To place the concept of emotion in perspective, various issues must be considered: the usefulness of emotion as a unitary concept; the measurement of emotions and the relations among diverse measures; developmental changes; the origins of individual differences in emotional behavior; and the relation between emotional and cognitive development.…

In this article particular attention is paid to research directly or indirectly relevant to child development programs and supplemental child care. Emphasis is given to the integration of findings, the identification of unaddressed questions, and methodological problems. (MS)

Examined how parenting style and inter-parental conflict lead to changes in toddler boys' inhibition between ages 1 and 3. Found that boys who are less inhibited than expected at age 3 have parents who are relatively more insensitive, intrusive, and negative in parenting style than are parents of children who remain more consistent over time.…

Examined effect of negative affect of parents and peers on young children's affective responses, cognitive appraisals, and coping strategies. Found that compared to peer negative affect, children felt they could do little to help themselves when faced with paternal distress and frequently indicated they would use avoidant coping strategies to feel…

Examined continuity in parent-child relationships in a sample of German families. Traced connections between individual differences in a composite of markers of the parent-child attachment relationship system and later parent-child communications. Found that the composite modestly predicted variability in children's competence in forming…

Investigates the influence of children's affective dispositions and knowledge of emotions on their ability to use nonaggressive conflict resolution strategies, exploring connections between autonomy and socioemotional development. Finds that individual differences in affective dispositions and emotional knowledge influence children's abilities to…

Reviews a broad range of evidence indicating that school-based prevention and youth development interventions are most beneficial when they simultaneously enhance students' personal and social assets and improve the quality of the environments in which students are educated. Asserts that school-based prevention programming--based on coordinated…

Describes development of a middle school advisory program based in character education. Includes descriptions of class activities to introduce character education emphasizing respect, perseverance, integrity, citizenship, trustworthiness, responsibility, compassion, honesty, self-discipline, and fairness. Notes that the advisory program resulted…

Examines the strategy of using moral dilemmas and role-play to increase empathy in the elementary classroom. Addresses specific aspects of: (1) formal and informal observations; (2) informal interviews; (3) appropriate stories; (4) presentation methods; (5) large and small group discussions; and (6) closing techniques such as creative writing…

A study evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of 14 children (ages 9-13) with hearing impairments to understand their own emotional experience and that of others. Children were enrolled in an "oral" education program. Results indicate significant increases in emotional vocabulary and…

This study compared two treatments with 94 Chilean children having learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. Findings indicated both groups improved on most of the outcome…

Examined relations of children's regulation and emotionality to their social functioning. Found that resiliency mediated effects of individual differences in attentional regulation on social status and socially appropriate behavior, and that negative emotionality moderated the positive relation between attentional control and resiliency. Also…

Suggests a child's overall development is what makes academic learning possible. Notes that intelligence, the capacity to gain and use knowledge to solve problems and promote well-being, is comprised of cognitive, affective, and expressive components. Asserts that children need relationships with caring adults. Notes the School Development Program…

A study examined the relationship among family life events, appraisal, and family protective factors in predicting behavioral outcomes in 260 children (ages 8-12). Results indicate that higher levels of personal growth and more positive family relationships appear to increase internalizing behavior as negatively endorsed family stress events…

This article debunks myths pertaining to the social development of gifted students, including: gifted students should be age-matched peers; being perfectly well-rounded should be the primary goal; being gifted is something with which you are just born; adults know what gifted students experience; and being too smart is a problem. (Contains 3…