A theory-based curriculum on Personhood Development provides an organized system through which a self-actualizing program can be initiated and effectively expanded by any individual in society, whatever his age or position. From this point of view, therefore, the curriculum itself transcends the formal educational experience, becoming a pervasive lifetime study. Its concepts and principles are based on solid research to which some of the finest experts in psychology have contributed. Because of current problems and needs in society and because of rapidly enlarging bodies of knowledge, new vision and reorganization of educational premises seem logical and pertinent requirements for people moving into another century. Education is, by its very nature, an integrative process. Such integration involves the entire person: his internal elements and his avenues of change, his perceptions and perspectives of life, his directive efforts towards the future, his expectations of what this future should be. The curriculum design rises out of a specific philosophy, no part of which is vague or unsupported by authoritative writings. From that philosophy, four generational objectives flow, three of which provide learning experiences and the last of which provides an environment to secure such provisions. The generational objectives have specific behavioral goals attached, definite and active goals which are within the reach of all. It is from this pyramidal construct that the lessons are formulated, the methods are selected, the student production is outlined, and the applications to the allied curricula are viewed. Suggested evaluative procedures necessitate longitudinal studies for this program in the future. An organized system of encounters avails the facilitator with the process and methods for guiding his clients through the program. The encounters, fifteen in number, furnish a structure which allows the plan to proceed in a defined and logical pattern. From the initial discussions which have to do with the acceptance of self and with the study of one's internal elements, the clients diagnose their present status. This status is delineated via written and/or oral articulation of perceptions and perspectives the students have of themselves. Their present status in the avenues of modification -- those channels by which the human being experiences change -- are considered immediately after the internal elements are diagnosed. Thus, these avenues also are examined with a view towards developing positive activities in order to realize the full potential of the individual. Following hard on the heels of the basic diagnoses, the personal plan for future growth is then designed. In order to determine the possibilities for realistic growth, the student examines his strengths, discovers his aptitudes and talents, seeks information and supportive direction, cultivates desirable habits, and lessens or eradicates those habits detrimental to his personhood. Appendices furnish copies of those materials utilized with the program. Copies of pages for student use are presented as well as sample lessons, miscellaneous presentations in allied curricula, and examples of exercises used with faculty members and with parent groups. For those who wish to exercise this technique a regular program, uncomplicated and cyclic, is now available. Several studies for the future, enlarging on the basic work, can be forthcoming. It is recommended that such explorations be continued and that valid creative work be encouraged in order to realize ever more fully the potential inherent in every individual.

Thesis (M.A.). / Written for the Dept. of Integrated Studies in Education. Title from title page of PDF (viewed 2008/03/12). Includes bibliographical references.

Thesis (Ed. D.)--Harvard Graduate School of Education, 1981. / Vita. Typescript. Includes bibliographical references. Also issued in print.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Catholic sisters college of the Catholic University of America, 1916. / Bibliography: p. 176-182.

Thesis (Ed. D.)--Harvard Graduate School of Education, 1981. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thèse--Facultè des lettres de Paris.

Thesis (M.S.)--University of Oregon, 1980. / Includes bibliographical references (leaves 99-102). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis--Zürich. / Vita. Bibliography: p.7-13.

M.A. / Existentialism and phenomenology as philosophical systems combined to form a branch of psychology called the existential-phenomenological psychology. The philosophical section of this study demonstrates that contribution. Ludwig Binswanger, a Swiss psychiatrist, was one of the major proponents of this paradigm. He applied the concept of “existential analysis” to psychotherapy, in reaction to psychoanalysis. His objective was to integrate philosophy, psychoanalysis, and psychiatry. The existential-phenomenological approach to therapy was introduced to the American audience by Rollo May, one of the intellectual leaders of the “Third Force” Movement. Rollo May’s existential approach contributed to the existential-humanistic thought of the “Third Force.” The “Third Force” Movement was launched in 1964 at the Old Saybrook Conference in Connecticut, United States of America. It started as a social movement in protest against the dominance of behaviourism and orthodox psychoanalysis. An eclectic group of thinkers attended the conference. Some of whom were Abraham Maslow, Rollo May, Carl Rogers, George Kelly, Clark Moustakas, Gordon Allport, Charlotte Buhler, James Bugental, and others (Elkins, 2000). The “Third Force” Movement emerged at this conference. Because humanistic principles (whose philosophical origins are discussed in 2.4 below) were adopted as guiding philosophy of the movement, the name “Humanistic Movement” is often used. The two names are used alternatively in this study. If depth psychology is the “First Force”, and behaviourism the “Second Force”, then humanistic psychology is the “Third Force” (Brennan, 1998a, 1998b). The term “movement” is used throughout the study to denote the diversity of epistemologies within the “Third Force”, namely, existential, phenomenological, transpersonal, and the Gestalt thought. However, this study focuses on the theoretical contributions by the intellectual leadership of the movement (Rollo May, Abraham Maslow & Carl Rogers) with the exclusion of Gestalt therapies. Thus, Rollo May represents the existential-phenomenological approach, Maslow the humanistic-transpersonal, and Rogers the humanistic-phenomenological (though transpersonal to some degree: Section 4.3.2.2 illustrates this notion). Textbooks and journal articles indicate that the history of the “Third Force” Movement is rather complex and inconsistent in terms of reporting. This study reflects on the main events that led to the emergence of the movement and subsequently the current status within mainstream psychology. The “Third Force” moved psychology beyond the confines of the laboratory and the clinic into politics (egalitarian governance), education, and environmental issues. This study discusses existentialism, phenomenology, and humanism as contributing philosophies, the emergence of existential-phenomenology as a paradigm in psychology, and the history and contributions of the “Third Force” Movement. The existential and the phenomenological epistemologies are inherent within the “Third Force”, hence the link (in this study) between existential-phenomenology and “Third Force” humanism. There are therapies that benefited from the existential-humanistic thought. These include the following: Rational Emotive Behaviour Therapy (REBT), the ecosystemic approach, career counselling, and psychoanalysis (self-psychology). The emergence of postmodernism and cyber technology placed new challenges on the “Third Force.” Consequently, this study reviews the status and vision of the movement in the New Millennium.