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Descriptors:
First Generation College Students; Attention; Family Attitudes; Family Environment; Family Influence; Anxiety; Social Mobility; Socioeconomic Status; Quality of Life; Well Being; Student Adjustment; Success; School Counselors; Higher Education; Counselor Role; Social Capital; Values Clarification; Student Empowerment

Abstract:
First-generation college students face a variety of academic and personal challenges, including survivor guilt (Piorkowski, 1983). Survivor guilt for these students involves negative emotions related to leaving family and friends "behind" in difficult contexts and lived experiences. This article provides (a) an overview of first-generation college students' participation in higher education, (b) a review of survivor guilt as experienced by these students, (c) a description of how logotherapy (Frankl, 2006) can be implemented by college counselors, and (d) the implications of this approach for college counselors. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Therapy; Anxiety Disorders; Pain; Anxiety; Foreign Countries; Values Clarification; Medical Research; Cognitive Restructuring; Behavior Modification; Metacognition; Guidelines; Outcomes of Treatment; Comparative Analysis

Abstract:
Acceptance and commitment therapy (ACT) is a transdiagnostic cognitive behavioural therapy that predominantly teaches clients acceptance and mindfulness skills, as well as values clarification and enactment skills. Australian treatment guideline providers have been cautious in recognising ACT as empirically supported. This article reviews evidence from randomised controlled trials published since Ost's review, and examines the extent to which the methodology of ACT research has improved since. Since 2008, ACT research has improved its use of adherence and competence monitoring. Good-quality studies could be considered to offer National Health and Medical Research Council Level II evidence for chronic pain, obsessive-compulsive disorder, and a subset of other anxiety disorders (panic disorder, social phobia, and generalised anxiety disorder). The majority of studies demonstrated that ACT significantly improved primary outcomes but used comparison conditions that did not rule out therapy-unspecific factors, including use of concurrent treatments, as explanations for the improvements. Recommendations for future ACT research are presented. (Contains 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Freedom; Democracy; Cultural Education; Cultural Influences; Democratic Values; Social Values; Values Clarification; Debate; Social Behavior; Controversial Issues (Course Content); Culture Conflict; Social Problems

Abstract:
The social landscape of the United States can be mapped by using a series of cultural fault lines. This topography portrays conditions that descriptions of the surface fail to illuminate. Many of these schisms are the by-product of ideological positions that diminish personal responsibility and thoughtful civic discourse. If left unattended, these fault lines will continue to divide and diminish the republic. If they are understood and addressed, the United States could experience a rebirth of liberty, harmony, and prosperity. The cultural fault lines can be traced to gaps and imbalances in the country's socioeconomic system even though the political democracy cherishes such values as liberty, equality, fairness, and justice. In this article, the authors highlight what they perceive to be several "fault lines" in American culture. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Religion; Multilingualism; Values Clarification; Values Education; Beliefs; Controversial Issues (Course Content); Classroom Techniques; Educational Strategies; Social Cognition; Communication Skills; Interpersonal Competence; Social Attitudes

Abstract:
Given the prevalence of religion talk in today's world, another form of fluency is needed. Civic multilingualism is the ability to converse across different religious and ethical perspectives in search of understanding, compromise, and common ground. According to the author, this may represent the greatest social challenge of the 21st century. Several important conceptual distinctions can foster civic multilingualism in school and help teachers productively engage students in discussions about religion in the classroom. These include focusing on respect instead of tolerance, focusing on the civic implications of the beliefs rather than on the beliefs themselves, clarifying that respect doesn't mean endorsement, and understanding that respectful conversation and reasonable disagreement are essential practices in a democracy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Administration; Principals; Qualitative Research; Interviews; Focus Groups; Values; Values Clarification; Administrator Attitudes; Administrative Principles; Phenomenology; Foreign Countries; Administrative Policy; Leadership Qualities; Leadership Responsibility

Abstract:
School administration is value driven area depending on the emotions, cultures, and human values as well as technique and structure. Over the long years, educational administration throughout the world have experienced the influence of logical positivism that is based on rational techniques more than philosophical consideration, ignored values and emotions in organisations for the sake of rational problem solving, effectiveness, and strategic planning. However schools are value driven organisations that aim to train the young so as to perform social responsibility in society. Principals are not only charged with legal and professional duties but they also respond to social expectations in a manner of morality. The purpose of this study was to investigate the values that principals should have in administration. The data were obtained via focus group interviews of 19 principals under three sub-groups with qualitative research design in the town of Akcakoca, Duzce and analyzed with the inductive content analysis. The views of principals were generally shaped by Ministry of Education's exam based legislation; furthermore, the concepts of justice, confidence, diligence, career, merit were also voiced despite lack of full and common description. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ethics; Administrators; Democratic Values; Standards; Transformational Leadership; Participative Decision Making; Theory Practice Relationship; Reflection; Values Clarification; Leadership Qualities

