo-rate upon the production of psychoactive drug ef-fects as a result of an interaction or co-action ofthree types of fL(..tors: the nature of the substancebeing used (including its potency, route of adminis-tration into the body, etc.), the characteristics, bothphysical and psychological, of the users, and fi-nally the setting of use which includes cultural ex-pectations and beliefs about the usage of the givendrug as well as the m'i immediate circumstancessurrounding a given insance of usage. A body ofsocial psychological research indicates that the ex-periencing of drug and other internal experiencesmay be usually thought of as a process of the user'slabeling of internal symptoms in accord with what-ever other information he has available to him(Goldstein, 1971). It is also useful to discuss usageas due to effects related to psychological condi-tioning: behaviors followed by pleasant experiencestend to be repeated when similar situations recur ;immediate effects (anxiety-reduction) are morepotent in determining usage than are delayed ones(hangover).

Finally, I urge the discussion of societal re-sponses to usage. Here historical perspective is es-pecially helpful. Topics might include: legal philos-ophy of drug regulation and changes in it; tech-niques being employed in efforts to prevent abuseincluding an open discussion of drug educationalefforts and of the goals of one's own efforts; typesof therapy and rehabilitation; and, public attitudesespecially as they relate to each of these forms ofsocietal response. Education of the finest type canoccur here as students struggle, for example, toformulate optimal drug control policies, and in theprocess realize that the often-heard "all-or-none"

SUMM ER, 1972 3

options so frequently voiced are not likely to bethe best solutions to practical problems. Insightsinto wider issues such as the origins of public cor-ruption and of the deeper bases of many aspects ofdrug usage in larger problem:, of the society suchas poverty are also very valuable.

Presentation of the Course

I would like to offer some considerations to aidin deciding "who?," "where?," and "how?"While science and health teachers are usually as-signed to do drug educationin those schools goingbeyond the assembly or special program formatI believe that having teachers who can relate tostudents is more important than the teacher's areaof specialization. "Relating" is an overworkedterm; by it I mean simply having the ability andskills needed to seek out and understand the stu-dent's perspective on this emotional topic. It isimportant to meet students where they are in ed-ucation, and this applies to feelings as well as tocognitive understanding. The necessary expertisein content can be readily acquired, and so can theability to establish trusting relationships with one'spupils, but the teacher who already has such re-lationships will be at a decided advantage. Estab-lishing trust where it is lacking is made difficultbecause of an inherent vicious circle; we do nottrust others unless we regard them as trustworthy,and we cannot find out if they are unless we trustthem. I feel that in any situation of different statuslevels (teacher and student; parent and child) it isincumbent upon the party with the higher status totake the initial risk by trusting firstif this is notdone the lower status person may never even havethe opportunity to demonstrate trustworthiness.

A recommended procedure, especially but not

I M PACT 21

only for schools where mistrust has arisen overthe issue of drug education, is to allow students asignificant role in selecting the staff to teach thismaterial, for example, by selecting from a num-ber of pos5ible teachers, or by making nominations.

The program should, as far as possible, be partof the regular school curriculum. This communi-cates that it is officially regarded as a full-fledged,academically respected course (or part of acourse). Giving it non-credit or physical educationstatus may signify to the students that the materialis not taken seriously by the school and thus neednot be taken seriously by them.

Some teachers and counselors may want to teachsuch material but feel a reluctance due to lack ofacademic preparation, or more difficult, lack ofpersonal experience. On the former issue, almostall teachers initially find themselves unpreparedto teach this material; one can take comfort in notbeing alone. On the "experience" issue, several

things need be said. The most important is thatstudents' main concern is one's fairness and hon-esty in confronting the issues. In fact, many stu-dents are vaguely uncomfortable with informal butearnest peer experts with all-knowing postures. Itis useful and desirable to admit one's ignorancewhen the situation occurs; it is also useful to ex-plain that certain things are simply not yet knownwith certainty by anyone, and to discuss why thisis so in the given instance (at this writing a primeexample is the long-term organic effects of mari-juana). Also we have found that even users, whilehaving more information than nonusers, are stillfar short of adequate understanding of many of thebasic factual matters involved in drug use (for ex-ample many drinkers and sleeping pill users donot iealize that these drugs can produce physicaladdiction).

Finally, when planning the presentation, the prob-lem of materials must be faced. I would advise using

Supplementary Materials to Aid A Drug Education Program

(Compiled by Impact)

Drug Abuse Materials for the BlackCommunity(Films and Pamphlets)A new drug abuse education, infor-mation package produced by and forblack is now available. Three newfilms and 15 pamphlets have beenprepared by HEW's National Insti-tute of Mental Health, Health Ser-vices and Mental Health Adminis-tration, for distribution to black aud-iences. "A Day in the Death ofDonny B," communicates the mean-ing of drug abuse through a deli-cate blend of sensory data. Theviewer is drawn into a one-to-onerelationship with Donny B and par-ticipates in his loneliness, despair,and desperation. "Slow Death" isthe sights and sounds of the Phil-adelphia junkie scene as interpretedby former members of the 12th andOxford gang who have grown up inthe world of heroin addiction. Thisfilm is followpd by an introspectiveepilogue describing just why thegroup decided to make the film theway they did."Blue" is a truth film. Truth be-cause it was written, directed andproduced by members of the "Some-times 12 " a group of summer aidesat NIMH, who wanted to capturethe Washington, D.C. drug scene asthey see it every day. Passages fromBlack Literature on Drugs are illus-trated in 15 easy reading fliers writ-ten by r.l.tables such as Billie Holi-day, Malcolm X, Claude Brown andothers. The pamphlets are realoutof the mouths of the folks whoknow and get it together in thesenew fliers, which can be used inblack classrooms and communities.For further information concerningthe ordering of these films andfliers, write to CATALOG, Box 1080,

Washington, D.C. 20013.

The Answer is UnderstandingA thirty minute film made from thethree-part TV documentary, TheDistant Drummer," which dealt withthe drug phenomenon. A discussionguide, which contains informationabout the film, has been printed toassis with screenings. Single cop-ies of the Guide may be orderedthrough t'-,e National Clearinghousefor Drug Abuse Information, Box1701, Washington, 20015.

Community at the Crossroads: ADrug Education Simulation GameGovernment Printing Office, Wash-ington, D.C. 20402.Community at the Crossroads, partof a teacher inservice program en-titled The Social Seminar, is a 2-to 5-hour game simulation of acommunity response to the problemof drug abuse. It is intended foruse primarily by teachers, otherschool personnel, and students, butmay also be played by communitygroups interested in encouraging dis-cussion on drug abuse preventionand educat:Jn. This simulation kitcontains: 32 player's manuals, a di-rector's guide, 32 role cards and 32each police report, budget report,and clergyman's report cards fordrug education simulation.HE 20.2408/2:C 73 S/1724-0161

$13.75 per kit.

Drugs Won't Get It, People Will1-hour LP designed for junior high,senior high, and adult level. Twoyoung men, one black, one white,and a girl talk with the psychiatrist

from Gaudenzia House, a therapeu-tic community for drug addicts inPhiladelphia, about how and whythey started using drugs. Designedto open communication betweenthe young and their parents, andamong the young and their parents.Write: Drug Education, Departmentof Public Instruction, State Capitol,Bismarck, North Dakota 58501.

Drug Abuse Programs: A GuideFederal SupportSingle copies are available free fromthe National Clearinghouse for DrugAbuse Information, Box 1080, Wash-ington, D.C. 20013.

to

We'll Drink to That ...HEW's first annual report to Con-gress on Alcohol and Health putspot, heroin and other drugs in per-spective. Report finds 9 millionAmericans have alcohol problems,nearly half nation's highway fatali-ties involve alcohol; one-third of allarrests are for public intoxication;criminal law will not control healthproblems such as alcoholism. At thesame time, HEW's National Instituteof Alcohol Abuse and Alcoholism(NIAAA) announced a national pub-lic service advertising campaign topoint out the country's high cost ofalcohol abuse. The campaign em-phasizes responsibility of those whoserve alcohol and encourages re-spect for an individual's decisionnot to drink. Includes alcohol indrug information and education pro-grams. Write NIAAA, Box 2045, Rock-ville, Maryland 20852 for copy ofAlcohol and Health, more informa-tion, available materials.

22 IMPACT SUMMER, 1972

the same criteria that have been discussed: hon-esty, effectiveness in reaching the intended audi-ence, and adequate scope. Many of the earlier"drug education" publications and films are verypoor. It is not wise to use any printed or audio-visual material unless it has been previewed. Thesolicitation of the opinion of representative studentsis especially useful information to have in makingthese decisions. Many elaborately packaged kits ofmaterials are available commercially. Some arevery highly priced in relation to the nature andquantity of the material included, and almost noneof them have been evaluated in any way at all. Letthe buyer beware!

The participation of your students should be oneof the most important "materials" the course uses.If one systematically collects information from thestudents (at least part of the time by Means ofconfidential written responses) then it is possibleto set right a side-tracked course. Assess not onlyintellectual understanding of the material but alsothe emotional response to it. Remember, credibil-ity is the most important tool. If it is failing, it isimportant to discuss this openly with the studentsto find and clear up any misunderstandings of mis-representations. The popular identification of thedrug problem as a youth problem and the high in-cidence of student use mean that students' feelingswill be deeply involved. Every class discussionshould also provide, at least by inference, informa-tion on the students' understanding and acceptanceof the course content. Such feedback techniquesshould provide the mechanisms of self-correctionfor the course's direction. Questions of value, wehave said, should be separated clearly from thequestions of fact. Useful ways to treat these oftenrevolve around student construction of lists of thecosts and benefits most likely to be associatedwith each of several possible choices on policy is-sues (such as marijuana control policies; cf., Kap-lan, 1970).

Another type of "material" which can be used

SUM M ER, 1972e

is the involvement of outsiders in the classroom.This might range from the invitation of severalteachers of various expertise (science, health, his-tory, law, etc.) at appropriate points in the course,to the invitation of those in the larger communityto provide a close look at drug use and its at-tendant problems: physicians, counselors and ther-apists, policemen, judges, pharmacists, coroners,clinic workers, parents, etc. Again the selection ofsuch visitors must be made judiciously with the to-tal course content being considered. In situationswhere a seriousness ot purpose and trust have beendeveloped it should be possible to have joint classeswith, for example, parents and students, so thatthey might begin to work on the difficult areas ofdisagreement which often separate them. I wouldsay that programs which are able to attain thisare to be envied!

Evaluation of the School's Role

Finally, I suggest that the operation of the schoolitself be examined carefully. We have been dis-cussing the structure and content of a good drugcourse. Do the values I have been urging for thecotii.e exist outside of it also? Is there a meaning-ful avenue for student response to school proce-dures to be systematically collected and used indirecting the operation of the school?as seen bythe students! Do school procedures and rulesfoster immaturity and identity-conflict by implicitycommunicating to the student that he is untrust-worthy, irresponsible, stupid Gr insignificant? Thislast question is a major one; I suspect that manyschool procedures do have these effects even thouglithere was no such intent when they were formu-lated. Is there any place for the students' needsto be discovered and respected in your school?If not, what are the consequences of this lack? Ispoke . above on the importance of trust and de-scribed its absence as presenting us. with a viciouscirclehowever, the circle can be made to operatein reverse. A self-fulfilling prophesy may be in-stilled: a student who is trusted often comes to de-fine himself as trust-worthy and seeks to preservethis valuable status by not behaving in any waywhich might destroy it.

The operation of the school has a profound effect,I believe, upon the central personal process of ad-olescence: thc: defining of one's self. The childforms his identity by evaluating himself againststandards of known positions, and among the mostpotent of such standards are the opinions of par-ents, teachers, and friends, as well as the more im-personal info:Ination obtained from knowledge ofperformance in school settings including classes,athletics, and ext:a-curricular activities. It issometimes the case that a student with a drugproblem is also a student with a problem in someother part of his life to which the drug use is aresponse. Let us examine our schools to make surethat they are not part of the po.oblem. If they are,let us work to change them and to change attitudesand other realities in the community which cause

IMPACT 23

them to be destructive of people (ourselves includ-ed). In some schools conditions are so bad that thissuggestion will sound like hopeless naivetebutwhat choice do we have between working for changeor surrendering our children?

Suggested Background Materials

The items listed here are intended to provide assis-tance in the preparation of a drug educational unitrather than to serve as texts themselves, although someof them would be suitable for such use with older stu.dents. (For further references see the bibliography sec-tion of this issue of Impact.)Blum, R. H. and Associates. Drugs I: Society and Drugs;

Historical, Cross-cultural and Contemporary Material,and Drugs II: Students and Drugs; College and HighSchool Observations. San Francisco: Jossey-Bass, 1969.(Excellent reference works on drug usage. Blum's grouphas books due in 1972 on pushers, and on the families ofyoung drug users.)

Blum, R. H. and Associates. Horatio Alger's Children:The Role of the Family in the Origin and Preventionof Drug Risk. San Francisco: Jossey-Bass, 1972. (Em-pirical Studies.)

Blum, R. H. and Associates. The Dream Sellers: Perspec-tives on Drug Dealers. San Francisco: Jossey-Bass, 1972.(Empirical Studies.)

Blum, R. H. and Associates. Drug Dealing: Interventionand Policy Alternatives. San Francisco: Jossey-Bass,1972. (Suggestions on what to do.)

Brotman, R. Suffet, F. Youthful Drug Use. Washing-ton: U.S. Government Printing Office, 1970. (A usefulbooklet discussing theories of youthful drug use and itsmanagement by virtue of the experience gained innine projects aimed at helping young drug users.)

California State Department of Education. A Study ofMore Effective Education Relative to Narcotics, OtherHarmful Drugs, and Hallucinogenic Substances. Cali-fornia: State Department of Education, 1970. (Thoughit leaves much to be desired, Clis 32 page report mayrepresent the most elaborate evaluation of drug ed-ucational efforts in the schools yet conducted.)

Claridge, G. Drugs and Human Behavior. New York:Praeger, 1970. (An easier but less comprehensive in-troduction to pharmacology and the role of drugs indaily life than Ray's text cited in the Bibliography.)

Coles, R., Brenner, J.H., and Meagher, D. Drugs andYouth: Medical Psychiatric and Legal Facts. NewYork: Liveright, 1970. (Much good, basic information;available in paperback.)

Consumers Union. The Medicine Show (Rev. ed.). MountVernon, N.Y.; Consumers Union of U.S., Inc., 1963.(Information and advice everyone needs in purchasingand using prescription and over-the-counter drugs.)

Girdano, D. A. and Girdano, D. B. Drug Education:Content and Methods. Reading, Mas::achusetts: Addi-son.Wesley, 1972. (A comprehensive, practical and bal-anced approach.)

Grinspoon, L. Marijuana Reconsidered. Cambridge: Har-vard, 1971. (A comprehensive and up-to.date reexam-ination of what is known about the drug; available inpaperback.)

Hackett, P., Lewis, W.M., and Pierce, J.B. EducationalPerspectives on the Drug Crisis. Charlottesville, Va.:Jarmon Press, 1971. (A paperback text used in thetraining of teachers.)

Kessel, N. and Walton. H. Alcoholism. Baltimore: Pen-guin, 1969. (This paperback may be the best short in-troduction in the area.)

Lennard, H.L., Epstein, L.J., Ransom,. D.C., and Ber-stein, A. Mystification and Drug Mittse. San Fran-cisco: Jossey-Bass, 1971. (Insights from physicianswhich include an examination of the contribution ofdrug companies and doctors to drug abuse.)

Lingeman, R.R. Drugs from A to Z: A Dictionary. NewYork: McGraw-Hill, 1969. (A very useful paperback

24 IMPACT

which is accurate and reliable. Surprisingly completein both pharmacology and social aspects of use in-cluding drug jargon through about 1969.)

Marin, P. and Cohen, A.Y. Understanding Drug Use: AnAdult's Guide to Drugs and the Young. New York:Harper & Row, 1971. (A poet and a psychologist haveproduced a useful guide with practical suggestion; hasa "California flavor.")

National Clearinghouse for Drug Abuse Information.Drug Dependence and Abuse: A Selected Bibliography.Washington, D.C.: U.S. Government Printing Office,Pr Ex 13.10: D84/971) 1971. (This 60e booklet shouldbe extremely useful as it is sensibly organized intomeaningful sections. The ClearinghouseP.0. Box 1701,Washington, D.C. 20013is the best place to addressinquiries on drugs, drug use, and drug education.)

National Institute of Mental Health. Alcohol and Alco-holism. Washington, D.C.: U.S. Government PrintingOffice, (HE 20.2402: A1-1), $0.50. (If you can read onlyone source read this one.)

National Institute of Mental Health. Resource Book forDrug Abuse Education. Washington, D.C.: U.S. Govern-ment Printing Office, (HE 20.2H02: D84/10) 1969. (Ba-sic information on drugs and teaching about them.The booklet costs $1.25.)

Nowlis, H.H. Drugs on the College Campus. Garden City,N.Y.: Anchor, 1969. (This paperback should also beuseful in the high school setting; includes considera-tions for administrators.)

O'Donnell, J.A. and Ball, J.C. (Eds.). Narcotic Addic-tion. New York: Harper & Row, 1966. (A useful paper-back collection covering a range of issues quite well.)

Richards, L.G. Government Programs and PsychologicalPrinciples in Drug Abuse Education. ED 033 428, 1969,MF-$0.65 HC-$3.29, 25 pp. (This government social psy-chologist provides a useful analysis of the types ofdrug abuse education frequently seen.)

Snyder, S.H. Uses of Marijuana. New York: ()mord,1971. (A psychiatrist-pharmacologist provides a briefyet careful and up-to-date analysis of knowledge aboutthe drug; unbiased and readable.)

Unger !eider, J.T. and Bowen, H.L. "Drug Abuse and theSchools." American Journal of Psychiatry. 1969, 125,1691-1697. (A high school teacher and a psychiatristdiscuss programs for the prevention of drug abuse inthe secondary school. An ombudsman approach is sug-gested and case studies are presented to show the im-portance of establishing open communication.)

Other General Sources of Information:

National Commission on Marihuana and Drug Abuse.Marihuana: A Signal of Misunderstanding. The FirstReport of the National Commission on Marihuana andDrug Abuse. Washington, D.C.: U.S. GovernmentPrinting Office, (Stock No. 5266-0001), 1972, $1.00. Alsoavailable commerdally from Signet, $1.25.

Marijuana and Health. The annual report (each Jan-uary) of the Secretary of the Department of Health,Education and Welfare to Congress. Washington, D.C.:U.S. Government Printing Office, (HE 20:2402:M3313),$1.50.

Retrospective Searches available from Impact/Search-light at $1.00 for each packet of bibliographic listingswith abstracts and annotations. Number 4R is Counsel-ing for Drug Abuse; it contains 42 documents.

Your students!

Documents in the above references which have an ED(ERIC Document) number may be ordered from the ERICDocument Reproduction Service. See ordering instructionsin the Impact Bibliography section. Ordering numbers notpreceded by ED indicate the document is a dissertation.Volume and page numbers refer to Dissertation AbstractsInternational. Dissertations may be ordered from Univer-sity Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan48106.

SUMMER, 1972

p.

Dear /mpact,I work in a junior-senior high school

and I have observed that several stu-dents seem to have no friends and noreal connection to the school. Theycome here in the morning and leave inthe afternoon and nothing seems totouch them while they are here. Howdo I start with such students? Counsel-ing here is pretty disorganized and atthe present my load is such that evenif they sought me outwhich they don'tI would not be able to make anylarge' time commitment to them.

"At a loss"Dear At a loss,

Most counselors know that it isn't thestudent who "acts out" who is reallyunhappy. More often it is the unin-volved student who has few or nofriends and sits passively in the backof the classroom. This type of studenthas more emotional difficulties and ismost likely to drop out of school. IT .

such "isolates" can be identified asthey enter a junior or senior highschool, the counselor can then make ef-forts to help such students find a placefor themselves in the new school beforethe isolate reaffirms his conviction thatschool is not for him. You might be in-terested in trying one or more df thefollowing sugestions.A. Search his school record and *try to

find an interest or skill that couldhelp the student to establish someconnection with the school. If youcan identify something, alert theperson in charge of the appropriatelinkeditor of school paper, presi-dent of drama club, teacher-sponsor,etc.and encourage that person toseek out the aid of the isolate.(There is nothing wrong with acounselor being a little devious.)

B. Learn the student's name and sayhello.

C. If you have some willing upperclass-men, enlist their aid in helping theisolates. One of the real values ofpeer programs for underachievementis that isolates get attention frompeers as well as academic help.While a counselor can hardly ask anupperclassman to help an isolatemake friends, the counselor can askone to help the isolate with a speci-fic task or procedureand shouldsome friendship start on that basis,so much the better.

D. Alert compassionate and subtleteachers to the problemthose whocould respond without pressuringand embarrassing the isolate.

