Describes the mental and physical coping behaviors of a disabled adventure education participant in her efforts to make personal, challenging choices without group pressure. A "universal programming" commitment incorporates equity and inclusion by allowing for individual choice and attitude modification within challenging group activities. (SAS)

A causal model of workplace stress was refined and cross-validated. Multivariate analysis and multiple-group structural equation modeling were used to investigate the effects of social roles on patterns of coping with workplace stress and job satisfaction. Differences found between managers (n=249) and clerical workers (n=214) suggest power and…

The Adolescent Coping Scale was administered to 749 gifted students attending two different summer enrichment programs. Results indicate little evidence of gender or grade differences but found racial differences on the Seek Spiritual Support scale (African and Hispanic students had the highest scores), the Self-Blame scale, and the Worry scale.…

Investigated changes in German beginning teachers that occurred following interactions with diverse students during their 2-year probationary period. Pre- and post-probation interviews indicated that at the end of the 2 years, teachers coped with culture conflict in either synergy-oriented or ethno-oriented ways. Synergy-oriented teachers coped…

States that compared with children raised in single-mother families created by death of the father, children raised in divorced single-mother families have significantly lower levels of education, occupational status, and happiness as adults. Speculates that the contrasting positions in the social structure of different types of single-mother…

Examines Japanese aspects of identity and coping attitudes, sources, and practices among a sample of 240 college students in Japan. Participants reported that they tended to use family members and friends when coping with personal difficulties. Study also found that collective identity was a significant predictor of seeking help from family…

A mother writes of her early years with her son as a single parent and the difficult years with twin younger siblings when she was trying to find a diagnosis and help for her son. Her son is 9 years old now, and she reflects on her experiences. (Author/CR)

The mother of a 13-year-old boy with autism discusses the symptoms of autism from birth through 18 months and 18 through 36 months and her journey out of denial. The dreaded validation of the diagnosis and the support of other parents are addressed. Her husband shares some suggestions for stepfathers. (CR)

The mother of a 10-year-old boy with high functioning autism discusses her shock at the diagnosis, her denial, her feelings of guilt, her sense of isolation, the panic she felt in trying to stay on top of things, her anger, bargaining with herself, and her final feelings of acceptance and hope. (Contains three references.) (CR)

Analyzes a 1986 national survey (n=2,081) to examine differences in psychological and economic distress between remarried and divorced persons, and if economic distress differences explain differences in psychological distress between married and divorced persons. Findings show that remarried persons have significantly lower rates of economic and…

Participants from five groups completed a questionnaire that required them to assess their use of 11 coping mechanisms. Participants differed from one another, depending on group affiliation, on five strategies. The strategy judged most important was "maintaining contact with other helpers." Concludes that training programs should…

Participants (n=161) viewed a videotaped "disaster" during which they "placed" themselves on the scene as helpers. Results indicate that two groups, those who had received previous training in coping skills versus those who had not, differed significantly in the use of skills and level of psychological comfort. (Author)

Reviews the findings of the eight studies in this special section on children and ethnic/political violence, focusing on the contributions and limitations of research in this area and suggestions for future research. (MDM)

Discusses how to help students learn to manage anger, highlighting four critical concepts of anger management (anger cues, anger triggers, anger reducers, and communications skills) and explaining how to teach students to consider the different aspects of anger, use anger positively, examine anger triggers, cool down, and handle frustration. (SM)

Describes the destruction caused by the Oklahoma City bombing and recounts the reaction of a second-grade class in Oklahoma. Describes class discussions of the bombing and how children found various ways to ask questions and express their feelings about the incident. Provides tips for teachers to help children who are going through trauma. (MOK)