Warner Graduate School of Education and Human Development
University of Rochester, Rochester, NY 14627
1975 Doctor of Education, School of Education, Temple University, Philadelphia, PA.
Degree in Educational Psychology with focus on "Social and Group Processes,"
i.e., small group and organizational dynamics.
1968 Master of Arts in Teaching, Temple University, Philadelphia, PA.
1966 Bachelor of Arts, New School for Social Research, New York, NY.
2006–Pres. Professor Emeritus, Department of Counseling and Human Development,
Warner Graduate School of Education and Human Development, University
1969–Pres. Author and Consultant. National and international consulting, presentations
and workshops on values clarification; values and character education; Carl
Rogers and client-centered counseling; humanistic education; human relations
and communication, and related subjects. Worked independently or as
president, managing partner or proprietor of Values Associates, an educational
writing, consulting and publishing business established in 1971.
2000-2006 Professor and Chair, Department of Counseling and Human Development,
Margaret Warner Graduate School of Education and Human Development,
University of Rochester.
Also Chair (2003-06) and member (2000-03), Human Subjects Committee,
1997-2002 Frontier Professor of School, Family and Community Relations, Department of
Counseling and Human Development, Warner Graduate School of Education
and Human Development, University of Rochester.
1991-1997 Adjunct Faculty, Department of Education and Human Development, State
University of New York at Brockport. Graduate courses in values and
1971-1988 Executive Director, Sagamore Institute, Raquette Lake, NY (formerly "National
Humanistic Education Center"). Chief operational officer of a non-profit
organization with 40 year-round and seasonal staff, and multiple divisions,
· National training and consulting in the helping professions
· Educational conference center with year-round accommodations for 100
· Publishing and mail order distribution of professional materials
· National computer training project
· Human Relations Youth Adventure Camp (operated 13 years)
1971-1983 Guest and Adjunct Faculty, Univ. of Michigan, Trenton State Univ. (NJ), Univ. of
Indiana, Marymount College (PA), La Verne College (CA), and other
institutions. Taught a wide variety of graduate, undergraduate and continuing
education courses in education, human relations, and counseling skills. In
1970s, taught course at New School for Social Research on "The Life and Work
of Carl Rogers."
1969-1971 Instructor, Department of Educational Psychology, Temple University. Taught
undergraduate courses in Educational Psychology, Child Development, and
Group Dynamics; supervised minority group Vietnam veterans in teacher
1993 School Without Walls, Rochester, NY. Semester-long, elective social studies
course on "American Values" for high school students.
1968-69 New Lincoln School, New York City. High school English and social studies.
1966-68 Abington High School, Abington. PA. High School English.
RESEARCH, SCHOLARSHIP, PUBLICATIONS
Kirschenbaum, H. (2013). Values clarification in counseling and psychotherapy: Practical strategies for individual and group settings. New York, NY: Oxford University Press. German edition: Werte klaren in psychotherapie und Beratung: Strategien fur das Einzel und Gruppensetting. Verlagsgruppe Beltz, 2014.
Kirschenbaum, H. (2007, 2009). The life and work of Carl Rogers. United Kingdom: PCCS Books and Alexandria, VA: American Counseling Association. Chinese edition: Bejing: Central Compilation and Translation Press, 2016.
Kirschenbaum, H. (1995). One hundred ways to enhance values and morality in schools and youth settings. Needham Heights, MA: Allyn and Bacon. Korean edition, 2004.
Simon, S., Howe, L., & Kirschenbaum, H. (1995). Values clarification: Your Action-Directed Workbook. New York: Warner Books.
Masie, E., & Kirschenbaum, H. (1992). Conference management in a technological age. Ziff Davis Publishing Company. Privately printed for their conference division.
Kirschenbaum, H., & Henderson, V. (Eds.). (1989). Carl Rogers: Dialogues ( with Buber, Tillich, Bateson, Skinner, etc.). Boston: Houghton Mifflin. Japanese, Portuguese, UK, Chinese and Czech editions.
Kirschenbaum, H., & Henderson, V. (Eds.). (1989). The Carl Rogers reader. Boston: Houghton Mifflin. French, Japanese, German, Czech, UK, Chinese and Slovak editions.
Kirschenbaum, H. (1979). On becoming Carl Rogers. New York: Delacorte/Delta Press.
