Examined students' self-descriptions of situations, individuals, and incidents that evoked feelings of guilt to determine developmental and gender differences in guilt. Content analysis revealed changes in percentage of students at three grade levels who spontaneously mentioned a situation as guilt producing. Striking and distinctive patterns in…

Dutch replication of Bybee, Robinson and Turow's 1982 study of parental influence on television viewing by children between 3 and 18 years old found 3 distinct parental models: restrictive, evaluative, and unfocused guidance. Parental attitudes toward television and its effects on children were found to be important determinants in the type of…

Investigated effects of wellness promotion guidance activities among fifth grade children (n=62). The results revealed enhanced self-esteem and higher knowledge of wellness information among children who participated in the wellness promotion activities, as compared to a control group of nonparticipants. (Author/NB)

Mothers from low-income, single-parent families and their 10- to 12-year-old children were interviewed to assess their beliefs. Findings indicated that children with employed mothers perceived more cohesion in their families, had greater self-esteem, and were more accurate in predicting maternal beliefs than children with unemployed mothers. (LB)

Describes a curriculum for children between 7 and 13 years of age in residential care. The curriculum instructs the children in basic life skills and offers them a head start in developing self-sufficiency and fostering self-esteem. (HTH)

Through participation in community service programs, adolescents assume meaningful roles and respond to real needs of their society as well as to their own need to be needed. Presents arguments for expanding opportunities for young adolescents to contribute actively to the community, including incorporation of community service in the curriculum.…

Over time, mother-child relationships in families with remarried mothers grew increasingly similar to those in families whose parents had never divorced. Relationships in single-mother families remained different from those in the other two types of families. Stepfathers were less likely to be authoritative than were nondivorced fathers. (BC)

In families whose parents had never divorced, families with a single mother, and families whose mother had remarried, there were (1) some differences for child gender and family type in children's behavior toward siblings; (2) few effects of gender composition of sibling dyads; and (3) a decline in the level of sibling interaction over time. (BC)

Describes developmental guidance unit on topic of money for grades six and seven. Describes class discussion format used to conduct two sessions helping students explore, understand, and develop coping skills regarding money issues. Notes that students worried about money, understood why people overspend, and developed ways of earning and saving…

Examined longer term preventive effects of school-based intervention with boys referred by classroom teachers as highly aggressive and disruptive. Three years after intervention, boys who had received anger coping (AC) program had lower rates of drug and alcohol involvement and higher levels of self-esteem and social problem-solving skills than…

Explored the possibility of teaching preadolescent Type A girls to control anger and hostility reactions as a preventive measure for lowering their level of Type A behavior. Results were identical for girls in the cognitive modeling group, the exemplary modeling group, and the placebo group. (Author/BB)

Examined differences in moral judgments as they relate to informational assumptions. Sixth graders, high school seniors, and college students evaluated events concerning welfare, justice, and rights and reevaluated them in light of the opposite information. The relation between evaluations and informational assumptions was significant within each…

Examines the history of middle level education. Offers suggestions to promote responsive middle level education: (1) building a knowledge base about early adolescent development; (2) assuring that organizational structures, programs, and practices function appropriately; (3) advocating the needs of early adolescents; and (4) involving middle level…

Reviews the opportunities for and obstacles to promoting independent learning at the middle grades level. Proposes the substitution of compensatory practices that discourage self-directed learning activities, such as test review handouts, with instructional practices that support independent learning activities, such as performance feedback and…

Recommends that curriculum and instruction be designed to engage students in using the tools of speaking, listening, reading, and writing. Describes a curriculum framework that takes into account adolescents' language development and uses language to integrate various academic subjects. (PAM)