Edward Kellog Strong,Jr.: First Author of the Strong Interest Inventory

Ralph Bedell, professor emeritus of educational and counseling psychology, was interviewed to gain insight into the influence of the National Defense Counseling and Guidance Institutes on the history of counseling and to learn about the man who was responsible for the NDEA program.     

A model for career development through curriculum

This article describes a practical model for a systematic, sequential approach to career development in the K-12 curriculum. The model builds on career development principles and vocational development tasks; it is self-concept oriented and uses a variety of methods and media in its implementation. Several strategies for facilitating career development are suggested for each level.     

Hypothalamic control of motivation: the medial preoptic area and masculine sexual behaviour

We here review briefly the evidence suggesting a key role for the medial preoptic area in the regulation of sexual behaviour, with particular emphasis on the behavioural consequences of preoptic degeneration.     

Family Focus A Transitional Cottage in an Acute-Care Hospital

The family is traditionally excluded from patient treatment in the hospital. This article describes a unique approach and setting for family inclusion and participation in health care prior to the patient's hospital discharge.     

Living in with Normal Families

Connie Hansen participated in my project, “Methodology for Studying Family Interaction,” in the mid 1960s. One of the purposes of that project was to compare several groups of families, including “normals.” Connie suggested that it might provide a rich source of data if she were to “live in” with a few of the “normal” families and observe them day to day on their own territory. (A year or so before, Dr. Jules Henry had given a talk to the MRI staff about living-in with “schizogenic” families, and I believe that Connie had discussed her idea with him.) Connie was an experienced family therapist — she was one of Virginia Satir's first students — and a most perceptive observer. She lived with three “normal” families for a week each during 1966–67; she was excited by the wealth of material and exhausted by the experience. She tried to develop a group of central themes from her data and gave me a preliminary draft of a paper in 1969. It clearly contained a number of important observations about the complexities and subtleties of family systems and some beginning attempts at conceptualization. She struggled for years to clarify and elaborate on her material. Several times she sent me portions and fragments of new drafts, each with additional insights, but she was never satisfied with her efforts. It seems a fitting tribute to Connie — she died early in 1979 — to attempt to put together her various drafts. We wanted to publish this very important material in a readable form and yet still preserve the immediateness, enthusiasm, and vividness of her observations. I hope, that if she were to read it, she would not be overly critical of this final draft. JULES RISKIN, M.D. It is a special privilege for me to participate in this posthumous publication of Connie Hansen's unique contribution to the further knowledge of family interaction. She died before the material could be published. I feel particular gratitude to the young woman who entered my first training program in 1961 at the Mental Research Institute. This was a time when such training seemed “far out” and was regarded as “probably only a fad.” She was willing to face the risks inherent to her professional standing by choosing to do this training. It was this same courage together with her imagination and curiosity and her willingness to document her experience without judging it that resulted in the article now being published. Farewell, Connie, and thank you for your presence in my life. VIRGINIA M.SATIR     

Minority Religious Practices: The Need for Awareness and Knowledge

This study was conducted to investigate whether educators have knowledge regarding various religious groups. Results indicated that few educators possess knowledge of (a) which holidays are religious in nature and would necessitate that children be absent from school, (b) religious prohibitions and restrictions, and (c) the names of prophets and founders of various religions. Although significant differences in knowledge were found between educators who had completed a course in religion and those who had not completed such a course, completion of a multicultural education course did not produce significant differences. Recommendations for acquisition of knowledge, techniques, and strategies are also included.     

We are furious (female) but we can shape our own development

“Society has not been meeting the self-development needs of women, and little has been done in the schools-one of the major socialization agents.