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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]

This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2022, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), held in Funchal, Madeira Island, Portugal, from 23 to 25 of April 2022. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2022 received 364 submissions, from more than 35 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters and Virtual Presentations. 121 submissions (overall, 33% acceptance rate) were accepted for presentation at the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the International Psychological Applications Conference and Trends (InPACT) 2022, held in Funchal, Madeira Island, Portugal, from April 23-25, 2022. The proceedings were published by inScience Press. For the 2021 proceedings, see ED622091.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

The epidemic of COVID-19 has disrupted education in over 150 nations and harmed 1.6 billion children. As a result, a number of nations have introduced some type of remote learning employing technology and students were encouraged to engage in self-determined learning. Many Educational Institutions that previously resisted changing their traditional pedagogical method were forced to use online teaching and learning exclusively. Internet-educated kids who have never encountered this issue are unfamiliar with it. As a result, they are confronted with a number of psychological issues and are negatively impacting the health, social, and material well-being of children globally, with the poorest children, such as homeless children and children in detention, being the hardest hit. As a result, the editors came to the conclusion that it would be beneficial to issue a call for papers in order to discuss the difficulties and opportunities associated with the practise of heutagogy from the psychological and technological vantage points indicated in the title. [This book was published by Tamil Nadu Open University.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

In October 2010, the Council of the Great City Schools released a major report on the academic status of African American males, "A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools." The report was the first phase of the Council's efforts to recommit the energies of the nation's urban public school systems to improving the quality of education for African American males nationwide. In the second phase of the Council's work, it commissioned a series of solution briefs from some of the nation's leading scholars and experts to help us think through an effective set of strategies to address the academic needs of African American males. This e-book is a compilation of those papers. The solutions outlined in each paper focus on both educational and noneducational strategies, such as expectations and self-esteem, early-childhood programs, college and career readiness, gifted and talented education, mathematics instruction, English language arts instruction, partnerships and mentoring, successful learning communities, out-of-school-time learning, health and safety, and the school-to-prison pipeline. This publication contains the following papers: (1) Reading, Writing, and Intellectual Development of African American Male Children and Youth (Alfred W. Tatum); (2) Accelerating the Learning of Underperforming Students in High School Mathematics (Robert P. Moses and Omowale J. Moses); (3) Increasing the Representation of African American Males in Gifted and Talented Programs (James L. Moore III and Lamont A. Flowers); (4) College and Career Readiness: Closing Gaps in Educational and Occupational Achievement for African American Males (Michael Nettles, Robert C. Schwartz, and Haijiang Wang); (5) Early-Childhood Education and Young Black Boys: A National Crisis and Proven Strategies to Address It (Aisha Ray); (6) The Expectations Factor in Black Male Achievement: Creating a Foundation for Educational Equity (Robert L. Green, George White, and Kevin K. Green); (7) Responding to the Challenges Confronting Black and Latino Males: The Role of Public Policy in Countering the "Crisis" and Promoting Success (Pedro A. Noguera); (8) Providing Solutions for Black Male Achievement: Partnerships and Mentoring (George L. Garrow Jr. and Esther B. Kaggwa); (9) Great Schools Are Not an Accident: Standards and Promising Practices for Educating Boys of Color (Ronald Walker, Edward Fergus, and Rhonda Tsoi-AFatt Bryant); (10) Community-Based and Equity-Centered Approaches to African American Male Development (Hal Smith); (11) Mentally Healthy and Safe Schools (Oscar Barbarin); (12) Ensuring Equality in School Discipline Practices and Policies and Dismantling the School-to-Prison Pipeline (Leticia Smith-Evans); and (13) Improving the Academic Achievement of African American Males: A Path Forward for America's Great City Schools (Michael Casserly). Individual papers contain tables, figures, references, notes, footnotes and appendices.

