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This publication contains the following articles: (1) "A Pilot Study of the Relationship between Co-Dependency and Recreation Using Women with Histories of Domestic Violence" (Pamela E. Foti and Lori S. Gelvin); (2) "Discretionary Time Use and the Chronically Mentally Ill" (Thomas K. Skalko); (3) "Therapeutic Recreation and Family Therapy: A Needs Analysis of Perceived Needs of Wives of Stroke Patients" (Roy H. Olsson, Jr., Sharon G. Rosenthal, Leonard O. Greninger, Martha J. Pituch and Eileen S. Metress); (4) "Identification of Competencies Needed in Gerontological Recreation Courses: An Application of the Delphi Technique" (Barbara A. Hawkins and David R. Austin); (5) "Baseline Gender Norms and Cohort Comparisons for Neulinger's 'What Am I Doing?' Instrument" (John T. Hultsman and David R. Black); (6) "Baseline Age Norms for Neulinger's 'What Am I Doing?' Instrument" (John T. Hultsman and David R. Black); (7) "Older Adults with Developmental Disabilities/Mental Retardation: A Research Agenda for An Emerging Sub-Population" (Ann M. Rancourt); (8) "An Emerging Challenge: Serving Older Adults with Mental Retardation" (Rosangela Boyd and Ann James); (9) "Leisure Interests and Perceptions of Group Home Residents" (Patricia Barrett Malik); (10) "The Relationship between Recreation Participation and Functional Skill Development in Young People with Mental Retardation" (Candace Ashton-Shaeffer and Douglas A. (Kleiber); and (11) "Automating a Community Resource Directory: An 'Information Age' Tool for Discharge Planning" (Daniel D. Ferguson and Linda Hutchinson-Troyer). (JD)

The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book focuses on all aspects of that transition planning from school to post-school levels. The text provides the reader with a foundation of transition services and a historical overview of models and practices and offers a critical look at transition with students from culturally and ethnically diverse backgrounds. In addition, it presents an in-depth look at assistive technology to assist students in fully participating in the planning for their future and also describes the process for planning and the importance of family collaboration. It offers an extensive discussion of career development and the importance of work experiences and also reviews key social skills and leisure options. Finally, the text looks at independent living options and reviews available successful postsecondary education programs. The text is written in a style that all readers can comprehend and understand; the information can be easily applied to classroom and transition programs. This book will be a resource for researchers, scholars, educators, and service providers and will serve as either a required or supplementary text for undergraduate and graduate transition courses in special education. Following a foreword (Laura Owens) and preface, the book includes 12 chapters: (1) Transitioning Students with Disabilities: Preparing for Life; (2) Transition Models and Practices; (3) Transition and Culturally and Linguistically Diverse Learners; (4) Selecting Appropriate Assistive Technology for Student Transition; (5) Planning and Developing Student-focused Individualized Transition Plans; (6) Collaborating with Families in the Transition Process; (7) Job and Career Development: Understanding the Nature and Types of Jobs; (8) Employment Training, Support, and Vocational/Technical Education; (9) Social Outcomes and Community Resources; (10) Transportation Education and Leisure/Recreation Outcomes; (11) Independent Living Outcomes, Residential Opportunities, Group Homes, and Intermediate Care; and (12) Postsecondary Education Outcomes. A list of references; name index; and subject index are included. (Contains 25 tables.)

