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Two articles comprise this publication. In "Beyond the Story-Book Ending: Literature for Young Children About Parental Estrangement and Loss," Megan Matt analyzes over 30 books for young children on the topics of abandonment, estrangement, divorce, and foster care. She observes that this loss might appear as an event within the story or as a fear articulated by a young child. She states that, as an educator, she hopes that she can make the children realize that their own stories are "real" and legitimate, no matter what messages they might encounter or fail to encounter in the media. In "Walking the Walk: Linking Teaching and Advocacy," Danielle Morrison recounts her experiences teaching a civil rights curriculum to third graders at a progressive private school in Manhattan. As a young teacher, she believed that she should be neutral and present information to her students, not interpret it. She found that when her school changed their civil rights curriculum from one centering around skin color to one that was more global and current, leading to a social action project and advocacy, the students became more engaged. She learned that it is her job as a teacher to inspire students to want to build a better world, that it is okay for her to express her opinions, share her experiences, and to model ways for her students to participate. She found that it takes a different kind of hard work, dedication, and time to teach children to care about advocacy. [Occasional Paper Series editor: Jonathan G. Silin.]

Presenting multi-ethnic views about the delivery of mental health services to the Hispanic population, this monograph contains 18 papers presented at the joint meeting of the Puerto Rican Medical Association's Psychiatry, Neurology and Neurosurgery Section, the Caribbean Psychiatric Association, and the American Psychiatric Association held in May 1976. The papers cover such topics as: the psychodynamics of prejudice; the evaluation and quality control of mental health services; the community mental health center in the central city--issues for administrators; clinical issues in the psychiatric treatment of Puerto Ricans; a community mental health program for Chicago's Spanish speaking people (8 years of evolution); psychiatric services to Puerto Rican patients in the Bronx; the importance of a community mental health center in a Spanish speaking community; diagnostic and prognostic surprises in Spanish American patients in Colorado; a separate complete program for Spanish speaking patients; the use of community workers in a Spanish speaking community; subtle bias in the treatment of the Spanish speaking; participation of Latinos and Blacks in outpatient services consumer surveys; day treatment of Hispanic adolescents involved with the courts; the language handicapped psychiatrist and patient in a bilingual situation; pharmacotherapy; voodoo, spiritualism and psychiatry; psychiatry and the criminal system; and the abused and neglected child. (NQ)

This book presents 19 papers on child abuse and neglect. A brief introduction by Health and Human Services Secretary, Margaret Heckler is followed by 13 major issue papers: "Combatting Child Abuse and Neglect" by the assistant secretary for Human Development Services, Dorcas R. Hardy; "What Have We Learned about Child Maltreatment" by James Garbarino; "Stop Talking about Child Abuse" by Donna J. Stone and Anne H. Cohn; "Community Involvement in the Prevention of Child Abuse and Neglect" by Peter Coolsen and Joseph Wechsler; "Child Neglect: An Overview" by Aeolian Jackson; "How Widespread is Child Sexual Abuse?" by David Finkelhor; "What We've Learned from Community Responses to Intrafamily Child Sexual Abuse" by Martha M. Kendrick; "Emotional Abuse of Children" by Dorothy Dean;"Overview: The National Center on Child Abuse and Neglect;""Providing Child Protective Services to Culturally Diverse Families" by Roland H. Sneed; "Developmentally Disabled, Abused and Neglected Children" by Mark D. Souther; "The Revolution in Family Law: Confronting Child Abuse" by Howard A. Davidson; and "The Military's Response to Child Abuse and Neglect" by Suzanna Nash. Six papers describing programs and projects that deal with child abuse and neglect are also included. The book concludes with a question and answer section on reporting responsibilities and procedures when one knows of or suspects child abuse and neglect, a list of state names and addresses of child protection agencies, and an annotated bibliography of manuals, reports, and other publications of the National Center on Child Abuse and Neglect that deal with child maltreatment. (KGB)

