Characteristics of students with communication apprehension are described, and four teaching strategies are discussed: teaching the functions of silence, developing alternative means for obtaining students' responses, setting routines for students to indicate their participation, and developing collaborations and communities of learning among…

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 article provides a brief overview of the status of knowledge in the area of child and adolescent depression, focusing on depression in handicapped populations in school settings and the implications for special educators. The article describes diagnostic criteria, identification procedures, assessment methodology, and intervention strategies.…

The task of dissolving infantile dependency ties to the mother and family during adolescence has been frequently cited as a major developmental task of adolescence. The role of the mother in the resolution of the rapprochement crisis as it continues into adolescence was illustrated through a case analysis of a 14-year-old boy and his mother. The…

Ways hospitals can promote the psychological and social well being of young patients are explored in this paper. First, the importance of familiarizing the child with the hospital is emphasized. Second, emotions hospitalized children may feel and the possible causes of those emotions are listed. Third, methods hospital personnel can use to help…

This paper discusses attitudes that may come into play when a parent enters the treatment picture with a disturbed student. The attitudes of therapists toward parents, including sources of bias, and reasons for controlling it, are presented. The attitudes of parents toward their emotionally disturbed child, toward treatment, and toward therapists…

This document contains articles addressing a variety of psychological and behavioral problems of adolescents and children and is intended as a resource tool for school psychologists. Articles include background information, approaches regarding assessment of the behavior of concern, intervention possibilities, monitoring methods, and references.…

This article identifies typical problems that gifted students face in social and emotional adjustment, including anxiety caused by advanced knowledge or understanding; heightened sensitivity to feelings of others; perfectionist tendencies; and feelings of being alone, isolated, and different. Resources to help students, parents, and teachers are…

This article describes interventions available for remediating the social and personal problems of students with learning disabilities. Problems are categorized as environmental conflicts or personal disturbances. Interventions described include contingency management, cognitive-behavioral interventions, social skills training, stimulant…

This guide provides information on seizures in students with traumatic brain injury (TBI) and offers guidelines for classroom management. First, a classification system for seizures is presented with specific types of seizures explained. Post-traumatic seizures are specifically addressed as is the importance of seizure prevention when possible.…

First of a two-part report on a 1982 study by the staff of the Education and Work program at Northwest Regional Educational Laboratory (NWREL), this issue presents the preliminary findings from questionnaires (and telephone surveys) of 30 unemployed men and women. In order to determine how unemployment affects people, NWREL's study identified and…

While acknowledging that studies reveal no single personality structure characteristic of disabled readers, the author presents basic techniques for secondary teachers which improve reading while taking account of the emotional needs and predispositions of nonreaders. (SJL)

Educators are in an excellent position to identify seriously troubled young people. Major causes of adolescent problems are discussed, including drugs, parental failure, and biochemical disturbances. Educators can best intervene by becoming aware of support services within their own school and community. (TE)

Interviews with 4 gifted learning-disabled boys, (aged 9 to 12), their parents, and their teachers identified themes in their social/emotional development including interpersonal relationships, self-concept, and learning characteristics. Unique characteristics included a powerful fear of failure, inconsistent social skills, and a fluctuating self…

Reports on psychological support for emotionally and behaviorally disturbed children in 286 state day or boarding schools and 83 independent schools in Great Britain. Concludes that many flaws exist in the educational structure and that a full-time psychologist is necessary for both the student and teachers. (CFR)