Classroom scrip emblazoned with a picture of Johann Sebastian Bach is used to motivate junior high school students. Students are paid for cooperation and performance. Two auctions are held during the school year, at which students can spend the scrip on musical items. (CS)

Describes a three-pronged educational service program offered by St. Rose of Lima Elementary School, consisting of an After School Activities Program, Children's Day Out, and All-Day Kindergarten. Considers program development, support, and benefits. (DMM)

Describes a program dealing with preventive interventions for roommate conflict. Chickering's vectors of development are used to generate areas of conflict for students of college age. (Author)

Describes a program designed for a board and lodging home which maximizes the use of natural helpers and takes into consideration the unique needs of the chronically mentally ill elderly. Existing support networks were strengthened and roles and functions of natural helpers were formalized. (Author/JAC)

ADAPT (A Developmental Activities Project Team), a program serving 25 profoundly emotionally handicapped children (3-18 years old) in Hillsborough, Florida, is described in terms of its highly structured curriculum, project personnel, and community agency linkages. (CL)

Craig Alternative Middle/High School in Milwaukee is an academic/therapeutic multicategorical program for 85 high risk students who, because of their atypical behaviors, have not been successful in a less restrictive educational environment. The staff, consisting of teachers, paraprofessionals, psychologists, social workers, probation officers and…

Describes how to organize and facilitate a jogging group, combining jogging and group counseling as an important intervention strategy for positive wellness. Describes client selection, medical clearance, liability, meeting times and places, as well as group work. (JAC)

Describes the volunteer advocacy program developed by the East Tennessee Advocacy Assistance Program to assist the ombudsman/director in resolving problems of residents in long-term care facilities. Effective volunteer participation requires intensive training, well-defined policies and procedures, coordination with aging network and long-term…

A driver education program for mildly handicapped secondary students is described in terms of eligibility and placement criteria, program goals, and program phases (classroom instruction, simulator training, behind-the-wheel training, and parent involvement). Preliminary results indicated that the program is successful. (CL)

Discusses research, educational, and conservation activities of the Center for American Archeology, focusing on the Native American Studies program at the center's Crow Canyon (Colorado) site. (JN)

Describes how a workshop for career women (N=20) faced with a conflict over the motherhood decision was designed, conducted, and evaluated. Review of data suggested that the workshop increased awareness of positive and negative aspects of both choice alternatives, providing a realistic and informed vantage point for decision making. (LLL)

Describes attempts to form a communication group among male and female inmates. The failure of this effort is discussed with emphasis on the special problems and needs of groups in prisons and the lack of insight among the institution's administration and staff. (JAC)

Teacher centers respond to a teacher's own defined needs by offering assistance, instruction, and materials to help enrich classroom learning experiences. Services provided social studies educators by the Teacher Center in Humboldt County, California, are described. (RM)

An oral program for four-year-old children with hearing impairments features teamwork among direct interventionists (teacher, speech therapist, audiologist, psychologist, social workers, and parents) on rehabilitative speech therapy activities as well as integration of hearing with hearing impaired children. (CL)

Describes a structured experience that can be used as a process intervention during resistive phases of group development, by increasing participant commitment and responsibility. Goals of group self-description are to define problems, involve members, and develop cohesiveness. (JAC)