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AUTHOR Galant, Richard,. Comp.; Moncrieff, Nancy J., Comp. TITLE Psychological and Affective Education*. Searchlight: Relevant Resources in High Interest Areas. Retrospective Search 20R. INSTITUTION ERIC Clearinghouse on Counseling and Personnel Services, Ann Arbor, Mic. SPONS4GENCY Office of Education (DREW), Washington, D.C. BUREAU NO BR-6-2487 PLI3 DATE Dec 74 CONTRACT / 0E0-3-6-002487-1579 NOTE 33p.; Some pages may reproduce poorly r AVAILABLE FROMImpact .Publications, School of Education, Roos 2108, The University of Michigan, Ann Arbor, Michigan 48104 (HC- $1.50, cash or money order must acc any request)

EDES,#RICE MF-$0.76 HC -$1.95 PLUS POSTAGE DESCRIPTORS *Affective Objectives; Annotated Bibliographies; *Humanistic Education; *Learning Processes; *Psychoeducational Processes; Publications; Resource Materials;,Sel -Actualization; *SelfConcept; Vocational lopment

ABSTRACT This annotated bibliography, prepared by the ERIC Counseling and Personnel Services Center, is intended to alert the ' user to a body of literature on a topic ofcurrent interest to counselors. It identifies research reports and programs that have been cited in the ERIC publications Research in Education and Current Index. to Journals in Education, and in Dissertation Abstracts International from March 1973 through September 1974. This search covers the basic elements of affective education,including the interrelationships between learning,, self-concept, career evelopaent, and self-actualization.1 One hundred and fifty-five document abstracts have been retrieved. (Author/PC) Compiled by Richard Galant and Nancy J. Moncrieff

December 1974

HEALTH, This search covers the basic elements of US DEPARTMENTOF EDUCATION &WELFAREOF NATIONAL INSTITUTE affective education, including the inter- EDUCATION HAS SEENREPRO relationships between learning, self-concept THIS DOCUMENTAS RECEIVEDFROM OUCEO EXACTLYORGANIZATION ORIGIN career development, and self actualization. THE PERSON OROF VIEW OROPINIONS ATING IT POINTSNECESSARILY REPRE STATED 00 NOT OF (1SS document abstracts retrieved) NATIONAL INSTITUTE SENT OFFICIAL OR POLICY EDUCATION POSITION $1.50 Introduction

This information packet, prepared by the ERIC Counseling and Personnel Services Center, is intended: -to alert theuser to a body of literature on a topic of current interest to counselors. It identifies research reports that have been cited in the Educational Resources.Information Center's (ERIC) publication, Research in Education (RIE), in Dissertation Abstracts Internationdl, and in ERIC's Current Index to Journals in Education (CIJE) froii March 1973 through September 1974.

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Searchlight has attempted to give availability for all materials listed in this packet. In most cases, it is possible to/obtain a, personal copy ofthe title listed. The sources fall into three groupin3s:

ERIC Documents References in this search for which an ED (ERIC Document) number is given may be ordered from the ERIC'Document .Reproduction Service (EDRS). Copies are available in either hard (photo) copy or in microfiche form. -The microfiche require a special machine for use. To order any of the ED materials, please refer to the EDRS Order Blank at the back of this packet.

Doctoral Dissertations All dissertations listed in this search have been drawn from Dissertation Abstracts International, a publication of .University Microfilms. They are available on micro- film (MF) at $5.00 per dissertation, or inbound photo copy (X) at $11.00 per dissertation from University Microfilms. To order, give the following information: 1) Order number 2) Author's last name and initials 3) Type of copy desired (microfilm or hard copy) 4) Your name and address (list separately for billing and shipping, if they are different) * Send your order, with payment, to University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106.

Journal Articles Journal articles are available from the original journal in library or personal collections. Refer to the entry for volume and page designations. ERIC Documents

