Presents 6 short articles in which teachers and counselors share their techniques for helping children develop self-reliance, self-confidence, and self-discipline. (JMB)

This study explored the relationships among children's performance on a simplified version of Kagan's Matching Familiar Figures (MFF) Test of conceptual tempo, their IQ, their performance on several measures of self-regulatory behavior, and their general activity level. Subjects were 55 preschool boys and girls. (Author/JMB)

Balance and harmony within one's neural system is dynamic and changing, and restoring that balance is essential for peak performance. With a minimum amount of training individuals are able to restore this delicate balance and thereby enhance their own wellbeing. Autogenic feedback training has been demonstrated to be an effective means for…

Teachers cannot expect to promote personal growth and responsible self-development by the use of coercive or manipulative power in the classroom. The need for shifting responsibility for discipline to the students themselves is discussed. (MT)

Self instructional training resulted in significant improvement in attention and accuracy rate for seven distractible students (9-15 years old). The approach, which featured modeling, prompting, and use of self-verbalizations to guide behavior, was more effective in attention improvement than strategy training. (CL)

Delay/response inhibition in the presence of an attractive stimulus and compliance with maternal directives in a clean-up task were observed among subjects 18, 24, and 30 months of age. Results suggested (1) achievement of self-control is a major developmental accomplishment, and (2) individual differences in self-control emerge and are…

Tested the effectiveness of Behavioral Self-Control Training in reducing alcohol consumption, blood alcohol concentration, drinking-and-driving incidents, and life problems. No significant differences were found between conditions on these variables suggesting that a controlled drinking goal may not be feasible for all drinking-and-driving…

Research is reviewed on two ways to modify impulsive behavior in handicapped and nonhandicapped children: (1) self-verbalization, which asks the child to slow down, look, and think; and (2) attention training strategies that encourage scanning and identification of similarities and differences. (CL)

Describes Relaxation Assessment with Varied Structured Milieu (RELAX), a clinical program designed to assess the degree to which an individual is able to demonstrate self-control for overall general relaxation. The program is designed for use with the Cassel Biosensors biofeedback equipment. (JAC)

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

The findings of this study are interpreted as providing a preliminary indication that self-reward strategies are superior to self-punitive and self-recording strategies in the modification of at least some habit patterns. (Author)

Suggestions on restoring the ethical element to its reightful role at the center of the educational process.'' (Editor)

The concept of self-control is analyzed in terms of a two-stage process: general cognitive set and specific self-controlling responses. Primary attention is given to incorporation of the cognitive set into a fuller understanding of behavior modification. (Author)

A description of a mediational model to explain the effectiveness of desensitization and a discussion of the available corroborative research findings for this alternative explanation are given. Also, specific procedural modifications for systematic desensitization are suggested. (Author)