TY - BOOK AU - Gazda,George Michael TI - Human relations development: a manual for educators SN - 0205289029 AV - LB1731.75 .H86 1999 PY - 1999/// CY - Boston PB - Allyn and Bacon KW - Student counselors KW - Training of KW - Handbooks, manuals, etc KW - Educational counseling KW - Interpersonal relations N1 - 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 ER -