ED 0411 294 TE 002.29: ED 048 391 UD 011 297 entered tot each topic: theoretical treatments; &Ile; Charles Dressler Powell, Gloria J. fuller, Marielle specific research findings; teacher practices; and A Study of the Effect of Homogeneous Group In) School Desegregation and Self-Concept: A Pilot CUffielaJt material. A code identifies listings of me Systematic Desensitisation for the Reductist Study on the Psycholoskal Impact of School particular use to persons involved in tcaching or of leiterpersosal Cessinesicatire Apprehension. Dew:rept/on on 7th, 8th and 9th Graders In a curriculum design, and listings which contain a Pub Date 69 Southern City. review of the literature. Mailability information Note-77p.: Ph.D. Dissertation; Michigan Stab California Univ., Los Angeles. Neuropsychiatric is also given. ( Author/NH ) -University Inst. Available fromUniversity Microfilms, A %crop Spons AgencyMeharry Medical Coll.. Null. Company. 300 N. Zech Rd.. Ann Arbor ville,Tenn.; Mount HolyokeColl..South Michigan 48103 (Order No. 70.9530. MFilsr Hadley. Mau. $3.00. Xerography 54.20) Pub Date 25 Mar 70 Daninient Not Available from EDRS. Note-35p.: Paper presented at the 47th Annual ED 049 868 RC 005 236 DescriptorsAnxiety. Corn municatior Meeting of the American Orthopsychiatric As- Ahluty ttttt Jame. F. tin. tie. Hit Ilan/ C'. Problems.Experimental Groups.Extinctior sociation. San Francisco. Calif.. March 25. Imputing Migrant Students' Academic Achieve- (Psychology). Heterogeneous Grouping 1970 ment Through SelfCuncept Enhancement. Homogeneous Grouping, Public Speaking EDRS Price MFS0.65 HC Not Available from State Univ of New York, Geneva). Center for Speech, Speech Skills. Training Techniques EDRS. Migrant Studies. IdentifiersSystematic Desensitization DiscriptorsIntegrationEffects,Junior High SpoilsAgency New YorkState Education/ SystematicDesensitization(S.D.) training School Students, Negro Students.Race Rela- Dept . Albany. Bureau of Migrant Educat!.n.ci whichhasbeensuccessfullyusedbothin tions. Racial Attitudes, School Integration. State Univ. of New York. Genesco. Coll': ofI dtvidually and in_small groups to reduce people% Self Concept Arts and Science. communicative anxiety. must eventually be ap This pilot study on the psychological impact of Pub DAC plied in large training groups to be economics school desegregation on seventh, eighth. and Note-55p. and efficient. In large heterogeneous group work ninth graders in a Southern city was done by giv- LDRS Price h1F-$9.65 HC-$3.29 however. it is important to determine the possible ing a Self.Concept Scale and a Socio-Familial DescriptorsAbility. 'Academie Achievement. detrimental effects to the less anxious subject, Questionnaire to 614 oldie and black stwolts Ilehav ior.FamilyInfluence.MigrantAdult caused by the slow pace of the highly annoto segregated and desepepeed schools. le Education.*hi egram Children. Parent At. subjects whd are training with them. For this stu castes~ huks. Puerto Ricans. Self Concept to enamoring the effect of desegregation.the is. dy. the hypothesis was tested that homogeneously Instigators are interested in identifying the I he purpose of this research was to investigate assigned training groups would achieve a signifi van.. whether an attempt to modify migrant parents' bles related to positive or negative selfconcepei cantlygreater reductionofanxiety than The report concludes that there Ws self behavior in accordance with social psychological heterogeneously assigned training groups. whi concept principles results III better academie achiev salient gap between Negro and white students,wee would. in turn. show a significantly greater reduc Negro students having significantly higher by their childrenSpecific aspects investigated lion of anxiety than a comparable control group aeons were ( 11 Can the images and expectations which than white students on the self conceptscale Students enrolled in a basic public speaking Those Negro students achieving the higher migrant parents hold for their hos .achies ing chil- course who experienced a high level of commu- air dren he positei el, modified? ( 2 ) Will systemati- concept scores are those insegregated we nicative anxiety and volunteered for training were predominantly black schools. (This daemon Lally increased images and expectation% as per-- assigned either to a -homogeneous. eciv ed by migrant children result in enhanced not available in hard copy due to marginal leg. heterogenerous. or a control group for work bility of the original. Mao, part of the bibliog. self concepts of a h i ' and (3) Will enhanced After S hours of Systematic Desensitization train raphy (page 22) was missing from the on self concepts of ability monk in significant in- ing in these groups, tests were given and data 'Author/JW) creases in academic achievement? A sample of were analyzed. Findings did not confirm the 21 children of Puerto Rican descent. 12 in the hypothesis, however. (Author /1M) experimental group (aged 6 to 16) and 9 in the control group (aged 7 to 14). was utilized in a prepost design. Data collected through the ad- ministration of the reading and arithmetic sub- ED 049 817 24 PS O(ld 512 tests of the "Metropolitan Achievement Test" Feldman. Ronald. ("map.Ciloperstnith. Munk". and a Spanish translation of the "Michigan State Camp. General SelfConcept of Ability Scale" were A Resource and Reference Bibliography in Early analyzed by a 1tailed ttest for related measures. ED 048 344 TM 000 417 Childhood Education and Developmental The results indicated that the selttoncept of En:in. Elliot E. Psychology: The Affective Domain. ability for the experimental group increased sig. Denitett, Charles R. nificantly and that academic achievement of the The Effects of Test Anxiety, Course Importance. California Univ., Davis. and Future Orlentatkin a Persisteace cad Spans AgencyOffice of Education (DHEW). experimental group. as measured by the instru- Washington. D.C. Bureau of Research ments dincribcd. increased significantly. Academic Performance. (Author/MB) Pub Date Feb 71 Bureau No 13R.6-21167 Note-9p.: Paper presented at the Annual Meet- Pub Date 71 ins of the AmericanEducational Research As- Contract OEC- I -7.0621167.3053 sociation. New York. New York, February Notc 155p. EDRS Price Mr-S0.65 HC-S6.58 1971 EDRS Price MF40.65 HC3.211 DescriptorsAffective Behavior.Aggression, ED 049 %S Bihhograp hies. Child Development! Cream,. $O 000 972 DescriptorsAcademic Perfcrmance. Anxiety, Weinstein, Gerald, Ed. fantini. Mario D., Ed. College Students. Males. Performance Factors, ty. 'Early Childhood. Individual Development. Toward Humanistic Edema-21km: A Curriculum of Persistence.StudentAttitudes.Student Motivation. Social Development Affect. Motivation. Task Performance This hthliography provides J comprehensive Ford Foundation, New York, N.Y. IdentifiersLong Term Involvement Question- listing of the reference Isteratii re in early child. Pub Date 70 hood t ages 2.9) psychology and education deal. naire(LTI),TestAnxietyQuestionnaire Note-230p. (TA0)- mg with the affective domain Categories such as Available fromPraeger Publishers, 1 1 1 Fourth The theory of achievement motivation with a achievement motivationaggression. anger and Avenue, New Yolk. New York 10003 ($7.00) modificationinvolving future orientation. was frustration. character and moral development. Document Net Available from IDRS. a used to predict that: (a) subjects who perceive a creativity; games, and social behavior areIII. Descriptors Adjustment (to Environment), Af- course ma .a to hove future implications eludedOne of the '27 seeiionslistsgeneral fective Behavior, Affective Objectives, should perfoi.4 better than those who do not: (b) references in the field of education and child BehavioralObjectives,Classroom Games, Highly anxious subjects who perceive the course development and includes books, anthologies. CognitiveObjectives,CurriculumDevelop- examination to have future implications should and papers (References and material relevant to ment. Diagnostic Teaching, Educational persist longer at the task than low anxious sub the cognitive domain will appear-in a separate re. Strategies,ElementaryGrades,Humanism, post ) The bibliography was prepared for use by LearningMotivation, Models,Relevance jects who are also future oriented; and (c) these both the practitioner and the rescai cher and in (Education), Self Concept, Sequential Pro- predicted differences are intensified in the group eludes nontechnical treatments of subjects as well grams. Student Attitudes, Teaching Models, that perceives the course as important and anew as mayor research articles.Articles published Teaching Procedures, Values wed in the group thht does not. The persistency within the past ten years ( 1961).1969 ), and espe- IdentifiersElementary School Teaching Pro- hypothesis was supported. bu the periormance cially within the past five years ( 1965-1969 ), are ject, ESTP hypothesis eas not. The third hypothesis was only no 'Masi/cif Four different tv nes of articles are Professionals as well as parents will find here partially supported. (Author) an argument and model for implementing hu Commualeatloo and Conflict Resolution: A Preto- personal ttelationship. Learning Experience, monistic education in public schools at all levels. Stcmins from the Elementary School Teaching type Course for Undergraduates. Self Actualization, Sensory Experience Project by the Ford Foundation which found that Pub Date Dec 7(1 This. paper discusses the effects on college stu- the student's feelings influence Note-27p.; Paper presented at the Annual Meet- dents of a weekly personal growth group anda his abilityto ing of the Speech Communication Association marathon growth group, both of which are forms learn, this book attempts to developa model which will utilize the student's affective (56th. New Orleans. December 1970) of experiential learning focusing on expanded concerns EDRS Price MF-$0.65 HC-S3.29 awareness of self and environment, authenticity, to motivate him to learning in a cognitiveway. and more effective interpersonal communication. The model directs ahe reader's attention first DescriptorsChanging Attitudes.CollegeIn- to struction. Communication the workings of attitudes and values and then (Thought The experiential-Gestalt growth group is a rela- to Transfer). Conflict Resolution. Dogmatism. tivelyunstructuredgroup experiencewhich practical instructional procedures which aid the Group teacher in diagnosing the student's interest and Discussion. Group Dynamics, Role emphasizes the exploration and expression of in Playing. Self Concept. Speech hereand-now feelings concerning self and other teaching traditional materials on sucha basis. A concluding section anticipates some To provide students with experience in conflict group members. Focus is put on what "is." on arguments resolution. 44 undergraduates were trained in awareness of one's experiencing and interpersonal which might be made against humanisticeduca- tion and attempts to answer the arguments. theories and practical methods of resolving con- interactions, and on awareness of ways in which (CWB) flicts and of communicating in their relationships one prevents himself from feeling, moving, and with family. friends of the opposite sex, room- living more fully and honestly. Marathon growth lo mates and peer groups. During five sessions of 3 groups,a time extended growth group ex- hours each, the experimental sections explored by perience, are a group pramicum in intimate, means of contrived situations (I) the importance authentic, human interaction to facilitate a transi- ED 050 083 of not putting one's ego "on the line,"2) tion from self defensive alienation to trans- TE 002 350 destructive and constructive eonflicts.' (3) the parencyandpsychological intimacy through Wells. Judith genuine encounter. The studies . A Study of the Effects of Systematic Desensitiza- probkm of prejudice when seen as part of ones suppOirtthe own psychological makeup. ti) consequences of proposition that the experiential-Gestalt growth tion on the Communicative Anxiety of In- revealing one's self to others in group discussion. group may be an effective method for fostering divideals In Small Grasps. the process of personal growth and experiential Pub Date Jun 70 and (5) the importance of Libeling experiences to learning in. relatively healthy, growth seeking in- Note-76p.; M.A. Thesis, San Jose State College put them in proper coined Course evaluations EDRS Price MF0.65 HC-53.29 were obtained from students through a 26item dividuals. The growth center model is currently evaluation form which identified the course's being implementedatBowling GreenState Descriptors 'Analysis of Variance, Anxiety. University. (Author/TAI Behavior Patterns, InterpersonalCom- strengths and weaknesses, and from a pretest and petence, Oral Communication. Psychological posttest questionnaire which measured changes Studies in their dogmatism. trust, and attitudes toward Communicativeanxiety,its corresponding communication and conflict. An analysis of these avoidance behavior, and the relationship of the tests indicated that, although no changes oc- two to communication performance in the small curred in the students' dogmatism scores, the ED ON 464 EA 003 484 group are investigated. Varioui definitions of anx- group changed positively in their attitudes toward Curtis, Thomas E, iety are discussed. Objectives of the study are to conflict, in their self awareness and insight, and "Whet Is a Hunseeklag Currkelmor increase knowledge in the area of anxiety reduc- in their trust of each other. Appendices include a Pub Date 24 Feb 71 tion. avoidance behavior and communication per- bibliography of suggested readings on eonflidt Note-11p.: Paper presented at American As- formance by ( I) widening the use of Systematic resolution. materials fur role playing.-and evalua sociation of School Administrators Annual Desensitization (5 D.) to include all levels of anx- tion forms. (JM) Convention. (103rd, Atlantic City, New Jersey, iety, (2) broadening the technique by utilizing February 20-24, 1971) S.D. in the classroom, (3) increasing knowledge EDRS Prke MF-10.65 1103.29 of the behavioral effects of S.D. by measuring the DescriptorsCurriculum, Curriculum Design, amount of interaction that takes place in a small CurriculumPlanning,Educational Change, group discussion after S.D. has been employed. ED 050 173 'Educational Philosophy, Educational TM 000 570 Problems, Humanism, Humanities Instruction, Two control and two S D. groaps of college stu- Campbell. Paul B. Beers, Joan S. dents were tested. Pre and Posttest analyses of Definition sad M 'Individualism,'SelfActualisation,Social meet lathe Affective Values, Student Centered Curriculum variance of their anxiety level were performed. Domain; Appreciation of HumanAccomplish- Results indicate that no significant interaction ef- ments. Current educational philosophies stress the need to personalize education. Emphasis must be fect could be found between anxiety level and Pennsylvania State Dept. of Education,Har- treatments for low and middle level anxiety sub- risburg. placed on the needs and interests of Individuals, jects, but that it could be found for high level Pub Date Feb 71 and curricula must be constructed to gamble stu- ones. (CK) mote lop.; Paper presented at the Animal Meet- dents to actualize their own potentialities. The ing of the American Educational Research As- humanizing curriculum centers on the student. socistim New York, New York, February and the teacher helps to plan, guide. and evaluate 1971 the individual rather than to transmit selected EDRS 1 lee MF-$11.63 HC13.29 facts. Four types of humanizing curricula are beim% introduced that differ primarily in their ED 050 085 TE 002 354 Descrk.onAlTective Behavior, Factor Analy- sis, view of the centrality of man in Ms relabels with Ralph. David C. Gass. Blame 'Grade 3, Grade11, Measurement Techniques, PictorialStimuli. Reliability, his environment. One type emphasbes 'mataritiss Implementing a Systematic Desensitization *IV search Tools, Test construction, Visual instruction, while the other three toaceive of Laboratory. Measures man as (1) a social creature, (2) a minus in- Pub Date Dec 70 identifiersPcnnsylvanis Inventory of Cultural dividual.and(3)an introspectiveanalyst. Note-10p Paper presented at the Speech Com (Author/RA) munication Association Annual Meeting (56th, Appreciations, PennsylvaniaPlan,PICA, New Orleans. December 1970) Things People Do Inventory, 1713 EDRS Price MF40.65 HC-53.29 The first three levels of the taxonomy in the af- DescriptorsAnsiety, Colleec Instruction.. fective domain guided the development of two in- Communication (Thought Transfer). Com ventoriesthe Pennsylvania Inventory of Cultural munication Problem-. Program Descriptions. Appreciations (PICA) forI 1thgraders and Public Speaking. Training Techniques Things People Do (TPD) for 3th gradersto mea- ED OSI 876 PS 004 766 Identifiers Systematic Desensitization Training sure appreciation of human accomplishments in Gordon. Ire J. On Early Learning: The Melifiabliky el Hums A systematic desensitisation therapy program seven areas: politics, sciences, sports, literature, to reduce anxiety in speakers has been developed visual arts, music, and theatre. Alpha coefficient Matti& and implemented at Michigan State University for for the PICA is .92, and for the TPD, .79. Photo- AssociationforSupervision and Curriculum those students in basic speech courses who have graphs are used in the TPD. With a sample of Development, Washington, D.C. been identified by "The Personal Report of Corn- 3,000 at each grade level, analyses of the instru- Pub Date 71 inunication Apprehension" (PRCA) as having ments included comparison of means, analysis of NoteS2p. severe speech' anxiety and thus being in need of correlations, factor analysis and analysis of cumu- Available fromAssociation for Supervision Sad Systematic Desensitization (SD) training. Sub. lative structure. The hypothesized hierarchical Curriculum Development, NEA, 1201 jeers, in groups of five of six, psiticipated in five structure is supported by the TPD data but not Sixteenth St., N.W., Washington, D.C. 20036 1.hour sessions which featured P:luation exer by the PICA data. Many inferences and implies- ($2.00, NEA Stock No. 611.17542) eises designed to reduce anxiety in certain corn tions are discussed. (Author/GS) EMS Prke Mr-SO.65 NC Net Available kern EDES. munication situations. As analysis of pretest and DescriptorsCommunity Involvement. Cultural posttest scores on the PRCA indicated that stu- Factors, Early Experience. Educational dents who were involved in SD training were sig- Change, 'Intellectual Development, nificantly less anxious sad more relaxed than ED OSO 396 CO 006 400 LongitudinalStudies,ParentParticipation. those who Were eligible for the program, but did PersonalityDevelopment,*Self Concept, not participate. (Materials include PRCA test, Fools's, Melvin L. The University Growth Caster: A Review el 'Stimulation forms and specific suggestions for setting up an Three major educational goals suggested for inexpensive SD laboratory.) (JM) Research Findings. Bowling Green State Univ., Ohio. the child are: ( I) that he learn to balance a Pub Date 71 concept of himself as both an individual and a Note i I p. group member, (2) that he became competent so EDRS Price M140.63 HC-$3.29 that he will feel he can influence the events that affect his life; and (3) that he develop a positive DescriptorsOroup Experience, Human ED 050 090 TE 002 362 Development, Individual Development, Inter- sense of self-esteem. A transactional view of Week. Gar development andtheroleof cultureare discussed, and an overview of longitsidinal studies social competence models and, particularly, the school setting. The appendices contain discus- which explore relationships between early child psychoeducationalmodel), mental hygienic sions focusing on testing for angq. as wellas experience and later personality and intellectual management in the classroom, and evaluation of samples ol'a number of such testa (TL) development is presented. Studies which methods and treatment. Chapters are preceded investigatethe effects ofdifferenttypes of by editors' introductions and individual articles stimulation upon the development of the young are often followed by editorial comments. (KW) child are discussed. The need, for new measures of intellectual development in the early years is emphasized. for measures currently in use have ED 054 481 Cq.006 611 nopredictivevalidity.Educators should not Seamons. Terry R. confine their efforts to the cognitive domain, but The Role of Relaxation in the DesensIthatioss should involve parents and the general ED 032 893 RE 003 637 King, Luanne P. Process: Guidelines and Precautions. community in all aspects of education. including Provo City School District. Utah. ^v decision making. (NH) The Relationship of Affective Changes So Cevd- dm Shills Development. Pub Date Apr 71 Pub Date Apr 71 Note-12p.: Paper presented at American Per- Note-19p.: Paper presented at the meeting of sonnel and Guidance AssociationConvention, the International Reeding Association, Atlantic Atlantic City. N. J., April 4.8, 1971 City . NJ., Apr. 19.23, 1971 EDRS Price MF.$0.65 HC -$3.29 ED 052 478 CG 006 483 EDRS Price MF-$0.6S HC -53.29 DescriptorsAnxiety. 'Behavior Char4e. 'Con- &rumen. John Capelle. Ron DescriptorsAffective Behavior, Affective Ob- ditioned Response. Desensitization. ;Evalua- Human RelationTrainingis UM* Rural jectives. Cognitive Development. Cognitive tion. Literature Reviews, Therapy Manitoba High Schools. Objectives, Comprehension Development, Con- The theoretical basis for Wolpe's systematic Manitoba Dept. of Youth and Education. Win- ference Reports. Educational Objectives, In- desensitization, with its principle of reciprocal in.' hibition and its emphasis on the role of physiolog- nipeg. dividual Development, Knowledge Level, Per- PubDate Apr 71 sonal Adjustment ical relaxation, is expliined. The author examines, Note-25p.; Paper presented at the_National the literaturerelevant to thi effectivene% of Schools have been paying too much attention desensitization with, and withoutt relaxation, as Council on Human Relations Convention in to intellect alone, ignoring the total development well as the effectiveness of relilation alone. All 3 Winnipeg. Manitoba. April. 1971 of the student as a whole. Bloom** Taxonomy of EDRS Price MY- 50.65 HC-53.211 Educational Objectives in the cognitive domain areas of emphasis are found t4:be supported by DescriptorsCounselors. EffectiveTeaching, knowledge current research, thus produ6ing a dilemma: categorizes knowledgeinto of relaxationvs. Human Relations Programs, Irnervice Pro- specifics, knowledge of ways and means of deal- desensitization? Two attempted grams, Interpenonal Competence. Secondary theoretical rapprochement: are brought to bear ing with specifics, and knowledge of the univer- on the problem, both of which call into question School Counselors. Secondary School Students, sals and abstractions in a field. Intellectual ability *Secondary -School Teachers. Set Actualiza- Wolpe's neurophysiological explanation of the and skills are categorized into comprehension, principle of reciprocal inhibition.Isitactual tion. Student Needs, Student Teacher application, analysis, synthesis, and evaluation. A ship. Teacher Behavior. Teacher Improvement second taxonomy of educational objectives, by physiological relaxation (musculature) or is it It is assumed that too few principals, teachers Krathwohl. Bloom, an Mask, relates to the af- cognitions which 'account for the success of and counselors possess the necessary personal desensitization? Other problem areas encountered characteristics which facilitate the growth or self fective domain and leads to an understanding of.-- in the use of relaxation -and desensitization are the whole teaming self: It deals widiinterests, at- explored. In a final, brief section. the author ' actualization of students. This study investigates appreciation, and adjustment. whether these qualities could be developed, using titudes,values, discusses the practical implications which these training. Four These are characterized as receiving, responding,. techniques have for counselors. (IL) a model of human relations valuing, organizing, and chnacte.izing by a value hypotheses were formulated: ( I ) teacher self ac- tion. as measured by the Personal Orients- or value complex. These educational objectives Inventory, will be higher after human 'He- involve a greater inclusiveness and are related to ti° training; (2) attitudes toward the educe- both the cognitive and affective domain: It is time process, as measured by the Educational to create programs and educational settings Opinionnaire, will amp; (3) human which will help meet these objectives. We are. ED 056 006 SP 005 380 none training will increase the value, to the beginning to see students as whole persons with a Zahltolf, David broad spectrum of needs. and we need to have The Use M Comprebsesbe Models la Closures. icipants.of inchision and affection, and km of control; and (4) partici- more respect for their potentiate. We want them lissersetisa. pants' post-training overt behavior will be more to be independent learning persona who are intel- State Univ. of New York. CortlandyColl. atCon- consistent with the behavior they desire from lectually competent, articulately communicative. Mad. others. Hypotheses 1 and H were supported. i.e. emotionally free, idea seeking. idea creating. and Pub Date 71 them were significant changes in the direction honest in their relationships. References are in- Note-7p. predicted. Hypotheses III and IV received partial cluded. (AW) EDRS Pries MV -$0.65 BC -$3.2B support. Itis concluded that human relations Descriptors*Affective Objectives.Cognitittl training can be of value in assisting educational Developmost, *Conceptual Sasses. personnel development of personal characteristics Economics,Geography.History, Political which enhance their functioning. (IL) Science. Social Sciences, Sociology. Teaching Modals ED 053 401 CG 006 539 The instructional models included is this report Phillips. Beeman N. Anxiety mod School Related laterventime: A have been developed as an attempt to combine Selective Review and Synthesis of the hycholsg- relevant factual and conceptual knowledge with a leal Lkerature. Interpretive Study U. Divides of pre planned teacher effort to correlate them cog- ED 052 556 EC 032 692 Reward Ripens, nitive learninp with specific attitude develop- Lone, Nicholas J., Ed. And Others New York State Education Dept.. Albany. Div. of inz-t on the affective level. Each of the four CodUct In the amnions: The Education of Chil- Research.; Texas Unit . Austin. models connects specific concepts, skills, and at- dren with Problems. Repisrt NoBSCR-003-71 titudes (empathy, independent thinking, social Pub Date 71 Pub Date Mar 71 responsibility,democraticliving,and group Note-587p. Note-144p. cooperation) with one or more social science Available fromWadsworth Publishing Com- Available fromNew York State ERIC Service, seen, which include history. geography, sociolo- pany. Inc.. Belmont, California 94002 Room 468 EBA, State Education Department, gy, economics, and political science. The model Document Not Available from EDRS. Albany. New York 12224 is so designed that s wide variety of contest, DescriptorsBehavior Problems. Class Manage- EDRS Price MP-SO.65 HC -$6.58 skills, and attitudes can be integrated into the ment, , Clinical Diagnosis. Educational DescriptorsAcademic Achievement, Academic same basic structure. (MPM) Methods, Educational Programs. Emotion:11y Performance.Anxiety. Behavior Change. Disturbed, Emotional Problems. Exceptional Educational Environment, Educational Ex- Child Education. Identification, Therapy perience, Educationally Disadvantaged, a The collection of readings dials with teaching Learning Difficulties, Psychological Patterns, and managing both emotional* ' disturbed chit- Underachievers then and children who are in a state of emotional Thisis the second in a series of studies ED 056 040 TE 002 642 disturbance or conflict due to external factors. designed to make the latest research on selected Alsbrook, Eleanor Young The readings in the first chapter, selected from topics available to the educational community. Clumps Is the Etialicenttlam M a Select Gawp fictional and non fictional literature and other Specifically. this report reviews. synthesizes. and M CollegeStudents as Mortiseet sources, illustrate how it feels to be emotionally interprets the literature on anxiety4,7he various ibllotherapy. disturbed by describing what the disturbed child chapters: (1) describe the different ways in which P ub Due 70 feels like from within. The chapter is divided into anxiety can be viewed as a response(eg. Note $5p.; Ed.D. Dissertation, University of Il- three pans: one pictures basic intrapsychk dif- piss tomenologically, phydologically, and linois at UrbanaChampaign ficulties, the second shows aspects of society behaviorally); (2) discuss and evaluate what Available fromUniversity Microfilms. A Xerox which breed disturbed behavior, and the third learning theory. psychoanalytic theory, and cogni Company, Dissertation Copies Post Office Box concerns drug use. Other chapters contain selec- rive theory have to say about anxiety; (3) contain 1764, Ann Arbor, Michigan 48106 (Order No, tions on identification and diagnosis of the information pertinent to the different methods for 71.5024: MF S4.00. Xerography $10.00) disturbed child, kinds of help available (in- measuring taxiety; (4) piesebt the research on Document Not Available from EDI& dividual psychotherapy, therapies with different the antecedents, concomitilitt and consequences DescriptorsBehavioral Objectives, media, group tLerapy). kinds of schools and pro- of anxiety for learning and school performance; Bibliotherapy, English Instruction.Ethnic grams available, teaching strategies (the behavior and (5) elaborate primary, secondary and tertiary Relations,' Racial Discrimination, Self Con- modification, educational. behavioral science a^d interventim strateries which are feasible in the cept, Student Attitudes The purpose of this study is to investigate semi experience more truittul and pleasant; (2) bibliotherapy relative to changes hi the *thews.- facilitate the maximum functioning of the client; be acquired vicariously. The 2nd was designed to trims of (out stoups of adult, whim college stie. (3) reduce physical and emotional tensions; (4) permit evaluation of the Ohms of expectations deists at the University of Louisville. The study for benefit and divan obeemetiond stylesex. create a physical condition more conducive to at- Ribbed y observes subjects. Results hickidet seeks to establish the extra of prejudice ex- tacking other problems; (5) clear the mind for hibited by the selected subjects, and with the um clear and logical thinking; and (6) promote (I) oipsrlsootois whirred a solommolol sad of bibliotherapeutic techniques as an inpurto the hlikly significant decree's I test anx- productive andcreative effortsby which selected subjects, the study seeks to determine lety; Ake control group Me* ona- changes in ethnocestrism. Two groups read and worthwhile achievements may be realized. The iety; (2) neither visadess dkast-fieditast. discussed additional material; one group read but other discusses the goals and possible outcomes group ere lolividool, or say wobble (ion of those did not discuss the materials; and a control group of counseling and the place of relaxation in this podoold process. Much of the paper is given over to the 'oharog sad (3) read no additional materiel. Data were obtained of doopoidooliso. vie dine aroet from Personal Data Sheets and the results of the principles and actual mechanics involved in relax- richmamed stimuli, appears So offer as emmosel. AdornoEthnocenttisns(E)Scale.Attitude ation training. Emphasis is on relaxation as s tool cal and t method of tondos we aazlety change was a difference score determined by sub- for building selfconfidence in the client, as well In the school oottIng. (TA) beefing the post treatment score from the initial as on behavior changes. A brief consideration of score on the Admit* E Scale. The major findings the limitations of the relaxation process con- are that significant reduction is ethnocentrism eludes the paper. (Author/TL) was produced in both the Reading-Discussion and Reading-Only groups, and that their post-treat- ment attitude gaits had bets retsiaml when ED 058,119 SO 002 132 tested ate mouth beer. The cool group drown, George Isom Homan Teaching for sum Lora*. As Ia. showedtilde chei-g- s laMIthroe Imes. ED 056 450 (Authoif011) 40 EC 040 542 treductlea a Casoneth Esimsties. Bijou, Sidney W. Easton Inst., Big Sur, Calif.; Ford Foundation. AppilesdeuofBehavioralPrinciplestothe New York, N.Y. Remedial lostreetlee of Retarded and Lam Pub Date 71 tiemdly Disturbed Young Children, Flail Re- Note-331p. ED 0S63 AC 012 069 Available fromThe Viking Palk 625 Madison 01 Illinois Univ., Champaign. Child Behavior Lab. A New York, New York 10022 (U.50) C..Grrition Spores AgencyBureau of Education for the Dociaseat Not Available tree ICDRS. Small Groups and Self- Renewal Handicapped (DHEW /OE), Washington, D.C. DescriptorsActivity Units, *Affective Objec- Pub Date 71 Bureau NoBR-23-2030' tires, Cognitive Objectives, Educational .Note -264p. Pub Date Aug 71 Philosophy, ElemenUirY Grades, Grob: 1).2nans- Available fromThe Seabury Press,New York GrardOEG-0-9-232030-0762(032) ics,Humanism,*Human Relations (57.95) Note-166p. Interdisciplinary Approach, LaboraloWalTs: Document Not Available from EDRS. ERRS Trite MF-SOAS HC-$6.58 int.Learning Process*, Par Atoeducatioral DescriptorsEvaluation Techniques. Group Ex- Proames, Relevance (Education). Role ?W- perience, Human DescriptorsAcademic Achievement, Behavior Relations. Individual Change, Curriculum Development, *Emo- in Secondary Grades. *Sensitivity 'Training, Development. Interaction Process Analysis. a. Teacher Education *Leadership Training. Organizations (Groups). tionally Disturbed, 'Exceptional Child Research, InstructionalMaterials, *Mentally Ideatillars*Confluent Education, Ford-Eiden Perceptual Development. *Self Concept. Self ProjectinAffective Education, Husaanisdc Evaluation. SoCial Change Handicapped, Primary Grades, Remedial Pro- grams. Special Classes, Teaching Methods Education IdentifiersSelf Evaluation Scale This book presents the results derived from the This book has three emphases: the exploration Empirical behavior principles were applied to the development of remedial teaching procedures Rebore to the Ford Foundation on the Ford -Es- and clarification of ()) the foundation of the alen Project in Affective Education. Confluent group in several disciplines and in the changing andmaterialsforretarded and emotionally disturbedstudents ages 54. education refers to a philosophy and a precast of concepts of eivilizalion. (2) the nature of various Students were teaching and learning in which the offsetivd and groups theories.methods.problems,needed referred by schools as severe behavior problems or extreme learning disability cases; intelligence tognitive aspects of learning flow together. The skills, and evaluation processes. and (3) leader. project's purposes were: I) to assemble the vari- ship preparation and application of group process ranged from retarded to normal. Research. con- ous approaches to affective Meanies from the to the various aspects of life and work. Nine ducted in two laboratory classrooms, involved the variety of activities in Esalsn's workshops and chapters are included: Group issues and Possibili- individualorganism design in which each child other sources; 2) to examine and select those sp. ties Today. The Nature of the Small Group, served as hii own control. Research on preparing proaches appropriate foe the classroom. An in; Group Patterns. Group Process. The Leader. The programed instructional materials resulted in in- troduction to and a rationale for the concept of Group Member. Special Problems is lateractioe. dividualizedprogramsinbeginningreading, confluent education comprises chapters I and 2. Putting Group Process To Work, and Studying arithmetic,writing,spelling,and language. 40 samples of affective techniques within the the Group. The book is planned for both lay and Research on procedures included development of context of an Emden workshop are presamed in professional worker in the church, the school. individual pupil assessment techniques, a struc- chapter 3 with a transcript el a mate -day presses and in social, business, and recreational organiza- ture for the class day, techniques for modifying workshop appendix. Actual activity units mod by tions who areinvolvedintheconstructive social-emotionalbehaviorintheclassroom, teachers in secondary English and 'Sods! Studies development of persons through the group ex- procedures for training the teacher's assistant and chose are presented in MtwIti 4, Personal re- perience. The following premises provide a con- parents, and analysis of associated theoretical and ports by teachers of their teaching experisnose sistent basis for understanding the content (1) methodological problems. Conclusions were that appear in chapters 5 through 7. The project's The possibilities of group process for self-renewal handicapped children can make academic and conclusions and positions on the three issues are based on the potentialities and limitations of personal-emotionalsocial progress in such special freedom and responsibility, educational chanie. man himself; (2' The realization of these possi- classes at the primary level; that teacher aides are and citizenship are discussed in chapter B. TN bilities is directly related to man's openness to ex necessary to help with individualized instruction; book concludes with two brief chapters co the perience,knowledge,skills,andinterestis that the teacher training curriculum needs to in- implications of teaching confluent education. becoming; (3) The concept of individual dif- cludebehavioraltechnology, andthat,with (0.111) ferences is basic to the provision of the optimal modifications, findings can be incorporated into helping relationship; "(4) Ability to participate public school special classes. (KW) and benefit from the group expirienceis a developmental process;(5)Groupprocess enhances the potential for change in the percep. lionsandself-conceptsofthemembers. (A uthor/CK) ED 058 S93 CO 006 839 ED 057 362 CO 006 739 EE Ion, Miser Mann, Jay Warmth, Competence, and Idest0leoiso. Applying Olmervellsad Iambile Maim Pub Date Jun 71 !chewProblems, Stab as EmoshaedeoAsedsty. Note-20p.;Paperpresented atCeeedlan ED 056 321 PsychologicalAssociation Convention, New. CO 006 684 PubMAI? foundland, June 3.5, 1971 Downing, tearer N. Note -10p.; Paperpresented atAmerican EDRS Price, MF:$0.65 H043.39 The Ineevative Use el the Relaxation Prima In Psychological Association DescriptorsAffective Criminals* convention, Behavior,*Association Washington, D. C., September 3- 7,,1971 (Psychological), *Behavioral Science Research, Brigham Young Univ., Provo, Utah. =RS Prise MP -$0.6S 11C-53.29 * Identification (Psychological), *Role PIMP' Pub Date Apr 71 Descriptors*Anxisty, Behavioral Science tion, Bole Theory, 'Self concept Note-12p.; Paper presented at American Per- Research. 'Behavior Change, Behavior Sixty young males enrolled in an introductory sonnel and Guidance Association convention, Development, Desensitisadoo, *JuniorHigh COW* in psychology rated themselves on a series Atlantic City, N. 1, April 4-8, 1971 School Students, *Learning, TestingProblems, of 7:step, bipolar, adjectival scales. Afterwards Test Winne's, Visual Learning EDRS Price MF-S0.65 HC-53.29 they observed a young man performa simple Descriptors*Anxiety,Behavior,'Behavioral This symposium ;raper describes 2evetimenat mechanical task, performed the same task and Counseling, *Behavior Change. 'Counseling. In which the principles of observationallearning thin rated the young man and themselved again. Men applied in school settings to the Counseling Effecti .*Counseling Goals, treatment It was found that when the e eta perceived the Counselor Performance, *Desensitization, In- of 2 separate groups of testmexious juniorhigh young man as personally wk., schoolstudents. they projected hibition Thefirstexperimentwas onto him attributes, which, they believed, charac- Identifiers Relaxation Process designed to test the assumption thatthe counts:- terized them. When the young man was perceived This paper demonstrates how the proper use of conditioning responses thought tooccur in syste- as warm and/or competent in the mechanical the relaxation process may: ( I ) make the coun- matic demositization of avoidance behaviorcould task, the subjects viewed themselves at mom BEST COPY AVAILABLE *1.11,1a, high school student'. About 75 percent similar to him than in the abserhe of mese pr 0. di; 'Ample of 320 students came from Mex. cepttons The results were interpreted s s .;,` as iciat American backgrounds. Atwogroup ins l(agsn's theory of identificationt Autn; triosit-ooritest design was used. The 'subjects a net be randomly assigned to treatment and control groups because the CAI program had . he aperntang for scvera) years in the school. T're zanClutiotit of this study are: the CAI pro. ED068 691 F.0 ; Cram prOnUlted (tangle' attitudes toward math; Rotisseau. Frank Cog may be an efficient, effective form of rentvdorl instruction; CAI did not prove; dehur BehasSocalPeogrammfreg- Inthe Re FA.),le SChool. :lionising, and no acrotatheboard negative at- Tennessee State Dept of Mental Ht'..1.1,ja lit 'dudes meshed from the program; there is no silk way of ptmenting educational material to all Spons Agency National Ins!of Mental I. ar.h ,todcnt.a. (Author) (DHEW). Bethesda, hid Pub Date Mar 71 Note -17p EDBS.Priee h1F40.65 /1CS3.29 DescriptorsBehavior Change. Bel,-0,1= 1E.D 063 553 CG 007 231 Problems, Elementary School St ;:irher. David Ralow, Bruce Emouonally Disturbed.Exceptioriai a. Sve.....1 Learning Theory wad Grasp Behaviessl Education, Operant Conditioning. Renard"- 'ment :U!'" Date 68 Discussed briefly are techniques of beh.o.o. Nutt =17p. change used in behavioral programing for en.0 FORS Price MFS0.65 HCS3.29 tionally disturbed elementary school cliddrew :ti OrsctiptorsBehavior Change,Cooperative behavior problems The author considers ire .1 Pluming, Emotionally Disturbed Children. child's ecology as a significant influence on the Oruep Activities, Group Dynamics. Imitation.. child's behavior; by which he means ail the es Lcatning Theories. Models. Personality Tests. pcnences and relationships Li at a ..-;hIst enccot 'Socialization tenin hiseducational ensironment Bois study itigated whether collaborative behavioral assessment steps are de, r.hc llf ass 'andsociallysr..slave behaviors, necessary in in attempting to extinguish alreads estahliNhe.. an group ptoblem solving, can be taught to era° appropriate behaviors After resets oig an revs: oont'ly dtsturhed children in residential treat- tionaldiagnosis,thechild s J1.61(1C111K ment center The sample consisted of ISO males behavioral programs are mapped out ranging in are from nine through 12 years in 12 term and longterm goals are esmitslishssl f u I residential centers. The children were required to child .Mentioned brieflyare antinren. pertonn a performance:shoeless' task of three tracting, the Prcmack principle in which a t e construction type problems, to assess their skill in ward is adapted to the child. group social relations. They .were mond according to token economy, and time out (For two rata two ctiteritt: the Planning Stags, derby; witleh4 pamphlets, sec EC 041 166 and EC 1541 plan of action was devised, sad the Operations fens ,teze, during which the group put its plan labs el- f et Partieipa6on, communication. ideas, quail of the plan, involvement, autonomy, at:loophole, activity and success were all evaluated for each child. Analyses of posttest variables of the saps& El) 058 945 PS mental group (exposed to j a film modeling Stern. Carolyn And Others isO .. cooperative behaviors) and the control group Therapeutic interventions with Einotiomdi' Oa) (exposed to a "neutral" film) indicated that Disturbed Preschool Chlkirer. watering of behaviors through a filmed technique California Univ.. Los Angeles Early Child'', can produce positive changes In the cooperative Research Center. group behaviors of childien identified as emo Spons AgencyOffice of Economic 01:pom., tionally disturbed, (Authdr/KS) Washington, D C. Pub Date Mar 71 Note-66p, R east ERRS Price h1FS0.65 HC3.29 DescriptorsBehavior Problems, t, as involve men., %I) 064 353 TM 001 521 Psychology. Community HaDert), Cad J. And Others parauveAnalysis.ControlGroups. '.5 tionally Disturbed Children. Everson. = As Evainatlee System for a Psytheedoestleael Trsattoent Program for Smodesially Disturbed Groups, Hypothesis Testing. intervent. Preschool Children. Problem Soivrar alkirets. Psychotherapy, Research. Socioccon,,n- e Pub Date Apr 72 Status, Therapeutic Environment, Theraps Hose -27p.; Paper presented at the annual mat- 'a I This investigation consisted of two studies ,a ins of the American Educational Research Af Experiment 1, three methods of dealing onciation (Chicago, Illinois, April 1972) identified emotionally disturbed child .10118 Price ?1140.6S 0C$3.29 pared, simultaneously testing the hypnthests Descriptors.'Behavioral Objectives. Erna community personnel can be taught to Ave', cC tirmally Disturbed Children, Evaluation festively with these childrenUnder the a c Aelhods. Measurement lasuumeets. treatments, the identified child whs eithe *Psychoeducational Processes, Rating Scales removed from his classroom and bussed to a A general description of an overall evaluation cial site. (2) retained in the regular ciassiN system which is being implemented is s'eestar taken into a .pecial room each day to sp. i asn for emotanielly disturbed children is printed. 30 minutes with a trained therapist. are . The system is based upon three types of Octivi- retained in the classroom, but with the ca h- tits. planning, monitoring, sad The support of a paraprofessional aideIn 1 traaa application of the system to the eval a of 1, these referrals had been made ,a ahem c 'es direct services to children is outlined. The ahu ing the research staff. For Treatment : car.. Lonplan for the child treatment program IA. Treatment 3, stratified random assignmer =a= solves five phases: intake, staffing, monitoring. made to either treatment from a large number ass termination, and tracking. Three periodic mu- chifdten idtntified and observed by the p ovat wresseat insuumenu used during the monitorial gist and the therapists 'There were a toal ?oxen are discussed: a clinical behavioral scale children in the combined treatment anrf (.< compkted by a psychologist; a behaviorally based groups. Experiment 11 compared the press r..; instrument completed by trained evaluators; and population of two clinic schools using a rating, form completed jointly by a monitor and psychodynamic approach. One aspect of me n. tberapist(s). (Author/DB) vesligation was designed to determine %silt. SW. there acre any basic differences in 1`,eis,. emotional problems which characterized chit , from different socioeconomic backgroi mis Experiment I, the success attained shooed ,ha / community personnel can help Slightly ' asnt.c1, ED 064 869 / EM 009 853 children. Although the second Experiment sas . Sehrenk. Jeffrey / neser fully implemented, there seems to be To...thing Rum Belay- 101 Subversive Aetividse cienthavetoconcludethatthe probi,r ear toe behaviots.of young children are very similar, is Pus Date 72 garcljess of backgrounds (Autnor/CK)