E. Find an excuse to call the isolate inand show your interest in him. Ifhe responds positively, encourage

SUMMER, 1972

the response.Sometimes a little sense and ability

to be devious can help when therapyin counseling is impossible. Find out ifthere are any after school jobs orschool officework available that mighthelp the student feel more a part ofthe school. These suggested activitiesenable you to rely more heavily onresources outside yourself. This helpsthe isolate. (P.S.: It may also provideyou with a counseling procedure thathas wide application to all your clien-tele.)

Impact

Do you have a problem youcan't quite get a "handle on"?If so, why not write it up andlet Impact's panel of expertshelp you solve your problem?Send to:

Impact/ConsultationsPost Office Box 635Ann Arbor, Michigan 48107

Dear Impact,I am a counselor in a large univer-

sity. Needless to say, the needs ofmany students go unmetcurriculumadvisement seems to be the only thingthere is time for. What bothers me,and I hope you can offer some easilyimplemented suggestions, is that somany "average"students are overlook-ed. We're fully aware of helping thedisadvantaged and encouraging the"bright" studentbut what about theperson who is in the middle? Some ofthese students have a lot of potentialbut discovering it and drawing it out ofthem is really difficult. How can I as-sist my average students without wast-ing a lot uf time?

"Also in the Middle"

Dear AlsoYour dilemma certainly seems real

in light of growing student populationsaccompanied by limited personnel andfinancial resources present at manycolleges and universities. Althoughthere are no simple, clear cut solu-tions to your problem, one suggestionthat might be of value to you is im-plementing a peer helping program.Such programs are based on the con-viction that students are an unused po-tential human resource and that muchcan be gained by capitalizing on theunique relationships and peer influenceof adolescents. In recent years the useof peers as tutors, advisors and coun-selors has proven successful in a va-

s 1r' 1

riety of secondary school and collegesettings. Generally it has been foundthat students are able to establish anespecially effective relationship withothers of a similar age and are able toencourage easy communication on top-ics of concern.

An example of the effective utiliza-tion of peers in a college setting is aprogram that has been developed atSouthwest Texas State College in whichtrained and supervised upperclass stu-dent counselors provide academic ad-justment counseling to freshmen. Theprogram includes three sequential guid-ance activities survival orientationmeetings, test interpretation sessions,and study-skills help. All three counsel-ing activities incorporate the followingactivities: (1) utilization of the groupapproach in that counseling is done insmall discussion groups, (2) utilizationof a motivational approach in that eachfreshman's study behavior and aca-demic values are systematically sur-veyed; and (3) utilization of a preven-tive approach in that emphasis is givento identifying potential academic prob-lems and planning appropriate correc-tive activities.

The objectives of the two hour sur-vival orientation meeting are to surveythe major factors contributing to scho-lastic success and satisfaction, to sum-marize the differences between highschool and college academic demands,to stimulate interest in developing ef-fective study skills, and to reportwhere and how students may obtainhelp with their problems. The purposeof the test interpretation session is toreport the results of previously admin-istered scholastic ability and achieve-ment tests, to examine potential aca-demic difficulties identified by the testresults, to survey current study behav-ior [through the use of the BrownHolzman Survey of Study Habits andValues] and identify deficient studyskills, to analyze present scholastic ob-jectives and examine related motiva-tional problems and to provide the op-portunity to obtain any needed follow-up counseling. The study skills sessionis designed to demonstrate effectivestudy techniques to the student, and isconcentrated on efficient methods forreading textbooks, taking lecture notes,writing themes and reports, and pre-paring for and taking examinations.This is just one example of the manyways that peers can be utilized to ex-pand counseling services especially forthe "average" student. Further refer-ences for developing and implementinga peer helping program are listed inthe Bibliography.

Impact

Mr.

IMPACT 25

;

.

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ette repape

Knowing What I Like To Do

by Marshall Palley

Knowing what I like to do would Seem to be self evident, but it's not. Only. in unguarded moments and by disregarding the 'conditioning of 'a lifetime,

have.l caught glimpses of what I 'really like to do, as distinguished from whatI'm used to doing, or think I ought to be doing, or wouldilike 'others to seeme doing. .

I ,know that I like to have a Oend and to be one. I can remember when afriend helped me remodel my kitchen, demonstrating the i.ough art of 'de-molishing lath and plaStee,partitions with 6 wrecking bar. At the same timehe tore down some false Conceptions I had Of myself and my Situation. I

had Convinced myself that I was forging e new. life for myself and my young .family in the Canadian woods but I hadn't really broken financial and psy-chological ties with my parents tiack home. My friend 'rightly pointed out thatuntil I took the risk of, breaking thoie ties I would be liMiting mY owngrowth.

I learned from that encounter that being a real friend means caring andtrusting enough to share valid criticisms as4well as words of praise. '

Many. things I like to do are'SimPle things, but I forget them or ignorethem..I 'know I like to play, .-emong other pieces, in mountain' streams.Recently, I went to the mountains for an outing with my wife and daughter. ,

. 4 ,

On the last day we went for a short, hike. ,My,thoughts were on ,the past- and the future, rather than the perfect 'present. Then in 4,a clearing by a

Sierra torrent, I joined with my family in building dams, romping and splash-ing, sunbathing and chatting. In the process, my Cares were .washed away,drowned, roasted.out Of existence. _

_SoMetimes I-Tecognize.the. thing I like to do in the midst of obligations:4-_

I have .undertaken. As 'a College 'instructor I found the going rough in lec-

26 IMPACT

71,0l) TAW fATP4 ATfir.d.3 (.74

SUM M ER, 1972

D® WithVacati@m11of Fads zs, FunYou for 5erping)

tures and labs. But in the informality of the seminar I discovered a mediumthat challenged and suited me, where I could be myself and bring out thelife in others. Planning summer service projects as part of my job at theFriends Service Committee has often been a headache. I disliked the innu-merable and painstaking details, but I learned that I liked to meet new peo-ple in grass roots organizations and to ask their help in developing situationswhere young people seeking involvement could be useful arid could learn.

When I have been truly involved in something, I have found that I canconvey that experience to others by writing or sneaking, and that I enjoy,doing it. In writing, I need to take the time to get a few pages down thatcatch the spirit of the experience I am trying to relate. When that thresholdis passed I can go on and write for my own satisfaction, rather than inresponse to possible reactions or criticisms of others.

I like to assert myself, to act with conviction, to say a clear "yes" or aclear "no," but I have had to overcome a longatanding habit of deferring tothe wishes and opinions of others. When my four year old son lay dying ofan undiagnoSed burst appendix in northern Canada, I had to trust my ownjudgment in changing doctors and arranging for a mercy flight to get thediagnosis and care he needed. When I stopped being noncommittal andbegan really expressing my views and expectations to my Wife and childrep,when I took iesponsibility for whether or not it was tun to be in our house-hold, then I began to find real satisfaction in being a father and a husbanil.

AlthOugh such discoveries once made can never be entirely lost, I ha*to admit that I do not do the things I like to do nearly as often as I mightImportant as it is to know what I truly like to do, something else is evi-dently needed, namely, the courage and will to live trustfully at the level ofmy highest intuition& I know the experience of being surprised by joy butkeep resisting the possibility of joy as the underlying tone and mood of myexistence.

From Working Loose(See Bazaar section for

further details aboutthis publication.)

g KlfiVSUMMER, 1972 I M PACT 27

Read . . .

When was the last time you sat alone beside a bubbling brook or undera sprawling shade tree reading all those things you stacked up onyour desk? Have you bought any books you "haven't quite gottenaround to?" Or reread an old favorite? Take the time to retreat intoyour mind.If your periodical reading is on the straight and narrow, maybe youshould break out of it for awhile and start reading some of the con-sciousness-raising "pulp" magazines currently available.A Sampling:

28 IMPACT

Black Bart BrigadeP.O. Box 84Canyon, Calif. 94516(415) 339-8745To be published every six or eight weeks, donations (e.g. $5 for sixmonths, $10 per year). Directed primarily toward middle aged, middleclass, middle income Americans who want to restructure their lives.Includes personal experiences, project descriptions, resources and aregister to bring together people interested in getting The System outof their systems.

Workforce(Vocations for Social Change)P. 0. Box 13Canyon, Calif. 94516(415) 376-7743Bi-monthly (donation). A. magazine that is really a reference work.Contains reports on new projects which need people. Also lists re-sources, people and publications. Can help you generate new ideasand put old ones into action,

Source2115 "S" Street N.W.Washington, D.C. 20008(202) 387-1145Subscriptions: $8 per year. A guide for everyone working toward radicalchange. A resource encyclopedia containing thousands of descriptionsof projects, groups, prototypes, books, tapes, films, periodicals. Thethirteen sections of Source deal with topics such as communities,health, culture, agriculture, justice/repression, etc.

Outside the NetP.O. Box 184Lansing Michigan 48901(517) 351-9392 or (212) 370-4727 (N.Y.)Fifty cents per copy. Edited for those who seek a humane alternativeto America's educational system. It analyzes schools and media andtheir relationships to society, explores alternative educational lifestyles, and serves as a link to the underground press and LiberationNews Service to spread information about change in education.

The Radical TherapistHillsdale, N.Y. 12529Monthly$6.00 per year. For all people concerned with redefining"therapy"professional and layman alikein latter century Americaand making therapy systems responsive to the needs of the people,not the therapists. Discusses how current forms of therapy servethe status quo; examines alternatives and encourages new groupingsof radical therapists.

SUMMER, 1972

Tulgy in a burble woods?Lewis Carroll's poem, "The Jabberwocky" might not make sense, butplunging into the great outdoors doesnothing else can enliven youlike camping, but do be prepared. Take short hikes to build endur-ance, learn about parsimonious packing of gear and be sure to in-clude emergency supplies. Abercrombie & Fitch, The Sierra Club andothers can supply you with good equipment and advice. Before youbackpack you might want to read How to Stay Alive in the Woods(formerly Living off the Country) by Bradford Angier (MacMillan, 241pp., $5.00). Though somewhat repetitive of his other works, the spe-cial emphasis here is survival and should give you an idea of goodoutdoor practiceswhether you're stranded or not.

Plan a survey.Before you counsel people as to what they should dofind out

what they want to do. We know enough about under and over achieve-ment to know that we can't always direct people into or away fromcertain areas based on their performances. Some of your clients mayhave deep-seated desires that I.Q. or preferential tests won't register.One way to find out is not to test, but to ask.

What do your counselees think about the emerging role of women,e.g.? How does your community encourage an expanded role forwomen? (The self-survey of sex attitudes in Impact No. 2 provides agood basis for developing a survey in this area.) Are people becom-ing more interested in learning a trade? Do they also want to go tocollege and want to know ways to combine these objectives etc. etc?You might also want to plan a follow-up study of your counselees.Where are they now, what are they doing and how have their per-sonal and career attitudes changed?

There are surely other questions you have that would help youdevelop a total picture of your work. A survey can be simple andinformalbut try to get a representative sampletalk to counseleesfrom all backgrounds. Then publish your findings in the school orcommunity newspaper or send your results to Impact. We too, wouldlike to know what your counselees are thinking.

When you meet your friend on the roadside or inthe market-place, let the spirit in you move yourlips and direct your tongue.

Let the voice within your voice speak to the earof his ear;

For his soul will keep the truth of your heart asthe taste of the wine is remembered.

When the colour is forgotten and the vessel is nomore

Kahlil GibranThe Prophet

Be a good neighbor . . .

Pitch in on clean-up day, help your neighbor plant a tree or invitethe gang over for hot dogs. Your neighborhood children can be pestsat times, but usually they're likable and you'll find them more co-operative (like staying out of the flowerbeds) if you devote some timeto them. The 1972 edition of The Old Farmer's Almanac (Dublin,N. H. 03444) describes some time-tested but still with-it children'sgamessome you may have forgotten. You might even help put to-gether a "little people's park" with well-sanded cable spools, crawl-thru pipes, tire swings and other safe, sturdy "junk."

SUMMER, 1972 IMPACT 29

Engage in P.R. activities wherever you are.Get students interested in and aware of offerings in educationaland career areas. Speak with local business men and women whomight help you direct students to interesting career opportunities. Talkwith parentsas parents, and as people who might be interested intheir own continuing education and career development. The park,pool, tennis court, super market, laundromat are all informal placeswhere you can get to know people in your community who provideyou with support and who in turn could use your counsel.

Shape Up Career Planning Curriculum!Plan an in-service activity for teachers in your schoolthe objectiveto incorporate career information material into various subject mat-ter areas. Work on setting up objectives and goals and then consultwith teachers on setting up specific units and activities. The re-sources and resource people generally available are large and thebenefits to kids certainly worth the effort. Start your planning bychecking:

Bailey, Larry J. (Ed.). Facilitating Career Development: An AnnotatedBibliography, Illinois State Board of Vocational Education and Re-habilitation, Springfield, July, 1970. ED 042 217 MC-$0.65 HC-$6.58.137 pp.

Vocational Guidance Models, A Review, New York State EducationDepartment, Albany,'1969. ED 038 533 MF-$0.65 HC-$3.29 53 pp.

Proceedings Fourth Annual Conference of Guidance Personnel in Oc-cupational Education, New York State Education Department, Al-bany, May, 1970. ED 047 326 MC-$0.65 HC-$3.29 62 pp.

Hansen, Lorraine Sundal and Others. Career Guidance Practices inSchool and Community, ERIC Clearinghouse on Counseling andPersonnel Services, Ann Arbor, Mich. ED 037 595 MC-$1.00 HC-$10.00200 pp.

Spiff up your environment.Now is the time not only to reorganize files and paperwork but tomake your counseling setting more conducive to intimacy, comfortand animated conversation. Alicia Bay Laurel, author of Living on theEarth (Random House, New York, N.Y., 104 pp, $3.95), has some col-orful, inexpensive and simple ideas for furniture you can put togetheryourself. Your office might even inspire art and shop classes to de-sign new furnishings for drab corners in the school. Cheap, durablecardboard furniture with an amazing velvety finish is now on themarket. If you're surrounded by some of this ingenious beauty you canbe a more beautiful person.

30 IMPACT

Try a dairy garden in your kitchen.Gayelord Hauser's yogurt recipe (The Mother Earth News, Vol. 1, No. 1,p. 42) is simple to follow and doesn't require fancy utensils: Add 1/2cup of powdered skim milk to one quart of fresh milk and mix withan electric mixer or by shaking in a Mason jar. Heat milk very hot butnot boiling. Test by putting a drop on your wrist; it should feel hotbut not burn. Stir in 3 tablespoons of the best tasting, unflavoredready-made yogurt you can find. Pour the mixture into a double boileror into a pan set into a larger pan of water and place near a radiatoror on the pilot light of a gas stove Cover with a folded towel justlike you cover raising dough when making bread. You'll have morethan a quart of fortified yogurt in about 5 hours. Keep in refrigerator.Hauser recommends eating a pint of yogurt a day.

SUMMER, 1972

Career Day, drear dayBut it needn't be if you start planning now. Go low gear on the"lectures by experts" and booth displays. They have their place, butstudents are the ones concerned; they should also be the ones in-volved. Contact members of the debate team or drama club in yourschool to simulate job interviewing experiences or different careertypes. Their extemporaneous presentations can get the messageacross without boring students unmercifully. You and they might useas a resource The Unabashed Career Guide by Peter M. Sandman(Collier-MacMillan Company, Toronto/Ontario, Canada 253 pp., $1.95).It's a tongue-in-cheek but accurate report of what it's like to be inmedicine, law, education, advertising, or other professions.Other students in, for example, foreign language or mechanics classescan help round up experts that they know for a joint student-expertpresentation of career opportunities.These suggestions are far from definitivea lot of coordination is re-quiredbut what's the use of career day unless students are genu-inely and actively concerned?

The old as well as the young need helpbesides, they mightteach you something that only experience can bring. Contact yourlocal senior citizens association. Senior citizens, thanks to RalphNader, are getting involved in consumer affairs. Help them starta local program so they can spend wisely and enjoy their retirementyears.

Tutorial programs probably exist in your areafind out wherethey are and see if you can't help children retain some of that knowl-edge they've built up during the school year. Slow learners areespecially in need of "refresher" lessons during the summer.

Other agencies and organizations that need your help and exper-tise include model cities programs, day care centers, Head Start,Upward Bound (for American Indian children), youth drug hotlineand crisis centers and many more.

Here are two sources that can help get you started:

Invest Yourself: A Catalogue of Service Opportunities 475 RiversideDrive, Room 830, New York, N.Y. 10027 Annual, $1.00 per copy. The1972 edition of this booklet includes more than 60 pages of everypossible kind of volunteer service opening, both in America andabroad. This is full-fledged "establishment" for those who wantto help others, and themselves in the process. Opportunities rangethrough all fields, and run from occasional salary basis to subsis-tence pay to straight volunteer.

HotlineOffice of Voluntary Liaison (ACTION)Washington, D.C. 20525Weekly, free. A one sheet flyer of current service opportunities in-socially oriented fields. Positions range from teaching and nursingto business management and bee-keeping. Salaries in a typicalnewsletter go from $200/mo. plus housing, up to $12,000 per year.Many agencies filter their needs for people through this office.

SUMMER, 1972

Birdsong

He doesn't know the world at allWho stays in his nest and doesn't

go out.He doesn't know what birds know

bestNor what I want to sing about,That the world is full of loveli-

ness.When dewdrops sparkle in the

grassAnd earth's aflood with morffing

light,A blackbird sings upon a bushTo greet the dawning after night.Then I know how fine it is to live.Hey, try to open up your heartTo beauty; go to the woods some-

dayAnd weave a wreath of memory

there.Then if the tears obscure your

wayYou'll know how wonderful it is

To be alive.Anonymous child, 1941

Terezin Concentration Campway station to Oswiecim

IMPACT 31

32 IMPACT

LOCKERTHEY FIN

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RETREAT I

Today ws are going to learn a new game. The nue ofthis gems is Nigh Skool. Be:member Pavlov and his dogs?Now you've got the idpa. The object of the vie' is tofinish in four years with a oloan reoord, a olasn mind,and allybe your sanAl. A word of warning: forget aboutthinking. It will be your downfall and may even canesyou to drop out in the middle of the gams.

First pick your marker. There are throe kinds ofmarkers: Bright, Average, and Slow. B. oarefUl. The

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The High Skool Game originally appeared in the Chicago Seed, an undergrourd newspaper.It is really not a game but more of a format in which to present a composite view of

how a large segment of our populationyouthsee one of our institutionsschools. (Note:replacing the c with k in words is used to denote dissatisfaktion with what the wordstands for.)

The descriptions in the spaces and the rewards and penalties as well as the playing di-

fiSUMMER, 1972

you DO REPOKT oN 'ME°D,o,44, Fo R Wok9ioi-o6Y 'THEPRINCIPAL READS WattPAPER. Al A SCHOOL AS'alliBLY

ADVANCE VPACE$!L se p

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aoose will Artgy with you the rest of your!! We almost forgot to tell youl If youbrown or yellow or red, you hire no Choice.

. Sorry, that,. life.

lose dioo and experience the thrills and the ,CH SKOOL, the great Anerikan experienoe.

worth Tou can Shoat all Ton want. Just

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rections for the Game offers an interesting and important view of what is a contemporaryhigh school.

Soround up some dice and people, use something as a token playing piece, some-thing that reflects the kind of student you were, would want to he or would want to playe.g., a quill, a football, a pill, a slide rule, etc.then sit down and sharpen your empathyskills (or is it schills?) by playing The High Skool Game.

e'l-' IMPACT 33

Play Some GamesEducational Games can be fun even though you don't wind up withas much paper worth as if you had just "made a killing" on theMonopoly Board. For starters you might want to do some readingtwo of many possible suggestions are:

Boocock, Sarane S., and Shild, E.O. Simulation Games in Learning,Sage Publications, Inc.: Beverly Hills, Calif., 1958.Gordon, Alice Kaplan. Games for Growth, SRA, College Division:Palo Alto, California: 1971.

Some commercially prepared games you could use are:Horse Is Boss (simulates life of heroin addicts, prostitutes andhustlers.) Halfway Press, 1301 Orleans, Detroit, Michigan$5.00.The Lib Game (through role playing and discussion provides in-sights into the dynamics of the women's liberation movement andpoints of view held by various groups.)Creative Communications and Research, 460-35th Avenue, SanFrancisco, Calif 94121$3.95.The Youth Culture Game (simulates the relationship between thesubculture of youth and the dominant American culture.)Urbandyne, 5659 S. Wood lawn Avenue, Chicago, Illinois 60637$15.00.

Ghetto (to teach non-ghetto dwellers the problems of inner-citylife.) Western Publishing Co., School and Library Department, 850Third Avenue, New York, N.Y. 10022.

This is only the beginningmore and more educational games arebeing developed and/or revisedinvestigate or even make up scmeof your own. (A future issue of Impact will be concerned with Ed-ucational Games.)

Exchange ideas.

There are many kinds of helping professionals who can offer yousome good cross-disciplinary tips. Why not talk with a marriage coun-selor, minister, priest, psychiatrist, nurse, bartender, psychologist,school counselor, social worker, personnel counselor or some otherprofessional who represents a different view? They'd appreciate hear-ing from you too! Check Black Bart Brigade, Workforce and Sourcefor contact people.

