Discussed are the issues and activities involved in creating a curriculum aimed at helping children understand the nature of feelings, human growth and development, and the process of learning. (JB)

Charges that schools that provide career development programs are striking out in the wrong direction, feeding information instead of appealing to students' emotions and feelings. (Editor)

Two age and two ability level groups (educable and trainable) of 144 male retarded subjects were tested for aggressive and affective imitative responding subsequent to exposure to three modeling conditions. (Author)

There is little definitive research to support coeducational grouping as the optimal grouping pattern for first grade boys and girls. (Authors)

The article points up the need for all counselors from whatever cultural background to work hard to understand the cultural differences present in their client groups, accepting these differences as being in no way inferior merely because they represent minority group persons. (CJ)

Nineteen subjects, assigned to three counseling groups were rated using criteria from the TEOAD. Findings suggest criteria involve dimensions beyond emotion and do not discriminate among them. (EK)

Fifth grade students with socially deprived family backgrounds met weekly with a teacher for twenty minute discussions. They progressed from a need to resolve conflict, through sharing of thinking and objectives, to a degree of self-understanding and an awareness of one another's needs. (Author/JB)

Provides a background for nonverbal communication in the classroom, and relates teacher behavior to the perception of student attitude towards himself by the teacher. (AN)