Legal education fails to prepare students to engage in moral discourse, exploring the ethical/moral dimension of the profession. Moral discourse suggests that the lawyer's professional ethos is problematic for the good person, and moves the profession to confront more directly the public image of lawyers. (MSE)

The author argues that decision making is a critical skill for citizens in a democracy and considers strategies, particularly values clarification and cognitive moral development, which may be used to incorporate decision making into the citizenship curriculum. (SJL)

Good self-esteem and self-concept have a bearing on a child's performance in school. The article describes ways to recognize poor self-image in a child and suggests strategies for building self-concept. Activities listed include positive marking of papers, bibliotherapy, improvisational drama, and values clarification. (DS)

Examines the need for the inclusion of ethics in science instruction and discusses three approaches that can be used in teaching ethical decision-making: values clarification, case studies, and simulations. Provides an example of a classroom activity combining these approaches. (JP)

While supporting the concept of affective education, the author warns that ill-trained or unscrupulous purveyors may use its techniques in ways that invade children's privacy and manipulate their emotions. She advises cautious implementation of affective education, with attention to staff development and careful screening of classroom materials.…

Red Bank Catholic High School (New Jersey) has initiated an innovative science club called BRIM (Biological Revolution and Its Implications on Man) to inform and involve student members in recent biomedical advances and to promote critical thinking about their social and ethical implications. Club operations and financing are discussed. (Author)

Describes a workshop which addresses itself to the intersection of mid-life changes and faith development, designed for adults engaged in rethinking religious values and for religious leaders responsible for helping adults grow spiritually. (SK)

Describes an alcohol prevention program with a comprehensive developmental skills orientation. The program includes values clarification, decision making, career planning and communication skills, assertiveness and relaxation training, and relationship with parents and peers. (Author/JAC)

Discusses some of the issues relating to student values and presents some suggestions for motivating distributive education students to achieve desirable standards of behavior. Examines the teacher and other role models, expectations of high standards of behavior, student code of conduct, and student-teacher relationships. (CT)

Describes an assignment in an introductory speech course in which students record specified information in a daily journal. The record of experience is used in describing, interpreting, and discussing their value systems. (JMF)

Reviews research on two ways of practicing values clarification and value therapy. Values clarification research is derived from its widespread practice, whereas value therapy is derived from experimental research. A need to consider how these approaches work with different age groups is indicated. (Author)

Women making the transition from home to paid employment often need help identifying their values, setting goals, assessing abilities and interests, and organizing a job search compaign. An overview of a three-day workshop planned to address these issues is presented. (Author/CC)

There is no difference between the effectiveness of the approach treatments as measured in the cognitive domain and the self-reported behavior domain, with neither treatment having a beneficial effect on the self-reported drug abuse and smoking behavior of the subjects. (MB)

Sharply criticizes values clarification as a serious threat to moral existence and possibly to the physical existence of mankind. Values clarification, an educational innovation and a teaching technique, is harmful, says the author, because it tells students, in effect, that they need not come to decisions about serious moral questions and engage…

Argues that good budgets flow from good planning, and that good planning requires a careful process that asks the right questions. Looks at the need for planning, the importance of vision, the role of values, campus environment, hierarchies, the economic context, and unforeseen events. Advocates asking good questions using good information. (RJM)