This article describes training roles and experiences of a new special education paraprofessional. Offering two-year, A.A.-level training, the Child Health Care Worker Training Program gives such personnel clinical, academic, and community training which articulates with unmet special education needs for developmentally disabled children and their…

In order to facilitate a synergistic relationship to the community, the Center for Human Development was established at Loras College in Dubuque, Iowa. The major purpose of the Center was to initiate adjunct professional experiences to assist the training of graduate students in counseling and guidance. Results are discussed. (Author)

The "set-up" exercise is a structured experience enabling counselors and other helping professionals to examine in detail one aspect of the counseling process, "response-ability." Counselors must clearly define their role in a helping interaction and identify how they and the client may sabotage growth to achieve desired results. (Author)

In 1976 a new organizational structure was established in the Lincoln Psychiatric Residency Program of the Albert Einstein College of Medicine in which the chief resident was given responsibility for the residents in all years of training. Problems and benefits of this broad area of control are addressed. (LBH)

A weekly, hour-long seminar held for medical residents in a county hospital helped house staff members in making psychiatric diagnoses, understanding how psychiatric difficulties are part of medical problems, learning the use of psychtropic drugs, being able to provide support and continuing of care, and developing communication skills. (LBH)

Classroom meetings get children involved in developing the social responsibilities necessary to solve their behavioral and educational problems. Practical suggestions are included in the article for basic techniques that might be useful in conducting these group meetings. (Author)

Describes an approach to train teacher education students in interpersonal skills. Undergraduate secondary education students (N=21) received 20 hours of training in interpersonal skills followed by 10 hours of training in their classroom application. Results indicated that this type of training does promote significant development of these…

Ways in which the university library, in cooperation with the teaching staff, can ensure that information-gathering techniques become an integral part of the university education of first-year students are discussed. (LBH)

The development of marital health as a bona fide health field is posited as the most viable means for obtaining funding for training, research and treatment concerning the marital dyad equal to such funding now available for other health fields. (Author)

A problem with current methods for teaching and evaluating interpersonal skills is addressed: the failure to include a wide range of behaviors reported in the literature as contributing to patient dissatisfaction and noncompliance. A comprehensive interpersonal skills training program and pretest-posttest evaluation are described. (Author/LBH)

Using prompting and reinforcement procedures, five severely retarded individuals were trained and employed as client care workers to provide verbal and physical interaction and leisure materials to nonambulatory, multiply=handicapped residents of a mental retardation facility. Levels of interaction equalled or exceeded those displayed by exemplary…

A multicomponent treatment package consisting of role playing, graphic feedback, contingent reinforcement, and self-monitoring increased the rate of positive statements among four handicapped high school youth during a social/leisure activity at a work training setting. There was no evidence of generalization to other activities. (Author/DB)

Questionnaires were sent to 116 newly appointed reference librarians at academic institutions regarding the extent, content, and evaluation of their introductory training for their new positions. The majority of respondents indicated lack of overall planning and content depth in their training. (Author/EM)

Eight high- and low-status nonhandicapped students ages 7-10 (N=8) were taught to direct social initiations to eight severely handicapped students during recess. Interactions of the high-status students resulted in higher levels of initiations by nontrained peers toward the handicapped students than did interactions of low-status students.…

The author defines competency-based individual and mediated instruction and argues that it should be used in developing countries' training programs. He cites barriers to implementation of competency-based instruction, including translation problems, the need for inservice teacher training, and geography. Possible solutions are presented. (CH)