Testimonies

Professor Robert Cash writes

Kranz and Sanders have authored the most comprehensive and useable book on helping (counseling) skills that I have reviewed over the past 35 years. “Roadworthy skills” is a needed text that the helping services can use. The contemporary coverage of helper skills and the integration of the best from related references, texts, theories and approaches is impressive.

In “Roadworthy skills” Kranz and Sanders provide a readable history of the development of helping skills, and then proceed to make increments of history themselves. Their innovative summary of the human spiritual, and social dimensions from a skills perspective breaks new ground, and augments the physical, emotional’ and intellectual dimensions described by Carkhuff. Their conceptualization of the inter-relationship between personal values, resourcefulness and strategies offers a worthwhile way for helpers to reflect on their individual effectiveness. Furthermore, the authors describe the skill-steps for each phase of helping at a level of sophistication that surpasses anything I have read. Their development of what they call “Mark II” responses is a powerful contribution to enhancing the intimacy of empathic responses. The authors provide new insights into why some traditional Assertiveness Training “backfires”, and offer innovative remedies that may apply to different target groups. Their practical perspective adds a clarifying dimension to the ongoing “counseling/psychotherapy” debate by highlighting specific differences and ways to complement their use.

I am impressed with the innovative perspectives provided to training and to the functional applications to the helper professions. The practical exercises that occur throughout the text and the appendices are valuable contributions to this compendium. I have already recommended this book to nearby counselor educators, and happily do the same to others. The unusual glossary is a great aid to understanding the occasional use of Australian idiom, and the frequent cross-referencing and expansive index add value to the book’s utility.

Robert W. Cash EdD, Professor Emeritus
Department of Educational Psychology, Administration and Counseling
California State University, Long Beach
Fulbright Scholar

Carkhuff's WoW

Receiving a cryptic accolade from Dr Robert Carkhuff was a great thrill for us. His research of ‘what works best’ in human endeavour led to the development of the ‘Human Technology’ that incorporates the ‘Human Achievement Skills’ that we have taught and helped refine. He is an eminent author, teacher, and mentor. The ‘WOW! on his letterhead displays his energy, generosity, and authenticity. We include it as a personal indulgence.

Research summaries

Improved organizational climate

The training of Primary and Secondary School Principals in *Human Achievement Skills led to a significant improvement in the organizational climate of their schools. During the six months, research period the climates in the control schools marginally deteriorated. This is an Australian first in relating a specific training intervention to improved organizational climate.

Research: Dr Brian Johnston, Research and Planning Branch, and Education Dept. S.A.

Tangible and enduring benefits

The effectiveness of Scientific, Technical, Executive, Administrative and Clerical staff who undertook *Human Achievement Skills Training improved substantially. Changes were still evident twenty-two months after training. The participants themselves were able to identify specific improvements in their performance. Those with whom they worked were also able to report on the changes and their persistence.

Research: Occupational Psychology Branch, Public Service Board, and S.A.

*The ‘Human Achievement skills’ (HAS) are fundamental to the ‘Human Technology’ developed by Dr Robert R. Carhuff and his Associate, Dr Bernard G. Berenson, who trained David in California in 1976. ‘Roadworthy skills’ incorporates additions and refinements to the HAS.

Comments from course participants

Through the years, we have received hundreds of letters that detail examples of increased personal effectiveness, broadened perspectives, expanded confidence and extended competence from people in a wide variety of settings. Comments from educators were written sometime between six months and five years after training — well after the usual ‘glow’ that follows significant events.

Faith in myself

The *HAS training course gave me a structure from which to develop and grow. It sharpened my awareness. It gave me confidence to test and experiment. It gave me reassurance and faith in my own human potential. I shall never be quite the same again because of it.

A school Librarian

Regained personhood

The course itself was a real eye opener. When I finally came to terms with it, I was fully able accept that as a person and an administrator I had a lot to learn. My specific learning took place in becoming a person again, rather than an administrator. I was able to own my feelings and communicate with staff, parents, and children from this personal base. A great barrier to effective communication was removed…Thanks again for a new lease of life David.

A Primary School Principal

There are industrial and economic benefits

Better industrial relations and a 50% reduction in industrial accidents (saving $500,000) in six months) followed the integration of Human Achievement Skills Training with my overall management approach.

A South Australian Industrialist

Practical — beyond formal training

After five years at University, this two weeks has taught me more practical and effective skills than I amassed in all of those years.

