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A 3-year psychobiographical study of 16 diverse adults aged 40-50 examined career history and spiritual values. All participants expressed spiritual purposes of developing and becoming self, serving others, unity with others, and expressing self. When they could no longer enact these purposes in work, they made inter- or intrarole career transitions to regain equilibrium. (Contains 49 references.) (SK)

Using Howard Gardner's concept of existential intelligence along with others such as Jerome Bruner, explores the psychology of spirituality and leadership. Describes how famous film director uses meditation in his work. Draws implications for educational leadership. (PKP)

Argues that the missing ingredient in school reform is soul, that is, deep connections among students, teachers, and administrators. Discusses five principles of leadership with soul: Personalize, pacing, permission, protection, and paradox. (PKP)

Discusses the importance of the spiritual side of leadership. Asserts that spiritual side of leadership should be taught in administrator preparation courses and profession development programs through spiritual discussions, helping administrators develop a spiritual self, and assigning books on spiritual leadership. Includes a spiritual self-assessment form. (PKP)

Examines exchanges in an Internet newsgroup that emphasizes issues pertinent to Canadian native, Indian, or Aboriginal people. Results find cyberspace a place where colonial misunderstandings are evident and resistance to dominant discourses is possible. Provides examples of resistance to colonial discourses about Aboriginal peoples, noting risks with the increasing commercialization of the Internet that dominant discourses might prevail. (Contains references.) (SM)

Examined relationships between dimensions of collective self-esteem and Africultural coping styles among African American adolescents. Surveys of African American students at a predominantly white high school indicated that respondents with higher public collective self-esteem reported greater use of spiritual-centered Africultural coping styles to handle stressful situations. Higher importance to identity collective self-esteem related to greater use of collective coping strategies. (SM)

Discusses a technique for organizing the Montessori Cosmic Education curriculum for children younger than 7-years-old that explores the possibilities of the curriculum by examining the characteristics of the learners, defining ideas and content, defining objectives, developing activities, arranging the sequence, and keeping records. Provides sample worksheets for planning each aspect of the curriculum. (JPB)

Five Aboriginal female high school seniors at a Catholic school in Saskatoon met in "sharing circles" to discuss their experiences and perspectives on success factors for Aboriginal high school students. The medicine wheel was the framework for analyzing student narratives about spirituality; support from family, friends, teachers, and school programs; and engaging, relevant curriculum. (Contains 30 references.) (SV)

While rediscovering her Chippewa spirituality, the author learned that life's tests are gifts. The ways she learned in the White world had prevented her from serving her people. She had to undergo pain to learn about compassion before she could be of service. Native people need to positively reinforce children and allow them to talk about their dreams and visions. (TD)

Native Americans must stop giving allegiance and attention to this other way (the Christian, westernized way) that has destroyed them. Native Americans have to reach their people in such a way that their traditional life is the first thing. They have to learn their traditional teachings well enough so that when they pass them on, their children will know how to live. (TD)

A member of the Oglala Lakota describes his traditional childhood; his boarding school education; and his career in the army, university, and tribal council during the American Indian Movement. In his 40s, he became aware of the spirits and changed his life. He tells the Lakota creation story and laws and advises future generations to carry the traditions forward. (TD)

Explores the relationship among religious participation, spirituality, Africultural coping styles, and religious problem-solving styles in a sample of African American college students. Results reveal that religious participation and spirituality accounted for significant variance in aspects of Africultural coping styles and religious problem-solving styles. (Contains 40 references and 1 table.) (GCP)

In a participative psycho-biographical study, interviews with 16 individuals investigated the effect of spirituality on career behavior. Spirituality influenced career purpose, sense-making, and career coherence. It inspired four purposes: developing/becoming self, unity with others, expressing self, and serving others. (Contains 55 references.) (Author/JOW)

Suggests a unique mental health prevention strategy that focuses on spiritual education in public schools, defining spirituality, describing the spirituality-mental health connection, highlighting educators' responsibility toward spiritual education, and offering specific activities and strategies for enhancing students' spirituality suitable for classrooms across the globe. (SM)

A connection with nature constitutes the difference between Western science and indigenous perspectives of the natural world. Understanding the synchronicity of natural and astronomical cycles is integral to Anishinaabe cosmology. Examples show how the Anishinaabe cultural worldview and philosophy are reflected in their celestial knowledge and how indigenous knowledge relates natural phenomena to everyday life. (TD)

Introduces the content taught in a class titled "Spirituality and Counseling" and evaluates its effectiveness in increasing students' confidence in integrating spirituality in counseling. Specific interventions taught included the focusing method, a forgiveness model, the prayer wheel, and meditation. Results of the pilot study are reported, and implications for future classes are discussed. (Contains 30 references.) (GCP)

Surveys 86 mental health professionals employed in university counseling centers in the United States on their attitudes toward discussing religious and spiritual topics and toward using religious and spiritual practices in counseling. Participants viewed the use and discussion of spiritual topics/practices more favorably than the use and discussion of religious topics/practices. (Contains 28 references and 2 tables.) (GCP)

