Progress is now being made toward ascertaining the specific effects of rearing conditions on brain and behavior, the properties of the environment that contribute to these effects, and the developmental periods in which brain tissue is most sensitive to environmental modification. (Author/RH)

A commentary on the sense of isolation and estrangement which commonly accompanies the relativism ushered in by formal operational thought, and a detailing of several regressive strategies frequently employed by adolescents in their efforts to accomodate to this plurality of solitudes. (JMB)

Offers a typology for viewing love as the development of interpersonal relationships in five stages. As a typology, the author believes it has implications for both counseling and teaching purposes. In teaching, both clarity and precision can be gained, whereas in counseling, greater understanding and awareness may be generated. (Author)

An evaluation method for measuring the attitudes of teachers engaged in their first year of teaching is outlined. (JD)

This study suggests that not just knowledge, and not just experience but active, specific, concrete skill training can become a significant part of affective education even in the elementary grades. (Author)

Three studies investigated the understanding of maternal anger of 406 children aged 4 to 14 years. Children identified and explained the source of a story mother's anger. Age differences were found when stories involved more than one dimension or required displacement. (SKC)

Focuses on the development of children's understanding of feelings. Presents a coding system which describes four levels of emotional understanding, each of which is linked to developmental differences in nonsocial, cognitive abilities. Clinical vignettes illustrate the utility of this cognitive-developmental perspective in clinical observations.…

Recommends bibliotherapy as a way in which school media specialists can help children become more independent and more socially and emotionally mature. Situations for which bibliotherapy is appropriate and the importance of discussions and other follow-up activities are covered. (8 references) (MES)

This essay argues that positive physical interaction is a natural expression of humanness and a fitting demonstration of the teacher's attitude of acceptance, caring, and concern for the individual. The discussion reviews the ideas of various psychologists and educators on the importance of physical contact to child development. (MT)

Discusses contextualistic and integrative approaches to the concept of wisdom, and the evolution of the concept from an independent construct of intelligence to a component of intelligence, i.e., practical intelligence. Suggests operationalization of wisdom as the ability to integrate cognition and affect. Illustrates the integrative approach with…

Argues that cognitive and affective systems do not develop in parallel and that affects serve a communicative function. (RH)

Discusses the borderline adolescent in terms of diagnostic perspectives, characteristic features based on disturbed object relations, and treatment. Based on clinical observations, the diagnosis of borderline personality is considered to be compatible with a schizophrenic disorder. Day-treatment and individual therapy are considered from a…

Social and emotional learning and character education are complementary approaches to strengthening a person's ability to understand, manage, and express the social and emotional aspects of life and to organize action in a positive, goal-directed manner. This book is designed for administrators who need help in introducing programs to their…