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Write a proposal.Zero in on one of those great ideas you've been expounding on andstart to write up that proposal you've been thinking about. For avail-able funding (and there is lots) start out by checking with the adminis-trative individual in charge of research, state department of educa-tion personnel or federal agencies. Before going to work read care-fully the RFP (request for proposals) that goes along with any fund-ing monies. The RFP specifies the type of research or project it canfund and delineates the information required in the proposal. Remem-ber proposal preparation variesknow wh6 and what you're writingfor before you start. For private funding opportunities you might wantto check The Foundation Directory published by the Russell SageFoundation (available in most libraries).

34 IMPACTfr.

SUMMER, 1972

A PLUG IN YOUR JARGON PUZZLE

Key to this puzzle appears on pg. 61.DOWN

1. a helping person12 13 3. a response defined by the stimulus

14

which it leads to rather than by thestimulus which elicited it (Hyphenated)

4. the new school of humall sexualitytheory

15 16 5. the capacity for participating in anoth-er's feelings or ideas

6. one that is of equal standing with17 another

8. a national clearinghouse for education&information (abbrev.)

18 19 12. the analysis of a disorder from apattern of symptoms

20 21 22 14. supervised practice17. actual, tangible18. spoken

3 19. progressive changes resulting frommaturation and experience

21. introduction to a new system22. supportive services in school settings

(abbrev.)24 25. the act of responding favorably to

something or someone27. a set of circumstances or conditions

which require investigation31. a projective test (abbrev.)34. confidence, reliance

26 35. bits of information used as a basisfor measurement

36. incisive investigation37. a view of one's own totality (hyphen-

ated)28 29 41. a measure of what's upstairs (abbrev.)

42. the relaying of digested informationback to its original source

30 31 46. a consortioum of helping people from

27

the U.S. (abbrev.)47. things which are supposed to measure

32 33 34 35 something50. a formal consultation to evaluate ap-

4

43

39

38

44

41 42

45 46

48 47 49

50

51 52

53

54 55

56 57

58

59

titudes or characteristics52. to forecast, estimate the future of55. option56. young people60. the unconscious source of all instinc-

tual drives

ACROSS

2. helping somebody help himself7. function assumed9. large educational organization (abbrev.)

10. one's self as distinguished from others11. a human being12. used to modify mind and body functions13. a kind of scale using descriptive words

or phrases15. one in an interview who has a problem

on which concern is focused16. used to interpret raw scores20. uttered by mouth22. assignment to a suitable situation23. persons together to achieve a mutually

related purpose24. pattern of jobs one holds26. remedial treatment for learning new

attitudes and feelings28. used to identify tests published by a

particular institute (abbrev.)29. Federal funding legislation (abbrev.)30. a new publication that really packs a

32. owrgaallnoip"zation for school counselors(abbrev.)

33. capacity for learning38. a vehicle under fire39. an approach which selects ideas and

methods from various systemsit^ a specific occupational task4s. Dictionary of Occupational . . . (sing.)44. six fast-paced pages for counselors45. school services to help children develop

their potential48. total energy manifested by a group49. aims50. preferences51. to undergo instruction or skills

development60 53. to send one to another for special help

54. level of success attained upon complet-ing a task

57. physiologically based need for explora-tory or simple activity

58. that which enhances existence (pl.)59. restoration of the handicapped

/SUM M ER, 1972 I M PACT 35

During the summer months, manyImpact readers may be seeking waysto redefine and update their profession-al tools. Certainly, one avenue is theparticipation in workshops and insti-tutes.

Northeastern UniversityInstitute in Financial Aid Administra-

tionAugust 7, 1972, to June 30, 1973, 22 par-ticipants, 2-yr. and 4-yr., in-service andpre-serviceDirector:

Mr. Thomas F. Harrington, Jr.Associate Professor of EducationNortheastern University360 Huntington AvenueBoston, Mass. 02115(617) 437-3276

Clayton Junior Collegein cooperation with:The Community Colleges of GeorgiaTraining Community College Faculty inRecruitment and Instruction of Low-Income StudentsAugust 21-31, 1972, 75 participants, 2yr., in-serviceDirector:

Mr. Stephen D. Edwards, InstructorClayton Junior CollegeMorrow, Ga. 302'30(404) 363-3800, Ext. 272

Attend a Workshop

The Emerging Role of Allied Health inRehabilitation and Innovative Practicesin Coping with Drug Abuse, Alcoholism,and Related Social ProblemsOctober 15-21. National RehabilitationTraining Institute, Inc. at MiamiBeach. Fla. Contact: Syd RudmanNRTI, 4358 Neely Road, Memphis,Tenn. 38109

Eastern Washington State Collegein cooperation with:Washington Community College Dis-

trict 17Training American Indians as CollegeCounselors of Indian StudentsSeptember 9, 1972 to August 20, 1973, 50participants, 2-yr. and 9-yr., in-serviceand pre-serviceDirector:

Mr. Henry J. SijohnDirector, Indian EducationEastern Washington State CollegeCheney Wash. 99004(509) 235-6016

University of WashingtonIn-Service Training for CommunityCollege Placement CounselorsSeptember 1, 1972June 30, 1973 (oneweek in September plus follow-up ses-sions), 40 participants, 2-yr., in-serviceD irector :

Dr. Howard B. LarsenAssociate Professor of Higher Ed-

ucation

Center for the Development ofCommunity College Education

University of WashingtonSeattle, Wash. 98195(206) 543-1891

Huron CollegeTraining Program for Counselors ofAmerican Indian College StudentsAugust 14, 1972.June 2, 1973 (one weekin August, 1972, and one week in June,1973), 50 participants, 2-yr. and 4-yr.,in-service and pre-serviceDirector:

Mr. Donald D. RossAssistant Professor of Education

and Director, Indian Programsand Studies

Huron CollegeHuron, S. Dak. 57350(605) 352-8721, Ext. 243

Portland Community CollegeFinancial Aid Officers Short-TermTraining ProgramAugust 21September 1, 1972, 50 par-ticipants, 2-yr. and 4-yr., pre-serviceand in-serviceDirector:

Mr. James R. RyanFinancial Aid DirectorPortland Community College12000 S.W. 49th StreetPortland, Oreg. 97201(503) 370-6273, Ext. 6273

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36 IMPACT SUMMER, 1972

flashes... flashes... flashes...... According to Milestone Press inDallas, Texas, a student in one of En-gland's grand old universities wascombing through a pile of ancient doc-uments. He came upon a regulationmade in 1500 that each student was en-titled to a pint of distilled spirits whilestudying for examinations. The rulehad never been repealed. Armed withthe facts, he pestered university offi-cials until they provided the liquor.

Then they checked the old regulationsand slapped a fine of five pounds onthe student for failing to wear a swordin class .

... Dr. William J. McGill, the Presi-dent of Columbia University, has warn-ed that faculty dissent could "blow thisuniversity wide open" if Federal equal-opportunity regulations force Colum-bia's independent-minded departmentsto consider race and sex as criteriain hiring ...

... One of the largest training centersfor nurses in the U.S.California StateCollege in Los Angeleshas reportedthat male enrollment doubled during1971. Many are unemployed engineersor aerospace workers, others returningveterans ...

...Elementary school reading mattermentions such words as "he" Lnd"boy" as much as three times as oftenas it mentions "she" or "girl" ...

... Nine black inner-city Milwaukeebartenders have completed an experi-mental program designed to give themelementary counseling skills and teachthem how to refer emotionally troubled"clients" to psychiatric clinics. Spon-sored by the Mental Health Association,the program is reported to have beena success for both clients and bartend-ers .

... The New York Times reports thattraining programs for health care work-ers are proliferating at such a briskrate, with no over-all planning, thatmany health administrators and work-ers are already beginning to wonderwhere and how newly trained personnelwill be used in the future .. .

... Washington Post columnist WilliamRaspberry says that discriminationagainst ugly women ("there's no niceway to say it") is the most persistentand pervasive form of employment dis-crimination ...

SUMMER, 1972

... Canadian Census Department offi-cials report that more and more Cana-dian farmers are beginning to growmarijuana as a cash drop. The censusdepartment is bound by law not tomake any of its findings available toother governmental agencies ...

... "Passion killing" (a husband killinghis wife because of her adultery) isconsidered justifiable homicide (no pun-ishment) in four states.

Funny thing about it is that a wifekilling her husband because of his adul-tery is considered justifiable homicidein no state ...

...In the last ten years there's been a93% rise in rape nationwide. The big-gest rise in all types of crime againstpersons. Even worse, gang-rape is onthe upsurge in some sections of theU.S. In Washington, D.C. in the past 18months, 30% of all rape victims hadbeen attacked by 2 or more men. (Ifmen are so much stronger that womenare prevented from holding certainjobs, why does it take so many ofthem to subdue a woman?) ...

...Starting April 29 the 350,000 coupleswho are expected to marry in Francefrom then to the end of the year willreceive the beginnings of a home li-brary, courtesy of the Ministry of Ed-ucation ...

...In New York, a woman bank em-ployee with 12 year's seniority askedfor maternity leave. Because she wasunmarried she was told to resign orbe dismissed. However, an unmarriedmale employee who admitted fatheringa child was not dismissed. lT:le wom-an was reinstated, but this is whymany agencies are considering thequestion: Is maternity leave an abso-lute employee right, and if so, is fail-ure to give time off for childbearingsex discrimination?1...

...According to Alan Pifer, presidentof the Carnegie Corp. of New York, itcosts an average of $4,000 to keep astudent in college for a year, but itwould cost $7,500 to keep that sameyouth in military service, $7,800 inVISTA and $10,000 in the Pene Corps.Spending public money on colleges isnot "the extravagance many people be-lieve it to be, but a national bargain."

... Doctors at the Dryburn hospitalsaid today they have noticed a markedimprovement in male orthopedic pa-tients, who previously resisted treat-ment, since the British BroadcastingCorp. has begun televising the story ofCasanova.

The serialized version of the famouslover's life has caused controversy inBritain because of the abundance ofnaked women shown ...

... At Michigan State University aformer coed, now a topless dancer,performed in an introductory communi-cations course as a part of a classroomdemonstration on sexual communica-tions; class attendance reached a rec-ord high ...

... The Opinion Research Centre inBritain recently asked 1,000 people toname the most desirable quality in awoman. Twe.uy.six percent of the menreplied "intelligence," only 8 percentsaid "sexy" ...

...The Gallup Poll has found that thepercentage of adults in the U.S. 18 andolder who have tried marijuana hastripled over the last two and a halfyears . . .

... With an initial group of four re-tired professionals, Ralph Nader hasestablished a force that he expects tofunction as a clearinghouse for infor-mation about and for the elderly. Nad-er's first volunteers plan, among otherthings, to coordinate investigations intosuch problems as nursing homes, em-ployment for older workers, retirementincome and prescription drugs ...

...Lefty Pogebrin, who wrote How toMake it in a Man's World, has signeda contract with Random House for astudy of the conscious and unconsciousmeans by which children are directedinto male and female roles. The title ofthe book will be Raising a Free Childin a Sexist Society. It will be publishedin either fall, 1972, or spring, 1973. Ac-cording to Random House, a Ms articleon the book has prompted 7,000 re-quests for the bibliography of non-sex-ist children's books it mentioned.

...Human Biology 10, a course on hu-man sexuality, is Stanford University'smost popular course evermore than1,000 students are currently enrolled ...

IMPACT 37

Wrenn on theContemporary Counselor

(A Condensation of a New Book)

IT -'

Dr. Wrenn is no newcomer to Impact. Hisviews on contemporary and futuristic issues areshared through his participation in "Feedfore"which appears regularly in Impact. Dr. Wrennis a past president of the American College Per-sonnel Association and the National VocationalGuidance Association. He is a former editor ofthe Journal of Counseling Psychology, and is theauthor of The Counselor in a Changing World,which was written ten years ago and also ex-amined the relationship between the counselorand his environment. Dr. Wrenn's book is notabout counseling per se,.but rather about thosewho do the counselingpeople.

38 IMPACT

From time to time, Impact will undertake topresent a condensation of a soon to be pub-lished book in the area of counseling which wefeel is of particular and noteworthy value to ourreaders. Our first such offering is based on TheContemporary Counselor and His World by C.Gilbert Wrenn (Boston: Houghton Mifflin, 1972).

It is "as persons that counselors are signifi-cant." Just as the rest of us function within anenvironment rather than in a vacuum, so does thecounselor, and it is this environment that has im-plications for the contemporary covnselor. Thosewho work with youth need to look at both thegood and bad in youth, families, and society ingeneral in an effort tri help the counselor "at-tempt to understand" the world in which he func-tions.

Phrases such as "attempt to understand" aremore appropriate than "understand" because theenvironments in which counselors and youth func-tion are not concentrichopefully they overlap suf-ficiently to afford, at least, this "attempt to un-derstand." This volume might just as well havebeen entitled The Caring Counselor, since the coun-selor attempts to understand both himself and hisclient, in relation to the external world; this is ahigh form of counselor caringand this is whatit's all about.

With the world changing at a dizzying pace, be-ing "contemporary" means, for both older coun-selors and adults, both knowing and caring aboutthose areas of existence which ..tre important formost people.

SUMMER, 1972

Generational Value Conflicts

Education, employment and social structures areimportantto the individual and to societybutmore critical are "neglected areas of knowing,"such as changing values and those social condi-tions which foster such changes. The values wehold express the "way we are," and they are butone facet of the social condition. Values are alsoregarded as what "we ought to be," and in thissense they do not change readily because we re-gard them as permanently right and immutable,as distant points of highest aspiration. Values, how-ever, may tend to be totally unrealistic, and byremaining in the realm of "permanent being,"they may restrict change in toto. Values, to beviable, must be expressed in terms of a given so-cial condition at a given period of time.

The rapid rates of technological and socialchangehave led youth to question thosevalues of their elders which, to them, appearstagnant and no longer applicable.

Throughout the generations each group of youthand adults has come to grips with changing atti-tudes toward accepted value patterns. Today'syouth are certainly no exception. It is these atti-tudes and challenges that the counselorand alladults who would be accepting of youthmust ex-amine and "attempt to understand." The area ofgreatest stress between generations today appearsto be on the "value placed on past experience, au-thority, and patriotism." The rapid rates of tech-nological and social change and the increasing mo-bility of our population which loosens generationalties have led youth to question those values oftheir elders which, to them, appear stagnant andno longer applicable. Fast change has been sowoven into their patterns of living that they can-not accept the immutability of past value struc-tures simply because their parents say it is so.While adults are strongly rooted to the past where-in their value structure lies, youth is rooted no-where. They refuse to look back toward the past;they rush headlong into the future.

One could compare the rower (adult) who movesforward while facing the rear, with the paddler(youth) who moves forward facing forward, withperhaps an occasional, and very brief, glancetoward the rear. Neither has a clear-cut advan-tage. As with most conditions, a happy blendingof forward motion and backward-glancing wouldprobably serve best.

The current generational conflict, while nothingnew, has distinctive characteristics which make itperhaps more painful, likely to be of longer andstronger duration, and likely to make more of animpact than such previous conflicts. Youth today

SUMMER, 1972

are far more numerous and better educated thantheir antecedents; they are more questioning notonly of their parents but of all elders and the so-cial institutions which they represent, including theschools, the courts, and the government. Theywant change and they want it now, and are will-ing to take more risks in openly pressuring "theestablishment." Youth, while rejecting values ofthe past, have not found a new "right" for them-selves and as a result find themselves strugglingfor a new set of values. Implicit in their search fora new "right" is the acceptance of the dignity andworth of the individualthe concern for each per-son as a worthy entity.

While the value of the individual may have beenbasic to the spirit of our founding fathers, thatvalue, through the growing years of our nation,has largely given way to a sense of communitywherein each person has been expected to surren-der much of his individuality for the commongood. The pendulum appears to be swinging,through our youth, back toward the concept of in-dividual human worth, with the emphasis on peo-ple, not property. This concern for people hasled youth to outspoken and often violent criticismof the war in Vietnam, of treatment of incarcer-ated persons, and of suspected injustices againstthe poor and the disadvantaged minorities. Itwould appear that while we expect youth to act ina responsible manner we have not provided themwith the supportive society which enables them todo so.

**rei .

all

41k,

The generational conflicthas distinctive char-acteristics which make it more painful, likely tobe of longerduration, and likely to make moreof an impact than such previous conflicts.

41IMPACT 39

Implications for the Counselor

It behooves the "contemporary counselor" to ex-amine not only his personal set of values but theenvironment against which those values operate.With ever-present changes in our social environ-ment, there is need for the counselor to "attemptto understand" changes, to be open to them, andto accept the possibility that he may have to re-view his own hierarchy of values. To remain im-passive to change in the face of changing realityis unsettling not only to healthy personal function-ing but to healthy counselor functioning as well.

The counselor, being an adult, is likely to havea set of values incongruent with those of his client.Neither is called upon to alter his values in orderto bring about an effective counseling relation-ship; however, each is called upon to accept theright of the other to hold values differing from hisown. Unless a counselor can enter a counselingsituation accepting the right of his client to be dif-ferent and to hold different values, the outcomeis doomed from the start. This is not to implythat he has no right to express his convictions, butrather that, as a counselor, he has an obligation tohis client to do so sparingly and consciously.

Moral Values

Generational values are in a state of flux, whichin and of itself is not an uncommon phenomenon.What contributes to a state of phenomenon is theenormous number of young people we have todayand the nature of the points of conflict. Areas ofdisagreemcnt are very personal and sacred toadultsattitudes toward family, country, sex,work, responsibility in general. Changes in thetechnological and social environment have brokendown accepted mores in these areas for young peo-ple who, because of sheer numbers, are able to bemore responsive to peer pressure than to familyand/or adult pressure. The family no longer ex-erts the kind of stable influence it once did; thefamily, in fact, no longer exists as it once did. Itdoes not serve primarily as a unit for work andprocreation as in pioneer days. With advancingtechnology, a family may not even seem necessaryto many, since people no longer feel it desirableto have large numbers of children, nor do manyfeel it is the duty of a man to support a woman.

It behooves the "contemporary counselor" toexamine not only his personal set of values butthe environment against which those valuesoperate young people are helping sex valuesto change, with the major functionbeingviewed not as procreation but as recreation.Society will come to see sex as serving differ-ent purposes for different people.

40 IMPACT

women are increasingly supporting themselvesas well as children and parents. Young peopletend to see each other as individuals who com-plement their needs rather than who supplementthem. Sex relationships are casually entered intoand, while they may be looked upon with disfavorby adults, they are accepted by the youth peerculture. Increased mobility adds not only to thevariety of behaviors, sexual and social, to whichyoung persons are continually exposed, but also tothe general lessening of family cohesiveness. Fre-quent uprooting diminishes the influence of thefamily, thereby creating the vacuum into whichthe influence of the peer group flows. With the de-cline not only of the influence of the family but ofits "co-body," the organized church, the young peo-ple tend to be hedonistic in their attitudesgrati-fication now!

Increasingly, however, sexual relationships arebecoming more encompassing than merely "the"sexual relationshipand are expanding to coverthe entire realm of sexuality. The relationship be-tween a man and a woman, and between a boyand a girl, is being seen as a total and egalitariankind of relationship, not merely as an outlet forsexual encounter. It is anticipated that the physi-cal side of sex will become less significant andthe emotional and intellectual dimensions of male-female relationships will become more significant.With the ability to discuss matters sexual in anopen and, to them, nonthreatening manner, youngpeople are helping sex values to change, with sexbeing viewed not as procreation but mainly asrecreation. Although American young people talkvery openly about sex, they are far less activesexually than their foreign counterparts, suggest-ing perhaps that they have a strong feeling of re-sponsibility about sex despite the fact that what-ever they do is often disapproved by their elders.

Increased "sexual freedom," curiously enough,seems to have brought a new sort of dilemma toyoung persons. They now experience concerns notover what they do do but rather over what theydon't, or can't do. This attitude, is of course, atvariance with the older generation which still ex-periences guilt over nontraditional sex experiences.

As has previously been suggested, youth is lessinfluenced by family and church and more by theirpeer culture which, because of sheer numbers andgreater social mobility enables them to go abouttheir business with support for whatever behaviorsthey adopt. One area of currently changing valuesis homosexuality. Although homosexuality has beenprevalent in society since recorded history began,Americans in particular have not accepted it andhave dealt with it harshly on the legal as well asthe social level. With more open discussion and ac-ceptance of sexual behaviors, attitudes towardthose who practice "different" behaviors are be-coming more tolerant and accepting. Some estab-lished churches have been advocating more under-standing. The law in virtually all states still con-siders homosexuality a criminal offense, even be-

42 SUMMER, 1972

Youth, while rejecting values of the past, havenot found a new "right" for themselves, and asa result find themselves struggling for a newset of values.

tween consenting adults. Illinois and Connecticuthave recently acted to remove this type of be-havior from the realm of illegal acts; perhapsother states will f ollow their example. It seemsapparent that the traditional attitudes toward sexthat it is primarily a biological act designedsolely for procreationmust change. Society willcome to see sex as serving different purposes fordifferent people.

