Human relations development : a manual for educators
著者
書誌事項
Human relations development : a manual for educators
Allyn and Bacon, c1999
6th ed
大学図書館所蔵 全6件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Human Relations Development is a skills training manual for improving interpersonal communication. The text focuses on human relations between teachers and their students, parents, peers, and the general public. The emphasis of the book is that "interpersonal communication and human relations" is one of four generic life-skills, an essential skill of all educators.
Core conditions of empathy, respect, warmth, concreteness, genuineness, appropriate self-disclosure, confrontation, and immediacy are addressed and applied chapter by chapter. Scales for each of the above are included so that trainers can learn how to rate their level of functioning both globally and specifically. Issues of the changing roles of educators and theory/applications of multicultural- related issues in schools and the classroom are also discussed.
目次
Most chapters conclude with "References."
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.
Touch.
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."
Specific Assertive Techniques.
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.
Index.
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