Reviews recent product-oriented outcome studies from the perspective of whether VLBW (very low birthweight) infants born since 1975 (when intensive care methods became relatively stabilized in effectiveness) show behavioral problems, intellectual impairment, linguistic or social deficits. (RWB)

This paper defines social withdrawal from a social skills perspective and presents a fourfold classification system of children's social skills deficits. The paper reviews the literature in discussing assessment procedures; social skills training strategies (modeling, coaching, peer-mediated interventions, and group contingencies); and…

The paper reviews the complexity of the social and affective demands confronting children aged 4-10 and the advantages of preventive over remedial interventions. Components of classroom-based social problem-solving preventive interventions are described, along with practical issues in program implementation. (Author/JDD)

Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.…

The social/emotional impact of a gifted pullout program (grades 3-5) on participants (N=301) was evaluated through surveys administered to gifted and non-gifted students, staff, and parents. Elitism, social interactions, and peer/teacher expectations were examined. Results suggested either a neutral or supportive effect on program participants.…

Examines cognitive processing and semantic influences on the developmental patterning of everyday social explanation in a cross-cultural investigation undertaken among American and Hindu adults and children (ages 8, 11, and 15). (HOD)

Reports subjective impressions of the impact of university exposure on the lives of 26 Canada Natives from northern Manitoba. Considers economic/employment, social, family, individual, and geographic aspects. Finds majority believe university experience was most positive/worthwhile for personal growth and development. (NEC)

Two groups of children who had attended open and traditional classrooms, respectively, for three years were compared. Multivariate analyses of repeated measures showed that open-classroom subjects had higher scores in social problem-solving cognitions, self-esteem, and ego strength. (Author/BW)

Extracts of two background papers are presented: (1) The ILO (International Labour Organisation) Workers' Education Programme and (2) promotion of wider concepts of workers' education linked to other forms of education and education at the workplace. (CT)

Presents results of two surveys that show the development of attitudes of Swedish students on socially important issues (readiness to help others, tolerance toward deviant persons) over the later school years. Describes changes in those attitudes among 15 year olds during the 1970s. Discusses influence of teachers on those attitudes. (SB)

Explores limits of existing knowledge and research on the joint and separate effects of racism and sexism. Proposes an "interactive" approach to studying the two problems that, in defining the complex meanings of racism and sexism, capitalizes on the experiences of Black women and all other gender-race groups. (Author/ML)

The most important components of social relationships between pupils are described and systemized. Then the scattered and diverse methods for assessing social relationships are described and analyzed. (PN)

This book presents highlights from the February 2004 Forum. It is a highly informative resource on the discussions of implementing and maintaining student support systems in different environments. It provides perspectives on helping to achieve student success for students with emotional and behavioral problems.

In order to develop an understanding of mentoring relationships and the impact these relationships might have on the development of high-risk adolescent females, this qualitative study explored the relationships between six "Little Sisters" and their Big Sisters mentors. The purposefully-selected sample included women and girls who were actively…

This methodological report documents the design, development, and psychometric characteristics of the assessment instruments used in the third grade data collection of the ECLS-K. The instruments examined include those developed to measure cognitive and socioemotional development. In addition, issues in analyzing longitudinal measures are…