The article lists 20 signs of depression in children which teachers can recognize, along with suggestions on how to cope with the depression. (PHR)

A case study is presented of a male adolescent whose behavior became increasingly rebellious, rejecting, antisocial, and self-destructive. His family's unsuccessful attempts to resolve the problems are described from the point of view of the counselor, followed by suggestions for building character and coping with changes during adolescence. (JDD)

Failure to solve school discipline problems is attributed to four factors: school district priorities, unclear problem dimensions, inadequate teacher training, and flaws in teacher/ administrator applied psychology. Psychological approaches that provide systems to control student behavior are described, including biophysical, interactionist, and…

Troubled children can greatly influence the behavior of their teachers. Interaction between a teacher and student follows a circular process in which the attitudes, feelings, and behaviors of the teacher are influenced and in turn influence the attitudes, feelings, and behaviors of the student. The five steps in the process are: self-concept,…

Parents can control their child's behavior by providing reasonable sequences to their child's misbehavior. Examples of this approach illustrate how using natural and direct consequences helps children learn responsibility and parents avoid power struggles. (CL)

The article describes 10 programs illustrating intervention approaches for facilitating the social/emotional and academic development of adolescents. Brief program descriptions are followed by addresses and names of program contact persons. (CL)

The authors present guidelines to assist teachers in planning and implementing timeout procedures for managing disruptive behaviors in the classroom. Included are a list of different types of timeout procedures and an implementation checklist for use in planning timeout procedures. (Author/SB)

The article examines the concept of aggression and ways in which aggression is experienced by children. The importance of planned intervention based on good intent is stressed. (CL)

Assessment of school violence should take into account the interaction of factors in three general categories: home and community, school, and personal factors. Assessment of classroom violence should yield data indicating who and what should be modified and in what manner the changes should take place. (CL)

The article offers guidelines for crisis prediction, preplanning, support team development, and post-crisis management that can handle aggressive behavior and convey to the child the existence of a legitimate system for enhancing positive self control. (CL)

Behavior of aggressive and passive aggressive students is explored and teacher intervention is considered in terms of a four phase cycle: (1) frustration (teacher offers support); (2) defensiveness (teacher sets limits); (3) aggressive/passive aggressive acts (teacher physically intervenes); and (4) reestablishment of self control (teacher…

Considerations which should be evaluated prior to physical intervention with an aggressive student are discussed. Teachers should know local and state guidelines, know when and with whom to use physical intervention, use preventive planning, recognize student behavior indicating a potential outburst, and question themselves before intervening.…

Close teacher proximity (within three feet) resulted in fewer disruptive responses of a 10 year old, suggesting that proximity control may be a useful part of a management plan for disruptive students. (CL)

The article categorizes the information needed to develop comprehensive approaches to students with chronic disciplinary problems and discusses psychological measures that can provide the necessary information. The categories include: cognitive domain (attention; concentration; memory; and psycholinguistic, conceptual, sensory, and perceptual…