Role-playing activities were employed by an elementary school counselor to influence moral development. Support was not found for moral reasoning and social perspective-taking levels being influenced by role-playing. Evidence in support of the age-related nature of these constructs and their parallel pattern of development was found. (Author)

Reviews the period of adolescence in relation to religion, religion and society, and the impact of others on adolescent religious beliefs. Provides recommendations for adults who wish to aid the adolescent regarding religion. (Author/RK)

This study assessed the effect of mutuality of control orientation between group leaders with internal locus of control and external locus of control and members with similar characteristics; group members working with external leaders became more internal than did group members whose leaders were internal. (JD)

Attempts to show how moral education construed as responsibility management functions causally to further individuals' autonomy. Since personal freedom entails responsibility and since individuals and society both influence each other, society's need for responsible action can be used to strengthen individual freedom. (Author/ RK)

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)

Want to manage your time? Try these ideas: Use time as a resource, keep a time log, get your attitude in shape, analyze your situation, apply time saving techniques, use self discipline as an organizing force. (ABM)

The author discusses the popularity of nontraditional approaches to mental health and individual development. He suggests that counseling psychologists should take note of the nontraditional emphasis on the holistic, physical, and nondogmatic spiritual. Counseling psychologists can develop new models, theories, and techniques to lead psychology in…

The ability to be unique in decision- or judgment-making depends on both developmental factors and the social environment. Education of judgment for decision-making may involve clarification of individual values and facilitation of personal development, but it must also distinguish and utilize the positive basic social values that now exist.…

Emerging paradigms in transpersonal psychotherapy are discussed in relation to values and attitudes of the therapist and the place of transpersonal experience in the growth process, which goes beyond self-actualization to self-transcendence. Transpersonal therapy is not identified with specific techniques, but three distinct stages of therapy are…

The aesthetic response is indispensable to all experience, and instruction in the aesthetic response is both possible and necessary. (DD)

Evaluated a career development program designed for federally employed women by looking at demographic information, educational and career goals and behavior, and skills related to personal development. (ABB)

Focuses on systems theory as the paradigm underlying family therapy and considers the implications of this framework for conceptions of the individual, the study of parent-child interaction, and new research formulations and areas of study. Considers trends in the developmental field that move toward such formulations. (RH)

The physical education program at Tilford Middle School (Vinton, IA) emphasizes the development of each student's self-concept through the avenues of mental development, skill awareness and improvement, emotional and social development, and health development. The program is described. (MT)

The author discusses how secretaries can manage their own professional development. Major points are (1) practice and update technical skills, (2) work toward certification, and (3) maintain a professional image, good etiquette, and a positive attitude. (CH)

A new action-theoretical conceptualization was used to study developmental differences in children's generalized perceived control. Cross-sectional age differences in control beliefs, means-ends beliefs, and agency beliefs about school performance and friendship were studied in 240 boys and girls between 7 and 12 years of age. (RH)