Describes a workshop designed to help women administrators assess individual stress levels. Stress can be alleviated through exercise, support groups or networking, sleep and diet, relaxation, guided fantasy, and planned activity. The long-term implications include preventing illness and making women more effective within the administrative…

Describes the results of four longitudinal studies of adolescent development that focus on coping styles, maturity of defenses, adaptation to school environments, and predictors of educational and occupational attainment. Implications are discussed in terms of linking adolescence with other phases of development. (Author/SS)

The author recommends steps a teacher can take to effectively deal with self-destructive students and summarizes some of the situations that frequently occur in junior and senior high schools. (LH)

A teacher center program developed to help teachers and administrators combat teacher burnout is described. (LH)

The hypothesis that individuals involved in supportive interpersonal relationships are buffered against the deleterious effects of stress is evaluated in a dental school setting. Levels of support for men and women were correlated with academic performance and indices of physical and psychological well-being. (Author/MLW)

Life skills education has not been a meaningful part of most individuals' education experience. This has caused many social problems because the individual does not know how to cope with life. Presented a framework to illustrate how and why life skills can and should be incorporated into curricula. (Author)

Argues for anticipatory intervention in schools in order to enhance better coping behavior in times of crisis and emergency. It is argued that children and teachers will benefit from certain modes of behavior, given training and practice before a crisis occurs. Specific instructional units for use in classrooms are developed. (Author)

Discusses teacher burnout and stress management. Describes characteristics of individuals susceptible to burnout, such as charisma, idealism, perfectionism, and goal-orientation. Presents common negative coping strategies for stress. Discusses effective stress management strategies such as changing the situation, taking a proactive role to gain…

In this study, 79 older adults completed the Reasons for Living and the Cope inventories. Overall coping was significantly correlated with total reasons for living, although the low correlation suggests the constructs were moderately unique. Found older women may underrate their ability to cope. Implies suicide prevention strategies should target…

A study drew on observation and interview data to examine the early encounters of traditional-age first-year students with campus bureaucracy, focusing on their definitions and coping strategies. Though frustrated by lines, impersonal treatment, and "runarounds," most accepted bureaucracy with superficial equanimity. Results help explain how…

Research on working poor families participating in an anti-poverty initiative in Milwaukee found 60% of families had at least one child with significant problems (learning, school achievement and/or behavior, retardation, or other disabilities). Comparison with other families with children with troubles found the program families adapted less…

Draws on attachment theory as a theoretical framework for examining the association between stress and memory in children. Provides an overview of research on children's coping with and memory for stressful events. Emphasizes tenets of attachment theory with implications for children's reactions to and memory for distressing experiences. Reviews…

Many children are dealing with adult fears, such as death, crime, and war at early ages. School counselors can help children cope with these fears using stories from children's literature. The role that children's literature can play in teaching these coping skills is discussed along with strategies for choosing books. (Contains 33 references.)…

A study of 20 gifted children (ages 9-14) provides the basis of a model of social and emotional adjustment to stressors presented in this article. Intrapersonal, family, school, and peer influences, as well as functional and dysfunctional patterns of social and emotional adjustment, are explained within the framework of the model. (Author/CR)

Explores the resilience of three gifted Latino high school students who live in the inner city. The sources of their resilience are examined. Implications for resilience in gifted youth are discussed and recommendations are made for nurturing resilience in urban teenagers to ensure greater success in life. (Author/CR)