5 .5

,,m 1

nisa, ' '- ' Piotc-l92p .-'- crpapil EU 068 741 AC 012685 AaRable fivm-con Pr. 25 Beacon Street. beh..i a A ii,..cnd of I) aeekj Lila SkiUs; A Count I. Applied PeØkss SM.g. Sosson. M.achusstta 02108 (57.95) '.ipa Atenehers Fifth EditIon. went - £ D' Nut AvaI. frass EDItS. r . 7 s-tiablea 1licsc . Saskatihewan SewSiart, Inc., Pilusce AR*n. -. Dsscsip*ors..-Educaiionsl cheoge. F,lira. .i oiscairncnt ef- Pub Dat: 72 G.m... I*nsc1ion.l Media, 'Multimed** Zn- fects . i 's .iincluded. Note- t$lp ,tnsctlon. Pelevance (Education), 'SelfArc. Asosilible from-SskatchewaNswStart, lee., tu.11adoa. Salt Concsp. Simulation. P.OlInel5b,, Princ. Albert, Saskatchewan, 'Tsac)áag Methods Teaching Techniques (no price quoted) Wh1. daional aitics anti reformers ire Doruieral Not Available Ire. EDIS. aking schools to b.cosnc the agents of cultural De.riptors... 'Adult Programs, Bchavkwal Objec. md social change. thsre ate some teaching EL) ift, (')7 485 tisCs., Course Content, Count Evah.atios,, Cur. msthods which can be used nâw. within theitxnt. Spit'-'., 1 riculum Guides,' 'Disadvantaged Gtoup,, In. lag sysm. to help studets help themielvea to - 'na revlt SwIl-$lyp- dividuslDevelopment, 'ProblemSotvl,g. geow and learn. This book presents a wide vanety i5505., Productivc Thinking. 'Program Description., of multimedia methods designed to make the best Puh (. Rolc Perception,'Self Actualization, SOCISI t of eunently available matetials so stimulate l'ltite s-., 1wo er .an Problems, Student Evaluation students to think about themselves and their e t1iQ oem. ldcntifiert.-'Lifc Skills Education, Saskatchewan, society. Chapters cover sense education, hidden tori I 14.11, Ncwstart 0, cultural assumptions. violence. dn.ig education. . - TheLifeSkillscourseof Saskatchewan, learning about death, and activttics to promote Ve.. r t-. . I-i). 'i-lyrs- NewStari uses concepts and techniques from edu- "unlearning"of dangerousorself-detcatin cation. social work, and behavior sciences to knowledge. Appended ate lasts of sources for Teh ,.,. - develop new types of programs which access per. .tnn and simulation .nd g.amca. (kill 'i . P. itlrsgy, S ff An. sonat competence in dealing with problcms. This ii ii. ç,if (',-nird. Self lmtxtk dcscribet the Life Skills course and gives C uc, csSmpies of how problem solvingskills are Ii. . I r-,.i '-i15 iiianxiety taught. Other chapters deal with teacher training, elan., ii .tie i.tli..5 1et ribed iota tratililig. implcmentation of the course, and ED065407 SO0035U lhpela, . .-, ." - c.. mon sell- the role of prohtt-in solving in Life Skills. Two U.k on Husn.ii Fssl1,, and Relations. h)pntotis.(i_ . r i.it- steilt.ciuraged chapiers are dcvøted to evaluation, one to Ins. Wellesley Public Schools. Mass. to iie.. ;. J5 I ..od COr-.eunitrat. tJttt progress and thc other to course evaluation. SporwAgency-Abi As'.atcs. ln. Cesnbnde. Ui( ti; tt I ?)o J1tSttOfl, 2) ilubliaigr.mphieaare included as see evaluation 5. ICcVafl.5of aware. forme and diut:4ms of how Life Skills may be PubOssetlO] ness .i.n i '.ceed bypanict. used. (RS) Note-3 p5155 'ii I .C.;% ui)sCVer,the fl5 Peka MF'SO.65HC.S329 te.Jlni4ur .1" 5.) t,i.c *41 -ingifl.sry satue. Decrlptots-'Attective ObjeCtJ('es, Comrinumca. Unlii a 14 i-i ii'-el- pketsant.coin don Skills, Elementary Education, Gioup ReLi tort.ole . sot,sutsstvdets are rions, 'Human Relations Units.lriteraction tn.( fl C' U. . -.ost.tot use of th i ,k .tiPc.eyMsne,cment. £0069430 PSOO6 177 'InterpenonalRtlations!up, Role Playir.g ) and I . fl elnyihasis isupon Tob.ej,Simwid Secondary Education, Slow Learners. Social In. ) tegeatlon,SocialRelations,'Social Studici S St 114.35504 in Whici '' Anxltty, Attribute reabasM laterartIssus, a.d Is. Units ittstS' 1 ,i,'e-.' asbs.ingsue- dlvkhmglized lnst.-ucdo&/ The human relations units, intended especially I it ' . J-emnfxcanq those Note-l8p.t Paper prgsnted at the 80th Annual for the benefit of slow learncrm who may ha'.e ., -51 iSnipnaSiZed Convention of the American Psychological As. etrt Cl emotional pcoblenw but alio valuable for ether I -nit 15) sccmnqJcsaitt soeiiitiOts, Honolu$u Kawail. September 24. children, help students become more awerc of whib . -I .0 o' 'tithat an adult- 1972 the dynamics of intra and interpersonal relations SiLlS s ,s Itl warmly,attd EDitS Price MF-$0.$ HC43.29 Emphasis iupon involving ill class members in lirmjj 44 l5, Dcmcnptors-'Anxiety, Classroom Techniques, participation '4 theirowokve. Diae.!aasion of all Coxupanstive Analyils,'Educational Cbj.c. common Concerns is a pernary tccasnique in. tisca, Educational Theories, Evaluatia., 1n. valved us the units stimulated by pictures. stones. dividualized Instruction, Instructional Materials, and roleplays.Students diicusa fcclinp of anger. 'Interaction, Psychology, Research, Teaching fear, love, hate and anxiety; types of cireum- £C O-%) 1) Techniques stances; how to deal with circwnstanccs, and how S. I'. . / I Thisthumbnailreviewof thesymbiosis our feelinp affect other people. Three units. each Th , of it.. Thit Lcincd between psycholoy and education is Intended to of which combines a dramatic picture, an ii1 .1 ,i - .t3is'ionaLy Sound suggest that perhaps those concem.d with educa. complete story, and a role play are prcc.cncd, 'i'

Id snortersBereavement. ED 084 489 CO 008 530 ticut Avenue. N.W.. Washington. D.C. 20036 \ This lecture to clergymen presents a discussion Whitmore, Joanne Rand EDRS Price MF.10.115 IIC-56.511 of childhood bereavement and 'possible longterm The Medilleatiest of Undesirable Attitudes sad,. DescriptorsAffective Behavior. Affective Ob. psychological effects. A correlation Wives/40e Classroom Ikbevier Thrush Coastriwthe Use jectives. Anxiety, Attitudes. 'Behavioral loss of a parent aril later-life mental illness is sug- of Serial Fewer in the Scheel Peer Culture. Science Research, 'Behavioral Sclera's. Be- gested. as well as the need to look closely at chil- StanfordUniv..Calif.StanfordCenterfor liefs. Computer Ambled Instruction. Educa- dren's unique ways of grieving. The clergyman's Research and Development in Teaching. tional Games. Educational Technology, 'In- role in helping bereaved families is emphasized. structional Design, 'Instructional T Spans AgencyNational- Inst. of Education (0- Motivation. Sensitivity (SET) , HEW), Washington. D.C. Trrisiag, Simla Socialization, Stale of the An Reviews. V Report NoTR36 Identifiers 'Affective Domain Pub Date Aug 73 ContractNE-C-00-3-0061 Seven chapters present a variety of viewpoints on human feelings, or affect. All, however. are Note--20Sp. ED 084 0411 95 RC 007 419 directed at Instructional technologists whoare in- 'DRS Price MF-S0.65 11C-$9.87 volved in the design of instructional systems and illrbarti.. John E. Descriptors"Behavior Developing Positive Attitudes Among Ogden City Change. Discipline all share a concern for the development of in- Scheel District Perommet Toward Minorities. Probity', Elementary School Students. Leader- struction which interests, involves, and motivates Spons AgencyOffice of Education (DREW). ship. Locus of Control. Low Income Groups. learners ; the papers were choice on the basis of Washington. D.C. Models. Peer Groups. Reisforceineat. "Self the facts that their major themes were diverse. Pub Date 73 Concept. Social Behavior. Student Attitudes. well documented by prior research and had clear Note-57p.; Specialist in Educational Administra- Youth Leaders implications for instruction. The individwlfessays tion Thesis. Utah-State University. Logan. Utah A student leadership program was implemented deal with the following rapier I) human EDRS Price MF-S0.65 11C-13.29 in an elementary school to lame the social training and the innovation consultant,/ 2) the DescriptorsAttitudes. Disadvantaged Youth. value or constructive (appropriate) classroom role of educational technology in the develop- Inservice Programs. Literature Reviews. behavior and to generate more positive pupil at- ment of achievement motivation; 3) raleffeas of Minority Groups. Negative Attitudes. School titudes toward sell sad school. The specific aims anxiety upon computer-assisted interim-rim 4) Personnel. Teacher Attitudes of the intervention were to reduce the disruptive. some implications roe change regardink education LientifiersOgden City School District -" negative behavior of some socially powerful stu- and the major value orientations In our culture: Recent research has proven that teachers at- dents whole increasing the rewards for moreap- Si the implications of social learning theory for titudes can be directly related tola child's success propriate models and for teacher effects to im- thedesignof instructional system; 6) the or failure in school and that teacher training in- prove classroom climate. The Ss were low-income techniques and problems or attitude measure- stitutions have resisted providing experiences with 'black students in grades 4. S and 6. Eight ment: and 7) the affective relevance' of banks disadvantaged minority students This study was leachers' and 2110 peers identified 64 actual or games and simulation. (LS) designed to test the following,hypotheses: (1) the Title IV in-service training program will have no potential social leaders who were randomly as effect on the attitudes of/classified participants; to cape/inseaml or control conditions. (2) the Title IV in-service training program will Teachers classifierd the Ss as generally positive or have no effect on the attitudes or professional negative in attitudes and behavior. The effects of the intervention upon attitudes of leaders ED 085 075 PS 006 133 participants; and (3) the Title IV in-service train- were Nusricki. Stephen Wailer, Charlotte ing program will have no effect on classified and determined by measures of selleoncept.flocus of The isle of Generalised moil Specific Expsdandas professional attitudes as a whole. A sample or control, social efficacy, and attitudes toward In Deserrialeg Academic Aridevemen. 129 employees in the Ogden City School District school. Periodically subject behavior was rated Emory Univ.. Atlanta. Ga. (4 administrators. 9 principals. 17 teachers. by teachers and coded by naive observers. Par- Pub Date 73 teacher aides. 5 secretaries. 12 lunch workers. 2 ticipation as leaders did reduce the tendency of Note-6p. maintenance personnel. I counselor. and I nurse) subjects with negative attitudes and behavior to Available fromStephen Nowicki. Jr., Depart- was taken. A pretest and posttest of the Short become increasingly negative. Males, especially. ment of Psychology. Emory University, Atlanta. Form. Multifactoe Racial Attitude Inventory were increased their sense of efficacy and internal ac- Geoigia 30322 used. Data were analyzed by a -r test for non- ceptance or responsibility. The highest post-inter- Journal Cit Journal of Genetic Psychology. correlated measures. The in-service program con- vention self-reports came from the most success- 1973 (in races) sisted of 3 125-hour sessions conducted every 6 ful leaders (as ranked by the experimenter). EDRS Price MF-$0.65 HC -$3.29 months between January 1972 and Jute 1971 (Author/LP) DescriptorsAcadeutic Achievement. Aspira- Findings indicated that positive attitude modifica- tion. Elementary School Students, "Expects.; tions in school personnel can be developed rain. Grade S. Grade 6. 'Locus of Control. through a Title IV in-service training program; "Self Concept however. classified participants as a group did not IdentifiersNowicki Strickland Personal Reac- show significant change. (Author/NO) tion Survey, Rater Level of Aspiration Based ED 084 1135 at 011 656 The purpose of the present study was to ex- Richardson. Frank C. amine the relation of generalized sad specific ex- A Self-Study Manual For Students Oa Coping pectancies to actual academic performance. Thin= With Test-Taking Amato. ty-five female and twenty-eight male fifth and Texas Univ.. Austin. Computer-Assisted Instruc- sixth graders completed the Nowicki- Strickland tion Lab. ED 084 488 locus of control scales and loner Level of CG 008 523 Spans AgencyNational Science Foundation, Aspiration Board procedures. Results indicated . Pother. Paid J. Washington. D.C. that those. who perceived themselves to be rases- The Systematic Dessaisisarise el High Debilitat- Report No---TR-25 natty controlled (and who used immediate ex- ing Tat MONIS Cellses Students by Reburies Pub Date Sep 73 perience on the Rotter Board to form accurate and Aseecties. Note-13p. expectancies of future performance). achieved Pub Date Apr 73 EDRS Price MF-16.65 INC-13.29 more than their counterparts. These results were Note -12p.; Paper presented at the Southwestern DescriptorsAnziety. Computer Assisted In- taken as supportive of conceptualizing achieve- Psychological Association Meeting. 4 April struction. Independent Study. Study Guides. ment in expectancy terms. (Author/DP) 1973. San Antonio. Texas Testing Problems, Tests EDRS Price P4F-lid.65 11C-$3.29 A self-study manual for students on coping Descriptoes-0Anxiety, Attitudes. Behavior. with test-taking anxiety ie presented along with a 'Behavior Change. College Students. "Desen- commentary byitsauthor. The manualis sitization. 'Progressive Relaxation. designed for use in conjunction with videotapes Psychotherapy. "Testing Problems and practicettf anxiety management techniques ED 085 423 TM 003 403 identifiets'Achievement Anxiety Test in a comput :guided practice test-taking session. Scheirer. Mat, Ann The present study compered the effects of as- The manual is part of a program designed to pro- A Study of the Effects of Open Closeness Edna- sertion with that of progressive relaxation vide a regularly available service for highly test- den as Children's Achlevemsat, Self Cramps anxious students in computer-misted instruction. and Milted's. in systematic desensitization. NineteenSswere (RH) selected o9 tlie.-rassis of exemplifying high de- ' Pub Date 72 roilitating taranxiety according to Alpert and Note-74p.; M.A. Thesis. Dept. of Sociolo$2. Haber's(1960)AchievementAnxietyTest. SUNY at Bingha BOBS Prior MF-$11.65 11C43.29 Results showed that test anxious Ss who received either relaxation or assertive training experienced Descriptorscademic Achievement, Affective Behavior. 'Elementary School Students, Open a *ificantly greater reduction in debilitating ED 084 868 EM 011 691 Education, Self Concept, 'Student Attitude*. ,tee anxiety on -hail the poet. (; less than 0.001) The Affective Demote; Contributions of Traditional School and six week foildw-up (p less than 0.01) mea- Behavioral Selena le Instructional Technology. identifiers'Open Classrooms sures than no-treatment control Ss with cor- Number Oar. A Resource Beek for Media Spe- This study tested all children (Nw1163) in one responding pre-treatment scores. Although the cialfits. open classroom school and five "traditional" put-treatment measure indicated that relaxation Nationit Special Media Institutes. schools, using Stanford Achievement Tests, the was significantly more effective than assertion, Spans AgencyBureau of Educational Personnel Children's Self Concept Indicator, and the Chil- Development (DREW /OE), Washington. O.C. the six week follow-up failed to reveal a signifi- dren's Attitudinal Range Indicator. Datawere cant difference between Use two parameters. In Pub Dim 72 collected four to five months after the initiation addition, assertive training was shown to bring Note-176p ; See also EM 011 692 and EM 011 of the open classroom methods, as a preliminary about a significant reduction in test anxiety in al- 693 indicator of the effects of these methods. No sig- most half the time as relaxation. (Author) Available fromGrvnhon House. 1333 Connee- n ificant differences in achievement were found between "open" and "traditional' schools. with ED 087 811 TM 003 435 the effects ofIntelligence and parental Barker. William F. socioeconomic status controlled by covariance EvaluationMethodsand hawthornIn methods. loth self concept and attitude kiward therapeutic Nursery Program. the school were significantlyless positivein Pub Date Aug 73 "open- school than in the "traditional- schools. NoteSp.: Paper presented at the American . These resultsire viewed as tentative, because of Psychological Association Meeting (Montreal. the very limited lime elapsed between the in- Canada. August. 1973) troduction of open education and the collection EDRS Pike MF-S0.65 HC-53.29 of the data. The self concept and attitudinal iota Descriptors Cognitive Development. Emotional sures have been omitted from the Appendix., Development, Evaluation Methods. 'Intellec- (AuthonNE) tual Development. interpersonal Relationship. Parent Child RelatiOnship. Peer Relationship. Preschool Children. Preschool Evaluation. Preschool Tests. Social Adjustment. Student 'Teacher Relationship. Therapeutic Environ- ED OSS 617 CG 008 521 ment Miller, C. Dom. Ed. - Fourareas of evaluationwillbe briefly AddiWmalStadia In Elementary Schaal discussed: 1) those urea of functioning which Goldman: Psyebslegkal faleastiss Activities should be assessed, 2) instruments which were Entailed. used in each area, 3) knowledge of instruments, Minnesota State Dept. of Education. St. Paul. 4) preliminary results for each instnunent The Pupil Personnel Services Section. area related to the preschool child which should Spots Agency Office of Educed*, (DHEW), be evaluated consist of: I) the child's cognitive Washington. D.C. functioning, 2) the child's emotional functioning. Pub Date 73 3) the child's relationship with classroom peers, Note-445p. 4) the child's relationship with classroom adults. LOSS Poke 117-51.65 11C416.45 Descriptoes--Commusiestion Skills, 'Elementary primarily the teacher, 5) the child'srelationship with his family and 6) the child's relationship School Guidance. *Elementary School Teachers. Guidance Programs. 'Parent School with his &semi community. The overall results from the various instruments would seem to in- Itelatioashiti.her Relationship. Program Processes. dicate that: I) the program does seem to induce Evaluation. Psychoeducational change buss favorable direction in the children, *Self Concept. Student Development Identiffers*Eleratatsey Smite/lagEducation and that 2) the various instruments are working Act Tide m. ESEA Tide W in a self consistent manner. For mum*. items Thin pubfrtatioa, fourth in a series on elemen- on the Psychiatric Behavior Scale correlate nicely and is the expected direction with factor scores tary school guidance. focuses primarily on three from the Kohn target populations COINIWOXII are committed to Symptom Checklist. serve: children. teachers. and poteart. It contains (Author/MLP) a collection of controlled studies and the impact of covessdot effort on a variety of important guidance outcome variable= selfooncept. peer status. subside toward school. sad interpersonal conunuaication skills of teachers and parents. In virtaially all of the research reported. the positive influence of cousseloe-led activities is a result of some designated competence applied is a syste- matic way to a specific seed of children. teachers or parents. It appears that psychological educa- tion, like cognitive learning, is most successful whenlearningactivitiesarerelevantsad presented in an orderly manner over time. (Authoe/LP)

ED 087 666 SO 006 885 Alprn. Morton Curriculum Significance of the Affective Domain. Pub Date Mar 73 Note-211p.: Paper presented to Professors of CurriculumAnnualMeeting(Minneapolis. Minnesota. March 16.17. 1973) EDRS Price MF-50.65 HC -53.29 DescriptorsAffective Objectives. Curriculum Development. `Curriculum Evaluation. Cur- riculum Research. Educational Change. Educa- tionalObjectives.'Educational Philosophy. Educational Trends; Humanization. 'Learning Theories. Training Objectives In this paper the affective domain entails provi- sion for the growth of attitudes and behaviors that deal with feelings. emotions, values, and in general the pe concerns of students. Its place in cu um can emerge from an explora- tion of the °Rowing questions: To what extent can we imiry and describe a distinct affective curriculum? Should it be encouraged and dis- seminated? Can it succeed as an established movement? Interviews with three educators, a university staff member, a director of an alterna- tive school, and an elementary school curriculum specialist, all idvocating and working within an affective apprFach in education, were the means for discovering the actual role of affective educa- tion in curriculum. The interviewees responded to inquiries about the sources in literature for their programs, their goals for students, their view of affect as an end or as a means in curriculum, the state of being of their curriculum, their prepara- tion of teachers. and evaluation or observations of their programs. With the exception of the cur- riculum specialist, who had well thought-out.cutv nculum materials, the interviewees had little to contribute toward defining the role of the affec- tive domain in curriculum, casting doubt on the success of the affective movement. (110 Journal Articles

