This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

A list of behavioral changes indicative of emotional distress is provided for teachers for use in identification and referral of potential suicides. (JD)

The author discusses social and emotional problems common to gifted children who feel "different" and suggests counseling techniques elementary teachers can use to address these problems, build self-concept, promote interpersonal skills, and improve school performance. (SJL)

Fourteen suggestions for principals and teachers in the aftermath of the terrorist attacks include providing school leadership, reassuring students about their own safety, maintaining a structured schedule, and engaging in patriotic activities. Seventeen Web sites for additional information and resources are listed. (DB)

Teachers often have difficulty responding to emotionally upset children in ways that help the students solve their problems. Examples of commonly used "put-downs and put-offs" and suggested techniques that teachers can use to lend emotional support are offered. (DF)

A school counselor recounts the case of a gifted 14-year-old with rheumatoid arthritis and a destructive home situation, to remind teachers that in-school problems have out-of-school roots and that the teacher is not the only professional available to, and concerned with, the well-being of the student. (DB)

The paper examines the effects of stress on children and considers ways in which teachers can help them cope. Three major sources of stress are identified: (1) normal developmental stress, such as pressure for academic success; (2) endemic social stress, resulting from such social trends as rising divorce rates and the general erosion of the…

Discusses Indochinese students from the perspectives of the language barrier and the emotional stress of readjustment on these students in the school setting. Offers solutions which educators may use to overcome language and emotional difficulties. (CM)

This advice to teachers stresses the need to avoid stigmatizing children whose families do not fit the traditional pattern and to be alert for signs that a child is experiencing emotional problems. A counseling program for children undergoing divorce is described and further resources on this topic are listed. (SJL)

This article looks at the roles and responsibilities of teachers concerning both their own and their students' reactions to death, in the context of the increasing numbers of medically fragile children in the classroom. The importance of teacher self-awareness, helping children understand and react to death, and providing parental assistance is…

This article addresses the preparation of teachers concerning their legal responsibilities when school-age children threaten or attempt suicide. Court-determined responsibilities of teachers are identified, and implications for teachers (such as understanding school policy and careful documentation and reporting of relevant student behavior) are…

Describes preventative remediation program, developed and implemented by author, for mild emotional/behavioral problems in rural elementary schools which allows students to remain in their regular classroom. Emphasizes consultative team approach utilizing itinerant behavioral specialists, school psychologists, and/or special education teachers,…

Provides a rationale for using bibliotherapy, then examines the proper way to administer it. (FL)

An interview with a specialist in childhood trauma examines such issues as what childhood trauma is, what signs teachers should be on the alert for, what traumatized children have in common, how long the effects of trauma last, when psychiatric help is necessary, and how teachers can help. (SM)

This guidebook was written for school personnel who come in direct, daily contact with the grieving student. Included is a description of what staff should expect from the grief experience of students and staff. It provides information about how to support the grieving student, healthy ways to grieve, and how to be empathetic. A description is…