Education for gifted elementary students should concentrate on developing intrapsychic and social competencies. A foundation in which students share in goal setting, increase task persistence, and learn to question and challenge will promote later intellectual achievement. (CL)

Fifteen mentally retarded students (8-11 years old) who participated in interpersonal problem solving skills training that focused on such areas as language, cue sensitivity, empathy, and integrating skills demonstrated a significant increase in interpersonal problem solving behavior compared to a control group. (CL)

A longitudinal study of five handicapped hospitalized infants revealed that restriction in objects available for play was associated with a delay in play skill acquisition, lack of appropriate consistent interactive experiences with caretakers may have contributed to delayed development, and infants unable to initiate social contact had limited…

A personal Effectiveness Group of 30 mental patients was established to study a programed model and procedures for the treatment of psychiatric inpatients. (Author)

The author suggests that effectiveness in human resources development is a function primarily of two factors: the skills with which the helpers relate to other people (interpersonal skills), and the skills which they have in their specialty areas (program skills). (Author)

Levels of warmth were significantly related to student evaluation of effectiveness for females but not for males. While resident and student ratings of effectiveness were significantly related overall and for females, the counseling variables were not related significantly to head resident ratings. It appears that residents and students responded…

A study of therapists' case histories indicates that a good therapist is successful in everything that he does, both in and outside his vocational field. (CK)

Examines the two critical functions of the interpersonal skills (IPS) trainer: (1) to analyze trainee performance and (2) to provide effective performance feedback. Discusses training styles and recommends the Causal-Analytic style. Derives guidelines for effective trainer behavior. (MEAD Subscriptions, CSML, University of Lancaster, Lancaster LA1…

Nineteen five- to 10-year-old physically abused children and 38 nonabused peers were assessed by videotaped behavioral observations during social interaction in a playroom. Two components emerged which explained 76.9 percent of the total variance (social interaction and hostility). A significant difference was found between the two groups on the…

Reports empirical findings indicating that autistic children have a basic cognitive deficit that is not a secondary consequence of social withdrawal. The precise nature of the deficit is discussed, as are studies of autistic children's general intelligence, language abnormalities, and social impairments. (RH)

Social maturity in deaf children has been gauged by the norms of hearing counterparts. This does not take into consideration differences in maturity rates or ways of maturing, factors which contribute to delayed or accelerated development, peer measures, and comparisons to other groups deprived of elements contributing to accepted growth. (Author)