LI 037 561 060 SP 500146 [ Phonetic Preference tnientory; ntagarajan, a, mart mama v 1U net. pp5-10.15. Affective Edacatk: Implicadoes fee Creep Explores the differential impact of negatively Jul 71 Process Chaney. Reece: Passmore, J. Laurence. rated and positively rated idiom paired-associate 'Programed Instruction, Affective Objectives, Contemporary Education v42 n5. pp213-16.Apr materials on underachievers and overachievers in Measurement Techniques. Program Design 71 hish school. (AE) The author discusses a technique "for analyzing 'Teacher Education, Preservice Education, Sensitivity Training. ?Affective Objectives. affective goals and specifying them in terms of Models, Teacher lehavior. Affective &twice suitable measuring procedures." The article also outlines "three approaches available for the design, development and validation of program- EJ 039 7112 310 CG 503 035 medinstructioninthe &Madre domain." Group Counseling Bright Usderschimers and (Author/AK) Their Mothers Perkins. John A.; Wien, Edward 1E1 031 914 060 CG, 502 944 Self Actialiestio and MoLificatiee of Affecam A.. Journal of-Counseling Psychology, vIll n3. pp273-271, May 71 Self Diselmeree dude( Social Camiltisnieg Underachievers. 'Group Counseling. Grade Isterview Hamm, Hunk!: Theis',Michael, Point Average. 'Self Actualization, 'Mothers. Li 042 930 310 AA 510 222 Jounsal of Counseling Psychology. v II n2. pp101- 'ParentParticipation.Achievement, Parent A. Updated Represeststive List of Mediae and 105.-Mar.71--- Child Relatioitship. Parent Role 11.4hastianal Program for Sthwakting DeetkIly _Self Actualization, °Behavior Change. °Condi- This study's major findings .reveal that group Treffinger.DonaldJ.; Gowan Alm Cl lls, tioning. Individual Psychology. *Personality. counseling as described brought about a signifi- Journal of °retire Behaving Ifs la. PP127-39. Affective Behavior. lkhvior Rating Scales. cant increase in the underachievers' grade point 71 Psychotherapy, Self &Amick average and selfacceptance. The presence of *C-IfolivifY. °Stimulation, Eduestiond Pro Analysis of the data indicated that the low self mothers in the treatment process appears to be a gram. °Curricular% *Affective Objective actualizinggroup had thehighestrateof strong contributing factor. (Author) conditioning, while the high self actualizing individuals showed nonsignificant gain in the rate of affective self disclosures during conditio- ig but were more resistant to extinction as EJ 043 175 420 C0 503 321 compared to the low and the moderate groups. MI 039 172 420 AA 509 97B Helping Stalest Achim SalfActellestlew A (Author) Elketbreeess of Study Cottaselieg and Deseasith Case Study of Newokeetsffrallsge Ommathe mike In Alleviating Test Anxiety to College Van Gorden Edwin; Kamer. Fmk. R., lowal Shames Allen. George J.. Journal of Abnormal of the National Amneimirm of Calve. Ad o& Psychology. v77 n3. pp212-9. Jun 71 Mons Commelom old 112. 11,1 I-1S. JIff 71 Students. 'Anxiety, 'Counseling Say- 'Camelot Role. °Cousehs Provisos. 'Self ES 036 974 090 CG 502 946 Laiess.trests Amara:kip.. 'Counseling Theorist, Mew laternal External Locus of Contest A Promising active Greasereng, COOSIOding. Helping Rehr Rebailitatiom Variable MacDonald. A. P.. Jr.. tionshin Identilkstien (Psychological). Dui- Journal of Counschng Psychology. VII n2. pp111- Won Making. College Student 116. Mar 71 The authors have tried to show how ow Mace 'Self Control, 'Rehabilitation Counseling. Self 420 TM 500 205 =a perform grew ahrvice M young people is Actualization. 'Individual Psychology. °Handl- EJ 039 917 Improving the Ideotificatioe of Anxious Elesues- helping dress achieve self ecamfastio by allow- eaPPed. Expectation. Physically Handicapped. Ma School Children Through the Use of an ag them m kern and practice the steps in Emotionally Disturbed. Disadvantaged Groups Adjusted Anxiety Seale O'Reilly, Robert P.; Jecision waking as they piss their lives Ass Research literature leads to the conclusion that ;radiation. Mabee) (a) externally controlled persons are more threat- Wightman, Lawrence E. Journal of Educational ened by physical disabilities. (b) internals, relative Measurement yll n2, pp107-12. Sum 71 to externals, view emotional disorders as more Anxiety.DiagnosticTests.Elementary debilitatingthan physical disabilities, and (t) School Students, 'TestValidity. Grade 6, (*Test Anxiety Scale for Children (TASC). Lie :mist disadvantage and minority group member- id 1143 187 420 CU 503 371 Scale for Children (LSC)j Dassidsetion of Plea Batt MUM &Really, Patricia P Jaunted of Schad Pascholqag vP al, pp55-57. 71 'School Psychologists. *Reinforcement. °Same- LI 039626 310 HE 502 453 Psythekilical Patten.. 'Anxiety, Stinnin Camases' Education: Exploring theAffective EJ 04141,) 420 CG 503 220 nehmen Group Thaws. Elmn,entare Salad I., CollegeBoard tledwmuling Self sod Otheen A Relevant, &Wade. Alftestment Problems. wiser Phobia Domain Brown. George This ewe study presents es mm* of how ma Review, nBO. pp5-10. Sum 71 FloPetthl Ealowlesee Dinkmeyer, Don, Canadi- Cognitive Development. an Counsellor, vS n3. pp209-214, Jun 71 school psydrologist helped child end m oaks Higher Education. 'Self Concert, 'Laming Theories, Le.arning. dens solve:problna. Although the technigess AffectiveObjectives, Learning Processes. 'Individual Development. 'Self Actualization, used lief not unique to school psychologicpsychological Intellectual Experience. Teaching Techniques. Response Mode, Personality Develooment presented by their use we. Violence. School Role. Educational Change. The maimed of desensitisMio Social Change process tea weeks. (Author) 4 If huinan dimensions can be reintroduced into classroom teaming as aprimiryeducational function,the;earnerwillbecome personally E/ 041 950 060 EM 501 421 involved and his continuing learning will affect a The Fsection. of Stated Objective, in Teaching LI 043 450 PS 501 201 Effect change in his behavior. OM for Affective Lom'uiag Hirschlein, Beulah M.; Resistance to Melaka of Obesmbn Jones, John G., Educational Technology - Teach- M Affective Reaction to Respire Cessi- er and Technology Supplement v11 6. pp47-49. Slaby. Ronald 134 Parke, Kam D.. ..0 Jun 71 Devekipmental Psychokag v5 nl, pp4047, Jul 'Affective Behavior, Educational Objectives, 7 Behavioral Science Research. °Models,*Affee- EJ 031 617 310 TM 500 236 'Teaching Techniques. Curriculum Develop. meat tive Behavior, Empathy, 'Socially Devisee Order Effects is the Affective Lemming Styles al `this paper focuses on .the identification and Behavior, Elementary School Students, Sex Overachievers sad Uderschievers Rychlak. Jo. implementation of affective objectives within the Differences, Rewards, Punishment) seph F.: Tobin. Thomas J., loom*? of Education esrvientemi framework." (Authors /AK) Elementaryschoolchildrenofbothsexes Ptychologjt v62 n2. pp141-47. Apr 71 (n..132) saw male peer film model either AffectiveBehavior. AssociativeLearning. rewarded or punished for touching prohibited °Overachievers. *Underachievers. High School toys. The model either smiled, cried, of showed Students, Negative Reinforcement, Paired Asso- no reaction, and subsequently had differential LI 042 KO 270 EM 502 020 influence on thebehavior of children who ciate Learnine, Positive Reinforcement. Males. Programmed hutmetiom in the Affective Domain observed, (NH) F./ 043 404 040 SP 501 139 s child who is experiencing significant anxiety E.1 056 519 420 AA 512 309 A View from the Other Side Douglas, Lawrence and suffering. A warm accepting teacheris H.. Contemporary Education v43 el, pp3031. Can Schools Grow Persons? Rogers. Carl R.. Oct 7l required. He must be one itho can set firm and Education Dips; v37 nb. pp20.1. An 72 Personal Values. 'Self Actualization, *Chitli- consistent yet reasonable limits for the child. Individualism Teacher Role. Self Actualiza- ns Attitudes, Generation Gsp. Youth Prob- Therapy is recommended for the child and his tion,Individual Development, Educational lems parents. (Author) Attitudes, Personal Growth Article states that no institution, no carefully ; planned program or curriculum can grow an ti individual. Only a special kind of teacher can do this. (Author/ML) LI 041 219 060 AA 511 369 iEJ 054 141 010 AA 512 001 Acconetsbility in the Affective Domain Bona. Commukatles Is the Affective Domain Strom. Gary D . Journal of Research and Development Robert; Ray, William, Theory Into Practice v10 in Education v5 n I, ppb7-96. F 71 e4. pp2611-75. Oct 71 E.) 057 179 *Educational Accountability. *Affective Behav- 'Affective Behavior. *Play. Team Teaching. 090 CG 504 437 ior. Affective Objectives, 'Measurement. 'Pre- Group Reactive fahlbilies ComedianGraff... Communication (Thought Transfer). Child Robert W.; And Others. Journal dictive Validity. Performance Specifications, Language, Affective Objectives, Cognitive Ob- of College Analysis of Variance. Predictive Measurement, jectives. Parent Participation Student Personnot v13 n3. pp274. May72 Cognitive Objectives. Performance Contracts Group Counseling, Anxiety. Student Discusses the possibility of utilizing the play lems, Prob- By securing a network of variables related to fonts of children to provide a superior medium Inhibition, Extinction (Psychology). cognitive outcomes, we may emphasize important Student Personnel Services, Counselors.Cot - for cognitive learning, utilizing parent- teacher lege Students behaviors that areadjuncts to learning and team teaching. fANI mitigate measurement problems of the perform- This article describes one method,an extinction technique, that has been used efficientlywith ance contract. (Author) college studentsexperiencingsckaolrelated anxiety. (Author) IEJ 054 149 010 AA 512003 Nonverbal Commuslestins In the Elementary El 050 072 130 PS 501 527 Tep Trinity: UodlentemUsg Self mid Othem Classroom Schuster. Richard A.. Theory Into Dinkmeyer. Don. Bessemer), School lobes! Practices v10 n4. pp2112-7. Oct 71 £1 157 266 140 AA 512 699 *Nonverbal Communication. 'Teacher Behav- Aisetive Education: Aesthotks mad bedlam v72 n2. pp62-71. Nov 71 Heath, Douglas H.. School Perkin v10 113. *Elementary Education, *Educational Objec- ior. 'Classroom Communication. 'Elementary Grades. Affective Behsvioi. Evaluation Tech- gp353 -72, May 72 tives. *Self Actualization. Student Teacher niques. Literature Reviews: Measurement In- Aesthetic Education, Affective Objection, Relationship. Teacher Education. Self Concept. struments. Kinesthetic Methods . *Values, Multisensory Learning. Maturation. Educational Guidance. Instructional Media Provides a background fornonvertel communica- Educational Responsibility. Educational Analyzes the educational problem of teachers tioninthe classroom. and relatesteacher Trends, Emotions! Development beingunabletodeal with the social and Audior discusses the merits of affective education pupils, and behavior to the perception of student attitude emotional development of their towards himself by the teacher. (AN) but wants it is a "potentially dangerous innova- describes a program-of student self actualization tion that may accentuate unhealthy and understanding of others. (AN) development." (Editor/Author)

E1054 152 010 AA 512 ON A Language for Affective Edeesdeo Victoria V 051 006 420 CG 503 919 EJ 059 503 420 CG 504 524 James. Theory Into Practice v10 a4. pp300-4 Systematic Desensitised.= A ?scimitar Worth Standardized DeseasitIntioa Medea in Gump Oct 71 That eats Fishman, Steven T.; NSWAS, M. TOWS Bugg, Charles A-. Personnel and Guid- 'Affective Objectives, 'Classroom Communics ance Jouma4 v50 n10. pp1123-121. Jun 72 Mike, Journal of armadas, Psycholog). vli elk tics, *Evaluation, *Teacher Behavior. *Nona. pp520-523. Nov 71 bet Communication 'Desensitization, 'Anxiety. Behavioral Coun- seling, *Fear. *Psychological Patterns Desensitization, 'Group Therapy. *Techni- Recognition by teachers of the qualitative nonver- The author relates his experiences I. ming a ques. *Psychothetspy. *Anxiety. Feat, Psycho- bal and verbal dimensions of communication modified form of systematic desensitisation in a logical Patterns' should enhance their ability to relate to all public schoolsetting students. ( Author) with counselees whose Reports the result of an attempt at applying the success and development are hampered by test standardized schedule for the treatment of stoke anxiety and fear of public sneaking. (Author) phobia in groups. (Author)

El 054 302 140 AA 5111161 The Schooling of Tomorrow's Women Minuchin. LT 059 504 424 CG 504 573 El 051 046 420 RE 503 599 Patricia. School Revieat v10 n2. pp199-201.Feb Wanes of Treacemdemtal Meantime 72 at a Effects of a Selehepromment Coarse cm Self- Measure of Self-Actwalhatiom Seeman. William; Coecepes of Adolescent Female Clients Collins. *Women' Education, Open Education. Self And Others, Journal of Counseling Psychology. Cork's. Journal of Psychology. vI10. pp51-b7. 1an Concept,'SelfActualization.Educational vI9 n3, pp114-117. May 72 72 Improvement, Educational Objectives, Femin- "Self Actualization. 'Self Concept Tests, 'Self 'Self Concept, Females, Changing Attitudes. ism. Females, Relevance (Education) Concept, Self Congruence, Personality Tests, 'Self Esteem. Anxiety. Adolescents, Psycho- Fon goals or educational tasksseem pertinent Individual Characteristics, Identification (Puy- logical Patterns, Behavioral Problems. Emotion- far a school that would be relevantto the chological) al Adjustment, Adjustment (To Environment) development of a liberated young female:1) minimization of stereotypes; 2) provision ofbroad exposure to experiences, ideas, and models;3) education in skills for choice, problemsolving, and evaluation: 4) enhancement of selfdifferentie- El 066 164 V 051 590 140 AA 511451 don and self-knowledge. (Author) 140 AA 513 727 Mission A Viable Aim fee Americas nowise The Thee isRipe forAffeetive Geodes Crawford. A. Reny: Brown, Warren R.. Educa- Schneider. Donald, Clearing Home v47a. tional Theory. v2I n4. pp407-17. F 71 pp103-06, Oct 72 'Educational Plul000pky. *Educational Objec- Affective Behavior. Emotional Development. tives, 'Educational Needs. 'Self Anuslization, Educational Theories, 'Educational Straiten, Educational Change Educational Development, Wavle* Teacher The authors found a viable aim of American I1 055 269 410 SO 500,921 Education. Experimental Teaching, Training TCanineclutieques. ( Workshop Institute for Living education I. self-actualization. (AS) Developing Uederstarsdieg K Self sodAthers:, , Canal to the Etleadesol Process Dintmeyer, ILL) Don. Peopk Watching vl ol. pp12-16. Spr 72 Analyzes the teaching process, its neglect of Child Development, Affective Objectives, emotional considerstior.z, and suggests exercises Individual Development, Self Concept, Psy- fordevelopingemotionalawarenessinthe cluteducatiooal Processes, Socislizstiole-111stu- classroom. IRK) 420 CG 504 063 V 052 311 ration, Program Descriptions, Resource SchoolPhobia RevisitedLesid,HughM., Guides, Elementary Grades Canadian Counsellor. v6 al. pp27-31. Jan 72 The rationale for a program in Developing 'Anxiety. *Emotionally Disturbed Children, Understanding of Self and Others (DUSO) is Emotional Maladjustment. School Phobia, presented. The programisconcernedwith EJ 066 at 270 CO 504 991 Parent Student Relationship. StUdent School helping the child become more aware of himself. HantamRelations Training In Three Rust Man. Relationship. Fear. Psychological Patterns other. and the nature of hums:. development. tole High Selo** A Throe Month Pollow-Un (Author/1B) School ohobia is the omneunced fear et I

r nanmen, John; Cape Ile, Ron. Canadian EJ 072 200 450 AA 514 692 El VI 940 060 Counselor,v6 n4, pp260-270, Oet 72 Increased Self-Actualization as a Result of an CO 505 728 High School Curriculum, °Sensitivity Intensive One Semester Academie Program The Cernaseler's Worksbom Helping Humanise Training, Student Personnel Programs. Self Mullins, Richard F.. Jr.; Perkins, Edwin M.,Jr.. Idecatien Myrick, Robert D.; Mold, Linda S.. Actualization. HumanRelations,Followup Journal of EducationalResearch, v66 n5. 13P210- naElementary School Guidance and Coustaehhgv7 Studies, Group Experience. High School Stu- IS, Jan 73 . pp29S-299, May 73 dents, Personal Growth 'Self Actualization, Personality Assessment. Ekntentary School Guidance, Elementary This study is supportive of other studies which 'Higher Education, 'Biology. 'Behavior Rating School Curriculum, Human Relations, 'Atti- indicate that human relations training results in Scales,Educational Innovation. Orientation, tudes, Affective Behavior, Counselor Role lasting rather than temporary personal growth. Academic Education, Student Needs The procedure presented here is designed to help (Author) Thirty-four college undergraduates, not majoring children. recognize that feelings and attitudes in science, participated in an innovative program affect what a person sees; what one person sees is in the biological sciences. The program stressed not necessarily the same as what another will see; applications of biology to soda problems, and what a person sees often determines bow he emphasized emotionalas wellasintellectual behaves in a situation; and the way a person growth. (Author) E.1 067 744 140 AA 513 615 behaves influences the way others respond to Valets and Decision Making: Helping Students him. (Author) Achieve SelfActualization Van Gorder, Edwin; Kermerer, Frank R.,Independent School Bulletin. v32n1. pp26-3I. Oct 72 EJ 073 723 420 AA 514 963 Self Actualization.Individualism.Social Shaping Up or Self-Shaping A Look at Modern Maturity. Student Motivation. Decision Mak- Educational Theory Litt, Sheldon,Journalof EJ 079 21t 130 VT 504 856 ing Skills. Maturation. Nondirective Counsel- Humanistic Psychology,vI3 nl, pp69.73, W 73 CultivatingtheAffectiveDomainRidaiour, ing Educational Psychology, Self Actualization, Harlan E.,American Vocational JournaLve8sn4, Describes methods by which schools can help Educational Objectives, Learning Theories, pp44.82. Apr 73 studentsrealizetheirownself-actualization AffectiveBehavior, Educational Research, Educational Philosophy AffectiveObjectives, through graduatedrocesses of decision making. Personal Growth, Personality Development, (RK) Cunosity plays an important role in learning and Vocational Education, Behavioral Objectives, in self motivation. Self realizationis s more Success Factors, Agricultural Education, (Fu- desirable goal than "shaping up." (DS) ture Fanners of America. FM] Reports on actioninitiated by the FFA to develop a programforagriculturalstudents' EJ 068 763 380 CG 505 145 personal development. (MU) Self-Aetnalization among Extremely Superior Students McClain. t/Iwin W.; Andrews, Henry El 075 934 130 PS 502 560 B.. Journal of College Student Personnel. vI3n6, Mee Affective Side of the Schooling Experience PP505-510, Nov 72 \ Johnson, David W., ElementarySchool Jam* 'Self Actualization, "d, Superior Stu- v73 n6, PP306-13. Mar 73 El 040 381 190 AA 516 085 dents, CollegeStudentPersonality Assess- Student Reaction. Learning Experience, °Af- Cunienlar Organizing Strategies. ClassroomIa. ment, Academic Achievement, Individual De- fective Behavior. Student Attitudes, °Defini- teractIoa Patterns. and Pupil Affect Bennett. Roger V., velopment. Psychological Characteristics tions, Decision Making. Program Effectiveness, Journal of EducationalResenteh, v66 Superior students' capacities for intellectual and Instructional Improvement. Curriculum Moe!. n9, pp387-93. May-Jun 73 opulent. Student Evaluation aesthetic experience appear to be highly actual. Student Teacher Relationship, "Affective Be- This article focuses on the importance ofaffective havior,'ClassroomEnvironment,°Teacher ized.However,theirexcessiveindependence 4. outcomes. the definition of the affective side of appears to be thwarting to another important area Influence. "Interaction Process Analysis, Behav- the schooling experience, and the measurement of ior of human fulfillment,i.e.,livinztin rewarding Patterns, Teaching Methods, Classroosie theimpactorinstructiononthe interpersonal relationships. (Author /CJ) affective Communication, Coniparative Analysis, Tables reactions of pupils. (Author) (Data) Itwas concludedthatimportantdifferences occurred in interaction patterns, but not in pupil affect, when two different curricular organizing EJ 069.363 090 CG 505 231 strategies were used. (Author) Effects Of Group Counseline and Behavior EJ 077 378 060 EM 503 280 Therapy On The Academic Acklevensent Of Test- The Student Will Appreciate Competently. Anxious &ideals Mitchell. Kenneth R.; Ns., Kim Harbeck, Mary B.,Educ.ational Technology, v12 T.,Journal of Counseling Psychology,v19 n6, n I I, pp26-28. Nov 72 pp191-497, Nov ,72 Performance Criteria, "Behavioral Objectives, EJ 080 658 060 CG 505 904 Group Counseling. Anxiety, 'Academie A- 'Affective Behavior, Student Evaluation Affective Education: Lessons in Ego Develop- chievement. 'Study Skills, 'Behavioral Counsel- A brief discussion of the problems of developing ment Levine, Esther,Psychology in the School% ing. Desensitization competency-basedevaluationintheaffective v10 n2, pp147-150, April 73 Results indicated that only significant reductions domkin of student behavior. (AK) 'AffectiveBehavior,'AffectiveObjectives, on test anxiety were obtained for groups given Educational Objectives, 'Mental Health. "Hu desensitizatiod, but for groups given combinations manization, Human Development of desensitization and counseling. improvement occurred in both test anxiety and study skills. This cursory outline of the Human Development (Author) Program has been given as one example of. El 078 356 420 CG 505 697 Affective Curricula available for classroom use. The Impact of Coed Residence Hails on Self- While it is not within the scope of this paper to ActualizationSchroeder,Charles C; Lchisy, describe fullythe mechanics of the Program, Morris L.Journal of College Student Personnel some mention is made of selection and prepara- El 069 702 180 CG 505 191 v14 n2, pp105-110, Mar 73 tion procedures. (Author) Cognitive Modification of Test Anxious College 'Coeducation, College Housing. Dormitories, Students Meichenbaum, Donald H..Journal of 'Group Relations, 'Self Actualization, Individu- Consulting and Clinical Psychology.v39 n3, al Development pp370-380. Dec 72 The purposeof thepresentstudy was to determine if there were initialdifferences on El 014 082 CO 506 124 Testing. 'Test Wiseness, Testing Problems, selleted Anxiety. Desensitization, College Students. scalesof thePersonalOrientation Systematic Versus Semantic Desensitization and Inventory (P01) between students who chose to Implosive Therapy: A Comparative Study Hek- Response Mode. Cognitive Processes live in coed residence halls and those who chose mat, Hamid, A group cognitive modification treatment was Journal of Consulting and Clinical to livein traditional single-sex residence halls, Psychology,v40 n2, pp202-209. Apr 73 effective in significantly reducing test anxiety as and also if residing in coed living units affected Behavioral Science assessed by (a) test performance,(b)self-reports thefurther developmentof self-actualization. Research, and (e) grade point average. (Author) (Author) Desensitization. Intervention. 'Conditioning, Affective Behavior. Therapy. Behavior Prob- lems In this study. both the semantic and systematic 'desensitization methods were found to be signifl- 398 zed 505 236 csntly more effective than the implosive therapy El 078 894 040 Specific And Generalized Anxiety As Determi- VT 504 853 and the control treatments in the modification of Measuring the Immeastirables Banks, Jane M., ts Of Outcome With Desensitization Of Test phobicbehavior among thecollegestudent A ty McMillan, Joan R.; Osterhouse, Robert American Vocational Journa(v48 n4, pp36-37. population. (Author) A..°urns/ of Counseling Psychology,v19 n6. Apr 73 pp51521. Nov 72 Behavioral Objectives, Affective Behavior, 'An y, 'Testing Problems, 'Desensitization. 'Affective Objectives, Work Attitudes, 'Be- eP Teal Patterns, College Students havior Rating Scales This stud examined the effectiveness of systemat- Three examples of performance goals written in ic desensitlution (or reducing the anxiety of LT 054 0$4 CG 506 126 the affectivedomain and tworatingscales Affeetivs highly testasous students who differed in their Reaction TowardComputer-galled designed to help teachers use them. (Editor) level of genet''zed anxiety. (Author) Internam* testing Hedl. John J..Jr.: And tuners,Journalof Consulting ''ind Behavior Change. Personality Change. *Em- Therapy, and Study Counseling Comah, orchard Psychology. v40 n2, pp217-222. Apr 73 ploymentInterviews,'Anxiety. *Counseling Student Reaction, 'Affective Behavior. *Anxi- 0., Miley. JosiahS..Journal of Counseling Theories. Desensitization, Affective &ham. h)chology, v20 n6, pp499-503. Nov 73 ety. 'Computer Oriented Programs, *Intelli- CareerPlanning.Employer Attitudes.lob 'Anxiety,Desensitization.'StudySkills, gence Tests, *Testing Programs, Psychological Application, Employment Counselors *Tests. °Academic Performance. Study Habits, Tests. Testing Rather than coach students into stereotypes. the College Students,Grade Point Average, The results ofthisstudyindicatethatthe author recommends the use of techniques de- Grades (Scholastic) computer testing procedures led to significantly signed to teach them how' to relax and project Systematic desensitization, implosive therapy,and higher levels of state anxiety and less fsJorsble their true personalities. (Editor) studycounseling haveallbeen effective- in attitudes in comparison to the examiner testing reducing testanxiety. In addition. systematic procedures. These negative affectivereactions desensitizationhas been comparedto study were seen as a function of certain computer counseling for effectiveness. Thisatudy.compares testing procedures. (Author) all three methods and suggests thatsystematic EJ 0811 615 desentization is more effective than the SO 502 3111 others, Massed Group Desensitization and that implosive therapy is more effectivethan In Reduction of study counseling. (Author) Test-Anxiety Dawley, HarOld H..Jr.; Wenrich, W. W.. Psychological Regions,v33 n2, 1313359- 363. Oct 73 EJ 084 185 CG 506 226 Use Of An Achievement Motivation Course To *Desensitization, *Anxiety, GroupBehavior, \ Testing Problems, Contrdl Groups, Reduce Test Anxiety Of Academic Low Achiev. Condition.. EJ 090 861 ers Biggso.Barbara E ; Felton. Gary S S. rCollege int. Behmior Change.Psychological Studies, CG 506 634 Student Tains!. v7 nl, pp1246. Isn-Feb /3. Group Therapy Teaching laterpersowd RelationshipSkills me 'Testing, Anxiety, Psychological Patterns, The results of this study oftwo groups of nursing Camps= A Pyramid Approach Archer,James; Kagan, Norman. Journal of Counseling Desensitization, Intervention. Academic A- students, one administereddesensitization ses- Psycholo- chievement sions. the other not,agree with earlier studies gy. v20 n6, pp535-540. Nov 73 This study was conducted to assess the effective- which indicate that massedgroup desensitization 'Interpersonal Competence, 'Self ness of a motivation and time-study course in is an efficient and efficaciousprocedure for the Actualization, 'Social Development, 'Helping reduction reducing test anxiety These results suggest thata of anxiety-based disorders. Relationship, 'Communication Skills, PostTest- motivation and timestudy course, when offered (Author/KM) ing, Video Tape Recordings, College Students,. in an academic context, can be an effective Group Relations, Peer Relationship change agentfor test-anxious academic low Interpersonal communication skills training achievers. (Author) groups,led by underiaduate paraprofessional leadersusinganintei.versonalprocess-recall EJ 0811 617 SO 502 320 videotape-feedback traitun model were com- paredwith Treatment of Test Anxiety byGroup Implosive groups using a limited-structure encounter-group model and 'tit EJ 084 684 FL 505 216 Therapy Dawley, Harold H.. Jr.;Wenrich, W. no-treatment control groups. Participants itre interpersonal- Teaching toward Affective GoalsinForeign W. Psychological Reports, v33n2, pp383-388. Languages Disick, Renee S., Foreign lacguage Oct 73 process-recall videotape-feedbackgroups scored significantly higher than did the Annals, v7 n I. pp95.101, Oct 73 Anxiety.*Conditioning,'Group Behavior. encounter or 'Modern Languages, *Language control group participants. (Author) Instruction, Testing Problems, Control Groups,Behavior 'AffectiveBehavior, AffectiveObjectives, Change. Stimuli, Group Therapy.(Implosive Teaching Methods. Relevance (Education). Therapy) Educational Objectives, InstructionalProgram Divisions Designed to study implosive therapywith groups, thisuse of abehavionstic technique, which El 090 907 reduces unadaptive anxiety byemphasizing the CG 506 680 presentation of the highly anxiety-evokingstimu- Systematic Desensitization Of Test Anxiety:A lus until the stimulus is no longer ableto evoke Comparison Of Droop And Individual Treatment El 086 047 EC 052 573 anxiety, failed to produce a significantdifference &Won*. Edward H.: Njaa. Uoyd 1., Journalof between The GiftedChildistheAffective Domain control and therapy groups. Consulting And Clinical Psychology, v41 n3, Gensley, Juliana. Gifted Child Quarterly, v17 n2. (Author/KM) pp470, Dec 73 pp113.15. Sum 73 *Anxiety, *Desensitization, 'Individual Coun- 'Exceptional Child Education. 'Gifted. *Emo- seling. 'Group Therapy, 'Tests, Progressive tional Development, 'Affective Behavior Relaxation,CollegeStudents,Standardized Tests, Fear, Pretestingesting E.) 088 626 SO 502 329. The results indicate the effectiveness ofboth Internal-External Control, Test Anxietyand individual desensitization and group desensitiza- Academic Achievement Additional Data tion in the treatment of high test anxiety. More EJ 087 462 Prociuk, CG 506 427 Terry Erects.LawrenceJ.,Psychological research is needed in comparing the effectiveness Effects Of Personal Growth Groups On Self. Reports, v33 n2, pp563.566. Oct 73 of group desensitization and individual desensiti- Actualization And Creative Personality Walton. Locus of Control. *Testing, *Anxiety, Dan R.. Journal of College Student Personnel, Aca- zation with intratreatment variables. (Author) demic Achievement, Data Analysis.Compara- vI4 n6, pp490-494, Nov 73 tive Analysis, Analysis of Variance Self Actualization. 'Individual Development, This study examined the relationship 'Personal between the Growth.'PersonalityTests,'T internal-external control and text anxietycon- Groups, Self Concept. Self Evaluation, Person- structs, and academic achievement. The hypother ality Studies, Creativity sisthatinternals would be more fuccessful Attempts to define group-produced growth in self- academically than externals was not spported. actualization and personality. (Author) (Author)

