Outlines indicators and causes of stress; provides a checklist of elements of stress in environmental, organizational, and interpersonal classifications; and suggests techniques for effectively coping with identified areas of concern, which can lead to a positive, growth-producing situation. (JD)

A "people watching" tour through a school depicts mature, professional, responsible people doing immature, unprofessional, irresponsible things. When priorities of institutions and individuals do not mesh, a staff may become frustrated. Types of people and ways to serve their individual needs are examined in the context of building a…

The article describes some of the self-concept needs of gifted Black students and presents a model for helping Black secondary students develop positive self-concepts. (CL)

A dark side of modernization parallels the numerous and obvious positive social impacts. Current social, political, economic, and ecological plights have been viewed as manifestations of a broader cultural crisis caused by adherence to a "reductionist" approach to reality. Reality, indeed, can only be understood in terms of process and…

Counseling gifted preschoolers may prevent later underachievement and identify the need for intervention with children at risk for learning problems. Counseling goals include establishing a realistic self concept, helping children explore and label feelings, and coordinating resources for comprehensive assessment and intervention. (CL)

Family relationships can be strengthened through recreation and leisure activities. Articles dealing with leisure research, values, computers, recreation in rural areas, and youth sports are offered for those interested in facilitating the development of strong families. (DF)

This article is designed to help school psychologists: (1) identify victims of child abuse; (2) interview a victim and the victim's parents; (3) know who to notify when sexual abuse is suspected; and (4) identify suggested intervention and treatment approaches that are appropriate in the practice of school psychology. (Author/PN)

Teacher burnout is described as physical, emotional, and attitudinal exhaustion; and suggestions for coping with the symptoms of burnout are offered. (JMF)

When producing school plays, teachers can prepare students for the tryouts to avoid student frustration over the reality that everyone cannot play the lead. Suggestions include talking before the tryouts, meeting with those who are trying out, inviting students to participate in the crew, getting parents involved, being honest, and double casting…

College counselors can increase the likelihood of school success for learning-disabled students by developing long-term therapeutic relationships in which they help students maneuver through the system, acknowledging their limitations and celebrating their triumphs. Proper motivation is crucial to success. (Author/CB)

Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)

Responds to Sackney by stating that the purpose of "alternant leadership" is to avoid a permanent top-down approach to education. Proposes that leaders be accountable to those who elect them. Claims that psychological damage will not occur if all persons involved view the position as a rotating one. Related articles are EA 519 582 and…

Based upon an ecological orientation, several practical recommendations for providing psychological services at the high school level are presented. Attention is given to the process of entree, needs assessment, intervention design, and project evaluation. (Author/PN)

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)

Maintains that research and theory on personal space has stressed the importance of personal space norms in regulating the intimacy of interpersonal interaction. Describes a classroom activity that demonstrates to students how their personal needs vary depending on the relative level of intimacy of other components of the interaction. (CFR)