Umfang:
Online-Ressource (151 p.)
,
24 cm
Inhalt:
"This book is the fourth in a series of studies based on the premise that education for effective use of the mind should be education for self-understanding as well. While teachers interviewed in previous research have agreed that all school experience should contribute to children's insight into themselves, they have felt that the usual teacher training program does not prepare them to guide students in attaining self-understanding. The present study examines the responses of over two hundred teachers who had undergone psychotherapy to questions about their experience in developing insight into self. Changes in their attitudes and in their ways of dealing with problems of anger, competition, anxiety, and acceptance of others and the self are compared with the development of these problems over a period of four years reported by a small group of 'controls' who had not undergone therapy. As volunteers for this study and as people who have undergone psychotherapy, the experimental group are not typical of the teaching profession as a whole. But their problems are typical, and their success in facing and solving these problems is significant. The findings of Dr. Jersild and his colleagues are based on the teachers' own words and responses to questions. The greatest value of this study for the teacher-and of self-understanding for the teacher's life and work-lies not in external changes which are judged by others but in internal re-evaluations, freedoms, relaxations, which may change one's whole attitude toward work, the value of the individual, and the well-being of the self"--Jacket. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
Anmerkung:
Includes bibliographical references. - Electronic reproduction; Washington, D.C; American Psychological Association; 2014; Available via World Wide Web; Access limited by licensing agreement; s2014 dcunns
Sprache:
Englisch
