Education for leisure is viewed as requiring an interdisciplinary approach that will educate persons to maintain positive personal values in both work and non-work situations. (GW)

Discusses seven propositions suggested in response to the question: What is essential for children's wholesome development? (SB)

Describes the use of sand play for counseling children. Reviews the development of using sand play to help disturbed children resolve traumas by externalizing fantasies and developing a sense of mastery and control over inner impulses. Illustrates the stages of chaos, struggle (organized fighting), and resolution. (ABB)

Describes several practical ideas for using poetic expression in an elementary school. Notes that counselors can promote increased sensitivity and insight among children while assisting them in achieving greater cognitive, emotional, and behavioral awareness of themselves, others, and their environment, by using poetry. (ABB)

Applies a philosophy of science perspective to substance abuse theory to clarify these theories in general and peer cluster theory in particular. Examines the natural history of an illicit drug from a macroscopic level of analysis to illuminate some of the social-psychological factors that influence drug use and abuse patterns. (Author/KS)

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

Developmental changes in conditions engendering pride and embarrassment were explored. Among other results, developmental change was found in the standards used to evaluate emotional experiences; references to social comparison increased with age and references to mastery decreased. (PCB)

This reprinted 1982 article with a 1988 update describes how the emotional and social development of gifted adolescents often lags behind their academic aptitudes. Difficulties with peers, emotional isolation, and fear of failure can lead to suicide. Preventive steps include respect, awareness, tolerance, and participation by parents and teachers.…

The article critiques the current research base concerning the influence of mainstreaming on the social emotional competence of mildly handicapped children and describes a proposed study emphasizing longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. (Author/DB)

A study was made of 379 inservice and preservice teachers to identify the objectives they sought to attain in their physical education classes. Results are presented, and differences between preservice and inservice teachers are discussed. (MT)

A model of individual developments is described and a framework is presented for developing group environments that match the developmental levels of women and men who are dealing with sex role issues. (Author/KS)

Researchers examine how and why America's children are getting fatter and raise new questions about how to treat childhood obesity. (HOD)

Attempts to delineate some of the positive and negative social effects of traits displayed by gifted adults. Five traits (divergency, excitability, sensitivity, perceptivity, and entelechy) seem to produce potential interpersonal and intrapersonal conflict. Unless gifted adults learn to value themselves and find support, identity conflicts and…

Explores reasons for the lack of developmental guidance programs in Catholic elementary schools. Presents a developmental guidance model to encourage total development of all students. Describes resources for elementary school guidance including shared personnel and intern programs, and presents guidelines from public school programs. (JAC)

Eight group activities are presented to promote the emotional and social development of gifted and talented students. Guidelines stress the importance of modeling desired behaviors, using openings and closings, and dealing openly with conflict. (Author/CL)