A death education unit taught in a health class needs to be implemented in order to furnish youth with a more comprehensive view of what death really means, how they can cope with a death when it occurs, and why it is important for them to carry on and live a more fulfilled life. (MJB)

Confronts questions raised about the Montessori method concerning socialization, creativity, permissiveness, and emotional development. (MS)

This study documented a developmental model of children's understanding of the simultaneity of two emotions. Fourteen children at each of the nine age levels from 4 to 12 were studied. Children were questioned about (1) two emotions of same valence directed at the same target, (2) same valence/different target, (3) different valence/different…

Object-relations (O-R) theory expands traditional psychoanalytic thinking beyond psychiatric hospitals and patients. This approach focuses on emotional development that leads to normal or disturbed behavior. O.R. theory is presented here to acquaint counselors with its basic concepts, its practical applications, and its impact on current…

To determine degrees of impulsivity between emotionally disturbed/behavior disordered (ED/BD) students and their nonlabeled peers and to evaluate the developmental characteristics of impulsivity within both groups, 27 ED/BD and 27 nonlabeled students aged 9 to 13 took the Matching Familiar Figures Test. No significant differences between the…

In the development of a child's worldview, advises looking toward a preservation of some old with the new. Cites children's books by Virginia Lee Burton, especially her classic THE LITTLE HOUSE which won the 1943 Caldecott Medal. (Author/RWB)

Reflects on G. Zivin's framework on the development of expressive behavior. Stresses the need to include noncognitive, as well as cognitive, affective activation in the framework, and the necessity for the adoption of an inclusive, synthesizing strategy at this stage of knowledge. (HOD)

Results of a study evaluating conscious (phenomenal) and unconsious (nonphenomenal) self concepts of 120 handicapped and 30 nonhandicapped elementary students indicated that handicapped students had significantly more negative self-concepts; higher anxiety levels; more negative perceptions of their intellectual abilities, school status, and…

Emotional development from infancy to adolescence is traced and the effects of psychosocial issues on a child with a learning disability are considered for five of E. Erikson's seven proposed stages (trust, autonomy, initiative, industry, adolescence). The need for intervention and parent counseling at each state is emphasized. (CL)

Examines developmental trends in children's reactions to anger and affection occurring among others in the home. Children were studied for nine months when toddlers and for three months when between six and seven years of age. Data were provided by mothers trained in detailed reporting of discrete sequences of behavior. (RH)

Staff of a private school were asked to identify characteristics apparently interfering with academic progress of 321 bright elementary children who were underachievers in reading. Results suggested the need to avoid treating reading problems in isolation. Examples of successful treatment approaches are cited. (CL)

Literature about death can help children to understand and accept death; bibliographies are included for primary reading, intermediate reading, and adult to child reading. (DD)

Article describes the benefits of minidrama as an ancillary vehicle and compares it with its parent, the psychodrama. (Editor)

Since available research tends to support a positive relationship between self-concept and achievement, an important concern in education should be the social-emotional growth of the student, as well as his intellectual progress. (DM)