This document summarizes the proceedings of Head Start's Sixth National Research Conference on early childhood and family research. The first part of these proceedings compiles presentations from special sessions, including plenary sessions on promoting young childrens eagerness to learn in educational settings, self-regulation, and policies and programs that support families with children from birth to three. Presentations at the conference consisted of reports of research, literature reviews, and commentaries on research and practice in Head Start and Early Head Start. The next section of the proceedings recounts symposia, roundtables, and conversation hours, which addressed topics relating to: (1) research funded by the Administration on Children and Families, including the Family and Child Experiences Survey, Head Start Quality Research Centers, the Head Start Mental Health Research Consortium, and the National Evaluation of Early Head Start; (2) child development; (3) children with special needs and disabilities; (4) consequences of welfare reform; (5) early childhood assessment and outcomes; (6) language, literacy, and early learning; (7) parenting/families; (8) quality early education and child care; (9) quality health care; and (10) student programming. The third section of the proceedings summarizes the poster sessions. Topics included assessment/diagnosis, behavioral issues, child care, community resources, disabilities, bilingual issues, family functioning, fatherhood, infant/toddler programs, language development and early literacy, mental health intervention and services, instrument development, Native American issues, normal child development, parent involvement in childrens education, parenting styles, school achievement, and professional development. Appendices include lists of cooperating organizations, the program committee, and peer reviewers, as well as a directory of presenters and a subject index. (KB)

In this collection of papers, 10 social researchers and mental health specialists review and assess the state of the art in relevant areas of their expertise to provide an up-to-date and comprehensive account of the role of television as a teacher. An overview of issues, findings, and recommendations by Elizabeth J. Roberts is followed by nine papers on more specific topics: (1) "The Properties of Television and Its Effects on Children," by Alberta E. Siegel; (2) "Interpersonal Factors Mediating Viewing and Effects," by Aimee Dorr; (3) "Processes Involved in Children's Learning from Television: A Review of Research," by Tannis MacBeth Williams; (4) "Television and Social Values," by George Comstock; (5) "The Effects of Television on Institutionalized Children," by Eli A. Rubinstein; (6) "Television Drama and Commercials: A Report on Content and Context with Emphasis on Women and Girls," by Muriel G. Cantor; (7) "The Educational Use of Production Variables and Formative Research in Programing," by Keith W. Mielke; (8) "The Impact of Educational Television upon Young Children Around the World," by Wayne H. Holtzman; and (9) "Public Influence and Television Programing," by Richard I. Feinbloom. References are listed for each paper and a list of national media reform groups is attached. (LMM)

This paper describes the symptoms and ways of coping with chronic stress and briefly discusses effects of job related stress on school principals. Although stress is a normal condition, the symptoms should be identified. Under long-term stress individuals may experience six types of reactions, such as feelings of fatique and difficulty sleeping. School principals, who spend many hours daily dealing with individuals' problems, are exposed to considerable stress. Five factors are integral to coping with stress: control, success, satisfaction, support, and variety. These factors and other coping mechanisms are given practical application in narrative discussion. (CJH)

The first of 12 papers, "Colonial Labor and Theories of Inequality: The Case of International Harvestor", reports on the role of minority labor in one of the largest corporations in the U.S. and interprets the patterns of inequality within a framework of colonial theory. "Casimiro Barela: A Case Study of Chicano Political History in Colorado" recounts the accomplishments of a Chicano political leader who in the last quarter of the 19th century protected the rights of Chicanos in Colorado and throughout the Southwest. Other papers present a historical analysis of the Title VII Bilingual Education Act, discuss Chicanos in politics, summarize a mental health needs and attitude survey, describe the development of the Chicano working class in Santa Barbara, California, and discuss Chicanos as a post-Colonial minority. "Towards an Understanding of the Politicization of Lumpenproletariat: A Dramaturgical First Look" recounts the author's participation-observation experiences with a Brown Beret Chapter in its formative stage. Two other papers discuss Marxism and the Chicano Movement, and Tejano music as an expression of cultural nationalism. The final papers are "Language as an expression of Ideology: A Critique of a New Marxism View" and "The Social Origins of Chicano Nationalism, Class and Community in the Making of Aztlan: 1800-1900." (DS)

