State laws pertaining to truants, runaways, and other "status offenders"--as distinguished from delinquents who have committed crimes--are discussed. Characteristics of these youths and their families are noted. Shortcomings of existing programs for them and the need for educational alternatives are pointed out. (PP)

Pressures that may cause stress in children and adolescents are discussed. Shifting family paterns due to divorce or working parents, stressful situations at day care centers, busy schedules during adolescence, test anxiety at school, and watching violence on television all can increase stress for today's children. (PP)

Books which show children and adolescents coping with current social and family problems are discussed. The books deal with the changing structure of families, divorce, children's loneliness, urban problems, death, and other issues. (PP)

Changes in families have brought new sources of stress into the home. Much daily stress can be handled if families use effective ways of dealing with it. Guidelines for reducing stress are presented, including a section on children's stress. (MT)

Active children often develop learning problems because of their need for constant stimuli. These children require activities that allow them hands-on experience. Suggestions are offered on how parents can teach in active ways at home and show the child that learning can be fun. (DF)

Why children need critical thinking skills, how a climate for critical thinking can be created at home, and programs that promote critical thinking by elementary school children are discussed. (MT)

Several children's books which feature characters who overcome odds and solve problems are reviewed. The selection includes read-aloud books, classics, fairy tales, and novels for teens. (IAH)

Appropriate ways to use computers in elementary schools are discussed, as are inappropriate uses. Ways parents have assisted educators in thinking about how computers are used are presented as examples. (MT)

In a family meeting all members participate equally and try to solve problems that affect each member individually and as a whole. Ground rules for starting a weekly meeting are offered. (DF)

Opposing views are expressed on the value of standardized testing (ST) in public schools. The pro-ST view argues that these tests provide comparative data needed to plan and evaluate schools and individuals. The opposing view focuses on problems of reliability, validity, and bias; and on the damage done to children. (IAH)

Children may be exposed to environmental hazards such as lead, arsenic, and dangerous pesticides more often than parents may realize. Dangers of more commonly used chemicals found in the environment are listed. (DF)

Parents can help students complete homework assignments by setting up a schedule, breaking down assignments, and choosing the proper location for work. Cooperation between parents, students, and teachers is necessary for resolving homework problems. (DF)

Describes a trip by youth from around the nation to Washington, DC, to testify about various issues (e.g., drug abuse, disability rights, and foster care) at a hearing before the U.S. House of Representatives Subcommittee on Human Resources as part of National Children's week. Photographs from the hearing are included. (SM)

Offers five approaches parents can use for conflict resolution with their children: directing, collaborating, compromising, accommodating, and avoiding. The conflict management styles inventory is included to help parents identify how they most often respond to conflicts with their children. (SM)

Youth gangs can be found throughout all racial, ethnic, and religious groups. Characteristics of gang membership and suggestions for parent and school involvement in preventing gangs are discussed. (DF)