The author suggests strategies for forcing success on students who seem determined to fail and for altering their negative opinions of their own ability. (SJL)

Changes in the status of disabled individuals have created new challenges for service providers. This article suggests two general kinds of services that professionals can provide, i.e., one to support the informal networks people create and the second to provide professional advocates. (Author)

Tested the effects on social power of two aspects of client need: perceived need (high or low) and commitment to change (high and low). Results show perceived need had no significant effect on attitude change or information seeking. Commitment to change procedures had a significant effect on information-seeking behaviors. (Author)

Determined whether attendance in a series of workshops on citizen participation in civic affairs could influence significantly locus of control, life satisfaction and anomia among older adults. The experience did enhance internal locus of control but no significant changes in anomia or life satisfaction occurred. (RC)

Discusses results of a three-year investigation of personal, social and academic adjustment by learning disabled students. Concludes that younger children in self contained classrooms achieve more academic and personal success than older ones and those in mainstreamed classes. Identifies five critical factors affecting educational outcomes with…

Three types of investigations are considered: systematic case studies, single-subject experiments, and group outcome studies. It is concluded that stimulant medication is more effective than behavior therapy in improving classroom and social behaviors, as well as attentional processes in hyperactive children. (SBH)

Participants in experiential groups initially use constructs which are different for referring to other members of the T groups than those they use with people making up their "real life groups." Experiential groups are seen by the participants as a "privileged social space" which permits different ways of relating. (Author)

Presents two viewpoints for helping students with severe communication anxiety and avoidance problems: one based on traditional speech pedagogy; the other based on behavioral clinical psychology. Argues that in most cases the two viewpoints complement rather than contradict each other. (JMF)

The results of this study support the use of trained volunteers in systematic controlled activities with prisoners. On the institutional measures, prisoners who participated in discussion groups with trained volunteers showed more positive change than did prisoners exposed to untrained volunteers. (Author/CS)

This pre-post field study compared effects of a coping model (CM) and a lecture/discussion style on use of redirection, general praise, and paraphrasing by 48 undergraduates in an elementary health methods course. Lecture subjects had no significant changes. CM subjects change significantly in use of praise and paraphrasing. (Author/SJL)

Literature suggests that the factual approach to drug education may cause an increase in drug usage. The pharmacological approach was used in a college drug education course, and an assessment of students' drug consumption was made. No statistically significant changes were found for the substances surveyed. (Author)

Describes two experiments: the first was conducted to measure the effects of written instructions given overtly in role-playing test sessions and covertly in an on-the-job performance review; the second successfully replicated the effects obtained during role-playing in the first and rated effectiveness of the performances. References are listed.…

Parents and teachers must allow children to feel all their feelings, including anger. Children can be helped to accept their feelings and to channel and direct them to constructive ends. Discipline should be motivated by the need to protect and teach, not a desire to punish. (JAC)

The purpose of this study was to describe the effects of teacher expectations on specific teacher behaviors and student behaviors during physical education instruction. (MM)

Explores the relationship between the verbal behavior of student teachers and cooperating teachers over a seven-week student teaching placement. Findings reveal no relationship either between the verbal behavior of the cooperating teacher and student teacher or between that of the student teacher model and the cooperating teacher. (Author)