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Delivering a Holistic Approach to Problem Solving in Education from a Multicultural

Psychodynamic Perspective

Innocence Branch

EDCI 6300

Dr. Celeste Williams

Tennessee State University

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Annotated Bibliography

Belli, J. (2012). Pedagogies of happiness: What and how self-help, positive psychology, and

positive education teach about well-being (3545883). Available from ProQuest

Dissertations & Theses Global. (1240655403). Retrieved from http://0-

proquest.com.sultan.tnstate.edu/docview/1240655403?accountid=14275

The authors present an investigation of self-help websites including the positive psychology

discipline, focusing on their pedagogy, potentiality, promises, and problems. The sites are

quoted to be “individualistic, decontextualized, and remedial” by the author.

Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice

and Self-Determined Learning. International Review Of Research In Open And Distance

Learning, 13(1), 56-71.

This article includes studies inferring that the role of the educator in an andragogical approach is

that of tutor and mentor, with the instructor supporting the learner in developing the

capacity to become more self-directed in his or her learning. This research was germane

to our topic because the concept of heutagogy offers certain principles and practices that

transcends several crucial developments within education.

Burnett, C. (2010). Holistic approaches to creative problem solving (Doctoral dissertation,

University of Toronto). Available from ProQuest Dissertations & Theses Global.

(869529378). Retrieved from http://0- proquest.com.sultan.tnstate.edu/docview/

869529378?accountid=14275

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This is qualitative research study which explores the complex phenomenon of intuition within

the Creative Problem Solving process. The study examined the questions: Are intuitive

tools and techniques effective in CPS? If so, when are they effective? When CPS is

taught from a holistic perspective, is transformation likely to occur? Four theoretical

models, including: a definitional model of intuition; a skill set for intuition, a process to

improve the effectiveness of intuitive tools; and a transformational model of learning,

were developed. The researcher stated these models were designed as a way for creativity

practitioners to understand this phenomenon and to incorporate it into their professional

practice.

Worthington, R. L., Soth-McNett, A. M., & Moreno, M. V. (2007). Multicultural counseling

competencies research: A 20-year content analysis. Journal of Counseling Psychology,

54(4), 351.

This article discusses how Multicultural Counseling Competency (MCC) research has been

conducted within the field of counseling and counseling psychology. The researchers

signify that a number of scholars oft publish under the paradigm of MCC’s but most have

not composed topical, pragmatic research. The report further states that indices of

multicultural counseling awareness should assess an individual awareness, in lieu of

requesting an individual to report self-perceptions. The investigators theorize that a

standardized process-measurement strategies with which to carry out the research

effectively seeking to look at varying levels of implementation and interventions would

be more effective. This article would serve well as a required reading for an

Undergraduate Multicultural Counseling Education course because it offers an interesting

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snapshot of the strengths and flaws of MCC empirical research during that twenty-year

period. Students might benefit from contrasting the past and present knowledge in MCC

research and theory.

Iaquinta, A., & Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary

classroom. Early Childhood Education Journal, 34(3), 209-213.

The authors examined how bibliotherapy can positively affect students with particular issues and

explained that students with these problems may be characterized as inefficient in

comprehending and solving problems. The report discussed how practical strategies for

classroom inclusion are important for educators in order to incorporate bibliotherapy in

their classrooms. The same concepts could transcend the realm of counseling/psychology.