Most interventions for at-risk youth are group based. Yet, emerging research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that aggregate deviant youth actually promote problem behavior. A wealth of evidence is reviewed on deviant peer influences in such settings as therapy groups, alternative schools, boot camps, group homes, and juvenile justice facilities. Concrete recommendations are offered for improving existing services, and promising alternative approaches are explored. This book is arranged into three parts. Part I, Introduction, contains the first five chapters: (1) The Problem of Deviant Peer Influences in Intervention Programs (Kenneth A. Dodge, Jennifer E. Lansford, and Thomas J. Dishion); (2) Deviant Peer Influence in Interventions and Programs: An Ecological Framework for Understanding Influence Mechanisms (Thomas J. Dishion and Kenneth A. Dodge); (3) Deviant Peer Effects: Perspectives of an Epidemiologist (James C. Anthony); (4) Assigning Youths to Minimize Total Harm (Philip J. Cook and Jens Ludwig); and (5) Is Deviant Peer Influence a Problem, and What Can Be Done?: Qualitative Perspectives from Four Focus Groups (Jennifer E. Lansford and Joel Rosch). Part II, Reviews of Peer Effects, contains the next group of chapters: (6) Deviant Peer-Group Effects in Youth Mental Health Interventions (Kenneth A. Dodge and Michelle R. Sherrill); (7) Deviant Peer Effects in Education (Wendy M. Reinke and Hill M. Walker); (8) Peer Effects in Juvenile Justice (D. Wayne Osgood and Laine O'Neill Briddell); (9) The Effects of Community-Based Group Treatment for Delinquency: A Meta-Analytic Search for Cross-Study Generalizations (Mark W. Lipsey); (10) Peer Effects in Neighborhoods and Housing (Jacob Vigdor); (11) Iatrogenic Outcomes of the Child Welfare System: Vulnerable Adolescents, Peer Influences, and Instability in Foster Care Arrangements (Melvin N. Wilson and LaKeesha N. Woods); (12) Peer Effects in Community Programs, (Jennifer E. Lansford); and (13) Peer Effects in Naturally Occurring Groups: The Case of Street Gangs (Malcolm W. Klein). Part III, Promising Solutions and Recommendations, contains the final chapters: (14) Research-Based Prevention Programs and Practices for Delivery in Schools That Decrease the Risk of Deviant Peer Influence (Rebecca B. Silver and J. Mark Eddy); (15) Promising Solutions in Juvenile Justice (Peter Greenwood); (16) The Important Role of Adults in Children's Lives: Prevention Approaches to Improve Child and Adolescent Behavior and Reduce Deviant Peer Influence (Emilie Phillips Smith, Jean Dumas, and Ron Prinz); (17) Promising Solutions in Housing and the Community (Jens Ludwig and Greg Duncan); (18) Creating a Legal and Organizational Context for Reducing Peer Influence (Joel Rosch and Cindy Lederman); (19) A Functional Contextualist Framework for Affecting Peer Influence Practices (Anthony Biglan, Jeffrey Sprague, and Kevin J. Moore); and (20) Findings and Recommendations: A Blueprint to Minimize Deviant Peer Influence in Youth Interventions and Programs (Thomas J. Dishion, Kenneth A. Dodge, and Jennifer E. Lansford.) [This book was published by Guilford Publications.]

Seven papers address issues in service delivery of educational programs for emotionally disturbed students. M. Noel begins with "Public School Programs for the Emotionally Disturbed: An Overview," in which she reviews past and present approaches and models. In "Pathways to Success: Working with Seriously Emotionally Disturbed Students in a Public School Setting," R. Laneve reviews identification, evaluation, placement, and instructional approaches used at the Mark Twain School (Montgomery County, Maryland). Team functioning is the focus of "Service Delivery Teams: Definition, Processes, and Accountability" by L. McCormick. An integrated model for providing related services is offered by R. Grubb and M. Thompson in "Delivering Related Services to the Emotionally Disturbed: A Field-Based Perspective." Aspects of "Inservice Training for Teachers of the Emotionally Disturbed" are considered by R. Neel. Institutions, residential schools, group homes, foster homes, and hostels or respite homes are discussed by J. Seip and D. McCoy in "Alternative Living Arrangements for the Severely Behavior Disordered." Excerpts of interviews with parents of emotionally disturbed children are presented by M. Noel in "Parenting the Emotionally Disturbed Child: Personal Perspectives." (CL)

This monograph advances ideas to aid planners and administrators responsible for the development of deinstitutionalization services for the disabled to develop a more rigorous, systematic approach to the provision of these services. The seven chapters of the publication, each written by a recognized leader in the field, focus on the following: (1) the growth and development, both historically and conceptually, of the deinstitutionalization movement and its impact on human service systems; (2) approaches to identifying, quantifying, and assessing the needs of various populations who might be served through deinstitutionalization programs; (3) sources and mechanisms for funding deinstitutionalization services, with an emphasis on maximizing available federal and state funding; (4) a system-oriented analysis of roles and relationships within and between agencies that provides a basis for improving continuity of care for clients and closer working arrangements between service providers; (5) a review of principles and characteristics of community-based programs and of models that serve the residential, social, and vocational needs of formerly institutionalized clients; (6) emerging issues and trends in the areas of personnel training, development, and use, with special notice given to the changing roles of workers involved in the deinstitutionalization field; and (7) the importance of community attitudes and behaviors toward deinstitutionalized clients and programs, as well as proposed strategies for achieving more positive public acceptance. A final chapter provides a summing up by the editor. (KC)

