ERIC EJ942565: Re-Adjusting the Kaleidoscope: The Basic Tenants of Invitational Theory and Practice

2010·0.38 MB·English

by  ERIC

Re-adjusting the Kaleidoscope: The Basic Tenants of Invitational Theory and Practice
Daniel E. Shaw
Nova Southeastern University
Betty L. Siegel
Kennesaw State University

Abstract
Given the variance in the literature regarding definitions of terms and elements of Invitational
Theory and Practice, this article proposes the adoption of a standard terminology for the
foundational principles and elements unique to this theory. The major concepts are presented
herein as an attempt to set the standardization for future use.

The purpose of this paper is to examine and more stable thus strengthening the theory for
discuss the basic tenants of Invitational empirical research, decreasing confusion,
Theory and Practice (ITP) in a way that reducing inconsistencies, and furthering its
becomes the accepted standard for use of the acceptance for the continued evolution and
various concepts and terminologies used to implementation of ITP in areas other than
describe and or explain ITP. just education.
The intention is that this document be seen A review of ITP literature reveals the use of
not as a rebuttal of the past descriptors and labels, phrases, wordings, definitions, and
various explanations of ITP, but more as an titles of the major ITP principles appearing
attempt to make ITP’s terminologies and in an inconsistent and oft times confusing or
descriptions of the fundamental precepts contradictory manner. We suggest that the
core principles/elements/concepts be

modified only to achieve greater

standardization and specificity in definition,
and reconfigured to achieve greater clarity.
Daniel E. Shaw is an associate professor of We propose that ITP begin to employ
Behavioral Medicine, at the College of Osteopathic standard labels and definitions of its basic
Medicine in Ft. Lauderdale, FL. [email protected]
elements of the theory and use this
terminology in a consistent manner.
Betty L. Siegel is president emeritus of Kennesaw
State University in Marietta, GA Hopefully this modification and
reconfiguration will promote a higher level
of consistency, reliability, and measurability

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thus broadening the understanding of the dialogue, mutual respect, and
foundational beliefs, attitudes, values, and the importance of shared
authentic behaviors of the practitioner of activities. The goal of the
ITP. In doing so, it is hypothesized that the inviting approach is to have
result will be an increased acceptance of ITP people work together to
as a valued theory of practice. (J. M. Novak construct the ethical character,
& W. W. Purkey, personal communication, social practices, and educational
October 5, 2010). The term Invitational institutions that promote a
Theory is used here instead of Invitational fulfilling shared life. Implied
Education as we hope to stimulate the here is a respect for people and
growth and application of ITP in a broader their abilities to articulate their
sense specifically personal integration and concerns as they act responsibly
its application in venues other than just on issues that impact their lives.
education. Deeply embedded in this respect
for persons is a commitment to
Basic Concepts of Invitational Theory
the ideal that people who are
Invitational Theory is a set of congruent
affected by decisions should
suppositions about constructive human
have a say in formulating those
thinking and behavior that when applied
decisions.
across a multitude of human endeavors
The ideal of democracy is based
increases the probability for positive
on a "doing with" as opposed to
outcomes. Moreover, when applied reliably,
a "doing to" approach to relating
consistently, and authentically, the positive
to people. Being "done to" is to
human potential of those it impacts will
be seen as an underling or a
significantly increase (Purkey & Novak,
vessel to be filled and to be
2008, Purkey & Siegel, 2003, Shaw, 2004).
demeaned of inherent dignity
Foundations of Invitational Theory
and imaginative potential. Being
Democratic Ethos "done with" is to be seen as an
active participant in a
Purkey and Novak described the democratic
meaningful process. In addition,
ethos best in “Fundamentals of Invitational
participating in democratic
Education” (2009). They state:
practices is vital because it is the
Democracy is a social ideal deepest way to teach democratic
based on the conviction that all values. Viewed this way,
people matter and can grow democracy is an educative
through participation in self- process, a social way of coming
governance. Invitational together to enjoy, reflect, and
Education reflects this act responsibly.
democratic ethos by

