In two major articles a model is introduced for analyzing human adaptation to transition, and intervention strategies are presented for coping with transitions. Includes four reactions of other authors to the articles. Suggests adaptation to transition is influenced by characteristics of the transition, its supports, and by individual…

Looks at some of the social, psychological and emotional experiences of youths which make them vulnerable to recruitment into cults like the Unification Church. Stages of adolescent normative development which predominate are identity struggle, idealism, curiosity, and disillusionment. (JAC)

Focuses on the contribution that values clarification can make to adolescent religious education. Summarizes the tenets of humanistic psychology that provided the matrix for values clarification and describes the substance of values clarification as expressed in its terminology, theory, process and strategies. (JAC)

Describes the underlying human development theory that supports developmental-learning as opposed to remedial-learning assistance. Outlines a model of learning assistance based on these principles. (Author)

Examined mothers' perceptions of their competence in managing selected parenting tasks for five stages of parenting: infancy, toddlerhood, preschool, school-age and adolescence. Mothers reported feeling highly competent in most areas of parenting. However, each stage presented unique challenges; mothers of adolescents felt the least comfortable…

Describes how mental health counselors can begin to obtain the knowledge and awareness needed to help grieving children. Discusses (1) developmental stages of understanding death, (2) children's reactions to the death process, and (3) the counselor's role in helping a grieving youngster. (Author/JAC)

Analyzed the Weigl-Goldstein-Scheerer Color-Form Test using a sample of Danish children. Distinguished three dimensions: configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. The three dimensions proved themselves to constitute the a-priori-defined gradients. Results indicated a…

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

Discusses the developmental features that occur in the sequence of intimate relationships. Three phases correspond roughly to first marriages, second marriages, and subsequent intimate partnerships. Both the individuals and the relationship change in predictable fashion. (Author/JAC)

Working with students grouped by three conceptual levels offers one way of looking at students and recognizing what can be done to provide them with a stimulating environment for learning. (RL)

From investigations of cognitive development, intellectual ability, and learning strategies, representative examples of research are used to highlight dilemmas which attend the use of the terms "stages,""levels,""styles," and "strategies" to describe different aspects of human thinking and learning, especially in adolescents and young adults.…

This paper briefly reviews various conceptions of adolescence, particularly Erikson's theories of identity development. It reports a study of Canadian high school females, classified as open/moratorium, closed/foreclosed, or diffuse. Characteristics of each of these student types are outlined and implications for education and counseling are…

Bogartz questions the Anderson and Cuneo study (p335-78 of this issue) on statistical-methodological grounds and on their positions concerning the concepts of conservation, centration, and compensation. (For Anderson and Cuneo's rejoinder to Bogartz, see p388-92 of this journal issue.) (SJL)

The author describes the Developmental By-Pass (DBP) Instructional technology for teaching secondary and college learning disabled (LD) students by allowing students to bypass ordering and organizational deficits. (SB)

Norman Williams' moral development theory was tested with students, ages 7, l0, l2, and l5, in Durham, England. Tentative support resulted for his classification scheme and conclusion that moral development is cumulative in nature and that it occurs within four parallel modes: expedient, altruistic, intuitive, and heteronomous. (SJL)