Noting that all parents can help their baby's brain to grow, this guide, in English- and Spanish-language versions, explores what science has learned about infant brain development and how parents and caregivers can influence cognitive development. Topics covered include: prenatal care, touching your baby, teaching about feelings and self-control,…

Identity is the complex way a person identifies with, and is identified by, his environment. Multiple identities result from the many ways a person has been successfully identified. Identities coexist; sometimes the dominance of one over others becomes evident, and a vertical structure of identities arises. (CS)

Discusses research applications of the Tasks of Emotional Development (TED), a projective test designed for children. Independent research studies are surveyed with an emphasis on the ways the TED Test has been employed as a personality and adjustment measure. Suggestions are made regarding future uses. (Author/JAC)

Considers the qualities of awareness of responsibility and capacity for self-evaluation, which teachers should have, how these qualities develop in a person, and whether they can be taught. Relates Dabrowski's theory of positive disintegration to teachers' self-profiles and lists five levels of development defined by the theory. (MF)

Analyzes the content of 22 interpersonal textbooks regarding the use of gender identity in the area of interpersonal communication. Indicates the texts favor androgyny, with masculinity mediated by femininity in terms of power, problem solving, and self-esteem, and femininity mediated by masculinity in terms of emotions and relationships. (JMF)

The article explores the interaction between the cognitive and affective, or emotional, aspects of human behavior, particularly as it relates to deaf children. Learning problems can sometimes be traced to affective disabilities resulting from a deaf child's communication problems. The author stresses the importance of self-identity, a good home…

Wide-ranging discussion about family structure, society and individuals, a curriculum for caring, and involving the school in the community. (MLF)

Presents a model for understanding children's formation of schemas of self, other, and how self and other do and should communicate emotion. Attributes important roles to families' tendencies to display or not display emotion and to their rules regarding desirability and importance of communicating emotion. Notes that child characteristics and…

A cross-national study examined what Japanese, Chinese, and American infants communicated to naive observers in various contexts when facial information was not available. Found that cultural differences were manifested primarily in deviations from expected responses to situations; Chinese and Japanese were not rated as more surprised in the…

Evaluates a family-based treatment for childhood anxiety. Children (N=79) with separation anxiety, overanxious disorder or social phobia were randomly allocated to three treatment conditions: cognitive-behavioral therapy (CBT), CBT and family management, or a waiting list. Indicated 69.8% of the children no longer fulfilled diagnostic criteria for…

Examined effects of peer victimization and whether it was a precursor of school maladjustment. Subjects were 200 5- and 6-year-olds. Findings indicated that victimization was a precursor of children's loneliness and school avoidance. Children's feelings of loneliness were more pronounced while victimization was occurring, and delayed effects were…

Examined whether the socialization of emotional expression within the family was consistent over time and whether it was related to emotional expressiveness and positive adjustment in late adolescence. Results from 40 adolescents of European American families reveal that females tended to report a higher level of emotional expressiveness and a…

Examined the effects of child maltreatment and interadult violence on children's developing strategies of emotion regulation and socioemotional development, and the role of emotion dysregulation in mediating the link between children's pathogenic relational experiences and behavioral outcomes for 3- to 6-year-olds. Found that maltreatment history…

This article reviews eight comprehensive social-emotional curricula for children under age 6 and describes two promising curricula currently under investigation. These programs have been successful in the promotion of interpersonal skills and the reduction or prevention of challenging behavior. Attention is given to the level of evidence or…