While youth's more open approach to sexualityis a favorable sign, their approach to drugs is dis-tressing. Although most adults view the drug prob-lem with hypocrisy (adult use of alcohol, tobaccoand barbiturates are "legal," hence not problembehavior) the current and future use of drugsamong young persons is most disturbing. Availableresearch is confusing, to say the least. Peopleadopt viewpoints or reinforce old ones with limitedknowledge. Research is not conclusive as yet onthe effects of various drugs. One can say withcertainty that different people at different timesreact differently to different drugs and dosages.It seems distressing that, knowing the chance peo-ple take when they use drugs which are illegallyobtained, it is highly likely that the use of mari-juana and hard drugs will increase in the future.What is of most concern is the reason why youngpeople turn to drugsresearch indicates that theuse of drugs reflects a searching for a value sys-tem which is elusive. Drugs are, in a sense, a"copout, limiting life's richness, not enhancing it."

Implications for the Counselor

Attitudes toward sex and drugs are changing.Counselors, as well as educators and parents mustlearn to live with these changing patterns.* Thisdoes not mean they must "agree with"it meansthat, just as people have learned to deal with asociety which indulges heavily in alcohol, tobaccoand tranquilizers, they must learn to deal with asociety which is undergoing value changes regard-ing sex and drugs. One doesn't have to like thechanges, but one must learn to live with them.The counselor, in particular, must have a "goodset" when counseling students in the area of drugs.He must see the young person as one who, likemany of us, is questioning social institutions andseeking meanings, but who is choosing a copingmechanism that is not only atypical but illegal.He must, however, be nonpunitiveit is his taskto assist the counselee to find moie constructivelife styles in which alternate coping mechanisms

*A future issue of Impact will feature articles on both womenand homosexuality. Watch for them.

SUMMER, 1972 43

are available. The counselor should be understand-ing of the circumstances which bring a drug userto him for help in the first place. It is usually asense of despair and a cry for helpand does notrespond to a threatening and punitive counselor.The counselor should also be familiar with thevocabulary of the drug culture, not only in orderto communicate more readily with his clients butalso to recognize possible overdoses from mumbl-ings of counselees who are "high." The counselorshould also be aware of, and have available tohim, community referral sources for students whoneed medical help or crisis intervention which isoften more acceptable to a user if it comes froma peer group outside the school, such as crisis cen-ters, telephone services or ex-addict-operated re-habilitation groups.

Most critical to the effectiveness of counselorsworking with youngsters in the area of drugs isthe problem of confidentiality. It is a "must" forthe counselor to give prior thought to his feelingsin this area and to elaborate on them to both theadministration and the client so there will be nomisunderstandings. If the counselor feels that,given certain circumstances, he must go to theauthorities, he is obligated to make that perfectlyclear to the counselee beforehand.

In the area of counseling for sexual concerns,the counselor must be aware of his personal hang-ups and admit to them when they seem to threatenhis nonjudgemental attitudes. If his personal feel-ings do not permit him to function effectively inthis area, he may require counseling himself.

It is incumbent upon counselors to attempt tounderstand youth and the worlds in which theylive, as well as themselves and their worlds.

Social Values

The basic difference in value orientation betweenthe prevailing culture and the counter-culture ap-pears to be in their respective perceptions of whatis regarded as scarce within society: the formertends to cling to the historical perspective of"goods" scarcity which leads to preference forproperty rights over personal rights. The latter re-ceives a scarcity of natural congruence betweenpeople and their environment, and so supports per-sonal rights over those assigned to property. Thisparticular assumption is one of abundance ratherthan scarcity, which in turn fosters the corollaryassumption that competitioneven workis un-necessary, and that human aggression in any formis intolerable. With contemporary society function-ing on an assumption of scarcity, the prevailingculture finds it impossible to permit acceptance ofthe counterculture with its nonconforming ideas.

The prevailing culture is deeply affected by the

IMPACT 41

transitory nature of contemporary society. Fami-lies move regularly; structures, too, move ratherregularlyto make room for freeways and super-markets or to give way to more modern facilities.People and familiar environments are uprootedwith a dizzying frequency. Older persons find thisvery traumatic, and find it more difficult to "takeroot" as time goes on. Young people have beenrootless most of their lives, and accept the mobil-ity of people, places and things. Commitments are,of necessity, shallow and of short duration. Ameri-cans are becoming a very lonely people, living, asTaller suggests "in the present" and sufferingfrom "present shock," or the "ability to adjust tothe present realities. They think and feel in thepast while living in a social present that they can-not accept as real." This kind of "shock," ac-cepted more readily by the young who have al-ways lived with it, is a source of consternationto their parent generation and serves as an ideo-logical barrier between the two groups.

With changing attitudes on the part of youngpeople toward society and its goals, the counselorneeds to be aware of social faults as well as vir-tues so that he can, by his own attitudes, help stu-dents feel "pride and responsibility" in the UnitedStates. A counselor should communicate his atti-tudes in a positive way, in order to encourage theclient to think positively about his own future insociety. "If a counselor is concerned, students willbe affected. Students do want to know what seemsimportant to the counselor." The question is not"do you share," but "what do you share?"

Society should act to present ... opportunitiesfor constructive change so that energies willbe positively directed toward the improvementrather than the destruction of the social order.

42 IMPACT

Are youth of today the "canaries in the coalmine" of this generation? Are they the sensorsand warnings of potential social explosions? A dif-ferent spirit exists today than existed when TheCounselor in a Changing World was written tenyears ago. Youth today basically seem to adopt anattitude of distrust not only of themselves but ofsociety as well. General concern for social injus-tice coupled with the need to be involved activelyin social change catapults youth into activitieswhich often seem faddish and irresponsible to theirelders. While only a small minority resort to des-tructive rebellion, there is a tendency for youth todistrust anything that is "establishment." Youth,in fact, come in all kinds of packages, but themajority are still conventional and non-destructive.Counselors can work constructively to help parentsunderstand that not all youth are dropouts who arebent on changing everything their parents holdsacred. Unfortunately, the very youth to whomcounselors and parents need most to listen are theones who turn most people off by their negativebehavior. Those who want change exhibit impa-tience with those who either do not want change orwho do not rush headlongand headstrongintothings. Impatience breeds contempt and rudeness,characteristics which are not endearing to anyone.

Implications for the Counselor

Counselors, generally, see a "self-selected sam-ple" of students, including not only dissenters butrejected children as well. These groups react neg-atively toward adults, and especially toward par-ents. Of course adults are often quite intolerant ofthose who differ with themsuch as dissentingrude young people. Young people are intolerant ofadults who disagree with them. While the rate ofactive and destructive dissent has slackened con-siderably, society should not bury its collectivehead in the sand and assume that problems havemysteriously disappeared. Society should act topresent its young people with opportunities for con-structive change so that their energies will bepositively directed toward the improvement ratherthan the destruction of the social order. It is in-cumbent upon counselors "to attempt to under-stand youth and the worlds in which _they live, aswell as themselves and their worlds."

While the counselor, particularly now when dis-content is more the rule than the exception amongthe young, may be more comfortable when he seesthe conventional youngster, it is important for himto seek out the dissenter for whom there may notbe any other adult willing to listen. Listening, at-tempting to understand, being informed about theworld in which the young functionthese will helpthe counselor to work more effectively With allkinds of youth.

Students do not exist in a vacuumthey are in-volved in a life away from the schoolone inwhich the counselor does not share. Yet it is thisvery world, the world of family and community,

SUMMER, 1972

which tends to exert far more influence over thestudents' than that of the school. While neithercounselor nor teacher can actually know these"other worlds," it is vital that they have someunderstandings of them in order to assist the stu-dent in making realistic decisions regarding his fu-ture. The changing economic picture has great im-plications f or such decision making; expandingtechnology coupled with an expanding work forcedoes not generate enthusiasm for the future of to-day's students who will soon be additions (perhapsunwelcome additions) to this work force. Nationalproduction levels have been left far behind the in-creased labor force and the rise in labor costs.These facts do not bode well for the workers oftomorrow. The changing status of women is pro-viding a vastly improved image for womennotonly on their part but on the part of men as well.Mobility, as mentioned previously, puts a greatstrain on value patterns, particularly among ado-lescents. Teachers and counselors must learn torecognize that those students who transfer intotheir schools are testing their old value systemsagainst those which operate in the new environ-ment, or making an effort to shed those old valuesand adopt new ones which seem more appropriateto them at the time.

The basic difference in value orientation be-tween the prevailing culture and the counter-culture appears to be in theirperception ofwhat is regarded as scarce within society.

Family Values

The family is being put to great tests with in-creasing mobility. Parents as well as children areconfronted with clashes in their ways of living aswell as in their own value patterns. While ahealthy family environment will certainly contrib-ute to emotionally healthy children, it is entirelypossible for parents who are themselves emotion-ally damaged to raise emotionally healthy off-spring if their marriage and family relationshipremains warm. Contrary to accepted understand-ings, it is the father who is crucial in the area ofsolving emotional problems, and the mother whois crucial in the area of autonomy development.Of course, there is increasing overlapping of sexroles both in and out of marriage, and this overlapwill continue to increase. With more and moremothers of school-age children in the work force(and the trend likely to continue), a problemarises which has great and grave implications forthe counselor. While mother love tends to be un-conditional, father love must be merited, and oftenis generated by "doing" rather than "being"

SUMMER, 1972 45

Children with two working parents are sub-jected to judgment by "doing" rather than by"being" and are in . . . need of someone whooffers unconditional acceptance, such as coun-selors.

(Erich Fromm, The Art of Loving). Children withtwo working parents are increasingly being sub-jected to judgement by "doing" rather than by"being" and are in greater-than-ever need ofsomeone who offers unconditional acceptance, suchas counselors. However, the counselor must be par-ticularly cautious in dealing with this areahemust never downgrade a parent, but rather shouldwork to reinforce those areas of positive parentalfunctioning and supplement those areas of poor ornonexistent parental functioning.

Economic Changes

With continual changes in economic patterns andmanpower needs, counselors must be able to helpyoung people understand that education per se isnot the sine qua non any longerrather that ed-ucation to help one accept and deal with changeis the important factor. Education in or out ofschool will come to be a lifetime undeitaking, withparticular jobs for which young people train be-coming obsolescent, perhaps several times duringa person's working lifetime. How people deal withsuch change will determine how well they copewith life. A counselor, to be of real value to hisstudents, must help them understand these reali-ties and prepare for them. He must work diligentlyat keeping abreast of changing economic trends,and must assist his students to prepare for occu-pational clusters rather than for specific jobs. Hemust also help young people to understand thattheir work, which hopefully will provide satisfac-tion and meaning in their lives, is only one facetof their existence.

Implications for the Counselor

In essence, counselors currently working withyoung people must give thought to several areasof special concern: (1) the prevalence, and wideracceptance, of divorce which makes it mandatoryfor the counselor to be particularly accepting ofchildren from "broken" homes; (2) the greaternumbers of working mothers, which makes it nec-essary for the counselor to provide "unconditional"regard; (3) the shifting racial patterns which in-crease the necessity for the coungelor to work withyoungsters unused to cultural diversity; and (4)the mobility trends which call for extra sensitivityon the part of the counselor to students new to the

IMPACT 43

With ... changes in economic patternscoun-selors must help young people understand thateducation per se is not the sine qua non anylongerrather that education to help one ac-cept and deal with change is the importantfactor.

school. A "caring counselor," if he is to help oth-ers, must gain some understanding of the environ-ment in which those others live and function. Hemust "go and see" the neighborhood in which hisstudents live, not only to gain understandings forworking with his students in general areas, butalso to help provide him with a sense of realityconcerning occupational and career counseling.

Educational Changes

One of the issues with which the counselortheentire educational systemwill have to deal is thefact that contemporary youth are considerably lessmotivated by what they learn in school than bywhat they learn outside the classroom. The rele-vance of their formal education is limited, yet thecommunity places increasing responsibility on theschools for the total education of its young. It ishoped that those working in the schools will cometo accept the enormity of educational influenceswhich operate on youth outside the school setting.There is a need to attempt to differentiate be-tween learning and education, or training. RobertHutchins (former President of the University ofChicago and currently head of the Center for theStudy of Democratic Institutions), suggests that if,in fact, "learning is our basic concern, we mustdeinstitutionalize education and let other agentshave free access to the learning potential of theindividual." Thus, it will become necessary for theschools to accept and complement those learningexperiences which exist beyond its walls. While itis anticipated that our mandatory education sys-tem will continue to exist, it is certainly possiblefor both teachers and counselors to offer studentsactivities which will provide them with more im-mediate satisfaction than has heretofore been thecase, in an effort to "reduce the discontinuitiesbetween their biological life stages and their cul-tural life stages." Youth today is not future-orient-ed; yet the school as a social institution prepares

44 I M PACT

them for a future which seems totally beyond com-prehension. While all society faces, to some ex-tent, such discontinuity, youth in particular resentsuch an approach, and come to regard the schoolwith bitterness because it acts to curb their nat-ural desires for expression.

This is not to say that changes are not beingmadethere are changes being made but they arebeing made ever so slowly. Some trends whichshould be regarded with cautious optimism suggestthat: (1) there is an increasing move toward in-dividualized learning, with the student having avoice in both the subject area and pace of hislearning; (2) the role of the teacher is alteringfrom the "director" of learning to the "facilita-tor," providing a more positive student-teacher re-lationship; (3) there are more technological sup-plements to learning; and (4) there is a more openenvironment in the schools, coupled with moreflexible scheduling. The future of educationpar-ticularly higher education is a matter for seriouscontemplation. We should be especially concerned

The humanistic counselor must recognize thatthere is an "indivisibility of cognition and affectin both learning and counseling." The counselorwho deals with one aspect of existence doesonly part of his job.

about the social-political role of the college or uni-versity; the financial plight of the private institu-tion of higher learning; and the rapid spread ofthe two-year college which trains most of its stu-dents for vocational pursuits. There is also reasonto be concerned that those great numbers of stu-dents who attend, and will attend, two-year col-leges will not obtain the assistance they require,particularly in the area of vocational counseling.The counselor, as a humanist, must recognize thatthere is an "indivisibility of cognition and affectin both learning and counseling." The counselorwho 'deals with only one aspect of existence doesonly part of his job. To help a person develop asa total, unique organism is the goal of the human-ists who are enjoying increased acceptance in theUnited States today.

Implications for the Counselor

It is "the small spark of caring that fires theengine, a small spark but without it the car willnot move." Caring is a complete way of life; with-out it the most seemingly "with it" counselor willbe a flop. While "knowing" is vital to full-func-tioning, people tend to respond more directly to"caring" attributes on the part of teachers andcounselors. For a counselor, this suggests two ave-nues of approach: to act as a reinforcing agent,one through whom the client (or student) has apositive experience; and to show concern, whether

SU M M ER, 1972

or not it is accompanied by "answers." The idealschool counselor would stiess continuing and pre-ventive concern for the student. and his total well-being and development, inclusion of the student inthe process, and attempts to coordinate a total setof school experiences for the student.

While individual counseling has much merit, thecurrent social and fiscal picture has altered suf-ficiently to demand a revision of priorities. Withever-increasing numbers of potential clients andlimited increases ir the number of additional coun-selors, it is vital that school counselors make moreeffective use of their time and resources.

Group counseling appears to be the contempo-rary thrust, and may well be a more successfulroute to follow, since it enables people to learn tofunction not only within themselves but within agroupand that is what society is all about!Among other "significant forward thrusts" in thearena of counseling developments are: (1) theutilization of the counselor as a consultant to, andcounselor of, the classroom teacher; (2) the in-creased use of peer counseling, particularly amongyoung people; (3) the increased use of technologi-cal supplements to the counseling process; (4) theemphasis on behavioral counseling and decisionmaking processes; and (5) the realization that ca-reer counseling must involve "cluster" planningrather than "job-planning."

Contemporary youth are considerably less moti-vated by what they learn in school than by whatthey learn outside the classroom.

We need to avoid, during this current decade,"more of the same"more counselors, higher cer-tification standards, and lower counselor-client ra-tios. Concerns such as these are largely unrealisticthe public simply will not support funding for"more of the same." This is why we must focusupon the better utilization of time among thosecounselors likely to be available. Improvement ofthe learning environment should become one of themajor objectives of the school counselor. By work-ing with students and teachers, and by getting outinto the community where his students live andplay, the counselor will be better equipped to as-sist his students (and teachers) to beccme morecomplete individuals able to function well in so-ciety.

To accomplish these objectives, the counselor oftoday and tomorrow should seek to become a per-son who is capable of: (1) helping students by con-tributing to improvement of the school environ-ment; (2) helping students through individual aswell as group approaches; and (3) helping himselfby keeping abreast of the reality which surroundshim. A "caring" counselor does not just happen.Training programs do not create them. A "caring"counselor starts with a "caring" person. Selection

SUMMER, 1972

Caring is a complete way of life; without it thecounselor will be a flop. A caring counselorstarts with a caring person.

into training programs, therefore, should receivenew emphases wherein the "person of the coun-selor applicant is more significant than the amountof cognitive materials to which he is exposed."Once selected f or training, counselor traineesshould receive early exposure to people as well asto academics. They should have the opportunity towork with people from the beginning, and to co-ordinate their textbook learning with real-life ex-periences.

In summary, "the contemporary counselor mustknow the world he lives in, its trends and itsmoods, but that beyond this, he must care forwhat happens to the client and care for him as aperson." Society can best be served by servingthe interests of the individuals living within thatsocietythe starting point must be with individualsand their needs. The counselor has a commitmentto this goal which takes three forms: commitmentto himself as a person of worth; commitmeut tohis clients and associates as persons of worth; andcommitment to society as well as the institutionwhich he serves. The first commitment is the mostimportant, since the counselor who holds himselfin poor regard cannot hold others in high esteem.Once he reaches an accepting state of "being," hecan move out into the social mainstream where hewill move forward by "doing," since "being with-out doing results in non-being." A sign at the en-trance to the Washington Monument in the na-tion's capital sums up the philosophy of "contem-porary" counseling: "There is no waiting f or thosewilling to climb the stairs."

IMPACT 45

ion erground toundiaf

Have you been using IQ tests withoutsynthesizing for yourself what it is theyreally measure? We don't mean whatthey say they measure, either: a prop-erty inherited genetically, or the cu-mulative product of an individual'sknowledge of his culture or environ.ment, m. '7. combination of both theseelements. If you've accepted IQ testsat face value, you've accepted an oper-ational definitionthat what intelligencetests measure is, by definition, 'intelli-gence." Since the tests themselvesmeasure "nature" and "nurture," wemust necessarily accept these two ele-ments as THE components of a per-son's intelligence. Is this a fair assump-tion? Is it not legitimate, equally, toquestion the socio-historical nature ofall arguments which attempt to reducebehavior or character to racial, ethnic,or class heredity; that is, to questionthe nature of all arguments which at-tempt to explain the social by means ofthe biological?

The attempt to account for socialfacts like oppression and exploitationby "proving" the inevitability of thesymptoms of the oppressed and ex-ploited occurs whenever the socialstructure is put under attack. Wheninjustices are condemned, those whoprofit most from them use a portionof their profit (derived from the op-pressed and exploited) to pay for theservices of intellectuals whose func-tion is to legitimize the existing order(or disorder).

What is it we are getting at, here?That all investigating parties seemto ...

agree that it lies within the realmof scientific method to raise the hy-pothesis of innate social differencesbetween races and classes. In claim-ing that their methods are scientific,and that social science is objectiveand value free, both groups ignore aprofound social and historical realitywhich is that societal and culturalvalues are reflected in the thinkingand ideology of that society and cul.ture. To claim to transcend one's his.torical epoch is indeed to fall preyto it unconsciously. This myth alsoallows social scientists to avoid ex-amination of the class and racialbiases of their methods, experiments,facts, and theories.

The Radical TherapistFebruary, 1972

p. 2

46 IMPACT

What we are suggesting is a personaland collective review of what IQ testssay they measure and an even closerscrutiny of the legitimacy of IQ teststo reduce and therefore explain socialbehavior as a consequence of certainbiological elements'

If you're concerned about the libera-tion of women, the forms of oppressionthey face, their given role definition,and matters of this order, think, for amoment, about the "double" oppressionthat gay women can experience: aswomen and as lesbians. For example,consider the legality of discriminatingagainst a homosexual.

Though they may be poorly en-forced, there are laws in this coun-try prohibiting discrimination in hous-ing, employment, etc., against womenand black people. Members of suchgroups who have the resources areable to fight such illegal discrimina-tion, and occasionally win. In addi-tion, it means that there is an officialattitude in this country which filtersdown into people's consciousness thatthere is something wrong with dis .crimination against women andblacks. There are no such laws con-cerning homosexuals. It is not illegalto discriminate against a homosexual.

The "double" oppression seems to beblurred and indistinguishable in itsaim, however.

