Proposes possible cognitive structures for the development of race awareness and subsequent racial attitude formation and offers a developmental interpretation of this phenomenon in a sample of Black preschool children during a period of preoperational thought. (Author/MP)

The instructional program, "Learning About Social Behavior," was designed to teach social and behavioral skills to elementary students in regular and learning disability classrooms. Students are taught with strategies used in reading, math, and assertiveness training. (Author/AM)

Perhaps because of the very nature of its subject matter, home economics should incorporate interpersonal skills development in preservice or inservice teacher education programs. (SK)

Used three experiments to test skill-chance activity preference. Men and women (N=368) opted to perform either skill or chance versions of masculine and feminine tasks. Results showed that while men's skill preferences are higher on a masculine task, women prefer skill on a feminine task. (Author/JAC)

Special education for handicapped adolescents is discussed within the framework of four developmental-educational goals: (1) learning competence, (2) social participation, (3) community preparation, and (4) career preparation. School programs and interventions directed toward these goals are described. (Author/PN)

Judith Martin, author of the syndicated "Miss Manners" column, answers teachers' questions about how to handle children who may have little appreciation for mannerly behavior. While Martin insists that manners must be taught at home, her advice can help teachers deal with some difficult classroom situations. (PP)

Outstanding administrators tend to require less formal structure and depend more on interpersonal relationships. Leadership is as much a personal quality as a skill learned and based as much on life experience as on academic training. (Author/MSE)

Explores the relationship between fifth- through eighth-grade children's performance on tasks of social cognition and their social competence assessed 4 years later. Significant relations were obtained between (1) earlier peer descriptions and causal attribution scores and (2) later parent ratings of children's social skill problems. (MP)

Describes skill deficiencies exhibited by disadvantaged students and the types of students who would benefit from identification and remediation. (SK)

Evaluated the hypothesis that depressed students would tend to make more internal and stable attributions of causality in potentially problematic social situations than nondepressed students. Depressed and nondepressed students rated vignettes for internal/external causality and along a stable/unstable dimension. Results supported the hypothesis.…

Links internal personality differentiation to external patterns of interpersonal style. Suggests three basic styles in intimate relationships: apathy, reactivity, and conductivity. Discusses each style in detail. (RC)

Describes the theory of self-defeating behaviors and discusses the theory's relevance for treatment of families' systems dysfunctions. Presents a case study illustrating the theory's application in a family systems approach for counselors. (RC)

Examines the extent to which the structure of simple conversations influences the subsequent memorability of dialogues. (FL)

The study examined the effects of two group counseling approaches--social skills and relaxation training--on 46 learning disabled (LD) first and second graders' self-concept and on their in-class behavior, as assessed by their teachers. (Author)

Forty-seven pairs of learning disabled (LD) and non-LD junior high students were observed in their regular classrooms using a continuous recording system. Results show that LD adolescents do not appear to be social isolates in the classroom. (Author)