Describes how mental health counselors can begin to obtain the knowledge and awareness needed to help grieving children. Discusses (1) developmental stages of understanding death, (2) children's reactions to the death process, and (3) the counselor's role in helping a grieving youngster. (Author/JAC)

Analyzed the Weigl-Goldstein-Scheerer Color-Form Test using a sample of Danish children. Distinguished three dimensions: configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. The three dimensions proved themselves to constitute the a-priori-defined gradients. Results indicated a…

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

Discusses the developmental features that occur in the sequence of intimate relationships. Three phases correspond roughly to first marriages, second marriages, and subsequent intimate partnerships. Both the individuals and the relationship change in predictable fashion. (Author/JAC)

Working with students grouped by three conceptual levels offers one way of looking at students and recognizing what can be done to provide them with a stimulating environment for learning. (RL)

From investigations of cognitive development, intellectual ability, and learning strategies, representative examples of research are used to highlight dilemmas which attend the use of the terms "stages,""levels,""styles," and "strategies" to describe different aspects of human thinking and learning, especially in adolescents and young adults.…

This paper briefly reviews various conceptions of adolescence, particularly Erikson's theories of identity development. It reports a study of Canadian high school females, classified as open/moratorium, closed/foreclosed, or diffuse. Characteristics of each of these student types are outlined and implications for education and counseling are…

Bogartz questions the Anderson and Cuneo study (p335-78 of this issue) on statistical-methodological grounds and on their positions concerning the concepts of conservation, centration, and compensation. (For Anderson and Cuneo's rejoinder to Bogartz, see p388-92 of this journal issue.) (SJL)

The author describes the Developmental By-Pass (DBP) Instructional technology for teaching secondary and college learning disabled (LD) students by allowing students to bypass ordering and organizational deficits. (SB)

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)

This article discusses cognitive development research as it relates to social competence. Two research approaches are summarized: (1) attempts to isolate sequential stages in the development of social cognition, and (2) conceptualization of broad organizing principles hypothesized to mediate all social cognition. (Author/SJL)

The article, directed primarily at creative writing teachers of gifted students grades 3 through 12, explores the use of the personal journal as a means for capturing creative visual images and describing those images through the written word. (Author/DLS)

Examines Kohlberg's proposition that both cognitive and perspective-taking development are necessary but not sufficient conditions for moral development by attempting to stimulate moral development. Results are interpreted as confirming Kohlberg's proposition. (RMH)

This study considers two problems related to cognitive development: "Is development hierarchical?" and "If so, what are the mechanisms involved in the process of development?" Analysis of the results of an experiment lead to differentiation of stages of development, and problem-solving strategies at each level are discussed.…

This article, first in a monthly series of six, presents a theoretical overview of artistic development in young children during the prerepresentational stage and draws implications from this for teachers on intervening in a child's artistic development through dialogues. (SJL)