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The authors describe the utilization of psychological methods in training or retraining of prison guards/staff who engaged in an action project with prisoners. Social skills training, behavioral training and effective living approaches are described as they may be integrated into training of persons who work with inmates of correctional institutions. Also, a program of psychological study without application is described for college level courses, challenging clinical psychology to develop therapeutic approaches to deal with institutionalized persons within the criminal justice system. The state of the art is reviewed with specific recommendations for practical approaches to rehabilitation and coping more effectively with problems of inmates. (SBP)

At a time when counseling services in general are under critical scrutiny, and human development instruction is relatively unknown in the academic sphere, adequate means must be achieved to illustrate the impact of these offerings on students and how they help to fulfill an institution's goals while supporting themselves. This paper describes an evaluation of a human development course offered on a college campus. The project attempts to discover the impact of the human development instruction course and the salient motivations of the students who participated. Students who had participated in the course were subsequently contacted by mail, and another group of participants were handed the questionnaires. Students generally regarded the course as rewarding. Their motivations for attending included the fact that it seemed interesting; that they wished to learn about themselves; or their friends recommended it. (Author/NG)

Because of fast changes in educational theory and methodology, behaviorally threatening atmosphere, changes in student responses and attitudes, administrative expectations, and general tensions, most teachers need more support relationships than ever before. Tensions in many schools are high and daily frustrations exist. Teachers are concerned about open education, behavior modification, humanistic education, informal techniques, accountability and test results. Many teachers are high achievers who set severe goals for themselves and live with a high level of fear of failure. More requirements and criticisms come from the community. One Georgia school system has begun a teacher-support program to encourage personal sharing and support within the system. This was done through the use of transactional analysis and other personal reinforcing techniques in groups after school one afternoon a week for six to eight weeks. The groups are organized by the principal or school counselor with leadership provided by the Counseling and Psychological Services departments. Teacher response has been highly favorable with requests made to principals for additional service. (Author)

Various aspects of the relationship between minorities and malnutrition are discussed in this brief paper. Malnutrition, one of the byproducts of low economic status, is creating a crisis-proportion health problem affecting minority citizens. Malnutrition seriously affects children, older people in poverty, and chronically unemployed or underemployed youth. It is also most likely to be found among the drug and alcohol addicted population. Frequently, malnutrition leads to tuberculosis and other diseases among older people and results in infant mortality and diseases of the newborn. Poverty has been identified as the cause of malnutrition, and a corresponding proportion of difficulties children experience in school and later in their career development may be due to deficit nutrition affecting brain growth during early life. Because Detroit's over fifty percent black population is the worst affected economically in the entire nation, the city is most likely to be affected by malnutrition on a scale greater than the national average. The Detroit Urban League intends to direct research effort in evaluating the nutritional problems of minorities in order to find productive outlets for channeling their resources. (Author/AM)

This report describes a 12-week pilot phase of an affective education program in the Stuttgart School District, Arkansas. Participating in the program were 218 children, grades 2-4, and a team of nineteen teachers who were given 12 weeks of in-service training designed to facilitate their use of the DUSO, Focus on Self-Development Human Development Program, and Kohlberg's First Things -- A Study of Values. The Barclay Classroom Climate Inventory (BCCI) was the primary data collection technique used to assess the program. Classroom and grade level differences are reported, as well as gains on the BCCI. The children appeared to benefit from the affective education team's systematic implementation of a program of integrated learning activities. Results are presented in tabular form. The text summary of results points out several significant differences observed for boys and girls in areas including career awareness, self-competency, classroom management and teacher rating of students. (BF)

This manuscript projects from John Dewey's basic philosophical themes to a conception of the role of the counselor in contemporary society. The publication serves as an impetus to readers to pursue their own introspective, analytical discourse in order to determine the "what" and "how" of guidance in an uncertain and changing world. (Author/PC)

The report takes a look at teacher training in affective education. It defines vague concepts such as affective education and interpersonal skills, develops a rationale for needed changes in the school system, and outlines specific strategies in teacher training as one way to begin to bring about change. The manual was developed in response to past unsatisfactory approaches to drug education. If schools are going to meet the increased demands of a rapidly changing society, then teachers must be better equipped to handle new responsibilities more effectively. The publication is divided into several parts which focus on definitions and rationale; the training process itself; recommendations for schools of education, school systems, and teachers; special concerns such as working with special populations or in special settings; and resources. (Author/PC)

This paper is a discussion of the emerging model of student development programming for the 1970's. After an historical sketch of Student Personnel Service, the affective domain of student development is detailed with regard to theory, instruction, counseling, and administration. (Author/DB)

In the spring of 1973 Macalester College seniors were sent a questionnaire asking them to assess their college experiences and their plans for the future. Among the questions included in the instrument was an open-ended item asking them: "What are the most important concerns that you see yourself having to face in the next few years?" Three hundred and seventy-three seniors received questionnaires; 242 (65 percent) returned completed instruments to the Office of Educational Research and of these, 212 seniors stated at least one concern. Analysis of the concerns indicated that they fell primarily into the areas of: Job and Career, Understanding Oneself, Interpersonal Relationships, and Life Style. (Author)

Evolutionary processes are described for Native (American Indian) voluntary associations in the U.S. and Canada in aboriginal times, in the twentieth century generally, and in cities specifically. These processes at different times and in different social settings are shown to be related to each other through specific historic continuities and through the common neurological nature of mankind. Humans seem to be innately programmed to spontaneously generate symbols and mental structures through emotion-bearing communications within small social groups. Understanding these universal and innate human propensities helps us to understand why there are strong continuities in some dimensions of culture and massive changes in other dimensions while the cultural system as a whole undergoes cultural evolution. Humans, viewed from the point of view of the ethology of human individuals, have kept reproducing very similar social-ideological structures while the broader cultural system has evolved to increasingly integrate a global society. (Author)

