Nina Brown, a nontraditionally aged cum laude graduate of Bryn Mawr College, went on to distinguish herself as a pioneer in business. In 1990, she established an investment company to assist women entrepreneurs. In 1995, she was appointed by President Bill Clinton to represent him at the White House Conference on Small Business and, the next year, was chosen as a Charter Member of Pennsylvania's Best 50 Women in Business. During this time, she presented at speaking engagements hosted by the US House of Representatives Field Hearings, the Pennsylvania Department of Commerce, the League of Cities Women's Caucus, Wharton Executive MBA Reunion and the Entrepreneurial Women's Expo, where she was the keynote speaker.
Nina subsequently became a consultant and leader in alternative medicine. Among other initiatives, she collaborated in forming a company to bring neurosensory diagnostic tools to injured veterans who suffered brain impairment in the Gulf and Vietnam Wars.
In 2014, after the publication of S.T.A.R. Philosophy, she traveled to India, where she presented before a gathering of more than 2,000 members of the Pyramid Society of Spiritual Scientists. While in India, she took S.T.A.R. philosophy to Raipur and Mumbai, and then on to Singapore. Two years later, Life University (http://luglobal.org/about-us/) in India asked to add S.T.A.R. Philosophy and its companion book, The Fascinated Observer: A Guide to Embodying S.T.A.R. Philosophy, to its curriculum.
Currently Nina serves on the executive board of Pristina Natural, Inc. helping to expand the company's presence across the United States and into Canada and Asia. Her desire is to bring S.T.A.R. philosophy into the realm of business, creating a new model for the union of consciousness and business.
Throughout her endeavors, she has been guided by S.T.A.R. principles, devoting her energies full-time to this sacred spiritual mission. She has found that as the needs of the collective shift, the service asked of her evolves, and this transformative work unfolds.
In addition to writing the S.T.A.R. series, Nina is the author of Return of Love to Planet Earth: Memoir of a Reluctant Visionary. Her writing has also been published in Kindred Spirit and Sedona Journal of Emergence.

Overview
Getting Started
There and Then Versus Here and Now
Resistances and Defenses
Establishing the Therapeutic Relationship
Themes and Links
Roles and Problem Behaviors
Conflicts
Expressive Techniques
Some Tried and True Exercises
Appendix
References
Index

This volume concentrates on teaching group dynamics with an experiential, process focus. The procedure for instruction seeks to provide an integration of cognitive and affective components in learning how to tune into, and effectively use, group dynamics. Instructors and supervisors are provided with specific techniques for helping students understand manifestations of resistance, countertransference issues, assuming a process orientation, and dealing with both individual and group-as-a-whole concerns. Immensely practical and classroom tested.
Chapter 1 provides an overview and a discussion of ethical principles in group work. Chapter 2 focuses on how to structure the class, including a systematic method for monitoring group sessions, providing feedback to students, and addressing specific ethical concerns such as confidentiality and involuntary group membership. Chapter 3 develops the importance, and a process for, helping students to stay present-centered, keeping the group in a here-and-now focus, and how to recognize process. Chapter 4 presents the barriers to self-awareness and group process. Chapter 5 addresses how developing trust and cohesion in groups leads to therapeutic work on significant issues for group members. Chapter 6 describes the link between what is taking place in the present-centered group session and the past. Chapter 7 focuses on the roles that group members assume and the impact these roles may have on the progress and functioning of the group. Chapter 8 deals with teaching students to recognize and deal with overt and covert conflict in the group. Chapter 9 provides an introduction to the use of expressive techniques in groups. Chapter 10 presents specific exercises that are useful in teaching concepts, ranging from get-acquainted exercises to more complex ones for uncovering the self.