In order to avoid endlessing recurring "crises cycles" in the areas of physical and mental health, programs dealing with problems in these areas must be comprehensive, humanistically oriented, and encourage the development of mental health skills. (MJB)

Briefly describes the efforts of the Phelps-Stokes Fund, working with predominantly black colleges, to become advocates for improving health care in communities surrounding their respective colleges. (Author/AM)

Drawing on experience with pre-retirement programs in Ontario's Ministry of Education, the author suggests guidelines and resources for programs involving personal study, personal counseling, and classroom/group situation. (JT)

Focuses on guidelines to be used by high school speech communication teachers when designing a new program that diffuses the teaching of communication skills from the classroom into the entire curriculum. (MH)

Discussed is the use of profile analysis of subtest scores on the Wechsler Intelligence Scale for Children-Revised as a basis for educational programing for learning disabled students, and noted is the lack of evidence suggesting the use of these profile analyses in planning remedial programs. (IM)

The author presents a concept of health education based upon skill development as the educational goal, discusses the process in general, skill identification, content and process development, and the need for opportunities to practice skills. (MB)

An integrated program for training program and staff development specialists should be of high priority in higher education. (MM)

The author questions whether existing physical education programs adequately prepare students for adulthood. (GW)

The efficacy of leisure counseling depends upon the development of systematic processes of service delivery and the accumulation of sophisticated knowledge, skills, and experiences necessary to be facilitative helpers. (MB)

Discusses the need for productive strategies and plans which cause new programs to be used widely and well. Presents some reflections based on ten years of experience with curriculum change in Hawaii, and on impressions gained from experience at large. (Author/RK)

Considers the future objectives of the Curriculum Research and Development Group. (RK)

Outlined is the Special Academic Development Program devised by the author, a specific learning disabilities consultant at the secondary level. (JG)

Discussed are the major areas that must be considered as part of the total development of a resource room program for learning disabled middle school students. (SBH)

Describes the development and implementation of Pasadena's minimum essentials program in English. (IRT)

The author discusses six possible future events that will affect society. He presents five imperatives for adult educators: (1) regain a sense of mission, (2) broaden curriculum and programs, (3) help the helpers, (4) conduct research, and (5) be a learner. (CH)