This book is intended to provide social services welfare professionals a comprehensive discussion from a multidisciplinary perspective of infants and preschool-age children in the child welfare system. Contributors to the book are specialists in the fields of pediatrics, psychology, child welfare, social policy, legal advocacy, speech-language pathology, physical therapy, theology, and early intervention. The book is divided into five sections, covering developmental and emotional concerns, medical concerns, advocating for children, prevention and early intervention, and training. Individual papers are: (1) "Starting Young: Improving Children's Outcomes" (Silver); (2) "Emotional Development and Disorders in Young Children in the Child Welfare System" (Morrison, Frank, Holland, and Kates); (3) "Feeding Disorders in Infants and Young Children" (Greis); (4) "Motor Development and Disorders in Young Children" (Orlin); (5) "Speech and Language Development of Young Children in the Child Welfare System" (Amster); (6) "Supporting the Spirituality of Children in Foster Care and Their Caregivers" (Weaver); (7) "Health Care for Young Children in Foster Care" (Silver, Haecker, and Forkey); (8) "Child Abuse and Neglect" (Christian); (9) "Child Abuse and Developmental Disabilities" (Jaudes and Shapiro); (10) "Children with Complex Health Care Needs and the Public Sector Child Welfare Agency" (Meyers, Alexander, Silver, and Vogel); (11) "Child Placement: Policies and Issues" (Mauro); (12) "On the Front Lines: Foster Parents' Experiences in Coordinating Services" (Ross and Crawford); (13) "Collaboration with the Child Advocate" (O'Grady and Birns); (14) "Family-Centered, Home-Based Prevention Strategies for Vulnerable Families of Young Children" (Marcenko); (15) "Emergency Child Care and Overnight Respite for Children from Birth to 5 Years of Age: Development of a Community-Based Crisis Nursery" (Andrews, Bishop, and Sussman); (16) "Early Intervention Services for Infants and Preschoolers in Foster Care" (Spiker and Silver); (17) "Early Intervention for Drug-Exposed Infants in Foster Care: The Infant Nursery Caregiver Education Parent Training Program" (Linares, Jones, Sheiber, and Rosenberg); (18) "Family School: Twenty Years as an Innovative Model Demonstration Project" (Peckham); (19) "Linking Services, Research, and Policy for Children in Foster Care: Lessons Learned at the Center for the Vulnerable Child" (Klee and Kronstadt); (20) "Ensuring Family and Community Life for Infants with Complex Health Care Needs: Intensive Early Intervention and Family Support" (Davis and Alimena-Caruso); (21) "Training Professionals to Work with Young Children with Developmental Disabilities" (Vig and Kaminer); and (22) "Foster Parent Training" (Zukoski). Each chapter contains references. (HTH)

This guide discusses an approach to discipline which focuses on student self-control as opposed to external control imposed by the teacher. After "Introduction: Caring Teachers Can Make a Difference," the ten chapters are: (1) "Setting the Stage for Appropriate Behavior"; (2) "Expectations, Limits and Rules"; (3) "Encouragement, Praise, and Rewards"; (4) "Creating a Community of Caring Listeners and Talkers"; (5) "Harnessing and Channeling Anger Into Constructive Outlets"; (6) "What to Do After Students Misbehave"; (7) "Problem Solving as a Tool for Teachers"; (8) "Problem Solving as a Tool for Students"; (9) "Strategies for Chronic, Annoying Misbehaviors"; and (10) "Strategies for Misbehavior Resulting from Childhood Trauma." Appendixes contain suggested readings and recommended programs. (Includes 85 references and an index.) (LH)

This book was written for teenagers and older children who have abusive, alcoholic, or mentally ill parents. Emphasis is placed on young people in such situations using their intelligence, understanding that parents are fallible, viewing the future with optimism, facing reality, and seeing the good in other people rather than assuming everyone possesses the same shortcomings as their unhealthy parent. The book is divided into 13 chapters: (1) Getting Started; (2) Selfishness--whether taking care of yourself is selfish or not; (3) Mistreatment--how and why parents mistreat children; (4) When Parents Are in Pain; (5) When Parents Cause Pain; (6) Big-Time Feelings--such as guilt, rage, and shame; (7) Troubled Parents and Ordinary Teen Life; (8) Scapegoating; (9) Too High a Price to Pay? Choosing Your Parent Over Yourself; (10) Power Struggles; (11) Why Parents Have Problems; (12) Professional Help: When and How to Get It; and (13) Finishing Up. (JE)

This collection of 11 articles focuses on various kinds of change that children face, and ways that adults can help nurture the development of coping strategies. Situations of change covered are crises of death, divorce, imprisonment, or hospitalization of family members, new environments such as entering school, the birth of a new sibling, and child abuse and neglect. Also discussed are the utilization of community resources to help the child cope with change, and the problems facing the gifted child. (Author/SS)

The process by which parents become attached to their infants was the focus of a roundtable discussion. Participating were students of the attachment process in various animal species, as well as clinicians and researchers, from various disciplines, engaged in studying the development of attachment in parents of normal infants, parents of premature or sick infants, and parents of battered or failure-to-thrive infants. The discussion is reported in three parts. First examined are disorders of attachment, featuring problems of failure-to-thrive and child abuse/neglect as they affect infants and their parents; attention is given to disruptive mechanisms resulting in abnormalities. Delineated in the second part are aspects of the process of attachment; parallels in behavior patterns of humans and animals are reviewed, and parent/child interaction as a developmental force is discussed. The role of the father is additionally described, with emphasis given to the ways the father can play a very useful part by interacting with infant and mother. Stressing various parent-visiting practices prevalent in intensive care nurseries in the United States, the discussion in the third part explores problems of attachment. It is emphasized that mothers of premature infants should be permitted to have early physical contact with their infants in order to establish early mother/infant bonding. (RH)