| Abstract: | Although recent studies have offered overall discussions of the integration of student personnel services into instructional programs, none has investigated in depth the personality changes and other outcomes frequently attributed to Human Development Instruction. Hence, the purpose of this study was to determine if participation in Human Development Instruction influences students' Self-actualization, Existentiality, Self-regard, Self-acceptance, the Nature of Man, the Capacity for Intimate Contacts, expressed development of academic objective, grade point average, and authoritarian attitude. A brief discussion of the terms and the goals of the encounter group method as applied to the college setting was presented. The historical development of Human Development Instruction was traced through the history of the group method. Personality changes claimed to have resulted from participation in Human Development Instruction were presented and a major objective, weakened authoritarianism, was briefly discussed. Based upon the literature reviewed, it would seem that Human Development Instruction is not merely a passing fad, but appears to be making a lasting impact on higher education across the nation. The experimental group consisted of 44 females and 22 males enrolled in Human Development Instruction at an urban community college in the Southwest during the Fall semester of 1973. The control group was comprised of 17 females and 13 males enrolled in "Introduction to Psychology" at the same institution for the same semester. The Personal Orientation Inventory and the Balanced F-Scale were administered as pre- and post-testing instruments. A one-page questionnaire was utilized at the post-testing to gather necessary data concerning expressed development of academic objectives. The grade point averages were obtained from the official student records. ... |
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