Colby Community College has had a campus-wide Human Development Program in operation for two years. This document summarizes the experience of the Human Development Program in the areas of Human Development instruction, staff development, community development, and student development. Specific descriptions of desired classroom, organizational, and personal development environments are included. In addition, comments concerning the effectiveness of the Human Development Program by the President of the College are part of the document. The Human Development Program was noted as outstanding by a recent North Central Accrediting Team visit and selected by Dr. Terry O'Banion as a model staff development program at the 1975 American Association of Community Colleges' Convention in Seattle, Washington, (Author)

Humanistic psychologists now embrace many of the same principles which served as the basis for Piaget's theory. These same theories were described earlier by John Locke and Immanuel Kant, and were the basis of the new "Humanism" movement in Germany in the 18th century. If one considers humanistic psychology as a kind of culmination of the "centralist and holistic" schools of psychology up to the present time, it becomes clearly evident that Piaget fits squarely into this intellectual tradition. Both Piaget and humanistic psychology hold a number of underlying principles in common: (1) the feelings of people and the affect qualities are raised to the highest level; (2) the focus of human activity is on purpose; (3) learning must lead to personal growth; and, (4) the spontaneity and play spirit of the child is emphasized. (CS)

A theory of energy forces developed in the USSR seems to substantiate the suggestion that academic learning before a child is maturationally ready will reduce his learning potential. The bioplasmic model explicates physical/mental development, cognition, readiness, and deprivation. The invisible but recordable bioplasmic forces facilitate physical growth and are the basis of cognition. The forces are gradually released from physical growth for cognition at ages 7 (concrete), and 14 (formal). Readiness--cognitive capabilities--are determined by the quantity of available forces. Premature learning is ineffective and robs the body (brain), of its full potentialities, causing premature plateauing of cognitive and learning capacities and emotional maladjustments later on. Educational methods and curriculum should be made more compatible with and supportive of the growth forces of the child. (Author/CS)

This volume was prepared for the National Institute on Drug Abuse as a part of a Research Issues Series. The issues of drug use and abuse have generated many volumes of words, all written in an attempt to explain the problem and suggest the solution. Data have been generated by researchers from many disciplines, each looking at a particular aspect of an issue. This book summarizes the major research findings in the area of drugs and family/peer influence which have been published during the last 15 years. The volume is organized to provide the reader with the purpose, methodology, findings, and conclusions of previous studies done in this area. Topics include: (1) the world of youthful drug use --groups and gangs; (2) becoming a marijuana user--predictions; (3) the family of the addict --influence and interactions; (4) Horatio Alger's children--parents as models; and (5) developmental factors--childhood experience. (Author/PC)

Accountability and economy may be accomplished by linking educational goals, activities, and programs to periods of development and by individualizing instruction on the basis of more specific information about a child's development. Large populations of children generally are available for study in school districts, and human development studies often can be carried out without undue interference with the ongoing educational process or invasions of privacy and at no great cost to the district. A school district committed to basic research designed to illuminate the interaction of human development and the educational process will find itself making contributions to education and to the understanding of the development of children. (Author)

Progress is described on a new approach to improve man-machine communication in order to significantly expand and diversify the capabilities of the computer interfaces that people use. The objective is to design computer processes that can assimilate particular aspects of dialogue between people, then transfer the processes into man-machine communication. Nine aspects of human ability to communicate are selected and studied in detail, according to new methods of data collection described in the report. Explicit observational instructions also are given. (Author/SK)

Faculty representatives from five postsecondary institutions having human service/human ecology programs and two members of the Regional Learning Service staff comprised a task force whose objectives were to identify competencies acquired through home management which relate to undergraduate course objectives, to recommend ways to assess these, and to recommend criteria for granting undergraduate credit for experiential learning. The task force produced a list of 54 competencies in 10 broad domains. With the checklist of competencies as a common stimulus, 20 homemakers, 25 human service agency administrators, and educators from 19 postsecondary institutions responded to different sets of questions relating to their own work roles. Responses for each group are presented with detailed analysis. Important findings were that home management competencies and domains: (1) are valued by homemakers, (2) are creditable and part of the curricula in postsecondary institutions, (3) are perceived by agency administrators as desirable for agency personnel, and (4) are valued differently by educators than by homemakers and employers. Appended materials include: report of task force activities, the questionnaire used and tabulation of responses for the three groups, statistical analysis of the data, and the first draft of the home management competency list. (Author/MS)

The report, requested of six experts appointed by the Organisation for Economic Cooperation and Development (OECD), (1) surveys the relations between the educational system and working life in the light of social objectives in the 24 OECD countries in the 1970's, and (2) advises those countries, proposing subjects and methods of cooperation between the relevant public authorities and between them and the employers, trade unions, and other social groups. The report contains 25 specific recommendations grouped under three broad headings: (1) a positive policy for working life, (2) an integrative policy for education, and (3) more options for the individual within a free-choice society. The experts found the quality of working life not keeping pace with individuals' capacities and aspirations, and recommended a policy that involves better jobs, more flexible working arrangements, more chance for participation, and more equity in advancement; found too many disadvantaged persons in the labor market, and recommended measures to create greater opportunities for these persons; found unwise separations between education and work, and recommended recurrent education; found too many rigidities imposed on individuals' lives and recommended more options; found inequities in educational opportunities, and recommended comprehensive schools; and found little communication among educational and labor market authorities, and recommended mechanisms for joint consultation. (Author/AJ)