This booklet reports on focus groups organized by the California Youth Connection (CYC) in which foster youth across California discussed their experiences. Results of these focus groups were evaluated to see how the experiences matched current assumptions and knowledge. The intent of this booklet is to accurately depict the ideas, concerns, and recommendations of the youth who participated, and to educate those who create legislation, make child welfare policy decisions, adjudicate foster and adoption cases, or in any way work with or affect these young people's lives. An appendix contains a summary of youth's recommendations from CYC semi-annual conferences in 1997 and 1998. The following issues were included in the discussions: kinship care; adoption; group homes; the court process; the needs of younger foster children; the needs of emancipating youth; and social worker services and accountability. (MKA)

This volume reports on the fifth nationwide survey of trends in mental retardation (MR) and developmental disabilities (DD). It begins with four chapters summarizing trends in the nation as a whole. The first chapter is "Mental Retardation and Developmental Disabilities: Historical and Contemporary Perspectives" (David Braddock). This chapter reviews etiology, history, and innovation in the states, especially as it concerns supported community living. Chapter 2, "The State of the States in Developmental Disabilities: Summary of the Study" (David Braddock, Richard Hemp, Susan Parish, James Westrich, and HyeJung Park) describes the survey's data collection procedures and provides tables and graphs showing trends such as closures of state-operated mental retardation institutions, daily costs per resident in public institutions, and public spending for developmental disabilities by state and year. Chapter 3, "Toward Family and Community: Mental Retardation Services in Massachusetts and New England" (David Braddock and Richard Hemp), compares services in Massachusetts to New England as a whole. Chapter 4, "Medicaid, Managed Care, and Developmental Disabilities" (Richard Hemp, David Braddock, and James Westrich), identifies key issues in Medicaid and managed care pertaining to persons with developmental disabilities. The remainder of the book presents detailed graphs and tables for each state showing community services, institutional services, trends in spending for MR/DD institutional and community services, trends in total developmental disabilities spending and fiscal effort, trends in Medicaid and Medicaid components spending, individual and family support services, and expenditure details. These graphs and tables are also provided for the United States as a whole. (DB)

This revised edition discusses how to use the standards and differentiation of Child Welfare League of America's (CWLA) Standards of Excellence and the Council on Accreditation of Services for Families and Children's Standards for Accreditation. An introduction to the CWLA's standards discusses the following issues relating to teen pregnancy: physiological changes, familial and societal changes, sexual abuse, and poverty. Educational and economic implications of adolescent childbearing, service emphasis and sexuality education issues relating to service delivery, and the role of families and the community in preventing adolescent pregnancy are also examined. Chapter 1 explains the framework for the standards and the subsequent chapters explain specific standards relating to adolescent pregnancy prevention (chapter 2), comprehensive community-based service delivery systems (chapter 3), social work and support services (chapter 4), health care services (chapter 5), and residential services (chapter 6). (Contains 82 references and an index.) (MKA)

Although the United States has seen a record influx of infants, toddlers, and preschool-aged children into the foster care system in the past decade, there has not been an accompanying shift in policy or practice to attend to the developmental issues these younger children bring to child welfare. This textbook addresses the spectrum of child welfare services for young children and applies a guiding developmental framework to discussions on poverty, child maltreatment, foster care, reunification, unstable placements, kinship care, and group care. The book begins with an overview of child development theory, examines child abuse reporting patterns, and discusses placement in foster care, reunification, and adoption. The book also looks at public child welfare practice, featuring examples of the children and families served by this system. An analysis of the differences between the foster care experiences of very young children and those of older children is offered, emphasizing the way the child welfare system deals with infants. The book also discusses the interrelationship of child welfare practice, child development outcomes, and public policy. Finally, the book offers a fundamental framework for decision making in child welfare when young children are involved, and recommends specific changes in policy and practice aimed at moving the system toward greater developmental sensitivity. The book's appendix details the methods used for new findings presented in the book, based largely on data from the California Children's Services Archive. (Contains approximately 310 references.) (KB)