When considering the oppression ofLesbians, it is impossible to separateour oppression as women from ouroppression as gay people. The twoare completely inter-related and over-lapping in many ways ... A youngLesbian who is just beginning to dis-cover her sexual preferences findsherself automatically in a position ofrebellion against the traditional wom-an's role of wife and mother, andagainst the attitudes appropriate tothat role: passivity, weakness, self-sacrifice. So her very existence posesa threat to the traditional set-up. Thismay be one reason why societymakes it necessary for Lesbians tokeep their identity secret: it wouldbe dangerous if it became known thattkere are millions of women able tolive without men, and outside of thefamily structure ... A Lesbian's op-pression does not end after shecomes out. Society raises tremendous

48

obstacles to successful Lesbian rela-tionships ... Society denies them anyhealthy examples to follow, and inaddition denies them the support andreinforcement it offers heterosexualcouples. There will be no relatives orneighbors to encourage them throughdifficulties.

A concise statement that captures theessence of this article is found in theopening two paragraphs.

Homosexuality is as "natural" asheterosexuality. Human beings orig-inally, at birth, possess only a gen-eralized sexual capacity which in-cludes the capacity for both homo-sexual and heterosexual love. It isthe society in which one is raisedthat determines what direction thissexual capacity will take ... The an-cient Greeks held it to be on a high-er, purer plane than !ieterosexuality.[Ed. note: male homosexuality, thatis.]

Our society, however, denies it anylegitimacy whatsoever. The "natural-ness" of gay love is attested to bythe fact that despite this, despite thefact that every possible means, bothforceful and ideological, is used toprevent it, millions of people in thiscountry are gay.

WomankindVol. 1, #4PP. 20-21

The awareness that we are trying topromote (provoke?) is not that homo-sexuality is where it is at and hetero-sexuality is out. To the contrary, it isthat homosexuality and heterosexualitycan live side by side IF both are tol-erated by the society in which they ex-ist. This is to say, "As a society, canwe allow for a toleration of differencesin sexual mores?" Our society haslegitimized us as heterosexuals. Is itour right, then, as heterosexuals todetermine that everyone in our societymust adhere to our dominant and pre-vailing sexual code?

Speaking similarly about women, thistime in relation to their place in thelabor market, another provocative arti-cle wrestles with why women are con-

SUMMER, 1972

fined to low-skilled and low-payingjobs. The cause is seen as threefold,

that is, it is perpetuated by threegroups working together to keepwomen in their "place" or, betteryet, out of the labor market entirely.

The first group of practicing dis-criminators is women themselves.

We are socialized into male and fe-male roles from pre-kindergartendays, and these stereotypes are rein-forced in the home, in the school sys-tem, and in the labor market itself.

The practice of discrimination isfurther encouraged by employmentagencies, both public and private.These stellar examples of bureau-cratic ineptitude brazenly pretend topromote "equal opportunity." Whatthat means is equal opportunity forwomen to get women's jobs, if youhappen to be able to pay their fee,or, in the case of government fundedagencies, if you are "disadvantaged."

Still another group of practicing dis-criminators is, of course, employersthemselves.

The final power rests with themthey do the hiring. Employers clingmore tenaciously to stereotypes ofwomen's place than any other group.They use the same old hackneyed ex-cuses for either hiring women or con-fining them to the low-skilled, servilejobsin spite of the fact that mostof these excusessuch as high ab-senteeism, leaving upon marriageand/or maternity, lack of physicaland mental abilityhave been provenfalse. It would be a tremendous blowto the male ego to admit that womenmight possess the intelligence, crea-tivity, strength, ambition and driveto perform adequa':ely in so-called"masculine" jobs.

Certainly, a positively charted courseof action is neededand provided:

We start with us. We start thinkingof a job in terms of long-range voca-tional and career goals instead of assomething to fill up hours a dayand bring in a little money. We mustchange our perceptions of where webelong in the world of workwe havea valuable cuntribution to make inevery occupational area and capac-ity. After we work on these internalaspects, we can then start to look atthe factors upon which we are basingour occupational choices; now thatwe are no longer confining them to"women's work" we can base ourchoices on more practical considera-tions, such as interests, aptitudes, sal-

SUMMER, 1972

ary, etc. Then we should prepare forthe career we have chosen throughvocational training, education, andwhatever is necessary to compete asequals for the jobs we want.

This right, to compete equally for de-sired jobs, is a legal one provided byTitle VII of the Civil Rights Act of1964; discrimination based on race,color, religion, sex or national origin inhiring, upgrading, and in all other con-ditions of employment are expresslyprohibited. The power to handle com-plaints and to enforce compliance withthe law have been carried out with in-creasing success by the Equal Employ-ment Opportunity Commission. Yet, al-though it is true that women havemade considerable strides in imple-menting their legal right, the caveat isclear:

We've still got a long way to go.

WomankindVol. 1, #4

p. 16

Do you recall the article in Impact,issue 2, on the returning GI (pages 38-44)? It was admitted that "too oftenthe counselor response is reactive rath-er than preventive." A recent issue ofThe Radical Therapist presented an ar-ticle on radical psychiatry and theVietnam veteran which discusses agroup procedure that has proven suc-cessful with hospitalized veterans.

The starting point?

The psychiatric distress of veteransof the United States military in Viet-nam follows plainly and obyiouslyfrom the experiences of those men.Large numbers of American soldierswere drafted, often against their will.Others, not given the facts, were con-vinced they would be fighting forfreedom and their brothers and sis-ters, so they enlisted. Once inducted,soldiers are given the basic mes-sages: "Kill or get killed" and"Don't think and don't feel." ... Atthe gut level, many of these soldiersknow there is something wrong withwhat has happened to them and withwhat they are doing. Of those thathave this intuition or understanding,many become "mentally ill."

The radical psychiatry groups, unlikemany hospitals, do not attempt to makethe veterans discount their experiences,emotionally and intellectually, or evenaccept them uncritically.

In radical psychiatry groups we do

49

not try to make veterans (or anygroup members) ignore or forgettheir experiences. We also don't tryto "pig" (put down or attack) peopleand make them feel guilty.

Instead, the groups are used to getthe veterans in touch with the oppres-sions that have caused their "mentalillness".

It is very clear that Vietnam vet-erans have injunctions against think-ing, especially about the ways inwhich they have been oppressed. Inorder for people to think and talkabout things, a safe atmosphere hadto be established. The "stroke econ-omy" was loosened up by doing per-mission exercises which broughtabout stroking (giving human recog-nition and warmth as defined by Eric13erne). Protection was provided bynot permitting "pigging" and "trash-ing" (group pigging) so that peoplefelt like they could say what theywanted to without fearing attack.Then, certain clear statements weremade to the group: "It is o.k. to talkhonestly about your own actual ex-periences," "It is o.k. to talk abouthow you feel," "It is o.k. to con-sciously choose your values," "It iso.k. to be scared," "Your gut feel-ings count," "Your gut intuitionscount." Often these words had to berepeated. These men had learned,probably in a very forceful way, thatif they trusted their intuitions andfeelings about themselves and theirexperiences, they would get in trou-ble (especially in the military).

Once the veteran can get in touchwith (re-actualize) his oppressions, heis better able to cope with himself inhis present existence. (This is not toimply that the "re-actualization" is aneasy task, however.) The outcome ishealthy for those who re.establish touchwith their feelings and thoughts.

People leave groups feeling capableof handling most problems. In con-trast with this defensive potency, so-cial involvement is a chance to takethe offensive and strike out againstoppression. It serves the function ofhelping people feel better about badthings they have done by trying toend the roles which oppressed them.Involvement in a social struggle is agood way to feel a part of the humanrace. Alienation from the humanrace is not uncommon, especiallywith Vietnam veterans. To rejoin thehuman race is to work with otherpeople for a world which is betterfor everyone, where people can thinkand love to their full potential.

The Radical TherapistFebruary. 1972

pp. 16.17

IMPACT 47

As an extrapolation on the idea of"truth in advertising", have you con-sidered the educational parallel, "truthin packaging?"

... to demand and to collect ap .propriate recompense when the labelis not honest or when the contentsare not as they have been advertised. in terms of something as speci-fic and non-idealistic as delivery ofskills which have been advertised andpromised by the public schools butwhich, in certain situations, have notever been delivered.

Why?

It is written, claimed, reported,documented and accepted in mostquarters as unquestioned fact, that ayear of public school, by present aliocations and financial patternsgeo-graphical, physical and suchis mea-surably short-changing children ofpoor people. If this seemingly obvi-ous statement can in fact be statis-tically confirmed ... (why not) suethe public schools they have attendedfor the loss of childhood, for yearly

crippling, for injury sustained whilein the place of work.

outside the netWinter-Spring 1972

p, 10

If such a lawsuit were upheld in thecourts, can you think of a more effec-tive way to bring our public schools toaccountability for the tax dollars theyoperate with?

Synthesis

A common thread in the above ma-terial might be awareness: bringinginto our existence a deeper awarenessfor the tools we use (e.g., IQ tests), thepeople we serve (e.g., women, lesbians,Vietnam veterans) and the institutionswe member (e.g., the public schools).How can we create in ourselves (andin our clientele) a deeper awarenessfor the things and people that are

blurred into semi-awareness in ourdaily lives?

We can question our experiencesphilosophically, by personally askingwhy we use the things we use and whywe do the things that we do. Then, wecan follow through this diagnosis witha solution of our own choosing.

Essentially, the process of increasingour daily awareness can be seen as acontinual quest for the certainty in ourown minds that we have actively chos-en a way of doing something and of re-lating to someone. Have we accepted away of doing something simply becauseit has been done that way in the past,or have we chosen a way of doing thisthing because we have decided that itbest accomplishes our purposes orgoals?

Since our awareness is increased onlyby our greater involvement in and at-tention to the people, places and thingsthat define a day for us, it follows log-ically that only we can create ourdeeper awareness.

Peace . . .

"quotes"All these adults keep telling us we're

supposed to be against busing. Theytell each other "Burn the buses, teardown the schools, beat up the niggers."Who do they think they are? We're theones who are going to school. We'rethe ones that have to live together. Wecan do it fine if they'll let us alone.I've made a lot of friends here at Jef-ferson, and my best friend, that's KeithFowler, he's black. I'd like to havehim come over and spend the night,but my dad won't allow it. I've stayedat Keith's place though. And we go ski-ing a lot.

John Kindig (13)a white 7th grader at

Jefferson Junior High, Pontiac, Mich.

Multiculturalism, more than anythingelse, defines our national character. Itis a difficult state of being. It is alsoa very splendid state of being. it opensup new ways of life for people of everyethnic origin.

Most people, unfortunately, neverknow the good side of living in two ormore worlds because American history,textbooks, teaching techniques, and theschools themselves are still submergedin the old theory of uniculturalismor,as it is usually called, the melting pottheory. I hope this is not what youteach your classes. To do so is to cheatyour students and yourself.

Donald MorrisonPresident, NEA

48 IMPACT

Our goal now is to organize the blackcommunity politically ...

Huey P. Newton

A day-old girl is as smart as a 6-week.old boy.In primary school, fewer girls are

word blind.Half of the boys by age 11 have

flunked at least one important testbut only one girl in three will havedone so.

At age 14, more girls pass all examsand with higher grades.

In college entrance exams, girls'grades average 5 percent higher thanboys' grades.These are the conclusions of an Ox-

ford University study.Yet, most of the girls' superior intel-

ligence, patience, persistence, imagina-tion, dexterity, neatness, and willing-ness is wasted, said Donald Hutchings,an Oxford professor. He said at 18most English girls give up and wait tomarry even though a survey of 500

showed many would like professions.He said 83 said they would like to bescientists, 78 said they would like tobe doctois and only 13 said they want-ed to be housewives. "It's scandalous,"the professor said. He blamed parentsfor discouraging daughters, teachersfor teaching in "a man's way," andgirls for drifting into dead-end jobs.

Detroit Free PressMarch 9, 1972

I think schools in prisons should bepart of the public school system. Ithink the prisons should be classifiedas school districts and we should ad-just curricula to meet the manpowerneeds of Pennsylvania.

Harry SchneiderDirector of Education for

PennsYlvania Correctional Institutions

lie said that dying was the only wayto get the attention of "the vast major-ity of black students who did not takea stand" and to "impress upon you theneed to stop standing back and forceout those 'sick' people who will neverlet us black people become equal, be-cause they want to compete or fightwith white folks instead of workingwith and understanding them."

from the suicide note ofPaul Cahell, Jr., asst. principal

(Beecher H.S., Flint, Mich.)The New York Times

March 19, 1972

Dishonesty breeds more dishonesty...In spite of the series of imaginativedefenses written by termpaper dealersin the local press, it is clear from thefact that they buy papers for :is littleas 25 cents per page and resell themover and overfor as much as two dol-lars per page, what they really are:academic racketeers exploiting studentdishonesty for juicy profits.

Harvard Crimson

SUMMER, 1972

The U.S. channels many of its mosttalented black citizens into professionalsports, away horn other high prestigepositions. Effect is to decrease pressureof racial competition "without resortingto repression or physical coercion." Re-sult: increasing militancy on part ofblack athletes.

Harry Edwards, Sociologistquoted in Behavior Today

Free Schools at the present momentcover the full range of beliefs fromthe Third World Institute of all blackkids and all black teachers, operatedby a group of revolutionary leaderswearing military jackets, boots, andblack berets, to a segregated Summer-hill out in the woods of western Mas-sachusetts offering "freedom" of arather different kind and chargingsomething like $2,000 or $3,000 yearlyfor it. The free schools that I caremost about stand somewhere in tbe-tween, though surely closer to the firstthan to the second. The trouble, how-ever, is that. the intellectual impreci-sion of the school.reform movement asa whole, and the very special impre-cision of the free schools in particular,allow both kinds of free schools to ad-vertise themselves with the same slo-gans and to describe themselves withthe same phrases.

Jonathan KozolSaturday Review

March 4. 1972

The number of women who die in mid-dle or old age in asylums as the resultof idleness in their genital organs isappallingly high.

LudoviciThe Future of Woman (1936)

It is impossible to understand Chi-nese education without an awareness ofthe role of Mao's thought. For him,practice is both the source and the testof all knowledge. At every level of Chi-nese education heavy emphasis isplaced on the application of knowledgeon the farm and in the workshop, thelaboratory, and the factory. Experi-enced workers and farmers are calledin to give practical lessons to studentsbecause education must be intimatelyconnected with life so that it will berelated directly to the pressing needs ofsociety. .. .

Many teaching techniques consideredstandard practice in America are re-garded by the Chinese as individualisticand antisocial. Choice is collective rath-er than individual. Instead of exploringwith finger paints or hammering ab-stract creations of scrap metal. Chi-nese first-graders remove the corkfrom bottle caps to facilitate their re-cycling. Others clean the streets, runerrands for the elderly, make crystalradio sets and lantern slides, or learnsewing and barbering. The energy ofthr. child as well as that of the adult isspent for the development of the na-tion.

Rhea Menzel WhiteheadSaturday Review

March 4, 1972

SUMMER 1972

If something needs to be doneand

in the end it is not donethen

you and I are among those who did notdo it

Anon.

Remember those 'ole Reader's Digestarticles on how to tell if your son ordaughter was using you.know-what?Well. the Reader's Digest has an arti .de on how to tell if your daughter orson is on that dreaded killer dietmacrobiotics. Times change but para.noia doesn't.

Berkeley TribeFebruary 18, 1972

To illustrate the child's way. Piagetoften recounts his conversations withyoung children to the delight of every.one. Today he tells this story to illus-trate the child's confusion about subjec.tive vs. objective views of the world:

I am seated on a chair in my gar-den, my daughter is beside me: sheis amusing herself by spinningaround faster and faster. When shehas become completely dizzy sheasks me, "Are you turning or amI turning now?" "What do youthink?" I respond.

Loren S. BarrittInnovator

April 3, 1972

Apathetic men accomplish nothing.Men who believe in nothing changenothing for the better. They renewnothing aid heal no one, least of allthemselves;. Anyone who understandsour situation at all knows tl-ot we arein little danger of failing through lackof material strength. If we falter, itwill be a failure of heart and spirit.

John W. Gardner

During the next year millions of menwill suffer from painful, often fatalheart attacks. Ironically, many of theseattacks could be prevented by one verysimple, very cheap and very pleasanttreatment: more sex.

Dr. Eugene Scheimann

They (young people) have exalted no .tions, because they have not yet beenhumbled by life or learnt its necessarylimitations. Moreover their hopeful dis .position makes them think themselvesequal to great thingsand that meanshaving exalted notions. They would al .ways rather do noble deeds than usefulones: their lives are regulated more bymoral feeling than by reasoningalltheir mistakes are in the direction ofdoing things excessively and vehement.ly. They overdo everythingthey lovetoo much, hate too much, ard the samewith everything else.

Aristotle

Love ') is to spring spontaneouslyfrom wii.;)in: and it is in no way amen .able to any form of inner or outerforce. Love and Coercion can never gotogether: but though love cannot beforced on anyone it can be awakenedin him through love itself. Love is es-sentially self.communicative. Those whodo not have it catch it from those whohave it. True love is unconquerable andirresistible; and it goes on gatheringpower and spreading itself, until ittransforms everyone whom it touches.

Meher Baba

I recently overheard two women in acrowded bus:

Still-young matron in knit hat:What does Marilyn do?Younger woman with flying mane:Nothing! She's some kind of volun.

teer.Knit hat: Oh. I thought she worked.I don't know Marilyn, but I'm willing

to bet she does work. If she's a Volun.teer Professional. I'm positive she does.

Ellen Sulzberger StraussMcCall's

[Hindsight is often the only way toidentify significant trends and events.]For example, the first Southern studentsit-in at Greensboro, N.C., on Feb. 2,1960 made only page 22 in the Feb. 3New York Times. The play story,French Assembly/Votes De Gaulle/Special Powers. seemed pretty impor-tant at the time, but the sit-in at Wool-worth's lunch counter proved to be thedecade's major Event.

John DeanChicago Journalism Review

March 2, 1972

Once an alternative school graduatebegins college work, he has an advan-tage: he is accustomed to working witha large amount of personal freedomand independence. Perhaps this is whytwo colleges which have their under-graduate programs entirely in foreigncountries (Friends World College andInternational Community College) havebeen writing to alternative schoolsseeking prospective students.

Walter Zintzfrom "Admission to College from

Experimentally Structured High Schools"Education Explorer

PARIS (AP) Some people aren'trich enough or crazy enough to pay forweekly sessions with the shrink. Sothey can type up their problems andmail a "Dear Psychiatrist" letter.Within a week, the Psychoclub sendsback an answer written by anyonefrom a single specialist to its completeteam...

"Not speaking is like letting peoplewade in their own refuse, like being avoyeur. Our function is to put in peri-ods and commas and permit others tohear their own speech."an apt meta-phor for analysis by mail.

Gerard Grass, psychologist

IMPACT 49

Can Parents Make

50 IMPACT

Impact has been fortunate in having the personalexpertise of one of its Field Associates for the por-tion of this article on Parent .Ellectiveness Train-ing (PET). Arlene Breckenridge, Guidance Depart-ment Chairman at Cooper High School in the Rob-binsdnle Area School District in Minnesota, hasjust completed a Leader Effectiveness Trainingcourse, and has heard Dr. Thomas Gordon speakon several of his professional visits to Minnesota.

The Parent as an Educator

Learning has generally somehow been consideredthe sole domain of children and young people, andthe school has been selected as virtually the onlysource of such learning. However, it has, in recentyears, become increasingly evident that a child isnot a blank piece of protoplasm, to be molded andshaped by the educational institution he begins at-tending when he is five or six years of age. Achild is part of a family constellation, and as suchhas already been "subjected" to learning experi-ences of many kinds prior to his entrance intoschool. How that family constellation acts, envi-ronmentally, upon that child will determine, inlarge measure, how well that child does, not onlywith the basic threefood, clothing, and shelterbut with emotional support and social guidance.

But what prepares parents for "parenting?"What short of educational experiences in their ownbackgrounds have provided a groundwork for suchsupport and expertise? The truth is, virtually

SUMMER, 1972

the Difference?

none. This is not to say that all parents come totheir roles with no insights and intuitions whichcan be gainfully employed in the satisfactory rear-ing of their young. But, sad to say, all too manyparents find they are quite unable to "manage"themselves and their children in ways which pro-duce positive and socially productive behaviors.

In response to current interest in the training forand subsequent involvement of parents in the up-bringing of their youngsters, many programs havebeen launched which attempt to work with parentsin the expectation that such efforts will "pay off"in more effective child rearing, generally, andmore positive educational and social behaviors,specifically. Several approaches are being taken.Basically, they involve working with parents ofschool children, working with parents of infantsand preschool children, or working with both par-ents and their children.

