Identifies specific behavioral characteristics of both aggressive and passive-aggressive students, delineates a four-step process that most aggressive students go through as they lose control of their emotions, and describes intervention strategies that teachers can use to deal with each step of the breakdown of control. (FL)

From a special feature on "Violence & Agression. Other articles in the feature include "Temper Tantrums by A.E. Trieschman, "Anger in Children by George V. Sheviakov, and "Scapegoating by Beryce W. MacLennan.

Parents and teachers must allow children to feel all their feelings, including anger. Children can be helped to accept their feelings and to channel and direct them to constructive ends. Discipline should be motivated by the need to protect and teach, not a desire to punish. (JAC)

An observational account of one pattern of organization and control, as observed in a Headstart preschool program. (DM)

From a special feature on "Violence & Agression. Other articles in the feature include "Agression in the Classroom by Fritz Redl, "Anger in Children by George V. Sheviakov, and "Scapegoating by Beryce W. MacLennan.

Increasingly, college faculty are complaining about unacceptable and disruptive student behavior in the classroom. Scholars are publishing articles on the problem and institutions are offering workshops to help faculty cope. Blame is placed on a crisis of authority in American society. Some find the trend is not new, but the behavior has worsened.…