Kirschenbaum, H., & Glaser, B. (1978). Developing professional support groups. La Jolla, CA: University Associates.
Kirschenbaum, H., & Glaser, B. (1978). Skills for living. Findlay, OH: Quest International. (A year-long, life skills curriculum used with over one million high school students.)
Kirschenbaum, H. (1977). Advanced value clarification. La Jolla, CA: University Associates. Foreign editions: Aclariacion de valores humanos. Mexico: Editorial Diana, 1982.
Kirschenbaum, H. (Ed.). (1975). The catalogue for humanizing education. Saratoga Springs, NY: National Humanistic Education Center.
Kirschenbaum, H., & Simon, S.B. (Eds.). (1973). Readings in values clarification. Minneapolis, MN: Winston Press.
Bellanca, J., & Kirschenbaum, H. (1973). The college guide for experimenting high schools. National Center for Grading and Learning Alternatives. Results and analysis of a survey of 1900 colleges.
Harmin, M., Kirschenbaum, H., & Simon, S. (1973). Clarifying values through subject matter. Minneapolis: Winston Press.
Simon, S., Howe, L., & Kirschenbaum, H. (1972; 1979). Values clarification: A handbook of practical strategies for teachers and students. New York: Hart Publishing. Reprinted by Dodd, Mead and by Values Press. Foreign editions: La clarificacion de valores. Mexico: Editorial Avante, 1977; A la rencontre de soi-meme. Quebec: Institut de Developpement Humain, 1979: Naareigen Waarden: Deel 2: Praktijboek. Lemniscaat (Dutch). Japanese edition by Reimei Shobo, Ltd.
Kirschenbaum, H., Napier, R., & Simon, S. (1971). Wad-Ja-Get? The grading game in American education. New York: Hart Publishing.
Eight other books on history and other subjects
Book Chapters, Articles, Other Works
Kirschenbaum, H. (2015). Review of Gillian Proctor's Values and Ethics in Counselling and Psychotherpy. British Journal of Guidance and Counseling, 43, 3, 372-375.
Kirschenbaum, H. (2015). Values clarification. In E. Neukrug (ed.), SAGE Encyclopedia of Theory in Counseling and Psychotherapy (pp. 1036-1040). New York: Sage.
Kirschenbaum, H. (2015). Carl Rogers. In E. Neukrug (ed.), SAGE Encyclopedia of Theory in Counseling and Psychotherapy (pp. 897-899). New York: Sage.
Kirschenbaum, H. (2015). Rogers, Carl Ransom (1902-1987). In J.D. Wright (ed-in-chief), International encyclopedia of the social and behavioral sciences, 2nd edition. Volume 20, 737-743. Oxford: Elsevier.
Demanchick, S., & Kirschenbaum, H. (2014). Rogers, Carl R. (1902-1987). Encyclopedia of Clincial Psychology. New York: Wiley/Blackwell.
Kirschenbaum, H. (2012, March). What is "person-centered"? A posthumous conversation with Carl Rogers on the development of the person-centered approach. Person-Centered and Experiential Psychotherapies, 11, 1, 14-30. (Translated in French in Realities, journal of the French Association for the Person-Centered Approach, Vol _, No. __, 2014?)
Kirschenbaum, H. (2011, March). Good points! Review [invited] of Paul Wilkins' Person-centered therapy: 100 key points. Person-Centered and Experiential Psychotherapies, 10, 1, 63-65.
Demanchick, S., & Kirschenbaum, H. (2008, Winter). Carl Rogers and the CIA. Journal of Humanistic Psychology, 48, 1, 6-31.
Kirschenbaum, H., & Jourdan, A. (2005). The current status of Carl Rogers and the person-centered approach. Psychotherapy: Theory, Research, Practice, Training, 42, 1, 37-51. Reprinted in; Hazlett-Stevens, H. (2018). Theories of Personality: Uncovering the Evidence (pp. 135-161). San Diego, CA: Cognella Academic Publishing.
Kirschenbaum, H. (2004, Winter). Carl Rogers' life and work: An assessment on the 100th anniversary of his birth. Journal of Counseling and Development, 82,1, 116-125. Translated into German for publication in Person, 6, 1 (Winter 2002), 5-15, the journal of the Austrian, German and Swiss associations for person-centered psychotherapy.
