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This document contains papers and reports read at the August 1968, meeting of the Continuing Interest Group on Values, a subgroup of the National Conference of Professors of Educational Administration, held at the State University of New York at Albany. Included are three papers by C. Robert Blackmon; the first considers values as education's most neglected problem, the second is a report of the 1967 meeting, and the third is a report of data from a survey of professors of educational administration concerning values. Other papers include: "Value Problems of the Urban School Administrator," by Charles A. Bird; "Values, Perception and Leadership Behavior," by Benjamin M. Sachs; "Some Implications of Social Change for the Public School Administrator," by Edward T. Ladd; and "The Relevance of Values to Psychological Health," by Richard E. Worthen. (JK)

AS PART OF A LARGER STUDY OF CAREERS IN THE MENTAL HEALTH FIELD BEING MADE AT THE UNIVERSITY OF CHICAGO, THIS INVESTIGATION STUDIED (1) A MODEL FOR STUDYING PROFESSIONAL BEHAVIOR, (2) EXTENT TO WHICH PROFESSIONAL, IDEOLOGICAL, AND INSTITUTIONAL FACTORS INFLUENCE PROFESSIONAL FUNCTIONS, AND (3) IMPLICATIONS FOR UNDERSTANDING PROFESSIONAL ADULT EDUCATORS. PROFESSIONAL MENTAL HEALTH PERSONNEL WERE STUDIED BY QUESTIONNAIRE IN METROPOLITAN CHICAGO, LOS ANGELES, AND NEW YORK. LINES OF SPECIALIZATION WERE DRAWN BETWEEN MEDICALLY TRAINED PROFESSIONALS WHO DID THERAPY IN PRIVATE PRACTICE AND NONMEDICAL PROFESSIONALS WHO ENGAGED IN ADMINISTRATION AND NON-INTENSIVE CLIENT CONTACT. AFTER ANALYZING THE PROFESSIONS AND MAJOR JOB ACTIVITIES, IT WAS CONCLUDED THAT KNOWLEDGE OF THE WORK SETTING WAS THE BEST PREDICTOR OF THE DISTRIBUTION OF MENTAL HEALTH PROFESSIONALS IN FIVE OUT OF SIX TYPES OF FUNCTIONS, AND WAS A PREREQUISITE TO UNDERSTANDING THE INFLUENCE OF IDEOLOGICAL ADHERENCE AND PROFESSIONAL TRAINING. IMPLICATIONS FOR RESEARCH IN ADULT EDUCATION INCLUDE THE NEED TO STUDY PROFESSIONAL BEHAVIOR IN THE WORK SITUATION, TO CONCENTRATE ON ORGANIZATIONAL AND SOCIAL CONTROLS, AND TO INCLUDE A METROPOLITAN COMMUNITY IN THE STUDY. THIS PAPER WAS PRESENTED AT A NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH (CHICAGO, FEBRUARY 11-13, 1968). (PT)

Theories behind the presence and absence of libraries in correctional institutions can be deduced from information on their history, their proponents, and their budgets. Theories range from punitive to religious, humanitarian, educational and legalistic. The therapeutic theory of library access for inmates would further advance library service, but it is as yet unaccepted. The history of prison libraries up to 1950 shows that the punitive, religious, humanitarian and educational theories variously held sway. In the late 1950's and early 1960's, although some encouraging events took place, only three successful library programs were reported; all other projects were in the form of surveys, speeches and plans. More recently, the prison law library has become a hot issue, and it has introduced a new basis for library access to inmates--that of legal right. The basis of library service to prisoners should be changed from legal necessity to rehabilitation. One must refer to the literature of bibliotherapy to find an explanation of how books can be therapeutic and to find suggestions of programs and methods. There are significant projects for correctional institutions that demonstrate that bibliotherapy is one means to a truly rehabilitative phase of correctional library theory. (JB)

Several studies have been done about Mexican Americans but, in the area of their mental health, "a scant dozen articles are worth reviewing." Since the literature has been consistent in reflecting that a low socioeconomic level combined with extensive use of Spanish lowers IQ test scores of Mexican Americans, these factors should be studied in connection with the educational achievement of Mexican Americans and their mental health (i.e., in terms of such personality types as obsessive-compulsive, impulsive, schizophrenic, passive-dependent, and depressive). This could be done because Mexican Americans are highly distinguishable from other ethnic groups and are set apart by such factors as low median family income, speaking Spanish as a first language, a behavior and value system reflecting another culture, and a tendency to live in barrios. In such a study, 8 hypotheses are proposed for testing on a random sample of large numbers of Mexican Americans from all socioeconomic levels and ages, from every state in the Southwest, from rural and urban settings, from the Chicano militant element, from colleges, and from the Hispano component. The actual survey should be done by special questionnaire and a short adapted form of standard personality tests with some in Spanish. Examiners should be Mexican Americans highly trained in psychiatric interviewing procedures. In summary, this investigation should be a broad-based study on the mental health and educational achievement of Mexican Americans. (NQ)

