The author recently spent part of a sabbatical from her university exploring the most current research on treating clients diagnosed with Post-traumatic Stress Disorder (PTSD). During the sabbatical, she was struck by how her own complacency had become unintentionally disinviting to her work with these clients, as she learned that preconceptions…

In the summer of 1998, this author was appointed Principal at Cooper Elementary, one of 21 elementary schools in the Livonia Public Schools' district, the 5th largest district in the state of Michigan. Like many first-year principals, she was full of fresh ideas, lofty goals and endless enthusiasm to inspire students, staff and parents. Her…

Argues that, since the presence of invitational practices in the physical arena can be measured, such strategies should be introduced into middle school athletics. Examines coaches' potential to extend inviting concepts to student participants, the legacy of traditional athletics, and the agents of influence in middle school athletics. (RJM)

Notes that invitational theory presents the concept of invitations as related to five factors: people, places, policies, programs, and processes. Proposes addition of a sixth "P," politics. Assumption is made that, without addressing the political aspects of schools and school systems, success of the invitational model with the other five…

Presents existence of universal invitations and their relationship to perceptual processes in expanded view of how invitational levels of functioning (Intentionally Disinviting, Unintentionally Disinviting, Unintentionally Inviting, and Intentionally Inviting) are determined. Suggests that particulars, individual's temporal and spatial…

Presents innovative and imaginative examination of invitational model and encourages future research of invitational practice. Challenges readers to move beyond seemingly clear-cut, orderly models and diagrams, and to explore more seriously the potential for rigorous research and clearly defined applications of invitational practices. (NB)

Focuses on natural and incidental relationship between the concepts of multicultural education and invitational theory. Begins with historic examination of each concept, then focuses on assumptions of multicultural education and invitational theory. Notes that comparison of these beliefs demonstrates the two sets are interdependent in generating…

Author notes that, in context of own professional practice, she has discovered that application of theory of invitational education opens space where freedom to become can be brought into existence. Defines invitational education as perceptually based self-concept approach to education. Discloses how inviting process has enhanced her professional…

Notes that one criticism of invitational theory is that it does not address itself to difficult situations. Refutes this criticism by first reviewing the basic assumptions of invitational theory and then explaining how the theory can be used to handle conflicts, both minor and major, that occur in one's personal and profession life. (NB)

Describes emergence of Human Age, period of evolution when people, institutions, and organizations begin to focus on tremendous potential of human beings to create beneficial relationships in schools and other settings. Sees primary aim during Human Age to be cultivation of relationships and nurturance of environments in which emerge higher order…

Proposes that invitational theory and Total Quality Management are not mutually exclusive approaches for education. Contends that, on close examination of the two, clearly these two philosophies share many common concepts and beliefs. Focuses on basic assumptions of both theories. Concludes that invitational approach offers feasible alternative to…

Addresses issue of gender stereotyping and encourages teachers at all levels of education to design strategies that would correct these stereotyping behaviors. Sees invitational education, as an inclusive model, as being an appropriate approach to use in training teachers, parents, and students to avoid discrimination or stereotypical behavior.…

Explores the challenge of keeping parents involved in their children's education beyond the elementary school years. Suggests the invitational model as proactive approach for keeping parents involved in the lives of their children, particularly during the transition years of middle school education. As background, discusses nature of…

Argues to use invitational approach in medical education. Compares elements of Problem-based Learning with invitational philosophy, thereby offering another arena for this emerging theory of practice. Concludes that Problem-based Learning is an ally of invitational approaches and is an offspring of the thinking that also created International…

Presents historical perspective suggesting that invitational theory shares many beliefs with ancient Eastern philosophies. Submits that teachers and other educators who embrace the invitational perspective may benefit from an understanding of Eastern principles. Briefly describes Buddhism, Confucianism, Taoism, Zen Buddhism, and their relevance to…