Learning can take place only in a "disciplined" environment, i.e., one in which proper relationships between teachers and students, and between students and rules and routines are developed and maintained. The focus on discipline is often misdirected in that it is authoritarian when what students need is self-discipline. (JOW)

The mission of lifelong learning encompasses a holistic, universal, educative framework embedded in acts of self-directed, self-initiated learning. Key to these lifelong learning actions are both facilitative environments and resources for individual learning activities, as well as the development of individual structures and processes to create,…

Presents a case of successful treatment of compulsive handwashing in a thirteen-year-old boy through a cognitive behavioral intervention, showing the potential efficacy of these procedures with children for this type of behavior problem. The principal cognitive intervention was thought-stopping with which the child's obsessive ruminations were…

Addresses problem areas encountered by families with learning-disabled children: parental self-blame and mourning, family life, the child's biological-psychological-social growth, and the child's achievement of independence. Argues that social workers have skills needed for effective remedial intervention. (RH)

Training in self evaluation of speech performance was combined with a self managed, performance contingent maintenance schedule during the treatment of two young adult stutterers. Covert and overt assessment indicated that whenever the self evaluation training procedure was introduced to the maintenance schedule, it was associated with…

Surveyed 100 nondrinking adolescents utilizing a behavior analysis questionnaire designed to assess influences on learning not to drink. Results suggest that parents who did not drink had a strong influence. Effective modes of self-control were also discovered; teenagers revealed assertiveness skills in saying "no" to peer pressures. (Author/JAC)

Social learning theory provides a complex scientific foundation for health education and can be used to improve health education research and practice. This foundation includes proven cognitive and behavioral constructs and techniques for promoting health behavior changes. (JN)

Contributions of personality, temperament, work style and satisfaction to performance in school were assessed along with measures of teaching style and teachers' global ratings of student performance and behavior in 133 high school students aged 15-17 years. Significant relationships emerged between student grades in class and…

Reports a follow-up of a behavioral self-control treatment of children's severe night fears. All but one of 40 children and their families significantly reduced or overcame night fears in a three-week training program. After three years, 31 of 34 families located had maintained improvement. (JAC)

Examined prognostic value of client characteristics for problem drinkers treated with an initial goal of controlled drinking. Clients achieving moderation had less severe symptoms and less family history of problem drinking than abstainers or uncontrolled cases. Females were more successful in attaining moderation. Males were overrepresented among…

Compared various cognitive treatment approaches for ameliorating the difficulties of hyperactive children on tasks requiring sustained vigilance and accuracy. Differential training techniques comparing training in attention to inhibitory control indicated that a combination of attentional and inhibitory control strategies was most efficacious in…

Three case studies demonstrated excessive alcohol drinking in adolescents could be reduced by self-monitoring and extrinsic reinforcement procedures. Behavioral interventions resulted in complete abstinence for a male with 10 years of excessive alcohol abuse. However, alcohol abuse increased markedly for two females once intervention procedures…

Parental agreement was found to be more implicative for the psychological functioning of boys than girls and was positively related to the development of ego control in boys but negatively related to the development of ego control in girls. (Author/MP)

Investigated behavioral programs for obesity. Exercise and self-managed contingency components were compared using obese subjects who were evaluated after treatment and follow-up. Significant weight loss was observed at termination. The influence of exercise at follow-up was noticeable. Subjects engaged in behaviors, yet behaviors were not related…