Abstract:
Democratic leadership rests on sacred values, awareness, judgement, motivation and courage. Four turning points in a 38-year school administrator's career revealed decision-making in problematic moments stemmed from values in a personal and professional code of ethics. Reflection on practice and theory added vocabulary and understanding to make the implicit explicit. Moral consciousness can be accomplished through values contemplation and clarification. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Punishment; Foreign Countries; Ethical Instruction; Philosophy; Educational Philosophy; Racial Segregation; Democracy; Student Participation; Moral Values; Teaching Methods; Discipline Problems; Role of Education; Abstract Reasoning; Teacher Education; Critical Thinking; Political Attitudes; Values Clarification; Citizenship Education; African Culture; Religion; Personal Autonomy; Self Control; Student Teachers

Abstract:
Practitioners of education in South Africa (SA) struggle painfully between the extremes of its authoritarian and deeply religious roots that prescribe blind obedience to people in authority and their elders, and the demands of open-mindedness, critical thinking and also solidarity required for democratic citizenship. A particular pedagogy was used with some 400 student teachers to investigate philosophically the rights and wrongs of corporal punishment in schools. This article justifies the use of this particular approach to moral education--despite its "Western" liberal roots--in post-apartheid SA as it opens up a non-judgemental space to explore philosophically what students actually believe. Without moralising or slipping into moral relativism, such philosophical teaching increases student participation, autonomy and self-discipline, and at the same time develops moral reasoning and moral knowledge. Hence, it needs to be introduced as a pedagogy in institutions that educate future teachers. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Civil Rights; Learning Processes; Access to Education; Equal Education; Civil Rights Legislation; Educational Legislation; Childrens Rights; Discourse Analysis; Social Attitudes; Social Change; Educational Practices; Social Values; Values Clarification

Abstract:
While respect for human rights has long been endorsed as a goal of education, only recently has significant attention been paid to the need to incorporate rights within educational processes. Current support for human rights within education, however, has a variety of motivations. This paper provides a theoretical exploration of these diverse justifications, leading to a normative proposal. A distinction is made between status-based and instrumental approaches. Human rights within education can be justified from a status-based perspective on the basis of their indivisibility, meaning that the right to education must not entail an infringement of other rights. Yet while rights-respecting environments are important sites of learning, instrumental justifications can be a source of concern, if the goals in question are irrelevant or inimical to the enhancement of rights. An argument, therefore, is put forward for a simultaneous realisation of embodiment of and opportunity for learning about human rights. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship; Citizenship Education; Civil Rights; Social Integration; Political Attitudes; Social Attitudes; Fused Curriculum; Relevance (Education); Curriculum Evaluation; Values Clarification; Values Education; Educational Objectives; Educational Practices

Abstract:
This paper argues against a trend of human rights education, where human rights are taught in the form of citizenship education. In my view, citizenship education and human rights education cannot be taken as replaceable for each other. Underpinning the idea of citizenship is a distinction between "politically qualified" and "politically unqualified" persons. This distinction implies a violation of human rights in the name of social solidarity and security. This paper will argue that citizenship education could imply discrimination/exclusion although it claims to promote solidarity and human rights. Furthermore, the qualification of having rights is not dependent on citizenship but simply in human life itself. Three educational implications are discussed. Firstly, human rights and citizenship education cannot be seen as equivalents. Secondly, educators should be alert to the dangers of possible exclusion implied in citizenship education. Finally, this paper proposes different suggestions for human rights and citizenship education separately. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Homosexuality; Sexual Identity; Group Therapy; Culture Conflict; Religious Conflict; Beliefs; Social Values; Values Clarification; Guidelines; Change Strategies; Caseworker Approach; Conflict Resolution

Abstract:
This article considers the use of group therapy to explore sexual identity questions in light of religious beliefs and values. The authors describe the basis of their group therapy approaches for sexual, religious, and social conflicts that differ from approaches that provide group members only the option of sexual reorientation to an ex-gay identity or adoption of a lesbian, gay, or bisexual identity. The authors come from different backgrounds and discuss how their perspectives and biases can potentially affect group process and outcome. They present guidelines, structure, content, and strategies for their group therapy approaches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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