Addresses selected effects of postmodernism on spirituality and contains a discussion of implications for promoting change in counseling. Because aspects of postmodern spirituality can prevent change, spiritual transformation may need to occur in the life of the client. Spiritual transformation is conceptualized as a process of helping the client develop resilient spirituality, which can enable the client to overcome difficulties. (Contains 38 references.) (GCP)

In this study of 94 Counsel for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited counselor education programs, 69% of respondents reported their programs addressed spiritual and religious issues; however, only 46% of CACREP liaisons perceived themselves as prepared to integrate material related to spirituality and religion into their teaching and supervision activities. Discusses implications for training and practice. (Contains 27 references, 2 tables, and an appendix.) (GCP)

Explains the concept of positive spirituality and offers evidence that links positive spirituality with health. Describes effective partnerships between health professionals and religious communities and summarized the information as a basis for strengthening the existing successful aging model proposed by Rowe and Kahn. (Contains 59 references and 1 table.) (GCP)

A study investigated the motivation of five gifted American Islamic women. Five key aspects of the development of gifts were revealed: a sense of social motivation, a sense of spiritual motivation, a focus for change, a role for study and learning, and barriers to change. (Contains references.) (Author/CR)

Utilizing qualitative research, a portrait is presented of the Jnana Prabhodini School in Pune, Maharashtra, India. The school educates gifted and talented students not only for academics but also for motivation to help their state, country, and the world. The school is indigenous, based on the philosophy of Swami Vivekananda. (Contains references.) (Author/CR)

A community-centered intervention in a south Texas colonia provided personal growth and entrepreneurial sessions to low-income immigrant Latinas. Interviews with 125 Latina program participants and 105 control group members indicated that although all groups were low-acculturated, intervention participants had higher scores on religious and existential aspects of spiritual well-being than did controls. (Contains 28 references.) (TD)

Shares the insights and knowledge that one African American teacher gleaned about the historical and cultural understandings of Africa that, although sometimes unconscious to her as an African American, run through her veins and are manifested in her teaching, focusing on her work in Ghana and noting the tensions, contradictions, struggles, and joys available to teachers when they engage and work in international or inter-cultural sites. (SM)

Discusses the school library media specialist's responsibility to address students' cultural differences, including those related to religious practice and spiritual beliefs. Topics include the separation of church and state; resources that address spirituality and religion; and additional resources from ERIC. (LRW)

Describes cosmic education as the Montessori guide for educating 6- to 12-year-olds. Discusses practical consequences of Montessori's ideas, including the selection of the "great story," the need for physics at the elementary level to teach the laws of nature, the citizen's responsibility for the earth's survival, the importance of aesthetics in the classroom environment, the adult's role, and environmental and political issues as part of cosmic education. (KB)

Describes spirituality as occurring when one invests energy in goals beyond the self. Summarizes research on cooperation and challenge and self satisfaction during high school and college. Identifies components of Montessori education contributing to spiritual development, and asserts that educators need to help children develop goals beyond themselves, to understand the past, and cherish the future. (Author/KB)

Discusses ways in which Catholic schools can reflect on the Catholic vision and identity within the institution. Reminds Catholic educators that the Catholic vision includes personal and societal transformation in the light of the Gospel. Suggests particular consideration is due the areas of leadership training, social justice, and spiritual life. (NB)

Discusses the history of the Plains Indians' relationship with the Catholic Church. Argues that some Catholics who denied the validity of Native American ritual turned Indians away from the Church. But currently, the Church's attempts to allow incorporation of those rituals into Church services have helped to revitalize the Native Catholic Church. (NB)

Describes how a pervasive alienation from and apprehension toward others can lead into a desire for certainty, rigid boundaries, and even physical separation. Proposes a theory that connects a person's communicative choices with their personal narratives, personal narratives with bodily experience of emotionality and mood, and each of the above with the environmental resources available for the creation of identities. (SG)

Describes how children construct meaning from experience, a natural process often undermined in U.S. society. Even so, many teachers find ways to support growth in all areas of development, including the emotional, social, and spiritual dimensions. Teaching in a way that nurtures both head and heart can open up possibilities for more meaningful and compassionate connections with children. (BF)

As part of this special issue on student spirituality and development, provides a list of books, retreat centers, and websites to help the interested reader begin to explore spiritual development. Includes sites that allow exploration from a number of faith traditions and perspectives. (GCP)

A practitioner and faculty member reflects upon her spiritual journey through higher education, drawing on her life experiences and her ethnic background. Outlines ways to encourage others to explore their own journey and to live authentically, and discusses the challenge of communities of difference within this context. (Contains 17 references.) (GCP)

Presents an overview of ideas for student affairs staff development that incorporate a spiritual dimension. Various aspects of professional practice are explored. (GCP)

Reflects on how the modern naturalist, having a high regard for objectivity, deals with spiritual issues and emotional responses to environmental devastation; the role of field experience in a naturalist's judgments on politically sensitive environmental issues; the great time needed to acquire first-hand knowledge, such as that held by indigenous peoples; and the naturalist's political responsibility regarding conservation. (SV)