Three questions were investigated: stability of children's sociometric status over periods of 1 to 11 months in a treatment cottage; extent of consensus regarding most liked and disliked child; and relationship of general negative behavior level in the cottage and consensus. There were 17 boys who answered sociometric questions monthly. (Author)

To understand the meaning of a teenager's behavior, it is necessary to have an overall understanding of psychological development. (MM)

A questionnaire survey of secondary schools in Nigeria is reported that examined the following offenses: stealing, dishonesty, sex offenses, disobedience, truancy, assault and insult, drug offenses, "wickedness" (oppression of juniors and destruction of property), and strikes and mass demonstrations. (LBH)

Based on data from the New York Longitudinal Study, childhood behavioral problems were found to be related to both early temperament and parental behavior, in that first-year temperament scores predicted mild (but not more severe) problems. (Author)

Maintains that most discipline problems arise when students are asked to perform beyond their capabilities. Outlines several techniques for teaching social studies to slow learners. Techniques involve students in group reading, simulations, globe and map drills, neighborhood surveys, and art projects. (Author/DB)

Investigates how attitudes toward the mentally ill affect their involvement in the community and what can be done to enhance such involvement. Draws conclusions from research on these issues and makes recommendations for policy based on the findings. (Author)

The use of contingent ignoring to help reduce problems in the classroom has been advocated by behavioral psychologists, but in practice, teachers have found this procedure often is not successful. The potential mistakes are described. For each potential problem, a remedy is prescribed. (Author)

Describes group workshops to eliminate self-defeating behavior as an alternative to suspension in the secondary school. Students who worked at understanding the SDB process reported they had better communication with their teachers and received fewer and in many cases no more disciplinary referrals. (Author)

Three vignettes describing characters who exhibited disordered (antisocial, withdrawn, or self-punitive) behavior were read to second-, fourth-, and sixth-grade children. The children were asked what caused the behaviors, whether characters wanted to behave as they did, and whether and how characters could change their behavior. (Author/JMB)

Finds no group differences in moral judgment between learning-disabled children and normal achievers. Discusses the results in terms of behavior problems associated with the learning-disabled. (RL)

Black first-and second-grade students (N=40) were given instructions intended to induce possessiveness for both a designated toy and a play area. Each subject then surreptitiously observed an experimental confederate dressed in a clown costume play with either the designated toy or another toy. Results are discussed. (Author)

The relationship between academic failure and poor verbal abilities was studied in young aggressive boys. Results did not indicate a generalized deficit in verbal development among young aggressive boys. However some deficit in mediational use of verbal ability may be present in aggressive boys. (Author/MV)

The results of this study suggest a practical alternative to increase the effectiveness of discipline in the home and school. Parents and teacher might well rehearse (reinstate) with the child the transgression sequence just prior to the discipline. (Author)

Twenty-one third grade, Black males of low socioeconomic status exhibiting problem behaviors were assigned to one of three settings: a classroom with a crisis-resource teacher who assisted regular teachers in establishing individualized programs; a class with a crisis-resource teacher only; and a classroom without services from a crisis-resource…