This booklet presents five papers that address the issue of whether 360-degree feedback (in which a manager or executive receives feedback on how bosses, peers, and direct reports see him or her) should be used only for development, or whether 360-degree feedback (also known as multi-rater feedback) should be used for administrative purposes such…

This paper states that programs to raise self esteem have not proved effective, and an increase in self esteem has not been shown to improve academic achievement. It suggests that the answer lies in promoting the notion of "other-esteem," which is the respect, acceptance, caring, valuing, promotion, and forgiving of others without reservation. It…

This working paper examines behavior change as a key element in creating an enabling environment to sustain educational reform in Indonesia. It recommends elevating the importance of a formalized behavior change framework and methodology so that future plans for educational reform in Indonesia will include social marketing as a planned…

The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)

Microcounseling and media therapy are video methods of teaching single behavioral skills of counseling and communication to a wide variety of populations ranging from children to school counselors to psychiatric patients. The history and method of these techniques are detailed and recent research on the effectiveness is summarized. (Author)

Project Re-ED, initiated in Nashville, Tennessee, is a well-established, carefully tested model for intervening in the lives of children whose development has been interrupted by serious learning and behavior problems. Involves an eclectic, pragmatic approach combining features of therapy and behavior modification and centering on the social…

Discusses how the behavior contract becomes a method of giving the student specific "things to do" while avoiding the process of nagging him to do something. (Author)

This article reports a project in which students in a college level adjustment course were taught to apply a model of behavior change in order to gain greater control over their own behavior. Pilot data suggest that students found the experience worthwhile, that many of them learned to make substantial changes in their behavior. (Author)

This article discusses several principles derived from learning theory which aid in understanding the use and abuse of drugs and illustrates their role in behavioral group counseling, a promising new strategy for drug abuse prevention. (JC)

The purpose of the present study was to investigate the GSR during systematic desensitization. Three groups of females each were preselected for high snake fear. Outcome measures indicated that the desensitization group reduced phobic behavior most, followed by the relaxation group, and then the exposure groups. (Author)

This article describes the content and evaluation of a training center for drug abuse prevention. Through a series of four workshops teams of students, educators, and community leaders received intensive training in behavioral group counseling focused on alternatives to drug use. Evaluation along several criteria indicated that the goals of the…

Counselor trainees were assigned to two groups (a) the experimental group, training in nondefensive communication, and (b) the control group, no training period. Results showed that the experimental subjects demonstrated a significant reduction in defensive behavior. Significant differences were found for the pre- and postchange scores between the…

This paper reviews the respondent (Hull-Spence) and operant (Skinnerian) conditioning definitions of reinforcers and reinforcement and demonstrates the need to keep the systems separate when consulting about behavior modification. The two systems are shown to lead to different modification procedures. (Author)

Author deals with the question of whether or not we should specify behavioral objectives for students, and judge achievement and competence in terms of some specified scheme. He stresses the point that educators should know what they are doing in the educational system even if they don't know why. (Author/RK)