This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher…

It is beyond debate that one's culture plays a significant role in the self-evaluative process. However, each particular culture uses different measurements to determine who will be crowned with respectability and who will not. The wider the gulf between the actual self and the culturally influenced ought self, the greater the chances are that one…

This article presents and compares the similar views of William Glasser, M.D., founder and president of the William Glasser Institute in Los Angeles, and author of scores of best selling books; and William Watson Purkey, Ed.D, co-founder of the International Association for Invitational Education (IAIE), Professor Emeritus at the University of…

Examines personal stories of women to assess whether verbal persuasions and invitations influenced their academic paths. Three themes emerged: (a) invitations and verbal persuasions were instrumental sources for the development of confidence; (b) self-efficacy beliefs fostered resilience to academic and social obstacles; (c) invitations reemerged…

Outlines the objectives and the rationale of a pilot intervention program in Sydney, Australia, that responds to teacher burnout. Addresses the causes of burnout and implements strategies to assist in the reduction and ultimate prevention of burnout using invitational theory as a foundation to create a better school climate. (RJM)

Dispels six myths about "feel-good" self-esteem. Presents a more dynamic component of self-esteem called "inner self-esteem," which is based on children's actual competencies. Claims that inner self-esteem is enhanced by helping children develop skills to succeed in school and by fostering morally responsible behavior. (RJM)

Drawing on the autobiographies of school principals, proposes guidelines that can help educators combat the occupational hazard of excessive stress. Each guideline is illustrated by vignettes from educational leaders who have learned how to avoid some thinking fallacies that could erode self-esteem and leadership effectiveness. (RJM)

Undergraduate students (n=178) from a variety of academic disciplines completed the Inviting-Disinviting Index (IDI) to measure the degree of inviting and disinviting behavior addressed to oneself and others. The hypothesis that people tend to be more disinviting to themselves than they are to others was supported. (JPS)