Tests for Everyday Living (TEL) is a series of tests which assess adolescents' knowledge and performance in daily living and prevocational skill areas. Tests include a practical reading scale. Content of TEL and psychometric characteristics determined during standardization provide evidence for utility and validity of the battery. (Author)

Examines individual differences in psychological development among prospective teachers as these affect the adaptive, "person-centered" quality of their communication with students. Discusses implications of the results in terms of the impact of differences in teachers' communicative development upon development of students. (JMF)

Verbalizations from 540 subjects experiencing different events were used to establish the validity of the sociality scale. High scorers related more positively and maintained better relationships with others, exhibited more interpersonal skills, and experienced less anxiety than low scorers. (Author)

Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)

Presents a model of meanings in coherent conversation taking the form of a hierarchy of levels of cognitive interpolations between the stream of behavior and archetypal patterns in conversations. A study of indirect responses in conversation is reported which supports the hierarchical structure of the model. (JMF)

After participating in a social skills program, the trained group showed decreases in social anxiety and fear of negative evaluation. Shyness should be dealt with by family life educators because of its implications regarding development of intimacy and dealing with conflict in a marital relationship. (Author/JAC)

To identify the type of interventions which would best facilitate the adjustment of mildly intellectually handicapped adolescents in personal, social, and vocational areas, 30 Ss were randomly assigned to one of six groups. (Author)

Reviews nonverbal behavior research which reveals a recurrent theme of greater politeness and accommodation by women rather than men in the encoding and decoding of nonverbal cues. These findings complement a large literature on sex differences which suggests that women are more emotionally expressive, sensitive, supportive, and accommodating than…

Three properties of the Test of the Hierarchy of Inductive Knowledge (THINK)--that the levels of social competence assessed are cumulative/hierarchical, age-dependent, and related to criterion estimates of behavior--were tested with 120 educable mentally retarded children (ages 9-14 years). (Author/DLS)

Describes a group assertiveness training program developed for use with shy children. The first phase utilized reinforcement procedures, relaxation, guided fantasy, behavior contracts, and feedback mechanisms. The second phase eliminated features no longer needed as children progressed. The evaluation demonstrated this program can be effective in…

Suggests that a program outside of regular classrooms, in small groups, may be an effective approach to enhancing self-concepts of pupils with low self-images. The program evaluated here stresses areas of personal and social awareness important to adolescents and deals with them in a responsive manner. (Author/NRB)

The Device to Assess Human Behavior produced by this study lists specific human relation behaviors representing five major concepts which educational leaders considered basic to effective communications. Data from professionals, student teachers, and secondary students suggest that these behaviors make a difference to the learning process.…

Relative to children in the attention-placebo and waiting-list control, skills-training children demonstrated increased skill in a role-play situation, a greater verbal knowledge of how to interact with peers, and more initiation of peer interactions in school. (Author)

Correlations between Extended Personal Attributes Questionnaire scales and measures of worry, depression and anger confirmed previous results with unselected students. Socially desirable masculinity was negatively related to worry. Socially undesirable masculinity traits were positively related to depression and anger. (Author/BEF)