The challenge for humanistic psychologists is not so much the further development of theoretical constructs. The challenge is to develop theories of practice that move from abstract formulations to concrete models. “Invitational Education” is one humanistic theory of practice that was used to help transform 12 suffering inner-city schools. The story of how this was done follows.
Get full access to this article
View all access options for this article.
References
1.
Amos, L. W., & Purkey, W. W. (1988). Teacher practices and student satisfaction in dental hygiene programs . Dental Hygiene, 62(6), 286-291 .
2.
Finger, S. D., & Pape, T. M. (2002). Invitational theory and perioperative nursing preceptorships . AORN Journal, 76(4), 630-642 .
3.
Gerber, S. K., & Purkey, W. W. (2001). Responsive therapy: An invitational counseling model. In R. Corsini (Ed.), Handbook of innovative therapy (2nd ed., pp. 597-606). New York: John Wiley & Sons, Inc.
4.
May, R. (1969). Love and will. New York: Norton .
5.
Novak, J. M., & Purkey, W. W. (2002). Invitational education. Bloomington, IN: Phi Delta Kappa Educational Foundation .
6.
Purkey, W. W. (1978). Inviting school success: A self-concept approach to teaching and learning. Belmont, CA: Wadsworth Publishing Company .
7.
Purkey, W. W., & Novak, J. M. (1996). Inviting school success: A self-concept approach to teaching, learning, and democratic practice (3rd ed.). Belmont, CA: Wadsworth Publishing Company .
8.
Purkey, W. W., & Schmidt, J. J. (1996). Invitational counseling: A self-concept approach to professional practice. Pacific Grove, CA: Brooks/Cole Publishing Co.
9.
Purkey, W. W., & Siegel, B. F. (2003). Becoming an invitational leader. Atlanta, GA: Humanics Publishing Co.