EJ 087 518 CG 506 483 EJ 089 972 PS 902 962 Practicing of Meditation by School Children and Balancing Basics: Our Transactions withIChild- Their Levels of Field Dependence independence. ren Their Tressections with Tomorrow I Shoe- Teit Anxiety, and Reading Achievement Linden. maker, Francis. Childhood Education. v50 n2. William.Journal of Consulting and Clinical pp58.62, Nov 73 Psychology, v41 nl. pp139-143, Aug 73 Early Childhood Education. Self Actualiza- 'Elementary School Students. 'Cognitive De- tion, 'Teaching Techniques, Educational Ob- jectives.'Curriculum velopment, 'AffectiveBehavior, 'Individual Development, Human Development, 'Attention Control. Adaptation Relations. Teacher Role, Art. Sciences Discusses the need for improving the quality of Level Theory. Motivation, ('Meditation) Theresultssuggest relationshipi between people. and for concentrat- thatthroughmeditation ingon "more practicetheindividual humanvalues":observation. may kern how to memory, curiosity, imagination, sympathy. Exam- concentrate and to volitionally alter his feeling ples of teachers aiding children to communicate state by shifting his attention, (Author) are compared. (Si')

El 087 561 CG 506 526 Behavior Modification and the Interview Shaw. EJ 090 853 CG 506 626 Edward A. Journal of College Placement. v31 Comparison of Three Methods of Reducing Test n I. oo52.57. Oct-Nnv 71 Anxiety: Systematic Desensitization. Irsolosive Doctoral Dissertations

CHANGES IN SELF-REGARD AND REGARD FOR bigh.er n...!... white males OTHERS AS A FUNCTION OF INTERACTION - , GROUP EXPERIENCES Aaa.tionai data not directly related to the hypotheseswere analyzed. These showed a definite relationship betweenself- Mal:Kite Frances Ramashala ADDY Ed.D. regard and regard for others, and that changes inthe one vari University of Massachusetts, 1973 able led to corresponding changes in the other variableas a function of Interaction Group Experiences. Director: Dr. Ronald Fredrickson On the bagis of the theoretical and philosophicalassump- tions made in this investigation it was predicted that facilita- The study is concerned with the relationship between self- tion of personal growth resulting in positive self-regardand regard and regard for others. Changes'in these variables as a regard for others would lead to facilitation of positiveand M01 function of interaction group experiences, and the broader im- effective inter-personal relationships specifically thosein- plications of these variables on black-white interpersonal rela- volving (intergroup) black-white interactions.. tions. N Order No. 74-8462, 246 pages The study was conducted on a colge campus residential area at the University of Massachusetts. Two groups of stu- dents were pretested for self-regard, regard for others, ab- solutism, and polar selections of l's and 7's on the ratingscale. FURTHER DEVELOPMENT OF AN INSTRUMENT The experimental group comprised of 20 subjects selected from THAT MEASURES EXPECTATIONS OF AFFECT FROM the University's Residence-Hall Counselor Training program. ACHIEVING IN LEARNING IN SCHOOL IN FIRST- This program was developed and executed by the office of111.- GRADE CHILDREN dent Personnel Services of the University of Massachusetts An additional 20 subjects were selected from a volunteer group Rosanne ALBERTS, Ph.D. of black students, who were in turn selected as apprentices in Fordham University, 1973 the Residence-Hall Counselor Training program. The fori'tner group consisted of 18 white and 2 black junior and senior resi- Mentor: Bonnie L. Ballif dents and the latter group consisted of 20 black freshman and sophomore year students. The measures used were the Berger The purpose of this study was to develop further Woofles, Scale of Self ;Acceptance and Acceptance of Others, the Ab- an instrument designed to measure expectations of affect from solutism Scales, and the Rating Scales. achieving in learning in school, by determining its basic item Following pre-testing the experimental group was involved statistics, reliability, and validity for Black, Puerto Rican, am in an eight week training program especially designed for tnis White first-grade children. investigation. The program consisted mainly of interaction", Woofles consists of 30 items and it is individually admin- group experiences with interaction rather than confrontation istered in less than 10 minutes. Each item includes a verbal being the vehicle for promoting change in attitudes, personal description paired with a photographic illustration of a spe- group and effective interpersonal relationships within the sioup. cific school activity. Three children appear in each photo- Although,the same information and pre-testing procedures were graph: one Black, one Puerto Rican, and one White. Fifteen conducted for the control group the latter was not exposed to of these 30 items describe school situations indicative of ex- the eight week training program. pectations of negative affect from achieving in learning in Four ttainers matched for sex and race were selected, with sch-iol, while 15 items describe school situations indicative each pair responsible for two groups within the experimental of expectations of positive affect from achieving in learning in group. The trainers met on a weekly basis to discuss group schciaL Each subject is introduced to a small hand-puppet process, to\share experiences and to assure that training strat- egies are relatively similar. On completion of the eight week named Woofles who asks the child to indicate whetheror not program post-testing was done for both the experimental and he likes each of the 30 school situations. The totalscore for control groups. Data secured from the measures was collated each subject is the sum of correct responses. and scored for analysis using mainly analysis of variance tech- Woofles was administered to 315 first-grade children from niques. Four basic hypotheses were presented. Or.e for deter- four urban public schools located in predominantly lower- mining pre-treatment differences between the experimental and middl -class neighborhoods. The 315 subjects consisted of control groups two for determining treatment effect on the ex- 37 Black males, 46 Black (emotes, 68 Puerto Rican males, 57 perimental group, three for determining race differences and Puerto Rican females, 58 1Vhite males, and 49 White females. four, for deterMining sex differences. In order to determine concurrent validity of Woofles,a sub- Findings indicated significant pre-treatment differences be- sample of 241 of these subjects was also administeredtwo tween the experimental and control groups, showing the experi- other tests: the Beere instrument that measures attitudes mental group to be significantly lower in self-regard and regard toward school and Gumpgookies, a test thatmeasures motiva- for others prior to initiating treatment. Data for testing the tion to achieve in school. Based on the combined judgement second hypothesis hcever, showed a marked reversal of the of the teachers and the interviewers, those children whowere change pattern with the experimental group indicating signifi- non-English speaking or who had difficulty understanding En- cantly greater changes than the control. This finding was glish were eliminated from the sample. crucial in determining and confirming the effectiveness of In- Some basis for concurrent validity of the instrumentwas teraction Group Experiences on attitude changes. demonstrated by low, but significant correlations of Woofles In addition to the preceding findings signiticant race and sex with three independent variables, the Beere instrument, Gump- (WEL:once :err found, as well as the interaction of these fac- gookies, and the School-Enjoyment factor of Gumpgookies.The tor3. lin ales to he the lowest on self-regard and highest relationship was demonstrated between Woofles and reward tt.c ottfirs: althoueh chances indicate the latter trouo 2k)the School-Enjoyment factor of Gumogookies. Thesefindings interpreted. can be interpreted as providing some tentativedirections that, through further pursuit, may eventuatein concurrent vandity. The major findings of the studyare stated below: No significant difference was foundbetween the perfor- 1. There was no significant difference (atthe .05 level) mance of boys and girls on Woof les. Previousresearch stud- in self-concept, reading, or mathematicsbetween the low- ies-have consistently demonstrateddifferences between sex achieving, boys' and girls' groups ofgrades seven and nine o and attitudes toward school. However,a significant difference between the two grades. was found between the performance of PuertoRican children 2. There was no significant difference(at the .05 level) i and the Black and White childrenindicating that Puerto Rican the levels of performance betweenself-concept and reading, children expressed expectationS of lesspositive affect from and between self-concept andmathematics in the subjects in achieving in learning in school than eitherthe Black or the each of grades seven and nine. White children. Furthermore, both theBlack and White chil- 3. The counseling intervention techniqueused in the expe dren expressed generally positivefeeltngs toward learning. nient was found effective, as it indicateda trend of gains In It, can be concluded that Wooflesappears to be promising self - concept as well as in schoolachievement - -in the latter, as an instrument designed to measureexpectattons of affect the gains were much higher in readingthan in ntathematicr-- from achieving in learning in schoolfor young children. Ot in the experimental subjects (but not significantat the .051ev particular importance is its effectivenessin obtaining and in comparison with the control subjects. maintaining the interest of young children.In addition it is This study, while stressing the needfor developing a mor quickly administered. Althoughits internal and test-retest positive sell-concept in the low-achieving,junior high school reliabilities and its estimates ofconcurrent validity are low, children, indicated a close relationshipbetween the self- primarily because its items are tooeasy for this age group concept and the school achievement of these children.The and they have only moderate discriminationindices, Woof les study further showed that counseling interventionimproved does warrant further development. Byrevising the items, in both the sell-concept and the schoolachievement of the sub- 'order to decrease the difficulty levels,and increase the dis- jects. However, the investigator recommendsmore studies b crimination indices, Woof les may becomea more appropriate made which focus on the child's self-conceptand its impact o instrument in this critical area of school attitudeassessments the child's school performance. of young children. Order No. 73-16.043. 78 pages. Order No. 73-16,600, 155 pages.

THE RELATIONSHIP BETWEEN SELF-CONCEPT AND THE EFFECT OF SELF-AWARENESS CLASSESON rtie; SCHOOL ACHIEVEMENT IN LOW - ACHIEVING, JUNIOR ATTRITION RATE OF COLLEGE FRESHMEN HIGH SCHOOL CHILDREN AND THE EFFECT OF COUN- SELING INTERVENTION ON SELF-CONCEPT Robert Man BROWN, Ph.D. University of Pittsburgh, 1972 A. ARULSIGAMONI. Ed.D. The American University, 1972 This study attempted to evaluate the effect ofgroup counsel' ing procedures on classroom size groups of college freshmen. The problems of the study were two-fold. First, thestudy The research was carried out at California StateCollege in attempted to descrihe and interpret the relationships betWeen Caltfornia, Pennsylvania. This design attempted to the self-concept and school achievement in reading and mathe- account for four main areas of difficulty in developinga valid research matics in low-achieving, junior high school children of grades design for counseling outcomes. seven add' nine in a selected District of Columbia public school. 1. The counseling procedure consisted ofa clearly defined Second, tfie study attempted to determin-. whether or not the sequence of stimuli designed to elicit individual reactions to self-concept of these children can be improved throughcoun- previously inculcated value systems. The seling intervention. process that evolved as a result of the stimuli was the basis for the interaction of The subjects of the study were taken from gradesseven and each group encounter. The total procedure consisted nine of a school located in a low socio-economic community. of twelve. fiity minute weekly sessions. The stimuli presented,the group Four home-room sections, two from each grade, witha total atmosphere developed, and the group leader's reactions and of ,103 subjects, were used in the study. facilitative comr -nts to the stimuli were basedon the proce- The self-concept of the subjects was measured by Lewis dures outlined by Malamud, and Machover in "Toward Self- Lipsitt's Self-concept Scale and Ideal-self Scale. School Understanding" (1955). achievement in reading and mathematics was measured bythe 2.The criterion selected was the attrition rate of college Sequential Test of Educational Progress, a standardizedgroup test. freshmen. During a freshmen orientation meeting, freshmen were given a questionnaire to determine their reasons for at- The study has two parts, one is descriptive and the other tending college. One of the_questions freshmen respondedto is experimental. The descriptive part of the study is concernc: was, 'Do you expect to graduate?" It was hypothesized that if with the relationships between the self-concept and school students expected to graduate, a good measure of their ability achievement in reading and mathematics. The experimental to cope effectiveiy with their environment would be their ability part of the study is concerned with the effects of counseling to remain in school. Of freshmen expecting to graduate, the intervention on the self-concept and school achievement (in attrition rate of those who were counseled was comparedwith reading and mathematics) of the subjects. the attrition rate of those who did not receive counseling. During the experimental period of three months, thet,e- 3. Precautions were taken to exclude the effect of extra- perimental subjects tone of the two home-room sections of neous variables. The total freshmen class was invited topar- grades seven and nine) were given counseling. individuallya :,d ticipate in the self-awareness classes. Thus overcoming in small groups, either before or after school hours. one They at- of the mayo defects in most studies of successfulgroup coun- tended about eight half-hour sessions, in which thecoun- seling outcomes, the use of a selected restrictive population. selees were encouraged to discuss their problems as well as In addition to the volunteers, four classes of EducationalFoun- their strengths and weaknesses. The investigator actedas dations 101 were randomly selected to receive the treatment. non-directive counselor during the Utscussions. tveryat- Consequently non volunteers as well as people whodid not tempt was made, through counseling intervention, to help the bother to attend the orientation meeting received the treatment. counselees to have a more realistic perception of themselves The volunteer factor was controlled by having volunteerswho and develop a more positive self-image. did not receive the treatment as wellas non volunteers who did Twelve hypotheses were advanced, of which the firstten re- receive the treatment. lated to the descriptive part, and the last two relatedto the ex- Prior to the treatment all groups being comparedon attri- perimental part of the study. After testing the hypotheses, the tion rate were first compared on predictors of collegesuccess individual test scores in the three areas in the experimentwert to insure that the pre-treatment groups did in fact have equal analyzed, and the relationship between the variables was (Willy ability to remain in college. The oredictors hsed.forcomoar- Ison were college board scores and high school rank in class. 4. The paradigm, a posttest-only control group was devised The sta,is7:it analysis for eoth hypotheseswas toe treat- within Rogets' theoretical conbtructs regarci; the nature of ir,.nts-be too hs inalysis the pretext sco man and his development. as the , trt 'r h' statiqn-i: stet:if:ranee uas S The results showed that of students expecting to graduate. at05. those who received counseling gad a significantly lower attri- The .tnals st. of the it :rut:ps tort series' f the two tion rate than those who did not receive counseling. Volunteers F-cart)f7,17 ts nish the .05 l-te"0:..refore. :!: not sictitfitain af counseled were not significantly different in attrition from non taired hypothes., re- volunteers counseled, leading one to conclude that the differ- Tie int,ra ;:on elf, '*nothesi-; ea:: also it Atie re- ence between counseled and non counseled was a result of the jected. treatment rather than the volunteering. Non attenders of the The da r !.-AVeVer. ityrnaill the 4 04 F-ratio neede,.. :or ?,:a orientation were found to be significantly higher in attrition ,, : rtitrait.e. !e1 , al 01; .lrone than attenders of the orientation meeting. However, non atten- gline6 IIht '1!.e ha I :none effee t on Ili, onted:s of the ders that received the treatment were not significantly dif- sestit ..;r 's:,fts,it0 sell) ertz, nfth loAer .1'n:it:es measured ineitt ferent in attrition rate than other students that were counseled. vr 0' toned to the awareness...tames hal the I.r: ,t ,;:t tnean se :re ircrease on the The results indicate that self-awareness classes can lower tc.st ;;; post- the attrition rate of college freshmen. The results also indi- , s ,roness :a this; seemed t.) bean cate that attitudes are an important factor in ability to remain !:11 )1.41 I.N!)%.1 f. r Pse E irti School proetTarns in college and that those attitudes can be effected through self- irnpurtint ,ale cod roh see awareness classes. This stedy showed that students who do not ileri,ssar. if students are tit teeprep sr -d :or the seek help (non volunteers and non attenders of the orientation ft.ture.t'o, ttio7,a1 awar, aess tamingan be an enj.r.aule eelocsronal experience forthose participating. meeting) can in fact be helped by selecting them for self-aware to he e.sprmsible for helping If rilto.....tiva is ness classes. Order No. 73-1649, 141 pages. students become aware of variou concepts of the world-of-work and forclarifying which con- cepts of self have personal meaning,then file vocational gamin approach shows some promise forbeinp, a "fun way-'to gain these insights. Thus, schoolprograms should be concerned, :1.FECT OF NOr.: \TIONAL A'.`..1 1).ENESS n \NIES ON with the development of positiveself-concepts, and vocational THE SELF-COCEP I'S OF SlXiii CrAi31.. t.: awareness games should focuson self-awareness and self- assessment rather than traditionalapproaches of studying oc- cupational information. Gnert Charles GOCKLEY. Ed.D. Order No. 73-25,871. 96pages. The University of Rochester. 197.'i The purpose of this study was to tavestigate certain saca- t.,;;;a1 awareness gaiaes which are ba;ed on cleselopmeatal A COMPARISON OF THREE METHODS OF REDUCING concepts.It dealt with the ind:si !oars exposure to.a.td explo- TEST ANXIETY: SYSTEMATIC DESENSITIZATION, I ration of. selected conditions in *.-,,tat: Am: de.elopment, em- IMPLOSIVE THERAPY, AND STUDY COUNSELING phasizing such factors as interests. titnlitics, attandes. aspira- tions, values, life situations and life ez)als. These factors were Richard Dennis CORNISH, Ph.D. approached from an internal frame of reference in which the The University of Wisconsin, 1972 iedividual explored his own feeliv_ts and ileas about hinisett. The vocational aw treness games eacou..aged indnicluals to ac- Supervisor: Associate Professor Josiah S. Dilley oure a cleareA conceptualization of -:ktf. The eperitnental study da;,:neti to unestivate the 2f- Systematic desensitization, implosive therapy and study fet.t of the vocati.ntal awarer.ess on the self-( oneeots of counseling have all been shown to be effective means of reduc 50 suburban sixth _raders. The ,-ts were t lassifieo ing test anxiety. An addition, systematic desensitization has );,:h, middle. or :ow I.Q. Lt'rc.e randonth 156.4:110. "J the been compared with study counseling and shown to bemore et control and treat:nent groups l'ite f'luldren fective in reducing test anxiety. Implosive therapy had not Self-Concept Scale was administered 41S a pre- aud nos:test previously been compared to other methods. This studycom- rnasure. The activities for the experimental ..tro :p ,eere pared all three methods for effectiveness on self report, per.: throughly planned 'o 4ive 1,9pf,rtunities fr student formance. and physiological criterion. I interaction and to create pain ict ,lissroom "itnio,dheres Thirty-nine undergraduate college students who, had volun- The subjects in the treatin.-nt coup were *Al t teered for a program designed to reduce test anxietywere ra series of vocational awareness tzames during 'he' fen-%!ek dourly assigned to four groups; a systematic desensitization research peyiud. The anie: '.sere seuenceu as tollo%., group (SD), an implosive therapy group (IT), a study skills (1) eight sessions with the [we:est Crattlnuunt ;.one. '21 thir- group (SS) and a no-treatment control group (C). The design teen sessions wtoi *he Lifetuaton-, game. 13: s-cep sessions for the self report and physiological data was a Post-test Onl %:tth the Abilities Lqtrae and f fl cessions with the I iota Control Group Design. The design used for the performance Goals game. The subjects in the control ,rouo wore in:o!..el :if 'ion- data was a pretest-posttest Control Group Design. A followup vocational expervces Since the vocational aw.truness ,antes questionnaire was sent to students after they had completed their final examinations for the semester in whichthey parti- en;oyabie ir.'.olced student-student .trd sttalent feacher cipated in the anxiety reduction program. interaction. the c :,./ ',rote) 1, ere also !,...... ;,1),,(1 and planned to be :int to eneoura ,, interazzion1 e lc. Analyses of variance on the physiological and performance data showed that the four groups were not significantlydiffer- P V( ". 1: t... ,r,,,,) led!,Ito . ent from each other. Analysis of variance of the selfreport itnce pig) ." - lecie i,).ri:.:ee . ,r- data yielded a significant difference. Subsequent Scheffe ious other odt., com- bias, t,i -1, ti 7i, parisons showed 'that in terms of self reported test anxiety the To aof tea. t:,: ,tp.: SD group scored significantly lower than all the other groups a rotating t a: o:... , . le , :,, in and that the IT group scored significantly lower and control than the SS The two null liv;,,ehese,. r ital se-re as fo:i ra'. group which did not differ significantly from the C group. Al -I though the differences were not significant, andin some cases (I) ther is e )o.ee.,:i the adja,ted mean self- concept st to ne .k ...trovoss slight, all three treatment groups showed greater GPAgains games and (heI Lusted loan F,.):.. tor sub;ts nut ev.;,,,ti than did the C group. An analysis of the followup questionnaire indicated that stu- to the an g '1 O1lfP*1 1 g .1:1(1'11 th "rt' ,5 :to ant- ference anion:: the adjusted .ne la s,r,res of the eaii eJs treat- dents in all three treatment groups felt theprogram they had participated in had reduced their test anxiety and had helped to nient-`v- ,, "" t.on 'et atons that cannot fa, alfributed raise their grades. to the min effect iise:1 titi:era 'tom ..:ee t nothe-.1.. Order No. 73-9193, 58 pages. A COMPARISON OF THE STATED ENERGY COMMITMENTS domain expressed as interests, appreciations,attitudes, val OF MORE ACTUALIZED AND LESS ACTUALIZED BALL and emotional sets or biases in sixth gradestudents and STATE UNIVERSITY SENIOR GIRLS classroom teachers. The central question in this research effortwas whether Samuel William DICKSON, Ed.D. i not organizational patterns influence the attitudesof ihdividu Ball State University. 1971 within the organization. More specifically: 1. What effect, if any, does the multiunit organizational Adviser: Joseph W. Hollis model have on teachers' attitudes toward educatidn? 2.What effect, if any, does the multiunitorganizational The purpose of this study was to compare the differences in energy model have on student attitudes toward school? commitments between a group of more actualized individuals anda group 2. What effect, if any, does the multiunitorganizational of less actualized individuals. Level of self-actualization was determined by model have on student attitudes toward means of the Personal Orientation Inventory by Everett Shostrum and learning? 4. What effect. if any, does the multiunit organizationalr energy commitment level was assessed by means of an individual interview model have on student attitudes developed by Hollis and Hollis. The study was an investigation along lines toward peers? 5. What effect, if any, doesthemultilinit organizational of theory in energy commitment by Hollis and Hollis. model have on student self-concept? Energy commitment as defined in this study is the planned use of time Five null hypotheses were formulatedin order. to facilitat and energy directed toward the maintenance or accomplishment ofsome statistical treatment. level of desired action or feeling. Energy commitment is divided into three general categories: direction, strength (thrust), and flexibility. The direction The student population consisted of twelveintact classroo category was subdivided into three sub-categories: people, objects, and of students (N= 394) in their sixthyear of school in six di ideas. Further subdivision of the major category of thrust yields thecatego- ferent elementary schools, Three ofthe schools were orga- ries of priority of commitmeat, force of commitment, andamount of energy nized as multiunit schools, and threewere organized as necessary for maintenance of commitment. self-contained classroom schools. The teacherpopulation to The population selected to be inventoried by the Personal Onentation the study consisted of intact facultiesof the she elementary Inventory was required to be female, thirty years old or less, a senior at Ball schools. State University, caucasian, unmarried, Indiana resident. and not engaged Faculty attitude data were gathered bymeans of the Ker- in student teaching or internship dunng theoquarter of the study. One linger Attitude Toward Education Scale WI. Studentattitude' hundred fifty students who met the criteria were inventoried to establish data were gathered by administering four attitudescales de- a range of actualization scores. The actualization score was a combination veloped by /1/D/E,'Al and the Centerfor the Study of Evalu- of inner directed scale and time competence scale raw scores from the POI. ation of Instructional Programs. Alldata were treated by the The students with the highest twentyfive scores were known as themore A'COVA and t-test for Correlated Meansprograms in the actualized group and students with the lowest twenty-five scores ---e Computer Center at East Tennessee StateUniversity. known as the less actualized groia-.. Each of the fifty individu-lnV.Z.N Two null hypotheses were rejected: threefailed to be re- assessed by means of a Standardized individual interview to determine hi.r jected. The analysis of the data generated energy commitments. by:this study seem to warrant the conclusions that the environmentof the IGE Eight hypotheses were proposed relating to the difference bats. :en schools in this study was more conducive to the groups based upon direction of the commitments, force of the camas- development of favorable student attitudes toward school andtoward peers ments, amount of energy required to maintain the commitments, flexibility than that of the traditional schools. The evidence of the ommitments. and hypothetical energy commitments. concerning teacher attitude toward education, student attitude toward T e treatment of the data includeduseof t-Tests to compare the irtan le valu ing, and student self-concept, although tending to favorthe IG of each group on sub-categones. chi square in assessing significance schools, was inconclusive. of differences in frequencies, and subjective observation of differencesin .Order No. 73-16,464, 129 pages summaries of results. Ntadifferences which could be labeled significant were when the direction, force, amount. and flexibility categories of the two groups were compared. The two groups differed in the events which could hypotheti- A COMPARISON OF TERMINAL.GOAL ATTAINMENT OF cally intfere with energy commitments. No significant difference was HIGH ABILITY; LOW ACHIEVINGADOLESCENTNIALES found in the conditions which kept each individual from committing hypo- UTILIZING TWO METHODS QF COUNSELING thetical energies. Both groups saw the antecedents which brought about their energy commitments similarly. When boundaries and restnctions James Donald FENN, Ed.D. were removed which would limit the individual, the groups were very University of Massachusetts. 1913 dissimilar in the hypothetical energy commitments identified. None of the t-Test and chi square results were statistically significant at the .05 level. However, a thread 01 similarity was maintained in all METHOD AND OBJECTIVES categories in the difference between the two groups and their commitments to objects when the means of groups were compared on commitment priority. force, amount of energy required to maintain the commitment, This ten-week program tor underachieversis out 01 the fir and flexibility. This was a finding which was neither hypothesized nor attempts to utilize a written contractto a high school guidance expected in the comparatively large amount observed. This finding led the program. - invest:gator to indicate the need for a measure of energy commitment of The study teas designo1 to improve thetotal functioning love greater refinement with which the nature of the ubsersed differences could - of randomly sole 6111 tenth and eleventht,rade male undr- be subjected to closer scrunny achievers from tun urban comprehensivehigh schools. The Order No 71-1 S.a69. 137 pages population consisted of twenty experimentalsubjects and twenty control. The ce,101.,,i, er,. emus, ledin tit normal nianner except that they ;test seen on sly ba.aa so that the I line factor tot With groups would beconstant. A STUDY OF AFFECTIVE CHANGE IN ELEMENTARY Tht re were tout critt o tonoisures considered in a post-test SCHOOLS !MPLEN1ENTING INDIVIDUALLY GUIDED ont!, .11. sem (analy var..ine). These were. EDUCATION (a) report card grades in thetour subject areas of English. Mathematics, Social Studies. and Science;(1)) attendance: Floyd Henry EDWARDS, Ed.D. (c) Pi'rsonality ratings as jukNl by the teachersof the, four University of North Carolina at ,Chapel Hill, 1972 salo"et areas:old (it) altitudes tint as ei iii.karnitiv as di Ii rnimed by the -.tudents,P. i suts.ilaty ratin,:s erS 4.-te.?:4 SU!" d by tie_ Persoaality Record, %%bile learning Supervisor: Neal H. Tracy e attitudes were gathered via the Learion:. Atniospi,,:eeAtutude Scale: The purpose of this study was to determine if the implemen- tation of a program of Individually Guided Education (IGE) in The project consisted fit kty sessio :,s selected elementary schools influenced factors in the affective which were desicned to lielo studet....1.1.titot f1a tctl area I r11:11 .1It 1 It; II p t Allet t AtIo'Ctl% e t net i.hst, and the three Construct Scale. T

