Investigated peer social status of 6- through 13-year-olds. Found anxiety-disorder children significantly less liked than normal children, but anxious and conduct-disorder children similarly liked. Conduct disorder children received more "like least" and "fight most" nominations, with anxious and nonreferred groups alike. The anxious group…

Two studies examined the development of children's knowledge of the situations that provoke emotion. English and Dutch (Study 1) and Nepalese (Study 2) children were presented common emotional terms and asked to describe situations likely to provoke each emotion. In both cases, the determinants suggested by the children indicated that children…

Describes two studies of 25 molecular behavior items relevant to the domain of conversational skill. The first study finds that the behaviors themselves explained 36% of the variance in self-rated competence. The second study indicates that rater effects are identifiable, localized, and therefore, probably manageable. Discusses the use of the…

A review of research on the role of social competence in the community adjustment of developmentally disabled persons indicates that facilitation of such adjustment should focus on remediation of maladaptive behavior, instruction in social skills and behavioral competencies, assessment before placement in the community, and continued on-site…

Rates of negative interactions immediately decreased during recess periods in which three male students (age 7) monitored their first-grade classmates' play behavior by awarding or withdrawing points. These and related results suggest that appointment to the role of peer monitor may itself function as an intervention. (Author/JW)

Gifted children are vulnerable to the following problems in growing up because they are different from other children: (1) myths surrounding giftedness; (2) unrealistic expectations; (3) pressure to perform; (4) constant criticism or praise; (5) pressure to conform; and (6) difficulties finding friends. (PS)

Forty-eight girls aged 8-9 and 48 girls ages 12-13 viewed videotapes of a same-age, same-grade peer exhibiting either socially appropriate or inappropriate behaviors. Half the subjects were told the child was in a special class for the retarded. Negative social behaviors affected peer attitudes, while the label did not. (Author/JW)

An elective workshop offered to Wright State University medical students focuses on intrapersonal, interpersonal, social, collegial, educational, organizational, community, and existential aspects of communication and combines cognitive skills and training approaches to developing effective communication skills. (MSE)

The author discusses trends for the future in employment, including (1) wealth creation versus job creation, (2) growth of human services, and (3) growth of entrepreneurship. He states that education for future employment should stress reading, relating, and reasoning. (CH)

Pedagogical research emphasizes the need for teachers to be involved in developing the personal skills and interactional abilities of students in their classrooms. The role of counselors in teacher training and the implications for teacher and counselor interaction in training and practice are discussed. (KS)

Investigated the relationship of gender and sex-type to the accuracy of self-perceptions of social competence in depressed and nondepressed college students. Social competence ratings by sex, sex-type, and diagnostic category revealed that the peer and self-ratings of the nondepressed subjects were significantly higher than those ratings of the…

Analyzes the structure of young children's social comparison exchanges in two preschool settings, focusing on the precursory and sequent phases of social comparison exchanges manifested by young children during play in preschool. (HOD)

Examines the impact of specific language delay (LD) on peer interaction in preschool children. Interaction between three groups of dyads (normals and normals; normals and LD children; and between LD children) were studied. Normal children were more likely to initiate interaction with non-responsive partners and to dominate the interaction.…

A speech and hearing-impaired adult male received social skills training consisting of modeling instruction and behavior rehearsal in a controlled multiple baseline design to increase his nonverbal interpersonal communication skills. Treatment resulted in improvement in objective behavioral components during role-played interactions and…

The effectiveness of interactive video in teaching the skill of asking for help was evaluated with 116 secondary-aged mildly (105) and moderately (11) mentally retarded students taught the eight-lesson interactive video sequence. Comparison of pre- and post-tests of both knowledge and application showed positive effects of the curriculum. (DB)