To succeed today, service models for group care of those in the child welfare system must emphasize a holistic approach, taking into account the needs of the individual, family, and surrounding social environment. Articulating the many tasks associated with both starting and running a community-based group home, this book provides a guide for group home operators and staff members, child welfare caseworkers, and others concerned with group care. The guide addresses the basic issues of placement, supervision, and day-to-day management, and offers essential information and practical recommendations. Following an introduction noting that group homes have had to adopt distinctive approaches geared to their special circumstances, the chapters of the guide are: (1) "Group Homes and Their Residents," including who operates such homes and how youth are placed in such homes; (2) "Financing Group Homes," including start-up costs, and financing day-to-day operations; (3) "Appropriate Quarters for Group Homes," including choosing a location, and elements of the home's physical environment; (4) "Staffing Patterns for Group Homes," including the director, social worker, and support staff; (5) "Building and Retaining a Competent Staff," including qualifying education and experience, and reducing turnover; (6) "The Admissions Process," including the role of placement agency caseworkers, and the perspective of parents and youths; (7) "Everyday Life in a Group Home," including daily routines, free time inside and outside the home, and common issues such as smoking and pets; (8)"Therapeutic Human Relations in a Group Home," including encouraging supportive peer group relations; (9) "Modifying Negative Behavior," including nondirective steps for behavior management, and punishment; (10) "Structured Treatment Services," including individual and group therapy, and counseling parents; (11) "Education, Recreation, and Health Services," including summer activities and use of volunteers; and (12) "Termination of Placements," including positive and negative terminations, and transitional programs. Contains 90 references. (HTH)

This book reviews the findings of 29 studies published between 1960 and 1992 on the impact of childhood out-of-home care on adults' self-sufficiency, adjustment, family and social support, and personal well-being. Section 1, "Out-of-Home Care and Out-of-Home Care Studies," introduces the study and presents the history of out-of-home care in the United States. Section 2, "Methodology," details the conceptual framework; differentiates descriptive, trend, and evaluative studies; and describes the method used to identify and judge the design adequacy of out-of-home care studies. Section 3, "Findings," presents the findings on outcomes of out-of-home care. The results indicate that, in comparison to those not receiving childhood out-of-home care, adults placed in childhood out-of-home care had poorer school performance; higher rates of school dropout, public assistance, homelessness, arrest, and chemical dependency; lower marriage rates; and poorer mental and physical health. They typically maintain contact with at least one biological family member, have reasonable social support systems, and do not differ from the general population in unemployment rate. Factors associated with outcomes include the type of placement, reason for admission, age at placement and discharge, number of placements, time in care, disposition, caseworker activity, and contact and closeness with biological and foster families. Section 4, "Summary and Conclusions," summarizes the outcomes experienced, discusses factors associated with outcomes of out-of-home care, and offers recommendations for future research and program and policy development. Appendices summarize outcome studies of out-of-home care in tabular and narrative form and summarize studies relating out-of-home care to homelessness. (Contains about 80 references.) (KDFB)

Recognizing the great variety of families in which children live, this book for children in upper elementary grades and their parents and teachers illustrates that variety through children's personal narratives about their families and descriptions of family activities. Section 1, "Families," presents the narratives of children ages 8 to 18 years about their families and what makes them unique. Families represented include those with stepsiblings and stepparents, divorced or unmarried parents, parents with different religious beliefs or racial backgrounds, parents of the same gender, families with adopted children, families with relatives in other countries, family members with disabilities, families living in group homes, families with crises, families with several children, and families with several generations living together. Section 2, "You and Your Family," contains activities that children can do with their families, including making a family tree and family history scrapbook; preserving special moments in the family history by creating family timelines, quilts, photo sculptures, shadow boxes, and time capsules; identifying and developing family traditions; settling problems and making decisions at family meetings; and finding ways to maintain relationships with extended family members. A Family Tree Chart and a survey for children on family members concludes the book. (KDFB)

Boys Town, founded in 1917 by Father Edward Flanagan, attempts to respond to the challenges faced by today's children and youth with its own child care model, called the Boys Town Family Home Program. This model is based on family-style nurturing, behavioral-based instruction, and a "systems" approach to staff training and development. Boys Town's Home Campus contains over 80 "Family Homes," each dealing with the social, emotional, and spiritual needs of a small group of children. This manual is designed to help child care workers develop the necessary skills for working with troubled children and youth. The Boys Town's program emphasizes the need for training child care workers to be compassionate and competent, using aspects of the cognitive, psychodynamic (medical), behavioral, and positive peer culture (PPC) treatment models. The chapters in the guide are: (1) "Professionalism," discussing how to implement technology, develop positive consumer relationships, and communicate effectively; (2) "Teaching Social Skills," exploring social problem such as aggressive behavior, juvenile delinquency, child abuse, mental health disorders, and learning disabilities; (3) "Relationship Development"; (4) "Tolerance Levels"; (5) "Principles of Behavior"; (6) "Overview of Motivation Systems"; (7) "Recognizing and Describing Behavior"; (8) "Rationales"; (9) "Effective Praise"; (10) "Corrective Teaching/The Teaching Interaction"; (11) "Preventive Teaching," asserting the need for a proactive and planned approach; (12) "Intensive Teaching"; (13) "Youth Rights"; (14)"Problem-Solving"; and (15) "Self-Government," emphasizing the need for youth to participate in decision-making. Contains 33 references. (BGC)

