This paper describes a multidiscipline center organized within an urban school system to deal with the educational difficulties of disruptive children. Data relevant to the evaluation of the success of the center's first 18 months of operation are given. (Author)

Suggests six guidelines as central framework for planning new vocational and technical programs. (GR)

Results indicated that the average child manifests a few of each type of deviant behavior, but rarely shows a large number of behaviors related to any one type of disorder. Deviant behavior was inversely associated with intelligence, but minimally affected by race, socioeconomic status and age. (Author)

Suggests a series of measures for prevention of child abuse through education, legislation, elimination of poverty, and social services. (Author/AJ)

The author suggests that human beings could eliminate their usual feelings of disturbance and upsetness and retain their appropriate feelings of disappointment and annoyance if they stop demanding and awfulizing" reality and dictating that it be other than it indubitably is. (Author/CG)

Describes intervention program in which unpaid, untrained, and minimally supervised volunteers served in a one to one helping relationship with children manifesting behavioral problems. Although the program failed to have a substantial overall therapeutic impact, children displaying a high incidence of inadequate immature" behavior showed marked…

It is concluded that students must learn that in a democracy settlements, not fixed solutions, must be sought for existing social problems. (SD)

School systems can adopt a preventive approach toward improving mental health ofits students and staff, through supportive services andindividualized programming. (NH)

Maintains that NCTE should focus upon problems with which it is prepared by professional expertise and influence to deal; appears also in Elementary English," vol. 47, no. 4 (April 1970), 591-92, as Counciletter: Charting Our Course." (RD)

A one week "course-happening involving adults and teenagers used self-inquiry, role playing, and group discussions to develop intergenerational communication and understanding. Techniques and results are discussed. (DR)

An assessment of the progress of the regional educational laboratories created under Title IV of the 1966 Elementary and Secondary Education Act. Specific information on 12 laboratories is included. (AP)

The student's constitutional right to dress and groom himself as he pleases and the coach's right to maintain discipline of his team are discussed. (GC)