Proposal for Prevention:A Model for Universal "Parenting"

It has long been recognized that prevention iscertainly preferable to subsequent intervention, sothat those programs which focus on working withparents of young preschool children attempt toprovide parents with those skills and knowledgenecessary to perform well. It would be ideal ifsuch preventive programs could reach all potentialparents, rather than those who have already ac-quired that status. Robert P. Hawkins, in his re-port on "Universal Parenthood Training: A Labo-ratory Approach for Teaching Every Parent Howto Rear Children," suggests that the institutionwhich reaches virtually all potential parents and,therefore, is the logical one to undertake this typeof training, is the school. He feels that child rear-ing should be a mandatory course for all secon-dary school students, offered on the same basis asare less universally-relevant ones such as algebraand chemistry. Such a course should enable thestudents to apply classroom learning principles toreal-life situations through working with childrenin a nursery school which operates as part of thesecondary school. Such nursery school experienceswould, of course, be coordinated with classroom

SUMMER, 1972

learning experiences which might well focus onthree general questions: "What are children like?What behavior would be desirable in my own fu-ture child? How can these behaviors be devel-oped?" Classroom learning might then progressthrough stages of child development, followed byreading and discussion in the area of child behav-ior, and concluding with further readings, discus-sions and monitored laboratory experiences withchildren where the concepts of the classroomwould be "practiced" on real youngsters. It wouldbe hoped that some outcomes of such an experi-ence would be to help students learn to feel com-fortable being themselves; to help them developattitudes on mental health and individual differ-ences; and to promote learning, directly and in-directly, through problem identification and prob-lem solving. Hawkins concludes his plea for uni-versal parent training by saying that "if theschools are committed to preparing students forliving in and contributing positively to our cul-ture, there is no training that could be more rele-vant for the individual or for the culture thantraining in parenthood."

Parent Awareness Programs: Models for Mothers

Since preventive programs designed for futureparents are, for the most part, still in the fantasystage of development, attention may appropriatelybe directed toward programs which are actuallynow being implemented with parents. Classeswhich affect family communication have begun toappear. One of these, the "Parent Awareness Pro-gram," designed specifically for Head Start moth-ers, tries to interest parents in upgrading theirown perceptions and behaviors in an effort to pro-vide more positive family environments for theirchildren. This program provide mothers, in par-ticular, with the opportunity to explore alternativebehaviors, to examine their situations from theperspective of "similar others," and to share feel-ings and frustrationswhich, in many cases, theycannot do at home because they are "parents with-out partners." In this program, the mothers meetregularly with a leader who may herself be amother, trained U.; act as a group facilitator. Theleader encourages participant discussion in an ef-

I M PACT 51

fort to provide a forum in which the mothers mayexpress themselves to sympathetic peers. Thegroup members act as support for one anotherthrough the realization, often for the first time,that they are not alone in the problems and anxie-ties which confront them. The program is designedto encourage: the building of better communica-tion skills; improved parent-child relationships; in-creased self knowledge and self confidence; dis-cussion of personal problem areas; and the ex-pression of attitudes on discipline, drugs and sex.Part of the program calls for incorporating crea-tive activities, suggested by the parent leader, intothe normal home routine, in an effort to channelthe youngster's energies constructively as well asto assist him in his mental development. General-ly, mothers who participate in the Parent Aware-ness Programs respond more favorably to both theschools and the teachers. Perhaps best of all, theyrespond more effectively to their children: theyreport more effective means of behavior controland more general responsiveness to, and under-standing of, their offspring.

Local sc hool districts have devised adaptationsof the Parent Awareness Program for their ownneeds. The Early Education Program of Ypsilanti,Michigan, for example, devised a two-year pro-gram designed to determine the advantage of in-corporating mothers into an existing program ofcognitive development among preschoolers. Thechildren in the experimental group had been at-tending a nursery school which offered a curricu-lum based on Piaget's theory of cognitive develop-ment, devised with participation of the mothers in-volved. During the second year, this group of chil-dren were offered an enrichment session for halfa day, four times a week, during the school year(nine months). In addition, tutorial sessions wereconducted every other week with the youngstersin their homes and in the presence of their moth-ers who were encouraged to participate. Thesesame mothers were also urged to join small groupsessions, held weekly, in which childrearing prac-tices, instrumental in the development of the child,were discussed. Evaluation results indicated that,while there was little immediate impact on theyoungsters involved in ;his program, there weredesirable behavior and attitude changes on thepart of the participating mothers. It is anticipated,in programs of this nature, that the changes inmaternal behavior will eventually provide for morepositive family support in the area of cognitive de-velopment of the youngsters. One of the mainthrusts of this kind of program which aims at theinvolvement of disadvantaged mothers in particu-lar, is that it helps the mothers to see themselvesin positive roles as contributors to the cognitiveand behavioraldevelopment of their offspring.The more intense and individualized this type ofinvolvement, the more impact it appears to makeon the mothers. ("Three Degrees of Parent In-volvement in a Preschool Program: Impact onMothers and Children," by Norma Radin.)

52 IMPACT

Parent Effectiveness Training:A Model for Positive Parenting

Possibly the most talked-about program for "par-ent training" in recent years, one which offers po-tential for both the preventive as well as the pre-scriptive aspect of "parenting"and the one towhich we shall devote the major effort of thisarticleis the program on Parent EffectivenessTraining (PET). The developer of this program isDr. Thomas Gordon, who, as a clinical psycholo-gist, long felt a need for training people for par-enthood. "Parents are blamed, but not trained,"he says in his book, Parent Effectiveness Train-ing: The "No-Lose" Program for Raising Respon-sible Children. Ten years ago, in Pasadena, Cali-fornia, Dr. Gordon initiated a course to train par-ents who were already encountering problems withtheir children. Today, there are EffectivenessTraining Associates in 47 states, with instructorsspecially trained in the copyrighted program. Per-haps even more important, parents are now enroll-ing before problems develop, so a preventive func-tion is also being offered.

Precisely what is PET? It would seem thereare a few key concepts, none of which should benew to counselors. First, the parent is advised tobe "real," to accept his humanness and, thus, toexpect to make mistakes and to be inconsistent.Second, the parent is taught how to listen so chil-dren will talk to him (show nonverbal as well asverbal acceptance and avoid roadblocks to com-munication such as judging, advising, demanding,demoralizing; etc.) Dr. Gordon says, "The criticalfactor is the parent's effectiveness in listeningaccurately to the nonverbal communication of thechild so that he or she understands what is goingon inside and can effectively give the child whathe needs when he needs it. Gordon asserts thatthe failure of many childrearing specialists to un-derstand this has resulted in much inadequate re-search and some incorrect interpretations of re-search findings in the field of child development:

Numerous research studies have been launched to dem-onstrate the superiority of one method versus anotherbottle feeding versus breasts, demand feeding versusscheduled, early toilet training versus late, early wean-ing versus late, strictness versus leniency. For the mostpart, these studies have failed to take into account thewide differences in the needs of various children andthe extreme differences among mothers in their effec-tiveness in receiving their children's communications.

Third, active listening or "facilitative listening"is emphasized. Opportunity for practice is offeredin developing this counseling skill in the Effective-ness classes. This skill demands that the parentkeep the responsibility for solving the problem withthe child at all times by avoiding direct interven-tion or advice. "By doing so, the parent is helpingthe child develop and use his own resources," Gor-don says, and further states:

Many parents are far too eager to take over theirchild's problems. They are so anxious to help the child

SUMMER, 1972

or so uncomfortable (nonaccepting) of his experiencingan unfulfilled need that they are compelled to take overthe problem solving and give the child a quick solution.If this is done frequently, it is a sure way of retardingthe child's learning how to use his own resources andhis developing independence and resourcefulness.

Fourth, responses are divided into "I" mes-sages, when the sender or parent wants to de-scribe his feeling and impact of the other per-son's (chili's) behavior on him, and "you" mes-sages. The latter, although frowned upon, aboundin our culture, especially from parents to children.The point Dr. Gordon makes is that when a par-ent says "you," he raises defensiveness and makeschange less likely, particularly as children growolder. But an "I" message encourages a child toreact positively by his realization of how the par-ents feels about his behavior as well as why hefeels that way. By revealing his feelings, the par-

ent thus opens himself up to better understandingby his child, which in turn may stimulate the childnot only to see his effect on his parent but toimprove that effect by more positive behavior.

Fifth, Gordon claims his is a "no-lose" method.He says in authoritarian parenting (Method I), theparent "wins" and the child "loses." In permissiveparenting (Method II), he asserts that the child"wins" and the parent "loses." But in PET prob-lem solving (Method III), he claims that neitherparent nor child need lose.

If parents could learn only one thing from this book, Iwish it were this: each and every time they force achild to do something by using their power or author-ity, they deny that child a chance to learn self-disci-pline and self-responsibility.

The "no-lose" method requires that the parentgive up his power so that he can enter problem

Early this spring, fifteen "new" programs wereofficially, operational as adjuncts to existing HeadStart programs or Community Action Agencies,under the general direction of the Office of ChildDevelopment (HEW). Home Start, the namegiven to these programs, is a natural extensionof Head Start in that it seeks to prepare disad-vantaged preschoolers, particularly those notpreviously reached by Head Start, for the educa-tional experience through parent involverrient."Whereas Head Start aims at involving the par-ents as one means of helping the child, HomeStart aims at involving parents as the majormeans of helping the child." (The Home StartProgram: Guidelines, 1971). It's focus is "the en-hancement of the quality of children's lives bybuilding upon existing family strengths and usingparents as the major educators of their youngchildren." (High/Scope Foundation News Re-lease, March 21, 1972). Objectives of the programare:

1. To involve parents directly in the educa-tional development of their children.

2. To help strengthen parents' capacity for fa-cilitating the general development of theirchildren.

3. To demonstrate methods of delivering com-prehensive services to children and parentsfor whom a center-based program is notfeasible.

Home Start is intended to be a total kind of pro-gram, able to provide not only home-based childdevelopment assistance, but also nutritional,health, social and psychological services for theentire family. While a family, to be eligible forparticipation, must have a child between threeand six years of age, any younger siblings willautomatically be considered as Home Start chil-dren. It is hoped that a family will remain withthe program for two years.

Home-based preschool programs are not new.What is new in the Home Start component is

the extensive evaluation of selected programswhich will be undertaken in an effort to deter-mine the cost-effectiveness factor of varioustypes of delivery systems. Each selected center,while adhering to basic guidelines, may utilizethose measures which it feels best suit its clien-tele. Various delivery systems may include:

1. Home visitor, visiting home and workingwith parents amp child;

2. Home visitor, plus periodic group experiencefor children, coupled with daily early child-hood educational television program suchas "Around the Bend" (Appalachia Educa-tional Laboratory) or "Sesame Street";

3. Home visitor, visiting home and workingonly with parents or groups of parents.

(The Home Visitors should, wherever possible, bepersons who come from a culture similar to thatof the families in the program, be knowledge-able about both child and human development,and be good listeners.)

Research and evaluation will be addressed toseveral issues:

1. Cri Head Start-type services be delivered aseiiectively and/or less expensively througha home-based program?

2. Are there common elements in all localprojects which define the processes bring-ing about change?

3. Does Home Start enhance parents' self-image and teaching skills, and the child'sdevelopment?

4. What are the effects on siblings of thosechildren participating in the program?

Both a "formative" and "summative" evalua-tion will be undertaken. The "formative" phasewill investigate the program in processits' ob-jectives, how they are being met, and changdtneeded for modification. The "summative" phasewill be concerned with program outcomes andtheir relation to the initial objectives.

SUMMER, 1972 IMPACT 53

solving as an equal with his child. He utilizes ac-tive listening and honest "I" messages to arriveat a solution (compromise) that is genuinely ac-ceptable to both child and parent, at least on atrial basis. This is a "democratic" method of childrearing such as Dreikurs and the Adlerians recom-mend. It is not too different from what HaimGinott propounds in his speeches and in his book,Between Parent and Child, but Gordon builds prac-tice into his classes so the principles are not soeasily forgotten.

Sixth, problems are divided into those "owned"by the child and those "owned" by the parent,with some problems designated as being commonly"owned" by both child and parent (both are both-ered). If a problem is "owned" by the child, theparent should employ active listening but shouldnot assume ownership of it. Only those problemscommon to both parent and child, and where con-flict exists, should be problem-solved via the "no-lose" method.

This program is usually presented to parents ina series of eight weekly evening meetings of threehours each. The cost ranges between $50 and $65per person, and includes book and materials. Max-imum class size is 25 to 30 people, with one in-structor. Dr. Gordon explained that a great por-tion of the fee goes for the further development ofmaterials, handbooks, tapes and instruction. Heindicated that when he decided he could reachmore people through the employment of teachinginstructors than through his personal teaching, heattempted to control the quality of training througha systematic organization.

54 IMPACT

When counselors at the Minnesota Personnel andGuidance Association Midwinter Conference (Janu-ary 1971) asked if the high cost did not precludeuse of this method by lower and middle class par-ents, Gordon pointed to some government supportprograms now being developed, which will fundthe program for pafents who cannot manage thefee. How this will d6elop, however, remains to beseen.

Who are the instruictors and how have counselorsbeen involved in development of the program?These questions may best...be answered through theexamination of the establishment of a PET pro-gram in one stateMinnesotafrom its inceptionthrough its development, in order to understandthe purposes, personnel and potential of such anundertaking. It was a counselor who really intro-duced PET into Minnesota.. Five years ago, Dr.Roland Larson, as former Direc,tor of Psychologi-cal and Counseling Services in the suburban Min-neapolis school district of St. Louis Park, had aTitle III government research grant, supplementedby a private foundation grant for one year, to findeffective methods of counseling with parents. Insearching for methods, Dr. Larson came upon Dr.Gordon's California parent classes, and went toCalifornia to learn about the program. He subse-quently brought Dr. Gordon to Minnesota to trainPET instructors. Most of the first such trainees inMinnesota came from the fields of school counsel-ing, psychology and social work. While counselortraining is not a prerequisite for instructors, Dr.Larson says the largest single group of PET in-structors in the state is composed of school coun-selors. The .FET instructors also include psycholo-gists, social workers, nurses, ministers, teachers,school administrators, college professors, and vari-ous workers from the field of mental health. Dr.Larson, who is the Regional Associate for PET inMinnesota, and franchises instruction in PET andrelated courses, says that there have been about225 instructors trained in Minnesota and 9bout2,000 parents who have taken the classes there. In-structors are trained in a 2-to-4 day workshop forwhich they pay, after having previously gonethrough a PET class as a student. Usually, anewly-trained PET instructor team-teaches his firstcourse with an experienced PET instructor.

How effective has this program been? Dr. Ger-ald Thompson, a school counselor and President-elect of the Minnesota Personnel and Guidance As-sociation, has taught several PET classes. He says,"I'm really quite excited about it. I've had testi-monials from parents that it meant more thananything else they've done in opening up com-munication in the family. It's also fantasticallyhelpful to the counselor in his own professionaldevelopment through the promotion of a way ofdealing with people that is practical and down-to-earth."

Several research studies have been done onPET. Dr. Larson completed one study a year ago(School Counselor, March 1972) under the title,

56 SUMMER, 1972

"Can Parent Classes Affect Family Communica-tions?" He compared three kinds of approachesincluding PET and found PET to be most effec-tive on his criteria. Various models have beenutilized for research studies and can be obtained,according to Larson, from:

Dr. Tom GordonEffectiveness Training Associates110 South Euclid AvenuePasadena, California 91101

Larson says:One of the strengths of PET is that it is an educationalprogram and follows an educational model. Parents un-derstand this and are comfortable with it. When youhave instructors, textbooks, assignments, and a curricu-lum, what you do is seen as educational. Specific skillsare learned and practiced. Participants can practicenew skills in class and then try them out at home. It'shelpful to the counselor because specific skills can betransmitted to others. Response and feedback are im-mediate. There is also the chance to change the envi-ronment from which the child comes and in which hespends so many hours, because, if the parents learnnew skills, the children often change and learn newskills in response to the parents. Children learn a newmodel at home, and it reiniorces good communicationfor them when they, themselves, become parents.

Not all counselors who have been exposed to ortrained in the PET program are as positive asthose quoted here. Because Impact is interestedin establishing the "field validity" of Parent Effec-tiveness Training, we encourage readers whohave come in contact with the program to expresstheir views and constructive criticisms. Pleaseaddress your comments to Impact/PET, P.O. Box635, Ann Arbor, Michigan 48107. We plan to fol-low up this article with publication of your com-ments to better clarify for readers the actual po-tential of Parent Effectiveness Training.

In conclusion, PET has been found by somecounselors to be a helpful method of working withyoungsters through assisting their parents to learnmore effective ways of dealing with them. How-ever, counselors have raised some valid criticismsof the program, among these are: its cost, itsidealism, its possibly greater emphasis on jargonrather than people, its time consuming method ofproblem solving, and its general lack of really"new" concepts for counselors. The strong pointsof the program are its basically simple form(anyone can understand the program and is givenincentive to change parental behavior) and its ed-ucational format (a relatively non-threatening ex-perience; a counseling agency is often met withresistance by parents with "problem" children). Alook at some of the ways in which the concept of"education for parenthood" has been, and is be-ing, implemented suggests that we are becomingincreasingly aware of the importance of parent in-fluence on the development of children. If that in-fluence can be an "educated" influence, used tohelp children develop more creatively through thepositive intervention of effectively functioning par-ents, the future of society will surely be brighter.

SUMMER, 1972

STARTING WITH WHAT I CAN DO

1. 2. 3.

l (

Sometimes I tackle too muchall at once. If I exptct t00 muchof myself I can tnj all dati and rot

claornplish mir 3 oaf .a. tter

Then I have used a ot,of enern anct am stillclissattswffed with mysel1 .

gmmmura aaammanio

When niA expectations arena realist:it I can )utenerm into aging sonechipossivie rather:than

nlethins impossible.

Then I find buildin3to take on bi er rofects -which may qr in o votauonthat can support me.

from Working Looae

Are You an Information Generator?

Do you have an unpublished speech? Report? Model?Instrument? Dissertation? Program Description? ERIC wascreated to assure access to the educational knowledge base.Our basic function is to aid the process of knowledge-sharing and feedback. Perhaps you have created an in-novative program. Perhaps your insight and experiencehave led you to some creative thinking. Perhaps you'vecarried out some research. Is it in written form? If not,have you considered organizing it and writing it up tomake it available for others to build on? ERIC is alwayslooking for new documents. We continually review ma-terials for Central ERIC's monthly collection in Researchin Education. Let us review your paper for inclusion inResearch in Education. If you would like to submit a paper,send two clean (suitable for Xerox reproduction) copies,preferably accompanied by an abstract of 150 words, tothe Assistant Director for Information Processing ERIC!CAPS, School of Education, The University of Michigan,A nn Arbor, Michigan 48104.

IMPACT 55

Changing Children's BehaviorJohn D. Krumboltz and Helen B. Krurn-boltz, Englewood Cliffs, New Jersey:Prentice-Hall, Inc., 1972.

What does a teacher do when herclass becomes unruly the moment shehas to step out of the room? How doesshe raise class interest and morale?How do parents encourage their chil-dren to do their household chores?What do you do to discourage experi-mentation with cigarettes or matches?

These, and many other questionswhich daily confront those who comein contact with children and young peo-ple, are the "problems" to which therecently-published book by John D. andHelen B. Krumboltz, Changing Chil-dren's Behavior, addresses itself. TheKrumboltz's have long been active inbehavioral psychology, and attempt toshare their insights through the presen-tation of specific behavioral principles,together with examples of practical ap-plications.

Their booka very readable oneisdesigned for anyone who has any re-sponsibility for "helping young peoplelearn more effective ways of behaving"(p.xv). Their main premise is that allbehavior is learned, whether it is de-sirable or undesirable, and that thelearning process is reinforced by theresponse of those significant persons inthe environment of the 'learner.' Withthis in mind, the authors have selecteda series of behavioral principles whichthey summarize and follow up withspecific case studies in which applica-tions are described. The examples aregenuine, reflecting those problem areasmost frequently encountered by adultsinvolved with children.

Basically, behavior modification fallsinto five categories: (1) strengtheningnew behavior; (2) developing new be-havior; (3) maintaining new .behavior;(4) terminating inappropriate behavior;and (5) modifying emotional behavior.Within each of these categories, sev-eral specific methods of changing be-havior are presented through clearly-described case studies. Alternativemethods of handling situations are alsofrequently presented, particularly in in-stances where reinforcement is unin-tentionally being provided for undesira-ble behavior.

56 IMPACT

Cj

"How'm I gonna town Joey anything if I can'tgive him a little avord when he DOES it?"

The techniques offered in the booksuggest hcw behavior can be altered;they do not suggest what behaviorsought to be altered. Only the readermay judge what constitutes desirablebehavior on the part of his "charges."

Possibly the most readily-applicableprinciple of behavior change is the'Positive Reinforcement Principle,' util-ized to improve or increase perfor-mance of a particular activity. Actual-ly, all behavior is reinforcedoften bylack of reinforcement or by. negativereinforcement. What such an approachaccomplishes is a direct outgrowth ofthe type of reinforcement usedlack ofreinforcement may extinguish desirablebehavior, and negative reinibrcementmay curtail undesirable behavior with-out bringing about more appropriatebehavior. Obviously, neither of theseapproaches is consistent with effectingpositive change. To reinforce a desir-able behavior requires the presentationof a 'reward' immediately followingperformance. A 'reward' used as a re-inforcer is not the same as a 'reward'used as a bribe. The former is a pay-off for legitimate desirable behavior;the latter is a "corrupter" in that it isintended to "pervert the judgement ofthe child." (p.25). A reinforcer mustalso be adequate to the situation. Anincrease in allowance of ten cents aweek may be highly reinforcing to aneight-year old; it is far less likely to in-spire a seventeen-year old.

