Interviews based on the Hamilton Rating Scale for Depression and the Research Diagnostic Criteria for Affective Disorders indicated that although depression was transitory for half of the students, many had diagnosable depressive disorders. (Author)

To generate normative data by grade and sex to accompany behavior rating scales, teachers rated 483 boys and girls in grades 1 through 4. Among results was that females were assigned more positive ratings. The findings suggested that rating scales be reexamined since norms by grade level and sex may be desirable attributes. (Author/SBH)

Jogging was used to modify disruptive behavior as part of the classroom routine for 12 learning disabled elementary-grade boys. The number of incidents of each of five negative behaviors were reduced by half following the 10-minute jogging routine. (SBH)

This study compared the factor structure of parents' and teachers' ratings of children's behavior problems. Data were analyzed for a heterogeneous group of 194 emotionally disturbed boys and girls aged 3-13 years. Three factors emerged based on parents' ratings, and highly similar factors were obtained from teachers' ratings. (Author)

Results with preschool children were nonsupportive and, in fact, contrary to the general hypothesis that high external locus of control would be positively related to greater behavior adjustment problems, as has been found with some groups of older children and adults. (RL)

Reviews historic ties between crisis intervention and the beginning of suicidology. A program to offer survivor counseling for those whose loved ones have been killed and for those whose loved ones were the killers is described. Other areas for suicidology application are outlined in terms of survivors, industry, and school. (Author/BEF)

A comprehensive validation study involving 50 regular primary classes was conducted of the Program for Academic Survival Skills (PASS), a consultant based, teacher mediated program for student classroom behavior. (Author)

The article critiques the Fagen-Long curriculum, an affective education program which provides emotionally disturbed and learning disturbed students with lessons in self-control. (SBH)

The present paper describes an alternate response to the problem of juvenile status offenders (JSO). The intervention is based on a psychological conception of the problem rather than a legal one. Specifically, family therapy is the core of the intervention strategy. An evaluation of this program is reported. (Author)

Discusses problems that often occur in the implementation and maintenance of incentive programs in residential institutions for adolescents. Suggests recommendations for overcoming these problems. (MS)

Three groups of women with sexual dysfunction were evaluated pretreatment and posttreatment. Two groups did not involve partner participation, while the third group included partners on two occasions. Results for all groups were similar. The question of whether orgasm through coitus alone is a reasonable goal is raised and challenged. (Author)

A study involving 24 5-year-old children and their mothers was conducted to examine the relationship between children's oppositional behavior and the following two variables: number of commands issued and time from command presentation. (Author/SBH)

Examined whether maternal control protected African American adolescents from the negative influence of problem peers in a sample of 95 seventh- and eighth-graders. Found support for the hypothesis of a curvilinear relation between control and adolescent problem behavior, and suggested that high-quality parenting can play a modest but critical…

Explored effects of parental visiting on emotional and behavioral adjustment of 49 children in care, using Child Behavior Checklist and Wide Range Achievement Test. Found that children who were visited more frequently exhibited fewer externalizing and internalizing behavior problems. Also found that these behavioral correlates depended on type of…

Investigates differences in three dating violence profiles. Analysis of participants surveyed (N=77) show that 66% of students reported mutual dating violence. Those in mutually violent relationships reported receiving and perpetrating significantly more violence than individuals involved in one-sided violent relationships as victims only or as…