This document provides an annotated bibliography of sources related to holistic approaches to problem solving in education from a multicultural psychodynamic perspective. The annotations summarize five sources that discuss topics like pedagogies of happiness, heutagogy and lifelong learning, holistic approaches to creative problem solving, multicultural counseling competencies research, and practical bibliotherapy strategies for inclusive classrooms. The sources explored concepts like intuition, self-directed learning, transformation through holistic teaching, strengths and weaknesses of multicultural counseling research, and using bibliotherapy to help students with issues.

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Delivering a Holistic Approach to Problem Solving in Education from a Multicultural
Psychodynamic Perspective
Innocence Branch
EDCI 6300
Dr. Celeste Williams
Tennessee State University

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Annotated Bibliography
Belli, J. (2012). Pedagogies of happiness: What and how self-help, positive psychology, and
positive education teach about well-being (3545883). Available from ProQuest
Dissertations & Theses Global. (1240655403). Retrieved from http://0-
proquest.com.sultan.tnstate.edu/docview/1240655403?accountid=14275
The authors present an investigation of self-help websites including the positive psychology
discipline, focusing on their pedagogy, potentiality, promises, and problems. The sites are
quoted to be “individualistic, decontextualized, and remedial” by the author.
Blaschke, L. M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice
and Self-Determined Learning. International Review Of Research In Open And Distance
Learning, 13(1), 56-71.
This article includes studies inferring that the role of the educator in an andragogical approach is
that of tutor and mentor, with the instructor supporting the learner in developing the
capacity to become more self-directed in his or her learning. This research was germane
to our topic because the concept of heutagogy offers certain principles and practices that
transcends several crucial developments within education.
Burnett, C. (2010). Holistic approaches to creative problem solving (Doctoral dissertation,
University of Toronto). Available from ProQuest Dissertations & Theses Global.
(869529378). Retrieved from http://0- proquest.com.sultan.tnstate.edu/docview/
869529378?accountid=14275

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This is qualitative research study which explores the complex phenomenon of intuition within
the Creative Problem Solving process. The study examined the questions: Are intuitive
tools and techniques effective in CPS? If so, when are they effective? When CPS is
taught from a holistic perspective, is transformation likely to occur? Four theoretical
models, including: a definitional model of intuition; a skill set for intuition, a process to
improve the effectiveness of intuitive tools; and a transformational model of learning,
were developed. The researcher stated these models were designed as a way for creativity
practitioners to understand this phenomenon and to incorporate it into their professional
practice.
Worthington, R. L., Soth-McNett, A. M., & Moreno, M. V. (2007). Multicultural counseling
competencies research: A 20-year content analysis. Journal of Counseling Psychology,
54(4), 351.
This article discusses how Multicultural Counseling Competency (MCC) research has been
conducted within the field of counseling and counseling psychology. The researchers
signify that a number of scholars oft publish under the paradigm of MCC’s but most have
not composed topical, pragmatic research. The report further states that indices of
multicultural counseling awareness should assess an individual awareness, in lieu of
requesting an individual to report self-perceptions. The investigators theorize that a
standardized process-measurement strategies with which to carry out the research
effectively seeking to look at varying levels of implementation and interventions would
be more effective. This article would serve well as a required reading for an
Undergraduate Multicultural Counseling Education course because it offers an interesting

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snapshot of the strengths and flaws of MCC empirical research during that twenty-year
period. Students might benefit from contrasting the past and present knowledge in MCC
research and theory.
Iaquinta, A., & Hipsky, S. (2006). Practical bibliotherapy strategies for the inclusive elementary
classroom. Early Childhood Education Journal, 34(3), 209-213.
The authors examined how bibliotherapy can positively affect students with particular issues and
explained that students with these problems may be characterized as inefficient in
comprehending and solving problems. The report discussed how practical strategies for
classroom inclusion are important for educators in order to incorporate bibliotherapy in
their classrooms. The same concepts could transcend the realm of counseling/psychology.