Examines two central community work training areas in France--courses offering training in "animation" and social work courses. Also identifies three areas significant for community work training: community centers, postprofessional training, and social services. (CT)

TRAINS (Training, Resource, Assessment, Intervention, and Network System), which can assist trainers in developing programs with transfer elements in them, is described. It enables trainees to do what they were trained to do, when they are supposed to do it, and where they are supposed to do it through generalized training. (CT)

Evaluated effects of pretesting in conjunction with a group social skills training program. A Solomon four-groups design was used to evaluate the effects of pretesting, the skills training program, and their interaction. Strong evidence of pretesting effects was found for measures associated with a behavioral forced interaction task. (Author)

Results indicate that the instructions (and related information concerning alpha) rather than the biofeedback are critical in alpha biofeedback training and that this training does not appear to have utility for controlling arousal under stress. (Author)

Reviews previous work in training observers for collecting observational counseling data. Outlines a nine-step Systematic Rater Training Model, which includes overview and contract, concept presentation, stimulation, modeling, passive discrimination, active discrimination, production, transfer of training to performance, and ongoing evaluation.…

Suggests the content and organization of semiformal training sessions for new teaching assistants in freshman composition programs. (RL)

Describes an outplacement training program conducted in a small group format with the option of individual follow-up counseling sessions. Program elements discussed include lecture topics, inventory of skills, job search activities, individual counseling, participant attitudes, and recommendations. (CT)

Suggestions on how instructors can improve the effectiveness of communication courses presented for business and industry. Emphasis is placed on the initial meeting with company officials, class preparation, and teaching style. (PD)

Describes seven different instructional strategies that can be used in designing videodisc programs that best take advantage of disc attributes. Instructions for producing a premaster tape and a discussion of what video productions should look like are provided. (MER)

Modeling and direct instruction were used to train children to cooperate rather than compete. Children in treatment conditions showed significantly more cooperation than did control groups after immediate assessment. Seven weeks later age but not treatment differences were observed in generalization of training. (Author/DB)

Argues that although the training field is evolving rapidly, pre-professional education and continuing professional development are not adequately meeting the needs of the profession. Twelve areas of concern are discussed, and five basic elements to be incorporated in curriculum changes are offered. (Author/MER)

Compared live and taped progressive relaxation (LR, TR), self-relaxation (SR), and electromyogram biofeedback (BF) on measures of autonomic and somatic arousal and subjective tension. LR was superior to RE on reductions in physiological arousal; SR and BR were equivalent except for the superiority of SR on reductions in autonomic arousal.…

Reports on a program of family therapy instruction intended as a continuing professional education service to mental health personnel. Rapid expansion of the program since its inception in late 1971 is attributed to increasing demand from human service agencies in and around greater Philadelphia area. Some characteristics of participants are…

The study suggests that a fairly high percentage of currently, or recently, active family-living teachers in Indiana do not meet the state's new minimum requirements to become certified as family-life educators in spite of the probability that these requirements are far from ideal. (Author)

Preskills and strategy training were shown to be effective in helping four eight- to nine-year-old learning disabled children acquire basic multiplication and division skills. (Author)