This collection of papers includes 6 parts. Part 1, "Latino Populations in the United States," includes: (1) "Latino Health Policy: Beyond Demographic Determinism" (Angelo Falcon, Marilyn Aguirre-Molina, and Carlos W. Molina); (2) "Latino Health Status" (Olivia Carter-Pokras and Ruth Enid Zambrana); and (3) "Latino Access To Health Care: The Role of Insurance, Managed Care, and Institutional Barriers" (J. Emilio Carrillo, Fernando M. Trevino, Joseph R. Betancourt, and Alberto Coustasse). Part 2, "Latino Life Stages and Health," includes: (4) "The Early Years: The Health of Children and Youth" (Glenn Flores and Ruth Enid Zambrana); (5) "The Reproductive Years: The Health of Latinas" (Aida L. Giachello); (6) "The Later Years: The Health of Elderly Latinos" (Valentine M. Villa and Fernando M. Torres-Gil); and (7) "Latino Mental Health and Treatment in the United States" (William A. Vega and Margarita Alegria). Part 3, "Patterns of Chronic Diseases among Latinos," includes: (8) "The Impact of Cancer on Latino Populations" (Amelie G. Ramirez and Lucina Suarez); (9) "Cardiovascular Disease" (Eliseo Perez-Stable, Teresa Juarbe, and Gina Moreno-John); (10) "Diabetes" (Jose Alejandro Luchsinger); and (11) "Gender, Context, and HIV Prevention among Latinos" (Hortensia Amaro, Rodolfo R. Vega, and Dellanira Valencia). Part 4, "Occupational Health and the Latino Workforce," includes: (12) "Occupational Health among Latino Workers in the Urban Setting" (Rafael Moure-Eraso and George Friedman-Jimenez) and (13) "Health and Occupational Risks of Latinos Living in Rural America" (Kathryn Azevedo and Hilda Ochoa Bogue). Part 5, "Alcohol, Tobacco, and Other Drug Use among Latinos," includes: (14) "Alcohol Use and Alcohol-Related Problems among Latinos in the United States" (Raul Caetano and Frank Hector Galvan); (15) "Tobacco Use among Latinos" (Gerardo Marin); and (16) "Latino Drug Use: Scope, Risk Factors, and Reduction Strategies" (Andres G. Gil and William A. Vega). Part 6, "A New Health Agenda," offers (17) "Latino Health Policy: A Look To the Future" (Marilyn Aguirre-Molina, Angelo Falcon, and Carlos W. Molina). (Papers contain references.) (SM)

A champion gymnast and long-time coach shares practical suggestions for encouraging young females to begin and maintain participation in sports. Backed by current research and filled with stories from girls and women across the country, the book discusses how to give girls the edge on future success and enduring well-being by encouraging them to strive and excel in sports. The book examines the mental, emotional, social, and physical benefits of sports participation, discussing why so many girls quit sports and what parents and coaches can do to spark their interest, nurture their ability, and cement their commitment at any age, from toddler to teen. The 11 chapters are: (1) "The Bonanza of Benefits"; (2) "Starting Right out of the High Chair Makes a Lasting Difference"; (3)"Understanding Sports Readiness"; (4) "Creating a Lifetime Enthusiasm for Sports"; (5) "Shopping for Recreation and Competition Programs"; (6) "Using Player-Friendly Language"; (7) "Exercise the Mind along with the Muscles"; (8) "What It Takes To Coach Girls"; (9) "Role Models Come in All Shapes and Sizes" (10) "Protecting a Girl's Right To Play Sports Her Way"; and (11) "Helping Your Daughter Stay with Sports." (SM)

This monograph contains articles on mental health needs, experiences, and preventive social work programs in ethnic minority communities. An overview by Gwenelle Styles O'Neal reviews factors that influence the mental health of ethnic minorities and explores family and community support networks for alleviating stress. Susan Bellinger examines mental health programs and preventive activities in the workplace and discusses efforts to evaluate these programs. June Brown considers whether primary prevention, which relies on examination of social conditions and environmental intervention, can improve the design of family and child social services. Samuel O. Miller and Rita Cates discuss distinctions and linkages between physical and mental health prevention approaches, consider prevention specifically for ethnic minorities, and discuss potentials for developing and implementing preventive programs. James Leigh examines preventive programs in the educational setting, and stresses the need for social work educators, practitioners, and students to be aware of how race and racism affect mental health. David Maldonado explores prevention among the minority elderly, focusing on the special needs of this group. Finally, Samuel O. Miller stresses the need to develop social work education curricula on preventive mental health in conjunction with existing social services, and examines social work curriculum development models for mental illness prevention among ethnic minorities. (MJL)

