Discusses change in temper of radical students and current tendencies to separate them into "good (nonviolent, constructive, idealistic) and "bad (violent, nihilistic, anarchistic, and destructive) groups. Rejects this theoryy with research findings and shows how radicals comprise "elite group, many of whom do not implement their beliefs.…

Argues that nonshared within-family environmental variation is a major influence on general mental performance. Data are presented from longitudinal studies revealing that intraindividual variation over age in IQ accounts for as much or more variability than has been estimated to be the nonshared within-family environmental variability in IQ.…

Uses the example of Poland as a case study to show how the development of national identity follows the same laws as individual identity formation. Findings from research on Polish values and attitudes toward their own society and other countries are presented. (AM)

Investigated possible relationships between stages of ego development and several different facets of personal constructs in 60 subjects who represented a broad range of ego functioning. Results showed a statistically significant relationship between ego level and frequency of use of three content categories. (Author/JAC)

Focuses on the ways in which cooperative education can contribute to three areas of personal development: competence, autonomy, and purpose. Investigates ways in which cooperative education programs place students on their own and assist in establishing career objectives. (JOW)

The model for an existential classroom puts a priority on humans in the educational setting. The only goal imposed on the setting is the development of a positive existential self-concept. (SK)

Explores the theories and models of self-actualization and human development. Twelve tables illustrate developmental stages, ways of knowing, moral and ethical development, management style, goals of learning, organizational development, and other dimensions. Availability: M.E.A.D. Subscriptions, C.S.M.L., University of Lancaster, Lancaster LA1…

Suggests that individuals vary in the degree of cortical development necessary to sustain functional empathy and that most people can be trained to counterbalance the more animalistic determinants of behavior. Concludes that blockage of functional empathy by power drives forms the basis of interpersonal and social tensions. (Author/GC)

Maintains that concepts such as self-object mirroring are bridging humanistic psychology and psychoanalysis. Information is presented on the self-psychology of Chicago psychoanalyst Heinz Kohut. (Author/DB)

Describes a general model within which various techniques of counseling and psychotherapy may be integrated. This model is based on Lewin's formula, that is, behavior is a function of the person and the environment. (Author)

Reviews the value of art for both individuals and society, and maintains that the outcomes of art education demonstrate that art should be considered an educational essential. (Author/DB)

Considers a neo-Piagetian address to the processes of personality and its implications for counseling or psychotherapy. Although the neo-Piagetian framework is different, its metaphors and premises may make it the better equipped to deal with the issues central to those psychologies most influential to the counseling enterprise. (Author)

Notes how some of the author's reading experiences influenced his ideas as an individual and his concerns as a reading professional. (JT)