Tti,-.oat -0.1,4 , I . p., I, M.\AC I. has been ..ilichAed for three dimensions of negative nlI3J :Ora -poputat4 Mill% -t It.11 St 6,l, its d i i at er aftkt. Its int lusion in tips study was for purposes of effect' school. validation for denensiuns,,ut positive affect. Administration Once the studJilt sign,,! I at1. 14f the instrument,, occurred at the termination of each session in, et anti his eoun-, ter ,, .. ;%,, ' et of the weekend experience. a total of five.In addition, the At- ti.t ma1;.44._ la r IIia 1 . \t,.:4 ,..44,, lect Scale and MAACL were administered immediately prior the 1...st.14.44s 1,1. 411, '4..1 1.) 1..l u tea t to the outset of the weekend, in order to obtain a base measur 1.il that %I, ere 4.1. i! two, I ..1 ' t The basic statists .11 procedures utilized in the investigati

at.4 tt it I tt 111 . I ' were factor analysis of the MAACL, the Pearson Product-Mo- LILO tS tip, 1. 1.t ; ; ment correlation coefficient and the Spearman rank correlatio :tie lit o.e: .st q. s t. coefficient. The following correlations were derived: `t'l .01 ! It 1. . . Ile. 1.Multiple correlations reflecting intercorrelations betw

'.1Ith it ael.ela:th 1 LI self/peer/trainer/observer ratings on the Three Construct Sc 2.Multiple correlations reflecting intercorrelations of to scores on the Three Construct Scale, MAACL, and Affect Scal 3.Correlations between subscale ratings on the MAACL Analy s tl.c .r tl :1% p .:), I . and TCS. An analysis of the data yielded the following results so that Oa. 1; ill tApott..... e, anti(.1, Group Developmental Trends:1) mean levels of positive

nhan, C 11d not in % ..t fect.for participants as a group folloWed a comparaLte pattern a.: it 1.l. .. .. 1.. , 't). " on all three measures: 2) the highest level of participant grou efi-cf.In addition, a highly significant (p.01) interaction ei- positi:e affect was manifested at the completion of the week ket was achieved relative to scores on the Learning Atmos- experience. plitre Attitude Scale. This indicated that under certain conch- Individual Developmental Trends- 3) some consistency 14 Wins, cold: act counseling can be effectice in impro%ing school manifested by participants across the three instruments. Stil* attitudes of high ability, low achieving tenth and eleventh ecade groups of two, three, and four v4ere observed to follow compli- males. ratite developmental patterns througnout the weekend euperienc It was the author's feeling that the limited results were a 4) the most notable trends were found in the three participants function of the newness of the method, and a lack of refinement who wore highly verbal group members. These individuals of instruments, rather than faulty hypotheses. manifested higher levels of positive atect across the board, In addition to the analysis of variance results, several non- and in some instances, the changes in level from session to statistical findings were obtained via a post-stud, uuestionnairt session were extreme when conwared to the slight rises and administered to the contract students and counselors oho par- falls of other participants' scores. ticiptited in the study. Among the tentative conclusions sug- Validation of the MAACL. 5) the MAACL validation proce- i,,sted here were the following:1. Contract counseling helps dures resulted in the achievement of concurrent validity with to clarify the student and counselor role in a counseling rela- the other two instruments used in the study. The attempt at tionship.2. Contract counseling provides observable and me- factor analysis product mixed and inconclusive results. surable goals of both an enabling and terminal nature.3. Con- la conclusion, the results of this study indicate that some tract counseling assures more frequent and more re;alar comparability can be found across studies regarding group ceunseling sessions between student and counselor.4. Contrac developmental trends. However, individual participants do not counseling establishes visible measures of student progress necessarily follow patterns of development similar to group toward a specifically designated area of weakness. 5. Goals patterns or similar to each other. The level of positive affect manifested by individual participants reached its highest point for counseling can be defined in behavioral terms.6. Students at the completion of tile terminal session of the experience, as and counselors can achieve mutual agreement for objectives did the level of the total group.Finally, the methodology uti- in counseling. 7. Contract counseling provides accountability lized in this study would seem to have rel,wance for future for both student and counselor. studies of small group process employing an exploratory field Order No. 73-14,633, 261 pages. design. Order No. 73-61320. 111 paces

A PRO':'ES5 ANALYSIS OF CHANGES IN POSITIVE AFFECT SELF-ACTUALIZATION AND ENVIRONMENT: THE If, A WEI:KEND LABORATORY TRAINING GROUP PERSONAL ORIENTATION INVENTORY AS A MEASURE fF PERSONAL GROWTH AMONG UNDERGRADUATES IN J44yee :s.ander FORD. Ph.D. A LIVING-LEARNING COMMUNITY K. at State University, 1972 /Ellen Louise FRANKENBERG, Ph.D. P Harvey The Ohio State University in cooperation / with Miami (Ohio) University, 1972 eraibr-Mirpcise of this-study was,to look at the process in :,:e dimension of positive affect as participants r! Adviser: Professor Joseph J. Quaranta ,vcd rirough a weekend laboratory training experience. In- cludNI in the study were session bysession analyses of t tian.tes tri Imbitivo attect in individual participants, as well as sssion The purpose of this study was to identify aspects of the i sc,sion annlyses of total group changes. self - actualization process in college students which are re- The participants tor me stu,lents rom Kent lated to environmental conditions.It emphasizes the social State Lniversity win were enrolled for Wintr Qoarter, 1,1;2, or environmental implications of Maslow's hierarchy of needs. The two trainers met the standards detined by the NTL Institute The development of self-actualizing individuals was ex- for Applied Behavioral Science. The observers were three plored in the context of a specific experimental living-learning full-time doctoral students in counselor education. community in a midwestern university. The experimental The investigation was designed a., an exploratory ftrld study variables were the personality factors of the members of the Multiple systems of assessment were employed, in ortter to experimental and control groups, measurable by the Personal determine variations in developmental trends in the ditmnsion Orientation Inventory (POI) and an academic year spent in the of positive affect. Data was generated by the utilization of a experimental setting. The experimental setting was an area one-ttroup repeated trials format. and hypotheses were gener- of a dormitory in which approximately eighty undergraduate ated from the data analysis. The instruments that were used men and women re-defined themselves as an Experimental in the study included the Affect Scale. Form B: the Multiple Living-Learning Community (E.L.L.C.), and adopted a set of 24 goats amen estate:Wed values inherent in Maslow S paradigm ability as evidenced by performanceon the combined Verbal Reasoning of self - actualization. and Numerical Ability subtests or the DifferentialAptitude Tests take* Fifty members ni the E L L C. volunteered to participate during ninth grade. Students achievingover the 75th percentile were elimi in this study as men:hers of the experitnent.il group. The con- mated from consideration so that raisedestimates could be reported. trol group was a randomly selected group of twenty-eight male Four treatments were randomly assignedto students in each stratified and female undergraduates living in the same dormitory, but group A total of 256 students in all groups receivedreports of their not part of the experimental community. The research design aptitude test scores, with treatment groups 11and HI receiving scores was a pre-test post-test control group design. raised 25 percentile points and groups III andIV receising, in addition, a It was hypothesized that the year's experience in theex- verbal prediction of improved scholastic ability. perimental environment would result in greater mean gam Data for testing the hypotheseswere in the form of retest cores tin the scores on the POI, a measure of self-actualization, for the Differential Aptitude Tests administeredten weeks Liter and of grade point experimental group in comparison to a randomly selected con- averages evaluated 'seven weeks later Difference%cora were examined by trol group in the same dornntory. T tests for paired data were analyses of vaance using the variables ofprevious grade point average. performed on each of the twelve scales of the POI, and the .05 initial test scores. sex: magnitude of reportedscore. and use of pre/la:no& level was adopted as critical. The resulting mean gain scores, The hypothesis that improved scholasticability could be obtained by and mean change scores of the differences between groups are reporting raised estimates of scholastic aptitudewas confirmed for all.girls reported. and for girls whose earlier aptitude testscores were low. An ,interaction The hypothIsis was supported by greater mean gain scores between sex of the-student and mannes of reporting the score indicated that for the experimental group on eight of the twelve scales of the boys responded in a contrasting manner. Boysachieved higher test scats POI: Inner Direction. Existentiality, Spontaneity, Capacity for after real initial scores were presented andthe effect was confirmed again Intimate Contact (p < .001); Self-Actualizing Value and Self- for boys with low initial rest scores. Regard (p < .01); Self-Acceptance and Acceptance of Aggres- The hypothesis that prediction ofimprovement1would raise ability scores was not confirmed. sion (p < .05). In addition, fiye scales indicate changescores The hypothesis that increased scholastic achies'etnentcould be obtained for the experimental group which differ from changescores by a prediction of improvement was confirmed in the control group at or beyond the .05 level: Existentiality, for students having a previ- ous high grade point average. Among these students;those wtth low apti- Spontaneity, and Capacity for Intimate Contact (p < .01); Inner tude scores were more responsise than those Direction andlicceptance of Aggression (p < .05). with average scores. Prediction of improvement was alsomore effective with students receiving- In additioirto the empirical measures of change, the experi- real rather than raised scores. menter engaged in participant observation within the eommunity. The hypothesis that prediction ofimprovement would result' in higher Tape-recorded interviews with partitipants in E.L.L.C. were aptitude test performance was nut confirmed. conducted, and quotations from these interviews are included The results of this study suggest that boys and girls in the descriptive data. react differently to Psychological as well as sociological - appraisals of ability Boys seemed to responcitothe challenge of a low concepts were integrated in the presentation of both empirical score, girls appealed sensitise to the expectancies of ethersand adopted and descriptive data*. others' evaluations The transformatton 'ofa prediction of improvement B was concluded that the process of re-definition of theen- into a selffulfilng prophecy was possible only when thestudent had a vironment within the experimental group did result in measur- positise expectancy based oil past experictaz of high achievement. able grimtli towards self-actualization. Increasedscores on Thus, the mintier of presenting scholastic abilityscores and the predie- the Inner Direction sckle, designated-as the strongest scale of non of scholastic Improvement can become significant tool;for shaping the POI, occurred in relation to involvement with others beyond learning expectancy and the resulting scholastaperformance. the self. Ordinary life experiences became sources of increased . Order No 72.17.213. 43 page. growth when shared in an environment which emphasizedac- Ceptanceof all individuals, and the articulation of personal . values. The emergence of "generativi ty,' or responsibility for the bthers, among the student leadership of E.L.L.C. be- AN INVESTIGATION OF SELFACTUALIZATION came an impetus for mew levels of maturity. AND HELPING EXPERIENCE INRELATION TO The findings suggest alternative roles for counselors in- PROVISION OF FACILITATIVE CONDITIONS cluding the identification and development of growth-motivated IN HELPING RELATIONSHIPS individuals who may assume leadership among peers. Sugges- tions for further research are given. Ruthann Fox HINES, Ph.D. Order No. 73-11,487, 172 pages. Univirsity of North Carolina at ChapelHill, 1973 Supervisor: Luther R. Taff

A large body of research evidenceexists in support of the INFLATED ESTIMATES OF ABILITY AND STUDENT therapeutic value in helping relationships ACHIEVEMENT of the facilitative conditions delineated by Carl Rogers.The purpose of this in- Madelyn Meier HEALY. Ed.D. vestigation was to examine the relationshipsbetween ability Columbia Unixersiti, 1972 to provide the facilitative conditions andself-actualization and previous helping experience of helpingpersons. The subjects Sponsor. Professor Edmund Gordon were 43 residence hall assistants (RA's) at theUniversity of North Carolina at Chapel Hill duringthe fall semester of the The expectancy which a student has regarding the outcome of his academic year, 1972-1973. behavior has been descnbed by. social learning theonsts as cognitively The instruments employed were the Personal Orientation learned and a panne! determinant of the approach behavior that he will use Inventory (POI), as a measure of self-actualization.and Truax's in attaining a goal. Other investigators have attached equal importance to Relationship Questionnaire (RQ).as a measure of the facilita- such intnnsic characteristics as aspects of temperament or psyshological tive conditions. A questionnairewas also administered in order set as shapers of expectancy and behavior Thu study concerns itself with to obtain information on previous helpingexperience. the modification of student expectancies by reported raised estimates of The subjects were classified as "High Self- Actualizing' ability and by prediction of improved ability, and with subsequent champ (+SA) and "Low Self- Actualizing' (-SA)helping persons on in scholastic ability and achievement the basis of scores on the POI anti is "Experienced"(EX) and It was hypothesized that students who received a raised estimate of "Inexperienced" (INEX) on the basis of informationobtained ability would improve more in scholastic ability and achievement than from the questionnaire. RA's were ratedon the RQ by from would those who did not receive the raised estimate. It was also hypothe two through five dorm residents (DR's) with whom theyre- sized that students who received a prediction of improved ability v.ould cently had worked in helping relationships, gain more m scholastic ability and achievement than would those not and mean ratings receiving the prediction. were computed for each RA on four scales of the RQ: Accurate Empathy (AE), Nonpossessive Warmth (NPW), Tenth grade students were stratified into four groups according to ninth Facilitative grade high and low grade point average and to average and low scholastic Genuineness (FG1. and Overall Therapeutic Relationship (OM. uata analysis tecnnignes included multivariate analyiis of earl men subjetsea'.o a t-tes to aeternune whether srgnuicaritdif- ance and Boriferroni t tests. ferences existed between xperiniental and control roupsvithi The major research hypotheses tested were: the .10 level a stgmficance. / A. RA's classified as .SA helping persons will receive Findinss: The results indicated that the experimental group significantlyhigher mean ratings by DR's than will RA's clas- made sigiuticantly greater gains: (1) in ability to resolve con- sified as -SA helping persons on each of th. following RQ vari- flict;(2) on seven out of ten subhypotheses related to self- ables: (1) AE. (;) FG, (3) NPW, and (4)-OR. `concept; and (3) on four out of six subhypotheses related to B. RA's classified as EX helpin persons will receive sig- moth:mai adjustment. . nificantly higher mean ratings by DR's than will RA's classi- Conclusions: The following conclusions seem to be.war- fied as INEX helping persons on each of the following RQ vari- ranted: Yoga-therapy is art effective method of stimulating ables:(1) AE, (2) FG, (3) NPW, and (4) OR. positive changes:(1). in participants' ability to resolve con... C. There will be no significant interaction effects between flirt between actual and desired behavior; (2) in participants' RA's self-actualization level as measured by the POI and RA's self-esteem, identity, self satisfaction. perception of own be- experience level on the mean DR ratings for each of the fol- havior, perception of physical self, moral-ethical self, and pert lewing RQ variables: (1) AE, (2) FG, (3) NPW, and (4) OR. sonal self;(31 in participants' defensiveness, emotional ad- 4.D. RA's classified as SA/INEX will receive significantly justment, personality disorder, and neurosis. higher mean DR ratings than will RA's classified as -SA/EX There is evidence to support the contention that:(I) per- on mean DR ratings foy each of the following RQ variables: sons meeting specified criteria would benefit from participa- it) AE, (2) FG, (3) NPW, and (4) OR. tion in Yoga - therapy: and, (2) Yoga-therapy has application Hypotheses A-1 through A-4 were supported (p <.015), i.e., as.a psychotherapeutic technique. -SA helping ISersons..were perceived by the persons they helped RecommendaUuns: Based on the above findings and conclu- as providing significantly higher levels of the facilitative con- sions, the following recommendations may be made: (1) It is' ditions than were -SA helping persons. As hypothesized in Hy- suggested that the present study be replicated to test the ef- potheses C-I through C-4, no interaction effects were found tects of Yoga-therapy on a variety, of populations (i.e.. alco- between self-actualization and experience on the facilitative holics, drug addicts, prison inrostes, persons with physical conditions. Hypotheses B-1 through B-4 and D-1 through D-4 disabilities, etc.).(2) It is suggested that studies be conducted were not supported; however, all the observed differences were to test the effects of different types of Yoga on a variety of pop- in the predicted directions. ulations.(3) It is further suggested that studies be conducted A serendipitous finding was that sell-actualization was re- utilizing a variety of measuring instruments to test the effects lated fo cooperation in research. Significantly more +SA RA's of Yoga-therapy. Order No. 74-9069, 135 paps. completed their commitments to participation in the project than did -SA RA's. Order No. 74-5926, 210 pages