Kirschenbaum, H., & Demanchick, S. (2004). Much ado about dialogue. Review of Cissna, K., & Anderson, R., (2002). Martin Buber, Carl Rogers and the possibility of public dialogue. In Contemporary Psychology: APA Review of Books, 49, 4: 422-424.
Kirschenbaum, H. (2003). Encountering Carl Rogers—15 years after his death. Review (invited) of D. Russell (Ed.). (2002). Carl Rogers: The quiet revolutionary—An oral history. Person-Centered and Experiential Psychotherapies, 2, 1, 57-66. (journal of the World Association for Person-Centered and Experiential Psychotherapy and Counseling.)
Kirschenbaum, H. (2001). Educating professionals for school, family and community partnerships. In D. Hiatt-Michael. (Ed.). Promising practices in school, family and community partnerships (pp.185-208). Greenwich, CT: Information Age Publishers. [First volume in a series by AERA Family, School, Community Partnerships SIG.]
Kirschenbaum, H. (2001). Rogers, Carl Ransom (1902-1987). In N.J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 13385-13390). 24 Volumes. Oxford: Pergamon/Elsevier Science.
Kirschenbaum, H., & Reagan, C. (2001, September). University-school partnerships: An analysis of 57 collaborations between a medium size university and an urban school district. Urban Education, 36, 4, 479-504.
Kirschenbaum, H. (2000, October). From values clarification to character education: A personal journey. Journal of Counseling, Humanistic Education and Development [ACA], 39, 1, 4-20. Translated and reprinted in Chinese Journal of Moral Education, October 2009.
Kirschenbaum, H. (2000, January). The principal's view [of parent involvement]. The High School Magazine [Natl. Assoc. of Secondary School Principals], 7, 5, 26-29. (Reporting results of interviews with 30 school principals.)
Kirschenbaum, H. (1999). Forward. In C. Knapp, In accord with nature: Helping students form an environmental ethic using outdoor experience and reflection (pp. vii-xiii). Charleston, WV: ERIC Clearinghouse on rural Education and Small Schools.
Kirschenbaum, H. (1999). From public relations to partnerships. (Position paper, 50 pp.) Washington, DC: Communitarian Network.
Kirschenbaum, H. (1999, January). Night and day: Succeeding with parents at School 43. Principal, 78, 3, 24-27.
Kirschenbaum, H. (1998). Are you ready for sex? In S. Coleman & D. Anderson (Eds.). Charting your course: A life-long guide to health and compassion (pp. 148-153). Notre Dame, IN: University of Notre Dame Press.
Kirschenbaum, H. (1998). Evaluating mentoring programs. In Rochester Area Mentoring Resource Book, 2nd edition (pp. 43-52). Rochester City School District, Rochester, NY. (Distributed to over 3000 professionals regionally and nationally.)
Kirschenbaum, H. (1998, September 20). How to talk to your kids about Clinton's wrongdoing. Guest essay, Rochester Democrat and Chronicle. Reprinted with expanded introduction as: A golden opportunity to teach values (1998-99, Winter). Rochester Review (Univ. of Rochester's magazine), 13.
Kirschenbaum, H. (1998). Legacy letter. In S. Coleman & D. Anderson (Eds.). Charting your course: A life-long guide to health and compassion (pp. 322-324). Notre Dame, IN: University of Notre Dame Press.
Kirschenbaum, H., & Stein, P. (1998). Evaluation of "Play That Works". Unpublished report f or the Community Parenting Initiative, Youth Services Quality Council, and Urban League of Rochester. Rochester, NY: Rochester City School District.
Kirschenbaum, H. (1997). Auto theft. Grade 3-4 lesson plans for Learning for Life curriculum (see 1996).
Kirschenbaum, H. (1996). Gangs. A series of K-6 lesson plans on reducing gang violence, in Learning for Life, an elementary school curriculum used in over 10,000 schools throughout the U.S. New Brunswick, NJ: Boy Scouts of America.
Kirschenbaum, H. (1995) Carl Rogers. Introductory chapter in M. Suhd. (Ed.). Positive regard: Carl Rogers and other notables he influenced (pp. 1-90). Palo Alto: Science and Behavior Books.
Kirschenbaum, H. (1995) Author's Note. [Autobiographical essay, including relationship with Carl Rogers.] In M. Suhd. (Ed.). Positive regard: Carl Rogers and other notables he influenced (pp. 93-102). Palo Alto: Science and Behavior Books.
