The author replies to criticism of his interpretation of achievement motivation. A distinction between goals of demonstrating and developing ability cannot be made in task involvement. Attempts to extend the author's theory by adding this distinction suffer from a failure to predict when these different goals will predominate. (Author/LMO)

Explored the benefits of creative drama as an arts activity for older adults in a 17-session drama workshop. Verbal samples from participants after each midweek session were content-analyzed to examine changes over time in four psychological states. Results showed downward trends in anxiety and one measure of hostility. (Author/NRB)

Addresses the problem of cruelty to animals from a research perspective. Studies of possible causes of childhood cruelty to animals are reviewed and common contributing environmental factors are identified. Implications for educators are discussed and directives for detection and prevention of cruelty are suggested. (ML)

Agoraphobia is a complex phobia in which individuals react with intense anxiety to certain stress situations. Basically, agoraphobics live in fear of becoming afraid. Describes the psychotherapeutic treatment that helps agoraphobics to become more self-sufficient and to face their fears by understanding themselves better. (CS)

Suggests that goal setting and goal achievement are important predictors of success. Some of the necessary ingredients are desire, imagination, concentration, and discipline. Goals must be identified, categorized into short-range and long-range goals, and backed by contingency plans. (JAC)

Overexcitability profiles of 49 adolescents were compared with those of gifted and nongifted adults. Results suggested that both gifted adolescents and adults as a group are characterized by two nonintellective factors: imaginational and emotional overexcitabilities and intellectual overexcitability. (CL)

States that an adult basic education teacher is not only a teacher of subject matter, but also a teacher of how to live, succeed, and solve problems. Provides a review of the development of typical coping and defense mechanisms used by students in response to inner and outer pressures. (NRJ)

A two factor theory of death anxiety is presented in this paper. It is suggested that degree of death anxiety is produced both by one's state of psychological health and by one's experiences regarding the topic of death. Treatment implications are discussed. (Author)

The following study sought to determine the psychological impact of the events of September 11th on citizens living about 3,000 miles away from New York in a rural section of the inland Pacific Northwest. To assess reactions a 6-page questionnaire was administered to 126 respondents. The results indicated an increased level of worries and anxiety…

This paper reviews the literature on the subject of forgiveness and suggests clinical implications for the treatment of adolescent offenders. Although research has been done in the areas of forgiveness, no studies have been conducted with adolescent offenders. This dearth of information points to a gap in understanding the role of forgiveness in…

To meet the need for a situational measure of guilt, the Perceived Guilt Index, a self-report measure of experiential guilt, was developed. The index represents an attempt to quantify common verbal labels used to communicate the intensity of emotional relations to guilt. Construct validity studies indicated strong support for the theory underlying…

This study was designed to determine if anxiety in intermediate grade school children would influence their perceptual reading pattern of word phrases. Higher anxiety scores significantly limited student perceptions among 3-, 4-, and 5-word length phrases. (Author)

The results of the current study, as well as the Zimmer and Cowles (1972) study using quite different procedures, involved a comparison of client-centered, gestalt, and rational therapies and do not support the conclusion that therapeutic relationships tend to be characteristically the same. Theoretical orientation as operationalized by…