Human relations development : a manual for educators
Author(s)
Bibliographic Information
Human relations development : a manual for educators
Pearson/A and B, c2005
7th ed
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
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  Tochigi
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  Niigata
  Toyama
  Ishikawa
  Fukui
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  Gifu
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  Kyoto
  Osaka
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  Nagasaki
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Note
Includes bibliographical references: end of each chapter
index: p. 285-290
Description and Table of Contents
Description
/*0205445683 Gazda, Human RElations Development 7e*/Given the critical and ever-increasing importance of collaboration and co-teaching, effective home-school partnerships, and nurturing teacher-student relationships, the need has never been greater for this new edition of Human Relations Development. This much-lauded text is a skills training manual for improving interpersonal communication, focusing on human relations between teachers and their students, parents, peers, and the general public. The emphasis of the text is that <169>interpersonal communication and human relations<170> 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 these conditions are included so that trainees 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 issues in schools and the classroom are also discussed. Special Education applications are included in each chapter.
Table of Contents
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.
by "Nielsen BookData"