Kirschenbaum, H. (1994). Implementing a comprehensive approach to values education. Realizations: The Journal of the Values Realization Institute, 7, 23-26.
Kirschenbaum, H. (1994). Values education and cooperative learning. The Cooperative Link, 9, 3, 2-3. Cooperative Learning Center, University of Minnesota.
Kirschenbaum, H. (1992). A comprehensive model for values education and moral education. Phi Delta Kappan, 73, 10, 771-776. Reprinted in Baker, F. (Ed.). (1997). Ways of coexisting: Urban, suburban and global communities. (pp. 115-125). Dubuque, IA: Kendall/Hunt Publishing.
Kirschenbaum, H. (1991). Denigrating Carl Rogers: William Coulson's last crusade. Journal of Counseling and Development, 69, 5, 411-413.
Kirschenbaum, H., & Ziskind, D. (1990). Values clarification unit. In D. Ziskind, H. Kirschenbaum, D. Meichenbaum, & K Pavlo. Pilot model driver education program implementation manual. (pp. 2-1 to 2-39). Malvern, PA: Ketron, Inc./Pennsylvania Department of Transportation.
Kirschenbaum, H. (1990). Moral education. World Book Encyclopedia, Volume 13, 799-800.
Kirschenbaum, H. (1983). Grades: A help or a hindrance. Practitioner, 9, 2, 1-12. National Association of Secondary School Principals.
Kirschenbaum, H. (1983). Resolved: That values clarification courses destroy home-taught values: Negative. In. S. Elam (Ed.). Public schools and the first amendment (pp. 102-111, 113-115). Bloomington, IN: Phi Delta Kappan.
Kirschenbaum, H. (1982). Democratic procedures for school-community relations. Iceline: Quarterly Newsletter of Illinois Center for Educational Improvement, 4, 2, 7-8. Partially reprinted as Kirschenbaum, H. (1982). The rights of the school community. Elementary School Guidance and Counseling, 17, 1, 37-38. (American Counseling Assn.)
Kirschenbaum, H. (1982). Handling school-community controversies over health education curriculum. Health Education, 13, 6, 7-10. [This is a partial reprint of Kirschenbaum (1982) "Democratic Procedures, etc."]
Kirschenbaum, H. (1982). What humanistic education is…And is not. Elementary School Guidance and Counseling, 17, 1, 25-27. (American Counseling Assn.)
Swisher, J., Monsted, J., Aide, R., Wilson, E., & Kirschenbaum, H. (1981). Bibliography of outcome studies in humanistic education. Working paper, Center for Research on Human Resources. University Park, PA: Institute for Policy Research and Evaluation, Pennsylvania State University.
Glaser, B., & Kirschenbaum, H. (1980). Using values clarification in counseling settings. Personnel and Guidance Journal, 58, 9, 569-574 [now the Journal of Counseling and Development, American Counseling Assn.].
Glaser B., & Kirschenbaum, H. (1980, Spring/Summer). Values clarification revisited. Penney's Forum, 24-25.
Kirschenbaum, H., et al. (1980). Family game. [A board game to enhance family communication about money]. Appleton, WI: Aid Association for Lutherans.
Kirschenbaum, H. (1980). Using values clarification to develop a moral and ecological life style (pp. 42-51). In A. Harris (Ed.). Mind: Evolution or revolution? The emergence of holistic education. Del Mar, CA: Holistic Education Network.
Kirschenbaum, H. (1978). Values clarification and civil liberties. Paper distributed by National Humanistic Education Center, Saratoga Springs, NY. Reprinted in Together: Notes on humanistic education, 1, June 1978, 7-10. Assoc. of Humanistic Psychology; in J. Goodman (Ed.). (1979). Turning points: New developments, new directions in values clarification: Volume II (pp. 15-22). Saratoga Springs, NY: Creative Resources Press; in Counseling and Values, 26, 4 (July 1982), 241-246; and in P.A. Sola (Ed.) (1984). Ethics, education and administrative decisions (pp. 209-213). New York: Peter Lang.
Kirschenbaum, H. (1978). New goals for moral education. The Humanist,38, 6, 17-19.
Kirschenbaum, H. (1977). In support of values clarification. Social Education, 41, 5, 398, 401-402.
