Studies at Harvard and Hampshire College are summarized to show the failure of traditional house systems or residence hall programing to bridge the gap between academic and living subcultures. It is suggested that student personnel staff focus on facilitation of students' personal development and interpersonal communication skills. (Author/MSE)

The learning process model is based on trainee input and is especially designed to help trainees learn basic interpersonal relationship skills, review program and professional expectations and opportunities, assess their potential and motivation for different careers in teaching and related professions, and examine their career objectives. (Author)

A life-span human development model of learning in early childhood is presented. Learning is viewed as a human enterprise which spans the entire lifetime and involves interaction among people. The bounds of interaction are derived from philosophy and from the biological and social behavioral sciences. (JN)

Studies show only limited pharmacist-patient communication. Research in personal communication by pharmacists is shown to be a means of improving health care, the image of pharmacy, and patient compliance with drug therapy, and to expand the pharmacist's role. Communication skills are concluded to be essential to the development of the clinical…

Counselors must be aware of the political forces that affect their work and develop a sense of political acumen in dealing with these forces. Effective approaches for counselors to employ in dealing with school boards are personal contact, having needs assessment information available, and presenting options. (Author)

Speculates on how central concepts in Basil Bernstein's work can, with some revision, yield a descriptive-analytic framework for the study of communicative competence, particularly in its developmental sense. (PD)

To determine the effectiveness of teaching interpersonal skills in medical school, interview behaviors of 46 general internal medicine interns and residents from 24 schools were evaluated. Measures of interview skills included three independent videotape ratings of actual patient interviews. Telephone and mail interview forms assessed training…

A total of 482 third- and fourth-year medical students were rated over four-week periods, by multiple raters, house officers, and attending faculty, on 15 behavior rating scales. The data were factor analyzed, revealing two consistently appearing factors: interpersonal skills and problem solving. (Author/GDC)

Before practice teaching, 174 student teachers completed four self-esteem/self-concept measures. Their cooperating teachers rated their student teaching performance. Subjects with low self-esteem experienced more psychosomatic symptoms, more emotional stress, more days of absence, and were rated lower on general teaching competence, staff…

Teachers' ratings, especially the peer relations measure, far surpassed other data sources in predicting general adult mental status. Mothers and sons closely agree on sons' adult behavior. One teacher-rated item, "fails to get along with other children," was closely associated with adult behaviors. (Author/CP)

No single leadership style insures success. The relationship between leader and group members is more important. Healthy, cohesive groups tend to follow a developmental scheme beginning with testing limits and ending with commitment that leads toward personal effectiveness. (JAC)

Research evidence relative to three intervention strategies (medication, behavior modification, and cognitive training) was examined to determine the intervention effects on handicapped students' performance in personal/social, psychological processing, and educational skills domains. (PHR)

A monthly counselor's letter functions in a multifaceted way. Information is conveyed, counselor visibility and impact are heightened, and teachers and parents are further included in the counseling process. A special letter segment, dealing with developmental difficulties, invites parents and teachers to become extensions of the counselor's…

Suggests that workers focus on strengthening parents' feelings of competence as a positive, stress-reducing approach to the reparenting role. Also analyzes the various responsibilities of the workers as nurturers-cum-educators and describes techniques that can be used in reparenting. (Author)

Undergraduate teacher trainees can be trained to be sensitive perceivers of helpful teacher/student interaction styles; such perception does not occur without training. Longer, concentrated training sessions over a shorter duration seem to work with undergraduate teacher trainees. (Author)