"
ii. REACTION FORMATION -- Adopting favorable emotions toward an
abusive-domineering bully. "If I love the terrorist, maybe
he won't hurt me."
iii. INTELLECTUALIZATION -- "I'll wait until it is totally safe
before I do anything. I'll continue to research the problem."
iv. DISPLACEMENT -- racial prejudice, cynicism, sarcasm.
4. REPRESSION -- "This is now not important enough to spend time on.
I can't even remember why it was once important."
* * * * *
Interpersonal Problem Solving.
1. Aristotle. _Rhetoric and the Poetics_. F. Solmsen, ed. New York:
The Modern Library, 1954.
2. Magid, Ken and Carole A. McKelvey. _High Risk: Children without a
Conscience_. New York: Bantam Books, 1987.
3. Maslow, A. H. _Motivation and Personality_. New York: Harper and
Row, 1954.
4. MacLean, Paul. _Triune Concept of the Brain and Behavior_. Toronto:
University of Toronto Press, 1973.
5. Sagen, Carl. _The Dragons of Eden_., New York: Ballantine Books,
1977.
6. Vygotsky, Lev. _Thought and Language_. Cambridge: MIT Press, 1962.
7. A Committee of College and University Examiners. "Educational
Objectives and Curriculum Development." _Taxonomy of Educational
Objectives -- Handbook 1: The Cognitive Domain_. Benjamin S. Bloom,
ed. New York: David McKay Company, Inc., 1956.
8. Kohlberg, Lawrence. "Moral Education for a Moral Transition."
_Educational Leadership_ 32 (October 1975): 46-54.
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