Amazon cover image
Image from Amazon.com

Human relations development : a manual for educators / George M. Gazda ... [et al.].

Contributor(s): Material type: TextPublication details: Boston : Allyn and Bacon, c1999.Edition: 6th edDescription: xii, 323 p. : ill. ; 23 cmISBN:
  • 0205289029
Subject(s): LOC classification:
  • LB1731.75 .H86 1999
Contents:
1. Rationale -- Use of Models -- Research Support -- Personal Characteristics of Effective Teachers -- Personal Characteristics of Effective Helpers -- Modeling as a Key Component of the Helping Relationship -- The Goals of Helping -- The Cycle of Helping -- The Process of Helping -- Facilitation Dimensions -- Transition Dimensions -- Helper Oriented -- Transition Dimensions -- Helpee Oriented -- Action Dimensions -- 2. Teacher Roles: Their Changing Character -- Role Changes Emanating from Restructured Schools -- Role Changes Emanating from Mainstreaming /Inclusion -- Mainstreaming /Including Students with Severe Handicaps -- 3. Multicultural Training Issues in Human Relations Development -- Effective Communication -- Communication Styles -- 4. Perceiving and Responding -- The Act of Perceiving -- Learning Style and the Sensory Modalities -- Self-Examination and Feedback -- Change -- Defense Mechanisms -- The Act of Responding -- 5. Helpee Statement Types -- Request for Action -- Request for Information -- Request for Understanding /Involvement -- Inappropriate Communication -- Responding with Information -- Responding with Action -- 6. Ineffective Communication Styles -- Verbal Villains -- Thoughts That Lie behind the Helpee's Words -- 7. Training in Attending Skills -- 8. Awareness of Nonverbal Behaviors in Helping -- General Characteristics of Nonverbal Communication -- General Characteristics of Nonverbal Communication -- The Helper's -- Nonverbal Behaviors -- Using the Helpee's Nonverbal Cues -- Recommended Reading for Further Study -- 9. Training in Perceiving Feelings -- 10. Perceiving and Responding with Empathy -- Empathy -- Its Meaning and Value -- Illustration of the Empathy Scale -- 11. Perceiving and Responding with Respect -- Illustration of the Respect Scale -- 12. Combining Empathy and Respect in Responding -- Combining Empathy and Respect Effectively -- 13. Perceiving and Responding with Warmth -- Tou -- 14. Scale for Global Ratings and Responding -- Global Scale for Rating Helper Responses -- 15. Facilitative Responding -- Language Distortion -- Nonfacilitative versus Facilitative Responding -- Idiosyncratic Credit -- The Use of Questions in the Helping Relationship -- 16. Perceiving and Responding with Concreteness -- Open-Ended and Close-Ended Questions -- Helpee Concreteness -- Illustration of the Concreteness Scale -- 17. Perceiving and Responding with Genuineness -- Helper Genuineness -- Helpee Genuineness -- Illustration of the Concreteness Scale -- 18. Perceiving and Responding with Self-Disclosure -- Helper Self-Disclosure -- Illustration of the Self-Disclosure Scale -- 19. Perceiving and Responding with Confrontation -- Regulating the Intensity of Confrontation -- Two Types of Confrontation -- Illustration of the Confrontation Scale -- 20. Perceiving and Responding with Immediacy of Relationship -- Different Levels of Immediacy -- Illustration of the Immediacy of Relationship Scale -- 21. Strategies for Change: Problem Solving /Decision Making -- Model for Problem Solving /Decision Making -- Recognizing a Problem -- Defining the Problem -- Generating Alternatives -- Decision Making /Evaluating and Selecting a Course of Action -- Assessing Feedback from the Outcome -- Implementation of Problem Solving /Decision Making in the Helping Process -- 22. Responding to Inappropriate Communication -- Types of Inappropriate Communication -- 23. Anger -- Friend and Foe! First Aid for Anger -- A Cure for Anger -- Initial Responses to an Angry Person -- Crisis Management -- Strategies for Resolving the Roots of Anger -- Helping Resolve Conflict between Two Other Parties -- 24. Thoughtful Assertiveness -- Foundations of Assertiveness Training -- Outcomes for Teachers -- Outcomes for Students -- Obstacles to Assertiveness -- Thoughtful Assertiveness as a Healthy Option -- The Passive, Assertive, and Aggressive Behavioral Patterns -- Responsible "I Messages" versus Accusatory "You Messages -- 25. The Encouraging Teacher -- Encouragement and the Facilitative Relationship -- Characteristics of Encouragers -- Praise -- Encouragement -- Summary -- Appendixes -- A. Research Scales -- B. Vocabulary of Affective Words -- C. Speaking the Helpee's Language with Empathic Leads -- D. Scales for Rating the Helpee.
Tags from this library: No tags from this library for this title.
Star ratings
    Average rating: 0.0 (0 votes)
Holdings
Cover image Item type Current library Home library Collection Shelving location Call number Materials specified Vol info URL Copy number Status Notes Date due Barcode Item holds Item hold queue priority Course reserves
Books Methodist University Library Main General Stacks Reference LB1731.75 .H86 1999 (Browse shelf(Opens below)) Available 25063