"Reinforcement is a mutual affair."(p.27). Not only do adults reinforcechildren, but children reinforce adults.

SS

Can you remember a youngster admir-ing your tie, or dress, or ability to reada story? Do you have youngsters ofyour own who "love your peanut but-ter cookies" (or "don't like your tunacasserole")? We all respond to encour-agement by trying to live up to theexpectations of those we consider sig-nificant, be they adults or children. Aschildren perform better, the reinforce-ment may change gradually from atangible reward to the personal satis-faction of a job well done. Such a tran-sition is helpful to the youngster in ad-justing to a world in which all goodbehavior does not receive immediateexternal reinforcement. Maturity de-mands that much of our satisfactionsbe personal ones. If a child is able toexperience success in his early years,he will be better able to cope later onwith occasional frustrations than onewho experiences negative or no rein-forcement.

It is crucial to remember that a re-ward, if it is to reinforce the desiredbehavior, should be presented as soonafter the behavior as possible. If achild complains of hunger, but is notfed until he throws a temper tantrum,he will associate the reward (food)with the tantrum rather than with thelegitimate complaint. Similarly, ateacher who responds with attention toa disruptive child merely serves to re-inforce the disruptive behavior. Situa-

Dennis The Menace cartoon reprinted herecourtesy of Pubiishers-Hall Syndicate, NewYork, N.Y.

SUMMER, 1972

tions can often be constructed whereinrewards are offered for alternative be-havior which cannot be performed atthe same time as the undesirable act,(Incompatible Alternatives Principle).In the above situation, for example, theteacher, rather than reward the disrup-tion with negative attention, might pre-sent the disrupter with the opportunityto perform a valued class servicewhich would necessitate a voluntarybehavior change on his part. She mightsubsequently reward the youngster forperforming well (or adequately). Thepoint is that undesirable behaviorshoukl not be reinforced through recog-nition.

There are times when the situation ispotentially dangerous to the child, andthe activity must be halted or prevent-ed. If a young child who lives on abusy street finds his ball has bouncedinto oncoming traffic, we certainlywould not want him dashing out afterit. We must somehow make him under-stand the potential danger before it be-comes real. This can be accomplishedby employment of what the Krum-boltz's call the 'Avoidance Principle'which presents the child with the situ-ation to be avoided (cr a representa-tion of it) together with an aversivecondition (or representation of it). Inour example, the child might be showna picture of a busy street followed bya picture of an injured child. To pre-vent a child's playing with matches, wemight show him a picture of a house,a real match, and a picture of a burn-ing building, so that he can make theassociation without exposing himself orhis family to danger.

Numerous cartoons from popular pub-lications are delightfully illustrative ofthe principles presented. The more

SUMMER, 1972

than 150 case examples which describeeach of the 13 principles of behaviormodification cover children of all ages,from several months old through lateadolescence. The case studies are mosthelpful in delineating the areas of ef-fectiveness for the particular principles.As you read them, you will note manysituations which could easily apply toy3u, your students, your own children.

Sometimes it may be advantageousto terminate inappropriate behaviorthrough what the authors call the "Sa-tiation Principle,' which, as the nameimplies, calls for permitting (or insist-ing upon) continuation of an activityuntil the child grows weary of it. Ob-viously this principle should not be ap-plied to areas involving physical dan-ger: a child should not be alb:wed tocontinue to hit his head against a wallnor harm children or animals. But ininstances of harmless, albeit undesir-able, behavior, satiation will frequentlywork well. The Krumboltz's offer anexample of a boy caught throwing spit-balls in class. His teacher privatelyasked him to come in after school atwhich time she explained why spitballsmight be dangerous to throw in acrowded room. (The lack of peer ob-servers removed the element of posi-tive reinforcement.) The teacher tooknote of his apparent enjoyment of theactivity and asked him to make fiftyspitballs to be thrown at a target shedrew on the board. The boy was tokeep track of bulls-eyes, and pick upthe spitballs after he had finished to besure he had all fifty. He quickly lostinterest in this pasttime and neverthrew spitballs in class again. Notethat the teacher never made any de-rogatory remarks about the activity,she did not embarrass him in front ofhis peersshe in no way reinforced the

blueprint

behavior. Rather, she provided himwith a noncritical opportunity to "getit out of his system."

For those of you who are fans ofHaim Ginott, Changing Children's Be-havior will serve as a supplement 1,uhis several books on the relationshipbetween adults and children. He, aswell as the Krumboltz's, believe in ac-centuating the positive and, within aframework of love and acceptance,working to create an environment inwhich the child can make his own de-cisions, experience success, and knowthat whether or not adults agree withhim, he is an accepted person in hisown right. When all is said and done,and all the books have been written,isn't this what life is all about?

A word has power in and ofitself. It comes from nothinginto sound and meaning; itgives origin to all things. Bymeans of words can a mandeal with the world on equalterms. And the word is sacred.A man's name is his own; hecan keep it or give it away ashe likes. Until recent times,the Kiowas would not speakthe name of a dead man. Todo so would have been disre-spectful and dishonest. Thedead take their names withthem out of the world.

N. Scott MomadayThe Way to Rainy Mountain

Impact can only become impactful by responding to your interestsand concerns. We need you to suggest topics and "prioritize" somewhich we have named (See Impact, Fall 1971, p. 57). We want you tohelp us draw a "blueprint" for the kind of magazine you want. Apostcard with your priorities and suggestions will do. In fact, if yousend us a postcard we will send you a supply for easy communicationwith us just to show you that we mean business about consultingyou about your magazine.

IMPACT 57

Surveyor randomly selected a number of our readersto respond to questions concerning their ivolvementwith parents. Sixty per cent of the sample returned theinstrument. The responses were, indeed, interesting.Here's what we found!

Seventy per cent of our respondents stated thatthey are not involved in a regular counselingprogram with parents. This is not surprising, be-cause 74 per cent of them have either a univer-sity position of professor or counselor educator orare in the director's seat of a state or districtproject, either consulting or counseling. Theirmacro-involvement makes it less likely that theywould participate in regular work with parents.

Twenty per cent indicated an involvement in on-going counseling programs with parents, andstated that they have between two and four con-tacts weekly with parents.

Nearly half - these contacts are three-way con-ferences involving the parent, student and coun-selor.

Over half of the respondents rate these contactseffective.

Our sample felt that these contacts enabled themto bridge the credibility gap, improve communi-cation in families, use crisis as a means to ener-gize families, and give the counselor an oppor-tunity to learn the dynamics of parent-studentinteractions.

Respondents' negative views of contacts indicatethat, at times, the young person is embarrassed,parents become defensive, and, often, all partiesinvolved are left vulnerable. One respondent apt-ly recommended a cooling off period following atense situation to avoid someone getting "pinnedto the wall, or the counselor getting caught in themiddle."

58 I M PACT

Sixty-four per cent of those involved in parentcounseling find their involvement inadequate,while twenty-six percent say it is adequate. Theno's cite administrative responsibilities, lack oftime, parents' inability to leave work, and a gen-eral philosophy of student advocacy as some rea-sons for limited adequacy. The yes's largely de-fine "adequate" as a function of their particularrole which does not involve parents heavily be-cause they deal with university students or servemore as consultants to "grass roots" workers.

In addition, approximately one fourth of our re-spondents are involved in programs which bringspecial issues such as drugs and curriculum tothe attention of the community.

--Most of these respondents feel that these pro-grams are effective.

Respondents who are experiencing successwith parent involvement offered these excellentsuggestions and rules of thumb:1. Be honest at all times, focusing your intervention on

helping the young person.2. Emphasize the positive, helping aspect of any situ-

ation.3. Follow through so that implementation or application

takes place and is evaluated.4. Get involved in crisis situations. Often the crisis pro-

vides the energizing force to do something construc-tive.

5. In your telephone contacts, include alternativeswhich parents can implement.

6. Invite parents to help prevent more serious problemswith their child or recurrences of a similar problem.

7. Encourage parental "rapping" about "their" needs.8. Make home visitsduring the evening, if necessary,

perhaps weekends, and maybe during the summer.9. Provide a weekly/monthly newsletter to parents via

students.10. Attend parent group meetings and clubs in the com-

munity, as well as PTA's.11. Have several Parents' Days where individual confer-

ences are encouraged,12. Plan community group meetings after school and

work hours to share ideas and provide informationon special issues. Begin with a Parent AdvisingCouncil, for example.

13. Meet weekly for three or four weeks with smallgroups of parents in a parent's home to discuss theirchildren's education and/or other concerns they mayshare. Focus on helping them find solutions and tryto involve both parents, if pr.ssible.

14. Provide an evening or Saturday series of seminars inadolescent psychology followed by group counselingwith interested parents.

15. Invite parents to come into group guidance classesto discuss their jobs with young people as well as toattend field trips into industry.

16. Coordinate a small group community workshop (2-3days) involving parents and senior high students.Match students with parents other than their own todiscuss relevant issues such as drug awareness.

GOSUM M ER, 1972

Mini-Topical Analyses from the ERIC/CAPS Information Bank

Drug Education and Drug Abuse Prevention

At the present time, schools are rapidly organiz-ing and adopting drug education and drug abuseprograms in an attempt to deal with what has be-come a major societal problem. Few schools, re-gardless of the community they serve, can affordto deny the existence of the problem, and most stu-dents know where to get illegal drugs if they wantthem. Frequently, because of the crisis nature ofthe problem and the rush to get the program inmotion, schools initiate programs which are bothpoorly planned and ineffeqive in terms of the out-comes for which the programs were designed. Fewschools make the distinction between drug educa-tion and drug abuse prevention. The research stud-ies which will be discussed here should help coun-selors to understand this distinction and to recog-nize the benefits, limits, and problems inherent ineach.

Four studies, all research reports, deserve spe-cial attention from counselors. This is not to sug-gest that four documents indicate a trend (althoughthese four may be the beginning of one) nor is itto suggest that definitive generalizations can bemade on the basis of these four documents; butthese documents should stimulate a more informedanalysis and questioning of what has been calledthe "drug problem" in our society and perhaps amore critical analysis of the present drug educa-tion programs.

The results of these four studies were selectedfor discussion because each, in its own way, is con-trary to popular opinions about the nature of druguse and abuse, the characteristics of drug users,and the approaches suggested for drug education.In essence, each study chips away a part of astereotype and helps to define the natui e of theissues with which the drug programs must deal.

Goldstein's article, Getting High in High Schooland Motivations for Psychoactive Drug Use AmongStudents, includes substantial data describing char-acteristics of drug users and patterns of drug use.The marijuana user, in particular, does not fit thepopular stereotype of the drug user. In addition,the motivation to use drugs is examined in detailand the author concludes that "the data oh hand

SUM M ER, 1972 6;1_

suggest the following as the briefest adequate rep-resentation of usage: the person has a desire tochange the way he feels. He believes that drugscan bring about such changes. He is relatively freefrom the restraints against using drugs to do this.

Finally, a usage opportunity occurs (or is sought)."Goldstein argues that the "desire to change the wayone feels" is not necessarily "pathological," anddiscusses the acceptance in ouy society of usingdrugs to alter one's mental state. He suggests thatdrug abuse is as much a moral and ethical ques-tion as a scientific one and that society transmits toits young messages which are inconsistent.

Two of the documents (Hof fman and Swisher,Thomas and Others) suggest that when drug edu-cation programs are evaluated, they rarely accom-plish the goals for which they were designed. In thestudy by Hoffman and Swisher, programs wereevaluated which had been designed to dissuade po-tential drug users by giving them information aboutdrugs. The assumption on which such programs arebased is that knowledge equals protection. In es-sence this assumption proves to be false, for drugusers were found to have more factual scientificinformation than nonusers, and information alonedid not decrease usage or dissuade users. The au-thors call information the irrelevant variable indrug abuse prevention and even suggest that in-formation alone may actually stimulate curiosityand increase the likelihood of experimentationwith drugs and they cite evidence of this occurringin some schools. The document by Thomas and Oth-ers evaluates a program designed for use with par-ents. The contention was that changing the atti-tude of parents would alter attitudes of the chil-dren as well as increase communication betweenthe two. Evaluation showed that parents' attitudeswere, in fact, not changed by the program nor didthe program foster increased communication be-tween parents and children. These two documents,when taken together, suggest that informationalone is not the answer to preventing drug useparticularly marijuana useand programs tochange attitudes about drug usage have not thusfar been particularly effective.

Another study (Goode), less global than the onespreviously mentioned, suggests that casual mari-juana users are at least as academically able, if

I M PACT 59

not more so, than nonusers, when school grades areused to measure performance.

The "drug problem" is essentially too complexfor stereotypic definitions or solutions. The re-search tells us merely what we have known allalongthat healthy people are able to cope withlife, its problems, and temptations. They may usedrugs, but they use them to enhance leisure tiAeor social interaction rather than to get through theday. The unhealthy user of any drug eventually or-ganizes his whole life around the drug and uses itto escape both responsibility and commitment.With all due respect to the dangers inherent indrugs .knd in their current availability, the realcrux of the problem is still the person, not thepill. As long as the values of the person using drugsare not violated by the drug usage, then he will usedrugs. It is apparent that "attitude change" is theessential variable. Can the drug educator sit withmartini in hand and tell the student that it is im-moral and scientifically unwise to alter one's men-tal state with drugs?

Behavior Modification Techniques

If we ask teachers what it is that constitutes in-appropriate classroom behavior we are likely toobtain replies ranging from "disruption" and "in-attention" to "withdrawal" and "nonparticipa-tion." It becomes a question, however, of which iscause and which is effectdoes nonparticipationcreate consequent disruption, or are disruption andinattention responsible for nonparticipation?

Regardless of which represents the chicken andwhich the egg, it is logical to suppose that a changein one behavior is likely to produce a change inthe other. If attending behavior can be improved,disruptive behavior is apt to subside. To this end, anumber of studies have been undertaken which usedifferent types of modification techniques in vari-ous settings.

A study by Blair indicates that, while person orperformance reinforcements can be effective withnormal, white, middleclass third grade boys, moretangible types of reinforcement, such as token re-inforcement, are deemed necessary for low achiev-ers in the same class. When each group receivesthe type of reinforcer to which it best responds,there is no difference in performance between thegroups. This suggests that teachers who wish tomaximize academic motivation in the classroommust include a variety of reinforcers appropriateto the needs of the children involved. Along sim-ilar lines, another study (Ferritor and Others) usedbehavioral and performance contingencies in aninner-city third grade classroom in an effort toimprove attending behavior and performance. Thebehavioral contingencies did, in fact, improve at-tending and decrease disruptions but had no posi-tive effect on performance. Performance contin-

60 I M PACT

gencies, on the other hand, increased performancebut reduced attending behavior. When used invarying combinations, the combined contingenciesdid increase both performance and attending. Theresults of Ferritor's study seem to replicate thefindings of Blair in that elementary students whoare not generally academically motivated tend torespond favorably to token reinforcers as behaviormodifiers.

Cradler and Goodwin, in their study of secondgraders, also found that lower class pupils werefar more responsive to material than to social andsymbolic reinforcers; middle class subjects showedno preferences. Sixth-grade middle class studentsshowed significantly greater response to symbolicand social reinforcement than to material rein-forcement, suggesting that the values of middleclass children are congruent with the values of"the system," and that these values become morestrongly confirmed as these youngsters enter ado-lescence. Those working with young children needto be sufficiently aware of their needs for particu-lar types of reinforcers so that situations can becreated to provide favorable reinforcement for allchildren.

Group reinforcement procedures can be very ef-fective in promoting better class behavior and per-formance. Where rewards are made contingentupon a specified level of group performance, suchrewards have been shown to be effective in raisingtask relevant . behaviors (Andrews). A study ongroup reinforcement contingencies by Wodarski at-tempted to increase classroom peer interactionamong ghetto children in a peer-tutoring situation,in order not only to improve achievement but alsoto decrease disruption. Results indicated that, asthe group reinforcement increased, so did the in-cidence of peer tutoring with the anticipated im-provements in grade levels. Disruptive behaviorshowed a concomitant decrease. Ironidally, a studyby Kelly on behavioral and academic effects of across-age tutoring program among second, fourthand sixth graders showed virtually no effects onpersonal, social or academic factors on the part ofeither the givers or receivers of help. Kelly's study,however, did not employ token reinforcement,which may at least in part, account for the negativefindings. These results suggest the influence whichreinforcement contingencies may have, amongsome groups of elementary school pupils, as aidsto improved academic and social behaviors.

More individual methods of behavior modifica-tion have also been employed with success. Oper-ating from the premise that the counselor is notalways the most influential adult in the life of amaladjusted youngster, many counselors havesought to combine pupil group counseling tech-niques with parent and teacher consultations (Pal-mo). The backup reinforcement provided by work-ing not only with the children but also with those

er.)fC?:,

SUMM ER, 1972

instrumental in shaping their environments, bothat school and at home, has proven far more effec-tive in reducing adjustment problems for elemen-tary children than working with the children alone.These results are substantiated in a similar studyby Taylor which sought to compare various com-binations of counseling on the reading abilities ofelementary school pupils. The combinations exam-ined included parents and teachers on the one handand children alone on the other. Indirect interven-tion with significant adults proved more effectivethan more direct intervention with the childrenthemselves. These studies seem to suggest thegreat importance of the child's experience in a totalenvironment rather than in an isolated classroomexperienc e.

In summary, it seems apparent that school per-sonnel need to know the kinds of youngsters withwhom they are working in order to provide appro-priate levels of reinforcing experiences in the class-room, and counselors should attempt to involvethe teachers and parents, as well as the child, inany necessary behavior modification attempts. Anytechniques which are to be effective must not onlybe appropriate to the child, but must also be rein-forced beyond the classroom.

SearchlightTwelve retrospective and cur-

rent awareness searches contain-ing bibliographic information andabstracts on topics of concern tohelping professionals are nowavailable. For a complete listingcheck previous issues of thisyear's Impact.

Impact will announce severalnew retrospective and currentawareness searches (updates) inthe fall.

If we are stripped of experience, we arestripped of our deeds; and if our deeds are, soto speak, taken out of our hands like toys fromthe hands of children, we are bereft of our hu-manity. We cannot be deceived. Men can and dodestroy the humanity of other men, and the zon-dition of this possibility is that we are interde-pendent. We are not self-contained monads pro-ducing no effects on each other except our re-flections. We are both acted upon, changed forgood or ill, by other men; and we are agents whoact upon others to affect them in different ways.Each of us is the other to the otheis. Man isa patient-agent, agent-patient, interexperiencingand interacting with his fellows.

R. D. LaingThe Politics of Experience

SUMMER, 1972

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Why are these people smiling?These people comprise a group, and because

they have ganged up on us, Impact is able to of-fer low priced group subscription rates. Now pov-erty stricken students, budget-crunched schoolsystems and local counseling organizations canprovide each group member with a personal copyof Impact and substantial savings. To get on thebandwagon, write: Impact, P.O. Box 635, AnnArbor, Mi. 48107.

K ey To

"A Plug in Your Jargon Puzzle"

Down

1. counselor 2. counseling3. operant 7. role4. neofreudian 9. N.E.A.5. empathy 10. ego6. peer 11. person8. ERIC 12. drugs

12. diagnosis 13. rating14. practicum 15. client17. real 16. norm18. verbal 20. oral19. development 22. placement21. orientation 23. group22. P.P.S. 24. career25. acceptance 26. therapy27. case 28. I.P.A.T.31. T.A.T. 29. E.S.E.A.34. trust 30. Impact35. data 32. A.S.C.A.36. probling 33. aptitude37. self-concept 38. bus41. I.Q. 39. eclectic42. feedback 40. job46. A.P.G.A. 43. title47. tests 44. Communique50. interview 45. guidance55. choice 48. synergy56. youth 49. goals60. id 50. interests

51. train52. predict53. refer54. achievement57. drive58. values59. rehabilitation

IMPACT 61

Jr .

bazaar-JOURNALS AND NEWSLETTERi

New Schools Exchange Newsletter 301 EastCanon Perido, Santa Barbara, California,93101, $10/year (twice monthly.)A central resource for the exchange of in.formation about alternative education. Dealswith children and experimental schooling andthe "stuff and substance of life that liesbehind the schools and the children and theparents and the "teachers'." Includes listsof alternative schools, people seeking places,and places seeking people.

The Flower Patch127 Tower Road South, Warm ley, Bristol,BS15 5BT England, written $2.00/year bi.monthly; 5", 3 1/4 tapes or cassettes, $4.00.A magazine devoted to gentle livinghumor,nostalgia, memories and insights into spiri.Wel reality and the natur& world.

