Neophyte counselors trained in the use of their own imagery to practice counseling interviews were compared with an untrained group. Results indicated that the ability to discriminate differing levels of empathic responses, to evaluate one's own performance, and amount of preinterview confidence were higher for the mental practice group. (Author)

In a predominately Black, urban high school, 54 students, selected for frequent absenteeism, completed a self concept scale, were rated by their teachers, and randomly assigned to one of three groups: eclectic group counseling, counseling through sociodrama, and control. Positive changes on posttests were attributed to the Pygmalion Effect. (SJL)

One approach used to teach a group of six hard-of-hearing and deaf children to solve word problems in addition and subtraction at the first- and second-grade levels is described. (Author/MK)

Presents multivaried strategies for intervention which integrate major behavioral and family systems treatment techniques. A discussion of the development of family rules from a behavioral point of view is presented as an example of conceptual integration. (Author)

Sophomores were assigned to a no-training control group or to one of three empathy training methods: the double method, involving role taking; reflection, where the trainee is asked to mirror back another's feelings; or lecture. All three methods proved effective, but the double method provided the best results. (SJL)

Summary and evaluation of a simulation game developed for a second-year undergraduate international politics course at McMaster University, Ontario, Canada. Purpose of simulation was to provide students with insight into nature of national relations through their own participation in a similar process. (ND)

Describes the development, use, and outcomes of a simulation decision-making game designed to help close the classroom/business relevancy gap in a marketing course at Southwest College, Chicago. Notes plans for city-wide use of the successful simulation. (TA)

Several short improvised skits were used in a class on language usage for foreign teachers of English. The dramas were successful in getting the class to use idiomatic English and to induce even the self-conscious to speak. (CHK)

Several treatment and therapist training programs use role playing, videotape feedback, and modeling in combination. Undergraduates were randomly allocated into four groups of 12 subjects each: no-treatment controls, role playing, video feedback, and modeling. Results showed, modeling produced the greatest overall behavioral change, followed by…

Problem-solving is a necessary stage for all learning. Students who are learning English must pass through such a stage. The teacher must isolate problem-solving activities for use in the classroom. Role-playing, music and games (language puzzles, verbal or board games, action games) are suitable activities. (CFM)

Interdisciplinary approaches can unlock the doors between subjects and help kids blend facts, concepts and skills. (Editor)

Analyzes critical incidents provided by professional interpreters. Findings indicate three major roles interpreters play: editor, cultural coach, and monitor/checker. The article discusses the implications of these roles in order to make the international executive an informed consumer of interpretation services. (13 references) (Author/CK)

Explored a model for teaching communicative performance that integrates teaching of norms of interaction in French with teaching of aspects of Spoken French. Students were filmed performing role plays that required reproduction of French conversation rules. Filmed performances were reviewed and students discussed responses to learning foreign…

In a mountaineering role-playing project in Quebec schools, participating students, in groups of five, must cooperate and use the different skills acquired across the whole curriculum to overcome difficulties and attain success. The students plan a simulated mountain-climbing expedition, solve problems, and cope with various crises. (TD)

Considers the playground as an informal educational setting for social learning. Discusses interactions that take place between children and playground behavior; describes books that deal with playground behavior; and includes creative class activities, including role playing, that address playground behavior. (LRW)