Presenting multi-ethnic views about the delivery of mental health services to the Hispanic population, this monograph contains 18 papers presented at the joint meeting of the Puerto Rican Medical Association's Psychiatry, Neurology and Neurosurgery Section, the Caribbean Psychiatric Association, and the American Psychiatric Association held in May 1976. The papers cover such topics as: the psychodynamics of prejudice; the evaluation and quality control of mental health services; the community mental health center in the central city--issues for administrators; clinical issues in the psychiatric treatment of Puerto Ricans; a community mental health program for Chicago's Spanish speaking people (8 years of evolution); psychiatric services to Puerto Rican patients in the Bronx; the importance of a community mental health center in a Spanish speaking community; diagnostic and prognostic surprises in Spanish American patients in Colorado; a separate complete program for Spanish speaking patients; the use of community workers in a Spanish speaking community; subtle bias in the treatment of the Spanish speaking; participation of Latinos and Blacks in outpatient services consumer surveys; day treatment of Hispanic adolescents involved with the courts; the language handicapped psychiatrist and patient in a bilingual situation; pharmacotherapy; voodoo, spiritualism and psychiatry; psychiatry and the criminal system; and the abused and neglected child. (NQ)

This book is one of a series of publications preserving the best writing and speeches of outstanding leaders of the American Alliance for Health, Physical Education, Recreation and Dance. Jay Bryan Nash was one of the founders of the Alliance. The speeches and essays by Nash in this collection are, for the most part, appearing in published form for the first time. The pieces deal with the health of man in the broadest possible sense of the word; mental and physical health are aligned with man's motives, ideals, and society. (JD)

This monograph contains several commissioned papers which attest to the significance of the family perspective in the understanding, treatment, and prevention of drug abuse. Papers discussing the fundamentals of a conceptual framework for the family perspective are followed by a review of theories of family growth and development, structure, function, and dysfunction, including reports of supporting research and case materials. Policy considerations for local treatment programs, state and federal initiatives, and the professional community are discussed. The monograph concludes with conceptual shifts and subsequent proposals that may institutionalize new ways of thinking about dysfunctional behavior. A report of the Office of Program Development and Analysis on the practice of primary prevention in family therapeutic work is included. A recurring theme throughout these papers is the supposition that specific family-related antecedents are associated with specific problematic behavior, that certain generic family factors are associated with dysfunctional behavior, and that investigations of the apparent commonalities would be useful. (Author/NRB)

Focusing on the direction future research on the Chicano elderly should take, the 10 papers address theory development, methodological approach, social policy and problems, mental health service delivery, and issues of mental illness. The first seven papers discuss: the theoretical perspectives of research pertaining to mental health and the Mexicano elders; Chicano culture and mental health among the elderly; the extent and heterogeneity of natural helping networks among the Chicano elderly; politics of elderly Mexican Americans, especially political behavior related to mental health; economic implications of aging and Chicano mental health; the premises and underlying values of Mexican and Anglo service delivery systems; differences which create problems in Chicano use of services; linguistic and sociocultural factors which affect the delivery of mental health services; research in the Chicano community; and an approach that views the researcher as an "objective" insider. "Forecasting Future Cohorts of Mexicano Elders" by Ernesto Galarza is a philosophical paper regarding the future and the Chicano elderly. Based on information presented in the preceding eight papers, the final two papers identify a series of research questions on the mental health of Chicano elderly and discuss theoretical and methodological issues of research on the Chicano elderly. (NQA)

This document contains the 42 reports from mini-conferences held in various nationwide locations prior to the 1981 White House Conference on Aging. Each report presents an overview of the topic, descriptions of particular problems, and statements of recommendations, based on the views of mini-conference participants, and made available to the official delegates to the 1981 White House Conference on Aging. A table of contents provides a list of the reports by number. The subsequent materials focus on the following topics: energy equity, long-term care, alcoholism, physical health, mental health, age stereotyping, lifelong learning, housing, minority/ethnic groups, diseases, religion, legal services, veterans, transportation, advocacy and consumer protection groups, and existing local/state/regional/national service-oriented programs for the elderly. (NRB)

