This study, third in a series of seven, was written by two kindergarten teachers in different schools. A description is given of the two schools, the community in which they are located, and the physical layout of each of the teachers' classrooms. The characteristics of the teachers and their pupils are described as are the types of distractions…

The proper assessment of anxiety-causing behaviors will help the athlete and coach choose coping strategies which are most compatible with the particular problem and personality type of the individual. Suggestions most often include practical methods of describing and evaluating behaviors that differ from the norm so that cues signalling anxiety…

The characteristics of the current population of group care institutions, residential treatment centers, and group homes and the impact of these characteristics on the nature and degree of problematic behavior were the focus of this survey. In May 1978, an extensive questionnaire was sent to 168 agencies. The questionnaire sought information…

Family conservation is a new approach for strengthening nuclear families on a system level. The family communiversity is an agency developed to effect that approach. A discussion of family conservation on the systems level concerns the need for coping with those forces detrimental to families. The objective of family conservation is to maximize…

Some individuals more readily develop learned helplessness in the classroom, so it is necessary for the educational system to acknowledge it and develop teaching methods to prevent it. Creating awareness among educators of this condition could greatly decrease its occurrence. Children who have a high risk of developing learned helplessness,…

The unique adaptive behavior characteristics of five subtypes of students identified as learning disabled (LD) are described: (1) non-LD (though classified as such); (2) production deficits; (3) verbal organization disorders; (4) nonverbal organization disorders; (5) global functional disorders. Implications for assessment, programming, and…

For students in Japan, job opportunities and future success are closely correlated with the status of the universities they attend. Preparation for entrance examinations begins in elementary school, and the student's school career is spent in an atmosphere of intense preparation and competition. MLW)

Assessment of clinically depressed and nondepressed children (ages 9-17) on measures of attributional style, hopelessness, depression, life stress, and child temperament suggested absence of a unique constellation of cognitive characteristics in depressed children compared with the nondepressed sample. Treatment appeared to affect self-reported…

Examined the stress and illness paradigm by considering influences of social interest and coping styles on three measures of health status: overall health, somatic symptoms, and energy level. Subjects (N=109) included office workers, nurses, and graduate students. Found social interest and daily hassles explained significant amounts of variance on…

Surveyed unemployed people to determine whether the interpretation of a life event such as job loss, is a function of life stage. No significant differences were found for sources of informal support, blame and worry, and physical and mental health. Age and gender proved significant in consideration of factors affecting success in finding a job.…

Examined multivariate model of effect of life events and transitions, intrafamily strain, marital adjustment, and appraisal on family well being. Showed that life events and transitions had no effect on family well being, but they intensified intrafamily strain, which in turn negatively affected marital adjustment and perceived well being, yet…

Conducted a field study using the Osipow and Spokane (1983) scales to test the relationship of coping resources as moderators to stress-strain relationships. Found role overload to be the most significant source of strain but that coping resources contributed to moderating this and other stress-strain relationships. (Author/KS)

Identifies how divorce affect's children's classroom performance and offers suggestions and resource list for teachers. Particulary discussed are four most common characteristics of children experiencing divorce and teacher's role in promoting an empathetic teacher-student relationship. (DST)

Reports on two studies related to the effect of early stress on the social and academic development of boys and girls. Suggested that the social resiliency of boys was relatively consistent from age 3 to 18, while girls had no such pattern. Academic performance of boys was lower than girls. (TW)

Suggestions are given for institutional action to reduce unproductive tension in the professoriate, focusing on stresses related to reward and recognition, time constraints, departmental influence, professional identity, and student interaction. (MSE)