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Family therapy presents ethical dilemmas not encountered elsewhere in mental health practice. For example, who is the patient? Is it an individual, a particular dyad or the family system? If there is more than one patient, how is the therapist to maintain a posture of therapeutic neutrality? How is confidentiality to be managed? Little progress has been made in codifying these issues into ethical rules. Some conclude that family therapy practice is simply too complex to be codified by rules and principles which oversimplify therapy and place practitioners at risk for law suits and ethics charges. This is due to three issues inherent in family therapy which create fundamental limitations to further rule making: (1) ethical challenges of multi-person therapy are considerably more complex than those encountered in individual treatment; (2) informed consent among the family group and dynamics associated therein; and (3) ethical decision making and clinical judgment are not independent processes. Practitioners must be thoroughly educated regarding these matters in order to develop ethical policies applicable to their particular practice circumstances. It is recommended that each practitioner develop an ethics policy based upon particular practice situations. Contains 25 references. (JBJ)

Thirty-two programs across the country were selected to participate in the National Head Start/Public School Early Childhood Transition Project. The project's mission was to replicate the Head Start delivery model within the public school in order to facilitate a smooth transition for children and families. Project effectiveness was examined on the four dimensions of education, family involvement, social service, and wellness. Evaluation was conducted on the four levels of child, family, school, and community. Data were gathered using quantitative and qualitative methods. The Assessment Profile for Early Childhood Programs--Research Version and A Developmentally Appropriate Template (ADAPT) were used. Results suggested that: (1) target classrooms are exhibiting developmentally appropriate practices; (2) support for developmentally appropriate practice includes having the appropriate materials available, engaging students in a variety of tasks and projects, and eliciting children's input on the instructional cycle; (3) target classrooms had warm, purposeful learning environments; and (4) traditional rows of desks inhibited student interaction. Contains 14 references and 4 appendices of evaluation materials. (JW)

There has been little empirical research on the gender role socialization of Jewish men. This paper explores Jewish male gender role socialization and provides a model by which gender and ethnicity may be studied. A description of the gender role socialization of Jewish men, with an emphasis on advantages and disadvantages of such socialization from a developmental perspective, is presented. Special attention is given to messages received from parents in early childhood, peer interactions, and adult family life. Additionally, ways in which Jewish men compare themselves to other men are examined. It seems that the gender role socialization of Jewish men may cause diminished self-esteem in childhood and adolescence, with the rejection of Jewish cultural values as a possible outcome. Jewish boys are likely to admire the stereotypical American male, thereby discounting the image of the Jewish man. Emulation and denigration of certain stereotypical traits of other racial/ethnic minority men sometimes occurs. However, in mid-life, Jewish men may embrace the values that were once rejected, finding a wealth of previously unexplored resources from early socialization. Rejection of the dominant culture's ideal man follows, leaving a strengthened Jewish identity. (RJM)

This paper attempts to outline the textual canon of the foundations of education in U.S. teacher education programs. Background research for the project included a review of selected texts and samples of course syllabi. Analysis of the contents and prefaces of the two volumes of "Reading in the Foundations of Education" (published in 1941 by Columbia University Teachers College in New York) reveals that the authors were not as concerned with teacher education as an academic/professional field as they were with the conditions of society at large and their belief that teachers could affect those conditions. The volumes reflect the views of an influential group of social reconstructionists and were intended to introduce future teachers to an organic model of life, to replace mechanistic models. The volumes comprise brief excerpts from literally hundreds of writers including educationists as well as "classic" writers from a variety of fields. From these early texts to the early 1990s, texts written or edited by George F. Kneller, James A. Johnson, and A. Ornstein and D. Levine moved away from the interdisciplinary approach and the "classic" writers and moved toward a more lively, graphic presentation. Thomas Jefferson came to be presented as a figure of historical interest rather than a canonical writer; by contrast, John Dewey does have canonical status in the field. (Contains 24 references.) (JDD)

Presented is the case history and interdisciplinary approach used with a partially sighted 8-year-old girl including vision training, large print instruction, and regular class placement. The viewpoints of the optometrist, the child's parents, the educational consultant, the principal, the regular classroom teacher, and a resource room teacher are given. Examples of value clarification activities to foster peer acceptance of the child are given. (DB)

The parents of 12 autistic and 12 neurologically impaired/mentally retarded children (4-6 years old) completed the Carey-McDevitt Behavioral Style Questionnaire designed to assess temperament in young children. While numerous significant differences between autistic and normal children were found, autistic and developmentally disabled children differed only along one dimension of temperament (intensity). These findings highlight the essential similarities between these two diagnostic groups, and are consistent with previous research. It is suggested that, considering the overlap between the two groups, the label "autism" should be limited to instances in which clear distinctions can be made which will result in highly specific interventions. A 19-item bibliography is included. (Author/CL)