A Graduate in Social Administration

From compensation claim to job renewal

I took the Course because I was under stress and needed to achieve personal stability. I was advised that I had a good case for a Workers Compensation claim against the Education Department. After completing the Course, I have no need for such action. I have reached an understanding of myself and my situation and possible solutions to same. Things are progressing well. I am enjoying my involvement in a key role in a new inter-school project.

A Secondary School Teacher

Broad application

I have not attended any other course that has such far-reaching consequences because the dynamics of the skills can be applied in so many situations. They are, of course, particularly pertinent for those dealing with people day in and day out, as in the school situation.

A Deputy Principal (secondary school)

I must say, that I an not aware of any other course anywhere that has so effectively changed people’s attitudes and directions, and so successfully established processes, knowledge and skills to be more effective in daily living and in the work setting.

A Superintendent of Schools

Eyes opened and courage mobilised

Your formula really works. Do you remember my expressing some difficulty because of my fear of causing pain — and my discovery that my helpee was already in pain? Well, after two years!!…there are some obvious results…starting where the helpee is at…it’s beautiful to see.

A Primary School Principal

Empowering children and changing the climate

As a direct result of responding accurately, children would praise, compliment and be aware that I was ‘different’, I ‘cared’, I ‘listened’, ‘understood’, ‘helped’ and ‘discussed things’ with them. They felt that they, too, had power in the relationship and that I wanted good for them.

Some of the results of this approach are that they care for each other and me. There is more calmness around, more understanding, acceptance, and willingness to share and learn. There is less absenteeism, destructiveness, grandstanding, power playing, angry scenes, temper losses (from both sides of the desk) stealing, graffiti, and vandalism, and more sharing and caring, more honesty and willingness to accept each other and life. While it is not all wonderful and rosy, it certainly is a VAST improvement on the tone, relationships, academic levels, and attitude in my classroom when I was not so aware and did not have the skills I have now.

A Primary School Teacher

Better parenting

I attended the course to be a better school health nurse. It did that and more…My children benefited immensely from the change in me, as I was able to listen and reflect accurately what they were relating, enabling them to explore their feelings and thoughts more thoroughly.

A Community Health Nurse (School)

Its not all about problems

… The other plus is the enormous buzz you can give kids and teachers is by responding to the positive things that kids do. It’s very powerful. Kids see it, feel it, and love it.

A Secondary School Teacher

Sometimes there is pain with gain

Very relevant to stress management, controlling one’s life, identifying own problems and working through them. (In a follow-up call, she said) Life change — for a while I wished I’d never clapped eyes on you — but thanks!!

A Junior Primary School Principal

Radical changes in personal resourcefulness

In order to help others I have to be able to help myself. *HAS gave the drastically needed impetus to improve the environments where I lived and worked. Interest was rekindled within me to turn my house into a home…My filing cabinets and diary are better organised…I care now about how I dress…I now exercise daily…I used to drink black coffee and smoke 6-8 cigarettes for breakfast each morning. Now I eat a nutritious breakfast with orange juice and tea with lemon…I used to take tablets to help me sleep at nights, and other drugs during the day to control my stress. I no longer take any drugs and feel really good when I wake each morning…I now know when to go to bed… I have learnt to say NO to myself, and NO to others’ unfair and unrealistic demands…I am conscious about how I greet and speak with people…it helps to create a positive and friendly atmosphere in which to work…I have learnt to be circumspect to respect the confidentiality of others and not to bore people with my problems… I have redefined my role — through discussion with others…

A school Principal (Regional Office)

A comprehensive kit of discrete skills

I have, for the first time, seen a context in which all the personal skills are identified and their importance as a foundation for constructive living illustrated…I have used the problem solving technique for making major curriculum decisions and for identifying a suitable employee.

A High School Principal

Rewarding ‘payoffs’

*HAS training has provided the starting point for the development of my ability to attain professional goals …I have a child in my class who has severe learning problems. His father has commented that this is the first year that the lad is keen about school and is keen to share learning experiences. The rewards I get from my work are higher, and I find that although I am doing more, I am also becoming more resourceful personally and professionally.

A Primary School Teacher

*The ‘Human Achievement skills’ (HAS) are fundamental to the ‘Human Technology’ developed by Dr Robert R. Carkhuff and his Associate, Dr Bernard G. Berenson, who trained David in California in 1976. ‘Roadworthy skills’ incorporates additions and refinements to the HAS.