THE EFFECTIVENESS OF GROUP SYSTEMATIC DESENSI- TIZATION VS. COVERT POSITIVE REINFORCEMENT AS 1:FFECTS OF YOGA-THERAPY ON CONFLICT RESOLU- UTILIZED BY PARAPROFESSIONALS IN THE REDUCTION HON, SELF-CONCEPT, AND EMOTIONAL ADJUSTMENT OF TEST ANXIETY IN COLLEGE STUDENTS . . Stephen Jeffrey JOHNSON, Ph.D. Marion Pau/ Anthony-KOSTKA, Eci.D. Cn:versity of Southern California, 1974 West Virginia University, 1973 '

Chairman: Professor Schrader The purpose of this study was to compare the relative ef- fectiveness of two treatment techniques designed to reduce Purpose: The purpose of this study was to examine the et- test anxiety in college students. Both techniques were ads ts of Yoga-therapy on three main areas:%1) conflict resolu- ministered by paraprofessional personnel using standardized ton; i(2) sell-concept; and (3) emotional adjustment. treatment manuals in an attempt to document further their Problem: The problem was to validate the cokept of using value. Three groups were compared in this study: agroup Yess-therapy as a psychotherapeutic tool, as well% the intent exposed to a modified systematic desensitization treatirst fit opening the door to,further examination of the psychothera- (SD group); a group exposed to a modified covert positive rein- pestic effectiveness of Yoga, Transcendental Meditation and forcement treatment (CPR group) and a no treatment control the like. group. Review of literature: A' review of the literature included The treatment groups consisted of randomly assigned sub- research in control over autonomic functions, research on jects who identified themselves as test anxious in response to liatha Yoga and research on Yogic meditation. The studies a multi.ernedia advertising approach. The control group was reviewed ladicate that there are measurable changes, in many selectI from students enrolled in two psychology courses who' iastances, of reactions ordinarily not subject to voluntary con- were intified as test anxious by the Sutnn Test Ansisfy Be- trol, among many practitioners of Yoga. These cited investi- havior Sle (STABS) and the Alpert-Haber Achievement Anx- ntions also pointed to links between the learned control of iety Test (AAT). specific bodily activities and resultant subjective experiences. Evidence further supports certain physiological benefits, in All groups were administered the STABS and the AAT at zdcittion to implications for favorable emotional gains, in- pre, post and follow-up testing. A' post testing, all groups terred through the practice of Yoga. were given a scrambled anagrams test as a performance mea- Methodology: The research paradigm employed in this sure. After the performance measure was administered, a study was experimental, incorporating a pre- and posttest modified Subjective Units of Disturbance Scale (SUD) was ontrol group design. A stratified random assignment of sub- completed in an attempt to identify anxiety levels which existed cts to groups and random assignment of groups to experi- during the performance situation. Pre, post and follow-up mental and control conditions were performed. Membership questionnaires were also administered to the treatment groups and participation in a Yoga-therapy group, as opposed to the in se attempt to judge both felt improvements in test anxiety aur,ence of such membership and participation, *as the only as well as satisfaction with each program. Tile follow-up was v.-triable purposefully manipulated. Measures of conflict reso administered five months after treatment to ascertain if sion, self-concept and emotional adjustment were the depen- changes were maintained. t era bles which had hypothesized relationships to the in- Hypothesis I predicted significant (pre) - (post) differences .pntlent variable. The Conflict Resolution Inventory and uetween the three groups in debilitating .anxietyas measured tie :slit -see Sell Concept Scale were scored and the results by the STABS. No significant differenceswere found between were nsferred to punched cards for computer analysis. the treatment groups but the SD group displayed a significantly Statistics: Pretest scores were subtracted from posttest greater decrease in test anxiety than the control group. No sccres to a.eve a measure of shaese. These scores %sere sisnificant cofferences were observed between the CPRemu° 20 and the control group. Hypothesis II predicted significant (pre) archy. This procedurewas repeated until a - (post) decreases iety decrease in anx- in anxiety between the groups as measured by the debilitating was experienced by the group withthepresentation of the portion of theAAT (DAAT). No significant differences stimulus. The next higheritem on the hierarchy was then existed sented. pre between the treatment groups but both experiencedsignificant As anxiety was reduced upon thepresentation of each decreases when compared to the controlgroup. item, the 'next higher itemwas presented, until the most Hypothesis III was concerned with (pre)- (post) increases anxiety-producing itemwas presented with a decrement inanx in anxiety as measured by the facilitating portion of the AAT iety experienced by the group.Following eight one-hourses- (FAAT). The only significant differencefound was between the sions of desensitization, posttestsof the 'Test Anxiety Scale CPR and the control groups. for Children," 'General AnxietyScale for Children," and "At- Hypothesis IV explored (pre) - (follow-up) decreasesin titude Toward School Scale'were administered to both the ex- STABS scores. No significant differenceswere found between perimental group and the controlgroup. the treatment groups but both experienced significantlygreater The analysis of the results failedto support the major hy- decreasec than the control group. pothesis that there would besignificant mean difference-be- Hypothesis Vpredicted differential (pre)- (follow-up) de- tweenthe systematic desensitizationgroup and the control group on creases in DAAT scores for the three groups. Nosignificant the "Test Anxiety Scale for Childr.en,the 'General. decreases were found between the treatmentgroups but both Anxiety Scale for Children,* and the*Attitude Toward School experimental groups decreased significantlymore than the Scale' following the desensitizationsessions. The hypothesis' controls. that there would be a positive correlationbetween verbal abili Hypothesis VI was concerned with (pre)- (follow-up) in- scores on the Short Form Test of AcademicAptitude, Level 3 creases in FAAT scores. No significant differenceswere was also rejected after theanalysis of the data. There were, found between the three groups. however, indications that groupsystematic desensitization may Hypothesis VII predicted differential performanceof the be a useful technique iu the reductionof test anxiety among three groups in the anagrams test under anxiety-arousing elementary school children.Order No.73-22,847, 91 pages. conditions following treatment. No significant differencewas found between the CPR group and the controlgroup but both successfully unscrambled significantly moreanagrams than the SD group. A COMPARISON OF RELATIONSHIPCOUNSELING AND Differences in mean SUD score level (a measure of felt RELATIONSHIP COUNSELING COMBINED WITH MODIFIED anxiety) between the groups were explored in hypothesis VIII. SYSTEMATIC DESENSITIZATION IN REDUCINGTEST No significant differences were found to exist between the ANXIETY IN MIDDLE SCHOOL PUPILS groups. The study indicated that systematic desensitization and Bruce Gerald LESTER, Ed.D. covert positive reinforcement when applied by paraprofes- University of Virginia, 1973 sionals were equally effective and superior toa no treatment control group in reducing test anxiety. The advantages of the The relative efficacy of Relationship Counseling and Rela- two procedures as well as the limitations of the study (among tionship Counseling combined with Modified Systematic De- others, small n and volunteer experimental groupsversus a seesitization is reducing that anxiety associated with test situ- non-volunteer control group) were discussed. ations in middle school pupils (grades 5-8) expressinga desire Order No. 74-202, 238 page: for such anxiety reduction was investigated. In addition, the study evaluated the contribution of an Attention-Placebocon- trol. Two criteria were used: the test anxietyscores as re- ported on the Test Anxiety Scale for Children (TASC), andan THE EFFECTS OF SYSTEMATIC DESENSITIZATION ON instrument requesting subject evaluation ofthe treatment re- TEST ANXIETY, GENERAL ANXIETY, AND ATTITUDE en.dved. TOWARD SCHOOL AMONG FIFTH-GRADE PUPILS Subjects inthis studywere 26 students in theCanipus School of the State University Collegeat Oswego, New York. The sub- Devora Juster L.AUTIN, Ph.D. jects were randomly assigned to one of four North Texas State University, 1973 groups: three treatment groups (Relationship Counseling; RelationshipCoun- The problem of this study was to investigate the effective- seling combined with Modified SystematicDesensitization: ness of systematic desensitization on test anxiety, general Attention-Placebo Control) and a No-treatment Control.Each -..ieti, aid aiteune toward school among fifth-grade elemen- subject in the three treatmentgroups was treated individually. tary-school children. The counseling sessions were audio taped and verified bytwo Two fifth-grade classes, organized on the basis of heter- professional counselor-educators as consistent withthe pro- oeeneotis grouping were selected to participate in this study.- - posed model. They were then randomly assigned to either serve as the ex- The three treatment groups were effective to-some degree pet unental group or as the control group. Pre-post tests were in reducing test anxiety when compared to the no-attentioncon- administered to both the experimental and the control groups. trol group, but no one treatment was establishedas being of Only the experimental group received desensitization. superior effectiveness. Nor did the efficacy of any treatment The experimental group received eight one-hour sessions reach a level usually labeled statistically significant. How- of desensitization, twice weekly, for a four-week period. Prior ever, there was a significant difterence between all counseled tJ the desensitization sessions, the "Test Anxiety Scale for subjectsand non-counseled subjects in a comparisonof pre- Children,' the "General Anxiety Scale for Children," and the test and post-test TASC scores. Attitude Toward School Scale" were administered to both the Further research in the area of effectiveness of integration experimental and control groups. The Short Form Test of Aea- of approaches is necessary with particularemphasis recom- &rule Aptitude. Level 3 was administered to both groups by mended toward identifying the most effectivetreatmentfor par- the school personnel prior to the study. The experimenter ticularindividuals. Order No. 73-24,998,86 pages. spent a session with the experimental group prior to the desen- sitization sessions, in the training of the group in relaxation, visualization, and in the construct:on of an anxiety hierarchy. A rationale for systematic desensitization was presented by the therapist to the experimental group, while the control group DIFFERENCES BETWEEN UNDER- AND OVERACHIEVERS was simply instructed that they would be participatingina AT A SMALL LIBERAL ARTS WOMEN'S -COLLEGE study. The first session of systematic desensitization consisted James Patterson LIDDICOAT, Ed.D. of relaxation, visualization of a relaxing scene, and the pre- Lehigh University, 1972 sentation of the lowest anxiety-Producing stimulus on the hier- 9 Purpose: Old and still persistent is the question of why highly significant. Students who were to become the eventual some students achieve well in school and some achieve poorly, enderachievers indicated early in thesemester that they ex- Research findings related to the variables associated with aca- pected to receive relatively low grades for thecourses they demic achievement are conflicting and inconsistent. While it were enrolled in while the students who were to becomethe can be said that intelligence is a factor, it must be admitted eventual overachievers indicated they expectedto receive rela- that intelligence is not the only thing which affects a student's tively high grades. This particular findingmay be useful to academic achievement.It is common knowledge that some stu- educators as they continue to search forways to improve pre- dents with lesser measured abilities do better work in school diction of academic success and to identifyas early as possible than other students with greater measured abilities. those students who might not achieve in accord withtheir mea- This discrepancy between potential and achievement sig- sured abilities. Order No. 72-15,885, 134 pages. nifies a group of students known as underachievers. The pur- pose of this study was to identify some of the factors which dif ferentiate under- and overachieving women students at the college level. The results, hopefully, will be used to improve the prediction of academic achievement of students and to sug- CHANGES IN SELECTED PERSONALITY VARIABLES OF gest needed counseling. EDUCATIONAL AUXILIARY PERSONNEL ENROLLED IN A Specifically, this study investigated the relationship betweer PSYCHOLOGY COURSE UTILIZING GROUP PROCESSES academic achievement and a student's creative thinking ability, study habits and reading ability, achievement motivation, and Ronald Francis McVEY, Ph.D. personality traits. In addition, particular variables from the Fordham University, 1973 student's home and personal background were examined as possible factors affecting her academic achievement. / Mentor: Valda Robinson Procedure: A prediction equation was obtained by the re- gression technique using a student's rank in her high - school The purpose of this study was to measure and describe graduating class and her total score on the Scholastic Aptitude changes in selected personality variables of adult educational Test as the predictors and her first semester grade- point- auxiliary personnel attending college in a four year program average (GPA) as the criterion. Comparison of the predicted leading to a Bachelor of Science degree in elementary educa- GPA with the GPA obtained by the student at the end of the first tion.The study included three groups: two groups participat- semester was the basis for identifying the under- and over- ing in a one year course in developmental psychology designed achievers in the freshman class at Cedar Crest College, Allen- to improve their understanding of self and others as well as town, Pennsylvania, in the fall, 1970. In addition to the groups understanding the growth processes of children, taught using of under- and overachievers, a group of -normal' achievers small group discussion as the basic technique, and a control was included for the purposes of comparing and contrasting group of similar personnel from another metropolitan college the findings related to under- and overachievement. taking no specific course. Selected participants were assigned To gather data on the possible tariables associated with to the three groups, with each group comprised of eight indi- academic achievement the following tests and inventories were viduals. They attended classes from September through May. used. !!emote Associates Test of Creativity, Brown-Holtzmann In order to determine change as a result of the experiment, Su: vas of Study Habits and Attitudes, Davis Reading Test, the California Psychological Inventory was administered to all Iferrenkuhrs Achievement Motivation Survey, and the Bern- subjects and the personality variables of self-acceptance, soda reuter Personality Invenlory. Additional data dealing with laiity, social presence, and self-control were measured. Fur- academic, biographical-, and home factors were secured from thermore, the participants were studied and rated by means of the Office of the Registrar, Office of Admissions, and the back- a pre- and posttest videotaped role playing situations: by a ground information section of Herrenkohl's Achievement Moti- rating scale administered to each participant's immediate vation Survey. public school supervisor; by another rating scale and evalua- Performance on each of the tests and inventories was com- tion form for each'participant in the experimental groups com- pared by the one-way design analysis of variance. Qualitative pleted at the college by the director of the program and one data which were not appropriate for analysis of variance were faculty member; and by a recorded interview and a self-evalua classified in contingency tables and tested for significance by tion form completed by each participant included in the experi- CM-Square. mental groups. Findings: Results of the tests and inventories revealed no Application of statistical techniques employing a pre- and significant differences between the groups in Reading Speed, posttest design with a control group indicated no significant Study Habits and Attitudes, the personality traits of Self- change for any of the three groups in any of the four personalit) sufficiency and Confidence in Oneself, and all but one of the variables measured by the California Psychological Inventory. achievement Motivation factors. Also, analysis of the video-taped role playing situations, as Significant differerces (P < .05) were found in the results of judged by trained group leaders, showed no improvement having the tests and inventories in Reading Comprehension, Creativity, taken piace for any of the three groups studied on any of the the personality traits of Neurotic Tendency. Introversion- four aforementioned personality variables. Experimental data Extroiersion, Dominance-Submission, and Sociability, and the in the study indicated a consistent pattern of no change for the Acaievement Motivation factor of Threat of Failure. Assuming experimental groups and tpe control group on any of the factors test validity, the typical underachiever can be described as being considered. being somewhat emotionally unstable, introverted, submissive, Examination of the descriptive material of this study at- and non-social or independent. She is more creative, feels a tempted to identify and explain any personality changes that nigher threat of fiailure, and is lower in reading comprehen- took place in the auxiliary educational personnel, after one yeti' sion than her overachieving counterpart. in college, as judged by supervisors at the public schools where The X2 test showed significant differences (P .05) in the the auxiliaries were employed. Analysis of the individual par- fallowing variables: "who makes the decisions in the home,' ticipants' ratings often showed improvement having taken place `type of secondary school attended," 'desired level of educa- from fall to spring term, especially for those who had low rat- tion to be completed," and "expected first semester grades." ings in the fall term. Those with high ratings maintained those Are overachievers than underachievers reported that both ratings or improved slightly, too. pa&ints made the important decisions in the home, while more The auxiliary personnel in both experimental groups were underachievers than overacluevers identified the father as the also rated and evaluated by the director of the college they at-. primary decision maker. More underachievers than over- tended, by a college instructor, and by themselves. The data achievers desired to complete a lower level of education and collected here indicated:(1) the director of the college prograr more overachievers than underachievers reported they had rated all the participants average or above in the four person- received a private school education. ality variables studied, and he attributed any positive change in The difference in "expected first semester grades" was self-acceotance or social Presence to academic: sunreee fel ch. 9 6 college instructor also rated the auxiliaries in the experimeniai groups average or above average in the four personality vari- inative facility and the underlying soundness of the test. ables, but saw no particular personality changes having taken' In addition, the O.M. was assessed positively in light ofnon- place during the academic year: (3) almost all the auxiliaries, factorial evidence of construct valictiThiespe Ily with regard however, saw a positive change having taken place in themselves to test-taking process, internal consistency, group ces, in self-confidence and self-respect. and most felt that other correlations, and to a lesser extent, changes in performance. positive changes had taken place within themselves, personally, Recommendations for farther research, test development, academically, and socially, because of their one year in college. possible applications and implications were discussed.It was In the present study, apparently neither the small group concluded that the O.M. could be regardedas a reliable and teaching techniques, nor the regular college lecture techniques valid instrument and was therefore recommendedfor further caused significant changes in the self-concept of adult educa- use, especially as a research instrument. tional auxiliaries. The auxiliaries themselves, however, re- Order No. 73-15,847, 134 pages. ported that positive changes had taken place within and around themselves because they were attending college. Order No. 73-16,052, 214 pages. EFFECT OF INTERPERSONAL ANXIETYREDUCTION, SELF-EVALUATION REINFORCEMENT,AND OVERT SELF-REINFORCEMENT AVAILABILITYON COLLEGE DEVELOPMENT AND VALIDATION OF TWO COMPANION STUDENT SUBSEQUENT SELF-EVALUATIONAND SELF- INSTRUMENTS FOR MEASURING THE QUALITY OF REINFORCEMENT RESPONSES OPENNESS7: THE O.M. SEMANTIC DIFFERENTIAL AND 0. af. GRAPHIC RATE, Lyman Thair, Ph.D. Michigan State University, 1973 Virginia Hirning PEARLMAN, Ph.D. Purdue University, 1972 The purpose of this study was to explorefurther self-eval- uation and self-reinforcementresponse habits which have been Major Professor: Shelley C. Stone identified as important aspects of self-controlprocesses. More specifically, this study was designedto investigate the effect The objective of this study was to develop a reliable, valid of (a) interpersonal anxiety reduction,g selective self-eval- and theoretically sound instrument for measuring the quality uation reinforcement, and (c) overtself-reinforcement avail- of 'openness' especially as pertains to behavior in groups. ability upon subsequent self-evaluationand self-reinforcement Openness was defined as being a broad construct involving a responses. readiness and willingness to communicate one's own feelings The independent variable, interpersonalanxiety reduction, and ideas to others and a receptivity to these sorts of commun- involved a procedure combining musclerelaxation and imagi- ications from others. nation of anxiety-provoking interpersonalsituations. The self- The semantic differential technique was chosen for measur- evaluation reinforcement treatmentvariable consisted of a ing the openness construct because of its strong theoretical and 'counselor's' verbal andnonverbal expressioa of approvalcon- empirical base, its sensitivity, flexibility in application, amen- tingent upon either the subject's positiveor ne*ative (above or ability to factor analysis, and the promise shown in an initial below average) self-evaluation ratingquestionnaire review pro- classroom exercise. With the aid of various resource persons cedure. The treatment variable,overt self-reinforcement semantic differential of 54 polar opposite terms, scaled from 1 availability, involved the presence of 'reward'and Eno reward' through 7 and definitive of the quality of -upenness,- was devised. poker chips to be self-administeredat the discretion of the sub- This was revised following apilot study in the summer of 1971. ject following each response evaluationemitted during a mea- A reliability study was conducted in the fall, 1971 in order surement task procedure. Dependent variablesconsisted of to determine the stability of the O.M. Semantic Differential as (a) frequency of positive self-evaluations,(b) self-evaluation well as the O.M. Graphic, a scaled pictorial measure of the independence (number of evaluation disagreementsbetween S and confederate), and (c) self-reinforcers "openness" construct, designated as item 55. These companion administered; Each - instruments were administered to a sample of 163 persons, pri- dependent variable was recorded duringthe measurement pro- marily students at Purdue University, on two occasions approx- cedure which involved an ambiguous word- association judgment imately two weeks apart. Test-Retest Pearson correlation co- task in which both the subject anda confederate overtly eval- efficients on each of the 55 items were all statistically signifi- uated word-associations emitted by thesubject. cant at or beyond the .01 level and therefore they were retained It was hypothesized that (1) increasedinterpersonal anxiety for further test development. reduction would result in an increasein the frequency of posi-- The data were then submitted to two factor-analytic proce- five self-evaluations in accordancewith Aronfreed's (1964) dures. Kaiser's vatimax orthogonal rotations And cblique rota- hypothesizekrelationship between anxietylevel and self-criti- tions. Test I of the former was utilized as a basis for constructing cism, an incriase in the number of confederate-subjectdis- new factorial variables, of which there were 15. These van- agreements (self-evaluation independence),and an increase in able clusters were regarded as being the most psychologically the number of self-reinforcers administered;() direct self- meaningful and more likely to be replicated in future studies. evaluatimkreinforcement would differentiallyeffect the subse- Test-Retest Pearson correlation coefficients of the new fac- quent frequency of positive self-evaluationsand self-reinforcer' torial, variables were computed. Resulting stability coefficients administered; and (c) the availabilityof overt self-reinforcers were statistically significant at or beyond the .001 level. would result in more frequent positiveself-evaluations emitted. One approach towards validating the O.M. was by means of Forty-eight Michigan State University malestudent volun- a correlational investigation. The data were obtained in a T- teers served as subjects for this experiment.Subjects were group setting where openness is regarded as an important facto] assigned randomly to one of the 12 cells generatedby a 2 x 2x3 in a group's viability.Five 8 to 10 member T-groups, consist- factorial design. This design consistedof two levels of Inter- ing of people of varied ages and backgrounds, were used in this personal Anxiety Reduction (Relaxation,Control), two levels of part of the research. Each group member ra 'd himself on all Overt Self-Reinforcement (SR, No SR),and three levels of Self- 55 variables. Those providing the criterion scores were group Evaluation Reinforcement (Above Average,Control, Below members, other than the subjects rating themselves, (Groups Average). Each S received one levelof each of the indepen- I-V) and observers (Groups Correlations between self- dent variables, and these treatmentswere individually and con- estimates and criterion group medians on the 15 factorial vari- secutively administered. ables were computed. Despite variations in correlation coef- Analysis of variance procedureswere used to assess treat- ficients and significance levels, the results indicate that the ment effects. It was found that interpersonalanxiety reduction relationships were generally substantially better than chance. group differences were not significant withrespect to () posi- Further correlational analysis, based on various combinations tive self-evaluations, and () evaluationdisagreements. The of the data. yielded additional evidence of the O.M.'s discrim- relaxation grouo. however. administeredsignificantly mnre frequent sell-rewards than the control group. No signittcant stuaents in a pre-sersice teacher training course were given the opporturn differences were shown for the self-evaluation reinforcement to direct their own learning and Lhose expenences which resulted to th groups with respect to either (a) positive self-evaluations, or growth toward self actualization. 1 he effectisenessin terms of crow (b) self-reinforcements. Overt self-reinforcement groups toy. tiff -elf-actualization of the two methods seems to have been demo were found not to differ significantly with respect to positive stetted Although differential effects reiative to the hypotheseswere n self-evaluations. generally indicated. some differences appeared whichwere related to se tutoring. and to growth toward J lesel of clinically judged selfdi:mall/ status in the case of the expenmental group Aronfreed, J., The Origin of Self-Criticism. Psychological Order No. 72.76'b. 115 nag Review, 1964, 71, 193-218. Order No. 74-13,959, 86 pages. A STUDY OF l'HE EFFECTS OF AN ..FFECTIVE CURRICULUM PROGRAM ON THE AWARENESS, SELF-CONCEPT, AND SOCIAL INTERACTIONOF CHANGES IN N1EA.el R6U SEEE-ACI f lersi AS FIRST GRADE STUDENTS INFILENCED BY .% GROUP COL NSEEING PROCEDLRE David Raymond SWEANEY, Ph.D. William Files SHOEN1AKER, Ed.D. The University of Alabama, 1973 Oregon State Unisersay. 1972

