Describes a preventive and supportive program, providing services to children in their own homes, which uses groupwork techniques to promote the social adjustment and development of children and youth from a black ghetto, while also providing intensive supportive services to the children's families. (JH)

This paper describes a group approach to the treatment of mildly retarded and borderline adolescents in a residential school setting. The program attempts to develop the requisite interpersonal skills for a successful return to community life. The approach utilizes strong reality orientation and role playing. (Author/MS)

The hypothesis tested was that the evaluations and affective responses which accompany ongoing behavior may operate as reinforcers and punishers, thus exercising control over the persistence of those behaviors. Results indicate potent systematic effects due to the differing content of such evaluations and the associated affect or affective tone.…

Reports study of possible determinants of sibling deidentification, or judgments of being different from one's sibling. Subjects were 383 university students from two-, and three-child families. (MS)

Discusses educational methods that increase the engineering student's awareness of social problems and culture; includes individualized programs, staff training, non-traditional instructional approaches, and humanizing educational environment. (MLH)

An attempt to formulate a model of social cognition which will describe what may be involved in making social cognitive inferences in children. Techniques for intervention are then derived from the model. (Author/NG)

Excerpt from "The Roots of Love" (Helene S. Arnstein, 1975). Book is concerned with feelings that are part of child's developmental stages. Included in excerpt are: genital self-discovery, masturbation, discovery of sex differences, and birth fantasies. Stresses importance of parent's feelings which are communicated to child.

In this book, the author tells the recent history of the natural and creative growth of a vital community of learners, of an experiment in collaborative education and social celebration of diverse experiences and skills that works to benefit young children, parents and practitioners in education and social services. After a background section,…

This guide is for educators who want to include social emotional learning (SEL) in their schools and classrooms. Focusing in detail on the process of implementing an SEL program, the author offers direct, usable guidance for busy school administrators, district supervisors, guidance counselors, and teachers of grades 412. In a handy, manual…

This document describes the Social and Emotional Learning (SEL) implementation process and key factors influencing its success. The process is described first in a one-page graphic, then in a brief summary, and finally through presentation of the full rubric. All three show a sequence of ten steps over three phases of implementation, along with a…

The author reacts to the impending reauthorization of the Head Start program by questioning evidence of its long-term impact and making several recommendations for reform: (1) Strengthen Head Start school readiness standards; (2) Guarantee civil rights protections for faith-based providers; (3) Encourage state innovation and improvement; and (4)…

Compared to the rest of the school day, recess is a time when children have more freedom to choose what they want to do and with whom. In light of the current climate of school accountability, this digest discusses research on recess and its relationship to learning, social development, and child health, as well as research on related topics that…

Asserting that 13 million U.S. children live in households with limited or uncertain access to sufficient food, this report highlights recent findings showing the adverse consequences of hunger and food insecurity for children. The findings are grouped into three broad areas: health consequences, psychosocial and behavioral impacts, and learning…

Research on environmental strategies to increase positive peer interactions has been conducted on a wide range of children, including 2- to 5-year-old typically developing children and children with a variety of developmental and social disabilities. Intervention efforts have been successful with both typically developing children and children…