Kirschenbaum, H. (1977). Values education: 1976 and beyond. In Butts, R.F., Peckenpaugh, D.H., & H. Kirschenbaum. The school's role as moral authority (pp. 51-69). Washington, DC: Association for Supervision and Curriculum Development.
Kirschenbaum, H., Glaser, B., Batterson, C., & Konner, L. (1977). Values clarification teacher's guide to Life's [Life Magazine's] special report on the new youth. New York: Time-Life, Inc.
Kirschenbaum, H., Harmin, M., Howe, L., & Simon, S. (1977). In defense of values clarification. Phi Delta Kappan, 58, 10, 743-746. Previously distributed by National Humanistic Education Center, Upper Jay, NY. Subsequently reprinted in W. Joyce (Ed.) (1979?). Teaching Elementary Social Studies Through the Human Experience. Holt, Rinehart and Winston, and other publications.
Bellanca, J., & Kirschenbaum, H. (1976). An overview of grading alternatives. In S. Simon and J. Bellanca. (Eds.). Degrading the grading myth (pp. 111-115). Washington, DC: Association for Supervision and Curriculum Development.
Blocker, W., Glaser, B., & Kirschenbaum, H. (1976). Values clarification and drug abuse. Health Education, 7, 2, 6-8.
Kirschenbaum, H. (1976). The change agent in grading reform. In S. Simon and J. Bellanca. (Eds.). Degrading the grading myth (pp. 111-115). Washington, DC: Association for Supervision and Curriculum Development.
Kirschenbaum, H. (1976). Clarifying values clarification: Some theoretical issues. In Purpel, D. & K. Ryan (Eds.). Moral education…It comes with the territory (pp. 116-125). Berkeley, CA: McCutchan. Reprinted in Väärtused, iseloom ja kool: väärtuskasvatuse lugemik" (Values, Character and School: A Reader About Values Education), published by the Centre for Ethics of the University of Tartu, Estonia, 2009.
Kirschenbaum, H. (1976, March). Clarifying values clarification: Some theoretical issues and a review of the research. Group and Organizational Studies, 1, 1, 99-116.
Kirschenbaum, H. (1976, November). Interview by Lisa Kuhmerker. Moral Education Forum, 3-6.
Kirschenbaum, H. (1975). Current research in values clarification. Paper distributed by National Humanistic Education Center. Expanded in Kirschenbaum (1976, March) and in Kirschenbaum (1977). Advanced Value Clarification.
Kirschenbaum, H. (1975, April). An editorial. Humanistic Educators Network, 1, 4, 1-2.
Kirschenbaum, H. (1975). Values: All about you. Directions 80, 2, 2, 17-19.
Kirschenbaum, H. (1974). Recent research in values clarification. In J. Meyer, B. Burnham, & J. Cholvat. Values education: Theory, practice, problems, prospects (pp. 71-78). Waterloo, Ont: Wilfred Laurier University Press. Expanded in Kirschenbaum (1975).
Kirschenbaum, H. (1974). Rogers, Carl Ransom (1902- ). Collier's Encyclopedia. NY: Macmillan Educational Corporation. Volume 20, 142.
Kirschenbaum, H., & Simon, S. (1974). Values and the futures movement in education. In A. Toffler. Learning for tomorrow: The role of the future in education (pp. 257-270). New York: Random House.
Betof, E., & Kirschenbaum, H. (1974). A valuing approach. School Health Review, 5, 1, 13-14.
Kirschenbaum, H., & Glaser, B. (1973). Annotated bibliography on values clarification. Humanistic Education Quarterly, 1, 4/5, 22-27. National Humanistic Education Center. Expanded in Kirschenbaum, H. & S. Simon (Eds.). (1973). Readings in values clarification (pp. 366-383). Minneapolis: Winston Press.
Kirschenbaum, H. (1973). Beyond values clarification. In Kirschenbaum, H. & S. Simon (Eds.). Readings in values clarification (pp. 92-110). Minneapolis: Winston Press. Reprinted in J.W. Noll (Ed.). (1983). Taking sides: Clashing views on controversial educational issues: Second edition (pp. 75-84). Guilford, CT: Dushkin Publishing Group; S. Sassen (sp?) (Ed.). (1979). Methods for educating the handicapped. Allyn and Bacon, and other publications.
Kirschenbaum, H. (1973). Boxed in by grades. Teacher, 91, 1, 46-48.
