Discusses encounter group as facilitator of personal growth and aid in teaching individuals effective communication. Presented at International Association of Pupil Personnel Workers Annual Convention, Miami, Florida, 1969. (EK)

Briefly discusses research done during the 1960's. (CJ)

Seeing the goal of directed social change as an increase in control over the conditions of existence, or, alternately, as an expansion of resources, a major distinction between theories of social change emerges--those which start with changes in the social conditions in which individuals find themselves versus those which start with changes in…

A program to train parents of mentally handicapped children to utilize behavior modification techniques in the home is described. A system for cooperation between the parent and teacher is outlined. (CD)

Article describes static acceptance as unhealthy and dynamic acceptance as healthy because it encourages the processes negated by static acceptance. (IR)

Behavior modification programs with a profoundly retarded 7-year-old boy developed a self-feeding operant, taught him to respond appropriately to a verbal command, and greatly increased his ability to stand without support. (Author/KW)

Assesses the effects of different learning conditions on perceptual span development. Notes the superiority of the contingency-plus-attention group in the training situation but the better transfer of the attention-only group to a standard reading situation. Graphs and bibliography. (RW)

Presents to subjects graphs representing differential variabilities over time in an attitude, a behavior, and a physical state and asks them to estimate the possibility of influencing each trend. Highly variable attitudes were seen as susceptible to change, whereas the others were not. (RW)

When institutions and their residents view one another as adversaries, their mutual alienation limits their ability to recognize or work on shared goals. Resident groups provide a meeting ground on which the needs of residents and the needs of the institution can converge. (Author)

Discussed is a contract", formulated by the teacher and her students at the suggestion of the consultant, designed to encourage less disruptive classroom behavior. The arrangement permits the student to learn or not to learn without having to cope with nagging by the teacher. (Author/CJ)