Psychotherapy and Social Science Review59 4th Avenue, New York, New York 10003Reviews books in the fields of psychologyand related social sciences. It's really abook club with no minimum purchase ormembership fees. You receive the magazineand negative book option card. Books arediscounted.

Involvement Corps News501 Webster Street, Palo Alto, California94301, monthly, free.The Corps acts as an intermediary in liningup corporate assistance for necessary anduseful social projects.

HotlineOffice of Voluntary Action Liaison (Action),Washington, D.C. 20525, weekly, free. Aone sheet flyer of current service opportuni-ties in socially oriented fields.

Education Explorer3104 16th Avenue, South Minneapolis, Minne.sota 55407A newsletter concerning alternative educe.tionalso contains helpful information for"above ground" schools.

People WatchingBehavior& Publications, 2852 Broadway,Morningside Heights, New York 10025 A newmagazine to provide information exchangeamong teachers and others on oehavioralscience curricula in elementary and second-ary schools. Sample available.

Resources for YouthNational Commission on Resources forYouth, 36 West 44th Street, New York, NewYork 10036 FreeThe first issue discusses programs youngpeople have initiated by themselves or incooperation with adults.

WIN339 Lafayette Street, New York, New York10012 $5.00/year (21 issues)A magazine which adopts a "freedomthrough non.violent action" philosophydiscusses a wide variety of topics.

Tupart's Monthly Reports on the Under-ground PressNational Media Analysis, Inc., Box 3676,Washington, D.C. 20007 $10.00/year A surveyof what the underground press is saying;is thought to be fairly objective.

ImagineJohn Washburn, P. 0. Box 6855, Santa Rosa,

62 IMPACT

California 95406A monthly newsletter of the uses of simu-lation games in church education. Allissues give directions for 2-3 games. $20.00prepa id.

The Weewish TreeAmerican Indian Historical Society, 1451Masonic Avenue, San Francisco, California94117 $6.50/year (6 times a year)A new childrens magazine.

." BOOKS

Teaching Human Beings: 101 SubversiveActivities for the ClassroomJeffrey Schrank, Beacon, $7.95, paper $3.45.Based on his own experiences as a highschool teacher, this is Schrank's personalpotpourri of ideas on preventing the class-room experience from handicapping the kidsit is supposed to educate. "Unlearning" ishis big theme. He sees the high schoolteacher's role as one of playing critic to thestudent's own myths, misconceptions, hang-ups and doubts about himself and the edu.cational process. He shows how the teachercan challenge the kid's feelings of unim-portance, open up the student's sense ofself.

Power to the Parents: A Common SensePsychology of Child Raising for the 70s.Joseph and Lois Bird, Doubleday, $5.95.Permissive child-raising is not for the Birds.Joseph Bird is a clinical psychologist andmarriage counselor. Lois Bird is the authorof "A Happily Married Mistress." The parentsof nine children, they come down heavilyon the side of firm rules and consistentdiscipline. They would like to strengthenthe family unit, reinforce sex roles, returnto the days when father was father, motherwas mother. They apply this philosophy toa system of rewards and punishments, carrytheir role of overseer and authority figuresright into the child's high school years inschool, selecting his "electives" and evenhis hair and dress style. Their clear impera-tives make most sense when applied to sex.

How to Go to Work When Your Husband IsAgainst lt, Your Children Aren't Old Enoughand There's Nothing You Can Do AnyhowFelice N. Schwantz, Margaret H. Schifter andSusan S. Gillotti. Simon and Shuster, $8.95.The title is its own annotation, but this bookalso contains detailed descriptions andevaluations of the kinds of jobs availablein 52 different areas.

The HomePenelope Mortimer, Random House, $5.95.A novel about a woman who has devotedherself to her husband and five children.Suddenly her children are grown up and ontheir own and her husband has left her.For the first time in her life she is freebut she doesn't know what to do with herfreedom.

Working LooseNew Vocations Project of American FriendsService Committee, 2160 Lake Street, SanFrancisco, California, 94121, 1971, 145 pp.$1.95.Experiences of most of the people workingin the New Vocations Project, a resourcegroup in the San Francisco area for peoplewho want to change their way of life. Theirservices are available to all ages and back-

grounds. Also included is a resource sectionlisting the contacts for new vocation guid-ance throughout the country, and otherpublications and groups which they havefound to be of help.

Eve's New Rib: Twenty Faces of Sex, Marri-age and FamilyRobert Francoeur. Harcourt, $6.50 Dr. Fran-coeur embraces the changes of concepts,laws and practices which so obviouslycharacterize our time in the areas of sex,marriage and family. Women's Lib, the Pill,but most of all the rebellion of youthagainst their parents' moral standards, liebehind what has been happeningand haveconfronted society with difficult problemsand choices. His final chapter sketching 19options for social relationshipsfrom mono-gamy to group marriages, polygamy and"professional" parentageends provoca-tively with a 20th that he leaves to thereader's imagination. Bibliography.

No One Will Lissen: How Our Legal SystemBrutalizes the Youthful PoorLois G. Forer. Grosset and Dunthp; UniversalLibrary, $2.95Good source for a unit on social jutice orlaw and order.

The Modern UtopianAlternatives Foundation, P. 0. Drawer A,Diamond Heights, San Francisco, California94131 $3.95Contains a potpourri of the efforts modernman has made to build a utopia. Alternativelife styles in communes, education, personalgrowth, cosmic consciousness, and socialchange are explored. Contains a bibliographyand a directory of free schools, growthcenters and readinr.; in alternative educa-tion. Also book reviews, descriptions ofcommunes and free schools and reprints.

Counterrevolution and RevoltHerbert Marcuse. Beacon, $7.50In his new book the ex.guru of the revolu-tionary youth of the 1960's seems intenton new directions. Revolution is no longerat our doorstep. The final crisis of capital-ism, he now holds, may take all of a century.In sum, he seems to be acquiescing inevolution. He counsels frustrated radicalsnot to drop out but to regroup, develop anew sensibility, a new rationale, and toundergo a long process of education inpreparation for an ultimate switch to large-scale political action.

Dropping Out in 3% TimeAllen Morgan. Seabury, $4.95 Morgan is analienated young American who dropped outof Carnegie Tech, where he was a drama ma-jor, and went to Canada one step ahead ofthe draft. His book is an account, rich in thecliches of the counter-culture, of his emo-tional, mental and political reactions duringhis personal mini-odyssey.

Earth FoodsLee Fryer and Dick Simmons. Follett, $5.95If we are what we eat, say the authors ofthis informed and enlightening discussionof where we are as an eating nation, thenAmericans are truly in a bad way. Theirpitch is for "certified earth food" freeof harmful additives, protected from thehazards of pollutants and insecticides (notto mention growth hormones, arsenic andantibiotics), and at the same time not des-tructive to the environment.

Sources: An Anthology of ContemporaryMaterials Useful for Preserving PersonalSanity While Braving the Great TechnologicalWildernessTheodore Roszak. Harper Colophon, $2.95Essays and poems are grouped by topics inthis massive anthology.

SUMMER, 1972

RESOURCES

Recipes for Fun and Workshop ProceduresPAR Project, Box 273, Glencoe, Illinois 60022,$2 each; special low rates available forgroups.More than 100 playful ideas and "recipesfor learning" developed by Parents as Re-source (PAR). The Workshop Proceduresbooklet is designed to give mothers theknow.how and confidence they need to stimu-late their children. Both are applicable forinner-city mothers.

Traveler's Directoryc/o Peter Kacalanos, 51-02 39th Avenue,Flushing, New York 11377. Lists more than1,500 people in the U.S. and Europe whowould like to meet fellow travelers. To geta directory you must list yourself, your in-terests and terms of hospitality and send $3.Write first for sample listing and addressforms.

The Underground Travel GuideGay Bryant. Award, $1.25 Tells you wherethe authorities are likely to be uptight aboutlonghairs, which countries consider girlshitchhiking to be automatically of loosemorals, and where it is cool to sleep onthe grass in public parks, how to stay outof jail and howin shortnot to be anugly American, which is a term your parentsused to describe the loudshirted square on abummer. Updated currency rates and newair fares, lots of facts as well as above-men-tioned underground tips.

Human Relations Learning Experience:Teachers Guide to Human Relations Educa-tionHuman Relations Training Center, Baldwin-Wallace College, Berea, Ohio 44017 A free100 page booklet outlining procedures usedin successful teacher training programs inhuman relations. Contains descriptions, ex-perience% outlines of films and simulations,etc.

Educator's Placement GuideNCICE, 1607 New Hampshire Avenue, N. W.,Washington, D. C. 20009A free guide for unemployed teachers.

The Teacher Drop-Out CenterP. 0. Box 521, Amherst, Massachusetts 01002Acts as a friend and specialized placementservice for teachers finding it difficult tofunction in traditional schools.

Curriculum Materials ClearinghouseUniversity Microfilms, Ann Arbor, Michigan48106Collects single copies of curriculum mate-ials on all levels and publishes a catalogof the collection. Items can be ordered inmicrofilm or hard copy. Also solicits mate-rials.

New England Free Press791 Tremont Street, Boston, Massachusetts02118A clearinghouse for radical literature; pamph-lets, reprints, etc. Free catolog available.

FPS3210 Grace Street, N. W., Washington, D. C.20007A news and information service for under-ground high school papers.

PersonalysisAdministrative Research Associates. IrvineTown Center, Box 4211, Irvine, California926643-4 persons can play the game designed toevaluate and possibly improve self-know-ledge.

Horatio AlgerA two-hour simulation on the welfare systemfor from 13-32 people. Illustrates the in-equities of the welfare system. Winner ofthe game is the "impoverished person who

SUMMER, 1972

lifts himself or herself up by the bootstraps."Inquire: New Detroit Inc., Speakers Bureau,211 West Fort Street, 1515 Detroit Bank andTrust Building, Detroit, Michigan 48226.

Women's Lib? A Game of Women's RightsUrban Systems, 1033 Massachusettes Ave-nue, Cambridge, Massachusetts 02138 $7.00Role playing simulation for 4-7 players.Stated purpose: "to inform . . . about theissues and institutions being challenged byvarious women's groups and to introduceplayers to some of the alternatives facingthe American public."

Little Miss Muffet Fights BackFeminists on Children's Media, P. 0. Box4315, Grand Central Station, New York, NewYork 10017A 46 page, illustrated and annotated biblio-graphy of non-sexist children's books.

REPORTS

Television and Growing Up: The Impact of

Televised ViolenceGovernment Printing Office, Washington,D. C. 20402 $2.25The complete Surgeon General's committeereport on the effects of television violenceon children.

MISCELLANEOUS

Apron/Potholder SetExpress yourself-reads "for this I spent fouryears in college?" ($5 -I- $1 for postage andinsurance.) Haverhills' 58H Washington, SanFrancisco, California 94111.

Leswing Communications, 3665 SacramentoStreet, San Francisco, California 94118 Islooking for manuscripts on alternative edu-cation, within or without the system.

Impact invites its readers to submit itemsfor 8azaar.Items announced in Bazaar will not be re-occurring.

tT

(Th

Qminc

A once-a-year identification of the major concerns andquestions confronting the helping professional.CAPS draws from the full resources of its center and

the expertise of area specialists to pinpoint problemareas and suggest research, approaches and practicescounselors can adopt. This fall the little annual will bethere to help you make BIG decisions.

IMPACT 63

bibliographqViewroint on the Need to Achieve

Atkinson, J.W., Motives in Fantasy, Ac-tion, and Society, Princeton, N.J.,Van Nostrand, 1958.

Farquhar, W.W., "MotivatkIn FactorsRelated to Academic Achievement,"Cooperative Research Project No.846, 1963, Michigan State University,College of Education, Office of Re-search and Publications.

Heckhausen, H., The Anatomy ofAchievement Motivation, New York:Academic Press. 1967.

Drug Education Worthy ofthe Name

Goldstein, J.W. Getting Iligh in HighSchool: The Meaning of AdolescentDrug Usage. Invited address, An-nual Meeting, American EducationalResearch Association, February 7,1971, New York (reprinted, in part,as: On the Explanation of StudentDrug Use, In E. Goode (Ed.), Mari-juana (lnd ed.) Chicago: Aldine-Ath-erton, 1972, in press.) LI) 055 282MF-$0.65 HC-$3.29 29 pp.

Goldstein, J.W., Korn, 3.H., Abel, W.H.Morgan, R.M. The Social Psychol-ogy and Epidemiology of StudentDrug Use: Report on .viuse one. Fi-nal report for NIMH grant MH-15805,Carnegie-Mellon University, 1970. ED057 398 MF-$0.65 HC-$6.58 120 pp.

Goldstein, J.W. & Korn, J.H. Courseoutlines and evaluation material forthe undergraduate course, Psychoac-tive Drugs, Spring 1971. ED 057 397MC-$0.65 HC-$3.29 61 pp.

Goldstein, J.W. & Korn. J.H. Judgingthe Shape of Things to Come: Les-sons Learned from Comparisons ofStudent Drug Users in 1968 and 1970.Department of Psychology, Carnegie-Mellon University, Report 72-2, 1972.

Kaplan. J. MarijuanaThe New Prohi-bition. New York: World, 1970.

McGlothlin, WB. (Issues Ed.), "Chem-ical Comforts of Man: The Future."The Journal of Social Issues, 1971, 72(3), 1-122.

Ray, O.S. Drugs, Society, and HumanBehavior. St. Louis: Mosby, 1972.

Roney, J.G., & Nall. M.L. MedicationPractices in a Community: An Ex-ploratory Study. Research report,Stanford Research Institute, MenloPark, California. 1966.

Can Parents Makethe Difference?

Gordon, Thomas. Parent EffectivenessTraining : The "No-Lose" Program forRaising Responsible Children. NewYork: Peter H. Wyden, Inc., 1970.

Radin, Norma. Three Degrees of Par-

ent Involvement in a Preschool Pro-gram: Impact on Mothers and Chil-dren. Paper presented at AnnualMidwestern Psychological Association,Detroit, Michigan. May 8, 1971.

Hawkins, Robert P. "Universal Parent-hood Training: A Laboratory Ap-proach for Teaching Every ParentHow to Rear Children." EducationalTechnology, Feb. 1971, Vol. 11, pp.28-31.

Larson, Roland S. "Can Parent ClassesAffect Family Communications?"The School Counselor, Mar. 1972, Vol.19, No. 4, pp. 261-270.

Ryans, David G.; And Others. A Fea-sibility Study of Parent AwarenessPrograms. Final Report Hawaii Uni-versity, Honolulu, Head Start Re-search and Evaluation Center, ED040 742.

O'Keefe, Ann. The Home Start Pro-gram: Guidelines. Office of Child De-

velopment, Department of Health,Education and Welfare, 1971.

PrintoutBehavior Modification TechniquesAndrews, Henry 13., Jr. The Effects of

Group Contingent Reinforcement onStudent Behavior. ED 049 492 MF-$0.65 HC-$3.29 28pp.

Blair, John R. The Effeitiveness ofThree Classes of Reinforcement onthe Performance of Normal and LowAchieving Middle Class Boys. Diis.Abst. #71-15,096 1971(6394A) 31(12)66pp.

Ferritor, D. E., And Others. Effects ofContingent Reinforcement for At:end-ing Behavior on Work Accomplished.ED 099 337 MF-$0.65 HC-$3.29 29PP.

Kelly, Francis D., Jr. The DifferentialEffects of Giving Versus ReceivingHelp in a Cross-Age lielØing Pro-gram. Diss. Abst. #71,17,177 197132(1) llOpp.

Palmo. Artis J. The Effect of GroupCounseling and Parent-Teacher Con-sultations on the Classroom ,Behaviorof Elementary School Children. Diss.Abst. #71,26,634 1971(1863A) 32(4)111pp.

Taylor, Winnifred F Direct Versus In-direct Intervention in Elementary

Group Counseling. Diss. Abst. #71-25,126 1971 32(4) 135pp.

Drug Education and Drug AbusePrevehtionGoldstein, Joel W. Motivations for Psy-

choactive Drug Use Among Students."Getting High in High School." ED055 282 MF-$0.65 HC-$3.29 29pp.

Goode, Erich. Drug Use and Grades inCollege. Stony Brook, N.Y.: Univer-sity of New York, 1971. ED 051 729MF-$0.65 HC-$3.29 21pp.

Hoffman, Alan; Swisher, John. "RealResearch in Drug Education: The Ir-relevant Variable." Speeches present-ed at the American Personnel andGuidance Assn., Atlantic City, NewJersey, April 5, 1971. (Soon to beavailable from ERIC.)

ConsultationsArcher, James, Schauble, and Grzer;o-

rek. "Preventative Mental Health onCampus: Undergraduate Pal-aprofes-sionah." Symposium presented at theAmerican Personnel and GuidanceAssociation Convention, Atlantic City,New Jersey, 1971.

Brown, W.F. "Student-to-Student Coun-seling for Academic Adjustment."Personnel and Guidance Journal,1965, 43, pp. 811-817.

Brown, W. F. and Zunker, V. G. "Stu-dent Counselor Utilization at FourYear Institutions of Higher Learn-ing." Journal of College Student Per-sonnel, 1966, 64, pp. 41-46.

Engbarth, Fred. "Peer Counseling:Theory, Development, and Implica-tions." Symposium presented at theAmerican Personnel and GuidanceAssociation Convention, Atlantic City,New Jersey. 1971.

Educational Resources Information Cen-ters/Counseling and Personnel Ser-vices, University of Michigan. "PeerCounseling" CAPS1Capsule, Spring,1970, 3(3).

Ware, Claude and Gold, Ben K. TheLos Angeles City College Peer Coun-seling Program. American Associa-tion of Junior Colleges, Washington,D.C., Los Angeles City College, Calif.ED 097 618 MF-$0.65 HC-$3.29 86 pp.

EDRS Ordering InstructionsReferences in this publication that have an ED (ERIC Document)number may be ordered from the ERIC Document ReproductionService (EDRS). Copies are available in either hard (photo) copyor in microfiche form. The microfiche require a special machinefor use. To order any of the ED materials, the following informa-tion must be furnished.

The ED number of the document.The type of reproduction desiredphoto copy (HC) or micro-

fiche (MF).The number of copies being ordered.

All orders must he in writing. Payment must accompany ordersunder $10.00. Residents of Illinois and Maryland should paythe appropriate sales tax or include a tax exemption certificate.There is no handling charge. Book rate or Library rate postage Isincluded in the price. The difference tetween Book Rate or Li-brary Rate and first class or foreign (outside the continental U.S.)postage rate will be billed at cost. Send orders to: ERIC Docu-ment Reproduction Service, P.O. Drawer 0, Bethesda, Maryland20014.

64 IMPACT SUMMER, 1972,f0 -)

Cl

The Case of the Missing CAPSA fierce storm howled its way through the barren branches causing them

to beat against the rippled panes of Nancy Shrewd's casement.

Then suddenlya shriekdownstairs. "What was that?" she said in hercalm, analytical way. She ran downstairs.

"Ww/1bf %! ! !" the housekeeper ranted, "Someone has stolen my Com-munique! And what's moremy Impact is missing! ! ! Oh where are myCAPS publications?"

"Don't worry," said Nancy shrewdly, "I have a plan! A subscription toCommunique for 1972-73 is 10 issues for $3.95, right?"

"Right."

"Impact will be six issues for only $6.00, right?"

"Right."

"And together, they only cost $9.00!"

(Housekeeper looking aghast)

"Don't you see?" said Nancy condescendingly, "They're so cheap and sogood that everyone is filching them. I'll help you seek out the scoundrelsand we'll explain to them that group rates are now availableNow everyonecan have their own CAPS Publications at a mysteriously low price!"

"Even the ghost in the attic?"

"Even the ghost in the attic," Nancy replied with an air of finality.

The End

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l'.77,-47

The Legal Rights of Secondary School Children

Charged with an Act of Delinquency or Violation of School Laws

by Paul Piersma. 51 pp. $3.00.

The ERIC/CAPS Center is in the process of developing detailedand interpretative materials which focus on the informational needsof helping professionals. The Legal Rights of Secondary School Chil-dren is one of these important resources.

Written by Paul Piersma, the associate director of the NationalJuvenile Law Center, this monograph takes you through the legalprecedents and actual cases which have led to revisions in the treat-ment of juvenile cases. This paper also articulates problem areasin the courts, the schools, the detention centersand suggests waysin which counselors, teachers and other school personnel may dealwith truant, incorrigible or otherwise problematic children in a fairand rehabilitative way.

The monograph features a highly applicable student bill of rightsby attorney Ralph Faust, Jr., also of the National Juvenile Law Cen-ter. This bill of rights can help schools implement policies whichwill afford students more consistent treatment for offensive behavior.

A comprehensive listing of legal precedents, books, journal articlesand special reports relevant to the topic of secondary school stu-dents' rights is also included.

To order this monograph, send $3.00 by check or money order(payable to The University of Michigan) to: ERIC/CAPSLegal Rights Monograph, 2108 The School of Education Building,The University of Michigan, Ann Arbor, Michigan 48104.