Macrolabis molesta Dorchin, new species damaging young shoots of commercially grown spineless butcher's broom (Ruscus hypophyllum L.) in Israel is described based on adults, larvae and pupae. Larvae develop gregariously in growing shoots, causing distortion and rotting of the apical meristem, thus rendering affected shoots unsuitable for marketing. This is the first Macrolabis species to be recorded from a monocotyledonous plant. It completes at least one generation a year in fall and early winter, sometimes with an additional generation in spring. Macrolabis molesta has not been detected on the native butcher's broom, R. aculeatus L., thus it may have been introduced into Israel with its host plant in the early 20th century. [ABSTRACT FROM AUTHOR]

This study examines faculty perceptions of how their institutions are governed. Data were drawn from the Carnegie Foundation International Survey of the Academic Profession; the Carnegie Survey gathered demographic data as well as information about the work patterns, career progression, attitudes and values of the professoriate in higher learning institutions in 15 countries. The present research used the data sets of 14 countries, namely Australia, Brazil, Chile, West Germany, South Korea, Hong Kong, Israel, Japan, Mexico, the Netherlands, Russia, Sweden, the United Kingdom, and the United States, for a total sample of 19,509 questionnaires. The authors developed a scale on the continuum "centralized/decentralized" governance of higher education, assigning each national system a score. Russia ranked as the country with the most centralized national governance while the Netherlands presents the decentralized end of the continuum. The costs of communication and of implementation are discussed. Empirical analysis remains incomplete. (Contains 20 references.) (NAV)

Reviewed is research dealing with the attitudes of the public, peers and professionals toward the mentally retarded. The contradictory nature of many studies is cited, and the influence of such factors as misconceptions and contact with retardates on public attitudes is described. Studies of peer attitudes toward the retarded are considered in terms of sociometric investigations of such factors as social status and class placement, and attitudinal measures including studies of children's reactions to retarded peers. A final section summarizes research on professionals' attitudes toward the retarded child. (CL)

This publication presents papers from a 1982 child sexual abuse conference sponsored by the Colorado State Department of Social Services, designed to identify major issues and trends and to stimulate the exchange of perspectives and practices among persons concerned about preventing and treating child sexual abuse. The first section of the document deals with systems issues in six papers: "The Trend of Childhood Sexual Abuse in Colorado Reflected in the Central Registry," by Joann Davies; "A Large County Sexual Abuse Program: Adult Diversion in El Paso County," by Anne B. Topper; "A Medium Size County-Community Based Sexual Abuse Program: The Moffat County Incest Treatment Program," by Lisa B. Kilrow; "A Teamwork Approach in the Intervention of Incest Cases: Interviewing the Perpetrator," by Georgia M. Garland and Gerald L. Utesch; and "Sexually Abused Children and the Criminal Courts," by Priscilla Conrad. The second section on treatment issues includes: "Current Findings and Critical Research Issues of the Eighties," by Claudia Carroll; "Medical Evaluation of Sexual Abuse," by Barton D. Schmitt; "Psychiatric Emergencies in Medical Practice: The Covert Presentation of Sexual Abuse," by Michael Weissberg; "The Marital Dyad," by Bruce Gottlieb; "Interviewing the Sexually Abused Child from a Developmental Perspective," by Lupe-Rebekah Samaniego; "Individual Psychotherapy with the Resistive Perpetrator," by Dana L. Cogan; and "Family Therapy with Sexually Abusive Families," by Patricia Mrazek. The appendices contain the conference program agenda, county program forms, Parents United information, a bibliography, and a list of films on sexual abuse and incest. (MCF)

The literature on the environemental movement indicates that despite recognition of the importance of social context, no in-depth study has been conducted to date on the subject. Using the 2000 ISSP environemental module and hierarchical linear model (HLM), we are trying to understand the social and political factors that differentiate countries with respect to the tendency for environmental activism. The results show no differences in the level of activism between men and women or between different age groups. However, marginal differences, of increasing values, were found for persons who had acquired education above the national mean and who were less religiously observant; these differences nonetheless decline after addition of psychosocial variables - attitude and perception - to the statistical model. We found that differences in country-level characteristics explain about 10% of the variance between residents of those countries regarding environmental activism. Countries exhibiting high levels of economic and human development (with respect to health and education, i.e., developed countries) and a highly environmentally literate public represent an environment receptive to and supportive of environmental activism. The findings indicate that in these countries, the average level of activism is higher and the correlation between individual attitudes and perceptions and environmental activism is stronger. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

In this paper we present a formal model, the ?Happiness Equation,? that encompasses and is consistent with much of the empirical research findings on the topic of happiness. This model moves beyond the simplistic by incorporating a weighting factor, k, which facilitates the consideration of social components sometimes overlooked by naive relativist representations. This assessment implies that happiness is not merely relative to what others have so much as it is influenced by comparisons with one?s own pass and current situations. The Happiness Equation helps understand and resolve the contradiction between common assumptions and empirical findings, for example why increased wealth, beauty, and intelligence do not make us happier. It clarifies why and when techniques of psychotherapy such as ?positive psychology? and ?self-esteem enhancement? make us happier. It points to strategies that political and religious leaders might employ to maintain popular support. The Happiness Equation suggests how individuals can maximize happiness in their daily lives. It is a useful tool for generating hypotheses for future study. Finally, it meets the most demanding rule for such mathematical paradigms: it is both elegant and parsimonious. [ABSTRACT FROM AUTHOR]