AdsiserDr. Denis Baron Purpose of the Study

The problem of the study was todetermineetiether university students The specific purpose of the study was to determine the ef- carolled in a pre-sersise te.e.hcr training enurse and exposed to a group fects of Bessell and Palomares' Human Development Program counseling procedure having as its major emphasis education in the affec- on the awareness, self-concept, and social interaction of ta se- tive domain could demonstrate a significant change in self-actualization lected group of first-grade students in a public school setting. when compared with similarly enrolled students who hadnot been exposed A more general and far-reaching goal of the study was to eval to the procedure. The investigatiun was designed to test the following uate the potential of an affective curriculum supplenientas a bypotheses: technique for use in a developmental couaselieg progiam. I. There will be a significant change in selfactualization in the gruup exposed to is group counseling procedure. The groups nut exposed to a group counseling procedure will not evidence a change in Design of the Study self-actualization. 2 There will be J significant difference in growth toward self-actuali- The Human Development Program was examinee by means zation between the group exposed to a group counseling procedure of an experimental group of first-grade students who partici- and the groups not exposed to the procedure. 3 The posttest mean of the group exposed to a group counseling pated in the program during the 1972-1973 academic year and procedure will be similar to the mean of J clinically judged self- a control group of first graders who experienced the regular actualized sample. The groups not exposed to a group counseling first-grade curriculum. Measurements of student awareness, procedure will not evidence posttest means similar to the mean of self-concept, and social interaction were made during October a clinically judged self-actualized sample. and again in April to determine any change in affective behavlo The sample of the study was selected from undergraduate and gradu- that might have occerred during the school year. . ates in Oregon State University registered during the 1970 Winter Term for The Awareness Picture Test was developed by the author t the nine class sections of Educational Psychology. The sample consisted of assess changes which might occur in student awareness. Each 103 students assigned totwo classsections of the investigator and to one subject was presented with a series of pictures shoWing chil- class section of another instructor. Student placement in the classeswas dren engaged in a variety of activities. The children were the determined bythe computed assisted registration procedure The investiga- asked to respond to twelve standardized questions concerning tor was the facilitator in the viper mental group (Group I) ot 30 students the thoughts, feelings, and anticipated action conseqUences of (12 male and IS female) and one control group (Group II) of 43 students the behaviors he observed in the pictures. Each child's an- (17 mate JnJ 26 female) Another instruLtor was the Eli:dilator in the other swers were tape recorded and judged for overall quality by control group (Group III) of 30 students (10 male and 20 female). three 'trained evaluators. Alt sections of Educational Psychology were coordinated underspe- The Thomas Self -Concept Values Test was administered to cial grant titled. -Student Centered EduLatiunal Psychology An Experien- the student,' in both groups during October and Aped to detect tial ApproachThe control groups rcLeiscd exposure to self-directed changes it self-concept which might have occurred during this learning in and out of the class sectional meetings The experimental group time pert xi.Eachofthe (our subecales on the test: Self - differedonly in the classsectional meetings %here they %ere exposed to referent. inother -referent. teacher-referent, and peer-referen expeimetial learning exercises The class sectional meetings were two hours self - concept .s as assessed to detect any change ie pattern or weekly for all three groups over a penod of nine weeks. f he expertential elevation ot the scores. learning exercises were detailed for ease of replication Direct observation of student behavior within the classroom The Personal Orientation Inventory (POD was the instrument utilized was used to evaluate the impact of the Human Development for themeasurement of growth toward self-actualization or positive menial Program on social interaction. Three independent observers health The instrument was administered under pre and posttest conditions %ere trained to evaluate and classify four behaviors which to all three groups The preposttest ga ns on the Inner Directed (I) Scale might be exhibited by the first-grade students paYticipating were utilized for the testing of he three major hypotheses by means of in this study: aggression, resistance, nurturance, and coop- onetailed and two-tailed t tests. The 05 level of confidence was selected as the acceptable level of statistical significance eration. The children were observed individually by each ob- Findings for the three hypotheses revealed there was an increase in server for one one-half hour time period, and every occurrence self-actualization for the expenmental and two control groups which was of each of the four experimental action modes was classified significant at the 001 level for all three groups. There was no significant and recorded. A statistical comparison of the pre - and post- difference in growth toward self-actualization between the expenmental behavioral frequencies was then made to deterMine any change and two control groups, and the pre-test means were similar to a normal in social interaction skills that might have occurred within the sample for all three groups while the experimental Jnd one control group two groups. (Group II) showed posttest means to J clinically judged selfactual- ized sample. In the expenmenial group growth producing effects acre chosen by J Statistical Analysis facilitator with the intent of providing experiences in the Jffects,,e domain which would result ingrowth touardSeq a ruAlt.mon for college students Cattell coefficients of profile similarity were used as in- in a are amiss teaLher traireaz Lourse. iii .he two Lowrie ermine t ae,- dices of nattern seoeration or overlap of measurements taken in each of the three areas of the study, This global profile evaluation was complemented by a discriminant functionanal- EFFECTS OF THE HI:MANPOTEN MI. SEMINAR ON THE. ysis of individual sets of scores yielding a series ofunivariant SELF CONCEPT. ACADLMICACHIEVEMENT AND SOCIAL F ratios. The criterion of rejection was established atthe .05 AWL'S ralENT OF COMMUNITYCOLLEGE FRESHMEN level for all statistical data obtained in this study. James T. VARFLAJ, Ed.D. State University tot NewYork at Albaei1971 Conclusions College counselors and atudeetpersonnel workers are marily concerned with the pri- Statistical analysis of the data obtained from this studysug- development of the personalityand gests the following conclusions: 3 aeal relationships of collegestudents (Sanford, 1967; lanisson, 1961; Wrenn, 1962). Wil- 1. Students who had been exposed to the HumanDevelop- Their task is to assistthe stu- ment Program during first grade were not significantlydif- dent as he seeks to 'becomeall he is capable of becoming° terent in self-awareness from those students participatingin Bering this often difficulttransition period. the regular first-grade curriculum. During the 1960's, collegestudents across the nntion 2. Students who had been exposed to the HumanDevelop- sought meaningful personalexperiences through participation ment Program during first grade were not significantlydif- in a variety of group experiences.Presently, group experi-, ferent in sell-concept from those students participatingin the ences of all types are being usedas training tools fcr coun- selors and student personnel regular first-grade curriculum. workers (O'Banion, 1ar3).Group 3. The impact of the Human Development Programon the methods are being implementedat an increasing rate in of our nation's community many social interaction behavior of the experimental stisiaentsis colleges. Their expectedaim is to questionable since significant differenceswere found to exist help students understand tu relate to their classmatesthemselves more fully and tolearn between the experimental and control groups on thepretest in a more rewardingmanner measures of this variable. Hence the two groups cannot be (MeHolland, 1968). considered as equivalent in respect to this particularvariable. The purpose of this studywas to investigate, in a controlled Order No. 74-9396, 139 pages. meaner, the effects of one groupprocess, the Human Potential Seminar, on a sample of community college freshmen. Thein- ves'igation addressed itself to thequestion: Is the Human Po- tential Seminar group process an eftective treatment inim- proving the self-concept,academic achievement and social relationships of a sample ofrandomly selected community college freshmen? The sample consisted of 95 THE EFFECTS OF THE HUMAN POTENTIALSEMINAR community college freshmen. UPON COUNSELOR EDUCATION STUDENTS' Sunjects were assigned randomlyto three experimental LEVEL OF two placebo groups, and groups, SELF-ACTUALIZATION AND ABILITY TODISCRIMINATE one control group. The treatment,the FACILITATIVE CONDITIONS ZIPS group process,was given only to the three experimental groups. The data were gathered by to all subjects (experimental, administering post tests TUGKER, diary Ann, Ed.D. placebo and control). Itwas hy- University of Virginia, 1974 pothesized that the treatment wouldproduce significant positive changes on the selected variablesof the experithental group subjects. The present study proposed to explore the effectsof the Human Potential Seminar upon the level of seii-actualization The results of the treatmentwere measured by three in- in graduate counselor education students. In addition,the study struments: Tennessee Self-ConceptScale, Adjustment Inven- examined the effect of the HPS upon ability to tory-Student Form and the StudentQuestionnaire. Also, CPAs disci iminate fa- of each group were analyzed to cilitative conditions and the relationship ofself-actualization determine if there were sig- and discrimination ability. nificant differences betweengroup:, in the academic achieve- meat variable. Three major questions were formulated forthe investiga- tion of these effects. Does the Human PotentialSeminar: An analysis of the data revealedthat there were no (1) Increase the participants' level of self-actualization,(2) In- cent differences between groupson the self-concept, social ad- justment and academic achievement crease the ability tu discriminate facilitatie cordinons,acid variables. The Student (3) is there a relationship between themeasure of self-actual- Questionnaire results indicateda significant difference at the ization and discrimination ability? .05 level between groups on onlyone of the fifteen questions. In order to test tac:se yeestions, a :alai of 40aeunteers Experimental group Ss reported thatthey were more activein from counselor education claases ::ere assigned:o experimen- clubs and activities outside ofschool than were the placebo tal and control groups. All subjects aerepie and post tested and control Ss. using the Personal Ori,:ntatiun lienaaa and Call:einesDia- Implications for future research withthe HPS were raised crimination Index. The treatment of the experimentalgroup in the following areas: the need toreplicate the study, rather than make a definitive judgment was participation in the exercises of the Human PotentialSem- of the HPS based upon one at- inar, a highly structured group experience. The controlre- tempt to determine its merit; theuse of a variety of facilitator: ceived no treatment and attended classes as usual. to determine the most effectivetype of HPS group facilitator; The obtained data were analyzed le,,e of independent the need to increase the numberof HPS treatment sessions; t-tests, col related t-tests, and Pea, son's Productmoment and finally the need for furtherresearch with different instru- correlation. The findings of the study indicated that ments to observe other selected the Human Ss. personality variables of group Potential Seminar participants increased their level of'elf - Order No. 73-24,381, 82 pages. actualization significantly and further, that the gainswere aig- nificantly greater than those oi the control group. Theability to discriminate facilitative conditiuns increasedsignificantly in both the experimental and control A aigniticant ieln- A fa0a7PARISON Oa' TWOENCOUNTER GROUP A adROACaES tionship was found in self-actualization and discrimination ae 'an afaG PEaa0NALLiRJVvr:: ability. AND SE L F-ACTIIAIAZA TION In view of the findings, the implications for the studysea- gest that professional trairing programs should riferthe oppor- Wiliam Kennedy VENINO,Cd.D. tunity for the professional ard personal growtheapertences *the Univeraity oi aLacissippe1973 stimulated by a Human Potential Seminar, Order No. 'I- 12,579, 91?ages. Director: Grady E. Harlan This study was desatnet1 to the effects of 'ed pro- studied as it related to: maturity ofvocational attitudes, pres- grtrnmed eneountk.r groups with ledon-pro!;ramined encountei ence or absence of occupational decisions, confidence groups in promoting personal groa and self -actualization. in occu- pational choice, level of occupationalchoice and level of cur- The following questions were of iniay concern: riculum choice. Utilizing Atkinson's theory of the effect of 1.Is there a difference on the mean si.ores on the Per- achievement mo- tivation upon risk taking behavior, hypotheseswere formulated sonal Orientation Inntory groups tprograii.:ned. about the vocational behavior of extreme nun - program tied and control) ad all other onnparisons (high and low) and in- on each of the 12 termediate risk takers. It was hypothesizedthat: intermediate risk takers were more mature in vocationalattitudes, more likely to have made occupational decisions andmore confident 2. Is there a chiterence on dr.: sell ratings betweenpro. of their decisions than were extreme risk grammed and run-pragrammed groups takers. It was also hypothesized that intermediate risk takers wouldchoose cur- riculawhich would lead to higher level occupations than would 3. Is there a difference on the le.n:er ratings betweenpro- extreme risk takers: grammed and non-programmed groups? Risk taking as a construct emerged from the-literature as a subjective decisional activity which is expressed intwo quite From a sample of 73 students (57 graduate and 16 finder- independent modes, either as an estimate of graduates), fifty-two were randomly selected and randomlyas- probability or as signed to one of eight treatment groups. Twenty-six subjects a preference for certain situations or goals (gainsor losses). were assigned to one of four programmed encounter groups The investigation examined both modes ofrisk taking be- havior by testing a stratified random sample of malefreshmen and 26 subjects were assigned to one of four non-programpied at Eastern Michigan University. encounter groups. The remaining 21 subjects were assig.nK! Data were also gathered about the students' maturity of to the control group which received no encounterp.roup experi- vo- ence. Four group leaders led one programmed group and one cational attitudes, curriculum, thepresence of and confidence non-programmed group e:ch totaling eight encounter in their vocational choice, and the levels of theoccupational groups. and curriculum choice. The design of the studycalled for cor- Programmed groups were structured with ten personal relational analyses, using the correlationcoefficient and the awareness exercises which were introduced to the group eery correlation ratio (Eta) at well as Tests of Proportion. two hours to stimulate the group toward personal growth. The The hypotheses were not supported. Neithertype of risk non-programmed grams were unstructured and ,IIIIIZPCI taking was related to vocational maturity,presence of decision, t non- or- confidence in choice. However, two relationships were sig- directive approach. nificant. Each group lasted 20 hours in time. All 73 subjects in First, risk taking as an estimate of probability of the study were pre and posttested with the Personal Orienta- success is related to level of occupational choice. Second, tion Inventory. The group participants completed a rating there is a relationship between thepresence of specific occu- scale devised for the study after their groups terminated. pational choice and maturity of vocational attitudes. Group leaders also completed the questionnaire aftergroups In general the investigation offered evidence that risk taking terminated. as an estimate of probability of success is related to the qual- The analysis of covariance was used to determine how ity of decision rather than to the presence or absence of the significant a change took place in group participants asa re- decision itself.. Order No. 73-8208, 145 pages. sult of the programmed and non- programmed groups from the pre to the posttest on the PQI. Results showed significant dd- ferences occurred on only one t 12 scales (Capra.; tor Pi- timate Contact Scale). The Schefte Test for Multiple Con.pari- FACTORS INFLUENCINGCHANGES IN AFFECTIVE Ions indicated that a saznificant ditterente existed bet a.eerl the SENSITIVITY AND SELF-ACTUALIZATIONAS THE non-programmed ,,:roups and the control 'roup on Vie Cap belt: RESULT OF A T-GROUPEXPERIENCE for Intimate Contact Scale. The Chi Square Test was used to determine the thiference Joseph Francis ZELENSKI,JR., Ph.D. between the ratings of programmed groups and nom -programmec Southern Illinois University,1972 group participants and leaders. Results ,linwect that sigmei During the past few - years, much of the research incounsel- cant differences occurred on 11 of 13 questions indicating pro- ing has attempted to isolateand to study the essential variables ;rammed group participants rated their group experienceas when students who receivea structured motivation program mere successful than non-programmed group participant.; are compared to students who participatein a non-structured Leader ratings were 11,o hi:'.br tor prograninied group, al- group activity and students who receiveno treatment? though only three of 13 que,,tion-, were rated significantle 3. What differences in scholasticachievement will occur nigher by group leaders for prograninied ,:roups. when students w ho.receivea structured motivation program In conclusion, the results of the rating scale by group par- are compared to students who participatein a non-structured ticipants and leaders proved within the limits of this study that group activity and students whoreceive no treatment? personal awareness exercises utilized by a high functioning 4. What differences, ifany, will occur in self-actualizing leader in encounter groups promote personal growth and self- attitudes motivation toward schoolscholastic achievement and actualization significantly more than a highly unstructured en- amone comparison groups aftera six-week Post-wait period? counter group approach. Therefore programs could be devised 5, What effects, if any, willthe artifact of testing have on for counseling and therapy groups or any group of individuals the comparison groups? .ho share a common problem or concern. Procedure: The population for thisstudy included 150 elev- Order No. 74-11.445, 80 pages. enth grade students enrolledat the Dean Attendance renter, Leland Consolidated SchoolDistrict, Washington County, Mis- sissippi, during the 1971-72 schoolyear, From this population, eighty students were randomlyselected and assigned to four groups of twenty students as follows: A STUDY OF THE RELATION BETWEEN RISK TAKING Group E, participated in AND VOCATIONAL BEHAVIOR a structured motivation program fora twelve week period,meeting each day for fifty minutes during the regular school day. John Woods 1VAIDLEY, Ed.D. Group E, met for fifty minutes New York University, 1972 per day each school day for a period of twelve weeks in anon-structured counseling group, Group CI was a group of students Chairman: Professor Martin Hamburger who completed the re- search instruments as did theexperimental groups, but did not participate in any type of tiroaraxn. Risk taking as a problem in vocational develooment was Group Ct. was a grooi of students who received tesi.jpg only losivoin learner inagspe two at the end of a six week Post-wait Period.These students did participating teachers used not participate in any type of program. a rotating system and were involvedwith troth the treatment The format of the study was essentially that of and control groups. an experi- The two null hypotheses mental design which coved two consecutive periods.The for th saudy wereas follows: first twelve weeks was 'mown as the Treatment (11 there is no dtfference betweenthe adjusted mean self- Period and re- concept score for subjects exposed ferred to a period of tinAdurine which Group Elparticipated to 'he vocational awareness in a programmed motivation games and the adjusted mean experience, while group E2 expe- to the games (main effect score for subjects not exposed rienced a non-directive student centeredgroup orientation. hypothesisl: and (21 there isno dif- The six weeks following this period was known ference among the adjustedmean scores of the various as the Post - mentby- meotal abiltrc treat- wait Period during %%tech no contact was made withany of the eombinations that cannot beattributed jarticipants. to the main effect itself (interactioneffect hypothesis). The statistical analysis for The Personal OrientatiOn Inventory, the Junior Indexof both hypotheses was thetreat- 1, Motivation and grade point average provided ments-by-blocks analysis ofc,ivartance. with the pretest score dependent variable as tne coeariable. The level of data and these results were analyzed by analysisof variance statistical significance wasset procedures. at .05. The analysts of the adjusted Conclusions: Based on findings of this study,the following Lett mean scores of thetwo major conclusions were made: groups yielded an F-ratio o :1 the .05 level. Therefore. :he :itch was not significantat 1. By the end of the 12 weeksTreatment Period; signifi- :num effect hypothesis was re- cant differences did not occur among tained. The terssr. rfter hypothesis can also not he groups included in the jecterd. re- study either in terms of POI scores,JIM Scale scores or grade point averages. Although data did, hoer, approh some increases or changes for statistical :he 4.04 F-rai:0 needed did seem to be occurring, differences ingroups were not sig- u. r ! the vocatsna! awareness nificant at the .05 level. games might ;/:!vi had sonic tnlect the sell-c sietpts of the 2, Significant changes did occur in grade sixth grade stitentsThe sslisees t,ah ioxer point averages abttiUoswh s were eeposed to the measured inertial and on JIM Scale scores by the end of thePost-wait Period. ittaaai awareness g.imes This findiiig suggests that perseverence occurred had the lareest self-.once!), mean sc ire increase after the testAlso. the escational on the past - termination of the motivational program, ultimatelyreflecting avareness gaming seemed to liean significant changes in attitudes toward school and educt: esti evert c !or "I)t.! ;larti :padirz. in grade School prosrams .chic!' point averages. erapaastse self-, ravent gr :[titteem 3. When the two control groups were compared, important and nis essary if studentsare to be preps:. o for the no signifi- futureVocational awareness cant differences occurred, which supported theconclusion that -ainingan be air esssiable the artifact of testing was negligible. educational experience forthose participating. to be responsible for helping If education is Order No. '73-5595. 5'7 paces. , students become aware ofvarious concepts of the world-of-workand for clarifying which cepts of self have personal con- meaning, then the vocationalgaming approach shows some promisefor being a "fun way' to gain these insights. Thus, schoolprograms should be concerned THE EFFECT OF VOCATIONAL AWARENESS GAMES ON with the development of THE SELFCONCEPTS OF SIXTH GVADE STUDENTS positive self-concepts, andvocational awareness games should focuson self-awareness and self- Gilbert Charles GOCKLEY, Ed.D. assessment rather than traditionalapproaches of studying oc- cupational information. The University of Rochester, 1973 Order No. 73-25,871, 96pages.

The purpose of this study was to investigate certainvoca- tional awareness games which are based on developmental concepts. 'It dealt v.eth the individual's exposure to, and eeplo- ration of, selected conditions in vocattonal development,em- phasizing such factors as interests. abilities, attitudes,aspira- tions, values., life situations and life goals. These factorswere approached from an internal frame of reference in which the individual explored his own feelings and ideas about himself. The vocational awareness games encouraged mdividuals to ac- quire a clearer conceptualization of self. The experimental study was designed to investigate the ef- fect of the vocational awareness games on the self-concepts of 50 suburban sixth graders. The subjects were classified to high, middle, or low I.Q. groups and ranuomly assigned to the control and treatment groups. The Piers-Harris Children's Self-Concept Scale was administered as a pre- and posttest measure. The activities for the experimental groups were thoroughly planned to give similar opportunities for student interaction and to create parallel classroom atmospheres. The subjects in the treatment group were involvedin .1 series of vocational awareness games during the tea-week research period. The games were sequenced as follows: (I) eight sessions with the Interest Continuum game: !21 thir- teen sessions with the Life Situations esme: (31 seven sessions with Lie Abilities game: and (41 five sessions with the I de Goals game. Tbesubjects in the control .:rosp were involved inuon- tocationl experiences. Since the vocational avarenesstames were enjoyable and involved student-student and student-teacher interaction, the control group activities were also level iced and planned to he fun and to encouraginterac:ton. Theac- t:sit:es pr,sented to the sontrol ems, cm tutted an .tit protect. science projects, selerted educational p irlor ;Amer. tr- ims other ft/Mc:dine:A stivives 3