This response to Maag and Howell (EC 602 677) reviews the problem of exclusion from special education of children with social maladjustment. The response considers the historical need to limit services to children or youth with emotional or behavioral disorders and the current underidentification of such pupils. Definitional issues are also…

The paper examines current research on the social and personal competence of learning disabled (LD) adolescents and young adults, revealing two major lines of inquiry: (1) interpersonal environment (perceptions by others, sociometric status, social behavior deficits, verbal and nonverbal communication skills), and (2) affective status…

Examines the emotional and situational factors that influence the child victim's role in sexual assult by adults, and the social implications of blaming the victim. (Author/CM)

Research on cross-cultural learning helps to explain some of the variables with which program planners and evaluators must work to make attitudinal and adjustment elements of cross-cultural experiential learning successful. Clear delineation of program objectives (affective, cognitive, behavioral) and on-site contact persons are recommended. (MSE)

This study investigates the nature of the stresses on immigrant schoolchildren and the degree and type of maladjustments which become evident. Also considered is the relationship between ease of adjustment for the three national groups under study and their facility with the English language. (Author/EB)

Uses a structural deterministic perspective to explain the overrepresentation of African-Americans in the lower levels of the American social system. Discusses the negative impact of racism, classism, and sexism on the Black family and the socialization of Black youth. Urges the formation of community coalitions to provide youth activities and to…

The paper addresses the view that many of the secondary students suspended or excluded from school for disruptive behavior may be socially/emotionally handicapped. The legal and service delivery implications of this position are discussed within the context of current Australian special education policy. (DB)

Provides information on traumatic brain injury (TBI) and suggestions for integrating individuals with TBI into the group process through the use of four specific group counseling strategies: (1) pregroup orientation; (2) a "here-and-now" approach; (3) group exercises; and (4) follow-up and referral services. (LKS)

Warns that methods of molding "good students" (e.g., teacher-dominated decision making, lack of student participation/response, and solitary classwork) ensure conformity, docility, passivity, and dependence. Recommends coaching, rather than lecturing, for skill development; Socratic dialogue; environments that reduce fear of failure; and learning…

This discussion concludes that personal choice cannot be used to distinguish between students with serious emotional disturbances or social maladjustment, a distinction required by federal legislation. Literature supporting this conclusion is reviewed, focusing on conduct problems and disorders, choosing maladjusted behavior, choosing a serious…

This article addresses the controversy regarding the exclusion of youths labeled socially maladjusted from special education services for the seriously emotionally disturbed. The article reconceptualizes the issue from a cultural-organizational perspective, viewing such exclusion as resulting from a society that has little tolerance for "deviant"…

Discusses five areas concerning Heatherington et al.'s study: nature and nurture issues; deviance versus normative behavior in stepfamilies; context and meaning in different types of families; intersecting developmental trajectories; and gender differences. (JPB)

This paper explores social and psychological issues facing those with acquired hearing loss, including self-identity, dealing with the loss, communication issues, and the impact of hearing impairment on significant others. Strategies and innovative approaches to promoting the well-being of deafened and hard-of-hearing individuals and their…

This response to Maag and Howell (EC 602 677) suggests that their perspective is oversimplistic and naive about (1) organizational structures and processes relating to inclusion of students with social maladjustment in special education, and (2) the problem of change in school organization. (DB)

Speech communication plays a significant role in a liberal arts education. Studying and practicing oral communication constitutes direct inquiry into the social and psychological features of social life and survival and presents reality phenomena more directly and emphatically than do writing or other types of communication. Such direct social…