Discusses the two Calgary Bearspaw Centres (separate classrooms staffed by a teacher-counselor and an attendance counselor) that have successfully provided an alternative to formal student suspension for inappropriate behavior since 1979. Describes referral, interview, and classroom procedures; types of students served; daily schedule; class…

ESL (English as a Second Language) teachers must be aware of the various cultures the students come from, of the problems newcomers face and of their aspirations and expectations of the school system. Multiculturalism, rather than mere adaptation to the existing culture, is the goal. (CFM)

Examined whether maladjusted children lack social cognitive skills. Asked fourth- and sixth-grade boys (N=60) with positive and negative peer status to generate alternative solutions to hypothetical problems. Results indicated that negative boys generated fewer alternative solutions, proposed fewer assertive and mature solutions and generated more…

Discusses various aspects of transition in nine articles dealing with changes in the role of the school counselor, student adjustment at various educational levels, the transition from school to work, relevance of education, and retirement. Emphasizes developmental aspects and the counselor's response. (JAC)

Administrators and teachers must be more understanding of the linguistic and cultural problems that Chinese students in Canada face. They are potentially very good English language learners. Their families emphasize academic achievement. If special attention is given to their problems, they will be successful students. (CFM)

Administered College Maladjustment scale from revised Minnesota Multiphasic Personality Inventory to college students in personal counseling (n=27), in vocational counseling (n=39), and on scholarship (n=27). Results indicated that, as predicted, students in personal counseling condition scored significantly higher than students in other…

College students (n=71) completed inventory of adaptively regressive experiences and Identity Status Interview. Found that Moratorium status students (actively engaged in identity formation) showed greater disposition to adaptive regression than did individuals in other statuses. Findings support view that adaptive regression may serve function in…

Examined education of children in Tanzania, United States, and Canada and immigrant parents' views on their child's transition to new educational system. Found that Tanzanian children who came to North America to continue schooling came mostly from public schools or child care centers, most with high educational aspirations. Factors inhibiting…

How well do early school entrants adjust socio-affectively when compared to their regularly admitted peers? Despite numerous publications on the subject, much controversy remains, mainly because of methodologically fragile studies. To assess the impact of a new early entrance policy in Quebec, 36 kindergarten and 42 Grade 2 teachers who had at…

Following an ecological framework, the primary purpose of this study was to examine the adjustment needs of international students within their academic and social communities. Focus group interviews revealed that students are more in need during their initial transition after arrival to the U.S. and that they experience a number of barriers in…

The themes of adult learning, cross-cultural learning, and transformative learning are common to many continuing educators working at universities across Canada. In this essay, I narrate my experiences as a mature, adult learner returning to university. Following a literature review and discussion of methodology, I begin this autobiographical…

The student entering a Canadian school from the West Indies has many pressures to overcome resulting from cultural differences. (SK)

Describes a collaborative project between Canadian elementary and junior high school counselors designed to ease the transition between elementary and junior high school. The orientation program included school visits and tours, counseling sessions, a buddy system, and a concentrated effort to combat rumors. (JAC)

Assessed the cross-sex similarity of behavioral disturbance dimensions as measured by the Bristol Social Adjustment Guides (BSAG) using a sample of 2,527 Ontario schoolchildren. Results confirmed the cross-sex equivalence in the factor structure and support the use of the BSAG's under- and overreaction scales as indicators of maladjustment. (JAC)

The problems affecting the reception, adjustment, and placement of Spanish-speaking students into the Toronto school system are discussed, and include immigration patterns, Spanish values, and the Latin American school. (Author/HP)