An interdisciplinary research study is suggested following a review of the more significant studies that have been attempted to explain the degree of educational retardation of the Mexican American as related to such factors as life stresses (e.g., economic deprivation) and learning styles. This study would be a combination of survey research (testing scores, percentages, etc. of students at given grades) and research for hypothesis testing wherein a random sample of the total Mexican American population would be used. It is noted that such a study would provide large quantities of data on sociologic, family, education, cognitive, and personality functioning and would assess the co-variation and influence of each of these variables on each of the other variables. (NQ)

The resume of health problems facing the American Indian school child emphasized that health, culture, education, and economics are mutually interdependent and must be evaluated and planned for jointly. Specific health problems discussed include general health, nutrition, fever and chronic illness, hearing, sight, and mental health. Recommendations were that health conditions be evaluated on a community-wide basis; that family-oriented nutrition surveys be done to evaluate nutritional status of Indian communities; that medical histories of each child be evaluated as each preschool or school-age child is given a complete medical examination; that hearing problems should be detected as early as possible and audiometric examination should be done to detect any loss of particular pitch; that each child's vision be evaluated not only by a Snellen chart test but also by ocular measurements to determine if eye deformity exists; and that mental health programs be planned in a comprehensive fashion, by treating not only the individual but the social environment from which he comes. (JB)

Schools have a major contribution to make in the area of mental health and have a responsibility to develop programs of a positive nature which will provide favorable grounds for the emergence of mentally healthy individuals. Schools cannot prevent all emotional disorders, neither can they correct all those which come to them. Public opinion and the judgments of educators agree that the most significant results of education are the generalized learnings and attitudes that enable a person to attack his life problems more successfully, rather than the specific skills and information he receives. The quality of the school's influence for mental health is determined by the personal characteristics of the teachers. Psychosocial needs of children and positive teacher characteristics are discussed. Implications, including the need for concern toward teacher mental health are discussed. Guidelines for developing a school mental health program are presented. (Author/KJ)

The entire journal contains summaries of topics and papers delivered at the Annual Meeting of American Orthopsychiatry (48th, March 21-24, 1971, Washington, D.C.). Author, title, and session indexes are provided. (RD)

Statement released by the Board of Directors, National Council on Family Relations, May 20, 1971. (Editor)

The 3 major papers of a symposium are included. Primary emphases are on: (1) problems of conceptualizing and measuring coping behavior in 8 cultures; (2) the effect of socio-cultural premises on coping behavior; and (3) the influence of social class on coping behavior. The first report discusses the steps involved in empirically determining whether a desirable, cross-cultural problem-solving behavior exists and focuses on the conceptual formulation and some reliability and validity findings from a first-stage study. The second paper traces the refinement of coping theory from an early formulation, which grossly dichotomized coping behavior into active and passive, through the most recent formulation in which 20 factorially distinct dimensions are discriminated. The final paper points up the problems involved in comparing coping styles across social class. Findings are reported which show that social class differences are similar in the various countries under study. (TL)

The first paper discusses the philosophy, values and climate of a program for training non-professional mental health workers who can be considered generalists and thus employable in a wide range of settings within the rapidly changing mental health field. The advantages and disadvantages of training generalists are considered. The program, which incorporates the philosophy and values of the National Training Laboratories, is characterized by what program developers see as elements of an effective learning community: (1) trust; (2) openness; (3) risk-taking; (4) feedback; and (5) an emphasis on self-development and personal choice. Several examples of implementing such an educational climate are offered. The 2nd paper presents the results of interviewing the first 32 graduates of the program. In general, these mid-level mental health workers are well-received, easily employed, satisfied in their work, and effective in a variety of traditional and non-traditional settings. (TL)