Includes index

1. Rationale --
Use of Models --
Research Support --
Personal Characteristics of Effective Teachers --
Personal Characteristics of Effective Helpers --
Modeling as a Key Component of the Helping Relationship --
The Goals of Helping --
The Cycle of Helping --
The Process of Helping --
Facilitation Dimensions --
Transition Dimensions --
Helper Oriented --
Transition Dimensions --
Helpee Oriented --
Action Dimensions --
2. Teacher Roles: Their Changing Character --
Role Changes Emanating from Restructured Schools --
Role Changes Emanating from Mainstreaming /Inclusion --
Mainstreaming /Including Students with Severe Handicaps --
3. Multicultural Training Issues in Human Relations Development --
Effective Communication --
Communication Styles --
4. Perceiving and Responding --
The Act of Perceiving --
Learning Style and the Sensory Modalities --
Self-Examination and Feedback --
Change --
Defense Mechanisms --
The Act of Responding --
5. Helpee Statement Types --
Request for Action --
Request for Information --
Request for Understanding /Involvement --
Inappropriate Communication --
Responding with Information --
Responding with Action --
6. Ineffective Communication Styles --
Verbal Villains --
Thoughts That Lie behind the Helpee's Words --
7. Training in Attending Skills --
8. Awareness of Nonverbal Behaviors in Helping --
General Characteristics of Nonverbal Communication --
General Characteristics of Nonverbal Communication --
The Helper's --
Nonverbal Behaviors --
Using the Helpee's Nonverbal Cues --
Recommended Reading for Further Study --
9. Training in Perceiving Feelings --
10. Perceiving and Responding with Empathy --
Empathy --
Its Meaning and Value --
Illustration of the Empathy Scale --
11. Perceiving and Responding with Respect --
Illustration of the Respect Scale --
12. Combining Empathy and Respect in Responding --
Combining Empathy and Respect Effectively --
13. Perceiving and Responding with Warmth --
Tou --
14. Scale for Global Ratings and Responding --
Global Scale for Rating Helper Responses --
15. Facilitative Responding --
Language Distortion --
Nonfacilitative versus Facilitative Responding --
Idiosyncratic Credit --
The Use of Questions in the Helping Relationship --
16. Perceiving and Responding with Concreteness --
Open-Ended and Close-Ended Questions --
Helpee Concreteness --
Illustration of the Concreteness Scale --
17. Perceiving and Responding with Genuineness --
Helper Genuineness --
Helpee Genuineness --
Illustration of the Concreteness Scale --
18. Perceiving and Responding with Self-Disclosure --
Helper Self-Disclosure --
Illustration of the Self-Disclosure Scale --
19. Perceiving and Responding with Confrontation --
Regulating the Intensity of Confrontation --
Two Types of Confrontation --
Illustration of the Confrontation Scale --
20. Perceiving and Responding with Immediacy of Relationship --
Different Levels of Immediacy --
Illustration of the Immediacy of Relationship Scale --
21. Strategies for Change: Problem Solving /Decision Making --
Model for Problem Solving /Decision Making --
Recognizing a Problem --
Defining the Problem --
Generating Alternatives --
Decision Making /Evaluating and Selecting a Course of Action --
Assessing Feedback from the Outcome --
Implementation of Problem Solving /Decision Making in the Helping Process --
22. Responding to Inappropriate Communication --
Types of Inappropriate Communication --
23. Anger --
Friend and Foe! First Aid for Anger --
A Cure for Anger --
Initial Responses to an Angry Person --
Crisis Management --
Strategies for Resolving the Roots of Anger --
Helping Resolve Conflict between Two Other Parties --
24. Thoughtful Assertiveness --
Foundations of Assertiveness Training --
Outcomes for Teachers --
Outcomes for Students --
Obstacles to Assertiveness --
Thoughtful Assertiveness as a Healthy Option --
The Passive, Assertive, and Aggressive Behavioral Patterns --
Responsible "I Messages" versus Accusatory "You Messages --
25. The Encouraging Teacher --
Encouragement and the Facilitative Relationship --
Characteristics of Encouragers --
Praise --
Encouragement --
Summary --
Appendixes --
A. Research Scales --
B. Vocabulary of Affective Words --
C. Speaking the Helpee's Language with Empathic Leads --
D. Scales for Rating the Helpee.

There are no comments on this title.

to post a comment.
Previous
Back to results
Next
Close
Share
Copyright © 2026  MUG Library