Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)

Argues that behaviorism and humanism are incompatible, and any attempt to blend them is to deny the intellectual or practical existence of humanism as a theory of behavior. Humanistic theory must be recognized and application models must be designed and tested in school, childrearing, personal relations and leadership theory. (JAC)

Examines matriarchy, androgyny, and spiritual unity among men and women from a traditional indigenous world view. Parallels this with brain theory from both Indian and non-Indian perspectives. Asserts that Indian women must reclaim their "power" and strength by finding that source in their traditional past and among their spiritual…

Presents a problem-solving paradigm or model school counselors can use to assist students extinguish self-defeating behaviors by teaching them to identify their thoughts, feelings, and behavior patterns, increase awareness of capacity to choose, and resolve problems within their value systems. Describes seven steps in the problem-solving model.…

Urges more dialog between and integration of feminist and family systems theories in order to expand clinicians' flexibility and effectiveness. Considers points of conceptual and pragmatic convergence as well as divergence between the two perspectives. Highlights issues for development of a structural/strategic family systems model. (RC)

Within the context of the social history of the Chinese American elderly in the United States, the author analyzes the psychological and cultural patterns of learned helplessness among this minority group. (EF)

Examines nonverbal expressions of power and control in the daily lives of old people from a life-span perspective. Because of societal devaluation of the aged and later life declines in power resources, old people experience loss of status and social control during everyday nonverbal rituals of dominance and deference. (Author)

Discusses the major sources of stress for teachers of young children, psychological and physical effects of stress, and means of coping effectively with stress associated with early childhood education. (Author/DB)

Reports a survey of 1,295 teachers in large Iowa high schools on their needs (following Maslow's categories) in relation to age, sex, and student ability level taught, plus their overall job satisfaction and its relationship to their professional discretion, participation in decision making, and reciprocal trust. (Author/SJL)

Individual and organizational stress management strategies that have been used by many administrators and managers in academic organizations are described. The need to be a diagnostician as well as an effective decision maker and implementor is discussed. (MLW)

Reactions of students with four achievement styles based on combinations of the Achievement via Conformance and the Achievement via Independence scales of the California Psychological Inventory to small group learning experiences are explored as a function of group composition, achievement styles, and the demands of different tasks over time.…

Provides a conceptual framework for understanding the holistic health field so counselors may consider its implications in addressing a new service area. Holistic health has unique emphases on positive wellness, environmental concerns, self-responsibility, and such practices as meditation, fitness, nourishment, vitality, and spirituality. (Author)

Our culture enforces compliance and obedience in all its institutions and at every level. These institutions systematically discourage independent thought or unconventional action. Schools can play an important role in educating strong, independent thinkers. Teachers should act to reward creative disobedience and to discourage conformity. (JN)

Student affairs professionals were surveyed for opinions regarding the changing role of women in student affairs. Title changes representative of power-prestige changes are noted. Changes in job descriptions have resulted in increasingly specialized positions. Women are more visible in top leadership positions. (RC)