Describes the development of the College Freshman Adjustment Scale (CFAS) which enables deans and counselors to pinpoint quickly those areas of college life which may be generative of the problems college freshmen may experience. The CFAS was developed for two general areas: personal-social adjustment and academic adjustment. (Author/RC)

Discusses social, psychological, and economic consequences of late life divorce. Describes areas of needed research, including demographic aspects of late life divorce, social and psychological consequences, adaption to divorce, and legal and economic consequences. (RC)

A few tips for helping students who are designated as disabled integrate into the regular school setting socially as well as academically are offered to administrators and teachers. (KC)

A social adjustment program serves the needs of pupils who have behavioral disorders of varying degrees ranging from insignificant disruptive behavior to hard core delinquency. The basic implication for the school is to educate the socially maladjusted pupil as well as to modify his behavior. (Author)

Four types of peer victimizations (physical, direct verbal, indirect verbal, and general) were assessed using a sample of 200 kindergartners. Peer victimization was reported by a large percentage of children, with female and males being equally at risk. Victimized children were compared to nonvictimized children on several social and academic…

A study involving 639 Chinese gifted students (grades 4-12) found that intense emotional involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations were relatively common adjustment problems. Poor interpersonal relationships were not. Results also indicated that conventional intelligence increased…

C. Davis and M. Cowles (1989) analyzed a total trait anxiety score on the Endler Multidimensional Anxiety Scales (EMAS)--a unidimensional construct that this multidimensional measure does not assess. Data are reanalyzed using the appropriate scoring procedure for the EMAS. Subjects included 145 undergraduates in 1 of 4 testing conditions. (SLD)

This literature review focuses on recent studies devoted to hypothesized aspects of social relatedness in autism, discussing attachment and social interest, recognition of and communication of emotions, social cognition, social communication, symbolic play, neuroanatomy of social relatedness, and neurochemistry of social relatedness. (JDD)

Findings suggest a certain amount of discordance in teacher and peer perceptions of children's likability, and an association of discordance with differential perceptions of children's social behaviors. A teacher preference measure used in combination with sociometric measures may provide more reliable assessment of social adjustment than peer…

Studied intrainstitutional relocation of 40 men aged 53 to 91 and its effects on social integration, and behavioral and self-reported measures of psychosocial adaptation. Found in both longitudinal and time-lag analyses of pre- and post-relocation data, relocated men had lower scores on attitude toward aging dimension, fewer friends, and evidenced…

College students (n=80) rated children labeled as male/female, "gifted"/"average" and gender-typical/gender-atypical in academic interests on 30 adjective scales. Children labeled "gifted" were rated closer to "odd" than to "fits in well." Gender-atypical boys were considered more "odd" and gender-atypical girls were rated less "odd" than were…

This study assessed the social adjustment of female early college entrants using standard measures of adjustment and two comparison groups (traditional college students and boarding school students). Early entrants evidenced higher social conformity and solitary activity than boarding students. They evidenced social adjustment similar to college…

Experiences of giftedness were studied through written responses to a phenomenological inquiry with seventh (n=40), eighth (n=41), and ninth (n=4) graders. Responses were qualitatively reduced to representative items, and students then performed card sorts of items. Analysis of students' sorts suggest positive and negative elements of the…

Measures the degree to which group guidance and small group counseling generated positive change in the social acceptance and self-esteem of normal and socially inefficacious adolescents. Both methods enhanced the social acceptability of the adolescents, with partial gains recorded in self-esteem. Recommends a combination of both methods. (RJM)

The Conners Rating Scale was used to identify psychoeducational, neuropsychological, and sociobehavioral variables in attempting to define subtypes within a population of 95 children (mean age 10.6 years) with learning disabilities (LD) or documented brain damage. Results supported the sociobehavioral component in LD subtyping and parallels…