This sourcebook contains 19 papers which discuss the mental health service needs of Southeast Asian refugees in the United States. The volume is divided into five sections: Treatment; Prevention; Services; Training; and Research. The papers (and their authors) are: (1) "Psychiatric Care for Southeast Asians: How Different Is Different?" (Tran Minh Tung); (2) "The Role of Culture in the Mental Health Treatment of Indochinese Refugees" (Hideki A. Ishisaka, Quynh T. Nguyen, and Joseph T. Okimoto); (3) "Mental Health of Southeast Asian Refugees: Observations Over Two Decades From Laos and the United States" (Joseph Westermeyer); (4) "Mental Health Treatment Issues for Southeast Asian Refugee Children" (Jean E. Carlin and Burton Z. Sokoloff); (5) "Overview of Clinical Issues in the Treatment of Southeast Asian Refugees" (J. David Kinzie); (6) "Southeast Asian Mental Health: Transition From Treatment Services to Prevention--A New Direction" (Tom Choken Owan); (7) "Preventive Intervention Research: A New Beginning" (Morton M. Silverman); (8) "Mental Health and Prevention Activities Targeted to Southeast Asian Refugees" (Bruce Thowpaou Bliatout, Rath Ben, Vinh The Do, Kham One Keopraseuth, Hollis Yap Bliatout, and David Tsanh-Tsing Lee); (9) "Southeast Asian Mutual Assistance Associations: An Approach for Community Development" (Le Xuan Khoa and Diana D. Bui); (10) "Alternative Mental Health Services Models in Asian/Pacific Communities" (Kenji Murase, Janey Egawa, and Nathaniel Tashima); (11) "Mental Health Services for Refugees and Immigrants in Canada" (San Duy Nguyen); (12) "A Community-Based Mental Health Service to Southeast Asian Refugees" (Rodger G. Lum); (13) "Inpatient Psychiatric Services for Southeast Asian Refugees" (Evelyn Lee); (14) "An Indochinese Mental Health Service Model in San Francisco" (Reiko Homma True); (15) "Training for Mental Health Service Providers to Southeast Asian Refugees: Models, Strategies, and Curricula" (Herbert Z. Wong); (16) "Mental Health and Refugee Youths: A Model for Diagnostic Training" (Jeanne F. Nidorf); (17) "Mental Health and the Refugee Experience: A Comparative Study of Southeast Asian Refugees" (Ruben G. Rumbaut); (19) "Research Concerns Associated with the Study of Southeast Asian Refugees" (William T. Liu and Freda Cheung); and (19) "Studying Vietnamese Refugees: Methodological Lessons in Transcultural Research" (Elena S. H. Yu). Supplementary statistical tables are included in an appendix. (KH)

In this book, 17 psychologists, anthropologists, social workers and others explore important theoretical and applied issues concerning the mental health of Appalachian people. Rejecting the view of Appalachia as an area dominated by a culture of poverty, these papers portray a strong regional culture based on family, community, and religion. This cultural context has implications for development of mental health problems and coping skills, and for delivery of mental health services. Part I, "The Appalachian Context," contains papers on past and present Appalachian cultural systems, Appalachian family ties, and religion in southern Appalachia. Part II, "Sociocultural Systems and Mental Health Problems," contains papers on adaptive socialization values of low-income Appalachian mothers; gender, class, and self-image; the social context of "nerves" in eastern Kentucky; and social support networks of families with handicapped children. Part III contains three papers on factors affecting the use of mental health services, ways to enhance service utilization, and differences in service utilization between Appalachians and non-Appalachians. Part IV, "Cultural Considerations in Therapeutic Encounters," contains papers on cross-cultural conflict between providers and local staff members and clients, Appalachian family therapy, and hospitalized Appalachian adolescents. Part V contains two papers on "Problems and Promise in Appalachian Mental Health Service Delivery." (SV)

Recognizing the need to increase the number of people from ethnically defined populations serving as research scientists in the mental health field, the National Institute of Mental Health (NIMH) created the Minority Access to Research Careers program in 1979. This program, now known as the Career Opportunities in Research Education and Training (COR), is intended to assist institutions of higher learning with a substantial enrollment of students from ethnically defined populations (African American, Hispanic, American Indian, Asian American) who are underrepresented in science fields relevant to mental health research in the training of a greater number of scientists and teachers. This collection is a compilation of papers from 22 research studies conducted through NIMH-COR programs around the country. The research reports are grouped into the following areas: (1) Mental Health and Cognition; (2) Biobehavioral Research; (3) Psychosocial Research; and (4) Culture and Anthropology. Most of the papers contain references. (SLD)

