Tabla de contenidos provista por Syndetics

• 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