This report focuses on the language the child uses to describe the experience of various emotions. (Authors)

Comparison of control and experiment groups using analysis of variance and "t tests, show no significant differences on either client-initiated to client-response talk ratio, or indirect to direct counselor-influence ratio. Trend toward indirect counselor influence and more client-initiated talk observed in experimental groups. (Author/CJ)

Describes past attempts and alternate procedures for maintaining standard client consistency in simulated experience. Discusses research implications of methodology as well as school use in counselor selection. (CJ)

Proposes a rhetorical theory and pedagogy which emphasize the semantic concepts of denotation and connotation; based on a paper presented at convention of National Council of Teachers of English (Washington, D.C., November 28, 1969). (RD)

Examines the problems encountered between student teachers, public school teachers, and the college supervisors. Suggests that more favorable relationships would result in more rewarding experiences for all. (RB)

Suggests how to get classes to interact and participate in an experience together through the use of an Exploration Grid. (RB)

An interaction scale consisting of 12 counselor and 10 counselee subroles was used to analyze 50 interviews recorded in the public school setting. The subroles were divided into direct and indirect categories for the counselor and defense and growth categories for the counselee. The interviews were rated for rapport. (Author)

Children's behavior affected by model's acts but not his words. Children's judgment of model affected by both acts and words. Children fail to recall accurately conditions in which the model acted inconsistently. (MH)