Kirschenbaum, H. (1973). Clarifying values at the family table. In H. Kirschenbaum & S. Simon, Readings in values clarification (pp. 265-270). Minneapolis: Winston Press. Reprinted in Pappas, M. (1980). Prime time for families. Minneapolis: Winston Press.
Kirschenbaum, H. (1973). Values clarification in an organizational setting. In H. Kirschenbaum & S. Simon, Readings in values clarification (pp.327-335). Minneapolis: Winston Press.
Kirschenbaum, H. (1973, May). What is humanistic education? Humanistic Education Quarterly, 1, 4. National Humanistic Education Center. Reprinted in G.L. Peltier (Ed.). (1982, 1984, 1987). Perspectives on education. Lexington, MA: Ginn Press; Roberts, T. (Ed.). (1974). Four psychologies applied to education. Schenkman Publishing Co., and other publications.
Kirschenbaum, H., & Simon, S. (1972). A, B, C, D, or ? Grading and marking in education. Croft Leadership Action Folio [for school administrators]. New London, CT: Croft Educational Services.
Simon, S., Howe, L., & Kirschenbaum, H. (1972, Spring/Summer). Strategies for value clarification. Penney's Forum, 6-7.
Kirschenbaum, H. (1972). Teaching home economics with a focus on values. Paper distributed by National Humanistic Education Center, Upper Jay, NY. In H. Kirschenbaum & S. Simon, Readings in values clarification (pp.185-189). Minneapolis: Winston Press.
Kirschenbaum, H. (1972, Spring/Summer). A world of confusion and conflict. Penney's Forum [home economics teachers' magazine], 6-7. Reprinted in G. Strong, & R. Helms (Eds.). (1974). Affective education: Readings in cognitive moral development and in value analysis and clarification (pp. 76-79).
Kirschenbaum, H., & Bacher, R. (1971). Non-verbal communication; Clarifying our values; and Parent-youth relationships. [Three tenth-grade curriculum units] in Listening Post Program. Minneapolis and Philadelphia: Augsburg Publishing House and Board of Publication, Lutheran Church in America.
Kirschenbaum, H. (1970). Five pitfalls for the core teacher. The Core Teacher, 20, 3, 6.
Kirschenbaum, H. (1970). The free choice English curriculum. Paper distributed by National Humanistic Education Center, Upper Jay, NY. In Kirschenbaum, H. & S. Simon (Eds.) (1974). Readings in values clarification (pp.130-138). Minneapolis: Winston Press.
Kirschenbaum, H. (1970). The listening game. Colloquy, 3, 8, 12-15. Reprinted in Lutheran Teacher, 46, 3, March 1971, 4-7.
Kirschenbaum, H. (1970). Sensitivity modules. Media and Methods, 6, 6, 36-38, 34. Reprinted in Education Digest, 35, 9 (May 1970), 16-18; in Strong, G. & Helms, R. (Eds.) (1974). Affective education: Readings in cognitive moral development and in values analysis and clarification (pp. 104-107). Dayton, Ohio: Univ. of Dayton Press, 1974; in D. Read & S. Simon (Eds.). (1975). Humanistic education sourcebook (pp. 315-320). Englewood Cliffs, NJ: Prentice Hall, and other publications.
Kirschenbaum, H., & Westerhoff, J. (1970). Toward a new bill of rights [for the next generation]. Colloquy, 3, 8, 22-31.
Harmin, M., Kirschenbaum, H., & Simon, S. (1970). The search for values with a focus on math. In Teaching mathematics in the elementary school (pp. 81-89). Washington, DC: National Council of Teachers of Mathematics and National Association of Elementary School Principals.
Harmin, M., Kirschenbaum, H., & Simon, S. (1970). Teaching science with a focus on values. Science Teacher, 37, 1, 16-20.
Simon, S., Kirschenbaum, H., & Napier, R. (1970). An alumnus looks at the grading game. Trends, 3, 1, 20-22.
Simon, S., Kirschenbaum, H., & Napier, R. (1970). The day the consultant looked at our grading system. Phi Delta Kappan, 51, 9, 476-479.
Kirschenbaum, H. (1969). A thematic unit on race relations. In The Negro in American history, a multi-media kit. West Lafayette, IN: Wabash Valley Education Center.
