Frederick D. Harper

Counseling Children in Crisis Based on Maslow's Hierarchy of Basic Needs

This article addresses how Maslows hierarchy of basic human needs can be used as a framework for cross-cultural counseling with children in crisis; that is, children of the world who are unable to fulfill adequately their basic human needs because of extreme circumstances such as natural disaster, violence, various forms of child abuse, extreme poverty, lack of school and community resources, and emotional abandonment. Assessment of child needs is discussed and counseling strategies are presented; strategies that include supportive counseling techniques, crisis intervention techniques, program development, delivery of social services and resources, referral to helping agencies, and counselor consultation with parents and other significant adults in the lives of children.

Violence and schools in the USA: implications for counseling

This article focuses on school violence in the UnitedStates, kindergarten (k) through 12th grade, andit addresses the following topics: (a) a briefbackground of school violence in the USA, (b) etiologyand consequences of school violence, (c) preventionprograms and efforts, (d) preventive counseling andconsultation, (e) counseling the violence prone andviolence victim, (f) international and cross-culturalimplications, and (g) discussion.

Transcendent counseling: A multimodal model for multicultural counseling

Transcendent counseling is a multimodular, multimodal, and multicultural approach to counseling clients for a change in lifestyle. Its modules (areas of change) of eating orientation, exercise, human relations, information, meaningful work and self-management are applicable and generalizable across cultures and employ various modalities (training strategies for change) that influence lifestyle modification. Lifestyle modification is posited as the primary goal of counseling and as the modus operandi to multiple behavioral outcomes and ultimate transcendence. Steps of counseling and developmental phases for cultural transcendence are presented, along with counseling techniques and training modalities that are appropriate for cross-cultural efforts with various ethnic groups.

Media for Change: Black Students in the White University.

Subsequent to new legislative acts and judicial decisions of the 1950s and the 1960s, a significant number of black students entered what were just recently all-whiite universities. The irony of this historical phenomenon is that black students have been forced to be agents of social change in situations where social scientists and educators have failed. Change has not been easy to effect. A prime reason is that the American university or multiversity has been too bureaucratic in its organization, therefore, sacrificing effectiveness of goals for efficiency of operation. As a bureaucracy, the university has overemphasized (1) rules and regulations, (2) division of labor, status, and power, (3) a hierarchy of functions and roles, and (4) written communications and records, among other possible obstacles to organizational growth and development.

The Syphax Child Care Center.

This article describes and discusses the Syphax Child Care Center, a private preschool that was established to provide both quality child care and education. Although predominantly black in its enrollment, the school is basically a multiethnic center that also serves a significant proportion of children from other ethnic backgrounds. The importance of quality preschool education and enrichment for all American children has been documented by leading authorities of early childhood education.1 Effective preschool experiences have been investigated to a significant degree; however, many of the studies have focused on urban and/or government-funded programs such as Head Start and Home Start.2 Very little attention has been given to preschooling in private, nonurban schools with significant enrollments of black children. Although there is extensive research on the subject of urban and publicly funded preschool experiences, there remains a lack of consistent results with regard to the level of impact on early, elementary school performance.3 For example, while some studies suggest that preschool programs such as Head Start can have positive and significant influence on the academic achievement and social development of children (compared to control children receiving no preschooling),4 others