Psychologists and educators recommend classroom strategies for helping children cope with their fears. Teachers can: (1) provide a sense of security; (2) ask children for their advice in problem areas; (3) use desensitization techniques; and (4) take advantage of dramatizations, readings, and art to help children express and conquer fears. (PP)

Burnout can be a serious problem for those in the leisure service professions. Symptoms of burnout, job-related factors which contribute to it, characteristics of high-risk persons, and personal and professional strategies to combat it are discussed. (PP)

Describes five programs designed to reduce or prevent mental illness by providing support, skills training, and anticipatory guidance to parents of children up to five years of age. (Author/MJL)

Proposes a model for planning activities that will help human service practitioners to prevent emotional problems in a targeted group or community. Provides practitioners with a framework for identifying variables affecting a population, a means for assessing which variables to address, and a structured approach to planning preventive…

Investigated the conflict that women (N=115) experience between their home and nonhome roles. Results indicated that women who placed a similar level of importance on work as their husbands experienced less intense conflict than women who differed from their husbands in career orientation. (Author/RC)

Preservice and inservice aspects of teacher socialization are reviewed in this annotated bibliography of journal articles and ERIC documents. (CJ)

Two groups of students were compared as to their death related experiences. Students in the Sociology of Death class reported more deaths of friends and relatives over two five-year periods and more work experiences in death-related settings than students in the control group. (Author)

Discusses the major sources of stress for teachers of young children, psychological and physical effects of stress, and means of coping effectively with stress associated with early childhood education. (Author/DB)

To integrate psychological factors with traditional training programs, the athletic coach needs to develop special skills. The coach must develop appropriate strategies for coping with athletes' anxiety, fear, or lack of self-confidence by integrating practice and game behaviors and by individualizing coaching practices. (JN)

Examined the nature and extent of sexual harassment for women (N=439) graduates from a college from 1945-1980. Responses to a questionnaire indicated that less than 40 percent of the participants had experienced behaviors relating to sexual harassment. Suggests response strategies to harassment. (RC)

Questionnaires and interviews were used to study student teachers' anxiety and reactions to classroom successes and failures. From the questionnaire responses, it was clear that anxiety fell during the three-week practice session while custodial attitudes increased. (FG)

Suggests that responsive intervention by school counselors may minimize immediate and long-range adjustment problems of children affected by environmental disasters. Suggests an understanding of the impact of the event on children and familiarity with related literature enable the counselor to take an active role. (JAC)

Formulates a model for viewing the transitions and losses of the aging process as opportunities for growth and self-enhancement. Reviews major categories of social-psychological transition events. Summarizes social-psychological resources that aging individuals bring to these events and discusses three processes of adaptation to transition…

Investigated personality dimensions concomitant with learner's cognitive rigidity. Results indicated the personality dimensions of tenseness, compulsivity, group dependency, absent-mindedness, sensitivity, and emotional stability explained 36 percent of the variability in subjects' increasing levels of cognitive rigidity. Showed a pervasive use of…

Individual and organizational stress management strategies that have been used by many administrators and managers in academic organizations are described. The need to be a diagnostician as well as an effective decision maker and implementor is discussed. (MLW)