Kirschenbaum, H., & Simon, S.B. (1969). Teaching English with a focus on values. English Journal, 58, 7, 1071-1076, 1113. Reprinted in Michigan Journal of Secondary Education, 12, 1 (Fall 1970), 35-43.
Harmin, M., Kirschenbaum, H., & Simon, S. (1969). Teaching history with a focus on values. Social Education, 33, 568-570.
Kirschenbaum, H. (1968). Teaching the black experience. Media and Methods, 5, 2, 28-31. Reprinted widely, including in James Banks (Ed.). Teaching social studies to culturally different children.
Kirschenbaum, H., & Students. (1968). The runaways. Scholastic Scope, 8, 14, 12-15. (A play written by my high school class.) Reprinted in Austin Repath (Ed.) (1969). and who are you? (pp 160-169). Don Mills, Ontario: Canada: Longmans Canada Limited.
Video and DVD Productions
Wrote, Narrated and Produced:
Kirschenbaum, H. (2003). "Carl Rogers and the Person-Centered Approach." A 60-minute videotape/DVD presentation on the life and work of Carl Rogers. Webster, NY: Values Associates. Distributed by psychotherapy.net, Insight Media, American Counseling Assn., PCCS Books (UK) and Concordia Films (UK). (Used in over 1,500 colleges, university and training institutes around the world.) French edition, 2009.
"Fallwell and Kirschenbaum: Two Contrasting Views On Humanistic Education". 48-minute video, edited from two-hour debate before 2,000 members of American Personnel and Guidance Assn. (now Amer. Counseling Assn.), Washington, D.C., March 22, 1982.
"Values Clarification in Career Education" – 30-minute video featuring HK working with 6th graders on career issues. California: Dave Bell Associates, 1977.
"Utilizing Values Education". One of four sections in video Implementing Humanistic Education in the Schools. Washington, DC: Association for Supervision and Curriculum Development, 1977.
1971-2016. Individual counseling, couples counseling, and intensive small group counseling, sensitivity training and human relations training—in occasional private practice, in the institute I directed, and in and around workshop settings.
While versed in many counseling approaches, particularly experienced in:
Client-Centered Counseling. One of leading experts on Carl Rogers and the client-centered/person-centered approach. Wrote and edited four books and many book chapters, encyclopedia articles and other writings on this subject. Co-led workshop and worked on projects with Carl Rogers. Taught and demonstrated client-centered approach in many settings, e.g., counselor education programs; psychiatric staff and professors at McLean Hospital and Harvard University; universities in Brisbane and Sydney Australia; University of Strathclyde, Scotland; workshops in England, France, Switzerland, China, etc.
Values Clarification Counseling. One of leading experts in this field. Wrote or co-authored six books and numerous articles on subject. Conducted workshops and training in this field all over the world.
Re-Evaluation Counseling. Two-years' training in re-evaluation counseling approach; considerable experience using and sponsoring workshops in this approach.
OTHER PROFESSIONAL EXPERIENCE AND SERVICE
2011 & 2012 Three months' work in the Kingdom of Bhutan, working with their Ministry of Education
and the (U.S.) National Board of Certified Counselors helping to develop the
counseling profession in this remote Himalayan country. Conducted numerous
workshops, trainings, presentations, consultations, and counseling sessions.
2009-2013 Secretary, Association for the Development of the Person-Centered Approach, primarily
a U.S. association with many international members.
2008-2014 Co-founder and Coordinating Committee, Rochester Area Person-Centered Association.
2000-2015 Editorial review, including review boards of Person-Centered Journal and Person-
Centered and Experiential Psychotherapies, and frequent requests to review books and
book chapters for publishers and authors.
1999-2001 Vice-President, Rochester Parent Network. Helped organize and served on initial board of
non-profit group sponsoring "The Parent Channel", a community early parent education
program in the Rochester region.
1997-2001 Worked closely with Rochester City School District to study and promote school-family-
community partnerships. Helped district develop its strategic plan for parent
involvement. Helped initiate and implement partnership programs in 20 Rochester
schools. Edited Partnership 2000 Newsletter, documenting and promoting parent and
community involvement activities in the Rochester schools. Conducted qualitative and
quantitative research on process and outcomes of partnership programs.
