Describes a peer counseling program for teenage boys at a social adjustment center. After receiving peer facilitor training the boys acted as counselors for students at an elementary school. Results indicated that training was an effective treatment, resulting in better self-concept and social relationships. (JAC)

Teachers and parents need to regain some of their lost authority and help youth contribute to society, not just borrow from it. (Author)

To push curricular reform and higher standards of school performance without working on youth isolation from the workplace and from important roles in the community is seen as self-defeating. The place to begin working on these problems is among the parents, teachers, principals, and students of individual schools. (MLW)

Looks at some of the social, psychological and emotional experiences of youths which make them vulnerable to recruitment into cults like the Unification Church. Stages of adolescent normative development which predominate are identity struggle, idealism, curiosity, and disillusionment. (JAC)

Reflects the author's experiences as a suicide prevention counselor at a Japanese university. Discusses the rising rate of adolescent suicide and its relationship to social change and family structure. Concludes that adolescent suicide is a silent indictment of current society in Japan. (JAC)

Forms of social control used by schools to maintain order are no longer appropriate, and may be contributing to further disruption and violence. (SK)

Lacking stable values and a real role to fulfill, youth in our society feel disconnected. To encourage a sense of belonging and importance, our schools and colleges should offer students a more humanistic education and closer personal involvement with their teachers. (SJL)

In summer 1995, Dallas Public Schools formed a partnership with a primary care system and a mental health agency. The result was the opening of nine youth and family centers located on or near school campuses. Services are designed to promote academic success, resiliency, and self-sufficiency. By offering families and students needed support, the…

Reviews a broad range of evidence indicating that school-based prevention and youth development interventions are most beneficial when they simultaneously enhance students' personal and social assets and improve the quality of the environments in which students are educated. Asserts that school-based prevention programming--based on coordinated…

Describes the successful involvement of homeless youth in the creation of a presentation to the Campaign for the Single Homeless (CHAR) in England. Asserts that it is vital that children's organizations support an active role for children and young people in policy development, and that it be done in the right way, whatever the cost. (EV)

Explored delinquent activity by comparing 532 delinquent adolescents to 354 adolescents attending public school. Delinquent youth were less successful at reducing their level of environmental frustration, were attached to those who engage in aberrant behavior, and viewed themselves in a more demeaning fashion than those who remain nondelinquent.…

Describes bulimia, its symptoms, characteristics and bulimic's family profile. Disorder may be more difficult to hide at camp. Camp staff could be first to recognize symptoms. Describes behavior indicators of bulimics. Suggests appropriate responses and counseling techniques for helping bulimic campers. (TES)

Superintendents of urban school districts are confronted by large classes; shortages of qualified staff, materials, and supplies; and inequitable funding. Despite their superintendent's herculean efforts to build strong community support, the Baltimore schools have the lowest per pupil expenditure among Maryland's largest school systems. (MLH)

Discusses the juvenile justice system and the issues facing it. Provides a brief history of the development of the juvenile justice system. Points out that the quest for justice is influenced by cultural context and is not confined to the court system. Concludes that access to justice is an evolutionary process. (KO)

Three types of conduct disorder behavior are described: group, solitary aggressive, and undifferentiated. Behaviors exhibited by the solitary aggressive youth who operates alone are characterized by violence, acting out, and refusing direction. This behavior type is regarded as particularly problematic for teachers. (JW)