The author explains how transpersonal psychology can be applied to education. She lists the emotional and academic benefits to students of relaxation and meditation, guided fantasy, dreams, parapsychology, biofeedback, and centering. (SJL)

Emphasizes the importance of generating personal--and through that, professional--development (rather than merely focusing on skills or teaching approaches) for English teachers; explores the notion of "refreshment" that the best kind of inservice training might seek to offer. (Author/GT)

Shows how Tim Gallwey's psychological approach to the game of tennis can be readily applied to the art of writing. (RL)

The principal who faces himself or herself and chooses, whatever the choice, will find comfort in the knowledge that he or she has taken charge, not of a situation or of the problems of other people, but of himself or herself. (Author/IRT)

Considers reasons gifted girls fail to reach their potential, pointing to extraordinarily good social adjustment as a factor in their tendency to underplay their talents and lose sight of their academic goals. Suggests ways in which teachers, parents, and counselors can provide guidance for gifted girls at particular education levels. (DMM)

Presents seven goals to work toward achieving during the student teaching experience. This advice is provided to help student teachers ascertain their suitability to the teaching profession. (MD)

Proposes a heuristic that can be used specifically for expressive writing in which students define or discover their personal identity and express themselves. (FL)

It is through the awareness of self that movement becomes significant. (MJB)

Offers techniques designed to help adolescents learn the skills of self-management. (FL)

Describes growing acknowledgment worldwide that educational services must train people and provide support systems for lifelong self-directed education. Outlines 10 basic elements of programs designed to teach self-education, including visualization, learning style, personal curriculum planning, risk experiences, and self-culture. (Author/BRR)

Teachers and students alike tend to view appraisal as a means of testing and measuring varied strengths and weaknesses. Conventional appraisal is, however, only one approach to appraisal and not necessarily the best one for use in schools. A contemporary approach can facilitate personal choice and planned change. (BRR)

This paper calls for reconsideration of gifted education practices to expand acceptable definitions of "success" and allow students additional avenues to demonstrate their abilities. Suggestions for cultivating emotional talents in students including self-reflection, philosophy and its applications, and global perspectives on current events are…

For more than a quarter of a century self-esteem increasingly has been viewed as the magic key to success and happiness. Earned self-esteem is based on learning to tolerate frustration and delay, to care for others, to work hard, and to persevere in the face of obstacles. These tasks of developing relationships and competencies enable one to…

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. The major goals of this module are to promote feelings of self-acceptance in…

Outlines the history and roots of affective education and points out its shortcomings in contemporary educational programs. (MD)