Describes community service model which focuses upon the causes of problems rather than upon results. The model proposes intervention before crisis by means of an ongoing program for the prevention of future social dysfunctioning. The primary technique employed in prevention is consultation with parents in the setting of the community. (Author/CJ)

The article on the education of affect discusses the various deterrents to the development of affective learning experiences. It is now imperative educational institutions find strategies for dealing constructively with the attitudes, emotions, and feelings of individuals. (Author/KJ)

Educational innovations must be re-directed toward the development of the individual student's maximum learning and problem-solving potential to meet the challenges of contemporary social change. (JH)

Regional institutions of higher education would best serve the needs of our technological society in as much as such schools could focus on the vocational needs of a given geographic area. (CK)

Examines factors found among low income groups that differentiate the adequate parent from the neglectful parent. A more extensive version of this paper was presented at the CWLA South Pacific Regional Conference at San Francisco in 1969. (NH)

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

H. Michael Sokolow's position on whether or not educational institutions should be regarded as morally responsible (in reference to various important contemporary problems) is critiqued, and an alternative view of educational institutions' moral responsibility is offered. (Author/CJ)

Examines the process of the politicization of the family and provides a sociological interpretation. Because old patterns have been disrupted, a "normative reaction to normlessness" has set in, providing the motivation for the profamily social movement on both the religious and political level. (Author/JAC)

Inservice evaluation and professional development are part of the teacher's responsibility. Teachers need to take some responsibility as well for the implementation of social policy. Evaluation procedures are essential to school-focused inservice teacher education. (JN)

Examined factors related to suicidal behavior and relationships between institutional response to such behavior and the behavior itself. Students (N=838) responding to a questionnaire indicated they believed social and family problems account for three-fourths of suicide threats and attempts. Depression was most commonly viewed as related to…

Describes age patterning of White and non-White suicide rates which reveal a consistent divergence: White suicide rates increase with age while non-White suicides peak in youthful years. Analyzes six explanatory hypotheses including: (1) differential life expectancy; (2) screening out of the violence prone; (3) role and status; and (4) values.…