Defines the syndrome of burnout and discusses some of the professional and personal hazards that confront the practicing counselor. Examines intrapersonal and interpersonal difficulties which result from burnout. Provides suggestions for dealing with burnout. (Author/RC)

Describes a variety of ways the clinician can use the genogram, a structured method of taking a three-generational family history. Demonstrates using it as a quasiprojective technique which reveals unarticulated fears, wishes, and values of the individuals comprising the family unit. Offers practical suggestions for creating genograms. (Author/JAC)

Investigates whether teachers change their questioning strategies after they learn a system for categorizing questions into objectively defined categories and receive feedback immediately following class about the types of questions asked. Changes in the types of questions and the distribution of questions were noted during four observational…

This study replicates and extends previous research on skill domains by focusing exclusively on education in the allied health professions. Barriers to the achievement of affective educational goals are identified. (CT)

Investigated the emotional expression and physiological reactivity of spouses (N=6) as they discussed a salient interpersonal issue. Results indicated that wive's speech was characterized by less neutral and more negative behavior. Wives also reciprocated their husbands' positive and negative speech, while husbands did not reciprocate their wives'…

An analysis is made of the reciprocal relationship between play and three areas of interaction between the brain and human development: (1) the affective characteristics of play and the brain; (2) developmental theories of cognition and play; and (3) creativity as a continuation of the brain's need for play. (JN)

Investigated key aspects of the experience of jealousy through the recorded experiences of a study group consisting of three males and three females. Results indicated that jealousy is a complex experience which may be accompanied by a variety of negative feelings. Provides suggestions for overcoming jealousy. (RC)

Examined factors related to suicidal behavior and relationships between institutional response to such behavior and the behavior itself. Students (N=838) responding to a questionnaire indicated they believed social and family problems account for three-fourths of suicide threats and attempts. Depression was most commonly viewed as related to…

Professional men and women (N=20) half above and below the age of 30, were signaled at random by an electronic paging device. Analyzed self-reports on seven cognitive and affective measures. Environment demonstrated a highly significant impact on respondents' reports and significant contrasts in cognitive and affective states appeared. (Author/RC)

Discusses semantic issues in defining emotions. Describes important constructs derived from major theories of emotionality. Examines social-psychological and biological changes associated with aging in the context of these theories. Reviews available data on emotionality and aging, describing experimental attempts at manipulating the emotional…

Critiquing Skinner's and Kohlberg's moral development theories as inadequate, the author asserts that affective development (compassion, empathy, caring) is necessary to moral action. While saying that schools are limited in their ability to provide moral education, he outlines qualities of an educational environment which could facilitate moral…

The purpose of this study was to examine children's cognitive-attributional and affective response patterns within competitive and individualistic goal structures. Findings showed that effort attributions covaried with outcome in the individualistic structure, whereas luck and outcome covaried in the competitive structure. (Author/GK)

College students were divided into four groups and administered the standard version of the Defining Issues Test (DIT) and/or a self-orientation version of the same instrument. Subjects displayed greater amounts of principled moral reasoning when responding to the standard (other-orientation) version. (Author/GK)

Explores how conscious effort often precipitates grace, insight and peak experiences which encourage growth and development. Suggests counselors encourage the expression of attitudes and feelings but refrain from making judgements too quickly and imposing their own moral system on the client. (JAC)

Literature is cited on such classroom management techniques as environmental manipulations, curriculum modifications, behavior modification, and dealing with affective attitude. Also considered are home management techniques and self-control programs including biofeedback and relaxation training. (SB)