This book reports two scientific studies of the frequency of discrimination against women and the physical and mental health impacts of discrimination. The preface and introduction contain an overview of the studies, which examined a sample of women selected to represent educational, racial, economic, and age diversity, and a summary of existing scientific evidence of sex discrimination in health care, salaries, and work. The following items are included in part 1 (the first six chapters): rationale for and content of the 20-item Schedule of Sexist Events (SSE) that served as the survey instrument; results of administering the survey to the two samples (which consisted of 631 and 652 women, respectively); physical and psychiatric symptoms experienced by the women; and a theoretical model of how sexist discrimination impacts women's mental and physical health. The following papers constitute part 2 (chapters 7-8: "Coping with Sexist Discrimination: Toward Recovery and Resistance" (Phyllis Bronstein); "Individual and Collective Action: Social Approaches and Remedies for Sexist Discrimination" (Bernice Lott, Lisa M. Rocchio); and part 3 consisting of the paper "Legal Approaches to Sex Discrimination" (Lynne A. Wurzburg, Robert H. Klonoff). Fifty-two tables/figures are included. Appended is an explanation of the statistical analysis techniques used. Contains 273 references. (MN)

The sixteen chapters in this volume were selected from advocacy theme papers written by members of the American Counseling Association. They examine the role of the counselor as advocate for different groups of people, as follows: (1) "Developing a Common Language and Framework for Understanding Advocacy in Counseling," (R. L. Toporek); (2) "Advocacy on Behalf of African American Clients," (J-A L. Sander); (3) "Challenging Linguicism: Action Strategies for Counselors and Client-Colleagues," (S. F. Chen-Hayes, M. Chen, and N. Athar); (4) "Advocacy for Native American Indian and Alaska Native Clients and Counselees," (R. Herring); (5) "Empowerment Strategies from Latino/Latina Perspectives" (P. Arredondo and L. Vazquez); (6) "Multiracial Families," (K. Kenney); (7) "Youth Advocacy," (M. D'Andrea and J. Daniels); (8) "Advocating on Behalf of Older Adults," (J. Goodman and E. Waters); (9) "Social Justice Advocacy with Lesbian, Bisexual, Gay, and Transgendered Persons," (S. F. Chen-Hayes); (10) "Gender-Based Advocacy for Equity and Non-Violence," (S. Hansen); (11) "Domestic Violence: The Case for Social Advocacy," (M. S. Arnold and K. Sobieraj); (12) "Advocacy on Issues Related to Addictions" (M. J. Taleff); (13) "Advocacy for People with HIV/AIDS," (J. Cebuhar); (14) "Working with Mental Health Care Advocacy Groups," (M. Tenety and M. Kiselica); (15) "Advocacy and Indigenous Methods of Healing," (D. W. Sue); and (16) "Advocating for Women in the Criminal Justice and Addiction Treatment Systems," (K. Kelly and G. Empson). Each chapter provides a list of references. Also includes 25 citations for additional resources related to advocacy. (MKA)

This book contains 13 papers resulting from roundtable discussions at the 1993 Society for Research in Child Development Meeting. The overall intent of the papers is to plan the course for child health care, public policy, and developmental research into the next century. The book is divided into three parts, each covering one topic. Research issues discussed include: (1) the effects of poverty on children; (2) research on African American infants; (3) Hispanic children and their families; (4) literacy and poverty; and (5) socioeconomic status and alcoholism. Health issues discussed include: (1) reducing infant mortality and improving health outcomes for children born in poverty; (2) preventive health and developmental care for at-risk youth; (3) the relationships between risk and protective factors, developmental outcomes, and the home environment; and (4) environmental risks and child mental health. Policy issues discussed include: (1) setting research priorities for poverty children; (2) meeting the support needs of parents; (3) policies for children as a social obligation; and (4) models for integrating research, policy, and programs. All but two of the papers contain references. (JW)

The old-fashioned focus on individuals as separate from their surroundings is no longer tenable. The papers in this edited volume are informed by the Group Relations model which was designed to help those providing services to children and adolescents to evaluate treatment programs and to make needed improvements. The chapters describe how a multitude of factors--the competence of staff; the safety, nurturing, and protective elements of the emotional, physical, and political setting; and overt and covert organizational dynamics--determine whether or not a treatment setting accomplishes its therapeutic aims. The specific issues discussed here include the residential setting in psychotherapeutic work with adolescents, angry children and frightened staff, applications of the Tavistock Group Relations Model in community mental health and protective service systems, revitalizing human service organizations, and the school romance, which is an analysis of the subjective experience of school life. Topics covered include the emphasis on groups-as-a-whole in problem solving and treatment design; narrowing the gap between plan and outcome; issues of staff selection, training, and development; the dynamics involved in the psychiatric treatment of children, revitalizing organizations, and countertransference responses in the treatment of children and adolescents. Each paper features a short bibliography. (RJM)