Abstract
The purpose of this paper is to show that a course in introductory psychology may be designed and structured in such a way as to meet all academic course requirements and to meet as well, in a most opportune if fortuitous setting, some of the serious emotional needs of young college students. The course serves as a diagnostic and catalytic device for constructively mobilizing the anxieties of “needy,” emotionally burdened, or “traumatized” students, thus accelerating their otherwise often postponed search for professional help in their attempts toward meaningful self-realization. Three case illustrations are given.
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