Offers a report on a January 1987 colloquium on moral cognition in Chinese culture. Calls for creative teamwork on longitudinal interviews to gain a more exact picture of moral development structures in non-western cultures such as Taiwan. (BSR)

Determined nonbiological characteristics that discriminated between age groups and hypothesized life stages for these groups (provisional adulthood, age 30 transition, and settling down). Life stages do not fit completely but were of some use in describing the age groups, particularly provisional adulthood and settling down. (Author/BEF)

Presents a three-part model for counseling in employment settings. Three stages of the job cycle are identified: job preparation, search, and survival. Specific skills represent potential content for individual and group employment counseling. Skills learned have applicability to nonjob aspects of clients' lives, contributing to improvement in…

Utilizes three broad age categories to provide a general overview of the characteristics of conceptions of violence for children. Describes general characteristics of children's thought processes and provides specific information regarding children's conceptions of violence. Argues that knowledge regarding how children at different developmental…

This document describes a model for a developmentally based K-12 school guidance program which parallels the identifiable developmental stages children go through as they mature, and systematically addresses the learning, personal/social, and career needs that students have at various developmental stages. Lists of competencies are provided in…

Examines self-assessment as a personality structure that changes in its development as individuals mature. Explains prognosticative, actual (or correcting), and retrospective self-assessment. Develops a structural-dynamic explanatory model, characterizing self-assessment as a systemic formation. Relates self-evaluation to achievement, volitional…

In October 1979, representatives of six of the twenty member nations of the Asia Programme of Educational Innovation for Development met in Indonesia to discuss formulation of guidelines for developing instructional materials for teaching productive skills. This report on that conference begins with comments on experiences in materials development…

Introduces training personnel to the Instructional Systems Development approach. Presents information on this process for the development and conduct of efficient, effective performance-based training programs. Methodology is presented in five phases: analyze, design, develop, implement, and control. (Author/CH)

Defines and describes functional coordination, an administrative model designed to create social change through organizational and student development. Notes that functional coordination is applicable for one-time or repetitious short-term projects, program coordination or review, and long-range planning projects; and has intra- and…

A model of individual developments is described and a framework is presented for developing group environments that match the developmental levels of women and men who are dealing with sex role issues. (Author/KS)

This article focuses on two questions: (1) What experiences shape the norms, values, and skills of principals? and (2) How can these experiences be enhanced through formal and informal training and development activities? The article is concerned with school district-level activities and programs. (MT)

Reviews research on children's ability to remember events in relation to that of adults. Concludes that age interacts with other factors, including language and the relative development of knowledge structures, to determine suggestibility. Suggests that children's memories may at times be less easily influenced than adults' memories. (KH)

Explores reasons for the lack of developmental guidance programs in Catholic elementary schools. Presents a developmental guidance model to encourage total development of all students. Describes resources for elementary school guidance including shared personnel and intern programs, and presents guidelines from public school programs. (JAC)

Presents a graduate education model based on important assumptions about plans for society's and students' needs and also principles regarding program goals and development. Describes the model's specific components, i.e., a three-dimensional framework involving self, students, and systems interfacing with three learning levels. (BH)

Discusses Carol Gilligan's perspectives on the differences in male and female development, as stated in her 1982 book "In a Different Voice," in terms of implications for student services professionals. Presents several examples and related questions. (JAC)