Public-school band directors completed a survey in which they were asked to rank-order 10 factors according to their contribution to the directors' sense of job satisfaction. Respondents also rated another set of 10 factors on the degree of stress they experienced in conjunction with these factors. Students were reported to be sources of both high satisfaction and high stress. Parental and administrative support were also considered sources ofjob satisfaction. Spouses were most often chosen as the primary source of support when directors coped with job-related stress. Overall, the data indicated that strong positive interpersonal relationships between directors and students, parents, administrators, and otherfaculty could increase the level ofjob satisfaction experienced by publicschool band directors. ). Recent literature indicates thatjob stress is an ongoing problem and may lead to high levels of attrition. For example, Moracco, D'Arienzo, and Danford (1983) found that fewer than half the teachers they surveyed planned to continue teaching until retirement. More recently, Holt, Fine, and Tollefson (1987) reported that 67% of teachers sampled stated that their work environments were usually or always stressful. Although

This article presents the rationale for using cinematic films as therapeutic metaphors. The authors provide 2 case studies to illustrate how movies can help clients gain insight into problems and begin making changes in their lives. have suggested that metaphors and metaphoric techniques (bibliotherapy, therapeutic storytelling, cartoons, and so forth) are useful intervention strategies in counseling. Despite this, relatively little has been published regarding the psychotherapeutic use of cinematic films (lhrley & Derdeyn, 1990). We, however, have successfully used movies, both in theater release and in videotape format, as metaphoric intervention tools in counseling.A counselor can recommend that clients watch specific movies that he or she believes can serve as an appropriate therapeutic metaphor for them. Alternatively, the counselor can help clients process the reactions, attitudes, feelings, and so forth that arise unexpectedly from recreational movie viewing. By recognizing the metaphoric possibilities inherent in movies, the counselor can be prepared to help clients who come into therapy talking about having watched a movie that gave them insight into the issues with which they are struggling. Movie viewing, whether prescribed or serendipitous, can frequently give clients a new perspective for looking at the "characters" in their own lives and give them added clarity into the fundamental complexity of close interpersonal relationships.The purpose of this article is to explain the value of metaphors as therapeutic tools and to describe how movies can be used as metaphors. We use case studies to illustrate different applications of the use of popular films as metaphoric interventions. METAPHORS AS THERAPEUTIC TOOLSMetaphors are mirrors reflecting our inner images of self, life, and others. Like Alice, we can go through the looking glass and journey beyond the mirror's image, entering the Kottman, 1 1 17 Washington, Cedar Falls, IA 50613. Melissa L. Heston is an associate professor of educational psychology, and Terry Koitrnan is an associate professor of counseling, both 8t the University of Northern Iowa, Cedar Falls. Correspondence regarding this article should be sent to Terry

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In this paper, we describe our efforts to transform the early childhoad education major and the early childhood special education major into a single unified major. This unified major is intended to prepare early childhood educators to address competently the educational needs of botb children with and without disabilities in a general education classroom. We describe the events occurring at both the state and university levels that led to our efforts, and the progress we bave made during the first year of our work. We also identify several future challenges that we will soon confront.

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