This monograph contains papers presented at a symposium on the values, goals and career concepts of youth. The first article discusses cognitive personality theory which maintains that all behavior is a judgmental process carried out upon stimuli which impinge upon the organism. Major issues in general behavior theory are presented followed by a discussion of how these issues might be regarded within a cognitive theory approach. The second paper brings to bear some of the recent conceptions and findings from the area of person perception to the understanding of perception of self with attention focused on ways in which such ideas can be relevant to the work of college counselors. The next paper deals with the application of some social learning concepts to an analysis of some salient problems in our society. It is concerned with the following four areas in which our society has built into it serious culture conflicts: education, occupation, and recreation; love and marriage; friendship and social acceptance; and morality. The last article presents an overview of student personnel services in Georgia's Area Vocational Technical Schools. (RSM)

Saturation Group Therapy was conducted on a small group of patients for 16 consecutive weekends with 15 hours of group therapy each weekend. The subjects all had recognizable psychiatric problems. Three separate papers are included: (1) the patients' participation, (2) therapists' participation, and (3) a goal-oriented group therapy model for a saturation format. The first paper presents the selection and description of the patient sample, the type of treatment administered to the patients and the control group, the results, and a discussion. The second paper is a study of the therapists during the 16 weeks of treatment. It contains 12 therapist participation categories, definitions of the categories and the procedure used. The third paper is a goal-oriented treatment model which outlines a framework of procedures and participation modes. The treatment process is divided into three sessions. The initial sessions are used to vent feelings, structure treatment, and form a cohesive group. The tactics employed during the central sessions are: (1) to have each patient give an account of himself, and a description of his activities of the previous week, and (2) to have the group closely examine one patient. The final sessions are geared toward synthesis and termination. Also included is a discussion of the treatment model. [Not available in hard copy due to marginal legibility of original document.] (Author/MC)

Increasingly, Mental health professionals are turning for support and assistance in their work to citizens in the community. Consequently, the roles of citizen groups as participants and collaborators have taken on increased significance. These citizens are asking, "How much influence will they be allowed to exert in planning and implementing community mental health programs?" This paper illustrates the issue by discussing the experiences and problems faced by legally authorized citizen area boards in Massachusetts since 1967 when a law reorganizing the Department of Mental Health went into effect to provide more effective comprehensive mental health and mental retardation services across the state. The composition of the boards is described and legal provisions concerning their duties and powers are elaborated. The findings of a study conducted by the Department of Mental Health to ascertain area board involvement and concomitant problems and goals are discussed. Questions raised by the survey relate to: (1) power; (2) leadership; (3) community control; (4) money; (5) intergroup reconciliation; (6) planning; and (7) philosophies of service delivery versus community and social change. A discussion about the future of citizen area boards in Massachusetts concludes the paper. (TL)

The history of reform and the origins of unrest in America are briefly reviewed. Concurrent reform streams of the past are examined in terms of an emerging awareness of the relationship between racism and poverty and social environment. The mental health and social welfare movements paralleled this recognition, but did not lead the new reform. There were no fundamental changes in practice until the civil rights revolution shocked them into awareness. Recently, these groups have viewed poverty and racism as the major mental health problems. This paper emphasizes the need, in the light of history and research, for consciously directed social change. Environment, it is contended, must be altered. New frames of mental health practices now rest on the interdependence of psychological and social matters. The paper concludes that reform has effected a new climate and, resultantly, some new institutional forms. It also questions whether the commitment to improve the quality of life and seek the objectives of social reform can be broadened into a national one. (TL)

Presented are condensed versions of background papers for the National Conference on Problems of Rural Youth in a Changing Environment held in Stillwater, Oklahoma, on September 22-25, 1963. Twenty-seven papers are grouped under the following divisions: (1) rural community backgrounds; (2) rural education; (3) physical and mental health of rural youth; (4) prevention and treatment of juvenile delinquency in rural areas; (5) adapting to urban ways; and (6) helping socially disadvantaged rural youth. Related documents are RC 000 137 and RC 000 156. (SF)

IN VIEW of the fact that the existence of the Joint Commission on Mental Health of Children (called the Oswald Bill) owes so much to the late President John F. Kennedy, it is singularly appropriate to start this report with two of his favorite quotations. I will state these since they delineate so precisely a crucial dimension of the research problems to which the commission must address itself. Kennedy said: . . . I amreminded of the story of the great French Marshall Lyautey, who once asked his gardener to plant a tree. The gardener objected that the tree was slow growing and would not reach maturity for a hundred years. The Marshall replied, "In that case, there is no time to lose. Plant it this afternoon."1 The second reflected his increasing maturity in terms of the limitations of power when he stated, "Every President must en

(1963). Changes in Self-Awareness During the High School Years: A Study Of Mental Health Using Paper-and-Pencil Tests. The Journal of Educational Research: Vol. 56, No. 8, pp. 403-409.