Cites some of the problems of the health professions and provides guidelines useful for counselors in pursuing optional health and development. Areas of involvement of transpersonal psychology are recommended. (BEF)

Argues that teaching values in school is unavoidable and that current approaches to values education are insufficient. Suggests a more comprehensive approach which would include a concern for emotional growth as well as intellectual growth. Students must examine how people feel about things when creating solutions to moral dilemmas. (Author/KC)

This paper argues that morality is essentially a matter of rational reflection and judgment and has little to do with feelings or affections. The notions of reason and justification are analyzed. Four types of feelings are defined and shown to provide inadequate bases for moral judgment. (Author/SJL)

Games analysis process is a process whereby teachers of handicapped students can design games to accommodate individual motoric differences, as well as to promote specific behavioral outcomes such as cooperation. (SBH)

A descriptive study of the reasons given for highest and lowest ratings in life satisfaction for childhood/adolescence, the first, and the second decade after high school. (CM)

Author examines nature of and need for intimacy in the adolescent, stating that "...the first phase of adult existential maturity is reached when the adolescent experiences intimacy emotions, whether painful of pleasurable, because they force awareness of deep inner feelings and bring into sharper focus feelings intrinsic to healthy adulthood."…

Presents a functionalist perspective on emotion communication and its role in the development of shame and guilt. Emotion communication influences relationship-building between parent and child; gives significance to standards, rules, and achievement; and serves as a channel of communication between parent and child regarding standards, rules, and…

This ERIC/EECE report summarizes recent documents and journal articles, and highlights some World Wide Web resources that focus on educational and classroom environments that can support children's social, emotional, and psychological development. Annotations are provided for seven ERIC documents, four ERIC journal articles, and two web resources.…

A psychotherapist recounts her personal and professional development in concepts of self-esteem. The article considers core conditions for development of healthy self-esteem, the powerful effects wrought by teachers who create healthy emotional environments, emotional intelligence and emotional literacy, current initiatives to develop emotional…

Describes a three-day group dynamics workshop which became part of a three-week summer institute designed to address the affective needs of gifted and talented adolescents. Discusses the workshop which contained activities designed to prepare the adolescents for completing communication with retirees. (Author/ABL)

The feelings of non-disabled children toward their disabled siblings are explored. Children describe how they sometimes react negatively to situations involving their disabled siblings even though they understand that their reaction is not the best response. The parents' role in serving the needs of all their children is examined. (JDD)

This case study describes three years of art therapy with a boy (age seven at the start) with borderline psychotic disorder. Changing themes over course of therapy are discussed and examples of child's work are included. Therapy was terminated after child had worked out fears and assumed an identity in which he could relate to peers in a normal…

Explores issues in the relation between love attitudes and age. Results indicate that the factor structure of responses to the Love Attitudes Scale is highly similar in college-aged and middle-age participants, and that age is related to particular responses on certain subscores, especially for females. The data suggests a relation between age and…

Outdoor pursuits can facilitate major psychological and philosophical change in participants, and can act as a catalyst for self-actualization. Participants are temporarily relieved from all but the basic needs in life, allowing efforts to be concentrated on intense, meaningful, personal experience. (KS)

Describes perspectives on the socialization of cognition and emotion and discusses limitations of these perspectives. Key findings from one field are used to extend work in the other, and are interpreted in the framework of Vygotsky's zone of proximal development. (Author/BB)