emphasizing deliberative

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Perceptual Tradition drives behavior and thus significantly
influences what one is capable of doing.
ITP has as its foundation the tenants of a
variety of congruent psychological and The Four Basic Assumptions of ITP
philosophical schools of thought. ITP
ITP is founded on a set of beliefs about the
literature refers to these as “The Perceptual
inherent nature of individuals from an
Tradition”. The viewpoints of many writers,
external viewpoint (Purkey, & Novak 1984).
such as George Kelly, Gordon Allport,
1. People are able, valuable, and
Sidney Jourard, Kurt Lewin, Abraham
capable of self-direction, and should
Maslow, Art Combs, Carl Rogers, and many
be treated accordingly.
others have been consolidated into a singular
and congruent framework termed the 2. Helping is a cooperative,
perceptual tradition. collaborative alliance in which
process is as important as product.
In essence the perceptual tradition postulates
that all behavior, without exception, is 3. People possess relatively untapped
completely determined by the perceptual potential in all areas of human
field of the behaving organism. This means development.
that how a person chooses to behave
4. This potential can best be realized by
depends upon how they view the world and
places, policies, and programs that
themselves in it. Each of us has our own
are intentionally designed to invite
reality built not only upon the present but
development, and by people who
our past experiences as well. Invitational
consistently seek to realize this
Theory relies heavily upon this perspective
potential in themselves and others,
for understanding self and others (Combs,
personally and professionally.
Richards, and Richards, 1976, Jourard,
1971). These four assumptions are based on variety
of congruent psychological and
Self-concept Theory
philosophical schools of thought that
There are numerous self-concept theorists emphasize the positive development of all
whose works have contributed to the individuals. These four basic assumptions
development and evolution of ITP. Closely are viewed as interdependent, thus forming a
tied to the perceptual tradition, the learned slightly larger more complex perspective of
beliefs that an individual holds true about individual behaviors.
themselves lies at the core of understanding
Values
human behavior. Of central importance is
the view that the maintenance, protection, Optimism. Is a viewpoint
and enhancement of the perceived self are individuals choose to take of the world and
the basic motivations behind all human others based on the wish or hope for positive
behavior. Thus, ITP strives to enhance the outcomes.
self-concepts of others, as one’s self-concept

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Trust. From the ITP perspective, the that injure or disrupt the positive
concept of trust is a multidimensional nature/potential of others or processes that
element that includes, thinking, behaving, impede beneficial outcomes.
and beliefs. It involves hope for the future
Unintentionally Inviting. This is the
and behaviors based on reliability,
accidental or unplanned act of behaving in
consistency, dependability, personal
ways that seek to enhance the positive
authenticity, and truthfulness.
nature/potential of others or processes that
Respect. Simply put it is a belief that facilitate beneficial outcomes.
people are valuable, able, responsible, and
Intentionally Inviting. This is the
should be treated accordingly.
purposeful act of behaving in ways that seek
Care. Care is concern expressed to enhance the positive nature/potential of
warmly in the welfare for others. others or processes that facilitate beneficial
outcomes.
Intentionality. Intentionality is the
vehicle upon which the robust values of Application Processes (AKA Four Corner
Optimism, Trust, Respect, and Care are Press)
propelled and applied. Intentionality is a
Application process describe an invitational
belief, underlying behavior with a
act purposely directed at oneself or others in
purposeful direction and aim.
the either the domain of one personal life or
Invitation ones professional endeavors.
An invitation is an intentional and caring act Being Personally Inviting With Oneself.
of communication, by which the sender
Being Personally Inviting With Others.
seeks to enroll the receiver in the positive
Being Professionally Inviting With
vision of the receiver set forth in the
Oneself.
communication. It offers something
beneficial for consideration. Being Professionally Inviting With
Others.
Levels of Functioning (AKA The Ladder)
Domains (AKA The 5 P’s)
The four hierarchical levels of human
behavior that involve both the concepts of The areas of focus for inviting behavior are:
intentionality and invitations are as follows:
People, Places, Policies, Programs,
Intentionally Disinviting. This is and Processes.
the purposeful act of behaving in ways that
Sending Choices
seek to injure or disrupt the positive
nature/potential of others or processes that In the process of invitational behavior it is
impede beneficial outcomes. acknowledged that individuals have choices
regarding the sending or not sending
Unintentionally Disinviting. This is
invitations.
the act of accidental or unplanned behaviors

