Review of literature on gender-linked aspects of nonverbal behavior reveals that the differences in nonverbal behavior are in line with societal expectations calling for women to be reactive and for men to be proactive. Communication between the sexes is discussed in terms of smiling, personal space, touch, and talk. (JMF)

It was found, among other things, that physical sharing which was durable and generalizable resulted only when Ss were taught to share verbally, and that increases in physical sharing produced by training Ss to share only physically were not durable and did not generalize. (Author/DLS)

A self-administered assertiveness training program trained refusal of unreasonable requests from strangers and close relationships. Comparison with a placebo program indicated the assertiveness program produced superior effectiveness of assertion, content of assertion, verbalization of assertion-related obligations, persistent assertive…

Development and validation of this measure follow the behavioral-analytic method described by Goldfried and D'Zurilla. The measure's three subscales correlate with peer and teacher reports of subjects' interpersonal behavior and have moderate split-half and test-retest reliabilities. (Author)

Probationers' problems with probation officers and employers were used in a role-play test. Groups of probationers received behavior training in petitioning and justification skills and were able to learn the responses as assessed during role-played situations. (JAC)

Gotlib and Asarnow suggest that learned helplessness may not adequately model clinical depression. They reply to Rohsenow's criticism that Gotlib and Asarnow's conclusions are unwarranted because the null hypothesis is not demonstrated by a single study and because adequate diagnostic criteria are not presented. (Author/BEF)

Proposes an assertiveness training program suitable for adolescents in a high school group setting. After role-playing examples, students should begin formulating their own responses. Early work in this area indicates that students eagerly participate in assertiveness training groups, and are quick to pick up the skills required for assertive…

Suggests that socially anxious and low anxious males may perceive social events similarly but interpret them differently. (RL)

A survey of the perceived competencies and needs of elementary and special education teachers revealed that keeping order in the classroom and developing students' social skills were areas in which the teachers' need for competency was higher than their proficiency. (Editor)

Education for successful adaptation to a rapidly changing society must begin early in a child's life. (JD)

Presents a review of research on young children's understanding of social behavior (social cognition). (CM)

Some schools do a poor job of preparing youth for responsible adulthood. The root problems seem to be failure to perceive adequately the urgency of the socialization problem and the tendency to oversimplify the measures needed to correct the situation. (Author/MLF)

Relationships among decentering and behavioral ratings were studied in 23 children aged 10-13 residing at a seven-week therapeutic summer camp. A total of 14 children enrolled in a summer remedial program served as a control group. The social decentering task was Feffer's Role Taking Task. A number of measures of social effectiveness were used.…

A bibliography of fifty-four citations provides sources for investigating the development of decision-making skills. (MB)

This article focuses on interpersonal communication anxiety, its effects on students, and ways that a teacher may help to overcome this difficulty. (JD)