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Barclay
Continued from preceding page
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86
FRIDAY, SEPTEMBER 20, 1991
have to discover where it is.
That's what we talk about in
my classes," Dr Barclay
said.
One method Dr. Barclay
uses for experience is
roleplaying. Rather than
teaching about deviant per-
sonality, for example, Dr.
Barclay becomes the incar-
nation of deviant personality
by acting as the psychotic,
neurotic and the child
molester.
The aspects of individuals
which relate to Dr. Barclay's
characters become intimate-
ly tied not just to him, but to
themselves, he said.
But because most people
have defenses against such
discovery, Dr. Barclay said
his students either fall in
love with or become hostile
toward him. Both responses
are common ways of dealing
with that problem —
through the use of positive
or negative transference or
identification.
"The whole process of
therapy goes on in the
classroom. When the student
walks out at the end of the
session, they feel better,"
Dr. Barclay said.
Because Dr. Barclay forces
his students to become in-
volved in class, and attacks
the barriers his students at-
tempt to create, he is often
accused of being overly ag-
gressive. However, he sees
that quality as necessary to
what he is attempting to do.
"I demand loss of control
in the classroom," Dr.
Barclay said. "Let go and I'll
give you a wonderful
ride."
❑
Continued from preceding page
544-4500
11 1
undergoing as they experi-
ence Dr. Barclay's
humanistic approach toward
psychology, a method about
creating human systems for
human beings. Dr. Barclay
claims this method, and a
belief in human potential, is
what makes him different
from other instructors in a
culture he refers to as "anti-
human."
In the 1970s Dr. Barclay
studied consciousness. He
said drug research and the
human potential movement,
such as civil rights and wo-
men's rights groups of the
era led to an awareness of
consciousness as a thought
processing system. From
that awareness stemmed the
question of what is con-
sciousness, how it works and
how it can be raised.
Dr. Barclay decided that
rather than teaching people
theory, he would prefer to
change their consciousness.
"I don't care if they
(students) learn a damn
thing, but they're going to
walk out the door with a
different state of con-
sciousness," Dr. Barclay
said. "What I want them to
do when they come into my
class is to feel what we are
talking about, to experience
the effects of what we are
discussing — and not to
interpose the note-taking or
book learning as a barrier
between the student and the
knowledge.
"The students have to
understand that they are the
knowledge. They are not
looking for the knowledge,
they have it already. They
Hacker
LADIES' FASHIONS
AT THEIR BEST
1111
I
proper knowledge, in-
dividuals make better deci-
sions.
"We can't deny that we're
all sexual beings. But we
should know how to pleasure
ourselves without necessari-
ly having sexual inter-
course. So I talk to students
about mutual masturbation
and how to put on a condom
properly so it doesn't break
if they are engaging in
intercourse," Dr. Hacker
said.
In an era of increasing
unwanted pregnancies, sex-
ually transmitted diseases
and AIDS, Dr. Hacker ad-
dresses these topics seri-
ously, but with humor. She
also speaks of homosexuali-
ty, abortion and masturba-
tion — or what she refers to
as "red-flag topics."
"I think we can learn a lot
from the homosexual com-
munity as far as safe sex and
how to approach and satisfy
a lover without engaging in
actual intercourse. There
are other ways to resolve an
erection besides inter-
course," Dr. Hacker said.
Dr. Hacker believes most
people don't have a clue as to
the range of sexual orienta-
tion, or that studies show on
a continuum only 10 percent
of the population is fully
heterosexual, 10 percent is
fully homosexual and the
other 80 percent falls
somewhere in between.
Dr. Hacker said our
puritanical culture causes us
so much grief regarding
these facts and points to
alternatives such as the
American Indian culture
which actually celebrates