Observed father's behaviors toward newborns. Found fathers who had been present during delivery exhibited more distal attachment-type behaviors. Proximal father behavior (touching) did not differ according to father presence at delivery. Attendance at prenatal classes was not related to either father behaviors observed. (Author)

Results of this study of family triads indicate that family members share common rules about how they should handle their affect. Family rules about how to handle affect do not successfully differentiate families according to their level of adjustment, however. (Author/BEF)

Foster mothers were interviewed by independent researchers to obtain their view of the positive and negative aspects of being a foster parent. These mothers had specific comments and suggestions about their roles as foster parents. The authors make recommendations to improve satisfaction and quality of foster care. (Author)

Untrained, trained, and professional counselors (N=60) responded to an audio presentation of client affective self-disclosures consisting of either high or low intimacy content. Results indicated that untrained counselors made lower quality responses than either trained or professional counselors, with no differences between professionals and…

Forty adults participated in an experiment in which 20 participants unexpectedly found a dime (elevated-mood condition) and half did not (neutral-mood condition). Opportunities to acquire information and to help another person were then presented. Elevating mood increased helping but also increased information acquisition, supporting an activation…

Determined the influence of inservice training in Glasser's reality therapy and class meeting techniques on teacher affective behaviors, student on-task behaviors, discipline, referrals, and student absences. No significant changes in teacher and/or student behavior resulted from the inservice training. (Author)

Describes the suggestopedic method and an experiment using it in an American college elementary language class. The class organization, the way suggestopedia works, the classroom program, and results of suggestopedic courses are discussed. (AMH)

It is proposed that retaining and promoting membership in alumni associations should have equal attention. An attractive membership benefits package can help retain members. Direct-mail promotion can take a number of forms, capitalizing on alumni's varied perceptions and motivations. A calendar is given for targeting promotions. (MSE)

An alumni association dues program has these benefits: operating funds, program expansion, identification of committed alumni, and association independence from the institution. Its problems can be: possible competition with the annual fund, possible competition with constituent associations dues programs, and negative reaction to direct mailings.…

The hierarchical relationships between behaviors in the cognitive and affective domains that led to teachers' voluntary acceptance of Individually Guided Education were studied, using ordering theory. The results indicated that cognitive skills and attitudes were integrally related and built on each other, leading to mastery of the goal.…

Proposes client-centered supervision, with its attention to personality and attitudes, for art teachers. Describes the personal qualities and teaching skills needed by a client-centered supervisor. Lists some cognitive and affective components for art teacher evaluation. (SJL)

Examines important behaviors and changes through which adolescents establish their autonomy. Concludes that high school students' drive for autonomy incorporates: (1) growth in behavioral autonomy from parents; (2) increased emotional autonomy from friends; and (3) the development of "grown up" identity through commission of status offenses that…

Described is a study to test the assumption that factual knowledge and feelings are independent variables acting to some extent to produce environmentally responsible action. (Author/RE)

This paper argues that the emotions have a central place in moral education. Two types of emotions involved in moral judgment are defined: constitutive and regulative. Fear and guilt are used as paradigms to explain how emotions are learned. A model for education in conscientiousness, compassion, and benevolence is outlined. (Author/SJL)

Isolates active ingredients of the coping-skills component: sensory discriminative (SD), motivational affective (MA), and cognitive evaluative (CE) skills. Checks on independent variable manipulation reveal that SD skills are learned and employed, MA skills are already known but refined, and CE skills are largely ignored. (Author)