Violence is increasingly present in Quebec schools. Our position is that we should invest in "primary" prevention of violence by helping preschool children develop cognitive competencies. One of the aspects of cognitive development explored in this text regards children's Social Representations (SR) of violence. Indeed, a number of…

This paper discusses the results of a study that investigated the effectiveness of the Vermont Best Practices for Educating Students with Serious Emotional Disturbances in Their Local Public Schools and Communities project. The purpose of the project was to use best practices in the development of programs and services for students with serious…

Research has indicated a strong relationship between low peer status in childhood of children with and without and later problems in adolescence and adulthood and children with social deficits often show similar patterns of behavior. They may be withdrawn and hesitant to interact with peers, socially aloof and "unaware" of their peers, or they may…

Examines the nature and history of the Kahnawake Mohawk settlement's participation in the entertainment industry, including some of the Iroquoian roots of ritual parody that contributed to Mohawk performance. Notes some of the effects of entertainment on the settlement's traditional culture. (SB)

Presents an overview of social skill interventions with infants, toddlers, and preschoolers and emphasizes parent training approaches, dyadic (parent-child) therapy, and treatment which directly change the child's behavior. Discusses the range of services which could be provided within the community to foster social competence in young children.…

Affirmed that verbal behaviors (time speaking, initiated assertions, referrals received and first-person statements) were related to self-traits as measured by personality measures and a subjective self-report. The results are indicative of a proactive-reactive dimension of social interaction from both self and behavioral perspectives. (Author)

Analyzes moral experience and discusses components of moral character that the moral educator should take into account. The analysis stresses the importance of moral character, seen partly in terms of the blind development of innate psychic capacities in response to environmental factors and the deliberate policies of educators. (AM)

Observations were made in 10 schools at the second-, fifth-, and seventh-grade levels of the forms of responses teachers and children provided to moral and social conventional transgressions. It was found that the responses of both teachers and children to social conventional events differed from their responses to moral events. (Author/RH)

Examines sociobiology (the biological study of human and animal social behavior on the basis of population genetics), which appears to have rapidly become scientifically acceptable, to determine if it constitutes good science. (PB)

Reports that physically abused and neglected children most frequently responded to positive overtures by adults by ignoring them and that they regularly responded in positive ways to overtures by peers. (FL)

Extends earlier work on aging as a process of exchange by focusing on the issue of exchange rates and how they are negotiated. Access to power resources declines with age, placing the old person in the position of negotiating from weakness. (Author)

Classroom management a collection of measures by which teachers control the events of a lesson. Research suggests that social behaviors can be learned in the same way as cognitive rules. (Author/JN)

After reviewing various studies of different national attitudes toward concepts of war and peace, the author describes a Finnish research project which used fantasy essays written by fifth-, seventh-, and ninth-grade pupils to identify the pupils' war images and to relate their war and peace attitudes to their behavior. (MF)

Sixty severely or profoundly handicapped young children in a residential treatment center were Ss in a modified time sampled observation study of social behavior, state, and physical context. Although system level changes in the institution's ecology did not appear to affect social interaction indices, the children's developmental ages were…

This review examines the literature on the social and behavioral characteristics of the educable mentally retarded (EMR), as children and as adults, which might influence their acceptance or rejection by non-EMR peers in a regular classroom. Attempts to modify undesirable behaviors are also reviewed. The conclusions are pessimistic. (SJL)