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Unformatted text preview: this stage may be
mentioned: residual ambivalence con
cerning loyalties to families of origin;
issues of "commitment," distance reg
ulation, sexual adjustment and disap
pointed initial expectations. Amid continuing approach/avoidance
conflicts, one enters the place. Safely sea
ted and beginning to settle in, the pros
pective participant is now concerned
about personal safety and security is
sues. What will the class will be like?
Will it be a fun? Who are the instruc
tors? Who are the other people here?
Will the workload be heavy? What will
I need to do to get through (or ace) it?
How much time and effort will I have
to put into it? Will I get what I want out
of it (gradewise and otherwise)? Will I
have a good learning experience?
Here, as a rule, approach/avoidance
conflict gradually gives way to "atten
tive exploration" with a view toward
resolving some of the basic trust/mis
trust issues that must be dealt with in
making even a provisional commit
ment to the process of becoming a
member of the group. The underlying
and frankly self-centered question at
this point is, "What’s in this for ME?"
Assuming that the goal is to develop a
relatively open and cooperative (as com
pared with closed and competitive)
learning situation (which is our st...
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This document was uploaded on 02/08/2014.
- Spring '14
- As You Like It