1999-2001 Member of Executive Committee and Chair of Dissertation Awards Committee, American
Educational Research Association's Special Interest Group on Family, School and
1980-83 Executive Director, National Coalition for Democracy in Education. Coordinated
nationwide activities with ten affiliated organizations (representing 20,000 members)
and 1000 individual members, on behalf of public education, church-state separation,
and freedom to learn. Activities included:
· Disseminating information
· Speakers bureau
· Supporting local schools and districts
· Working with parent and community organizations
· Lobbying and organizing
1972-73 Organized and moderated five national conferences on grading and evaluation practices,
attended by over 2000 educators in New York City, Cleveland, Chicago, New Orleans
and San Francisco.
PRESENTATIONS, WORKSHOPS, CONSULTING
Consultant, workshop leader, trainer, and presenter for hundreds of school districts, universities, community counseling and social service agencies, non-profit organizations, government agencies, conferences, professional associations, and businesses.
Worked in over 40 U.S. states and Canadian provinces and 13 other countries (Venezuela, England, Scotland, Sweden, France, Switzerland, Germany, Austria, Israel, Philippines, Australia, Bhutan, Ireland, and China in April 2018).
Relationships have varied from brief presentations and keynote speeches, to shorter and longer workshops, to consulting relationships of several years. Major topics in recent years include Carl Rogers and the Person-Centered Approach and Values Clarification in Counseling and Psychotherapy. Earlier in career other frequent topics included: values and character education; school, family and community partnerships, human relations, humanistic education, and grading and evaluation alternatives.
AWARDS AND HONORS (including featured interviews)
Marquis' Who's Who In America, 2000-2020 editions.
Humanistic Impact Award – "for significant impact on the counseling profession and humanistic values", Association for Humanistic Counseling (division of American Counseling Association), 2014.
Featured as a "Living Legend" in the counseling field at an invited panel at the American Counseling Association annual conference, Honolulu, March 2014.
Podcast interviews for American Counseling Association on "The Life and Work of Carl Rogers", February 2009, and for Counselors for Social Justice (ACA) on Carl Rogers as social justice advocate and peacemaker, March 2009.
Invited to contribute lifelong papers to Humanistic Psychology Archives at University of California, Santa Barbara. December, 2003. First 24 boxes shipped 2008.
"Howard Kirschenbaum: The client who wanted his therapist to be someone else." Chapter in Kottler, J., & Carlson, J. (2003). The mummy at the dining room table: Eminent therapists reveal their most unusual cases (pp. 217-227). New York: John Wiley. Honored to be included among Albert Ellis, William Glasser, James Bugenthal and other prominent counselors and psychotherapists.
Simmons, J. (2002, June). Mr. Rogers' neighborhood. Counseling Today, 8-9. An interview with Howard Kirschenbaum on Carl Rogers' early influence on the counseling profession. Part of a series on the 50th anniversary of the American Counseling Association.
My course on values and character education was one of four courses nationally featured in Bohlin, K., Dougherty, S., & Farmer, D. (2002). Practices of teacher educators committed to character: Examples from teacher education programs emphasizing character development. Washington, DC: Character Education Partnership.
Herman, W. (2001, July). An interview with Howard Kirschenbaum. Newsletter for Educational Psychologists, 24, 3, 5-8. [Division 15, American Psychological Assn.]. Part of a series of interviews "to highlight the contributions of well-known psychologists."
Cohen, P. (1995, Spring). The content of their character: Educators find new ways to tackle values and morality. Curriculum Update. Honored to be among several national leaders in character education interviewed for and, in my case, repeatedly quoted in special supplement sent to 180,000 members of Association for Supervision and Curriculum Development.
Outstanding Graduate in the (10-year) history of the Dept. of Psychoeducational Processes, Division of Educational Psychology, Temple University, 1984
Les Carlin Award (their major annual award), Association of Humanistic Education and Development (then a 2,000-member division of the American Personnel and Guidance Assn., now A.C.A.), 1983
Commencement Speaker, North Country Community College, 1982.
Outstanding Dissertation Award, School of Education, Temple University, 1975. Dissertation title: "Carl Rogers: A Case Study of a Psychologist and Educator."
Simon, Howe and Kirschenbaum's Values Clarification was selected as "one of the outstanding books in education for 1972-73" in a survey published in National Education Association's Today's Education, March, 1974.
Phyllis and Lee Coffey Award for Outstanding Paper on Current Affairs Written by an Undergraduate. For 140-page paper on Mississippi civil rights movement. New School for Social Research, 1965.