Examined the relationship between mothers' attachment strategies and emotion regulation in a sample of 42 families with 2 high school-aged siblings. Found that mothers with preoccupied strategies had difficulty regulating emotion during conversations with their older teenagers about them leaving home. Mothers with secure strategies perceived their…

Examined facial expressions in relation to cognition in infants 2 to 8 months of age. A total of 48 subjects received an audiovisual stimulus contingent on arm movement, whereas 32 infants did not control the stimulus. Infants in the contingent group expressed greater interest and joy during learning and greater anger during extinction. (RH)

A child-centered model for elementary school gifted science education is proposed, utilizing an open environment, the scientific method, the teacher as facilitator, and techniques for affective development to attain scientific concepts, develop scientific skills, and foster appropriate scientific attitudes. (JDD)

In response to Alberta's Educational Quality Indicators initiative, Lethbridge Catholic Schools developed and validated a taxonomy of student affective behaviors that reflect learning or development in the areas of self-esteem, interpersonal relationships, world awareness, motivation, and spiritual life. Measures developed include classroom…

Relationships between biological pubertal events and self-image were studied for 59 healthy adolescent boys in Finland at ages 13 and 14. During the year, self-image increased in four domains, with changes in Impulse Control and Emotional Tone related to pubertal events. Changes in emotional health or sexual attitudes did not correlate with body…

The relationship between emotional maturity and the developing self in the gifted individual is examined. Emotional maturity is seen to involve the integration of intrapersonal and interpersonal aspects of the personality. The developing self is thought to be more than the sum of its components and becomes a global factor in the development of a…

Uses a table to summarize the literature on the relationship between the degree of hearing loss (normal, minimal, mild, moderate, severe, profound, and unilateral) and possible effects on speech and language comprehension, possible socioemotional impact, and potential educational needs and programs. (DB)

Increasing violence and suicide among adolescent boys is attributed to a lack of security in our fast-changing society and a lack of direction and value for young men. Rites of passage constructively channel the undirected energies of youth to initiate a purposeful and responsive adulthood. Nine British programs are described, and recommendations…

Two books by and about American Indians demonstrate the positive impact of warm and caring relationships between elders and youth. Elders in these stories convey to children important lessons about life, death, traditions, heritage, and family; positively affect the identity development and emotional maturity of the adolescent protagonists; and…

Examined the long-term consequences of mother-child mutually responsive orientation for the development of conscience at early school age. Found that mutually responsive orientation at toddler and preschool ages predicted children's conscience, even after controlling for developmental continuity of conscience. Toddler mutually responsive…

Describes in operational terms the benefits of Montessori's developmental perspective for children from birth to 3 years, and from 3 to 6 years. Identifies optimal outcomes for social, moral, cognitive, and emotional development to be used in educational and psychological research and for child assessment. (KB)

Reviews the work of the Collaborative to Advance Social and Emotional Learning, examining its guidelines for promoting mental health in children and youth based on social and emotional learning (SEL) and key principles. Five examples of exemplary approaches to SEL, each representing a different focus, are presented. Issues in real-world…

Data are presented from two studies that investigated short- and long-term outcomes of early identification and intervention for young children from birth to age 3. Results from the studies support the immediate and longer-term benefits of early entry into intervention for language, academic, and social-emotional development. (Contains extensive…

Presents a model of the development of anger in family and peer contexts. States that children's awareness of anger depends on exposure to models of anger expression and conflict resolution, parental emotional coaching, and opportunities to practice conflict resolution. Proposes that these strategies carry over into peer relationships. (MKA)

Reviews conceptual background on atypical patterns of early attachments, including basic theoretical terms and constructs of attachment theory; the nature and function of the original classification system; notions of "exceptional cases" or "atypical patterns"; and implications of atypicality for both a classification system of attachment behavior…