The article critiques the current research base concerning the influence of mainstreaming on the social emotional competence of mildly handicapped children and describes a proposed study emphasizing longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. (Author/DB)

A study was made of 379 inservice and preservice teachers to identify the objectives they sought to attain in their physical education classes. Results are presented, and differences between preservice and inservice teachers are discussed. (MT)

A model of individual developments is described and a framework is presented for developing group environments that match the developmental levels of women and men who are dealing with sex role issues. (Author/KS)

Researchers examine how and why America's children are getting fatter and raise new questions about how to treat childhood obesity. (HOD)

Attempts to delineate some of the positive and negative social effects of traits displayed by gifted adults. Five traits (divergency, excitability, sensitivity, perceptivity, and entelechy) seem to produce potential interpersonal and intrapersonal conflict. Unless gifted adults learn to value themselves and find support, identity conflicts and…

Explores reasons for the lack of developmental guidance programs in Catholic elementary schools. Presents a developmental guidance model to encourage total development of all students. Describes resources for elementary school guidance including shared personnel and intern programs, and presents guidelines from public school programs. (JAC)

Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)

The article highlights five facets of critical development for exceptionally gifted students: (1) interpersonal relationships, (2) acknowledgement of uniqueness, (3) school adjustment, (4) creative self-expression, and (5) user-friendly environments. Intervention strategies are proposed within each area. (CL)

Three examples of children (five to nine years old) with acting-out behaviors are cited to illustrate the author's contention that such behavior is indicative of specific developmental levels of social and emotional functioning. The need for intervention appropriate to the developmental level is asserted. (CL)

Suggestions are given on how parents and teachers can develop an environment conducive to the development of self-esteem in their children by providing activities and experiences that result in feelings of success. (DF)

Offers seven lesson plans to help blend the affective and cognitive realms of children's learning, connecting an emotional lexicon with written and spoken dialogs, photographs, arguments, and movements. (DMM)

Describes a study that sought to ascertain whether affective work competencies are perceived differently by supervisors and workers from selected industries as measured by a Revised Affective Work Competencies Inventory (RAWCI). Discusses implications for vocational-industrial educators. (NRJ)

Trust, in much the same way as hope, represents one of the essential components of a healthy upbringing. This article investigates the concept of trust as set forth in Eric Erikson's and Louise Kaplan's theories of basic trust, with particular emphasis on definition and development. The article analyzes some of the criteria that have been…

This paper presents the views of the Inter-American Development Bank (IDB) on higher education in Latin America and the Caribbean and offers a strategy for how it can promote improvement. The paper attempts to produce an accurate assessment and useful policy implications. The first chapter, "A Mixed Performance," contains a general…

Article describes the theory, function, and effects of the artists' workshop with a therapeutic purpose at the Institute for Emotional Education, Inc. (Author/GB)