Studied an intra-institutional relocation of a long-term care facility by documenting changes in the environment and in residents' and staff members' use of space and patterns of behavior. Behavioral changes were conceptualized as attempts to adapt to the larger design and altered layout of the new facility. (JAC)

Questions the effects of training on the confidence people have in their ability to perform newly-learned tasks. Factors that affect confidence and measurement of confidence are discussed, and examples are given of ways in which training might intentionally try to increase confidence. (MBR)

Describes the benefits of group counseling for abusing parents. Suggests that groups structured to maximize peer support and reduce social isolation provide a context in which parents can make changes in cognition and behavior. (Author/JAC)

Surveyed 173 parents, 293 teachers, and 430 students to examine behavior change among referred students following counselor intervention. Results suggested elementary school counselors had a positive impact on self-acceptance, school attitudes, following rules, and family relations. (JAC)

Provides counselors with systematic guidelines for explaining to an individual student or group of students the targeted behavior in a behavior change project. The six stages of the model are explanation, identification, demonstration, differentiation, role playing, and assessment. A case study illustrates the process. (JAC)

Investigated the impact of behavior modeling training in an industrial plant on male supervisors (N=44) using Kirkpatrick's (1976) four levels of evaluation. Results indicated no behavior or performance change with behavior modeling and re-emphasized the need to use Kirkpatrick's evaluation method to measure training program effectiveness. (LLL)

A model for health education is proposed that focuses on the sociocultural, educational, psycho-behavioral, legal, and scientific foundations of that discipline. (GW)

This paper summarizes the results of a follow-up questionnaire sent to women (N=130) who participated in assertive training programs offered over a four semester period (fall, 1973 through fall, 1974) at the University of Missouri-St. Louis in the Extension Division. (Author)

Reports the methods and results of two studies on the successful application of reality therapy (RT) to classroom discipline problems. Results indicate RT is an effective humanizing approach for solving problems. (Author)

This case study demonstrates the value of conceptualizing functional somatic disorders as operants. The subject, an adolescent girl, diagnosed as having a "hysterical neurosis," manifested the symptoms of incessant coughing and mutism. The cough and mutism were treated by extinction and shaping, respectively. Positive results were obtained.…

Discusses the personal experiences of an early childhood education teacher in reconciling behaviorism and humanism. Some specific illustrations of the compatibility of the two approaches are given. (MS)

Shows how program activities can be a major therapeutic tool as an aid in diagnosis, a specific treatment intervention, positive reinforcement after discussion, an aid to behavior management. Discusses general factors to be considered in choosing group activities. (JH)

Describes a counseling program at the University of Arizona which is a short, intensive transactional analysis study problem group. Many students are able to apply what they learn to other areas of their lives. (Author)

The purpose of the study was to examine the process and effectiveness of group counseling as a part of a training program conducted through a Labor Department grant. Members of the training group had better work attendance and less employee turnover than a comparable group not in the training program. (Author)

An historical perspective of social sources that undermine general parental abilities to manage their autistic child is presented and some possible solutions to general management obstacles are suggested. (Author/SB)