Coping with Crises is a home economics course in a rural school in Missouri. It includes experiences designed to increase the individual's ability to deal with stress and covers communication, popularity, loneliness, divorce, death and dying, mental illness, and rejection. (SK)

Identifies and discusses the principal pressures on language teachers. Lists the 20 most frequently used coping techniques. (EKN)

Considers the impact of separation from siblings on child development and on the development of natural support systems, describing the use of sibling groups to facilitate coping with separation and loss and maintaining sibling relationships. (MP)

Survey of 367 Minnesota school superintendents found bargaining, decisions affecting others, and parent conflict to be the major sources of job stress. Organizational approaches to deal with stress among individual superintendents are recommended. (GC)

Extension is in a position to help the elderly create new roles and options for their lives and develop their potential as resources for society. (Author/SK)

On-the-job stress can be constructive (eustress) or destructive (distress). A survey of 276 school superintendents in 13 western states identified their 10 most distressful situations, the frequency of job-related illnesses, their habits and personality types, and their methods of coping with stress. (RW)

The support group is presented as a practical and therapeutic tool whereby teachers experiencing symptoms of burnout (professional isolation and loneliness) can offer each other needed support while seeking information and generating problem solving strategies. Organizational guidelines and cautions are discussed. (NEC)

Results indicated that geographic mobility was independent of psychological adjustment, and none of the personality scales was associated differentially with adjustment in mobile populations. The hypothesis of increased adjustment problems with increased mobility was not supported. (Author)

Several possibilities are proposed for reducing stress: (1) cognitive modification; (2) exercise outlets; (3) relaxation techniques; and (4) stimulus control. Both awareness and social support among professionals are emphasized as resources to be utilized in designing individual stress-management programs. (Author)

Reviews selected research on personal and family stress and outlines some of the most effective strategies for stress management. Topics include effective management strategies for individuals, families under stress, stress pile-ups, conflicting role expectations, and effective coping strategies for families. (CT)

Describes day-long workshops, aimed at teachers and educators, caregivers, counselors and parents. These workshops deal with the needs that children have in dealing with death and give specific methods and resources. (Author/LAB)

Cases are described in which 'presences' or 'energies' were experienced as part of relinquishing attachments to lost persons. The evidence does not support any ready 'scientific' account; and it is emphasized that such experiences should be recognized and not discounted for lack of a clear theoretical explanation. (Author)

Women always have been managers, personnel directors, long-range planners, and arbitrators in the domestic realm, but, as they assume positions of responsibility outside the home, these skills no longer can be taken for granted. The author offers suggestions to women for performing well in numerous roles. (Author/KC)

The author questioned 30 professional women--teachers, lawyers, psychologists, social workers and others--to determine how they cope with the multiple roles of wife, mother, and professional. Their responses are summarized in this article. (Author/KC)

Describes the creation of the University of Kansas Adult Life Resource Center and the mid-life concerns addressed by the center's workshops on the adult life cycle and on career change. (SK)