The study determined the effects of Structured Learning Therapy (SLT) in treating 60 Puerto Rican fathers who had exhibited family aggression. The validity of using a short-term therapy program such as SLT to counteract a longstanding cultural tradition was questioned. (SB)

Argues that teachers play a major role in guiding children toward responsible anger management. Addresses what researchers know about the development of children's feeling, expression, and understanding of anger. Examines factors contributing to managing anger including memory, language, and self-referential and self-regulatory behaviors.…

Examined preschoolers' use of display rules, their outcome expectancies when managing negative affect, and parental perceptions of family emotional expressivity. Found that children reported expressing emotion most to fathers; boys regulated affect with mothers more than did girls. Also found that children expressed emotion when expecting help,…

Investigated potential differences between nonreferred children with and without callous-unemotional (CU) traits. Found that children with conduct problems, irrespective of CU trait presence, tended to have significant problems in emotional and behavioral regulation. CU traits, irrespective of conduct problem presence, related to a lack of…

The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…

Examined effect of participation in a high school drama program on the social maturity and self-esteem of 20 high school drama students relative to 20 peers who were not enrolled in drama. Findings showed significant improvements in areas of social presence, tolerance, and achievement via independence for drama students but did not demonstrate…

Discusses two contrasting philosophies of education for three-, four-, and five-year-old children: the developmentally appropriate approach to learning and the academic or behavior modification approach. Discusses the manner in which preschool children learn self-esteem and self-discipline in both educational settings. (BB)

The effects on compliance of two types of differential negative reinforcement (DNR) were studied with a five-year-old girl with moderate mental retardation and a history of severe disruption. Escape from instructional trials was either contingent on a communicative behavior or compliance. Behaviors improved with both interventions, but compliance…

Reports on a study of the sources and levels of stress in relation to locus of control and self-esteem among 675 British university students. Finds differences between male and female students. Maintains that students with high self-esteem are less stressed than those with low. (CFR)

This article describes how treatments that assist students in developing essential personal and academic skills can be integrated with behavioristic methods to provide effective treatment in school-based programs for seriously emotionally disturbed students. An overview of the key theoretical concepts supporting an integrated treatment approach is…

This qualitative study describes the experiences of an adolescent with learning disabilities at risk of becoming a dropout. Intervention focused on teaching him anger control strategies and providing a vehicle for him to talk about his relationships with teachers, peer interaction, and engagement with education. (Author/JDD)

A study investigated how persistence in an academic self-management course related to self-control. Results indicate that the students dropping out had a limited repertoire of general learned resourcefulness skills. However, both high- and low-resourceful students who completed the course used the skills they learned and achieved comparable final…

The commonly held idea that quality assessment in higher education must be consistent with academic values concerning self-regulation (e.g., autonomy, academic freedom) is questioned. A fundamental tension between quality assurance systems and professional, discipline-based standards is seen to preclude use of the former in the university as we…

Establishing caring relationships with students challenges all teachers. The article examines one student teacher's intentions to care and control, noting teacher educators and novices must understand the tensions and connections of caring and controlling. Constraints on student teachers' powers to care and establishment of legitimate authority…

A functional analysis of the aggressive behaviors of a 14-year-old boy with moderate mental retardation found that aggression occurred during instruction on difficult tasks. Researchers taught both a high-efficiency/low-effort and a low-efficiency/high-effort response using communication devices. The high-effort response was used regularly, was…