Young students can benefit when teachers address behavior in positive, rather than punitive, ways. This paper describes how one teacher stopped using punitive time outs and instead developed a program in which working together on learning and having class responsibilities was meaningful enough that instances of troublesome behavior would be…

Studied the nature and structure of implicit intelligence theories of 384 Korean adults in 2 experiments, and examined Koreans' use of these implicit theories in a third experiment involving 52 adults. Results suggest that Korean adults emphasize social skills in implicit intelligence theories to a greater degree than did participants from several…

The present study attempted to replicate the findings of the Zahavi and Asher (1978) study with Head Start preschoolers. These authors found that brief oral instructions decreased observed aggressive behavior. This study found limited support for the effectiveness of brief oral instructions. Teacher ratings did reveal significant improvements in…

Examination of sex-based differences in the form of English compliments and in the frequency of various compliment response types in a corpus of 1,062 compliment events found several differences in men's and women's usage. Compliments from men were usually accepted, especially by female recipients, but compliments from women were met with a…

Explores empirical research on importance of interpersonal communication skills in consultation. Claims studies have found consultants' facilitative characteristics, along with an appropriate use of verbal and nonverbal skills, to be important in the consultation process. Suggests need for more studies on verbal and nonverbal communication skills.…

Reviews research on the relation between socioemotional functioning/disturbance and learning disabilities in children, examining the hypotheses that: (1) socioemotional disturbance causes learning disabilities; (2) learning disabilities cause socioemotional disturbance; and (3) specific patterns of central processing abilities and deficits cause…

Teachers must give adequate attention to teaching social skills and monitoring for total team involvement if they are to introduce cooperative learning successfully. Interpersonal skills are more important than positive interdependence, face-to-face interaction, individual accountability, or group processing skills. Includes five references. (MLH)

The ability of three-year-old children to deceive was examined in order to determine whether they were able to hide their emotional expression intentionally. Results indicated that very young children have begun the process of learning how to mask their emotional expressions and support the role of socialization in this process. (RH)

Results suggest that adolescent values can be used to illuminate the facets of social competence in adolescence. Supports Ford's (1982) definition of social competence, which requires that explicit value judgments be made prior to defining social competence for any given group or setting. (RH)

Outlines 14 leadership qualities, including physical vitality, intelligence, judgment-in-action, task and interpersonal competence, understanding of followers, courage, flexibility, confidence, capacity to motivate, and need to achieve. Leadership is not absolutely situation-specific; the attributes required depend on the leadership context, the…

Expert facilitators combine both diagnostic and intervention skills in eight domains: group development, goals, roles, communication, meeting management, decision making, problem solving, and conflict management. Most people can develop group facilitation skills. (SK)

Leadership behavior, creative ability, and dramatic skill of 54 school-age children and youth were rated by their teachers. Significant correlations were found between leadership and dramatic skills and between creativity and dramatic skills but not between leadership and creativity. (Author/JDD)

Advises school leaders to consolidate people's names in their memory, thus avoiding acute embarrassment. School Executives can use the L-I-S-T-E-N approach: listen carefully, initiate questions about the person's name, say it often, translate the name into pictures, etch key facial features onto their minds, and note salient information on…

Examines the impact 4 pragmatic skills (requesting, turn taking, responding promptly when spoken to, and maintaining the logic of the conversation) have on likeability, as seen by 10-year-old girls. Finds that display of pragmatic competence resulted in higher likeability and more positive descriptions. (SR)

Investigated relationship between adaptive and maladaptive behavior and other constructs in context of model of personal competence. Used latent variable structural equation modeling methods to evaluate alternative models of personal competence in three age-differentiated contemporary national samples. Results provide support for model of personal…