Each year, many of the children in family foster care, group homes, or residential treatment centers are reunited with their families. This sourcebook is intended to aid the development of well-trained service providers who work with family reunification. The information here, presented in four parts, can be used for agency staff development programs, in continuing education programs, in schools of social work, in schools of law, or in university social work programs. Part one provides an expanded definition of family reunification as well as a set of underlying principles and guidelines for practice. The section also examines various child welfare issues. Part two delineates the knowledge, attitudes, and skills necessary for successfully reunifying families, while part three presents five curriculum modules on how to increase competence in family reunification. The modules consist of carefully designed sessions which focus on the interrelated concepts involved in family reunification. Handouts are included at the end of each module so as to reinforce teaching opportunities and to provide directions for practice exercises. The last section of the sourcebook includes bibliographies on child welfare, family preservation, permanency planning, race and ethnicity, child maltreatment, adoption, and numerous other issues. (RJM)

Youths living in out-of-home care, like their peers who live with parents or other kin, need assistance as they begin to establish themselves as adults. This monograph reviews the needs of out-of-home-care youth who are making the transition to independent living. It assesses the federal Independent Living Program and looks at the resources that this program has brought to the child welfare field, the projects it has supported, and the gaps that continue to exist there. Results of a survey of youth-serving agencies are also provided along with recommendations for the further development and support of independent living services. Additional policies, programs, and practices must be developed so that each youth in out-of-home care will have a solid education, employment preparation, economic security, affordable and accessible housing, health care, and safe and nurturing relationships. It is hoped that program developers, policymakers, youth advocates, and all who are committed to helping adolescents in out-of-home care will act on the findings here. (RJM)

The brief paper summarizes the final report of a federally funded project titled, "Ramps Are Not Enough: The Movement of Children with Mental Retardation from Institutional to Community-Based Care." The follow-up study of former residents (N=178) of New Hampshire's Laconia State School included an examination of residential and educational consequences of deinstitutionalization, four in-depth case studies, and an effort to trace the chronological relationship between federal and state policy and budgetary changes and the community living experiences of subjects. Among results were the following: on leaving the school, most residents returned to natural families, foster, or group homes; although ex-residents tended to stay in community placements an average of 3 to 4 years, almost half of the placements lasted less than 1 year and almost one-third of the subjects returned to the state school; although most children were originally placed in self-contained classrooms or schools many were later changed to less restrictive placements; about one-half of the sample changed educational placements once; vocational special education was received by relatively few children; and training in daily living skills or self-help skills was provided to most of the sample. (DB)

Presented are 11 reports resulting from applied research of the Specialized Training Program at the University of Oregon, a subcontract workshop for 15 severely and profoundly retarded adults which focuses on the areas of vocational potential and community program development. Entries include the following titles and authors: "Habilitation of the Severely and Profoundly Retarded--Illustrations of Competence" (G. Bellamy, et al.); "General Utility of Easy-to-Hard Discrimination Training Procedures" (L. Irvin); "Manipulation of Stimulus Features in Vocational Skill Training of the Severely Retarded--Relative Efficacy" (Irvin and Bellamy); "Cable Harness Construction for Severely Retarded Adults--A Demonstration of Training Technique" (J. Hunter and Bellamy); "Habilitation of the Severely and Profoundly Retarded--A Review of Research on Work Productivity" (Bellamy); "The Effects of a Multiple Schedule of Reinforcement with a Bonus Contingency on Response Rate" (A. Fuller); "The Trainee Performance Sample--Toward the Prediction of Habilitation Costs for Severely Handicapped Adults" (Bellamy and S. Snyder); "Community Living for Severely and Profoundly Retarded Adults--A Group Home Study" (D. Close); "Picture Recipe Cards as an Approach to Teaching Severely Retarded Adults to Cook" (M. Robinson-Wilson); "Behavioral Observations for Work Situations--Coding Definition Manual" (N. Todd, et al.); and "Behavioral Observations for Work Situations--Revision for Group Observation" (M. Leiter). (SBH)

