The author describes the socializing process of role modeling and the different experiences of males and females. She defines and analyzes the mentor relationship and its impact on career development, presenting a model of career stages. The lack of mentor relationships for women and possible solutions are also discussed. (Author/ SK)

Subjects were randomly assigned to one of three treatment conditions: assertion training; discussion; or no-treatment. Roommates of trainees obtained significantly higher assertiveness scores than did roommates of students in the other two groups. (Author)

Discusses behavior and learning theories and describes a supervisor training program based on behavior-modeling techniques. Reviews research evaluating the effectiveness of this technique in improving supervisors' performance. (SK)

The school counselor functions as a therapeutic model in many diverse roles. Modeling strategies include semantic modeling, self-disclosure, power in modeling, role reversal, and field modeling. Counselors must present an image of confidence and competence to their clients. (JAC)

Coaching and modeling were equivalent procedures for teaching social skills to isolated children. The abbreviated combination of coaching and modeling did not add to the effects. Peer orientation proved to be only a relatively weak modulator of responsiveness to social skills training. (Author)

The effect of edited videotapes combining self-modeling stimuli with cartoon reinforcements on the tantrum behavior of a seven-year-old schizophrenic retarded girl was evaluated. Results demonstrated a correlation between the videotape intervention and substantial reduction of tantrum behaviors along with an increase in task persistence. (CL)

Investigated the effect of using tape-recorded aural models for home practice on selected sight-reading and performance skills of sixth-grade clarinet students. The tape recordings had no observed effects on the selected music skills, nor did the students using them complete more music exercises, as had been hypothesized. (Author/SJL)

Graduate students were exposed to a training procedure that enabled them to verbally practice responding to client negative affect and then observe a model counselor's response. When these subjects counseled angry or depressed role-playing clients, they responded more consistently than subjects exposed to other training procedures. (Author)

A review of research literature in the area of male roles and middle age suggests that adherence to the traditional male role may be deleterious to readjustment during middle-age transitions. Traditional roles require men to have characteristics that are questioned during the middle years. (Author)

This study determines the effectiveness of the counseling ability of master's degree students in counseling during an intensive prepracticum experience utilizing the concept of self-modeling via videotape, and determines the effectiveness of self-modeling videotape procedures. (Author)

Presents a study examining current network television newscasts to determine the extent to which "helplessness" models are depicted. Concludes that there is little variation between the networks and that, in some ways, the rendering of the story rather than the event itself produces the "helplessness" model. (JMF)

Describes a pilot television program, "Where Do You Work?" which was designed to contribute to each child's self-awareness and occupational awareness through the presentation of occupational role models. The production process and results of field testing are discussed. (CMV)

Considers ways to reform social studies education, beginning with preservice teacher education. Topics include constructivism, appropriate use of technology, modeling, reflecting, active student involvement, developing a community of learners, and student attitudes regarding preservice teacher education. (LRW)

Describes strategies parents can use to teach English to children with deafness or those hard of hearing. Strategies include modeling reading and writing, communicating with the child in writing, providing word-rich books and writing supplies, playing word-based games, and learning special techniques for reading to and with the child. (CR)

Describes a reflexive approach to technology training for preservice teachers blending elements from competency-based and integrative models so that students use technology as learner and teacher. Discusses technology portfolios as an instructional strategy, metacognitive strategies for self-understanding, and modeling and peer tutoring. (PEN)