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Styles and behaving with self and others. The first
is the understanding of the foundations of
The process of behaving invitingly or
ITP. Specifically, Democratic Ethos,
uninvitingly is describe in four distinct
Perceptual Tradition, and Self-concept
styles or manners. They are:
Theory. The second is the acceptance of the
Visibly Inappropriate. This is the
four basic assumptions. Third is the
purposeful and overt act of being
authentic, reliable and consistent use of the
disinviting.
five values, optimism, trust, respect, care,
Invisibly Inappropriate. This is the and intentionality. Lastly, the stance is
purposeful and covert act of being operationalized by individuals being
disinviting. intentionally inviting.
Visibly Appropriate. This is the The Helix
purposeful and overt act of being inviting.
As illustrated in Figure 1, “The Helix” is a
Invisibly Appropriate. This is the graphical way to show the developmental
purposeful and covert act of being inviting. aspect of the adoption and application of
ITP (Purkey and Novak 2008). Initially with
Accepting Choices
occasional one spirals upward to a fuller
Invitational theory acknowledges that understanding of ITP with a more systematic
individuals have choices regarding the application.
accepting or not accepting invitations.
Conclusion
Outcomes
Invitational Theory is a useful and powerful
Inviting or disinviting behaviors have two tool to understand and positively shape the
potential outcomes respectively termed, a lives of others. Having a standardization of
beneficial presence or lethal presence. ITP’s basic terms and concepts is essential
for the long-term growth and acceptance of
Plus Factor
this theory. We hope that those who adopt
At its best, invitational theory becomes
this theory also choose to accept the
“invisible” because it becomes a means of
standardized terminology and definitions of
addressing humanity. When one has
outline heretofore in their practice, writing,
developed the ability to be skillfully inviting
and research concerning Invitational Theory.
even in the most difficult of situations, this
In an attempt to visually illustrate the
is termed, the plus factor.
process, concept and terms of ITP we refer
The Inviting Stance the reader to Figure 2.
The phrase, “Inviting Stance” is used to
describe a way of thinking and behaving that
results in positive outcomes. Assuming this
stance involves several levels of thinking

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Figure 2 The Helix

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Four Basic
Foundations Democratic Ethos Perceptual Tradition Self-concept Theory
Assumptions

Trust Respect Optimism Care
Values
Intentionality

Level 1 Level 2 Level 3 Level 4
Levels of
Functioning Intentionally Unintentionally Unintentionally Intentionally
Disinviting Disinviting Inviting Inviting

Being Professionally Inviting Being Personally Inviting
with Self with Self
Application
Processes
Being Professionally Inviting Being Personally Inviting
with Others with Others

Domains People Places Polices Programs Processes

Sending Choices Not Sending Invitations Sending Invitations

Invisibly Visibly Invisibly
Styles Visibly Inappropriate
Inappropriate Appropriate Appropriate

Accepting Choices Not Accepting Invitations Accepting Invitations

Outcomes Lethal Presence Beneficial Presence
Figure 2 The Model of Invitational Theory and Practice This diagram illustrates the Model of the Invitational
Theory and Practice. It begins with identifying the foundations of Invitational Theory and proceeds stepwise through
the various elements that culminate in the stated outcomes.

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References
Combs, A. W., Richards, A. C., & Richards, F. (1976) Perceptual psychology: A humanistic
approach to the study of persons. NY: Harper & Row.
Jourard, S. M. (1971). Personal adjustment: An approach through the study of healthy
personality. NY: Macmillan.
Purkey, W. W, & Novak, J. M. (1984). Inviting school success: A self-concept approach to
teaching and learning. (2nd ed.). CA: Wadsworth.
Purkey, W. W, & Siegel, B. L. (2003). Becoming an invitational leader: A new approach to
professional and personal success. GA: Humanics.
Purkey, W. W, & Novak, J. M. (2008). Fundamentals of invitational education. GA:
International Alliance for Invitational Education.
Shaw, D. E. (2004). Genuineness: An overlooked element of inviting behavior. Journal of
Invitational Theory and Practice, 10, 46-50.
Purkey, W. W, & Schmidt, J. J. (1990). Invitational Learning for Counseling and Development.
MI: ERIC.
Purkey, W. W, & Schmidt, J. J. (1990). Invitational Counseling. Pacific Grove, CA:
Brooks/Cole.

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