Fourteen papers examine current issues and practices in the education of students with severe mental retardation (SMR). Papers touch upon the broad context of education for SMR students, programs for the SMR population, and critical issues. The following papers are presented: "The Severely Mentally Retarded Individual: Philosophical and Implementarion Dilemmas" (D. Bricker and J. Filler); "Educational Policy and Severe Mental Retardation" (M. Noel, P. Burke, and C. Valdivieso); "Judicial Address of Education for Students with Severe Mental Retardation: From Access to Schools to State-of-the Art" (F. Laski); "Severely Mentally Retarded Young Children" (D. Gentry and J. Olson); "Educational Programs for Severely Mentally Retarded Elementary-Age Children: Progress, Problems, and Suggestions" (J. Tawney and K. Sniezek); "Programs for Secondary-Age Severely Handicapped Youth" (W. Williams, R. Vogelsberg, and R. Schutz); "Programs for Severely Mentally Retarded Adults: Perspectives and Methodologies" (F. Rusch J. Chadsey-Rusch, D. White, and J. Gifford); "Parents/Families of Persons with Severe Mental Retardation" (B. Fredericks); "The Evaluation of Severely Mentally Retarded Populations" (O. White); "Integration Efforts for Students with Severe Mental Retardation" (R. Gaylord-Ross and C. Peck); "Curricula without Recipes: A Challenge to Teachers and a Promise to Severely Mentally Retarded Students" (R. Brinker); "Behavioral Control and Education of Severely Handicapped Students: Who's Doing What to Whom? and Why?" (D. Guess and E. Siegel-Causey); "The Consequences of Bias in Studies of Living Arrangements for the Mentally Retarded Adult" (E. Butterfield); and "Perspectives on Methodological and Research Issues Concerning Severely Mentally Retarded Persons" (H. Switzky and H. Haywood). (CL)

This chapter discusses the problems of youngsters who were brought to the Peper Harow residential community. As we have seen, the real problem that youngsters brought to Peper Harow was not their anti-social behaviour. The greater problem was that they were actually unable to respond appropriately to the normal constraints of everyday life because of their inadequate or damaged psychological development. The first four of the following descriptions by ex-residents illustrate a variety of problems and behaviour. The transcripts frequently demonstrate the insight that has derived from the ex-resident's years of hard-won experience and from the maturation of their own personality. What still seems especially difficult for the participants in this study to acknowledge fully is the hurt and loss which their more extreme circumstances had caused them. It seems equally difficult for them to recognise how bizarre their behaviour actually was before and when they first arrived at Peper Harow. This phenomenon will be discussed more fully later. However, for the present, it may prove instructive simply to read what they themselves say about their past and about their behaviour before and just after they came to Peper Harow.

This chapter focuses on the ideas that led to the founding of the Peper Harow residential community for the treatment of adolescent with behavioral problems. The Peper Harow endeavour was a response to increasing recognition that previous disciplinary regimes, such as Approved Schools, had produced little change in those who had been sent there. The youngsters believed that they had been sent for punishment and this directly affected their response. Accordingly, they remained resistant and resentful to the well-intended efforts of even the most enthusiastic adult. Staff ran well-resourced trade-training departments, stimulating mountain and canoe expeditions, demonstrated personal interest in the youngsters through pastoral programmes and psychiatric consultancy, as well as experimenting with activities such as education within the local community. In the best of those institutions, discipline, while strict compared with the peer group lifestyle outside, was generally fair. There were institutional systems for rewarding cooperation and progress by the youngsters, though there was no concept that youngsters and adults should share an equal commitment to the institutional objectives. Instead, the general relationships between these two groups were emotionally superficial rather than psychotherapeutic. The theoretical model that was most helpful to those of us responsible for Peper Harow's metamorphosis from senior Approved School to therapeutic Community was that developed by Erik Erikson. When we were establishing Peper Harow as a therapeutic Community, Erikson's theory of normal and abnormal development helped us to clarify what should have happened to our youngsters, as well as shedding light on what kind of damage had been caused by their unpropitious past experiences. In addition, we were enormously helped by George Lyward's therapeutic Community for adolescent boys at Finchden Manor in Kent, which had then operated for more than forty years.

Description of group work experience on the Alzheimer's Unit at the Dallas Home for Jewish Aged. It has been found that through this group interaction a greater sense of belonging and togetherness develop that may be more important than the actual content of the group session. Suggestions for dealing with behavior problems, the impact of the environment, the problems with evaluation and two successful groups are discussed with the intent guiding other group leaders in working with this population. [ABSTRACT FROM AUTHOR]